A | Decision Making: Needs | preparation, 116 |
academic setting, business | Analysis (Worksheet 2-1), 19 | preview module topics, 117 |
training, distinguished, 36-37 | decision making, significance | sample agenda, 116-117 |
adult learning, child learning, | of worksheet items, 17-19 | slides, 127-128 |
distinguished, 22 | executives, as audience, 12 | summary, 120 |
agendas, training program, 51-75 | experts, as audience, 11 | time, 70, 115 |
Analytic Process: Narrowing | group discussion, 14 | time required, 120 |
Down the Options, The | laypeople, as audience, 12 | trainer notes, 117-120 |
(Module 6), 56, 62-63, 71-72, | learners, 11-13 | training objectives, 115 |
171-182, 242 | needs analysis, decision- | traits influencing decisions, |
amount of information, | making training, 13-14 | 120 |
175-178 | needs analysis questionnaires, | Word Puzzles (Worksheet 11-2), |
application exercise, 178 | 15-19 | 125-126 |
discussion questions, 178-179 | observation, 14 | Instructions for, 121-122 |
gathering information, | participant assessment, 15 | Worksheet 11-1, 120, 123-124 |
173-174 | questionnaire answers, influ- | instructions for, 120 |
known population, 175 | ence on program design, | basics of training, 9-49 |
known universe, 175 | 16-17 | behavioral level, evaluating |
learning check questions, | technicians, as audience, 12 | learning, 46 |
178-179 | attention spans, 27 | Brainstorming Techniques |
materials, 171-172 | Attribute Listing (Worksheet 13-3), | (Worksheet 13-1), 160 |
multiple choice questions, 179 | 162 | brainwriting, 151 |
participant welcome, 172-173 | audiences with mixed knowledge | business training, academic set- |
preparation, 172 | of subject, 12 | ting, distinguished, 36-37 |
primary data, 173 | ||
review, 178 | B | C |
sample agenda, 172 | Barriers to Creativity (Module 3), | calling on students, 39 |
sampling, 178 | 69-70, 115-128, 242 | catalogs, 153-154 |
secondary data, 173 | Creativity Barriers | cause, effect, distinguished, |
slides, 181-182 | (Worksheet 11-1), 119 | 105-106 |
Sources of Information | creativity barriers, 117-119 | cause-effect analysis, 155-157 |
(Worksheet 14-1), 180 | cultural blocks, 119 | Cause-Effect Fishbone Diagrams |
stratification, 177 | discussion questions, 121 | (Worksheet 13-4), 163 |
time, 63, 72, 171 | emotional blocks, 118 | Cause-Effect Matrix Diagrams |
trainer notes, 172-178 | environmental blocks, 118 | (Worksheet 13-5), 164 |
training objectives, 56, 171 | expressive blocks, 119 | checklists, 153-154 |
worksheet instructions, 178 | instructor guidance, 120 | Checklists and Catalogs |
asking for help, 38 | intellectual blocks, 119 | (Worksheet 13-2), 161 |
asking questions, 38 | learning check questions, 121 | child learning, adult learning, |
assessing needs of participants, | materials, 115-116 | distinguished, 22 |
11-19 | multiple choice questions, 121 | classifying audience, 237 |
audiences with mixed knowl- | objective of worksheet, 120 | commercial research databases, |
edge of subject, 12 | participant welcome, 117 | 154 |
consultation, 14 | perceptual blocks, 118-119 | competition, 133 |
concentration, 28 | cause, effect, distinguished, | Decision Analysis Sheet |
conducting training, 31-41 | 105-106 | (Worksheet 9-2), 94 |
action plans, 40 | creativity in decision making, | decision-making process, |
administrative requirements, 41 | 103-104 | 82-88 |
asking for help, 38 | Decision Analysis Sheet | discussion questions, 90-91 |
asking questions, 38 | (Worksheet 10-1), 110 | Icebreaker (Worksheet 9-1), 93 |
business training, academic | decision making, 107 | learning check questions, |
setting, distinguished, | developing choices, 106 | 90-92 |
36-37 | discussion questions, 108 | materials, 79-80 |
calling on students, 39 | goal of decision, 104-105 | multiple choice questions, |
content, making understand- | learning check questions, | 91-99 |
able, 37-39 | 108-109 | participant welcome, 81-82 |
course content, 36 | materials, 101-102 | preparation, 80 |
credentials, 36 | multiple choice questions, | pretest, 82 |
