Active Training: A Handbook of Techniques, Designs, Case Examples, and Tips

The Trusted Active Training Methodology, Fully Updated for Today′s Business Challenges

Active Training is the runaway bestselling handbook for beginning and experienced trainers alike. This Fourth Edition updates the proven Active Training approach which turns the spotlight away from the instructor and puts the emphasis on the learner to reflect today′s business realities, emerging technologies, and the ever–evolving role of the adult educator.

The field of training has changed dramatically in the past decade, and this thoroughly revised edition provides a wealth of practical information for implementing training practices across a newly expanded range of settings. New topics include:

Emerging learning technologies, such as social media, mobile learning, and online virtual classes Tips for implementing the active learning method in onboarding, change management, coaching, consulting, and team building Advice for working under budgetary constraints, training a multi–generational workforce, and participating in globalization

In addition to covering these crucial issues, Active Training now contains expanded guidelines on assessing training return on expectations, training management, and extending the value of training programs. Updated examples, templates, and theory round out this comprehensive update, making Active Training the only choice for practitioners in this ever–important field.

From assessing training needs and developing objectives through to preparing well–rounded training programs that appeal to learners of all types, Active Training is a bounty of practical tips and techniques guaranteed to improve any training program.

Acknowledgments / xi

Preface / xiii

The Goals of This Book / xiv

How This Book Is Organized / xv

PART ONE INTRODUCING ACTIVE TRAINING / 1

The Nature of Adult Learning / 2

The Social Side of Learning / 6

Concerns About Active Training / 7

The Delivery of Active Training / 10

PART TWO DESIGNING AN ACTIVE TRAINING PROGRAM / 13

Steps for Designing Active Training / 15

What s in the Part Two Chapters? / 17

Chapter One Assessing Training Needs / 19

Why Do Assessment? / 20

What Information Should Be Collected? / 23

How Can Information Be Collected? / 29

What If There Is No Time to Do a Proper Assessment? / 38

Chapter Two Developing Active Training Objectives / 41

Setting Learning Goals / 42

Selecting Objectives / 44

Specifying Objectives / 47

Expressing Objectives / 48

Communicating Training Objectives to Others / 49

Chapter Three Creating Opening Exercises / 53

What Opening Exercises Accomplish / 53

What to Keep in Mind When Creating Opening Exercises / 67

Ten Ways to Open an Active Online Virtual Training Session / 68

Ten Ways to Obtain Participation / 69

Chapter Four Preparing Brain–Friendly Presentations / 75

Five Ways to Gain Your Audience s Interest / 75

Five Ways to Maximize Understanding and Retention / 82

Five Ways to Involve Participants During a Presentation / 88

Five Ways to Reinforce Presentations / 94

An Example of a Well–Designed Presentation / 99

Chapter Five Finding Alternative Methods to Presenting / 103

Demonstration / 103

Case Study / 105

Guided Teaching / 109

Group Inquiry / 110

Information Search / 113

Study Group / 115

Jigsaw Learning / 118

Learning Tournament / 121

Applying the Alternatives to a Common Topic / 123

Chapter Six Using Experiential Learning Approaches / 129

Role Playing / 130

Games and Simulations / 139

Observation / 144

Mental Imagery / 148

Writing Tasks / 152

Action Learning / 155

Chapter Seven Designing Active Training Activities / 165

The Three Major Ingredients of Any Design / 165

Basic Questions About Any Design / 169

The Remaining Details / 170

Three Tips for Creative Designs / 172

Chapter Eight Sequencing Active Training Activities / 177

Basic Sequencing Guidelines / 178

Applying Sequencing Guidelines / 181

The Finer Side of Sequencing / 188

Experiential Learning Sequences / 193

Chapter Nine Planning Active Training Programs / 199

The Macrodesign of an Active Training Program / 199

Chapter Ten Incorporating Active Learning in All Training / 207

Asynchronous E–Learning / 208

Group–Based E–Learning / 212

Virtual Classrooms / 216

Blended Learning / 218

Social Media Expands Active Training and Development / 220

M–Learning Offers Instant Options / 223

PART THREE CONDUCTING AN ACTIVE TRAINING PROGRAM / 229

Chapter Eleven Beginning an Active Training Program / 233

Preparing Yourself Mentally / 233

Arranging the Physical Environment / 236

Greeting Participants and Establishing Rapport / 242

Getting the Best from the First Thirty Minutes of Training / 245

Reviewing the Agenda / 246

Inviting Feedback to the Agenda / 248

Chapter Twelve Gaining Leadership of the Group / 253

Setting Group Norms / 253

Controlling Timing and Pacing / 255

Increasing Receptivity to Your Leadership / 257

Handling Problem Situations / 258

Chapter Thirteen Giving Presentations and Leading Discussions / 267

Knowing Your Group / 267

Organizing Your Presentation / 271

Watching Your Body Language / 273

Adding Visuals / 275

Making Smooth Transitions / 277

Facilitating a Lively Discussion / 279

Chapter Fourteen Facilitating Structured Activities and Promoting Team Learning / 287

Structured Activities / 287

Team Learning / 298

Chapter Fifteen Concluding an Active Training Program / 307

Reviewing Program Content / 307

Obtaining Final Questions and Concerns / 309

Promoting Self–Assessment / 312

Focusing on Back–on–the–Job Application / 315

Expressing Final Sentiments / 316

PART FOUR EXTENDING THE VALUE OF AN ACTIVE TRAINING PROGRAM / 319

Chapter Sixteen Providing for Back–on–the–Job Application / 321

Prior to the Training Program / 321

During the Training Program / 323

At the End of the Training Program / 324

Obstacle Assessment / 328

Peer Consultation / 329

Self–Monitoring / 330

Follow–Up Coaching and Support / 340

Chapter Seventeen Evaluating an Active Training Program / 343

Expanding the Four Evaluation Levels / 344

Designing Evaluations / 354

Obtain Feedback Along the Way / 355

PART FIVE THE EVOLVING ROLE OF TRAINERS / 359

Chapter Eighteen Expanded Roles for Trainers / 361

Onboarding / 362

Leading Change / 364

Coaching Managers / 367

Mentoring Programs / 368

Internal Consulting / 371

Building Teams / 373

Chapter Nineteen New Business Realities for Trainers / 379

Doing More with Less / 380

Globalization / 382

Working with Multigenerational Workforces / 384

Working with the C–Suite / 386

Vendor Management / 388

Working with Subject Matter Experts / 390

We ve Reached the End Or Is It the Beginning? / 391

References / 395

About the Authors / 399

Index / 401

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.