Writing Training Materials That Work: How to Train Anyone to Do Anything

Writing Training Materials That Work: How to Train Anyone to Do Anything | Wellesley R. Foshay, Kenneth H. Silber, ... | Book practices what it preaches

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Writing Training M...

	Writing Training Materials That Work: How to Train Anyone to Do Anything Wellesley R. Foshay, Kenneth H. Silber, ... Pfeiffer, 2003 - 272 pages average customer review:based on 2 reviews view larger image
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"Writing Training Materials that Work is a solid and practical resource to move our field to a more professional level of practice in which instructional decisions are based on research and valid models of how people learn"
--Ruth Clark, president, Clark Training and Consulting, past president, ISPI

"I can see how this book will be immediately useful to my students. In fact, I can see how it will be immediately useful to me. Thanks for putting it all together between two covers."
--Allison Rossett, professor, San Diego State University

The explosion of e-learning has attracted huge numbers of practitioners to the field of instructional design (ID), many with little or no actual ID training. And most current texts fail to cover the substantial recent developments in the field. Writing Training Materials that Work is different. In it, the authors identify, synthesize, and summarize the most current best practices in ID. They offer new ways of teaching declarative knowledge (facts, concepts, and principles) and well- to ill- structured procedural knowledge (problem solving). Their recommendations are based on those principles in the cognitive learning and instruction literature that are internally consistent, prescriptive, and have been empirically demonstrated to make a cost-effective difference. The authors' approach is easy to implement and consistently gets results because it focuses on teaching deep understanding and problem-solving, allowing learners to generalize and transfer learning to new situations without re-training. Whether you re an experienced instructional design practitioner who wants to expand your skills or a graduate student in an advanced instructional design course, Writing Training Materials T\that Work will prove to be a readable, usable, and indispensable guide!

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Lives up to its title

Foshay and associates have succeeded in the task described in the subtitle of this work. This book has three parts: 1. Introduction to the Cognitive Approach; 2. How to Design Lessons using the Cognitive Approach; 3. Using the Cognitive Approach: The Research Issues.

The book itself is an excellent illustration of the techniques that it intends to teach, starting with how to organize and present information (chapter 4). Then individual chapters deal with teaching facts (5), teaching concepts (6), teaching principles and mental models (7), teaching well-structured problem solving (8), teaching ill-structured problem solving (9), and teaching troubleshooting (10). The early chapters lay down the principles underlying the cognitive point of view on how learning occurs (1) and how to design training using the cognitive model described (2). The final chapters get into research issues related to teaching both declarative knowledge (13) and procedural knowledge (14) -- a critical distinction in the teaching of technology (my own area of interest) and for other areas of practical learning. Declarative knowledge is knowledge about something; procedural knowledge is knowledge of how to do something.

Strongly recommended.

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Book practices what it preaches

Found this book very helpful in applying theoretical concepts into real practice. Authors do a nice job of clear concise writing. They build on traditional practice and then add some updates. Not a treatise on the subject, so if you are looking for a more complete reference text, this might not be the best.

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