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1.
William W. Lee 《Performance Improvement Quarterly》2000,13(3):261-263
Implementing Global Performance Measurement Systems: A Cookbook Approach. 2000. Ferdinand Tesoro and Jack Tootson. 相似文献
2.
James D. Russell 《Performance Improvement Quarterly》2002,15(2):128-130
Performance Intervention Maps. 2001. Ethan S. Sanders and Sivasailam “Thiagi” Thiagarajan. Published by the American Society for Training and Development and the International Society for Performance Improvement; 281 pages; ISBN 1–562862–93–6. 相似文献
3.
Andrea Moore 《Performance Improvement》2012,51(7):36-38
Initiating a certification program is the overall intent of this book. Judith Hale starts with the program's business case, navigating you through requirements, standards, and assessments, and concluding with implementation and tips for “going global.” The book provides you with a roadmap for starting and implementing a certification program. Whether you are a C‐level executive or a performance improvement practitioner, this book has the explanation and rationale for implementing a certification program, using examples demonstrating learning points clearly and effectively. Performance‐Based Certification‐How to Design a Valid, Defensible, Cost‐Effective Program (ISBN: 978‐1‐118‐02724‐0) is published by Pfeiffer. 相似文献
4.
Robin Tamez 《Performance Improvement》2016,55(6):19-24
The purpose of this article is to highlight theories that support the functions of performance‐based design models and to discuss the implications of integrating divergent models into the system‐oriented human performance technology (HPT) and performance improvement (PI) disciplines. HPT, PI, and instructional systems design (ISD) share a systems framework, along with the influence of common theories such as performance theory, learning theory, adult learning, cognitive psychology, and behavioral psychology (Foshay, Villachica, & Stepich, 2014). This article focuses on the role of theory as a tool in the practitioner's toolbox and as a connection point when working with teams and organizations that have different theoretical orientations. Performance‐based ISD models are discussed, including Robinson and Robinson's (1989) Training for Impact, Brethower and Smalley's (1998) Performance‐Based Instruction, and Bradford and Boler's (2015) Horizon Model. Allen and Sites's (2012) successive approximation model (SAM) retains elements of ADDIE as a process, but the model is iterative rather than systematic in design. 相似文献
5.
Roger M. Addison 《Performance Improvement》2016,55(5):44-46
Dr. Will Thalheimer's new book, Performance‐Focused Smile Sheets: A Radical Rethinking of a Dangerous Art Form, is a resource for performance and learning professionals. The research he provides is a good foundation for our profession. The examples and tools he provides are worth the price of the book. Get the book and start the revolution. 相似文献
6.
Wessel Van Reede Van Oudtshoorn 《Performance Improvement》2012,51(1):8-15
How many times do clients ask: What is a CPT? What do CPTs do? Perhaps the best way to answer these questions is to look at some of the case studies submitted by Certified Performance Technologists applicants as part of the CPT application process. The applicants are asked to identify three projects they have done in the past 10 years that demonstrate proficiency in ISPI Standards 1 to 4 and at least three other Standards. In this article, a successful CPT applicant describes one of his projects and aligned his role as a performance improvement consultant with all 10 ISPI Standards. The story begins in this issue as Wessel Van Reede Van Oudtshoorn describes how he focused on results, took a systemic viewpoint, added value, used partnerships, and systematically assessed the need and opportunity. The story will continue in the February 2012 issue of PIJ. Joan Conway Dessinger 相似文献
7.
Nicole Barnes Helenrose Fives Jamaal Sharif Matthews Kit Marie SaizdeLaMora 《The Teacher Educator》2013,48(4):401-415
ABSTRACTWe examined 179 teachers' perceptions of their own classroom practices and their school's motivational climate to illuminate the ways these perceptions work in concert. Using teachers' responses to two scales of the Patterns of Adaptive Learning Survey, a cluster analysis revealed three profiles of teachers described as cluster 1: Aligned: Performance Moderate, Mastery High: We agree with everything!; cluster 2: Aligned: Performance Low, Mastery High: Yea to Mastery! Nay to Performance!; and cluster 3: Unaligned: Classroom Mastery with School Performance: We're Mastery Structured in a Performance School. Cluster analyses revealed significant differences suggesting these teacher groups had distinct profiles. This study adds to the literature on goal theory aimed at understanding and advancing teachers' motivationally supportive practices and can be used in teacher education and development to help teachers identify, reflect on, and understand their classroom goal structures and how they relate to structures operating at the school level. 相似文献
8.
Clare Elizabeth Carey 《Performance Improvement》2010,49(8):43-45
Performance Architecture: The Art and Science of Improving Organizations is a hands‐on guide to real‐world techniques for improving performance within the workplace. This important book explores the Human Performance Technology Landscape model that was presented in the best‐selling book Handbook of Human Performance Technology (3rd ed.). Framed by the Landscape model and supported by other proven models and tools, the book provides effective structures for anyone who needs to develop their performance improvement skills and knowledge and achieve results. Performance Architecture: The Art and Science of Improving Organizations (ISBN: 978‐0‐470‐19568‐0) is published by John Wiley & Sons and the International Society for Performance Improvement. 相似文献
9.
