ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1995.tb00682.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTInterventions–most notably, training–designed to improve human performance are coming under increasing scrutiny as executive management demands to know how and to what extent the investment in these interventions adds value to the organization. Often, management's demands are translated into assessment efforts involving experimental methods intended to “prove” that economic improvements can be directly and unequivocally attributed to training. Although this approach to demonstrating impact can be very effective, it is not applicable across a broad range of programs or organizations. Demonstrating value for diverse programs requires a wide range of impact assessment methods. This paper presents a framework for impact assessment that, although encompassing experimental methods, is focused on alternative ways of demonstrating value. Specifically discussed are the need to link program components in the evaluation strategy and to utilize various levels of evidence in drawing conclusions. In addition, the possibility of increasing the number of erroneous conclusions when programs are held to the highest standard of proof is discussed. Finally, chaos theory is suggested as a metaphor for understanding the complexity of the relationships between interventions and effects and as a rationale for an expanded approach to demonstratin

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1995.tb00683.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTThis article discusses the status of workplace training in the United States, describes a model of how to conduct effective on‐the‐job training, and presents the results of a questionnaire based on a model designed to assess on‐the‐job training practices aboard Navy ships. The model views the on‐the‐job trainer as a coach who guides the trainee through a task using three steps: 1) assessment, 2) training, and 3) evaluation. The questionnaire was sent to over 5,000 shipboard supervisors; 2,321 responded. Results indicate that nearly 50% of the Navy supervisors who responded are not as effective as they could be. The implications of these findings for the civilian workplace ar

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1995.tb00684.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTInstructional design, as it is traditionally conceptualized, is being challenged on several fronts, through surveys of design practice, cross‐disciplinary studies of design practice, and practical criticism focusing on issues of design models' flexibility and efficiency. Collectively these challenges raise questions about the viability of the instructional design enterprise. This paper reviews these challenges and attempts to respond by offering alternative approaches to instructional desig

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1995.tb00685.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTTo further examine what designersactuallydo as compared to what theyshoulddo, a study of designer practice based on the “Layers of Necessity” model was conducted. The data were surprisingly homogeneous given the heterogeneous composition of the group, all members of a local NSPI chapter. Results contribute to validation of the underlying ID model and confirm previous findings that designers do not systematically perform all the steps in any ID model. Certain trends were noted; namely, an increase in the perceived importance and frequency of pilot testing, the continuing importance of “Decision Already Made” as a reason for not performing a given step, and the parallel between the steps perceived as most necessary and those performed most often. Based on these data and other studies of ID practice, the future of ID practice appears to be moving toward design of learner‐centered learning environments and increased use of prototyping in the desig

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1995.tb00686.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTThis study examined labor‐productivity returns from investments in training in a manufacturing industry. The study was conducted using data from auto parts manufacturing firms in Taiwan. Data included two labor‐productivity dependent variables (sales per worker and value added per worker), and two training‐investment independent variables (total training costs, and direct costs of training). The relationship between each independent and dependent variable was analyzed using multiple regressions that controlled for 14 other independent variables that might affect the relationship between investment in training and labor productivity. Results showed a significant relationship between investments in training and labor productivity as measured by value added per worker, but not total sales per worker. Value added per worker was defined as the dollar value of products sold, minus the cost of materials in those products, divided by the number of workers. This study provides evidence that investments in training do yield significant and practical increases in labor productivity at the organizational

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1995.tb00687.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTInstructional design can be characterized as a complex problem‐solving task, yet little is known about what cognitive processes it requires. This research sought to identify differences in the thinking of expert and novice instructional designers given the same design task. A talk‐aloud procedure was used to capture their problem‐solving procedures and representations while designing instruction for a computer simulation. A coding scheme based on design principles, strategies, and subtasks was applied to the verbal protocols. Quantitative and qualitative analyses indicated that expert and novice instructional designers do appear to use divergent design paths. These design paths were further analyzed using design

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1995.tb00688.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTCurrently, instructional design theorists are generating new enhancements of traditional design models on both macro and micro levels. This paper summarizes the anticipated changes in instructional design models that will result from today's theoretical activity. It addresses issues such as linearity in the design process, enhanced roles of analysis and evaluation, and the new emphasis on learner control and transfer of training. These model enhancements are being influenced by new interpretations of general systems theory and cognitive learning theory, constructivism, chaos theory, and situated cognition. Predicted model changes also reflect the impact of the new technologies, designer decision‐making research, and the performance technology and total quality management movements. These and other intellectual forces are likely to produce diverse models for future designer

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1995.tb00689.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTIn a recent issue of this journal, Steven D. Tripp proposed some innovations in the education of instructional designers based on his analysis of education practices in other design professions. His principal proposals were that students should analyze great instructional designs of the past and that instructional design studios should form part of the educational preparation of students entering the profession. This paper proposes some extensions and modifications to Tripp's original ideas.These include extending his concept of the analysis of great lessons of the past to the analysis of current examples of expert work, the use of an expanded jury system to incorporate peer and practitioner evaluation of students' work, and the criticality of students developing solutions to actual performance problems during the instructional design studio experience. Finally, it is proposed that opportunities for critical reflection on the process of instructional design be built into the studio experience.

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1995.tb00690.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTThis manuscript discusses results of a preliminary study regarding how experts design instruction. Alumni from a faculty of educational science and technology were asked how they would approach various design tasks. Results revealed some interesting characteristics of the design process in practice. Results are discussed in relation to the empirical status of the development of design models and to adapting current models towards a practice‐oriented process of designing instruction. This orientation involves both design content, practical design experience, and design procedure

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1995.tb00691.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY