Training Delivery & Instructional Approaches (Part 2)

• [GROUP 1] Bretz Jr., R.D., Thompsett, R.E. (1992). Comparing traditional and integrative learning methods in organizational training programs. Journal of Applied Psychology, 77, 941-951.
• [GROUP 2] Bell, B.S., & Kozlowski, S.W.J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93, 296-316.
• [GROUP 3] Towler, A. (2009). Effects of trainer expressiveness, seductive details, and trainee goal orientation on training outcomes. Human Resource Development Quarterly, 20, 65-84.
• [GROUP 4] Carter, M., & Beier, M.E. (2010). The effectiveness of error management training with working-aged adults. Personnel Psychology, 63, 641-675.

Optional Supplemental Reading (not required)

• Goldstein & Ford pp. 271-304. (This is a portion of Chapter 8.)
• Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology, 93, 59-69.
• Heimbeck, D., Frese, M., Sonnentag, S., & Keith, N. (2003). Integrating errors into the training process: The function of error management instructions and the role of goal orientation. Personnel Psychology, 56, 333-361.
• Mesmer-Magnus, J., & Viswesvaran, C. (2008). Inducing maximal versus typical learning through the provision of a pretraining goal orientation. Human Performance, 20(3), 205-222.
• Simon, S.J., & Werner, J.M. (1996). Computer training through behavior modeling, self-paced, and instructional approaches: A field experiment. Journal of Applied Psychology, 81, 648-659.
• Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95, 132-144.