Descriptor
| Learning Processes | 3 |
| Training Methods | 3 |
| Adult Learning | 1 |
| Andragogy | 1 |
| Change Strategies | 1 |
| Cognitive Objectives | 1 |
| Cognitive Psychology | 1 |
| Efficiency | 1 |
| Experiential Learning | 1 |
| Instructional Design | 1 |
| Models | 1 |
| More ▼ | |
Source
| Performance Improvement | 3 |
Publication Type
| Journal Articles | 3 |
| Reports - Descriptive | 3 |
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Peer reviewedGayeski, Diane M. – Performance Improvement, 1996
Discusses changes in organizational training systems in light of new ideas about organizational development and learning. Topics include the difference between training and learning, old assumptions about the functions of training, how training can be detrimental to organizational development, how to initiate change, and expanding training…
Descriptors: Change Strategies, Learning Processes, Organizational Change, Organizational Development
Peer reviewedBarkley, Steve; Bianco, Terri – Performance Improvement, 2001
Discusses the need for training to be learner-centered and meaningful to the adult learner and explains that andragogy requires learning to be experiential with immediate application, consequence, and participation. Emphasizes knowing the learning and working styles of participants, discuses training efficiency, and suggests that online training…
Descriptors: Adult Learning, Andragogy, Efficiency, Experiential Learning
Peer reviewedSilber, Kenneth H. – Performance Improvement, 2002
Discusses the cognitive approach to instructional design (ID) and how ID practitioners can design training differently. Highlights include how learning occurs; categories of learning; a model that summarizes the components of a well-designed lesson; a framework for ID based on cognitive psychology; and a table to use as a job aid for designing…
Descriptors: Cognitive Objectives, Cognitive Psychology, Instructional Design, Learning Processes
