Systematic training program design: maximizing effectiveness and minimizing liability
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Englewood Cliffs, NJ
Prentice Hall
1994
|
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=006455034&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XV, 409 S. graph. Darst. |
| ISBN: | 0131003895 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
PREFACE xiii
1 INTRODUCTION 1
Training and Performance Support Systems 1
Training: The Basic Concept 1
Current Instructional Systems 2
Performance Support Systems 3
Enhancing Performance: Training or (What)? 6
Life s Little Complexities 6
Priorities for Performance Enhancement 7
Trainers as Design Team Members 9
System Design 9
Engineering Design 9
An Ergonomic Approach to Instructional System
Design 10
Overview of the Design Model 11
Phase I: Front End Analysis 11
Phase II: Design and Development 14
Phase III: System Evaluation 16
Iterative Processes 18
v, Contents
About This Book 19
Philosophy of Instructional Design 19
Text Organization 20
References 22
Additional Resources 23
2 PROCEDURE: ORGANIZATIONAL ANALYSIS 25
Rationale for Organizational Analysis 25
Types of Information to be Acquired 26
When Current Employees Exhibit Low Performance
Levels 27
When New Employees Lack Necessary Knowledge
and Skills 29
When It Is a New Job/Task 29
Methods for Obtaining Information 32
Interviews 32
Questionnaires 33
Observation 34
Obtaining Information About Employee Performance 35
Summary 35
References 36
Additional Resources 36
3 BACKGROUND: KNOWLEDGE AND EXPERTISE 37
Types of Knowledge 38
Declarative vs. Procedural Knowledge 39
Subtypes of Declarative and Procedural/Skill
Knowledge 42
Rasmussen s Levels of Cognitive Processing 46
Controlled vs. Automatic Processing 47
Gagne s Five Kinds of Learned Capabilities 48
Knowledge, Skills, and Abilities 50
Terminology To Be Used in This Book 51
Mental Models 51
Definition of a Mental Model 51
Relationship Between Mental Models and Types
of Knowledge 53
Application of Mental Models to Training 54
Novice and Expert Performance 55
Anderson s Three Stage Model of Expertise 55
Empirical Evidence for Models 56
Characteristics of Expert Performance 56
Contents vii
References 58
Additional Resources 61
4 PROCEDURES: TASK ANALYSIS AND TRAINEE
ANALYSIS 62
Traditional Task Analysis 63
Task Lists and Hierarchies 63
Declarative Knowledge and Skills 66
Cognitive Task Analysis 67
Task Analysis for Human Factors Design 69
Methods for Performing Task Analysis 69
General Methods for Data Collection 70
General Methods for Data Representation 81
Specific Task Analysis Methods 90
Choosing Task Analysis Methods 108
Summary of Task Analysis 110
Trainee Analysis 110
References 111
Additional Resources 117
5 PROCEDURES: TRAINING NEED AND RESOURCE
ANALYSES 118
Determining the Need, Finding the Best Answer 118
Design Approach #1: System Design or Redesign 119
Example of a System Redesign Solution 120
Design Approach #2: Performance Support Systems
and Job Aids 120
Example of an Electronic Performance Support System
Solution 122
Example of a Job Aid Solution 123
Design Approach #3: Training Programs 125
Example of Combined Redesign, Performance Support,
and Training Program 125
Training Resource Analysis 126
Summary 128
References 128
6 BACKGROUND: LEARNING AND MOTIVATION 129
A Basic Information processing Model of Memory 130
Sensory Memory 131
Working Memory 132
viii Contents
Long Term Memory 134
Acquiring Knowledge 135
Acquiring Declarative Knowledge 136
Roles of Declarative and Procedural/Skill Knowledge 137
Acquiring Procedural/Skill Knowledge 139
Transfer of Training 141
Identical Elements Theory of Transfer 142
Positive and Negative Transfer 143
Part task Training and Automation 144
Sequencing of Instructional Materials 144
Part Task Versus Whole Task Training 145
Automation of Subtasks 146
Motivation 146
The ARCS Model of Motivation 147
Weiner s Attribution Theory 149
ARCS Strategies 151
Principles and Guidelines for Instructional Design 153
Attention 154
Acquiring Declarative Knowledge 154
Acquiring Procedural/Skill Knowledge 156
Cognitive Workload 158
Motivation 158
References 158
Additional Resources 163
7 PROCEDURE: WRITING FUNCTIONAL
SPECIFICATIONS 164
Background 164
Instructional Goals and Objectives 165
Liability Issues 166
Functional Specifications 167
Program Goal 168
Post training Goals and Objectives 170
System Performance Requirements 172
System Constraints 173
Final Comments 174
Summary 175
References 176
8 BACKGROUND: TRAINING SYSTEMS 177
Taxonomies for Instructional Techniques 178
Review of Instructional Techniques 180
Contents ix
Text 180
Audiovisual Techniques 182
Lecture 184
Inquiry Learning 186
Tutoring 188
Programmed Instruction 189
Computer Assisted Instruction 197
Intelligent Computer Assisted Instruction (ICAI) 201
Simulations 203
On the Job (OTJ) Training 205
Combining Methods 207
Training for Leadership and Interpersonal Skills 208
Simulations and Business Games 208
Role Playing and Behavior Modeling 209
Human Relations Training: Group Interaction 210
Team Training 211
References 212
9 BACKGROUND: COMPUTER ASSISTED
INSTRUCTION 216
Background: Trends in CAI 216
More Technological Advances: Multimedia 218
Multimedia in a Nutshell 218
The Technologies Behind Multimedia 219
Implications for Training 222
CAI Designs 223
Drill and Practice 223
