Presents some ideas for using simulation games to improve human performance, serve as motivators for instruction, provide opportunities for evaluating learning, and test research models. The potential for instructional technologists to diversify approaches to learning and meet learning needs is also discussed. Fifteen references are listed. (MER)

Examines the consulting process and explains the roles of the client, the internal training and development consultant, and the external consultant. Topics include identifying the need; contracts; training program design and planning; delivery of the training; and evaluation. (LRW)

Outlines a procedure which training professionals and business managers can use to assess the effectiveness of their corporate evaluation studies. Meta-evaluation is explained; and phases in the training evaluation process, including plan, develop, obtain, analyze, and report, are described based on experiences at Motorola. (Contains two…

Three alternatives to instructional development are briefly described: shifting more instructional responsibility from developer to learner; implementing an instructional system utilizing paraprofessionals, content experts, and peers; and selecting and adapting existing instructional materials. (MBR)

Discusses how to design effective user interfaces for computer-based training (CBT) programs. Four types of interfaces are described: presentation, including consistency; conversation, including feedback and flexibility; navigation; and explanation, including online help. A job aid for evaluating CBT interfaces is included. (Contains 13…

Presents a fundamental model for designing an evaluation process for the effectiveness of training. Topics include training as a process rather than a program; monitoring effectiveness prior to, during, and after the training event, including feedback; and evaluating cost effectiveness. (LRW)

Discussion of instructional design and team training presents checklists for use in designing team training programs. These guidelines are discussed, and 2 checklists are presented: the teamwork characteristics checklist, contains 30 guidelines; an instructional characteristics checklist, contains 41 guidelines. (10 references) (LRW)

Explores implications of subjective factors that influence rating processes upon which formal performance appraisal systems are based and presents a strategy for addressing this problem which utilizes the critical incident method to focus objectively on employee behavior. A performance feedback worksheet to be utilized with this appraisal method…

Explains a procedure to avoid the detrimental biases of conventional self-reports of training outcomes. The evaluation format provided is a method for using statistical procedures to increase the accuracy of self-reports by overcoming response-shift-bias. (Author/MER)

Presents a case study based on experiences at Amway Corporation that explains how the Human Resources Development Department progressed from providing training to providing a broader range of human performance technology interventions. Strategic planning is described, including identifying incentives and required competencies, providing for…

Examines definitions and goals of the field of performance technology. Topics discussed include a model for visualizing performance technology; needs assessment; front-end analysis; the design and development of relevant and cost-effective training/educational interventions; testing; implementation; evaluation; and job aids. (LRW)

Presents a job aid for determining test-item format called TIFAID (Test Item Format Job Aid), based on adequately constructed instructional objectives. The four sections of the job aid are described: (1) a task classification system; (2) task-related questions; (3) a flowchart; and (4) a tips and techniques guide. (Contains four references.) (LRW)

Describes a model which recognizes active and passive roles of teachers and learners as a means of identifying five basic methods of teaching. (CHC)

Presents background information about terminology, the extent of corporate commitment to training, and the trainer's role before dealing with programs to train trainers. Recommended are training programs for trainers that provide multiple opportunities for interacting with other people under both simulated and real conditions. (Author/MER)

Describes the case study method as a form of simulation and presents guidelines for their use in professional training situations. Skill development in problem solving is highlighted as a reason to use case studies; steps in creating a case are outlined; and the effectiveness of case studies is discussed. (LRW)