Performance Technology (1996)

Page Contents

A      B      C      D      E      F      G      H      I      J      K      L      M      N      O      P      Q      R      S      T      V      W      Y      Z

A

A Model for Determining Quality in Teaching: Implications for College-Level Technology Instruction. Journal of Technology Studies v19 n1 p49-55 Win-Spr 1993

Ackerson, J. (1995). A Top Level Analysis of Training Management Functions. . Journal of Interactive Instruction Development v8 n1 p3-6 Sum 1995 . Discusses how to conduct a top-level analysis of training management functions to identify problems within a training system resulting from rapid growth, the acquisition of new departments, or mergers. The data gathering process and analyses are explained, training management functions and activities are described, and root causes and solutions are discussed. (LRW) Report/ISSN: ISSN-1040-0370 EJ510411

Adams, D. L. (1995). CD-I and Training: A Perfect Fit? . Performance and Instruction v34 n6 p28-33 Jul 1995 . Discusses a multimedia training delivery system called Compact Disk-Interactive (CD-I) and its use in corporate training environments. Information includes how companies are using CD-I, quality of learning through CD-I, hardware are using CD-I, quality of learning through CD-I, hardware and software required to create a CD-I title, hardware required for delivery, advantages and disadvantages of the system, and currently available training programs. (JKP) UMI Report/ISSN: ISSN-0884-1985 EJ510345

Addison, R. M., Homme, L. E., & Tiemann, P. W. (1973). The Reinforcing Event (RE) Menu

Ager, A. (1986). Performance Contoured Programming: A Structure for Microcomputer-Based Teaching of Individuals with Severe Learning Difficulties. . Programmed Learning and Educational Technology v23 n2 p130-35 May 1986 . Suggests programming structures of computer assisted instruction for teaching severely learning disabled students be related to an established educational model. Use of performance contoured programming (PCP), based upon behavioral model of precision teaching, is discussed and contrasted with cognitive programming approaches. PCP applications and use in non-computerized settings are considered. (Author/MBR) UMI EJ340320

Albright, R. C., & Post, P. E. (1993). The Challenges of Electronic Learning. . Training v47 n8 p27-29 Aug 1993 . Electronic learning could be the wave of the future if training design can catch up. Performance support systems training design can catch up. Performance support systems are becoming more flexible, accessible, and cost effective, whereas jobs are demanding problem-solving and analytical skills. (JOW) UMI Report/ISSN: ISSN-0095-5892 EJ466401

Alshuler, A. S., & Ivey, A. (1972). The Human Side of Competency-Based Education. Educational Technology 12 11 53-55. EJ077776

Analysis and the Derivation of Valid Objectives. Improving Human Performance 2 3 145-150

Ancona, D. G., & Caldwell, D. F. (1992). Bridging the Boundary: External Activity and Performance in Organizational Teams. . Administrative Science Quarterly v37 n4 p634-65 Dec 1992 . Studies the activities teams use to manage their organizational environment beyond their teams, using semistructured interviews with 38 new-product team managers in high technology companies. Teams engage in vertical communications aimed at molding top management's views, horizontal communications aimed at coordinating work and obtaining feedback, and general scanning of the technical and market environment. (69 references) (MLH) UMI Report/ISSN: ISSN-0001-8392 EJ457246

Anderson, V., & Sleezer, C. M. (1995). Getting Started in Multimedia Training: Cutting or Bleeding Edge? . Performance and Instruction v34 n9 p4-8 Oct 1995 . Defines multimedia, explores uses of multimedia training, and discusses the effects and challenges of adding multimedia such as graphics, photographs, full motion video, sound effects, or CD-ROMs to existing training methods. Offers planning tips, and suggests software and hardware tools to help set up multimedia training programs. (JMV) UMI Report/ISSN: ISSN-0884-1985 EJ512316

Arnone, M. P., & Grabowski, B. L. (1992). Effects on Children's Achievement and Curiosity of Variations in Learner Control over an Interactive Video Lesson. . Educational Technology, Research and Development v40 n1 p15-27 1992 . The effects of variations in learner control were examined for an interactive lesson presented as a videodisc visit to an art museum. The 101 first and second grade subjects were assigned to program control, learner control, and learner control with advisement conditions, or to a control group. Data on achievement and curiosity were analyzed. (28 references) (MES) UMI Report/ISSN: ISSN-1042-1629 EJ446168

Augsburger, W., & McNary, L. (1992). Issues Involved in Developing Integrated Optical Jukebox Storage Systems for Customized Applications. . CD-ROM Professional v5 n3 p44-50 May 1992 . Suggests a process for evaluating and planning integrated optical jukebox storage systems. Considerations regarding architecture and system performance are summarized, and a modeling program for tailoring system response to specific applications is presented. Five robotics algorithms are examined to illustrate different hardware configurations. Interface options, maximizing performance, and software design issues are also discussed. (MES) UMI Report/ISSN: ISSN-1049-0833 EJ446152

Austin, L. C., & Others, A. (1993). Who Controls the Technology in Group Support Systems? Determinants and Consequences. . Human-Computer Interaction v8 n3 p217-36 1993 . Describes a study of electronic support of face-to-face group meetings that was conducted with undergraduate and graduate students. Strategies used by groups to distribute control, determinants of which members took control, and the consequences of control strategies were examined. (Contains 38 references.) (LRW) Report/ISSN: ISSN-0737-0024 EJ476299

Author states that "to the extent that behavioral objectives are derived from an analysis of relatively broad objectives, they can serve as valid criteria which enable our students to avoid trivia." (Author) EJ089797

Axelrod, S., & Others, A. (1987). Effects of Video Games as Reinforcers for Computerized Addition Performance. . Journal of Special Education Technology v9 n1 p1-8 Fall 1987 . Four 2nd-grade students completed addition problems on a computer, using video games as reinforcers. Two variable ratio schedules of reinforcement failed to increase student accuracy or the rate of correct responses. In a no-games reinforcement condition, students had more opportunities to respond and had a greater number of correct answers. (Author/JDD) UMI EJ376282

B

Bakamis, W. A. (1980). A Summary Report...The Status of State Supervision of Industrial Arts. . Man/Society/Technology v39 n7 p24-26 Apr 1980 . In a survey of state supervisors of industrial arts, it was found that lack of funds, inadequate personnel, and ineffective organization are major problems affecting the supervisors' performance. There is also no functional system for state supervisors to obtain data on local supervisory programs. (CT) Reprint: UMI EJ220724

Baker, E. L., & O'Neil, H. F., Jr. . (1995). Computer Technology Futures for the Improvement of Assessment. . Journal of Science Education and Technology v4 n1 p37-45 Mar 1995 . Two examples of the interaction between computer technology and assessment are described: a tool-based knowledge representation approach to assess content understanding and a team problem-solving task involving negotiation. The examples serve as the context for the exploration of validity, equity, and utility. (LZ) Report/ISSN: ISSN-1059-0145 EJ504054

Battenberg, J. K., & Merbler, J. B. (1989). Touch Screen versus Keyboard: A Comparison of Task Performance of Young Children. . Journal of Special Education Technology v10 n2 p24-28 Fall 1989 . Forty developmentally delayed and 40 non-delayed kindergarten children completed an alphabet matching task and a spelling task using 2 different computer input devices: a traditional computer keyboard and a touch-sensitive computer screen. The touch-sensitive screen generally improved the performance of both groups. (Author/JDD) UMI EJ405249

Baxter, G. P. (1995). Using Computer Simulations to Assess Hands-On Science Learning. . Journal of Science Education and Technology v4 n1 p21-27 Mar 1995 . Two methods of assessing student learning of a hands-on instructional unit are compared. One method involves manipulation of concrete materials, and the other method involves manipulation of icons on a computer to solve an electric circuits problem. Sixth-grade students in an inquiry-based science program completed both assignments. (LZ) Report/ISSN: ISSN-1059-0145 EJ504052

Beaudin, B. P., & Williams, R. E. (1990). Improving Human Performance: Applying Adult Learning Principles to Enhance Meetings. . Performance and Instruction v20 n9 p7-11 Oct 1990 . Discusses the role of meetings in improving job performance, identifies adult learning principles that may enhance the planning and delivery of business meetings, describes the component parts of business meetings, and presents a matrix that integrates adult learning principles with the management of business meetings. (Six references) (LRW) UMI Report/ISSN: ISSN-0884-1985 EJ417038

Becker, H. J. (1992). A Model for Improving the Performance of Integrated Learning Systems: Mixed Individualized/Group/Whole Class Lessons, Cooperative Learning, and Organizing Time for Teacher-Led Remediation of Small Groups. . Educational Technology v32 n9 p6-15 Sep 1992 . Discusses methods of improving the performance of integrated learning systems (ILSs). Topics addressed include the theoretical basis of ILSs; appropriate level of instruction; academic learning time; motivation; quality of instruction; a study of elementary students' use of ILSs; individualized and homogeneous group activities; mixed-ability cooperative groups; remediation; and vendors' roles. (18 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ451911

Becker, R. D. (1995). Task Analysis without Trauma. . Performance and Instruction v34 n5 p4-7 May-Jun 1995 . Defines and discusses task analysis and presents a method by which goals can be achieved with the integration of task analysis and design. Highlights include the fact that prerequisites must be kept in mind during the development process. (JKP) UMI Report/ISSN: ISSN-0884-1985 EJ508637

Bejar, I. I., & Braun, H. I. (1994). On the Synergy between Assessment and Instruction: Early Lessons from Computer-Based Simulations. . Machine-Mediated Learning v4 n1 p5-25 1994 . Argues that synergy between computer-based instruction and automated assessment is possible because of the common needs in assessment and instruction; outlines a framework for characterizing performance; and examines procedures developed as part of an ongoing project to develop fully automated scoring of architectural design for a licensing exam. (Contains 38 references.) (JLB) Report/ISSN: ISSN-0732-6718 EJ485244

Benjamin, S. (1989). A Closer Look at Needs Analysis and Needs Assessment: Whatever Happened to the Systems Approach? . Performance and Instruction v28 n9 p12-16 Oct 1989 . Compares and contrasts the current development of needs analysis and needs assessment through a review of the literature, and offers recommendations designed to restore systems thinking to front-end analysis in organizational and instructional development. The roles of needs and instructional development. The roles of needs assessment and needs analysis in a performance technology model are discussed. (39 references) (LRW) UMI EJ402772

Bergman, R. E. (1981). Technology and Training: The Shape of Tomorrow's Seminar. . Performance and Instruction v20 n9 p17-20 Nov 1981 . Proposes and discusses the implications for the learner-instruction relationship of "future" seminars combining the use of interactive television, teleconferencing, and personal computers, and contrasts each of the new training methods with one of today's traditional formats: classroom lecture, group discussion, and independent study or homework. (MER) Reprint: UMI EJ256680

Berliner, D. C. (1992). Redesigning Classroom Activities for the Future. . Educational Technology v32 n10 p7-13 Oct 1992 . Discusses future changes in instruction, particularly in grades five through nine. Highlights include technology-induced changes; changes in the authority structure, including teachers as managers of information; multidimensional learning environments; rate of learning, including time on task; curriculum knowledge of teachers; thinking skills and the project method; and performance tests and portfolios. (11 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ453197

Binder, C. (1989). Hypertext Design Issues. . Performance Improvement Quarterly v2 n3 p16-33 1989 . Presents a conceptual overview of online information systems, emphasizing the distinction between hypertext (associative) and more traditional (search) models of information management. Five commercially available hypertext systems are reviewed, hypertext design issues are discussed, and the application of structured writing techniques to hypertext development is described. (18 references) (LRW) EJ404231

Block, A. H. (1973). Behavioral Technology and Teacher Training. Improving Human Performance 2 107-112. The ineffectiveness of current teacher training is discussed. A major source of this ineffectiveness stems from the myth that teaching is an art.'' A contrasting view and program is presented which emphasizes the behavior a teacher must master in order to produce desirable terminal behaviors in students. (Author) EJ087868

Bonfadini, J. (1985). Improving Student-Teacher Performance. . Technology Teacher v44 n6 p8-10 Mar 1985 . A study was conducted to develop a diagnostic instrument for students to evaluate student teachers. The result was an instrument containing 40 evaluation items divided into four major categories: personal traits, professional competence, student-teacher relationship, and classroom management. Results of instrument use are discussed. (CT) UMI EJ313202

Branch, R. C., & Others, A. (1988). Evaluating Potential Instructional Technology and Design Professionals for Academic and Business Settings: Criteria for Decision-Making. . Educational Technology v28 n10 p34-37 Oct 1988 . Discussion of differences in skills and abilities needed for instructional designers in academic versus business settings focuses on a survey of Association for Educational Communications and Technology (AECT) and National Society for Performance and Instruction (NSPI) members. Employment criteria and data upon which these criteria are judged are described. (LRW) UMI EJ382557

Brethower, D. M., & Smalley, K. A. (1992). Performance-Based InstructionPart 5: Evaluating Performance-Based Instruction. . Performance and Instruction v31 n7 p33-40 Aug 1992 . Presents a model for evaluating performance-based instruction that is intended for use by human resource development/performance technology professionals. Highlights include goal setting; program design and implementation; evaluating the use and impact of training; instructional tasks, including sequencing; quality of student products; and learning processes. (13 references) (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ451801

Brewer, I. M., & Tomlinson, J. D. (1981). SIMIG: The Effect of Time on Performance with Modular Instruction. . Programmed Learning and Educational Technology v18 n2 p72-85 May 1981 . Describes a study to determine if time spent in modular instruction is related to improvement in performance on weekly tests or final examinations across four years in a course on plant anatomy taught by Self-Instructional Modules and Interactive small Group discussion (SIMIG). Twenty-one references are listed. (Author/CHC) Reprint: UMI EJ250061

Brinkerhoff, R. O., & Gill, S. J. (1994). The Learning Alliance: Systems Thinking in Human Resource Development. First Edition. The Jossey-Bass Management Series. California Not available from EDRS. Document Not Available from EDRS. Jossey-Bass, Inc., 350 Sansome Street, San Francisco, CA 94104 ($27.95; quantity discounts available). Report/ISSN: ISBN-1-55542-711-1. This book presents an approach that organizes the principles and processes of an emerging human resource development (HRD) paradigm requiring training to be everyone's business. Chapter 1 describes the paradigm and presents a practical approach for applying it. Chapter 2 draws a picture of highly effective training (HET), focusing particularly on the new roles that training leaders must play. Chapter 3 discusses five myths that have shaped the old training paradigm and still influence many organizations today. Chapter 4 describes a tool called the impact map, which has been used effectively in planning and implementing HET in a variety of organizational settings. Chapter 5 provides an analysis of the approach to HET, represented in part by the impact map. It shows how this approach is driven by four basic principles that follow from the new HRD paradigm: strengthen the linkage of training results to critical business goals; maintain a strong customer service focus; integrate training efforts into a total performance improvement system; and use measurement and feedback to continuously improve the process of learning and change. Chapters 6-9 examine these four principles in greater depth. They provide guidelines to help readers apply each principle and contain a variety of examples. Chapter 10 reviews strategies for implementing HET and includes a checklist for guiding the work of training leaders. Contains 37 references and an index. (YLB) ED389913

Brown, M. G. (1988). Improving Performance Using Graphs. . Performance and Instruction v27 n10 p28-32 Nov-Dec 1988 . Presents 10 rules for effectively using graphs as performance improvement tools. Pie charts, bar graphs, cumulative graphs, and scatter diagrams are discussed, and a case study illustrates how setting goals and using graphs for feedback on performance can be effective. (LRW) UMI EJ384379

Brown, M. G. (1989). How to Improve Performance with Better Data. . Performance and Instruction v28 n3 p1-6 Mar 1989 . Describes a performance technology approach to paperwork reduction for managers that looks at information as a stimulus designed to prompt or initiate a desired behavior or response from the reader. Guidelines for improving performance through the use of information that serves as directions or feedback are given. (LRW) UMI EJ392426

