Training research is often criticized for being atheoretical. Further, the research has typically ignored the role of the trainer. We present a model that applies attribution theory to the training process with a focus on the attributions that trainers make for trainee behavior and their implications for training effectiveness. The impact of trainees own attributions is also discussed. The model indicates how characteristics of both trainers and trainees can influence the attributional processes. Researchable propositions are presented in conjunction with the major points.

The present study, as an extension of Mitchell and Woods (1980), examined the relationships between supervisor and subordinate variables and disciplinary action severity in a field setting. Hypotheses were tested using questionnaire data from nursing supervisors. Analyses confirmed that supervisor attributions, severity of the incident of poor performance, supervisor intent, and subordinate work history were related to disciplinary action severity. Moreover, regression analysis indicated that severity of the incident of poor performance was the largest contributor to the choices of a disciplinary action. Implications of the study for organizations and future research are discussed.

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