Preface
1. Henry Adams, The Education of Henry Adams (privately printed, 1907).
Chapter 1: The Challenge of Training
1. J. Holt, How Children Learn (New York: Pitman Publishing, 1968), p. 3.
2. See for instance, J. Bruner, The Process of Education (Cambridge, MA: Harvard University Press, 1960).
3. R. Kegan and L. Lahey, Immunity to Change: How to Overcome It and Unlock the Potential in Yourself and Your Organization (Cambridge, MA: Harvard Business School Press, 2009), p. 316.
Chapter 2: Content and Process
1. The terms confluent teaching and confluent education were in fairly common use by educators several decades ago but fell into disuse as other terms took their place. We’ve reinstated them for use in discussing dynamic training because they so closely depict blending of content and process, the two fundamental aspects of this approach to training.
Chapter 3: A Universal Structure for Skill-Building Workshops
1. J. Barzun, ed. Morris Philipson, Begin Here: The Forgotten Conditions of Teaching and Learning (Chicago: University of Chicago Press, 1991), p. 112. Emphasis in the original.
2. C. Hannaford, Smart Moves: Why Learning Isn’t All in Your Head, 2nd ed. (Salt Lake City: Great River Books, 2005).
Chapter 4: How to Open a Workshop
1. D. Brooks, The Social Animal: The Hidden Sources of Love, Character, and Achievement (New York: Random House, 2011), pp. 8–9. In a similar vein, researchers found that they could predict the outcome of gubernatorial races with considerable accuracy by merely looking at ten-second silent video clips of the candidates talking.
2. Ibid., p. 9.
3. K. Campbell, “Does Fashion Matter?” New York Times Magazine, October 24, 1993.
4. R. Pike, Creative Training Techniques Handbook: Tips, Tactics, and How-to’s for Delivering Effective Training, 3rd ed. (Amherst, MA: HRD Press, 2003), p. 224.
Chapter 5: Using Activities to Engage Participants
1. L. Shulman, The Skill of Helping: Individuals, Families, Groups, and Communities (Pacific Grove, CA: Brooks-Cole, 2008), p. 37.
2. “Workshop time” is the time on the wall clock in the training room. If there is no wall clock in the room, the trainer usually makes sure her watch is accurate and announces that will be workshop time and asks participants to synchronize their watches with hers during the workshop.
Chapter 6: Debriefing to Gather the Learnings
1. A. Huxley, Texts and Pretexts: An Anthology with Commentaries, repr. ed. (Westport, CT: Greenwood, 1976).
2. B. Pascal, Pensees, 2nd ed. (Paris, 1620; English ed. 1688).
Chapter 7: Organize Your Presentations
1. Montaigne, Essays, 1588.
2. T. S. Eliot, Selected Essays 1917-1932 (New York: Harcourt, Brace and Company, 1932).
3. Some definitions of the terms impromptu and extemporaneous match our usage in this chapter. However, we acknowledge that some dictionaries, books on public speaking, and people who are knowledgeable about this topic might not agree with all aspects of our manner of distinguishing between impromptu presentations and extemporaneous presentations.
4. L. Wittgenstein, Philosophical Investigations (1953). The Baruch poll rated this, “the most important book of the 20th century.”
5. Z. Ziglar, Better Than Good: Creating a Life You Can’t Wait to Live (New York: Thomas Nelson, 2007), p. 134.
6. The capital letters are ours.
7. D. Brooks, The Social Animal: The Hidden Sources of Love, Character, and Achievement (New York: Random House, 2011), p. 338.
8. The Soul of F. W. Robertson (New York: Harpers, 1947), p. 113. This is a paraphrase of a sentence from a sermon by Frederick W. Robertson of Brighton, one of the most notable preachers in English history. We used the term outline where Robertson used the word arrangement because we think it best translates Robertson’s meaning into today’s terminology.
Chapter 8: Creating and Using Flip Charts
1. Using Flip Charts, www.usingflipcharts.co.uk/, a website developed by Graham Jones.
2. Here’s an earlier example of the use of visuals to enhance productivity. In the late 1700s and early 1800s, Welsh-born industrialist Robert Owen used visuals to provide productivity enhancing feedback. Above each machinist’s workstation he had a cube installed with different-colored faces that indicated the quality of the work and the amount produced. The worker—and his coworkers and supervisor—could see at a glance how his productivity compared with that of others. It was a hugely successful innovation, and Owen became a very wealthy man as well as a generous philanthropist.
3. M. Twain, “The Art of Composition,” Life as I Find It: A Treasury of Mark Twain Rarities, ed. C. Neider (New York: Cooper Square Press, 2000).
