Telling Ain't Training: Updated, Expanded, Enhanced / Edition 2

Telling Ain't Training: Updated, Expanded, Enhanced / Edition 2

Pub. Date:
Association for Talent Development


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Telling Ain't Training: Updated, Expanded, Enhanced / Edition 2

A must have for trainers... Telling Ain't
Training is an essential book for all learning and development professionals. When the first edition of Telling Ain't
Training was published in 2002,
its practical, learner-focused approach quickly became a favorite with learning and development professionals, as well as school teachers, parents, professors,
and anyone else who trains, educates, or instructs. Chock-full of myth-busting research and ready-to-use tools, always delivered in a lighthearted and entertaining style, Telling Ain't Training set new standards for the training industry.
That's a tough act to follow, but the long-awaited new edition of
Telling Ain't Training does not disappoint. While it has been updated, expanded and enhanced to reflect almost a decade of progress, fans of the original
Telling Ain't Training will be relieved to find that its lively, user-friendly tone has been carefully preserved. In fact, this is a book that faithfully practices what it preaches, engaging the reader from page one and immediately involving them in the first of many try-it-yourself exercises that teach trainers how to avoid telling in favor of more interactive training.

This substantially heftier edition covers everything you must know to be a better trainer, plus:

• Extensive new chapters covering technology and e-learning
• More methods for creating terrific learner-centered training sessions
• Expanded evidence and research to support its approach to adult learning
• Ways to retrofit your existing training programs and materials
• Even more in-depth explanations of how the basic principles of adult learning apply
• An extensive index to make the book more referenceable
• Additional tools, charts, exercises, illustrations,
quizzes, and activities to involve learners.

Product Details

ISBN-13: 9781562867010
Publisher: Association for Talent Development
Publication date: 06/16/2011
Edition description: 2nd Edition
Pages: 312
Sales rank: 89,179
Product dimensions: 7.00(w) x 9.90(h) x 0.80(d)

About the Author

Harold D. Stolovitch, CPT, is a graduate of both McGill University in Canada and Indiana University in the United States where he completed a doctorate and postdoctoral work in instructional systems technology. With one foot solidly grounded in the academic world and the other in the workplace, he has conducted a large number of research studies and practical projects always aimed at achieving high learning and performance results.In addition to creating countless instructional materials for a broad range of work settings, Stolovitch has authored more than 300 articles, research reports, book chapters, and books. He is a past president of the International Society for Performance Improvement (ISPI), former editor of thePerformance Improvement Journal, and editorial board member of several human resource and performance technology journals.He has won numerous awards throughout his 40-year career, including the Thomas F. Gilbert Award for Distinguished Professional Achievement, ISPI's highest honor; Member-for-Life, the President's Award for Lifetime Achievements from the Canadian Society for Training and Development, their highest honor; and in 2004, he and his team won the ASTD Outstanding Research Award for their work on Incentives, Motivation, and Workplace Performance.Stolovitch is an emeritus professor, Université de Montréal, where he headed the instructional and performance technology graduate programs and was the School of Educational Sciences associate dean of research. He is also a former Distinguished Visiting Scholar and clinical professor of human performance at work, University of Southern California. Stolovitch is a principal of HSA Learning & Performance Solutions LLC.Erica J. Keeps, CPT, holds a master's degree in educational psychology from Wayne State University, Detroit, and a bachelor's degree from the University of Michigan, where she later became a faculty member in the Graduate Business School Executive Education Center.Her 40-year professional career has included training management positions with J.L. Hudson Co. and Allied Supermarkets and senior-level learning and performance consultant positions with a wide variety of organizations. Keeps has not only produced and supervised the production of numerous instructional materials and performance management systems, but has also published extensively on improving workplace learning and performance. She has provided staff development for instructional designers, training administrators, and performance consultants. Keeps has been acknowledged by many learning and performance leaders as a caring mentor and major influence in their careers.She is a former executive board member of the ISPI; a past president of the Michigan Chapter of ISPI; and a Member-for-Life of the Michigan, Montreal, and Los Angeles ISPI chapters. Among her many awards for outstanding contributions to instructional and performance technology is ISPI’s Distinguished Service Award for her extensive leadership roles. Keeps is the managing director and a principal of HSA Learning & Performance Solutions LLC.

