Models and strategies for training design

Medsker, Karen; Holdsworth, Kristen; Brethower, Dale M.

doi:10.1002/pfi.4140410409

Cited by 6 publications

(13 citation statements)

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“…Keller's is accessible and easy to use. ARCS is easily recalled due to its simple mnemonic, and it "can be combined with most other ID models to add motivational elements to the instruction" (Medsker & Holdsworth, 2001;p. 238).…”

Section: The Call For a New Motivational Model For Idmentioning

confidence: 99%

“…More recently, ID has broadened, with the growth of performance technology, into a systems view of design that takes into account elements of social and organizational psychology (Dick et al, 2005;Morrison et al, 2004). In the past 15 years ID has transitioned to HPT, taking on systemic (rather than linear) methods and perspectives (Medsker & Holdsworth, 2001). We use Medsker and Holdsworth's (2001) definition of ID, to include, "any deliberate arrangement of conditions and experiences in which learning can take place" (p. viii).…”

Section: Id Process and Productmentioning

confidence: 99%

“…In the past 15 years ID has transitioned to HPT, taking on systemic (rather than linear) methods and perspectives (Medsker & Holdsworth, 2001). We use Medsker and Holdsworth's (2001) definition of ID, to include, "any deliberate arrangement of conditions and experiences in which learning can take place" (p. viii). Among the motivational factors of concern in HPT include the design of learning (vs. performance/outcomes-driven) organizations, and factors such as consequences and expectations of individual and group performance (Dick et al, 2005;Senge, 1994;Stolovitch & Keeps, 1999).…”

Section: Id Process and Productmentioning

confidence: 99%

“…Among the motivational factors of concern in HPT include the design of learning (vs. performance/outcomes-driven) organizations, and factors such as consequences and expectations of individual and group performance (Dick et al, 2005;Senge, 1994;Stolovitch & Keeps, 1999). Further, more recent models of ID have reconceptualized the traditional phases as cyclical and/or iterative in relation to each other (Medsker & Holdsworth, 2001;Reigeluth, 1999). Whether in the old or new method, traditional ISD or HPT, to produce training and development solutions, "the design function must occur" (Medsker & Holdsworth, 2001;p.…”

Section: Id Process and Productmentioning

confidence: 99%

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Toward a Current, Comprehensive, Integrative, and Flexible Model of Motivation for Instructional Design

Hardré¹,

Miller²

2008

Performance Improvement Quarterly

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Workplace motivation historically has been an HR function, with ID as a training function. This division produces a split between motivation and training, leaving them isolated from one another. Intervention design needs to include motivation throughout its phases, to maximize motivating opportunities for performance improvement. The current models included in instructional design texts and resources are important, but tend to lack some characteristics that would make them more useful and productive for designers. The purpose of this paper is to present a theoretical and conceptual framework for the devel‐opment of a new model of motivation for intervention design that is current, comprehensive, integrative, and flex‐ible. To that end, we (1) review the key points of the call for such a model; (2) present a framework for such a model; (3) offer a conceptual prototype for a model to meet designer's needs and include perspectives from experts in instructional design and performance technology, including how it fills out an integrative theoretical base of motivation for the field; and (4) present future development implications for the field.

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Section: The Call For a New Motivational Model For Idmentioning

confidence: 99%

Section: Id Process and Productmentioning

confidence: 99%

Section: Id Process and Productmentioning

confidence: 99%

Section: Id Process and Productmentioning

confidence: 99%

See 2 more Smart Citations

Toward a Current, Comprehensive, Integrative, and Flexible Model of Motivation for Instructional Design

