Product training for the technical expert : the art of developing and delivering hands-on learning /: the art of developing and delivering hands-on learning. (2018)

• Record Type: Book
• Further Information: Note: Daniel W. Bixby.
• Authors: Bixby, Daniel W, 1972-
• Contents: Foreword xix Preface xxi Acknowledgments xxiii How to Use This Book xxv About the Companion Website xxix Introduction xxxi Part I The Foundation of Hands-On Learning 1 1 Hands-On Learning in the Classroom: Articulate Your Approach 3 Product Training as You Know It 3 What Makes Training Effective? 4 Your Goal: Proficiency 6 Articulating Your Training Approach 6 Three Things to Document 7 Adult Learning Principles: The Foundation of Hands-On Learning 8 The Strategy of Hands-On Learning 10 The Structure of Hands-On Learning 10 The Delivery of Hands-On Learning 10 Conclusion 11 Making It Practical 11 Notes 12 2 Experiencing Learning: Emphasize Skill over Information 13 How Does One Develop a Skill? 13 Remember How You Became an Expert 14 Build on Your Students’ Experiences 14 Create Experiences in the Classroom 15 Let Them Learn from Negative Experiences 16 Allow Students to Make Mistakes 17 Capitalize on Informal Learning 17 Allow Students to Share Their Experiences 18 Give Lecture and Observation Their Rightful Place 19 Provide a Structure for Your Hands-On Training 19 Phase One: Exhibit the Product 19 Phase Two: Execute a Function 20 Phase Three: Explore Independently 20 Apply All Three Phases 21 Conclusion 21 Making It Practical 21 Note 22 3 You Know It, Can You Teach It? Overcoming Your Own Intelligence 23 Address Your Biggest Challenge: Yourself 23 The Four Stages of Competency Applied to Instructors 24 Unconsciously Unskilled 25 Consciously Unskilled 25 Consciously Skilled 25 Unconsciously Skilled 25 Why Experts Find It Difficult to Teach 26 Experts Rarely Remember How They Perfected Their Skill 26 Experts Have Trouble Distinguishing Between the Simple and the Difficult 26 Experts Don’t Differentiate Between the Essential and the Nonessential 27 How Experts Can Teach It 27 Ask the Instructor (Yourself) the Right Questions 28 Conclusion 29 Making It Practical 29 Note 30 4 Ready or Not? Why Some Students Are More Ready to Learn Than Others 31 The Four Principles of Learner-Readiness 31 They Must Recognize the Need for Learning 32 What if Their Reason for Learning Is Wrong? 32 They Must Take Responsibility for Their Learning 32 Questions Demonstrate Learning 33 The Instructor’s Responsibility 33 They Must Relate It to Their Experience 34 They Must Be Ready to Apply It 35 Conclusion 35 Making It Practical 36 Part II The Strategy of Hands-On Learning 37 5 It is Never Just Product Training: Why You Should Offer the Training 39 Product Solution Training Versus Talent Development 39 Employee Product Training 40 Customer Product Training 41 Business Plan 41 Training as a Cost of Doing Business 41 Training as a Profit Center 42 Training that Sells Products 44 Conclusion 44 Making It Practical 45 Note 46 6 From Good to Great: Defining the Focus of Effective Product Training 47 Aim at the Right Target: Doing Versus Knowing 47 Change the Approach: Facilitator Versus Lecturer 48 Call It the Right Thing: Training Versus Presentation 49 Make It Sustainable: Standardized Versus Customized 51 Measure the Right Things: Performance Versus Reactions 51 Value the Right Things: Results Versus Head Count 52 Use the Right Delivery Methods: Effectiveness Versus Availability 52 Continue the Conversation: Process Versus Event 54 Keep Improving: Progress Versus Contentment 55 Conclusion 55 Making It Practical 55 7 What Is Expected Must Be Inspected: Assessing and Evaluating Hands-On Learning 57 Assessing the Individual 58 Assessing Their Knowledge 58 Quizzes 58 Exams 59 About Creating Exam Questions 59 About Administrating the Exam 60 Assessing Their Skills 60 Creative Assessments 61 Combining the Grades 61 Evaluating the Class 62 Evaluating Perceptions 64 A Note about Measuring Instructor’s Facilitation Skills 65 Conclusion 65 Making It Practical 65 Notes 66 Part III The Structure of Hands-On Learning 67 8 Dethroning King Content: A Paradigm Shift 69 When Content Is King 70 What if Content Is All They Need? 70 How to Tell if Content Is King 71 Giving Content Its Rightful Place 71 Introducing the 4 × 8 Proficiency Design Model 72 Is Training the Solution? 73 Training Will Not Improve Your Product or Solution 74 Training Is Not a Marketing Gimmick 74 How Can You Know if Training Is the Solution? 75 Conclusion 75 Making It Practical 76 Note 77 9 Designing for Proficiency: Determining the Curriculum 79 The 4 × 8 Proficiency Design Model 80 Level 1 80 Business Goal 80 Intended Audience 81 Level 2 82 Objectives 82 Exercise 83 Level 3 84 Outline 84 Constructive Activities 87 Determine Delivery Method 88 Delivery Method 88 Duration 89 Maximum Number of Students 89 Other Logistics 89 Level 4 89 Provide an Assessment to Validate the Learning 89 Create the Content 89 Why Is Content After Assessment? 90 Conclusion 90 Making It Practical 91 10 Pixels or Paper? How to Build the Content and Deliverables 93 Ask the Questions Again 93 Create a Student Guide 94 Create Your Visual Aids 95 Creating Presentation Slides 96 Use the Software Correctly 96 Don’t Rely on a Presentation 96 Don’t Let the Presentation Tie You Down 97 Know Your Material 97 Creating Handouts 98 Statement of Indemnification 98 Create an Instructor’s Guide 99 Running a Pilot Class 99 When an Instructor Teaches This Class for the First Time 99 When This Class Is Being Taught for the First Time 100 Handpick the Audience 100 Plan on Extra Time 100 Be Aware of Too Many Auditors 100 Debrief with Everyone 101 Debrief with Your Core Team 101 Conclusion 101 Making It Practical 101 Part IV The Facilitation of Hands-On Learning 103 11 Speak Up: Effective Verbal Engagement 105 Decorative Speaking 106 Controlled Energy 106 Controlled Breathing 106 Controlled Pitch 107 Controlled Tempo 108 Controlled Volume 108 Controlled Articulation 109 Declarative Speaking 109 Controlled Jargon 109 Verbal Crutches 110 If Your Use of Verbal Crutches Is a Communication Issue 110 If Your Use of Verbal Crutches Is a Habit 111 Poor Grammar 111 Conclusion 111 Making It Practical 112 Notes 113 12 Shut Up: Effective Listening and Engagement 115 What You Are Listening for 115 What They Already Know (or Think They Know) 116 What They Want to Learn 116 <p&gt
• Edition: 1st
• Publisher Details: Hoboken : Wiley-IEEE Press
• Publication Date: 2018
• Extent: 1 online resource
• Subjects: 658.3124; Employees -- Training of; Engineers -- Training of; Career development
• Languages: English
• ISBNs: 9781119260387; 9781119260370
• Related ISBNs: 9781119260349
• Notes: Note: Description based on CIP data; resource not viewed.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.