research on training and development

The Current State of Research on Training Effectiveness

• First Online: 30 July 2020

Cite this chapter

• Thomas N. Garavan 11 ,
• Fergal O’Brien 12 ,
• James Duggan 13 ,
• Claire Gubbins 14 ,
• Yanqing Lai 15 ,
• Ronan Carbery 16 ,
• Sinead Heneghan 17 ,
• Ronnie Lannon 18 ,
• Maura Sheehan 19 &
• Kirsteen Grant 20  

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5 Citations

This chapter addresses the current state of research on training effectiveness in organisations. It summarises the key findings on what we know about training effectiveness, the research emphasis given to different components of the model, and how research informs the ways in which organisations should approach learning and development to maximise effectiveness. The chapter highlights the role of training needs analysis, the types of attendance policies that should be used, the most effective design of training delivery to maximise effectiveness, the relative effectiveness of training methods, the organisation of training content, the importance of learning or training transfer, and the types of outcomes that are derived from learning and development.

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Garavan, T.N. et al. (2020). The Current State of Research on Training Effectiveness. In: Learning and Development Effectiveness in Organisations. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-48900-7_5

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100 years of training and development research: What we know and where we should go

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• 1 Human Resource Studies Department, ILR School, Cornell University.
• 2 The Group for Organizational Effectiveness (gOE).
• 3 Department of Psychology, Michigan State University.
• 4 Department of Management and Human Resources, Fisher College of Business, Ohio State University.
• 5 Department of Psychology, Colorado State University.
• PMID: 28125262
• DOI: 10.1037/apl0000142

Training and development research has a long tradition within applied psychology dating back to the early 1900s. Over the years, not only has interest in the topic grown but there have been dramatic changes in both the science and practice of training and development. In the current article, we examine the evolution of training and development research using articles published in the Journal of Applied Psychology ( JAP ) as a primary lens to analyze what we have learned and to identify where future research is needed. We begin by reviewing the timeline of training and development research in JAP from 1918 to the present in order to elucidate the critical trends and advances that define each decade. These trends include the emergence of more theory-driven training research, greater consideration of the role of the trainee and training context, examination of learning that occurs outside the classroom, and understanding training's impact across different levels of analysis. We then examine in greater detail the evolution of 4 key research themes: training criteria, trainee characteristics, training design and delivery, and the training context. In each area, we describe how the focus of research has shifted over time and highlight important developments. We conclude by offering several ideas for future training and development research. (PsycINFO Database Record

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The essential components of a successful L&D strategy

Over the past decade, the global workforce has been continually evolving because of a number of factors. An increasingly competitive business landscape, rising complexity, and the digital revolution are reshaping the mix of employees. Meanwhile, persistent uncertainty, a multigenerational workforce, and a shorter shelf life for knowledge have placed a premium on reskilling and upskilling. The shift to a digital, knowledge-based economy means that a vibrant workforce is more important than ever: research suggests that a very significant percentage of market capitalization in public companies is based on intangible assets—skilled employees, exceptional leaders, and knowledge. 1 Intangible Asset Market Value Study, Ocean Tomo.

Learning and development—From evolution to revolution

We began in 2014 by surveying 1,500 executives about capability building. In 2016, we added 120 L&D leaders at 91 organizations to our database, gathering information on their traditional training strategies and aspirations for future programs. We also interviewed 15 chief learning officers or L&D heads at major companies.

Historically, the L&D function has been relatively successful in helping employees build skills and perform well in their existing roles. The main focus of L&D has been on upskilling. However, the pace of change continues to accelerate; McKinsey research estimates that as many as 800 million jobs could be displaced by automation by 2030.

Employee roles are expected to continue evolving, and a large number of people will need to learn new skills to remain employable. Unsurprisingly, our research confirmed our initial hypothesis: corporate learning must undergo revolutionary changes over the next few years to keep pace with constant technological advances. In addition to updating training content, companies must increase their focus on blended-learning solutions, which combine digital learning, fieldwork, and highly immersive classroom sessions. With the growth of user-friendly digital-learning platforms, employees will take more ownership of their professional development, logging in to take courses when the need arises rather than waiting for a scheduled classroom session.

Such innovations will require companies to devote more resources to training: our survey revealed that 60 percent of respondents plan to increase L&D spending over the next few years, and 66 percent want to boost the number of employee-training hours. As they commit more time and money, companies must ensure that the transformation of the L&D function proceeds smoothly.

All of these trends have elevated the importance of the learning-and-development (L&D) function. We undertook several phases of research to understand trends and current priorities in L&D (see sidebar, “Learning and development—From evolution to revolution”). Our efforts highlighted how the L&D function is adapting to meet the changing needs of organizations, as well as the growing levels of investment in professional development.

To get the most out of investments in training programs and curriculum development, L&D leaders must embrace a broader role within the organization and formulate an ambitious vision for the function. An essential component of this effort is a comprehensive, coordinated strategy that engages the organization and encourages collaboration. The ACADEMIES© framework, which consists of nine dimensions of L&D, can help to strengthen the function and position it to serve the organization more effectively.

The strategic role of L&D

One of L&D’s primary responsibilities is to manage the development of people—and to do so in a way that supports other key business priorities. L&D’s strategic role spans five areas (Exhibit 1). 2 Nick van Dam, 25 Best Practices in Learning & Talent Development , second edition, Raleigh, NC: Lulu Publishing, 2008.

• Attract and retain talent. Traditionally, learning focused solely on improving productivity. Today, learning also contributes to employability. Over the past several decades, employment has shifted from staying with the same company for a lifetime to a model where workers are being retained only as long as they can add value to an enterprise. Workers are now in charge of their personal and professional growth and development—one reason that people list “opportunities for learning and development” among the top criteria for joining an organization. Conversely, a lack of L&D is one of the key reasons people cite for leaving a company.
• Develop people capabilities. Human capital requires ongoing investments in L&D to retain its value. When knowledge becomes outdated or forgotten—a more rapid occurrence today—the value of human capital declines and needs to be supplemented by new learning and relevant work experiences. 3 Gary S. Becker, “Investment in human capital: A theoretical analysis,” Journal of Political Economy , 1962, Volume 70, Number 5, Part 2, pp. 9–49, jstor.org. Companies that make investments in the next generation of leaders are seeing an impressive return. Research indicates that companies in the top quartile of leadership outperform other organizations by nearly two times on earnings before interest, taxes, depreciation, and amortization (EBITDA). Moreover, companies that invest in developing leaders during significant transformations are 2.4 times more likely to hit their performance targets . 4 “ Economic Conditions Snapshot, June 2009: McKinsey Global Survey results ,” June 2009.
• Create a values-based culture. As the workforce in many companies becomes increasingly virtual and globally dispersed, L&D can help to build a values-based culture and a sense of community. In particular, millennials are particularly interested in working for values-based, sustainable enterprises that contribute to the welfare of society.
• Build an employer brand. An organization’s brand is one of its most important assets and conveys a great deal about the company’s success in the market, financial strengths, position in the industry, and products and services. Investments in L&D can help to enhance company’s brand and boost its reputation as an “employer of choice.” As large segments of the workforce prepare to retire, employers must work harder to compete for a shrinking talent pool. To do so, they must communicate their brand strength explicitly through an employer value proposition.
• Motivate and engage employees. The most important way to engage employees is to provide them with opportunities to learn and develop new competencies. Research suggests that lifelong learning contributes to happiness. 5 John Coleman, “Lifelong learning is good for your health, your wallet, and your social life,” Harvard Business Review , February 7, 2017, hbr.org. When highly engaged employees are challenged and given the skills to grow and develop within their chosen career path, they are more likely to be energized by new opportunities at work and satisfied with their current organization.

The L&D function in transition

Over the years, we have identified and field-tested nine dimensions that contribute to a strong L&D function. We combined these dimensions to create the ACADEMIES framework, which covers all aspects of L&D functions, from setting aspirations to measuring impact (Exhibit 2). Although many companies regularly execute on several dimensions of this framework, our recent research found that only a few companies are fully mature in all dimensions.

1. Alignment with business strategy

One of an L&D executive’s primary tasks is to develop and shape a learning strategy based on the company’s business and talent strategies. The learning strategy seeks to support professional development and build capabilities across the company, on time, and in a cost-effective manner. In addition, the learning strategy can enhance the company culture and encourage employees to live the company’s values.

For many organizations, the L&D function supports the implementation of the business strategy. For example, if one of the business strategies is a digital transformation, L&D will focus on building the necessary people capabilities to make that possible.

Every business leader would agree that L&D must align with a company’s overall priorities. Yet research has found that many L&D functions fall short on this dimension. Only 40 percent of companies say that their learning strategy is aligned with business goals. 6 Human Capital Management Excellence Conference 2018, Brandon Hall Group. For 60 percent, then, learning has no explicit connection to the company’s strategic objectives. L&D functions may be out of sync with the business because of outdated approaches or because budgets have been based on priorities from previous years rather than today’s imperatives, such as a digital transformation.

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To be effective, L&D must take a hard look at employee capabilities and determine which are most essential to support the execution of the company’s business strategy. L&D leaders should reevaluate this alignment on a yearly basis to ensure they are creating a people-capability agenda that truly reflects business priorities and strategic objectives.

2. Co-ownership between business units and HR

With new tools and technologies constantly emerging, companies must become more agile, ready to adapt their business processes and practices. L&D functions must likewise be prepared to rapidly launch capability-building programs—for example, if new business needs suddenly arise or staff members require immediate training on new technologies such as cloud-based collaboration tools.

L&D functions can enhance their partnership with business leaders by establishing a governance structure in which leadership from both groups share responsibility for defining, prioritizing, designing, and securing funds for capability-building programs. Under this governance model, a company’s chief experience officer (CXO), senior executives, and business-unit heads will develop the people-capability agenda for segments of the enterprise and ensure that it aligns with the company’s overall strategic goals. Top business executives will also help firmly embed the learning function and all L&D initiatives in the organizational culture. The involvement of senior leadership enables full commitment to the L&D function’s longer-term vision.

3. Assessment of capability gaps and estimated value

After companies identify their business priorities, they must verify that their employees can deliver on them—a task that may be more difficult than it sounds. Some companies make no effort to assess employee capabilities, while others do so only at a high level. Conversations with L&D, HR, and senior executives suggest that many companies are ineffective or indifferent at assessing capability gaps, especially when it comes to senior leaders and midlevel managers.

The most effective companies take a deliberate, systematic approach to capability assessment. At the heart of this process is a comprehensive competency or capability model based on the organization’s strategic direction. For example, a key competency for a segment of an e-commerce company’s workforce could be “deep expertise in big data and predictive analytics.”

After identifying the most essential capabilities for various functions or job descriptions, companies should then assess how employees rate in each of these areas. L&D interventions should seek to close these capability gaps.

4. Design of learning journeys

Most corporate learning is delivered through a combination of digital-learning formats and in-person sessions. While our research indicates that immersive L&D experiences in the classroom still have immense value, leaders have told us that they are incredibly busy “from eight to late,” which does not give them a lot of time to sit in a classroom. Furthermore, many said that they prefer to develop and practice new skills and behaviors in a “safe environment,” where they don’t have to worry about public failures that might affect their career paths.

Traditional L&D programs consisted of several days of classroom learning with no follow-up sessions, even though people tend to forget what they have learned without regular reinforcement. As a result, many L&D functions are moving away from stand-alone programs by designing learning journeys—continuous learning opportunities that take place over a period of time and include L&D interventions such as fieldwork, pre- and post-classroom digital learning, social learning, on-the-job coaching and mentoring, and short workshops. The main objectives of a learning journey are to help people develop the required new competencies in the most effective and efficient way and to support the transfer of learning to the job.

5. Execution and scale-up

An established L&D agenda consists of a number of strategic initiatives that support capability building and are aligned with business goals, such as helping leaders develop high-performing teams or roll out safety training. The successful execution of L&D initiatives on time and on budget is critical to build and sustain support from business leaders.

L&D functions often face an overload of initiatives and insufficient funding. L&D leadership needs to maintain an ongoing discussion with business leaders about initiatives and priorities to ensure the requisite resources and support.

Many new L&D initiatives are initially targeted to a limited audience. A successful execution of a small pilot, such as an online orientation program for a specific audience, can lead to an even bigger impact once the program is rolled out to the entire enterprise. The program’s cost per person declines as companies benefit from economies of scale.

6. Measurement of impact on business performance

A learning strategy’s execution and impact should be measured using key performance indicators (KPIs). The first indicator looks at business excellence: how closely aligned all L&D initiatives and investments are with business priorities. The second KPI looks at learning excellence: whether learning interventions change people’s behavior and performance. Last, an operational-excellence KPI measures how well investments and resources in the corporate academy are used.

