Describes a project at Bell Laboratories which sought a compromise between ideal formative evaluation procedures and more feasible procedures necessitated by restrictions on time and resources. Local-trial and field-trial stages of a phased approach are discussed, as well as the benefits of field-tests. (EAO)

Describes an in-house instructional development process designed to enhance curriculum documentation. Highlights include front end analysis; establishing a Curriculum Review Advisory Board that includes an instructional systems designer, management personnel, and subject matter experts; use of the objective worksheet; use of the lesson plan form;…

Argues that although the training field is evolving rapidly, pre-professional education and continuing professional development are not adequately meeting the needs of the profession. Twelve areas of concern are discussed, and five basic elements to be incorporated in curriculum changes are offered. (Author/MER)

Discusses the need for training curriculum to be integrated with business objectives to provide the right employees with the right skills at the right time. Line management requirements are described; training and development requirements are examined; the training and development organization is described; and keys to success are considered. (LRW)

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)

Analyzes courses offered in various educational technology programs in terms of the focus of each on one of five organizational elements, and recommends an expansion of current curricula to include not only input, process, and product-oriented learning experiences, but also to include outcome related experiences. (MER)

Outlines an approach to curriculum development that stresses a competency-driven framework including competency identification, curriculum development, and performance measurement, as well as a component-based approach to educational development and training asset management. Set in a professional services firm, the framework could serve as a…

Describes a survey that examined the perceived importance of key competencies by professionals in the field of instructional and performance technology. The discussion covers differences in responses between training managers, staff trainers and professors, and the need to incorporate corporate priorities into the academic curriculum of…

Describes changes in the training system at the U.S. Coast Guard Training Center in Petaluma (CA) that improved the effectiveness and the efficiency of training. Topics discussed include the Instructional Systems Design (ISD) methodology; the process of change; curriculum development; criterion-referenced instruction and testing; cost…

Describes a curriculum development effort at Marymount University (Virginia) that combined a traditional human resource development (HRD) master's degree program with instructional systems design (ISD) and performance technology concepts. Courses in the program are described, with special emphasis given to one on performance improvement…

Discusses the education and training of entrepreneurs and presents empirical results of an assessment of the effectiveness of various instructional techniques with undergraduate students. Kolb's learning model is examined, active versus reflective learning styles are considered, and implications for curriculum development to encourage…

The Socratic method of teaching, which uses open-ended questions asked in a logical sequence, is discussed. Suggestions for structuring curriculum content around seven adult learning principles and Socratic process analysis systems for student motivation are included. (SLW)