共查询到20条相似文献，搜索用时 78 毫秒
1.
Paul R. Lyons 《Performance Improvement》2010,49(6):36-41
This article presents a partnership effort among managers, trainers, and employees to spring to life performance improvement using the performance templates (P‐T) approach. P‐T represents a process model as well as a method of training leading to performance improvement. Not only does it add to our repertoire of training and performance management methods, it assists trainers and managers to promote change, achieve flexibility in performance, and enhance the fluency of skill application with regard to critical performance events. 相似文献
2.
We describe an approach to characterizing and diagnosing complex professional competencies (CPCs) for the field of Intrapreneurship, i.e. activities of an entrepreneurial nature engaged by employees within their existing organizations. Our approach draws upon prior conceptual, empirical, and analytical efforts by researchers in Germany. Results are presented from an application of a cognitive diagnostic modeling approach to the performance of late stage apprentices on tasks derived from a previously developed competence model of Intrapreneurship. The results are discussed in terms of the type of cognitive diagnosis model (CDM) most appropriate for the domain and task battery, and patterns of performance are presented for seven diagnosable Intrapreneurship skills. By interpreting the assessment task response data in terms of a CDM, diagnostic, skill‐based information is obtained which verifies the strengths and weaknesses of the apprentices at a late stage in their training and has the potential to provide feedback to training programs triggering the improvement of individual apprentice learning and subsequent work‐related performance. 相似文献
3.
Richard R. Kazbour Heather M. McGee Timothy Mooney Laura Masica Robert O. Brinkerhoff 《Performance Improvement Quarterly》2013,26(1):5-33
Transfer of training is the degree to which trainees can apply the knowledge, skills, and attitudes gained in training to the job. Currently only between 5% and 20% of what is learned in training is ever applied on the job. At this time, little is known about the effects of work environment factors, such as support, feedback, and goal setting, on training transfer. We utilized a quasi‐experimental between‐groups design using surveys, interviews, and behavioral measures to evaluate the impact of performance‐based work environment factors on training transfer. Results indicated that participants in the experimental group reported a higher level of training transfer than those in the control group. These findings suggest that a performance‐based approach to training can be an effective method to increase the likelihood that employees transfer training knowledge to the job context. 相似文献
4.
The operational environment permitted the evaluation of new technology use comparing trained end‐users. Data was collected to determine:
- • use a team approach that includes diverse expertise
- • identify critical job performance metrics associated with effective tool use
- • get participation from the technology development and end‐user communities
- • collect quantitative data which can be amplified by follow‐up interviews and observations
- • get a commitment from management to use evaluation results for overall performance improvement
- • work toward a technology deployment process that routinely includes evaluation data.
5.
Using the evaluation research strategy (Geroy & Wright, 1988) as a guideline, the authors conducted a needs assessment with 280 support staff, faculty, and administrators at a mid–sized community college. We taught the nominal group technique (Delbecq & Van de Ven, 1971) to representatives from each of these three groups. These representatives facilitated the participation of virtually all employees at the college in identifying a prioritized list of items that would enable these persons to “do their jobs better.” Analysis of the suggested performance improvement solutions utilized the performance technology model (Gilbert, 1978) and indicated that the solutions fell into five categories of intervention: high–yield training, direction and flow of information, resources, performance incentives, and medium–yield training. This combination of models and methods provided the decision makers with data that refocused their vision from planning professional development training to planning for performance improvement. These data represented needs, not wants, and enabled them to recognize the importance of addressing both training and non–training options. 相似文献
6.
Much attention has focused on employee basic skill (literacy) problems in recent years. Most authorities on the topic have focused their attention on two solutions alone: (a) offering in-house training to employees short-term solution intended to rectify existing basic skill deficiencies in the workforce; and (b) supporting public education as a long-term solution intended to ensure that future job applicants/employees possess basic skills adequate for beginning work. Few writers or authorities have suggested alternative performance improvement strategies to address basic skill problems. This article identifies a range of performance improvement strategies for addressing basic skill deficiencies and summarizes results of a recent survey of training and development professionals about how often these strategies are used in their organizations. In general, many survey respondents indicated that their organizations are using many different performance improvement strategies to address basic skill problems. 相似文献
7.
In today's changed environment where the economy and industry are driven by customers, business is open to worldwide competition. Manufacturing firms have looked at employee performance improvement as a means to succeed. These findings advocate setting up priorities for employee performance improvement. This requires a continuous improvement training program. In this article, interpretive structural modeling is used to analyze interrelationships among performance appraisal factors to design and plan a training program for employees. 相似文献
8.
Performance improvement interventions, including training, are investments that can yield identifiable payoffs for an organization in the form of better job performance. Evaluation is vital to continuous improvement of human performance in the workplace. Without measures of effectiveness, organizations do not know whether dollars are being spent wisely and, consequently, whether to continue, modify, or improve performance interventions. There are several approaches for the evaluation of training programs. Few adequately cover the broader perspective of performance improvement. Various schemes and terms are used to describe facets for evaluating training programs. However, sometimes different terms describe the same event. At other times, quite different training evaluation activities are discussed by different authors using the same terms. The present article reviews six overall evaluation perspectives of corporate training programs: Kirkpatrick's four‐level approach; the CIRO approach; Hamblin's five‐level approach; Florida State University approach; Indiana University approach; and Phillips' five‐level approach. And four research areas for further study are recommended: overall evaluation models, causal relationships between evaluation categories, systematic research on how to evaluate the various categories, and appropriate uses of the results of evaluations. 相似文献
9.
Muhammad Awais Bhatti Sharrifah Ali Mohd Faizal Mohd Isa Mohamed Mohamed Battour 《Performance Improvement Quarterly》2014,27(1):51-82
The purpose of this study is to examine the effects of individual, environmental, training design, and affective reaction factors on training transfer and transfer motivation. To determine the relationship between these factors and their influence on training transfer and to test the model, the researchers collected data from employees in the Malaysian banking sector. Structural equation modeling with Amos 16 was used to test the model and determine the relationship. The study suggested that training stakeholders should manage the training program effectively. Transfer is maximized when trainees have social support, high performance self‐efficacy, and transfer motivation. Stakeholders (e.g., trainers, trainees, supervisors, and peers) are important to the training transfer process, as are learner readiness, trainee reaction, instrumentality, and training retention. This study revealed that perceived content validity and transfer design work together and influence the trainee's performance self‐efficacy. In other words, if trainers want to improve the performance self‐efficacy level of trainees, they need to explain how the trainee can transfer the learned skills at the workplace and make sure the content of the training is similar to the actual job. The main objective of training programs is to align the employee's expertise with organizational goals. Organizations can achieve their desired objectives only when employees transfer the learned skills on the job. Unfortunately, employees often transfer only a small percentage of skills they have learned in training. To effectively manage their training programs, organizations need to identify and focus on the factors that resist effective training transfer. 相似文献
10.
This study investigates the effects of a competency‐oriented course and the effects of feedback training on students’ reflection skills. Thirty‐one nursing students enrolled in a conventional course with lectures and assignments following a traditional test. Subsequently, they enrolled in a competency‐oriented course, which included more performance‐oriented tasks based on competencies and a performance‐based assessment. In both courses, half of the students received feedback on their assignments from tutors who were trained in feedback skills (experimental group), while the other half of the students received feedback from non‐trained tutors (control group). After each course, all students wrote a reflection report. Results show that students’ reflection reports after the competency‐oriented course were of a higher quality than the reports after the conventional course. Contrary to our expectations, the quality of the reflection reports of the control group (students supervised by non‐trained tutors) was significantly higher than the quality of reflection reports of the experimental group (students supervised by trained tutors). This study shows that a competency‐oriented design of courses enhances students’ reflection skills, but that the training in feedback skills needs to be reconsidered. 相似文献
11.
This study examined technical and nontechnical employee attitudes toward participation in training. A survey was administered to 337 self‐identified technical and nontechnical university employees. Our findings are as follows: (a) most employees prefer training that is less than 2 hours in length, (b) employees do not want training outside their regular shift, (c) employees strongly prefer hands‐on training, and (d) less than half were encouraged by their supervisor to apply what was learned in nontechnical training to their job. 相似文献
12.
Jerry W. Gilley 《Performance Improvement Quarterly》1989,2(1):43-54
Improved organizational efficiency can only be accomplished if the employees within an organization have developed the skills, competencies, knowledge, and attitudes to perform at the highest possible levels. To a limited degree this can be accomplished via training, but employees develop the fundamental skills, competencies, knowledge, and attitudes related only to their current job. As a result, the organization is only indirectly impacted. This refers to the micro perspective of improved organizational efficiency. Organizational efficiency can also be accomplished through organizational development, but the individual employee is often overlooked during this process. Without employee commitment to improve efficiency, it will be short-lived. This approach refers to the macro perspective of improved organizational efficiency. Both the micro and macro perspectives of improved organizational efficiency have their weaknesses. Thus, a combination of the two processes is necessary. Career development is that combination. Career development is a process which enables employees to develop beyond the fundamental skills, competencies, knowledge, and attitudes required for their present job assignments. It is a process which is focused on improving organizational efficiency while relying on the development of the individual employee. Performance improvement practitioners can provide learning activities which improve employees' skills, competencies, knowledge, and attitudes by viewing improved organizational efficiency from an individual (micro) perspective while remaining dedicated to the overall enhancement of the organization (macro). However, many performance improvement practitioners fail to see the connection between training and overall organizational development. These terms are often used interchangeably which leads to the increased confusion and misapplication of each process. It is necessary, therefore, to arrive at an acceptable definition in order to communicate effectively the intent as well as the similarities and differences of the processes. This will enable performance improvement practitioners to better understand the commonalities of each process. It is this understanding that serves as the basis of this article and the forthcoming recommendations. 相似文献
13.
《Performance Improvement》2017,56(10):24-32
The Michigan State University Primary Care Faculty Development Fellowship Program was one of several national programs to prepare primary care physicians for full‐time academic medicine careers. In their new positions as medical faculty, the physician educators would be responsible for developing projects such as curricula, research studies, or new administrative policies. This article explains how we trained novice medical educators to successfully develop curriculum projects. We noticed three vital, generalizable methods that led to success in training novices to develop projects: a clear project assignment, performance‐centered instruction, and personal mentorship. 相似文献
14.
Tomas R. Giberson 《Performance Improvement Quarterly》2010,22(4):99-120
This quantitative study sought to identify the performance capabilities and competencies that organizations in the northern midwestern United States expect of future performance improvement professionals at the undergraduate and graduate levels. Eighty‐nine performance improvement professionals representing 89 organizations completed an online survey that captured the participants' perspective regarding undergraduate and graduate‐level performance capabilities, and undergraduate competency expectations. Results suggest that participants expect several training and development performance capabilities, a few organization developments, and no performance management performance capabilities at the undergraduate level. Several training and development capabilities, most organization development capabilities, and all performance management performance capabilities were expected at the graduate level. This definition is fundamental to support academic curricular development and the field of performance improvement. 相似文献
15.
Sue Czeropski 《Performance Improvement》2012,51(9):14-21
In this knowledge‐based economy, corporations invest millions of dollars in training and expect a return on that investment; similarly, employees have a vested interest in wanting to further their knowledge and their ability to contribute. The types of e‐learning strategies and instructional methods being employed elude the use of asynchronous discussions as a viable instructional method. This article summarizes a case study in which asychronous discussions were used as an instructional strategy in two training interventions. 相似文献
16.
Eul‐Kyoo Bae 《Performance Improvement Quarterly》2002,15(2):47-60
Despite the existence of many comprehensive and user‐friendly guides to evaluate training programs, most practitioners have had difficulty assessing training effects on corporate outcomes. Research revealed that trainees, organizational, and training‐related factors might influence the effectiveness of training in terms of organizational performance. The current study examines the effects of trainee characteristics among those factors, specifically what kind of trainee characteristics could affect training effectiveness in terms of job performance in a company. In addition, telephone surveys were conducted to aid in understanding of the reasons for leaving and high turnover of company personnel. The current and terminated employees who went through training programs in the company differed when considering previous sales experience in years and type of sales experience as trainee characteristics factors, with those still employed having a statistically higher average number of years and a higher rated type of sales experience. The current employees demonstrated higher job performance. The implications of these results on the attainment of training effectiveness as well as the selection decisions in the organization are discussed. 相似文献
17.
