Restricted accessArticle commentaryFirst published online 2026
A Commentary on Percival Carter and Obenauer (2025): What “Check-Off” Workplace Discrimination Training Reveals About Organizational Training Initiatives
BoehmS. A.KunzeF.BruchH. (2014). Spotlight on age-diversity climate: The impact of age-inclusive HR practices on firm-level outcomes. Personnel Psychology, 67(3), 667–704. https://doi.org/10.1111/peps.12047
2.
BoehmS. A.SchröderH.BalM. (2021). Age-related human resource management policies and practices: Antecedents, outcomes, and conceptualizations. Work, Aging and Retirement, 7(4), 257–272. https://doi.org/10.1093/workar/waab024
3.
ChungS.ZhanY.NoeR. A.JiangK. (2022). Is it time to update and expand training motivation theory? A meta-analytic review of training motivation research in the 21st century. Journal of Applied Psychology, 107(7), 1150–1179. https://doi.org/10.1037/apl0000901
KraigerK.FordJ. K. (2021). The science of workplace instruction: Learning and development applied to work. Annual Review of Organizational Psychology and Organizational Behavior, 8(1), 45–72. https://doi.org/10.1146/annurev-orgpsych-012420-060109
6.
KraigerK.FordJ. K.SalasE. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78(2), 311–328. https://doi.org/10.1037/0021-9010.78.2.311
Percival CarterE. L.ObenauerW. G. (2025). Beyond compliance: Utilizing problem identification tools to more effectively reduce workplace discrimination. Group & Organization Management, 1–36. https://doi.org/10.1177/10596011251368442
9.
Williams van RooijS. (2012). Training older workers: Lessons learned, unlearned, and relearned from the field of instructional design. Human Resource Management, 51(2), 281–298. https://doi.org/10.1002/hrm.21466