Search results

Computer‐based video facilitates the creation of ‘movies’ recording actions on a computer screen complete with a voice‐over by the tutor. This paper describes the application of computer‐based video technology for point of need instruction on database searching. The Lotus ScreenCam software was used, being both inexpensive and readily available as part of the Lotus SmartSuite bundle. Initially, eight short movie clips were created, covering the techniques for searching PsycLIT on CD‐ROM and the ISI citation indexes via the BIDS gateway. The movie clips were made available on library PCs where students search these databases. The paper first examines educational theory to identify the role of computer‐based video within the educational framework. The movies created at Cardiff University are then described and the issues in design and implementation discussed. Finally, the effectiveness of this method of database searching instruction is explored and compared with more traditional point‐of‐need instruction techniques such as the handout, computer‐based tutorials and staff assistance.

The effectiveness of three training methods in teaching managers leadership principles are examined. Forty‐two male and female Introductory Psychology students were randomly assigned to one of three conditions: computer‐based training (CBT), computer‐based training with videotaped vignettes (CBTV), or group‐based workshop training with videotaped vignettes (GBW). The dependent variables of conceptual and applied knowledge assessed the training effectiveness. Pre‐test/post‐test scores evaluated conceptual knowledge while an assessment centre technique using the dimensions of delegation, management control, influencing, and sensitivity on Ss answers to a problem‐solving question measured the pre‐test/post‐test scores in applied knowledge. The results demonstrated that organisations could choose leadership training based on cost‐effectiveness considerations without having to sacrifice training results. Further confirmatory research is needed.

Discusses Marks & Spencer′s application of computer‐based training (CBT) in training its food supervisors. CBT is used to enhance the transfer of learning following training input using workbooks. Argues that the particular application is a very powerful and effective use of CBT, illustrating the real potential of CBT when integrated with other training techniques. Reflects on how such an application may assist in the development of CBT more generally.

Training is vital in all businesses. Philips have pioneered CBT courses in their own training courses. CBT offers the advantages of self‐study – classroom costs eliminated, students progress at own pace and training can be given when and where required. Philips can offer full design and project service for a complete tailor‐made course.

The application of technology in both its “hard” (for example through computing technology) and “soft” (for example through instructional design ) forms has enhanced the range of training methods available to practitioners. Much rhetoric has surrounded the use of techniques such as distance learning and computer‐based learning methods. The study aimed to explore the attitudes of managers to these “modern” approaches and other more “traditional” methods. A questionnaire survey of over 200 managers in organisations of all sizes and from a range of sectors was conducted. The data suggest that distance learning is not widely used as it is perceived as less effective, whereas at‐job learning, as well as being widely used is also perceived as being the most effective method. An analysis in terms of firm size revealed more similarities than differences between larger and smaller firms. The theoretical and practical implications of the results are discussed.

Describes the importance of training and summarizes learning theory. Details the top ten learning methods: videotapes, lectures, one‐on‐one instruction, role plays, games/simulation, case studies, slides, computer‐based training, audiotapes and films. Discusses the factors to consider when selecting a training method or combination of methods. Emphasizes the importance of post‐training evaluation.

An innovative programme to teach postgraduate students studying for a Diploma in Personnel Management the skills of creating computer‐based training material is described. Key features of the adopted teaching/learning strategy are illustrated and issues and implications which have emerged thus far are highlighted. The case for inclusion in the teaching programme, the authors believe, does not rest solely on the assumption that personnel and training officers will increasingly require skills of designing a computer‐based training material. Assessed learning outcomes together with an evaluation of student views suggest a value to the teaching programme over and above the specifically stated objectives.

This study identifies and empirically tests factors that may influence learners' use of a computer‐based training support system (TSS). The areas of research and theory were drawn from human‐computer interaction, information and business management, and adult education. The factors suggested in the literature that may affect learner's use of a TSS were developed in an instrument using 12 subscales. Four hundred and forty six government employees responded to the survey instrument. Multiple regression was used to test the factors that influenced the employee's use of the TSS and the relationships among the factors. Implications of the findings for further research and for human resource development managers are discussed.

Covers such techniques as action learning, open learning, computer‐based training, mentoring and group facilitation.