Nothing but a “g” Thing? Toward an Integrative Model of Frame-of-Reference Training Effectiveness

Abstract

Rater training is important for improving the quality of human resource decisions. However, there is little research that has examined the influence of trainee individual differences on rater training effectiveness. Borrowing from self-regulation theory and executive function literature, we developed an individual differences model of rater training effectiveness across three studies. In Study 1, we found support for a partially mediated model in which learning goal orientation, internal locus of control, and promotion focus influenced rater training motivation through general self-efficacy. In Study 2, we extended the model to include cognitive ability. Study 3 further extended the model to include rater training criteria, and we found that rater training motivation did not predict declarative knowledge, rating validity, or rating accuracy, but cognitive ability predicted all three outcomes. Overall, the results suggest that although individual differences in attitudes are relevant to understanding rater training motivation, cognitive ability may be much more important for understanding rater training effectiveness. Implications for rater training theory and practice are discussed.