100 years of training and development research: What we know and where we should go.

Training and development research has a long tradition within applied psychology dating back to the early 1900s. 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 () as a primary lens to analyze what we have learned and to identify where future research is needed.

E-Learning in postsecondary education.

Over the past decade postsecondary education has been moving increasingly from the classroom to online. During the fall 2010 term 31 percent of U.S.

The effects of technical difficulties on learning and attrition during online training.

Although online instruction has many potential benefits, technical difficulties are one drawback to the increased use of this medium. A repeated measures design was used to examine the effect that technical difficulties have on learning and attrition from voluntary online training. Adult learners (N = 530) were recruited online and volunteered to participate in a 4-hr training program on using computer spreadsheets.

Building the infrastructure: the effects of role identification behaviors on team cognition development and performance.

The primary purpose of this study was to extend theory and research regarding the emergence of mental models and transactive memory in teams. Utilizing Kozlowski, Gully, Nason, and Smith's (1999) model of team compilation, we examined the effect of role identification behaviors and posited that such behaviors represent the initial building blocks of team cognition during the role compilation phase of team development. We then hypothesized that team mental models and transactive memory would convey the effects of these behaviors onto team performance in the team compilation phase of development.

Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability.

This article describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches; their effects on learning and transfer; and the core training design elements (exploration, training frame, emotion control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation.

Disentangling achievement orientation and goal setting: effects on self-regulatory processes.

H. Heckhausen and J. Kuhl's (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal-setting approaches on trainees' self-regulatory activity.

Consequences of organizational justice expectations in a selection system.

This study examined several consequences of applicants' expectations of organizational justice at multiple stages in a selection process. The authors assessed the justice expectations of 1,832 job applicants prior to their participation in a testing process and examined how these expectations influenced their pretest attitudes and intentions as well as their perceptions of the testing process. Results revealed that applicants with higher expectations of justice reported higher levels of pretest motivation and more positive job acceptance and recommendation intentions.

Goal orientation and ability: interactive effects on self-efficacy, performance, and knowledge.

This study examined the direct relationship of goal orientation--and the interaction of goal orientation and cognitive ability--with self-efficacy, performance, and knowledge in a learning context. The authors argue that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals' cognitive ability. Consistent with previous research, learning orientation was positively related to self-efficacy, performance, and knowledge, whereas performance orientation was negatively related to performance only.