A Walk on the Safe Side: The Implications of Learning Theory for Developing Effective Safety and Health Training

International Review of Industrial and Organizational Psychology, 2006

Volumn 21, Issue , 2008, Pages 1-44

  Burke, Michael J ^a   Holman, David ^b   Birdi, Kamaljit ^b  

^a TULANE UNIVERSITY   (United States)

^b UNIVERSITY OF SHEFFIELD   (United Kingdom)

Author keywords

Health training research; Organizations; Safety training; Transportation equipment failure; Work behavior

Indexed keywords

EID: 34249980725     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9780470696378.ch1     Document Type: Chapter

References (275)

1. Ackerman, P. (1996). A theory of adult intellectual development: Process, personality, interests, and knowledge. Intelligence, 22, 227-257.
2. Adams, J.A. (1987). Historical review and appraisal of research on the learning, retention, and transfer of human motor skills. Psychological Bulletin, 101, 41-74.
3. Albers, J.T., Li, Y., Lemasters, G., Sprague, S., Stinson, R., & Bhattacharya, A. (1997). An ergonomic education and evaluation program for apprentice carpenters. American Journal of Industrial Medicine, 32, 641-646.
4. Alliger, G., Tannenbaum, S., Bennett, W., Traver, H., & Shotland, A. (1997). A meta-analysis of the relations among training criteria. Personnel Psychology, 50, 341-358.
5. Anderson, J.R. (1985). Cognitive psychology and its implications (2nd edn). New York:Freeman.
6. Anderson, J.R. (1987). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review, 94, 192-210.
7. Anderson, J.R., Reder, L.M., & Simon, H.A. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
8. Arcury, T.A., Quandt, S.A., Austin, C.K., Preisser, J., & Cabrera, L.F. (1999). Implementation of EPA's Worker Protection Standard training for agricultural laborers:An evaluation using North Carolina data. Public Health Reports, 114, 459-468.
9. Arnetz, J.E. & Arnetz, B.B. (2000). Implementation and evaluation of a practical intervention programme for dealing with violence towards health care workers. Journal of Advanced Nursing, 31, 668-680.
10. Atherley, G. & Robertson, D. (1998). Principles of training. In J.M. Stellman (Ed.), Encyclopedia of occupational health and safety (pp. 18.5-18.7). Geneva: International Labour Office.
11. Arthur, W., Bennett, W., Edens, P.S. & Bell, S.T. (2003). Effectiveness of training in organizations: A meta-analysis of design and evaluation features. Journal of Applied Psychology, 88, 234-245.
12. Arthur, W., Bennett, W., Stanush, P., & McNelly, T. (1998). Factors that influence skill decay and retention: A quantitative review and analysis. Human Performance, 11, 57-101.
13. Axtell, C., Maitlis, S., & Yearta, S. (1997). Predicting immediate and longer-term transfer of training. Personnel Review, 26, 201-213.
14. Azizi, E., Flint, P., Sadetzki, S., Solomon, A., Lerman, Y., Harari, G. et al. (2000). A graded work site intervention program to improve sun protection and skin cancer awareness in outdoor workers in Israel. Cancer Causes and Control, 11, 513-521.
15. Baer, M. & Frese, M. (2003). Innovation is not enough: Climate for initiative and psychological safety, process innovations, and firm performance. Journal of Organizational Behavior, 24, 45-68.
16. Baker, R. & Wallerstein, N. (1998). Worker education and training. In J.M. Stellman (Ed.), Encyclopedia of occupational health and safety (pp. 18.7-18.12). Geneva: International Labour Office.
17. Baldwin, T. (1992). Effects of alternative modeling strategies on outcomes of interpersonal skills training. Personnel Psychology, 77, 147-154.
18. Baldwin, T. & Ford, J. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41, 63-105.
19. Balla, S., Biggs, J., Gibson, M., & Chang, A,. (1990). The application of basic science concepts to clinical problem solving. Medical Education, 24, 137-144.
20. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
21. Bandura, A. (1986). Social foundation of thought and action. Englewood Cliffs, NJ:Prentice-Hall.
22. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
23. Bandura, A. & Locke, E. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87-99.
24. Barnett, P.G., Midtling, J.E., Velasco, A.R., Romero, P., O'Malley, M., Clements, C. et al. (1984). Educational intervention to prevent pesticide-induced illness of field workers. Journal of Family Practice, 19, 123-125.
25. Barnett, R. (1990). The idea of higher education. Milton Keynes: SRHE/OU Press.
26. Barrick, M. & Mount, M. (1991). The Big Five personality dimensions and job performance:A meta-analysis. Personnel Psychology, 44, 1-26.
27. Becker, S.H., Geer, B., & Hughes, E.C. (1968). Making the grade: The academic side of college life. New York: John Wiley & Sons.
28. Biggs, J. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research and Development, 8, 7-25.
29. Biggs, J. & Collis, K. (1982). Evaluating the quality of learning. New York: Academic Press.
30. Blackler, F. & Kennedy, A. (2004). The design and evaluation of a leadership programme for experienced chief executives from the public sector. Management Learning, 35, 181-203.
31. Bolt, M.A., Killough, L.N., & Koh, H.C. (2001). Testing the interaction effects of task complexity in computer training using the social cognitive model. Decision Sciences, 32, 1-20.
32. Borman, W.C. & Motowidlo, S.J. (1993). Expanding the criterion domain to include elements of contextual performance. In N. Schmitt & W.C. Borman (Eds), Personnel selection in organizations (pp. 71-98). San Francisco: Jossey-Bass.
33. Boud, D., Cohen, R., & Walker, D. (1994). Using experience for learning. Milton Keynes:SRHE/OU Press.
34. Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
35. Brnich, M.J., Derick, R.L., Mallett, L., & Vaught, C. (2002). Innovative alternatives to traditional classroom health and safety training. In R.H. Peters (Ed.), Strategies for improving miners' training (pp. 19-24). Cincinnati, OH: Department of Health and Human Services (National Institute for Occupational Safety and Health) Publication No. 2002-156.
36. Broadbent, D.E., Fitzgerald, P., & Broadbent, M.H.P. (1986). Implicit and explicit knowledge in the control of complex systems. British Journal of Psychology, 77, 33-50.
37. Brookfield, S. (1987). Developing critical thinkers. San Francisco: Jossey-Bass.
38. Brown, M.P. & Nguyen-Scott, N. (1992). Evaluating a training-for-action job health and safety program. American Journal of Industrial Medicine, 22, 739-749.
39. Bryan, W.L. & Harter, N. (1899). Studies on the telegraphic language: The acquisition of a hierarchy of habits. Psychological Review, 6, 345-375.
40. Burgoyne, J. & Hodgson, V. (1983). Natural learning and managerial action: A phenomenological study in the field setting. Journal of Management Studies, 20, 387-399.
41. Burke, L. & Baldwin, T. (1999). Workforce training transfer: A study of the effect of relapse prevention training and transfer climate. Human Resource Management, 38, 227-242.
42. Burke, M.J., Borucki, C.C., & Kaufman, J.D. (2002). Contemporary perspectives on the study of psychological climate: A commentary. European Journal of Work and Organizational Psychology, 11, 325-340.
43. Burke, M.J., Bradley, J., & Bowers, H.N. (2003). Health and safety training programs. In J.E. Edwards, J. Scott, & N.S. Raju (Eds), The human resources program-evaluation handbook (pp. 429-446). Thousand Oaks, CA: Sage.
44. Burke, M.J. & Day, R. (1986). A cumulative study of the effectiveness of managerial training. Journal of Applied Psychology, 71, 232-245.
