Dr. Kurt Kraiger is a Professor and Chair of the Department of Management, Fogelman College of Business and Economics, University of Memphis. He received his B.A. in Psychology from the University of Cincinnati in 1979, and his Ph.D. in Industrial-Organizational Psychology from The Ohio State University in 1983.
Dr. Kraiger conducts research on learning in ill-structured environments. In formal training, the trainer or instructor establishes the learning objectives, guides students through training, and determines when training is over. Ill-structured environments are learner-centric. For example, in technology-mediated learning environments, learners may set their own objectives, determine how they learn, and decide when they are done. In mentoring relationships, mentors and mentees mutually determine developmental outcomes. His doctoral students are currently doing research on mentoring, informal-learning behaviors, work-life balance training, employee openness to workplace health promotion programs, the self-undermining proposition in JDR theory, and interventions to limit careless responding.
Dr. Kraiger is a Fellow and former President of the Society of Industrial/Organizational Psychology (SIOP). He has edited three books on training, published over 65 scholarly papers, given nearly 40 invited talks, and made over 110 scientific presentations. Journals he has published in include: Journal of Applied Psychology, Personnel Psychology, Academy of Management: Learning and Education, Organizational Behavior and Human Decision Processes, Annual Review of Psychology, Psychological Bulletin, Journal of Business and Psychology, Human Resource Management Review, and Human Resource Management. He is currently an Associate Editor of the Journal of Business and Psychology and is on the editorial board of the Academy of Management: Learning and Education, Journal of Management, and Journal of Applied Psychology.
Kraiger, K., Finkelstein, L.M., & Varghese, L.S. (In press). Enacting effective mentoring behaviors: Development and initial investigation of the cuboid of mentoring. Journal of Business and Psychology.
Mattingly, V. & Kraiger, K. (2018). Can emotional intelligence be trained? A meta-analytical investigation. Human Resource Management Review.
Bell, B. S., Tannenbaum, S. I., Ford, J. K., Noe, R. A., & Kraiger, K. (2017). 100 years of training and development research: What we know and where we should go. Journal of Applied Psychology, 102, 305-323.
Kraiger, K. (2017). Autonomous learning: Reflections and future directions. In R.A. Noe & J. Ellingson (Eds.), Autonomous Learning in the Workplace (pp. 307-323).
Kraiger, K. (2017). Designing effective training for older workers. In J. McCarthy & E. Parry (Eds.). The Palgrave Handbook of Age Diversity and Work, Palgrave - Macmillan (pp. 639-667).
Kraiger, K., & Mattingly, V.P. (2017). Back to the beginning: Cognitive and neural underpinnings of learning and transfer. In K. Brown (Ed), The Cambridge Handbook of Workplace Training and Employee Development.
Cavanagh, T.M., Kraiger, K., & Peters, J. (2016). Cognitive prompts fail to moderate the impact of stereotype threat on older adults' training performance. Journal of Organizational Psychology, 16(2), 88-98.
Solove, E., Fisher, G.G., & Kraiger, K. (2015). Coping with job loss and re-employment: A two-wave study. Journal of Business and Psychology, 30, 529-541.
Wolfson, N. Cavanagh, T., & Kraiger, K. (2014). Older adults and technology-based instruction: Optimizing learning outcomes and transfer. Academy of Management: Learning and Education, 14, 26-44.