Curriculum Development for Business and Industry     

Harold D. Stolovitch  Erica J. Keeps 《Performance Improvement Quarterly》1988,1(3):27-37

Curriculum development is usually associated with educational institutions. As a result, there are few curriculum development models that have been specifically created for the business and industrial setting. Those that have been published tend to adopt a “let's begin at the beginning” approach. They prescribe starting as though nothing previously existed within the organization to provide personnel training and development. The Professional Development Curriculum (PDC) model presented in this article starts with what already exists organizationally. It adopts a convergence strategy. It begins by systematically matching known needs with known resources and then, over a series of generations, creates closer fits between needs and resources. The model has been applied to two very different settings in General Motors: all GM wholesale divisions and GM's Latin American retail and wholesale operations. The results have been positive in creating coherent curricula tied to career path progressions for all employees in these organizations. Evolutionary and practical, this PDC model can be applied to any business or industry to build competency-based curricula that not only provide personnel development support systems for today's needs, but for tomorrow's as well.  相似文献   

13 powerful principles for training success     

Lois J. Peterson 《Performance Improvement》1988,27(2):47-55

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Analogizing as an instructional strategy     

Donald A. Stepich  Timothy J. Newby 《Performance Improvement》1988,27(9):21-23

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Compactors in Small Collection-Based Museum Libraries     

BRUCE J. MACFADDEN  GRAIG D. SHAAK  S. DAVID WEBB  ED BROWN 《Curator: The Museum Journal》1988,31(2):137-140

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Alternate-forms and alpha reliability of the Teacher Stress Inventory     

Michael J. Fimian 《Psychology in the schools》1987,24(3):234-236

The alternate-forms and alpha reliabilities of the Teacher Stress Inventory were investigated based on the responses of two groups of 138 teachers. Reliability estimates ranged from .43 to .94 for the TSI subscales and .71 to .94 for the TSI whole scale, indicating high stability and equivalence for the stress factors across immediate, one-day, one-week, and two-week intervals using two different TSI short forms. Between-forms correlations were larger for the immediate sample than they were for the interval samples. Short-form TSI alphas ranged from .76 to .90.  相似文献   

Adolescent personality and school and college performance: A follow-up study     

J. M. Schuerger  D. L. Kuna 《Psychology in the schools》1987,24(3):281-285

This study reports correlations between the High School Personality Questionnaire and various indices of school achievement and compares the validities with prior studies. Three achievement scores are utilized: a self-report of high-school grades, a parental report of high-school grades several years after the testing, and actual college grades several years after the testing. In all cases, the results were similar and substantial, and consonant with typical values from earlier, nonlongitudinal studies.  相似文献   

An internal guidance system: Possible solution to a complex of problems     

J. H. Harless 《Performance Improvement》1978,17(7):12-15

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A teacher center consortium for rural school districts: Goals and rationale     

Roy C. Rodriguez  Dianne S. Mancus  J. Richard Suchman 《Performance Improvement》1978,17(9):23-26

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Follow-up of high-risk children identified in kindergarten through direct classroom observation     

Steven R. Forness  Donald Guthrie  Robert J. Hall 《Psychology in the schools》1976,13(1):45-49

Sixty-one children, originally identified at the beginning of kindergarten on the basis of 4 distinct clusters of observable classroom behavior, were evaluated at completion of first grade. Teacher ratings and individual achievement test scores partially confirmed the predictive validity of the original clusters. Children in the nonrisk cluster continued to do well, while children in the high-risk cluster were still doing poorly in some areas. An unexpected finding was that children in another cluster, originally seen as nonrisk, also seemed to be in some difficulty. Concerns about specific aspects of observable behavior were discussed.  相似文献   

An examination of some bases of teacher satisfaction with school psychological services     

Richard V. Schowengerdt  Marvin J. Fine  John P. Poggio 《Psychology in the schools》1976,13(3):269-275

Data were collected from a sample of school psychologists and teachers after termination of a teacher consultation experience. Stepwise regressions were performed on the data to determine which psychologist and teacher variables were related to teacher satisfaction with the school psychological consultation. The single most significant main effect on teacher satisfaction was the teacher's perception of the psychologist's facilitativeness.  相似文献