Instructional Systems Technology Research Articles

Handbook of Research on Instructional Systems and Educational Technology (PDF Copy Only)

Handbook of Research on Instructional Systems and Educational Technology (PDF Copy Only)

Teacher Training Program Emphasis on Knowledge in Technology Integration in Teaching and Learning: American N University Instructional Systems Technology Program Case Study

Teacher Training Program Emphasis on Knowledge in Technology Integration in Teaching and Learning: American N University Instructional Systems Technology Program Case Study

Human Performance Technology in the Training and Development Concentration at UNC Charlotte's Instructional System Technology Program

The Instructional Systems Technology (IST) program at UNC Charlotte develops instructional technologists who are grounded in instructional technology foundations, principles, theories, applications, and current trends. The program also provides opportunities for students to integrate different forms of technology to enhance teaching and learning. In this article, we introduce the IST program, its real-world HPT course, and its learning leaders forum that brings industry leaders and the IST program together to discuss the trends in the field.

Introduction to “Using Evaluation to Build Organizational Performance and Learning Capability: A Strategy and a Method”

When I was completing my coursework for both my MS and PhD programs in instructional systems technology, I was exposed to a number of theories, models, principles, and frameworks for the fields of instructional and performance technologies. Theories have provided me with a solid understanding of the relationships among various constructs and also provided me with explanations of certain phenomena, whereas models, principles, and frameworks have provided me with concrete ideas as to how to apply theoretical knowledge to actual instructional design and development (IDD) and human performance technology (HPT) projects.

Introduction to the Special Issue on Historic Design Cases

Craig D. Howard is an Assistant Professor of Instructional Technology at Texas A&M University—Texarkana. He holds a PhD from Indiana University Bloomington in Instructional Systems Technology, and an MA in TESOL from Teachers College Columbia University. Prior to coming to Texas, Craig has taught at universities in Atlanta, New York City, and Tokyo, Japan as well as in K-12 schools for the New York City Board of Education and for the New York State Department of Social Services. Craig has designed learning for Microsoft and Cambridge University Press, and researches innovative designs for learning professional discourses.

Student Support and Advising in a New Online Ed.D. of Instructional Systems Technology Program: A design case

This design case describes an online Ed.D. in Instructional Systems Technology (IST) launched in 2012. We will focus on a key aspect of the design: program advising and students’ relationship with their advisors. While the design was responsive in its earliest stages to organizational constraints, legislative requirements and the known configurations for higher education, it did not include detailed attention to student/advisor relationships. Consequently, the first set of students experienced difficulties and the faculty had to make adjustments. This paper will present critical decisions made during the design of this program and the reasons for those decisions, situations in which decisions did not work as planned, and description of the subsequent revision of the design.

The Impact of Integration of Instructional Systems Technology into Research and Educational Technology

This paper aims at presenting a review about instructional system technology integration in educational literature. Transitional periods of educational technology are discussed and principles of integration of instructional technology in educational technology are reviewed.

Knowledge Is Where You Make It: A Response to Ghassib

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsJonathan Alan PluckerJonathan Alan Plucker is a Professor of Educational Psychology and Cognitive Science at Indiana University, where he also directs the Center for Evaluation and Education Policy and the Consortium for Education and Social Science Research. Dr. Plucker holds degrees from the University of Connecticut (B.S. in chemistry education; M.A. in educational psychology) and the University of Virginia (Ph.D. in educational psychology with an emphasis in statistics and research methodology). His main research interest over the past 20 years has been the development of talent in children. He has served as chair of the Research and Evaluation Division of NAGC and President of Division 10 of the American Psychological Association.Anne T. Ottenbreit-LeftwichAnne T. Ottenbreit-Leftwich is an Assistant Professor of Instructional Systems Technology at Indiana University. Her research and teaching efforts focus on preservice and inservice teacher education with regards to technology integration. Dr. Anne Ottenbreit-Leftwich is currently finishing up a national research project examining how teachers use and are prepared to use technology in the classroom.

REVIEW: The Handbook Of Blended Learning: Global Perspectives, Local Designs

Blended learning or blended e-learning sounds like a confusing term at first since it is relatively a new term for today’s instructors. However, Moore reports that it can be traced as far back as the 1920s which was called “supervised correspondence study”. For clarification of the term “blended learning” and informing the instructors about its common practices worldwide, the book provides readers a comprehensive resource about blended learning. It aims to raise awareness of adopting BL from institutional perspectives of many chapter authors from Australia, Korea, Malaysia, the UK, Canada and South Africa who are distinguished people mostly in instructional technology era. With this book, I guess the editors aim at both showing the big picture at macro level and present micro level examples which provide details of blended learning applications among their strengths and weaknesses. As introduced in the book, one of the editors Curtis J. Bonk, a former corporate controller and CPA, is now professor of educational psychology as well as instructional systems technology at Indiana University; the other editor Charles R. Graham is an assistant professor of instructional psychology and technology at Brigham Young University with a focus on technology-mediated teaching and learning.