credibility, 32-33 | 108-109 | Pretest on Decision Making |
feedback, 39 | participant welcome, 103 | (Evaluation Instrument 9-1), |
first impression, 32 | preparation, 102 | 95 |
flow of training session, 34-35 | sample agenda, 102-103 | review, 90 |
check knowledge, 35 | slides, 111-113 | sample agenda, 80-81 |
demonstrations, 35 | summary, 108 | slides, 96-99 |
evaluation, 35 | time, 61, 69, 101 | time, 60-61, 68-69, 79 |
information, 35 | trainer notes, 103-108 | trainer notes, 81-90 |
introduction, 34 | training objectives, 55, 61, | training objectives, 54, 60, 68, |
objectives, 34 | 69,101 | 79 |
practice, 35 | Creativity Barriers | Decision-Making Worksheet |
follow-up, 41 | (Worksheet 11-1), 119, | for Module 5 (Worksheet 13-7), |
grading system, 36 | 123-124 | 166 |
initiation of, 31 | creativity barriers, 117-119 | Decision Matrix Worksheet |
motivations of participants, 33 | techniques for overcoming, | (Worksheet 16-1), 213 |
objectives, 36 | 131-134 | decision trees, 208-210 |
overplanning, 38 | Creativity Stimulators | decomposition trees, 205-206 |
participation, encouraging, 38 | (Worksheet 12-2), 140-141 | Decomposition Trees, Decision |
peer training, 39-40 | creativity tools, 148-149 | Trees, and Scatter Diagrams |
preparations, 31 | credentials, 36 | (Worksheet 16-2), 214-216 |
presentation styles, 36 | credibility, 32-33, 237-238 | deductive learning, inductive |
responsiveness, lack of, 39 | cultural blocks, 119 | learning, distinguished, |
scheduling, 36 | 23-24 | |
small groups, 38 | D | demographics, 190 |
student background, 33-34 | data gathering, 152 | designing interactive training, |
students, learners, distin- | data sampling, 188-191 | 21-30 |
guished, 37 | Decision Analysis Sheet | attention spans, 27 |
subgroups, 39-40 | (Worksheet 9-2), 94 | child learning, adult learning, |
timing, 36 | Decision Analysis Sheet | distinguished, 22 |
treating learners like adults, 34 | (Worksheet 10-1), 110 | concentration, 28 |
wrapping up program, 40-41 | decision making | creative activities, 27 |
written exercises, 38-39 | defined, 3 | group dynamics, 28 |
Consider Technology Influences | significance of worksheet | inductive learning, deductive |
and Human Factors | items, 17-19 | learning, distinguished, |
(Worksheet 17-1), 231 | Decision Making: Needs Analysis | 23-24 |
content, making understandable, | (Worksheet 2-1), 19 | initiation of training, 28-30 |
37-39 | Decision-Making Process: | involving learners, 27 |
cost of proposals, 240-241 | Anatomy of a Decision, | just-in-time training, 26 |
course content, 36 | The (Module 1), 54-55, | learning experience, attracting |
creative activities, 27 | 60-61, 68-69, 79-99, | adults toward, 25-28 |
Creative Process: Developing | 241 | learning methods, 21-22 |
Options, The (Module 2), 55, | application exercise, 90 | motivations, 25-26 |
61, 69, 101-113, 242 | break, 88 | positive expectations, 25 |
Preplanning for Training | expression of need for change, | group dynamics, 28 |
Program (Worksheet 3-1), | 238-239 | groups, 134, 148-149 |
29-30 | expressive blocks, 119 | |
questions, 27 | H | |
relating to students through | F | half-day program, 53-57 |
language, 27 | feedback, 39 | Analytic Process: Narrowing |
relevance of training, 26 | Final Full-Program Evaluation | Down the Options, The |
rewards, 25-26 | Form (Evaluation Instrument | (Module 6), 56 |
sample design use, 24-25 | 5-2), 49 | training objectives, 56 |
sequence training, 26-27 | finalizing proposal, 245-247 | Creative Process: Developing |
styles of learning, 24 | first impression, 32 | Options (Module 2), 55 |
support, 27 | fishbone diagrams, 156 | training objectives, 55 |
training plan, importance of, | flow of training session, 34-35 | Decision-Making Process: |
25 | check knowledge, 35 | Anatomy of a Decision |
training techniques, 27 | demonstrations, 35 | (Module 1), 54-55 |
unlearning time, 26 | evaluation, 35 | training objectives, 54 |
diagrams, 207-208 | information, 35 | Human Aspect: Emotional |
