Beyond Telling Ain't Training Fieldbook

Harold D. Stolovitch

Description

An essential companion guide for implementing the powerful principles of Telling Ain't Training.

A field companion to the original Telling Ain't Training, the Beyond Telling Ain't Training Fieldbook includes a detailed action plan and support materials to help you transform "telling to training." Like its predecessor, this fieldbook features a fun, interactive format and easy-to-navigate icons. Worksheets, assessments, and tools will enable your organization to realize the true value of workplace learning. 

Sujets

• Careers
• Employabilité, métiers et formations
• Economics
• Business
• Carrière
• Carrière & Mobilité

Informations

• Publié par: Association for Talent Development
• Date de parution: 26 mai 2023
• Nombre de lectures: 0
• EAN13: 9781607283621
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

B EYOND T ELLING A IN ’ T T RAINING F IELDBOOK

M ETHODS , A CTIVITIES , AND T OOLS FOR E FFECTIVE W ORKPLACE L EARNING

H AROLD D. S TOLOVITCH E RICA J. K EEPS

If no CD-ROM is included with this book, please go to www.astd.org/TellingAintTraining to download all handouts and other materials to your hard drive.

Alexandria, VA

2005 by the American Society for Training & Development, Harold D. Stolovitch, and Erica J. Keeps All rights reserved. Printed in the United States of America. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, please go to www.copyright.com, or contact Copyright Clearance Center (CCC), 22 Rosewood Drive, Danvers, MA 01923 (telephone: [phone], fax: [phone]. ASTD Pressis an internationally renowned source of insightful and practical information on workplace learning and performance topics, including training basics, evaluation and return‐on investment (ROI), instructional systems development (ISD), e‐learning, leadership, and career development. Ordering information for print edition:Books published by ASTD Press can be purchased by visiting ASTD’s Website at store.astd.org or by calling 800.628.2783 or 703.683.8100. Library of Congress Control Number: 2004116272 (print edition only) Print edition ISBN: 978‐1‐56286‐403‐3 PDF e‐book edition ISBN: 978‐1‐60728‐362‐1 2009‐1 Acquisitions and Development Editor: Mark Morrow Copyeditor: Christine Cotting, UpperCase Publication Services, Ltd. Interior Design and Production: Kathleen Schaner Cover Design: Max Nigretto Cover Illustration: Mark Shaver

Table of Contents

Preface ......................................................................................................................................vii

Chapter 1: Introduction: WhyBeyond Telling Ain’t Training? ........................................... 1 Why Ain’t It Easy?................................................................................................2 How Do I/We Institutionalize WhatTelling Ain’t TrainingRecommends?............3

Chapter 2: How theBeyond Telling Ain’t Training FieldbookWorks ...............................5 Something Old . . ...............................................................................................5 Something New . . ..............................................................................................6 Assessing Yourself and Your Training Organization...............................................6 An Activity for You...........................................................................................9 An Activity for Your Training Organization....................................................10 Focusing on You and Your Training Organization...............................................10 PuttingBeyond Telling Ain’t Trainingto Work.....................................................11

Chapter 3: Learning Is Not Easy .......................................................................................... 13 An Activity for You.........................................................................................13 An Activity for Your Training Organization....................................................14 Chapter Summary...............................................................................................18

Chapter 4: An Introduction to Some Familiar Terms ........................................................ 19 Learner-Centered . . . Performance-Based: TheTelling Ain’t TrainingMantra.......20 Learner-Centered Training..............................................................................20 An Activity for You.........................................................................................20 An Activity for Your Training Organization....................................................21 Performance-Based Training............................................................................22 Task-Analysis Tips...............................................................................................25 An Activity for You.........................................................................................29 An Activity for Your Training Organization....................................................29 Chapter Summary...............................................................................................30

Chapter 5: The Human Learner .......................................................................................... 31 Who and How Many?........................................................................................32 Procedures for Conducting a Learner Analysis...................................................33 Guidelines for Selecting Sample Learners...........................................................34 A Template for Choosing What Information to Gather.....................................35 Specific Questions to Ask...................................................................................37 Synthesizing Your Learner-Analysis Information................................................37 An Activity for You........................................................................................37 An Activity for Your Training Organization...................................................37 Chapter Summary..............................................................................................42

Chapter 6: Getting Learners to Learn ................................................................................ 45 Declarative Versus Procedural Knowledge: What’s the Difference?.....................46 Helping Learners Learn: Choose the Right Methods..........................................48 An Activity for You........................................................................................50 An Activity for Your Training Organization...................................................50 The Key Ingredients for Learning......................................................................50 An Activity for You........................................................................................52 An Activity for Your Training Organization...................................................52 Chapter Summary..............................................................................................52 Notes.................................................................................................................54

Chapter 7: Adult Learning Principles ................................................................................. 55 An Activity for You........................................................................................55 An Activity for Your Training Organization...................................................55 Adult Learning Principles Applied......................................................................56 An Activity for You........................................................................................56 An Activity for Your Training Organization...................................................58 Chapter Summary..............................................................................................61

