Suggests a set of rules by which organizational managers may regulate or control the rate of instructional development. (JEG)

Identifies five basic assumptions of the "proactive approach" to instructional development and argues for the use of that approach by instructional technologists in training developed for business organizations. Four tactics for moving an organization in a proactive direction are described, and guidelines followed by a large California bank are…

Evaluates, in question/answer form, the available research literature on giving instructions/directions in terms of their effect on learning; presents a few guidelines on writing directions for practitioners; and points out some "missing links" in the area of research. (Author)

Addresses the problems of conducting predevelopment analyses in the military from a training developer's point of view, and discusses issues related to the basic questions of analysis and the rationale and method for performing it. (JEG)

Argues that all subject matter, from the training technologist's point of view, is the same because it is all treated in the same way (translated into behavioral condition/action terms) and shows that no phase of instructional development depends on the technologist's having prior subject matter knowledge. (Author/JD)

Shares some of the day-to-day management techniques that help maintain a positive supportive atmosphere with the instructor/client and the administration during long-term instructional development projects. The degree to which this can be done is very often the determining factor in the success of a project. (VT)

Reviews and discusses the potential accomplishments and limitations of a performance-based method of deriving instructional content, taking into account five broad classes of learning outcomes--intellectual skills, information, cognitive strategies, attitudes, and motor skills--which are viewed as what is learned in any or all of the subjects of a…

Describes within the context of the training of military technicians some of the major characteristics of nondeductive job performance aids and discusses in more detail one of the deductive aids, the state table. (Author/JD)

Reviews the organizational elements model of Kaufman and English, which uses internal factors alone as the basis for planning, and argues for reversing its order of consideration to achieve more useful results; i.e., to start with outcomes (societal requirements) and then move back through outputs, products, processes, and inputs. (Author/JD)

Describes the instructional development of a course for advanced finance students on the use of data files and/or databases for solving complex finance problems. Areas covered include course goals and the design. The course class schedule and sample learning assessment assignments are provided. (JD)

Describes the systematic approach used by the training department of the Canada Trust Company to develop a training program for operators of the new terminals for the online banking system to which the bank was converting, the Canadian On-Line Financial Information System (COFIS). (JD)

Describes the use of the "Why 10?" game at the beginning and end of a course on instructional development to test its feasibility as a means of evaluating the course. The game showed promise as a valid tool for assessing changes in students' attitudes. (JEG)

Briefly discusses the phases and components of the IPISD (Interservice Procedures for Instructional Systems Development), reviews three critical points (initial analysis, determining training objectives, criterion referenced test development), and provides recommendations to assist the performance technologist in playing the difficult roles of…

Provides a descriptive 10-step format to be used for conveying some basic concepts of instructional technology to clients, and for focusing the consultant-client interaction, both during initial project definition and throughout project implementation. (Author/MER)

Offers a performance appraisal process for client and consultant to shape the way they work together. The process includes recruitment and marketing/proposal development, selection and acceptance procedures, setting objectives and determining performance standards, and incorporation of a continuous performance review. Checklists for managing…