鈴木 克明

The ultimate goal of any technical training is the practical expression of acquired knowledge and skills on job performance. To provide an appropriate machinery to enhance this transfer of acquired knowledge and skills to job performance, a model of action plan introduction- "EAAP" (Embedded Accumulative Action Plan) was proposed; and action plans according to EAAP were developed and tested in an ICT skills training. The action plan included the proposed actions, measures to be taken, due dates, and related training subjects. These items were then reviewed and revised as necessary for several times during the course of training so that the action plan can be accumulative. As a result, the authors found the following: The action plan can be utilized (1) as a tool for formative evaluation of the training program by analyzing proposed actions in relation to the subjects taught and giving feedback to instructors, and (2) as a tool for application of learning and training results in the participants' job settings. These results indicate that the EAAP model is an effective way of introducing action plan as a part of ICT training.

This study was undertaken to develop a diagnostic system for evaluating the communication skills indispensable in the training of specialists (nursing education) whose duties involve the provision of interpersonal support. Teaching resources were developed from a more practical and objective standpoint by process of instructional design to deal with time-consuming elements of curricula, ambiguous evaluation standards, and learning tasks that do not easily provide a sense of achievement upon completion. Egograms were adopted as the objective evaluation standard, and a diagnostic program for evaluating the student's communication tendencies was constructed. Operative assessment (of 5 cases presented for study by simulation on web) on nursing students revealed use of egogram patterns had enabled objective feedback to the students. Moreover, the learning paths traced by the students were greatly varied, demonstrating systematic ability to deal with student individuality. These findings indicated the efficacy of instructional design methodology in resolving the pragmatic issues in nursing, suggesting its wide applicability in various contexts.