The Trainer's Tool Kit

Overview

"The Trainer’s Tool Kit has long been a valued guide for trainers and managers in need of a quick refresher. Now completely updated with hundreds of ready-to-use techniques, the book is still the perfect resource for new trainers, managers who are suddenly asked to train, and training professionals in need of a quick refresher. Comprehensive and arranged in an easy-reference format, The Trainer’s Tool Kit, Second Edition, supplies instant guidance specifically designed to make any training task easier and more efficient. The book gives you

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Overview

"The Trainer’s Tool Kit has long been a valued guide for trainers and managers in need of a quick refresher. Now completely updated with hundreds of ready-to-use techniques, the book is still the perfect resource for new trainers, managers who are suddenly asked to train, and training professionals in need of a quick refresher. Comprehensive and arranged in an easy-reference format, The Trainer’s Tool Kit, Second Edition, supplies instant guidance specifically designed to make any training task easier and more efficient. The book gives you concise, easy-to-digest nuggets of information you can put to use even at a moment’s notice. You’ll find here’s-how-to-do-it information on need-to-know training topics including:

• the principles of learning
• budgeting for training
• when to use case studies
• handling difficult participants
• icebreakers
• facilitation tips
• flipchart do’s and don’ts
• learning contracts
• overcoming resistance
• rewards and recognition

Now even easier to use, completely updated, and containing all the practical information included in the first edition, the book also includes expanded coverage of retention programs such as mentoring and career and succession planning. Taking a fresh look at a broad range of ideas, The Trainer’s Tool Kit, Second Edition, shows how to achieve significant performance improvements through effective training."

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Product Details

  • ISBN-13: 9780814472682
  • Publisher: AMACOM
  • Publication date: 12/3/2004
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 224
  • Sales rank: 334,392
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.70 (d)

Meet the Author

"Cy Charney is president of Charney and Associates, Inc., a management consulting firm specializing in the human dimension of performance improvement. He works internationally with Fortune 500 companies and teaches in the Executive programs of five major universities. He is the author of The Portable Mentor, The Instant Manager, and The Instant Sales Pro. Cy lives in Toronto, Ontario. See www.askcharney.com.

Kathy Conway is president of Virtual Communications, a consulting firm specializing in high-impact training results and focusing on developing and retaining high-performing employees. She has more than 25 years of experience in human resources. She lives in Oakville, Ontario."

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Table of Contents

"TRAINING TODAY

Today’s Organizations

Today’s Trainers

Today’s Trainees

Training Trends -- Then and Now

Learning Organizations

Successful Training Criteria

ALIGNING TRAINING WITH THE ORGANIZATION’S OBJECTIVES

Linking Training to Business Needs

Aligning Trainers with the Organization

Training Needs Analysis

Designing a Training Needs Analysis

Using 360° Feedback For Training Needs Analysis

Core Competencies

Developing a Training Curriculum

MANAGING THE TRAINING INVESTMENT

Budgets: Building a Case For More Training Dollars

Cost and Benefits of Training

Alternatives to Training

Stretching the Training Dollars

Using Consultants

Outsourcing

Choosing Facilities

Requests For Proposals For Training Services

DEVELOPING TRAINING PROGRAMS

Lesson Plan Development

Training Program Design

Methodology -- Choosing the Right One

Role-Play: Design and Conduct

Training Materials

Case Studies

Simulations

Pilot Programs

DELIVERY OPTIONS

Technology: Choosing High Tech or Low Tech

E-Learning

Video Conferencing

Self-Directed Learning

Computer-Based Training

CONDUCTING TRAINING

Preparation for Training

Icebreakers

Overcoming Nervousness

Impact in the Classroom

Videos: Using Them To Their Best Advantage

Dealing with Difficult Behavior

Resistance to Training

Keeping Trainees Focuses

Flipcharts Do’s and Don’ts

Overhead Do’s and Don’ts

Activities and Exercises

Computer-Projected Presentations

Presentation skills

Facilitators Do’s and Don’ts

Trainer’s Top 10 Tips

Humor

Diversity in the Classroom

Post-Course Evaluation

SPECIALIZED TRAINING COURSES

Orientation

Product Training

Outdoor Training

Conferences and Seminars

EVALUATING THE IMPACT OF TRAINING

ON PERFORMANCE IMPROVEMENT

Targeting the Right Results

Levels of Evaluation

Measuring Training Results

Program Evaluations

DEVELOPING TRAINERS AND FACILITATORS

Train-the-Trainer Sessions

Professional Development For Trainers and Facilitators

Professional Associations: A Checklist For Selecting and Joining

SUSTAINING THE IMPACT OF TRAINING

Manager’s Role in Supporting Training

Coaching for Skills Development

The Individual Development Plan

The Developmental Planning Meeting

Making The Most of Development Planning Meetings

Developmental Learning Activities

GROWING ORGANIZATION CAPACITY

Mentoring Best Practices

Implementing a Mentoring Program

Training and Orientation for Mentors and Mentorees

Career Planning

Prompting Career Self-Management

Succession Planning

Designing an In-House Succession Program

Ten Ways to take the ""Success"" out of Succession Planning

Energizing High Performers through Training and Learning Opportunities"

