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1.
An evaluation system was designed and implemented by a faculty support department to measure the value, identify gaps, and improve the quality of their training at a midsize community college. The Targeted Evaluation Process (Combs & Falletta, 2000) was selected as the evaluation framework because of its applicability to training and nontraining interventions. Gilbert's (2007) Behavior Engineering Model was used to identify possible solutions to post‐training performance gaps identified during the evaluation.  相似文献   

2.
Faced with increased incidences of work‐related strain and sprain injuries and OSHA‐recordable injuries, the organization in this case study details how it resolved these performance‐related issues. This case study also demonstrates the effectiveness of Thomas Gilbert's (1978) Behavior Engineering Model as a tool for analyzing, defining, and resolving performance issues.  相似文献   

3.
This study was an effort to add to the body of research surrounding Gilbert's Behavior Engineering Model (BEM). The model was tested to determine its ability to explain factor relationships of organizational safety culture in a high‐risk work environment. Three contextual variables were measured: communication, resource availability, and incentives; and the impact of contextual variables on safety motivation were evaluated. The study produced three outcomes: (1) data and the BEM model demonstrated good fit, (2) communication and resource availability were indirectly related to safety motivation, and (3) incentives mediated the indirect effects of communication and resource availability with motivation. Research findings serve to inform the practice of human performance technology, as Gilbert's model is a primary performance diagnostic tool, adaptable to essentially any workplace context.  相似文献   

4.
Military officials continually search for improvements in processes that focus on high‐performance outcomes. This qualitative study investigated process improvements of two departments within the Naval Diving and Salvage Training Center (the Security Department and the Testing Department) by assessing performance levels of the two departments using a combinatorial model from human performance theory and Six Sigma theory. Study findings produced strong empirical evidence with specific recommendations for initiating cost‐effective interventions for improvements. The Behavior Engineering Model was used to identify possible solutions to post‐training performance gaps identified during the evaluation.  相似文献   

5.
Gilbert's (1978/1996) Behavior Engineering Model (BEM) can enable the success of novice performance engineers by prompting appropriate front‐end analysis. This paper describes the third author's first performance improvement project conducted in the customer service department at an insurance agency. Front‐end performance analysis informed the design of an intervention package that addressed particular environment and person variables. This package included task clarification, employee self‐monitoring, and public posting of group performance. A multiple baseline design across behaviors was used to assess the effects of the intervention. The performance targets were: 1) the percentage of transactions where Customer Service Representatives (CSRs) used customer names, and 2) the percentage of transactions where CSRs suggested additional services available to customers. Average performance during intervention was more than 50% better than average baseline performance for both targets. Results are discussed in terms of the utility of the BEM as a front‐end analysis tool that can guide novice performance engineers to build simple and inexpensive, yet effective, performance improvement interventions.  相似文献   

6.
Focused efforts to improve organizational and individual performance begin with analysis of the needs. However, the theory and practice of performance analysis are not well connected. This case study examined the use of a theory-based model, the Performance Analysis for Training (PAT) Model, for assessing performance needs within an organization that was integrating its manufacturing processes. The results showed that the PAT Model was a useful guide for assessing performance needs. This research also showed that the process and product of the performance analysis were influenced by the organization's characteristics, the decision maker's characteristics, and the analyst's characteristics. In practice, the PAT model and the actual process of performance analysis were similar. However, the analyst noted three adaptations of the model. These adaptations suggest that performance analysis in some instances may be more an iterative than a linear process.  相似文献   

7.
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8.
Abstract

Prior to 1997, the Department of Instructional & Performance Technology (IPT) online program at Boise State University faced a high student dropout rate. The IPT turned to Keller's ARCS model, Kaufman's Organizational Elements Model, and Kirkpatrick's evaluation model throughout the processes of improving the motivational appeal of the online course for the first‐time adult learners and solving the attrition problem. In this article, the author describes a long‐term evaluation case study and explains how she systematically designed and implemented various instructional interventions to reduce attrition. She also presents the results of systemic evaluations.  相似文献   

9.
The People Capability Maturity Model® (People CMM®) advocates a staged approach to organizational change. Developed by the Carnegie Mellon University Software Engineering Institute, this model seeks to bring discipline to the people side of management by promoting a structured, repeatable, and predictable approach for improving an organization's workforce‐related processes. A system of best practice processes, and associated practices, holds potential for changing an organization's culture from that of an “ad‐hoc”racy to one pursuing workforce excellence. This article introduces Human Performance Technology professionals to the model, its approach, and its potential to improve workforce performance.  相似文献   

