A
- ABCDs, of good objectives, 86–87
- accepting
- nervousness as natural, 292–294
- personal situations, 277–279
- accessibility, onsite room arrangements and, 197
- accomplishments, summarizing, 122
- accountability, 338, 348
- accountability partners/trios, 420
- action, taking, 329–335, 409
- action plan, creating as a training strategy, 185
- active training, 59
- activities
- reasons for using, 103–104
- selecting, 110–115
- adapting style, 355
- ADDIE, 52–58, 59, 68, 79
- adult learning
- about, 31
- ensuring, 45–49
- methods of learning, 35–45
- principles of, 90
- theory of, 31–35
- The Adult Learner: A Neglected Species (Knowles), 32–33
- affective, in Bloom's Taxonomy, 37–38
- affirmative nonverbals, 247
- AGES model, 398
- agility, of organizations, 190
- aligning, to organization's needs, 80–81
- American Society for Training and Development (ASTD), 21–22
- Analysis level, in Bloom's Taxonomy, 38, 67–88
- analytics, global audiences and, 390
- Analyze, in Training Cycle (ADDIE), 53, 68
- analyzing
- about, 67
- by conducting a needs assessment, 68–80
- Andersen, Erika, “Learning to Learn,” 402–403
- andragogical training, 34, 59
- annual update, 337
- answering questions, 148–152
- anxiety problems, 298–300
- Application level, in Bloom's Taxonomy, 38, 84
- applying
- for certification, 384
- design strategies, 127–128
- for recertification, 385
- Applying step, in Pfeiffer and Jones' experiential learning cycle, 235
- appreciation, timeliness of providing, 355–356
- Argyris, Chris, 341
- arms, trembling, 299
- arrows, in flip charts, 260
- art, as alternatives to lectures, 107
- asking questions, 148–152, 243
- assertiveness, projecting, as a communication skill, 243
- assessing
- defined, 59
- readiness, 384
- skills, 16–17
- training potential, 15–16
- Association for Talent Development (ATD)
- about, 15, 22, 35, 81, 91, 360, 361, 374
- history of, 375
- initiatives, 373–374
- mission of, 374
- resources of, 375–376
- role of, 375
- Talent Development Capability Model, 376–380
- Virtual Classrooms: Leveraging Technology for Impact report, 93
- associations
- joining, 361
- volunteering for, 370
- asynchronous training/learning, 59
- ATD Certification Institute, 382–386
- ATD State of the Industry Report, 15
- ATD Talent Development Capability Model, 16–17, 91, 230, 374, 376–380, 386, 409
- ATD Talent Development Capability Study (2019), 21
- Attackers, 289
- attending skills, 246–247
- attentive moves, 246–247
- attitude
- about, 37
- defined, 24
- as a learning need, 112
- attitude surveys, 172
- audiovisuals, 59
B
- backup plan, for equipment problems, 276
- Barnes, Kim, Consulting on the Inside: An Internal Consultant's Guide to Living and Working Inside Organizations, 2nd Edition, 307
- BCF principle, 406
- Benny, Jack, 292
- Blanchard, Ken, 270
- blended learning, 59, 93–94
- Blended Learning: What Works in TD, 223
- Blockers, 288
- blogs, 419–420
- Bloom, Benjamin, 36–38
- Bloom's Taxonomy, 36–38, 59, 83–87
- board-game adaptations, 108
- boards, 261
- body
- body language, 291
- movements of, 299
- preparing, 216–217
- stance of presenters, 142
- Booher, Dianna
- Communicate Like a Leader, 311
- Bozarth, Jane, 94–95, 104, 271
- Show Your Work: The Payoffs and How-Tos of Working Out Loud, 270
- brain, preparing, 216–217
- Brain at Work (Rock), 398
- Brain Rules (Medina), 399
- brain-based learning, 39–41, 398–399
- brainstorming, 106, 126
- breakout groups, 60
- breathing techniques, 216
- Brynner, Yul, 292
- Buffett, Warren, 292
- Build, Ask, Note, Get (BANG), 132–135
- “Building a Culture of Learning: The Foundation of a Successful Organization” (ATD), 323
- Building Shared Vision, 324
- Burkett, Holly, Learning for the Long Run, 335
- business requirement, as a critical need of organizations, 11
- buzz groups, 106
C
- Campbell, David, 88
- capabilities
- in ATD Talent Development Capability Model, 377–379
- relationship with certification, 383
- card games, 108
- career advancement, learning for, 13
- cartoons, 107
- case studies, 107
- cases, as alternatives to lectures, 107
- Center for Creative Leadership (CCL), 42, 393
- certificate programs, 380–381. See also certification
- certification
- about, 360
- applying for, 384
- ATD Certification Institute, 382–386
- ATD initiatives, 373–374
- compared with certificate programs, 380–381
- relationship with capabilities, 383
- value of, 381–382
- Certification Info icon, 3
- Certified Professional in Learning and Performance (CPLP), 381–382
- Certified Professional in Talent Development (CPTD), 60, 374, 381–382
- Chai Name game, 139
- change
- assisting learners with, 188
- preparing yourself for, 404–410
