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The Need for Conceptual Models of Technology in Training and Development: How Immersive Does Training Need to Be?

Published online by Cambridge University Press:  22 November 2017

Cody B. Cox ,
Andrew House ,
Alex Lopez  and
Gregory J. Pool
Cody B. Cox*
Affiliation:
Department of Industrial-Organizational Psychology and Greehey School of Business, St. Mary's University
Andrew House
Affiliation:
Greehey School of Business, St. Mary's University
Alex Lopez
Affiliation:
Greehey School of Business, St. Mary's University
Gregory J. Pool
Affiliation:
Department of Industrial-Organizational Psychology and Greehey School of Business, St. Mary's University
*
Correspondence concerning this article should be addressed to Cody B. Cox, St. Mary's University, Department of Industrial-Organizational Psychology and Greehey School of Business, One Camino Santa Maria, San Antonio, TX 78228. E-mail: ccox9@stmarytx.edu
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Extract

Morelli, Potosky, Arthur, and Tippins (2017) articulate a strong need for industrial and organizational (I-O) psychologists to develop a more theory-based understanding of the role of technology in employee selection and assessment. We agree with their concerns but argue that this issue should include examination of how technology impacts training also. Researchers have noted that training is increasingly important for firms, and technology-enhanced training can improve learning and transfer (Ford & Meyer, 2013). However, the arguments that the authors make about the need for a theory-driven approach for examining the impact of technology on selection applies to training outcomes as well. Although considerable evidence exists that workplace training is effective and that technology can impact the success of training, there has been less theory-driven research exploring how technology can enhance or detract from training success. Researchers have already identified several variables related to technology that promote learning, but one variable that remains consistently unexplored in the organizational literature is immersion. This research is particularly important given how increasingly accessible immersive technology, such as virtual reality (VR), is becoming. Thus, we argue that as virtual training environments become more widely available, the variable of “immersion” in training environments is a particularly important one that warrants additional research.

Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 10 , Issue 4 , December 2017 , pp. 696 - 701
Copyright
Copyright © Society for Industrial and Organizational Psychology 2017 

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