Index
3-33 learning ratio, 80
70-20-10 framework, 28–29, 73–74, 205
blended learning design, 81–84
category names, 77
closing formal learning sessions, 86
connecting formal learning sessions to the other 90% of learning, 28–29, 91
engagement during formal learning sessions, 85
evidence in support of, 74–76
flexibility of, 76–77
following up after formal learning sessions, 86–87
formal content activities, 78, 82
history of, 74
innovative delivery methods for learning, 87–88
learning from others, 78–79, 82–83
on-the-job assignments, 79–80, 83, 204
100 design combinations to expand learning (table), 92–93
101 Tips to Motivate the Online Learner (Hofmann), 207
A
active learning, 32–33, 151
activities of the facilitator, 3
ADDIE training cycle, 10–15
adapting for today’s use, 15
ADDIE vs. ADDPIE, 109–110
evaluation, 14–15, 218–219
addressing troublesome issues, 149–150
The Adult Learner: A Neglected Species (Knowles), 23
adult learning theory, 7–8, 23–25, 56–59, 101, 106, 133–135
agenda, sharing the training, 145–146
AGES model of active learning, 37–38
Allen, Michael, 98
andragogy, 23–25, 56–59
application of learning to the workplace, 179–193, 196
areas of expertise, 246–247
art
definition of, 6
relationship between science and, ix–xi, 19
asking questions, 31–32, 153–154
assessment
individual, 217
needs, 11, 215–218
task, 217
and training evaluation, 235, 238
ATD Competency Model, 244–247
ATD State of the Industry report, 97–98
attention
continuous partial, 163–164
gaining, 164–165
holding, 165–167
shifting, 166
attitudes, 167–170
augmented intelligence, 267
augmented reality, 267
Azulay, Halelly, 137–138
B
Bahrick, Harry, 191–192
behaviorism, 22
Bersin, Josh, 265–266
blended learning, xi–xii, 81–84
Bloom, Benjamin, 16
Bloom’s Taxonomy, 16–17, 49–50
brain
-based training techniques, 38–40, 139
effect of novelty on the, 164–165
how it works, 25–28, 33, 162–163
Brain-Based Learning (Jensen), 33
The Brain-Friendly Workplace (Garms), 205, 206
Brain Rules (Medina), 25
Brainwashed: The Seductive Appeal of Mindless Neuroscience (Satel and Lilienfeld), 27
breaks, importance of, 39, 63, 150
Brinkerhoff, Rob, 193
Bruce, Darryl, 191–192
Building a Culture of Learning: The Foundation of a Successful Organization, 196, 203
C
CapitalWorks’ employee learning programs study, 75–76
Center for Creative Leadership (CCL), 74
challenges
continuous partial attention, 163–164
disruptive participants, 170
mindsets, 167–170
multitasking, 161–163, 174–175
organizational, 205
Chapman, Bryan, 63
choices, offering, 142
chunking, 61–62, 140, 167–168
Clark, Ruth, 31, 34, 35–36, 52, 55, 59–60, 99
closing formal learning sessions, 86
cognitive load, 141–142
cognitive science, 25–26, 61, 247–248. See also neuroscience
cognitivism, 22
Collins, Stella, 27–28
competence, confidence, and commitment, 189, 243–258
areas of expertise, 246–247
ATD Competency Model, 244–247
cognitive science, 247–248
engagement, 250–251
enthusiasm, 251–252
giving back to the training profession, 256–257
going the extra mile, 252–253
leading your organization, 256
lifelong learning, 257–258
mindset, 253–254
providing a safe environment, 136, 249–250
safe environment, 116–117
staying ahead of change, 254–255
theories and models of best practices, 249
connectivism, 22
constructivism, 22
continuous partial attention, 163–164
cost of not training, 208–209
Creative Training (Pluth), 165
culture of learning, 203–205
D
DDI and The Corporate Board’s survey of learning domains, 76
designing activities, 56–67
100 design combinations to expand learning (table), 92–93
and time management, 62–63
time required for, 63–65, 125–126
Dirksen, Julie, 98
disruptive participants, 170
Dodson, John, 34
Dweck, Carol, 169
E
Ebbinghaus, Hermann, 33, 142, 191, 232–233
Education Development Center’s corporate cultures study, 75
Eichinger, Robert, 29
e-learning, 98–101
element of surprise, adding an, 146–147
ending training with excitement, 155
engagement during formal learning sessions, 85, 137–138, 140, 250–251
enthusiasm, 251–252
evaluation
4 Cs, 224–225
during every step of ADDIE, 218–219
four levels of, 219–229
Kirkpatrick Four Level Evaluation Model, 219–220