discussion of issue ahead of time, | introduction, 34 | and Irrational Factors, The |
avoiding, 149 | objectives, 34 | (Module 9), 56-57 |
documentation, 241 | practice, 35 | modules overview, 53-54 |
follow-up, 41 | presentation of modules, 54 | |
E | framing decisions, 227-228 | Houp, Kenneth W., 11 |
effect, cause, distinguished, | full-day program, 59-65 | Human Aspect: Emotional and |
105-106 | Analytical Process: Narrowing | Irrational Factors, The |
emotional blocks, 118 | Down the Options, The | (Module 9), 56-57, 64-65, |
environmental blocks, 118 | (Module 6), 62-63 | 73-74, 223-234, 243 |
evaluating workshop, 43-49 | time, 63 | application exercise, 229 |
behavioral level, evaluating | Creative Process: Developing | Consider Technology |
learning, 46 | Options, The (Module 2), 61 | Influences and Human |
evaluation instruments, 47-49 | time, 61 | Factors (Worksheet 17-1), |
Final Full-Program Evaluation | training objectives, 61 | 231 |
Form (Evaluation Instrument | Decision-Making Process: | discussion questions, 229-230 |
5-2), 49 | Anatomy of a Decision, The | experts vs. laypeople, 227 |
learning level, evaluating | (Module 1), 60-61 | framing decision, 227-228 |
learning, 45 | time, 60-61 | group decision making, |
Level 1 Evaluation Form | training objectives, 60 | 225-226 |
(Evaluation Instrument 5-1), | Human Aspect: Emotional and | learning check questions, |
48 | Irrational Factors, The | 229-230 |
reaction level, 44-45 | (Module 9), 64-65 | materials, 223-224 |
reasons for evaluation of | time, 64 | multiple choice questions, 230 |
training, 43-44 | training objectives, 64 | objectives of review, 229 |
results level, evaluating | overview of modules, 60 | participant welcome, 225 |
learning, 46 | presentation of modules, 60 | preparation, 224 |
Evaluation Instrument 5-1: | Tools to Improve Creativity | sample agenda, 224-225 |
Level 1 Evaluation Form, 48 | (Module 5), 62 | slides, 232-234 |
Evaluation Instrument 5-2: Final | time, 62 | technology influences, |
Full-Program Evaluation | training objectives, 62 | 228-229 |
Form, 49 | Using Tools to Improve | time, 64, 74, 223 |
Evaluation Instrument 9-1: | Analysis (Module 8), 63 | trainer notes, 225-229 |
Pretest on Decision Making, 95 | time, 63 | training objectives, 64, |
Evaluation Instrument 18-1: | training objectives, 63 | 74,223 |
Posttest on Decision Making, | ||
248-249 | G | I |
executives, as audience, 12 | Gordon technique, 151 | Icebreaker (Worksheet 9-1), 93 |
expectations, 25 | grading system, 36 | Implementing the Decision: |
expected-value matrices, 204-205 | group decision making, 225-226 | Wrap-Up (Module 10), 74-75, |
experts, as audience, 11 | group discussion, 14 | 235-252 |
Analytic Process: Narrowing | industry associations, 154 | learning styles, 24 |
Down the Options, The | influences of technology, 228-229 | Level 1 Evaluation Form |
(Module 6), 242 | initiation of training, 28-30 | (Evaluation Instrument 5–1), 48 |
application exercise, 241 | intellectual blocks, 119 | linear, positive loose relationships |
Barriers to Creativity | interactive training design, 21-30 | diagram, 207 |
(Module 3), 242 | attention spans, 27 | |
benefits of adopting proposal, | child learning, adult learning, | M |
239 | distinguished, 22 | mental preparation, 133–134 |
break, 241 | concentration, 28 | mixed groups, 149 |
classifying audience, 237 | creative activities, 27 | Module 1: The Decision-Making |
cost of proposal, 240-241 | group dynamics, 28 | Process: Anatomy of a Decision, |
Creative Process: Developing | inductive learning, deductive | 54–55, 60–61, 68–69, 79–99 |
Options, The (Module 2), | learning, distinguished, | application exercise, 90 |
242 | 23-24 | break, 88 |
credibility, 237-238 | initiation of training, 28-30 | Decision Analysis Sheet (Work- |
Decision-Making Process: | involving learners, 27 | sheet 9–2), 94 |
Anatomy of a Decision | just-in-time training, 26 | decision-making process, |
(Module 1), 241 | learning experience, attracting | 82–88 |
