共查询到20条相似文献，搜索用时 31 毫秒
1.
Aaron U. Bolin 《Performance Improvement》2006,45(7):28-29
The International Society for Performance Improvement's journal Performance Improvement has invited readers to submit Human Performance Technology (HPT) tools for publication. These can include ready‐to‐use job aids or tools and templates used to facilitate gap analysis, process flow mapping, performance consulting, instructional design, e‐learning, on‐the‐job training, solution design, and performance measurement and evaluation, to name few. We're looking for a variety of instruments that are consistent with the principles of HPT, have broad appeal, and are applicable to a variety of workplace situations. In all cases, tools should focus on adding value to individual, team, or organizational performance. Our first submission is a Concept Map submitted by Aaron U. Bolin. 相似文献
2.
Aaron U. Bolin 《Performance Improvement》2006,45(9):20-21
The International Society for Performance Improvement's journal Performance Improvement has invited readers to submit human performance technology (HPT) tools for publication. These can include ready‐to‐use job aids or tools and templates that can be used to facilitate activities such as gap analysis, process flow mapping, performance consulting, instructional design, e‐learning, on‐the‐job training, solution design, and performance measurement and evaluation, to name a few. We are looking for a variety of instruments that are consistent with the principles of HPT, have broad appeal, and are applicable to a variety of workplace situations. In all cases, tools should focus on adding value to individual, team, or organizational performance. Our submission this month is from Aaron U. Bolin, CPT, PhD, of the U.S. Navy Human Performance Center. 相似文献
3.
Karen Medsker Patty Hunter Don Stepich Gordon Rowland Kanchan Basnet 《Performance Improvement Quarterly》1995,8(4):6-21
The purpose of this research was to determine to what extent human performance technology (HPT) is being taught in academic programs that traditionally emphasized training—programs such as instructional systems, training and development, human resource development, and adult learning. A written survey was used to collect data from 82 academic programs. Results indicate that while training (and the related areas of needs assessment and evaluation) continues to dominate curricula at these institutions, non-training performance improvement strategies (and the broader performance analysis that leads to their selection) are frequently taught as well. No correlations were found between the extent of teaching HPT topics and the variables of program size, program type, location, degrees offered, or faculty membership in NSPI (now called the International Society for Performance Improvement). Future research could investigate the driving and restraining forces that determine HPT's impact on the curriculum and the effects that current curricula have on program graduates. 相似文献
4.
Feng‐Kwei Wang 《Performance Improvement Quarterly》2006,19(2):173-188
Research and practice in human performance technology (HPT) has recently accelerated the search for innovative approaches to supplement or replace traditional training interventions for improving organizational performance. This article examines a knowledge management framework built upon the theories and techniques of case‐based reasoning (CBR) and Nonaka's (1991, 1994) knowledge conversion model to shed light on how organizational performance can be enhanced by leveraging organizational knowledge represented as cases to support learning, working, and innovation of knowledge workers. This framework offers HPT practitioners new ways of thinking and methods for the design of performance support interventions by which organizational knowledge is stored, codified, delivered, and acted upon in context, on demand, and at the point of need. This paper describes a project, Knowledge Innovation for Technology in Education (KITE), which was designed to support professional development of teachers using CBR and knowledge conversion theories. 相似文献
5.
This article is third in a series written to address questions regarding the need for more empirical research in the field of human performance technology (HPT) and the need to determine the future direction of HPT research. The call for more empirical research has been published in journals such as Performance Improvement Quarterly and Performance Improvement (formerly Performance and Instruction) for nearly 20 years. 相似文献
6.
Motivating learners in open and distance learning: do we need a new theory of learner support? 总被引：1，自引：1，他引：0
Ormond Simpson 《Open Learning》2013,28(3):159-170
This paper calls for a new theory of learner support in distance learning based on recent findings in the fields of learning and motivational psychology. It surveys some current learning motivation theories and proposes that models drawn from the relatively new field of Positive Psychology, such as the ‘Strengths Approach’, together with Dweck’s Self Theory and Anderson’s insistence on proactive support, could be developed into a ‘Proactive Motivational Support’ theory. Such a theory might enable distance educators to support learners more successfully than existing models of learning skills development and remedial support. The paper then reports on further findings from experiments (one previously described in Open Learning), using these approaches in the UK Open University. These findings confirm the previous results, showing significant increases in retention that, in the context of the Open University’s funding arrangements, appear to be at least self‐financing. 相似文献
7.
