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List of Illustrations | |
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Why This Book? | |
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Reflections on a Revision | |
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Human Resource Development (HRD) and Training and Development (T&D) | |
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Philosophy of This Book | |
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How to Read This Book | |
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The Need for Training and Development Departments | |
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How Organizations Perform | |
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Preparing Employees to Perform | |
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When Employees Can Do Their Jobs Properly, But Don't, What Then? | |
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Learning vs. Performance | |
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Training | |
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Education and Development | |
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Summary | |
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Function and Role of T&D Managers | |
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Competencies Needed | |
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As Managers/Administrators | |
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As Consultants to the Organization | |
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As Designers of Learning Experiences | |
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As Instructors | |
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Summary | |
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The T&D Department and the Organizational Structure | |
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Trends in Organizational Placement | |
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Line and Staff Considerations | |
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Cooperative Effort | |
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Placement Purely As a Staff Function | |
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Placement As a Line Function | |
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Placement with the Chief Executive Officer | |
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Summary | |
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Identifying Training Needs | |
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Meeting Customer Needs | |
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Building Professional Integrity | |
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Distinguishing Training Needs from Other Performance Problems | |
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Individual Needs and Organizational Needs | |
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Potential Sources of Individual Training Needs | |
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Potential Sources of Organizational Training Needs | |
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Surveys or Interviews? | |
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Prioritizing Training Needs | |
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Summary | |
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Responding to Individual Training Needs | |
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The Importance of Individual Training Needs | |
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Inside Answers to Individual Training Needs | |
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Outside Answers to Individual Training Needs | |
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A Control System for Solving Individual Training Needs | |
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Summary | |
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Training Isn't Always the Solution | |
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Why Training Isn't Always Useful | |
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Motivation and Feedback Systems | |
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Contingency Management | |
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Job Enrichment | |
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Organizational Development (OD) | |
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Summary | |
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Learning Objectives | |
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The Case for Writing Learning Objectives | |
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How to Write Learning Objectives | |
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Who Writes Learning Objectives? | |
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Summary | |
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How Do People Learn? | |
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Learning Theories | |
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Meta-Theories of Learning | |
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Middle-Range Learning Models at the Individual Level | |
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Experiential Learning | |
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Transformational Learning | |
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Summary | |
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Instructional Methods | |
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What Are Methods? | |
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A Look At Specific Methods | |
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Summary | |
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Teaching Technique | |
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The Instructor's Use of Objectives | |
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Ongoing Measurement | |
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Questioning Techniques | |
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Getting Attention Versus Getting Involvement | |
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Use of Repetition | |
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Relating to Students | |
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Summary | |
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Training Facilities | |
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The Influence of the T&D Manager | |
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Criteria for Learning Rooms | |
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Room Arrangement | |
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Summary | |
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Enhancing Transfer of Learning | |
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Training Transfer | |
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Learning Transfer Systems | |
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Diagnosing Learning Transfer System Problems | |
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Intervening to Improve Learning Transfer Systems | |
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Closing the Transfer Gap | |
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Summary | |
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Training and Development Budgets | |
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General Estimating Policies | |
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T&D Staff Size | |
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Computing the Cost of Performance Deficiencies | |
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Computing the Cost of Training | |
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How Budgeting Helps the Go/No Go Decision | |
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Summary | |
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Measuring Training and Development | |
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What Is Measurement? | |
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Scales of Measurement | |
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Baselines: What They Are and Why They Are Important | |
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Instruments | |
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Post-Training Measurement | |
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Summary | |
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Assessing the Results of the Training Programs | |
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The Traditional Approach: The Kirkpatrick Model | |
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To What Extent Is Program Evaluation Conducted in Practice? | |
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A New Approach: The Results Assessment System | |
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Results Domains | |
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Learning Results | |
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Perception Results | |
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A Results Assessment Plan | |
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The Core Dimensions | |
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Making Results Assessment Practical and Credible | |
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Overcoming Resistance to Results Assessment | |
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Summary | |
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Selecting and Retaining the T&D Staff | |
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The Barefoot T&D Specialists | |
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Selecting the T&D Staff | |
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The Care and Development of T&D Specialists | |
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Rotation Policies | |
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Summary | |
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Does Employee Development Pay Off? | |
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American Society for Training and Development (ASTD) Learning Outcomes Report | |
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Studies in High-Performance Human Resource Practices | |
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Program Results Assessment Case Studies | |
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Summary | |
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Where Does It All End? | |
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References | |
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Index | |