Special Guest: Dr. Eric Surface, SWA Consulting Inc.

• Surface, E.A. (2012). Training Needs Assessment: Aligning Learning and Capability with Performance Requirements and Organizational Objectives. In Handbook of Work Analysis.
• Christensen, C.M., Wang, D., & van Bever, D. (2013). Consulting on the cusp of disruption. Harvard Business Review, 91(10), 106-114.
• Stanhope, D.S., Pond, S.B., & Surface, E.A. (2013). Core self-evaluations and training effectiveness: Prediction through motivational intervening mechanisms. Journal of Applied Psychology, 98, 820-831.
• Stanhope, D.S., & Surface, E.A. (2014). Examining the incremental validity and relative importance of specific cognitive abilities in a training context. Journal of Personnel Psychology, 13, 146-156.
• Harman, R.P., Ellington, K., Surface, E.A., & Thompson, L.F. (in press). Exploring qualitative training reactions: Individual and contextual influences on trainee commenting. Journal of Applied Psychology.

Trainee Characteristics (not required)

• [GROUP 2] Chen, G., Gully, S.M., Whiteman, J., & Kilcullen, R.N. (2000). Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance. Journal of Applied Psychology, 85, 835-847.
• [GROUP 3] Gully, S.M., Payne, S.C., Koles, K.L.K., & Whiteman, J.K. (2002). The impact of error training and individual differences on training outcomes: an attribute-treatment interaction perspective. Journal of Applied Psychology, 87, 143-155.
• [GROUP 4] Vancouver, J.B., & Kendall, L.N. (2006). When self-efficacy negatively relates to motivation and performance in a learning context. Journal of Applied Psychology, 91, 1146-1153.
• [GROUP 1] Tziner, A., Fisher, M. Senior, T. & Weisberg, J. (2007). Effects of trainee characteristics on training effectiveness. International Journal of Selection and Assessment, 15, 167-174.

Optional supplemental reading (not required):

• Goldstein & Ford pp. 110-126
• Brett, J.F., & VandeWalle, D. (1999). Goal orientation and goal content as predictors of performance in a training program. Journal of Applied Psychology, 84, 863-873.
• Colquitt, J.A., LePine, J.A., Noe, R.A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85, 678-707.
• Herold, D.M., Davis, W., Fedor, D.B., & Parsons, C.K. (2002). Dispositional influences on transfer of learning in multistage training programs. Personnel Psychology, 55, 851-869.
• Martocchio, J.J., & Judge, T.A. (1997). Relationship between conscientiousness and learning in employee training: Mediating influences of self-deception and self-efficacy. Journal of Applied Psychology, 82, 764-773.
• Ree, M.J., & Earles, J.A. (1991). Predicting training success: Not much more than g. Personnel Psychology, 44, 321-332.
• Towler, A.J. & Dipboye, R.L. (2001). Effects of trainer expressiveness, organization, and trainee goal orientation on training outcomes.