LAUSR

Purpose Situational judgment tests (SJTs) are widely used in personnel selection but have not been empirically explored as methods of training design. The purpose of this paper is to evaluate SJT-based training as a workplace training design method which utilizes active learning and structured feedback to enhance learning of both procedural and declarative knowledge. Design/methodology/approach Volunteers (n=416) were randomly assigned to full-length lecture-based training or abbreviated lecture-based training followed by 15 minutes of SJT-based training. Knowledge of training content was assessed at pre-test and three weeks after training. Findings SJT-based trainees showed greater improvement on declarative and procedural knowledge than those in traditional training. Research limitations/implications The results indicate that integrating the SJT methodology into training delivery may lead to greater mastery of declarative and procedural knowledge relative to exclusive use of lecture-based training methods. Practical implications Findings suggest that the relatively inexpensive, low-fidelity scenario-based training methodology the authors detail may increase retention of training material compared to more traditional training methods. Originality/value This is the first study to incorporate SJT methodology into the design of training content and to demonstrate that such content can produce greater retention of both declarative and procedural content.