Think of thebestORworst training experienceyou've ever had (at school or work).Explain your reasoning from a training design perspective using the 'conditions of practice" outlined in the chapter (See table 4.4, page 129)

Table 4.4(Copied)

The following conditions of practice can be implemented before and during training to

enhance the effectiveness of practice and maximize trainee learning and retention.

Pre-Training interventions

1. Attentional advice. Providing trainees with information about the task process and

general task strategies that can help them learn and perform a task.

2. Metacognitive strategies. Ways in which trainees can be instructed to self-regulate

their learning of a task.

3. Advance organizers. Activities that provide trainees with a structure or framework to

help them assimilate and integrate information acquired during practice.

4. Goal orientation. The type of goal that is set during training (learning or performance).

5. Preparatory information. Providing trainees with information about what they can

expect to occur during practice sessions.

6. Pre-practice briefs. Sessions in which team members establish their roles and

responsibilities and establish performance expectations prior to a team practice session.

COndiTiOnS OF pRaCTiCe dURinG TRaininG

1. Massed or distributed practice. How the segments of a training program are divided

and whether the training is conducted in a single session or divided into several

sessions with breaks or rest periods between them.

2. Whole or part learning. Whether the training material is learned and practised at one

time or one part at a time.

3. Overlearning. Continued practice even after trainees have mastered a task so that the

behaviour becomes automatic.

4. Task sequencing. Dividing training material into an organized and logical sequence of

sub-tasks.

5. Feedback and knowledge of results. Providing trainees with information and

knowledge about their performance on a training task.