Accurate measurement is not simple, and many organizations still rely on traditional impact metrics such as learning-program satisfaction and completion scores. But high-performing organizations focus on outcomes-based metrics such as impact on individual performance, employee engagement, team effectiveness, and business-process improvement.

We have identified several lenses for articulating and measuring learning impact:

• Strategic alignment: How effectively does the learning strategy support the organization’s priorities?
• Capabilities: How well does the L&D function help colleagues build the mind-sets, skills, and expertise they need most? This impact can be measured by assessing people’s capability gaps against a comprehensive competency framework.
• Organizational health: To what extent does learning strengthen the overall health and DNA of the organization? Relevant dimensions of the McKinsey Organizational Health Index can provide a baseline.
• Individual peak performance: Beyond raw capabilities, how well does the L&D function help colleagues achieve maximum impact in their role while maintaining a healthy work-life balance?

Access to big data provides L&D functions with more opportunities to assess and predict the business impact of their interventions.

7. Integration of L&D interventions into HR processes

Just as L&D corporate-learning activities need to be aligned with the business, they should also be an integral part of the HR agenda. L&D has an important role to play in recruitment, onboarding, performance management, promotion, workforce, and succession planning. Our research shows that at best, many L&D functions have only loose connections to annual performance reviews and lack a structured approach and follow-up to performance-management practices.

L&D leadership must understand major HR management practices and processes and collaborate closely with HR leaders. The best L&D functions use consolidated development feedback from performance reviews as input for their capability-building agenda. A growing number of companies are replacing annual performance appraisals with frequent, in-the-moment feedback. 7 HCM outlook 2018 , Brandon Hall Group. This is another area in which the L&D function can help managers build skills to provide development feedback effectively.

Elevating Learning & Development: Insights and Practical Guidance from the Field

Another example is onboarding. Companies that have developed high-impact onboarding processes score better on employee engagement and satisfaction and lose fewer new hires. 8 HCM outlook 2018 , Brandon Hall Group. The L&D function can play a critical role in onboarding—for example, by helping people build the skills to be successful in their role, providing new hires with access to digital-learning technologies, and connecting them with other new hires and mentors.

8. Enabling of the 70:20:10 learning framework

Many L&D functions embrace a framework known as “70:20:10,” in which 70 percent of learning takes place on the job, 20 percent through interaction and collaboration, and 10 percent through formal-learning interventions such as classroom training and digital curricula. These percentages are general guidelines and vary by industry and organization. L&D functions have traditionally focused on the formal-learning component.

Today, L&D leaders must design and implement interventions that support informal learning, including coaching and mentoring, on-the-job instruction, apprenticeships, leadership shadowing, action-based learning, on-demand access to digital learning, and lunch-and-learn sessions. Social technologies play a growing role in connecting experts and creating and sharing knowledge.

9. Systems and learning technology applications

The most significant enablers for just-in-time learning are technology platforms and applications. Examples include next-generation learning-management systems, virtual classrooms, mobile-learning apps, embedded performance-support systems, polling software, learning-video platforms, learning-assessment and -measurement platforms, massive open online courses (MOOCs), and small private online courses (SPOCs), to name just a few.

The learning-technology industry has moved entirely to cloud-based platforms, which provide L&D functions with unlimited opportunities to plug and unplug systems and access the latest functionality without having to go through lengthy and expensive implementations of an on-premises system. L&D leaders must make sure that learning technologies fit into an overall system architecture that includes functionality to support the entire talent cycle, including recruitment, onboarding, performance management, L&D, real-time feedback tools, career management, succession planning, and rewards and recognition.

L&D leaders are increasingly aware of the challenges created by the fourth industrial revolution (technologies that are connecting the physical and digital worlds), but few have implemented large-scale transformation programs. Instead, most are slowly adapting their strategy and curricula as needed. However, with technology advancing at an ever-accelerating pace, L&D leaders can delay no longer: human capital is more important than ever and will be the primary factor in sustaining competitive advantage over the next few years.

The leaders of L&D functions need to revolutionize their approach by creating a learning strategy that aligns with business strategy and by identifying and enabling the capabilities needed to achieve success. This approach will result in robust curricula that employ every relevant and available learning method and technology. The most effective companies will invest in innovative L&D programs, remain flexible and agile, and build the human talent needed to master the digital age.

These changes entail some risk, and perhaps some trial and error, but the rewards are great.