10.
ABSTRACT This case study illustrates one of the many possible ways to implement Kaufman's Organizational Elements Model (1992, 2000) for identifying and aligning organizational results and the means to achieve them. The model was applied in the context of a needs assessment effort between the Florida State University's Office for Needs Assessment & Planning (ONAP) and the Vocational Rehabilitation Program at Florida Division of Blind Services (FDBS). Conducting this study and finding data that had such radical implications for decision‐making was life altering for many of the stakeholders, who up until that point were heavily focused on processes and resources, or at best, on Micro‐level results. Appropriate actions were taken to improve the performance system, but overall, one of the most significant contributions of this project was a new‐found focus on results, valuable results, and appropriate measures of success.  相似文献   

11.
This article describes a mixed‐methods needs assessment, or developmental evaluation, that was conducted for the providers and stakeholders of Oklahoma's community‐based organizations (CBOs). The needs assessment, which was the first phase in developing training on outcome monitoring for their HIV prevention programs, relied on three evaluation approaches: Behavioral‐objectives, participatory, and empowerment. This article describes the background for the needs assessment, the needs assessment process, and the lessons learned. When dealing with such a complex issue as HIV prevention where multiple goals must be achieved for success, a mixed‐methods approach to needs assessment may better capture real‐world needs. Furthermore, it may increase acceptance of the needs assessment findings and conclusions by the diverse groups that have a stake in the evaluation. However, as this study exemplified, implementing and reporting a mixed‐methods needs assessment that is based on differing evaluation approaches is complex, challenging, and resource intensive. This study can contribute to theory building for mixed‐methods evaluation.  相似文献   

12.
Performance Management (fifth edition), by Aubrey C. Daniels and Jon S. Bailey, is the latest iteration of a highly successful volume outlining the application of the principles of behavior analysis to, in the words of the subtitle, “drive organizational effectiveness.” This review first considers the book's organization and topical coverage, followed by an analysis of three concepts: (1) feedback, (2) reinforcer effectiveness, and (3) extinction. Several additional topics represented in behavior‐analytic basic research are discussed as complements to the other subjects. The new edition represents the best in applied behavior analysis both in its research foundation and its application to strategies for making businesses better and more profitable. Performance Management: Changing Behavior That Drives Organizational Effectiveness, Fifth Edition (2014; 344 pages; ISBN‐13: 978–0937100257; hardcover $69.95) is published by Performance Management Publications.  相似文献   

13.
Senior performance technologists often take on real societal challenges, with enormous multilevel needs and minuscule funding. Front‐end assessment is conducted under demanding time frames with small teams. Successfully isolating critical gaps and formulating realistic solutions requires a melding of science and art. This article traces the author's journey to blend early military intelligence techniques with classical HPT methods—defining a craft approach to assessment likened to performance technology jazz.  相似文献   

14.
ABSTRACT This case study illustrates the application of Mega—adding measurable value for all stakeholders including society—as the central and ultimate focus for needs assessment. In this case, two needs assessment studies were conducted within a five‐year period (1999–2003) with the State of Ohio's Workforce Development (WD) program. An initial needs assessment based on Mega outcomes—high quality of life for Ohio taxpayers and public employees though the services they provide—was conducted in 1999, identifying shared strategic goals to focus management‐labor partnership initiatives. A Mega‐centered data collection matrix was used as the basis for discussions with stakeholders in order to determine the key areas of Ohio's Workforce Development to be included in the study. In 2003, a follow‐up needs assessment based on the same data collection matrix was designed to determine the improvements made since that time, the areas with the most critical performance gaps, demographic changes, and future trends affecting Workforce Development beneficiaries and stakeholders.  相似文献   

