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

• 成果类型: Article
• 署名作者: Burke, Michael J.; Salvador, Rommel O.; Smith-Crowe, Kristin; Chan-Serafin, Suzanne; Smith, Alexis; Sonesh, Shirley
• 署名单位: Tulane University; Tulane University; University of Washington; University of Washington Tacoma; Utah System of Higher Education; University of Utah; University of New South Wales Sydney
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/a0021838
• 发表日期: 2011
• 页码: 46-70
• 关键词: safety training; occupational hazards; Meta-analysis

摘要

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.