Allworth, E., and Hesketh, B. 1999. Construct-oriented biodata: Capturing change-related and contextually relevant future performance. International Journal of Selection and Assessment 7: 97–111.Google Scholar

Ashford, S. J., and Taylor, M. S. 1990. Adaptation to work transitions: An integrative approach. Research in Personnel and Human Resources Management 8: 1–39.Google Scholar

Axtell, C. M., Maitlis, S., and Yearta, S. K. 1997. Predicting immediate and longer-term transfer of training. Personnel Review 26: 201–213.CrossRefGoogle Scholar

Baard, S. K., Rench, T. A., and Kozlowski, S. W. J. 2014. Performance adaptation: A theoretical integration and review. Journal of Management 40: 48–99.Google Scholar

Baldwin, T. T. 1992. Effects of alternative modeling strategies on outcomes of interpersonal-skills training. Journal of Applied Psychology 77: 147–154.Google Scholar

Baldwin, T. T., and Ford, J. K. 1988. Transfer of training: A review and directions for future research. Personnel Psychology 41: 63–105.CrossRefGoogle Scholar

Baldwin, T. T., Ford, J. K., and Blume, B. D. 2009. Transfer of training 1988–2008: An updated review and agenda for future research. International Review of Industrial and Organizational Psychology 24: 41–70.CrossRefGoogle Scholar

Barnett, S. M., and Ceci, S. J. 2002. When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin 128: 612–637.CrossRefGoogle Scholar

Bell, B. S., and Ford, J. K. 2007. Reactions to skill assessment: The forgotten factor in explaining motivation to learn. Human Resource Development Quarterly 18: 33–62.Google Scholar

Bell, B. S., and Kozlowski, S. W. 2002. A typology of virtual teams implications for effective leadership. Group and Organization Management 27: 14–49.Google Scholar

Bell, B. S., and Kozlowski, S. W. 2008. Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology 93: 296–316.CrossRefGoogle ScholarPubMed

Berg, J. M., Wrzesniewski, A., and Dutton, J. E. 2010. Perceiving and responding to challenges in job crafting at different ranks: When proactivity requires adaptivity. Journal of Organizational Behavior 31: 158–186.Google Scholar

Blume, B. D., Ford, J. K., Baldwin, T. T., and Huang, J. L. 2010. Transfer of training: A meta-analytic review. Journal of Management 36: 1065–1105.Google Scholar

Brett, J. F., and VandeWalle, D. 1999. Goal orientation and goal content as predictors of performance in a training program. Journal of Applied Psychology 84: 863–873.Google Scholar

Brown, T. C., Warren, A., and Cass, B. 2013. The impact of behavioral goals on transfer from a management development program. In A. T. Belasen, Chair, Research on Training and Transfer of Learning. Symposium conducted at the Annual Meeting of Academy of Management, Lake Buena Vista, FL.Google Scholar

Burke, L. A., and Baldwin, T. T. 1999. Workforce training transfer: A study of the effect of relapse prevention training and transfer climate. Human Resource Management 38: 227–241.Google Scholar

Burke, L. A., and Hutchins, H. M. 2007. Training transfer: An integrative literature review. Human Resource Development Review 6: 263–296.CrossRefGoogle Scholar

Carter, M., and Beier, M. E. 2010. The effectiveness of error management training with working-aged adults. Personnel Psychology 63: 641–675.Google Scholar

Chan, D. 2000. Understanding adaptation to changes in the work environment: Integrating individual difference and learning perspectives. Research in Personnel and Human Resources Management 18: 1–42.Google Scholar

Chen, G., Ployhart, R. E., Thomas, H. C., Anderson, N., and Bliese, P. D. 2011. The power of momentum: A new model of dynamic relationships between job satisfaction change and turnover intentions. Academy of Management Journal 54: 159–181.Google Scholar

Chen, G., Thomas, B., and Wallace, J. C. 2005. A multilevel examination of the relationships among training outcomes, mediating regulatory processes, and adaptive performance. Journal of Applied Psychology 90: 827–841.Google Scholar

Cheng, E. W., and Hampson, I. 2008. Transfer of training: A review and new insights. International Journal of Management Reviews 10: 327–341.CrossRefGoogle Scholar

Cheng, E. W., and Ho, D. C. 2001. A review of transfer of training studies in the past decade. Personnel Review 30: 102−118.CrossRefGoogle Scholar

Colquitt, J. A., LePine, J. A., and Noe, R. A. 2000. Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology 85: 678–707.Google Scholar

Davis, F. D., and Yi, M. Y. 2004. Improving computer skill training: Behavior modeling, symbolic mental rehearsal, and the role of knowledge structures. Journal of Applied Psychology 89: 509–523.Google Scholar