- chat, as a communication skill, 244
- Cheat Sheet (website), 4
- checklist, for preparation, 217–220
- Christopher, Darlene, 104, 207
- chunk, 60
- Churchill, Winston, 292
- Clark, Ruth, 117
- class evaluation forms, 173
- classrooms
- choosing, 92–94
- flipped, 94
- sensitivities to, 390
- Clay, Cynthia, 104
- climate control, onsite room arrangements and, 199
- clocks, in flip charts, 261
- closer, 110
- coaches/coaching
- about, 105
- importance of, 395–396
- managers and, 343–344
- managers for expanding Talent Development (TD), 306
- managing, 184
- cognitive, in Bloom's Taxonomy, 37–38, 84
- collecting data, 71–72
- Collins, Jim
- Comedians, 288
- comfort level, as criteria for collecting data, 72
- commitment to action, gaining, 154–155
- Common Knowledge: How Companies Thrive by Sharing What They Know (Dixon), 190
- Communicate Like a Leader (Booher), 311
- communication, 243–244, 337
- competency framework, 379–380
- Comprehension level, in Bloom's Taxonomy, 38, 84
- computer games, 108
- computer projection systems, 253, 257–258
- computers
- preparing for training sessions, 202
- in virtual classrooms, 47
- Conditions of Learning, 63–64
- conferences, 361
- Confessions of a Corporate Trainer (Halls), 203–205
- confidentiality, as criteria for collecting data, 72
- connected world, 389
- Consulting on the Inside: An Internal Consultant's Guide to Living and Working Inside Organizations, 2nd Edition (Scott and Barnes), 307
- content
- as a design factor, 126
- planning delivery of, 81–83
- training and, 15
- continuing education, 360–361
- continuous learning, 396
- convenience, onsite room arrangements and, 198
- COOL technique, 273, 281–283
- coordinating mentoring opportunities, for expanding Talent Development (TD), 306–307
- Corporate Coach, 407
- Corporate Content Curator, 407
- cost
- as criteria for collecting data, 72
- as a design factor, 127
- costumes, 106
- COVID, 391–392
- crackling voice, 298–299
- creating
- comfortable environments, 46–48
- employee accountability, 348
- learning cultures, 321–338
- mentoring opportunities, 362
- onsite room arrangements, 197–200
- participation, 247
- partnerships with SMEs, 352–356
- creating (continued)
- safe havens for learning, 45–46
- supportive learning environments, 136–140
- transitions, 152–153
- videos, 255–256
- The Creative Training Techniques Handbook (Pike), 368
- criteria
- checklists for, 172
- for collecting data, 72–73
- for selecting SMEs, 353
- criterion-referenced instruction, 60
- critical incidents, 107
- crossword puzzles, 108
- crutches, 295
- C-suite, 311–312
- Cuddy, Amy, 363
- cues, notes and, 148
- cultivating learning culture, 326–335
- cultural change, as a critical need of organizations, 11
- cultural differences, 389
- culture
- as criteria for collecting data, 73
- DEI and, 401
- as a design factor, 126
D
- data, collecting, 71–72
- Data Analytics Team, 407–408
- Data Engineer, 408
- Data Hygienist, 407
- Data Miner, 407
- data smog, 399
- debates, 104
- debriefings, as a training strategy, 185
- deep breathing, 295
- delivery
- defined, 60
- of learning through others, 348–352
- roles for SMEs, 354
- demographics, changing, 388
- demonstrations, as alternatives to lectures, 104–105
- Deserters, 287–288
- Design For How People Learn, 2nd Edition (Dirksen), 55, 355
- Design Guide, 125–130
- Design level, in Training Cycle, 80–83
- design thinking, 58, 60
- designing
- content-related icebreakers, 99
- defined, 60
- experiential learning activities (ELAs), 237–238
- handouts, 117–118
- importance of, 367
- learning, 67–88
- participant books, 117–118
- roles for SMEs, 354
- in Training Cycle (ADDIE), 53–54
- developing
- about, 89–91, 125–130
- adding visuals, 115–118
- for the body, 100–115
- for closings, 120–123
- defined, 60
- for dynamic openings, 96–100
- initial steps for, 91–96
- materials, 128–130
- notes, 147
- planning for inclusivity, 118–120
- selecting off-the-shelf materials, 123–125
- theories, 106
- in Training Cycle (ADDIE), 54–56
- digital storytelling, 109
- Dirksen, Julie
- Design for How People Learn, 55, 335
- discussions, as alternatives to lectures, 106
- disruptive behaviors, managing, 284–290
- distracted participants, 290–291
- distractions
- onsite room arrangements and, 198
- presenters and, 144
- Diversity, Equity, and Inclusion (DEI), 118–120, 401
- Dixon, Nancy, Common Knowledge: How Companies Thrive by Sharing What They Know, 190
- DIY, 362–364, 421
- dollar signs, in flip charts, 261
- Dominators, 289–290
- Doodles game, 139
- drama, as alternatives to lectures, 106
- drawings, 107
- dry throat, 299
- Duarte, Nancy
- Illuminate, 258
- Slide:ology, 258
- DVD, 105
- Dweck, Carol
