To help address the knowledge gap between science and practice this study explores the possible positive benefits of using a more pedagogical effect size estimate when presenting statistical relationships. Traditional presentation has shown limitations with major downsides being that scientific findings are misinterpreted or misunderstood even by professionals. This study explores the possible effects of the non-traditional effect size estimate Common Language Effect Size (CLES) on different training outcomes for HR professionals. This study also explores the possible effect of cognitive system preference on training outcomes. Results show no overall effect of CLES on either training outcomes or cognitive system. A positive effect of CLES on training outcome is found at the subfactor level showing a significant effect. The results can be interpreted that non-traditional effect size estimates have a limited effect on training outcomes. This small but valuable piece to bridge the gap of knowledge is discussed.

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