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The aim of this article is to describe the scenistic approach to training with corresponding activities and the theory bases that support the approach.

Presented is the definition of the concept of scenistic training along with the step‐by‐step details of the implementation of the approach. Scenistic methods, while clear examples of situated cognition and learning, are derived from several other important theory bases to include constructivism, experiential learning, mental models, transformative learning, and action theory.

The theory base offers support for the activities and steps contained in scenistic training methods. The theories, in combination, address motivation, distinct learning tasks and activities, and the regulation of learning. To an extent, scenistic methods invite the trainee to create and manage learning with guidance and support from trainers. This delegation of responsibility to the trainee has powerful motivational consequences.

In this article a detailed presentation of the concepts and theories that support the development and use of scenistic training methods is offered. Even though the efficacy of scenistic methods are supported with empirical research, the theory‐base for the methods has not been carefully explained.

Most of the development of scenistic methods has taken place in the past ten years, a time period in which there has not been a lot of interest displayed in new training approaches. This article seeks to illuminate the concept for practitioners and scholars of training as well as to offer detailed theory grounding for scenistic methods.

Originality and value are combined in the expression of the details of a somewhat generic model of scenistic methods as well as a reasonably broad perspective of theories that help to explain the dynamics of the steps in the approach.

This paper aims to complement an earlier article (2010) in Journal of European Industrial Training in which the description and theory bases of scenistic methods were presented. This paper also offers a description of scenistic methods and information on theory bases. However, the main thrust of this paper is to describe, give suggested uses for, and then to examine the empirical research already conducted on three scenistic methods: skill charting, case‐based modeling and performance templates. The thrust of the research review is to examine the efficacy of each of the three methods.

Following the descriptive information regarding scenistic methods in‐general, each of the three specific methods (see above) are explained in detail as they might be used in training practice. Then, for each method, samples of the extant empirical research attendant to the method is examined.

With regard to the empirical research presented in the paper it is found that in most practical applications of the methods, employees trained with scenistic methods out‐perform employees trained with more conventional methods on some if not most of the variables under examination. The findings demonstrate that scenistic methods clearly have promise, although statistical precision is compromised owing to small sample sizes.

Studying the effects of different forms of training in these studies is constrained because the very nature and design of scenistic training approaches limits the number of trainees that can be included in a group. In brief, this means that results of use of conventional statistical tools demonstrate less sensitivity to group‐to‐group differences in performance. It is much easier to demonstrate statistical significance if comparing large groups of 60 or more individuals, each. Regardless, comparisons of groups in the reported studies demonstrate significant differences in performance following training on most variables.

Overall, scenistic methods show much promise for use by training practitioners as the available empirical research, in the field, demonstrates their value.

The paper groups together the findings of use of a variety of scenistic methods of training. There has been practically no research reported in recent years of the efficacy of methods such as these that use cases, incidents, stories, etc. to ground training and practice.

The purposes of this article are to familiarize the reader with scenistic learning tools, provide theory bases for the tools, present details for use of the tools in an organization, and offer details with reference to the efficacy of scenistic learning tools.

The approach taken is to provide sufficient information for a practitioner to apply scenistic tools with confidence. The paper provides the background and explicit details for using scenistic tools in practice.

The findings demonstrate positive effects of training with scenistic tools. The effects are limited to specific areas.

Several different instructional and/or training approaches may come under the rubric, scenistic, to include case analyses, use of critical incidents, story board and others. This article offers a complete model of how to create and apply a scenistic approach in an orchestrated manner to achieve positive change in an organization.

The article demonstrates how managers, training staff, and employees (trainees) work in a partnership to create and apply script-based practice guides and interventions to assist in solving actual organizational issues and problems.

The purpose of this essay is the provision of a conceptual approach for a manager-as-coach to use for instructional purposes with an employee. Using scenistic materials (cases, incidents, stories), the aim of the essay is to assist the practitioner apply a practical and relatively adaptable instructional approach. While it is intended for application with a single employee, the approach, with modifications, may be used in a small group environment.

The methodology was directed to the study of manager-as-coach, application of a class of instructional tools, theories of constructivism and situated cognition and the joint (manager–employee) implementation of an action guide aimed at learning and performance improvement. Review and coordination of these areas resulted in a detailed guide for action.

