Advanced Quality Control Theory for Training and Education: A Guide to Optimizing Training and Education Efforts

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Heppler, Brad
Titel	Advanced Quality Control Theory for Training and Education: A Guide to Optimizing Training and Education Efforts
Quelle	(2008), (122 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Quality Control; Program Effectiveness; Measurement; Measurement Techniques; Sampling; Theories; Instructional Effectiveness; Courses; Reliability; Program Evaluation; Economics; Observation; Item Analysis; Tests; Guessing (Tests); Staff Development; Training; Program Implementation; Organizational Effectiveness; Statistical Analysis; Performance + Suchen Sie Ihr Suchwort? Qualitätskontrolle; Messverfahren; Messtechnik; Theory; Theorie; Unterrichtserfolg; Kursangebot; Reliabilität; Programme evaluation; Programmevaluation; Volkswirtschaftslehre; Beobachtung; Itemanalyse; Examination; Prüfung; Examen; Erraten; Personnel development; Personalentwicklung; Ausbildung; Unternehmenserfolg; Statistische Analyse; Achievement; Leistung
Abstract	This is a book about quality and how to control quality through deliberate actions on the part of the professionals developing and implementing the instances of instruction available at an organization. Quality control theory favors no particular learning philosophy and is only directed towards aspects of how, what, where and when measurements are collected on instruction and upon how these measurements are leveraged in order to maintain and improve the efficacy of instruction. Measurements must contain less than 3% inaccuracy due to the three main sources of inaccuracy: (1) Content Sampling; (2) Mis-classification; and (3) Guessing. Combined measurement errors related to repeatability and reproducibility must be 10% or less of the range of measurements expected in the implementation environment. Having all measurement meet these rigorous standards is of critical importance and is covered in Chapters 2 and 3. When quality control methodology is applied to the courses offered by a specific organization, the result is a quality control program. Quality control methodology involves the repeated application of a series of statistical techniques that have proven useful historically for quality improvement activities. These techniques are introduced in Chapter 1. The quality control program becomes the summation of the organizations efforts at collecting and using measurements in order to establish, maintain and improve the efficacy of instruction. Implementing a quality control program that lacks rigor will result in additional costs without realizing the expected gains. Cost efficiency is an integral aspect of quality and is therefore a key focal point. Lack of rigor is the overwhelming reason for failure of quality control programs. Establishing and maintaining quality is accomplished through extensive monitoring of ongoing quality. When measurements are graphed as one or more time series, the monitoring function generates signals that indicate when quality has slipped and requires actions that restore quality to the previous level. A second role of the monitoring function is to validate improvement efforts made to instruction using signals such as a persistent upward shift in one or more relevant time series. The monitoring function is of little value without high quality measurements. The monitoring function is the topic of Chapter 6. An almost universal experience for organizations applying quality control methodology to an existing courses is that the reliability of these courses will have been dramatically overestimated. Reliability is the ability of a course to produce acceptable performance for all students in the population of interest. Reliability is the topic of Chapter 5. Quality control theory provides concrete rationales for defining acceptable performance and these are the topics of Chapter 4. Upon encountering low reliability, there is a tendency to recoil from quality control implementation as if measuring the outcomes of existing instruction caused the results. Do not become discouraged, the road to excellence is long and challenging. (Contains 10 figures and 39 tables.) (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10