Training for Results: Key Tools and Techniques to Sharpen Trainer's Skills
- 4h 27m
- Scott B. Parry
- Association for Talent Development
- 2000
Many trainers and educators have never been taught how to teach. When confronted with the need or opportunity to give instruction, they unconsciously follow the models provided by the hundreds of past teachers they've had. Instructor tend to teach the way they've been taught. And their models haven't always been the best ones if their purpose is to change behavior and improve performance.
In Training for Results, the emphasis is on teaching in order to make changes in behavior. This book provides a wealth of training handouts that Scott Parry has developed in the process of conducting more than 400 train-the-trainer workshops for thousands of instructors and course designers over the last 40 years. This book contains easy-to-follow reading, self-assessments, planning sheets, training tools, and other forms of learning exercises to fit every training course need. The books' 40 chapters are arranged in the natural flow of activities associated with the preparation and instruction of a new course, and at least one learning exercise appears in each chapter.
About the Authors
Scott B. Parry is a psychologist, consultant, and trainer and is the chairman of Training House, Inc., creator of instructional programs and assessments. His Managerial Assessment of Proficiency (MAP), an assessment exercise, has been translated into seven languages and is used in 21 countries throughout the world. He has published numerous articles in training and management journals ans is the author of four books and dozens of published training courses. To date, he has run more than 400 train-the-trainer workshops and has addressed human resource development (HRD) conferences in several dozen countries. In 1999, he was inducted into the HRD Hall of Fame.
In this Book
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Training for Results—Key Tools and Techniques to Sharpen Trainers’ Skills
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How to Use This Book
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Chapter 1: Learning and Behavior Change
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Chapter 2: A Comparison of Andragogy and Pedagogy
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Chapter 3: A Thumbnail History of Training and Development
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Chapter 4: Education or Training?
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Chapter 5: Needs Analysis: The Starting Point
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Chapter 6: Linking Training to the Business Plan
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Chapter 7: Twelve Reasons for Conducting a Needs Analysis
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Chapter 8: Conducting a Needs Analysis
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Chapter 9: Behavioral Analysis
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Chapter 10: Preparing Course Objectives
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Chapter 11: Programmed Instruction: An Example
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Chapter 12: Course Design Blueprints
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Chapter 13: Make or Buy
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Chapter 14: A Systems View of Training
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Chapter 15: Instructional Design Planning Sheet
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Chapter 16: The Ins and Outs of Instructional Design
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Chapter 17: Integrating the Lesson Plan, Handouts, and Transparencies
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Chapter 18: Sample Lesson
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Chapter 19: Who Needs an Instructor?
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Chapter 20: Breaking the Big S Into S-R-F Links
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Chapter 21: Some Questions About Questions
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Chapter 22: Using Questions Effectively
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Chapter 23: Using Subgroups to Improve Learning
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Chapter 24: Observations on the Lecture Method
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Chapter 25: A Comparison of Two Instructional Strategies
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Chapter 26: The Deductive Lecture
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Chapter 28: Flipcharts and Overhead Transparencies
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Chapter 29: Using Games and Simulations
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Chapter 30: Preparing Role Plays
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Chapter 31: Using Role Play in Class
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Chapter 32: Using the Case Method
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Chapter 33: Ideas for Improving Transfer of Training
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Chapter 34: Transfer of Learning From Class to Job
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Chapter 35: Using Action Plans for Transfer of Training
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Chapter 36: Using Planning Sheets and Self-Assessments for Transfer of Training
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Chapter 37: The Case for Value-Added Assessment
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Chapter 38: The Evaluation of Training
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Chapter 39: Measuring Training’s ROI
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Chapter 40: Conducting a Cost-Benefit Analysis