This study examines major theory developments in human resource (HR) fields and discusses implications for human performance technology (HPT). Differentiated HR fields are converging to improve organizational performance through knowledge‐based innovations. Ruona and Gibson (2004) made a similar observation and analyzed the historical evolution and convergence of three HR‐related fields: human resource management (HRM), human resource development (HRD), and organization development (OD). A field left out in their analysis is HPT. Many learning professionals recognize HPT as a more comprehensive approach to improving organizational performance issues (Molenda & Pershing, 2008; Pershing, 2006). However, little research has been done to advance the theory development of HPT and discuss its relationships within HR fields. This study adds a new perspective to that of Ruona and Gibson's historical analysis of HR fields by examining convergence issues from a theory development perspective. 相似文献
8.
David Gibson Vitomir Kovanovic Dirk Ifenthaler Sara Dexter Shihui Feng 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1125-1146
This paper discusses a three-level model that synthesizes and unifies existing learning theories to model the roles of artificial intelligence (AI) in promoting learning processes. The model, drawn from developmental psychology, computational biology, instructional design, cognitive science, complexity and sociocultural theory, includes a causal learning mechanism that explains how learning occurs and works across micro, meso and macro levels. The model also explains how information gained through learning is aggregated, or brought together, as well as dissipated, or released and used within and across the levels. Fourteen roles for AI in education are proposed, aligned with the model's features: four roles at the individual or micro level, four roles at the meso level of teams and knowledge communities and six roles at the macro level of cultural historical activity. Implications for research and practice, evaluation criteria and a discussion of limitations are included. Armed with the proposed model, AI developers can focus their work with learning designers, researchers and practitioners to leverage the proposed roles to improve individual learning, team performance and building knowledge communities.
Practitioner notes
What is already known about this topic- Numerous learning theories exist with significant cross-over of concepts, duplication and redundancy in terms and structure that offer partial explanations of learning.
- Frameworks concerning learning have been offered from several disciplines such as psychology, biology and computer science but have rarely been integrated or unified.
- Rethinking learning theory for the age of artificial intelligence (AI) is needed to incorporate computational resources and capabilities into both theory and educational practices.
- A three-level theory (ie, micro, meso and macro) of learning that synthesizes and unifies existing theories is proposed to enhance computational modelling and further develop the roles of AI in education.
- A causal model of learning is defined, drawing from developmental psychology, computational biology, instructional design, cognitive science and sociocultural theory, which explains how learning occurs and works across the levels.
- The model explains how information gained through learning is aggregated, or brought together, as well as dissipated, or released and used within and across the levels.
- Fourteen roles for AI in education are aligned with the model's features: four roles at the individual or micro level, four roles at the meso level of teams and knowledge communities and six roles at the macro level of cultural historical activity.
- Researchers may benefit from referring to the new theory to situate their work as part of a larger context of the evolution and complexity of individual and organizational learning and learning systems.
- Mechanisms newly discovered and explained by future researchers may be better understood as contributions to a common framework unifying the scientific understanding of learning theory.
9.
Darlene M. Van Tiem 《Performance Improvement Quarterly》2004,17(3):23-44
Performance technology (PT) is complex, drawing theory from instructional design, organizational development, communications, industrial psychology, and industrial engineering to name a few. The Standards of Performance Technology developed for the certified performance technology designation codified the processes used in the practice of performance improvement. The Human Performance Technology (HPT) Model of the International Society for Performance Improvement illustrates the Standards for the Performance Technology process, including the selection, design, and implementation of appropriate performance interventions. Research exists on specific PT interventions, such as problem solving, feedback, or job analysis. This foundational study considers intervention usage within organizations and the expertise of performance technologists. Findings indicate that years of experience in the field or related field is positively correlated to expertise. Some alignment was found between higher ranked PT expertise and higher ranked intervention usage within those organizations. 相似文献
10.
