Individual differences, attribute-treatment interactions, and training outcomes

Researchers and practitioners have long been aware of the important role that individual differences play in determining learning and training outcomes (for a review, see Ackerman & Heggestad, 1997). In 1984, Hunter and Hunter conducted a meta-analysis that included predictors of training performance. Their results showed that training success was predicted by peer ratings (r =. 35), biodata (r =. 30), college GPA (r =. 30), and the Strong Interest Inventory (r =. 18) (Hunter & Hunter, 1984). These findings indicated that individual characteristics played a key role in determining training success. However, their work focused on predictors of job success instead of individual characteristics related to training success. Thus, it had limited application to the development of new theories about individual differences and training outcomes.