Three alternatives to instructional development are briefly described: shifting more instructional responsibility from developer to learner; implementing an instructional system utilizing paraprofessionals, content experts, and peers; and selecting and adapting existing instructional materials. (MBR)

Describes six guiding principles to help training developers use content experts more efficiently and effectively to ensure training materials contain accurate, complete, and relevant information. Topics discussed include assessing content experts and the use of productivity tools, including checklists, test validation forms, and point sheets.…

Discusses three task analysis techniques utilized at the Palo Verde Nuclear Generating Station to review training programs: analysis of (1) job positions, (2) procedures, and (3) instructional presentations. All of these include task breakdown, relationship determination, and task restructuring. (MBR)

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)

Describes the case study method as a form of simulation and presents guidelines for their use in professional training situations. Skill development in problem solving is highlighted as a reason to use case studies; steps in creating a case are outlined; and the effectiveness of case studies is discussed. (LRW)

Discussion of the strengths and weaknesses of various approaches to needs assessment is followed by a description of the five phases of the flexible composite needs assessment approach, START (Systematic Technique for Assessing Resources and Training/Development) for developing training programs within various types of organizations. (EAO)

Discusses knowledge engineering, its relationship to artificial intelligence, and possible applications to developing expert systems, job aids, and technical training. The educational background of knowledge engineers is considered; the role of subject matter experts is described; and examples of flow charts, lists, and pictorial representations…

Discusses seven basic principles related to instructional design for adult trainees in a business environment. Topics discussed include objectives of instructional design; performance problems; feedback; assessment; analysis; production, using the most suitable medium; evaluation; implementation; incentives; motivation; and job aids. An adult…

The Socratic method of teaching, which uses open-ended questions asked in a logical sequence, is discussed. Suggestions for structuring curriculum content around seven adult learning principles and Socratic process analysis systems for student motivation are included. (SLW)

Considers three powerful techniques--heuristics, context trees, and search via backward chaining--that a knowledge engineer might employ to develop an expert system to automate performance engineering, i.e., the branch of instructional technology that focuses on the problems of business and industry. (MBR)

Explains how to create an organizational system that will result in good performance. Topics discussed include process versus system; two views of a system, i.e., mechanistic and organic; and components of a system, including performance guides, measurement of results, feedback, and training. (LRW)

Describes a process for evaluating the effectiveness of formal courses or segments of training instruction, including lessons or modules. Topics discussed include focusing on objectives; objective and test item evaluation; on-the-job training; task levels; transfer of training; presentation evaluation; and evaluation of instructional…

Describes five teaching techniques that are multi-sensory and/or facilitate a particular cerebric hemisphere processing: (1) design of holistic materials; (2) structure of language to circumvent resistance; (3) use of videotapes to increase visual perception; (4) use of slides to increase visual acuity; and (5) use of audiotapes to increase…

This report presents the results of a demonstration of the cost effectiveness of supervisory and management development training, and it outlines a model that will permit practitioners to conduct a definitive analysis of the financial value of training. The purpose of the study was to predict potential Return on Investment (ROI) and measure the…

Trainers need to know how to identify and control silence as an important cue in nonverbal communication. A categorization of the types of silence in trainer behavior most frequently observed includes set and closure, wait-time, pause-time, discipline or control, confusion or disorganizational, transitional, humorous, and interactive silence, and…