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| Introducing Communication Training | |
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| Training Defined | |
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| What is Training? | |
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| What Do Trainers Do? | |
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| Why is Training Important? | |
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| A Trainer's Toolbox: is Training the Solution to Every Problem? | |
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| Training and Related Functions | |
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| Training and Education | |
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| Training and Motivation | |
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| Recap: Comparing Training and Education | |
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| Training and Development | |
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| Training and Consulting | |
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| Recap: Comparing Three Approaches to Organizational Consulting | |
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| Training and Communication | |
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| the Communication Process | |
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| the Training Process: a Communication Process | |
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| Training Steps: An Overview of the Training Process | |
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| Analyze Organizational and Trainee Needs | |
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| Analyze the Training Task | |
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| Develop Training Objectives | |
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| Organize Training Content | |
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| Determine Training Methods | |
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| Select Training Resources | |
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| Complete Training Plan | |
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| Deliver Training | |
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| Assess the Training Process | |
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| Summary | |
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| Questions for Discussion and Review | |
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| Questions for Application and Analysis | |
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| Activities to Apply Principles and Skills | |
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| Mastering how Adults Learn | |
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| Laws of Learning | |
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| Law of Effect | |
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| Law of Frequency | |
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| Law of Association | |
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| Law of Readiness | |
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| Recap: General Learning Laws and Putting Laws into Practice | |
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| Andragogy versus Pedagogy | |
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| Andragogical Training Assumptions | |
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| Recap: Comparing Pedagogical and Adragogical Learning Assumptions | |
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| Andragogical Training Applications | |
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| Recap: Adult Learning Principles and Training Applications | |
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| Learning Styles | |
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| Perceptual Differences | |
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| A Trainer's Toolbox: How to Transfer Training Skills to the Job | |
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| Recap: Perceptual Learning Differences and Training Applications | |
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| Time Learning Differences | |
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| Information Processing Differences | |
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| Age Differences | |
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| Learning Preference Differences | |
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| Recap: Learning Preference Differences and Training Applications | |
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| Adapting to Differing Learning Styles: Recommendations for the Training Practitioner | |
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| Recap: Approaches to Training | |
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| Summary | |
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| Questions for Discussion and Review | |
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| Questions for Application and Analysis | |
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| Activities for Applying Principles and Skills | |
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| Conducting a Needs Assessment and Task Analysis | |
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| Domains of Learning | |
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| Cognitive Domain | |
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| Affective Domain | |
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| Psychomotor Domain | |
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| How to Conduct a Needs Assessment | |
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| Assessing Organizational Needs | |
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| Assessing Individual Trainee Needs | |
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| How to Assess Needs Without a Comprehensive Needs-Assessment Process | |
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| A Trainer's Toolbox: How to Learn from a Subject Matter Expert (SME) | |
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| How to Analyze the Training Task | |
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| How to Prepare a Task Analysis | |
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| Summary | |
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| Questions for Discussion and Review | |
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| Questions for Application and Analysis | |
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| Activities for Applying Principles and Skills | |
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| Developing Objectives and Designing Curriculum | |
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| How to Write Training Objectives | |
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| Distinguish Between Training Goals and Training Objectives | |
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| Identify the Training Skill Outcomes | |
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| Develop Observable, Measureable, Attainable and Specific Objectives | |
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| How to Design Curriculum | |
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| First Things First: Teach the Skill in Chronological Order | |
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| Easy Does It: Teach Simple Skills before More Complex Skills | |
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| Problem and Solutions: Teach Problem Identification, Them Problem Solution | |
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| How to Teach a Skill | |
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| Tell | |
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| Show | |
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| Invite | |
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| Encourage | |
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| Correct | |
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| How to Make Every Lesson Successful | |
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| Set Induction: Establish a Readiness to Learn | |
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| Stimulus Variation: Change Methods to Maintain Interest | |
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| Closure: Tie a Ribbon around the Lesson | |
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| Summary and Review | |
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| Questions for Discussion and Review | |
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| Questions for Applications and Analysis | |
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| Using Training Methods | |
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| Lecturing | |
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| How to Develop Lectures | |
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| How to Present Lectures | |
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| Managing Experiential Activities | |
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| How to Conduct Role Plays | |
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| How to Conduct Case Studies | |
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| Facilitating Group Discussions | |
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| How to Manage Group Discussions | |
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| How to use Facilitation Techniques | |
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| Selecting the Best Training Method | |