Level 1, 222, 223–225, 232
Level 2, 222, 225–226
Level 3, 222, 226–227
Level 4, 222–223, 227–228
New World Kirkpatrick Model, 220–223, 227–228
purpose of, 230–231
results, using, 234
ROI value, 220, 228–229
smiley sheets, limitations of, 232
during a training session, 236
Evidence-Based Training Methods (Clark), 34, 35–36, 52
expectations, clarifying, 144–145, 193
experiential learning, 82–83, 151–152
F
facilitators, 14, 137–138, 155, 248–249
feedback, giving, 60, 140, 236–237
first impressions, 143–144
Flat Army (Pontefract), 80
Foerde, Karin, 162–163
following up after learning sessions, 86–87
forgetting curve, 232–233
future, learning in the, 254–255, 264–268, 270
G
Gagné, Robert, 17
Gagné’s Conditions of Learning, 17–18
game-playing, value of, 35–36
Garms, Erika, 205
going the extra mile, 252–253
Gordon, Barry, 131
greeting people by name, 117–118
ground rules, establishing, 149
group, observing the, 148–149
H
Halls, Jonathan, 38
Harris, Sam, 28
Hart, Jane, 87–88
Hodell, Chuck, 171–172
Hofmann, Jennifer, 207
Huggett, Cindy, 99, 101
I
Implementing the Four Levels (Kirkpatrick and Kirkpatrick), 219–220
independent workers, increase in, 266, 267
individual assessment, 217
information, chunking, 61–62, 140, 167–168
Instructional Design Now: The Age of Learning and Beyond, 87
Instructional Systems Design (ISD)
ADDIE training cycle, 10–15
Agile, 15
instructor-led training (ILT), 87–88
introductions and interactions between participants, 147–149
issues, addressing troublesome, 149–150
J
Jensen, Eric, 33
Jones, John, 151–152
K
Kapp, Karl, 64–65
Keeps, Erica, 8, 179, 233
Kirkpatrick, Don, 219–220
Kirkpatrick, Jim, 219–221
Kirkpatrick, Wendy, 220–221
Kirkpatrick’s Four Levels of Training Evaluation, 220–223
Knowles, Malcolm, 23–25, 56–59, 101, 106, 133–135
L
labels, 4
Laird, Dugan, 125–126
leadership development in the future, 264–265
the learner
helping, 131–132
learner-centered learning, 8
understanding, 1
Learners of the Future: Taking Action Today to Prevent Tomorrow’s Talent Crisis, 268, 270
learning. See also training
active, 32–33
AGES model, 37–38
as an adult vs. as a child, 7–8, 23–25
anywhere, anytime, 100
blended, xi–xii, 81–84
culture of, 203–205
delivering innovative, 87–88, 158
domains, 16, 49–50
e-learning, 98–101
experiential, 82–83
in the future, 254–255, 264–268, 270
game-playing, value of, 35–36
how people learn, 21–23
to learn, 40
learner-centered, 8
lifelong, 257–258
from mistakes, 61
multimodal, 168
objectives, 12, 47–51, 111
six processes of, 30
“spacing effect,” 33–34, 142
styles, 55–56
Lilienfeld, Scott, 27
listening rate of participants, 30–31
Liu, Fei, 182
Loewenstein, Mark, 75
Lombardo, Michael, 28–29, 74, 76–77
M
Mager, Robert, 49, 50
Managing the Learning Landscape, 201
Maslow, Abraham, 36–37
McCall, Morgan, Jr., 28, 74
Medina, John, 25
memory, 162–163, 191–192
mental models, 167
Miller, George, 61
mindfulness, 267–268
mindsets, 167–170, 253–254
mistakes, learning from, 61
Morrison, Ann, 28, 74
motivation
internal vs. external, 135, 206
on the job, 206–207
wanting to learn as an adult, 7–8, 206
movement to enhance learning, 141
multitasking, 161–163
music, avoiding, 141
myths regarding the brain and learning, 26–27, 55–56, 131, 263–264
N
Naveh-Benjamin, Moshe, 161–162
needs assessment, 215–218
neuromyths, 55–56
neuroscience, 26–28, 55–56. See also cognitive science
Newberg, Andrew, 4
new information, immediate use of, 140
novelty, 164–165
O
objectives
checklist for effective, 51
design, 50
learning, 12, 47–51, 111
training, 12
online training, 99–100, 207
opportunities, looking for new, 89
organizational assessment, 217
organizational requirements and learning, 201–203, 211
Orienting of Attention (Wright and Ward), 166
P
participation, 139, 146, 147–150, 156–157
partnering, 18–19
Pashler, Harold, 55
Performance Consulting (Robinson), 203
Performance-Focused Smile Sheets (Thalheimer), 232
performance objectives, 12
performance support, 102–103
The Persistent Classroom, 100
Pervasive Learning model, 80
Petrie, Nick, 264–265
Pfeiffer, William, 151–152
Phillips, Jack, 220, 228–229
physical environment, preparing the, 110–115