- Mindset: The New Psychology of Success, 42
E
- Edison, Thomas, 371
- educating, 24
- Eichinger, Robert, 42
- e-learning, 60
- eLearning Guild, 361
- electronic whiteboards, 253
- empathy, design thinking and, 58
- employee development
- about, 339
- creating employee accountability for, 348
- delivering learning through others, 348–352
- by managers, 343–347
- organizational mindsets, 339–342
- secrets to building successful partnerships with SMEs, 352–356
- employees
- accountability of, 348
- evaluation and, 159
- importance of Talent Development (TD) to, 310–311
- obsoletion of, 332
- perspective of, 314
- enabling social learning, 419–423
- encouraging
- continuous learning, 396
- final words, 155
- participant participation, 238–249
- participants to ask questions, 149
- participation, 48
- questions as a communication skill, 243
- energizer, 110
- energy
- maintaining, 365–367
- using excess, 295
- Engagement Planner, 407
- environmental change, as a critical need of organizations, 11
- environments
- in classrooms, 47
- creating comfortable, 46–48
- creating supportive learning, 136–140
- future of, 394–402
- inclusivity of, 247
- preparing, 196–205
- in virtual classrooms, 47
- equipment
- preparing for training sessions, 200–205
- problems with, 274–277
- essays, 171
- Essential Guide to Training Global Audiences (Irwin and McClay), 401
- essential skills, 395
- Evaluate, in Training Cycle (ADDIE), 56–58
- Evaluating Training Programs: The Four Levels (Kirkpatrick), 164
- evaluation
- about, 157–158, 178–180
- ADDIE, 68
- defined, 60
- Kirkpatrick's Four Levels of Evaluation, 159–173
- learning experience, 121, 154
- methods for, 171–173
- purpose of, 158–159
- using Return on Investment (ROI) for training, 173–178
- Evaluation level, in Bloom's Taxonomy, 38, 84
- evidence-based training, implementing, 117
- Evidence-Based Training Methods, 2nd Edition, 117
- expanding Talent Development (TD), 304–308
- expectations
- of participation, 240
- polling as a training strategy, 185
- for SMEs, 353
- experiences, learning from, 352
- Experiencing step, in Pfeiffer and Jones' experiential learning cycle, 233
- experiential learning activities (ELAs)
- about, 233–235
- as alternatives to lectures, 104
- defined, 60
- designing, 237–238
- introducing, 235–236
- expert transfer, 190
- expertise, of SMEs, 354–355
- eye contact, 143, 246
F
- facial expression, 143, 299
- facilitating
- about, 48–49, 225
- compared with training and presenting, 226–230
- defined, 24, 61
- participant participation, 238–249
- successful training, 230–238
- facilitative skills, 228–230
- facilitators
- compared with trainers, 226–228
- defined, 23
- role of, 56
- far transfer, 190
- feedback
- incentives for, 423
- from managers, 344, 347
- in a post-training strategy, 187
- requesting, 122
- timeliness of, 355–356
- treating as a gift, 144–145
- field trips, 105
- 15-second relaxation technique, 296
- The Fifth Discipline: The Art and Practice of a Learning Organization (Senge), 324, 333, 350
- Fillers (Phillers), as one of six P's, 142
- fill-in-the-blank questions, 171
- Fischer, Craig, 340
- fishbowl discussion, 106
- Fitzgerald, F. Scott, 407
- flexibility, variety and, 63
- flip charts
- about, 253, 259–261
- guidelines for, 267–268
- preparing for training sessions, 202–203
- flipped classroom, 61, 94
- focus groups for collecting data, 71
- folding notes, 148
- follow-up
- encouraging as a training strategy, 185
- as a post-training strategy, 186
- Fonda, Jane, 292
- Ford, Henry, 341
- formal content, in 70-20-10 learning framework, 43–44
- formal learning events, 360
- Franklin, Benjamin, 386
- freelancing, 388
- Friedman, Thomas
- furniture, onsite room arrangements and, 198
- “Future of Jobs Report,” 391
G
- Gagne, Robert, 39, 63–64
- Galilei, Galileo, 64
- games
- as alternatives to lectures, 108
- for remembering names, 139
- game-show adaptations, 108
- gamification, 61, 111, 396
- gap assessment, 384
- Gardner, Howard, 39
- Generalizing step, in Pfeiffer and Jones' experiential learning cycle, 234
- gestures, 142–143, 295
- global audiences, 390–391
- goals
- SMART, 85, 86
- of Training and Development (T&D), 12
- in virtual classrooms, 47
- Good to Great (Collins), 364
- Google Handouts, 270
- governing body, 337
- graphics, for flip charts, 260–261
- The Greatest Salesman in the World (Mandino), 370
- grounding yourself, 295
- groups
- joining, 361
- troubleshooting, 279–281
- growth mindset, 41–42, 340, 344
- growth motivation, lack of, 326
- guided note-taking, 104
H
- Hallenbeck, George, 403
- Halls, Jonathan, 41, 308–310
- Confessions of a Corporate Trainer, 203–205
- Rapid Media Development for Trainers, 256
