|
|
|
|
| LEADER |
04961nmm a2200517 u 4500 |
| 001 |
EB001924736 |
| 003 |
EBX01000000000000001087638 |
| 005 |
00000000000000.0 |
| 007 |
cr||||||||||||||||||||| |
| 008 |
210123 ||| eng |
| 020 |
|
|
|a 9781119374282
|
| 020 |
|
|
|a 9781119374336
|
| 020 |
|
|
|a 1119374332
|
| 050 |
|
4 |
|a AS6
|
| 100 |
1 |
|
|a Jolles, Robert L.
|
| 245 |
0 |
0 |
|a How to Run Seminars and Workshops
|b Presentation Skills for Consultants, Trainers and Teachers
|
| 250 |
|
|
|a 4th ed
|
| 260 |
|
|
|a Somerset
|b John Wiley & Sons, Incorporated
|c 2017
|
| 300 |
|
|
|a 352 pages
|
| 505 |
0 |
|
|a Create an Atmosphere Conducive to TrainingBuild and Maintain Interest; Capitalize on the Experience of Adult Trainees; Structure Your Presentation Logically; Use Activity to Promote Involvement; Set Definite Goals; Use Repetition to Increase Retention of Critical Information; Tell Trainees What You Require of Them; Motivate Adult Trainees to Learn; Make the Presentation Visual; Satisfy the Information Needs of the Trainees; Summary; Chapter 3: Recognizing Trainees' Levels of Behavior; Level One-The Unconscious Incompetent; Level Two-The Conscious Incompetent
|
| 505 |
0 |
|
|a How to Pace a Course for a Large Group with Wildly Diverse NeedsWhat Not to Do when Training Diverse Groups; How to Work with the Slowpoke; How to Work with the Whiz Kid; Summary; Chapter 6: Anatomy of an 8:00 a.m. Start; 7:00 a.m.: Arrive Early to Ensure Everything Is Ready; 7:30 a.m.: Arrange Who Sits Where; 7:45 a.m.: It's Time for Music to Create a Relaxed Atmosphere; 7:50 a.m.: Greeting Your Trainees; 8:00 a.m.: Let's Get Ready to Rumble!; 8:10 a.m.: Time to Break the Ice; Icebreakers; Icebreaker Misconceptions; Icebreaker Considerations and Examples
|
| 505 |
0 |
|
|a Level Three-The Conscious CompetentLevel Four-The Unconscious Competent; The Four Levels of Behavior in Action; The Next Level; Summary; Chapter 4: The Personality Parade; The Loner Trainee; The Quiet Trainee; The Amiable Trainee; The Discouraged Trainee; The Enlightener Trainee; The Joker Trainee; The Reliant Trainee; The Sniper; How to Handle Snipers Whose Reputation Precedes Them; What to Do If You're Blindsided by a Sniper; Flushing a Sniper Out; Some Closing Thoughts; Avoid the Squirrel Mentality of Reaction; Summary; Chapter 5: The Pace Race
|
| 505 |
0 |
|
|a How to Run Seminars & Workshops; Contents; Preface; Acknowledgments; Part I: Getting Started; Chapter 1: Creating a Seminar Business; Branding Yourself; Rule #1-Think Outside of the Box; Rule #2-Keep It Simple; Rule #3-Don't Underestimate the Basics ... Just Don't Advertise It!; Rule #4-Be Passionate; General versus Closed Seminars; General Sessions; Closed Sessions; Keynotes; Seminars and Workshops; Seminar Materials; After the Seminar; Marketing Your Programs; Writing the Book; Speakers' Bureaus; Third-Party Marketing; Summary; Chapter 2: Working with Adult Audiences
|
| 505 |
0 |
|
|a The Presenter's Role in the Icebreaker Process8:30 a.m.: Expectation Time; How to Set Expectations; Summary; Part II: Delivery: The Art of Making Great Presentations; Chapter 7: The Secret of Success; Introducing the UPPOPPR Process; Utility: Conveying the Benefit of the Training Program; Product: Setting a Goal for the Training Program; Process: Describing the Approach to Training; Objective: Write Specific Training Goals; Example; Process Justification: Identifying the Source of Information Presented; Proof of Ability: Demonstrating the Success of the Training Approach
|
| 653 |
|
|
|a Workshops (Adult education) / fast
|
| 653 |
|
|
|a Workshops (Adult education) / Handbooks, manuals, etc
|
| 653 |
|
|
|a Ateliers (Éducation des adultes) / Guides, manuels, etc
|
| 653 |
|
|
|a Seminars / fast
|
| 653 |
|
|
|a Seminars / Handbooks, manuals, etc
|
| 653 |
|
|
|a Meetings / fast
|
| 653 |
|
|
|a Meetings / Handbooks, manuals, etc
|
| 653 |
|
|
|a Réunions / Guides, manuels, etc
|
| 653 |
|
|
|a Séminaires (Groupes de travail) / Guides, manuels, etc
|
| 653 |
|
|
|a BUSINESS & ECONOMICS / Business Communication / General / bisacsh
|
| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
|
| 989 |
|
|
|b OREILLY
|a O'Reilly
|
| 500 |
|
|
|a Review: Emphasizing the Critical Information
|
| 776 |
|
|
|z 9781119374343
|
| 776 |
|
|
|z 1119374340
|
| 856 |
4 |
0 |
|u https://learning.oreilly.com/library/view/~/9781119374343/?ar
|x Verlag
|3 Volltext
|
| 082 |
0 |
|
|a 384
|
| 082 |
0 |
|
|a 331
|
| 082 |
0 |
|
|a 380
|
| 082 |
0 |
|
|a 658.4/56
|
| 082 |
0 |
|
|a 330
|
| 520 |
|
|
|a "How to Run Seminars and Workshops has taught tens of thousands of people how to sell, teach, stand up, and deliver an effective training session on almost any subject in almost any setting. Updates to the Fourth Edition include: - New Chapter: Taking your training online. As podcasts continue to take the place of live deliveries, and companies like Udemy offer shorter, simpler online delivery option, those who deliver seminars and workshops must adjust their approaches to delivery."--Provided by publisher
|