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1.
William D. Milheim 《Performance Improvement Quarterly》1994,7(2):95-104
The transfer of newly learned skills from a training situation to actual on-the-job performance is one of the most important aspects of training design and development, since this process is the ultimate goal of nearly any training session. Based on an extensive literature review in a variety of educational and corporate content areas, the following article presents a model for the effective transfer of newly learned skills from the training classroom to worksite implementation. The model includes three overall stages (pre-training, training, and post-training) and specific strategies in each stage for use by trainers, managers, and other corporate professionals. While useful in a variety of settings, this model should prove particularly helpful to instructional designers and corporate trainers involved in developing instruction to improve the performance of employees at all levels. 相似文献
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This article begins this special issue of ETR&D-Development by discussing what the cognitive approach to instructional design
(ID) is and how ID practitioners can design training differently using the approach. Following some introductory comments
about purpose, scope and perspective, the article is in two parts. The first part describes why the cognitive approach to
ID is important and how the current approach to instructional design and training development is different from the cognitive
approach. It then explains how learning occurs according to the cognitive point of view, and the different categories of learning
according to one type of cognitive psychology. The second part describes a model that synthesizes and summarizes the components
of a well-designed lesson, and describes what is different about this model from the current approach to ID. This model relates
what learners have to do to learn to what instructional designers have to do to help them do so. It presents and briefly explains
and exemplifies a general framework for instructional design based on cognitive psychology. Finally, it presents a table that
can be used as a job aid to design training. 相似文献
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J. Michael Spector Daniel J. Muraida Mary R. Marlino 《Educational technology research and development : ETR & D》1992,40(2):45-54
Many researchers are attempting to develop automated instructional design systems to guide subject matter experts through
the courseware authoring process, a process that usually includes analysis, design, production, implementation, and maintenance.
What is lacking in many existing efforts, however, is a systematic method for analyzing the interplay between user characteristics,
the authoring environment, and the resulting quality of computer-based instruction (CBI). In this article, a cognitively oriented
method for developing a useful and predictive model of the process of designing CBI is proposed, and its use in three small-scale
case studies in Air Force training settings is reported. 相似文献
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William W. Lee 《Performance Improvement》2010,49(5):26-30
Organizations vary greatly in how they monitor training instructors. The methods used in monitoring vary greatly. This article presents a systematic process for improving instructor skills that result in better teaching and better learning, which results in better‐prepared employees for the workforce. The consultative supervision and evaluation model breaks monitoring into two distinct phases: supervision, for the purpose of improving instruction, and evaluation, for the purpose of rating instructors for promotion, retention, raises, and bonuses. 相似文献
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Recently, there has been an increased interest in producing electronic courses. However, literature shows that adopting e-learning
does not guarantee improved learning. This is because mixing technology and content does not necessarily yield effective learning.
This paper presents a systematic design process for developing blended courses for undergraduate higher education. The instructional
design process is based on instructional design theories and utilized three taxonomies: Bloom Taxonomy, Redeker Taxonomy and
Guerra scale. A mapping model is proposed and embedded in the design process to develop a blended course starting from the
objectives and content of a traditional course. This paper also presents a evaluation process that estimates the effectiveness
of the selected technologies in the design of the blended course. This effectiveness is evaluated in terms of three dimensions:
course content formats, interaction and collaboration. A case study is presented to demonstrate the proposed design approach
on a System Analysis and Design blended course under development. 相似文献
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实现中等和高等职业教育协调发展是系统培养技能型人才的基础,高职院校单独组织的"技能高考"是中高职衔接的一种重要途径。概述了单独组织"技能高考"的设计与实施,分析了"技能高考"选拔的高职学生的差异性,提出应制订有针对性的人才培养方案,使不同入学起点的高职学生都能够达到高素质高技能人才的培养目标。 相似文献
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This article presents a systematic process, or model, that will assist the practicing professional to manage new performance improvement ideas from introduction to sustainable implementation. The model identifies vetting steps that must be addressed for implemented projects to be sustainable over time. The paper concludes with 10 vital performance improvement project management lessons. 相似文献
10.