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| Consider your Trainees | |
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| Consider your Learning Objectives | |
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| Consider Advantages and Disadvantages | |
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| Consider your Level of Comfort | |
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| Summary and Review | |
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| Questions for Discussion and Review | |
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| Questions for Application and Analysis | |
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| Activities to Apply Principles and Skills | |
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| Using Web-Training for E-Learning | |
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| Understanding E-Learning | |
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| the Need for E-Learning | |
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| Rapid E-Learning | |
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| E-Learning delivery options | |
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| Blended Training Models | |
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| Types of Technology Training Tools | |
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| Web 2.0 Training Tools | |
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| Rapid Training Tools | |
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| Developing Web Training | |
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| Design Principles for Web-Based Training | |
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| Practical Tips for Web-Based Training | |
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| Using the Needs-Centered Training Model for E-Learning | |
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| Analyze Training Task | |
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| Develop Training Objectives | |
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| Organize Training Content | |
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| Determine Training Methods | |
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| Select Training Resources | |
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| Complete Training Plans | |
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| Deliver Training | |
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| Assess Training | |
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| Summary and Review | |
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| Questions for Discussion and Review | |
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| Questions for Application and Analysis | |
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| Activities to Apply Principles and Skills | |
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| Developing Trianing Plans | |
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| The Purpose of Training Plans | |
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| Connect Trainee Needs with Objectives | |
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| Connect Trainee Objectives with Methods | |
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| Preparing to Write a Training Plan | |
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| Conduct Research | |
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| Develop Training Content | |
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| Determine Training Time Frames | |
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| Determine Training Methods | |
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| Select Training Materials | |
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| Training Plan Formats | |
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| Descriptive Format | |
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| Outline Format | |
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| Multi-Column Format | |
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| Developing the Participant's Guide | |
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| the Importance of the Participant's Guide | |
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| How to Develop the Participant's Guide | |
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| Practical Training Plan Tips | |
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| Draft Participant's Guide First | |
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| Remember the 20-Minute Rule | |
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| Build in Skill Training Sequence: Tell, Show, Invite, Encourage, Correct | |
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| Plan for Contingencies | |
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| Revise, Revamp, Reconstruct | |
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| How to Test the Training Plan | |
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| Conduct a Focus Group | |
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| Conduct a Pilot Test | |
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| Invite an Expert to Review the Material | |
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| Summary and Review | |
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| Questions for Discussion and Review | |
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| Questions for Application and Analysis | |
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| Activities for Applying Principles and Skills | |
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| Assessing Learning Outcomes | |
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| Understanding Assessment | |
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| Model of Assessment | |
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| Need for Assessment | |
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| Kirkpatrick's Levels of Assessment | |
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| Assessing Affective Learning: Did They Like It? | |
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| Domains of Effective Learning | |
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| Tools for Assessing Affective Learning | |
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| Assessing Cognitive Learning: Did They Learn It? | |
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| Domains of Cognitive Learning | |
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| Tools for Assessing Behavioral Learning | |
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| Assessing Behavioral Learning: Can They Do It? | |
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| Domains of Behavioral Learning | |
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| Tools for Assessing Behavioral Learning | |
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| Interpreting Assessment Information | |
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| Analyzing Assessment data | |
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| Using Assessment Data | |
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| Reporting Assessment Data | |
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| Summary and Review | |
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| Questions for Discussion and Review | |
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| Questions for Application and Analysis | |
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| Activities to Apply Principles and Skills | |
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| Becoming a Trianing Professional | |
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| How to Get a Training Job | |
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| Types of Training Jobs | |
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| Strategies for Getting a Training Job | |
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| Training Part-Time | |
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| Becoming an ASTD Certified Trainer | |
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| How to Identify Training Needs | |
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| Types of Training Needed | |
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| Need for E-Training and Blended Learning | |
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| Need for Training Generalists versus Specialists | |
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| Need for Training On-the-Go | |
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| How to Develop Training Proposals | |
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| Writing Needs-Assessment Proposals | |
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| Presenting Needs-Assessment Proposals | |
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| Writing Training Proposals | |
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| Presenting Training Proposals | |
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| Summary and Review | |
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| Resources for the Training Professional | |
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| Questions for Discussion and Review | |
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| Questions for Application and Analysis | |
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| Activities to Apply Principles and Skills | |
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| Notes | |
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| Glossary | |