| A | working with SME who has full-time |
| accident prevention, 6-7 | job, 126-127 |
| ADDIE (Analyze, Design, Develop, | worksheet, 142 |
| Implement, and Evaluate) model, | communication, starting projects and |
| 72-74 | importance of, 23-25 |
| Amend, K., 6, 27, 66, 76, 97, 128, 135 | content development meetings, 82-83 |
| cost savings, 7 | |
| B | course design document |
| blogs, 61 | checklist, 56 |
| combining different organizational | |
| C | structures, 53-55 |
| challenges | contents of, 40 |
| active training, prevailing with, 131-132 | example of, 41-42 |
| concrete answers unavailable, 134-136 | have learners choose topics, 52-53 |
| content, determining what is needed, | information, keeping track of types of, |
| 125-126 | 44-45 |
| content, making interactive, 133 | objectives of course, 42 |
| equipment unavailable, 134 | organization by case study, 48 |
| global audience, dealing with, 136-137 | organization by concepts, from difficult |
| redesigning existing course, 127-128 | and then from easy to difficult, 49-50 |
| SMEs disagree on content, 133 | organization by concepts, from easy to |
| technical content is too complicated, | difficult, 48-49 |
| 124-125 | organization by concepts, variation of, |
| technology, constant changing, 138 | 50-52 |
| The Course That Never Gets Finished, | organization by order of job process, |
| 128-130 | 46-47 |
| time constraints, working with, 130-131 | |
| relevancy of, 25 | |
| organization by product or service, | review (edit) of, 85-88 |
| 47-48 | types of data to seek, 58 |
| organized versus unorganized lists of | worksheets, 70 |
| topics, 45 | design document. See course design document |
| outline, completeness of, 42-43 | |
| outline, purpose of, 40, 42 | E |
| parallel and unparallel topics, 43-44 | emails, use of, 63 |
| purpose of, 26, 39 | exercises |
| worksheets, 56 | activities, types of, 96 |
| course design meeting, initial | assessment of, 106-107 |
| purpose of, 25-26 | building a library of, 103 |
| questions to ask, 27-35 | case study, 100 |
| what should be accomplished, 26 | categories of, 98-102 |
| who should attend, 26 | ideas for, 103-106 |
| worksheet, 37-38 | learner listening versus learner acquisition |
| course products/services | of knowledge, 94 |
| assessment of success, 34 | primacy-recency effect, 94-96 |
| changes in, keeping up with, 30-31 | response-oriented, 98 |
| competitors, identifying, 33 | worksheets, 108-109 |
| experts, identifying, 32-33 | |
| how did target audience learn about, 30 | F |
| informational resources, 33 | forums, 61 |
| long lead-time items, 34 | |
| new versus existing, 30 | G |
| organizational fit and, 31 | goals. See objectives |
| preferred method of communication, 33 | |
| prerequisites, 32 | I |
| previous versions, 31-32 | information, gathering. See data and data |
| course starter packet, 35-37 | collection |
| Internet, use of, 61 | |
| D | |
| data and data collection | J |
| challenges of, 66-69 | job materials, 81 |
| course objectives and, 65 | |
| external sources of, 61-62 | L |
| from SMEs, 79-85 | lecture-based training, problems with, 6, 94, |
| inconsistent, 67 | 95-96 |
| internal sources of, 58-61 | |
| jargon, handling technical, 68 | M |
| limited sources, 66 | Matta, S., 5, 65, 113 |
| missing or unequal, 66-67 | mistrust, 67-68 |
| mistrust, 67-68 | Murdock, B., 94 |
| optimizing techniques, 63-64 | Murdock, P., 27, 124, 132, 137 |
| organizing, 64-65 | |
| proprietary material, 68-69 | N |
| needs analysis, 24 | |
| nontechnical training, differences between | nonnative speakers, assisting, 137 |
| technical training and, 4-5 | |
| T | |
| O | tangents, problem with, 83-85 |
| objectives | target audiences |
| course, 25, 27 | educational qualifications, 28-29 |
| SMART, 29 | global, dealing with, 136-137 |
| how they learned about project/services, | |
| P | 30 |
| pilot course | identifying, 28 |
| assessment of, 114-117 | importance of, 24 |
| assisting instructor during, 113-114 | job descriptions, 28 |
| obtaining data from, 83 | resources used by, 30 |
| postcourse maintenance, 117-118 | secondary, 29 |
| run-through before, 112-113 | types of, 3 |
| updating content, 118 | work environment, 29 |
| worksheets, 119-121 | Taylor, B., 5, 130 |
| PowerPoint, skeleton, 81-82 | technical organization, defined, 5 |
| primacy-recency effect, 94-96 | technical training |
| professional organizations, information | defined, 2-3 |
| from, 62 | differences between nontechnical training |
| and, 4-5 | |
| Q | role of, 5-7 |
| quality control, 7 | technical training developer, initial course |
| design meeting and, 26 | |
| S | technical training projects, example of, |
| serial position effect, 95 | 143-146 |
| SMART goals/objectives, 29 | technology, dealing with constant changing, |
| stakeholders, initial course design meeting | 138 |
| and, 26 | to-do lists, 79-80 |
| subject matter experts (SMEs) | troubleshooting. See challenges |
| ADDIE (Analyze, Design, Develop, | |
| Implement, and Evaluate) model, | W |
| 72-74 | websites, use of, 61, 62 |
| disagreements on content, 133 | Wikipedia, 61 |
| initial course design meeting and, 26 | worksheets |
| obtaining data from, 79-85 | challenges and solutions, 142 |
| preparing, for project, 75-78 | course design document checklist, 56 |
| review (edit) session with, 85-88 | course design meeting, 37-38 |
| role of, 4-5, 75 | course development handout, 90 |
| tangents, problem with, 83-85 | course structure, choosing, 56 |
| as trainers, helping, 112-114 | data collection, 70 |
| what is expected of, 76-77 | editing criteria handout, 91 |
| working with those who have full-time | exercises, 108-109 |
| job, 126-127 | pilot course, 119-121 |
| worksheets, 80-81, 90-92 | SME, 80-81, 90-92 |
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