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Instructional design involves the identification of strong learning objectives and the selection of instructional methods to accomplish them. In this chapter, we consider how to write online course objectives that will serve as a foundation for future redesign decisions. Strong learning objectives are observable, measurable, attainable, and specific. They are focused on the needs of our target audience and should fit with our instructional philosophy as reflected by our metaphor. We explore how individual differences, such as demographics, personality, past performance, and expectations can affect learner needs and preferences, which should inform learning objectives and instructional methods. We structure the design process around decisions related to four essential activities that instructional methods should facilitate: the sharing of information, the demonstration of skills, the ways for learners to practice skills, and the means to ensure learning has happened. We concentrate on selecting general methods of instruction, which we will later refine and adapt for online delivery. We walk through the DeSIGN process in detail, determining strong objectives and exploring how to use them in identifying instructional methods. Intersections between these decisions and future redesign considerations are also discussed.

This study explores how balanced scorecard format and reputation from environmental performances interact to influence performance evaluations.

Two general options exist for inserting environmental measures into a scorecard: embedded among the four traditional perspectives or grouped in a fifth perspective. Prior balanced scorecard research also assumes negative past environmental performances. In such settings, and when low management communication levels exist on the importance of environmental strategic objectives (a common practitioner scenario), environmental measures receive less decision weight when they are grouped in a fifth scorecard perspective. However, a positive environmental reputation would generate loss aversion concerns with reputation, leading to more decision weight given to environmental measures. Participants (N=138) evaluated performances with scorecards in an experimental design that manipulates scorecard format (four, five-perspectives) and past environmental performance operationalizing reputation (positive, negative).

The environmental reputation valence’s impact is more (less) pronounced when environmental measures are grouped (embedded) in a fifth perspective (among the four traditional perspectives), when the environmental feature of the measures is more (less) salient.

Findings provide the literature with original empirical results that support the popular, but often anecdotal, position of advocating a fifth perspective for environmental measures to help emphasize and promote environmental stewardship within an entity when common low management communication levels exist. Specifically, when positive past environmental performances exist, entities may choose to group environmental performance measures together in a fifth scorecard perspective without risking those measures receiving the discounted decision weight indicated in prior studies.

Focuses on the nature of marketing objectives and on facets of their time‐relatedness, flexibility and consistency. Compares the nature of the objectives as between domestic and export markets, and US and UK markets. Concludes that there is very little difference between UK and US markets, although the US organizations tend to have longer term objectives, which shows them in a more favourable light.

Before considering the need to define behavioural objectives it is useful to consider the reasons for undertaking any form of training. The basic reason may be stated in terms of equipping the trainee with the skills, knowledge and attitudes necessary to perform a job or a task. Any training programme, therefore, should be constructed with this purpose in mind. In order to construct a programme along these lines it is essential that the relevant skills, knowledge and attitudes be expressed in such a way as to allow their measurement. Once this has been done a criterion is established whereby it becomes possible to evaluate the success or failure of the training programme. The measurable expression of the aims of training is what is referred to as the objectives. Inherent in the construction and expression of these objectives is a relationship to the evaluation of the training. It is, therefore, virtually impossible to consider objectives in the absence of evaluation. Returning to the basic purpose of training, it can be seen that the objectives must also be closely matched to the training needs in any situation. Thus, before objectives can be established, it is necessary to identify training needs and express them in terms of skill, knowledge and attitude requirements.

“What benefits did you derive from your teacher training course?” enquired a distinguished Head of Department. “Teaching by objectives”, I replied. “And do you teach by objectives?” was his next question, to which I answered a definite yes. But can we really claim that we all do in fact teach by objectives?

In this chapter, each of the completed models of curriculum is presented and evaluated using criteria from the attributes of effective curricula discussed in Chapter 1. Explanations of the design strategies that are used to demonstrate each attribute in a differentiated manner are included. The evaluation process provides an evaluation methodology to demonstrate the effectiveness of each model of a curriculum in a credible and trustworthy way.

In the previous chapters, the individual parts of the curricula were configured, aligned, and interconnected to deliver specific outcomes in each learning module. In this chapter, the components of each curriculum are assembled into one table to exhibit the order contained within each learning module within the overall curriculum. The standards for curricular attributes adopted at the beginning of the design process are the criteria for the evaluation of the completed curriculum. The strategies used to configure the components of each curriculum provide evidence of the curriculum’s characteristics, which demonstrate compliance with each criterion.

The evaluation of these attributes within a curriculum serves several purposes. First, they provide a checklist to guide the design process toward curricula that reflect these standards as developed by the profession of curriculum design in higher education. Second, they provide a measurement of the attributes of the curriculum to demonstrate the compliance of each curricular design with conventional standards. Third, these measurements can be compared with other institutional data to uncover correlations between the design assumptions and learner performance. These correlations often reveal unanticipated results, which inform the effectiveness of the instructional system.

