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Anne K. Bednar 《Performance Improvement Quarterly》1989,2(2):73-75
Dealing with human performance in complex organizations, the performance technologist encounters many types of personalities. The ability to judge the effects of those personalities on performance and receptivity to either training or incentive systems may be a crucial factor in the success of a needs assessment, job analysis, or intervention strategy. “The Wishy-Washy Personality,” as characterized by Arnold Goldberg, M.D., lacks the sense of self-possessing coherence, firmness, harmony, and continuity across time and space. Such a personality characterization has implications for performance. 相似文献
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Anne K. Bednar 《Performance Improvement Quarterly》1988,1(1):83-85
A recent study, “Yawning: Effects of Stimulus Interest,” by Robert R. Provine and Heidi B. Hamernik has implications for performance technologists in the evaluation of training programs. Participants produce significantly more and longer yawns while observing uninteresting than while observing interesting stimuli. Moreover, the variable is not subject to the control of the participant. Methodology for recording yawns will need modification before the variable can be used in practice to evaluate training sessions. 相似文献
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Anne K. Bednar 《Performance Improvement Quarterly》1990,3(1):57-59
As performance technologists collect data about performance in the workplace, they must be consciously aware how their presence affects the data they are collecting. While it would be improper to be dishonest in data collection, it is certainly not dishonest to use all avenues at hand to analyze problems. One wonders how many performance technologists realize the value of informal observation and analysis of jokes as a key to workplace relationships. 相似文献
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Anne K. Bednar 《Performance Improvement Quarterly》1990,3(2):84-85
Occasionally it is refreshing to catch a view of your field from a new perspective. In a recent article from Adult Education Quarterly, Michael Collins uses prison educational systems as a metaphor for typical practice in adult education, seeing both as accomodative of existing norms rather than emancipatory. The question for performance technologists is whether application of a performance model can produce an emancipatory instructional experience—or is it whether we should all be jailed for our efforts? 相似文献
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Anne K. Bednar 《Performance Improvement Quarterly》1990,3(3):66-68
I don't know anyone for whom time isn't a problem—either there is not enough of it or there is too much. We're never satisfied with our punctuality, rate of performance, meeting of deadlines, et cetera. And so it makes sense that time is also a part of performance problems. In the recent article, “Development of Time Concepts: Differentiating Clock and Calendar from Apparent Durations,” Alida Spaans Westman looks at how we acquire time concepts, theorizes about how they are related to perception, and tests how resistant they are to influence from stress. If you have time it might be worthwhile reading. 相似文献
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