Brown, M. G., & Schwarz, J. E. (1988). What to Fix When Everything's Broken. . Performance and Instruction v27 n4 p6-12 Apr 1988 . Description of a process for solving human performance problems focuses on the analysis phase, which examines information to determine causes and develops recommendations for solving the problems. Techniques used for gathering data are described, criteria for evaluating ideas are listed, and weighted scores for performance improvement ideas are given. (LRW) UMI EJ372408

Bruder, I. (1993). Alternative Assessment: Putting Technology to the Test. . Electronic Learning v12 n4 p22-23,26-28 Jan 1993 . Discusses the use of student assessment methods other than standardized tests. Topics addressed include the use of technology in assessment; performance-based assessment; the use of video; issues of technological equity; writing portfolios; and professional development to change educators' views of assessment. Five recent national studies on assessment are summarized. (LRW) UMI Report/ISSN: ISSN-0278-3258 EJ457876

Bruer, J. T. (1984). Women in Science: Toward Equitable Participation. Science, Technology, and Human Values v9 n3 p3-7 Sum 1984. Summarizes activities of the Macy Foundation (including a symposium and a meeting) which focused on various issues related to women in science. Included are discussions of major symposium topics (such as the differential in research productivity between male and female scientists) as well as symposium recommendations. (JN) EJ303434

Brush, T., & Others, A. (1993). Developing a Collaborative Performance Support System for Practicing Teachers. . Educational Technology v33 n11 p39-45 Nov 1993 . Describes a performance support system that was developed at Indiana University to assist in the delivery of a distance education inservice teacher training program through course presentations, monitoring practicum activities, and promoting collaboration among teachers. Difficulties are discussed, future enhancements are described, and an electronic mail system is explained. (Contains 11 references.) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ473081

Budke, W. E., & Kerka, S. (1988). Human Performance Technology. ERIC Digest No. 74. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Contract no.: RI88062005. Training and development professionals play a unique role in helping people improve their performance by using all aspects of the work environment to make those improvements occur. These professions are currently debating the existence of an integrated theoretical framework and how it might support practice in their field. Human performance technology (HPT) has been proposed as a systems-based field of study for training and development. The goal of the HPT field is to use systems approaches to ensure that individuals have the knowledge, skills, motivation, and environmental supports required to do their jobs effectively and efficiently. The conceptual domain of HPT is defined by management, development, and systems functions. In terms of professional preparation, academic programs for training and development should be based on a set of core competencies and a unique theoretical base such as human performance technology. Jacobs has listed 11 propositions from the study of HPT. The following are among those propositions: human performance and behavior are different and knowledge of the difference is important for achieving goals in HPT; organizational as well as individual goals must be considered in defining worthy performance; and exemplary performance provides the most logical referent for determining job performance standards. (MN) ED296122

C

Campbell, D. L., & Others, A. (1987). Comparison of Computer-Assisted Instruction and Print Drill Performance: A Research Note. . Educational Communication and Technology Journal v35 n2 p95-103 Sum 1987 . A comparison of the performance of two groups of third grade students practicing division problems is used to assess the effect of a commercial computer-assisted instruction drill program on learning. The progress of the experimental group (using computers) is compared with that of a group using conventional print drill practice. (20 references) (Author/LRW) UMI EJ367814

Carlisle, K. E., & Coulter, P. D. (1990). The Performance Technology of Job Aids. . Educational Technology v30 n5 p26-31 May 1990 . Discusses job aids as a method to improve human performance by replacing the requirement for a specific skill or knowledge. Types of job aids are described, the role of job aids in training is explained, job aid design is examined, and benefits of job aids are discussed. (10 references) (LRW) UMI EJ412089

Carr, A. A. (1995). Performance Technologist Preparation: The Role of Leadership Theory. . Performance Improvement Quarterly v8 n4 p59-74 1995 . Describes the importance of leadership as an informing and unifying discipline for the preparation of performance technologists and explores the impact of this orientation on a pertinent course at Western Michigan University. Topics include leadership behaviors, vision, motivation, conflict, decision making, communication, change, followership, and leadership style. (LRW) Report/ISSN: ISSN-0898-5952 EJ512312

Carr, C. (1989). Just What Do We Mean by "Investment"? . Performance and Instruction v28 n6 p16-18 Jul 1989 . Discusses the need to develop ways of measuring the cost effectiveness of investment in employee training. Examples of employees with various training needs and their possible impact on the organization are presented, the replacement of humans with machine intelligence is discussed, and the application of performance technology is suggested. (LRW) UMI EJ398038

Carr, C. (1991). How Performance Happens (and How to Help It Happen Better): Part 7. Having the Means to Perform. . Performance and Instruction v30 n6 p28-33 Jul 1991 . This seventh in a series on performance technology discusses the means an organization uses to support human performance. Five basic elements are described: (1) the opportunity an individual has to perform as the organization desires; (2) technology, including human-machine roles; (3) materials and supplies; (4) the flow of useful information; and (5) independent and sequential workflow. (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ430282

Carr, C. (1991). How Performance Happens (and How to Help It Happen Better)Part 8: Know-How. . Performance and Instruction v30 n7 p28-32 Aug 1991 . Discusses competencies that are needed by workers in today's organizations and explains the conditions that are needed for competencies to be used. Five basic competence groups are described: (1) job competencies, (2) interpersonal competencies, (3) background competencies, (4) organizational competencies, and (5) self-management competencies. (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ433206

Carr, C. (1991). How Performance Happens (and How to Help It Happen Better)Part 9: Feedback. . Performance and Instruction v30 n8 p26-30 Sep 1991 . Discusses the role of feedback in performance technology and suggests ways to improve both the accuracy and the effectiveness of the feedback. Desirable characteristics of feedback are described, including promptness, directness, reliability, and usability; and the need for assessment and assimilation following feedback is explained. (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ434680

Carr, C. (1992). PSS] Help When You Need It. . Training and Development v46 n6 p30-38 Jun 1992 . A performance support system (PSS) uses computers and associated technology to provide the help a performer needs when the performer needs it, and in the format in which it is needed. The goal of PSS is to provide whatever is necessary to generate performance and learning at the moment of need. (Author/JOW) UMI Report/ISSN: ISSN-0041-0861 EJ445413

Carr, C., & Totzke, L. (1995). The Long and Winding Path (from Instructional Design to Performance Technology). . Performance and Instruction v34 n3 p9-13 Mar 1995 . Presents a case study based on experiences at Amway Corporation that explains how the Human Resources Development Department progressed from providing training to providing a broader range of human performance technology interventions. Strategic planning is described, including identifying incentives and required competencies, providing for evaluation, and focusing on client-business issues. (LRW) UMI Report/ISSN: ISSN-0884-185-AE EJ499895

Carr, C., & Totzke, L. (1995). The Long and Winding Path (from Instructional Design to Performance Technology). Installment III: Four Requirements for Success in HPT. . Performance and Instruction v34 n4 p7-10 Apr 1995 . This third part in a series of six articles on human performance technology (HPT) highlights four characteristics that are needed for managers to successfully advance from practicing training to practicing HPT, including becoming competent with the technology, understanding the client's business, developing trust and credibility, and being persistent. (LRW) UMI Report/ISSN: ISSN-0884-185-AE EJ501827

Carr, C., & Totzke, L. (1995). The Long and Winding Path (from Instructional Design to Performance Technology). Installment VITwo Final Tools. . Performance and Instruction v34 n7 p4-8 Aug 1995 . Discussion of human performance technology tools for instructional design focuses on incentives and competence. Highlights include quality, organizational goals, feedback, employee attitudes, working conditions, deadlines, standards, training, a balance of forces, and partnerships. (AEF) UMI Report/ISSN: ISSN-0884-1985 EJ510384

Carr, C., & Totzke, L. (1995). The Long and Winding Path (from Instructional Design to Performance Technology). Performance and Instruction v34 n2 p4-8 Feb 1995. Introduces a series of six installments on making the transition from a training/instructional design approach to human performance technology (HPT). The first installment topics include defining human performance technology; obstacles to effective HPT; and the necessary role characteristics for trainers performing HPT. (AEF) UMI Report/ISSN: ISSN-0884-185-AE EJ499709

Carr, C., & Totzke, L. (1995). The Long and Winding Path (from Instructional Design to Performance Technology): Installment IVTwo Basic Tools of Human Performance Technology. Performance and Instruction v34 n5 p12-16 May-Jun 1995. Discusses two tools necessary for the successful practice of human performance technology: gathering data and interpreting data. The focus is on what data to gather, how to gather it, and how to interpret the data. (Author/JKP) UMI Report/ISSN: ISSN-0884-1985 EJ508638

Carr, C., & Totzke, L. (1995). The Long and Winding Path (from Instructional Design to Performance Technology): Installment VIIWhere We Wrap It All up with Suggestions about How You Might Move from Basic Human Performance Technology (HPT) to More Advanced Forms of HPT or Other Performance Interventions. . Performance and Instruction v34 n8 p30-35 Sep 1995 . Discusses how those who learn basic human performance technology (HPT) skills can expand expertise in three directions: extended HPT (including generalist, project manager/integrator, and implementation specialist); specialized HPT; and HPT linked to related fields. Presents examples of applications of each alternative. (JKP) UMI Report/ISSN: ISSN-0884-1985 EJ510491

Carr, C., & Totzke, L. (1995). The Long and Winding Path (from Instructional Design to Performance Technology): Installment VUsing Goals, Standards, and Feedback. . Performance and Instruction v34 n6 p8-12 Jul 1995 . Examines three elements useful for solving problems revealed by data gathering and analysis in the context of performance technology: goals, standards, and feedback. Emphasis is on the need for performers of tasks, their supervisors, and the organization as a whole to have the same goals and expectations, and how this is achieved through constructive and timely feedback. (JKP) UMI Report/ISSN: ISSN-0884-1985 EJ510343

Cavalier, J. C., & Others, A. (1995). Effects of Cooperative Learning on Performance, Attitude, and Group Behaviors in a Technical Team Environment. . Educational Technology Research and Development v43 n3 p61-71 1995 . Investigated the effects of cooperative learning strategies on 274 engineering employees in a training class on communicating technical procedures in plant operations. Results indicated that the cooperative learning had a positive effect on performance and group behaviors. (AEF) UMI Report/ISSN: ISSN-1042-1629 EJ512146

Chute, A. G., & Others, A. (1991). Distance Education Futures: Information Needs and Technology Options. . Performance and Instruction v30 n10 p1-6 Nov-Dec 1991 . Three models have been developed to provide a framework for describing range of delivery technologies available that are consistent with missions of training organizations. Performance support model presents a strategy for applying solutions to performance problems; knowledge transfer model depicts combinations of communication media; and instructional technology model depicts range of technology options. (five references) (DB) UMI Report/ISSN: ISSN-0884-1985-AE EJ436293

Clark, R. C. (1994). Hang Up Your Training Hat. . Training and Development v48 n9 p61-63,65 Sep 1994 . Offers a six-step process that can help a training department evolve from a reactive training factory into a proactive internal consulting practice through the use of performance technology principles. (Author/JOW) UMI Report/ISSN: ISSN-1055-9760 EJ489028

Clark, R. C. (1995). 21st Century Human Performance. . Training v32 n6 p85-90 Jun 1995 . Technology can extend human memory and improve performance, but bypassing human intelligence has its dangers. Cognitive apprenticeships that compress learning experiences, provide coaching, and allow trial and error can build complex problem-solving skills and develop expertise. (SK) UMI Report/ISSN: ISSN-0095-5892 EJ504482

Clarke, J. A. (1995). Tertiary Students' Perceptions of Their Learning Environments: A New Procedure and Some Outcomes. . Higher Education Research and Development v14 n1 p1-12 1995 . A survey of 1,249 Queensland University of Technology (Australia) students concerning their learning environment found that they feel effective teaching is relevant, experiential, and interactive, while ineffective teaching lacks structure, is inappropriately paced, lacks variety, and occurs in a classroom with inadequate discipline. Implications for college teaching and learning are examined. (Author/MSE) Report/ISSN: ISSN-0729-4360 EJ518198

Clement, F. J. (1984). Using Technology to Train Senior Managers. . Performance and Instruction v23 n7 p15-19 Sep 1984 . Provides examples of senior management development courses that demonstrate ways in which technology is used to enhance management training; briefly discusses characteristics that distinguish the senior manager target population from other training populations; and describes computer hardware and software characteristics appropriate to training. (MBR) UMI EJ307122

Clement, F. J. (1985). Technology and Instruction: The Rule of Seven Revisited. . Performance and Instruction v24 n2 p6-8 Mar 1985 . Discusses problem areas in instruction, course development, and training administration, suggesting that a dominant factor in training effectiveness is an awareness of the limitations of the human mind to absorb material within a limited time period. Why the rule of seven can increase effectiveness of all training is explained. (MBR) UMI EJ321367

Clements, P. L. (1988). Ethics and Business Conduct Training: Firming the Soup with Performance Technology. . Performance and Instruction v27 n7 p6-10 Aug 1988 . Describes the components of a program designed to strengthen ethical behavior relative to corporate policy. The topics covered include the identification of ethical standards and the skills related to those standards, the use of job aids, performance testing using case studies to simulate the application environment, and trainer tools. (CLB) UMI EJ380450

Cohen, A. S., & Kim, S.-H. (1992). Detecting Calculator Effects on Item Performance. . Applied Measurement in Education v5 n4 p303-20 1992 . Studied effects of students' use of calculators with 2 experimental forms of a university mathematics test taken by 765 and 725 college students, respectively. Calculator effects are not found for overall scores but are seen for some individual items. Analysis at the item level makes the actual impact apparent. (SLD) Report/ISSN: ISSN-0895-7347 EJ464850

Coldevin, G. O. (1981). Experimental Research in Television Message Design: Implications for ETV. . Programmed Learning and Educational Technology v18 n2 p87-99 May 1981 . A comprehensive framework for assigning experimental research in television message design strategies into either production or performer variable categories is developed, research related to each category is reviewed, and suggestions are made for the conception and reporting of continued research. Seventy-nine references are listed. (Author/CHC) Reprint: UMI EJ250062

Collis, B. A., & Verwijs, C. (1995). A Human Approach to Electronic Performance and Learning Support Systems: Hybrid EPSSs. Support Systems: Hybrid EPSSs. . Educational Technology v35 n1 p5-21 Jan-Feb 1995 . Examines new types of educational software. Topics addressed include electronic performance support systems (EPSSs); other examples of electronic support; a systems approach and a human approach to identifying a common category for EPSSs; users' activities and needs; feedback; hybrid EPSSs; and design guidelines. (35 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ496582

Cortinovis, R. (1992). Hypermedia for Training: A Software and Instructional Engineering Model. . Educational Technology v32 n7 p47-51 Jul 1992 . Presents an engineering environment oriented to the development of hypermedia applications for training. development of hypermedia applications for training. Training trends are described; requirements for a computer-based training (CBT) strategy are outlined; a hypermedia course structure is examined; microinstructional events (MIEs) are explained; and technology requirements and selection are considered. (five references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ448998

Crawford, W. (1985). The RLIN Command Analysis System: Measuring Use and Performance of an Online System. . Information Technology and Libraries v4 n1 p29-51 Mar 1985 . Describes origin, development, and current state of Research Libraries Information Network's (RLIN) Command Analysis System, which digests large quantities of raw data on RLIN use and performance and produces useful graphs and reports. Recent results of system and pragmatic issues in analysis of online systems are noted. (7 references) (EJS) UMI EJ317174

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Dalton, D. W. (1986). How Effective Is Interactive Video in Improving Performance and Attitude? . Educational Technology v26 n1 p27-29 Jan 1986 . This study of 134 introductory junior high industrial arts exploration students compared effects of interactive video instruction on learner performance and attitude to determine what learning tasks best lend themselves to interactive video instruction. Three experimental treatments were used: conventional computer assisted instruction, video alone, and interactive video. (MBR) UMI EJ328463

Dalton, D. W., & Others, A. (1989). Effects of Individual and Cooperative Computer-Assisted Instruction on Student Performance and Attitudes. . Educational Technology Research and Development v37 n2 p15-24 1989 . Compares the performance and attitudes toward instruction of eighth graders working individually on a computer-based sex education lesson with those of learners working cooperatively in dyads. Interactions on an attitude measure were detected among instructional method, gender, and ability, and results indicate that cooperative instruction yielded superior performance. (48 references) (Author/LRW) EJ394023