Handbook of human performance technology: Principles, practices, potential (3rd ed.) edited by James A. Pershing

James A. Pershing, CPT, PhD, is a professor of education in instructional systems technology and educational inquiry methodology at Indiana University. He is the former editor of the Performance Improvement journal and TechTrends, past director of the International Society for Performance Improvement, and association manager of the Association for Educational Communications and Technology. He is now a consulting reviewer for TechTrends and is editor of the Asia Pacific Cybereducation Journal. The Handbook of Human Performance Technology: Principles, Practices, Potential (3rd ed.; ISBN: 978-0-7879-6530-0) is published by John Wiley & Sons, Inc. The publisher may be reached online at http://www.pfeiffer.com/WileyCDA/ or contacted at 978–750–8400.

Simulations and the future of learning: An innovative (and perhaps revolutionary) approach to e-learning by Clark Aldrich

Performance ImprovementVolume 45, Issue 4 p. 45-47 Book Review Simulations and the future of learning: An innovative (and perhaps revolutionary) approach to e-learning by Clark Aldrich James Lane, James Lane lane@optionsix.com James Lane earned his master's degree in Instructional Systems Technology from Indiana University. He is an instructional designer at Option Six, a perfor-mance improvement company with a concentration in e-learning. He may be reached at http://www.moai-artworks.com.Search for more papers by this author James Lane, James Lane lane@optionsix.com James Lane earned his master's degree in Instructional Systems Technology from Indiana University. He is an instructional designer at Option Six, a perfor-mance improvement company with a concentration in e-learning. He may be reached at http://www.moai-artworks.com.Search for more papers by this author First published: 17 August 2006 https://doi.org/10.1002/pfi.2006.4930450410 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume45, Issue4April 2006Pages 45-47 RelatedInformation

Collecting sophisticated evaluations even when corporate culture is resistant

Performance ImprovementVolume 45, Issue 1 p. 32-38 Article Collecting sophisticated evaluations even when corporate culture is resistant Mary L. Lanigan CPT, PhD, Mary L. Lanigan CPT, PhD marylanigan2000@yahoo.com Mary L. Lanigan, CPT, PhD, is a three-time ISPI Award of Excellence recipient for her evaluation research (1999), book (2001) and a training workshop (2005) published by http://www.thirdhouseinc.com. As a professor at Governors State University, she teaches various performance improvement classes and is the recipient of two Faculty Excellence awards. Mary has presented papers at national and regional conferences sponsored by ISPI and the American Society of Training & Development. She has written articles for Performance Improvement, The Journal of Insurance Trainers and Educators, and the International Journal of Intercultural Relations. Her doctorate is from Indiana University's Instructional Systems Technology program and her master's degrees are in Educational Psychology, Communication, and Instructional Systems Technology.Search for more papers by this authorJennifer Bentley MA, Jennifer Bentley MA jbentley29@hotmail.com Jennifer Bentley, MA, has been in the training and instructional design field for seven years. Her previous experience includes the telecommunication and newspaper industries. Jennifer received a BS in Organizational Communication from Western Michigan University in 2000. She received an MA in Human Performance & Training from Governors State University in 2004. Jennifer is currently a Training Specialist for the Global Training Organization at Kirkland & Ellis LLP.Search for more papers by this author Mary L. Lanigan CPT, PhD, Mary L. Lanigan CPT, PhD marylanigan2000@yahoo.com Mary L. Lanigan, CPT, PhD, is a three-time ISPI Award of Excellence recipient for her evaluation research (1999), book (2001) and a training workshop (2005) published by http://www.thirdhouseinc.com. As a professor at Governors State University, she teaches various performance improvement classes and is the recipient of two Faculty Excellence awards. Mary has presented papers at national and regional conferences sponsored by ISPI and the American Society of Training & Development. She has written articles for Performance Improvement, The Journal of Insurance Trainers and Educators, and the International Journal of Intercultural Relations. Her doctorate is from Indiana University's Instructional Systems Technology program and her master's degrees are in Educational Psychology, Communication, and Instructional Systems Technology.Search for more papers by this authorJennifer Bentley MA, Jennifer Bentley MA jbentley29@hotmail.com Jennifer Bentley, MA, has been in the training and instructional design field for seven years. Her previous experience includes the telecommunication and newspaper industries. Jennifer received a BS in Organizational Communication from Western Michigan University in 2000. She received an MA in Human Performance & Training from Governors State University in 2004. Jennifer is currently a Training Specialist for the Global Training Organization at Kirkland & Ellis LLP.Search for more papers by this author First published: 17 August 2006 https://doi.org/10.1002/pfi.2006.4930450107Citations: 4 Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume45, Issue1January 2006Pages 32-38 RelatedInformation