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First Chapter

The Trainer's Tool Kit


By Cy Charney Kathy Conway

AMACOM Books

Copyright © 2005 Cy Charney and Kathy Conway
All right reserved.

ISBN: 0-8144-7268-0


Chapter One

Today's Organizations

"The main producers of wealth have become information and knowledge." -Peter Drucker Speaker and Author of Post-Capitalist Society

The purpose of an organization is to meet the increasing needs of its stakeholders-customers, management, and staff. To do so, an organization needs to maximize the use of all its resources. Without question, people are an organization's most underutilized asset. Better management practices are vital. Providing people with the tools to perform better is equally important.

* High-performing organizations today need to be able to:

Identify and grow the pool of talent interested in, and available for, new opportunities

Encourage employees to learn new skills that will equip them to better handle new challenges

Create roles for managers to facilitate individual career development

Create succession strategies that focus on retention of organizational memory

* High-performing individuals want opportunities to:

Understand the real business of the organization and its impact on their careers

Learn from coaches, role models, and mentors Create realistic career maps and personalize customized development

Learn and apply skills that are portable and useful

Learn in a manner customized for them

* These factors promote the need for:

Making learning

* Accessible

* Spontaneous

* Affordable

* Ongoing

Creating multiple knowledge networks

Supporting and rewarding coaches, role models, and mentors who are at the forefront of people development

Linking individual skill building to organizational needs and opportunities

Identifying opportunities for staff to have skill-building opportunities as part of new assignments

Setting standards for pre- and post-training responsibilities for managers and trainers

The role of training is increasingly a shared responsibility among managers, employees, and trainers to identify and ensure the development of new skills. Budgeting for training should not be tied to historical formulas. Rather, it should be linked to the size and urgency of opportunities. At the same time, every training dollar spent must be a business investment. The institutionalization of an individual learning plan in many organizations, for each employee, reflects the recognition that training should be customized to reflect an employee's situation, interests, and opportunities.

Organizational leaders are analyzing training's contribution closely, with business-related measures of quality, timeliness, and cost effectiveness.

This translates into:

* Performing realistic skills assessments

* Choosing the appropriate medium

* Outsourcing as required

* Linking training directly to business objectives

* Listening to managers, employees, and external customers to refine the quality and content of training

Today's Trainers

"Those who are successful in the new age are those adept at re-orienting their own and others' activities in untried directions to bring about higher levels of achievement." -Rosabeth Moss Kanter Harvard Business School Professor and Author

Like trainees, training specialists are not a homogenous group. The training force in an organization has grown to include a corps of subject-matter experts, in-house facilitators, retired specialists, and contract providers. Training specialists may have specialized skills in one or more of the many facets of training design and delivery; however, they are also generalists, capable of organizing training in partnership with others to ensure a good match between need and delivery.

* Effective trainers today typically share some common characteristics for success, including:

An appreciation that trainees have various and differed learning styles and preferences

An ability to adapt materials and exercises to a targeted population

Techniques for gauging whether information has been understood and can be easily applied in the workplace

Communication skills that denote respect for a training audience, including listening skills, summarizing, paraphrasing, and effective questioning

A commitment to continuous improvement demonstrated by encouraging specific feedback and researching best practices

A respect for the diversity of today's labor market and diversity within a training audience

* Group facilitation today requires a broad range of skills. An effective facilitator is able to:

Guide participants to arrive at their own conclusions

Draw on the group's expertise, knowledge, and experience

Adjust strategies and approaches to meet the learner's needs

Describe and discuss behavioral models

* Trainers need continuous feedback about:

Influencing diverse audiences

Consulting with business leaders

Gathering and acting on meaningful feedback

Setting personal development goals

* When communicating with others in a learning environment, no trainer can be successful without meeting the following three key principles:

1. Demonstrated commitment to-and enthusiasm for-course content and outcomes

2. The ability to remain neutral on organizational issues

3. Respect for adult learners

A trainer who does not follow these rules cannot be a successful trainer.

