The Impact of a Realistic Job Preview Experience on Training Fluency, Learner Reactions, and Job Performance

Date of Award


Degree Name

Master of Arts



First Advisor

Heather McGee, Ph.D.

Second Advisor

Jonathan Baker, Ph.D.

Third Advisor

Wayne Fuqua, Ph.D.


Fluency-based training, learner reactions, realistic job preview, training effectiveness, training evaluation

Access Setting

Masters Thesis-Abstract Only

Restricted to Campus until



Although the training and development literature has delineated which instructional approaches are most effective, training approaches are often selected based on entertainment value rather than empirical evidence of efficacy (Karthik et al., 2019). One reason for this trend may be learners’ positive reactions to entertaining instruction and negative reactions to effective instruction. Researchers may begin validating a means for addressing this problem by investigating methods for promoting job satisfaction within a training context. The proposed study compared the effects of two training orientation approaches on learner fluency, reactions, and job performance. A total of 175 participants were randomly assigned to one of two conditions: (a) a descriptive Realistic job preview (RJP) orientation or (b) an applied Realistic job preview experience (RJPE) orientation. Participants were paid for their participation in the study and a satisfaction measure was administered before and after exposure to the training. Outcomes suggested the RJPE reduced the time participants required to achieve mastery relative to the RJP and made no difference with respect to job performance or satisfaction. Implications for future research on fluency-based training interventions are discussed.

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