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Action theory and the training and performance application: performance templates

机译：行动理论与培训和绩效应用：绩效模板

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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.rnDesign/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.rnFindings - 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.rnPractical 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.rnOriginality/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.
机译：目的-本文对动作理论如何作为培训和绩效管理方法，绩效模板（P-T）的基础进行了描述和解释。近年来，由于性能模板的局限性，已经证明了其有效性。然而，关于P-T方法的理论基础尚未得到充分发展。本文旨在研究性能模板的内容和功效。设计/方法/方法-通过一些示例详细阐述了P-T方法。详细解释了PT方法的理论基础，即培训者，管理人员和员工之间的培训与发展伙伴关系。rn发现-迈克尔·弗雷斯（Michael Frese）的行为理论的分层特征非常适合构成人际和人际事件的情况。性能模板的创建和使用。 PT方法需要大量的脑力劳动，而动作理论则有助于解释所发生的认知事件。rn实际意义-本文阐述了动作理论的特征，尤其是元认知启发法的基础，即个体的捷径推理工具。用于辅助决策。除了应用PT方法外，本文还为培训人员提供了一系列示例，说明了培训人员如何通过关注元认知启发式方法和认知风格的动态来影响学习，这些概念在培训文献中很少受到关注。价值-行动理论提供了许多有助于解释学习和行为调节的特征。模板方法不仅增加了训练方法的种类，还有助于阐明高级的认知功能，帮助个人调节学习和表现。

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