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| Foreword | |
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| Introduction | |
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| I Told You Not to Tell Me That | |
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| The case for not "telling" in training-and some guidelines for doing it if you must | |
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| I Wanted to Learn But There Was No Money in It | |
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| Thoughts on the relationship between learning goals and rewards-and how to design training that helps learners stay motivated | |
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| Teaching What Can't Be Taught | |
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| The value of knowing what you cannot fix-and understanding how people really change and what the culture has to do with it | |
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| Knowing Isn't Doing | |
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| The reasons most e-learning is so bad (and other training, for that matter)-and five questions to ask to begin to make it better | |
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| Enron Fixes Their Communication Problems | |
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| Thoughts on when to just say no-like when your company asks for a training course | |
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| Sex and Chicken | |
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| The role of nonconscious learning-and how to help adults do it | |
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| I Can't Remember Whether I Ate the Whole Thing | |
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| On the difference between event memory and procedural memory-and how practice has to figure in | |
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| Sir, Step Away from the Fig Newton | |
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| How what happens in real life undoes training-and what to do about it | |
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| Billy's Home Run | |
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| Storytelling insights-and how hearing, telling, and living stories makes for good training | |
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| What's Doing? | |
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| The excuses for not doing doing-based training-and how to avoid them | |
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| Pardon Me, I Must Have Misplaced My Stereotype | |
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| The pros and cons of stereotyping-and how to teach people to do it well | |
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| Every Curriculum Tells a Story (Don't It?) | |
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| The problems with most curricula today-and how they inspire a different way to define the training designer's job | |
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| And We'll Have Fun, Fun, Fun 'til Our Company Takes the e-Learning Away | |
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| Why most e-learning is boring, not fun-and real-world tips for making it more engaging | |
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| I Disagree with the Question | |
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| The importance of getting the questions right-so the rest of your job is easy | |
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| Corporate Dragons | |
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| Why most e-learning you are likely to encounter isn't very good-and how to recognize it | |
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| Time for AI | |
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| How AI might help when you have a problem that you need a smart computer to do-like building story-based training systems | |
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| About the Author | |
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| Index | |
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| Pfeiffer Publications Guide | |