Performance improvement interventions series. Instructional design and training (volume 2) performance technologies in the workplace (volume 3) culture and systems change (volume 4)

1999 ◽  
Vol 38 (8) ◽  
pp. 40-43
Author(s):  
Peter Dean ◽  
David Ripley ◽  
Jim Russell ◽  
Renee L. Loth Cali
Author(s):  
Jeremy McAdam ◽  
Kaitlin McGinnis ◽  
Rian Ory ◽  
Kaelin Young ◽  
Andrew D. Frugé ◽  
...  

2010 ◽  
Vol 20 (5) ◽  
pp. 418-426 ◽  
Author(s):  
Noel Pollock ◽  
Claire Grogan ◽  
Mark Perry ◽  
Charles Pedlar ◽  
Karl Cooke ◽  
...  

Low bone-mineral density (BMD) is associated with menstrual dysfunction and negative energy balance in the female athlete triad. This study determines BMD in elite female endurance runners and the associations between BMD, menstrual status, disordered eating, and training volume. Forty-four elite endurance runners participated in the cross-sectional study, and 7 provided longitudinal data. Low BMD was noted in 34.2% of the athletes at the lumbar spine, and osteoporosis in 33% at the radius. In cross-sectional analysis, there were no significant relationships between BMD and the possible associations. Menstrual dysfunction, disordered eating, and low BMD were coexistent in 15.9% of athletes. Longitudinal analysis identified a positive association between the BMD reduction at the lumbar spine and training volume (p = .026). This study confirms the presence of aspects of the female athlete triad in elite female endurance athletes and notes a substantial prevalence of low BMD and osteoporosis. Normal menstrual status was not significantly associated with normal BMD, and it is the authors’ practice that all elite female endurance athletes undergo dual-X-ray absorptiometry screening. The association between increased training volume, trend for menstrual dysfunction, and increased loss of lumbar BMD may support the concept that negative energy balance contributes to bone loss in athletes.


Author(s):  
Kimberley Gordon ◽  
Luanne Lewis ◽  
Jill Auten

As transformative learning is rooted in the belief that humans make meaning of their experiences, the incorporation of instructional design (ID) techniques in classroom management as a planning tool is well suited to learning environments in which the facilitator subscribes to Mezirow's theory. ID refers to a systematic process for developing instruction by following a prescribed model focused on accomplishment of desired learning outcomes. ID provides a clear, direct map to guide educators through the creation of lessons in accordance with curriculum expectations. ID is an appropriate tool for the practitioners of the three primary learning theories: behaviorism, cognitivism, and constructivism. Reiser and Dempsey described ID as a systematic progression of steps undertaken to develop education and training programs in a consistent and reliable fashion; it enables educators to take a modular approach to delivery of learning. This chapter explores the role of instructional design in transformative learning.


Author(s):  
Lia DiBello ◽  
Whit Missildine

Instructional design has not kept pace with the growth of the globalized knowledge economy. In the area of project management, a volatile global economy requires immersive learning and training exercises targeted to expert learners that have not yet been widely adopted. The authors developed a 16-hour, immersive collective learning experience for mid- to high-level project managers. The exercise was carried out in the Second Life Virtual Worlds platform and aimed to accelerate learning among participants. In addition, the authors tested a number of questions about the capacity of Virtual Worlds to be used for running complex, immersive learning and training. Results indicate that participants experienced high levels of engagement with exercise and, in the second iteration, were able to achieve goals within the exercise. Various technological breakdowns pointed to both the downsides as well as the opportunities for Virtual Worlds to be used for immersive rehearsal engagements.


Author(s):  
Lia DiBello ◽  
Whit Missildine

Instructional design has not kept pace with the growth of the globalized knowledge economy. In the area of project management, a volatile global economy requires immersive learning and training exercises targeted to expert learners that have not yet been widely adopted. The authors developed a 16-hour, immersive collective learning experience for mid- to high-level project managers. The exercise was carried out in the Second Life Virtual Worlds platform and aimed to accelerate learning among participants. In addition, the authors tested a number of questions about the capacity of Virtual Worlds to be used for running complex, immersive learning and training. Results indicate that participants experienced high levels of engagement with exercise and, in the second iteration, were able to achieve goals within the exercise. Various technological breakdowns pointed to both the downsides as well as the opportunities for Virtual Worlds to be used for immersive rehearsal engagements.


Author(s):  
David I. Schwartz ◽  
Jessica D. Bayliss

Games have impacted education, research, and industry in multiple ways, altering notions of interaction. Traditionally, instructional design and educational research have dominated academic studies of pedagogy, teaching, and training. There are many parallels between the fields of game design and education, as both draw inspiration from the study of engagement, interaction, and motivation. State-of-the-art research and trends show great potential to cross-pollinate and uplift each area. This chapter synthesizes instructional and game design concepts based on current research, comparing and contrasting key elements. Towards the goal of providing a road map for readers, the chapter demonstrates three active case studies that illustrate how both fields greatly influence each other, leading to positive outcomes. These cases demonstrate that many concepts in both fields have direct parallels. The chapter concludes with a discussion of potential future directions and trends.


2019 ◽  
Vol 7 (3_suppl) ◽  
pp. 2325967119S0012 ◽  
Author(s):  
Matthew D. Milewski ◽  
Caitlin M. McCracken ◽  
Bill Meehan ◽  
Andrea Stracciolini

BACKGROUND Sleep duration and sport specialization have been shown to affect injury profile in young athletes. The interplay between training hours per week, and, multiple versus single sports participation on sleep hours in young athletes is unknown. Purpose/Objective To investigate associations between single sport participation and training volume, with sleep hours, in pediatric and adolescent athletes. METHODS Study design: Cross-sectional epidemiological study was conducted using electronic questionnaire data from an injury prevention evaluation (IPE) at a sports injury prevention center affiliated with a tertiary level pediatric medical center between April 2013 and February 2018. Data analysis included sports participation, previous injury history, training regimen, and sleeping habits. For each sport selected, athletes were asked about average number of practice hours for each sport and number of seasons training for the sport during the year. All athletes aged 11-18 years were included in the study. Main outcome measures include sleep duration, single sport, and training hours/seasons. Single sport athletes were defined as those athletes who listed participation in only one sport year-round. Binary measures were created to indicate 1)any participant that listed practicing > 10 hour/week for any sport during a season and 2) any participant that trains three or more seasons for any sport in which they participate. Multivariate regression models (M1, M2, M3) were created for soccer athletes to control for sport training differences while testing the independent effect of gender, age and sport training. Based on the results univariate linear regression of hours of sleep was stratified by age and gender and regressed by self-reported hours of practice per week, identification as single sport athlete, training three or more seasons for soccer. RESULTS There were 756 athletes, 11-18 years old, included (mean age 13.5±2.5 years; 56% female (N=426)). For female athletes, figure skating (46%, 11/24), dance (42%, 28/67), and gymnastics (25%, 12/47) lead the list for single sport athletes. In comparison, for male athletes, swimming (26%, 5/19), tennis (19%, 5/26) and soccer (13%, 16/120) lead the list. The overwhelming majority of gymnasts, dancers, and figure skaters (88% (38/43), 83% (54/66) and 83%, (20/24)) train = 3 seasons of the year. In comparison, for male athletes, tennis athletes (62%, 16/25) seem to train = 3 seasons of the year followed by soccer (41%, 49/119) and swimming (39%, 7/18). (Tables 1 and 2) Table 3 presents multivariate linear regression coefficient of weeknight hours slept by practice hours, gender, age and sport characteristics for soccer participants using three different models (M1, M2, M3). Younger athletes, ages 11-14 years, slept nearly an hour more than participants aged 15-18 years across all training types. Only female soccer athletes training = 3 seasons slept significantly less (ß -0.24, SE 0.12, 95%) than their male counterparts. Participants that practiced soccer > 10 hours/week slept significantly, and substantively, less than their peers practicing =3 or less hours/week (ß -0.61, SE 0.17, 95%). Table 4 presents all participants and sport type stratified by age and sex. Practicing more than 10 hours/week was significant in males ages 11-14 years. Middle school aged males, practicing > 10 hours/week for any sport in which they participate over the course of the year, slept over half an hour less than their peers that practiced fewer hours (ß -0.65, SE 0.2, 95%). CONCLUSIONS/SIGNIFICANCE Training volume appears to affect sleep in young athletes. Middle school male athletes practicing greater than 10 hours/week appear to sleep less than their peers. Anticipatory guidance surrounding training may help to improve sleep hygiene in pediatric and adolescent athletes. [Table: see text][Table: see text][Table: see text][Table: see text]


2016 ◽  
Vol 6 (2) ◽  
pp. 30
Author(s):  
Vasiliki Brinia ◽  
Klepkou Chryssi-Alexandra

The purpose of this research is to investigate the DOMOTEL group of companies, on planning, organization and management of the Domotel internal academy programs as well as the results of the in-company training. The type of this research is the case study, and the data have been processed by the method of content analysis. It was found that the in-house Domotel Academy programs are designed, organized and evaluated through specific procedures. The education and training of employees is under the responsibility of the company whose aim and purpose is the continuous training of the workforce, the performance improvement and the compliance with the labor standards of the Domotel group of companies which consequently will lead to profitability. The originality of the research lies in the fact that the research in the tourism sector which engages the in-company training is little. 


2012 ◽  
Vol 30 (34_suppl) ◽  
pp. 111-111
Author(s):  
Jeffrey Cohn ◽  
Angela Carrigan ◽  
Selvi Palaniappan ◽  
Silvana Rivero ◽  
Kathleen M. Castro

111 Background: A NCCCP goal is to improve quality of care through increasing guideline adherence at participating community cancer centers. 14 NCCCP sites participated in a performance improvement project to (1) increase genetics referral and counseling services by 10% in accordance with established guidelines for breast or colorectal cancer. The project hypothesized that data collection and feedback improves referral rates by better targeting eligible populations for improvement interventions. Methods: Sites recorded the source and outcome of each breast/colon referral using a tool developed by the NCCCP. Aggregate data were shared on monthly project calls where site staff shared best practices/issues with peers and received feedback. Results: Data were collected Jul 2011-Apr 2012 and analyzed at 2-week intervals. The number of colorectal and breast patients referred for genetics counseling remained stable through the 9-month period. Despite no change in the rates of referrals the data were hypotheses generating. Colorectal cases of all ages were being correctly referred in accordance with established guidelines; project calls demonstrated sites’ efforts to improve referral processes, such as including genetics counselors in the multidisciplinary team discussions, implementing universal screening for Lynch syndrome, and developing new linkages with referring staff. Conclusions: The project was a successful proof of concept study showing the feasibility of pooling genetic counseling data across diverse community cancer centers. Robust data collection is inadequate to drive sustainable improvement; specific process changes are also required. Future NCCCP collaborative initiatives are needed to ensure all eligible patients have access to genetic counseling referral services as there remain a significant group of patients eligible for genetic counseling who are not being seen. Funded by HHSN261200800001E.


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