The mutual‐investment model predicts a positive relation between investments in training and employees’ willingness to behave cooperatively. In this paper, we argue that the extent to which employees increase their cooperative behavior after receiving training depends on the type of training provided, the skillfulness of the employee and the cohesiveness of the team. Focusing on intentions to help coworkers as an indicator for cooperative behavior, we conducted a vignette experiment among 2388 employees working in 127 organizations from four European countries. Multilevel analyses show that training increases employees’ intentions to help coworkers. Training promotes helping intentions the most when organizations provide general instead of firm‐specific training and when given to employees with limited skills. Whereas employees in cohesive teams indicate higher intentions to help coworkers than employees in non‐cohesive teams, training promotes helping intentions equally in both types of teams.

Criminologists are increasingly interested in the effects of life-course dynamics on criminological development. However, detailed longitudinal data are difficult to obtain and possibly confounded due to recall errors. Life Event Calendars (LECs) are designed to reduce recall errors and are increasingly used as a method for obtaining valid retrospective data in criminological studies. Yet few studies exist that assess the accuracy of LEC data in offender samples. This study aims to fill this void. We compare data regarding the prevalence and timing of marriage, divorce, and childbirth obtained through an LEC to official registry data in a sample of convicted offenders. We examine whether the accuracy of the data vary by event or respondent specific characteristics. We conclude that the LEC data are quite accurate regarding the prevalence of marriage, divorce, and childbirth. The data are less accurate regarding the timing of these life events.

Employers are constantly seeking to improve employee performance by means of investing in employee training. The results of training are to a large extent dependent on employees' willingness to behave productively in a cooperative manner. Yet, systematic evidence investigating the causal relation between training and employees' cooperative behavior is rare. Here, we present results from a contextualized laboratory experiment in which subjects, who differ in terms of training participation, were asked to contribute resources to a team effort. We conclude that training promotes cooperative behavior, that is, voluntary contributions made to the team effort, in teams of employees working together for short periods of time. Training enhances cooperative behavior the most when provided to the higher skilled subjects. We also find that members in more stable teams act very cooperatively under all conditions, but their contributions do not increase further with training.

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