企业员工培训"第三条道路"

企业要想取得优良业绩,需要员工具备解决问题、作出决策的专业技能。对许多中国公司来说,让员工获得专业知识的方法不外乎两个:课堂培训或者在职培训。结构化在职培训(structuredon-the-jobtraining)是"第三条道路",它综合了两种方法的长处,是促使员工能力突飞猛进的强大手段之一。     

IDENTIFICATION OF READING PROBLEMS IN FIRST GRADE WITHIN A RESPONSE-TO-INTERVENTION FRAMEWORK

Models of Response to Intervention (RTI) include parameters of assessment and instruction. This study focuses on assessment with the purpose of developing a screening battery that validly and efficiently identifies first-grade children at risk for reading problems. In an RTI model, these children would be candidates for early intervention. We examined accuracy, fluency, growth, and teacher rating measures as predictors of child status (at risk, not at risk) at the end of the school year based on an unselected sample of 243 children. The prediction model that best fit our selection criteria included 2-word fluency measures and a teacher rating of reading problems. Word-fluency growth was an equally plausible choice statistically, but, because the measure would require an additional data point, it was not the most efficient choice. The receiver-operator characteristic curve analysis yielded an area-under-the-curve index of .96, which indicates the selected 3-variable model is highly accurate.     

A Proposed Domain of Human Performance Technology: Implications for Theory and Practice

In this article, I have proposed a domain and definition for the human performance technology field. I contend that the domain can provide an organizing structure for the field. The proposed domain consists of three major components: management functions, performance systems development functions, and components of human performance systems. In making this proposal, I have discussed as well systems theory and professional practice and outlined three major areas of implications: research, practice, and professional preparation. The domain presented is explicitly derived from and consistent with the principles of systems theory.     

Conflict in the Dyadic Play of 3-Year-Old Children

Episodes of conflict provide a rich source of information about children's development of interactive skills. In the present study, 184 3-year-old children were observed in dyadic play and the 287 conflicts that occurred during their play were transcribed and coded. In general, children's conflicts arose in the context of ongoing play and were brief, lasting less than 15 seconds. Most disputes concerned toy possession, and almost 80% were ended by the simple withdrawal of one or the other children from the conflict. When children responded with emotional intensity to conflict, their conflicts lasted longer and were more likely to be followed by continued negative interaction. Individual difference data were available for one member of each dyad observed in play. Children rated in infancy as having difficult temperaments were found to be more intense during conflict, to spend more time in conflict, and to score higher on an index of conflict resolution competence, whereas concurrent social behavior was not related to conflict variables. Girls scored higher than boys on competence at conflict resolution, and children with better language skills spent less time in conflict. The more time children spent in nonmaternal child care up to age 3, the less likely they were to initiate conflict.