15.
A qualitative research project was carried out to explore the views of children with special educational needs, their parents and teachers about one aspect of educational psychology practice: the dynamic assessment of cognitive skills. The research was carried out in a highly diverse and inclusive borough in East London, by Nicola Lawrence from Hounslow Educational Psychology Service, and Sharon Cahill from the University of East London. The views of nine children were sought through semi‐structured interviews regarding the process of dynamic assessment, supported with tools and techniques to facilitate discussion. The views of eight parents and seven teachers were also sought, through semi‐structured interviews and focus groups, regarding the psychological reports produced from dynamic assessment. Of the original findings acquired through thematic analysis of the data, those pertaining to the perceived impact of dynamic assessment of cognitive skills are reported. Dynamic assessment was reported to impact positively upon the child's emotional well‐being, self‐perceptions, approach to learning and social relationships, both directly, and through the subsequent intervention of parents and educators. Dynamic assessment, as well as providing instructionally useful information for parents and teachers, encouraged them to move beyond locating the problem within the child, to reconceptualising their special educational needs in context. As a result, parents and teachers became more positive and optimistic about the child, the current situation and the child's future. Dynamic assessment impacted upon the child's holistic needs, parenting and the development of inclusive practice in the classroom. It is concluded that from the perspective of service users, dynamic assessment forms a worthwhile and valuable part of educational psychology practice.  相似文献   

16.
ABSTRACT Today, e‐learning is a common delivery media for education and training within many organizations. Yet, while both the supply and demand for e‐learning opportunities has risen in recent years, many professionals are beginning to question whether e‐learn‐ers are prepared to be successful in an online learning environment (e.g., Gug‐lielmino & Guglielmino, 2003; Watkins & Corry, 2005). After all, a learner's demonstrated success in a conventional education and training classroom may not be an adequate predictor of success in an e‐learning classroom. One way of gauging a potential online learner's readiness is through self‐assessment. As a first step in defining an instrument that measures an e‐learner's readiness, with the cooperation of volunteer participants from the U.S. Coast Guard, this study looked into the validity and internal consistency of items within a self‐assessment of e‐learning readiness that is under development, and provided data for the continuing development and revision of the instrument. Having demonstrated evidence of internal consistency and construct validity, the self‐assessment now provides a tool for continuing research into the prediction of e‐learning performance. Funding for this study was provided by the International Society for Performance Improvement.  相似文献   

17.
This case study extends previous research on the theory and practice of performance analysis by examining the application of one model, the Performance Analysis for Training (PAT) Model, in an organization that was implementing ISO‐9000 processes. The research questions focused on whether using the PAT Model produced the expected results and on the correspondence between the actual process used for the performance analysis and the process outlined in the PAT Model. The study findings revealed that the performance analysis produced the expected results and that the results were influenced by the three elements identified in the model's conceptual framework—organization characteristics, decision maker characteristics, and analyst characteristics—and their interactions. In addition, four adaptations to the PAT model were identified.  相似文献   

18.
ABSTRACT

South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.  相似文献   

19.
The ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey (IMMS) is a 36‐item situational measure of people's reactions to instructional materials in the light of the ARCS model. Although the IMMS has been used often, both as a pretest and a posttest tool serving as either a motivational needs assessment prior to instruction or a measure of people's reactions to instructional materials afterward, the IMMS so far has not been validated extensively, taking statistical and theoretical aspects of the survey into account. This paper describes such an extensive validation study, for which the IMMS was used in a self‐directed instructional setting aimed at working with technology (a cellular telephone). Results of structural equation modeling show that the IMMS can be reduced to 12 items. This Reduced Instructional Materials Motivation Survey IMMS (RIMMS) is preferred over the original IMMS. The parsimonious RIMMS measures the four constructs attention, relevance, confidence and satisfaction of the ARCS model well, and reflects its conditional nature.  相似文献   

20.
Conceptualizing the Master's Degree The Evolution of the Master's Degree A Century of Reform Federal Aid and Quality Control Professionalizing Graduate Education The European Model of Professionalization The Changing Demographics of Master's Students Curricular Models of Master's Education Degree Diversity and Disciplinary Taxonomies Alternative Delivery Systems Reframing Master's Education Major Professional Programs Business Accounting Education Professionalizing Science and Engineering The Biosciences Degree Diversity: The Professional Science Master's and the Master of Bioscience Degrees The Geosciences The Chemical Sciences Physics Engineering S&E Degrees in Context Mixed Trends in the Humanities and Social Sciences Humanistic Studies Social Sciences Interdisciplinary Fields Redesigning Master's Degrees for the Marketplace Globalization and the Marketplace Convergence of Academic and Professional Fields Accountability Mandates and Quality Control Transformative Technological Advances Conclusions Notes References Name Index Subject Index About the Author  相似文献   

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