Telling ain't training : updated, expanded, and enhanced / Harold D. Stolovitch and Erica J. Keeps ; with contributions from Marc J. Rosenberg.

Enhanced descriptions from Syndetics:

The foundational and go-to book for anyone who does training in the talent development field.

A must have for trainers... Telling Ain't Training is an essential book for all learning and development professionals. When the first edition of Telling Ain't Training was published in 2002, its practical, learner-focused approach quickly became a favorite with learning and development professionals, as well as school teachers, parents, professors, and anyone else who trains, educates, or instructs. Chock-full of myth-busting research and ready-to-use tools, always delivered in a lighthearted and entertaining style, Telling Ain't Training set new standards for the training industry.

That's a tough act to follow, but the long-awaited new edition of Telling Ain't Training does not disappoint. While it has been updated, expanded and enhanced to reflect almost a decade of progress, fans of the original Telling Ain't Training will be relieved to find that its lively, user-friendly tone has been carefully preserved. In fact, this is a book that faithfully practices what it preaches, engaging the reader from page one and immediately involving them in the first of many try-it-yourself exercises that teach trainers how to avoid telling in favor of more interactive training.

This substantially heftier edition covers everything you must know to be a better trainer, plus:

Extensive new chapters covering technology and e-learning More methods for creating terrific learner-centered training sessions Expanded evidence and research to support its approach to adult learning Ways to retrofit your existing training programs and materials Even more in-depth explanations of how the basic principles of adult learning apply An extensive index to make the book more referenceable Additional tools, charts, exercises, illustrations, quizzes, and activities to involve learners.

Table of contents provided by Syndetics

• Dedication (p. xi)
• Preface (p. xiii)
• Section 1 The Human Learner-What Research Tells Us (p. 1)
• Chapter 1 Learning Is Not Easy (Especially When Others Make It So Hard) (p. 3)
• Challenge 1 (p. 3)
• Challenge 2 (p. 4)
• What Is This Book About? (p. 8)
• Chapter 2 An Introduction to Some ôFamiliar Termsö (p. 9)
• Basic Vocabulary-The Terms of the Trade (p. 9)
• Two Key Principles: Your Mantra as a Trainer (Educator, Instructor) (p. 13)
• Live or Technology-Based: It's All the Same (p. 14)
• What's in This Book and Why (p. 15)
• Remember This (p. 16)
• Chapter 3 The Human Learner (p. 19)
• What Is Learning? (p. 19)
• How We Learn: Senses, Filters, and Memory (p. 21)
• What Does This Mean for the Learner ... and the Trainer? (p. 27)
• Remember This (p. 27)
• Section 2 What You Must Know to Be a Better Trainer (p. 31)
• Chapter 4 Getting Learners to Learn (p. 33)
• Different Types of Knowledge: Declarative and Procedural (p. 36)
• Key Ingredients for Learning (p. 40)
• Adapting for Differences in Ability, Prior Knowledge, and Motivation (p. 44)
• Remember This (p. 46)
• Chapter 5 Adult Learning Principles (p. 49)
• Good Classes and Bad Classes (p. 49)
• Four Key Adult Learning Principles (p. 52)
• The Bottom Line on Adult Learning Principles (p. 66)
• Remember This (p. 67)
• Chapter 6 A Five-Step Model for Creating Terrific Training Sessions (p. 71)
• Six Universal Principles From Research on Learning (p. 72)
• A Universal Model for Structuring Any Learning Session (p. 79)
• The Training Session Planning Session (p. 84)
• The Training Session Scripting Sheet (p. 87)
• Using the Five-Step Model to Retrofit Existing Training Sessions (p. 94)
• Final Review of the Five-Step Model (p. 95)
• Remember This (p. 95)
• Chapter 7 Getting Learners to Remember (p. 99)
• Metacognition: The Executive Learning Controls (p. 100)
• Cognitive Strategies: How to Build Learning Faster, Better, Cheaper (p. 105)
• Remember This (p. 117)
• Section 3 Applying What You Have Learned-Making Learning Research Work (p. 119)
• Chapter 8 Training Approaches and a Cornucopia of Learning Activities (p. 121)
• Four Major Types of Training (p. 122)
• Pulling the Four Types of Training Together (p. 125)
• 25 Training Activities You Can Use (p. 126)
• Summarizing the Activities (p. 149)
• Closing the Door on This Active Chapter (p. 149)
• Remember This (p. 152)
• Chapter 9 Testing or Examining-What's the Difference? (p. 155)
• What Was That All About? (p. 157)
• Testing Versus Exams (p. 159)
• How Do I Go About Creating Tests? (p. 163)
• Creating Tests (p. 167)
• Remember This (p. 174)
• Section 4 Training-Learning With Technology and Beyond (p. 177)
• Chapter 10 Training and Technology (p. 179)
• What Is Technology and What Does It Do for Learning? (p. 180)
• Ideal Versus Real (p. 181)
• What Can We Realistically Expect From the Use of Technology in Learning? (p. 182)
• Should We Ignore Technology? (p. 182)
• Caveat Emptor (Let the Buyer Beware) (p. 183)
• Promises, Promises, Promises (p. 191)
• Remember This (p. 193)
• Chapter 11 Learning With Technology: Making It Work (p. 197)
• Hit or Myth? (p. 197)
• What Makes for Quality Online Learning? (p. 199)
• Online Learning Is Not the First Decision You Make (p. 202)
• Blended Learning (p. 206)
• How Would You Blend? (p. 206)
• Beyond Traditional Blended Learning (p. 206)
• New Informal Learning Approaches (p. 209)
• The Rise of Web 2.0 (p. 211)
• Integrating Web 2.0 Into Training (p. 213)
• Resources and Examples: Ideas for Using New Media in Learning (p. 213)
• The New Blended Learning and the Future of Training (p. 213)
• Remember This (p. 219)
• Closing Out on Learning with Technology: Making It Work (p. 223)
• Section 5 Wrapping It Up (p. 225)
• Chapter 12 Hit or Myth: What's the Truth? (p. 227)
• The Bottom Line on Learning (p. 237)
• Hit or Myth-A Final Match-Up (p. 237)
• Chapter 13 Concluding Reflections on Telling Ain't Training (p. 241)
• A Rapid Review of Telling Ain't Training (p. 241)
• Something to Think About-Reflections From Carl Jung (p. 244)
• Endnotes (p. 247)
• About the Authors (p. 283)
• Index (p. 287)

