This article questions commonly held beliefs about training as a component of performance improvement solutions. Rather than being based on theoretical and empirical support, many beliefs about training are based on little more than myth. Part 1 of this article presents myths about the relationship of training and performance and myths about…

Based on the theory of transformative learning (Mezirow, 1980) and critical pedagogy (Freire, 1980), mixed-methods research (Tashakkori & Teddlie, 1998) of a hospital workers' union and training organization addressed the impact of a custom-designed, group-focused, results-driven professional development model with 130 participants. Employees…

This study was designed to explore the effectiveness in student performance and confidence of limited and full device simulators. The 30 employees from an information technology company who participated in this study were assigned to one of three groups. Each group received practice for learning a complex software procedure using traditional…

Discusses how to produce behavior change and related performance improvement by nonexperts in as little as eight minutes by having them become instantly engaged through instant credibility of the content and instant application to their situation. Explains digital coach technology which can create instant engagement for the nonexpert. (Author/LRW)

This integrative literature review synthesizes the concepts and process of organizational knowledge creation with theories of individual learning. The knowledge conversion concept (Nonaka & Takeuchi, 1995; Nonaka, Toyama, & Byosiere, 2001) is used as the basis of the organizational knowledge creation process, while major learning theories relevant…

Development research methodology (DRM) has been recommended as a viable research approach to expand the practice-to-theory/theory-to-practice literature that human performance technology (HPT) practitioners can integrate into the day-to-day work flow they already use to develop instructional products. However, little has been written about how it…

Traditionally, expertise theories have focused on skills acquisition with little regard for the domain or contextual factors affecting expertise development and retention. Because the development, retention, and recruiting of individuals with expertise is critical to organizational success, it is essential that HRD professionals understand the…

Examines instructional systems design in light of training and performance technology. Topics include the nature of design; categories of stakeholders; three levels of instructional systems design, including Curriculum Architecture Design, instructional process design, and user interface/instructional activity design; and design goals. (LRW)

Describes a systematic approach for the design of training that supports large software implementation projects. Addresses the diverse combination of users, with different needs and time requirements, and outlines how a systematic design approach can be applied to the design and delivery of complex training solutions related to performance…

Offers a six-step process that can help a training department evolve from a reactive training factory into a proactive internal consulting practice through the use of performance technology principles. (Author/JOW)

Explores the "secret sauce" that makes the difference between experts and less successful personnel. Indicates that the successful use of this plan can improve planning time, training time, and task performance time. (Author/LRW)

Discusses the relationship between human performance technology (HPT) and instructional systems design (ISD). Addresses the balance between the benefits of diversity versus focus in the field; key differences between HPT and ISD; and clarifying the distinction between scope of analysis and diagnosis versus the types of intervention to design and…

Describes a framework for designing an electronic performance support system (EPSS) that reduces the requirement for more traditional forms of training. An intervention summary table is provided that includes five types of interventions, user access, user type (expert and/or novice), purpose, and difficulty. (Author/LRW)

Examines the differences between traditional training and performance improvement. Highlights include the role change for human resources professionals from managing employee training to shaping strategic plans for the organization; incorporating a systems approach; engaging a task force; and enlisting top management support. (LRW)

Considers how performance support systems (PSSs) fit within a business training framework with its own ideal training principles and examines what theoretical principles of learning underlie learning with PSSs. Presents a formal model of learning support that maps out current implementations of this class of system, enabling discussion of its role…