Outlines a 10-step process for designing performance improvement systems which is intended to reduce time spent on the project, to assure client approval, and to assure management support. Client participation with the consultant throughout the process is stressed as the key to success. (LRW)

Discusses the heuristics that should guide the creation of good examples to be used in instructional design. The elements of accuracy, clarity, attractiveness, and transferability are described, and an example of the concept of role conflict is given. (LRW)

Addresses the four questions raised by Yelon about use of pretests with instruction--should I pretest; on what should I pretest; how should I pretest; how should I adjust to results--and answers them from the perspective of instructional designers conducting formative evaluations to improve quality of instruction under development. (MBR)

Described back-end synthesis as the creation and integration of the secondary intervention required for efficient and cost-effective implementation of performance improvement programs. Involving analysis, design, evaluation, revision, and implementation, this process is related to front-end analysis, and a sample application in a performance…

This discussion of formative evaluation as part of the instructional design process focuses on developmental testing and expert review. A review of the literature helps define each approach, research on formative evaluation is reviewed, and 37 references are provided. (LRW)

This article presents guidelines designed to assist instructional developers in improving their performance in workload estimates for prospective training development projects. Also provided is a description of an instructional systems development model for estimating, which includes front end analysis, design, implementation, and evaluation. (LRW)

Discusses new theories of feedback which suggest that all students may not benefit from immediate, positive feedback, depending on their level of ability and the difficulty of the task. Cognitive interpretations of feedback research are reviewed, including motivation to learn, and applications to instructional design are presented. (LRW)

Motivational design, a major component of the ARCS (Attention, Relevance, Confidence, Satisfaction) model that describes how to understand the motivation to learn, is described in this second article of a two-part series. Topics addressed include audience analysis; motivational objectives, measures, and motivational strategy design; and…

Focuses on the first of three stages of the path evaluation procedure for instructional software, performing the preliminary evaluation. The three main steps involved in preliminary evaluation are (1) a program is chosen for evaluation; (2) information is exchanged with the faculty developer; and (3) the instructional designer reviews the software…

Describes how two methodologies for analyzing and improving performance--performance engineering and organization mapping--were used in a case study involving the purchasing department of an electric utility. Highlights include the establishment of a model of the desired results, measuring existing performance, and the designing of an improvement…

Reviews a workshop conducted at the 1987 National Society for Performance and Instruction (NSPI) Conference on estimating workload and costs for training development. Information derived from two case studies is used to compare workload estimates done by experienced managers with those done by professionals with formal instructional design…

Reviews current research on different learning styles and capabilities of experts and novices which may guide software design: memory, cognitive processing, and performance differences; automatization, and coping strategies. Procedures which may enhance expert and novice performance when built into software are outlined. (MBR)

Review of a research study designed to determine the relationship between participation in supervisory training and managerial performance focuses on the importance of adequate evaluation. Dependent and independent variables used are described, statistical analyses are explained, and implications for future research design are presented. (LRW)

Presents case study on personal computer teleconferencing to compare its cost effectiveness with that of on-site training. A model is described that uses a checklist for decision making in three areas: (1) initial considerations, (2) planning considerations, i.e., design elements, and (3) technical considerations, i.e., review and selection…