Pike 6Ps, 110
Pluth, Becky Pike, 31, 54, 165
Pontefract, Dan, 80
positive learning environment, preparing a
comfortable environment, 117–118, 137
reliable and trustworthy environment, 118–119
safe environment, 116–117, 136, 249–250
potential, helping learners reach their, 131–132
Powell, David, 100
PowerPoint, 53–54
practice opportunities for the learner
amount of, 59–60
giving feedback, 60
spacing, 60
types of, 59
preparation before training sessions, 84–85, 109–110, 125–126
author’s process, 121–122
checklist, 123–124
communication with the client ahead of time, 121
physical environment, 110–115
Pike 6Ps, 110
practicing your delivery, 124–125
room arrangements, 111–115
touching base with participants ahead of time, 119–120
virtual classroom, 115–116
presenters, 14
Q
QR codes, 104
questions
answering, 154
asking, 31–32, 153–154
encouraging, 153
Quinn, Clark, 98
R
rapport, 63, 135–136
resiliency, 268
results of effective training, 3
retention. See memory
Robinson, Dana, 181, 203
Rock, David, 37–38
Rogers, Carl, 8
Rohrer, Doug, 55
rules, establishing, 149
S
Salas, Eduardo, 179–180, 183, 207
Satel, Sally, 27
Schein, Edgar, 62
science
definition of, 5
questioning, 27–28
relationship between art and, ix–xi, 19
research on training effectiveness, 6
scientific method, 5
Senge, Peter, 167
senses, involving multiple, 30–31, 140, 168
The Serious eLearning Manifesto, 98
Shank, Patti, 26, 102
Sink, Darryl, 23
situation, behavior, and impact (SBI), 140
SMART learning objectives, 48–49
social aspects of learning, 36–37
social media, 103–104
“spacing effect” of learning, 33–34, 142
Spletzer, James, 75
Stolovitch, Harold, 8, 179, 233
Stone, Linda, 163
stress
high-stress situations, training to perform in, 190
influencers of, 35
response curve, 34–35
Yerkes-Dodson law of stress response, 34–35
subject matter experts (SMEs), 171–172, 174
surprise, adding an element of, 146–147
SurveyMonkey, 236
T
talent development professionals, 87–88
task assessment, 217
teamwork, 63
technology
anywhere, anytime learning, 100, 205
-based learning, growth of, 97–98, 107, 205
creative activities using, 103–105
e-learning, 98–101
online training, 99–100, 205
performance support, 102–103
The Persistent Classroom, 100
QR codes, 104
The Serious eLearning Manifesto, 98
social media, 103–104
Twitter, 103–104
Telling Ain’t Training (Stolovitch and Keeps), 8, 179, 233
tests vs. exams, 233
Thalheimer, Will, 50, 98, 232
“Three Parts of a Performance-Based Objective” (Mager), 49
time management
during ADDIE, 18
for discussions, 62
hours required to design training content, 63–65, 125–126
for reflection, 62
during training sessions, 8–9
Tough, Allen, 75
training. See also learning
brain-based, 38–40, 139
at the close of, 184–186
developing the type and methods to be used, 13–14
ending with excitement, 155
as a financial investment, 234–235
following up after, 86–87, 187
hours required to design content, 63–65
lack of, 209
manager-led, 182
objectives, 12
online, 99–100, 207
pretraining supervisors, 180–181
results of effective, 3
using multiple senses, 30–31
the training cycle. See ADDIE training cycle
training roles
changing nature of, 4
facilitators, 14, 137–138, 155, 188
future, 268
overview, 2
presenters, 14
supervisors and managers, 83–84, 188–189
talent development professionals, 87–88
transfer of learning, 179–193, 196
Twitter, 103–104
U
understanding the learner, 1
V
The Value of Training, 201–202
virtual reality, 267
visual(s)
component of teaching, 30–31, 168
describing, 52–53
media options, 54–55
persuasive power of, 167–168
PowerPoint, 53–54
props, 66
seductive, 52, 53
selecting and planning, 51–55
vocabulary choice, importance of proper, 4, 50
VUCA (volatile, uncertain, complex, and ambiguous) world, 15, 264
W
Waldman, Mark, 4
Ward, Lawrence, 166
Watson, Russell, 10
wearables, 266
“What Do You Know: About Brain Science and Adult Learning” (Shank), 26
Wlodkowski, Raymond, 206
Wolper, Jon, 84
word choice, importance of proper, 4, 50
workplace application of learning, 179–193, 196
Wright, Richard, 166
Y
Yerkes, Robert, 34
Yerkes-Dodson law of stress response, 34–35
Your Brain at Work (Rock), 37