discussion questions, 244 | adults toward, 25-28 | discussion questions, 90–91 |
documentation, 241 | learning methods, 21-22 | Icebreaker (Worksheet 9–1), 93 |
Finalizing Proposal, 245-247 | motivations, 25-26 | learning check questions, |
focus on idea, 238 | positive expectations, 25 | 90–92 |
Human Aspect: Emotional | Preplanning for Training | materials, 79–80 |
and Irrational Factors, The | Program (Worksheet 3-1), | multiple choice questions, |
(Module 9), 243 | 29-30 | 91–99 |
Implementing the Decision: | questions, 27 | participant welcome, 81–82 |
Wrap-Up (Module 10), 243 | relating to students through | preparation, 80 |
learning check questions, | language, 27 | pretest, 82 |
243-244 | relevance of training, 26 | Pretest on Decision Making |
materials, 235-236 | rewards, 25-26 | (Evaluation Instrument 9–1), |
module preparation, 236 | sample design use, 24-25 | 95 |
need for change, expression of, | sequence training, 26-27 | review, 90 |
238-239 | styles of learning, 24 | sample agenda, 80–81 |
Overcoming Barriers to Cre- | support, 27 | slides, 96–99 |
ativity (Module 4), 242 | training plan, importance of, | time, 60–61, 68–69, 79 |
participant welcome, 237 | 25 | trainer notes, 81–90 |
Posttest on Decision Making | training techniques, 27 | training objectives, 54, 60, 68, |
(Evaluation Instrument 18-1), | unlearning time, 26 | 79 |
248-249 | Module 2: The Creative Process: | |
program summary, 241 | J | Developing Options, The 55, |
sample agenda, 236-237 | just-in-time training, 26 | 61, 69, 101–113 |
scope of proposals, 239 | cause, effect, distinguished, | |
slides, 250-252 | K | 105–106 |
support for proposal, 240 | known population, 175 | creativity in decision making, |
time, 75, 235 | known universe, 175 | 103–104 |
Tools to Improve Creativity | Decision Analysis Sheet | |
(Module 5), 242 | L | (Worksheet 10–1), 110 |
trainer notes, 237-243 | language, relating to students | decision making, 107 |
training objectives, 235 | through, 27 | developing choices, 106 |
Using Everyday Statistics | laypeople, as audience, 12 | discussion questions, 108 |
(Module 7), 242 | learners, students, distinguished, | goal of decision, 104–105 |
Using Tools to Improve | 37 | learning check questions, |
Analysis (Module 8), 243 | learning experience, attracting | 108–109 |
winning proposals, 237-241 | adults toward, 25-28 | materials, 101–102 |
inductive learning, deductive | learning level, evaluating | multiple choice questions, |
learning, distinguished, 23-24 | learning, 45 | 108–109 |
industrial directories, 154 | learning methods, 21-22 | participant welcome, 103 |
preparation, 102 | participant welcome, 131 | multiple choice questions, |
sample agenda, 102-103 | preparation, 130 | 159-170 |
slides, 111-113 | review, 136 | nominal group technique, |
summary, 108 | sample agenda, 130-131 | 150-151 |
time, 61, 69, 101 | slides, 142-144 | out-of-the-box thinking, |
trainer notes, 103-108 | teams, 134 | tolerance for, 149 |
training objectives, 55, 61, 69, | techniques for overcoming | participant welcome, 148 |
101 | barriers to creativity, | preparation, 146 |
Module 3: Barriers to Creativity, | 131-134 | professional associations, 154 |
69-70, 115-128 | time, 70, 129 | questions, 152-153 |
Barriers to Creativity | trainer notes, 131-135 | sample agenda, 146-148 |
(Worksheet 11-1), 120, | training objectives, 70, 129 | slides, 167-170 |
123-124 | true or false questions, 136 | small-size group, 148-149 |
Creativity Barriers | Module 5: Tools to Improve | structure brainstorming, 150 |
(Worksheet 11-1), 119 | Creativity, 62, 71, 145-170 | time, 62, 71, 145 |
creativity barriers, 117-119 | attribute listing, 154-155 | trainer notes, 148-158 |
cultural blocks, 119 | Attribute Listing | training objectives, 62, 71, 145 |
discussion questions, 121 | (Worksheet 13-3), 162 | Module 6: The Analytic Process: |
emotional blocks, 118 | Brainstorming Techniques | Narrowing Down the Options, |
environmental blocks, 118 | (Worksheet 13-1), 160 | The, 56, 62-63, 71-72, |
expressive blocks, 119 | brainwriting, 151 | 171-182 |
