Nothing but a "g" thing? toward an integrative model of frame-of-reference rater training motivation and effectiveness

Purpose Rater training is important for improving the quality of performance measurement and management. However, relatively little research has examined the influence of trainee characteristics on rater training motivation and rater training effectiveness. Design/methodology/approach Grounded in training motivation theory, we developed and tested an integrative model of rater training motivation and rater training effectiveness across two studies. Study 1 examined relationships among learning goal orientation, internal locus of control, promotion focus, general self-efficacy and rater training motivation. Study 2 extended this model by examining relationships between these individual differences and multiple FOR training outcomes, including declarative knowledge, correlational accuracy and Cronbach's (1955) rating accuracy indices. Supplemental analyses also compared trained participants to an untrained control sample using the same FOR training materials and rating tasks. Findings Results indicated that learning goal orientation, internal locus of control, promotion focus, and cognitive ability influenced rater training motivation through general self-efficacy. Rater training motivation did not predict declarative knowledge, correlational accuracy or the Cronbach rating accuracy indices, whereas cognitive ability demonstrated the most consistent relationships with cognitively demanding FOR training outcomes, particularly correlational accuracy and stereotype accuracy. Supplemental analyses further supported the effectiveness of the FOR intervention across multiple dimensions of rating accuracy. Collectively, the findings suggest that although trainee dispositions are relevant to understanding rater training motivation, cognitive ability may be more important for understanding performance on cognitively demanding FOR training outcomes. Originality/value This work offers a novel examination of how individual differences influence both motivation and effectiveness in rater training by: (1) highlighting the overlooked role of training motivation in rater training research, (2) examining multiple dimensions of rating accuracy within a FOR training framework and (3) investigating the role of cognitive ability in FOR training outcomes.