A number of emerging challenges including globalization, economic pressures, and the changing nature of work have combined to create a business environment that demands innovative, flexible training solutions. Simulations are a promising tool for creating more realistic, experiential learning environments to meet these challenges. Unfortunately, the current literature on simulation-based training paints a mixed picture as to the effectiveness of simulations as training tools, with most of the previous research focusing on the specific technologies used in simulation design and little theory-based research focusing on the instructional capabilities or learning processes underlying these technologies. This article examines the promise and perils of simulation-based training, reviews research that has examined the effectiveness of simulations as training tools, identifies pressing research needs, and presents an agenda for future theory-driven research aimed at addressing those needs. been an increased prevalence of simulation-based training in both academia and industry. Faria (1998), for example, found that 97.5% of business schools used simulation games in their curricula. Faria and Nulsen (1996) estimated that 75% of US organizations with more than 1,000 employees were using business simulations, and it has been estimated that in 2003 the corporate simulation-based training industry generated between $623 and $712 million in revenue globally (Summers, 2004).The increased prevalence of simulations is due, in part, to the many potential benefits they offer as a training medium. Like other types of distributed learning systems, simulations allow training to occur almost anywhere and anytime, and this flexibility can be used to reduce or eliminate many of the variable costs associated with traditional training, such as classrooms and instructors (Summers, 2004). Simulations also possess unique features that create the potential for instructional benefits not offered by other instructional mediums. For example, simulations can be used to create a synthetic-or micro-world that immerses trainees in a realistic experience and exposes them to important contextual characteristics of the domain (Schiflett, Salas, & Coovert, 2004). Simulations can also be used as realistic practice environments for tasks that are too dangerous to be practiced in the real world or to provide opportunities for practice on tasks that occur infrequently (Cannon-Bowers & Bowers, in press).Simulation-Based Training 4 Elliott,Despite their vast potential, there are a number of costs and challenges associated with utilizing simulations to deliver training. One challenge is that the fixed costs associated with developing simulations are high and can be prohibitive for smaller organizations with limited training budgets. For example, it has been estimated that simulations delivered via e-learning can require 750 to 1,500 hours of development for each hour of training (Chapman, 2004).Perhaps a more important challenge is that research on the...

Two studies were conducted to examine the effect of prompting self‐regulation, an intervention designed to improve learning from technology‐delivered instruction. In Study 1, trainees who were prompted to self‐regulate gradually improved their declarative and procedural knowledge over time, relative to the other conditions, whereas test scores declined over time for trainees who were not prompted to self‐regulate. In Study 2, basic performance remained stable over time and strategic performance improved over time for trainees who were prompted to self‐regulate, relative to the other conditions, whereas performance declined over time for trainees who were not prompted to self‐regulate. Trainees’ cognitive ability moderated the effect of the prompts on basic performance and task‐specific self‐efficacy moderated the effect of the prompts on strategic performance. Prompting self‐regulation resulted in stronger performance gains over time for trainees with higher ability or higher self‐efficacy. These results demonstrate prompting self‐regulation improved performance over time, relative to the other conditions, in both online, work‐related training and laboratory settings. The results are consistent with theory suggesting self‐regulation is a dynamic process that has a gradual effect on performance and highlight the importance of using a within‐subjects design in self‐regulation research.

No abstract

No abstract

To date there have been no direct studies of how strong negative information from sources outside of organizations' direct control impacts job seekers' organizational attraction. This study compared models for positive and negative information against a neutral condition using a longitudinal experimental study with college-level job seekers (n = 175). Consistent with the accessibility-diagnosticity perspective, the results indicated that negative information had a greater impact than positive information on job seekers' organizational attraction and recall, and this effect persisted one week after exposure. The results did not indicate that the influence of information sources and topics that fit together was lessened when the information was negative. The results suggest that job seekers interpret positive and negative information differently and that negative information, when present, has an important influence on job seekers' organizational attraction.

An unfavorable employer reputation can impair an organization's ability to recruit job seekers. The present research used a 4 week longitudinal experimental design to investigate whether recruitment messages can positively change an existing unfavorable employer reputation. Two hundred and twenty-two job seekers rated their perceptions of an organization before and after being randomly assigned to receive a series of high-or low-information recruitment messages. As expected, job seekers receiving high-information messages changed their perceptions more than job seekers who were exposed to low-information messages. In addition, job seekers' initial familiarity with the employer was negatively related to change in their perceptions of employer reputation. Finally, there was some evidence that job seekers' familiarity with the employer influenced the impact of different recruitment messages. Implications for research and practice are discussed.

Purpose The purpose of this paper is to enhance the understanding of self-regulation during job search by integrating goal-orientation theory with a resource allocation framework. Design/methodology/approach The author surveyed job searching new labor market entrants at two time points and hypothesized that the effects of job seekers’ state goal orientations on indicators of self-regulation during the job search process (procrastination, anxiety, and guidance-seeking behaviors) depended on levels of employment goal commitment (EGC). Findings Results indicate that for job seekers with higher levels of EGC, a state learning-approach goal orientation (LGO) was beneficial for the job search process and a state performance-approach goal orientation (PGO) was detrimental. For job seekers with lower levels of EGC, a state LGO was detrimental to the search process, while a state PGO was beneficial. Research limitations/implications This research extends the understanding of state goal orientation in the context of job search. Future research may replicate these findings with different samples of employed and unemployed job seekers and extend this research with additional conceptualizations of resource limitations. Practical implications The present research suggests that the effectiveness of learning-approach goal-orientation training methods in the context of job search must be considered in light of individual differences in resource availability. In particular, individuals with lower resources available for job searching may benefit from interventions focusing on increasing state PGO. Originality/value The present results suggest that EGC is an important moderator of the impact of job search goal orientation on indicators of self-regulation during job search, and therefore present important boundary conditions regarding the role of state goal orientation in the job search process.

PurposeThe present study aimed to understand how participation in university extracurricular activities has a beneficial or detrimental impact on students’ employment self-efficacy through the intervening mechanism of information search strategy.Design/methodology/approachThe authors collected data from active job-searching university students across two time-points and hypothesized that the breadth of extracurricular activity participation would positively impact employment self-efficacy perceptions and information search strategies (focused, exploratory and haphazard) would mediate this relationship.FindingsResults indicate that the breadth of students' participation in extracurricular activities was positively associated with employment self-efficacy perceptions, and this relationship was mediated by focused and exploratory information-search strategies. Extracurricular activities exhibited a negative relationship with a haphazard search strategy.Research limitations/implicationsThis research extends the understanding of the role of participation in extracurricular activities for influencing a job search. Future research may replicate these findings with different samples of job seekers.Practical implicationsExtracurricular activities are typically offered at universities as a way for students to develop skills and to improve employers' perceptions of students. The present results suggest that participating in extracurricular activities may also help university students to effectively conduct a self-directed job search.Originality/valueWe examined the role of extracurricular activities from the applicant's perspective, extending prior research examining extracurricular activities from the employer's perspective. The present results suggest that extracurricular activities play an important role in shaping the job search process of university students by influencing students' confidence for finding employment. Information search strategies mediated the effects of extracurricular activities on employment self-efficacy perceptions, suggesting that participating in extracurricular activities changed the way that applicants searched for jobs.