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Hwan Young Jang 《Performance Improvement》2009,48(3):16-20
This article proposes needed transitions in the field of human performance technology. The following three transitions are discussed: transitioning from training to performance, transitioning from performance to performance system, and transitioning from learning organization to high performance system. A proposed framework that comprises performance, performance system, and high performance system is suggested, along with recommendations for future research about the viability of this framework. 相似文献
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Ryan Watkins 《Performance Improvement》2007,46(2):9-15
Strategic plans and performance objectives define the results to be accomplished, but selecting a suitable set of performance technologies for your organizations requires more than just knowing the intended benefits. The systematic procedures described in the article will guide you through practical processes and valuable tools for identifying potential performance technologies, evaluating alternatives, and developing a system of performance‐focused activities that accomplish desired results. 相似文献
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Jelte M. Wicherts Conor V. Dolan Jerry S. Carlson Han L.J. van der Maas 《Learning and individual differences》2010,20(3):135-151
This paper presents a systematic review of published data on the performance of sub-Saharan Africans on Raven's Progressive Matrices. The specific goals were to estimate the average level of performance, to study the Flynn Effect in African samples, and to examine the psychometric meaning of Raven's test scores as measures of general intelligence. Convergent validity of the Raven's tests is found to be relatively poor, although reliability and predictive validity are comparable to western samples. Factor analyses indicate that the Raven's tests are relatively weak indicators of general intelligence among Africans, and often measure additional factors, besides general intelligence. The degree to which Raven's scores of Africans reflect levels of general intelligence is unknown. Average IQ of Africans is approximately 80 when compared to US norms. Raven's scores among African adults have shown secular increases over the years. It is concluded that the Flynn Effect has yet to take hold in sub-Saharan Africa. 相似文献
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A detection-theory model to describe the effects of varying stimulus disparity on switching-key concurrent variable-interval schedule performance (Miller, Saunders, & Bourland, 1980) is presented. It describes the available data on stimulus disparity well. Using the additional notion of contingency discriminability, the model is then developed into an account of schedule and stimulus control that is both wider in application and conceptually clearer than the generalized matching law. A basic assumption of the new model is that subjects may not perfectly discriminate that a reinforcer followed a response of one class versus that of another, and this ability is measured as reinforcer-contingency discriminability, dr. This idea is then applied to performance in signal-detection procedures, both with and without error reinforcement, to multiple-schedule performance, and to single-schedule performance. The model fitted the data well, and it thus constitutes a coherent and viable alternative to the generalized matching law in the procedures and conditions in which the latter has been shown to apply. 相似文献
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Zane Olina Howard J. Sullivan 《Educational technology research and development : ETR & D》2004,52(3):5-22
A total of 341 Latvian students and eight teachers participated in this study of student self-evaluation and teacher evaluation.
Students completed a 12-lesson teacher-directed instructional program on conducting and writing a report of their own experimental
research. Sixteen classes were randomly assigned to one of four treatment conditions: (1) no in-program evaluation, (2) self-evaluation
and revision at the research design and draft final report stages, (3) teacher evaluation and student revision at both stages,
(4) self-plus-teacher evaluation and student revision at both stages. Students in the teacher-evaluation and self-plus-teacher
evaluation conditions received significantly higher ratings from an independent rater on their final research reports. However,
students under the self-evaluation conditions had greater confidence in their ability to conduct future experiments.
This research is based on Dr. Olina's dissertation at Arizona State University, and was supported by grants from the Arizona
State University Graduate Research Support Program and the Assessment Training Institute Foundaton in Portland, Oregon. We
gratefully acknowledge their support. 相似文献
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Spatial ability,visual imagery,and mathematical performance 总被引：7，自引：1，他引：7
116 Foundation Year Engineering Students, at the University of Technology, Lae, Papua New Guinea, were given a battery of mathematical and spatial tests; in addition, their preferred modes of processing mathematical information were determined by means of an instrument recently developed in Australia by Suwarsono.Correlational analysis revealed that students who preferred to process mathematical information by verbal-logical means tended to outperform more visual students on mathematical tests. Multiple regression and factor analyses pointed to the existence of a distinct cognitive trait associated with the processing of mathematical information. Also, spatial ability and knowledge of spatial conventions had less influence on mathematical performance than could have been expected from recent relevant literature. 相似文献
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Achieving consistent performance of strategically critical behaviors can be a challenge for any organization. The magnitude of the challenge increases exponentially when the organization has several million performers dispersed across the globe. This was the challenge that Amway Corporation faced and successfully addressed. 相似文献
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This study examines the relationship between personality and two different academic performance (AP) assessment methods, namely exams and coursework. It aimed to examine whether the relationship between traits and AP was consistent across self-reported versus documented exam results, two different assessment techniques and across different faculties. There were 1,013 (622 female) university students from four British Universities in four faculties namely arts/humanities, social sciences, life/biological sciences and mathematical sciences. Participants completed a brief version of the Big Five inventory and a self-report measure of AP. Conscientiousness and Agreeableness were the strongest personality predictors of AP. Structural equation model showed that sex and personality effects on AP were invariant across different areas of study or degree types (humanities, social sciences, life sciences and hard sciences). Personality variables are stable, robust and predictable correlates and determinants of AP. Conscientiousness, Openness and Agreeableness were positive predictors as measured by good grades whilst Neuroticism and Extraversion were correlates of weaker performance. Implications of these results refer how teachers choose to examine their pupils and to what extent students choose courses because of their known examination procedures. 相似文献