Hostname: page-component-76fb5796d-45l2p Total loading time: 0 Render date: 2024-04-25T10:03:25.095Z Has data issue: false hasContentIssue false
  • English
  • Français

The Role of Technology in Enabling Third-Generation Training and Development

Published online by Cambridge University Press:  07 January 2015

Deborah E. Rupp ,
Alyssa Mitchell Gibbons  and
Lori Anderson Snyder
Deborah E. Rupp*
Affiliation:
University of Illinois at Urbana–Champaign
Alyssa Mitchell Gibbons
Affiliation:
Colorado State University
Lori Anderson Snyder
Affiliation:
University of Oklahoma
*
E-mail: derupp@illinois.edu, Address: Institute of Labor and Industrial Relations, Department of Psychology, University of Illinois at Urbana–Champaign, 504 East Armory Avenue, Champaign, IL 61801
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 1 , Issue 4 , December 2008 , pp. 496 - 500
Copyright
Copyright © Society for Industrial and Organizational Psychology 2008 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

Institute of Labor and Industrial Relations, Department of Psychology, University of Illinois at Urbana–Champaign

**

Department of Psychology, Colorado State University

***

Department of Psychology, University of Oklahoma

The authors would like to thank Myungjoon Kim, The Korean Psychological Testing Institute, Inscape Software, Jon Bricker, Mark Johnson, Erik Young, and Autumn Krauss for their assistance with this project.

References

Bailenson, J. (2008, April 8). Why digital avatars make the best teachers. The Chronicle of Higher Education, 54(30), p. B27. Retrieved April 4, 2008, from chronicle.com/weekly/v54/i30/30b00601.htm Google Scholar
Ballantyne, I., & Povah, N. (2004). Development centres. In Ballantyne, I. & Povah, N. (Eds.), Assessment and development centres (pp. 142–161). Aldershot, Hampshire, UK: Gower.Google Scholar
Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness, and structural design. Management Science, 32, 554–571.Google Scholar
Griffiths, P., & Goodge, P. (1994). Development centres: The third generation. Personnel Management, 26(6), 40–43.Google Scholar
Inscape Software Products. (2008). Retrieved June 9, 2008 from www.inscapesoftware.com Google Scholar
Kraiger, K. (2008). Transforming our models of learning and development: Web-based instruction as enabler of third-generation instruction. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 454–467.Google Scholar
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.Google Scholar
Mongillo, M. (Chair). (April 2008). Leadership development along the pipeline: design, development, and integration. Symposium conducted at the 23rd annual meeting of the Society for Industrial and Organizational Psychology, San Francisco.Google Scholar
Naglieri, J. A., Drasgow, F., Schmit, M., Handler, L., Prifitera, A., Margolis, A., et al. (2004). Psychological testing on the Internet: New problems, old issues. American Psychologist, 59, 150–162.Google Scholar
Oliver, K. (September 2006). Are “learning centres” the true development centres? Paper presented at the 33rd annual International Congress on Assessment Center Methods, London.Google Scholar
Olson-Buchanan, J. B., & Drasgow, F. (2006). Multimedia situational judgment tests: The medium creates the message. In Weekley, J. A. & Ployhart, R. E. (Eds.), Situational judgment tests: Theory, measurement, and application (pp. 253–278). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Povah, N. (1986). Using assessment centres as a means for self-development. Industrial and Commercial Training, 18(2), 22–25.Google Scholar
Rogers, A. D. (2005). Gamma, beta, and alpha change in individuals following a developmental assessment center. Unpublished doctoral dissertation, Colorado State University.Google Scholar
Rupp, D. E. (2006). The future is here: Recent advances in assessment center methodology. Invited talk presented at the Society for Industrial and Organizational Psychology 2nd Annual Leading Edge Consortium, Charlotte, NC.Google Scholar
Rupp, D. E. (2008). Using technology to enhance assessment and development programs. Workshop presented at the 23rd annual conference of the Society for Industrial and Organizational Psychology, San Francisco.Google Scholar
Rupp, D. E., Gibbons, A. M., Baldwin, A. M., Snyder, L. A., Spain, S. M., Woo, S. E., et al. (2006). An initial validation of developmental assessment centers as accurate assessments and effective training interventions. Psychologist-Manager Journal, 2, 171–200.Google Scholar
Stanford’s Virtual Human Interaction Lab Projects. (2008). Retrieved June 9, 2008 from vhil.stanford.edu/ Google Scholar
Thornton, G. C. III, & Rupp, D. E. (2005). Assessment centers in human resource management: Strategies for prediction, diagnosis, and development. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Tomei, L. A. (2007). A theoretical model for designing online education in support of lifelong learning (pp. 122–145). In Inoue, Y. (Ed.), Online Education for Lifelong Learning. Hershey, PA: Idea Group.Google Scholar
Vygotsky, L. (1978). Mind in society: The development 7 of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar