HPT research studies and practices have been largely conducted in the corporate setting, leaving education as a neglected context despite its strong emphasis on performance in teaching, learning, and school management. In this study, we examine the application of the HPT standards and their effects on Korean teachers’ performance goal achievement for students. With HPT standards, we also investigate the interaction effect of teacher tenure on the relationship among HPT standards and goal achievement. The Hayes Process Model is adopted to examine the second-stage moderated mediation model. The findings support that the principle standards positively mediate the effect of the process standards on the teachers’ goal achievement, and teacher tenure moderates the HPT standards’ effects on goal achievement. The practical and theoretical implications of the results are discussed, as well as limitations and future research suggestions

The purpose of this article is to examine the possibilities of Human Performance Technology (HPT) under the background of global economy. First, two kinds of culture, national culture and organizational culture are introduced and compared. Next, the impact of cultures on human learning and working performance is examined in the aspects of learning and training, management, and global cooperation. And then the article proposes different strategies for managing the factor of culture to achieve desired performance, including diffusion and adaption. In addition, it is considered that how the proposed strategies can be utilized for public education systems. Finally, further research agenda is addressed Living in a culture is like swimming in the water is for a fish: one does not recognize one’s basic cultural values and beliefs as being there. They are the water one swims in. Everything one does takes this water into account unconsciously (Addison & Wittkuhn, 2001, p. 16). Pushing harder and harder on familiar solutions, while fundamental problems persist or worsen, is a reliable indicator of nonsystemic thinking- what we often call the “what we need here is a bigger hammer” syndrome (Senge, 1994, p. 61).

In anticipation of starting a new online journal in the field of educational technology, we conducted a review of existing journals, dividing them into two categories-online-only and online +print. The 30 journals in the review were analyzed with respect t frequency of publication; their content emphases, goals, and audiences; policies on subscription and copyright,· and technical functions, such as search and discussion. We were looking for the features that made the online journals distinctive from the others, which were based in the print paradigm. The aspects that yielded significant differences were subscription policy, redistribution policy, and search function. The online-only journals were more liberal in their subscription and redistribution policies, but the online + print journals had more extensive search capabilities. In addition, we identified gaps in the topical coverage of the existing journals, in the areas of educational technology management, educational systems design/reform, policy issues, and cultural issues.