Theoretical Frameworks of Performance‐Based Models

The purpose of this article is to highlight theories that support the functions of performance‐based design models and to discuss the implications of integrating divergent models into the system‐oriented human performance technology (HPT) and performance improvement (PI) disciplines. HPT, PI, and instructional systems design (ISD) share a systems framework, along with the influence of common theories such as performance theory, learning theory, adult learning, cognitive psychology, and behavioral psychology (Foshay, Villachica, & Stepich, 2014). This article focuses on the role of theory as a tool in the practitioner's toolbox and as a connection point when working with teams and organizations that have different theoretical orientations. Performance‐based ISD models are discussed, including Robinson and Robinson's (1989) Training for Impact, Brethower and Smalley's (1998) Performance‐Based Instruction, and Bradford and Boler's (2015) Horizon Model. Allen and Sites's (2012) successive approximation model (SAM) retains elements of ADDIE as a process, but the model is iterative rather than systematic in design.     

Performance‐Based Rubrics for Measuring Organizational Strategy and Program Implementation

While a majority of the literature in the field of performance measurement has focused on what organizations should measure, report, and use in order to improve overall organizational results, organizational leaders still experience difficulty in identifying performance measures to track the achievement of organizational strategy. This article describes the methods used to measure organizational strategy and program implementation and proposes the use of a performance‐based rubric to better enable organizational leaders to capture and identify the essence of organizational strategy as implemented and to attribute performance outcomes to specific strategic actions. Implications for organizational leaders and researchers from all sectors are presented.     

Impact of a Didactic and Experiential Sales Training Based on Empathy: A Quasi‐Experimental Study

This research examined the impact of a didactic and experiential sales training based on empathy on medical salespeople's self‐reported capacity for empathy. The study used a non‐equivalent, post‐test‐only quasi‐experimental design by comparing the capacity for empathy of an experimental group (n = 66) and a control group (n = 26). A Mann‐Whitney test showed no difference between the two groups. Managerial implications are discussed, as well as suggestions for future research.     

Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer

We conducted a 14‐week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 116 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the two tutoring conditions and a control group. Results indicated that students in the two tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near‐transfer but not far‐transfer measures of RC. This differential pattern of program effects for near‐ versus far‐transfer measures raises questions about how tests of near‐transfer and far‐transfer are conventionally understood.     

Performance‐based certification—How to design a valid,defensible, cost‐effective program

Initiating a certification program is the overall intent of this book. Judith Hale starts with the program's business case, navigating you through requirements, standards, and assessments, and concluding with implementation and tips for “going global.” The book provides you with a roadmap for starting and implementing a certification program. Whether you are a C‐level executive or a performance improvement practitioner, this book has the explanation and rationale for implementing a certification program, using examples demonstrating learning points clearly and effectively. Performance‐Based Certification‐How to Design a Valid, Defensible, Cost‐Effective Program (ISBN: 978‐1‐118‐02724‐0) is published by Pfeiffer.     

Evaluating a Training Intervention for Assessing Nonsuicidal Self‐Injury: The HIRE Model

The authors evaluated the effectiveness of a brief training intervention with graduate counseling students who used the HIRE (history, interest in change, reasons for engaging in the behavior, and exposure to risk; Buser & Buser, 2013b ) model for the informal assessment of nonsuicidal self‐injury. The intervention group demonstrated improvements in nonsuicidal assessment self‐efficacy and assessment skill. Findings suggest that HIRE is an evidence‐informed model for teaching nonsuicidal self‐injury assessment.     

基于培训迁移理论的教师培训项目运行模式构建研究

在培训迁移理论的主导下,创建教师培训项目运行模式的切入点能够整合培训资源,且在注重教师培训感受的前提下,加强培训课程及模式的全面改革与创新,由此能够逐步增强培训课程的针对性与有效性,促进学员之间的有效互动与交流。从某种意义上来说,它能够为广大教师的职业发展提供更多的培训资源支持,并为后续的专业发展带来指导。探讨培训迁移理论的具体内涵,思考影响培训迁移的相关要素,并站在教师层面分析影响教师培训实效的具体因素,然后结合实际情况,创建教师培训项目运行模式,为逐步增强教师培训实效带来指导与帮助。     

Skills‐Based Training and Counseling Self‐Efficacy

The authors studied the effectiveness of the skilled counselor training model (SCTM). Counseling students who completed the SCTM demonstrated greater gains in skills acquisition and counseling self‐efficacy than counseling students who did not receive the training. At pretest, the counseling students in both groups, doing self‐appraisals, rated their performance of counseling skills significantly higher than trained raters assessed the students' performance of counseling skills. At posttest, members of the control group continued to overestimate their skills levels when compared with the ratings given by the trained raters, whereas, in comparison, students who received SCTM training underestimated their performance.     

Assessing Competencies of Counselors‐in‐Training: Complexities in Evaluating Personal and Professional Development

In this article, the authors examine the complexities of assessing the professional and personal development of counselors‐in‐training. The authors discuss a set of issues the profession must address in an effort to reduce inconsistencies and uncertainties related to student assessment, and the authors provide questions, recommendations, and future directions for assessing student competencies in the areas of professional and personal development.     

我国现代学徒制培训迁移的影响因素分析及其提升——基于培训迁移理论的探讨

培训迁移是评估培训是否成功最直接而有效的方式,现代学徒制培训应重视培训迁移。培训迁移理论认为,学习者个人特征、培训项目的设计与内容、工作环境特征是影响培训迁移水平的三个重要类别。基于学徒制的学习过程理论和培训迁移理论的研究发现,企业导师的指导质量、培训氛围与上级支持、培训内容的有效性、学习者自身特征被认为是影响现代学徒制培训迁移的重要因素。因此,校企双方应深化合作水平,致力于提高企业导师的指导质量、创造支持迁移的学习氛围、提高培训内容的有效性、激发学徒培训迁移的意愿,从而提高我国现代学徒制的培训迁移水平。     

Performance‐based measurement: Action for organizations and HPT accountability

Basic measurements and applications of six selected general but critical operational performance‐based indicators—effectiveness, efficiency, productivity, profitability, return on investment, and benefit‐cost ratio—are presented. With each measurement, goals and potential impact are explored. Errors, risks, limitations to measurements, and a final check for validity, applicability, accountability, and usability of these measurements are discussed. This article provides a simple, practical guide to performance measurement for organizations and human performance technology practitioners' accountability and continuous improvement.     

Evaluating Evidence‐Based Practice Behaviors in Team Contexts

The article explores the application of the Hall and Hord (2010) levels of use model to the context of interprofessional teams in health care settings. The discussion provides a framework for evaluating the progression of evidence‐based practice behaviors over time. Although several forms of guidance exist for measuring the strength and characteristics of health care teams, there do not appear to be frameworks in place for assessing the evolution of evidence‐based practices in a team context.