While there is a great demand to share training programs globally, there are few methodologies to implement effective instructional development processes in multicultural organizations. Based on lessons learned from a Fortune 500 company, this article presents an instructional development model for global organizations. Three main gaps are identified in a practice of instructional design (ID) model for international settings: language, culture, and needs gaps at local sites. In order to solve these problems, the proposed model includes a decentralized process and collaborative efforts between the originating site and local sites. The virtues of the proposed model are just-in-time training, flexibility, and adequateness. The current situations in global organizations are ill-structured and require the sharing of multiple perspectives through collaboration in order to accomplish social consensus. The characteristics in the presently proposed model are that a) there is limited predetermined content, b) there is a sharing of multiple perspectives, c) there is needs negotiation, and d) learning is occurring within a context. 相似文献
11.
Training for reflective expertise: A four-component instructional design model for complex cognitive skills 总被引：2，自引：0，他引：2
Jeroen J. G. van Merriënboer Otto Jelsma Fred G. W. C. Paas 《Educational technology research and development : ETR & D》1992,40(2):23-43
This article presents a four-component instructional design model for the training of complex cognitive skills. In the analysis
phase, the skill is decomposed into a set of recurrent skills that remain consistent over problem situations and a set of
nonrecurrent skills that require variable performance over situations. In the design phase, two components relate to the design
of practice; they pertain to the conditions under which practice leads either to rule automation during the performance of
recurrent skills or to schema acquisition during the performance of nonrecurrent skills. The other two components relate to
the design of information presentation; they pertain to the presentation of information that supports the performance of either
recurrent or nonrecurrent skills. The basic prediction of the model is that its application leads to “reflective expertise”
and increased performance on transfer tasks. Applications of the model that support this prediction are briefly discussed
for the training of fault management in process industry, computer programming, and statistical analysis. 相似文献
12.
Program evaluation involves a systematic process to collect and convert data into information which is used to improve programs, measure their effects, track quality, act on results, and improve decision making. Beginning in 1992, the LG Group of Korea was involved in an instructional systems development (ISD) training program for its human resource development professionals in cooperation with Indiana University. The LG ISD training program stressed that learning instructional design theories and practices would make LG more effective in global competition. The purposes of the research reported in this article were to evaluate the effectiveness of the ISD training program in terms of transfer of training and to gain information on how to improve future training programs. The findings of the study support the goals that were established for the ISD training program. The program participants are more confident and competent in using the ISD process for analyzing needs for performance improvement and designing and developing quality training products. The article suggests ways of solving barriers to transfer training and evaluation and improving future programs. 相似文献
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Information systems educators are increasingly incorporating business intelligence and analytics topics into information systems training. Educators often create modules independently, which can be difficult to effectively design given most information systems trainers have no formal training in instructional design. This article incorporates a content‐centered design model, pebble‐in‐the‐pond (Merrill, 2002 ), and provides an example of the design process using the topic of predictive analytics that information systems educators can follow to create instructional modules using sound instructional design considerations. 相似文献
16.
以土木工程专业卓越工程师的培养标准和能力实施矩阵为出发点,结合土木工程专业结构工程课程群的课程设计环节,将各门课程设计有机组合,构建成若干个CDIO模式的二级项目,实现以工程项目为导向的工程教学模式,使学生得到构思、设计、实现、评价的一系列工程训练。分析了土木工程专业结构工程类课程间的相互关联性,设计了两个CDIO二级项目,并提出了项目的实施过程和需要解决的问题。 相似文献
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文章在绩效导向研究的基础上,以教学系统设计中"关联"教学的工作原理为依据,对企业绩效培训的内容与过程进行研究,总结出绩效导向企业培训的特点及教学设计原则。将企业培训中的学习、教学与绩效技术进行整合,设计了教学与绩效关联的企业培训教学设计过程模式及基于关联原理的绩效导向教学设计思路。通过对以上内容的详细论述分析,进一步为企业培训提供借鉴。 相似文献
19.
Berlin Fang 《Performance Improvement》2007,46(5):17-24
Faculty development in distance education does not happen in a vacuum. It is often interwoven with efforts to increase adoption of distance education programs and increase the effectiveness of online teaching. Training might not be the only way to meet these needs. This article presents a new faculty‐development model, based on a systematic performance analysis schema. Several alternatives to traditional training are proposed, including performance support, knowledge sharing, communities of practice, and formative evaluation. 相似文献
20.
美国智障人士社会融合研究 总被引：1，自引：0，他引：1
文章系统地介绍了美国智障人士安置的历史发展过程与现状,介绍了与智障人士融合安置有关的法规政策,呈现了智障人士安置由隔离逐渐走向融合的过程。同时,分别以生活安置和就业安置为线索,阐述了智障人士安置的基本模式,并着重介绍了支持性就业的发展及所面临的问题。 相似文献