Training and Development: The Intersection of Communication and Talent Development in the Modern Workplace

Häftad, Engelska, 2014

Av Danette Johnson, Maryalice Citera, Jason S Wrench, Johnson Danette, Citera Maryalice, Wrench et al,

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Highlights the world of training and development while exploring the two basic factors (training and performance improvement) related to it. Written by authors with education, communication and industrial/organisational psychology backgrounds, this is an informative, practical publication for undergraduate courses and professional use.

Produktinformation

Utgivningsdatum2014-11-12
Mått203 x 254 x 25 mm
Vikt1 266 g
FormatHäftad
SpråkEngelska
Antal sidor566
FörlagKendall/Hunt Publishing Co ,U.S.
ISBN9781465265852

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CHAPTER 1: Workplace Learning Learning ObjectivesBasic TerminologyTrainingEducationWorkplace LearningHuman Performance ImprovementOrganizational DevelopmentInstructional CommunicationThe Evolution of a FieldTraining in the Ancient WorldTraining after the Industrial RevolutionTraining in the 21st CenturyThe Training and Development of ProfessionalFactors Influencing T&D TodayThe Business Case for Workplace LearningSummaryChapter TakeawaysChapter 1 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 2: How People Learn Learning ObjectivesBenjamin Bloom’s Three Domains of LearningCognitive (Knowledge)Psychomotor (Skill)Affective (Attitude)Concluding Remarks on the Three Domains of LearningBasic Learning TheoriesAdult Learning TheoryBehavioral Learning TheoriesKnowledge Acquisition and Information Processing TheoryConstructivist Approach to LearningMotivation TheoriesRhetorical-Relational Goals Theory of Instructional CommunicationSummaryChapter TakeawaysChapter 2 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 3: Analysis Phase Learning ObjectivesInstructional Systems DesignAnalysis BeginningsFour Stages of Needs AssessmentBusiness NeedsPerformance NeedsLearning NeedsLearner NeedsNeeds Assessment ProcessConduct External and Organizational ScanCollect Data to Identify Business NeedsIdentify Possible InterventionsTalking to a ClientTraining vs. HIP—When Clients Don’t Know What They NeedCollect Data to Identify Performance, Learning, and Learner NeedsThree Levels of AnalysisThe Data Collection ProcessAnalyze DataDeliver Data Analysis and FeedbackExecutive SummaryOrganizational OverviewBusiness EnvironmentFinancial AnalysisAction PlanTransition to DesignSummaryChapter TakeawaysChapter 3 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 4: Design Phase Learning ObjectionsStarting with Learning ObjectivesRevisiting the KSAsCriterion-Referenced ObjectivesSMART ObjectivesDesigning Sequential LearningMapping the Big PictureContext Design MatrixCourse Design MatrixDesign DeliverablesBudget RequestCourse ObjectivesCourse DescriptionProject PlanInstructional Materials/AidsFacility/Technology Check-Off ListDeliverable AgreementWorking with Subject Matter ExpertsContent-Based CriteriaGeneral Skills CriteriaSummaryChapter TakeawaysChapter 4 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 5: Communication Training Learning ObjectivesSelling the Importance of Communication to the C-SuiteTwo Levels of Communication TrainingCommunication Skills TrainingCognitive TrainingSummaryChapter TakeawaysChapter 5 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 6: Development Phase Learning ObjectivesStarting with ResearchSelecting a TopicGetting Background InformationUsing the InternetUsing the LibraryUsing a Subject Matter Expert (SME)Keeping a Record of MaterialsOrganizing TrainingIntroductionsBodySummaryChapter TakeawaysChapter 6 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 7: Creating Instructional Materials Learning ObjectivesPhase One: Develop ProductsLesson PlansFacilitator GuidesParticipant WorkbooksThe Special Case of eLearningPhase Two: Piloting and Revising ProductsWhy Pilot TestCreating the PilotEvaluate PilotIdentify Necessary RevisionsRevise Training Program and RepeatAssessment of Project DevelopmentPhase Three: Finalizing the ProgramCopyright and the Training ProfessionalLiterary WorksGraphicsMotion Picture and Audio WorksOff-the-Shelf TrainingSummaryChapter TakeawaysChapter 7 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 8: Creative Training Techniques Learning ObjectivesPresentationsDemonstrationsReadingDramaImprovisationSurvival Problem SolvingScript WritingDiscussionsCasesArtPlaylikesRole PlaysRole ReversalsVideo FeedbackGamesCrosswords and Other PuzzlesCard GamesRelaysBoard Game AdaptationsGame Show AdaptationsComputer GamesSimulationsParticipant DirectedSkill CentersTeaching TeamsSelf-AnalysisParticipant EventsIcebreakersEnergizersAudience Response SystemsClosersSummaryChapter TakeawaysChapter 8 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 9: Implementation PhaseLearning ObjectionsTraining vs. FacilitatingBasic