Use of scenistic materials for instructional purposes adds to the repertoire of tools for a manager desiring to act in a coaching capacity. A step-by-step program of activities is offered for practical application. Created for experimentation and use is a research result-driven practical guide/action plan.

The design of the approach expressed requires the manager-as-coach to prepare for instruction and participate in it to the extent that the manager likely contributes to her/his own knowledge and skills in the areas under study. The step-by-step design not only guides the instructional process, it demands that the participants are fully engaged in creating new knowledge, assumptions and examples of practical implementation of what has been learned.

Currently, there is little information or research available to guide a manager in a coaching capacity in the use of situation-based (scenistic) instructional materials. The approach offered in this essay not only considers employee knowledge apprehension but also aims at performance3 improvement in a particular context. Additionally, the approach presented requires dialog, negotiation and focused application, all of which may help the participants improve the quality of their relationship.

The purpose of this paper is to make clear some of the issues and problems that confront the small to medium‐sized enterprise (SME) when it comes to the training and development of employees. The paper aims to present a training methodology specifically for the small business.

The scenistic method, which involves trainees directly in the creation of strategies to improve performance in some domain, has been introduced in prior literature, and is proposed as particularly appropriate for the small business environment.

Very small enterprises provide workplace training in a significantly different manner than do larger organizations. Usually, the owner‐manager conducts whatever training there is and the training provided addresses only what is needed at the moment rather than be part of an overall training strategy. Workplace training correlates with employee satisfaction and lower turnover. However, often the very small enterprise does not have the resources to provide such a training program. This paper proposes an on‐the‐job training model for very small organizations.

The scenistic method provides an inexpensive training opportunity that is tailored to specific needs. It may be conducted on site. It is flexible. Both the owner/manager and the employees play key roles in the training experience. It is experiential and hands on. And, it provides a model that is adaptable across several skill needs.

This paper introduces a training method to SMEs that can be easily adopted and used. Training and development of employees matters. Studies show that competitive advantage is compromised if employees are not adequately trained. Competition is demanding enough but when employees of the SME are less well equipped per knowledge and skills than their counterparts in larger businesses, the small firm is likely further disadvantaged. A trained, knowledgeable employee adds value to the firm and helps the firm to be more competitive. The scenistic method will allow the very small SME to effectively address these critical issues.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Grounded on components of experiential learning theory (ELT) and self-regulation of learning (SRL) theory, augmented by elements of action theory and script development, the purpose of this paper is to demonstrate the case-based modeling (CBM) instructional approach that stimulates learning in groups or teams. CBM is related to individual and group learning, reflective practices, and the growth mindset. The whole instructional approach is explained in detail as well as unintended consequences and benefits.

The important features of ELT and SRL are presented as well as details of the use of cases (case studies, scenarios, and stories), the creation of case material, and the dynamics of script development. A detailed presentation of the CBM approach with attendant explanation of how the various theories are connected to the steps of the approach is offered. Empirical evidence of the efficacy of CBM is expressed.

The CBM approach may be used effectively in collegiate instruction, employee training and problem solving (in groups), and in other settings. The outputs of the instruction and its processes should result in malleable performance (behavioral) scripts intended to improve both learning and performance. The approach requires high-level involvement and attention to detail.

The paper details the confluence of two important learning theories: experiential learning and SRL that result in a formal instructional model. Activities require learning on the individual and group level. The entire instructional model is presented in a way that a practitioner may implement the model. In addition, substantial detail is provided on the construction of case material and the sources of case material.

There is a lack of research covering the training requirements of organisations implementing highly demanding information systems (HDISs). The aim of this paper is to help in the understanding of appropriate training requirements for such systems.

This research investigates the training delivery within a customer‐facing organisation that successfully implemented an HDIS. A case study was undertaken to identify resource allocation during the implementation lifecycle and training guidelines were prepared following in‐depth interviews with client and supplier consultant practitioners.

Organisations implementing HDISs should invest in training throughout the implementation lifecycle. Two areas of training were found to be of importance: end‐user training to avoid technical‐isomorphism and post‐implementation training to avoid system atrophy.

Literature shows that training attracts the smallest proportion of the implementation resources. This research shows, however, the critical role training plays in delivering a successful HDIS implementation.

The phasing of training requirements allows training resources to be allocated more effectively into end‐user and post‐implementation training, which is necessary for the full benefits of HDIS to be realised.