Davies, C. S., & Embry, D. D. (1979). Faculty Development: A Protocol for Instructional Technologists. . Improving Human Performance Quarterly v8 n2 p92-101 Sum 1979 . Proposes a protocol for interactions between instructional technologists and instructors in extending the application of learning technology in higher education. Basic elements of the protocol including a "reinforcer preference procedure" and a "response guidance procedure" are described, and guidelines for their implementation are suggested. (JEG) Reprint: UMI EJ211394

Davies, I. K. (1994). Process Re-Design for Enhanced Human Performance. . Performance Improvement Quarterly v7 n3 p103-13 1994 . Argues that a process orientation, rather than a focus on inputs and outputs, offers performance technologists a more direct way of contributing to the realization of key business goals and more effectively focuses training and development on performance issues. Process redesign is a key strategy in the realization of these two goals. (Contains 15 references.) (KRN) Report/ISSN: ISSN-0898-5952 EJ488351

Dean, P. J. (1993). A Selected Review of the Underpinnings of Ethics for Human Performance Technology ProfessionalsPart One: Key Ethical Theories and Research. Performance Improvement Quarterly v6 n4 p3-32 1993. Provides a review of the key ethical theories and relevant empirical research relating to the practice of human performance technology. Topics addressed include ethics, morals, business ethics, ethics officers, empiricism versus normative ethical theory, consequentialism, utilitarianism, nonconsequentialism, Kohlberg model of cognitive moral development, and ethical decision making. (Contains 99 references.) (LRW) Report/ISSN: ISSN-0898-5952 EJ471240

Dean, P. J., & Others, A. (1992). Identifying a Range of Performance Improvement Solutions through Evaluation Research. . Performance Improvement Quarterly v5 n4 p16-31 1992 . A needs assessment was conducted at a community college to assist in planning professional and staff development programs. Participants used the nominal group technique to develop needs lists and suggested solutions were analyzed using the performance technology model. Five intervention categories encompassing both training and nontraining options were identified. (13 references) (EA) Report/ISSN: ISSN-0898-5952 . EJ453252

Deden-Parker, A. (1981). Instructional Technology Skills Sought by Industry. . Performance and Instruction v20 n1 p24-25,30 Feb 1981 . The findings of a study conducted to identify critical skills needed by instructional technology program graduates to compete successfully for jobs in training have been adopted as a framework for preparing and evaluating student interns, as well as a yardstick along which course objectives and methods may be measured. (MER) Reprint: UMI EJ242767

Describes a project using computer and video technology to help students understand the criteria that were used to evaluate their statistics projects. (MKR) UMI Report/ISSN: ISSN-0025-5769 EJ518860

Describes a unique measurement instrument for the student evaluation of college-level teaching of technology. (JOW) EJ472100

Deterline, W. A. (1988). User-Friendly, Part Four: Performance SubjectivesA Dialogue. . Performance and Instruction v27 n8 p37-41 Sep 1988 . Discusses feelings of trainees resulting form performance intervention techniques, especially self-esteem and self-confidence. Performance technology is defined, learning aids and jobs aids are described, performance objectives and criterion referenced tests are discussed, and a new methodology for instructional design is suggested. (LRW) UMI EJ380437

Deutsch, W. (1992). Teaching Machines, Programming, Computers, and Instructional Technology: The Roots of Performance Technology. . Performance and Instruction v31 n2 p14-20 Feb 1992 . Reviews the history of the development of the field of performance technology. Highlights include early teaching machines, instructional technology, learning theory, programed instruction, the systems approach, needs assessment, branching versus linear program formats, programing languages, and computer-assisted instruction. (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ443283

DeWeaver, M. J., & Huettner, C. H. (1988). Job Task Systems Management: A Performance Technology Success Story. . Performance and Instruction v27 n10 p22-27 Nov-Dec 1988 . Description of a management strategy for assessing performance goals called Job Task Systems Management (JTSM) focuses on a study of inspector jobs at the Federal Aviation Administration (FAA). The adaptation of business planning strategies to the government sector is discussed, and a job and task analysis is described. (LRW) UMI EJ384378

Dick, W. (1995). Response to Gordon Rowland on "Instructional Design and Creativity." . Educational Technology v35 n5 p23-24 Sep-Oct 1995 . Responds to criticisms of author's work on instructional design and creativity. Clarifies three points from the criticized article: (1) the role of the Dick and Carey model; (2) the role of the client in the design process; and (3) the importance of performance analysis of ill-defined problems. (JMV) UMI Report/ISSN: ISSN-0013-1962 EJ512181

Dick, W., & King, D. (1994). Formative Evaluation in the Performance Context. . Performance and Instruction v33 n9 p3-8 Oct 1994 . Reviews the traditional formative evaluation model used by instructional designers; summarizes Kirkpatrick's model of evaluation; proposes the integration of part of Kirkpatrick's model with traditional formative evaluation; and discusses performance-context formative evaluation. (three references) (LRW) UMI Report/ISSN: ISSN-0884-185-AE EJ493378

Dick, W., & Wager, W. (1995). Preparing Performance Technologists: The Role of a University. . Performance Improvement Quarterly v8 n4 p34-42 1995 . Describes how the instructional systems program at Florida State University has responded to the changes that are required to expand its orientation from instructional technology to performance technology. Changes in several existing courses and the implementation of two new courses in performance systems analysis and electronic performance support systems are described. (LRW) Report/ISSN: ISSN-0898-5952 EJ512310

Dickelman, G. J. (1995). Things That Help Us Perform: Commentary on Ideas from Donald A. Norman. Performance Improvement Quarterly v8 n1 p23-30 1995. Reviews and summarizes "Things That Make Us Smart," a book by Donald Norman that defends human attributes in the age of electronic systems. Topics include human performance; kinds of cognition; kinds of learning; design principles for electronic performance support systems; and examples. (LRW) Report/ISSN: ISSN-0898-5952 EJ497993

Dodge, B. J., & Rossett, A. (1982). Heuristics for Humor in Instruction. . Performance and Instruction v21 n4 p11-14,32 May 1982 . This serious look at humor for the practicing performance technologist reviews reasons for using humor in instruction, summarizes existing theories of humor, and outlines some steps toward a method for adding humor to instruction. Three tables illustrating heuristic approaches to humorous instruction are included. (Author/JL) Reprint: UMI EJ264727

Dorsey, L. T., & Others, A. (1993). Just-in-Time Knowledge Performance Support: A Test of Concept. . Educational Technology v33 n11 p21-29 Nov 1993 . Describes a project developed by AT&T (American Telephone and Telegraph) and Indiana University that focused on the needs and tasks of sales personnel by building prototypes of components of a performance support system. Combining innovative technology to support a changing work environment is discussed, and the evaluation process is reported. (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ473079

Dowding, T. J. (1994). Virtual Reality: Is It for Real? . Performance and Instruction v33 n7 p20-23 Aug 1994 . Defines virtual reality and describes its application to psychomotor skills training. A description of a system that could be used to teach a college course in physical therapy, including the use of miniature computer workstation, sensory gloves, a programmable mannequin, and other existing technology, is provided. (Contains 10 references.) (KRN) UMI Report/ISSN: ISSN-0884-185-AE EJ489828

Drucker, P. F. (1992). Performance, Accountability, and Results. . Executive Educator v14 n3 pA4-A11 Mar 1992 . Although technology might greatly increase school performance, the economics will be hard to manage and explain to a tax-paying public. As in hospitals, technology is an expensive investment that will not replace people. Schooling's true challenge is not handling machinery but creating a multicultural society. To succeed, schools must emphasize common experiences, knowledge, and values and involve parents. (MLH) UMI Report/ISSN: ISSN-0161-9500 EJ441107

Duchastel, P., & Lang, J. (1996). Performance Support Systems for Learning. . Journal of Educational Technology Systems v24 n1 p55-65 1995-96 . Considers how performance support systems (PSSs) fit within a business training framework with its own ideal training principles and examines what theoretical principles of learning underlie learning with PSSs. Presents a formal model of learning support that maps out current implementations of this class of system, enabling discussion of its role and applicability in practical terms. (Author) Report/ISSN: ISSN-0047-2395 EJ518435

Duncan, C. S. (1985). Job Performance Aids. Job Aids Really Can Work: A Study of the Military Application of Job Aid Technology. . Performance and Instruction v24 n4 p1-4 May 1985 . Discusses the military's use of job aids to address the following problems: how to put more training into instructional programs without increasing course length; how to save training development time and money without sacrificing student achievement; how to reduce training products; and how to increase short- and long-term performance. (MBR) UMI EJ318760

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Eary, J. (1989). Motivation for TrainingAn Expert System Based Package for Small Businesses. . Educational and Training Technology International v26 n4 p368-78 Nov 1989 . Discussion of training needs of small businesses highlights a training package based on an expert system that was developed in England. Learning styles are discussed, computer-based training (CBT) packages are described, the position audit process is explained, and the value of prototyping is discussed. (LRW) UMI EJ405588

Eckols, S. L., & Rossett, A. (1989). HyperCard for the Design, Development, and Delivery of Instruction. . Performance Improvement Quarterly v2 n4 p2-20 1989 . Description of HyperCard focuses on uses for instructional designers and performance technologists. The theoretical background that includes cognitive psychology and futuristic thinking is presented, and three main uses of HyperCard are discussed: (1) as a database management program, (2) as a vehicle for implementing hypermedia, and (3) as an authoring tool. (16 references) (LRW) EJ405598

Edmonds, T. (1992). Management Development and the Management Charter Initiative "Competence" Approach to Management Development. . Educational and Training Technology International v29 n3 p206-15 Aug 1992 . Describes the ideas and principles involved in the Management Charter Initiative work on management competence in the United Kingdom. Occupational standards and the National Vocational Qualifications (NVQs) are discussed; units of performance and performance criteria are described; and personal competence and developing competence are considered. (seven references) (LRW) UMI Report/ISSN: ISSN-0954-7304 EJ453292

Edwards, M. R., & Ewen, A. J. (1995). Making Better Performance Easier with Multisource Assessment. . Performance and Instruction v34 n2 p20-22 Feb 1995 . Multisource assessment is a tool for obtaining quality performance feedback by collecting performance information from multiple work associates. Topics include performance facilitation; performance feedback; assessing training effectiveness; continuous learning; and development or performance management. (AEF) UMI Report/ISSN: ISSN-0884-185-AE EJ499712

EJ089805

Ellis, P. (1992). Saying It All in Standards. . Educational and Training Technology International v29 n3 p198-205 Aug 1992 . Describes an outcomes approach to educational and training systems as utilized in Britain's National Vocational Qualifications (NVQs). Units of competence are explained, including performance criteria; analysis of competence is discussed; higher-level competence is considered; and an example of a core skill specification is included. (11 references) (LRW) UMI Report/ISSN: ISSN-0954-7304 EJ453291

Englert, C. S., & Sugai, G. (1983). Teacher Training: Improving Trainee Performance through Peer Observation and Observation System Technology. . Teacher Education and Special Education v6 n1 p7-17 Win 1983 . Experimental group trainees who used well-defined observation systems to collect teacher/pupil data for feedback to peers maintained a higher level of pupil accuracy during direct instruction, maintained a brisker presentation and correct rate, and tended to prompt correct responses less often than the control group. (Author) UMI EJ313769

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Farrow, D. R. (1982). Reducing the Risks of Military Aircrew Training through Simulation Technology. . Performance and Instruction v21 n2 p13-18 Mar 1982 . This discussion of the types of risks associated with military aircrew training and the varieties of training devices and techniques currently utilized to minimize those risks includes an examination of flight trainer simulators and complex mission simulators for coping with military aviation hazards. Four references are listed. (Author/MER) Reprint: UMI EJ260142

Fawkes, D. (1992). Performance Technology and the Schools. . Performance and Instruction v31 n3 p30-33 Mar 1992 . Argues that students have a moral right to be provided with behavioral objectives for assignments before they are required to complete them; to be tested only on those objectives; to be provided with explicit grading standards; to be active participants in learning; to have frequent opportunities for grading and feedback; that courses be assessed for effectiveness in meeting objectives. (DB) UMI Report/ISSN: ISSN-0884-1985-AE EJ443401

Finley, D. (1994). Being a Better Consultant. . Performance and Instruction v33 n3 p3-5 Mar 1994 . Focuses on three areas that can affect how well a consultant serves the client: (1) decisions, including decision making, decision makers, and lines of communication; (2) illusions, including the need to address performance improvement; and (3) models, including defining, validating, and possibly changing the model. (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ483677

Fletcher, J. L. (1978). Maximizing Human Learning and Performance. . Educational Forum v43 n1 p9-26 Nov 1978 . Stating that national educational policy increasingly involves the minimum competencies mentality, the author discusses his proposal to investigate the outer limits of human educability, addressing five steps toward creating educational programs to maximize human educability: master patterns, personal patterns, stages of development, educational technology, and cultural support systems. (MF) Reprint: UMI EJ206018

Framst, G. (1995). Application of Program Logic Model to Agricultural Technology Transfer Programs. . Canadian Journal of Program Evaluation/La Revue canadienne d'evaluation de programme v10 n2 p123-32 Oct-Nov 1995 . Program logic models provide a method of presenting program objectives schematically. This article presents a model that explicitly recognizes the ultimate societal-level benefits and accommodates identification of outputs, performance indicators, and targets. The model is illustrated with a hypothetical agricultural technology transfer program. (SLD) Report/ISSN: ISSN-0834-1516 EJ517179

Franklin, G., & Others, A. (1995). Effects of Cooperative Tutoring on Academic Performance. . Journal of Educational Technology Systems v23 n1 p13-25 1994-95 . Describes a study conducted at the University of West Florida with the Navy that investigated the effects of cooperative tutoring on academic performance. Treatments for the experimental and control groups are described, and performance based on cognitive style as determined by scores from the Group Embedded Figures Test is discussed. (24 references) (LRW) Report/ISSN: ISSN-0047-2395 EJ496548

Friedlander, P. (1996). Competency-Driven, Component-Based Curriculum Architecture. . Performance and Instruction v35 n2 p14-21 Feb 1996 . Outlines an approach to curriculum development that stresses a competency-driven framework including competency identification, curriculum development, and performance measurement, as well as a component-based approach to educational development and training asset management. Set in a professional services firm, the framework could serve as a model for any organization. (LRW) UMI Report/ISSN: ISSN-0884-1985 EJ518522

Friedman, E. A., & Others, A. (1989). Student Performance in an Electronic Text Environment. . Machine-Mediated Learning v3 n3 p243-58 1989 . Describes a project conducted at Stevens Institute of Technology to develop and test the applicability of full-text electronic databases and full-text retrieval technology for use in undergraduate humanities education. The creation of a machine-readable database on Galileo is described, student reactions are discussed, and further work is suggested. (LRW) Report/ISSN: ISSN-0732-6718 EJ430254

Fritschi, A., & Others, A. (1980). Effects of Size within Two Institutes of Technology. . International Journal of Institutional Management in Higher Education v4 n1 p19-41 Mar 1980 . Some aspects of a study designed to illustrate relations between the size of units and their teaching, research and service outputs, or the structure of their resources are presented. Resources and outputs were measured by total expenditure, hours of teaching, publications, citations, etc. Size was defined by expenditure on staff. (Author/MLW) EJ225592

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Gagne, R. M. (1973). Characteristics of Instructional Technologists. Improving Human Performance 2 3 139-143. A report on the important characteristics of instructional technologists which include (1) a belief in empirical evidence as a source of truth and a preferred basis for action; (2) familiarity with theory that relates learning experiences to learning outcomes; and (3) a set of intellectual skills that includes techniques for analyzing and measuring learning outcomes. (Author) EJ089796