Communication Skills for TrainersOral Communication for TrainersNonverbal Communication for TrainersMyths about Using Presentation AidsTypes of Presentation AidsTips for Creating Presentation AidsTips for Effectively Using Presentation AidsBasic Tips for Presentational SpeakingPreparing ContentPreparing to PresentHandling QuestionsPike and Arch’s (1997) Dealing with Difficult ParticipantsThe LatecomerThe PreoccupiedCell Phone UsersThe PrisonerThe IntrovertThe ElderThe DomineeringThe Know-It-AllThe SkepticThe SocializerThe Apple PolisherThe BoredThe ConfusedThe UnqualifiedThe SleeperThe Substance AbuserSummaryChapter TakeawaysChapter 9 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 10: Evaluation Phase Learning ObjectivesConducting a Training EvaluationStep 1: Needs AnalysisStep 2: Measurable Learning ObjectivesStep 3: Outcome MeasuresStep 4: Evaluation StrategyStep 5: Execution of EvaluationDon Kirkpatrick’s Four LevelsLevel 1: ReactionLevel 2: LearningLevel 3: BehaviorLevel 4: ResultsLevel 5: Return on InvestmentJack Phillips’ Evaluation Model StepsChoosing Appropriate Evaluation OutcomesEvaluation DesignsValidityTypes of DesignsStatistics for WLP ProfessionalsDescribing ResultsUnderstanding DifferencesUnderstanding RelationshipsSummaryChapter TakeawaysChapter 10 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 11: Learning Transfer Learning ObjectivesThe Learning Transfer ProblemWhat Is Learning Transfer?Where Is the Problem?The Learning TriangleWick, Pollock, Jefferson, and Flanagan’s Six Disciplines of Breakthrough LearningDefine (Outcomes)Design (Complete Experience)Deliver (for Application)Drive (Follow Through)Deploy (Performance Support)Document (Results)The Learning OrganizationOrganizationPeopleKnowledgeTechnologyLearningKnowledge ManagementWhat Is Knowledge Management?Effective Knowledge ManagementSummaryChapter TakeawaysChapter 11 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 12: The Special Case of eLearning Learning ObjectivesDefining eLearningWhat Is eLearning?Computer-Based Training (CBT)Web-Based Training (WBT)Types of eLearningAsynchronous eLearningSynchronous eLearningeLearning MythsAll Classroom Training Can Convert to eLearningAll You Need Is a Good Authoring TooleLearning Must Be FunWhen Employees Don’t Finish eLearning, the Courses Must Be BadGetting the Technology to Work Is the Hard ParteLearning Saves MoneyeLearning Is for Anyone, Anywhere, Any TimeeLearning Is Quick to CreateeLearning Is Not as Effective as Face-to-Face LearningeLearning Is Just a FadTools for eLearningProprietary Software PackagesOpen Source Software PackagesSocial Learning PlatformClark and Mayer’s Eight Principles of eLearning DesignMultimedia PrincipleContiguity PrincipleModality PrincipleRedundancy PrincipleCoherence PrinciplePersonalization PrincipleSegmenting PrinciplePretraining PrinciplemLearningSummaryChapter TakeawaysChapter 12 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 13: Human Performance Improvement and Coaching Learning ObjectivesDefinitions of Key TermsPerformance ConsultingFour Key Performance Consulting RolesWrench’s Model of Human Performance ImprovementEnvironmental ScanningGap AnalysisRoot Cause AnalysisIntervention SelectionChange ManagementIntervention EvaluationClosing the Loop: Repeat as NecessarySummaryChapter TakeawaysChapter 13 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 14: Managing the Learning Function Learning ObjectivesAligning Learning with Strategic Business ObjectivesKeys to Managing the Training and Learning FunctionModel of Strategic Business AlignmentBusiness DriversChallenges to Business SuccessExternal Drivers of ChangeThe Role of a Learning and Development ManagerNecessary Interpersonal and Professional SkillsSummaryChapter TakeawaysChapter 14 ExercisesDiscussion QuestionsExercisesKey TermsReferencesCHAPTER 15: Workplace Learning and Performance ProfessionalsLearning ObjectivesASTD Competency Model for Training and Development ProfessionalsCertified Professional in Learning and Performance (CPLP) DesignationBecoming a Lifelong LearnerJoin Professional AssociationsReading Relevant Magazines, Journals, and BooksEthical StandardsUnderstanding the Future of TrainingIncreased AccountabilityIncreased On-Demand Training ProgramsIncreased Use of Micro-ModulesIncreased Use of Blended LearningIncreased Evidence-Based PracticesIncreased Social Learning PracticesIncreased Professionalization of the FieldIncreased Importance of TechnologyIncreased Use of Simulations and Serious GamesIncreased Expectations with Fewer ResourcesSummaryChapter TakeawaysChapter 15 ExercisesDiscussion QuestionsExercisesKey TermsReferences APPENDIX A: Project Management for Training and Development Professionals Project Management BasicsWhat Is a Project?What Is Project Management?Project Management LifecycleProject InitiationProject PlanningProject ExecutionProject ClosureSummaryReferencesAPPENDIX B: Conflict Management Skills Training Facilitator GuideIndex