Preparing Performance Technologists: The Role of a University

Dick, Walter; Wager, Walter

doi:10.1111/j.1937-8327.1995.tb00698.x

Cited by 13 publications

(4 citation statements)

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“…Various approaches incorporating many of these principles in teaching instructional design and related areas of performance technology have recently surfaced in the literature, including the following: cognitive apprenticeship (Ertmer & Cennamo, 1995); layers-of-necessity model compatible with the practice of instructional design (Tessmer & Wedman, 1995a); Web-based instructional design case studies (Kinzie, Hrabe, & Larsen,1998); team-based applied experiences in performance technology (Dick & Wager, 1995); and authentic instruc-tional design projects in the traditional classroom (Quinn, 1994). These teaching methods, along with many conceptual and research studies examining the process of instructional design, have informed the teaching and learning process in the discipline and in related fields (Rowland, 1993).…”

Section: The Study and Practice Of Instructional Designmentioning

confidence: 99%

Teaching Instructional Design: An Action Learning Approach

Bannan-Ritland

2008

Performance Improvement Quarterly

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Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project‐based methods into the full‐time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists.

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Section: The Study and Practice Of Instructional Designmentioning

confidence: 99%

Teaching Instructional Design: An Action Learning Approach

Bannan-Ritland

2008

Performance Improvement Quarterly

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“…Some have emphasized the process and others have placed the emphasis on the outcomes or final results (13). According to Dick and Wager (1995), the HPT is defined as a strong commitment to identifying the problems of organizational performance and developing solutions (14).Wilmouth, Prigmour and Berry (2002) provided categories of HPT models, including diagnostic models, process models and holistic models. The International Society for Performance Improvement (ISPI) model (2000) is an instance of a process model.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Design of a Conceptual Framework of Performance Improvement of Academic Department Chair

Mirzazadeh

Jalili

Fotouhi

et al. 2019

Preprint

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Background The academic department chair occupies a significant position within academic medicine. The present study was designed to identify major factors that may influence on effective performance of academic department chair. This factors is presented in the form of conceptual framework. Methods First, a literature review was conducted. Then, the perceptions of stakeholders were collected via two focus group discussions. Thematic analysis was used to analyze the data. In the next step, a framework was developed to help performance improvement of department chairs. Finally, the Performance Improvement Plan (PIP) was developed. Results Four theme statements were formulated. After that, the conceptual framework of performance improvement of academic department Chair developed. Based this conceptual framework, factors lead into performance improvement of academic department chair include: performance evaluation, job and work design, planning for change and resiliency, educational and non-educational support, motivational efforts, organization culture and organizational knowledge management. Conclusions We designed a framework for performance improvement of academic department chair. It is important because it recognizes the process that top managers would look out for maintain quality in academic departments. The main point of the framework is to choose the proper intervention to performance improvement of department chairs.

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“…According to Swanson, a commitment to scientific research is ''a life-or-death matter' ' (p. 80) to the profession as well as to its societies. From the perspective of preparing HPT professionals in the field, other scholars (Dick & Wager, 1995;Harless, 1995;Stolovitch, Keeps, & Rodrigue, 1995) also acknowledge that the ability to apply scientific research techniques to measure human performance is among the most important technical skills that HPT practitioners should acquire, and therefore training on those skills should be embedded into academic courses. Those arguments echo the advocacy for the evidence-based practice to be followed in the field (Clark, 2006) as well as for the adoption of action research approach to tackle performance-related issues (J.…”

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confidence: 97%

Application of data collection techniques by human performance technology practitioners

Duan

2011

Perf. Improvement Qrtly

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By content‐analyzing 22 published cases from a variety of professional and academic books and journals, this study examines the status quo of human performance technology (HPT) practitioners' application of five major data collection techniques in their everyday work: questionnaire, interview, focus group, observation, and document collection. The result shows that Analysis and Evaluation phases have the most frequent application of data collection techniques by HPT practitioners. It also shows that during application, HPT practitioners usually apply more than one technique to collect data, and they collect data from more than one source. Information in the cases is limited regarding the rigor of using the various data collection techniques. Limitations of the study are discussed and future study has been suggested.

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Preparing Performance Technologists: The Role of a University

Cited by 13 publications

References 1 publication

Teaching Instructional Design: An Action Learning Approach

Teaching Instructional Design: An Action Learning Approach

Design of a Conceptual Framework of Performance Improvement of Academic Department Chair

Application of data collection techniques by human performance technology practitioners

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