Gagne, R. M., & Merrill, M. D. (1990). Integrative Goals for Instructional Design. . Educational Technology, Research and Development v38 n1 p23-30 1990 . Discusses the integration of multiple learning goals, or objectives, into instructional design procedures. Models of instructional design are described with emphasis on human performance factors; categories of integrative goals are explained, including denoting, manifesting, and discovering; and implications for the transfer of training are discussed. (17 references) (LRW) UMI EJ412117

Garavaglia, P. (1996). The Transfer of Training: A Comprehensive Process Model. . Educational Technology v36 n2 p61-63 Mar-Apr 1996 . Discusses transfer of training and explains the Transfer Design Model, which provides a comprehensive process for designing transfer techniques into training materials and organizational systems. Topics include initial performance measure, systemic design factors, instructional design factors, training, maintenance system, and transfer performance measure. (Author/LRW) UMI Report/ISSN: ISSN-0013-1962 EJ520243

Gayeski, D. (1993). Re-Framing the Practice of Training, PT, and Corporate CommunicationPart I: Communication Is What We Do. . Performance and Instruction v32 n7 p36-38 Aug 1993 . This first in a projected series of four articles on the continuing development of the field of instructional technology, or performance technology, focuses on how to better label and define professionals in the field. Organizational communication is suggested as a better term, and communication and organizational development are discussed. (Contains four references.) (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ467365

Gayeski, D. M., Ed. . (1995). DesignStation 2000: Imagining Future Realities in Learning Systems Design. . Educational Technology v35 n3 p43-47 May-Jun 1995 . Describes "DesignStation 2000," a software and hardware workbench for laptop computers for the design of learning systems that includes capabilities for needs analysis; client presentation and proposal generation; rapid prototyping of interactive media projects; collaboration and project tracking; assessment of results; and adding to a research database. (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ503494

Geis, G. L. (1973). A Comment on Validated Instruction. Improving Human Performance 2 3 161-163. The term "validated instruction" is proposed to describe instruction that is (1) effective, (2) relevant to the real world, and (3) technically accurate. (Author) EJ089799

Gery, G. (1995). Attributes and Behaviors of Performance-Centered Systems. . Performance Improvement Quarterly v8 n1 p47-93 1995 . Examines attributes, characteristics, and behaviors of performance-centered software packages that are emerging in the consumer software marketplace and compares them with large-scale systems software being designed by internal information systems staffs and vendors of large-scale software designed for financial, manufacturing, processing, and administrative systems. (LRW) Report/ISSN: ISSN-0898-5952 EJ497995

Gery, G. J. (1993). Reengineering Performance Development: The Broader View. . Journal of Instruction Delivery Systems v7 n4 p3-6 Fall 1993 . Discusses the need to reengineer performance development in light of new technologies, concepts, and tools. Topics addressed include current performance development strategies; new models; learning strategies versus training strategies; electronic performance support and software; and the role of the instructional developer. (LRW) Report/ISSN: ISSN-0892-4872 EJ476315

Gibbons, A. S., & Others, A. (1993). The Future of Computer-Managed Instruction (CMI). . Educational Technology v33 n5 p7-11 May 1993 . Discusses the development of computer-managed instruction (CMI) and possible changes for the future. Topics addressed include the management function; the current tutorial method that focuses on verbal learning; a closer relationship to performance and practice; resolving conflicting goals in computer-based training; and the psychology of learning. (seven references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ464362

Gordon, J. (1992). Performance Technology: Blueprint for the Learning Organization? . Training v29 n5 p27-32,34,36 May 1992 . Organizational change should be approached first by identifying organizational goals, what people should produce to meet them, what kind of people are needed, and how performance can be elicited. The role of performance technology is to assist people in accomplishing the tasks necessary to achieve the goals. (SK) UMI Report/ISSN: ISSN-0095-5892 EJ443956

Gormley, W. J., & Austin, J. H. (1985). Training of Trainers. . Performance and Instruction v24 n1 p12-13 Feb 1985 . Discusses specific training methods and common characteristics of participants in workshops sponsored by Agency for International Development Water and Sanitation for Health Project for extension agents, who will act as trainers in transfer of sanitation technology in developing nations. Recommendations for conducting such workshops in underdeveloped areas are provided. (MBR) UMI EJ315666

Grant, J. W., & Kohut, D. L. (1992). Performance Teacher for the Future. . Music Educators Journal v79 n2 p35-36,50,64 Oct 1992 . Addresses the training necessary for students who will be teaching music performance in high schools. Discusses the challenges presented by increasing cultural diversity in the classroom and its influence on what music will be taught. Suggests that the expanded curriculum necessarily will be the responsibility of the performance teachers. (DK) UMI Report/ISSN: ISSN-0027-4321 EJ463286

Gray, B. A. (1991). Using Instructional Technology with At-Risk Youth: A Primer. . TechTrends v36 n5 p61-63 1991 . Reviews approaches using computer-assisted instruction that may be effective strategies to use with at-risk students. Highlights include developing an Individual Educational Plan (IEP); criteria for selecting appropriate educational software; keeping parents informed; the use of multimedia; high standards and performance-based evaluation; and examples of successful programs. (seven references) (LRW) UMI Report/ISSN: ISSN-8756-3894 EJ441780

Gundersen, D. E., & Others, A. (1995). Can DSS Technology Improve Group Decision Performance for End Users?: An Experimental Study. . Journal of End User Computing v7 n2 p3-10 Spr 1995 . Examines the benefits of Decision Support Systems (DSS) for end-user group decision making. An experiment was conducted which required groups to reach a consensus on human resource-related decisions. The results of the experiment provide implications for the use of group DDS in organizations and for future study. (Author/AEF) Report/ISSN: ISSN-1063-2239 EJ501789

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Hafner, A. W., & Others, A. (1992). Traditional Mediation. . Reference Librarian v17 n37 p3-64 1992 . Four articles address traditional mediation in library services, including the librarian as mediator, the reference librarian as information intermediary, recommitment to patrons' information needs, and mediation in reference service to extend patron success. (87 references) (LRW) Report/ISSN: ISSN-0276-3877 EJ456128

Hansen, E., & Perry, D. (1993). Barriers to Collaborative Performance Support Systems in Higher Education. . Educational Technology v33 n11 p46-52 Nov 1993 . Discusses problems in the use of performance support systems in higher education. The following issues are addressed (1) development, including software development, collaboration with users, and instructor skills; (2) access, including physical environment limitations; (3) training for students and faculty; (4) student resistance; (5) teaching philosophy; and (6) assessment. (Contains 21 references.) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ473082

Harless, J. (1992). Whither Performance Technology? . Performance and Instruction v31 n2 p4-8 Feb 1992 . Examines definitions and goals of the field of performance technology. Topics discussed include a model for visualizing performance technology; needs assessment; front-end analysis; the design and development of relevant and cost-effective training/educational interventions; testing; implementation; evaluation; and job aids. (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ443282

Harless, J. H. (1995). Performance Technology Skills in Business: Implications for Preparation. . Performance Improvement Quarterly v8 n4 p75-88 1995 . Reports the results of a survey of 23 business organizations regarding the current effectiveness of performance technologists and current preparation of people for the role. Highlights include the desired performance, including designing interventions, and a three-stage model for preparing performance technologists based on the organizations' goals. (LRW) Report/ISSN: ISSN-0898-5952 EJ512313

Harmon, P. (1979). Beyond Behavioral Performance Analysis: Toward a New Paradigm for Educational Technology. . Educational Technology v19 n2 p5-26 Feb 1979 . This article concerns the limitations of behavioral performance analysis as it is currently conceptualized by many educational technologists, presents a new paradigm for classifying responses, and suggests a more holistic model for human performance analysis that incorporates elements of developmental, behavioral, and cognitive psychology. (Author) Reprint: UMI EJ203467

Harmon, P., & Pipe, P. (1986). Expert Systems, Job Aids, and the Future of Instructional Technology; and Decision Tables, the Poor Person's Answer to "Expert Systems." . Performance and Instruction v25 n2 p26-35 Mar 1986 . Describes design and presents examples of industrial use of small expert systems and guidelines for choosing problems which lend themselves to small tool solutions. Use of microcomputer facilitated decision tables to diagnose and categorize people, things, and issues is suggested, and development of three decision table formats is described. (MBR) UMI EJ334735

Harper, J. A., & Ewing, N. J. (1986). A Comparison of the Effectiveness of Microcomputer and Workbook Instruction on Reading Comprehension Performance of High Incidence Handicapped Children. . Educational Technology v26 n5 p40-45 May 1986 . This study compared the effectiveness of microcomputer and workbook instruction on silent reading comprehension performance of mild mentally retarded and learning disabled 11- to 13-year-olds. Effectiveness was measured by percentage of correct responses to reading comprehension questions and by observing subjects' attention to task behavior. (MBR) UMI EJ336302

Heathman, D. J., & Kleiner, B. H. (1991). Training + Technology: The Future Is Now. . Training and Development v45 n9 p49-51,54 Sep 1991 . New applications of computer-assisted training being developed include telecommunications, artificial intelligence, soft skills training, and performance support systems. Barriers to acceptance are development time, costs, and lack of human contact. (SK) UMI Report/ISSN: ISSN-0041-0861 EJ430809

Helsel-Dewert, M., & Van Den Meiracker, M. (1987). The Intelligibility of Synthetic Speech to Learning Handicapped Children. . Journal of Special Education Technology v9 n1 p38-44 Fall 1987 . Twelve learning-handicapped elementary students were exposed to synthetic speech. Subsequently, the children identified a higher percentage of stimulus words presented by a speech synthesizer than did children in a limited exposure group. Both groups correctly identified more words presented by a tape recording than presented by the speech synthesizer. (Author/JDD) UMI EJ376286

Hirumi, A. (1995). What Performance Technologists Should Know about Public Education: Implications for Professional Development and Training. . Performance Improvement Quarterly v8 n4 p89-114 1995 . Discussion of performance technologists' contributions to improving public education highlights 10 essential components of an educational system, including family and community, business and industry, government agencies, and higher education. Implications of the systemic perspective for the professional development and training of performance technologists are examined. (120 references) (LRW) Report/ISSN: ISSN-0898-5952 EJ512314

Holmes, G., & Sherman, T. M. (1989). Applying Computer Spreadsheet Technology to Front-End Instructional Design Tasks. . Performance and Instruction v28 n3 p7-10 Mar 1989 . Describes the use of a computerized spreadsheet technique to assist in the front-end analysis phase of an instructional design project in an industrial training program. The use of a microcomputer is explained as a decision-making aid to analyze, select, and sequence instructional goals and objectives and to develop criterion performance measures. (LRW) UMI EJ392427

Hudzina, M., & Others, A. (1996). Electronic Performance Support Technology: Defining the Domain. . Performance Improvement Quarterly v9 n1 p36-48 1996 . Presents a literature review of 38 articles that discuss electronic performance support systems (EPSSs). Assesses and classifies each article's EPSS by its settings for use, initial reasons for development, and system features. Finds that the primary markets responding to the potentials of EPSSs are businesses and industry, with secondary markets being education and government organizations. (JMV) Report/ISSN: ISSN-0898-5952 EJ518409

Hunter, M. W., & Chen, A. N. (1992). A Microcomputer-Networked Information System for Daily Academic Activity by Low-Achieving Secondary Students. . Journal of Special Education Technology v11 n4 p178-88 Fall 1992 . A local area network provided 32 seventh-grade remedial or learning-disabled students and their teachers with access to complete student performance records. Analysis indicated that system use by students and teachers was high and was a positive experience. A positive correlation was obtained between student use and completion of academic tasks. (Author/JDD) UMI EJ459525

Hunter, P. E. (1990). A Designer's Guide to Scriptwriting: Video Capabilities and Limitations. . Performance and Instruction v29 n3 p18-22 Mar 1990 . Discussion of the benefits and limitations of educational video (EV) emphasizes qualities that should be considered at the scriptwriting stage. Topics discussed include the ability to transcend time and space; attention manipulation; special effects, such as graphics and animation; cost benefits; opportunities for independent learning; and lack of feedback capabilities. (13 references) (LRW) UMI EJ409005

Hutchison, C. (1989). Moving from Instructional Technologist to Performance Technologist. . Performance and Instruction v28 n9 p5-8 Oct 1989 . Discusses a shift in career paths from instructional technology to performance technology and describes steps to take to become more aware of the performance technology process. Differences in the design phase of the processes are described, and models that identify areas which can be affected by human performance problems are presented. (LRW) UMI EJ402771

Hutchison, C. (1990). A Performance Technology Process Model. . Performance and Instruction v29 n3 p1-5 Mar 1990 . Describes a process model that can be used for performance technology and discusses differences between it and an instructional technology process model. Five basic steps are examined: needs assessment/analysis; design; development; implementation; and evaluation. An instructional technology/performance technology process comparison matrix is also presented. (LRW) UMI EJ409004

Hutchison, C. S., & Others, A. (1996). Potential Strategies and Tactics for Organizational Performance Improvement. . Performance and Instruction v35 n3 p6-9 Mar 1996 . Contrasts the roles of performance technologists and other performance improvement specialists. Provides a matrix of strategies and tactics that performance technologists should be familiar with. Identifies regulations that can affect implementation of tactics, including EEO/affirmative action guidelines; employee safety and health laws, environmental protection laws; international agreements, and labor laws. (AEF) UMI Report/ISSN: ISSN-0884-1985 EJ520298

Hutchison, C., & Others, A. (1988). Leadership Skills. . Performance and Instruction v27 n8 p2-5 Sep 1988 . Lists skills identified by the Leadership Development Task Force as being critical skills for a leader. Discussion focuses on information managing skills, including problem solving, decision making, setting goals and objectives; project management; and people managing skills, including interpersonal communications, conflict management, motivation, and mentoring. (2 references) (LRW) UMI EJ380435

Hutchison, C., , & Others, A. (1988). Leadership Skills. Performance and Instruction v27 n8 p2-5 Sep 1988. Lists skills identified by the Leadership Development Task Force as being critical skills for a leader. Discussion focuses on information managing skills, including problem solving, decision making, setting goals and objectives; project management; and people managing skills, including interpersonal communications, conflict management, motivation, and mentoring. (2 references) (LRW) UMI EJ380435

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Improving Human Performance 2 3 199-204. A motivational system, the Contingency Management System, uses contracts in which some amount of defined task behavior is demanded for some interval of reinforcing event. The Reinforcing Event Menu, a list of high probability reinforcing behaviors, is used in the system as a prompting device for the learner and as an aid for the administrator in simplifying the preparation of contingency contracts. (Author)

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Jacobs, J. A. (1994). High Performance Composites. "Designed" Materials for the New Millennium. 2nd Module in a Series on Advanced Materials. Resources in Technology. . Technology Teacher v53 n5 p11-14,19-21 Feb 1994 . This learning module on composites such as polymer matrix, metal matrix, ceramic matrix, particulate, and laminar includes a design brief giving context, objectives, evaluation, student outcomes, and quiz. (SK) UMI Report/ISSN: ISSN-0746-3537 EJ476977

Jacobs, R. L. (1985). A Rationale for Using Qualitative Methods in Performance Technology. . Performance and Instruction v24 n5 p20-23 Jun 1985 . Discusses five propositions that support a rationale for increased understanding and use of qualitative methods by performance technologists: there has been a paradigm shift across the social sciences, and qualitative methods make common sense, increase flexibility, lead to increased confidence in results, and are good for professional development. (MBR) UMI EJ318780

Jacobs, R. L. (1987). Human Performance Technology: A Systems-Based Field for the Training and Development Profession. Information Series No. 326. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. National Center for Research in Vocational Education, Publications Office, Box F, 1960 Kenny Road, Columbus, OH 43210-1090 (Order No. IN326$6.00). Contract no.: 400-84-0011. This monograph proposes and describes a systems-based field of study for the training and development (T&D) profession: human performance technology. The first section describes what is meant by a field of study and professional practice and then provides a rationale for the proposal. Section 2 explores training and development in the context of the growth of a new professional specialization. Section 3 presents an overview and description of human performance technology and then proposes a formal goal and definition of the field. In section 4, implications are set forth that should have relevance in two areas related to T&D: professional practice and academic programs. The final section presents 11 propositions that encapsulate the general characteristics of the field. These propositions illustrate that the uniqueness of the T&D profession lies in its role of helping people improve their performance using all aspects of the work environment and systems to make these improvements occur. Conclusions and a 74-item reference list are included. (SK) ED290936