A version of this chapter was published in TvOO Magazine in September 2016. It is also included in Elevating Learning & Development: Insights and Practical Guidance from the Field , August 2018.

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Jacqueline Brassey is director of Enduring Priorities Learning in McKinsey’s Amsterdam office, where Nick van Dam is an alumnus and senior adviser to the firm as well as professor and chief of the IE University (Madrid) Center for Learning Innovation; Lisa Christensen is a senior learning expert in the San Francisco office.

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“Learning is a way of life in organizations,” says Eduardo Salas, a psychological scientist from the University of Central Florida. “Everyone gets training. But what matters? What works? What influences learning and skill acquisition?”

In a new report published in Psychological Science in the Public Interest , a journal of the Association for Psychological Science , Salas and co-authors conclude that when this money is well spent, “training and development activities allow organizations to adapt, compete, excel, innovate, produce, be safe, improve service and reach goals.”

One of the most important things that “matters”, the researchers found in their survey of the vast scientific literature on the science of training, is that human resource executives, chief learning officers and business leaders should view training as a whole system and not a one-time event . This means that what happens before and after the actual training is just as important as the training itself.

• Training is especially effective when various jobs in the organization have been analyzed, the skill sets of its employees are understood, supervisors and leaders are all on the same page and trainees are motivated to learn.
• During the training, whether it is computer and technology based or in a classroom, sufficient structure and guidance should be offered to trainees while still giving them opportunities to make decisions about their learning experience.
• After the training, trainees should have ample time and opportunities to use what they have learned in the real world with real feedback.

The individual characteristics that trainees bring to a learning environment are have been shown by psychological scientists to be important to consider.

• Trainees who believe that their abilities actually influence training outcomes are more likely to persist in learning activities, even when they encounter challenges.
• Trainees who are oriented toward mastery or learning may perform better when they can control how they explore and organize training material
• Ttrainees who are oriented toward performance seem to do better in highly structured environments that involve successively more complex tasks.

The broader psychological science of learning can also inform effective training programs. Research shows that a gap exists between performance in training and the integration of newly learned skills on the job. But that gap can be narrowed through the application of various empirically tested insights into learning.

• Repeating tasks within increasingly complicated contexts helps to ensure that learning lasts over time.
• Encountering errors during training helps to prepare trainees for real-life situations as they are required to apply concepts learned in training.
• Watching someone else perform certain skills can also contribute to learning, a concept scientists refer to as behavioral role modeling.

Despite the wealth of practical and scientific research in this field, as Paul W Thayer, professor of psychology from North Carolina State University in Raleigh points out in his commentary accompanying the article, “There is still a tendency in business, government, and academia to adopt programs based on little more than attractiveness, modishness, or a desire to keep up with others in the field.”

Salas and his colleagues have tips for policymakers, too, who may need to assess skills across an entire country or geographic region, and whose goals are more likely to include skills that are relevant to many jobs to ease employee transfers. Establishing a well-prepared labor pool can help to attract businesses, provide jobs, and increase competitiveness in a given area or industry. With this in mind, the authors emphasize that “government should not be promoting or investing in training efforts that fail to incorporate the principles of good training.” Policymakers can use the best practices of training evaluation to scrutinize funded training programs for inefficiencies and determine whether those programs still merit funding.

Before embarking on a training program, organizers should always ask a series of questions. What training strategy will be employed? What are we doing to ensure that we adequately engage, motivate and challenge the trainees? What are we going to do before and after this training to ensure trainees can and will use what they have learned?

“The take home message is that organizations who invest in training need to be informed by the science,” Salas says.

The new report, “The Science of Training and Development in Organizations: What Matters in Practice,” is co-authored by Scott Tannenbaum of The Group for Organizational Effectiveness, Kurt Kraiger of Colorado State University, and Kimberly Smith-Jentsch of the University of Central Florida.

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For more information about this research, please contact study author: Eduardo Salas

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New mexico tech’s playas research and training center receives $495,000 local technical assistance grant from u.s. economic development administration.

September 5, 2024

Playas Research and Training Center seeks to encourage economic growth in southwestern New Mexico.

The Playas Research and Training Center (PRTC) at New Mexico Tech received a $495,630 Local Technical Assistance Grant for 2024 from the U.S. Economic Development Administration (EDA) to develop a comprehensive master plan to spur economic growth in the southwest region of New Mexico, encompassing Hidalgo, Luna, and Grant counties.