Kathryn M. Fischer Wilhelmina C. Savenye Howard J. Sullivan 《Performance Improvement Quarterly》2002,15(1):11-24
This article describes a formative evaluation of a one‐day introductory computer‐based training (CBT) course for a new on‐line financial and purchasing system at a large public university. The purposes of the evaluation were to evaluate the effectiveness of the training and to identify appropriate revisions and incorporate them into the training program. Participants were 78 university employees who were likely future users of the financial and purchasing system. The mean score on an on‐line performance posttest that simulated real‐work tasks was 94%, and the mean on a 40‐item knowledge posttest covering the CBT content was 74%. Learner attitudes toward the course were positive, averaging 4.4 on a 5‐point scale. Formative evaluation of the program resulted in revisions that had the potential to improve its effectiveness and provided evidence of the value of ongoing formative evaluation of workplace training. 相似文献
18.
Shih‐Ching Yeh Jin‐Liang Wang Chin‐Yeh Wang Po‐Han Lin Gwo‐Dong Chen Albert Rizzo 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):666-675
Mental rotation is an important spatial processing ability and an important element in intelligence tests. However, the majority of past attempts at training mental rotation have used paper‐and‐pencil tests or digital images. This study proposes an innovative mental rotation training approach using magnetic motion controllers to allow learners to manipulate and interact with three‐dimensional (3D) objects. Stereovision allows learners to perceive the spatial geometric form of a 3D object. This approach allows learners to perceive 3D objects in space through stereovision and make mental rotation visible from each intrinsic and invisible mental rotation step using motion‐interaction methods. This study examines the effects of user training performance and perceptions. The results indicate that the proposed approach can improve user mental rotation ability effectively. Learners expressed high degrees of concentration toward the mechanism that included direct control and immediate feedback. The results also suggest that female testers perceive greater degrees of playfulness toward the mechanism and improve more through training than male testers. 相似文献
19.
Adult pigeons with one eye covered were trained to peck a response key using grain as a reinforcer. In subsequent tests, with the trained eye covered and the control eye open, the birds failed to peck the key. The subjects were then divided into two groups for a second experiment. The first group was trained on a single-key, peck/no-peck color discrimination task with the original control eye covered. When tested for interocular transfer of discrimination performance, these birds failed to respond at all. They were then trained to peck a blank response key with the training eye covered and the control eye open. Control-eye tests after this motor response training resulted in excellent transfer of color discrimination performance. The second group of subjects was trained to peck a blank key with first one eye covered and then the other, before monocular discrimination training was begun. These birds showed excellent transfer of discrimination performance during control-eye tests. These results show that, at least in the operant paradigm, motor response training does not transfer interocularly and this lack of transfer may interfere with transfer of discrimination performance. 相似文献
20.
Jerry W. Gilley 《Performance Improvement Quarterly》1997,10(1):213-225
Improved organizational efficiency can only be accomplished if the employees within an organization have developed the skills, competencies, knowledge, and attitudes to perform at the highest possible levels. To a limited degree this can be accomplished via training, but employees develop the fundamental skills, competencies, knowledge, and attitudes related only to their current job. As a result, the organization is only indirectly impacted. This refers to the micro perspective of improved organizational efficiency. Organizational efficiency can also be accomplished through organizational development, but the individual employee is often overlooked during this process. Without employee commitment to improve efficiency, it will be short-lived. This approach refers to the macro perspective of improved organizational efficiency. Both the micro and macro perspectives of improved organizational efficiency have their weaknesses. Thus, a combination of the two processes is necessary. Career development is that combination. Career development is a process which enables employees to develop beyond the fundamental skills, competencies, knowledge, and attitudes required for their present job assignments. It is a process which is focused on improving organizational efficiency while relying on the development of the individual employee. Performance improvement practitioners can provide learning activities which improve employees' skills, competencies, knowledge, and attitudes by viewing improved organizational efficiency from, an individual (micro) perspective while remaining dedicated to the overall enhancement of the organization (macro). However, many performance improvement practitioners fail to see the connection between training and overall organizational development. These terms are often used interchangeably which leads to the increased confusion and misapplication of each process. It is necessary, therefore, to arrive at an acceptable definition in order to communicate effectively the intent as well as the similarities and differences of the processes. This will enable performance improvement practitioners to better understand the commonalities of each process. It is this understanding that serves as the basis of this article and the forthcoming recommendations. 相似文献