Chapter 9: Creating and Using PowerPoint Slides
1. Bloomberg Business Week, September 3–9, 2012.
2. W. Earnest, Save Our Slides: PowerPoint Design that Works (Dubuque: Kendall/Hunt Publishing Company, 2007), p. 1.
3. For more information see Edward R. Tufte, Envisioning Information, Graphic Press, 1990.
4. R. Altman, Why Most PowerPoint Presentations Suck: And What You Can Do to Make Them Better, 3rd ed. (Create Space Independent Publishing Platform, 2012), p. 33.
5. This builds on Cliff Atkinson’s approach to creating slide presentations that is described in his book, Beyond Bullet Points: Using Microsoft PowerPoint to Create Presentations That Inform, Motivate, and Inspire, 3rd ed. (Redmond, WA: Microsoft Press, 2011).
6. Altman, Why Most PowerPoint Presentations Suck, p. 41.
7. B. Gabrielle, Speaking PowerPoint: The New Language of Business (Sevierville, TN: Insights Publishing, 2010), p. 130.
8. N. Duarte, slide:ology: The Art and Science of Creating Great Presentations (Sebastopol, CA: O’Reilly Media, 2008), p. 145.
Chapter 10: Fine-Tuning Your Delivery
1. Plutarch, Demosthenes, VII. The translator used the word declaim where we used public speaking.
2. V. Woolf, Orlando (1928) (New York: Oxford University Press, 2008).
3. K. Bain, What the Best College Teachers Do (Cambridge, MA: Harvard University Press, 2004), pp. 118–119.
4. M. Twain, Autobiography of Mark Twain, vol. 3, eds., H. E. Smith and B. Griffin (Oakland: Univ. of California Press, 2015), p. 170.
Chapter 11: Using Disclaimers to Sidestep Resistance
1. D. Peoples, Presentations Plus (New York: John Wiley, 1988), p. 147.
2. J. Heinrichs, Thank You for Arguing: What Aristotle, Lincoln, and Homer Simpson Can Teach Us About the Art of Persuasion (New York: Three Rivers Press, 2007), p. 32.
3. Quintilian, Institutio Oratoria, IX, ii, 14–17.
4. B. Kafka, Microwave Gourmet:The Only Microwave Cookbook You Will Ever Need (New York: Morrow, 1987), p. 11.
5. Ibid.
6. G. Kemp & E. Claflin, Dale Carnegie (New York: St. Martin’s Press, 1989), p. 153.
7. R. Heilbroner, The Worldly Philosophers: The Lives, Times, and Ideas of the Great Economic Thinkers (New York: Touchstone, 1999), pp. 58–59.
Chapter 12: Listening Actively to Stay in Tune with Participants
1. B. Klatt, The Ultimate Training Handbook: A Comprehensive Guide to Leading Successful Workshops & Training Programs (New York: McGraw-Hill, 1999), p. 308. Unfortunately, despite this strong endorsement of the importance of listening in training, the author’s treatment of listening is very brief.
2. R. Nichols and L. Stevens, Are You Listening? (New York: McGraw-Hill, 1957), pp.5–6.
3. C. Osgood, Osgood on Speaking: How to Think on Your Feet Without Falling on Your Face (New York: William Morrow, 1988), pp. 45–46.
4. L. Steil, J. Summerfield, and G. de Mare, Listening: It Can Change Your Life—A Handbook for Scientists and Engineers (New York: John Wiley, 1983), p. 3.
5. J. Brownell, Listening: Attitudes, Principles, and Skills, 3rd ed. (New York: Pearson, 2006), p. 89.
6. L. O’Heren & W. E. Arnold, “Nonverbal Attentive Behavior and Listening Comprehension,” Journal of the International Listening Association, 5, 86–92.
7. E. Atwood, I Hear You: Listening Skills to Make You a Better Manager (New York: Walker and Company,1992), p.21. This summarizes A. Ivey and J. Hinkle, “The Transactional Classroom,” unpublished manuscript, University of Massachusetts, 1970.
8. K. Singh in M. Brody, ed., The Wisdom of Listening (Boston: Wisdom Publications, 2003), p.195.
9. G. Goodman and G. Esterly, The Talk Book (Emmaus, PA: Rodale Press, 1988), p. 38. R. Lefton, V. Buzzotta, M. Sherberg, found that prior to training, 98% of managers they observed “never use reflective or summary statements . . .” Improving Productivity Through People Skills (Cambridge, MA: Ballinger, 1980), pp. 200–201. Although their observation was made several decades ago, we and our colleagues find that it’s still a rarity for people to reflect what they’re told when that’s an appropriate response.
