Index

accelerated learning

action planning, 2^nd, 3^rd, 4^th

barriers to, 2^nd

embedding the learning

and evaluation

gaining commitment to action

personal development action plans

practical application

questions

activist learning style

participants, 2^nd, 3^rd

trainers

actors

and role play

trainers as

adult learners, three types of

agenda

in early training sessions

Aligning Training for Results (Drew Stone), 2^nd

Allen, Woody

analogies

engaging audience attention with

appearance and credibility

appraisals, training linked to

Ashridge

assessments

and needs analysis research

Atkinson, Max

Our Masters’ Voices

article writing

audiences

answering questions from

engagement with

planning

storytelling

through questions

and the trainer as performer

first hour of training sessions, 2^nd

how to motivate

and lectures

retaining audience attention

the 10-minute rule, 2^nd

attention span

practical design steps for

and training challenges

auditory aids

awareness in participants

raising

and training design

Bartle, Ann

Bateson, Gregory

Beckett, Samuel

Unnamable

behaviour

and the Kirkpatrick evaluation model, 2^nd, 3^rd

and the NLP logical levels of change model, 2^nd, 3^rd

see also sustainable behaviour change

beliefs

and action planning

improvisation and self-belief

and training challenges

‘big picture’ people

Blackberries

Blair, Tony

blended approach to development

blogs

board directors

and needs analysis

boardroom seating format

body language

and confidence

and credibility

and training challenges

Borg, James

Body Language: How to know what’s really being said

brain research

and accelerated learning

and attention span

brainstorming

and learning style

break-out groups, 2^nd

breathing deeply

briefing

and role plays

buddy groups

build phase

of the training cycle, 2^nd

business changes

and training requests

business compliance

and training requests

business deficiency

and training requests

business objectives

needs analysis of

business opportunities

and training requests

business outcomes

achieving

and needs analysis, 2^nd

research, 2^nd, 3^rd

and training design

business training

activities included in

C³ Model of Influencing, 2^nd

confidence

connection, 2^nd

credibility, 2^nd

and improvisation

and storytelling

C-suite directors, 2^nd

and capability focus

and learning transfer

and needs analysis, 2^nd

cabaret seating format

Cameron, David

capability

building and developing, 2^nd

employee

and the NLP logical levels of change model, 2^nd, 3^rd

organisational, team and individual

training needs and capability focus

training versus

case studies

Harvard Case Teaching methodology

and needs analysis research

challenges, dealing with

be prepared and focus on the audience, 2^nd

demonstrating flexibility, 2^nd

diversity, 2^nd

in groups, 2^nd, 3^rd

in individuals, 2^nd

staying in a positive state, 2^nd

and types of adult learners

uncooperative behaviour

choice

and training participants

chunking, 2^nd

Churchill, Winston

classroom seating

closed questions

coaching, 2^nd, 3^rd, 4^th

Coaching on Call

coaching conversations, 2^nd

coaching questions

cognition

and sustainable behaviour change

cold storage method of learning

collaboration in training sessions

COMB model, 2^nd

company culture

and needs analysis research

competing commitments

compliance training, 2^nd

conference calls

confidence

and body language

breathing deeply

positive visualisation

and sports psychology

connection, 2^nd

and the liking rule

and storytelling

ten tips on building

Connolly, Billy

conscious competence

conscious incompetence

continuous improvement, attitude of

Corbett, Ronnie

Courageous Training: Bold actions for business results (Mooney and Brinkerhoff)

Cowper, William

creative activities

credibility, 2^nd

appearance

and body language

and improvisation

introducing yourself

and knowledge

the power of

and reputation

starting a seminar

and storytelling

and voice patterns, 2^nd

critical incident analysis

customer needs

customer profiles, 2^nd

customer service training

and needs analysis, 2^nd

questions to ask the audience

structuring

customers

and the NLP logical levels of change model

Czikszentmihalyi, Mihaly

Darwin, Charles

designing training, 2^nd

audience engagement planning

context for design

early training sessions

foundations for success

awareness, responsibility and motivation

and continuous improvement

the Ebbinghaus forgetting curve

learning outcomes

linking to business performance improvements

managing the emotional state of the audience

importance of great design

influencing training groups

and learning styles, 2^nd, 3^rd

methods

planning for audience engagement

pre-training briefings

preferences of training professionals

questions on

structure, 2^nd

three success factors in

the trainer as performer, 2^nd

whole system view of

Diamond, Marion

Dilts, Robert

discover phase

of the training cycle, 2^nd

diversity, dealing with, 2^nd

early training sessions

and the COMB model

creating a ‘spike’, 2^nd

emotions and feelings of participants, 2^nd

establishing motivation, 2^nd

getting participant attention

handling introductions

icebreakers, 2^nd

pacing and leading, 2^nd

‘setting out your stall’

