Rater training is important for improving the quality of human resource decisions. However, there is little research that has examined the influence of trainee individual differences on rater training effectiveness. In Study 1, I found support for a partially mediated model in which learning goal orientation, internal locus of control, and promotion focus influenced rater training motivation through general self-efficacy. In Study 2, I extended the model to include rater training criteria, and I found that rater training motivation did not predict declarative knowledge, rating validity, or rating accuracy, but cognitive ability predicted all three outcomes. Overall, the results suggest that although individual differences in attitudes are relevant for understanding rater training motivation, cognitive ability may be much more important for understanding rater training effectiveness. Implications for rater training theory and practice are discussed.

Raters have been shown to react differently to performance evaluation formats. However, reactions to a new and promising format, frame-of-reference scales (FORS), remains untested. This experiment found that FORS users reacted more positively compared to standard scale users overall, and results were attributable to perceived accuracy and fairness.