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- W2060352009 abstract "This study investigated the effects of an inductive versus a deductive instructional approach on the constructive feedback and problem-solving skills of supervisors. Sixteen supervisors were randomly assigned to either an inductive or a deductive instructional group for one of the instructional units in a supervisory training program. The topic of the unit was the constructive feedback process. Supervisors' acquisition and transfer of skill in giving constructive feedback, problem-solving skill, facilitation of subordinate problem-solving skill, and attitudes toward training were assessed. The findings showed that while supervisors in the deductive group demonstrated greater ability to transfer their learning, supervisors in the inductive group perceived that the quality of their training experience was better. No significant differences were found on either measure of problem-solving skill. Implications of these findings for instructional design theory, research, and practice are discussed." @default.
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- W2060352009 date "2008-10-22" @default.
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- W2060352009 title "Effects of an Inductive Versus a Deductive Instructional Approach on the Constructive Feedback and Problem-Solving Skills of Supervisors" @default.
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- W2060352009 doi "https://doi.org/10.1111/j.1937-8327.1997.tb00058.x" @default.
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