This study investigated the use of mobile microlearning, supported with social learning strategies, and its perceived usefulness as a delivery mode for professional development on the job. The use of computer-mediated communication and microlearning have been explored in educational settings. This study expanded the context to managers and leaders in the aerospace industry (n=15) and healthcare professions (n=20). Data was collected using a self-developed, semi-structured interview protocol and Likert-style survey. A professional development training, using the Graphical Inventory of Ethical Leadership (GIEL) survey tool, was delivered to participants’ mobile devices. Six themes emerged from the inductive analyses of the participants’ responses including: the flexible delivery saves time, maintains leader’s presence on the job, builds team cohesiveness, meets the leaders’ needs for personalizing delivery of the PD/understanding their employees’ learning needs, provides individuals with a voice in the selection of learning opportunities, and the absence of participants’ stated concerns over the use of technology. Conclusions, models for understanding the concepts, and implications for practice are provided.

The purpose of this mixed-method study was to test the usefulness of a new technology-based instructional design, using microlearning and social learning, to improve employee skills on the job. Researchers collected data from professionals responsible for instructional design at 146 their workplace (N=51). Participants engaged in a fully on-line training at a time convenient to them over a two-week period. A learning management system supported the content delivery. A social learning component included video demonstrations of the content and participants asynchronously sharing their learning with other participants. Researchers performed follow-up interviews (N=10) to develop a deeper understanding of the participants' perceptions and to validate self-reports collected in a Likert-style quantitative survey. Participants created work samples used as evidence of their learning from the training. Three themes emerged from the qualitative analyses including, participants wanted training that provided skills useful immediately on the job, sought to expand their perspectives by learning from others, and to expand their skills in their craft beyond those of other designers. Participants' reported that opportunities to share their learning with others made the learning "more personal" and provided a "bigger picture," or broader perspective. Participants' reported the instructional design increased their motivation to engage the content and that their skills improved. Positive reports of the effectiveness of the microlearning component were not consistent, however, with the statistical results. There was a significant negative correlation between microlearning and the social learning component and the dependent variable of the study, participants' perceptions of the effectiveness of the instructional design.

RockiesThe purpose of this study was to examine the effects of cognitive-specific (CS) mental imagery (conditional stimulus) and motivational self-talk (ST) on the response times of trained martial artists. A within-subjects and between-subjects pre-posttreatment design was applied with a power sample of more than 200 participants. The results showed that motivational ST, CS imagery, and the interaction of both significantly reduced the response times of trained martial artists. The effect size of each strategy was very large when compared with the control group. The control group, which did not receive any intervention, generally realized slower response times in the second trial.

This quantitative pilot-study empirically tested the factor structure and reliability of the newly developed Graphical Inventory of Ethical Leadership (GIEL) scale, a Likert-style scale for quantifying key concepts related to ethical leadership. Correlations and principal components analyses were performed using pre-existing data as self-reports from a sample including 103 graduate students, within a Scholarship for Teaching and Learning project design, in an administrator preparation program at a private university located in a large southwestern state of the U.S. Face and content validity were demonstrated and empirical analyses revealed a three-factor structure for a unidimensional construct of ethical leadership. Internal reliability was above the pre-determined indices of Cronbach's alpha > .60 considered acceptable for scales in a pilot study. Potential uses of the GIEL include; as a baseline for setting and monitoring professional development goals, as evidence for recommending certification in administrator preparation programs, and as part of a 360-degree evaluation process.

This paper examines the implementation of an integrative rapid prototype instructional design model within the framework of higher education. The researchers present the Hanshaw Helm-Stevens Rapid Prototyping (HHSRP) model utilized to develop online courses for two graduate programs, including 33 courses, housed in the School of Business and Management. The evaluation came after a two-year partnership between the Office of Innovative Teaching and Technology and the School of Business and Management focusing on rapid development and deployment of online courses. In a case study format, the researchers describe the adopted model, including the processes and roles contained therein and lessons learned. Based on documentation, interviews and practical observation, issues are explored through assessing and analyzing information gathered from these different sources. This research supports the possibility that there are valuable outcomes in the area of process, team composition, collaboration and communication.