Table 1.1 | In-Depth versus Mini Needs Assessment |
Exhibit 1.1 | Needs-Assessment Process |
Exhibit 1.2 | Method Selection Criteria |
Table 1.2 | Advantages and Disadvantages of Data-Collection Methods |
Exhibit 1.3 | Confidential Presession Questionnaire |
Exhibit 2.1 | Learning Style Profile |
Exhibit 3.1 | Characteristics of Effective Trainers |
Exhibit 3.2 | Instructional Styles Diagnosis Inventory |
Table 3.1 | Learner-Centered versus Information-Centered Training |
Table 3.2 | Advantages and Disadvantages |
Exhibit 3.3 | Learner-Centered or Information-Centered Behavior |
Exhibit 4.1 | Diversity-Awareness Inventory |
Table 4.1 | Generational Differences |
Table 5.1 | Reference Chart for Objectives |
Exhibit 5.1 | Editing Learning Objectives |
Exhibit 5.2 | Sample Objectives Worksheet |
Exhibit 5.3 | Objectives Worksheet |
Exhibit 6.1 | Design Matrix |
Exhibit 6.2 | Instructional Plan, Part I |
Table 6.1 | Instructional Methods |
Table 6.2 | Instructional Methods and When to Use Them |
Table 6.3 | Matching Methods to Desired Outcomes |
Exhibit 6.3 | Checklist for a Quality Participant Workbook |
Exhibit 7.1 | Video Preview Form |
Exhibit 8.1 | Sample Participant Cover Letter |
Exhibit 8.2 | Sample Tips for Participants |
Exhibit 8.3 | Sample Email to Manager |
Exhibit 8.4 | How to Prepare Your Employees for Training |
Exhibit 8.5 | Delegation Assignment |
Figure 8.1 | Classroom Style |
Figure 8.2 | Horseshoe |
Figure 8.3 | Single Square or Round |
Figure 8.4 | Cluster |
Figure 8.5 | Conference |
Figure 8.6 | Semicircle and Full Circle |
Figure 8.7 | Chevron |
Figure 8.8 | The Experiential Learning Cycle |
Exhibit 8.6 | Creating an Activity |
Table 9.1 | Using Visual Aids |
Exhibit 10.1 | Preventing Dysfunctional Behavior |
Exhibit 11.1 | Sample Action Plan |
Table 12.1 | Measuring Training Results |
Table 12.2 | Level 2 Evaluation Methods |
Table 12.3 | Determining Training Costs |
Exhibit 13.1 | Cultural Awareness Self-Assessment |
Exhibit 13.2 | Sample of Importance of Using Names |
Exhibit 13.3 | Case Example |
Exhibit 13.4 | Case Example |
Exhibit 14.1 | Story Matrix |
Exhibit 16.1 | Model for Teaching a Task or Procedure |
Exhibit 16.2 | Worksheet for Teaching a Task |
Exhibit 16.3 | Trainer Effectiveness |
Exhibit 17.1 | Checklist for Selecting Peer Trainers |
Exhibit 17.2 | Plan for a Train-the-Trainer Program |
Exhibit 17.3 | Negotiating with Consultants and Service Providers |
Exhibit 17.4 | Case Study for Lunch-and-Learn Session |
Exhibit 17.5 | Guidelines for Conducting a Teleseminar |
Exhibit 17.6 | Technology-Based Delivery Methods |
Exhibit 17.7 | Tips to Maximize Your Training Dollars |
Exhibit 18.1 | What's Your Trust Quotient? |
Exhibit 18.2 | Checklist for Selecting an External Consultant |
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