Chapter 8: A Five-Step Model for Creating Terrific Training Sessions .......................... 63 The Training Session Scripting Sheet.................................................................66 An Activity for You........................................................................................66 An Activity for Your Training Organization...................................................66 Chapter Summary..............................................................................................72

Chapter 9: Getting Learners to Remember ....................................................................... 73 An Activity for You........................................................................................74 An Activity for Your Training Organization...................................................74 Cognitive Strategies............................................................................................76 An Activity for You........................................................................................79 An Activity for Your Training Organization...................................................79 Chapter Summary..............................................................................................79

Chapter 10: Training Approaches and a Cornucopia of Learning Activities ................. 83 Four Approaches to Training..............................................................................84 An Activity for You........................................................................................85 An Activity for Your Training Organization...................................................85 A Plethora of Activities......................................................................................85 Frame Games and Game-Like Activities.........................................................85 Uses of Games and Game-Like Activities.......................................................87 Why Do Games and Game-Like Activities Work?.........................................89 How to Create a Game to Improve Learning and Performance Using the Frame-Game Approach..............................................................90 An Activity for You........................................................................................92 An Activity for Your Training Organization...................................................93 Debriefing Learning Games and Game-Like Activities.......................................93 How to Debrief..............................................................................................94 An Activity for You and Your Training Organization......................................96 Case Study Method............................................................................................96 Why Use Case Study Method?.......................................................................98 How Do You Build Cases?.............................................................................98 Running Cases in Case Study M ethod...........................................................99 An Activity for You......................................................................................101 An Activity for Your Training Organization.................................................101 Chapter Summary............................................................................................101 Note.................................................................................................................102

Chapter 11: Testing or Examining: What’s the Difference? ........................................... 103 Declarative and Procedural Knowledge: A Reprise...........................................104 Performance Tests.............................................................................................107 Written Tests....................................................................................................107 An Activity for You......................................................................................108 An Activity for Your Training Organization.................................................108 Testing and Certification..................................................................................108 Chapter Summary............................................................................................110

Chapter 12: Hit or Myth: What’s the Truth? .................................................................... 113 An Activity for You......................................................................................117 An Activity for Your Training Organization.................................................118 Chapter Summary............................................................................................118

Chapter 13: BeyondTelling Ain’t Training: Ongoing Growth and Development ....... 119 An Activity for You......................................................................................120 An Activity for Your Training Organization.................................................123 Training Professionals’ Three Cs.......................................................................123

Building a Support System for Your Environment...........................................124 An Activity for You......................................................................................127 An Activity for Your Training Organization.................................................127 Facilitating and Inhibiting Factors in Moving From Telling to Training...........127 An Activity for You......................................................................................127 An Activity for Your Training Organization.................................................131 A Training Observation Instrument and Guidelines for Its Use........................131 An Activity for Your Training Organization.................................................134 Video Practice Sessions.....................................................................................137 Qualifications for Facilitating a VPS............................................................137 Facilities, Equipment, and Materials Required.............................................137 VPS Overview..............................................................................................139 VPS Methodology........................................................................................139 VPS Introduction, Rationale, and Objectives...........................................140 Setting the Group at Ease Before and During the Taping........................140 Skill Practice Training Sessions.................................................................143 Feedback Sessions.....................................................................................144 Trainer Skill Practice Debriefing...............................................................145 Closing Remarks and Trainer Skill Practice Evaluation.............................145 Form aTelling Ain’t TrainingStudy Group.......................................................146 Become a Learner Again ...................................................................................146 Chapter Summary............................................................................................146 Notes ...............................................................................................................147

Chapter 14: External Support Systems ........................................................................... 149 Join a Local or Industry-Based Training Association.........................................149 An Activity for You......................................................................................150 An Activity for Your Training Organization.................................................150 Join a National or International Training or Performance Improvement Society.........................................................................................................150 Attend Workshops and Training Conference Events.........................................151 Create Relationships With Colleges and Universities.......................................151 Read.................................................................................................................151 Build a Network...............................................................................................152 Stay in Touch...................................................................................................152 About the Authors..................................................................................................155

hank you for opening the covers of theBeyond Telling Ain’t Training Fieldbook T and turning to this page. You have given us an opportunity to express our delight and joy at how well theTelling Ain’t Trainingbook, itself, has been received. If sales and popularity ar e gauges of a book’s success, then we have surpassed our modest expectations of adding to the already rich resources for learning profession- als. The perspective ofTelling Ain’t Trainingwas one of “learner advocate.” The aim was to distance ourselves from the common practice oftransmitting informationand draw closer to the mor e effective approach oftransforming lear ners,thus enabling them to perform in ways that they and the organizations and customers they ser ve all value. It has been so much fun sharing our research, our many years of professional expe- rience, and our views about workplace learning and performance in a practical, inter- active, and challenging manner. We must have struck a chord somewhere, because as a result ofTelling Ain’t Training’s publication, the American Society for Training & Development (ASTD) launched a series ofTelling Ain’t Trainingmini-conferences in several American cities, all of which quickly sold out. ASTD has also received numer- ous requests to run workshops based on the book’s contents. All in all, it has been exciting and incredibly rewarding to meet and work with trainers, instructional designers, communications specialists, human resource professionals, learning and performance support managers, organizational development specialists, and work- place and educational enthusiasts. All of them appear eager to make their learning investment yield higher returns than those they have been experiencing. All of the Telling Ain’t Trainingevents have been “happenings” in which participants have left fired up to make significant changes to current organizational practices or equipped with mor e ammunition to fight “learner-center ed” battles they have been waging within their environments. The preceding paragraph is the “good news.” Despite this positive portrait, quite frankly there has been a decided performance gap. Yes, readers and conference