- Rapid Video Development for Trainers, 256
- Video Script Writing, 256
- handouts
- about, 145–146
- designing, 117–118
- preparing, 208
- hands, trembling, 299
- Herrmann-Nehdi, Ann
- Whole Brain Business Book, 2nd Edition, 41
- higher education, 360–361
- Hirt, Morgean, 373–374
- Hodell, Chuck, SME's From the Ground Up, 353
- Hofmann, Jennifer, 104, 221–223
- how, for needs assessment, 71–72
- How Many Can You Name? game, 139
- Huggett, Cindy, 104
- Virtual Training Basics, 2nd Edition, 207
- humor
- in mental preparation, 297
- using for problems, 283
- hybrid learning, 61
- hybrid models, 94–95
- hybrid training, 92–94, 220–223
I
- icebreakers
- about, 109
- defined, 61
- designing content-related, 99
- using, 97–98
- icons, explained, 3
- ideating, design thinking and, 58
- Illuminate (Duarte), 258
- implementation plan, 314
- implementing
- asking and answering questions, 148–152
- avoiding disaster, 136
- BANG, 132–135
- creating supportive environments, 136–140
- creating transitions, 152–153
- evidence-based training, 117
- learning, 131–155
- notes, 146–148
- participants' materials, 145–146
- presentation skills, 140–145
- in Training Cycle (ADDIE), 56
- wrap-up, 153–155
- improv, 108
- in-baskets, 107
- inclusivity, planning for, 118–120
- individual development plans (IDPs), 326, 343
- informal discussions, for collecting data, 72
- informal learning, 61, 352, 396
- informing managers about training, 184
- infrastructure, 314
- innovation, global audiences and, 391
- Innovation Implementer, 407
- input, accepting, as a communication skill, 243
- instructing, 24
- Instructional Systems Design (ISD), 51, 61, 68
- instructor role play, 105
- Instructor-Led Training (ILT)
- about, 46, 183
- defined, 61
- preparing for virtual, 210–211
- program for, 28
- troubleshooting virtual, 290–291
- instructors
- defined, 23
- evaluation of, 173
- Intel Corporation, 320
- interaction, maintaining flow of, 247
- internal consulting, for expanding Talent Development (TD), 307
- International Society for Performance Improvement (ISPI), 361
- interpersonal style, 245
- interpretive skills, 244
- interviews, 71, 105, 173
- introductions, for remembering names, 138
- Irwin, LuAnn
- Essential Guide to Training Global Audiences, 401
- isometric exercises, 295
J
- Jensen, Eric, 41
- Jeter, KJ, 248–249
- job aids
- defined, 61
- in a post-training strategy, 187
- job flexibility, 389
- job search, continuous, 388
- Johansen, Bob
- Leaders Make the Future, 405
- joining associations/groups, 361
- journaling, 109
K
- Kapp, Karl M., 104, 111
- Play to Learn: Everything You Need to Know About Designing Effective Learning Games, 110
- Kaye, Beverly
- Love It, Don't Leave It: 26 Ways to Get What You Want at Work, 404
- Kirkpatrick, Don, 159
- Evaluating Training Programs: The Four Levels, 164
- Kirkpatrick, James, 159, 164–165
- Kirkpatrick, Wendy Kayser, 164–165
- Kirkpatrick's Four Levels of Evaluation
- about, 159–160
- Level 1: Reaction, 160–161
- Level 2: Learning, 161–162
- Level 3: Behavior, 162
- Level 4: Results, 163
- knowledge
- about, 37
- in Bloom's Taxonomy, 84
- as a critical need of organizations, 11
- defined, 24
- as a learning need, 112
- skills, and influencing attitudes (KSAs), 36–38, 61
- Knowledge and Skills Inventory, 16–17
- Knowledge level, in Bloom's Taxonomy, 38
- knowledge tests, for collecting data, 72
- Knowles, Malcolm, 21–22, 39, 59, 90, 227
- The Adult Learner: A Neglected Species (Knowles), 32–33
L
- language skills, global audiences and, 390
- Law, Vernon Sanders, 233
- “Leaders as Teachers: Engaging Employees in High Performance Learning” study, 333
- Leaders Make the Future (Johansen), 405
- leadership
- global audiences and development of, 391
- involvement of, 327
- lack of support by, 325
- roles for millennials, 401–402
- leading change, for expanding Talent Development (TD), 306
- learners, 23
- learning
- blended, 93–94
- brain-based, 39–41, 398–399
- Conditions of Learning, 63–64
- creating safe havens for, 45–46
- defined, 24
- delivery of, through others, 348–352
- designing, 67–88
- future of, 403–404
- implementing, 131–155
- informal, 352
- linking to business, 327–329
- methods of, 35–45
- necessity of, 13
- prevalence of, 9–10
- science of, 35–36
- strategies for different needs, 111–112
- Training Cycle and, 62
- virtual, 399–400
- learning capability, 330–331, 332–333
- learning climate, 329–332
- learning content, 331, 334–335
- learning culture
- about, 314, 322
- building, 321–338
- cultivating, 326–335
- learning organizations and, 324–326
- limitations to, 325–326
- maintaining with logistics, 336–338
- rationale for, 323
- sustaining, 335–336
