Msu Best 2017 42 2

Kevin Ford vita


PhD, Industrial/Organizational Psychology, Ohio State University, 1983
MA, Industrial/Organizational Psychology, Ohio State University, 1979
BS, Psychology, University of Maryland, 1976

Research Statement

J. Kevin Ford is a Professor of Psychology at Michigan State University. His major research interests involve improving training effectiveness through efforts to advance our understanding of training needs assessment, design, evaluation and transfer. Dr. Ford also concentrates on understanding change dynamics in organizational development efforts and building continuous learning and improvement orientations within organizations. He has published over 50 articles and chapters and four books relevant to Industrial and Organizational Psychology. Currently, he serves on the editorial boards of the Journal of Applied Psychology and Human Performance. He is an active consultant with private industry and the public sector on training, leadership, and organizational change issues. Kevin is a Fellow of the American Psychological Association and the Society of Industrial and Organizational Psychology. He received his BS in psychology from the University of Maryland and his MA and Ph.D. in psychology from The Ohio State University. Further information about Kevin and his research and consulting activities can be found at

Related Programs

Selected Publications

  • Bell, B., Tannenbaum, S., Ford, J.K., Noe, R.A., & Kraiger, K.
    100 Years of training and development research: What we know and where we should go
    2017, Journal of Applied Psychology
  • Baldwin, T., Ford, J.K., & Blume, B.
    The state of transfer of training research: Moving towards a more consumer-centric inquiry
    2017, Human Resource Development Quarterly
  • Yelon, S. & Ford, J.K.
    Four cases of transfer leading to accomplishment
    2016, Performance Improvement Quarterly, 29:201-230
  • Huang, J.L., Ford, J.K., & Ryan, A.M.
    Ignored no more: Within-person variability enables better understanding of training transfer
    2016, Personnel Psychology
  • Huang, J.L, Blume, B., Ford, J.K., & Baldwin, T.P.
    A tale of two transfers: Disentangling maximum and typical transfer and their respective predictors
    2015, Journal of Business and Psychology
  • Yelon, S.L., Ford, J.K., & Anderson, W.A.
    Twelve tips for increasing transfer of training from faculty development programs
    2014, Medical Teacher
  • Yelon, S., Ford, J.K., & Bhatia, S.
    How trainees transfer what they have learned: Toward a taxonomy of use
    2014, Performance Improvement Quarterly, 27:27-52
  • Ford, J.K., & Meyer, T.
    Advances in training technology: Meeting the workpalce challenges of talent development, deep specialization, and collaborative learning
  • Yelon, S., Ford, J.K., & Golden, S.
    Transfer over time: Stories about transfer yearrs after training
  • Ford, J.K., Yelon, S., & Billington, A.
    How much is transferred from training to the job? The ten percent delusion as a catalyst for thinking about transfer
    2013, Performance Improvement Quarterly, 24:7-24
  • Ford, J.K., Kozlowski, S.W.J., & Ryan, A.M
    Solutions in search of the problem: Innovation, flexibility, and graduate education
    2013, Industrial and Organizational Psychology, 7:47-53
  • Ford, J.K., & Foster-Fishman, P.
    Organizational Development and Change: Linking Research from the Profit, NonProfit, and Public Sectors
  • Huang, J.L, & Ford, J.K.
    Driving Locus of Control and Driving Behaviors: Inducing CHange through Driver Training
    2012, Transportation Research
  • Ford, J.K., Yelon, S., & Billington, A.
    How Much is Transferred from Training to the Job? The 10% Delusion as a Catalyst for Thinking about Transfer
  • Weissbein, D.A., Huang, J.L., Ford, J.K., & Schmidt, A.M.
    Influencing Learning States to Enhance Trainee Motivation and Improve Training Transfer
    2011, Journal of Business Psychology
  • Ryan, A.M. & Ford, J.K.
    Organizational Psychology and the TIpping Point of Professional Identity
    2010, Industrial and Organizational Psychology: Perspectives on Science and Practice
  • Foster-Fishman, P., & Ford, J.K.
    Improving service delivery and effectiveness: taking an organizational learning approach to consulting
    2010, S. McMahon & J. Viola (eds.), Consulting and evaluation with nonprofit and community based organizations265-282
  • Ryan, A.M., & Ford, J.K.
    A Profession awry or poised for the Future. Industrial and Organizational Psychology
    2010, Perspectives on Science and Practice
  • Blume, B., Ford, J.K., Baldwin, T., & Huang, J.
    Transfer of training: A meta-analytic review
    2010, Journal of Management
  • Ford, J.K., Kraiger, K., & Merritt, S.
    The multidimensionality of learning outcomes revisited
    2010, S.W.J. Kozlowski and E. Salas (Eds.). Learning, training, and development in organizations135-165
  • Baldwin, T., Ford, J.K., & Blume, B.
    Transfer of training 1998-2008: An updated review and agenda for future research
    2009, G. Hodgkinson & J.K. Ford (Eds.) International Review of Industrial and Organizational Psychology, Chichester, England: John Wiley
  • Mothersell, W., Moore, M., Ford, J.K., & Farrell, J.
    Transforming human resources in state government: Developing human resource leaders in the State of Michigan
    2008, Public Personnel Management
  • Ford, J.K.
    Transforming our models of learning and development: How far do we go?
    2008, Industrial and Organizational Psychology: Perspectives on Science and Practice, 1:468-471
  • Ford, J.K., & Ruchi, S.
    Advances in the research and practice of training evaluation.
    2008, C. Cooper (Ed.). Handbook of Personnel Psychology. Oxford University Press.291-315
  • Bell, B., & Ford, J.K.
    Reactions to skill assessment: the forgotten factor in explaining motivation to learn
    2007, Human Resource Development Quarterly, 18:33-62
  • Ford, J.K.
    Building capability throughout a change effort: leading the transformation of a police agency to community policing
    2007, American Journal of Community Psychology, 39:321–334
  • Yelon, S., Sheppard, L, Sleight, D., & Ford, J.K.
    Intention to transfer: How do autonomous professionals become motivated to use new ideas?
    2004, Performance Improvement Quarterly, 17:82-103
  • Ford, J.K., Weissbein, D., & Plammondon, K.
    Distinguishing organizational commitment from strategy commitment: Linking officer commitment to community policing to work behaviors and job satisfaction
    2003, Justice Quarterly, 20:159-185
  • Schmidt, A., & Ford, J.K.
    Learning within a Learner Control Training Environment: The Interactive Effects of Goal Orientation and Metacognitive Instruction on Learning Outcomes
    2003, Personnel Psychology, 56:405-430
  • Ford, J.K., Smith, E.M., Weissbein, D.A., Gully, S., & Salas, E.
    Relationships of goal orientation, metacognitive activity, and pracdtice strategies with learning outcomes and transfer
    2001, Journal of Applied Psychology
  • Baldwin, T.P., Ford, J.K., & Naquin, S.S.
    Managing transfer before learning begins: Enhancing the motivation to improve work through learning
    2001, Advances in Developing Human Resources, 8:23-35
  • Ford, J.K., & Schmidt, A.
    Training in emergency preparedness: Strategies for enhancing real world performance
    2001, Journal of Hazardous Materials, 75:195-215
  • more publications