Scott I. Tannenbaum

Bio: Scott I. Tannenbaum is an academic researcher from University at Albany, SUNY. The author has contributed to research in topics: Team effectiveness & Teamwork. The author has an hindex of 35, co-authored 60 publications receiving 11193 citations. Previous affiliations of Scott I. Tannenbaum include Cornell University.

Training and development in work organizations.

Abstract: INTRODUCTION . . . . . . . . .. . . . . . . . . ....... . . .. . . . . . . . . . TRAINING NEEDS ANALySIS . . ...... . Organizational Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. . . . . . . . . . . . . . . .. . . . . . . . . Task Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Person Analysis . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . .. . .... . . . . . . . . . . . . . .... . . . . . . . . . .. . . .... . . . . . . DESIGN OF TRAINING . TRAINING METHODS .. . . . . .. ...... , ...... . . . . . . . .. . . . ....... ... . . . . . Simulations and Games . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . High-Technology Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Behavior Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TRAINEE CHARACTERISTICS . . . . .. . . . . . . . ... . . . . Trainee Ability and Skills . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Trainee Mot ivation, Attitude, and Expectations . . . . . . . . . ..... .. AptitudeTreatment Interactions . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRETRAINING ENVIRONMENT . .. . . . .. . ....... . Environmental Cues and Signals ...... . . . . . . . ... . . . . . . . . . . . . . . . . . .

A meta-analysis of the relations among training criteria

Abstract: An augmented framework for training criteria based on Kirkpatrick's (1959a, 1959b, 1960a, 1960b) model divides training reactions into affective and utility reactions, and learning into post-training measures of learning, retention, and behavior/skill demonstration. A total of 34 studies yielding 115 correlations were analyzed meta-analytically. Results included substantial reliabilities across training criteria and reasonable convergence among subdivisions of criteria within a larger level. Utility-type reaction measures were more strongly related to learning or on-the-job performance (transfer) than affective-type reaction measures. Moreover, utility-type reaction measures were stronger correlates of transfer than were measures of immediate or retained learning. These latter findings support recent concurrent thinking regarding use of reactions in training (e.g., Warr & Bunce, 1995). Implications for choosing and developing training criteria are discussed.

Influences of Individual and Situational Characteristics on Measures of Training Effectiveness

Abstract: A model of individual and situational influences on individuals’ training-related motivation and training effectiveness based on valence-instrumentality-expectancy theory was developed. A training ...

Applying Trained Skills on the Job: The Importance of the Work Environment

Abstract: The influence of the work environment on the transfer of newly trained supervisory skills was examined. Participants were 505 supermarket managers from 52 stores. The work environment was operationalized in terms of transfer of training climate and continuouslearning culture. Climate and culture were hypothesized to have both direct and moderating effects on posttraining behaviors. Accounting for pretraining behaviors and knowledge gained in training, the results from a series of LISREL analyses showed that both climate and culture were directly related to posttraining behaviors. In particular, the social support system appeared to play a central role in the transfer of training. Moderating effects were not found. Implications for enhancing the transfer of training are discussed

Self-efficacy and work-related performance: A meta-analysis.

Abstract: This meta-analysis (114 studies, k = 157, N = 21,616) examined the relationship between self-efficacy and work-related performance. Results of the primary meta-analysis indicated a significant weighted average correlation between self-efficacy and work-related performance, G (r+) = .38, and a signif

A Temporally Based Framework and Taxonomy of Team Processes

Abstract: In this article we examine the meaning of team process. We first define team process in the context of a multiphase episodic framework related to goal accomplishment, arguing that teams are multitasking units that perform multiple processes simultaneously and sequentially to orchestrate goal-directed taskwork. We then advance a taxonomy of team process dimensions synthesized from previous research and theorizing. a taxonomy that reflects our time-based conceptual framework. We conclude with implications for future research and application.

Games, Motivation, and Learning: A Research and Practice Model:

Abstract: Although most agree that games can be engaging and that games can be instructive, there is little consensus regarding the essential characteristics of instructional games. Implicit in the research literature is the notion that if we pair instructional content with certain game features, we can harness the power of games to engage users and achieve desired instructional goals. In this article, the authors present an input-process- output model of instructional games and learning that elaborates (a) the key features of games that are of interest from an instructional perspective; (b) the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and (c) the types of learning outcomes that can be achieved. The authors discuss the implications of this approach for the design and implementation of effective instruc- tional games.

Functional Relations among Constructs in the Same Content Domain at Different Levels of Analysis: A Typology of Composition Models

Abstract: Composition models specify the functional relationships among phenomena or constructs at different levels of analysis (e.g., individual level, team level, organizational level) that reference essentially the same content but that are qualitatively different at different levels (M. T. Hannan, 1971; K. H. Roberts, C. L. Hulin, & D. M. Rousseau, 1978; D. M. Rousseau, 1985). Specifying adequate composition models is a critical component of good multilevel research. A typology of composition models is proposed to provide a framework for organizing, evaluating, and developing constructs and theories in multilevel research. Five basic forms of composition are described and illustrated. Implications of the typology are discussed.

Organizational Climate and Culture

Abstract: Organizational climate and organizational culture theory and research are reviewed. The article is first framed with definitions of the constructs, and preliminary thoughts on their interrelationships are noted. Organizational climate is briefly defined as the meanings people attach to interrelated bundles of experiences they have at work. Organizational culture is briefly defined as the basic assumptions about the world and the values that guide life in organizations. A brief history of climate research is presented, followed by the major accomplishments in research on the topic with regard to levels issues, the foci of climate research, and studies of climate strength. A brief overview of the more recent study of organizational culture is then introduced, followed by samples of important thinking and research on the roles of leadership and national culture in understanding organizational culture and performance and culture as a moderator variable in research in organizational behavior. The final section of the article proposes an integration of climate and culture thinking and research and concludes with practical implications for the management of effective contemporary organizations. Throughout, recommendations are made for additional thinking and research.