- learning experience, evaluating, 121, 154
- Learning for the Long Run (Burkett), 335
- learning from others (social), in 70-20-10 learning framework, 44
- learning mindset, 340
- learning objectives, 62, 90
- learning organizations, learning culture and, 324–326
- learning roles, 331, 333–334
- Learning Science for Instructional Designers (Quinn), 399
- learning techniques, 245–246
- “Learning to Learn” (Andersen), 402–403
- learning/performance objective, 54
- lectures
- alternatives to, 103–110
- value of, 101–103
- lecturette, 102–103, 127
- letters, 105
- Level 1 evaluation, 160–161
- Level 2 evaluation, 161–162
- Level 3 evaluation, 162
- Level 4 evaluation, 163
- life experience, 233
- lifelong learning, 408
- light bulbs, in flip charts, 260
- lighting
- in classrooms, 47
- onsite room arrangements and, 198
- listening, as a communication skill, 243
- location
- as criteria for collecting data, 73
- onsite room arrangements and, 197
- logistics
- maintaining learning culture with, 336–338
- problems with, 274
- Lombardo, Michael, 42
- “Lost on the Moon” exercise, 103
- Love It, Don't Leave It: 26 Ways to Get What You Want at Work (Kaye), 404
- Lucas, Bob, 155
M
- Mager, Robert, Making Instruction Work, 191
- magic tricks, 105
- magnetic boards, 253
- maintaining
- energy, 365–367
- learning culture with logistics, 336–338
- Making Instruction Work (Mager), 191
- management support/coaching, in a post-training strategy, 188
- managers
- coaches and, 343–344
- development ideas from, 344
- managers (continued)
- employee development by, 342–347
- feedback from, 344, 347
- informing about training, 184
- meetings with, in a post-training strategy, 188
- Manager's Employee Development Ideas Checklist, 344, 345–346
- managing disruptive behaviors, 284–290
- Mandino, Og
- The Greatest Salesman in the World, 370
- marketing, 337
- Marketing Maharishi, 408
- Massive Open Online Courses (MOOCs), 361
- master trainers, 368–370
- matching tests, 171
- materials
- developing, 128–130
- for participants, 145–146
- in virtual classrooms, 47
- McAuliffe, Christa, 30
- McCall, Morgan, Jr., 42
- McCauley, Cindy, 403
- McClay, Renie, 390–391
- Essential Guide to Training Global Audiences, 401
- measuring levels of evaluation, 163–170
- media and visuals
- about, 251–252
- adding, 115–118
- boards, 261
- computer projection systems, 257–258
- creating videos, 255–256
- flip charts, 259–261
- participant devices, 258–259
- PowerPoint, 262
- preparing, 208
- preparing for training sessions, 200–205
- presentations and, 263–269
- props, 262
- selecting, 252–255
- social media, 269–271
- tips for, 272
- videos, 258
- Medina, John, 41
- Mental Models, 324
- mental preparation, 296–297
- mentoring opportunities, 187, 362, 371, 396
- metaverse, 397
- microphone, onsite room arrangements and, 199
- millennials, leadership roles for, 401–402
- Mindset: The New Psychology of Success (Dweck), 42
- mobile devices, in a post-training strategy, 186
- Moore, Gordon, 320
- Morrison, Ann, 42
- Movie Stars, 286–287
- Multi Store Model of Memory, 35–36
- multiple-choice questions, 171
N
- Name It game, 139
- name tents, 138
- names, remembering, 137–139
- Names to Know icon, 3
- National Speaker Association (NSA), 361
- near transfer, 190
- needs assessments, 68–80, 183
- needs/objectives/content comparison, 172
- nervousness
- overcoming, 291–300
- of presenters, 144
- networking, 343
- nominal group technique, 106
- notes, participants and, 146–148
- note-taking, guided, 104
- numbering pages, 147
O
- objective test formats, 171
- objectives, writing, 83–88
- observation, for collecting data, 71
- obsoletion, of employees, 332
- obstructions, onsite room arrangements and, 198
- office cubicles, 389
- off-the-shelf materials, selecting, 123–125
- onboarding, 220, 305
- on-demand workforce, 388–389
- online discussion, 106
- online viewing, presenters and, 144
- on-site observation, 172
- on-site room arrangements, 197–200
- on-the-job assignments, 44–45, 352
- The Opportunity Optimist, 407
- organizational capability, 379
- organizational capacity, 314
- organizational climate, 314
- organizational mindsets
- about, 339–341
- growth mindset, 340, 344
- learning mindset, 340
- for today's learners, 341–342
- Organizational Readiness Checklist, 314, 316–320
- organizations
- agility of, 190
- aligning to needs of, 80–81
- critical needs of, 11
- evaluation and, 159
- learning foundations of, 312–320
- resilience of, 190
- “other 50 percent,” 182–188
- outdoor adventure learning, 108
- overcoming nervousness, 291–300
P
- Pace, as one of six P's, 141
- pace of change, employee development and, 342
- pages, numbering, 147
