We hope you are enjoying electronic access to the Performance Improvement Quarterly (PIQ) edited by Ingrid Guerra-López, PhD. PIQ is only available online through ISPI. Each issue is packed full of knowledge and skill building articles focusing on performance improvement and the advancement of Human Performance Technology (HPT). Take a look below and see the titles, authors, and abstracts of both issues.
We hope you find valuable information to enhance your knowledge and skills in the performance improvement arena. Members can Download the full cover-to-cover issue of PIQ on Collaborate with your ISPI login.
A Reintroduction to Design
Our field has been said to be in constant evolution, perhaps since its birth. Throughout this evolution, design has always been central to what we do, whether in the context of instruction or, more holistically, in the context of human and organizational performance. The term design is ubiquitously included among educational program names that prepare the bulk of performance improvement practitioners, many of whom come away with design skills to varying degrees of mastery depending on the curriculum, faculty and mentor expertise, student interests, and practice in the educational and work settings. Some of these professionals will work as instructional designers; others will work as learning consultants with a broader sphere of reach and influence over broader learning-related design problems; still others will work as performance consultants with an even broader directive for designing or engineering worthy performance in the workplace, to borrow Thomas Gilbert’s term.
Instructional Design Students’ Design Judgment in Action
This case study examines the design practices of instructional design (ID) students while working on a realistic design project (Joel, 1987) to explore whether ID students make design judgments; how, when, and where they are making them; and what kinds of judgments they make during a realistic instructional design process. The perspective taken in this study is that design judgments comprise multiple, complex types and are not confined to moments of overt decision making (Nelson & Stolterman, 2012). In this small-scale case study, a group of students was observed in the process of designing instruction within a semester. The findings of the study suggest that these ID students continuously made design judgments of many kinds throughout the design process.
Judgment and Instructional Design: How ID Practitioners Work In Practice
Colin M. Gray, Cesur Dagli, Muruvvet Demiral-Uzan, Funda Ergulec, Verily Tan, Abdullah A. Altuwaijri, Khendum Gyabak, Megan Hilligoss, Remzi Kizilboga, Kei Tomita, and Elizabeth Boling
In this study, we address the relative lack of rigorous research on instructional design (ID) practice via an exploratory study in which pairs of researchers observed design judgments made by eight practicing instructional designers in two consulting environments as they went about their normal work activities. In our analysis, we sought to characterize their practice on its own terms, rather than through superimposition of existing ID models or frameworks. A nonprescriptive, philosophical framework of design judgment by Nelson and Stolterman (2012) was operationalized and used to frame two phases of analysis: identifying and coding design judgments and creating holistic summaries of the observed practice. We found that design judgments occur quite frequently throughout design, often in clustered or layered ways, rather than in “pure” forms. These judgments appeared to be shaped by factors unique to the firm, the role or position of the designer, and project, client, or other external factors.
Knowledge and Skills Needed by Instructional Designers in Higher Education
Albert D. Ritzhaupt and Swapna Kumar
In this paper, we sought to address the following research question: What knowledge and skills are needed by instructional designers in higher education to be successful in their roles? We interviewed eight instructional designers from across the United States, all working for institutions of higher education. Using the constant comparative method, we analyzed our data to identify relevant themes. Our results suggest that instructional designers in higher education must have a solid foundation in instructional design and learning theory, possess soft skills and technical skills, and have a willingness to learn on the job. Most instructional designers felt their academic backgrounds assisted them with their job roles, and, in particular, valued their professional experiences. Instructional designers in higher education must also keep abreast of multiple emerging information and communication technologies. We provide a discussion to synthesize our findings. The findings are relevant to professionals, professional academic programs, and professional associations.
Managerial Practices and Organizational Conditions That Encourage Employee Growth and Development
Jerry W. Gilley, Ann M. Gilley, Sherry Avery Jackson, and Heshium Lawrence
This paper focuses on seven major managerial practices and three negative conditions that must be managed to enhance employee growth and development. These managerial practices and conditions have significant potential for human resource development practitioners and performance improvement technologists by providing new perspectives to improve employee performance through employee growth and development activities. Surveys measuring employee perceptions of manager behaviors were administered to 503 MBA and PhD students from the United States, resulting in 463 useable responses. The hypotheses were tested using linear regression and structural equation modeling. Based on the analysis, the researchers found that involving employees in decision making, motivating employees, treating employees as unique individuals, and making certain that managers are effective have the highest influence on employee growth and development.
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DOWNLOAD the complete cover-to-cover issue of PIQ available for members on Collaborate. You can locate this issue of the Quarterly under the Libraries tab in the Member Libraries. Once in the Member Libraries, click folder icon, then click on the Performance Improvement Quarterly folder.
Contribute to ISPI’s Publications
We urge you, the professionals in the community, to submit an article to Dr. Pershing for publication in an upcoming issue of the Performance Improvement journal. The field needs professionals like you to continue the growth and development in the field of HPT. To contribute, DOWNLOAD the Authors Guideline Package (PDF).