This first in a series of articles on an instructional development project management model discusses the role of the project manager, and outlines the phases of the model that is used to meet training needs. Highlights include project planning, instructional development (including creating the materials), and followup (including evaluation). (LRW)

Describes the process by which Learner Verification and Revision (LVR) transforms information gathered during learner verification into revision prescriptions for the development of instructional materials. Robinson's and Gropper's procedural models for formative evaluation are also discussed and a study comparing the effectiveness of materials…

Reviews the basic assumptions of two paradigms of inquiry, the rationalist and the naturalist, to determine which one provides the best fit for one-to-one formative evaluation of instructional materials focusing on learnability issues. Conclusions suggest the naturalistic assumptions are more suitable. (13 references) (LRW)

Presents consultant/staff model for training program redesign and discusses activities involved: interpretation of Instructional System Design (ISD) model concepts into plans in trainer's content area and sequenced sets of content-appropriate verbs for objectives; presenting training sessions on design issues; and holding individual conference…

Studied the effectiveness of a five and one-half day workshop and an alternate three and one-half day workshop on organization development in developing a more democratic style of leadership in Illinois park and recreation supervisory personnel. The shorter workshop resulted in a more positive leadership style change than the longer one. (JJD)

Examines an instructional systems design (ISD) model used by Bell Laboratories as an illustration of how heuristics can be brought to bear upon the design and development of instructional materials. Ten references are listed. (Author/MER)

Presents an Instructional Development model based on the concept of a personalized competency based self-paced system of instruction which allows for the shifting relationship between instruction and management for educational outcomes. Guidelines are provided for planning curriculum projects, learning processes, administrative duties, learning…

The findings of a study conducted to identify critical skills needed by instructional technology program graduates to compete successfully for jobs in training have been adopted as a framework for preparing and evaluating student interns, as well as a yardstick along which course objectives and methods may be measured. (MER)

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)

Comparison of costs and effectiveness of using student data for formative evaluation of instructional materials and of using instructional editing guidelines incorporating attributes of effective instruction indicate greater cost-effectiveness if guidelines are used, with no significant difference in instructional effectiveness. Subjects were 70…

Discussion of performance improvement systems in organizations highlights Gilbert's Performance Engineering Model and the Human Resources Model. The process of performance technology is described, the role of training within the performance improvement system is examined, and ways in which training benefits from a performance orientation are…

Examines results of a survey of corporations with fewer than 100 to over 10,000 employees to determine training consultant use. Survey questions covered the following topics: proportion of employees receiving formal training; material development; training staff; training types; methods used to locate consultants; and consultant fees and duration…

Presents a situation by response model that enables trainers to organize and simplify the planning, training, and application of making appropriate response choices. The discussion covers the possible uses of the model and the necessary steps involved in the creation of the model. (CLB)

Suggests that trainers take innovative approaches to training clients who work in high-risk jobs such as the military and recommmends that external needs assessment, front end analysis, and task analysis be used to establish training goals and objectives. Nine references are listed. (MER)

Describes the use of a computerized spreadsheet technique to assist in the front-end analysis phase of an instructional design project in an industrial training program. The use of a microcomputer is explained as a decision-making aid to analyze, select, and sequence instructional goals and objectives and to develop criterion performance measures.…