10. The several dictionaries that we’ve consulted for the definition of the word paraphrase do not limit the role of a paraphrase to feeding back the factual content of the speaker’s message. However, when teaching listening, we’ve found that it’s very useful to have a one-word label for reflecting factual content. Since there’s no commonly accepted designation for this important listening skill, we’ve commandeered the word paraphrasing for the job.
11. Not all teachers of listening agree with this guideline. Some think that paraphrasing with questions is largely a gender issue since some women, in an effort to avoid being dogmatic, often phrase statements as questions. Other communication trainers teach that, regardless of gender, it’s okay or even preferable to couch paraphrases as questions.
We and our colleagues have tried both approaches and have taped and played back paraphrasing practices for over thirty years. From these observations, as well as from our everyday experience, we’ve found that paraphrases that are phrased and voiced as statements are more productive than those that are framed as questions.
Experience shows that the speaker will let you know if you got the message right without your asking. Since the speaker is likely to let you know whether or not your paraphrase is on target, wording it as a question is unnecessary.
Obviously, if an occasional paraphrase is worded as a question, it’s not apt to do much harm. But if your paraphrases are usually phrased as questions, your effectiveness as a listener will be significantly diminished.
Chapter 13: Responding to Questions, Comments, and Objections
1. J. Kotter, Leading Change (Boston: Harvard Business School Press, 1996), p. 102.
2. E. Biech, Training for Dummies (Foster City, CA: IDG Books, 2005).
3. A. Gilman and K. Berg, Get to the Point: How to Say What You Mean and Get What You Want (Dubuque, IA: Kendal Hunt Publishing Co., 1995), p. 114.
4. P. Johnson, Choice Words (Portland, ME: Stenhouse Publishers, 2004), p. 56.
5. W. Steele, Presentation Skills 201: How to Take it to the Next Level as a Confident, Engaging Instructor, (Denver: Outskirts Press, 2009).
6. M. Twain, Life on the Mississippi. (Boston: Osgood, 1883).
7. J. Boswell, The Life of Samuel Johnson, 1791 (entry for 1755).
Chapter 14: Making Presentations Interactive
1. K. Bain, What the Best College Teachers Do (Boston: Harvard University Press, 2004), p. 126.
2. M. Nystrand, Opening Dialogue: Understand the Dynamics of Language and Learning in the English Classroom (New York: Teachers College Press, 1997), p. 57. We substituted the word learning for his word achievement.
3. F. Fournies, Coaching for Improved Work Performance, 3rd ed. (New York: McGraw-Hill, 1999), p. 89.
Chapter 16: Demonstrating What You Teach
1. R. Carkhuff, Helping and Human Relations: A Primer for Lay and Professional Helpers, Vol. II: Practice and Research (New York: Holt, Rinehart, and Winston, 1996), pp. 3 ff., esp. p. 25.
Chapter 17: Leading Practices: Dress Rehearsals for the Real Thing
1. Oh, Sadaharu and Falkner, D., Sadaharu Oh: A Zen Way to Play Baseball (New York: Times Books, 1984), p. 165.
2. Publilius Syrus, Maxims, 439. First Century BC.
3. M. Silberman and Carol Auerbach, “Active Training”: A Handbook of Techniques, Designs, Case Examples and Tips, 3rd ed. (Hoboken, NJ: Wiley, 2006).
4. C. Hannaford, Smart Moves: Why Learning Is Not All In Your Head (Salt Lake City: Great River Books, 2005), p. 22.
5. M. H. Alderson, Reader’s Digest, February, 1955.
Chapter 18: Providing in-the-Moment Feedback
1. R. Thaler and C. Sunstein, Nudge: Improving Decisions about Health, Wealth, & Happiness (New Haven: Yale University Press, 2008), p. 90.
2. No. 1 leadership thinker. The ranking was by the Biannual Thinkers 50 Ceremony sponsored by the Harvard Business Review.
3. M. Goldsmith and M. Reiter, What Got You Here Won’t Get You There: How Successful People Become Even More Successful (New York: Hyperion, 2007), p. 112.
Chapter 20: Ending the Workshop
1. R. Pike, Creative Training Techniques Handbook, 3rd ed. (Amherst, MA: Human Resource Development Press, 2003).
Chapter 21: Understanding Resistance
1. R. Maurer, “Resistance and Change in Organizations,” The NTL Handbook of Organization Development and Change (Pfeiffer, 2006), p. 121.
2. J. Jellison, Managing the Dynamics of Change: The Fastest Path to Creating an Engaged and Productive Workforce (New York: McGraw-Hill, 2006), p. 28.