Ebbinghaus forgetting curve

Einstein, Albert

Ellington, Duke

embedding

and learning transfer, 2^nd, 3^rd, 4^th

emotions

conclusion of a training session

first hour of training sessions, 2^nd

and storytelling

and sustainable behaviour change

and training design

empirical data, lack of, 2^nd

engagement

audience engagement

planning for

through questions

and the trainer as performer

employee engagement

environment

and the NLP logical levels of change model, 2^nd

of training professionals

transferring learning to the work environment, 2^nd

see also the learning environment

evaluation of training programmes, 2^nd, 3^rd, 4^th, 5^th

barriers to

feedback, 2^nd

how to evaluate

for individuals

the Kirkpatrick evaluation model, 2^nd, 3^rd, 4^th

and learning transfer

mechanisms used for

questions about

reasons to evaluate

evolution and the training professional

execution deficiency

and training requests

exemplars

and NLP modelling

exercises

debriefings

set-up tips

timings

experience–based questions

experiential learning theory

external consultants, 2^nd

film clips

first hour see early training sessions

fishbowl seating

‘five whys’

Fleming, Neil

flexibility

and learning transfer

and training challenges

flipcharts, 2^nd

flow states

focus groups

assessment

follow-up after training events, 2^nd, 3^rd

and learning transfer

formal tests

4MAT system, 2^nd, 3^rd, 4^th

4A model for handling questions

French, Dawn

future pacing

Gandhi, Mahatma

gestures

‘gold plated’ training process

Gregorc, Anthony

Grinder, Michael

Charisma – The Art of Relationships

ground rules

in early training sessions

groups

break-out groups, 2^nd

diverse groups

group challenges, 2^nd, 3^rd

group learning

group training

icebreakers

live group events

and training methods

‘board games’

group exercises

plenary sessions

video recording/playback

unfocused

see also audiences

handouts

hands and body language, 2^nd

open palms

happy sheets

Harvard Case Teaching methodology

hecklers, 2^nd

Honey, Peter

Honey and Mumford learning styles, 2^nd, 3^rd

hostile groups

housekeeping

in early training sessions

human resources (HR) professionals

humour

and demotivated groups

self-deprecating

hybrid learning

icebreakers

in early training sessions, 2^nd

team challenges

identity

and the NLP logical levels of change model, 2^nd, 3^rd, 4^th

IFLL

‘The Private Training Market in the UK’

implementation workshops

improvisation and utilisation

four steps to improving well

hecklers

humour

jazz metaphor

thinking on your feet

when to improvise

individual reflection

individuals

cynics

diverse

hecklers, 2^nd

nervous

silent

subject matter experts

talkative

induction training, 2^nd

structuring

influencing see C³ Model of Influencing

interactive event technology

internet, 2^nd

interpersonal skills training

and learning styles, 2^nd

interviews

evaluation

face-to-face

focus groups

intranets

introducing yourself

introductions

in early training sessions

Jobs, Steve

joke telling

judgemental sampling

juggling

kaizen approach to continuous improvement, 2^nd

karate board breaking

Kegan, Robert

kinesthetic aids, 2^nd

King, Martin Luther

Kirkpatrick, Donald, 2^nd, 3^rd

Kirkpatrick evaluation model, 2^nd, 3^rd, 4^th

behaviour, 2^nd, 3^rd

learning, 2^nd, 3^rd

reaction, 2^nd, 3^rd

results, 2^nd, 3^rd

Kite Foundation

and learning transfer

case study

survey on learning transfer

Survey Results

Kline, Nancy

Time to Think: Listening to ignite the human mind

knowledge

and credibility

and improvisation

Kolb, David A., 2^nd

KPIs (key performance indicators)

