A Comprehensive Model for the Transfer of Training

The transfer of newly learned skills from a training situation to actual on-the-job performance is one of the most important aspects of training design and development, since this process is the ultimate goal of nearly any training session. Based on an extensive literature review in a variety of educational and corporate content areas, the following article presents a model for the effective transfer of newly learned skills from the training classroom to worksite implementation. The model includes three overall stages (pre-training, training, and post-training) and specific strategies in each stage for use by trainers, managers, and other corporate professionals. While useful in a variety of settings, this model should prove particularly helpful to instructional designers and corporate trainers involved in developing instruction to improve the performance of employees at all levels.     

Linking education and industry: Reasons for mutual cooperation

Conclusion The current situation in many academic and industrial organizations provides little support for significant new ideas or changes in those areas where expenses or major retraining are required. While these areas are not typically critical for short-term organizational effectiveness, they are essential for the long-term health of these organizations. One answer to the lack of resources in these organizations is the formation of business/education alliances that typically provide economic support to academic institutions and needed personnel to specific corporations. While there are some problems associated with the formation of such alliances, it appears that their use in generally warranted as well as beneficial to those organizations which choosen to become involved.     

Instructional Design Issues for Electronic Performance Support Systems

Electronic performance support systems are becoming a significant software resource in many corporate organisations due to their potential to improve human performance while decreasing the time required for users to obtain information or instruction. While these software tools are extremely powerful, they must include highly effective individual components and a powerful, yet intuitive, human–computer interface. The present article summarises and reviews instructional design issues for these increasingly popular software tools and provides suggestions for developing an effective electronic performance support system for a given organisational setting.     

How to use animation in computer assisted learning

While animation has been used in some form since the beginning of microcomputer-based instruction, there has been only limited research concerning appropriate strategies for integrating this instructional option with a specific lesson. The author provides a summary of research on the effectiveness of animation as an instructional tool, suggests general guidelines concerning methods for implementing animation within specific materials delivered by computer, and lists a number of examples where the use of this strategy is warranted.