- panels, 104
- paper, for notes, 148
- participant books, designing, 117–118
- participant devices
- participant directed events, as alternatives to lectures, 109
- participant events, as alternatives to lectures, 109–110
- participants
- defined, 23
- as a design factor, 126
- distracted, 290–291
- encouraging participation of, 238–249
- expectations of, 98–100
- getting involved, 135
- getting to know your, 136–137
- materials for, 145–146
- preparing, 205–208
- virtual, 206–207
- participants' manual, 146–147
- participation
- balancing, 247
- building, 247
- encouraging, 48
- partnerships
- building with SMEs, 352–356
- training with, 362
- part-time trainers, 349
- Pauses, as one of six P's, 141
- Pearl of Wisdom icon, 3
- pedagogical training, 34
- pedagogy, 31
- peer coaching circles, 421–422
- peer transfer partners, 185
- pep talks, 216
- performance
- changes in, as a critical need of organizations, 11
- checklists for, 172
- criteria for trainers for, 77
- defined, 24
- support tools for, 396
- performance data reviews, for collecting data, 72
- performance metrics, 343
- performance reports, 172
- performing needs assessments, 68–80, 183
- personal capability, 378
- personal learning groups, 420
- Personal Mastery, 324
- personal situations, accepting, 277–279
- personal spark, maintaining your, 409–410
- personal traits, 244–245
- personalization of learning, employee development and, 342
- Peterson, David, 410
- Pfeiffer and Jones' experiential learning cycle, 233–235
- Phillers (Fillers), as one of six P's, 142
- Phillips, Jack J., 159, 173–178
- physical activity, 295
- physiological symptoms, 299
- Pike, Bob, 368–370
- The Creative Training Techniques Handbook, 368
- Pitch, as one of six P's, 141
- planning
- content delivery, 81–83
- for inclusivity, 118–120
- Play to Learn: Everything You Need to Know About Designing Effective Learning Games (Kapp), 110
- playlikes, as alternatives to lectures, 108
- Pluth, Becky Pike, 81–83, 104
- polling expectations, as a training strategy, 185
- population, as criteria for collecting data, 72
- portraits, 107
- posters, 107
- post-training strategies, 185–188
- post-training surveys, 172
- Powell, David, 403
- power, global audiences and, 390
- power posing, 363
- PowerPoint presentations, 253, 262
- practical application, providing, 184
- practicing
- building opportunities for, as a training strategy, 184
- importance of, 212–213, 297–298
- silence as a communication skill, 243
- pre-implementation execution, 314
- preparation
- about, 195
- for change, 404–410
- checklist for, 217–220
- of environments, 196–205
- hybrid delivery and, 220–223
- mental, 296–297
- physical, 294–296
- for virtual Instructor-Led Training (ILT), 210–211
- virtual spaces, 203–205
- your participants, 205–208
- of yourself, 208–220
- pre-performance jitters, 292
- presentation materials, in classrooms, 47
- presentation skills, 140–145
- presentations
- as alternatives to lectures, 104
- preparing, 208
- presenters
- presenting
- compared with facilitating and training, 226–230
- using facilitative skills while, 228–230
- pre-training strategies, 183–184
- preventing
- disruptions, 285–286
- problems, 300
- Price, Kella, 104
- pro bono work, 371
- problem-solving clinic, 107
- process
- factors for, 247
- training and, 15
- processing experiential learning activities (ELAs), 237
- Processing step, in Pfeiffer and Jones' experiential learning cycle, 234
- productivity reports, 172
- professional capability, 378
- professionalism
- about, 359
- giving back to the profession, 370–371
- growing professionally, 359–364
- maintaining, 364–370
- Projection, as one of six P's, 141
- projectors, 265–266
- Pronunciation, as one of six P's, 142
- props
- prototypes, design thinking and, 58
- providing
- practical application, 184
- pre-training projects, 184
- shared group experiences, 121, 154
- psychomotor, in Bloom's Taxonomy, 37
- publishing, 370
- Publishing step, in Pfeiffer and Jones' experiential learning cycle, 233–234
- pulse, checking, as a communication skill, 243
Q
- questionnaires, for collecting data, 71
- questions, asking and answering, 148–152
- Quinn, Clark, 104
- Learning Science for Instructional Designers, 399
R
- Rapid Media Development for Trainers (Hall), 256
- Rapid Video Development for Trainers (Hall), 256
- REACT mnemonic, 249
- readiness, assessing, 384
- reading
- about, 362–363
- as alternatives to lectures, 105
- body language, 291
- recertification, applying for, 385
- refreshments, in classrooms, 47
- relaxation techniques, 295
- relays, 108
- reliability, as criteria for collecting data, 72
- Remember icon, 3
- remembering names, 137–139