and training design

Lahey, Lisa Laskow

Lamont, Ed, 2^nd

language, learning a new

laughter

leading and pacing

and training challenges

learners

and learning transfer

learning and development (L&D) managers

and learning transfer

and needs analysis, 2^nd

the learning environment, 2^nd, 3^rd

choosing the right space

lighting and temperature

meaning of

microphones

multi-sensory

Møller case study

poor physical environments, 2^nd

refreshments

research on importance of

seating arrangements

supporting materials

tips on producing materials

learning organisations

learning outcomes

and early training sessions

and needs analysis

and training design

motivating your audience

learning styles, 2^nd, 3^rd

and the 4MAT system

and diverse groups

Honey and Mumford, 2^nd, 3^rd

importance of

and personal preferences of trainers

and the process of learning

and training design

VARK model

learning transfer, 2^nd, 3^rd, 4^th, 5^th, 6^th

and action planning

issues preventing the application of learning

barriers to, 2^nd

and embedding, 2^nd

encouraging responsibility in participants

and flexibility

good practice

key factors enhancing

and needs analysis, 2^nd, 3^rd, 4^th

research on, 2^nd

risk assessment, 2^nd

permeation of

and return on investment, 2^nd

and stakeholders

supportive work environment for

and training design, 2^nd, 3^rd, 4^th

and training professionals

lectures

and questions

line managers

gaining active support from

and needs analysis

risk assessment

support for embedding the learning

and training design

support of, 2^nd

live trainer–group model

London Comedy store players

McCarthy, Bernice

McIlroy, Rory

managers

changing role of, 2^nd

and coaching conversations, 2^nd

and learning transfer

and needs analysis research

support for learning

see also line managers

Mandela, Nelson

market pressures

and needs analysis research

Martin, Steve

Mason, Jackie

Matthews, Paul

Informal Learning at Work: How to boost performance in tough times

measurement phase

of the training cycle, 2^nd

Meier, David

The Accelerated Learning Handbook

mentoring, 2^nd

metaphors

engaging audience attention with

methods see training methods

microphones

Miller, George A.

mixed-mode learning

mobile phones, 2^nd

motivation

and action planning, 2^nd

and barriers to change

demotivated groups

establishing in early training sessions, 2^nd

and evaluation of training programmes

and influencing

and needs analysis

research

and storytelling

and training challenges

and the training cycle, 2^nd

and training design, 2^nd

motivating your audience

Mumford, Alan

Honey and Mumford learning styles, 2^nd

music, 2^nd

Møller case study

names, remembering

‘nearly clients’

needs analysis, 2^nd, 3^rd, 4^th

and action planning, 2^nd

business outcomes, 2^nd, 3^rd, 4^th, 5^th, 6^th

learning outcomes

and learning transfer

and the Pareto principle, 2^nd

practical research, 2^nd

benefits of

ground rules for effective

methods of

quantitative and qualitative

questions on

researching the right things

sampling

and sustainable behaviour change

priorities in

achieving business objectives

becoming a performance expert, 2^nd

identifying and addressing barriers to change

and questions

risk analysis and assessment, 2^nd

risks of not conducting

and satisficing

scope of, 2^nd, 3^rd

success measures, 2^nd, 3^rd

and training design, 2^nd, 3^rd, 4^th, 5^th

and training methods

and training requests, 2^nd

six situations that drive, 2^nd, 3^rd

negative groups

nerves

individual participants

trainers

new expectations

and training requests

Next Action

Nickols, Fred

NLP (neuro-linguistic programming)

modelling

logical levels of change model, 2^nd

nested loop structures

normal distribution curve

and sampling

Obama, Barack

objectives

in early training sessions

objectivity

and needs analysis research

and training design, 2^nd, 3^rd

observation of work

and needs analysis research

Oliver, Jamie

on the job observation

on the job training, 2^nd

one-to-one coaching

open questions

open sales programmes

questions to ask the audience

opinion-based questions

opportunities

and needs analysis research

pacing

in early training sessions, 2^nd

future pacing

and training challenges, 2^nd

Pareto principle

and needs analysis, 2^nd

PDP see personal development planning (PDP)

