ABSTRACT

Recent reviews of the psychology of training in organizations show increasing interest in the cognitive approach to the study of learning. Major articles, such as those by Latham (1989), Howell and Cooke (1989) and Tannenbaum and Yukl (1992), provide discussions of the broad cognitive view of learning and draw on a body of literature that shows increasing concern with problems of training. However, the emphasis in these discussions is placed on descriptions of learning in cognitive terms and much less attention is paid to instructional procedure. Cannon-Bowers, Tannenbaum, Salas, and Converse (1991) show that this concern about a lack of integration between the theory of training and practice has been expressed in several major documents in the past 2 decades and argue that the situation has changed little in recent times.