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Kraiger K. Third-Generation Instructional Models: More About Guiding Development and Design Than Selecting Training Methods. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2008.00096.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
In this article, I summarize and respond to key comments and criticisms offered in commentaries on Kraiger (2008). At issue is whether the proposed third-generation instructional model is fundamentally sound, represents a new or better approach, overemphasizes the importance of learner–learner interaction, and underemphasizes the role of the instructor. Responses to these concerns are offered, along with clarification that the major contribution of the third-generation model is at the point of training design.
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