Objectives—Are they useful? A quick assessment

Most people understand the importance of objectives and the link between having objectives and accomplishing results. However, there is a difference between a well‐defined objective and a poorly developed objective both in how they are constructed and in what they ultimately lead to. In this article, we explore three levels of objectives, provide examples of good objectives at each level, and put forth a 7‐point inspection any objective should meet if it is to be a useful objective.     

Avoiding legal liability for adult educators,human resource developers,and instructional designers by John Sample

John Sample, SPHR, has his PhD from Florida State University, where he was an associate professor in human resources development. He has 35 years of experience as a consultant, educator, and administrator in human resources management, training, and development. He has served as an expert witness. Avoiding Legal Liability for Adult Educators, Human Resource Developers, and Instructional Designers (ISBN 13: 978–1–57524–273–6 and 10: 1–57524– 273–7) is published by Krieger Publishing Co. This publisher may be reached online at http://www.kreiger‐publishing.com.     

Quelques aspects de la reforme de l'enseignement en France

Sans résumé     

Types of Functional Educational Planning Modes

Planning looks to the future. It can have several different intentions and frames of reference; (a) to pursue more economical ways and means to implement courses, activities, and jobs based on accepted purposes; (b) to seek ways to increase the efficiency of an entire educational system, including all of its parts (such as a curriculum, a school, a school system, or a state); and (c) to search for, and possibly create, a new and improved future set of realities and consequences. The first two approaches are basically concerned with increasing efficiency in reaching established goals. The third is holistic in intending to both improve current efficiency and help to create a better future. This article (a) identifies and defines these three major distinct (yet related) planning modes, and (b) discusses one educational research and development effort which intends to integrate them.     

The generality,analysis, and assessment of single-subject data

Arguments concerning the generality and statistical analysis of single-subject data are evaluated. Consideration is also given to the role that philosophy of science can play in evaluating research methodology. From this background, single-subject data emerge as a unique phenomenon with special relevance for psychologists and educators who focus on the individual. Statistical techniques for analyzing an individual's data are found to have numerous limitations. Furthermore, critiques of visual analysis yield analogous arguments against inferential statistics. Philosophy of science has proven a poor touchstone for evaluating scientific methodology. Instead, it is best at placing philosophical foundations under already constructed methods and theories.     

What Should High–Risk Operations Evaluate Relative To Safety And Safety Training

This article presents a concise argument for strategic planning for training effectiveness evaluation for high–risk operations including nuclear power training. The article looks at external criteria for such evaluation including considerations of: (1) the safety of the general population, (2) the safety of employees, and (3) the cost–effective delivery of the organization's products and services (e.g., the delivery of energy).