Open Access. Powered by Scholars. Published by Universities.®

Training and Development Commons™

Open Access. Powered by Scholars. Published by Universities.®

Thomas M. Cavanagh

Articles 1 - 9 of 9

Full-Text Articles in Training and Development

Cognitive Prompts Fail To Moderate The Impact Of Stereotype Threat On Older Adults’ Training Performance, Thomas M. Cavanagh, Kurt Kraiger, Janet Peters Sep 2019

Cognitive Prompts Fail To Moderate The Impact Of Stereotype Threat On Older Adults’ Training Performance, Thomas M. Cavanagh, Kurt Kraiger, Janet Peters

Thomas M. Cavanagh

Using a sample of 131 adults aged 55 to 70 years, researchers employed a 2 x 2 between-subject design to investigate whether cognitive prompts would counteract the negative effect of stereotype threat on older adults’ training outcomes. As hypothesized, stereotype threat negatively affected training outcomes. Contrary to expectations, cognitive prompts also negatively affected training outcomes, worsening the negative impact of stereotype threat. Results are discussed within the framework of cognitive load theory.

Go to article

Transformational Teachership: How Principles Of Transformational Leadership Foster Student Outcomes (Poster), Janet M. Peters, Thomas M. Cavanagh, Samantha A. Stelman, Kyle J. Sandell, James W. Weston, Zinta S. Byrne Mar 2015

Transformational Teachership: How Principles Of Transformational Leadership Foster Student Outcomes (Poster), Janet M. Peters, Thomas M. Cavanagh, Samantha A. Stelman, Kyle J. Sandell, James W. Weston, Zinta S. Byrne

Thomas M. Cavanagh

Using an experimental design, the results of this study demonstrated an observed difference in student observations of transformational leadership behaviors as a result of training, as well as students in the experimental condition performing significantly better than students in the control condition. Psychological meaning was supported as a mediating variable.

Go to article

Training And Personal Development, Thomas M. Cavanagh, Kurt Kraiger Nov 2014

Training And Personal Development, Thomas M. Cavanagh, Kurt Kraiger

Thomas M. Cavanagh

The latest Wiley Blackwell Handbook of Organizational Psychology uses a psychological perspective, and a uniquely global focus, to review the latest literature and research in the interconnected fields of training, development, and performance appraisal.

Go to article

Cheating On Online Assessment Tests: Prevalence And Impact On Validity, Thomas M. Cavanagh Dec 2013

Cheating On Online Assessment Tests: Prevalence And Impact On Validity, Thomas M. Cavanagh

Thomas M. Cavanagh

Online tests are a relatively efficient way to assess large numbers of job candidates and are becoming increasingly popular with organizations. Due to their unproctored nature, however, online selection tests provide the potential for candidates to cheat, which may undermine the validity of these tests for selecting qualified candidates. The purpose of this study was to test the appropriateness of utility theory as a framework for understanding decision-making in regard to cheating on an online cognitive ability test (CAT) by manipulating the probability of passing the test with cheating, the probability of being caught cheating, and the value of being …

Go to article

The Dynamic Interplay Of Learning And Self-Regulatory Processes Over Time., Traci Sitzmann, Thomas M. Cavanagh Jul 2012

The Dynamic Interplay Of Learning And Self-Regulatory Processes Over Time., Traci Sitzmann, Thomas M. Cavanagh

Thomas M. Cavanagh

No abstract available

Go to article

Influence Of Test Conditions And Examinee Behavior On Uit Reliability, Tracy Kantrowitz, Darrin Grelle, Thomas M. Cavanagh, Brett Frank Mar 2012

Influence Of Test Conditions And Examinee Behavior On Uit Reliability, Tracy Kantrowitz, Darrin Grelle, Thomas M. Cavanagh, Brett Frank

Thomas M. Cavanagh

No abstract available

Go to article

Training Older Adults: The Effect Of Stereotype Threat And Metacognitive Prompts, Thomas M. Cavanagh Mar 2012

Training Older Adults: The Effect Of Stereotype Threat And Metacognitive Prompts, Thomas M. Cavanagh

Thomas M. Cavanagh

No abstract available

Go to article

Older Adults And Technology-Based Instruction: Optimizing Learning Outcomes And Transfer, Thomas M. Cavanagh, Natalie E. Wolfson Dec 2010

Older Adults And Technology-Based Instruction: Optimizing Learning Outcomes And Transfer, Thomas M. Cavanagh, Natalie E. Wolfson

Thomas M. Cavanagh

Our purpose here is to provide an overview of the cognitive and socioemotional changes associated with aging and to propose ways that these changes can be accommodated in a technology-based training environment. We recommend that technology-based training for older adults should: (1) be highly structured, (2) provide feedback and adaptive guidance, (3) include metacognitive prompts, (4) incorporate principles derived from cognitive load theory and cognitive theory of multimedia learning, and (5) include a user interface that is simple and consistent throughout the course. With a focus on organizations as well as business schools, we then discuss contextual variables expected to …

Go to article

Training Older Adults: The Role Of Strategy Use And Stereotype Threat, Thomas M. Cavanagh Dec 2010

Training Older Adults: The Role Of Strategy Use And Stereotype Threat, Thomas M. Cavanagh

Thomas M. Cavanagh

Older adults are becoming an increasingly important part of the workforce. Due to cognitive and emotional changes associated with aging, this population might require specially designed training programs to optimize training outcomes. Two specific changes associated with aging that need to be addressed are susceptibility to stereotype threat and the use of metacognitive strategies during learning. The purpose of this study was to investigate the effect of initiating stereotype threat in older adults, as well as the effect of encouraging older adults to use metacognitive strategies during training, on training outcomes. In a 2X2 between-subject experimental design including no stereotype …

Go to article