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Training Design (training + design)

Distribution by Scientific Domains
Business, Economics, Finance and Accounting75%

Selected Abstracts

Change in action: how infants learn to walk down slopes

DEVELOPMENTAL SCIENCE, Issue 6 2009
Simone V. Gill
A critical aspect of perception,action coupling is the ability to modify ongoing actions in accordance with variations in the environment. Infants' ability to modify their gait patterns to walk down shallow and steep slopes was examined at three nested time scales. Across sessions, a microgenetic training design showed rapid improvements after the first session in infants receiving concentrated practice walking down slopes and in infants in a control group who were tested only at the beginning and end of the study. Within sessions, analyses across easy and challenging slope angles showed that infants used a ,braking strategy' to curb increases in walking speed across increasingly steeper slopes. Within trials, comparisons of infants' gait modifications before and after stepping over the brink of the slopes showed that the braking strategy was planned prospectively. Findings illustrate how observing change in action provides important insights into the process of skill acquisition. [source]

The effects of training design, individual characteristics and work environment on transfer of training

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2007
Raquel Velada
This study aims to gain insight into some of the factors that determine the transfer of training to the work context. The present research examined the relationship between three types of predictors on transfer of training, including training design, individual characteristics and work environment. Data was collected at two points in time from 182 employees in a large grocery organization. The results indicated that transfer design, performance self-efficacy, training retention and performance feedback were significantly related to transfer of training. Contrary to expectation, supervisory support was not significantly related to transfer of training. These results suggest that in order to enhance transfer of training, organizations should design training that gives trainees the ability to transfer learning, reinforces the trainee's beliefs in their ability to transfer, ensures the training content is retained over time and provides appropriate feedback regarding employee job performance following training activities. [source]

Accidental Shooting: An Analysis

JOURNAL OF CONTINGENCIES AND CRISIS MANAGEMENT, Issue 3 2000
Michael T. Charles
Despite efforts at managing crises, they tenaciously occur at the most inopportune times. The crisis manager understands that the risk of a catastrophic failure never equals zero when the human species interacts with nature or man-made structures and processes. However, the role of responsible managers is to limit risk or at least to make a best effort in assuring that acceptable precautions are taken to reduce risk to an acceptable level. In this case study, the author discusses the elements of risk taking and the causes of error in a police firearms training environment. Also discussed are the goals of firearms training, and the impact of that training design on the firearms training environment which is put into perspective. The author looks at the mitigation, preparedness, response and recovery stages of crisis management as they relate to police firearms training. The author discusses precautions and how those precautions were violated in an established environment of safety, resulting in the accidental shooting in the gun-cleaning area. Also included are alternative safety measures designed to further negate the possibility of a recurrence of such an accident. [source]

Cultivating problem-solving skills through problem-based approaches to professional development

HUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2002
Margaret C. Lohman
An extensive literature review was conducted of four problem-based approaches to professional development: (1) case study, (2) goal-based scenario, (3) problem-based learning, and (4) action learning. The review comparatively analyzed the training designs of these four approaches and found key differences in the nature of their case problems and training strategies. Specifically, the analysis found that case problems are ill structured in action learning and problem-based learning, are moderately structured in a goal-based scenario, and are fairly well structured in the case study approach. In addition, it was found that prototypical problems are used to a much greater extent in the problem-based learning and goal-based scenario approaches than they are in the other two approaches. Furthermore, the analysis found that the case study approach uses the most expert-oriented training strategy, the goal-based scenario approach uses a more learner-oriented strategy than the case study approach, and the problem-based learning and action learning approaches use strongly learner-oriented strategies. These design differences suggest that the case study and goal-based scenario approaches are more likely to result in single-loop learning and to foster the ability to solve well-structured problems, whereas the problem-based learning and action learning approaches are more likely to lead to double-loop learning and to promote the ability to solve ill-structured problems. Implications of these findings for the design and research of problem-based approaches to professional development are discussed. [source]