- Cover
- Title Page
- Foreword
- Preface
- Acknowledgments
- How to Use This Book
- About the Companion Website
- Introduction
- Part I: The Foundation of Hands‐On Learning
- 1 Hands‐On Learning in the Classroom
- 2 Experiencing Learning
- How Does One Develop a Skill?
- Remember How You Became an Expert
- Build on Your Students’ Experiences
- Create Experiences in the Classroom
- Let Them Learn from Negative Experiences
- Capitalize on Informal Learning
- Allow Students to Share Their Experiences
- Give Lecture and Observation Their Rightful Place
- Provide a Structure for Your Hands‐On Training
- Conclusion
- Making It Practical
- 3 You Know It, Can You Teach It?
- 4 Ready or Not?
- Part II: The Strategy of Hands‐On Learning
- 5 It is Never Just Product Training
- 6 From Good to Great
- Aim at the Right Target: Doing Versus Knowing
- Change the Approach: Facilitator Versus Lecturer
- Call It the Right Thing: Training Versus Presentation
- Make It Sustainable: Standardized Versus Customized
- Measure the Right Things: Performance Versus Reactions
- Value the Right Things: Results Versus Head Count
- Use the Right Delivery Methods: Effectiveness Versus Availability
- Continue the Conversation: Process Versus Event
- Keep Improving: Progress Versus Contentment
- Conclusion
- Making It Practical
- 7 What Is Expected Must Be Inspected
- Part III: The Structure of Hands‐On Learning
- Part IV: The Facilitation of Hands‐On Learning
- Part V: The Operation of Hands‐On Learning
- Part VI: For the Boss: Executive Overviews
- Index
- End User License Agreement
Dad,
More than anyone I know, you believed that
doing teaches better than telling.
I love you.
-
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