| Question | Answer |
| how to identify types of conflict (Chapter 5) | intrepersonal conflict, interpersonal conflict, role conflict |
| most popular and most frequently requested training topic (Chapter 5) | managing conflict |
| useful to consider whether information is appropriate for... (Chapter 5) | the knowledge and education levels of the trainees |
| it is important to consider whether the information and skills you plan to present are... (Chapter 5) | appropriate for the cultural and background of your training group |
| once you have assembles a large collection of information for your training session you must... (Chapter 5) | sort and process it |
| productive place to search for current research and information (Chapter 5) | the library |
| the Internet (Chapter 5) | a technological highway for a significant part of the population |
| external sources (Chapter 5) | include research, knowledge and experience that you don't already know |
| internal sources (Chapter 5) | consist of examining what you already know-- your experiences, ideas and knowledge |
| when you use a published article, book, cartoon or speech in your training session... (Chapter 5) | you have to acknowledge the author as the origin and use the published material with the written permission of the copyright holder |
| providing feedback to trainees (Chapter 4) | first, offer encouragement by pointing out what the trainees are doing right rather than first telling them what they are doing wrong |
| show steps (Chapter 4) | involve demonstrating how to perform a skill |
| exception to the teaching "first things first" (Chapter 4) | times when you need to teach simpler or more elementary skills and concepts before teaching more complex material |
| chronological order (Chapter 4) | organizes information in a time sequence |
| training curriculum (Chapter 4) | consists of essential content that is included in training program--it's overarching plan for presenting the information and teaching the skills in your training program |
| does the objective include... (Chapter 4) | criteria that provide precise guidelines for describing what the trainee should do? |
| objectives should be: (Chapter 4) | observable, measurable, and realistic, by realistic, we mean that the objectives should be achievable given the trainees' background and ability |
| if you can't measure how effectively the trainee performed (Chapter 4) | you will have no way to determine whether the training was successful |
| well-written training objective should specify: (Chapter 4) | some type of behavior that you can literally observe in some way |
| training goal (Chapter 4) | more general statement of what you are attempting to accomplish |
| training objective (Chapter 4) | concise statement that describers what the trainees should be able to do when they complete the training |
| training curriculum (Chapter 4) | consists of training content and how you organize and arrange the information you present to achieve the training objectives |
22 cards - created dec 2, 7:34pm