The Dread Factor: How Hazards and Safety Training Influence Learning and Performance
Saved in:
| Title: | The Dread Factor: How Hazards and Safety Training Influence Learning and Performance |
|---|---|
| Language: | English |
| Authors: | Burke, Michael J., Salvador, Rommel O., Smith-Crowe, Kristin, Chan-Serafin, Suzanne, Smith, Alexis, Sonesh, Shirley |
| Source: | Journal of Applied Psychology. Jan 2011 96(1):46-70. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Learning Theories, Safety, Experiential Learning, Severity (of Disability), Investigations, Testing, Work Environment, Statistical Analysis, Training, Research, Adults, Evaluation Methods, Psychology, Employees |
| Laws, Policies and Program Identifiers: | Occupational Safety and Health Act 1970 |
| DOI: | 10.1037/a0021838 |
| ISSN: | 0021-9010 |
| Abstract: | On the basis of hypotheses derived from social and experiential learning theories, we meta-analytically investigated how safety training and workplace hazards impact the development of safety knowledge and safety performance. The results were consistent with an expected interaction between the level of engagement of safety training and hazardous event/exposure severity in the promotion of safety knowledge and performance. For safety knowledge and safety performance, highly engaging training was considerably more effective than less engaging training when hazardous event/exposure severity was high, whereas highly and less engaging training had comparable levels of effectiveness when hazardous event/exposure severity was low. Implications of these findings for theory testing and incorporating information on objective risk into workplace safety research and practice are discussed. (Contains 3 tables.) |
| Abstractor: | As Provided |
| Number of References: | 193 |
| Entry Date: | 2011 |
| Accession Number: | EJ911990 |
| Database: | ERIC |
| Abstract: | On the basis of hypotheses derived from social and experiential learning theories, we meta-analytically investigated how safety training and workplace hazards impact the development of safety knowledge and safety performance. The results were consistent with an expected interaction between the level of engagement of safety training and hazardous event/exposure severity in the promotion of safety knowledge and performance. For safety knowledge and safety performance, highly engaging training was considerably more effective than less engaging training when hazardous event/exposure severity was high, whereas highly and less engaging training had comparable levels of effectiveness when hazardous event/exposure severity was low. Implications of these findings for theory testing and incorporating information on objective risk into workplace safety research and practice are discussed. (Contains 3 tables.) |
|---|---|
| ISSN: | 0021-9010 |
| DOI: | 10.1037/a0021838 |