instructor guidance, 120 | break, 155 | amount of information, |
intellectual blocks, 119 | catalogs, 153-154 | 175-178 |
learning check questions, 121 | cause-effect analysis, 155-157 | application exercise, 178 |
materials, 115-116 | Cause-Effect Fishbone | discussion questions, 178-179 |
multiple choice questions, 121 | Diagrams (Worksheet 13-4), | gathering information, |
objective of worksheet, 120 | 163 | 173-174 |
participant welcome, 117 | cause-effect matrix, 157 | known population, 175 |
perceptual blocks, 118-119 | Cause-Effect Matrix Diagrams | known universe, 175 |
preparation, 116 | (Worksheet 13-5), 164 | learning check questions, |
preview module topics, 117 | checklists, 153-154 | 178-179 |
sample agenda, 116-117 | Checklists and Catalogs | materials, 171-172 |
slides, 127-128 | (Worksheet 13-2), 161 | multiple choice questions, 179 |
summary, 120 | commercial research databases, | participant welcome, |
time, 70, 115 | 154 | 172-173 |
time required, 120 | creativity tools, 148-149 | preparation, 172 |
trainer notes, 117-120 | data gathering, 152 | primary data, 173 |
training objectives, 115 | Decision-Making Worksheet | review, 178 |
traits influencing decisions, | for Module 5 | sample agenda, 172 |
120 | (Worksheet 13-7), 166 | sampling, 178 |
Word Puzzles (Worksheet 11-2), | discussion of issue ahead of | secondary data, 173 |
121-122, 125-126 | time, avoiding, 149 | slides, 181-182 |
Module 4: Overcoming Barriers to | discussion questions, | Sources of Information |
Creativity, 70, 129-143 | 158-159 | (Worksheet 14-1), 180 |
application exercise, 134 | fishbone diagrams, 156 | stratification, 177 |
competition, 133 | Gordon technique, 151 | time, 63, 72, 171 |
Creativity Stimulators | industrial directories, 154 | trainer notes, 172-178 |
(Worksheet 12-2), 140-141 | industry associations, 154 | training objectives, 56, 171 |
discussion questions, 136 | learning check questions, | worksheet instructions, 178 |
groups, 134 | 158-159 | Module 7: Using Everyday |
learning check questions, | limited time frame, 149 | Statistics, 72-73, 183-198 |
136-137 | materials, 145-146 | application exercise, 191 |
materials, 129-130 | mixed group, 149 | break, 188 |
mental preparation, 133-134 | morphological analysis, | data sampling, 188-191 |
Overcoming Barriers to | 157-158 | demographics, 190 |
Creativity (Worksheet 12-1), | Morphological Analysis | discussion questions, 191-192 |
138-139, 135-136 | (Worksheet 13-6), 165 | fun, 184 |
learning check questions, | scatter diagrams, 206-208 | Finalizing Proposal, 245-247 |
191-192 | slides, 219-221 | focus on idea, 238 |
materials, 183-184 | time, 63, 73, 199 | Human Aspect: Emotional |
multiple choice questions, 192 | trainer notes, 201-211 | and Irrational Factors, The |
participant welcome, 185 | training objectives, 63, 73, 199 | (Module 9), 243 |
preparation, 184 | Value-Matrix Template | Implementing the Decision: |
probability, 185-188 | (Worksheet 16-3), 217 | Wrap-Up (Module 10), 243 |
Probability, Combinations, | Module 9: The Human Aspect: | learning check questions, |
and Permutations | Emotional and Irrational | 243-244 |
(Worksheet 15-1), 193 | Factors, 56-57, 64-65, 73-74, | materials, 235-236 |
random samples, 189 | 223-234 | module preparation, 236 |
review, 191 | application exercise, 229 | need for change, expression of, |
sample agenda, 184-185 | Consider Technology Influ- | 238-239 |
slides, 195-198 | ences and Human Factors | Overcoming Barriers to Cre- |
Statistical Techniques | (Worksheet 17-1), 231 | ativity (Module 4), 242 |
(Worksheet 15-2), 194 | discussion questions, 229-230 | participant welcome, 237 |
stratification variables, 190 | experts vs. laypeople, 227 | Posttest on Decision Making |
stratified samples, 189 | framing decision, 227-228 | (Evaluation Instrument 18-1), |
time, 72-73, 183 | group decision making, | 248-249 |
trainer notes, 185-191 | 225-226 | program summary, 241 |
training objectives, 72, 183 | learning check questions, | sample agenda, 236-237 |