Day, E. A., ArthurJr., W., and Gettman, D. 2001. Knowledge structures and the acquisition of a complex skill. Journal of Applied Psychology 86: 1022–1033.Google Scholar

DeShon, R. P., and Gillespie, J. Z. 2005. A motivated action theory account of goal orientation. Journal of Applied Psychology 90: 1096−1127.Google Scholar

Dierdorff, E. C., and Surface, E. A. 2008. If you pay for skills, will they learn? Skill change and maintenance under a skill-based pay system. Journal of Management 34: 721–743.Google Scholar

Dierdorff, E. C., Surface, E. A., and Brown, K. G. 2010. Frame-of-reference training effectiveness: Effects of goal orientation and self-efficacy on affective, cognitive, skill-based, and transfer outcomes. Journal of Applied Psychology 95: 1181–1191.Google Scholar

Digman, J. M., and Takemoto-Chock, N. K. 1981. Factors in the natural language of personality: Re-analysis, comparison, and interpretation of six major studies. Multivariate Behavioral Research 16: 149–170.Google Scholar

DuBois, C. L., Sackett, P. R., Zedeck, S., and Fogli, L. 1993. Further exploration of typical and maximum performance criteria: Definitional issues, prediction, and white-black differences. Journal of Applied Psychology 78: 205–211.Google Scholar

Ford, J. K., Kraiger, K., and Merritt, S. M. 2012. An updated review of the multidimensionality of training outcomes: New directions for training evaluation research. In Kozlowski, S. W. J. and Salas, E., eds., Learning, Training, and Development in Organizations, 135–165. New York: Routlege.Google Scholar

Ford, J. K., and Oswald, F. L. 2003. Understanding the dynamic learner: Linking personality traits, learning situations, and individual behavior. In Barrick, M. and Ryan, A. M., eds., Personality and Work, 229–261. San Francisco: Jossey-Bass.Google Scholar

Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., and Salas, E. 1998. Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology 83: 218–233.Google Scholar

Ford, J. K., and Weissbein, D. A. 1997. Transfer of training: An updated review and analysis. Performance Improvement Quarterly 10: 22−41.Google Scholar

Foster, J., and Macan, T. H. 2002. Attentional advice: Effects on immediate, delayed, and transfer task performance. Human Performance 15: 367–380.Google Scholar

Gibson, C. B. 2001. Me and us: Differential relationships among goal-setting training, efficacy and effectiveness at the individual and team level. Journal of Organizational Behavior 22: 789–808.Google Scholar

Gist, M. E. 1989. The influence of training method on self-efficacy and idea generation among managers. Personnel Psychology 42: 787–805.Google Scholar

Gist, M. E., and Stevens, C. K. 1998. Effects of practice conditions and supplemental training method on cognitive learning and interpersonal skill generalization. Organizational Behavior and Human Decision Processes 75: 142–169.Google Scholar

Gist, M. E., Bavetta, A. G., and Stevens, C. K. 1990. Transfer training method: Its influence on skill generalization, skill repetition, and performance level. Personnel Psychology 43: 501–523.Google Scholar

Gist, M. E., Schwoerer, C., and Rosen, B. 1989. Effects of alternative training methods on self-efficacy and performance in computer software training. Journal of Applied Psychology 74: 884–891.CrossRefGoogle Scholar

Gist, M. E., Stevens, C. K., and Bavetta, A. G. 1991. Effects of self-efficacy and post-training intervention on the acquisition and maintenance of complex interpersonal skills. Personnel Psychology 44: 837–861.Google Scholar

Goldstein, I., and Ford, J. 2002. Training in Organizations: Needs Assessment, Development, and Evaluation, 4th ed. Belmont, CA: Wadsworth.Google Scholar

Heimbeck, D., Frese, M., Sonnentag, S., and Keith, N. 2003. Integrating errors into the training process: The function of error management instructions and the role of goal orientation. Personnel Psychology 56: 333–361.Google Scholar

Herold, D. M., Davis, W., Fedor, D. B., and Parsons, C. K. 2002. Dispositional influences on transfer of learning in multistage training programs. Personnel Psychology 55: 851–869.Google Scholar

Holladay, C. L., and Quiñones, M. A. 2003. Practice variability and transfer of training: The role of self-efficacy generality. Journal of Applied Psychology 88: 1094–1103.Google Scholar

Huang, J. L., and Ford, J. K. 2012. Driving locus of control and driving behaviors: Inducing change through driver training. Transportation Research Part F: Traffic Psychology and Behaviour 15: 358–368.CrossRefGoogle Scholar

Huang, J. L., Ford, J. K., and Ryan, A. M. 2014. Ignored no more: Within-person variability enables better understanding of training transfer. Academy of Management Proceedings 2014: 14097.Google Scholar

