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The Dread Factor: How Hazards and Safety Training Influence Learning and Performance

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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
FullText Text:
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  Data: The Dread Factor: How Hazards and Safety Training Influence Learning and Performance
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  Data: 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
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  Data: 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.)
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  Data: 2011
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        Value: 10.1037/a0021838
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      – Text: English
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      Pagination:
        PageCount: 25
        StartPage: 46
    Subjects:
      – SubjectFull: Learning Theories
        Type: general
      – SubjectFull: Safety
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Severity (of Disability)
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      – SubjectFull: Testing
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      – SubjectFull: Work Environment
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Training
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      – SubjectFull: Occupational Safety and Health Act 1970
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      – TitleFull: The Dread Factor: How Hazards and Safety Training Influence Learning and Performance
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