Author notes provided by Syndetics

Harold D. Stolovitch, CPT, is a graduate of both McGill University in Canada and Indiana University in the United States where he completed a doctorate and postdoctoral work in instructional systems technology. With one foot solidly grounded in the academic world and the other in the workplace, he has conducted a large number of research studies and practical projects always aimed at achieving high learning and performance results.In addition to creating countless instructional materials for a broad range of work settings, Stolovitch has authored more than 300 articles, research reports, book chapters, and books. He is a past president of the International Society for Performance Improvement (ISPI), former editor of thePerformance Improvement Journal, and editorial board member of several human resource and performance technology journals.He has won numerous awards throughout his 40-year career, including the Thomas F. Gilbert Award for Distinguished Professional Achievement, ISPI's highest honor; Member-for-Life, the President's Award for Lifetime Achievements from the Canadian Society for Training and Development, their highest honor; and in 2004, he and his team won the ASTD Outstanding Research Award for their work on Incentives, Motivation, and Workplace Performance.Stolovitch is an emeritus professor, Université de Montréal, where he headed the instructional and performance technology graduate programs and was the School of Educational Sciences associate dean of research. He is also a former Distinguished Visiting Scholar and clinical professor of human performance at work, University of Southern California. Stolovitch is a principal of HSA Learning & Performance Solutions LLC.Erica J. Keeps, CPT, holds a master's degree in educational psychology from Wayne State University, Detroit, and a bachelor's degree from the University of Michigan, where she later became a faculty member in the Graduate Business School Executive Education Center.Her 40-year professional career has included training management positions with J.L. Hudson Co. and Allied Supermarkets and senior-level learning and performance consultant positions with a wide variety of organizations. Keeps has not only produced and supervised the production of numerous instructional materials and performance management systems, but has also published extensively on improving workplace learning and performance. She has provided staff development for instructional designers, training administrators, and performance consultants. Keeps has been acknowledged by many learning and performance leaders as a caring mentor and major influence in their careers.She is a former executive board member of the ISPI; a past president of the Michigan Chapter of ISPI; and a Member-for-Life of the Michigan, Montreal, and Los Angeles ISPI chapters. Among her many awards for outstanding contributions to instructional and performance technology is ISPI's Distinguished Service Award for her extensive leadership roles. Keeps is the managing director and a principal of HSA Learning & Performance Solutions LLC.