Huang, J. L., Blume, B. D., Ford, J. K., and Baldwin, T. T. 2012. Paths to transfer: A meta-analytic investigation of training outcomes. In M. Wang and L. Zhou, Co-chairs, New Developments in Training Motivation and Training Transfer Research. Symposium presented at the annual conference of Society for Industrial and Organizational Psychology, San Diego, CA, April.CrossRefGoogle Scholar

Huang, J. L., Ryan, A. M., Zabel, K. L., and Palmer, A. 2014. Personality and adaptive performance at work: A meta-analytic investigation. Journal of Applied Psychology 99: 162–179.Google Scholar

Johnson, S., Garrison, L., Hernez-Broome, G., Fleenor, J., and Steed, J. 2012. Go for the goals: Relationship between goal setting and transfer of training following leadership development. Academy of Management Learning and Education 11: 555–569.Google Scholar

Jundt, D. K., Shoss, M. K., and Huang, J. L. 2015. Individual adaptive performance in organizations: A review. Journal of Organizational Behavior 36: S53–S71.CrossRefGoogle Scholar

Kabanoff, B., and Bottger, P. 1991. Effectiveness of creativity training and its relation to selected personality factors. Journal of Organizational Behavior 12: 235–248.Google Scholar

Karl, K. A., O’Leary-Kelly, A. M., and Martocchio, J. J. 1993. The impact of feedback and self-efficacy on performance in training. Journal of Organizational Behavior 14: 379–394.Google Scholar

Keith, N., and Frese, M. 2005. Self-regulation in error management training: Emotion control and metacognition as mediators of performance effects. Journal of Applied Psychology 90: 677–691.Google Scholar

Keith, N., and Frese, M. 2008. Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology 93: 59–69.Google Scholar

Kirkman, B. L., Rosen, B., Tesluk, P. E., and Gibson, C. B. 2006. Enhancing the transfer of computer-assisted training proficiency in geographically distributed teams. Journal of Applied Psychology 91: 706–716.Google Scholar

Klehe, U.-C., and Anderson, N. 2007. Working hard and working smart: Motivation and ability during typical and maximum performance. Journal of Applied Psychology 92: 978–992.CrossRefGoogle ScholarPubMed

Kozlowski, S. W., Gully, S. M., Brown, K. G., Salas, E., Smith, E. M., and Nason, E. R. 2001. Effects of training goals and goal orientation traits on multidimensional training outcomes and performance adaptability. Organizational Behavior and Human Decision Processes 85: 1–31.Google Scholar

Kraiger, K., Ford, J. K., and Salas, E. 1993. Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology 78: 311–328.Google Scholar

Lang, J. W., and Bliese, P. D. 2009. General mental ability and two types of adaptation to unforeseen change: Applying discontinuous growth models to the task-change paradigm. Journal of Applied Psychology 94: 411–428.Google Scholar

LePine, J., Colquitt, J., and Erez, A. 2000. Adaptability to changing task contexts: Effects of general cognitive ability, conscientiousness, and openness to experience. Personnel Psychology 53: 563–593.CrossRefGoogle Scholar

Locke, E. A., and Latham, G. P. (1990). A Theory of Goal Setting and Task Performance. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.Google Scholar

Martocchio, J. J., and Judge, T. A. 1997. Relationship between conscientiousness and learning in employee training: Mediating influences of self-deception and self-efficacy. Journal of Applied Psychology 82: 764−773.Google Scholar

Mathieu, J. E., Martineau, J. W., and Tannenbaum, S. I. 1993. Individual and situational influences on the development of self-efficacy: Implications for training effectiveness. Personnel Psychology 46: 125–147.Google Scholar

Mathieu, J. E., Tannenbaum, S. I., and Salas, E. 1992. Influences of individual and situational characteristics on measures of training effectiveness. Academy of Management Journal 35: 828–847.Google Scholar

Morin, L., and Latham, G. 2000. The effect of mental practice and goal setting as a transfer of training intervention on supervisors’ self-efficacy and communication skills: An exploratory study. Applied Psychology 49: 566–578.Google Scholar

Myers, C. 1992. Core skills and transfer in the youth training schemes: A field study of trainee motor mechanics. Journal of Organizational Behavior 13: 625–632.Google Scholar

Oakes, D. W., Ferris, G. R., Martocchio, J. J., Buckley, M. R., and Broach, D. 2001. Cognitive ability and personality predictors of training program skill acquisition and job performance. Journal of Business and Psychology 15: 523–548.Google Scholar

Pulakos, E., Arad, S., Donovan, M., and Plamondon, K. E. 2000. Adaptability in the workplace: Development of a taxonomy of adaptive performance. Journal of Applied Psychology 85: 612–624.CrossRefGoogle ScholarPubMed

