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In 2011, Weber, Martin, and Myers introduced an innovative instructional model to more fully understand student outcomes within the classroom: the Instructional Beliefs Model (IBM). Results from this seminal article provided support to suggest that the IBM was a better predictor of student outcomes than previous models. Since its inception, this model has guided and informed subsequent instructional research (e.g., Goodboy & Frisby, 2014; Johnson & LaBelle, 2015; LaBelle, Martin, & Weber, 2013). While clearly applicable in the university classroom, the theoretical relationships outlined by the IBM offer transferability to additional instructional contexts: namely, training and development. Notably, there is limited visibility of empirical training and development research in communication scholarship (e.g., Stephens & Mottet, 2009), and a majority of investigations rely on case studies or needs assessment (e.g., Lucier, 2008) to forward knowledge claims. However, if the discipline is truly committed to expanding knowledge of communication within training, applicable in both academic and organizational contexts, scholars should pursue more theoretically and empirically driven research. As such, the IBM has potential to serve as an instrumental resource in forwarding more generalizable findings in training communication research. Thus, the purpose of the present explication and extension of this model is to highlight the shortcomings and strengths of applying the IBM to training and development. First, several major preceding instructional models are outlined. Second, the assumptions and tenets of the IBM are discussed at length. Throughout this overview, the theoretical underpinnings of the relationships outlined in the model, along with conceptual and operational implications for applying the IBM to a training context, are explored.
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