A study of organizational learning at smalltown hospital

Performance ImprovementVolume 44, Issue 10 p. 34-39 Article A study of organizational learning at smalltown hospital Yun-Jo An, Yun-Jo An Yun-Jo An is a PhD candidate in the Instructional Systems Technology Department at Indiana University, Bloomington. Her major interest areas include online learning, collaborative problem-based learning, computer-mediated communication, and organizational learning. She may be reached at yuan@indiana.edu.Search for more papers by this authorCharles M. Reigeluth PhD, Charles M. Reigeluth PhD Charles M. Reigeluth, PhD, is a professor in the Instructional Systems Technology Department at Indiana University, Bloomington. His most recent areas of research are learning organizations, systems thinking, and systemic change in organizations. He may be reached at reigelut@indiana.edu.Search for more papers by this author Yun-Jo An, Yun-Jo An Yun-Jo An is a PhD candidate in the Instructional Systems Technology Department at Indiana University, Bloomington. Her major interest areas include online learning, collaborative problem-based learning, computer-mediated communication, and organizational learning. She may be reached at yuan@indiana.edu.Search for more papers by this authorCharles M. Reigeluth PhD, Charles M. Reigeluth PhD Charles M. Reigeluth, PhD, is a professor in the Instructional Systems Technology Department at Indiana University, Bloomington. His most recent areas of research are learning organizations, systems thinking, and systemic change in organizations. He may be reached at reigelut@indiana.edu.Search for more papers by this author First published: 09 February 2007 https://doi.org/10.1002/pfi.4140441008Citations: 6 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume44, Issue10November/December 2005Pages 34-39 RelatedInformation

Learning to solve problems

Performance ImprovementVolume 44, Issue 9 p. 45-47 Book Review Learning to solve problems David H. Jonassen, David H. Jonassen David H. Jonassen is a Distinguished Professor at the School of Information Science and Learning Technologies in the College of Education at the University of Missouri. He has edited, authored, or coauthored more than 25 books, as well as hundreds of articles in journals, industry publications, and edited collections. His current research focuses on constructing design models and environments for problem solving.Search for more papers by this authorErika R. Gilmore CPT, Erika R. Gilmore CPT Erika R. Gilmore, CPT, is currently a Training Associate with a pharmaceutical company and has prior experience working in the automotive industry in performance improvement, operations, and quality. Erika is also a doctoral candidate at Indiana University, majoring in Instructional Systems Technology and minoring in Organizational Behavior. Her interests include performance technology theory, evaluation, and organizational theory. Erika is an active ISPI member, publishing in Performance Improvement, presenting at the annual ISPI conference, and serving as Book Review Editor for PI. She may be contacted at egilmore@tds.net.Search for more papers by this author David H. Jonassen, David H. Jonassen David H. Jonassen is a Distinguished Professor at the School of Information Science and Learning Technologies in the College of Education at the University of Missouri. He has edited, authored, or coauthored more than 25 books, as well as hundreds of articles in journals, industry publications, and edited collections. His current research focuses on constructing design models and environments for problem solving.Search for more papers by this authorErika R. Gilmore CPT, Erika R. Gilmore CPT Erika R. Gilmore, CPT, is currently a Training Associate with a pharmaceutical company and has prior experience working in the automotive industry in performance improvement, operations, and quality. Erika is also a doctoral candidate at Indiana University, majoring in Instructional Systems Technology and minoring in Organizational Behavior. Her interests include performance technology theory, evaluation, and organizational theory. Erika is an active ISPI member, publishing in Performance Improvement, presenting at the annual ISPI conference, and serving as Book Review Editor for PI. She may be contacted at egilmore@tds.net.Search for more papers by this author First published: 09 February 2007 https://doi.org/10.1002/pfi.4140440909Citations: 4 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume44, Issue9October 2005Pages 45-47 RelatedInformation

Examining Instructional Design and Development of a Web-Based Course

This paper describes the design and development process of adapting computer mediated learning from a residential course to a World Wide Web-based course offered in the distance master’s degree program in Instructional Systems Technology at a large Midwestern university. A description of the Web-based course, findings regarding the adaptation process, the major changes in course components, student reactions to the Web-based course features, and its implications for designing and developing Web-based courses are discussed. Through examining the instructional design and development process of this graduate course, the researcher provides useful references for instructors who need to teach a Web-based course in the future.

