A Framework for New Scholarship in Human Performance Technology

Autor/inn/en	Schwen, Thomas M.; Kalman, Howard K.; Evans, Michael A.
Titel	A Framework for New Scholarship in Human Performance Technology
Quelle	In: Performance Improvement Quarterly, 19 (2006) 2, S.5-26 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5952
Schlagwörter	Performance Technology; Instructional Systems; Research Opportunities; Instructional Design; Organizational Effectiveness; Organizational Theories; Staff Development; Human Resources; Job Performance; Educational Strategies; Training Methods; Scholarship; Organizational Culture + Suchen Sie Ihr Suchwort? Unterrichtsorganisation; Forschungshaushalt; Lesson concept; Lessonplan; Unterrichtsentwurf; Unternehmenserfolg; Organisationstheorie; Personnel development; Personalentwicklung; Humankapital; Work performance; Arbeitsleistung; Lehrstrategie; Didaktik; Trainingsmaßnahme; Scholarships; Stipendium; Unternehmenskultur
Abstract	This article introduces a strategic argument and examples, in subsequent articles in this special issue, about sociocultural research opportunities for HPT practitioners and scholars. The authors take the view that recent criticisms of Instructional Systems Design have merit when considered from an organizational performance point of view. We see the problem as historic overuse of one theoretical perspective at a microlevel of theory and application. We argue that adding recent sociocultural perspectives and expanding the levels of theory to include groups and complex organizational structures will offer an opportunity for more rigorous and diverse research agenda and create new insights for problem solving in practice. (Contains 3 figures and 6 notes.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/journal/117865970/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10