Performance Templates and the Regulation of Learning

Autor/in	Lyons, Paul
Titel	Performance Templates and the Regulation of Learning
Quelle	In: Journal of European Industrial Training, 33 (2009) 4, S.341-355 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-0590
DOI	10.1108/03090590910959290
Schlagwörter	Job Performance; Training; Behavior Theories; Learning; Improvement; Models; Learning Theories; Experiential Learning + Suchen Sie Ihr Suchwort? Work performance; Arbeitsleistung; Ausbildung; Lernen; Qualitätssteigerung; Analogiemodell; Learning theory; Lerntheorie; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Purpose: The purpose of this paper is to provide a detailed, theoretical underpinning for the training and performance improvement method: performance template (P-T). The efficacy of P-T, with limitations, has been demonstrated in this journal and in others. However, the theoretical bases of the P-T approach had not been well-developed. The other purposes of this paper are to: explain the features and functions of the P-T and to highlight the action theory of Frese as the theory supports P-T and offers trainers some information regarding the regulation of feedback and learning. This paper adds to the procedures and practices of human resource development. Design/methodology/approach: The approach in this paper is to explain how a training and development partnership among trainers, managers, and employees is forged so as to create P-T for use in the field. The main aspect of the methodology was to attempt to map the elements of action theory onto the specific steps (phases) of the P-T approach. This mapping activity was achieved. Findings: The key findings in this study is that action theory offers a hierarchical and reasonably complete explanation of how learning occurs and how individuals regulate what they know. As explained in this paper action theory provides a map of the cognitive elements in the training model employed. Practical implications: Assuming that the P-T approach has value, it is important to demonstrate how theory helps to ground the approach. In this paper, action theory has been used to offer a substantial foundation for the P-T approach. In addition, action theory helps trainers to examine learning, feedback, and regulation of performance in a comprehensive manner. Originality/value: Action theory offers several features that help explain the regulation of learning and behavior, yet the theory has received very little attention in formal literatures. Value: the template approach adds to our repertoire of training methods. This paper helps to better explain the approach and it offers useful theories to support practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10