- reminders, as a training strategy, 185
- Remote instructor-led training (RILT), 241–242
- reputation, importance of, 389
- requesting feedback/suggestions, 122
- research, 109, 126
- resilience, of organizations, 190
- resolving problems, 300
- resource pages, 145–146
- resources, identifying, 363
- responsibilities, summarizing, 315–316
- Return on Investment (ROI), using for training, 173–178
- reunions, in a post-training strategy, 187
- Roberts, Julia, 292
- Robinson, Diana, 77
- robots, global audiences and, 391
- Rock, David, 41
- Rogers, Carl, 24, 49
- Rogers, Will, 272, 356
- role models, 344, 385–386
- role plays, 108
- role reversals, 108
- roles, researching new, 406–408
- Roosevelt, Theodore, 249
- round robin discussions, 106
S
- scaffolding, 62
- scholarship funds, 371
- science of learning, 35–36
- scoring self-assessments, 17–20
- Scott, Beverly
- Consulting on the Inside: An Internal Consultant's Guide to Living and Working Inside Organizations, 2nd Edition, 307
- scripts, 106
- seating
- in classrooms, 47
- onsite room arrangements and, 198, 200
- selecting
- activities, 110–115
- classrooms, 92–94
- hybrid training, 92–94
- media and visuals, 252–255
- selecting (continued)
- off-the-shelf materials, 123–125
- virtual training, 92–94
- self-analysis, 109
- self-assessment, 17–20, 386
- self-memo, 185
- Senge, Peter
- The Fifth Discipline: The Art and Practice of a Learning Organization, 324, 333, 350
- senior leaders, 314
- senior leadership role, 337
- sequential case studies, 107
- serial transfer, 190
- Serious eLearning Manifesto, 55
- “Seven Steps to Building a High-Impact Learning Culture” (Oracle), 325
- 70-20-10 learning framework, 42–45
- Shank, Patti, 104
- shared group experiences, providing, 121, 154
- sharing, in a post-training strategy, 187
- sharpening skills, 409
- short-answer questions, 171
- short-term focus, 326
- Show Your Work: The Payoffs and How-Tos of Working Out Loud (Bozarth), 270
- simulations, 108, 172
- six P's, 141–142
- size, onsite room arrangements and, 197
- skill centers, 109
- skills
- about, 37
- assessing, 16–17
- attending, 246–247
- for communication, 243–244
- development of, 24
- facilitative, 228–230
- interpretive, 244
- as a learning need, 112
- presentation, 140–145
- sharpening, 409
- Skills for Career Success, 396, 421
- skits, 106
- Skype, 270
- Slide:ology (Duarte), 258
- small-group time, for remembering names, 138–139
- SMART Boards, 253, 258
- SMART goals, 85, 86
- SME's From the Ground Up (Hodell), 353
- Smile File, 189
- “smile sheet,” in Kirkpatrick's Four Levels of Evaluation, 166
- Snow Crash (Stephenson), 397
- social learning
- about, 109
- defined, 62
- enabling, 419–423
- social media, 269–271
- soft skill, 62
- space, in classrooms, 47
- spending, for Talent Development (TD), 394
- standing, presenters and, 144
- stapling notes, 148
- star person, in flip charts, 260
- Statistical Architect, 408
- Stephenson, Neal, Snow Crash, 397
- Stephenson, Randall, 332
- Stewart. Jimmy, 292
- story starters, 105
- storytelling, 104
- strategic transfer, 190
- strategies, for different learning needs, 111–112
- students, 23
- style, adapting, 355
- subject matter expert (SME)
- about, 21
- building partnerships with, 352–356
- defined, 62
- as a design factor, 126
- suggestions, requesting, 122
- summarizing
- accomplishments, 122
- responsibilities, 315–316
- supervisors
- development ideas from, 344
- evaluation and, 159
- supplies, in classrooms, 47
- support groups, in a post-training strategy, 186–187
- supporting experiential learning activities (ELAs), 236–237
- surveys, in a post-training strategy, 187
- survival problem solving, 106
- Sustainability Stages Checklist, 336
- sustaining learning culture, 335–336
- Synthesis level, in Bloom's Taxonomy, 38, 84
- Systems Thinking, 324
T
- table arrangements, in classrooms, 47
- table tents, 138
- Talent Development (TD)
- about, 303–304
- business alignment, 328
- expanding, 304–308
- importance of, 308–310, 395
- organization's learning foundation, 312–320
- preparing organizations, 320
- spending for, 394
- transforming workplace learning, 308–312
- Talent Development Body of Knowledge (TDBoK), 3, 226, 380, 409
- Talent Development (TD) Professionals
- about, 22, 23, 387–388
- evolution of role of, 25–30
- future of, 387–410
- role of, 189–191, 303–320
- Talent Systems Optimizer, 406
- targeted audience analysis, 79–80
- targets, in flip charts, 261
- task analysis, 62, 87–88
- TD (magazine), 370
- teach-backs, 109
- teachers, 23
- teaching teams, 109
- team environment, 326
- Team Learning, 324, 350–351
- team-building, for expanding Talent Development (TD), 307–308
