A well-documented, theory-based treatment that focuses on instructional design’s application to industry and K-12 education. Offers extensive procedural assistance, emphasizing the foundations and first principles upon which most of the models and procedures in the field are built. An Extended Example (now online) showcases applications of concepts and techniques using a single subject area and course (Digital Photography).

Learn how to be proactive by defining and justifying where you should head before deciding how to get there. To help you in the process, this book introduces the concepts and tools underlying mega thinking and planning. The decision about where an organization should be headed couldn't be more basic. How about yours? Do you know where you are headed? Is it the right place to go?

Individuals, teams and organizations make decisions everyday intended to improve performance. But, too often, they rush into finding the solution before defining the problem. This book contains seven self-assessments designed to help you define the issue of "what to accomplish" before deciding "how to accomplish it." With these seven assessments, you can collect, analyze and interpret the data necessary to confirm your suspicions before making recommendations. Do you feel there is neglect of the strategic planning process in your organization? Is it time to move into E-learning? Does your corporate culture require change? Avoid jumping to conclusions - gather the facts first and be sure you are headed where you want to end up before selecting how to get there. In nine chapters, the authors present seven self-assessments: Strategic Thinking and Planning; Needs Assessment and Your Organization; Corporate Culture and Your Organization; Evaluation and Your Organization; Performance Improvement Competencies; Performance Motivation to Change; Organizational Readiness for E-learning. Each instrument uses a unique dual response - "what is" and "what should be" - format with performance-related questions. The book includes instructions on how to complete the surveys, decide what the results mean and use the results. Also included is a glossary of terms used that focuses on results and payoffs instead of the process, activities and interventions applied.

Performance Evaluation is a hands-on text for practitioners, researchers, educators, and students in how to use scientifically-based evaluations that are both rigorous and flexible. Author Ingrid Guerra-López, an internationally-known evaluation expert, introduces the foundations of evaluation and presents the most applicable models for the performance improvement field. Her book offers a wide variety of tools and techniques that have proven successful and is organized to illustrate evaluation in the context of continual performance improvement.

Organizations are under pressure to build and sustain competitive advantage with and through people. For that reason, managers continue to demand results from workers and look for as many ways as possible to increase productivity and decrease the costs of doing business. Human performance improvement (HPI) is a systematic approach to securing better performance from people. This book provides a thorough overview of the theory and practice of HPI, looking at the long-term action plan and specific interventions that can improve productivity and address performance problems. This new edition provides up-to-date references and sources, examines the manager’s role in HPI in more detail than previous editions, and explores how to build on human performance improvement strengths and opportunities. Written by a group of highly respected authors in the field, this book will show you how to discover and analyze performance gaps, plan for future improvements in human performance, and design and develop cost-effective interventions to close performance gaps. HPI is not a tool reserved exclusively for training and development practitioners, human resource specialists, or external consultants. Almost anyone can use it, including managers, supervisors, and even employees, making this book vital reading for anyone looking to improve human performance.

Competencies, and human competence itself, are rapidly receiving well-deserved recognition as an essential, required element of business success. Without worker competence and supportive organizational practices and strategies, the strategic outcomes desired by organizations can not be realized. Competencies are helping organizations successfully cope with constant and rapid change. This valuable book contains 12 detailed case studies which provide a snapshot of how a variety of practitioners conceptualized, created, and implemented competency-driven performance improvement opportunities in their organizations. A variety of mechanisms and approaches are represented by cases drawn from organizations from both the manufacturing and service sectors. The cases include projects from areas such as leadership development, human resource practices, technical and professional training and development, and organization development.

During the 1990s, the workplace was rediscovered as a rich source of learning. The issue of workplace learning has since received increasing attention from academics and practitioners alike but is still under-researched empirically. This book brings together a range of state-of-the-art research papers addressing interventions to support learning in the workplace. The authors are experienced international scholars who have an interest in making HRD and workplace learning practices more evidence-based through practical relevant research. Although workplace learning is largely an autonomous process, many organizations want to manage it as part of their broader HRD strategy. There are limits, however, to the extent to which the complex dynamics of learning in the workplace can be guided in pre-determined desirable directions. This tension between the possible strengths of workplace learning and the limits of managing it is at the heart of this volume. The book is broken into three sections. The first section deals with workplace learning interventions, including HRD practitioners’ strategies, training and development activities, and e-learning programs. The second section investigates the impact of social support, or lack thereof, in workplace learning, such as mentoring, coaching, and socialization practices. The third section addresses collective learning in the workplace, looking at teams, knowledge productivity, and collaborative capability building.

HANDBOOK of IMPROVING PERFORMANCE IN THE WORKPLACE Volume 2: Selecting and Implementing Performance Interventions In this groundbreaking volume, leading practitioners and scholars from around the world provide an authoritative review of the most up-to-date information available on performance interventions, all presented within a holistic framework that helps ensure the accomplishment of significant results. Addressing more than 30 performance interventions, with such varied topics as Incentive Systems, e-Learning, Succession Planning and Executive Coaching, this volume guides readers through the development of comprehensive performance improvement systems. Each chapter illustrates in practical terms how to select, plan, implement, and manage performance interventions, as well as how to evaluate their results. Through best practices research, comparative analysis, illustrative case studies from around the world, and editorial guidance on how to link together diverse interventions, the handbook is an important guide for achieving desired results in the workplace and beyond. Sponsored by International Society for Performance Improvement (ISPI), the Handbook of Improving Performance in the Workplace, three-volume reference, covers three main areas of interest including Instructional Design and Training Delivery, Selecting and Implementing Performance Interventions, and Measurement and Evaluation.

Evaluative Practice in Learning, Design, and Technology provides learning, design, and technology stakeholders with comprehensive resources intended to support their engagement in evaluative activities. Evaluation—the process that determines whether performance results have been achieved and meet expectations within an organization—is an important step in the instructional design process. However, the field’s current literature is largely missing coverage of influential contextual factors and evidence-based techniques. This book presents a thorough overview of the theoretical foundations that influence evaluation practices, identifies and distinguishes between numerous evaluative methods, and emphasizes the decision-making skills required of those leading and implementing evaluation. Graduate students and professionals will be better prepared to meet the expectation of competency in formative, summative, and program evaluations.