Jacobs, R. L. (1988). A Proposed Domain of Human Performance Technology: Implications for Theory and Practice. Performance Improvement Quarterly v1 n2 p2-12 Sum 1988. The author proposes a domain and definition for the human performance technology field. The proposed domain consists of three components: management functions, performance systems development functions, and components of human performance systems. He also discusses systems theory and professional practice and outlines implications for research, practice, and professional preparation. (Author/CH) EJ377176

Jacobs, R. L. (1988). Human Performance Technology: A Proposed Field of Practice for the Training and Development Profession. Journal of Industrial Teacher Education v26 n1 p57-66 Fall 1988. This paper describes the training and development (T&D) profession, discusses problems in proposing a field of practice for it, and proposes a specific field of practice for T&D. It provides an impetus for continued discussion. (Author) UMI EJ390184

Jelden, D. L. (1988). CMI Unit Test Item Presentation/Feedback and Its Effect on Final Examination Performance: Staff Study. . Journal of Educational Technology Systems v16 n2 p99-109 1987-88 . Reviews study conducted to compare levels of achievement on final exams for college students responding to combinations of test-item feedback methods and modes of test-item presentation. The PHOENIX computer system used in the comparison is described, and the use of ACT (American College Testing Program) scores for ability comparison is discussed. (LRW) EJ366409

Jennett, P. A., & Pearson, T. G. (1992). Educational Responses to Practice-Based Learning: Recent Innovations in Medicine. . New Directions for Adult and Continuing Education n55 p29-40 Fall 1992 . Methods for providing continuing medical education at practice sites include peer-based learning, using practice-based information, individual learning contracts, self-assessment, and educational technology. Benefits include convenience, self-pacing, reduced travel costs, enhancement of income and productivity, and immediate application of learning. (SK) UMI Report/ISSN: ISSN-0195-2242 EJ456731

Jeon, U. H., & Branson, R. K. (1981). Performance and Simulated Performance Test Results as a Function of Instruction by Still and Motion Visuals. . Journal of Educational Technology Systems v10 n1 p33-44 1981-82 . Evaluates the effectiveness of using motion/sound, slide/sound, and story boards in teaching a specific motor skill. Performance tests indicated that learners using motion film performed significantly better than those using either slides or workbooks, and required significantly less time. Thirteen references are listed. (Author/MER) EJ252572

Jessup, G. (1992). Developing a Coherent National Framework of Qualifications. . Educational and Training Technology International v29 n3 p189-97 Aug 1992 . Discussion of the need to raise education and training levels in the United Kingdom focuses on qualifications based on a clear specification of outcomes. National Vocational Qualifications (NVQs) are described as a model that can be expanded to meet educational objectives as well as occupational competence, and core skills are discussed. (nine references) (LRW) UMI Report/ISSN: ISSN-0954-7304 EJ453290

Johnson, S., & Mahar, B. (1982). Monitoring Science Performance Using a Computerized Question Banking System. . British Journal of Educational Technology v13 n2 p97-106 May 1982 . The question bank described which comprises a manual file of questions and a computerized file of question description labels, is designed for use in annual surveys of 11-, 13-, and 15-year-old pupils' science performance. Use of the system for test item construction is also discussed. (JJD) Reprint: UMI EJ268605

Johnson, W. B., & Norton, J. E. (1992). Modeling Student Performance in Diagnostic Tasks: A Decade of Evolution. . Educational Technology, Research and Development v40 n4 p81-93 1992 . Review of research and development on the design of computer-based simulation for diagnostic training highlights the development and evaluation of eight diagnostic training systems that explored the appropriate level of student modeling needed for technology training. Topics addressed include changes in interface design, displays, and system architecture. (20 references) (LRW) UMI Report/ISSN: ISSN-1042-1629 EJ462864

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Kaufman, R. (1991). Trainers, Performance Technologists, and Environmentalists. . Performance Improvement Quarterly v4 n2 p69-76 1991 . Discusses the need for change in performance technology from a local orientation to a more global perspective. The role of training and instructional systems in performance technology is discussed, including instructional design and instructional system development; and environmentalists' concerns with the relationships between individual contributions and societal payoffs are considered. (18 references) (LRW) Report/ISSN: ISSN-0898-5952 EJ430263

Kaufman, R., & Bowers, D. (1990). Proactive and Reactive Planners: An Even Closer Look at Needs Assessment and Needs Analysis. . Performance and Instruction v29 n5 p7-10 May-Jun 1990 . Examines the differences between needs assessment and needs analysis as part of the larger process of identifying and resolving problems and opportunities. Proactive and reactive planners are discussed, a system approach is compared with a systems approach, and steps in a systems approach are identified. (10 references) (LRW) UMI EJ412126

Kaufman, R., & Mayer, H. (1981). Educating for Beyond Performance and Instruction: A Pragmatic Appraisal. . Performance and Instruction v20 n1 p8-9,12 Feb 1981 . Analyzes courses offered in various educational technology programs in terms of the focus of each on one of five organizational elements, and recommends an expansion of current curricula to include not only input, process, and product-oriented learning experiences, but also to include outcome related experiences. (MER) Reprint: UMI EJ242761

Kaufman, R., & Others, A. (1992). Extending Performance Technology to Improve Strategic Market Planning. . Performance and Instruction v31 n2 p38-43 Feb 1992 . Describes how performance technology can be applied to the area of strategic market planning. Strategic planning is defined; the reactive and proactive modes of mega-level planning are explained; implications for strategic market planning are suggested; and a new model for applying strategic planning to marketing is presented. (13 references) (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ443285

Kaufman, R., & Others, A. (1996). What Works and What Doesn't: Evaluation beyond Kirkpatrick. . Performance and Instruction v35 n2 p8-12 Feb 1996 . Discusses evaluation for human performance improvement and organizational success. An expanded framework that builds on the traditional four-level training evaluation framework is suggested that includes strategic and tactical planning, performance improvement, organizational development, customer satisfaction, total quality, societal contributions, and levels of impact. (LRW) UMI Report/ISSN: ISSN-0884-1985 EJ518521

Kaufman, R., & Sample, J. (1986). Defining Functional Competencies for Training and Performance Development. . Educational Technology v26 n3 p16-21 Mar 1986 . Describes a model for identifying and meeting needs of entire organizations and the society which the organization serves, and suggests ways to integrate these into planning, development, and organizational success. It is suggested that training success can be improved by decreasing focus on means and getting more precise about results. (MBR) UMI EJ334729

Kaufman, R., & Stolovitch, H. (1991). Planning, Perspectives, Creativity, and Control. . Educational Technology v31 n2 p51-54 Feb 1991 . Discusses the planning process as it relates to performance technology. Proactive and reactive planning perspectives are explained, opportunities for creativity are examined, strategic planning is discussed, three levels for strategic planning are described, and the question of control is raised. (nine references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ423365

Kaufman, R., & Swart, W. (1995). Beyond Conventional Benchmarking: Integrating Ideal Visions, Strategic Planning, Reengineering, and Quality Management. . Educational Technology v35 n3 p11-14 May-Jun 1995 . Discussion of quality management and approaches to organizational success focuses on benchmarking and the integration of other approaches including strategic planning, ideal visions, and reengineering. Topics include performance improvement; decision making; internal benchmarking; and quality targets for the organization, clients, and societal good. (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ503487

Kent, J. F., & Rakestraw, J. (1994). The Role of Computers in Functional Language: A Tale of Two Writers. . Journal of Computing in Childhood Education v5 n3-4 p329-37 1994 . Explores the role of computer-assisted activities in functional language learning. Suggests that computers appear to be a valuable tool for facilitating language use within the classroom. When used appropriately, computers can provide a genuine, real-world context for children's explorations through their journey to becoming competent literacy learners. (AA) UMI Report/ISSN: ISSN-1043-1055 EJ503606

Kerr, R. H. (1987). Fighting Back with Feedback for Productivity Improvement. . Performance and Instruction v26 n7 p16-19 Sep 1987 . Discusses how performance technologists, or trainers, can provide more impact in reducing field performance deficiencies by gathering feedback from the field regarding training matters. A feedback generator is described that is expressed in terms of an algorithm and helps point to solutions to improve productivity. (LRW) UMI EJ361346

Klein, J. D., & Pridemore, D. R. (1992). Effects of Cooperative Learning and Need for Affiliation on Performance, Time on Task, and Satisfaction. . Educational Technology, Research and Development v40 n4 p39-47 1992 . Describes a study that was conducted to investigate the effect of cooperative learning and the need for affiliation on performance, time on task, and satisfaction of undergraduates using an instructional television lesson. Individual measures are described, cooperative versus individual learning strategies are compared, and future research is suggested. (20 references) (LRW) UMI Report/ISSN: ISSN-1042-1629 EJ462861

Kozlowski, S. W., & Hults, B. M. (1987). An Exploration of Climates for Technical Updating and Performance. . Personnel Psychology v40 n3 p539-63 Fall 1987 . Assessed efficacy of concept of updating climate to prevent obsolescence in professional knowledge and skills, gathering data from engineers and their supervisors. Showed technical updating climate construct distinguished among organizations under different pressures for technological innovation; demonstrated interobserver consensus within organizations; and was associated with relevant organizational context features, and affective performance and updating responses. (Author/KS) EJ363213

Kozuch, J. A. (1979). The Influence of Structure and Technology on Teacher Work Performance. . Educational Research Quarterly v4 n2 p58-65 Sum 1979 . The hypothesis that the relationship between the technology and social structure of a school or classroom affects teacher behavior is explored with longitudinal data from a case study of faculty who attempted to replace letter grades and report cards with individualized, descriptive student assessment. (Author/GDC) Reprint: UMI EJ218661

Kumar, D. D. (1993). Assessment of Expert-Novice Chemistry Problem Solving Using HyperCard: Early Findings. . Journal of Science Education and Technology v2 n3 p481-85 Sep 1993 . Results of a HyperCard method for assessing the performance of expert and novice high school chemistry students solving stoichiometric chemistry problems (balancing chemical equations) is reported. MANOVA results indicate significant difference between expert and novice students solving the five stoichiometric chemistry problems using Hyperequation. The implication is that HyperCard might be a suitable technology for developing performance assessment methods. (PR) Report/ISSN: ISSN-1059-0145 EJ474997

Kumar, D. D., & Helgeson, S. L. (1995). Trends in Computer Applications in Science Assessment. . Journal of Science Education and Technology v4 n1 p29-36 Mar 1995 . Reviews seven computer applications for science assessment including conventional, multiple-choice, constructed-response, adaptive, figural response, simulation, and an emerging approach to performance assessment termed solution pathway analysis. Virtually all computer-based testing systems are found to improve the quality and efficiency of record keeping and data analysis. (LZ) Report/ISSN: ISSN-1059-0145 EJ504053

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Lacroix, W. J. (1987). Characteristics for Successful Professional Performance as a Technology Education Teacher. . Journal of Epsilon Pi Tau v13 n2 p32-39 Sum-Fall 1987 . A brief survey of 277 Minnesota secondary technology education teachers elicited their perceptions of teacher effectiveness characteristics. Results showed that teacher effectiveness varies little across subject areas. Commonly cited characteristics are clarity, variability, enthusiasm, task orientation, patience, organization, and preparation. (SK) UMI EJ368427

Laffey, J. (1995). Dynamism in Electronic Performance Support Systems. . Performance Improvement Quarterly v8 n1 p31-46 1995 . Describes a model for dynamic electronic performance support systems based on NNAble, a system developed by the training group at Apple Computer. Principles for designing dynamic performance support are discussed, including a systems approach, performer-centered design, awareness of situated cognition, organizational memory, and technology use. (LRW) Report/ISSN: ISSN-0898-5952 EJ497994

Lake-DellAngelo, M. (1993). The Parable of the Bridge: A Study in Performance Technology. . Educational Technology v33 n6 p57-59 Jun 1993 . Addresses performance technology issues in the form of a parable. Issues discussed include management and leadership roles, assigning tasks to appropriately skilled workers, teamwork, cooperation, task performance, job descriptions, training needs, management goals, rewards, and quality control. (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ465795

Langdon, D. (1991). Performance Technology in Three Paradigms. . Performance and Instruction v30 n7 p1-7 Aug 1991 . This first article in a three-part series on performance technology focuses on a model for performance analysis. Defining the need for a performance change so that it can be understood by management and the target population is discussed; definition levels are explained, including measurements and objectives; windows of analysis are described; and conceptual diagrams are explained. (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ433205

Lavagnino, J., & Mylonas, E. (1995). The Show Must Go On: Problems of Tagging Performance Texts. . Computers and the Humanities v29 n2 p113-21 1995 . Maintains that the Text Encoding Initiative guidelines make it possible to encode dramatic works as either an event or a text, but do not permit scholars to do both. Discusses approaches to encoding speeches and other aspects of dramatic texts. (CFR) UMI Report/ISSN: ISSN-0010-4817 EJ518954

Lavigne, N. C., & Lajoie, S. P. (1996). Implementing the Assessment Standards for School Mathematics: Communicating Performance Criteria to Students through Technology. . Mathematics Teacher v89 n1 p66-69 Jan 1996 . Describes a project using computer and video technology to help students understand the criteria that were used to evaluate their statistics projects. (MKR) UMI Report/ISSN: ISSN-0025-5769

Lewis, L. A. (1975). When is a Program a Program? Improving Human Performance 4 1 17-22. A study which examined the extent to which a program used by O'Day in a series of studies on programed instruction could be considered a program. (Author/HB) EJ129678

Lipson, J. I. (1979). The Administrator's Role in Promoting Learning Technology in Higher Education. . Improving Human Performance Quarterly v8 n2 p109-22 Sum 1979 . A taxonomy of organizational states is described, ranging from least to greatest chance of potential success. For each, various strategies for administrative action are discussed. The paper concludes by addressing a number of important issues concerned with facilitating instructional technology in higher education. (Author/JEG) Reprint: UMI EJ211396

Locatis, C. (1989). Information Retrieval Systems and Learning. . Performance Improvement Quarterly v2 n3 p4-15 1989 . Discusses instructional systems and information retrieval systems and highlights the growing role of retrieval systems in learning. Topics discussed include cognitive psychology; degree of learner control; interaction with the systems; technological trends, including storage capacity, integrated media, and interlinked systems; hypermedia; and parallel system design. (37 references) (LRW) EJ404230

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Mager, R. F. (1973). Are Automated Universities Passe? Improving Human Performance 2 3 133-138. A parody on the use of teaching machines and teachers in the future. (HB) EJ089795

Mager, R. F. (1973). On the Other Hand. Improving Human Performance 2 77-88. Seven case studies are used to illustrate the present advanced stage of development of instructional technology. These successes of the present are contrasted with the challenges of the future. Among these challenges is the need to create a demand for instruction that works by making effective instruction a more highly prized goal in education. (Author) EJ087865

Malott, R. W. (1993). The Three-Contingency Model of Performance Management and Support in Higher Education. . Educational Technology v33 n10 p21-28 Oct 1993 . Discusses the relevance of behavior analysis to higher education, including undergraduates, graduate students, and faculty, based on a three-contingency model of performance management. Natural contingencies, performance management contingencies, and theoretical contingencies are described, and applications of the model are discussed. (Contains 13 references.) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ472977

Marker, A. (1995). The Harvest of PT: ISPI's Past Presidents' Recommendations for the Preparation of Performance Technologists. . Performance Improvement Quarterly v8 n4 p22-33 1995 . This interview study examines the collective advice, concerns, and recommendations of 15 past presidents of ISPI (International Society for Performance Improvement) regarding essential skills for performance technologists, the application of instructional technology, instructional systems development, and ISPI's role in the preparation of performance technologists. (LRW) Report/ISSN: ISSN-0898-5952 EJ512309

Markle, S. M. (1973). It Figgers. Improving Human Performance 2 3 169-174. A study by Rothkopf is frequently cited as showing that educational experts are poor judges of the actual effectiveness of instructional materials. The study is replicated and comments from Ss are used to show that half-trained student experts tend to judge simple materials as more effective than complex materials. (Author) EJ089801

