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dc.contributor.authorBell, Bradford S.
dc.contributor.authorTannenbaum, Scott I.
dc.contributor.authorFord, J. Kevin
dc.contributor.authorNoe, Raymond A.
dc.contributor.authorKraiger, Kurt
dc.date.accessioned2020-11-17T17:14:12Z
dc.date.available2020-11-17T17:14:12Z
dc.date.issued2017-01-01
dc.identifier.other12600829
dc.identifier.urihttps://hdl.handle.net/1813/74878
dc.description.abstractTraining and development research has a long tradition within applied psychology dating back to the early 1900’s. Over the years, not only has interest in the topic grown but there have been dramatic changes in both the science and practice of training and development. In the current article, we examine the evolution of training and development research using articles published in the Journal of Applied Psychology (JAP) as a primary lens to analyze what we have learned and to identify where future research is needed. We begin by reviewing the timeline of training and development research in JAP from 1918 to the present in order to elucidate the critical trends and advances that define each decade. These trends include the emergence of more theory-driven training research, greater consideration of the role of the trainee and training context, examination of learning that occurs outside the classroom, and understanding training’s impact across different levels of analysis. We then examine in greater detail the evolution of four key research themes: training criteria, trainee characteristics, training design and delivery, and the training context. In each area, we describe how the focus of research has shifted over time and highlight important developments. We conclude by offering several ideas for future training and development research.
dc.language.isoen_US
dc.rightsRequired Publisher Statement: © American Psychological Association. Reprinted with permission. All rights reserved. Final version published as: Bell, B. S., Tannenbaum, S. I., Ford, J. K., Noe, R. A., & Kraiger, K. (2017). 100 years of training and development research: What we know and where we should go. Journal of Applied Psychology, 102(3), 305-323. doi: 10.1037/apl0000142
dc.subjecttraining
dc.subjectemployee development
dc.subjectlearning
dc.subjectinstruction
dc.subjectindividual differences
dc.title100 Years of Training and Development Research: What We Know and Where We Should Go
dc.typearticle
dc.relation.doihttps://doi.org/10.1037/apl0000142
dc.description.legacydownloadsBell104_100_years_of_training_and_development_research.pdf: 4574 downloads, before Oct. 1, 2020.
local.authorAffiliationBell, Bradford S.: bb92@cornell.edu Cornell University
local.authorAffiliationTannenbaum, Scott I.: The Group for Organizational Effectiveness (gOE)
local.authorAffiliationFord, J. Kevin: Michigan State University
local.authorAffiliationNoe, Raymond A.: Ohio State University
local.authorAffiliationKraiger, Kurt: Colorado State University


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