Index
A
- ABCDs, of good objectives, 86–87
- accepting
- 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
- adapting style, 355
- ADDIE, 52–58, 59, 68, 79
- adult learning
- 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
- 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
- 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
- Association for Talent Development (ATD)
- associations
- 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
- 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
- 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
C
- Campbell, David, 88
- capabilities
- 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
- 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
- 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
- Clay, Cynthia, 104
- climate control, onsite room arrangements and, 199
- clocks, in flip charts, 261
- closer, 110
- coaches/coaching
- cognitive, in Bloom's Taxonomy, 37–38, 84
- collecting data, 71–72
- Collins, Jim
- Good to Great, 364
- 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
- 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
- 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
- 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
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
- 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
- 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
- discussions, as alternatives to lectures, 106
- disruptive behaviors, managing, 284–290
- distracted participants, 290–291
- distractions
- 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
- 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
- employees
- enabling social learning, 419–423
- encouraging
- energizer, 110
- energy
- Engagement Planner, 407
- environmental change, as a critical need of organizations, 11
- environments
- equipment
- 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
- 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
- experiences, learning from, 352
- Experiencing step, in Pfeiffer and Jones' experiential learning cycle, 233
- experiential learning activities (ELAs)
- expert transfer, 190
- expertise, of SMEs, 354–355
- eye contact, 143, 246
F
- 15-second relaxation technique, 296
- 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
- flipped classroom, 61, 94
- focus groups for collecting data, 71
- folding notes, 148
- follow-up
- 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
- The World Is Flat, 392
- furniture, onsite room arrangements and, 198
- “Future of Jobs Report,” 391
G
- Gagne, Robert, 39, 63–64
- Galilei, Galileo, 64
- games
- 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
- 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
H
- Hallenbeck, George, 403
- Halls, Jonathan, 41, 308–310
- handouts
- 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
- hybrid learning, 61
- hybrid models, 94–95
- hybrid training, 92–94, 220–223
I
- icebreakers
- 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)
- instructors
- 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
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
- knowledge
- 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
- “Leaders as Teachers: Engaging Employees in High Performance Learning” study, 333
- Leaders Make the Future (Johansen), 405
- leadership
- 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
- 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
- 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
- listening, as a communication skill, 243
- location
- logistics
- Lombardo, Michael, 42
- “Lost on the Moon” exercise, 103
M
- Mager, Robert, Making Instruction Work, 191
- magic tricks, 105
- magnetic boards, 253
- maintaining
- Making Instruction Work (Mager), 191
- management support/coaching, in a post-training strategy, 188
- managers
- 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
- 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
- Brain Rules, 399
- 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
- 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
- “other 50 percent,” 182–188
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
- participants' manual, 146–147
- participation
- partnerships
- 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
- 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
- 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
- pre-implementation execution, 314
- preparation
- pre-performance jitters, 292
- presentation materials, in classrooms, 47
- presentation skills, 140–145
- presentations
- presenters
- presenting
- pre-training strategies, 183–184
- preventing
- Price, Kella, 104
- pro bono work, 371
- problem-solving clinic, 107
- process
- processing experiential learning activities (ELAs), 237
- Processing step, in Pfeiffer and Jones' experiential learning cycle, 234
- productivity reports, 172
- professional capability, 378
- professionalism
- 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
- 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
R
- Rapid Media Development for Trainers (Hall), 256
- Rapid Video Development for Trainers (Hall), 256
- REACT mnemonic, 249
- readiness, assessing, 384
- reading
- 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
- Brain at Work, 398
- 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
- selecting
- self-analysis, 109
- self-assessment, 17–20, 386
- self-memo, 185
- Senge, Peter
- 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
- 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
- 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)
- suggestions, requesting, 122
- summarizing
- supervisors
- 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)
- Talent Development Body of Knowledge (TDBoK), 3, 226, 380, 409
- Talent Development (TD) Professionals
- 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
- 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
- timeliness, global audiences and, 390
- Tip icon, 3
- Toastmasters, 361
- Toffler, Alvin, 338
- tours, 104
- trainees, 23
- trainers
- 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
- Training Magazine, 370
- training objective, 54
- training requirements, onsite room arrangements and, 197
- training strategies, 184–185
- transfer of learning
- transitions, creating, 152–153
- traveling tips, 217
- troubleshooting
- true/false tests, 171
- trust, as criteria for collecting data, 72
- Twain, Mark, 292
- Twitter Tag, in a post-training strategy, 187
U
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
- what's in it for me (WIIFM), 46, 62, 308–310
- when
- where, for training, 197
- whiteboards, 253
- who
- 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
- The World Is Flat (Friedman), 392
- writing objectives, 83–88
Y
Z
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