Marsh, R. L. (1979). Management by Objectives: A Multifaceted Faculty Evaluation Model. . Educational Technology v19 n11 p44-48 Nov 1979 . Based upon objectives mutually agreed upon by faculty member and department chairperson, the model involves evaluation by (1) faculty member (self-evaluation), (2) chairperson, (3) student, (4) peers, and (5) postgraduates. (RAO) Reprint: UMI EJ214674

McGill, M. J., & Others, A. (1987). A Technical Evaluation of the Linked Systems Project Protocols in the Name Authority Distribution Application. . Information Technology and Libraries v6 n4 p253-65 Dec 1987 . Reviews the Linked Systems project protocols in the Name Authority Distribution Application and describes the requirements they were designed to meet. A technical evaluation of the protocols in actual operation at OCLC is presented, and suggestions for improved performance are made. (Author/CLB) UMI EJ363854

McGraw, K. L. (1995). Selecting Appropriate Functionality and Technologies for EPSS. . Innovations in Education and Training International v32 n1 p13-22 Feb 1995 . Presents background information that describes the major components of an embedded performance support system, compares levels of functionality, and discusses some of the required technologies. Highlights include the human-computer interface; online help; advisors; training and tutoring; hypermedia; and artificial intelligence techniques. (LRW) Report/ISSN: ISSN-1355-8005 EJ501749

Mead-Mezzetta, S. (1994). Assessment Is More than a Four-Letter Word. . Social Studies Review v34 n1 p8-10 Fall 1994 . Asserts that new student assessment methods incorporate more direct assessment of student knowledge and performance. Describes changes in student assessment in California as a result of state and federal reform efforts. Discusses classroom implications and the role of teachers using the new assessment techniques. (CFR) UMI Report/ISSN: ISSN-1056-6325 EJ496959

Medsker, K. L. (1992). NETwork for Excellent Teaching: A Case Study in University Instructional Development. . Performance Improvement Quarterly v5 n1 p35-48 1992 . Describes the NETwork for Excellent Teaching, an instructional development program at Indiana University-Purdue University at Indianapolis (IUPUI) that uses a performance technology approach. NET program goals and representative projects are described; and goal achievement is evaluated through administrative acceptance, student learning, and faculty achievements. (six references) (LRW) Report/ISSN: ISSN-0898-5952 EJ439913

Medsker, K., & Fry, J. (1992). Toward a Performance Technology Curriculum. . Performance and Instruction v31 n2 p53-56 Feb 1992 . Describes a curriculum development effort at Marymount University (Virginia) that combined a traditional human resource development (HRD) master's degree program with instructional systems design (ISD) and performance technology concepts. Courses in the program are described, with special emphasis given to one on performance improvement strategies. (seven references) (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ443286

Medsker, K., & Others, A. (1995). HPT in Academic Curricula: Survey Results. . Performance Improvement Quarterly v8 n4 p6-21 1995 . Describes a survey that determined to what extent human performance technology (HPT) is being taught in 82 academic programs that traditionally emphasized training, including programs in instructional systems, training and development, human resource development, and adult learning. Results indicate that training continues to dominate, and future research is suggested. (LRW) Report/ISSN: ISSN-0898-5952 EJ512308

Medsker, K., , & Others, A. (1995). HPT in Academic Curricula: Survey Results. Performance Improvement Quarterly v8 n4 p6-21 1995. Describes a survey that determined to what extent human performance technology (HPT) is being taught in 82 academic programs that traditionally emphasized training, including programs in instructional systems, training and development, human resource development, and adult learning. Results indicate that training continues to dominate, and future research is suggested. (LRW) Report/ISSN: ISSN-0898-5952 EJ512308

Merrill, P. F. (1977). Algorithmic Organization in Teaching and Learning: Literature and Research in the USA. Improving Human Performance Quarterly 6 2-3 93-111. The general characteristics of algorithms are outlined and related to instructional applications. Major issues and research questions are discussed. (Author/STS) Reprint Available (See p. vii): UMI EJ176015

Milheim, W. D. (1992). Performance Support Systems: Guidelines for System Design and Integration. . Canadian Journal of Educational Communication v21 n3 p243-52 Win 1992 . Describes the components of electronic performance support systems that are used for the provision of information, decision support, and training for on-the-job employees. Rationale for the use of performance support systems is discussed, design of the systems is considered, development and distribution are addressed, and future possibilities are suggested. (10 references) (LRW) Report/ISSN: ISSN-0710-4340 EJ464356

Milheim, W. D., & Lavix, C. (1992). Screen Design for Computer-Based Training and Interactive Video: Practical Suggestions and Overall Guidelines. . Performance and Instruction v31 n5 p13-21 May-Jun 1992 . Arguing that good screen design is an important part of good instructional design for computer-based training, this article describes how to design screens to facilitate learning and provide for appropriate student-computer interaction. Topics discussed include general text and graphics design, screen layout, use of color, and effective design for program navigation. (13 references) (LAE) UMI Report/ISSN: ISSN-0884-1985-AE EJ447587

Mills, K., & Fox, G. (1994). InfoMall: An Innovative Strategy for High-Performance Computing and Communications Applications Development. . Internet Research v4 n1 p31-44 Spr 1994 . Describes the InfoMall, a program led by the Northeast Parallel Architectures Center (NPAC) at Syracuse University (New York). The InfoMall features a partnership of approximately 24 organizations offering linked programs in High Performance Computing and Communications (HPCC) technology integration, software development, marketing, education and training, economic development, and small business support. (Contains 19 references.) (JLB) Report/ISSN: ISSN-1066-2243 EJ485229

Mitra, A. (1994). "Instructor-Effect" in Determining Effectiveness and Attitude towards Technology-Assisted Teaching: Report of a Case Study. . Journal of Instruction Delivery Systems v8 n3 p15-21 Sum 1994 . Describes a case study to evaluate the perceived effectiveness of multimedia teaching aids and their implementation by experienced versus novice college course instructors. Results of a five-part questionnaire which addressed attitudes and opinions, effectiveness of technology-assistance, instructor questions, environment questions, future needs and improvements, and demographics are discussed. (Contains nine references.) (SLW) Report/ISSN: ISSN-0892-4872 EJ488356

Mohrman, S. A., & Others, A. (1992). Applying Employee Involvement in Schools. . Educational Evaluation and Policy Analysis v14 n4 p347-60 Win 1992 . The applicability of employee-involvement approaches to the management of schools is explored, describing three approaches (parallel-suggestion involvement, job involvement, and high involvement). Design issues (technology; organizational structure; leadership; organizational boundaries, customer definition, and relation to stakeholder; measures; and rewards) facing schools considering a comprehensive employee-involvement strategy are discussed. (SLD) UMI Report/ISSN: ISSN-0162-3737 EJ458561

Moonie, N. (1992). Knowledge Bases and Frameworks. . Educational and Training Technology International v29 n3 p216-26 Aug 1992 . Discusses the role of knowledge in supporting attainment and assessment of outcomes in light of occupational standards set by the National Council for Vocational Qualifications. Topics addressed include competent performance; tacit knowledge; paradigms for interpreting knowledge bases; static knowledge; metacognition; and the role of knowledge in outcomes standards. (27 references) (LRW) UMI Report/ISSN: ISSN-0954-7304 EJ453293

Moore, D. M., & Braden, R. A. (1988). Prestige and Influence in the Field of Instructional Technology. . Performance and Instruction v27 n3 p19-22 Mar 1988 . Presents results of a survey concerning peer perceptions of influence and prestige in instructional technology. Members of the Association for Educational Communications and Technology (AECT) and the National Society for Performance and Instruction (NSPI) completed questionnaires to determine the most influential people, positions, training institutions, publications, and factors that determine influence. (LRW) UMI EJ367816

Morrison, G. R., & Others, A. (1992). Learner Control of Context and Instructional Support in Learning Elementary School Mathematics. . Educational Technology, Research and Development v40 n1 p5-13 1992 . This study examined learner-control strategies for selecting problem context and level of instructional support on a computer-based mathematics unit on the metric system. Subjects were 240 sixth grade students assigned to 15 treatments. Performance was lowest under learner-control instructional support conditions even though subjects indicated positive attitudes toward learner-control strategies. (MES) UMI Report/ISSN: ISSN-1042-1629 EJ446167

Moseley, J. L., & Heaney, M. J. (1994). Needs Assessment across Disciplines. . Performance Improvement Quarterly v7 n1 p60-79 1994 . This literature review explores needs assessment in 12 disciplines based on a comprehensive search of 12 databases. Topics discussed include how and why needs assessments are conducted; prioritization of needs; use of selected needs assessment variables across disciplines; implications for performance technology; and future challenges. (Contains 117 references.) (LRW) Report/ISSN: ISSN-0898-5952 EJ478014

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Nakhleh, M. B., & Krajcik, J. S. (1993). A Protocol Analysis of the Influence of Technology on Students' Actions, Verbal Commentary, and Thought Processes During the Performance of Acid-Base Titrations. . Journal of Research in Science Teaching v30 n9 p1149-68 Nov 1993 . From an analysis of 14 secondary student's actions and thought processes, it was found that technology's level of information affected the focus of student observations. The microcomputer group focused primarily on the graph while other groups exhibited multiple foci. The discussion data also reveal that students have three main ideas about how acids and bases behave when mixed. (PR) UMI Report/ISSN: ISSN-0022-4308 EJ478368

Nathenson, M. B. (1979). Bridging the Gap between Teaching and Learning at a Distance. . British Journal of Educational Technology v10 n2 p100-09 May 1979 . Explores methodology for generating student feedback in evaluating teaching practices in distance education courses at the Open University. A course in Materials Science is investigated, analyzing the course's study chart, objectives, study techniques, home experiments, self-assessment questions and in-text questions. (RAO) Reprint: UMI EJ212745

Nelson, C. S., & Watson, J. A. (1991). The Computer Gender Gap: Children's Attitudes, Performance and Socialization. . Journal of Educational Technology Systems v19 n4 p345-53 1990-91 . Discusses a review of research studies on gender differences in computer-based education that revealed significant discrepancies between equality of access and performance outcomes for female and male users. Highlights include the proposed future of education and technology; math anxiety; influence of family; gender bias in software; and influence of teachers. (34 references) (LRW) Report/ISSN: ISSN-0047-2395 EJ430267

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O'Rourke, V. (1987). Selection of an Online Public Access Catalog: A Checklist Approach. . Information Technology and Libraries v6 n4 p278-87 Dec 1987 . The development, field testing, and evaluation of a checklist approach to selecting an integrated library automation system are described, and recommendations for using this approach are outlined. The checklist, which is divided into five main sections of catalog features and functions, is appended. (Author/CLB) UMI EJ363857

Okey, J. R. (1995). Performance Assessment and Science Learning: Rationale for Computers. . Journal of Science Education and Technology v4 n1 p81-87 Mar 1995 . Gives descriptions of how performance assessment tasks are linked to science curriculum objectives, along with criteria for and examples of performance assessment tasks. Describes the role that computers and related technology can play in problem-based performance assessment. (LZ) Report/ISSN: ISSN-1059-0145 EJ504059

Okocha, K. F., & Odi, A. (1992). Qualitative and Quantitative Factors Concerning Scientific Information in Agricultural Research: A Case Study of South Eastern Nigeria. . International Information and Library Review v24 n4 p315-27 Dec 1992 . Describes a study that measured the effects of the information resources and services of a regional information resources center on the work of agricultural scientists in Nigeria. Highlights include user characteristics; rate of library use; scientists' information needs; trends in library demands; availability of journal articles; current awareness services; and information technology. (nine references) (LRW) Report/ISSN: ISSN-1057-2317 EJ461528

Olsen, J. R., & Bass, V. B. (1982). The Application of Performance Technology in the Military: 1960-1980. . Performance and Instruction v21 n6 p32-36 Jul-Aug 1982 . This review of applications of educational technology in U.S. military training programs from 1960 to 1980 shows how the use of various audiovisual aids led, in turn, to programed instruction, the systems approach to instructional development, and the development of the Instructional Systems Design (ISD) Model. More than 30 references are listed. (JJD) Reprint: UMI EJ268569

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Papa, M. J. (1989). Communicator Competence and Employee Performance with New Technology: A Case Study. . Southern Communication Journal v55 n1 p87-101 Fall 1989 . Investigates the relationship between communicator competence and employee productivity with new technology. Finds that employee communicator competence significantly affects employee performance with new technology; that employees receiving communicator competence training perform at significantly higher levels; and that past productivity also affects productivity with the new computer system. (SR) UMI EJ397655

Papa, M. J. (1990). Communication Network Patterns and Employee Performance with New Technology. . Communication Research v17 n3 p344-68 Jun 1990 . Investigates the relationship between employee performance, new technology, employee communication network variables (activity, size, diversity, and integrativeness), and productivity at two corporate offices. Reports significant positive relationships between three of the network variables and employee productivity with new technology. Discusses other post hoc analyses of the data. (SG) UMI EJ411568

Papa, M. J., & Glenn, E. C. (1988). Listening Ability and Performance with New Technology: A Case Study. . Journal of Business Communication v25 n4 p5-15 Fall 1988 . Investigates the relationship between employee productivity with new technology and listening ability. Data entry employees from two divisions of a large corporation were given a standardized test to assess their listening ability. Results reveal that employees who received listening training performed at significantly higher levels than those who did not. (RAE) UMI EJ378621

Papa, M. J., & Papa, W. H. (1990). Perceptual and Communicative Indices of Employee Performance with New Technology. . Western Journal of Speech Communication v54 n1 p21-41 Win 1990 . Investigates the relationship between employee performance with new technology and perceptual and communication factors. Finds strong correlational evidence that three aspects of employees' perceptions of a new technology's attributes and two types of messages affect their productivity levels with that technology. (MG) UMI EJ404990

Papa, M. J., & Tracy, K. (1988). Communicative Indices of Employee Performance with New Technology. . Communication Research v15 n5 p524-44 Oct 1988 . Examines the relationships between communicator competence, listening ability, and frequency of task-related talk and employee performance with technology. Finds correlational evidence that these communicative abilities are related to employee productivity levels with new computer systems. (SR) UMI EJ379892

Perelman, L. (1995). Unschooled: Notes from the Revolution. . Multimedia Today v3 n4 p22-23 Oct-Dec 1995 . Considers various aspects of the future of technology in education, including learning through apprenticeship, equitable access to learning technology, business and industry needs and the relationship between workplace performance and academic credentials, and the commercial privatization of public education. (LRW) Report/ISSN: ISSN-1075-6612 EJ515085

Popham, W. J. (1973). Instructional Objectives 1960-1970. Improving Human Performance 2 3 191-198. The most important instructional advance in America during the 1960's was the widespread advocacy and increased use of measurable instructional objectives. In spite of this acceptance, there are still problems in specifying minimal proficiency levels and measuring the attainment of objectives. On the other hand, measurable objectives make it possible to solve persistent educational problems such as determining what ought to be taught and reporting meaningful educational accountability. (Author) EJ089804

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Raybould, B. (1990). Solving Human Performance Problems with Computers. A Case Study: Building an Electronic Performance Support System. . Performance and Instruction v29 n10 p4-14 Nov-Dec 1990 . Describes the design of an electronic performance support system (PSS) that was developed to help sales and support personnel access relevant information needed for good job performance. Highlights include expert systems, databases, interactive video discs, formatting information online, information retrieval techniques, HyperCard, computer-based training (CBT), simulations, and user interface. (10 references) (LRW) UMI Report/ISSN: ISSN-0884-1985 EJ418709

Regalbuto, G. (1991). Recovery from Occupational Schizophrenia. . Training and Development Journal v45 n5 p79-80,83-86 May 1991 . Discusses the problems that those who train and develop individuals in the workplace have because of a lack of a unified understanding of who they are and what they do and a lack of a common terminology and, consequently, a unified identity. (JOW) UMI Report/ISSN: ISSN-0041-0861 EJ425210

