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This report describes the background and specifications of a model that identifies the skills required for competent performance of a job, specifies strategies for training those skills, defines training devices, and evaluates efficient use of skill-based training devices. The framework addresses three benefits of skill training: (1) skill training provides more practice on critical skills in a given amount of time, (2) critical skills generalize to many tasks, and (3) training the critical skills involved in complex and difficult tasks decreases the mental workload required to learn or perform the tasks. Both a formal model and a concrete example of the steps derived from that theoretical approach in the context of the Air Traffic Control job domain are described. The specification of training strategies and devices is broken into four steps: identifying skills, selecting instructional strategies designing devices, and allocating training. First, tasks are reduced to their elements to identify the general abilities and domain-specific skills required. Second, skills are grouped and sequenced for training. Third, device interface and instructor support requirements are derived for the target skills. Finally, the projected cost of task training is compared to task training supplemented by the proposed skill training.
An Official Publication of the Society for Simulation in Healthcare, Defining Excellence in Simulation Programs aims to meet the needs of healthcare practitioners using simulation techniques for education, assessment, and research. Increasingly, simulation is an integral part of teaching and training programs in healthcare settings around the world. Simulation models, including virtual simulation, scenario-based simulation with actors, and computerized mannequins, contributes to improved performance and reduced errors in patient care. This text establishes working definitions and benchmarks for the field of simulation and defines the types of simulation programs, while also covering program leadership, funding, staffing, equipment and education models. It provides knowledge critical to the success of simulation program management, simulation educators, and simulation researchers. Written to appeal to the novice to advanced beginner, a special section in each chapter is directed to the competent to expert programs, managers, educators, and researchers, so that this text truly can serve as the comprehensive reference for anyone in simulation.
Advances in simulation technology have enabled an interesting amount of training and instruction to be conducted on training simulators instead of on real systems. However, experiences with the procurement and use of training simulators has not always been as successful, often owing to a lack of knowledge of didactics and of training programme development, and also to inadequate simulator specifications. The Handbook of Simulator-based Training represents the first comprehensive overview of the European state of the art in simulator-based training. It also comprises a well-founded and systematic approach to simulator-based training and the specification of simulator requirements. The multi-disciplinary research project described in this book combines the expertise of specialists in human factors, information systems, system design and engineering from 23 research and industrial organizations from five countries - France, Germany, the Netherlands, Spain, the UK. The authors have synthesized and documented the project results to ensure that this handbook provides not only many valuable guidelines, but more importantly a common frame of reference. It will be a key resource for the many specialists who are concerned with simulator-based training: researchers, engineers, and users; military training institutes and training system development departments; military staff responsible for the procurement of training devices and simulators; the simulator industry; the training research community; and the human factors and ergonomics community.
Enterprises are a key provider of education and training for adults across OECD countries. Yet, policy-makers lack a detailed understanding of how training in enterprises takes place. This report opens the black box of training and informal learning in enterprises by providing in-depth insights on: i) what training and learning opportunities enterprises provide; ii) why they provide training (or not); and iii) how they make decisions about training.
This comprehensive, four-volume work presents practical, up-to-date recommendations in areas impacting all job applicants and employees, including work/life balance, diversity management, performance, recruitment, training programs, and employee conflict. This four-volume set uniquely integrates legislation, management theories, and social science research to cover a variety of human resource management topics, such as leadership and managerial styles, generational conflict in the workplace, techniques for evaluating employee performance, and workplace violence. In addition, best practices for policies, investigation procedures, and implementing training programs are covered—all information that can result in dramatic improvements in the workplace environment and business success. Every recommendation in this set is reflective of—as well as responsive to— the needs of employees. The overall objective of the work is to provide readers with effective management strategies to work strategically, ethically, honestly, and effectively with people. Additionally, the contents emphasize the importance of gaining an understanding of the strategic influences on managing people—for example, documenting the connections between business and psychological strategies like effective listening.