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Align your L&D strategy to the overall business strategy to benefit employees and the organization as a whole
"A strategy is proposed for minimizing the device-based training time required to prepare armor crews of the U.S. Army National Guard for on-tank training and live-fire gunnery qualification. Using two devices (i.e., the Conduct-of-Fire Tramer (COFT) and Abrans Full-Crew Interactive Simulation Trainer (AFIST), efficiency is achieved by training only gunnery engagements subjected to later live-fire evaluation, focusing on those engagements not performed to standard, and allocating training time to crews that need it most, as determined through pretesting. Guidance is provided to support strategy implementation at the company level and the conduct of research needed for future strategy refinement."--DTIC.
Evaluate leadership development programs all the way to impact and ROI. Globally, a record amount is being invested in leadership development, more than at any other time in history. And that translates into additional accountability for anyone spearheading a new program. Measuring the Success of Leadership Development offers a proven methodology that will help you step up to the challenge. You’ll learn how to begin the leadership development process with the end in mind and show return on investment to key stakeholders. Renowned ROI experts Jack and Patti Phillips have joined knowledge organization expert Rebecca Ray to support you every step of the way. This essential guide outlines each step of the proven ROI Methodology and explains how to apply it to driving leadership development program performance and evaluating results. Case studies show the methodology in action across seven successful leadership development programs. If you’re leading the charge, it’s crucial that you create and track metrics for your program’s success. In this book you will learn: how to begin the leadership development process with the end in mind what data to collect to show return on investment to key stakeholders best practices in measurement and evaluation strategies.
When the first edition of Martyn Sloman’s Handbook appeared, it made an immediate impact on the HRD community. Its starting point was the idea that traditional approaches to training in the organization were no longer effective. The Handbook introduced a new model and set out the practical implications. The world of HRD has moved on, and Martyn Sloman has now drastically revised the text to reflect the increased complexity of organizational life and the many recent developments in the field. His aim remains the same: to help readers to develop a framework in which training can be effectively managed and delivered. In Part I of the text the author draws attention to the opportunities created for training by the current emphasis on competition through people. In Part II he poses the question: ’What should training managers be doing to ensure that training in their organization is as good as it can be?’ Here he stresses the need to keep training aligned with business objectives, and to encourage line managers to work alongside the human resource professionals. The third and final Part considers the trainer as a strategic facilitator and examines the skills required. Martyn Sloman writes as an experienced training manager and his book is concerned, above all, with implementation. Thus the text is supported by questionnaires, survey instruments and specimen documents. With its combination of thought-provoking argument and practical guidance, the Handbook will continue to serve all those with an interest in organizational training.
Useful to researchers as well as practitioners looking for guidance on designing automated instruction systems, this book provides a snapshot of the state-of-the-art in this research area. In so doing, it focuses on the two critical problems: first, diagnosis of the student's current level of understanding or performance; and second, selection of the appropriate intervention that will transition the student toward expert performance. Containing a comprehensive set of principled approaches to automated instruction, diagnosis, and remediation, it is the first volume on the topic to provide specific, detailed guidance on how to develop these systems. Leading researchers and practitioners represented in this book address the following questions in each chapter: * What is your approach to cognitive diagnosis for automated instruction? * What is the theoretical basis of your approach? * What data support the utility of the approach? * What is the range of applicability of your approach? * What knowledge engineering or task analysis methods are required to support your approach? Referring to automated instruction as instruction that is delivered on any microprocessor-based system, the contributors to -- and editors of -- this book believe that is it possible for automated instructional systems to be more effective than they currently are. Specifically, they argue that by using artificial intelligence programming techniques, it is possible for automated instructional systems to emulate the desirable properties of human tutors in one-on-one instruction.