Provides a framework for examining problems where the solution involves changing human behavior. Topics addressed include the perspective of content versus the perspective of process; force field analysis; problems of omission and commission; and determinants of behavior, i.e., perceived effects and consequences. (LRW)

Reviews the traditional formative evaluation model used by instructional designers; summarizes Kirkpatrick's model of evaluation; proposes the integration of part of Kirkpatrick's model with traditional formative evaluation; and discusses performance-context formative evaluation. (three references) (LRW)

Describes a submethodology for using information from the analysis phase during the design phase when developing technical training. The development of instructional materials is discussed; Keller's ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model and Gagne's events of instruction are compared; and the development and use…

Identifies human performance (HP) models of five prominent human performance technology authors; contrasts the models with each other; combines elements into a new model; and discusses how the model can be used to help assess performance problems and explain HP to clients at three different levels. (LRW)

Discusses the working relationship between an instructional technologist and a subject matter expert (SME). Highlights include characteristics of a good relationship; the context for working with a SME; and a model for SME interactions, including checklists for various phases. (five references) (LRW)

Outlines an approach to curriculum development that stresses a competency-driven framework including competency identification, curriculum development, and performance measurement, as well as a component-based approach to educational development and training asset management. Set in a professional services firm, the framework could serve as a…

Presents a fundamental model for designing an evaluation process for the effectiveness of training. Topics include training as a process rather than a program; monitoring effectiveness prior to, during, and after the training event, including feedback; and evaluating cost effectiveness. (LRW)

Describes performer-centric interface design and explains a model-based approach for conducting performer-centric analysis and design. Highlights include design methodology, including cognitive task analysis; creating task scenarios; creating the presentation model; creating storyboards; proof of concept screens; object models and icons;…

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…

This examination of the organizational development model of change as it applies to management development within a complex organization of higher education includes some practical results from applying this model and insights into how to manage a public or private organization. (MBR)

Discusses a shift in career paths from instructional technology to performance technology and describes steps to take to become more aware of the performance technology process. Differences in the design phase of the processes are described, and models that identify areas which can be affected by human performance problems are presented. (LRW)

Explains how to create job aids that employees will be motivated to use, based on a review of pertinent literature and interviews with professionals. Topics addressed include linking motivation with job aids; Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivation; and design strategies for job aids based on Keller's…

Focuses on three areas that can affect how well a consultant serves the client: (1) decisions, including decision making, decision makers, and lines of communication; (2) illusions, including the need to address performance improvement; and (3) models, including defining, validating, and possibly changing the model. (LRW)

Discussion of evaluation of learning focuses on a constructivist approach to evaluation based on a constructivist learning model. Topics addressed include comparing traditionalist and constructivist views; traditional evaluation of learning; and constructivist evaluation strategies that include one-sentence summaries, concept maps, annotated…

Describes methods for item construction for computer-based instruction (CBI). Use of a rational set generator (RSG) in presenting an adaptive sequence of items to the learner is described; a model matrix of a computer-based RSG is presented; concrete and defined concepts are discussed; and rule using is explained. (Four references) (LRW)