Module 8: Using Tools to Improve | 229-230 | scope of proposals, 239 |
Analysis, 63, 73, 199-221 | materials, 223-224 | slides, 250-252 |
break, 206 | multiple choice questions, 230 | support for proposal, 240 |
decision making, 206, 211 | objectives of review, 229 | time, 75, 235 |
decision matrix, 201-203 | participant welcome, 225 | Tools to Improve Creativity |
Decision Matrix Worksheet | preparation, 224 | (Module 5), 242 |
(Worksheet 16-1), 213 | sample agenda, 224-225 | trainer notes, 237-243 |
decision trees, 208-210 | slides, 232-234 | training objectives, 235 |
decomposition trees, 205-206 | technology influences, | Using Everyday Statistics |
Decomposition Trees, Decision | 228-229 | (Module 7), 242 |
Trees, and Scatter Diagrams | time, 64, 74, 223 | Using Tools to Improve |
(Worksheet 16-2), 214-216 | trainer notes, 225-229 | Analysis (Module 8), 243 |
diagrams, 207-208 | training objectives, 64, 74, 223 | winning proposals, 237-241 |
discussion questions, 211-212 | Module 10: Implementing the | modules overview, 53-54 |
expected-value matrices, | Decision: Wrap-Up, 74-75, | morphological analysis, 157-158 |
204-205 | 235-252 | Morphological Analysis |
expected-value matrix, | Analytic Process: Narrowing | (Worksheet 13-6), 165 |
204-205 | Down the Options, The | motivations, 25-26 |
learning check questions, | (Module 6), 242 | motivations of participants, 33 |
211-212 | application exercise, 241 | multiple choice questions, 121 |
linear, positive loose relation- | Barriers to Creativity | |
ships diagram, 207 | (Module 3), 242 | N |
materials, 199-200 | benefits of adopting proposal, | need for change, expression of, |
negative relation diagram, 208 | 239 | 238-239 |
no relationship diagram, 208 | break, 241 | needs analysis, decision-making |
nonlinear relationships | classifying audience, 237 | training, 13-14 |
diagram, 208 | cost of proposal, 240-241 | needs of participants, assessment, |
participant welcome, 201 | Creative Process: Developing | 11-19 |
positive relationship diagram, | Options, The (Module 2), | audiences with mixed knowl- |
207 | 242 | edge of subject, 12 |
preparation, 200 | credibility, 237-238 | consultation, 14 |
review, 211 | Decision-Making Process: | decision making, significance |
Reviewing Your Decisions So | Anatomy of Decision, The | of worksheet items, 17-19 |
Far (Worksheet 16-4), 218 | (Module 1), 241 | executives, as audience, 12 |
sample agenda, 200-201 | discussion questions, 244 | experts, as audience, 11 |
scatter diagram, 206-207 | documentation, 241 | group discussion, 14 |
laypeople, as audience, 12 | Worksheet 12-1, 138-139 | R |
learners, 11-13 | instructions, 135-136 | random samples, 189 |
needs analysis, decision- | overplanning, 38 | reaction level, 44-45 |
making training, 13-14 | reasons for evaluation of training, | |
needs analysis questionnaires, | P | 43-44 |
15-19 | participants’ needs, assessment of, | relating to students through |
observation, 14 | 11-19 | language, 27 |
participant assessment, 15 | audiences with mixed knowl- | relevance of training, 26 |
questionnaire answers, influ- | edge of subject, 12 | Reporting Technical Information, 11 |
ence on program design, | consultation, 14 | responsiveness, lack of, 39 |
16-17 | Decision Making: Needs | results level, evaluating learning, |
technicians, as audience, 12 | Analysis (Worksheet 2-1), 19 | 46 |
Worksheet 2-1: Decision | decision making, significance | Reviewing Your Decisions So Far |
Making: Needs Analysis, 19 | of worksheet items, 17-19 | (Worksheet 16-4), 218 |
negative relation diagram, 208 | executives, as audience, 12 | rewards, 25-26 |
no relationship diagram, 208 | experts, as audience, 11 | |
nominal group technique, | group discussion, 14 | S |
150-151 | laypeople, as audience, 12 | sample design use, 24-25 |
nonlinear relationships diagram, | learners, 11-13 | sampling, 178 |
208 | needs analysis | scatter diagrams, 206-208 |
decision-making training, | scheduling, 36 | |
O | 13-14 | scope of proposals, 239 |
objectives, 36 | questionnaires, 15-19 | secondary data, 173 |
