How to Be an Effective Trainer Skills for Managers and New Trainers

by Delahaye, Brian L.; Smith, Barry J.

• ISBN13: 9780471183754
• ISBN10: 047118375X
• Edition: 3rd
• Format: Paperback
• Copyright: 1998-02-18
• Publisher: Wiley

Summary

Written specifically for managers, supervisors and trainers who need to communicate new knowledge and skills to people, How to be an Effective Trainer provides a solid framework for maximising your training proficiency. Skills such as formulating session plans, computer based learning and behaviour modeling are all covered as well as advanced learning techniques.

Author Biography

BRIAN L. DELAHAYE is an associate professor at the School of Professional Studies at the Queensland University of Technology in Brisbane, Australia. BARRY J. SMITH is a psychologist and counselor. He was formerly a senior lecturer in human resource management at the Queensland University of Technology.

Table of Contents

Introduction to the Third Edition	ix
I. Training Overview	1	(70)
1. The Training Environment and the Trainer's Job	3	(6)
Who Is a Trainer?
Change and Opportunity
A Training Model
Summary
2. Some Learning Principles	9	(20)
Introduction
Trainer- or Trainee-Centered Learning
The Decision
Some Universal Learning Principles
Some Learning Principles Unique to Mature Learners
Summary
3. The Theory-Session Model	29	(12)
Two Basic Models
Structure of the Theory-Session Model
Time and Schedules
Summary
4. The Skill-Session Model	41	(16)
Types of Skills
Introducing the Skill-Session Model
Task Breakdown
Structure of the Skill-Session Model: Simple Task
Structure of the Skill-Session Model: Complex Task
Time and Schedules
Summary
5. The Trainees	57	(14)
The Good, the Bad, and the Ugly
Before the Training Program
During the Training Program
After the Training Program
Summary
II. Planning the Learning Experience	71	(70)
6. What Is Training Needs Analysis?	73	(10)
An Overview
How to Do a TNA
Problems of TNA
Summary
7. Writing Training Objectives and Competencies	83	(14)
Where Do Training Objectives Come From?
The Components of a Training Objective
Training Objectives in Practice
Competencies
Summary
8. Creating the Session Plan	97	(16)
Advantages of a Session Plan
How to Write a Session Plan
How to Organize a Session Plan
A Guide to Preparation Time
Summary
9. Defining Measurement Criteria and Tools	113	(18)
Micro/Macro Levels
Measurement Criteria
Measurement Tools
Writing and Using Your Own Tests
The Testing Situation
Scoring a Test
Summary
10. Getting Training to Work	131	(10)
Training That Works
Encapsulation
Follow-Up Activities
Implementing Follow-Up
Summary
III. Training Techniques	141	(60)
11. Questions	143	(16)
The Question-and-Answer Dynamic
The Trainer Asks a Question
The Trainer Listens
The Trainer's Response
Responding
Maximizing Learning and Motivation
Summary
12. How to Train on the Job	159	(10)
The Context of On-the-Job Training
On-the-Job Training
Models
Example of a Session-Plan
Summary
13. How to Prepare and Lead a Discussion	169	(20)
What a Discussion Is and Is Not
When Should You Use a Discussion?
Preparing a Discussion
Conducting a Discussion
Problems and Solutions
Summary
14. How to Prepare and Give a Lecture	189	(12)
What a Lecture Is and Is Not
Preparing a Lecture
When Should You Use a Lecture?
Summary
IV. Advanced Techniques	201	(104)
15. The Case Study and the Role-Play	203	(22)
Introducing Other Techniques
Basic or Advanced
A Word of Advice
The Case Study
Conducting a Case Study
The Role-Play
Conducting a Role-Play
Writing a Case Study or a Role-Play
16. Computer-Based Learning	225	(28)
CBL
What Is CBL?
The Effectiveness of CBL
Selecting CBL Equipment
Selecting CBL Courseware
Authoring Systems
Creating CBL Courseware
Implementing CBL
Summary
17. Advanced Learning Based on Work Experience	253	(16)
Introducing Other Techniques
Projects
Action Learning
Mentoring
Reflection via Structured Diary Analysis
Summary
18. Other Advanced Techniques	269	(24)
The Algorithm
Programmed Instruction (PI)
Behavior Modeling
Contract Learning
Growth Groups
Distance, Open, and Flexible Learning
Adventure Learning
Learning Organizations
Overall Comments on Advanced Training Techniques
Summary
19. Supervisory and Management Development	293	(12)
What Is Supervisory and Managerial Work?
Is It Training or Development?
An Explanation
A Model of Managerial Competencies
Which Training Techniques Develop Which Managerial Competencies?
Summary
V. Training Aids	305	(50)
20. Using Boards and Charts	307	(18)
Introduction
Boards and Boardwork
Magnetic Displays
The Prepared Chart
Procedure: Preparing and Using Boards
Procedure: The Prepared Chart
Summary
21. Overhead Projection Technologies	325	(20)
Types of Overhead Projection Technologies
The Overhead Projector
Transparencies
Two Other Overhead Technologies
Summary
22. Audio-Visual Tips	345	(10)
Introduction
Types of Audio-Visuals
Using Audio-Visuals
Procedure: Setting Up the Movie Projector
Summary
VI. Managing the Learning Experience	355	(73)
23. Designing a Program	357	(18)
Decision Time
Program Structure: Hierarchy of Objectives
Program Structure: Details
Program Structure: Example
Some Other Considerations
The Final Product
Summary
24. Marketing of Training	375	(12)
Selling and Marketing
Elements of a Product
Marketing the Total Product
Client Decision Behavior
Buyer Roles
Summary
25. The Training Room	387	(12)
The Training Room Layout
Summary
26. Coordinating a Program	399	(12)
Introduction
1. Before: Set the Stage
2. During: Sustain the Action
3. After: Tie Up Loose Ends
The Role of the Guest Speaker
Summary
27. Evaluating a Program	411	(12)
Why Evaluate?
How to Collect and Categorize Costs
How to Identify Organizational Benefits
Cost-Benefit Comparison
Summary
28. Career Development Review	423	(5)
What Can You Do Now?
What Capabilities Do You Need?
How Do You Promote Your Development?
Epilogue
Selected Readings	428	(7)
Index	435