《Performance Improvement》2010,49(4):46-47
Performance Improvement Quarterly (PIQ) is a peer‐reviewed journal created to stimulate professional discussion in the field and to advance the discipline of human performance technology (HPT) through publishing scholarly works. Its emphasis is on human performance technologies such as front‐end analysis or evaluation. It also offers literature reviews and experimental studies with a scholarly base, and some case studies. Below you will find abstracts for articles appearing in PIQ 23(1). ISPI members may subscribe at the member rate of $45. Call ISPI today at 301‐587‐8570 to subscribe. 相似文献
11.
《Performance Improvement》2012,51(3):47-47
Performance Improvement Quarterly (PIQ) is a peer‐reviewed journal created to stimulate professional discussion in the field and to advance the discipline of human performance technology (HPT) through publishing scholarly works. Its emphasis is on human performance technologies such as front‐end analysis or evaluation. It also offers literature reviews and experimental studies with a scholarly base, and some case studies. Below you will find abstracts for articles appearing in PIQ 24(4). ISPI members may subscribe at the member rate of $45. Call ISPI today at 301‐587‐8570 to subscribe. 相似文献
12.
Yonjoo Cho Sung Jun Jo Sunyoung Park Ingu Kang Zengguan Chen 《Performance Improvement Quarterly》2011,24(1):69-95
This study conducted a citation network analysis (CNA) of human performance technology (HPT) to examine its current state of the field. Previous reviews of the field have used traditional research methods, such as content analysis, survey, Delphi, and citation analysis. The distinctive features of CNA come from using a social network analysis approach to see relational and network patterns in the citation data. This CNA found that the Performance Improvement Quarterly network showed more widely but loosely connected and less centralized structural attributes than the human resource development network; the 10 most influential articles in the field were identified; frequently co‐cited articles were recognized as having a strong relationship by subsequent researchers; and five cohesive subgroups showed key topics in the field (performance, instructional design, performance support, organization/workplace, and transfer of training). Implications from the results of the CNA were elaborated on for future research in HPT. 相似文献
13.
Human Performance Technology (HPT) is the applied study and practice of improving organizational performance through training and non-training interventions. For practitioners working in this area that identify themselves as an HPT practitioner, organizational training and performance (OTP) specialist, or instructional designer—offering the right intervention set requires understanding of how humans work and function internally and within organizations that are bounded by environmental, societal, and economic realities. The HPT field is rooted in a multi-disciplinary knowledge base and has its own models and theories, which are generally developed by practitioners to guide their practice. Because HPT follows a systematic, data-driven process akin to action research, HPT practitioners are applied researchers even if they do not see themselves as such. What we need is more collaboration between scholars, practitioners, professional associations, and businesses to create a culture of engagement and involve everybody in the validation of applied research and theory development. 相似文献
14.
《Performance Improvement》2017,56(8):37-45
Not all instructional design models are fully integrated into the HPT practice. Some of these processes such as the successive approximation model (SAM) and the lot like Agile methods approach (LLAMA) are the outgrowth of Agile processes for instructional design. The major design processes are often assumed to be competitive; that is, one model is better than the other. However, most Agile instructional design processes assume that the most ubiquitous performance solution is e‐learning, hence the direct integration of Agile processes. Therefore, instead of thinking about design models, we think about instructional methods and solutions over human performance technology (HPT). These methods are all equal until one understands the conditions or the context of the instructional or performance problem. We recommend designers reverse engineer the Agile instructional systems design process by using a rapid performance analysis method that quickly pinpoints and confirms the performance problem(s). 相似文献
15.