Regalbuto, G. A. (1992). Targeting the Bottom Line. . Training and Development v46 n4 p29-32,34,37-38 Apr 1992 . The key to measuring training results is to target them during front-end analysis. Training for results means knowing which performances have to be changed before choosing an intervention. (SK) UMI Report/ISSN: ISSN-0041-0861 EJ442474

Reiser, R. A. (1980). Interaction between Locus of Control and Three Pacing Procedures in a Personalized System of Instruction Course. . Educational Communication and Technology: A Journal of Theory, Research, and Development v28 n3 p194-202 Fall 1980 . Examines differences in course performance and attitude of college students identified by the Rotter Internal-External Locus of Control Scale as external and those identified as internal. An interaction was found between the type of reinforcement expected, type of pacing treatment, and course performance. References are included. (Author/BK) Reprint: UMI EJ232699

Reiser, R. A., & Others, A. (1986). The Effects of Various Mastery Criteria on Student Performance and Attitude in a Mastery-Oriented Course. . Educational Communication and Technology v34 n1 p31-38 Spr 1986 . Examines the effects of mastery criteria on the performance and attitudes of undergraduate students who were divided into three treatment groups with mastery criteria set at 70 percent, 80 percent, and 90 percent respectively. Their performance and attitudes were also compared when mastery criteria were increased, decreased, or kept constant during a semester. (MBR) UMI EJ344273

Reiser, R. A., & Others, A. (1987). The Effects of Ascending, Descending, and Fixed Criteria on Student Performance and Attitude in a Mastery-Oriented Course. . Educational Communication and Technology Journal v35 n4 p195-202 Win 1987 . Describes study of undergraduates at Florida State University that examined whether the criteria for mastering unit quizzes in a mastery-oriented course should increase, decrease, or remain fixed across units. Hypotheses tested are discussed, results of unit quiz performance and final examination performance are analyzed, and student attitudes are examined. (13 references) (Author/LRW) UMI EJ375299

Riley, J. (1984). The Problems of Drafting Distance Education Materials; The Problems of Revising Drafts of Distance Education Materials; and Drafting Behaviours in the Production of Distance Education Material. . British Journal of Educational Technology v15 n3 p192-238 Oct 1984 . The first two articles describe the processes employed by Open University faculty members in preparing distance education courses and in commenting on and redrafting materials. The third looks at factors that influence the decisions of faculty members to determine why they prepare their teaching materials in the ways described. (MBR) UMI EJ310394

Rinderer, M. J. (1991). Getting Yourself Organized: A Method for Improving Your Own Performance. . Performance and Instruction v30 n2 p29-33 Feb 1991 . Presents a filing system for paper-based tools and resources for performance technologists. Ways to organize are described, and a performance technology model is presented that can be used as a basis for a filing system that includes needs analysis, training and nontraining interventions, and evaluation. (LRW) UMI Report/ISSN: ISSN-0884-1985 EJ423373

Rock, D. A., & Nelson, J. (1992). Applications and Extensions of NAEP Concepts and Technology. . Journal of Educational Statistics v17 n2 p219-32 Sum 1992 . Several developments growing out of the National Assessment of Educational Progress (NAEP) are reviewed, with a discussion of their extension and application to other projects. These developments include: (1) complex matrix item sampling designs; (2) performance-based items in large-scale assessments; (3) vertical scaling; and (4) innovative computer applications. (SLD) UMI Report/ISSN: ISSN-0362-9791 EJ449431

Romiszowski, A. J. (1994). Educational Systems Design Implications of Electronic Publishing. . Educational Technology v34 n7 p6-12 Sep 1994 . Discussion of electronic publishing focuses on the four main purposes of media in general: communication, entertainment, motivation, and education. Highlights include electronic journals and books; hypertext; user control; computer graphics and animation; electronic games; virtual reality; multimedia; electronic performance support; computer-managed instruction; computer-assisted instruction; simulations; and two case studies. (Contains 18 references.) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ489808

Rosenberg, M. J. (1981). The Cross-Training of Subject Matter Experts and Instructional Technologists. . Performance and Instruction v20 n1 p16-17,33 Feb 1981 . The Bell System Center for Technical Education uses a program which trains the subject matter expert (SME) in instructional technology (IT) and the instructional technologist in subject matter understanding. This cross-training is provided in order to encourage effective teamwork between development personnel. (MER) Reprint: UMI EJ242765

Rosenberg, M. J. (1982). Our Instructional Media Roots. . Performance and Instruction v21 n3 p12-15,33 Apr 1982 . Traces the historical development of instructional technology and human resources development (HRD) as professions out of the instructional media field. Highlights their differences and similarities as disciplines and as professions. The importance of instructional media, professional development, and professional cooperation are discussed. (JL) Reprint: UMI EJ265932

Rosenberg, M. J. (1988). The Role of Training in a Performance-Oriented Organization. . Performance and Instruction v27 n2 p1-6 Feb 1988 . Discussion of performance improvement systems in organizations highlights Gilbert's Performance Engineering Model and the Human Resources Model. The process of performance technology is described, the role of training within the performance improvement system is examined, and ways in which training benefits from a performance orientation are described. (LRW) UMI EJ367775

Rosenberg, M. J. (1990). Performance Technology: Working the System. Training v27 n2 p42-48 Feb 1990. The United States needs a skilled, productive work force. The science of human performance technology can be applied to the establishment of performance improvement systems in organizations. (Author) UMI EJ401967

Ross, J. M., & Shank, G. D. (1993). What Performance Technologists Should Know about Abductive Reasoning...and Why. . Performance and Instruction v32 n9 p6-10 Oct 1993 . Explains abductive reasoning; compares it to more traditional forms of logic, i.e., deduction and induction; and describes a computerized tutorial called A.R.T. (Abductive Reasoning Tool) that was created to foster abductive reasoning. Implications of using abductive techniques in instructional design are suggested. (Contains 13 references.) (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ473095

Rossett, A. (1980). The Politics in Performance Technology. . NSPI Journal v19 n4 p5-6,15 May 1980 . Simplifies an instructional systems model into four components (define, specify, develop, evaluate) and argues that it can be a tool for performance technologists to use in diagnosing the political incidents they confront in their work. (Author/JD) Reprint: UMI EJ228302

Rossett, A. (1981). Instructional Technology as Link between University and Community. . Performance and Instruction v20 n1 p26-28 Feb 1981 . Examines the proclaimed dichotomy between real and unreal, theory and practice, actual and idealized notions of community needs and university attitudes with regard to training, and describes how San Diego State University's Educational Technology program attempts simultaneously to educate graduate students and serve its community. (Author/MER) Reprint: UMI EJ242768

Rossett, A. (1990). Performance Technology and Academic Programs in Instructional Design and Technology: Must We Change? . Educational Technology v30 n8 p48-51 Aug 1990 . Defines performance technology, compares performance technology with instructional technology, and suggests ways to incorporate performance technology into graduate programs in instructional design and technology. Curriculum changes are discussed, similarities in analysis and needs assessment activities are highlighted, and the need for continuing education is emphasized. (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ413719

Rossett, A. (1991). Job Aids in a Performance Technology World. . Performance and Instruction v30 n5 p1-6 May-Jun 1991 . Discussion of the emergence of performance technology within the field of instructional design focuses on job aids. Conventional job aids as well as expanded definitions of job aids that include decision making are described, and the influence of cognitive psychology and changing organizational expectations of employees are considered. (11 references) (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ430255

Rossett, A. (1992). Performance Technology for Instructional Technologists: Comparisons and Possibilities. . Performance and Instruction v31 n10 p6-10 Nov-Dec 1992 . Examines similarities between performance technology and instructional technology, including a systems approach, reliance upon analysis, theoretical antecedents, causes of performance problems, and anticipating obstacles to the introduction of innovation. Goals, target, activities, deliverables, domain, vision, and futures are compared; and the value of performance technology to instructional technologists is discussed. (LRW) UMI Report/ISSN: ISSN-0884-1985 EJ457826

Rossett, A., & Czech, C. (1995). They Really Wanna, but...The Aftermath of Professional Preparation in Performance Technology. . Performance Improvement Quarterly v8 n4 p115-32 1995 . Discusses professional preparation for educational technology, compares instructional and performance technologies, and describes a study that examined the experiences and perceptions of graduates of an elective course in performance technology at San Diego State University. Confidence about performance technology and opportunities in and barriers to performance technology are examined. (LRW) Report/ISSN: ISSN-0898-5952 EJ512315

Rossett, A., & Others, A. (1992). Repositioning Staff Development through Performance Technology. . Journal of Staff Development v13 n4 p12-18 Fall 1992 . Examines staff development in light of performance technology, a systematic and pervasive approach to professional development. Performance technology can be used by staff developers to investigate the cause and context of a problem before selecting solutions. The article discusses the use of performance technology in public education. (SM) UMI Report/ISSN: ISSN-0276-928X EJ464843

Roth, G. L., & Widen, W. C. (1991). A Lesson from the Nuclear Industry: Professionalism and Technology. . Technology Teacher v50 n8 p30-34 May-Jun 1991 . Focuses on an innovative approach to instill professionalism in workers such as reactor operators and other nuclear power workers. It may be used by technology instructors to send a message to their students: regardless of the advanced state of technology, the human element provides the key to desirable outcomes. (Author/JOW) UMI Report/ISSN: ISSN-0746-3537 EJ426623

Rothwell, W. J., & Kazanas, H. C. (1990). Informal Learning in the Workplace. . Performance and Instruction v29 n3 p33-36 Mar 1990 . Describes and discusses results of a survey of members of the American Society for Training and Development (ASTD) that was conducted to determine how employees learn informally when neither on-the-job or off-the-job training is provided. Implications for performance technologists are considered, and future issues for investigation are suggested. (nine references) (LRW) UMI EJ409006

Rummler, G. A. (1982). Instructional Technology and Organization Performance: An Historical Perspective. . Performance and Instruction v21 n3 p9-11 Apr 1982 . Describes the relationship between instructional technology and organization performance and examines the critical shifts in emphasis in the relationship over the past 20 years. Methodology-driven, subject-matter-driven, and "real world"-driven training systems are discussed. Two figures accompany the text. (Author/JL) Reprint: UMI EJ265931

Rushby, N. (1992). The TDLB in the Context of Technology-Based Training. . Interactive Learning International v8 n3 p237-42 Jul-Sep 1992 . Discussion of the Training and Development Lead Body that defines occupational standards in the United Kingdom focuses on the development of standards for human resource development professionals. Topics addressed include the structure of the standards, applications, the lack of standards for technology-based training, and a forthcoming hypertext version of the standards. (LRW) Report/ISSN: ISSN-0748-5743 EJ450341

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Scarborough, J. D. (1982). Comprehending Technical Discourse: The Effects of Text Organization, Visuals, and Performance. . Man/Society/Technology v42 n2 p25-26 Nov 1982 . A study was made of factors that affect the comprehension of technical discourse. Results showed that when no visual was used: (1) the schematic organization enhanced comprehension and (2) students who participated in the activity outperformed those who did not participate. (CT) Reprint: UMI EJ269492

Schmidt, J. G., & Others, A. (1988). Measuring System Performance. . Information Technology and Libraries v7 n2 p173-97 Jun 1988 . A series of articles examines the possible role of standards in measuring the performance of automated library systems and in planning the needed capacity of a system. Topics discussed include capacity modeling; response time measurement; system performance from the library, vendor, and consultant perspectives; and development of performance measurement standards. (CLB) UMI EJ376599

Seyer, P. (1989). Developing Personal Performance Tools. . Performance and Instruction v28 n1 p38-42 Jan 1989 . Discussion of the development of job aids and personal performance tools focuses on self-charting as an effective feedback technique. The use of self-monitoring for various situations is described, the importance of setting goals is discussed, and computer programs developed for self-monitoring are explained. (eight references) (LRW) UMI EJ389237

Seymour, G. E., & Others, A. (1991). Study Factors and Their Impact on Military School Performance Measures. . Educational Technology, Research and Development v39 n2 p19-28 1991 . Discussion of study factors and study skills focuses on the development of a study skills survey and four related research studies at Navy training schools, two that addressed reliability and two that were concerned with validity. Results are reported that indicate study factors correlated significantly with test performance. (28 references) (LRW) UMI Report/ISSN: ISSN-1042-1629 EJ433180

Sharma, S. (1987). Learners' Cognitive Styles and Psychological Types as Intervening Variables Influencing Performance in Computer Science Courses. . Journal of Educational Technology Systems v15 n4 p391-99 1986-87 . Critically analyzes recent research studies that examine background variables, cognitive style, and psychological type as influences on performance in college-level computer science courses. Implications for matching curriculum and instructional strategies with student characteristics are presented, recommendations for further research are made, and 37 references are provided. (Author/LRW) EJ355821

Shavelson, R. J., & Others, A. (1992). Performance Assessments: Political Rhetoric and Measurement Reality. . Educational Researcher v21 n4 p22-27 May 1992 . Investigates the validity and reliability of performance assessments using data from over 300 fifth and sixth graders. Results demonstrate the gap between the reality of measurement through performance assessments and the political rhetoric that would institute these assessments in a national examination system in the immediate future. (SLD) UMI Report/ISSN: ISSN-0013-189X EJ448067

Sherman, G. P., & Klein, J. D. (1995). The Effects of Cued Interaction and Ability Grouping during Cooperative Computer-Based Science Instruction. . Educational Technology Research and Development v43 n4 p5-24 1995 . Presents results of a study that used feedback from 231 eighth graders in a computer-based instruction (CBI) science program to examine the effects of interaction cues and ability grouping on class performance, attitudes, instruction time, and interaction behaviors. Results indicate that students who used the cued version of the CBI program performed significantly better. (JMV) UMI Report/ISSN: ISSN-1042-1629 EJ516542

Shrock, S. A. (1990). School Reform and Restructuring: Does Performance Technology Have a Role? . Performance Improvement Quarterly v3 n4 p12-33 1990 . Discusses problems in American schools and suggests how performance technology could help with school reforms. An overview of school reform since 1983 is given, and components of recent school reform are discussed, including personnel selection; job and organization redesign, including decentralization of schools; evaluation/feedback programs for teachers; teacher incentives; and instructional technology. (60 references) (LRW) Report/ISSN: ISSN-0898-5952 EJ423409

Siebold, B. A. (1991). Teaching Technology: Concepts, Procedures and Performance. . Technology Teacher v51 n1 p28-31 Sep-Oct 1991 . The new focus of technology education emphasizes explanations of how entire systems of technology operate and interrelate. Instructional designs based on schema theory can help organize the teaching of concepts, theories, procedures, and tasks. (Author) UMI Report/ISSN: ISSN-0746-3537

Siggins, J. A. (1992). Job Satisfaction and Performance in a Changing Environment. . Library Trends v41 n2 p299-315 Fall 1992 . Discusses the nature of job satisfaction, its relationship to performance, and associated organizational factors, such as commitment, in research libraries. Symptoms of job dissatisfaction are outlined, and a framework for improving job satisfaction provides suggestions in the areas of hiring, professional development, job design, empowerment, and reward structure. (18 references) (EA) UMI Report/ISSN: ISSN-0024-2594 EJ462821

Silber, K. H. (1992). Corporate ID/PT Standards. Performance and Instruction v31 n3 p6-11 Mar 1992. This report outlines corporate instructional design and performance technology (ID/PT) standards, including what they are; how they help an organization; advantages and disadvantages of having standards; types of standards (focus, approach, and scope); content; and formats. A worksheet for determining ID/PT standards is included. (DB) UMI Report/ISSN: ISSN-0884-1985-AE EJ443398

Sleezer, C. M. (1992). Needs Assessment: Perspectives from the Literature. . Performance Improvement Quarterly v5 n2 p34-46 1992 . Examines the perspectives of needs assessment described in performance technology and human resource development literature. Perspectives embodied in definitions and conceptualizations of the terms need, needs assessment, needs analysis, front end analysis, and performance analysis are examined, and different views about where the needs assessment process starts and ends and the results produced are presented. (32 references) (BBM) Report/ISSN: ISSN-0898-5952 EJ446268

