Training and Development: The Intersection of Communication and Talent Development in the Modern Workplace highlights the amazing world of training and development (T&D) while exploring the two basic factors (training and performance improvement) related to it. Written by a unique combination of authors with education, communication and industrial/organizational psychology backgrounds, Training and Development is an informative, scholarly, and practical publication for undergraduate courses and professional use. Training and Development: The Intersection of Communication and Talent Development in the Modern Workplace: Pays special attention to the factors of human communication (both instructional and organizational communication) within T&D. Emphasizes communication as the central driving force for training and human performance improvement.  Presents best practices and strategies modern T&D professionals have developed for both creating and delivering training programs and performance improvement interventions. Provides an overview of the modern T&D field, its major organizations, key luminaries, and best practices used by today’s T&D professionals. Fuses practical information with scholarly research to help the reader understand and fine-tune best practices. Is practical! The publication and its accompanying website provide many ideas and downloadable tools (worksheets, templates, etc.) that readers can use to create T&D projects.  

Table of Contents:
CHAPTER 1: Workplace Learning Learning Objectives Basic Terminology Training Education Workplace Learning Human Performance Improvement Organizational Development Instructional Communication The Evolution of a Field Training in the Ancient World Training after the Industrial Revolution Training in the 21st Century The Training and Development of Professional Factors Influencing T&D Today The Business Case for Workplace Learning Summary Chapter Takeaways Chapter 1 Exercises Discussion Questions Exercises Key Terms References CHAPTER 2: How People Learn Learning Objectives Benjamin Bloom’s Three Domains of Learning Cognitive (Knowledge) Psychomotor (Skill) Affective (Attitude) Concluding Remarks on the Three Domains of Learning Basic Learning Theories Adult Learning Theory Behavioral Learning Theories Knowledge Acquisition and Information Processing Theory Constructivist Approach to Learning Motivation Theories Rhetorical-Relational Goals Theory of Instructional Communication Summary Chapter Takeaways Chapter 2 Exercises Discussion Questions Exercises Key Terms References CHAPTER 3: Analysis Phase Learning Objectives Instructional Systems Design Analysis Beginnings Four Stages of Needs Assessment Business Needs Performance Needs Learning Needs Learner Needs Needs Assessment Process Conduct External and Organizational Scan Collect Data to Identify Business Needs Identify Possible Interventions Talking to a Client Training vs. HIP—When Clients Don’t Know What They Need Collect Data to Identify Performance, Learning, and Learner Needs Three Levels of Analysis The Data Collection Process Analyze Data Deliver Data Analysis and Feedback Executive Summary Organizational Overview Business Environment Financial Analysis Action Plan Transition to Design Summary Chapter Takeaways Chapter 3 Exercises Discussion Questions Exercises Key Terms References CHAPTER 4: Design Phase Learning Objections Starting with Learning Objectives Revisiting the KSAs Criterion-Referenced Objectives SMART Objectives Designing Sequential Learning Mapping the Big Picture Context Design Matrix Course Design Matrix Design Deliverables Budget Request Course Objectives Course Description Project Plan Instructional Materials/Aids Facility/Technology Check-Off List Deliverable Agreement Working with Subject Matter Experts Content-Based Criteria General Skills Criteria Summary Chapter Takeaways Chapter 4 Exercises Discussion Questions Exercises Key Terms References CHAPTER 5: Communication Training Learning Objectives Selling the Importance of Communication to the C-Suite Two Levels of Communication Training Communication Skills Training Cognitive Training Summary Chapter Takeaways Chapter 5 Exercises Discussion Questions Exercises Key Terms References CHAPTER 6: Development Phase Learning Objectives Starting with Research Selecting a Topic Getting Background Information Using the Internet Using the Library Using a Subject Matter Expert (SME) Keeping a Record of Materials Organizing Training Introductions Body Summary Chapter Takeaways Chapter 6 Exercises Discussion Questions Exercises Key Terms References CHAPTER 7: Creating Instructional Materials Learning Objectives Phase One: Develop Products Lesson Plans Facilitator Guides Participant Workbooks The Special Case of eLearning Phase Two: Piloting and Revising Products Why Pilot Test Creating the Pilot Evaluate Pilot Identify Necessary Revisions Revise Training Program and Repeat Assessment of Project Development Phase Three: Finalizing the Program Copyright and the Training Professional Literary Works Graphics Motion Picture and Audio Works Off-the-Shelf Training Summary Chapter Takeaways Chapter 7 Exercises Discussion Questions Exercises Key Terms References CHAPTER 8: Creative Training Techniques Learning Objectives Presentations Demonstrations Reading Drama Improvisation Survival Problem Solving Script Writing Discussions Cases Art Playlikes Role Plays Role Reversals Video Feedback Games Crosswords and Other Puzzles Card Games Relays Board Game Adaptations Game Show Adaptations Computer Games Simulations