Action theory and the training and performance application: performance templates

Abstract

Purpose

This paper sets forth a description and explanation of how action theory serves as the foundation for the training and performance management approach, performance templates (P‐T). In recent years the efficacy of performance templates, given its limitations, has been demonstrated; however, the theory base for the P‐T approach had not been sufficiently developed. This paper aims to examine the content and efficacy of performance templates.

Design/methodology/approach

The P‐T method is set forth in detail with some examples. The theoretical bases of the P‐T approach, a training and development partnership among trainers, managers, and employees, are explained in detail.

Findings

The layered features of the action theory of Michael Frese fit very well with the interpersonal and intrapersonal events that make up the creation and use of performance templates. The P‐T method requires considerable mental work and the action theory helps explain the cognitive events that occur.

Practical implications

The paper sets forth the features of action theory, especially the foundation for metacognitive heuristics, that is, the short‐cut reasoning tools that individuals use to aid decision making. Aside from the application of the P‐T approach, this paper offers trainers a set of examples regarding how the trainer may influence learning by attending to the dynamics of metacognitive heuristics and cognitive style, concepts that have received very little attention in the training literature.

Originality/value

Action theory offers many features that help explain the regulation of learning and behavior. The template approach not only adds to the repertoire of training methods, it helps to illuminate the high‐order cognitive functioning that helps individuals regulate their learning and performance.

Citation

Lyons, P. (2009), "Action theory and the training and performance application: performance templates", Industrial and Commercial Training, Vol. 41 No. 5, pp. 270-279. https://doi.org/10.1108/00197850910974811