Table of Contents

Dedication xi

Preface xiii

Section 1 The Human Learner-What Research Tells Us 1

Chapter 1 Learning Is Not Easy (Especially When Others Make It So Hard) 3

Challenge 1 3

Challenge 2 4

What Is This Book About? 8

Chapter 2 An Introduction to Some "Familiar Terms" 9

Basic Vocabulary-The Terms of the Trade 9

Two Key Principles: Your Mantra as a Trainer (Educator, Instructor) 13

Live or Technology-Based: It's All the Same 14

What's in This Book and Why 15

Remember This 16

Chapter 3 The Human Learner 19

What Is Learning? 19

How We Learn: Senses, Filters, and Memory 21

What Does This Mean for the Learner … and the Trainer? 27

Remember This 27

Section 2 What You Must Know to Be a Better Trainer 31

Chapter 4 Getting Learners to Learn 33

Different Types of Knowledge: Declarative and Procedural 36

Key Ingredients for Learning 40

Adapting for Differences in Ability, Prior Knowledge, and Motivation 44

Remember This 46

Chapter 5 Adult Learning Principles 49

Good Classes and Bad Classes 49

Four Key Adult Learning Principles 52

The Bottom Line on Adult Learning Principles 66

Remember This 67

Chapter 6 A Five-Step Model for Creating Terrific Training Sessions 71

Six Universal Principles From Research on Learning 72

A Universal Model for Structuring Any Learning Session 79

The Training Session Planning Session 84

The Training Session Scripting Sheet 87

Using the Five-Step Model to Retrofit Existing Training Sessions 94

Final Review of the Five-Step Model 95

Remember This 95

Chapter 7 Getting Learners to Remember 99

Metacognition: The Executive Learning Controls 100

Cognitive Strategies: How to Build Learning Faster, Better, Cheaper 105

Remember This 117

Section 3 Applying What You Have Learned-Making Learning Research Work 119

Chapter 8 Training Approaches and a Cornucopia of Learning Activities 121

Four Major Types of Training 122

Pulling the Four Types of Training Together 125

25 Training Activities You Can Use 126

Summarizing the Activities 149

Closing the Door on This Active Chapter 149

Remember This 152

Chapter 9 Testing or Examining-What's the Difference? 155

What Was That All About? 157

Testing Versus Exams 159

How Do I Go About Creating Tests? 163

Creating Tests 167

Remember This 174

Section 4 Training-Learning With Technology and Beyond 177

Chapter 10 Training and Technology 179

What Is Technology and What Does It Do for Learning? 180

Ideal Versus Real 181

What Can We Realistically Expect From the Use of Technology in Learning? 182

Should We Ignore Technology? 182

Caveat Emptor (Let the Buyer Beware) 183

Promises, Promises, Promises 191

Remember This 193

Chapter 11 Learning With Technology: Making It Work 197

Hit or Myth? 197

What Makes for Quality Online Learning? 199

Online Learning Is Not the First Decision You Make 202

Blended Learning 206

How Would You Blend? 206

Beyond Traditional Blended Learning 206

New Informal Learning Approaches 209

The Rise of Web 2.0 211

Integrating Web 2.0 Into Training 213

Resources and Examples: Ideas for Using New Media in Learning 213

The New Blended Learning and the Future of Training 213

Remember This 219

Closing Out on Learning with Technology: Making It Work 223

Section 5 Wrapping It Up 225

Chapter 12 Hit or Myth: What's the Truth? 227

The Bottom Line on Learning 237

Hit or Myth-A Final Match-Up 237

Chapter 13 Concluding Reflections on Telling Ain't Training 241

A Rapid Review of Telling Ain't Training 241

Something to Think About-Reflections From Carl Jung 244

Endnotes 247

About the Authors 283

Index 287

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