Hardré¹,

Miller²

2008

Performance Improvement Quarterly

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“…• Well-known examples: Two or three slightly different technologies for producing job aids (Harless, 1978;Lineberry & Bullock, 1980;Rossett & Gautier-Downes, 1991), two or three technologies for doing front-end analysis (Brinkerhoff, 1987;Kaufman, Oakley-Browne, Watkins, & Leigh, 2003;Rummler, 2004), and several technologies for instructional design (Markle, 1990;Medsker & Holdsworth, 2001;Tieman & Markle, 1990). • Less-known examples: Technologies for the design and implementation of incentive systems (Abernathy, 1990), process-improvement systems (Rummler, 2004;Rummler & Brache, 1995), learning-to-learn systems (Heiman, 1987(Heiman, , 1991Heiman & Slomianko, 1992a, 1992b , coaching systems (Fournies, 1978), mentoring systems (Murray, 2001), and feedback systems (Kopelman, 1986).…”

Section: Limitations Of Hptmentioning

confidence: 99%

Yes we can a rejoinder to don winiecki's rejoinder about saving the world with HPT

Brethower¹

2005

Nonprofit Management Leadership

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I would rather be involved in saving the world than destroying it. Everything I do contributes in a small way to one or the other: to saving the world or destroying it. All the little contributions add up just as surely as one step after another add up to a walk in the park. I can help save the world by functioning as a Human Performance Technology (HPT) professional. I am not qualified to help as a farmer, construction worker, mathematician, physicist, chemist, social worker, psychiatrist, bill collector, politician, financier, administrator, entertainer, or garbage collector. Those of us in HPT cannot save the world all by ourselves, but I believe that we can help any person or any professional do a better job of doing his or her work so that it helps rather than hinders the gargantuan task of saving the world. I make my contribution to saving the world by applying methods, principles, and concepts of HPT. So do many of you! How do I know? Because you and I have a documented track record. Among scores of other purposes, we have used HPT to demonstrably enable people to-• organize and run schools effectively. • manage public school classrooms so they function effectively. • learn how to learn, and thereby succeed in school. • stop being low performers and become high-level performers at a great variety of tasks and in a great variety of settings. • become successful executives who can implement a major initiative.• implement incentive systems that actually work to improve performances. • do a great variety of other valuable things in a great variety of settings. I can document results in all seven of the areas above and have done so in a masters series presentation (Brethower, 1996). I could also document results in many additional areas. Please add your own items to the list above and then ask yourself two questions: • Would it help save the world if we helped performers perform more effectively, individuals learn more effectively, parents parent more effectively, managers manage more effectively, executives execute more effectively, leaders lead more effectively, teams solve problems and plan more effectively, and communities implement community activities and programs more effectively? • Can you imagine the world being saved unless these things were done?

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Online Matriculation Program (OMaPro): Improving the Readiness of Prospective School Principals

Juwita¹,

Siswandari²,

Joyoatmojo³

et al. 2020

ujer

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School principals play an important role in developing high-performing schools. To meet the challenges of the 21st century, they need quality preparation and professional learning before their assignments. However, there are significant challenges to find out high quality people who are physically, mentally, and emotionally ready to join preparation training course. This study aims to examine the effect of the Online Matriculation Program (OMaPro) on the readiness of prospective school principals for Principal Preparation Training (PPT). A pretest-posttest quasi-experimental design was used in the study, in which a total of 189 prospective school principals participated in the pretest and posttest of the first PPT cohort. 129 prospective school principals participated in both the pretest and posttest, with 99 students taking OMaPro before training, and with 30 who had never followed a matriculation program before training serving as the control group. The results of the study show that OMaPro positively influenced the cognitive, behavioral and emotive-attitude readiness of the participants. Unfortunately, the program cannot run in rural areas because of the lack of internet access. The results should be helpful for prospective school principals to prepare themselves before training, and also for education authorities and policy makers in order to maximize the training results and manage the training programs.

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Models and strategies for training design

Cited by 6 publications

References 0 publications

Toward a Current, Comprehensive, Integrative, and Flexible Model of Motivation for Instructional Design

Toward a Current, Comprehensive, Integrative, and Flexible Model of Motivation for Instructional Design

Yes we can a rejoinder to don winiecki's rejoinder about saving the world with HPT

Online Matriculation Program (OMaPro): Improving the Readiness of Prospective School Principals

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