Performance Gap Your next task is to develop a training objective for the performance gap. Then, you will be developing a training plan. I would like you to put together an outline of the training content that you will be delivering along with which training methods you would use. Please provide me with the relevant trainee characteristics that you will be considering when designing your training. Finally, I would like you to select an appropriate training evaluation method. As part of your training plan, I am very interested in what variables you will be measuring and how you will measure them. I would also like to know what barriers to evaluation you might anticipate and how to overcome them. INTERACTION SUMMARY While every performance gap is important, the data pointed to the results of your task analysis as the most relevant performance gap that can be solved with a training initiative. The communication gap is also important but there may be a better way to address this issue. We will set up a task force including the legal team to look at Diversity and Inclusion for the whole organization. Then we could look at what training is required for all employees. Perhaps you could be part of the task force. The three components of a learning objective are performance, conditions, and criteria. In other words, a learning objective defines the conditions and criteria for desired levels of performance. The objective is from the perspective of the learner, not the trainer. The performance is something that must be verified and observable - be measured. Not all learning objectives have conditions or criteria if they aren't necessary or practical, but the more that is included about the three components, the better the learning objective. 1.

Performance: This performance statement indicates exactly what the employee will be able to do after training. It can be described as the desired behavioural outcome. It needs to be specific as to who is going to perform the desired behaviour and what actual behaviour needs to be demonstrated. The learner is doing something that is evidence of mastery of the objective itself. We introduced Bloom's taxonomy earlier in the text and this is the most commonly used method to describe actions with verbs in six main categories: remember, understand, apply, analyze, evaluate, and create). It is important to stay away from verbs that are not observable or measurable, such as: know, appreciate, value, discern, consider, believe, comprehend, accept, etc. You would only use one or two verbs per learning objective. If you need more verbs, you need other objectives that support the main one. Table 4.1 lists acceptable verbs in the six main categories.

2. Conditions: This covers when and where the behaviour will occur. It may include barriers or assistance (e.g. without the use of reference material or using a performance aid) that determine what can or cannot be used during the performance. It may also clarify time, place, resources, or circumstances. They should not be included if they do not help clarify what is required. Format is often:

Given a...

Following a...

During a...

3. Criteria: After telling the trainee what to , we now need to tell them how well they are expected to perform with standards such as quality, quantity, accuracy, or time. These are derived from the needs analysis or organizational performance standards. Here's an example of a training objective: By the end of this accounting seminar, participants will be given a list of a company's assets and liabilities and will be able to generate a balance sheet within 90% of the correct asset values.

1- write your training objectives using Bloom Autonomy and the three component

2- make the training plan for the chef