We undertook a three-step process to develop, test, and implement a survey research study to identify the models, frameworks, taxonomies, and approaches, most often used by instructional designers to support workplace learning and performance improvement initiatives in a variety of organizational contexts today. A total of 199 professionals working on instructional design, e-learning, and performance improvement projects responded to the survey. They shared the models they use to inform instructional and non-instructional learning interventions, and performance improvement interventions, project work. Our results show the most widely used ID and HPI-related models include: ADDIE, performance gap analysis, Kirkpatrick's evaluation model, Agile development model, rapid ID prototyping model, Merrill's first principles, the behavioral engineering model (BEM), the cognitive load overlay model, ISPI's human performance technology (HPT) process model, and CADDIE. We present implications for program design, course design, and the ensuing choices of study for emerging practitioners working in different contexts.

中文翻译：

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教学设计人员在工作场所学习和绩效改进中使用的模型、框架和方法的趋势和影响

我们采用三步流程来开发、测试和实施一项调查研究，以确定模型、框架、分类法和方法，这些模型、框架、分类法和方法最常被教学设计人员用来支持各种组织环境中的工作场所学习和绩效改进计划今天。共有 199 名从事教学设计、电子学习和绩效改进项目的专业人员对调查做出了回应。他们分享了用于指导教学和非教学学习干预、绩效改进干预、项目工作的模型。我们的结果显示，使用最广泛的 ID 和 HPI 相关模型包括：ADDIE、性能差距分析、Kirkpatrick 评估模型、敏捷开发模型、快速 ID 原型模型、Merrill 第一原则、行为工程模型 (BEM)、认知负​​荷叠加模型、ISPI 的人类绩效技术 (HPT) 流程模型和 CADDIE。我们展示了对在不同环境中工作的新兴从业者的项目设计、课程设计以及随后的学习选择的影响。