This first article in a three-part series on performance technology focuses on a model for performance analysis. Defining the need for a performance change so that it can be understood by management and the target population is discussed; definition levels are explained, including measurements and objectives; windows of analysis are described; and…

Describes how performance technology can be applied to the area of strategic market planning. Strategic planning is defined; the reactive and proactive modes of mega-level planning are explained; implications for strategic market planning are suggested; and a new model for applying strategic planning to marketing is presented. (13 references) (LRW)

Describes basic concepts in the field of general systems theory (GST) and identifies commonalities that exist between GST and instructional systems design (ISD). Models and diagrams that depict system elements in ISD are presented, and two matrices that show how GST has been used in ISD literature are included. (11 references) (LRW)

Discussion of the roles of the instructional design specialist (IDS) and the subject matter expert (SME) in designing effective instruction for a training program focuses on the role of the SME. Characteristics of four consulting models are described, and stages of the SME/IDS relationship are summarized. (LRW)

Summarizes limitations of current behavioral based employee management programs which rely heavily on reward and punishment techniques to maximize productivity; describes the new cognitive approaches which assume employees think about the meaning of rewards and punishments and act according to beliefs and expectations; and presents examples of…

Presents a filing system for paper-based tools and resources for performance technologists. Ways to organize are described, and a performance technology model is presented that can be used as a basis for a filing system that includes needs analysis, training and nontraining interventions, and evaluation. (LRW)

Presents a model for instructional design that highlights formative evaluation as the central process. Other models of instructional design are discussed; data collection methods are examined; the evaluator's role is considered; and the recursive nature of the design process is emphasized. (seven references) (LRW)

Examines factors influencing goals set prior to recruit training, the relationship between such goals and subsequent performance, and factors influencing the goals set after entering the Marine Corps. Findings suggest that attrition will decline if individuals receive a more realistic account of recruit expectations. Five references are listed.…

Describes the Cost and Training Effectiveness Analysis (CTEA), a model adapted from military training development that facilitates the systematic definition and evaluation of alternative training approaches. The relationship of CTEA to front-end analysis is discussed and the four phases of CTEA, which lead to selecting the best training solution,…

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…

Discusses strategic planning and describes three levels of strategic planning and thinking that can occur within an organization. Differences between reactive and proactive planning are explained, and a strategic planning model is presented that includes data collecting, planning, and implementation and evaluation. (10 references) (LRW)

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)

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)

Roles, perspectives, and skills of superintendents and their fit to the Organizational Elements Model (OEM) are examined by defining the elements in the model and providing examples of applications, analyzing superintendents' roles in the planning process, and discussing a method of determining the roles of superintendents in different situations.…

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…