| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910139985103321 |
|
|
Titolo |
Handbook of improving performance in the workplace . Volume one Instructional design and training delivery / / edited by Kenneth H. Silber and Wellesley R. Foshay |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
San Francisco, CA : , : International Society for Performance Improvement, , [2010] |
|
©2010 |
|
|
|
|
|
|
|
|
|
ISBN |
|
0-470-52506-1 |
1-282-38024-9 |
9786612380242 |
0-470-58708-3 |
0-470-52504-5 |
|
|
|
|
|
|
|
|
Edizione |
[1st ed.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (803 p.) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
|
|
Soggetti |
|
Employees - Training of |
Performance technology |
Performance - Management |
Business |
Electronic books. |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
"Co-Published by the International Society for Performance Improvement." |
|
|
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Handbook of Improving Performance in the Workplace, Volume One: Instructional Design and Training Delivery; ABOUT ISPI; DEDICATION; CONTENTS; LIST OF EXHIBITS, FIGURES, AND TABLES; INTRODUCTION TO VOLUME ONE; GOAL OF THE VOLUME; WAYS TO READ AND USE THIS BOOK; HOW ID RELATES TO HPT; HOW THIS HANDBOOK RELATES TO THE OTHER TWO HANDBOOKS IN THIS SERIES; THE RESEARCH-BASED PHILOSOPHY OF THE BOOK; HOW OUR VIEWS ABOUT ID HAVE CHANGED; NEW PERSPECTIVES ON ESTABLISHED PRACTICE; CONCLUSION; Part I: FOUNDATIONS; Chapter 1: Some Principles Underlying the Cognitive Approach to Instructional Design* |
|
|
|
|
|
|
|
|
|
|
|
Chapter 2: A Principle-Based Model of Instructional Design*Chapter 3: Origins and Evolution of Instructional Systems Design; Part II: ANALYSIS; Chapter 4: Collecting Analysis Data; Chapter 5: From Performance Analysis to Training Needs Assessment; Chapter 6: Behavioral Task Analysis*; Chapter 7: Cognitive Task Analysis: Research and Experience; Part III: INSTRUCTIONAL STRATEGIES; Chapter 8: An Analysis of the Failure of Electronic Media and Discovery-Based Learning: Evidence for the Performance Benefits of Guided Training Methods |
Chapter 9: Instructional Strategies for Receptive Learning EnvironmentsChapter 10: Instructional Strategies for Directive Learning Environments; Chapter 11: Assembling and Analyzing the Building Blocks of Problem-Based Learning Environments; Chapter 12: High Engagement Strategies in Simulation and Gaming; Chapter 13: Video Game-Based Learning: An Emerging Paradigm for Instruction; Chapter 14: Training Complex Psychomotor Performance Skills*: A Part-Task Approach; Part IV: EVALUATION; Chapter 15: An Overview of Level Two Certification Processes |
Chapter 16: The Role of Evaluation in Instructional DesignPart V: MANAGEMENT; Chapter 17: Managing ID/Training Development and Delivery; Chapter 18: Managing Relationships in the Performance Improvement Process; Chapter 19: Managing ID in the Context of a Training Organization*; ABOUT THE EDITORS; ABOUT THE CONTRIBUTORS; NAME INDEX; SUBJECT INDEX |
|
|
|
|
|
|
Sommario/riassunto |
|
There is a need for a standard reference for instructional design professionals. Sponsored by ISPI, Volume One of the Handbook of Training and Improving Performance presents multi-disciplinary knowledge, standard principles, and evidence-based best practices for designing instruction delivering training. It offers a comprehensive review of topics including: Performance Analysis and Needs Assessment; Establishing Performance Objectives and Performance Measurements; Designing Instruction for Results; Developing Instruction for Results; Implementation, Delivery, and Facilitation of Instructional |
|
|
|
|
|
|
|
| |