3. N. Machiavelli, The Prince, 1532, Ch. 6.
4. W. Bagehot, Physics and Politics, 1869, Ch. 5.
5. M. Planck, Scientific Autobiography and Other Papers, 1948. Translated by Frank Gaynor.
6. W. Schiemann, “Why Change Fails,” Across the Board, April, 1992.
7. Herbert Spencer, Social Statistics (London: John Chapman of London, 1851).
8. W. Lippmann, Atlantic Monthly, August 1939.
9. J. Kottler, Compassionate Therapy: Working With Difficult Clients (San Francisco: Jossey Bass, 1992), p. 190. Philosopher John Stuart Mill wrote, “He who knows only his own side of the case, knows little of that.” On Liberty, 1859, Ch. 2.
Chapter 22: Maintaining a Positive Learning Climate
1. S. Ambrose, M. Bridges, M. DiPietro, and M. Lovett, How Learning Works: Research-Based Principles (New York: Jossey-Bass, 2010), p. 156.
2. The Penguin Dictionary of Psychology tells us that, from the perspective of social psychology, the word role “refers generally to any pattern of behavior involving certain rights, obligations, and duties which an individual is expected, trained, and indeed encouraged to perform in a given social situation. In fact, one may go so far as to say that a person’s role is precisely what is expected of him or her by others and ultimately, after the particular role has been thoroughly learned and internalized, by the person him or herself.”
3. L. Steinberg, quoted in M. Goulston, Get Out of Your Own Way at Work (New York: Perigee, 2006), p. 21. Psychologist Abraham Maslow pointed out that the Bruderhof, a Christian sect, considered criticism to be an application of Christian love. They taught that it was unloving to let someone go on making the same mistake again and again because others aren’t willing to be lovingly honest with him. [F. Goble, The Third Force: The Psychology of Abraham Maslow (New York: Pocket Books, 1980), p. 33.] So don’t ban developmental feedback from your repertoire; just make sure that you keep your positive feedback and your developmental feedback in balance. And, when you do offer developmental feedback, be sure to say it sensitively and then listen open-mindedly to the other person’s response.
Chapter 23: Intervening to Eliminate an Individual’s Disruptive Behavior
1. F. Fournies, Coaching for Improved Performance, 3rd ed. (New York: McGraw Hill, 1999), p. 168.
Chapter 24: Observing Group Process
1. L. Pasteur, Address given on the inauguration of the Faculty of Science, University of Lille, December 7, 1845.
Chapter 26: Avoiding Trainer Defensiveness
1. Luke 10:29.
2. H. Clinebell, Contemporary Growth Therapies (Nashville: Abingdon, 1981), p. 39.
3. Radical Collaborations: Five Essential Skills to Overcome Defensiveness and Build Successful Relationships, James Tamm and R. Luyett, (NY: Harper Business Reprint, 2005).
4. Proverbs 16:32.
5. J. Barlow and C. Moller, A Complaint Is a Gift: Using Customer Feedback as a Strategic Tool (San Francisco: Berrett-Koehler, 1996), p. 124.
Chapter 27: Three Trainer Qualities that Facilitate Learning
1. C. R. Rogers, “The Interpersonal Relationship in the Facilitation of Learning,” in T. Leeper, ed., Humanizing Education: The Person in the Process, ed. T. Leeper (National Education Association, Association for Supervision and Curriculum Development, 1967), p. 3.
2. W. Ury, The Power of a Positive No: Save the Deal, Save the Relationship, and Still Say No (New York: Bantam, 2007), pp. 81 and 83.
3. J. Dutton, Energize Your Workplace: How to Create and Sustain High-Quality Connections at Work (San Francisco: Jossey-Bass, 2003), p. 22.
4. C. R. Rogers, A Way of Being (New York: Mariner Books, 1980), p. 139.
5. P. Jackson and H. Delehanty, Sacred Hoops: Spiritual Lessons of a Hardwood Warrior (New York: Hachette, 1995), p. 53.
6. G. Thompson with J. Jenkins, Verbal Judo: The Gentle Art of Persuasion (New York: William Morrow, 2013).
7. J. Blight and J. Lang, The Fog of War: Lessons from the Life of Robert S. McNamara (New York: Rowman & Littlefield, 2005)
8. R. Carkhuff, The Art of Problem Solving: A Guide for Teachers, Counselors, and Administrators (Amherst, MA: Human Development Press, Inc., 1973).
9. H. Hagedorn, Prophet in the Wilderness: The Story of Albert Schweitzer (New York: Macmillan, 1949), p. 109.
Appendix III: Installing the Training Properly
1. T. T. Baldwin and J. K. Ford, “Transfer of Training:A Review and Directions for Future Research,” Personnel Psychology 41 (1988).