Performance-based instruction: Linking training to business results

Brethower, Dale M.; Smalley, Karolyn A.; Dams, Peter-Cornelius

doi:10.1002/pfi.4140380910

Cited by 28 publications

(36 citation statements)

References 1 publication

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“…• Performance-Based Instruction: Brethower and Smalley (1998) • Training for Performance System: Swanson (2002) • Training for Impact: Robinson and Robinson (1989) …”

Section: Instructional Development Focusmentioning

confidence: 99%

Alternative Training Models

Cowell

Hopkins

McWhorter³

et al. 2006

Advances in Developing Human Resources

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The problem and the solution. Systematic training models include elements that facilitate the methodical planning and organization of the instructional events that lead to an effective learning experience. By applying a systematic approach to the design and development of an individual program or an entire training function, it is far more likely that the important learning outcomes will be realized.This article discusses several systematic training model alternatives to the analysis, design, develop, implement, evaluate (ADDIE) model.The most commonly used conceptual model for systematic training is the ADDIE model. The "ADDIE model" is an idiomatic term describing a systematic approach to training including the analysis, design, develop, implement, and evaluate phases. Although originating through the U.S. military, Robert Gagne is credited as being the "father of ADDIE." ADDIE has formally and informally evolved through written and oral tradition (Molenda, 2003). Many other current training and instructional development models are spinoffs or variations of ADDIE. The introductory article in this issue-Overview and Evolution of the ADDIE Training System-presents a thorough introduction to ADDIE and its five phases. ADDIE is an extremely effective training model when applied in the highly structured and regimented environment of the military. However, few training environments match the military setting. Most training situations lend themselves to an approach that can address diverse training audiences, differences in organizational culture, and the learners' desire to understand the "why" of the training. Numerous contemporary systematic training models purport to be more flexible and adaptable than ADDIE. From among these, seven models have been chosen for discussion. These models have been arranged into three groups. The first group presupposes that the decision has been made that training is needed. Models in the

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“…• Performance-Based Instruction: Brethower and Smalley (1998) • Training for Performance System: Swanson (2002) • Training for Impact: Robinson and Robinson (1989) …”

Section: Instructional Development Focusmentioning

confidence: 99%

Alternative Training Models

Cowell

Hopkins

McWhorter³

et al. 2006

Advances in Developing Human Resources

View full text Add to dashboard Cite

show abstract

“…Employees can present current questions regarding ethical behavior or the coordinator can pose prepared questions. This dialogue resembles the guided practice phase of performance-based instruction (Brethower & Smalley, 1998), where learners work through scenarios under the guidance and supervision of an expert (i.e., the ethics coordinator).…”

Section: Group Training and Supervisionmentioning

confidence: 99%

Teaching and Maintaining Ethical Behavior in a Professional Organization

Brodhead

Higbee

2012

Behav Analysis Practice

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“…As a method to connect new ideas to previous knowledge for meaningful learning (Novak & Gowin, 1984), concept mapping is appropriate for the adult as a competencybased learner who wants to apply newly acquired skills or knowledge to real life situations (Knowles, Holton, & Swanson, 2005). In business settings, concept maps may be used to clarify and refine existing processes or serve as job aids for performance-based instruction (Brethower & Smalley, 1998). Nursing school instructors assign concept maps to develop understanding of the interaction of multiple diseases (All & Havens, 1997;Ellermann et al, 2006) and as nonlinear care plans that teach the student the nursing process (Ellermann et al, 2006;Taylor & Wros, 2007).…”

Section: Concept Mappingmentioning

confidence: 99%

Concept Mapping for Applying Theory to Nursing Practice

Veo¹

2010

Journal for Nurses in Staff Development (JNSD)

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Advocates of a return to theory-based practice believe that this will improve clinical outcomes and nurse satisfaction. The research question of whether concept mapping is an effective method of teaching nurses how to apply theory to their daily practice was tested during an action research project conducted at a community hospital. Registered nurses serving on a practice council were presented a review of nursing theory and given instruction on concept mapping. Symbols representing theoretical application were added to the usual concept map components of idea nodes and interconnecting relationship lines. Participants developed concept maps of familiar nursing tasks and were able to apply the theoretical symbols to those maps. Although the limitations of action research are evident in this study, observations of the members of the small participant group and their interview responses show a positive effect from the instructional intervention. The researcher suggests that review of nursing theory and the use of concept mapping to analyze its application should be considered for staff nurse development.

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Performance-based instruction: Linking training to business results

Cited by 28 publications

References 1 publication

Alternative Training Models

Alternative Training Models

Teaching and Maintaining Ethical Behavior in a Professional Organization

Concept Mapping for Applying Theory to Nursing Practice

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