Active training : a handbook of techniques, designs, case examples, and tips

Active training : a handbook of techniques, designs, case examples, and tips / Melvin L. Silberman & Elaine Biech ; assisted by Carol Auerbach.

"The all-time bestselling training handbook, updated for new technologies and roles Active Training turns instructional design on its head by shifting the emphasis away from the instructor, and on to the learner. Comprehensively updated to reflect the many developments in the field, this new fo...

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Bibliographic Details
Main Authors: Silberman, Melvin L. (Author), Biech, Elaine (Author), Auerbach, Carol (Author)
Format: eBook
Language:English
Published: Hoboken, NJ : Wiley, [2015]
Edition:Fourth edition.
Series:Active training series
Subjects:
Employees > Training of > Handbooks, manuals, etc.
BUSINESS & ECONOMICS > Training.
BUSINESS & ECONOMICS > Industrial Management.
BUSINESS & ECONOMICS > Management.
BUSINESS & ECONOMICS > Management Science.
BUSINESS & ECONOMICS > Organizational Behavior.
Employees > Training of
handbooks.
Handbooks and manuals
Handbooks and manuals.
Guides et manuels.
Online Access:Click for online access
Table of Contents:
  • Cover
  • Title Page
  • Copyright
  • Contents
  • Acknowledgments
  • Preface
  • The Goals of This Book
  • How This Book Is Organized
  • Part One Introducing Active Training
  • The Nature of Adult Learning
  • The Social Side of Learning
  • Concerns About Active Training
  • The Delivery of Active Training
  • Part Two Designing an Active Training Program
  • Steps for Designing Active Training
  • What's in the Part Two Chapters?
  • Chapter One Assessing Training Needs
  • Why Do Assessment?
  • What Information Should Be Collected?
  • How Can Information Be Collected?
  • Part I
  • Part II
  • What If There Is No Time to Do a Proper Assessment?
  • Chapter Two Developing Active Training Objectives
  • Setting Learning Goals
  • Selecting Objectives
  • Specifying Objectives
  • Expressing Objectives
  • Communicating Training Objectives to Others
  • Developing Active Training Objectives
  • Chapter Three Creating Opening Exercises
  • What Opening Exercises Accomplish
  • What to Keep in Mind When Creating Opening Exercises
  • Ten Ways to Open an Active Online Virtual Training Session
  • Ten Ways to Obtain Participation
  • Chapter Four Preparing Brain-Friendly Presentations
  • Five Ways to Gain Your Audience's Interest
  • Five Ways to Maximize Understanding and Retention
  • Five Ways to Involve Participants During a Presentation
  • Five Ways to Reinforce Presentations
  • An Example of a Well-Designed Presentation
  • Preparing Brain-Friendly Presentations
  • Chapter Five Finding Alternative Methods to Presenting
  • Demonstration
  • Case Study
  • Guided Teaching
  • Group Inquiry
  • Information Search
  • Study Group
  • Jigsaw Learning
  • Learning Tournament
  • Applying the Alternatives to a Common Topic
  • Finding Alternative Methods to Presenting
  • Chapter Six Using Experiential Learning Approaches
  • Role Playing
  • Games and Simulations.
  • Observation
  • Mental Imagery
  • Writing Tasks
  • Instructions:
  • Technical
  • Performance
  • Your Preplanned Questions
  • Technical
  • Performance
  • Action Learning
  • Background
  • Current Status
  • Planning Chart
  • Using Experiential Learning Approaches
  • Strategy Outline:
  • Chapter Seven Designing Active Training Activities
  • The Three Major Ingredients of Any Design
  • Old Contract
  • New Contract
  • Basic Questions About Any Design
  • The Remaining Details
  • Three Tips for Creative Designs
  • Designing a Training Activity
  • Chapter Eight Sequencing Active Training Activities
  • Basic Sequencing Guidelines
  • Applying Sequencing Guidelines
  • The Finer Side of Sequencing
  • Experiential Learning Sequences
  • Procedure
  • Sequencing Active Training Activities
  • Chapter Nine Planning Active Training Programs
  • The Macrodesign of an Active Training Program
  • Planning an Active Training Program
  • Chapter Ten Incorporating Active Learning in All Training
  • Asynchronous E-Learning
  • Group-Based E-Learning
  • Virtual Classrooms
  • Blended Learning
  • Social Media Expands Active Training and Development
  • M-Learning Offers Instant Options
  • Blending in Technology
  • Part Three Conducting an Active Training Program
  • Chapter Eleven Beginning an Active Training Program
  • Preparing Yourself Mentally
  • Arranging the Physical Environment
  • Greeting Participants and Establishing Rapport
  • Getting the Best from the First Thirty Minutes of Training
  • Reviewing the Agenda
  • Inviting Feedback to the Agenda
  • Beginning an Active Training Program
  • Chapter Twelve Gaining Leadership of the Group
  • Setting Group Norms
  • Controlling Timing and Pacing
  • Increasing Receptivity to Your Leadership
  • Handling Problem Situations
  • Gaining Leadership of the Training Group.
  • Chapter Thirteen Giving Presentations and Leading Discussions
  • Knowing Your Group
  • Organizing Your Presentation
  • Watching Your Body Language
  • Adding Visuals
  • Making Smooth Transitions
  • Facilitating a Lively Discussion
  • Giving Presentations and Leading Discussions
  • Chapter Fourteen Facilitating Structured Activities and Promoting TeamL̃earning
  • Structured Activities
  • Team Learning
  • Facilitating Structured Activities
  • Promoting team Learning
  • Chapter Fifteen Concluding an Active Training Program
  • Reviewing Program Content
  • Obtaining Final Questions and Concerns
  • Promoting Self-Assessment
  • Focusing on Back-on-the-Job Application
  • Expressing Final Sentiments
  • Concluding an Active Training Program
  • Part Four Extending the Value of An Active Training Program
  • Chapter Sixteen Providing for Back-on-the-Job Application
  • Prior to the Training Program
  • During the Training Program
  • At the End of the Training Program
  • Obstacle Assessment
  • Peer Consultation
  • Self-Monitoring
  • To understand people better:
  • To express myself more clearly:
  • To assert my needs better:
  • To exchange feedback better:
  • To become more influential:
  • To resolve conflicts more effectively:
  • To become a better collaborator:
  • Directions for Use
  • Subject
  • Follow-Up Coaching and Support
  • Providing For Back-On-The-Job Application
  • Chapter Seventeen Evaluating an Active Training Program
  • Expanding the Four Evaluation Levels
  • Designing Evaluations
  • Obtain Feedback Along the Way
  • Evaluating an Active Training Program
  • Questions to Ask Your Sponsor about Results:
  • Interim Feedback
  • Part Five The Evolving Role of Trainers
  • Chapter Eighteen Expanded Roles for Trainers
  • Onboarding
  • Leading Change
  • Coaching Managers
  • Mentoring Programs
  • Internal Consulting
  • Building Teams
  • New Roles Action Plan.
  • Chapter Nineteen New Business Realities for Trainers
  • Doing More with Less
  • Globalization
  • Working with Multigenerational Workforces
  • Working with the C-Suite
  • C-Suite Communication Checklist
  • Vendor Management
  • Working with Subject Matter Experts
  • We've Reached the End-Or Is It the Beginning?
  • Doing More with Less
  • Globalization
  • Working with Multigenerational Workforces
  • Working with the C-Suite
  • Vendor Management
  • Working with Subject Matter Experts
  • References
  • About the Authors
  • Index
  • EULA.

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