Smith, C. M. (1995). Development of Performance Pitch Accuracy of String Students. . Bulletin of the Council for Research in Music Education n124 p13-23 Spr 1995 . Reports on a study of the effects of an aural-oral pitch matching training program on aural pitch discrimination among 96 sixth-grade string students. Finds that the students who used the TAP Pitch Master Machine made statistically significant gains in pitch discrimination. (CFR) UMI Report/ISSN: ISSN-0010-9894 EJ512804

Spitzer, D. R. (1987). Critical Issues in Educational Technology: Introduction to Part One. . Educational Technology v27 n9 p7-8 Sep 1987 . Presents overview of this special issue focusing on the field of educational technology. Highlights include the nature of technology and social values; the effects of technology on curriculum and education; differences between educational and performance technology; the training of educational technologists; and trends shaping education now and in the future. (LRW) UMI EJ361300

Spitzer, D. R. (1988). Instructional/Performance Technology Competencies. . Performance and Instruction v27 n7 p11-13 Aug 1988 . Describes a survey that examined the perceived importance of key competencies by professionals in the field of instructional and performance technology. The discussion covers differences in responses between training managers, staff trainers and professors, and the need to incorporate corporate priorities into the academic curriculum of instructional and performance technology. (CLB) UMI EJ380451

Steininger, T. (1989). Organizational Power and the Politics of Performance Technology. . Performance and Instruction v28 n5 p31-32 May-Jun 1989 . Discusses the use of political power within an organization to effectively implement training and performance improvement solutions. The nature of organizations is discussed; political strategies dealing with co-workers, bosses, committees, and the red tape of bureaucracies are described; and methods to increase chances of success are suggested. (LRW) UMI EJ396882

Stern, S. (1990). The Use of Technology for Training in Japan. . Performance and Instruction v29 n6 p1-8 Jul 1990 . Discussion of the use of technology for training focuses on experiences in Japanese companies. Highlights include computer-based training; telelearning; forces for change in training, including changes in technology, the workforce, and international changes in economic, political, and social conditions; and implications for individuals and systems when using technology for training. (Five references) (LRW) UMI EJ412138

Stevens, G. H., & Stevens, E. F. (1995). Designing EPSS Tools: Talent Requirements. . Performance and Instruction v34 n2 p9-11 Feb 1995 . Examines the following essential skills for a successful electronic performance support systems design: (1) the ability to understand and assess human performance needs; (2) open-mindedness; (3) solid design skills; (4) human-computer interface design skills; (5) team leadership skills; and (6) microcomputer application design skills. (AEF) UMI Report/ISSN: ISSN-0884-185-AE EJ499710

Stoia, D. V., & Song, X. (1993). A Model for Determining Quality in Teaching: Implications for College-Level Technology Instruction.

Stolovitch, H. D. (1981). Technology of Simulation Gaming for Education and Training. . Performance and Instruction v20 n10 p24-28 Dec 1981 . Presents some ideas for using simulation games to improve human performance, serve as motivators for instruction, provide opportunities for evaluating learning, and test research models. The potential for instructional technologists to diversify approaches to learning and meet learning needs is also discussed. Fifteen references are listed. (MER) Reprint: UMI EJ256765

Stolovitch, H. D. (1982). Applications of the Intermediate Technology of Learner Verification and Revision (LVR) for Adapting International Instructional Resources to Meet Local Needs. . Performance and Instruction v21 n7 p16-22 Sep 1982 . Focuses on learner verification and revision (LVR), a systems approach to the evaluation of instructional materials in which materials are tested with students. Using this method to adapt internationally available materials to local needs is discussed. A flow chart of the LVR adaptation process and 31 references are included. (JJD) Reprint: UMI EJ271543

Stolovitch, H. D. (1982). Performance Technology: An Introduction. . Performance and Instruction v21 n3 p16-19 Apr 1982 . Introduces performance technology as a field of application for training professionals. The term "performance technology" is defined and explained, the epistemological foundations of performance technology are outlined, the relevance of performance technology to training and human development is described, and myths about performance technology are discussed. (Author/JL) Reprint: UMI EJ265933

Stolovitch, H. D., & Keeps, E. J. (1991). Selecting and Writing Case Studies for Improving Human Performance. . Performance Improvement Quarterly v4 n1 p43-54 1991 . Discussion of the case study method focuses on its use to improve human performance. Critical and variable attributes of case studies are described, guidelines for creating a case are suggested, case study method types and formats are discussed, and criteria for evaluating the quality of a case study are presented. (18 references) (LRW) Report/ISSN: ISSN-0898-5952 EJ427480

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Tabachnick, B. G., & Others, A. (1978). Technology Is the Answer, But What Was the Question? Audiotape vs. Videotape for Individualized Instruction. . Improving Human Performance Quarterly v7 n4 p319-25 Win 1978 . In an evaluation of supplementary learning aids students were assigned to one of four learning conditions: (1) videotape plus worksheet, (2) audiotape plus worksheet, (3) combination of audio- and videotape plus worksheet, and (4) worksheet only. Results reported include test scores and ratings of helpfulness, as well as student preferences and cost considerations. (Author/JEG) Reprint: UMI EJ199840

Tabachnick, B. G., , & Others, A. (1978). Technology Is the Answer, But What Was the Question? Audiotape vs. Videotape for Individualized Instruction. Improving Human Performance Quarterly v7 n4 p319-25 Win 1978. In an evaluation of supplementary learning aids students were assigned to one of four learning conditions: (1) videotape plus worksheet, (2) audiotape plus worksheet, (3) combination of audio- and videotape plus worksheet, and (4) worksheet only. Results reported include test scores and ratings of helpfulness, as well as student preferences and cost considerations. (Author/JEG) Reprint: UMI EJ199840

Taylor, R. G., Jr. . (1988). Measures of Expected Online Catalog Performance for Public Access Terminals. . Information Technology and Libraries v7 n1 p24-29 Mar 1988 . Describes the power of queuing models as a source of detailed, expected performance measures for online catalogs. An illustration of such a performance analysis is provided, and its value to library administrators is discussed. (9 notes with references) (CLB) UMI EJ370801

Terrell, W. R., & Others, A. (1992). Human Interactive Analysis Using Video: Mapping the Dynamics of Complex Work Environments. . Educational Technology v32 n10 p35-41 Oct 1992 . Explains human interactive analysis as an architecture for using computer interactive technologies in the analysis of complex work environments. A project at the Naval Training Systems Center that used video-audio data to develop a multimedia database is described; the analysis and management of data are discussed; and decision processes are described. (28 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ453202

Terrell, W. R., , & Others, A. (1992). Human Interactive Analysis Using Video: Mapping the Dynamics of Complex Work Environments. Educational Technology v32 n10 p35-41 Oct 1992. Explains human interactive analysis as an architecture for using computer interactive technologies in the analysis of complex work environments. A project at the Naval Training Systems Center that used video-audio data to develop a multimedia database is described; the analysis and management of data are discussed; and decision processes are described. (28 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ453202

The new focus of technology education emphasizes explanations of how entire systems of technology operate and interrelate. Instructional designs based on schema theory can help organize the teaching of concepts, theories, procedures, and tasks. (Author) UMI Report/ISSN: ISSN-0746-3537 EJ432167

Thiagarajan, S. (1987). Back-End Synthesis: Another Step in the Performance Technology Process. . Performance and Instruction v26 n5 p34-39 Jul 1987 . Described back-end synthesis as the creation and integration of the secondary intervention required for efficient and cost-effective implementation of performance improvement programs. Involving analysis, design, evaluation, revision, and implementation, this process is related to front-end analysis, and a sample application in a performance technology project is described. (LRW) UMI EJ357046

Thiagarajan, S. (1988). Performance Technology in Multicultural Environments: Making Sense Out of Contradictory Conceptualizations. . Performance and Instruction v27 n7 p14-16 Aug 1988 . Discusses the impact of the increasing heterogeneity of the American workforce on corporate performance technology trainers, and examines nine pairs of seemingly contradictory advice to people working in a multicultural setting. (CLB) UMI EJ380452

Thiagarajan, S. (1990). Performance Technology and Instructional Development. . Educational Technology v30 n5 p8-11 May 1990 . Discusses and explains relationships between performance technology and instructional development. Highlights include a concept analysis of performance technology; types of evaluation; instructional development as a subset of performance technology; front-end analysis; sample performance technology interventions; and differences between instruction and job aids. (Nine references) (LRW) UMI EJ412088

Thiagarajan, S. (1991). Formative Evaluation in Performance Technology. . Performance Improvement Quarterly v4 n2 p22-34 1991 . Describes and discusses how systematic formative evaluation can be applied to different types of human performance technology (HPT) interventions. Three components of evaluation are explained, six stages of formative evaluation are described, five types of formative evaluation are explained, and strategies for micro analysis of formative data on instruction are given. (two references) (LRW) Report/ISSN: ISSN-0898-5952 EJ430261

Thiagarajan, S. (1991). MATRIX-1: A Multipurpose Tool for Performance Technologists. . Performance and Instruction v30 n4 p20-25 Apr 1991 . Describes MATRIX-1, a small group activity that can be used to show interrelationships between various factors. Examples include values clarification; procedural phases; relationships among people; resource allocation; related concepts; and group decision making activities. Modifications to MATRIX-1 are discussed that allow for variations in numbers of participants and time allowances. (LRW) UMI Report/ISSN: ISSN-0884-1985-AE EJ430216

Thiagarajan, S., & Thiagarajan, R. (1990). Presenting Hierarchical Information: An Ensampler. . Performance and Instruction v29 n4 p23-25 Apr 1990 . Describes steps involved in preparing hierarchical charts for use in performance and instructional technologies. Thirteen examples are shown that deal with systematic instructional development, and guidelines for choosing the appropriate format are discussed, including content, audience, and resources. Evaluation procedures involving paired comparison tests and target audience questioning are also discussed. (LRW) UMI EJ410628

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Wagner, E. D. (1990). Looking at Distance Education through an Educational Technologist's Eyes. . American Journal of Distance Education v4 n1 p53-68 1990 . Addresses the relationship that exists between the fields of educational technology, which stresses a performance problem-solving methodology, and distance education, which provides a context within which these methodologies may be employed. A definition of educational technology is discussed, and methodologies of instructional design and development are described. (45 references) (LRW) EJ410618

Walsham, G., & Others, A. (1988). Information Systems as Social Systems: Implications for Developing Countries. . Information Technology for Development v3 n3 p189-204 Sep 1988 . Describes two research projects in the United Kingdom to illustrate a social systems approach to the evaluation of computer-based information systems which encompasses organizational, social, and political factors. The relevance of this research to a developing country context is discussed and implications are drawn for research, education, and practice in developing countries. (17 references) (CLB) EJ385829

Westgaard, O. (1984). Auditing Operations: Performance Technology and the Bottom Line. . Performance and Instruction v23 n10 p10-14 Dec 1984 . Describes an operations audit as a means of reporting the effect of such interventions as training programs on organizational productivity; discusses the value of an accurate mission statement; describes an audit conducted to learn effects of management training programs at Lutheran General; and reviews steps and measurement techniques of performance audits. (MBR) UMI EJ314088

Weston, C. B. (1989). Critical Factors for Educational Technology Interventions in Developing Countries. . Educational and Training Technology International v26 n2 p122-28 May 1989 . Discussion of the appropriate use of instruction and training for performance problems in developing countries highlights a case study of an unsuccessful instructional project in South America. The importance of front-end analysis and a needs assessment are emphasized, and the sociotechnical systems theory (STS) of organizational development is discussed. (nine references) (LRW) EJ396864

Whitman, N. (1981). Choosing and Using Methods of Teaching. . Performance and Instruction v20 n5 p16-19 Jun 1981 . Describes a model which recognizes active and passive roles of teachers and learners as a means of identifying five basic methods of teaching. (CHC) Reprint: UMI EJ248927

Whitmore, P. G. (1980). Straw Men Fail Criterion Tests. . NSPI Journal v14 n6 p32-34,42 Jul 1980 . This reaction to Robert M. Gagne's article (1979) explores the meaning of "reflective thinking" and the relationship between it and survival and vocational activities, presents reasons for converting our educational and training system to performance-based instruction, and explains differences between traditional forms of instruction and performance-based instruction. (Author/JD) Reprint: UMI EJ232496

Whitmore, P. G. (1981). The "Whys" and "Hows" of Modern Instructional Technology. . Performance and Instruction v20 n5 p9-13 Jun 1981 . Provides an overview of modern instructional technology including the characteristics of cost effective instructional programs and the principal features, stages, applications, and expectations of modern instructional technology. (CHC) Reprint: UMI EJ248926

Wile, D., & Wile, D. (1996). Why Doers Do. . Performance and Instruction v35 n2 p30-35 Feb 1996 . Identifies human performance (HP) models of five prominent human performance technology authors; contrasts the models with each other; combines elements into a new model; and discusses how the model can be used to help assess performance problems and explain HP to clients at three different levels. (LRW) UMI Report/ISSN: ISSN-0884-1985 EJ518525

Wilkinson, M. A., & Others, A. (1988). The Effects of Entry Arrangement on Search Times: A Cross-Generational Study. . Information Technology and Libraries v7 n3 p253-62 Sep 1988 . Describes an experiment that tested the effects of a vertical versus a horizontal arrangement of brief structured text entries on know-item search time. The results discussed include the effects of the searcher's age and entry arrangement on search times, and subjects' judgments on the ease of use of the entry arrangements. (Author/CLB) UMI EJ377852

Wilson, E. K., & Others, A. (1995). Trends and Issues in the 1994 Professional Literature. . School Library Media Annual (SLMA) v13 p220-32 1995 . Identifies trends in 1994 professional education literature, including school reform, national standards, school choice and vouchers, charter schools, outcome-based education and performance assessment, religious right's political gains, school safety, violence, conflict mediation, finance, adolescents and children at risk, vocational education, teacher evaluation, special education, year-round schools, for-profit schools, and technology. (LRW) Report/ISSN: ISSN-0739-7712 EJ516600

Winters, E. (1994). The New Technologies and Cross-Cultural Communications: Ideas Which Are Not Mutually Exclusive. . Performance and Instruction v33 n9 p44-45 Oct 1994 . Discusses multicultural marketing and the use of new technologies by performance technologists to improve communication. Topics addressed include needs analysis, including cultural considerations; pilot testing; multilingual considerations; translation; the cost effectiveness of adequate planning; and centralized communication. (four references) (LRW) UMI Report/ISSN: ISSN-0884-185-AE EJ493381

Witt, C. L., & Wager, W. (1994). A Comparison of Instructional Systems Design and Electronic Performance Support Systems Design. . Educational Technology v34 n6 p20-24 Jul-Aug 1994 . Compares the analysis, design, development, and evaluation of electronic performance support tools and systems to a traditional instructional systems design model. Topics discussed include indeterminate outcomes; rapid prototyping; front end analysis; intervention strategies; sequencing; user control; media selection; formative evaluation; and model validation. (Contains 13 references.) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ488241

Wood, D. (1995). Electronic Performance Support: "Look Mom] No Training." . Journal of Interactive Instruction Development v8 n2 p28-34 Fall 1995 . Describes a framework for designing an electronic performance support system (EPSS) that reduces the requirement for more traditional forms of training. An intervention summary table is provided that includes five types of interventions, user access, user type (expert and/or novice), purpose, and difficulty. (Author/LRW) Report/ISSN: ISSN-1040-0370 EJ520297

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Yaney, J. P. (1974). A Critical Review of the Instructional Technology Mechanism of Task Analysis. Improving Human Performance 3 2 64-70. EJ102974

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Zacchea, N. M. (1991). Selecting a Cadre Is Essential to Technology Transfer Planning. . Performance and Instruction v30 n1 p13-20 Jan 1991 . Discussion of technology transfer planning in both developed and developing nations focuses on the selection of a cadre, i.e., a group of trainees who will then train others. Topics discussed include goals and objectives; change strategies; strategic plans; and cadre selection, including experience, education, communication skills, and interest in training. (LRW) UMI Report/ISSN: ISSN-0884-1985 EJ421725

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