How performance happens (and how to help it happen better) part 2 task-based systems     

Clay Carr 《Performance Improvement》1991,30(1):42-46

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Should we train—and was it successful?     

Clay Carr 《Performance Improvement》1989,28(7):33-36

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The editor introduces     

John M. Keller 《Performance Improvement》1978,17(6):2-2

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Diversity and Performance: A Shotgun Marriage?     

Clay Carr 《Performance Improvement Quarterly》1993,6(4):115-126

Books and articles promoting “diversity” abound. Many of their authors are not clear what they mean by diversity. Many seem to be naive about the amount of conflict “diversity” can engender. And almost all authors assume–without presenting any meaningful evidence–that diversity is somehow good for organizations. This article attempts to define diversity, suggest the conflict that is often associated with it, and then investigate the conditions (if any) under which diversity with its attendant conflict can benefit the organization.  相似文献   

The two models of human-machine interaction     

Clay Carr 《Performance Improvement》1990,29(6):45-48

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Use of the Systems Approach to Training Design and Delivery in Japanese Corporations     

John M. Keller  Mina Taguchi 《Performance Improvement Quarterly》1996,9(1):62-76

Numerous writers have described the commitment of Japanese corporations to training and various characteristics of Japanese training. Yet there is little empirical evidence to support their conclusions, and almost nothing is written about the processes the Japanese use to design training. To obtain more empirical information about the kinds of training conducted in Japanese corporations, and about whether they use systematic design and development processes, the present study successfully surveyed 45 Japanese corporations in six different industries. Results indicated, among other things, that there is more classroom training in proportion to on-the-job training than suggested by the literature, that a variety of training techniques are used in classroom training, and that the majority of training is produced internally by training departments and subject matter experts (SMEs). Only two of the companies indicated that they had a formal, systematic approach to instructional design and development. Most evaluation of training consists of post-training surveys of training transfer, and/or assessing learner reactions to courses. Most of the companies were interested in the possibility of using more systematic design approaches, especially with the introduction of more technology in support of training.  相似文献