Potential knowledge management contributions to human performance technology research and practice     

Thomas M. Schwen  Howard K. Kalman  Noriko Hara  Eric L. Kisling 《Educational technology research and development : ETR & D》1998,46(4):73-89

This article considers three aspects of the knowledge management (KM) literature that have the potential to enhance human performance technology (HPT) research and practice. First, we believe the recent attempt by economists to describe and quantify intellectual capital can help HPT to better evaluate and defend organizational expenditures/investments for performance improvement initiatives. Second, the emerging KM literature explores the linkages between information, learning and performance, provides a common point of intersection for our fields, and can enhance our analysis and implementation of information (as opposed to training) solutions as well as inform and expand our conceptual and theoretical understanding. Third, we have observed that both KM and HPT practitioners are increasingly concerned with the learning that takes place outside the confines of traditional formal training environments. We briefly review the electronic performance support systems literature from HPT and KM, noting the similarities in epistemology, design, and interventions. Finally, we highlight the KM research agenda and suggest related opportunities for HPT research.  相似文献   

Biomedical research, methodology, and the moral sense     

Jane Azevedo  John Forge  Alan MacKay-Sim  Merry Maisel  Don Howard 《Metascience》1998,7(2):237-272

  相似文献   

Learning From Others: The Effects of Agency on Event Memory in Young Children     

Lauren H. Howard  Tracy Riggins  Amanda L. Woodward 《Child development》2020,91(4):1317-1335

Little is known about the influence of social context on children's event memory. Across four studies, we examined whether learning that could occur in the absence of a person was more robust when a person was present. Three-year-old children (N = 125) viewed sequential events that either included or excluded an acting agent. In Experiment 1, children who viewed an agent recalled more than children who did not. Experiments 2a and 2b utilized an eye tracker to demonstrate this effect was not due to differences in attention. Experiment 3 used a combined behavioral and event-related potential paradigm to show that condition effects were present in memory-related components. These converging results indicate a particular role for social knowledge in supporting memory for events.  相似文献   

A Comparative Study of Electronic Performance Support Systems     

Frank Nguyen  James D. Klein  Howard Sullivan 《Performance Improvement Quarterly》2005,18(4):71-86

ABSTRACT Electronic performance support systems (EPSS) deliver relevant support information to users while they are performing tasks. The present study examined the effect of different types of EPSS on user performance, attitudes, system use and time on task. Employees at a manufacturing company were asked to complete a procedural software task and received support from either an intrinsic, extrinsic, external performance support system or no system at all. Results revealed significant differences on performance, attitudes and use between several treatment groups. The study suggests that providing any kind of EPSS to support task performance is better than having none at all. In addition, designers can improve user performance, attitudes and use by creating systems that integrate with the primary work interface.  相似文献   

Formative Evaluation of Computer‐Based Training For a University Financial System     

Kathryn M. Fischer  Wilhelmina C. Savenye  Howard J. Sullivan 《Performance Improvement Quarterly》2002,15(1):11-24

This article describes a formative evaluation of a one‐day introductory computer‐based training (CBT) course for a new on‐line financial and purchasing system at a large public university. The purposes of the evaluation were to evaluate the effectiveness of the training and to identify appropriate revisions and incorporate them into the training program. Participants were 78 university employees who were likely future users of the financial and purchasing system. The mean score on an on‐line performance posttest that simulated real‐work tasks was 94%, and the mean on a 40‐item knowledge posttest covering the CBT content was 74%. Learner attitudes toward the course were positive, averaging 4.4 on a 5‐point scale. Formative evaluation of the program resulted in revisions that had the potential to improve its effectiveness and provided evidence of the value of ongoing formative evaluation of workplace training.  相似文献   

Supporting learners with special educational needs and disabilities in the foreign languages classroom     

Katie B. Howard 《Support for Learning》2023,38(3):154-161

Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners.

Key points

• Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND.
• Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child.
• The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs.
• To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.

  相似文献   

Process Mapping: Tools,Techniques, & Critical Success Factors     

Howard K. Kalman 《Performance Improvement Quarterly》2002,15(4):57-73

Process mapping is both an analytical tool and a process intervention that performance technologists can use to improve human performance by reducing error variance. In contrast to reengineering, process mapping is used for both incremental and radical change. The benefits of process mapping include simplified work flow, reduced cycle time, lowered costs, and improved job satisfaction. Process mapping involves constructing a macro‐map, identifying and prioritizing bottlenecks in the existing process, constructing a micro‐map to identify the root causes of the bottlenecks, and iterative redesign. Several critical success factors include organizational readiness, time commitment by participants, and the availability of a qualified facilitator. HPT practitioners add value to organizations by providing unique competence in task and needs analysis. To succeed in process mapping, however, the HPT professional must also possess sophisticated skills in facilitation as well as business knowledge, self‐confidence, and interpersonal skills for interacting with senior management.  相似文献