2000 Tips for Trainers & Staff Developers

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2000 Tips for Trainers & Staff Developers

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  • 製本 Paperback:紙装版/ペーパーバック版/ページ数 287 p.
  • 言語 ENG,ENG
  • 商品コード 9780749436889
  • DDC分類 658.3124

Full Description


This volume brings together a range of expert tips and guidance for staff developers and trainers. Offering a collection of ready-to-use ideas, advice and support on all aspects of training, it can be used as a day-to-day resource for the experienced and less-experienced alike.

Table of Contents

Preface                                            viii
Acknowledgements x
Face-to-face training 1 (96)
Planning and preparation
What's your training ethos? 3 (1)
Designing a new training programme 4 (2)
Setting training event objectives 6 (2)
Where can learning outcomes be useful to 8 (1)
trainees?
Fine-tuning and communicating learning 9 (3)
outcomes
Getting the content right 12 (1)
Timetabling your training event 13 (1)
Tips when using visiting trainers 14 (1)
Designing pre-event tasks 15 (2)
Behind the scenes 17 (1)
Refreshments 18 (1)
Getting your bits and bobs ready 19 (1)
Planning for distant venues 20 (2)
Tips for international trainers 22 (2)
Preparing and giving presentations
Do you really want to give presentations? 24 (1)
Preparing your first presentations 25 (2)
Giving presentations 27 (4)
Designing and using handouts 31 (2)
Using overhead projectors 33 (3)
Why use computer-aided presentations? 36 (1)
Some don'ts for presentation managers 37 (3)
Helping trainees to learn from 40 (2)
computer-aided presentations
Creating your training environment
Seating tables and workspace 42 (1)
Using flipcharts yourself 43 (1)
Planning Post-its and flipcharts into 44 (2)
group work
Using whiteboards or chalkboards 46 (1)
Using video machines 47 (2)
Maximizing learning pay-off from video 49 (2)
Using audiotapes in your training 51 (1)
Getting training events off to a good start
First impressions count 52 (1)
Introducing yourself 53 (2)
Mind your body language 55 (1)
Introducing participants 56 (1)
Working with mature trainees 57 (2)
Working with international trainees 59 (2)
Working with trainees with special needs 61 (2)
Gathering and using trainees' expectations 63 (1)
Maximizing learning pay-off 64 (1)
Establishing ground rules 65 (2)
Following up pre-event tasks 67 (1)
Brainstorming 68 (1)
Keeping the show going
Maximize `learning-by-doing' 69 (1)
Avoiding alienation 70 (2)
Addressing conflict in group work 72 (1)
Handling difficult questions 73 (1)
Working with difficult participants 74 (2)
Gender issues 76 (1)
Coping with the unexpected 77 (2)
Developing participants' creativity 79 (1)
Working one to one 80 (1)
Helping participants to make sense of 81 (1)
things
Using role-plays 82 (1)
Ringing the changes 83 (1)
Filling five minutes to coffee! 84 (2)
End with a bang, not a whimper 86 (1)
Looking after yourself
Time management 87 (1)
Workload management 88 (2)
Stress management 90 (3)
Working well with colleagues 93 (2)
Keeping up to date 95 (2)
Group-based training 97 (45)
Setting up groups, and getting them going
Preparing participants for group work 98 (2)
Ways of forming groups 100 (2)
Group size considerations 102 (2)
Getting groups started 104 (1)
Ice-breakers: some ideas 105 (2)
Training in groups
Helping participants to think about their 107 (2)
learning
Group learning means learning-by-doing 109 (2)
Group learning means learning through 111 (2)
feedback
Make the most of learning from mistakes 113 (2)
Helping participants to develop their 115 (1)
motivation
Needing to learn can be enough 116 (1)
Harnessing participants' motivation 117 (1)
Post-it exercise on how participants learn 118 (1)
Behaviours of a good leader 119 (2)
Group learning includes following 121 (1)
Benefits of group learning 122 (1)
