Evaluation Part 1: Criteria & Design

• [GROUP 2] Kraiger, K, Ford, J.K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78, 311-328.
• [GROUP 3] Alliger, G.M., Tannenbaum, S.I., Bennett Jr., W., Traver, H., & Shotland, A. (1997). A meta-analysis of the relations among training criteria. Personnel Psychology, 50, 341-358.
• [GROUP 4] Morrow, C.C., Jarrett, M.Q., & Rupinsky, M.T. (1997). An investigation of the effect and economic utility of corporate-wide training. Personnel Psychology, 50, 91-119.
• [GROUP 1] Ford, J.K., Kraiger, K., & Merritt, S.M. (2010). An updated review of the multidimensionality of training outcomes: New directions for training evaluation research. In S. Kozlowski & E. Salas (Eds.) Learning, Training, and Development in Organizations (pp. 135-165). New York: Routledge.

Optional Supplemental Reading (not required)

• Goldstein & Ford, Chapters 5 & 6 (pp. 138-219)
• Brown, K.G. & Gerhardt, M.W. (2002). Formative evaluation: An integrative practice model and case study. Personnel Psychology, 55,951-983.
• Shadish, W.R., & Cook, T.D. (2009). The renaissance of field experimentation in evaluating interventions. Annual Review of Psychology, 60, 607-629.