Writing Training Materials That Work: How to Train Anyone to Do Anything - Tapa blanda

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Dr. Wellesley (Rob) Foshay is vice president for instructional design and quality control for PLATO Learning, Inc. He formerly served on the Board of Directors of the International Society for Performance Improvement.

Dr. Ken Silber is associate professor of instructional design at Northern Illinois University in DeKalb, Illinois. He is a performance consulting/ID/change management professional with 30 years of experience in consulting in corporate, nonprofit, and academic settings both in the U.S. and internationally.

Dr. Michael B. Stelnicki is Professor and Chairman of the graduate Human performance and training program at Governors State University in University Park, Illinois. He is a thirty-five year veteran presenter in the field and has worked as a journalist, psychology instructor, instructional television producer/director and consultant to business and industry.

De la contraportada

Going far beyond the latest instructional fads or merely theory, Writing Training Materials That Work offers an up-to-date synthesis and summary of "best practices" in instructional design. It provides specific how-to guidelines that are research-based, have been used by practitioners long enough to show they are acceptable and can be implemented in business settings, and— perhaps most importantly— produce consistently good instructional results. The book includes instructional strategies grounded in cognitive theory and covers a range of key areas, including Declarative Knowledge (facts, concepts, principles, and metal models), Procedural Knowledge (well-structured and ill-structured), Problem Solving— including a special chapter on teaching troubleshooting. The authors also provide a variety of illustrative examples, templates, and other useful job aids.

De la solapa interior

Going far beyond the latest instructional fads or merely theory, Writing Training Materials That Work offers an up-to-date synthesis and summary of best practices in instructional design. It provides specific how-to guidelines that are research-based, have been used by practitioners long enough to show they are acceptable and can be implemented in business settings, and-- perhaps most importantly-- produce consistently good instructional results. The book includes instructional strategies grounded in cognitive theory and covers a range of key areas, including Declarative Knowledge (facts, concepts, principles, and metal models), Procedural Knowledge (well-structured and ill-structured), Problem Solving-- including a special chapter on teaching troubleshooting. The authors also provide a variety of illustrative examples, templates, and other useful job aids.