ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1996.tb00707.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

ABSTRACTA model for thinking about training evaluation is proposed. The model consists of context and process factors on the one hand, and outcome factors on the other. Among context and process factors are basis of training, purpose of training, unit of productivity, data sources, kind of training, who is trained, and costs of training. Outcome factors include employee, customer, and corporate aspects. Assumptions of the model include a) that both corporatist and humanistic conceptions of training are to be viewed as valid, and b) that the term training is constrictive and probably should be replaced by the term education, which is more elastic. An impetus for the model is that work and workplaces are changing. How knowledge, skills, and orientations toward evaluation are utilized must be viewed somewhat more expansively than might have been appropriate under work conditions in “Tayloristic” ti

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1996.tb00708.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

ABSTRACTThis study was conducted to determine if a norm‐referenced test designed to assess instructional design competency could be statistically validated (i.e., confirmed statistically to discriminate between known masters and known nonmasters of instructional design). The test was composed of items written to assess verified competencies required of instructional design professionals. A total of 257 respondents participated in the study over the course of three stages: initial item bank construction, item analysis to determine those items with discrimination power, and the concurrent validity calculation, including determination of the mastery cut‐off score. Mean scores of five groups of respondents were analyzed in the final stage. Statistically significant differences were found among the Professional Masters, Education Graduate Students and Undergraduates, Noneducation Graduate Students, and Noneducation Undergraduates. The article concludes with a discussion of the role of such an instrument in conducting research in the fi

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1996.tb00709.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

ABSTRACTElectronic performance support is an expanding area within the field of performance technology. This article reviews and classifies the literature, both conceptual and case‐based, in order to assess settings for use, initiating factors for development, and general features of the various systems. Identification of each article reviewed is presented in a matrix of categories that can be used to point those interested in specific aspects of this complex topic to the most pertinent information for their own needs. A general summary of findings follow

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1996.tb00710.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

ABSTRACTInstructional development (ID) models are intended to serve as guides to successful ID practice. There is increasing evidence, however, that most practicing instructional designers do not strictly adhere to the prescriptions found in typical ID models. Rather, ID practice seems to be characterized by selective use of the design activities contained in the models. This study examined the relationship between the inclusion of various ID activities and the perceived success of ID projects. Based on face‐to‐face and telephone interviews with 40 practicing designers involved in 77 ID projects, it appears that designers' perceptions of project success are a function of neitherhow manyID activities (derived from typical ID models) are completed, norhow thoroughlythe activities are comple

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1996.tb00711.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

ABSTRACTNumerous writers have described the commitment of Japanese corporations to training and various characteristics of Japanese training. Yet there is little empirical evidence to support their conclusions, and almost nothing is written about the processes the Japanese use to design training. To obtain more empirical information about the kinds of training conducted in Japanese corporations, and about whether they use systematic design and development processes, the present study successfully surveyed 45 Japanese corporations in six different industries. Results indicated, among other things, that there is more classroom training in proportion to on‐the‐job training than suggested by the literature, that a variety of training techniques are used in classroom training, and that the majority of training is produced internally by training departments and subject matter experts (SMEs). Only two of the companies indicated that they had a formal, systematic approach to instructional design and development. Most evaluation of training consists of post‐training surveys of training transfer, and/or assessing learner reactions to courses. Most of the companies were interested in the possibility of using more systematic design approaches, especially with the introduction of more technology in support of tra

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1996.tb00712.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1996.tb00713.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1996.tb00714.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1996.tb00715.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY