Skill Sets for the Human Performance Technologist

Demand for human performance technology (HPT) practitioners is growing at the same time as their numbers are increasing. Yet no standard repertoire of professional skills exists, nor is there any agency with authority to define required skill sets. A number of sources do, however, offer guidelines. These are observation of current practice, a rich and expanding literature, professional societies, recognized practitioners and knowledgeable clients. These sources provide us with strong indicators as to what constitute skill sets for both current and future practice. This article presents suggested basic and advanced skill sets, identifies future skill needs, and concludes with suggestions for maintaining and enhancing proficiency as a human performance technologist.     

Skill Sets for the Human Performance Technologist Originally published in 1995, PIQ 8.2

Demand for human performance technology (HPT) practitioners is growing at the same time as their numbers are increasing. Yet no standard repertoire of professional skills exists, nor is thei:e any agency with authority to define required skill sets. A number of sources do, however, offer guidelines. These are observation of current practice, a rich and expanding literature, professional societies, recognized practitioners and knowledgeable clients. These sources provide us with strong indicators as to what constitute skill sets for both current and future practice. This article presents suggested basic and advanced skill sets, identifies future skill needs, and concludes with suggestions for maintaining and enhancing proficiency as a human performance technologist.     

The ethics of instructional technology: issues and coping strategies experienced by professional technologists in design and training situations in higher education

To correspond to the Association for Educational Communication Technology (AECT) Code of Professional Ethics and the professional journal TechTrends’ ethics columns, this paper provides empirical data regarding ethical issues associated with the use of instructional technology in design and training situations. In-depth interviews of 20 professional technologists were conducted. The three most prominent ethical concerns reported were copyright, learner privacy, and accessibility. The results of this study also identified three ethical issues that have not been discussed extensively in the literature: diversity, conflicts of interest, and professionalism/confidence. In addition to identifying ethical issues, the findings of the study also contribute to the current literature through identifying coping strategies of ethical issues adopted by professional technologists. Finally, implications to researchers, managers, and practitioners were discussed.     

Ethical reasoning and mental health services with deaf clients

Ethical problems encountered by mental health practitioners working with deaf clients are often complex and involve issues not fully addressed in professional codes of ethics. A principles-based ethical reasoning process can assist in resolving many of these ethical concerns. Principles such as beneficence, nonmaleficence, autonomy, fairness, integrity, and respect are found in the ethical codes of many disciplines; these can also create a common language or reference point when professionals from different fields attempt to deal with shared problems. This article discusses some applications of these principles in working with deaf individuals and proposes an ethical decision-making process that can provide a framework for ethical reasoning in thinking through complex problems.     

A Framework for Creating a Climate of Transparency for Professional Performance Assessment: Fostering Student Investment in Gatekeeping

Students unfamiliar with their counseling program's professional performance assessment policies may consider such policies pejorative. Moreover, student beliefs about the primacy of ethical service to clients may be confounded when faculty members are reluctant or fail to formally address concerns about deficient professional performance of students. The authors propose a framework intended to promote openness and transparency in professional performance assessment and believe this framework is critical to students' accurate perceptions of the assessment process, their trust in faculty members, and their future investment in safeguarding public welfare and the ethical integrity of the counseling profession through gatekeeping.     

NAVIGATING SOCIAL NETWORKING AND SOCIAL MEDIA IN SCHOOL PSYCHOLOGY: ETHICAL AND PROFESSIONAL CONSIDERATIONS IN TRAINING PROGRAMS

Social networking and social media have undoubtedly proliferated within the past decade, allowing widespread communication and dissemination of user‐generated content and information. Some psychology graduate programs, including school psychology, have started to embrace social networking and media for instructional and training purposes; however, there have not been any consistent ethical guidelines or standards among training programs relating to how trainers, graduate students, and practitioners should use social networking and social media professionally. This article draws on the current yet limited research on social networking and social media, and addresses the ethical challenges when managing both professional and personal online identities in school psychology. Two relevant case scenarios are discussed, along with suggested guidelines for developing technological policies for school psychologists. Future directions in research and practical implications for trainers, graduate students, and practitioners are explored.     

Action learning and critical thinking: a synthesis of two models

Recent scholarship and the news media have identified a lack of critical thinking and ethical behavior in the business world. These deficiencies have led to faulty decision-making, ineffective planning, and frequent organizational dysfunction. This situation has focused attention on both practitioners in the field of business and on the university programs that educate them. A number of upper-tier universities have begun to address these important issues by exploring ways of revising their Master of Business Administration programs to place greater emphasis on their graduates' ability to think critically and consider ethical implications before and after taking action. The authors propose a potential means of addressing these issues in both the business and academic environments through a synthesis of two well-established models based on the constructs of critical thinking and action learning. This synthesis has the potential to produce symbiotic and synergistic effects that may provide educators and practitioners with a new tool for encouraging critical thinking and ethical behavior. The implications for future research and practice are also discussed.     

Culture Clashes,Value Conflicts and Professional Education

Radical changes have taken place in the conditions of professional practice in recent decades, which have been recorded and analysed by a number of authors, together with various proposals for the adaptation of courses of professional training. One area in this evolution which has received less than systematic investigation is the greatly increased occurrence of clashes arising from ethical complications in much professional practice, a major source of which has been the greatly increased intermingling of cultures worldwide. In the present paper it is argued that the training of professional practitioners in the understanding of value conflicts is different in nature from the training in the knowledge and techniques specific to a profession. The distinction is traced and a definition offered of the educational problem involved in preparing professional practitioners for handling such matters. The remainder of the paper is taken up with a review of several approaches that have been reported.     

“人肉搜索”的伦理得失

在网络时代,以信息技术和网络技术为基础、以符号为中介的"人肉搜索"实现了交往史上的伟大变革。在现代价值体系中评估"人肉搜索"的伦理得失,探索"人肉搜索"主体道德自律的途径,对于倡导一种积极的公民自由观,具有重要意义。     

“人肉搜索”的伦理得失

在网络时代,以信息技术和网络技术为基础、以符号为中介的“人肉搜索”实现了交往史上的伟大变革。在现代价值体系中评估“人肉搜索”的伦理得失,探索“人肉搜索”主体道德自律的途径,对于倡导一种积极的公民自由观,具有重要意义。     

Ethical issues in online educational research: protecting privacy,establishing authenticity in email interviewing

Educational researchers have a responsibility to ensure that in whatever research paradigm they work, the research that is conducted is done so within an ‘ethic of respect’ to those who participate. This implies a number of responsibilities on the part of the researcher that include ensuring trust, dignity, privacy, confidentiality and anonymity. When research uses the Internet as the medium of investigation, these ethical responsibilities become more complex for the educational researcher. This paper discusses such complexities by examining the ethical dilemmas of using the Internet as a site for qualitative research. It will draw on two educational studies that used email interviewing, and will specifically focus on two ethical challenges the researchers faced when using this method: protecting participants’ privacy and anonymity, and establishing authenticity in online environments, including the way in which ownership of online research conversations and identities are experienced and expressed. In discussing such dilemmas, the paper concludes by questioning whether these issues can be addressed in an effort to construct the unattainable but pursue the utopian: fully ethical educational research.     

Training and performance improvement professionals' perspectives on ethical challenges during evaluation

Ethical concerns are rising in the business world. With this in mind, training and performance improvement practitioners, especially during evaluation projects, should be aware of principles and codes of ethics, and their behaviors and decisions should reflect the standards recognized by members of the professional society. A study was conducted with 108 training and performance improvement practitioners to reveal the reasoning behind their judgments of ethically challenging evaluation situations and to understand their rationales through the lens of existing guiding principles. Participants read three scenarios and judged the ethicality of the evaluator's actions in each scenario. Results revealed that participants who were aware of both the International Society for Performance Improvement's Code of Ethics and American Evaluation Association's Guiding Principles for Evaluators were stricter in their judgments about the ethicality of one scenario than those who were not. This article discusses implications of the results and higher education's role in reinforcing an ethical culture and ethical practice by employees.     

论远程学习材料的总体设计与开发

进入网络时代以来,远程学习形态和远程学习材料都呈现出多元化和多样化发展的趋势,远程学习材料的设计开发面临更丰富的技术媒体资源和更复杂的选择决策环境,也需要更专业的教学设计和系统开发理论指导和实际经验。本文首先探讨远程学习形态与远程学习材料的分类,随后集中论述远程技术媒体选择和组合的原则以及六种远程学习形态中七类远程学习材料的总体设计开发指导原则。     

Framing Cross-Cultural Ethical Practice in Adapt[ive] Physical Activity

ABSTRACT

Academics and practitioners are often at a loss when it comes to understanding the ethical socio-political and cultural contexts that invade the world of adapted physical activity. Ethical practice is situated in the local and the specific. In this article we highlight the reality that both academics and practitioners need to be ever mindful that the cultures surrounding the education, sport and rehabilitation components of adapted physical activity are distinctive environments that vary across the globe. Because of the cultural diversity surrounding adapted physical activity, we set out an embryonic framework for ethically thinking about practice in our field. Ultimately, we hope that this framework will go some way to illuminate questions of situated ethical importance that are becoming increasing conundrums within adapted physical activity.     

Challenges in Fostering Ethical Knowledge as Professionalism within Schools as Teaching Communities

Focusing on the assumption that genuine collaboration and open collegial interaction among teachers are necessary conditions for the development of schools as professional communities, this article explores pervasive norms within the teacher culture that threaten and thwart such successful collegial engagement. Using qualitative empirical evidence gathered from interviews with and observations of K-12 teachers, the article illustrates the powerful influence of teachers’ beliefs about collective solidarity, loyalty, and non-interference in a peer’s conduct. It further identifies ethical knowledge as a kind of teacher knowledge that, if shared among communities of practitioners, could replace old norms and fears with a professional foundation for the moral context of schooling.     

Lessons from Adult Education: Identifying and Exploring Emerging Ethical Issues in Technologically Enhanced Performance

Technologically Enhanced Performance (TEP) is the application of technology to improve the performance of knowledge workers. TEP is both an intellectual and ideological complement to the field of Adult Education. As such, much can be learned about ethical issues associated with implementing TEP from the established research and literature base in Adult Education. The application of TEP in organizations brings to light at least six as‐yet‐unresolved ethical dilemmas that have been identified through empirical research of Adult Education/ Training and Development practitioners: Confidentiality, Ownership of Instructional Materials, Conflicts of Interest, Finance and Financial Issues, Evaluating Student Performance, and Professional Competence and Credentials (Gordon & Sork, 2001; McDonald & Wood, 1993). Essential to resolving these issues is a framework for effective ethical decision making. McDonald's model on ways to reconcile ethical dilemmas in practice proposes that individual characteristics, the organization's ethical environment, and the profession's views of ethics are key factors which can contribute to this framework for ethical decision making. As organizations wrestle with these ethical issues in TEP, they should consider how well they support ethical decision making.     

The New Literacies of Online Reading Comprehension: Future Directions

Abstract

Research in four areas has the potential to dramatically improve how practitioners address the challenges of integrating digital texts and tasks into their literacy curriculum. Advances in defining and measuring key components of online reading comprehension are rapidly emerging. In addition, instructional models, such as Internet reciprocal teaching (IRT), can lead to the acquisition of online reading comprehension, but teachers need access to sustained professional development that is aligned with their own learning goals.     

网络时代高校德育工作的人文关怀

网络在给高校带来种种便利的同时,也对高校产生了一些负面的冲击,这对于目前的高校德育工作来说是严峻的考验。针对网络的种种弊端,学校作为道德教育的主阵地,必须进行调整、改革,加强人文关怀,增强德育工作的实效性。     

南京市中小学青年教师职业道德状况的调查与分析

面对社会的期望,当今教师职业道德状况及师德修养却不能完全令人满意,尤其是义务教育阶段在实施绩效工资以后,社会对教师有了更高的要求和期待,我们的师德建设遭遇了新的挑战。特别是随着青年教师比例的日益增大,具有时代特点的师德建设出现了新的问题。本次调查通过问卷和访谈、座谈的方式,以南京市玄武、雨花台两个区1714名35岁以下的教师为对象,从职业选择、从业态度、专业发展等方面展开调查,目的是为了提高师德建设的有效性和针对性。     

南京市中小学青年教师职业道德状况的调查与分析

面对社会的期望,当今教师职业道德状况及师德修养却不能完全令人满意,尤其是义务教育阶段在实施绩效工资以后,社会对教师有了更高的要求和期待,我们的师德建设遭遇了新的挑战。特别是随着青年教师比例的日益增大,具有时代特点的师德建设出现了新的问题。本次调查通过问卷和访谈、座谈的方式,以南京市玄武、雨花台两个区1714名35岁以下的教师为对象,从职业选择、从业态度、专业发展等方面展开调查,目的是为了提高师德建设的有效性和针对性。