Prior to engaging in a substantive discussion on the supposed influence of neoliberalism on research in Work and Organizational Psychology (WOP), it is important to verify the empirical basis of the trends advanced by Bal and Doci (2018). To this end, we content analyzed 745 abstracts of empirical studies published in leading WOP journals during the years 2006-2007 and 2016-2017. Results of our content analysis do not support the hypothesized trends towards more instrumentality and individualism in WOP research, suggesting that Bal and Doci's (2018) portrayal of the WOP literature does not provide a solid basis for discussion. On the basis of our findings, we conclude with recommendations to broaden the scope of WOP research to also include macrolevel, societal issues.

Background. During the last decades, the use of simulations for training purposes has sparked wide interest. However, it is unclear how training format characteristics may affect learning, resulting in a lack of evidence-based guidelines for training developers and organizations. Aim. We explore to what extent variation in the situations presented during a simulation training may improve learning outcomes. We test this research question in the context of a simulation-based training for improving innovation knowledge. Methods. A sample of 131 business students was invited to participate in a study with a pretest and two posttests (within 48 hours after and 4 weeks later) and three conditions: a control group without training, an experimental training group with low situational variation, and an experimental training group with high situational variation. Results and Conclusion. Compared to the control group, high but not low situational variation improved innovation knowledge. Participants’ prior innovation knowledge did not moderate the results. Hence, our findings indicate that ideally a simulation training includes multiple situations that offer learners various opportunities to practice innovation challenges.

Alyssa Mitchell Gibbons helped design the specific simulation exercise that was analyzed in the research, but before this project was conceived, and in no way stands to gain financially from the results of this research.

During the last decades, the use of simulations for training purposes has sparked wide interest. However, it is unclear how training format characteristics may affect learning, resulting in a lack of evidence-based guidelines for training developers and organizations. We explore to what extent variation in the situations presented during a simulation training may improve learning outcomes. We test this research question in the context of a simulation-based training for improving innovation knowledge. A sample of 131 business students was invited to participate in a study with a pretest and two posttests (within 48 hours after and 4 weeks later) and three conditions: a control group without training, an experimental training group with low situational variation, and an experimental training group with high situational variation. Compared to the control group, high but not low situational variation improved innovation knowledge. Participants’ prior innovation knowledge did not moderate the results. Hence, our findings indicate that ideally a simulation training includes multiple situations that offer learners various opportunities to practice innovation challenges.

Organizations have maintained a commitment to using simulation technology for training purposes because it prepares employees for realistic work scenarios they may encounter and provides a relevant method for teaching hands-on skills. One challenge that simulation technology has faced is the persistent threat of obsolescence, where investment in an up-to-date solution can rapidly become irrelevant in a matter of months or years as technology progresses. This can be particularly challenging for organizations who seek out the best solutions to help develop and train employees while facing the constraints of limited resources and lengthy acquisition times for tools and equipment. Some industries and organizations may benefit from anticipating which technologies might best serve employees and stakeholders in the future. In this manuscript, we took a historical approach, looking at the history of training and the use of simulation-like experiences over time, which helps us identify historical themes in workplace training. Next, we carried out a systematic review of the recent training research using simulation technology to understand how these recent findings help us understand the identified historical themes. Lastly, we summarized the research literature on simulation technology used for training, and highlighted future directions and made recommendations for practitioners and researchers.