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Best Practices for Designing Performance and Training Initiatives

Share three best practices that you might use when designing performance and training initiatives. In your response posts to your peers, describe each best practice and explain why each is vital to a successful intervention. Support your position with the use of one additional outside source.

When designing performance and training initiatives, there are numerous practices that can be utilized by the designer in order to ensure the suitability of the training initiative. While there are, in fact, many practices which can be used, there are three practices which could be considered to be the best for designing performance and training initiatives. These three practices are: having a clear sense of purpose, using a 360 degree feedback system that is personalized for the training, and accounting for the different learning methods.

One of the most important practices is having a clear sense of purpose which means that designed performance and training initiatives need to have a clear mission, goal, purpose, or task for which the initiative exists to ensure that those being taught know why the training exists and the end goal of the training (Gallos,2006). If there is not a clear sense of purpose for the training, then those taking the training will likely feel frustrated and have no sense of why they are taking part in the training (Gallos, 2006). Such a deficit would likely result in a decreased motivation in those attending the training and a lack of positive results from the training.

Another very important practice for designing performance and training initiatives is using a 360-degree feedback system that is personalized for the training. A 360-degree feedback system is a multi-resource feedback method, which contains the opinions of plural evaluators as they evaluate their fellow employees and themselves (Wang & Lin, 2011). It has been noted that the better-designed performance and training initiatives typically make use of more comprehensive forms of feedback which are based upon input provided by colleagues (Gallos, 2006). The use of a 360-degree feedback system that is personalized to align the feedback collected with the training course material is an effective method of ensuring participation, motivation, and knowledge retention.

The third important practice for designing performance and training initiatives calls for the accounting of the different learning methods in the development of the training. It has been found that people have different learning styles whereby some people learn better from lectures, others from structured exercises, and some from direct experiences (Gallos, 2006). A good practice for handling these different learning styles is to include elements of each learning style in the design of the training. For example, the main training might be done via lecture, but there could be some group structured exercises part way through the training; then the training could finish with having the participants role-play experiences that align with the training.


Gallos, J.(2006). Organization Development: a Jossey-Bass Reader. Jossey-Bass

Wang, M. L., & Lin, H. F. (2011). The evaluation of the performance of 360 degree feedback

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system in insurance industry - a case study of a life insurance company. 2011 IEEE 18th International Conference on Industrial Engineering and Engineering Management, Industrial Engineering and Engineering Management (IE&EM), 2011 IEEE 18Th International Conference On, Part 1, 237–242.

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