Today's Trainees

"When the student is ready, the teacher will emerge." -Unknown

The target training population for any training program or session is no longer a homogenous group, regardless of similarities among the participants' job classification or skills profile. It is becoming increasingly important to consider a training audience as a group of unique individuals who will make their own judgments about training's mission and learning outcomes, and to discover how best to meet individual preferences in group settings.

Today's trainees are influenced by:

* Prior Learning Experiences. Today's learners, especially newer entrants to the labor market, have been educated differently. Many college and university courses rely heavily on online technology, distance learning, and group assignments. Within organizations, classroom learning is often supplemented by online assignments and self-directed activities. We may need to prepare trainees for maximizing their learning in the different training media, including the classroom.

* The Extended Workplace. The workplace has expanded to encompass many forms of off-site and contract workers, including telecommuters. Training outcomes must consider what the trainee's workplace looks like-who the key contacts are, how one communicates with colleagues and customers, and how success is measured. Training programs that assume a traditional workplace are not relevant for all workers. Also, programs that use enhanced delivery technology should identify resources and contacts for post-course follow-up when on-site coaching is not available.

* The Value Proposition. Today's trainees, similar to today's consumers, want to invest time and energy wisely. This means that trainees want effective and relevant training, delivered competently, that justifies the time away from the job. This means paying attention to demonstrating the relationship between skills taught and their application in the workplace for every learning activity and training outcome.

* Personal Development Goals. Employees understand that they are largely responsible for managing their own careers. As trainees, they hope to acquire skills that are both relevant and portable, within their organization or others.

* Diversity. Diversity among trainees encompasses much more than cultural, religious, and ethnic diversity. Trainees differ in other major ways, including:

Expectations about long-term employment

Desire for upward mobility

Expectations about support they will receive from the organization in terms of pre- and post-training support

Expectations about support for development from immediate managers

Learning skills and learning styles

Preferences for training media and tools

The value and applicability of previous training experiences

Confidence about applying new skills and learning

* Time-Tested Learning Principles. While needs and expectations of trainees can change over time, the following adult learning principles have stood the test of time:

They want to learn. They realize that training is a key to their performance and their success. In a world where layoffs are commonplace, people realize that the only things they can take with them to a new job and career are their skills.

They need to be involved and consulted. Letting them know what will be learned, by whom, and when it will be done will increase the buy-in and the commitment to participate enthusiastically.

They want to feel that the content is relevant. They need to feel that the materials have been designed with their special circumstances in mind.

They like to be able to challenge the content and process. Adults need to feel that they can critique ideas frankly.

They enjoy being able to ask questions. The issues that they raise need to be treated seriously and answered within an agreed-upon time.

They like to be treated as equals. No one likes to be talked down to or treated as a child.

They want to be able to practice in a risk-free environment.

They appreciate feedback on how they are doing. Without appropriate validation of their behavior, they may not develop the confidence to repeat the skills that they have learned or correct the skills they performed incorrectly. They listen actively, confirming the ideas that they agree with and challenging those they disagree with.

They need to be challenged. They should be given tasks that will make them think and behave in ways that will require them to stretch.

People learn differently and work at different rates, because of each person's unique experience, background, ability, and learning styles.

They may need to unlearn old ideas and habits before they can learn something new.

Trainees need to build on their own experiences and knowledge.

They are interested in seeking practical solutions to their problems.

People remember concepts they:

* Learned most recently

* Heard about more than once

* Were able to practice

* Could implement right away

* Understand are important to know and use

* Are encouraged or rewarded for using by their manger or other important people in the organization

Training Trends-Then and Now

"Education is what survives when what has been learned has been forgotten." -B. F. Skinner Psychologist and Author of New Scientist

Training delivery, content, and objectives are influenced by the same dynamics that shape organizational priorities including:

* Employee demographics, including turnover and pending retirements

* Employee learning styles (shaped by education, prior learning experiences, and the new skills they will need)

* Customer demographics, preferences, and expectations

* The competitive landscape (for example, time to market, speed to market, or industry standards)

* Training media options

* Judicious use of training dollars

* Mix of off-site and contract workers

Thus, measures of success for training and learning strategies are evolving, and yesterday's recipe for success may not be valid for today's deliverables.

Continues...


Excerpted from The Trainer's Tool Kit by Cy Charney Kathy Conway Copyright © 2005 by Cy Charney and Kathy Conway. Excerpted by permission.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

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