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Robert Frank Mager

    10 de junio de 1923 – 11 de mayo de 2020

    Mager es una figura destacada en el campo de la capacitación y la mejora del rendimiento, a quien se atribuye la popularización del concepto de Instrucción Referenciada a Criterios. Su trabajo enfatiza la definición clara de objetivos y resultados medibles dentro del proceso de aprendizaje. Este enfoque ha sido fundamental en la configuración de estrategias educativas efectivas.

    Zielanalyse
    Lernziele und programmierter Unterricht 2
    What Every Manager Should Know about Training: Or, I've Got a Training Problem and Other Odd Ideas
    Mager's Shorts II
    Analysing Performance Problems, Or, You Really Oughta Wanna
    Analyzing performance problems
    • Analyzing performance problems

      • 183 páginas
      • 7 horas de lectura

      erformance problems are something we all face. Whether at work or in schools, at home or with friends, people often don't perform the way we want them to. Analyzing Performance Problems gives you the power to identify why people aren't performing as expected and to come up with realistic solutions that work.

      Analyzing performance problems
    • Mager's Shorts II

      Quirky Stories for the Adventurous Reader

      • 192 páginas
      • 7 horas de lectura
      Mager's Shorts II
    • What Every Manager Should Know About Training is Robert Mager's clear, jargon-free approach to helping managers use training and other performance tools to get top performance from employees. He reveals common myths about training, and shows how to tell whether a training program is good, bad, or even necessary. He shows you non-training solutions to performance problems that can save you time and money and result in the performance you need.

      What Every Manager Should Know about Training: Or, I've Got a Training Problem and Other Odd Ideas
    • „Ein mit Rezepten gespickter Kurzlehrgang im Management mitmenschlicher Verhaltensweisen.“ Basler Schulblatt

      Verhalten, Lernen, Umwelt
    • Robert F. Mager verdeutlicht an einigen Beispielen aus der amerikanischen Schul- und Ausbildungspraxis, dass erst eindeutige Vorstellungen über die gewünschten Fähigkeiten und Fertigkeiten des Schülers gestatten, Erziehung und Unterricht wirksamer als bisher zu gestalten.

      Lernziele und programmierter Unterricht