Traci Sitzmann's current research focuses on pressing issues in society—including religion and the gender wage gap and firm adaptivity during the COVID pandemic. The vast majority of Sitzmann’s publications focus on training and development. She has numerous publications on the effectiveness of online training, maximizing learning and reducing attrition from training, and evaluating training effectiveness. Her research has been published in leading academic journals including the Academy of Management Journal, Journal of Applied Psychology, Psychological Bulletin, Personnel Psychology, Organizational Behavior, and Human Decision Processes, and Journal of Management. She is currently or has formerly served on the editorial board for the Journal of Applied Psychology, Personnel Psychology, Organizational Behavior, and Human Decision Processes, and Human Resource Management Review. Her research has also won multiple awards and has been covered by a variety of media outlets, including The Wall Street Journal and CNN.
In addition to serving the university, Sitzmann provides consulting services, including examining the validity of the Myers-Briggs Type Indicator and providing organizations (e.g., Red Cross, PS Technology) with guidance on enhancing the effectiveness of technology-delivered training. Prior to joining the University of Colorado Denver, Sitzmann worked as a consultant for the Department of Defense.
PhD, University of Tulsa
MA, University of Tulsa
BS, Iowa State University
Areas of Expertise
Training and Development
Gender & Wage Allocation
Multilevel Theory and Methods
All publications available on Google Scholar.
Sitzmann, T. & Campbell, E. M. (in press). The hidden cost of prayer: Religiosity and the gender wage gap. Academy of Management Journal.
Sitzmann, T., Ployhart, R. E., & Kim, Y. (2019). A process model linking occupational strength to attitudes and behaviors: The explanatory role of occupational personality heterogeneity. Journal of Applied Psychology, 104, 247-269.
Sitzmann, T. & Weinhardt, J. M. (2019). Human Resource Management Review special issue: Advancing training for the 21st century. Human Resource Management Review, 29, 137-139.
Sitzmann, T. & Weinhardt, J. M. (2019). Approaching evaluation from a multilevel perspective: A comprehensive analysis of the indicators of training effectiveness. Human Resource Management Review, 29, 218-225.
Weinhardt, J. M. & Sitzmann, T. (2019). Revolutionizing training and education? Three questions regarding Massive Open Online Courses (MOOCs). Human Resource Management Review, 29, 253-269.
Sitzmann, T. & Weinhardt, J. M. (2018). Training engagement theory: A multilevel perspective on the effectiveness of work-related training. Journal of Management, 44, 732–756.
Sitzmann, T. & Bell, B. S. (2017). The dynamic effects of subconscious goal pursuit on resource allocation, task performance, and goal abandonment. Organizational Behavior and Human Decision Processes, 138, 1-14.
Johnson, S. K. & Sitzmann, T. (2014). Don’t hate me because I’m beautiful: Acknowledging appearance mitigates the “beauty is beastly” effect. Organizational Behavior and Human Decision Processes, 125, 184-192.
Sitzmann, T. & Yeo, G. (2013). A meta-analytic investigation of the within-person self-efficacy domain: Is self-efficacy a product of past performance or a driver of future performance? Personnel Psychology, 66, 531-568.
Sitzmann, T., & Johnson, S. K. (2012). The best laid plans: Examining the conditions under which a planning intervention improves learning and reduces attrition. Journal of Applied Psychology, 16, 281-292.
Sitzmann, T., & Johnson, S. K. (2012). When is ignorance bliss? The effects of inaccurate self-assessments of knowledge on learning and attrition. Organizational Behavior and Human Decision Processes, 117, 192-207.
Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64, 489-528.
Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137, 421-442.
Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95, 132-144.
Sitzmann, T., Bell, B. S., Kraiger, K., & Kanar, A. M. (2009). A multilevel analysis of the effect of prompting self-regulation in technology-delivered instruction. Personnel Psychology, 62, 697-734.
Sitzmann, T., Brown, K. G., Casper, W. J., Ely, K., & Zimmerman, R. (2008). A review and meta-analysis of the nomological network of trainee reactions. Journal of Applied Psychology, 93, 280-295.
Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectiveness of Web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59, 623-664.
Academy of Management Learning & Education Decade Award, given to the most highly cited paper published in the last 10 years, 2020
Ethics Fellowship Award, Daniels Fund Ethics Initiative, 2018
Fellow of the Society for Industrial and Organizational Psychology, 2018
Researcher of the Year, University of Colorado Denver Business School, 2017 and 2012
Personnel Psychology Best Reviewer Award, 2017
Finalist for the Personnel Psychology Best Article Award, 2015
Finalist for the Academy of Management Human Resource Division’s Scholarly Achievement Award, 2014
Academy of Management Learning and Education Best Article Award, 2010
Scientist Practitioner Award, University of Tulsa, 2005
Consortium of Universities Research Fellowship, 2003-2005