People Academy

people, understanding of

and training design, 2^nd

performance, 2^nd, 3^rd, 4^th

barriers to

and learning transfer

linking training design to business performance improvements

the trainer as performer, 2^nd, 3^rd

the foundations of influence

improvisation and utilisation

the learning environment

questions

storytelling

training challenges

performance data reports

performance experts

and needs analysis, 2^nd

performance reviews

personal development action plans

personal development planning (PDP) and needs analysis

personal space

Peterson, Dr Brent

physical activity

and diverse groups

in training sessions

plants

in the learning environment

plenary sessions

positive visualisation

posters

power of 3

PowerPoint presentations, 2^nd, 3^rd

practical tasks

pragmatist learning style

participants, 2^nd

trainers

presentation skills training

questions to ask the audience

problem-solving icebreaker

processes

and needs analysis research

props

psychometrics

and needs analysis research

quantitative and qualitative research

questionnaires, 2^nd

questions, 2^nd

action planning

answering questions from the group

4A model for handling questions

handling different types of questions

asking of participants

careful listening to

engaging the audience through

experience-based questions

and lectures

open and closed

opinion-based

questions about

rhetorical

testing

quizzes, 2^nd

random sampling

rapport see connection

Rauscher, Francis

reflective learning style

participants, 2^nd, 3^rd, 4^th

trainers

reputation

and credibility

research

and needs analysis

resourcefulness

and improvisation

responsibility

and action planning, 2^nd

and capability

and training design

return on investment see ROI (return on investment)

rewards

as barriers to change

rhetorical questions

risk

and needs analysis

Robbins, Tony

ROI (return on investment), 2^nd

and evaluation of training programmes, 2^nd

and learning transfer, 2^nd

and needs analysis

role plays

actors

how to use

and ‘nearly clients’

role of training professionals

sales managers

and needs analysis

lack of support from, 2^nd

sampling

satisficing

scenarios

schools

and the learning environment

scope creep

seating arrangements

boardroom format

cabaret format

classroom

fishbowl format

no tables

theatre format

U-shaped format

self-perception

Senge, Peter

sensory preferences

Shaw, Gordon

Siegal, Bernie

signposting

in early training sessions

silent individuals

Simon, Herbert

simultaneous translation

skills development

and action planning

evaluating

influencing

and learning style

and training methods

role plays, 2^nd

slide presentations, 2^nd, 3^rd, 4^th

‘small detail’ people

social media

something in common icebreaker

spirit

and the NLP logical levels of change model, 2^nd

spontaneity

states of mind

and confidence

and storytelling

stories, 2^nd

cloak metaphor of

engaging audience attention with

how to tell

power of

Truth and Tale

when to use

stratified sampling

structuring training design, 2^nd

benefits of a good structure

maintaining engagement

maximising engagement

and participant motivation

retaining audience attention

themes and signpost to aid engagement

success

measures, 2^nd, 3^rd

visualisation of

surveys, 2^nd

sustainable behaviour change, 2^nd, 3^rd

evaluation of training programmes, 2^nd, 3^rd, 4^th

and needs analysis research

and training design, 2^nd

systems

and needs analysis research

talkative individuals

teachers, qualities of inspirational

team challenges

ten presuppositions on delivering training

Terry, Robert

testing questions

tests

and needs analysis research

theatre seating

theme-linked icebreakers

theorist learning style

participants, 2^nd

trainers

Toyota

train the trainer programme

training, definition of

training managers

blueprint for extinction

development opportunities

five key fundamentals to survival

recommended training process

training manuals, 2^nd

training methods

choosing the methodology

group ‘board games’

group exercises

individual reflection

lectures

and needs analysis

plenary sessions

role plays

variety in

video recording/playback

working with exercises

training professionals

contact with participants

environment of

evolution of

and learning transfer, 2^nd

preferences and training design

role and characteristics of

training/learning phase

of the training cycle, 2^nd

transfer learning see learning transfer

translation, simultaneous

true or false icebreaker

Truth and Tale story

U-shaped seating

unconscious competence

unconscious incompetence

utilisation see improvisation and utilisation

VAK (visual, auditory and kinaesthetic)

value-add to the business

being a performance expert

values

and the NLP logical levels of change model, 2^nd, 3^rd

video clips

video recording/playback

visual aids, 2^nd

appropriate design of

visualisation of success

voice patterns

credibility and connection

and humour

Vranch, Richard

Waller, Lee

webinar

work shadowing, 2^nd

work-based learning

working practices

and needs analysis research, 2^nd

workplaces

transfer of learning to