Does method matter? A meta-analysis of the effects of training method on older learner training performance

    Authors

    J. S. Callahan; D. S. Kiker;T. Cross

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    J. Manage.

    Keywords

    FLUID ABILITY; AGE; SKILLS; WORK; CAUTIOUSNESS; ACQUISITION; KNOWLEDGE; VALIDITY; MEMORY; ADULTS; Business; Psychology, Applied; Management

    Abstract

    Training the older learner has been the topic of considerable discussion but there is no consensus on which instructional methods are associated with higher observed training performance. We use random factors meta-analysis to explore the effects of three instructional methods (lecture, modeling, and active participation) and four instructional factors (materials, feedback, pacing, and group size) on observed training performance. The results reveal that all three instructional methods and two instructional factors, self-pacing and group size, explain unique variance in observed training performance. Self-pacing explained the greatest proportion of the observed variance. Implications of these results are discussed. (C) 2003 Elsevier Inc. All rights reserved.

    Journal Title

    Journal of Management

    Volume

    17

    Issue/Number

    5

    Publication Date

    1-1-2003

    Document Type

    Article

    Language

    English

    First Page

    663

    Last Page

    680

    WOS Identifier

    WOS:000185304500011

    ISSN

    0149-2063

    Share

    COinS