Contents:

Dedication • Preface

Section 1: The Human Learner—What Research Tells Us
Chapter 1: Learning Is Not Easy (Especially When Others Make It So Hard)
Challenge 1 • Challenge 2 • What Is This Book About
Chapter 2: An Introduction to Some “Familiar Terms
Basic Vocabulary—The Terms of the Trade • Two Key Principles: Your Mantra as a Trainer (Educator, Instructor) • Live or Technology-Based: It’s All the Same • What’s in This Book and Why • Remember This
Chapter 3: The Human Learner
What Is Learning? • How We Learn: Senses, Filters, and Memory • What Does This Mean for the Learner … and the Trainer? • Remember This

Section 2: What You Must Know to Be a Better Trainer
Chapter 4: Getting Learners to Learn
Different Types of Knowledge: Declarative and Procedural • Key Ingredients for Learning • Adapting for Differences in Ability, Prior Knowledge, and Motivation • Remember This
Chapter 5: Adult Learning Principles
Good Classes and Bad Classes • Four Key Adult Learning Principles • The Bottom Line on Adult Learning Principles • Remember This
Chapter 6: A Five-Step Model for Creating Terrific Training Sessions
Six Universal Principles From Research on Learning • A Universal Model for Structuring Any Learning Session • The Training Session Planning Session • The Training Session Scripting Sheet • Using the Five-Step Model to Retrofit Existing Training Sessions • Final Review of the Five-Step Model • Remember This
Chapter 7: Getting Learners to Remember
Metacognition: The Executive Learning Controls • Cognitive Strategies: How to Build Learning Faster, Better, Cheaper • Remember This

Section 3: Applying What You Have Learned—Making Learning Research Work
Chapter 8: Training Approaches and a Cornucopia of Learning Activities
Four Major Types of Training • Pulling the Four Types of Training Together • 25 Training Activities You Can Use • Summarizing the Activities • Closing the Door on This Active Chapter • Remember This
Chapter 9: Testing or Examining—What’s the Difference?
What Was That All About? • Testing Versus Exams • How Do I Go About Creating Tests? • Creating Tests • Remember This

Section 4: Training-Learning With Technology and Beyond
Chapter 10: Training and Technology
What Is Technology and What Does It Do for Learning? • Ideal Versus Real • What Can We Realistically Expect From the Use of Technology in Learning? • Should We Ignore Technology? • Caveat Emptor (Let the Buyer Beware) • Promises, Promises, Promises • Remember This
Chapter 11: Learning With Technology: Making It Work
Hit or Myth? • What Makes for Quality Online Learning? • Online Learning Is Not the First Decision You Make • Blended Learning • How Would You Blend? • Beyond Traditional Blended Learning • New Informal Learning Approaches • The Rise of Web 2.0 • Integrating Web 2.0 Into Training • Resources and Examples: Ideas for Using New Media in Learning • The New Blended Learning and the Future of Training • Remember This • Closing Out on Learning With Technology: Making It Work

Section 5: Wrapping It Up
Chapter 12: Hit or Myth: What’s the Truth?
The Bottom Line on Learning • Hit or Myth—A Final Match-Up
Chapter 13: Concluding Reflections on Telling Ain’t Training
A Rapid Review of Telling Ain’t Training • Something to Think About—Reflections From Carl Jung

Endnotes • About the Authors • Index

About the Authors:

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 lmprovement (ISPI), former editor of the Performance lmprovement Journal, and editorial board member of several human resource and performance technology journals.
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. He has won numerous awards throughout his 40-year career.

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.

A must have for trainers ... Telling ain’t Training is an essential book for all learning and development professionals.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.