| | xiii | |
| | xiv | |
| Foreword | | xv | |
| Preface | | xix | |
| Section 1 | |
| The Challenge of Training Impact |
| | 1 | (17) |
| | 1 | (1) |
| The Myth of Training as ``Delivery of Events,'' |
| | 2 | (1) |
| The Logic of Training Impact |
| | 3 | (5) |
| Beyond the Transfer of Training |
| | 8 | (3) |
| | 11 | (2) |
| Understanding Training Impact |
| | 13 | (4) |
| | 17 | (1) |
| Does the E-World Change Everything? |
| | 18 | (23) |
| | 18 | (1) |
| | 18 | (2) |
| | 20 | (2) |
| | 22 | (1) |
| Applications and Advantages |
| | 23 | (7) |
| | 30 | (5) |
| | 35 | (5) |
| | 40 | (1) |
| The High-Impact Learning Model |
| | 41 | (18) |
| | 41 | (1) |
| | 41 | (5) |
| Comparing the Experiences |
| | 46 | (1) |
| | 46 | (7) |
| | 53 | (2) |
| Assumptions of the HIL Process |
| | 55 | (1) |
| Integrating High-Impact Learning Process Elements |
| | 55 | (3) |
| | 58 | (1) |
| Section 2 | |
| Mapping Linkage to Business Goals |
| | 59 | (22) |
| | 59 | (1) |
| What is an ``Impact Map''? |
| | 60 | (2) |
| Fundamental Impact Map Structure |
| | 62 | (3) |
| | 65 | (8) |
| | 73 | (5) |
| Strategic Purposes for Impact Mapping |
| | 78 | (2) |
| | 80 | (1) |
| Creating Learner Intentionality |
| | 81 | (18) |
| | 81 | (1) |
| Learner Intentionality: An Example |
| | 82 | (1) |
| A Basis in Learning Research |
| | 83 | (2) |
| Individualized Learning via ``Mass Customization,'' |
| | 85 | (2) |
| Individuals Achieve Training Impact |
| | 87 | (1) |
| Advantages of Intentionality |
| | 88 | (4) |
| Creating Intentionality: Methods and Tools |
| | 92 | (6) |
| | 98 | (1) |
| Providing Effective Learning Interactions |
| | 99 | (20) |
| | 99 | (1) |
| Respecting Adult Learners |
| | 100 | (2) |
| Matching Learning Methods with Desired Outcomes |
| | 102 | (7) |
| Four Key Dimensions of Powerful Learning Interactions |
| | 109 | (7) |
| Blended Solutions: Revisited |
| | 116 | (1) |
| | 117 | (2) |
| | 119 | (21) |
| | 119 | (1) |
| | 120 | (2) |
| A Framework for Analyzing Performance |
| | 122 | (7) |
| Integrating Performance Support into a Blended Solution |
| | 129 | (10) |
| | 139 | (1) |
| Section 3 | |
| Crafting High-Impact Learning Initiatives |
| | 140 | (24) |
| | 140 | (1) |
| Traditional Instructional Systems Design |
| | 141 | (1) |
| Problems with the ADDIE/ISD Approach |
| | 141 | (4) |
| | 145 | (4) |
| A Deeper Look at Phase One: Analyze |
| | 149 | (7) |
| A Deeper Look at Phase Two: Design |
| | 156 | (4) |
| A Deeper Look at Phase Three: Create and Try Out |
| | 160 | (3) |
| | 163 | (1) |
| Using Evaluation to Build Organizational Performance and Learning Capability |
| | 164 | (24) |
| | 164 | (1) |
| Evaluation and Organizational Learning Capability |
| | 165 | (2) |
| Implicit Evaluation Strategy |
| | 167 | (1) |
| The Risks of an Implicit Evaluation Strategy |
| | 168 | (4) |
| Redefining an Evaluation Strategy for Performance Improvement |
| | 172 | (4) |
| | 176 | (11) |
| | 187 | (1) |
| High-Impact Employee Development Planning |
| | 188 | (21) |
| | 188 | (1) |
| Why HIL and Employee Development Planning Must Be Aligned |
| | 189 | (4) |
| Weaknesses of Typical EDP Systems |
| | 193 | (4) |
| Key Purposes for Development Planning |
| | 197 | (2) |
| Balancing Individual and Organizational Needs |
| | 199 | (1) |
| Integrating EDP with Other HR Systems |
| | 200 | (2) |
| The HIL Development Planning Approach |
| | 202 | (6) |
| | 208 | (1) |
| Making the Transition to High-Impact Learning |
| | 209 | (24) |
| | 209 | (6) |
| Strategies for Making the HIL Transition |
| | 215 | (11) |
| Beyond HIL: Influencing Organizational Effectiveness |
| | 226 | (6) |
| | 232 | (1) |
| Index | | 233 | |
