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Practice Isn't Optional: It Can Be a Matter of Life or Death.
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Mager, Eileen W. – Performance Improvement, 2000
Examines the critical components of effective "practice" in the fields of instructional technology and human performance technology, as well as barriers to successful practice. Describes how to cope with these obstacles and ensure inclusion of relevant practice in instructional programs. Concludes with a true story that illustrates how…
Descriptors: Educational Technology, Instructional Design, Instructional Development, Instructional Effectiveness
The Long and Winding Path (from Instructional Design to Performance Technology): Installment V--Using Goals, Standards, and Feedback.
Carr, Clay; Totzke, Larry – Performance and Instruction, 1995
Examines three elements useful for solving problems revealed by data gathering and analysis in the context of performance technology: goals, standards, and feedback. Emphasis is on the need for performers of tasks, their supervisors, and the organization as a whole to have the same goals and expectations, and how this is achieved through…
Descriptors: Feedback, Human Factors Engineering, Improvement Programs, Instructional Design
The Long and Winding Path (from Instructional Design to Performance Technology): Installment VII--Where We Wrap It All up with Suggestions about How You Might Move from Basic Human Performance Technology (HPT) to More Advanced Forms of HPT or Other Performance Interventions.
Carr, Clay; Totzke, Larry – Performance and Instruction, 1995
Discusses how those who learn basic human performance technology (HPT) skills can expand expertise in three directions: extended HPT (including generalist, project manager/integrator, and implementation specialist); specialized HPT; and HPT linked to related fields. Presents examples of applications of each alternative. (JKP)
Descriptors: Human Factors Engineering, Improvement Programs, Instructional Design, Organizational Development
Life in the Pinball Machine: Looking Back with Bob Mager
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Taylor, Ray – Performance Improvement, 2005
At 81 years old, Robert F. (Bob) Mager is the granddaddy of modern performance analysis and instructional design techniques. Although he has retired from the profession, he is still actively learning. He is currently working on his fourth novel, and is also an award-winning ventriloquist and is taking flamenco lessons. Perhaps best known in the…
Descriptors: Instructional Design, Goal Orientation, Brainstorming, Student Evaluation
Face-to-Face or Online?: Choosing the Medium in Blended Training
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Yelon, Stephen – Performance Improvement, 2006
Performance technologists have the opportunity to employ blended instruction, a combination of face-to-face and online teaching. Faced with the benefits of using the best of both of these forms of instruction in a single training program, performance technologists must make some thoughtful decisions to create a successful design for learning.…
Descriptors: Training Methods, Conventional Instruction, Online Courses, Instructional Design
Improving Individual and Organizational Performance: The Case for International Standards
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Klein, James D.; Richey, Rita C. – Performance Improvement, 2005
Competency is defined as a set of related knowledge, skills, and attitudes that enables an individual to effectively perform the activities of a given occupation or job function to the standards expected in employment. Competencies for professionals in the performance improvement field have received considerable attention in recent years. For…
Descriptors: Trainers, Instructional Design, Competence, Program Validation