Benefits for trainees themselves 122 (2)
Benefits for trainers and learning 124 (1)
facilitators
Benefits for employers (or future 125 (1)
employers) of trainees
Benefits for training organizations and 125 (1)
institutions
Groups (and trainers) behavin' badly!
Group member behaviours that damage group 126 (6)
work
Group facilitator behaviours that can 132 (10)
damage group work
Resource-based training 142 (49)
Rationale, benefits and choices
What are the characteristics of 143 (1)
resource-based learning?
What sorts of flexibility are there? 144 (2)
What lends itself to flexible learning? 146 (1)
Which trainees are particularly helped? 147 (2)
Benefits for trainees 149 (1)
Benefits for trainers 150 (2)
Benefits for employers and managers 152 (2)
Benefits for training providers 154 (2)
Selecting flexible learning materials 156 (1)
How will they work? 156 (1)
Is the content right? 157 (2)
A quality checklist for flexible learning 159 (6)
materials
Choosing and using computer-based 165 (3)
learning resources
Adopt, adapt or start from scratch? 168 (2)
Planning how to adopt 170 (2)
Planning how to adapt 172 (2)
Creating flexible learning materials
Writing new flexible learning materials 174 (2)
Tone and style for open learning 176 (2)
Writing self-assessment questions 178 (2)
Writing multiple-choice questions 180 (2)
Writing feedback responses to 182 (1)
multiple-choice questions
Writing open-ended questions and responses 183 (2)
Writing an introduction that works 185 (2)
Finishing well: reviews and summaries 187 (1)
Writing study guides 188 (3)
Computer-based training 191 (76)
Getting into computers yourself
Organizing your workspace 193 (1)
Health and safety 194 (1)
Panic page (technophobia) 195 (2)
Learning to use a new program 197 (1)
Where to find help 198 (1)
Printing 199 (2)
Maintenance 201 (1)
Computing on the move 202 (2)
Writing on the move 204 (1)
Security 205 (2)
Helping trainees to learn with computers
Expressing intended learning outcomes 207 (2)
Bringing trainees round to learning from 209 (1)
a machine
Helping trainees to learn-by-doing using 210 (2)
computers
Getting trainees used to working with 212 (1)
mice and keys
Language, visuals and numbers: 213 (2)
international dimensions
Using computers to give feedback to 215 (1)
trainees
Interrogating multimedia for training 216 (2)
Helping trainees to work together with 218 (4)
computers
Setting out computers in your training 222 (1)
room
Now you see it, now it's gone! 223 (2)
Online training
Making effective use of e-mail 225 (3)
Helping trainees to get started with 228 (1)
e-mail
Giving trainees feedback using e-mail and 229 (3)
computer conferencing
Thinking about using computer 232 (2)
conferencing for training
Getting a computer conference going 234 (3)
Using the Internet for training 237 (2)
Information retrieval from the Internet 239 (2)
Helping trainees to learn from the 241 (1)
Internet
Computers and your stress levels!
Getting there early and setting up 242 (2)
What to do if there's a power cut 244 (1)
Replanning your session 245 (2)
Coping with technophobes 247 (1)
Coping with technophiles 248 (2)
Looking after yourself when travelling 250 (1)
Gadgets, leads and grommets 251 (2)
Finding out what they've got at their end 253 (1)
Finding out what you can take elsewhere 254 (1)
Jargon busting or... `It's all Geek to me!'
Computing glossary 255 (12)
Evaluating your training 267 (18)
Obtaining feedback - and developing your 268 (1)
forgettery!
First thoughts on questionnaires 269 (2)
Some problems with questionnaires 271 (1)
Some kinds of structured questions 272 (1)
Some ideas for open questions 273 (1)
Some ways of using questionnaires 274 (2)
Feedback from interviews with trainees 276 (1)
Feedback from groups of trainees 277 (1)
Following up after a training event 278 (1)
More ways of getting feedback! 279 (1)
Replanning your training event 280 (5)
Index 285