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Developing Adaptability: A Theory for the Design of Integrated-Embedded Training Systems

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[Excerpt] This convergence of forces – environmental, technological, and economic – is driving a reconceptualization of the nature of training systems. Training is shifting from an inefficient, time consuming, and expensive enterprise to one that can be delivered efficiently, as needed, and just-in-time. It is shifting from an off-site single episode to a systematic series of learning experiences that are integrated in the workplace and embedded in work technology. It is shifting from a primary emphasis on retention and reproduction to a broader emphasis that also includes the development of adaptive knowledge and skills (Kozlowski, 1998). Training will not be a separate activity, but a continuous activity that is an integral part of the workplace and its systems. This reconceptualization of training systems is highlighted by three key terms in our title which constitute the theoretical and application focus of this chapter: · Integrate – to form, coordinate, or blend into a functioning or unified whole; · Embed – to enclose closely; to make something an integral part of; · Adapt – to make fit; implies a modification according to changing circumstances; (Webster’s Ninth New Collegiate Dictionary, 1987).

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1999-01-01

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self-assessments; knowledge; learning; training

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Required Publisher Statement: Copyright held by Elsevier Science. Final version published as: Kozlowski, S. W. J., Toney, R. J., Mullins, M. E., Weissbein, D. A., Brown, K. G. & Bell, B. S. (2001). Developing adaptability: A theory for the design of integrated-embedded training systems. In E. Salas (Ed.), Advances in human performance and cognitive engineering research (Vol. 1, pp. 59-123). Amsterdam: JAI/Elsevier Science.

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