Journal•ISSN: 0898-5952
Performance Improvement Quarterly
Wiley-Blackwell
About: Performance Improvement Quarterly is an academic journal published by Wiley-Blackwell. The journal publishes majorly in the area(s): Instructional design & Human performance technology. It has an ISSN identifier of 0898-5952. Over the lifetime, 903 publications have been published receiving 15299 citations. The journal is also known as: PIQ.
Topics: Instructional design, Human performance technology, Job performance, Organization development, Transfer of training
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TL;DR: In this article, three relevant positions on learning (behavioral, cognitive, and constructivist) are discussed in terms of their specific interpretation of the learning process and the resulting implications for instructional designers and educational practitioners.
Abstract: The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/ or do. Learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. Yet many designers are operating under the constraints of a limited theoretical background. This paper is an attempt to familiarize designers with three relevant positions on learning (behavioral, cognitive, and constructivist) which provide structured foundations for planning and conducting instructional design activities. Each learning perspective is discussed in terms of its specific interpretation of the learning process and the resulting implications for instructional designers and educational practitioners. The information presented here provides the reader with a comparison of these three different viewpoints and illustrates how these differences might be translated into practical applications in instructional situations.
1,356 citations
TL;DR: In this paper, the authors updated the Baldwin and Ford (1988) review of the empirical articles published on training transfer and analyzed the four key limitations noted in the original review: (1) the criterion problem of how and when to measure training transfer, (2) the generalizability of results from training design studies, (3) the choice of which trainee characteristics to examine for their impact on transfer, and (4) the conceptualization and operationalization of work environment factors that can impact transfer.
Abstract: This study updates the Baldwin and Ford (1988) review of the empirical articles published on training transfer. The updated review and analysis revolves around the four key limitations noted in the original review: (1) the criterion problem of how and when to measure training transfer, (2) the generalizability of results from training design studies, (3) the choice of which trainee characteristics to examine for their impact on transfer, and (4) the conceptualization and operationalization of work environment factors that can impact transfer. Twenty studies were found in the literature since the 1988 review on training transfer. An analysis of these studies found that progress has been made in addressing many of the limitations noted by Baldwin and Ford. This paper concludes with a discussion of future research directions for training transfer research relevant to each of the four areas of criterion measurement, training design, trainee characteristics, and work environment.
497 citations
TL;DR: A study in which expert and novice designers were asked to think aloud as they solved a design problem was described and the resulting protocols were analyzed and compared.
Abstract: We have a large body of literature that describes and prescribes how to design instruction but a poor understanding of what expert instructional designers actually do in practice. This paper describes a study in which expert and novice designers were asked to think aloud as they solved a design problem. The resulting protocols were analyzed and compared. Important differences were identified between experts and novices and between apparent characteristics of expertise and descriptions of instructional design in the literature. The implications of these differences for assisting and training instructional designers are discussed.
291 citations
TL;DR: In this paper, the authors explored the behaviors associated with leadership effectiveness in driving change and found that motivation and communication are two of the most valuable leader behaviors to implement change, while identifying the specific leader behaviors deemed most valuable to implementing change.
Abstract: Research indicates that numerous variables have an impact on a leader's effectiveness. This study explores the behaviors associated with leadership effectiveness in driving change. The findings confirm previous research that identifies change effectiveness skills, while isolating the specific leader behaviors deemed most valuable to implementing change: motivation and communication.
249 citations
TL;DR: A meta-analytic review of all adequately designed field and laboratory research on the use of incentives to motivate performance is reported in this paper, where the overall average effect of all incentive programs in all work settings and on all work tasks was a 22% gain in performance.
Abstract: A meta-analytic review of all adequately designed field and laboratory research on the use of incentives to motivate performance is reported. Of approximately 600 studies, 45 qualified. The overall average effect of all incentive programs in all work settings and on all work tasks was a 22% gain in performance. Team-directed incentives had a markedly superior effect on performance compared to individually-directed incentives. This effect was not influenced by the location of the study (business, government, or school), the competitive structure of the incentive system (programs where only the highest performers get incentives versus programs where everyone who increased performance receives incentives), the type of study (whether the study was a laboratory experiment or a field study), or the performance outcome (quality, quantity, or both). In these studies, money was found to result in higher performance gains than non-monetary, tangible incentives (gifts, travel). More research is needed on the relative cost-benefit of cash and gift incentives, and the way different types of tangible incentives are selected. Long-term programs led to greater performance gains than shorter-term programs did, and somewhat greater performance gains were realized for manual than for cognitive work. Explanations based on cognitive psychological principles accompany each of the analyses.
203 citations