The rest of this chapter concentrates on curriculum design geared directly to the workplace and the workforce. First, we look at two very different models: performance-based training, which comes midway on the continuum, and participatory curriculum design.

Performance-based training

Performance-based training emphasizes proficiency in essential job tasks. The curriculum is based on precise tasks learned in sequence and tested against a criterion of competent performance. Training is often coupled with functional context learning, which uses the knowledge and skills demanded by a job as a basis for instruction. Efficient improvement of employee performance is the main goal.

Performance-based training is most successful as one part of a workplace development initiative that aims for collaboration and participation across the spectrum of the workplace. Realizing good practice in workplace education (described in Chapter 2) requires more than performance-based training can offer by itself. But within the initiative, it becomes one of several means of educational outreach and service.

Curriculum development for performance-based training often depends on identifying the basic skills required in each aspect of the job (see Literacy task analysis). Job-specific materials and simulations help learners improve their competency on the job by developing their reading, writing, oral, math, and reasoning skills.

Although training content is largely determined by an analyst or trainer with expertise in the relevant subject, employees can have some influence in the choice of content and style of learning. Curriculum designers may depend heavily on employees' descriptions of their jobs, inventories of tasks, and the basic skills used. They may also use employee self-assessments. As in any program, different learning styles can be accommodated by instructors with ample resources and time.