Copyright (c) 2009 Cornell University ILR School All rights reserved. http://digitalcommons.ilr.cornell.edu/cahrswp Recent documents in CAHRS Working Paper Series en-us Wed, 14 Jan 2009 03:39:20 PST 3600 http://digitalcommons.ilr.cornell.edu/cahrswp/493 http://digitalcommons.ilr.cornell.edu/cahrswp/493 Mon, 12 Jan 2009 11:37:23 PST We used a within-subjects design and multilevel modeling in two studies to examine the effect of prompting self-regulation, an intervention designed to improve learning from technology-delivered instruction. The results of two studies indicate trainees who were prompted to self-regulate gradually improved their knowledge and performance over time, relative to the control condition. In addition, Study 2 demonstrated that trainees' cognitive ability and self-efficacy moderated the effect of the prompts. Prompting self-regulation resulted in stronger learning gains over time for trainees with higher ability or higher self-efficacy. Overall, the two studies demonstrate that prompting self-regulation had a gradual, positive effect on learning, and the strength of the effect increased as trainees progressed through training. The results are consistent with theory suggesting self-regulation is a cyclical process that has a gradual effect on learning and highlight the importance of using a within-subjects design in self-regulation. research. Traci Sitzmann http://digitalcommons.ilr.cornell.edu/cahrswp/492 http://digitalcommons.ilr.cornell.edu/cahrswp/492 Mon, 12 Jan 2009 11:37:11 PST A number of emerging challenges including globalization, economic pressures, and the changing nature of work have combined to create a business environment that demands innovative, flexible training solutions. Simulations are a promising tool for creating more realistic, experiential learning environments to meet these challenges. Unfortunately, the current literature on simulation-based training paints a mixed picture as to the effectiveness of simulations as training tools, with most of the previous research focusing on the specific technologies used in simulation design and little theory- based research focusing on the instructional capabilities or learning processes underlying these technologies. This article examines the promise and perils of simulation-based training, reviews research that has examined the effectiveness of simulations as training tools, identifies pressing research needs, and presents an agenda for future theory-driven research aimed at addressing those needs. Bradford S. Bell http://digitalcommons.ilr.cornell.edu/cahrswp/491 http://digitalcommons.ilr.cornell.edu/cahrswp/491 Mon, 12 Jan 2009 11:36:59 PST Although a favorable employment reputation plays an important role in generating a large and qualified pool of job applicants for an organization (Rynes & Cable, 2003), little research has investigated whether organizations can improve applicants' existing unfavorable employment reputation perceptions. Results from a four-week longitudinal experiment using 222 student job seekers revealed that participants' employment reputation perceptions improved after exposure to recruitment practices and followed diminishing returns trajectories over time. High information recruitment practices (e.g., personal communication from a recruiter) from both single and multiple sources were more effective for changing unfavorable employment reputation perceptions than repeated mere exposure to the organization (i.e., exposure to only the company logo), and high information practices from multiple sources were the most effective overall. Finally, participants reporting less familiarity with the organization experienced greater reputation change across the four weeks, but only for participants in the mere exposure condition. Adam M. Kanar http://digitalcommons.ilr.cornell.edu/cahrswp/490 http://digitalcommons.ilr.cornell.edu/cahrswp/490 Mon, 12 Jan 2009 09:57:49 PST As training is increasingly integrated in the workplace and embedded in work technology, trainees are confronted by a variety of workplace and technological interruptions. This article presents a conceptual framework characterizing different types of interruptions and the extent to which they disrupt learning. A longitudinal design was then used to examine the effects of one form of interruption -- technical difficulties -- on trainees' (N = 530) self-regulatory processes, learning, and attrition from Web-based instruction. Test scores were 1.33 points lower (out of 20) in modules where trainees encountered technical difficulties. Technical difficulties also had differential effects on attrition rates over time with attrition from the first module being 10 percentage points higher for trainees who encountered these interruptions. Technical difficulties increased negative thoughts and impaired learning more for trainees who dropped out than those who completed the course. Finally, the negative effects of technical difficulties on self-regulatory processes were less for trainees with high technology self-efficacy, but self-efficacy did not mitigate the negative effects of technical difficulties on learning. The implications of these findings for future research and practice are discussed. Traci Sitzmann