These criteria are applied to the evaluation of the curriculum for each module to demonstrate the diverse manner in which each can be achieved in a discipline-specific manner. The compliance with these criteria is explained to be a matter of demonstration, as used in the discipline of qualitative research. These qualitative evaluations can then be compared with other operational data to understand the effectiveness of the design assumptions for each curriculum.

This article argues that the conflict between marketing and production can only be resolved by an understanding and recognition of the extent to which marketing influences and is dependent on the production function. It further argues that this understanding must begin during the planning process, when areas of joint responsibility (e.g. for setting stock levels) are identified and responsibility is jointly assigned for establishing objectives which are vertically and horizontally compatible. A classification system to assist the process of understanding the nature of objectives is put foward, and a theory of objective sets to assist the development of rational planning and review procedures is developed. The classification system and the theory have general applicability as well as specific value in facilitating and integrating marketing planning at strategic, tactical and operational levels.

In today's digitalized world, platform leadership is a novel leadership style that facilitates employee innovation. However, the impact mechanism of platform leadership on employee innovation passion has not been explored.

In this study, based on the theory of a self-organizing objective system, 591 new-generation employees were surveyed to explore the impact of platform leadership on the harmonious innovation passion of new-generation employees.

The results showed that platform leadership stimulates the harmonious innovation passion of employees by promoting the integration of organizational and employee objectives. This mechanism was found to be weakened by the internal integrated organizational culture and strengthened by the external adaptive organizational culture.

This study explores the mechanism by which platform leadership style influences the harmonious innovation passion of new-generation employees and provides theoretical guidance and practical insight into ways to improve the innovation capability of new-generation employees.

The adverse interactions between disruptions can increase the supply chain's vulnerability. Accordingly, establishing supply chain resilience to deal with disruptions and employing business continuity planning to preserve risk management achievements is of considerable importance. The aforementioned idea is discussed in this study.

This study proposes a multi-objective optimization model for employing business continuity management and organizational resilience in a supply chain for responding to multiple interrelated disruptions. The improved augmented e-constraint and the scenario-based robust optimization methods are adopted for multi-objective programming and dealing with uncertainty, respectively. A case study of the automotive battery manufacturing industry is also considered to ensure real-world conformity of the model.

The results indicate that interactions between disruptions remarkably increase the supply chain's vulnerability. Choosing a higher fortification level for the supply chain and foreign suppliers reduces disruption impacts on resources and improves the supply chain's resilience and business continuity. Facilities dispersion, fortification of facilities, lateral transshipment, order deferral policy, dynamic capacity planning and direct transportation of products to markets are the most efficient resilience strategies in the under-study industry.

Applying resource allocation planning and portfolio selection to adopt preventive and reactive resilience strategies simultaneously to manage multiple interrelated disruptions in a real-world automotive battery manufacturing industry, maintaining the long-term achievements of supply chain resilience using business continuity management and dynamic capacity planning are the main contributions of the presented paper.

Megaprojects are large-scale and long-term investments. Three pillars of sustainable construction objectives, namely, social, environmental and economic, should be integrated into megaproject risk management to ensure long-term success. A risk assessment method, Risk Assessment Method for Sustainable Construction Objectives in Megaprojects (RAMSCOM), was developed for this purpose.

RAMSCOM was developed based on the latest concepts and identifying relevant and critical sustainability objectives and risks through an extensive literature review. Analytical Hierarchy Process (AHP) and Cross-Impact Analysis (CIA) were used to determine and quantify the threats regarding the importance of the sustainability objectives. The applicability of RAMSCOM was demonstrated on a real megaproject.

The findings revealed that sustainability risk assessment requires integration of economic, environmental, social objectives and analysis of cross-impacts of risk factors. Visualization of interrelated threats, vulnerabilities and objectives has a potential to support risk mitigation decisions to achieve sustainability goals.

The method has been developed based on the findings from a detailed literature survey on sustainability objectives and risks. RAMSCOM was tested on a single project with the assistance of three experts' views. Findings from the case project cannot be directly generalised for various megaprojects considering the unique nature of megaprojects.

Decision-makers can use RAMSCOM to assess sustainability risks in megaprojects and develop risk management plans for the most vulnerable and important sustainable objectives in a visual and quantified approach to ensure megaproject's sustainability in the long-term.

The theoretical contribution is a novel risk assessment method that integrates all dimensions of sustainability and quantifies the vulnerability of sustainability objectives considering their priorities, interrelations and risks. Sustainability dimensions, objectives and risks used in RAMSCOM can be useful for other researchers aiming to develop similar methods.