Quiñones, M. A. 1995. Pretraining context effects: Training assignment as feedback. Journal of Applied Psychology 80: 226–238.Google Scholar

Ree, M. J., Carretta, T. R., and Teachout, M. S. 1995. Role of ability and prior knowledge in complex training performance. Journal of Applied Psychology 80: 721–730.Google Scholar

Richman-Hirsch, W. L. 2001. Posttraining interventions to enhance transfer: The moderating effects of work environments. Human Resource Development Quarterly 12: 105–120.Google Scholar

Rouiller, J. Z., and Goldstein, I. L. 1993. The relationship between organizational transfer climate and positive transfer of training. Human Resource Development Quarterly 4: 377–390.Google Scholar

Sackett, P. R., Zedeck, S., and Fogli, L. 1988. Relations between measures of typical and maximum job performance. Journal of Applied Psychology 73: 482–486.Google Scholar

Schmidt, F. L., and Hunter, J. E. 1998. The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin 124: 262–274.Google Scholar

Seijts, G. H., and Latham, G. P. 2012. Knowing when to set learning versus performance goals. Organizational Dynamics 41: 1–6.Google Scholar

Smith-Jentsch, K. A., Salas, E., and Brannick, M. T. 2001. To transfer or not to transfer? Investigating the combined effects of trainee characteristics, team leader support, and team climate. Journal of Applied Psychology 86: 279–292.Google Scholar

Stanhope, D. S., and Surface, E. A. 2014. Examining the incremental validity and relative importance of specific cognitive abilities in a training context. Journal of Personnel Psychology 13: 146–156.Google Scholar

Stanhope, D. S., PondIII, S. B., and Surface, E. A. 2013. Core self-evaluations and training effectiveness: Prediction through motivational intervening mechanisms. Journal of Applied Psychology 98: 820–831.Google Scholar

Staw, B. M., and Boettger, R. D. 1990. Task revision: A neglected form of work performance. Academy of Management Journal 33: 534–559.Google Scholar

Stevens, C. K., and Gist, M. E. 1997. Effects of self-efficacy and goal-orientation training on negotiation skill maintenance: What are the mechanisms? Personnel Psychology 50: 955–978.Google Scholar

Stewart, G., and Nandkeolyar, A. 2006. Adaptation and intraindividual variation in sales outcomes: Exploring the interactive effects of personality and environmental opportunity. Personnel Psychology 59: 307–332.Google Scholar

Stewart, G. L., Carson, K. P., and Cardy, R. L. 1996. The joint effects of conscientiousness and self-leadership training on employee self-directed behavior in a service setting. Personnel Psychology 49: 143–164.Google Scholar

Tews, M. J., and Tracey, J. B. 2008. An empirical examination of posttraining on-the-job supplements for enhancing the effectiveness of interpersonal skills training. Personnel Psychology 61: 375–401.Google Scholar

Towler, A. J., and Dipboye, R. L. 2001. Effects of trainer expressiveness, organization, and trainee goal orientation on training outcomes. Journal of Applied Psychology 86: 664–673.Google Scholar

Tracey, J. B., Tannenbaum, S. I., and Kavanagh, M. J. 1995. Applying trained skills on the job: The importance of the work environment. Journal of Applied Psychology 80: 239–252.Google Scholar

Tziner, A., Haccoun, R. R., and Kadish, A. 1991. Personal and situational characteristics influencing the effectiveness of transfer of training improvement strategies. Journal of Occupational Psychology 64: 167–177.Google Scholar

VandeWalle, D. 1997. Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement 57: 995–1015.Google Scholar

Warr, P., and Bunce, D. 1995. Trainee characteristics and the outcomes of open learning. Personnel Psychology 48: 347–375.Google Scholar

Weissbein, D. A., Huang, J. L., Ford, J. K., and Schmidt, A. M. 2011. Influencing learning states to enhance trainee motivation and improve training transfer. Journal of Business and Psychology 26: 423–435.Google Scholar

Wexley, K. N., and Baldwin, T. T. 1986. Posttraining strategies for facilitating positive transfer: An empirical exploration. Academy of Management Journal 29: 503–520.CrossRefGoogle Scholar

Witt, L. A., and Spitzmüller, C. 2007. Person-situation predictors of maximum and typical performance. Human Performance 20: 305–315.Google Scholar

Wood, W. 2000. Attitude change: Persuasion and social influence. Annual Review of Psychology 51: 539–570.Google Scholar

Yelon, S. L., and Ford, J. K. 1999. Pursuing a multidimensional view of transfer. Performance Improvement Quarterly 12: 58–78.Google Scholar

Zach, S., Raviv, S., and Inbar, R. 2007. The benefits of a graduated training program for security officers on physical performance in stressful situations. International Journal of Stress Management 14: 350–369.CrossRefGoogle Scholar