Active Training

MEL SILBERMAN was Professor Emeritus of Adult and Organizational Development at Temple University for 41 years. Mel rose to international prominence for his contributions to the field of training. Mel passed away in 2010. ELAINE BIECH is President of ebb associates inc, where she specializes in helping leaders maximize their effectiveness. She is the author or editor of over 60 books. CAROL AUERBACH has over 25 years' experience designing and delivering corporate training programs for such companies as CIGNA Insurance, Kellogg's, and IBM.

• Acknowledgments xiPreface xiiiThe Goals of This Book xivHow This Book Is Organized xvPart One Introducing Active Training 1The Nature of Adult Learning 2The Social Side of Learning 6Concerns About Active Training 7The Delivery of Active Training 10Part Two Designing an Active Training Program 13Steps for Designing Active Training 15What’s in the Part Two Chapters? 17Chapter One Assessing Training Needs 19Why Do Assessment? 20What Information Should Be Collected? 23How Can Information Be Collected? 29What If There Is No Time to Do a Proper Assessment? 38Chapter Two Developing Active Training Objectives 41Setting Learning Goals 42Selecting Objectives 44Specifying Objectives 47Expressing Objectives 48Communicating Training Objectives to Others 49Chapter Three Creating Opening Exercises 53What Opening Exercises Accomplish 53What to Keep in Mind When Creating Opening Exercises 67Ten Ways to Open an Active Online Virtual Training Session 68Ten Ways to Obtain Participation 69Chapter Four Preparing Brain-Friendly Presentations 75Five Ways to Gain Your Audience’s Interest 75Five Ways to Maximize Understanding and Retention 82Five Ways to Involve Participants During a Presentation 88Five Ways to Reinforce Presentations 94An Example of a Well-Designed Presentation 99Chapter Five Finding Alternative Methods to Presenting 103Demonstration 103Case Study 105Guided Teaching 109Group Inquiry 110Information Search 113Study Group 115Jigsaw Learning 118Learning Tournament 121Applying the Alternatives to a Common Topic 123Chapter Six Using Experiential Learning Approaches 129Role Playing 130Games and Simulations 139Observation 144Mental Imagery 148Writing Tasks 152Action Learning 155Chapter Seven Designing Active Training Activities 165The Three Major Ingredients of Any Design 165Basic Questions About Any Design 169The Remaining Details 170Three Tips for Creative Designs 172Chapter Eight Sequencing Active Training Activities 177Basic Sequencing Guidelines 178Applying Sequencing Guidelines 181The Finer Side of Sequencing 188Experiential Learning Sequences 193Chapter Nine Planning Active Training Programs 199The Macrodesign of an Active Training Program 199Chapter Ten Incorporating Active Learning in All Training 207Asynchronous E-Learning 208Group-Based E-Learning 212Virtual Classrooms 216Blended Learning 218Social Media Expands Active Training and Development 220M-Learning Offers Instant Options 223Part Three Conducting an Active Training Program 229Chapter Eleven Beginning an Active Training Program 233Preparing Yourself Mentally 233Arranging the Physical Environment 236Greeting Participants and Establishing Rapport 242Getting the Best from the First Thirty Minutes of Training 245Reviewing the Agenda 246Inviting Feedback to the Agenda 248Chapter Twelve Gaining Leadership of the Group 253Setting Group Norms 253Controlling Timing and Pacing 255Increasing Receptivity to Your Leadership 257Handling Problem Situations 258Chapter Thirteen Giving Presentations and Leading Discussions 267Knowing Your Group 267Organizing Your Presentation 271Watching Your Body Language 273Adding Visuals 275Making Smooth Transitions 277Facilitating a Lively Discussion 279Chapter Fourteen Facilitating Structured Activities and Promoting Team Learning 287Structured Activities 287Team Learning 298Chapter Fifteen Concluding an Active Training Program 307Reviewing Program Content 307Obtaining Final Questions and Concerns 309Promoting Self-Assessment 312Focusing on Back-on-the-Job Application 315Expressing Final Sentiments 316Part Four Extending The Value of an Active Training Program 319Chapter Sixteen Providing for Back-on-the-Job Application 321Prior to the Training Program 321During the Training Program 323At the End of the Training Program 324Obstacle Assessment 328Peer Consultation 329Self-Monitoring 330Follow-Up Coaching and Support 340Chapter Seventeen Evaluating an Active Training Program 343Expanding the Four Evaluation Levels 344Designing Evaluations 354Obtain Feedback Along the Way 355Part Five The Evolving Role of Trainers 359Chapter Eighteen Expanded Roles for Trainers 361Onboarding 362Leading Change 364Coaching Managers 367Mentoring Programs 368Internal Consulting 371Building Teams 373Chapter Nineteen New Business Realities for Trainers 379Doing More with Less 380Globalization 382Working with Multigenerational Workforces 384Working with the C-Suite 386Vendor Management 388Working with Subject Matter Experts 390We’ve Reached the End—Or Is It the Beginning?  391References 395About the Authors 399Index 401