Building a large, successful website efficiently through inquiry-based design and content management tools

n May 1994, the first website for the School of Education at Indiana University Bloomington (IUB) was launched: http://education.indiana.edu. At that time, the home page had two linksone to our Instructional Systems Technology Department, and the other to the IUB home page. A decade later, our site now consists of more than 6,000 web pages, and we have received more than 41.5 million page views in the last three years approximately 38,000 page views per day. Our website is highly ranked in Google searches. Google ranks its search results based on popularity of web pages a particular web page is ranked highly if other very popular web pages point to it. For example, when searching for the terms, "school of education" Google ranked our home page in the top two out of about 268 million pages that contained these terms in luly, 2005. How did we make this kind of progress in the past decade with a relatively small expenditure of resources? (The "we" in this article refers to the authors. The first author is the School of Education web director and a faculty member with a reduced teaching load. He is supported currently by two doctoral students, the co-authors, who are half-time graduate assistants.)

Tools of the trade: Understanding the client

Performance ImprovementVolume 43, Issue 3 p. 38-40 Tools of the Trade Tools of the trade: Understanding the client Mark J. Lauer CPT, Mark J. Lauer CPT Tools of the Trade contributor Mark J. Lauer is a performance improvement consultant with Performance Knowledge, Inc. Mark is also a doctoral candidate in Instructional Systems Technology at Indiana University. If you have suggestions for software or other tools that would be of interest to performance technologists, email Performance Improvement Editor Doug Leigh at pijeditor@ispi.org.Search for more papers by this author Mark J. Lauer CPT, Mark J. Lauer CPT Tools of the Trade contributor Mark J. Lauer is a performance improvement consultant with Performance Knowledge, Inc. Mark is also a doctoral candidate in Instructional Systems Technology at Indiana University. If you have suggestions for software or other tools that would be of interest to performance technologists, email Performance Improvement Editor Doug Leigh at pijeditor@ispi.org.Search for more papers by this author First published: 09 February 2007 https://doi.org/10.1002/pfi.4140430309 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume43, Issue3March 2004Pages 38-40 RelatedInformation

Turning research into results: A guide to selecting the right performance solutions

Performance ImprovementVolume 43, Issue 1 p. 44-46 Book Review Turning research into results: A guide to selecting the right performance solutions Richard E. Clark, Richard E. Clark Richard E. Clark is currently a professor of Educational Psychology and Technology at the University of Southern California. He also serves as president of Atlantic Training, Inc., an international consulting company. He has published more than 150 books, book chapters, articles, and monographs. In 2002, he was the recipient of the prestigious Thomas F. Gilbert Distinguished Professional Achievement Award.Search for more papers by this authorFred Estes, Fred Estes Fred Estes has worked for several years managing training and performance improvement projects for large companies, including Hewlett-Packard and Bank of America. He has worked as an internal performance consultant, an instructional designer, and an educational program manager. In addition, he has contributed to several professional journals and books.Search for more papers by this authorRebecca Helminen Middlebrook, Rebecca Helminen Middlebrook Rebecca Helminen Middlebrook is a May 2003 graduate of the Instructional Systems Technology MS program at Indiana University. She is currently pursuing doctoral study in the field of Texts and Technology at the University of Central Florida in Orlando. Rebecca's current research interests include ethical and usability issues surrounding the use of persuasive technology in college writing/learning centers. She may be reached at rmiddleb@mail.ucf.edu.Search for more papers by this authorAngela Palchesko, Angela Palchesko Angela Palchesko is an Associate Instructional Designer for Concurrent Technologies Corporation (CTC), where she assists government and industry in the development of training solutions to improve productivity and effectiveness. She has a master's in Instructional Systems Technology from Indiana University, and her current interests include knowledge management and SCORM conformant content development. Angela may be reached at apalch esko@yahoo.com.Search for more papers by this author Richard E. Clark, Richard E. Clark Richard E. Clark is currently a professor of Educational Psychology and Technology at the University of Southern California. He also serves as president of Atlantic Training, Inc., an international consulting company. He has published more than 150 books, book chapters, articles, and monographs. In 2002, he was the recipient of the prestigious Thomas F. Gilbert Distinguished Professional Achievement Award.Search for more papers by this authorFred Estes, Fred Estes Fred Estes has worked for several years managing training and performance improvement projects for large companies, including Hewlett-Packard and Bank of America. He has worked as an internal performance consultant, an instructional designer, and an educational program manager. In addition, he has contributed to several professional journals and books.Search for more papers by this authorRebecca Helminen Middlebrook, Rebecca Helminen Middlebrook Rebecca Helminen Middlebrook is a May 2003 graduate of the Instructional Systems Technology MS program at Indiana University. She is currently pursuing doctoral study in the field of Texts and Technology at the University of Central Florida in Orlando. Rebecca's current research interests include ethical and usability issues surrounding the use of persuasive technology in college writing/learning centers. She may be reached at rmiddleb@mail.ucf.edu.Search for more papers by this authorAngela Palchesko, Angela Palchesko Angela Palchesko is an Associate Instructional Designer for Concurrent Technologies Corporation (CTC), where she assists government and industry in the development of training solutions to improve productivity and effectiveness. She has a master's in Instructional Systems Technology from Indiana University, and her current interests include knowledge management and SCORM conformant content development. Angela may be reached at apalch esko@yahoo.com.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4140430110 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume43, Issue1January 2004Pages 44-46 RelatedInformation