Carl Binder 《Performance Improvement》2012,51(2):6-7
Note: This commentary is part of an ongoing dialogue that began in the October 2011 Performance Improvement special issue entitled Exploring a Universal Performance Model for HPT: Notes From the Field. 相似文献
10.
Mental Rotation With Tangible Three‐Dimensional Objects: A New Measure Sensitive to Developmental Differences in 4‐ to 8‐Year‐Old Children 
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下载免费PDF全文 Zachary Hawes Jo‐Anne LeFevre Chang Xu Catherine D. Bruce 《Mind, Brain, and Education》2015,9(1):10-18
There is an emerging consensus that spatial thinking is fundamental to later success in math and science. The goals of this study were to design and evaluate a novel test of three‐dimensional (3D) mental rotation for 4‐ to 8‐year‐old children (N = 165) that uses tangible 3D objects. Results revealed that the measure was both valid and reliable and indicated steady growth in 3D mental rotation between the ages of 4 and 8. Performance on the measure was highly related to success on a measure of two‐dimensional (2D) mental rotation, even after controlling for executive functioning. Although children as young as 5 years old performed above chance, 3D mental rotation appears to be a difficult skill for most children under the age of 7, as indicated by frequent guessing and difficulty with mirror objects. The test is a useful new tool for studying the development of 3D mental rotation in young children. 相似文献
11.
《Higher Education Quarterly》1989,43(2):189-198
Book reviewed in this article: Whose Bias? Seeds of Bankruptcy, David Marsland Performance Indicators and their Ambiguities The Use of Performance Indicators in Higher Education: A Critical Analysts of Developing Practice, Martin Cave, Stephen Hanney, Maurice Kogan and Gillian Trevett Employment and the CNAA Graduates at Work: Degree Courses and the Labour Market, John Brennan and Philip McGeevor The Need for a Fresh Start A Common Policy for Education, Mary Warnock 相似文献
12.
Mark A. Planitz 《Performance Improvement》2008,47(8):52-54
James A. Pershing, CPT, PhD, is a professor of education in instructional systems technology and educational inquiry methodology at Indiana University. He is the former editor of the Performance Improvement journal and TechTrends, past director of the International Society for Performance Improvement, and association manager of the Association for Educational Communications and Technology. He is now a consulting reviewer for TechTrends and is editor of the Asia Pacific Cybereducation Journal. The Handbook of Human Performance Technology: Principles, Practices, Potential (3rd ed.; ISBN: 978‐0‐7879‐6530‐0) is published by John Wiley & Sons, Inc. The publisher may be reached online at http://www.pfeiffer.com/WileyCDA/ or contacted at 978–750–8400. 相似文献
13.
E. Mark Mahone Teresa L. Miller Christine W. Koth Stewart H. Mostofsky Melissa C. Goldberg Martha B. Denckla 《Psychology in the schools》2003,40(4):331-340
Reviews involving the Wechsler Scales for children suggest that Full Scale IQ scores on the Wechsler Intelligence Scale for Children, Third Edition, average 5 to 6 points lower than scores on the second edition of the scale [WISC‐R, Wechsler, D. (1974). Zimmerman & Woo‐Sam, 1997], with the differences distributed disproportionately over subtests, i.e., with larger discrepancies found within the Performance Scale (Wechsler, 1991). Changes on the revised subtests of the WISC‐III Performance Scale may place children with ADHD at a disadvantage compared to their performance on analogous WISC‐R subtests. We examined IQ test performance in 122 unmedicated children with ADHD (61 given the WISC‐R, 61 given the WISC‐III), and 46 children from a healthy, comparison group (23 given the WISC‐R, 23 given the WISC‐III). The ADHD and comparison group samples were matched for sex and for Verbal IQ between WISC‐R and WISC‐III. Children with ADHD had significantly lower Performance IQ on WISC‐III compared to the WISC‐R, with the Picture Arrangement subtest showing the most significant difference. In contrast, there were no significant differences between the WISC‐R and WISC‐III cohorts on Performance IQ or any Performance subtests among the comparison group. These findings highlight the importance of examining the comparability of ability test revisions among clinical and non‐clinical populations, and will be especially salient when the WISC‐III is revised. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 331–340, 2003. 相似文献
14.
Performance on figure copying tasks is empirically linked to the school readiness, learning, cognition, and neuropsychological functioning. These nonverbal tasks are frequently used to evaluate children from diverse backgrounds to minimize bias due to factors such as language, ethnicity, culture, or socioeconomic status on test performance. The current study examined the possible Differential Item Functioning across African American and Caucasian groups, ages 4 to 7 years, in Bender Motor Gestalt Test, Second Edition (BG‐II) visual‐motor scores. Results indicated that in general the BG‐II can be considered invariant across these ethnic groups in this age range. 相似文献
15.
