LEADER 04071nam 2200553 a 450 001 9910807071403321 005 20200520144314.0 010 $a1-4175-2068-X 035 $a(CKB)1000000000008048 035 $a(OCoLC)228064283 035 $a(CaPaEBR)ebrary10057999 035 $a(SSID)ssj0000261152 035 $a(PQKBManifestationID)11241776 035 $a(PQKBTitleCode)TC0000261152 035 $a(PQKBWorkID)10255411 035 $a(PQKB)11478745 035 $a(MiAaPQ)EBC3116913 035 $a(Au-PeEL)EBL3116913 035 $a(CaPaEBR)ebr10057999 035 $a(OCoLC)922966962 035 $a(EXLCZ)991000000000008048 100 $a19960716d1996 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTraining managers to train $ea practical guide to improving employee performance /$fDavid K. Hayes, Herman E. Zaccarelli 205 $aRev. ed. 210 $aMenlo Park, Calif. $cCrisp Publications, Inc.$dc1996 215 $a1 online resource (102 p.) 225 1 $aA Fifty-Minute series book 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-56052-411-1 320 $aIncludes bibliographical references (p. 87-88). 327 $aTITLE -- COPYRIGHT -- ABOUT THE AUTHORS -- CONTENTS -- PREFACE -- TRAINING SURVEY -- Why Training Is Important -- REASONS WHY TRAINING IS IMPORTANT -- Training Benefits -- TRAINING IS PART OF EFFECTIVE -- TRAINING KNOW-HOW IS A MUST -- WHAT IS LEARNING? -- LEARNING AND TRAINING: MORE IMPORTANT NOW THAN EVER -- Tips for Managers -- HOW ADULTS LEARN BEST -- HOW ADULTS LEARN -- Learning Preferences -- EMPLOYEES BENEFIT FROM TRAINING -- WHEN TRAINING CAN AND CAN'T HELP -- WHEN WILL TRAINING WORK? -- Take the Training Test -- LEARN THE TRAINING BASICS -- TRAINING BASICS ARE UNIVERSAL -- ORIENTATION: START OF TRAINING -- What Is your Experience With Orientation? -- ORIENTATION PREPARATION -- Orientation Checklist -- THE FOUR STEPS OF TRAINING -- STEP 1 Define How the Job Should Be Done -- STEP 1: DEFINE HOW THE JOB SHOULD BE DONE -- Why a Position Analysis? -- SAMPLE TASK LIST -- SAMPLE TASK BREAKDOWN -- Quality Standards Test -- SAMPLE JOB DESCRIPTION* -- USES OF A JOB DESCRIPTION -- MORE ABOUT JOB DESCRIPTIONS -- STEP 2 Plan the Training -- STEP 2: PLAN THE TRAINING -- Why Proper Planning Is Required -- Training Objectives Must Be Attainable and Measureable -- SAMPLE TRAINING PLAN -- DON'T FORGET EMPLOYEES' ROLE IN TRAINING -- Trainees Play an Important Role in Training -- GROUP OR INDIVIDUAL TRAINING? -- Choose Which Type of Training -- IMPORTANT PRINCIPLES OF GROUP TRAINING -- Group Training Test -- Task Breakdowns Are Used for Training Lessons -- TRAINING LESSONS ORGANIZE TRAINING SESSIONS -- Sample Training Lesson -- TRAINING RESOURCES: HELP IS AVAILABLE -- Where Can I Go for Help? -- What About Preparing Trainees? -- Who Will Be a Good Trainer? -- STEP 3 Present the Training -- STEP 3: PRESENT THE TRAINING -- Training Method Quick-Check -- Training Method Quick-Check -- ON-THE-JOB TRAINING -- On-the-Job Training: What You Should Know. 327 $aOn-the-Job Training: Preparation -- On-the-Job Training: Presentation -- USING VISUAL AIDS -- USING VISUAL AIDS: WHICH COMES FIRST? -- On-the-Job Training: Demonstration -- On-the-Job Training: Follow-up -- STEP 4 Evaluate the Training -- STEP 4: EVALUATE THE TRAINING -- Why Evaluate? -- PRINCIPLES OF TRAINING EVALUATION -- Whose Job Is It? -- Measuring the Results -- Coaching Principles -- A PAT ON THE BACK -- Additional Practice Activities -- TASK LIST -- TASK BREAKDOWN -- JOB DESCRIPTION -- TRAINING LESSON -- TRAINING REFERENCES. 410 0$aFifty-Minute series. 606 $aEmployees$xTraining of 615 0$aEmployees$xTraining of. 700 $aHayes$b David K$059854 701 $aZaccarelli$b Herman E$0627876 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910807071403321 996 $aTraining managers to train$94011613 997 $aUNINA