Participant Directed Skill Centers Teaching Teams Self-Analysis Participant Events Icebreakers Energizers Audience Response Systems Closers Summary Chapter Takeaways Chapter 8 Exercises Discussion Questions Exercises Key Terms References CHAPTER 9: Implementation Phase Learning Objections Training vs. Facilitating Basic Communication Skills for Trainers Oral Communication for Trainers Nonverbal Communication for Trainers Myths about Using Presentation Aids Types of Presentation Aids Tips for Creating Presentation Aids Tips for Effectively Using Presentation Aids Basic Tips for Presentational Speaking Preparing Content Preparing to Present Handling Questions Pike and Arch’s (1997) Dealing with Difficult Participants The Latecomer The Preoccupied Cell Phone Users The Prisoner The Introvert The Elder The Domineering The Know-It-All The Skeptic The Socializer The Apple Polisher The Bored The Confused The Unqualified The Sleeper The Substance Abuser Summary Chapter Takeaways Chapter 9 Exercises Discussion Questions Exercises Key Terms References CHAPTER 10: Evaluation Phase Learning Objectives Conducting a Training Evaluation Step 1: Needs Analysis Step 2: Measurable Learning Objectives Step 3: Outcome Measures Step 4: Evaluation Strategy Step 5: Execution of Evaluation Don Kirkpatrick’s Four Levels Level 1: Reaction Level 2: Learning Level 3: Behavior Level 4: Results Level 5: Return on Investment Jack Phillips’ Evaluation Model Steps Choosing Appropriate Evaluation Outcomes Evaluation Designs Validity Types of Designs Statistics for WLP Professionals Describing Results Understanding Differences Understanding Relationships Summary Chapter Takeaways Chapter 10 Exercises Discussion Questions Exercises Key Terms References CHAPTER 11: Learning Transfer Learning Objectives The Learning Transfer Problem What Is Learning Transfer? Where Is the Problem? The Learning Triangle Wick, Pollock, Jefferson, and Flanagan’s Six Disciplines of Breakthrough Learning Define (Outcomes) Design (Complete Experience) Deliver (for Application) Drive (Follow Through) Deploy (Performance Support) Document (Results) The Learning Organization Organization People Knowledge Technology Learning Knowledge Management What Is Knowledge Management? Effective Knowledge Management Summary Chapter Takeaways Chapter 11 Exercises Discussion Questions Exercises Key Terms References CHAPTER 12: The Special Case of eLearning Learning Objectives Defining eLearning What Is eLearning? Computer-Based Training (CBT) Web-Based Training (WBT) Types of eLearning Asynchronous eLearning Synchronous eLearning eLearning Myths All Classroom Training Can Convert to eLearning All You Need Is a Good Authoring Tool eLearning Must Be Fun When Employees Don’t Finish eLearning, the Courses Must Be Bad Getting the Technology to Work Is the Hard Part eLearning Saves Money eLearning Is for Anyone, Anywhere, Any Time eLearning Is Quick to Create eLearning Is Not as Effective as Face-to-Face Learning eLearning Is Just a Fad Tools for eLearning Proprietary Software Packages Open Source Software Packages Social Learning Platform Clark and Mayer’s Eight Principles of eLearning Design Multimedia Principle Contiguity Principle Modality Principle Redundancy Principle Coherence Principle Personalization Principle Segmenting Principle Pretraining Principle mLearning Summary Chapter Takeaways Chapter 12 Exercises Discussion Questions Exercises Key Terms References CHAPTER 13: Human Performance Improvement and Coaching Learning Objectives Definitions of Key Terms Performance Consulting Four Key Performance Consulting Roles Wrench’s Model of Human Performance Improvement Environmental Scanning Gap Analysis Root Cause Analysis Intervention Selection Change Management Intervention Evaluation Closing the Loop: Repeat as Necessary Summary Chapter Takeaways Chapter 13 Exercises Discussion Questions Exercises Key Terms References CHAPTER 14: Managing the Learning Function Learning Objectives Aligning Learning with Strategic Business Objectives Keys to Managing the Training and Learning Function Model of Strategic Business Alignment Business Drivers Challenges to Business Success External Drivers of Change The Role of a Learning and Development Manager Necessary Interpersonal and Professional Skills Summary Chapter Takeaways Chapter 14 Exercises Discussion Questions Exercises Key Terms References CHAPTER 15: Workplace Learning and Performance Professionals Learning Objectives ASTD Competency Model for Training and Development Professionals Certified Professional in Learning and Performance (CPLP) Designation Becoming a Lifelong Learner Join Professional Associations Reading Relevant Magazines, Journals, and Books Ethical Standards Understanding the Future of Training Increased Accountability Increased On-Demand Training Programs Increased Use of Micro-Modules Increased Use of Blended Learning Increased Evidence-Based Practices Increased Social Learning Practices Increased Professionalization of the Field Increased Importance of Technology Increased Use of Simulations and Serious Games Increased Expectations with Fewer Resources Summary Chapter Takeaways Chapter 15 Exercises Discussion Questions Exercises Key Terms References   APPENDIX A: Project Management for Training and Development Professionals Project Management Basics What Is a Project? What Is Project Management? Project Management Lifecycle Project Initiation Project Planning Project Execution Project Closure Summary References APPENDIX B: Conflict Management Skills Training Facilitator Guide Index