Page 293 - Psychological Management of Individual Performance

278 enhancing performance through training
TABLE 13.1 Lesson plan
Time Training goals Instructor’s activity Students’ activity Methods
9.00–9.30 Goal setting Short presentation of Formulate a Brainstorming
the goal-setting “measurable goal” and group
process (10 min.) according to the discussion
Introduction of an example
example

creating measures in which learners actively talk about what they have done in the past,
or about what they are thinking and feeling as they experiment with new behaviour
patterns during the course of the learning process. The design of a training course is
usually structured according to a lesson plan, as shown in Table 13.1. The lesson plan
details both the learners’ as well as the instructor’s activities.
A mixture of different training methods creates the best learning environment. The
following list gives an overview of popular training methods, but is by no means complete
(see Laird, 1985; Reid et al., 1992).
Lectures

A common way of imparting theory is by holding lectures as they offer an efficient means
of delivering material. But theory is best understood if you can apply it to your area of
work. Therefore lectures should always be accompanied by exercises, discussion or a
reflection session which allows participants to reflect upon the theory in relation to their
own jobs (House, 1996). Lecturers must be able to ascertain whether material is being
absorbed in order for the method to be considered effectual.

Role plays

Role plays are an excellent method of training newly acquired skills in a safe setting,
and they allow for “performance try-outs”. They are particularly effective for practising
interpersonal skills (Thiagarajan, 1996). For instance, appraisal conversations can easily
be simulated in a role–play scenario. Trainees playing the roles of managers and employ-
ees are able to experience a rather authentic situation and managers can practise social
skills and feedback techniques during the role play. If the role–play is videotaped, the
managers are confronted with their behaviour and might learn a lot purely from observ-
ing themselves. The other training participants could support this learning process by
providing valid feedback on strengths and weaknesses. The reverse role–play, whereby
participants switch roles at a critical moment in the role–play, is a helpful method for
gaining a better understanding of another person’s viewpoint.

Behaviour modelling
Role models give insight into the possible form that ideal behaviour might take. Based
on social learning theory (Bandura, 1977), imitation of a role model’s behaviour is a way
of learning new behavioural patterns (Latham & Saari, 1979). Learners discover which
standards and types of action are expected of them, e.g. when negotiating with a customer.
The role models could be presented through the use of video or by the instructor.