| |
| |
| Acknowledgments | |
| |
| |
| About the authors | |
| |
| |
| Introduction | |
| |
| |
| |
| Training: Adapt or Die … | |
| |
| |
| |
| Your environment and your role | |
| |
| |
| What is the environment? | |
| |
| |
| What is your role now? | |
| |
| |
| Training versus capability | |
| |
| |
| Summary | |
| |
| |
| |
| Is training the right answer? | |
| |
| |
| A blueprint for extinction | |
| |
| |
| Development options | |
| |
| |
| A recommended training process | |
| |
| |
| Summary | |
| |
| |
| |
| Needs Analysis | |
| |
| |
| |
| Three priorities when approaching needs analysis | |
| |
| |
| 'Satisficing' | |
| |
| |
| What are your priorities in needs analysis? | |
| |
| |
| |
| focus on being a performance expert | |
| |
| |
| |
| be a slave to the business, outcomes required | |
| |
| |
| |
| identify and address the barriers to change | |
| |
| |
| Summary | |
| |
| |
| |
| What should be included in a needs analysis? | |
| |
| |
| Business outcomes, success measures and learning outcomes | |
| |
| |
| Practical research | |
| |
| |
| Risk analysis and assessment | |
| |
| |
| Scope | |
| |
| |
| Training and the Pareto principle | |
| |
| |
| Summary | |
| |
| |
| |
| Carrying out practical research | |
| |
| |
| Researching the right things | |
| |
| |
| Quantitative and qualitative research | |
| |
| |
| Ground rules for effective research | |
| |
| |
| Research methods | |
| |
| |
| Summary | |
| |
| |
| |
| Design and Practical Application | |
| |
| |
| |
| The context for design | |
| |
| |
| The three success factors | |
| |
| |
| The impact of your preferences | |
| |
| |
| Summary | |
| |
| |
| |
| Foundations for success in designing training | |
| |
| |
| It's all about linking to business performance improvements | |
| |
| |
| A successful structure is clear and effective | |
| |
| |
| Creating awareness, responsibility and motivation in participants | |
| |
| |
| Recognise that people learn differently | |
| |
| |
| Managing the emotional state of the audience | |
| |
| |
| Adopt an attitude of continuous improvement | |
| |
| |
| And finally, before we forget… | |
| |
| |
| Summary | |
| |
| |
| |
| The role of learning styles | |
| |
| |
| How people learn | |
| |
| |
| Honey and Mumford learning styles | |
| |
| |
| Learning styles 'infect' us as trainers | |
| |
| |
| How should you use learning preferences in your design? | |
| |
| |
| Summary | |
| |
| |
| |
| How to structure your training | |
| |
| |
| How to structure your training to maximise engagement | |
| |
| |
| Maintaining engagement for the duration of the training | |
| |
| |
| Using themes and signposts | |
| |
| |
| Structuring a session to retain audience attention | |
| |
| |
| How to motivate your audience | |
| |
| |
| Summary | |
| |
| |
| |
| Training methods | |
| |
| |
| The importance of variety | |
| |
| |
| Making the right choice of methodology | |
| |
| |
| Overview of methods | |
| |
| |
| Working with exercises | |
| |
| |
| Other creative methods | |
| |
| |
| Summary | |
| |
| |
| |
| What to do in the first hour | |
| |
| |
| Getting participant attention | |
| |
| |
| Acknowledging and managing the 'state' of the participants | |
| |
| |
| Establishing motivation | |
| |
| |
| 'Setting out your stall': signposting, objectives and ground rules | |
| |
| |
| How to handle introductions | |
| |
| |
| Icebreakers | |
| |
| |
| And finally… | |
| |
| |
| Summary | |
| |
| |
| |
| Planning for audience engagement | |
| |
| |
| Focus on attention span | |
| |
| |
| Practical design steps to maintain audience interest | |
| |
| |
| Summary | |
| |
| |
| |
| How to encourage participants to take action | |
| |
| |
| Issues preventing the application of learning | |
| |
| |
| What to do to gain commitment to action | |
| |
| |
| Summary | |
| |
| |
| |
| The Trainer as Performer | |
| |
| |
| |
| The foundations of influencing | |
| |
| |
| The C<sup>3</sup> Model of Influencing™ | |
| |
| |
| Confidence | |
| |
| |
| Credibility | |
| |
| |
| Connection | |
| |
| |
| Summary | |
| |
| |
| |
| The learning environment | |
| |
| |
| What do we mean by the learning environment? | |
| |
| |
| Arrangements for seating | |
| |
| |
| How to operate in a room that is not great | |
| |
| |
| An example of good practice | |
| |
| |
| Summary | |
| |
| |
| |
| Questions are the answer | |
| |
| |
| Engaging the audience through questions | |
| |
| |
| How to answer questions from the group | |
| |
| |
| The 4A model for handling questions | |
| |
| |
| Options for handling different types of questions | |
| |
| |
| Summary | |
| |
| |
| |
| Let us tell you a story… | |
| |
| |
| The power of stories | |
| |
| |
| What do we mean by a story? | |
| |
| |
| Summary | |
| |
| |
| |
| Improvisation and utilisation | |
| |
| |
| How to use what is happening in the room to everyone's advantage | |
| |
| |
| Four steps to improvising well | |
| |
| |
| Utilisation | |
| |
| |
| The importance of humour and fun in business training | |
| |
| |
| Summary | |
| |
| |
| |
| Dealing effectively with training challenges | |
| |
| |
| Key principles | |
| |
| |
| Dealing with diversity | |
| |
| |
| Ideas about how best to deal with specific challenges | |
| |
| |
| Summary | |
| |
| |
| |
| Embedding, Learning Transfer and Evaluation | |
| |
| |
| |
| Influencing the conditions so that learning transfer happens | |
| |
| |
| What is embedding? | |
| |
| |
| What is learning transfer? | |
| |
| |
| We are not doing a great job at the moment | |
| |
| |
| The four key factors that enhance learning transfer | |
| |
| |
| Good practice | |
| |
| |
| Summary | |
| |
| |
| |
| How to evaluate training effectively | |
| |
| |
| The Kirkpatrick evaluation model | |
| |
| |
| The Kirkpatrick model in more detail | |
| |
| |
| The mechanisms used for evaluation | |
| |
| |
| Summary | |
| |
| |
| Summary | |
| |
| |
| And finally … a story | |
| |
| |
| Index | |