Descriptor
| Adult Education | 8 |
| Job Performance | 8 |
| Training | 5 |
| Training Methods | 3 |
| Program Effectiveness | 2 |
| Administrator Role | 1 |
| Behavioral Objectives | 1 |
| Career Change | 1 |
| Career Development | 1 |
| Computers | 1 |
| Consultants | 1 |
| More ▼ | |
Source
| Training and Development | 8 |
Author
| Bassi, Laurie J. | 1 |
| Carr, Clay | 1 |
| Caudron, Shari | 1 |
| Kaye, Beverly | 1 |
| Langdon, Danny | 1 |
| Nowack, Kenneth M. | 1 |
| Reinhart, Carlene | 1 |
| Van Buren, Mark E. | 1 |
| Watson, Scott C. | 1 |
| Wimer, Scott | 1 |
Publication Type
| Journal Articles | 8 |
| Opinion Papers | 6 |
| Numerical/Quantitative Data | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Nowack, Kenneth M.; Wimer, Scott – Training and Development, 1997
Offers a four-step approach that highlights the key issues at each stage of the coaching process: (1) contract with the client; (2) observe and assess needs; (3) constructively challenge; and (4) handle resistance. (JOW)
Descriptors: Adult Education, Job Performance, Management Development, Training Methods
Carr, Clay – Training and Development, 1992
A performance support system (PSS) uses computers and associated technology to provide the help a performer needs when the performer needs it, and in the format in which it is needed. The goal of PSS is to provide whatever is necessary to generate performance and learning at the moment of need. (Author/JOW)
Descriptors: Adult Education, Computers, Educational Technology, Job Performance
Langdon, Danny – Training and Development, 1999
Argues that objectives are not specific enough for the design and development of performance-improvement activities. Describes the Proforma model, a prescription of the behavior, standards, support, and noise requirements that mirror the action elements of performance at the individual, work-group, business unit, and process levels of an…
Descriptors: Adult Education, Behavioral Objectives, Job Performance, Models
Watson, Scott C. – Training and Development, 1998
Offers five performance measurement lessons: (1) focus on the business; (2) build a bridge between line and training; (3) track progress, not proof; (4) know that you are already doing it; and (5) track cause and effect. (JOW)
Descriptors: Adult Education, Evaluation Methods, Job Performance, Personnel Evaluation
Caudron, Shari – Training and Development, 1999
Discusses the need for trainers to evaluate the training requests they receive to determine whether they are appropriate for the situation. Suggests how trainers can prepare themselves for roles as performance consultants. (JOW)
Descriptors: Adult Education, Career Change, Consultants, Job Performance
Kaye, Beverly – Training and Development, 1993
Managers can foster employee career development by recognizing "coachable moments": when employees demonstrate new interests, seek feedback, experience poor job fit, or are thinking about change. Managers can verbalize support and mobilize employees by suggesting concrete steps. (SK)
Descriptors: Administrator Role, Adult Education, Career Development, Job Performance
Reinhart, Carlene – Training and Development, 2000
Discusses performance-based training and suggests that organizations are focusing on performance and making breakthroughs in terms of competitive advantage. Offers reasons why trainers should focus on performance. (JOW)
Descriptors: Adult Education, Educational Change, Job Performance, Organizational Climate
Bassi, Laurie J.; Van Buren, Mark E. – Training and Development, 1998
Displays responses from 540 organizations plus other recent surveys that show how much training is provided at what cost, types of courses provided, training staff, outsourcing, technological delivery methods, and human performance practices. Also looks at whether measures show that training is linked to performance. (JOW)
Descriptors: Adult Education, Corporate Education, Curriculum Development, Job Performance