Allow me to introduce: Dr. Robert Mager

Performance ImprovementVolume 42, Issue 9 p. 5-7 Article Allow me to introduce: Dr. Robert Mager Erika Gilmore, Erika Gilmore Erika Gilmore is Quality Manager at Oxford Automotive in Greencastle, Indiana. She is also a doctoral candidate at Indiana University, majoring in Instructional Systems Technology with a minor in Organizational Behavior. Erika's direct experience with instructional technology and performance improvement has been developed during her doctoral studies and her career in automotive manufacturing and occupational safety and health training. She has had the privilege of serving as Performance Improvement (PI) journal's Book Review Editor, presenting at the annual ISPI conference, and publishing in PI. Given the focus on Life in the Pinball Machine in this article, Erika would like to take this opportunity to express appreciation to Dr. Jim Pershing and Dr. Mike Molenda of Indiana University for being huge bumpers and flippers in her various whacks from there to here! She may be reached at egilmore@oxauto.com.Search for more papers by this author Erika Gilmore, Erika Gilmore Erika Gilmore is Quality Manager at Oxford Automotive in Greencastle, Indiana. She is also a doctoral candidate at Indiana University, majoring in Instructional Systems Technology with a minor in Organizational Behavior. Erika's direct experience with instructional technology and performance improvement has been developed during her doctoral studies and her career in automotive manufacturing and occupational safety and health training. She has had the privilege of serving as Performance Improvement (PI) journal's Book Review Editor, presenting at the annual ISPI conference, and publishing in PI. Given the focus on Life in the Pinball Machine in this article, Erika would like to take this opportunity to express appreciation to Dr. Jim Pershing and Dr. Mike Molenda of Indiana University for being huge bumpers and flippers in her various whacks from there to here! She may be reached at egilmore@oxauto.com.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4930420903 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume42, Issue9October 2003Pages 5-7 RelatedInformation

The benefits of organized problemsolving

Performance ImprovementVolume 42, Issue 9 p. 38-40 Tools of the Trade The benefits of organized problemsolving Mark J. Lauer, Mark J. Lauer Tools of the Trade contributor Mark J. Lauer is a performance improvement consultant with Performance Knowledge, Inc. Mark is also a doctoral candidate in Instructional Systems Technology at Indiana University. If you have suggestions for software or other tools that would be of interest to performance technologists, email Performance Improvement Editor Doug Leigh at pijeditor@ispi.org.Search for more papers by this author Mark J. Lauer, Mark J. Lauer Tools of the Trade contributor Mark J. Lauer is a performance improvement consultant with Performance Knowledge, Inc. Mark is also a doctoral candidate in Instructional Systems Technology at Indiana University. If you have suggestions for software or other tools that would be of interest to performance technologists, email Performance Improvement Editor Doug Leigh at pijeditor@ispi.org.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4930420909 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume42, Issue9October 2003Pages 38-40 RelatedInformation