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)

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…

Advocates a new set of feedback principles: (1) providing feedback immediately is frequently less effective than later; (2) it is usually a poor idea to couple feedback with praise; and (3) holding people accountable for achieving objectives that they have set often decreases their performance quality. (VT)

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…