Tutorials 224
Information Access and Generation 225
Simulations 229
Instructional Games 230
Hybrid Designs 231
Case Study: Antibody Identification for Blood
Transfusion 232
Authoring Tools 233
Levels of Authoring Tools 234
Basic Programming Languages 234
Midlevel Hybrid Tools 235
High End Graphical Interface Tools 238
Comparison of Authoring Tools 240
Comments 240
References 241
Additional Resources 243
x Contents
10 PROCEDURE: DEVELOPING THE DESIGN
CONCEPT 246
Design Concept Generation 247
Step 1: Generate General Idea of Instructional Design 247
Step 2: Adjust the Design Concept(s) 249
Step 3: Fill in Design Concept 250
Product Development Plan 253
Obtaining Project Approval 253
System Design Specifications 256
A Case Study 256
Final Comments 258
Summary 259
References 259
11 BACKGROUND: DOCUMENT AND COMPUTER
INTERFACE DESIGN 261
Document Design 261
Instruction and Job Aid Documents 262
Factors to Consider in Document Design 263
Principles of Document Design 264
Document Evaluation Tools 272
Design of Job Aids 272
Interactive Computer Interface Design 280
Static Screen Design 282
Use of Color 284
Designing for Interaction 285
References 288
Additional Resources 291
12 PROCEDURE: INITIAL DEVELOPMENT
AND PROTOTYPING 293
Origins Of Prototyping 293
Traditional Engineering Design 293
Human Factors Engineering 294
Prototyping and Rapid Prototyping for Training Programs 295
Traditional Instructional Design Models 295
Incorporating Prototyping into the Instructional Design
Model 297
Rapid Prototyping 298
Prototyping for Instructional Design 299
Contents xi
Designing Instructional Materials 302
Determining Overall Instructional Content 303
Determining Instructional Sequence 303
Determining Unit Content 306
Development Methods for Major Instructional Techniques 309
Tutoring, OTJ Training 310
Lectures and Workshops 311
Linear Documents 312
Hardcopy Job Aids 313
Videotape 314
CAI and Nonlinear Electronic Documents 318
Simulations 323
Combining Procedures 323
Summary 326
References 326
Additional Resources 329
13 PROCEDURE: FORMATIVE EVALUATION AND USER
TESTING 330
Formative Evaluation 330
User Testing 331
Variables Measured in User Testing 332
Collecting Data for User Testing 334
User Testing For Instructional Strategies 335
Tutoring and OTJ Training 335
Lectures and Workshops 335
Linear Documents 336
Videotape 337
CAI and Nonlinear Documents 338
Job Aids and Performance Support Systems 340
Final Comments 341
Summary 341
References 342
14 PROCEDURES: FULL SCALE DEVELOPMENT
AND FINAL USER TESTING 343
Full scale Development 343
Tutoring and OTJ Training 343
Lectures and Workshops 344
Linear Documents 345
Videotape 345
xii Contents
CAI and Nonlinear Documents 347
Job Aids and Performance Support Systems 348
Supporting Documents 348
Final User Testing 351
References 351
15 PROCEDURE: PROGRAM EVALUATION 353
Defining Program Evaluation 353
Importance of Program Evaluation 355
Accountability 356
Liability 357
Why Program Evaluation Is Neglected 357
Goals of Program Evaluation 359
Overview 359
Internal Validity 360
External Validity 363
Methods for Conducting Program Evaluation 364
Choosing Criteria 365
Research Designs: Giving Power to Our Conclusions 371
When to Collect Posttest Data 375
Choosing a Context 377
Jobs Aids 378
Summary 379
References 379
16 MINIMIZING PROFESSIONAL LIABILITY 382
Introduction To The Liability Issue 383
Recent Trends in the Courtroom 383
Courtroom Scenarios 384
Implications for Training Program Design 388
Summary 390
Guidelines For Trainers 390
Five Basic Rules 390
Design of Warnings 394
References 396
INDEX 399
|
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| isbn | 0131003895 |
| language | English |
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| spellingShingle | Gordon, Sallie E. Systematic training program design maximizing effectiveness and minimizing liability Educational technology United States Employees Training of United States Angestellter (DE-588)4002025-3 gnd Unterrichtsplanung (DE-588)4117301-6 gnd Berufliche Fortbildung (DE-588)4005910-8 gnd Trainingsprogramm (DE-588)4348331-8 gnd |
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| title | Systematic training program design maximizing effectiveness and minimizing liability |
| title_auth | Systematic training program design maximizing effectiveness and minimizing liability |
| title_exact_search | Systematic training program design maximizing effectiveness and minimizing liability |
| title_full | Systematic training program design maximizing effectiveness and minimizing liability Sallie E. Gordon |
| title_fullStr | Systematic training program design maximizing effectiveness and minimizing liability Sallie E. Gordon |
| title_full_unstemmed | Systematic training program design maximizing effectiveness and minimizing liability Sallie E. Gordon |
| title_short | Systematic training program design |
| title_sort | systematic training program design maximizing effectiveness and minimizing liability |
| title_sub | maximizing effectiveness and minimizing liability |
| topic | Educational technology United States Employees Training of United States Angestellter (DE-588)4002025-3 gnd Unterrichtsplanung (DE-588)4117301-6 gnd Berufliche Fortbildung (DE-588)4005910-8 gnd Trainingsprogramm (DE-588)4348331-8 gnd |
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