Discusses the differences between training, which usually focuses on more specific job skills, and teaching, which is usually more concerned with acquiring declarative knowledge. Suggests training should be made more like teaching, focusing more on understanding, emphasizing intrinsic goals of learning, problem solving, and subject-specific…

Discusses training success and describes the inquiry process that provides an opportunity for developing problem-solving skills by learning to structure problems through effective questioning. Considers beneficial outcomes, including gathering and organizing information as part of an active social process; and provides an example of the inquiry…

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…

Sense and nonsense is abound in human performance technology (HPT). There is no single cause of the abundance of nonsense. However, there is a reason that nonsense is more abundant than sense. The reason is that any principle has a specific domain of applicability. Within that domain it is sense. Outside that domain it is nonsense. Some…