《Performance Improvement》2007,46(5):5-5
Editor's note: The editor welcomes letters from all readers wishing to comment on articles in this issue of Performance Improvement. Early responses have the best chance of being published. Please be concise and include your title and organizational affiliation. Performance Improvement reserves the right to select, solicit, and edit letters. Send letters to pijeditor@ispi.org. 相似文献
16.
Within the context of a counterbalanced design, 102 students from either a high school or a large Southeastern university were administered two versions of the Minnesota Multiphasic Personality Inventory–Adolescent (MMPI–A): a computer‐administered version (CA) and a paper‐and‐pencil version (PAP). Time between testing sessions was approximately one week. Differences in individual scale means between the CA and PAP were calculated using paired t tests, with the Bonferroni correction procedure; no mean differences were statistically significant ( p > .05). To determine if the scale distributions were similar Hartley's homogeneity of variance tests were conducted; there were no differences in the shapes of the scale distributions ( p > .05). Pearson product‐moment coefficients were calculated to determine if the relative rankings were similar across administration formats; coefficients for every scale were positive and statistically significant ( p < .01). © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 605–613, 2005. 相似文献
17.
This study examined and compared levels of phonological awareness in monolingual and bilingual English and Greek five‐year‐olds. Sixty‐eight children from Britain and Cyprus, matched on the basis of age, gender, non‐verbal and verbal IQ, were assigned to four groups: two bilingual (English‐Greek, Greek‐English) and two monolingual (English, Greek). Performance of the four groups on a set of six phonological tasks was compared. Bilingual children were given both English and Greek versions of the tasks; monolingual children were given the phonological tasks in their mother tongue only. Given the results of previous research, it was predicted that bilingual children would show higher levels of phonological awareness than monolingual. The children tested in Britain were already being taught to read in school, whereas those tested in Cyprus were not. On the basis of previous research, it was further predicted that there would also be effects of learning to read in an alphabetic language, such that the bilingual children tested in Britain would show higher levels of phonological awareness at the level of the phoneme than their counterparts tested in Cyprus. Results showed that the bilingual English‐Greek children significantly outperformed the monolingual English children, but this pattern was not replicated in the bilingual Greek‐English/monolingual Greek comparisons. This difference is discussed in terms of the bilingual enhancement effect, which, according to the present data, seems to occur only when bilingual children are exposed to a second language that is phonologically simpler than their first language. Results also showed that English‐Greek bilingual children performed significantly better than Greek‐English bilinguals, especially on tasks requiring phoneme awareness. This accords well with suggestions that learning to read in an alphabetic language promotes this level of phonological awareness. 相似文献
18.
Anne Blake 《Performance Improvement》2012,51(9):38-40
The third edition of Fundamentals of Performance Improvement includes substantial changes that reflect the movement toward evidence‐based practice within the field of performance improvement. This comprehensive book has something to offer every type of reader, including students, novice practitioners, and experts in need of a refresher course on any aspect of the field. Fundamentals of Performance Improvement: Optimizing Results Through People, Process, and Organizations, third edition (2012, 664 pages) is published by Pfeiffer/Wiley/ISPI. 相似文献
19.
This paper examined the diagnostic utility of subtest variability, as represented by the number of subtests that deviate from examinees' mean IQ scores, for identifying students with a learning disability (LD). Participants consisted of the 2,200 students in the WISC‐III normative sample and 684 students (Mdngrade = 5; Mage = 10.8) identified as LD. The number of subtests deviating from examinees' Verbal, Performance, and Full Scale IQ by ±3 points for normative and exceptional samples were contrasted via Receiver Operating Curve (ROC) analyses. Results indicated that LD students did not differ from normative sample children at levels above chance. It was concluded that deviation of individual subtest scores from mean IQ scores has no diagnostic utility for hypothesizing about students with learning disabilities. © 2000 John Wiley & Sons, Inc. 相似文献
20.
Infants' visual short‐term memory (VSTM) for simple objects undergoes dramatic development: Six‐month‐old infants can store in VSTM information about only a simple object presented in isolation, whereas 8‐month‐old infants can store information about simple objects presented in multiple‐item arrays. This study extended this work to examine the development of infants' VSTM for complex objects during this same period (N = 105). Using the simultaneous streams change detection paradigm, Experiment 1 confirmed the previous developmental trajectory between 6 and 8 months. Experiment 2 showed that doubling the exposure time did not enhance 6‐month‐old infants' change detection, demonstrating that the developmental change is not due to encoding speed. Thus, VSTM for simple and complex objects appears to follow the same developmental trajectory. 相似文献