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Training the Trainee as Well as the Trainer: Lessons to be Learned From Clinical Psychology.

2003; American Psychological Association; Volume: 44; Issue: 3 Linguagem: Inglês

10.1037/h0086943

1878-7304

Gary P. Latham, Peter A. Heslin,

Educational and Psychological Assessments

Abstract The training literature in I/O psychology has benefitedfrom empirical research in experimental psychology onsuch subject matter as massed vs distributive practice,knowledge of results ( KOR ), and the transfer of learningfrom the training setting to the workplace. The purpose ofthe present paper is to argue that further advances in thefield of training will occur when there is a shift in researchemphasis from reliance on findings from experimentalpsychology to building on extant training techniques inclinical psychology, particularly cognitive behavioural psy-chology. Further advances in the field of training may alsooccur when there is a shift in emphasis from the recipientof training, namely, the trainee, to the administrator oftraining, namely the trainer. A major subdiscipline within the field of I/O psycholo-gy is training. In the first half of the 20th century, thetraining literature benefited from empirical researchconducted by experimental psychologists to maximizethe trainee’s learning. Such issues as massed versus dis-tributive practice sessions (Hull, 1943), whole versuspart training (Naylor & Briggs, 1963), knowledge ofresults (