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Before trainees can benefit from any form of training, they must be ready to learn ( Goldstein and Ford, 2002 ). Trainee readiness refers to both the maturational and experiential factors that a learner brings to a training program. Readiness, though, is typically seen as primarily due to the number and kind of previously learned intellectual skills ( Gagne, 1985 ). To examine readiness, the capabilities of the trainees must be investigated in the context of the ability requirements of the training program content ( Fleishman and Mumford, 1989 ). When there is a mismatch between the ability requirements of the training program and the training capabilities of the trainee, the training program will fail. One implication of a mismatch is the need to carefully screen potential trainees for certain ability characteristics to maximize training success. For example, short work‐sample tests ( see work samples ) have been shown to be effective in predicting the trainability of individuals to succeed in a subsequent skill‐based training program ( Robertson and Downs, 1979 ). ( 1989 ). Individual attributes and training performance . In , Training and Development in Organizations . San Francisco : Jossey‐Bass . ( 1985 ). The Conditions of Learning and Theory of Instruction . New York : Holt, Rinehart, and Winston . ( 2002 ). Training in Organizations: Needs Assessment, Development ... log in or subscribe to read full text