Discusses the need for performance improvement professionals to achieve useful results, and to prove the value added in terms of empirical data. Considers the differences between systems, systemic, and systematic approaches, and examines which approach applies to various concepts in the field that would help add value. (Contains 14 references.)…

Analyzes courses offered in various educational technology programs in terms of the focus of each on one of five organizational elements, and recommends an expansion of current curricula to include not only input, process, and product-oriented learning experiences, but also to include outcome related experiences. (MER)

Examines the differences between needs assessment and needs analysis as part of the larger process of identifying and resolving problems and opportunities. Proactive and reactive planners are discussed, a system approach is compared with a systems approach, and steps in a systems approach are identified. (10 references) (LRW)

Defines the basic terms of system, systems, systematic, and systemic and then uses these terms to build an alphabetical glossary categorizing and defining words or phrases applied to systems thinking. (Contains 20 references.) (PKP)

This paper deals with a possible way of separating six modes of needs assessment (Kaufman, 1972) into two types. The most common, internal, looks at needs from within the organization, and external needs assessment looks at needs from the outside of the organization doing the study. (VT)

Reflects on the shift in educational technology from an innovative style attempting useful change, to a narrow, conservative style emphasizing practicality. Systematic model types are analyzed in terms of five organizational elements. (RAO)

Explains and differentiates among several types of needs assessment, recommends one type, the external needs assessment, and presents the steps for implementing this and other types of needs assessments. (Author/CHC)

Confusion in educational planning stems from having no clear objectives and no clear knowledge of the real clients. The new educational model involves contributing to socially useful results, not simply teaching subjects and conveying content information. Instead of relying on self-defeating techniques and mind-sets, educators can benefit from…

Educational technologists have moved from a unique concern with the how-to-do-its of behavioral change to the inclusion of what to teach, based on measurable objectives. The formal consideration of why can be seen as possibly having several layers, including considerations of results, both within and external to, an organizational context. (VT)

This alternative model for identifying, diagnosing, and treating organizational needs identifies the basic elements of organizations, determines gaps between what is and what should be for each element, and allows interventions which are internally and externally consistent and successful. Common tools for closing these gaps are described. (MBR)

The future of educational design, development, and improvement lies in integrating "how" with "what" and "why." Critical strategic thinking factors include abandoning comfort zones; focusing on ends, not means; linking all three planning and result levels; starting with an ideal vision; preparing measurable…