摘要:

ABSTRACTA potential problem for individuals in an organization, for the organization, and for researchers of organizational behavior is the lack of recognition of individual differences as an explanation of differences in behavior within the organization. Often research results indicate an aggregate of behavior of all individuals within the organization ignoring how the individual behavior of a single person can have an effect of the performance of that individual and on organizational effectiveness. This paper examines the interrelationship of stimulus screening, the nature of an individual's task and environment setting and its impact on individual per formance and organizational effectiveness. A rationale for the topic, review of literature, and issues pertinent to organizational research and practice are presented.

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00499.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTTheories are used in instructional design to produce instruction that is effective and efficient. Learners, however, may not be drawn into instruction because it lacks relevance and appeal. Motivational design theory is used in concert with instructional theory to produce instruction that is both appealing and effective.

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00500.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTThis article describes and discusses how systematic formative evaluation can be applied to different types of human performance technology (HPT) interventions. Formative evaluation is the process of determining the worth of a package in order to improve its cost–effectiveness. Inputs to formative evaluation include interventions, products, and people. Outputs include preference data (for example, user–friendliness) and performance data (immediate outcomes, transfer outcomes, and payoff outcomes). The general process for forma tive evaluation consists of the steps of goals specification, preparation, data collection, data analysis, revision, and recycling. Formative evaluation is usually undertaken in six stages to correspond to different phase of the systematic HP model. The most important aspect of formative evaluation is not the quantity of data but the quality of revisi

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00501.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTSummative evaluation is defined as the process of determining the value, effectiveness, or efficiency of an object to form a decision–making basis about that object. In this article, we present an overview of one major aspect of summative evaluation–the planning process–and then present essays on five topics that we believe are difficult issues most often faced in the conduct of summative evaluation. These five topics are: (a) client commitment to evaluation; (b) evaluating the training organization; (c) evaluating management training; (d) institutionalizing the evaluation process; and (e) the conduct of cost benefit st

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00502.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTEducating the current and future workforce is an extremely important issue. Historically, the UK has not been concerned with educating and training the masses. In the 1990s, talent will be short in the UK and within the European Community (EC). By 1992, the trade barriers will be lifted for the 12 member nations of the EC. Companies that are creative and open to utilizing avenues to train present and potential workers are going to be more competitive in the EC. If the UK continues to produce an unskilled work force, it will not survive the competition.Business leaders realize the need to develop a work force that is equally or better equipped than the work force that is available to their competitors. core lessons learned from the international visit include (1) HRD is not a “perk,” (2) the changing work force is real, (3) quality is the key to competitiveness, and (4) managers need to stick to the basics of human resource managem

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00503.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTPerformance technology is expanding its horizons. We have witnessed an increasingly wider–angle concern which has moved from a focus on task components to jobs, and from those to organizational concerns–a movement from the microscopic to the big picture. In making this transition, there are important lessons to be learned from environmentalists: they encourage us to think globally and act locally. By expanding from a concern with microlevel performance improvement to a focus where the primary clients and beneficiaries include concerns for performance improvement on all levels–individual, organizational, and client/ societal–we too can think globally, act locally, and also improve our contributions at all levels.This article presents expanding horizons, building upon current models and understandings to develop both strategic thinking and practical tools for both doing our jobs right as well as defining the right job to be done in the first place. The world has shifted, and it is up to us to be increasingly responsive and resp

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00504.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACT“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews&Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design model vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer–assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn,&Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth&Stein, 1983), such as subsumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles.In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional ta

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00505.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00506.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00507.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00508.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY