| |
| |
List of Figures | |
| |
| |
List of Tables | |
| |
| |
Foreword | |
| |
| |
Preface | |
| |
| |
| |
| |
| |
| |
The Challenge of Training Impact | |
| |
| |
Chapter Overview | |
| |
| |
The Myth of Training as "Delivery of Events," | |
| |
| |
The Logic of Training Impact | |
| |
| |
Beyond the Transfer of Training | |
| |
| |
Leveraged Transfer | |
| |
| |
Understanding Training Impact | |
| |
| |
Chapter Summary | |
| |
| |
| |
Does the E-World Change Everything? | |
| |
| |
Chapter Overview | |
| |
| |
What is "E-Learning"? | |
| |
| |
Blended Solutions | |
| |
| |
A Three-Part Structure | |
| |
| |
Applications and Advantages | |
| |
| |
Issues and Obstacles | |
| |
| |
It's All About Design | |
| |
| |
Chapter Summary | |
| |
| |
| |
The High-Impact Learning Model | |
| |
| |
Chapter Overview | |
| |
| |
Two Learning Stories | |
| |
| |
Comparing the Experiences | |
| |
| |
The Key HIL Principles | |
| |
| |
The HIL Process | |
| |
| |
Assumptions of the HIL Process | |
| |
| |
Integrating High-Impact Learning Process Elements | |
| |
| |
Chapter Summary | |
| |
| |
| |
| |
| |
| |
Mapping Linkage to Business Goals | |
| |
| |
Chapter Overview | |
| |
| |
What Is an "Impact Map"? | |
| |
| |
Fundamental Impact Map Structure | |
| |
| |
Impact Map Variations | |
| |
| |
Constructing Impact Maps | |
| |
| |
Strategic Purposes for Impact Mapping | |
| |
| |
Chapter Summary | |
| |
| |
| |
Creating Learner Intentionality | |
| |
| |
Chapter Overview | |
| |
| |
Learner Intentionality: An Example | |
| |
| |
A Basis in Learning Research | |
| |
| |
Individualized Learning via "Mass Customization," | |
| |
| |
Individuals Achieve Training Impact | |
| |
| |
Advantages of Intentionality | |
| |
| |
Creating Intentionality: Methods and Tools | |
| |
| |
Chapter Summary | |
| |
| |
| |
Providing Effective Learning Interactions | |
| |
| |
Chapter Overview | |
| |
| |
Respecting Adult Learners | |
| |
| |
Matching Learning Methods with Desired Outcomes | |
| |
| |
Four Key Dimensions of Powerful Learning Interactions | |
| |
| |
Blended Solutions: Revisited | |
| |
| |
Chapter Summary | |
| |
| |
| |
Performance Supporting | |
| |
| |
Chapter Overview | |
| |
| |
What Is Performance? | |
| |
| |
A Framework for Analyzing Performance | |
| |
| |
Integrating Performance Support into a Blended Solution | |
| |
| |
Chapter Summary | |
| |
| |
| |
| |
| |
| |
Crafting High-Impact Learning Initiatives | |
| |
| |
Chapter Overview | |
| |
| |
Traditional Instructional Systems Design | |
| |
| |
Problems with the ADDIE/ISD Approach | |
| |
| |
The HIL Design Approach | |
| |
| |
A Deeper Look at Phase One: Analyze | |
| |
| |
A Deeper Look at Phase Two: Design | |
| |
| |
A Deeper Look at Phase Three: Create and Try Out | |
| |
| |
Chapter Summary | |
| |
| |
| |
Using Evaluation to Build Organizational Performance and Learning Capability | |
| |
| |
Chapter Overview | |
| |
| |
Evaluation and Organizational Learning Capability | |
| |
| |
Implicit Evaluation Strategy | |
| |
| |
The Risks of an Implicit Evaluation Strategy | |
| |
| |
Redefining an Evaluation Strategy for Performance Improvement | |
| |
| |
Success Case Evaluation | |
| |
| |
Chapter Summary | |
| |
| |
| |
High-Impact Employee Development Planning | |
| |
| |
Chapter Overview | |
| |
| |
Why HIL and Employee Development Planning Must Be Aligned | |
| |
| |
Weaknesses of Typical EDP Systems | |
| |
| |
Key Purposes for Development Planning | |
| |
| |
Balancing Individual and Organizational Needs | |
| |
| |
Integrating EDP with Other HR Systems | |
| |
| |
The HIL Development Planning Approach | |
| |
| |
Chapter Summary | |
| |
| |
| |
Making the Transition to High-Impact Learning | |
| |
| |
HIL and Change | |
| |
| |
Strategies for Making the HIL Transition | |
| |
| |
Beyond HIL: Influencing Organizational Effectiveness | |
| |
| |
Chapter Summary | |
| |
| |
Index | |