Linking instructional objectives to the design of instructional environments: The Integrative Training Design Matrix

Instructional skills for on‐the‐job training and experiential learning: an empirical study of Japanese firms

“…In the existing training literature, the coaching design elements (e.g. trainee-to-trainer ratio, feedback delivery, amount of time devoted to training and general training methods) have been examined (Day et al, 2006). However, little study has been conducted on the instructional skills for OJT trainers.…”

Training and employee development for improved performance.

“…Providing such information would allow researchers to examine the types of objectives commonly used in training programs and whether objectives are, in practice, used to determine training design and evaluation criteria. This information would also be useful for future meta-analyses, as research could examine whether training is most effective when certain types of objectives are paired with certain types of training designs (for one start on this effort, see Day et al, 2006). Such research might also help to identify whether there are situations in which objectives are not useful, such as when designing a virtual learning environment for learners to share information and pursue their own learning objectives.…”

Faded Versus Increasing Feedback, Task Variability Trajectories, and Transfer of Training

“…The aims of our study were to compare the effects of faded versus increasing feedback on patterns of task variability and transfer of training and to thereby assess the merit of the advice given in the literature to fade feedback (Day et al, 2006;Hesketh, 1997;Schmidt & Wrisberg, 2004). The re-80 GOODMAN AND WOOD FIGURE 2 Favorable and unfavorable task condition rule transfer by task variability trajectory group membership (Vertical lines depict standard errors of the means).…”

“…Some have recommended fading feedback over the course of training, based on arguments that it will balance the goals of rapid knowledge and skill acquisition during training with the development of adaptive performance skills needed back on the job (Day et al, 2006); that guidance is most useful early in skill acquisition to decrease the cognitive load associated with self-monitoring, as basic skills are learned (Hesketh, 1997); and to initially direct the learner toward effective responses (Schmidt, 1991;Schmidt & Wrisberg, 2004).…”