online materials, 6-7 | observation, 14 | sequence training, 26-27 |
out-of-the-box thinking, tolerance | participant assessment, 15 | small groups, 38, 148-149 |
for, 149 | questionnaire answers, influ- | Sources of Information |
Overcoming Barriers to Creativity | ence on program design, | (Worksheet 14-1), 180 |
(Module 4), 70, 129-143, 242 | 16-17 | spans of attention, 27 |
application exercise, 134 | technicians, as audience, 12 | Statistical Techniques |
competition, 133 | participation, encouraging, 38 | (Worksheet 15-2), 194 |
creativity stimulators, 137 | Pearsall, Thomas E., 11 | stratification, 177 |
Creativity Stimulators | peer training, 39-40 | variables, 190 |
(Worksheet 12-2), | perceptual blocks, 118-119 | stratified samples, 189 |
140-141 | positive expectations, 25 | structure brainstorming, 150 |
discussion questions, 136 | positive relationship | student background, 33-34 |
groups, 134 | diagram, 207 | students, learners, distinguished, |
learning check questions, | Posttest on Decision Making | 37 |
136-137 | (Evaluation Instrument 18-1), | styles of presentation, 36 |
materials, 129-130 | 248-249 | subgroups, 39-40 |
mental preparation, | Preplanning for Training Program | support for proposals, 240 |
133-134 | (Worksheet 3-1), 29-30 | |
Overcoming Barriers to | presentation of modules, 60 | T |
Creativity (Worksheet | presentation styles, 36 | teams, 134. See also Groups |
12-1), 138-139, 135-136 | Pretest on Decision Making | technicians, as audience, 12 |
participant welcome, 131 | (Evaluation Instrument 9-1), | techniques for overcoming |
preparation, 130 | 95 | barriers to creativity, 131-134 |
review, 136 | Probability, Combinations, and | technology, influences of, |
sample agenda, 130-131 | Permutations (Worksheet 15-1), | 228-229 |
slides, 142-144 | 193 | Tools to Improve Creativity |
teams, 134 | professional associations, 154 | (Module 5), 62, 71, 145-170, |
techniques for overcoming | 242 | |
barriers to creativity, | Q | attribute listing, 154-155 |
131-134 | questionnaires for needs analysis, | Attribute Listing |
time, 70, 129 | 15-19 | (Worksheet 13-3), 162 |
trainer notes, 131-135 | influence of answers on | Brainstorming Techniques |
training objectives, 70, 129 | program design, 16-17 | (Worksheet 13-1), 160 |
true or false questions, 136 | questions, 27 | brainwriting, 151 |
break, 155 | training program agendas, 51-75 | learning check questions, |
catalogs, 153-154 | traits influencing decisions, 120 | 191-192 |
cause-effect analysis, | treating learners like adults, 34 | materials, 183-184 |
155-157 | two-day program, 67-75 | multiple choice questions, 192 |
Cause-Effect Fishbone | Analytical Process: Narrowing | participant welcome, 185 |
Diagrams (Worksheet | Down the Options, The | preparation, 184 |
13-4), 163 | (Module 6), 71-72 | probability, 185-188 |
cause-effect matrix, 157 | time, 72 | Probability, Combinations, |
Cause-Effect Matrix | Barriers to Creativity | and Permutations |
Diagrams (Worksheet | (Module 3), 69-70 | (Worksheet 15-1), 193 |
13-5), 164 | time, 70 | random samples, 189 |
checklists, 153-154 | Creative Process: Developing | review, 191 |
Checklists and Catalogs | Options, The (Module 2), 69 | sample agenda, 184-185 |
(Worksheet 13-2), 161 | time, 69 | slides, 195-198 |
commercial research data- | training objectives, 69 | Statistical Techniques |
bases, 154 | Decision-Making Process: | (Worksheet 15-2), 194 |
creativity tools, 148-149 | Anatomy of a Decision, | stratification variables, 190 |
data gathering, 152 | The (Module 1), 68-69 | stratified samples, 189 |
Decision-Making | time, 68-69 | time, 72-73, 183 |
Worksheet for Module 5 | training objectives, 68 | trainer notes, 185-191 |
(Worksheet 13-7), 166 | Human Aspect: Emotional | training objectives, 72, 183 |
discussion of issue ahead of | and Irrational Factors, The | Using Tools to Improve Analysis |
time, avoiding, 149 | (Module 9), 73-74 | (Module 8), 63, 73, 199-221, |
discussion questions, | time, 74 | 243 |