Preface

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Preface

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and workshop participants have said wonderful things. However, they have also made it clear thatTelling Ain’t Trainingsimply ain’t enough. “The book is a great start,” they tell us, “but w e need something more. Give us materials and guidance on how we can move to action now. Give us something we can apply in our own organizations that is totally aligned with theTelling Ain’t Trainingmessage.” We have listened . . . and heard. ThisBeyond Telling Ain’t Training Fieldbookis our response. It takes each chapter ofTelling Ain’t Trainingand elaborates on it. It provides a large number of tools you can apply to bring the chapter content to life for you and your training organization. The intended audiences for whom theFieldbookhas been created are training and per formance improvement professionals who need support in their efforts to redirect their organizations from “telling and transmission” to “training and trans- formation”; occasional trainers, such as managers and supervisors who have some training responsibilities; subject-matter experts who are called on to train; training managers seeking higher rates of return on the training investment; and all other concerned workplace citizens who are convinced that their current training prac- tices are insufficient. Telling Ain’t Trainingappears to have touched a nerve in the organizational training and development world. But it is only a book and, as earnestly as we tried to make it live the principles we were propounding, it still has largely “told” its mes- sage. ThisFieldbooktakes us several steps beyondTelling Ain’t Training.It provides concrete actions and materials to transform telling into training. Please step over the threshold with us on another adventure. We have divided the book into 14 chapters. Each chapter contains tools, tech- niques, and strategies to apply the principles of Telling Ain’t Training.Starting with chapter 3, we briefly summariz e (and sometimes comment on) the content from each of the Telling Ain’t Trainingchapters. Most chapters conclude with a summar y and encouragement to set in motion your transformation and that of your training organization. Along the way you will encounter the following icons:

This icon signals a reference to some part ofTelling Ain’t Training.

This icon identifies key things you can do to transform yourself.

This icon accompanies ideas for transforming y our training organization.

Accompanying thisFieldbookis a CD-ROM that contains electronic copies of the assessments, exercises, exhibits, figures, tables, and worksheets that appear in the book.

Beyond Telling Ain’t Training Fieldbook

These electronic documents are provided in PDF format so that you can display them in group training sessions or print copies to hand out to members of your training organization. To open or use these documents you will need Adobe Acrobat or Acrobat Reader software (which can be downloaded free of charge at www.adobe.com). Before we conclude this preface and roll up our sleeves to dive into our work, please allow us to praise for a moment and sincerely thank the wonderful contrib- utors to thisFieldbook. Thank you, Mark Morrow, ASTD Acquisitions Editor, for encouraging and inspiring us to persist in the mission of suppor ting all those people who tr uly wish to transform wasted telling into valuable learning and performance. Mark initially set us on this journey and has accompanied us every step of the way. No professional publication should ever see the light of day without a demand- ing, yet supportive, editor whose sole aim is to make your work the best it can be. Thank you, Christine Cotting, for helping us say it right and for defending the reader’s/learner’s right to a high-quality set of tools. You keep everyone honest. Our sincerest thanks go out to Petti Van Rekom and Carol Goldsmith, who accepted the demanding task of reviewing what we produced and the doubly tough job of guiding us to make needed changes to the manuscript. These ar e profession- als who undertook an onerous amount of work and whose only remuneration is our grumbling at having to rework something. Despite our groans at your perceptive suggested changes, we are grateful for your dedication to what is right for the user of thisFieldbook.Colleagues, we salute you. Thank you, Jennifer Papineau, our graphic and technical support advisor. Every day you make us look better. You bring to life what we conceive. Finally, there are no sufficient words to express our thanks to and acknowledg- ment of Samantha Greenhill. Regardless of what we dump on her—day, night, weekend, holiday—she simply responds, “No problem,” and transforms our rough material into coherent manuscripts. S am . . . you are wonderful! We dedicate thisFieldbookto five of our clients—Alcan, DaimlerChrysler Academy, BBDO Detroit, The Coffee Bean & Tea Leaf, and Hewlett-Packard—for caring deeply about workplace learning and exhibiting leadership in this strategic arena. As colleagues, friends, and life partners, we both enjoy sharing the knowledge and experience we have gained over the years not only with our professional com- munity, but also with one another. Collaboratively, a publication requires constant, mutual support. Thank you, partner, for always being there.

Harold D. Stolovitch Erica J. Keeps Los Angeles, CA May 2005

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