- technology
- employee development and, 342
- for training, 397–398
- temperature, in classrooms, 47
- thank-you cards, 371
- theories, developing, 106
- Thiagarajan, Sivasailam (Thiagi), 231–232, 406
- thought clouds, in flip charts, 260–261
- time
- appropriate for lectures, 102
- as criteria for collecting data, 72
- as a design factor, 126
- limits on, 78–80
- timeliness, global audiences and, 390
- Tip icon, 3
- Toastmasters, 361
- Toffler, Alvin, 338
- tours, 104
- trainees, 23
- trainers
- becoming, 20–22
- compared with facilitators, 226–228
- defined, 23, 62
- as a design factor, 127
- evaluation and, 159
- evolution of, 21–22
- part-time, 349
- performance criteria and, 77
- post-training responsibilities of, 188–189
- role of, 14–15
- trainer's kit, 216
- trainer's manual, 129–130, 146
- Training and Development (T&D)
- about, 7–8
- for all areas, 13
- andragogical compared with pedagogical training, 34
- applying adult learning theory to, 33–35
- assessing potential for, 15–16
- compared with facilitating and presenting, 226–230
- defined, 24
- evolution of Talent Development (TD) role, 25–30
- Training and Development (T&D) (continued)
- goals of, 12
- necessity of, 10–13
- need for, 12–13
- with partners, 362
- prevalence of learning, 9–10
- role of, 8–13
- role of trainers, 14–15
- on short notice, 400–401
- technology for, 397–398
- terminology, 22–24
- troubleshooting, 273–284
- using Return on Investment (ROI) for, 173–178
- Training Cycle
- about, 51–52
- ADDIE, 52–58
- learning and, 62
- terminology, 59–64
- Training Magazine, 370
- training objective, 54
- training requirements, onsite room arrangements and, 197
- training strategies, 184–185
- transfer of learning
- about, 181–182
- barriers to, 182–183
- “other 50 percent,” 182–188
- post-training, 188–189
- professional role in Talend Development, 189–191
- strategies for, 183–188
- transitions, creating, 152–153
- traveling tips, 217
- troubleshooting
- about, 273
- group situations, 279–281
- managing disruptive behaviors, 284–290
- overcoming nervousness, 291–300
- preventing problems, 300
- resolving problems, 300
- training, 273–284
- virtual ILT, 290–291
- true/false tests, 171
- trust, as criteria for collecting data, 72
- Twain, Mark, 292
- Twitter Tag, in a post-training strategy, 187
V
- validity, as criteria for collecting data, 72
- variety, flexibility and, 63
- verbal fluency, 299
- video feedback, 108
- video posts, 422
- Video Script Writing (Hall), 256
- videos
- virtual classroom, 62
- Virtual Classrooms: Leveraging Technology for Impact report, 93
- virtual learning, 222–223, 399–400
- virtual participants, 206–207
- virtual spaces, preparing, 203–205
- Virtual Trainer Strengths Assessment, 179–180
- virtual training, choosing, 92–94
- Virtual Training Basics, 2nd Edition (Huggett), 207
- virtual warm-ups, 413–418
- voice, crackling, 298–299
- volatile, uncertain, complex, ambiguous (VUCA), 190, 308, 391–394, 405–406
- voltage, global audiences and, 390
- volunteering, 370, 422–423
- VUCA world, 392
W
- walls, onsite room arrangements and, 198
- warm-ups, virtual, 413–418
- Webinars with WoW Factor, 2nd Edition (Pluth), 83
- websites
- Association for Talent Development (ATD), 374, 375, 376, 381
- ATD Capability Study (2019), 21
- ATD Certification Institute, 382, 385
- “Building a Culture of Learning: The Foundation of a Successful Organization” (ATD), 323
- Cheat Sheet, 4
- Cuddy, Amy, 363
- “Future of Jobs Report,” 391
- Halls, Jonathan, 310
- Kirkpatrick's Four Levels of Evaluation, 165
- “Leaders as Teachers: Engaging Employees in High Performance Learning” study, 333
- Learning Science for Instructional Designers (Quinn), 399
- Multi Store Model of Memory, 35
- self-assessment, 386
- Serious eLearning Manifesto, 55
- “Seven Steps to Building a High-Impact Learning Culture,” 325
- Talent Development Body of Knowledge (TDBoK), 226
- Welch, Jack, 392
- what
- for needs assessment, 72–73
- for objectives, 83–87
- for training, 197
- what's in it for me (WIIFM), 46, 62, 308–310
- when
- for needs assessment, 75
- for training, 196
- where, for training, 197
- whiteboards, 253
- who
- for needs assessment, 73–75
- for training, 197
- Whole Brain Business Book, 2nd Edition (Hermann-Nehdi), 41
- why, for needs assessment, 69–71
- Willis, Bruce, 292
- work simplification, global audiences and, 391
- workplace learning
- of the future, 388–394
- transforming, 308–312
- The World Is Flat (Friedman), 392
- writing objectives, 83–88
Y
- yourself
- grounding, 295
- preparing, 208–220
- preparing for change, 404–410
Z
- Zenger, Jack, 347
- Zenger|Folkman, 364
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