158-159 | training objectives, 74 | break, 206 |
fishbone diagrams, 156 | Implementing the Decision: | decision making, 206, 211 |
Gordon technique, 151 | Wrap-Up (Module 10), 74-75 | decision matrix, 201-203 |
industrial directories, 154 | time, 75 | Decision Matrix Worksheet |
industry associations, 154 | Overcoming Barriers to | (Worksheet 16-1), 213 |
learning check questions, | Creativity (Module 4), 70 | decision trees, 208-210 |
158-159 | time, 70 | decomposition trees, 205-206 |
limited time frame, 149 | training objectives, 70 | Decomposition Trees, Decision |
materials, 145-146 | overview of modules, 68 | Trees, and Scatter Diagrams |
mixed group, 149 | Tools to Improve Creativity | (Worksheet 16-2), 214-216 |
morphological analysis, | (Module 5), 71 | diagrams, 207-208 |
157-158 | time, 71 | discussion questions, 211-212 |
Morphological Analysis | training objectives, 71 | expected-value matrices, |
(Worksheet 13-6), 165 | Using Everyday Statistics | 204-205 |
multiple choice questions, | (Module 7), 72-73 | expected-value matrix, |
159-170 | time, 72-73 | 204-205 |
nominal group technique, | training objectives, 72 | learning check questions, |
150-151 | Using Tools to Improve | 211-212 |
out-of-the-box thinking, | Analysis (Module 8), 73 | linear, positive loose relation- |
tolerance for, 149 | time, 73 | ships diagram, 207 |
participant welcome, 148 | training objectives, 73 | materials, 199-200 |
preparation, 146 | negative relation diagram, 208 | |
professional associations, 154 | U | no relationship diagram, 208 |
questions, 152-153 | unlearning time, 26 | nonlinear relationships |
sample agenda, 146-148 | Using Everyday Statistics | diagram, 208 |
slides, 167-170 | (Module 7), 72-73, 183-198, | participant welcome, 201 |
small-size group, 148-149 | 242 | positive relationship diagram, |
structure brainstorming, 150 | application exercise, 191 | 207 |
time, 62, 71, 145 | break, 188 | preparation, 200 |
trainer notes, 148-158 | data sampling, 188-191 | review, 211 |
training objectives, 62, 71, 145 | demographics, 190 | Reviewing Your Decisions So |
training, conducting, 31-41. See | discussion questions, 191-192 | Far (Worksheet 16-4), 218 |
also Conducting training | fun, 184 | sample agenda, 200-201 |
scatter diagram, 206-207 | Worksheet 10-1: Decision | Worksheet 13-7: Decision-Making |
scatter diagrams, 206-208 | Analysis Sheet, 110 | Worksheet for Module 5, 166 |
slides, 219-221 | Worksheet 11-1: Creativity | Worksheet 14-1: Sources of Infor- |
time, 63, 73, 199 | Barriers, 123-124 | mation, 180 |
trainer notes, 201-211 | instructions for, 120 | Worksheet 15-1: Probability, |
training objectives, 63, 73, 199 | Worksheet 11-2: Word Puzzles, | Combinations, and Permuta- |
Value-Matrix Template | 125-126 | tions, 193 |
(Worksheet 16-3), 217 | instructions for, 121-122 | Worksheet 15-2: Statistical Tech- |
Worksheet 12-1: Overcoming | niques, 194 | |
V | Creativity Barriers, 138-139 | Worksheet 16-1: Decision Matrix |
Value-Matrix Template | instructions for, 135-136 | Worksheet, 213 |
(Worksheet 16-3), 217 | Worksheet 12-2: Creativity | Worksheet 16-2: Decomposition |
Stimulators, 140-142 | Trees, Decision Trees, and Scat- | |
W | Worksheet 13-1: Brainstorming | ter Diagrams, 214-216 |
winning proposals, 237-241 | Techniques, 160 | Worksheet 16-3: Value-Matrix |
Word Puzzles (Worksheet 11-2), | Worksheet 13-2: Checklists and | Template, 217 |
121-122, 125-126 | Catalogs, 161 | Worksheet 16-4: Reviewing Your |
instructions for, 121-122 | Worksheet 13-3: Attribute Listing, | Decisions So Far, 218 |
Worksheet 2-1: Decision Making: | 162 | Worksheet 17-1: Consider Tech- |
Needs Analysis, 19 | Worksheet 13-4: Cause-Effect | nology Influences and Human |
Worksheet 3-1: Preplanning for | Fishbone Diagrams, 163 | Factors, 231 |
Training Program, 29-30 | Worksheet 13-5: Cause-Effect | wrapping up program, 40-41 |
Worksheet 9-1: Icebreaker, 93 | Matrix Diagrams, 164 | written exercises, 38-39 |
Worksheet 9-2: Decision Analysis | Worksheet 13-6: Morphological | |
Sheet, 94 | Analysis, 165 |