New metacognitive model for human performance technology

Addressing metacognitive functions has been shown to improve performance at the individual, team, group, and organizational levels. Metacognition is beginning to surface as an added cognate discipline for the field of human performance technology (HPT). Advances from research in the fields of cognition and metacognition offer a place for HPT to expand its theoretical base. This article summarizes current theories of metacognition and presents a new metacognitive model for HPT.     

Client partnership throughout the performance improvement/human performance technology model

Partnerships between the performance consultant and client occur through collaboration with all stakeholders to make decisions during every phase of the human performance technology (HPT) process. During the HPT process, the performance consultant fulfills the role of expert, critic, facilitator, doer, and spectator. Regardless of the role, a performance consultant needs to assess the ongoing situation, apply the appropriate skills and techniques required to adequately handle the situation, and foster customer partnership and collaboration through the HPT life cycle.     

A performance technologist's approach to process performance improvement

Process performance management provides detailed understanding of the design of a process to improve performance. This article highlights a process performance model aligned with the DMAIC (Define, Measure, Analyze, Improve and Control) steps of the Six Sigma model, but with additional substeps to guide process improvement. It thus identifies process improvement as one of the key tools in the performance technologist's toolkit and provides recommendations for methods, practices, and tools.     

A model of MBA student performance

A number of regression studies have attempted to predict success in an MBA program. The current study extends the work of previous investigations by proposing a model that incorporates a number of terms which represent interaction of undergraduate grade point average with undergraduate institution and undergraduate major. The resulting model has a significantly largerR ² value then previously reported studies. The largeR ² value is attributed to a more complete model and a careful scrutinizing of the data employed in model construction.     

A multidimensional adapted process model of teaching

Educational Assessment, Evaluation and Accountability - In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as...