“The master plan will position New Mexico Tech as a convener of stakeholders in the region, facilitating economic sustainability and growth,” said Carlos Rey Romero, Associate Vice President of Research at New Mexico Tech. “Our goal is to map regional assets to key industries, enabling economic diversification through strategic partnerships and a well-coordinated implementation phase.”

The master plan targets a combined population of 55,591 people across the three counties. It will align with several EDA priorities: equity, recovery, and resilience; workforce development; technology-based economic development; and environmental sustainability. It also will outline actionable goals and strategies plus explore opportunities for economic diversification in areas such as utility infrastructure research, military training, tourism, the film industry, and improved access to ports of entry.

A stakeholder group representing diverse interests, including local and tribal governments, businesses, state agencies, and federal entities, will be formed to guide the planning process. The project, scheduled to run from October 2024 to March 2026, will include milestones such as stakeholder engagement, plan development, and public comment periods.

“Located in Hidalgo County, PRTC is dedicated to driving innovation and economic resilience in the region and is committed to supporting small businesses by fostering partnerships that encourage entrepreneurship and expansion,” Romero added. “The New Mexico Tech Office of Innovation Commercialization will team with PRTC to leverage state-wide relationships in order to incubate and cultivate innovative ideas and products. The needs of our region are vast, and by working together with our neighbors, we can create an environment where businesses can thrive. This grant will allow us to be a catalyst for economic opportunities in a cohesive and collaborative way.”

BRET Career Development ASPIRE Program

St. jude virtual research career, education, and training fair, september 25th.

Posted by Angela Zito on Monday, September 9, 2024 in Announcements .

10:00am – 6pm Central

Main Event hours will be from 10:00am – 3:00pm. Extended 1:1 meetings will start at 3:00pm and go until 6:00pm.

View Event Schedule  Here

Registration is FREE through THIS LINK

For questions please contact  [email protected]

Who is invited?

• Undergraduate and Master’s students interested in a PhD degree in biomedical sciences
• Doctoral students seeking a postdoctoral position in biomedical sciences
• Anyone interested in research staff positions, clinical research, research information technology, or internship opportunities

Top Reasons to Participate:

• Free event for a global biomedical sciences audience (Certain graduate programs have residency requirements)
• Learn about cutting-edge research, facilities, and training environment
• Network with St. Jude faculty, postdoctoral fellows, graduate students and employees
• Apply for open job positions and connect one-on-one with recruiters
• Free Professional Development Session with a leading career advisor

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Beyond the Lab: Data Science

School of Education’s Farrar-Edwards wins inaugural award for research mentorship

By Laurel White 

A leader in the School of Education has been honored for her exemplary mentorship of scholars across campus by the University of Wisconsin Institute for Clinical and Translational Research (ICTR).

Dorothy Farrar-Edwards, the School of Education’s associate dean for research and professor in the Department of Kinesiology, was selected as an inaugural recipient of the ICTR Faculty Mentorship Award. According to ICTR , the award aims to recognize faculty who have “contributed to the career and personal growth of clinical and translational research faculty through intentional, culturally responsive, evidence-based mentorship practices.”

Award winners were selected by a panel of six faculty from across campus. In the award letter, ICTR executive director Allan Brasier and co-director Elizabeth Burnside commended Farrar-Edwards for her commitment to helping other scholars grow and flourish.

“The committee was impressed by your longstanding record of faculty mentorship both locally and nationally, dedication to continuous improvement, and advocacy for your mentees,” Brasier and Burnside wrote.

They also noted the crucial role of mentorship in faculty success, satisfaction, retention, and diversity.

Farrar-Edwards was nominated for the honor by her Department of Kinesiology colleagues Elizabeth Larson, an associate professor, Beth Fields, an assistant professor, and Janet Branchaw, an associate professor. 

ICTR, a campuswide organization that supports research that directly benefits human health, offers a wide range of training, support, and other research infrastructure resources to researchers. That includes grant funding for projects, help with participant recruitment, access to data management tools, government compliance support, writing workshops, and mentorship opportunities. The School of Education became an official ICTR partner earlier this year . 

Farrar-Edwards also holds faculty appointments in the Departments of Medicine and Neurology at the School of Medicine and Public Health. Her research focuses on quality of life and well-being in older adults, primarily by examining the impact of cognitive and physical impairment on performance of complex activities of everyday life.

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