Industrial and Organizational Psychology: Volume 1 - Issue 4

Is the “Third-Generation Model” New and Is It the Holy Grail of Adaptive Learning?
Alan M. Saks, Robert R. Haccoun
Published online by Cambridge University Press:

07 January 2015, pp. 480-483
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Two Heads Are Not Always Better Than One: Defining Parameters for Collaboration in Training
Amy E. Crook, Margaret E. Beier
Published online by Cambridge University Press:

07 January 2015, pp. 484-486
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Instructors as Facilitators of Learner–Learner Interaction in Third-Generation Learning Environments
J.B. Arbaugh
Published online by Cambridge University Press:

07 January 2015, pp. 487-490
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Third-Generation Instructional Models: More About Guiding Development and Design Than Selecting Training Methods
Kurt Kraiger
Published online by Cambridge University Press:

07 January 2015, pp. 501-507
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In this article, I summarize and respond to key comments and criticisms offered in commentaries on Kraiger (2008). At issue is whether the proposed third-generation instructional model is fundamentally sound, represents a new or better approach, overemphasizes the importance of learner–learner interaction, and underemphasizes the role of the instructor. Responses to these concerns are offered, along with clarification that the major contribution of the third-generation model is at the point of training design.

Industrial and Organizational Psychology