Most Human Resource Development (HRD) and Performance Improvement (PI) professionals agree that organizational performance is critical. There is less agreement, however, on the specific concepts that underlie differing models of performance diagnosis and improvement. Part of this disagreement may stem from a lack of a strong theoretical and empirical grounding in the multi-disciplinary concepts that comprise the basis of performance improvement. Swanson's (1994) Performance Diagnosis Matrix of Enabling Questions identifies elements central to HRD effectiveness and provides a theoretical framework through which multiple and diverse scholarly contributions can be explored to provide HRD/PI with additional theoretical strength. This discussion offers a more complete and stronger understanding of HRD/PI and the elements necessary to improve organizational performance by researching significant authors and research studies for concepts raised in the fifteen enabling questions posed in Swanson's Performance Diagnosis of Enabling Questions. These fifteen questions address performance variables (mission/goal, systems design, capacity, motivation, and expertise) at three performance levels (organizational, process, and individual). 相似文献
16.
《Performance Improvement》2011,50(7):47-48
Performance Improvement Quarterly (PIQ) is a peer‐reviewed journal created to stimulate professional discussion in the field and to advance the discipline of human performance technology (HPT) through publishing scholarly works. Its emphasis is on human performance technologies such as front‐end analysis or evaluation. It also offers literature reviews and experimental studies with a scholarly base, and some case studies. Below you will find abstracts for articles appearing in PIQ 24(2). ISPI members may subscribe at the member rate of $45. Call ISPI today at 301‐587‐8570 to subscribe. 相似文献
17.
《Performance Improvement》2017,56(4):20-25
Human performance technology (HPT) evolved with the shift from a focus on behavior to accomplishments, the valuable products of behavior. The term accomplishment has not always been used consistently over the years, to the detriment of the field. This article summarizes benefits of accomplishment‐based performance improvement, reviews Joe Harless's recently republished book, The Eden Conspiracy , about accomplishment‐based educational reform, and summarizes successful educational reforms that have emerged from Eden in nearly 20 years since its original publication. 相似文献
18.
Jim Hill 《Performance Improvement》2014,53(6):6-14
To help organizations get closer to their value objectives, a number of approaches and fields of practice have been developed. Two fields common in today's business environment are human performance technology (HPT) and quality. The recent publication of the Global State of Quality Research: Discoveries 2013 by the American Society for Quality provides customer‐ and practitioner‐related data and offers an opportunity to link the purposes, philosophies, research, and practices of quality and HPT. 相似文献
19.
朱光潜在《变态心理学派别》和《变态心理学》中,肯定了弗洛伊德理论的贡献,同时认为其理论存在泛性论倾向以及缺乏生理依据等问题。在美感经验理论中,朱光潜批评了弗洛伊德的文学是欲望的满足的观点;在天才观中,批评了弗洛伊德的文学家与精神病同源的观点。在悲剧快感理论中,朱光潜借鉴了弗洛伊德的矛盾情感理论和宣泄理论;在灵感理论中,借鉴了弗洛伊德的潜意识理论。这些借鉴给悲剧快感理论和灵感理论注入了现代心理学的内涵。 相似文献
20.
ABSTRACT Various factors influence e‐learners' feelings of satisfaction and dissatisfaction with their e‐learning experience, but from an extensive search with six major academic research databases we did not find any research that demonstrated comprehensive profiles of satisfying and dissatisfying factors in e‐learning. We conducted a qualitative study to initiate the effort. We used Thorndike's law of effect and Herzberg's motivation‐hygiene theory as the conceptual frameworks for our study. Thorndike's law of effect applied to human psychology suggests that people would try to avoid annoying stimuli whereas they would try to preserve satisfying stimuli. Herzberg's motivation‐hygiene theory suggests that different factors influence extreme satisfaction and extreme dissatisfaction on the job. Using the two theories as the conceptual frameworks, we revealed profiles of satisfaction‐dissatisfaction factors in e‐learning by analyzing extant data of course evaluation obtained from 17 e‐learning courses. In this article, we provide recommendations on how other e‐learning institutions might utilize the research findings to optimize their e‐learning programs and we discuss the potential impact of such interventions on overall institutional outcomes such as learner retention. 相似文献