45. Burke, M.J. & Sarpy, S.A. (2003). Improving worker safety and health through interventions. In D.E. Hofmann & L. Tetrick (Eds), Health and safety: A multilevel perspective (pp. 56-90). San Francisco: Jossey-Bass.
46. Burke, M.J., Sarpy, S.A., Smith-Crowe, K., Chan-Serafin, S., Islam, G., & Salvador, R. (in press). The relative effectiveness of worker safety and health training methods. American Journal of Public Health.
47. Burke, M.J., Sarpy, S.A., Tesluk, P.A., & Smith-Crowe, K. (2002). General safety performance: A test of a grounded theoretical model. Personnel Psychology, 55, 429-457.
48. Calabro, K., Weltge, A., Parnell, S., Kouzekanani, K., & Ramirez, E. (1998). Intervention for medical students: Effective infection control. American Journal of Infection Control, 26, 431-436.
49. Callahan, J., Kiker, S., & Cross, T. (2003). Does method matter? A meta-analysis of the effects of training method on older learner training performance. Journal of Management, 29, 663-680.
50. Campbell, J.P. (1990). Modeling the performance prediction problem in industrial and organizational psychology. In M.D. Dunnette & L.M. Hough (Eds), Handbook of industrial and organizational psychology (pp. 687-732). Palo Alto, CA: Consulting Psychologists Press.
51. Candy, P. (1991). Self-direction for lifelong learning. San Francisco: Jossey-Bass.
52. Chen, Y. (2001). Dimensions of transactional distance in the world wide web learning environment: A factor analysis. British Journal of Educational Technology, 32, 459-470.
53. Chen, Y. & Willits, F.K. (1998). A path analysis of the concepts in Moore's Theory of transactional distance in a videoconferencing learning environment. Journal of Distance Education, 13, 51-65.
54. Cheng, E.W.L. & Ho, D.C.K. (2001). A review of transfer of training studies in the past decade. Personnel Review, 30, 102-118.
55. Cheyne, A., Cox, S., Oliver, A., & Tomas, J.M. (1998). Modeling safety climate in the prediction of levels of safety activity. Work & Stress, 12, 255-271.
56. Chhokar, J.S. (1990). Behavioral safety management. Vikalpa, 15, 15-22.
57. Chmiel, N. & Wall, T. (1994). Fault prevention, job design, and the adaptive control of advanced manufacturing technology. Applied Psychology: An International Review, 43, 455-473.
58. Chou, H.W. (2001). Effects of training method and computer anxiety on learning performance and self-efficacy. Computers in Human Behavior, 17, 51-69.
59. Cohen-Rosenthal, E. (1998). Worker education and environmental improvement. In J.M. Stellman (Ed.), Encyclopedia of occupational health and safety (pp. 18.15-18.18). Geneva: International Labour Office.
60. Cole, H.P., Berger, P.K., Vaught, C., Haley, J.V., & Lacefield, W.E. (1988). Research and evaluation methods for measuring nonroutine mine health and safety skills: Volume 1. Pittsburg, PA: US Bureau of Mines.
61. Colligan, M.J. & Cohen, A. (2004). The role of training in promoting workplace safety and health. In J. Barling & M.R. Frone (Eds), The psychology of workplace safety (pp. 223-248). Washington, DC: American Psychological Association.
62. Colquitt, J., Lepine, J., & Noe, R. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85, 678-707.
63. Colquitt, J. & Simmering, M. (1998). Conscientiousness, goal-orientation and motivation to learn during the learning process: A longitudinal study. Journal of Applied Psychology, 83, 654-665.
64. Cooper, M.D. & Phillips, R.A. (2004). Exploratory analysis of the safety climate and safety behavior relationship. Journal of Safety Research, 35, 497-512.
65. Cotterchio, M., Gunn, J., Coffill, T., Tormey, P., & Barry, M.A. (1998). Effect of a manager training program on sanitary conditions in restaurants. Public Health Reports, 113, 353-359.
66. Cunliffe, A.L. (2002). Reflexive dialogical practice in management learning. Management Learning, 33, 35-61.
67. Curwick, C.C., Reeb-Whitaker, C., & Connon, C.L. (2003). Reaching managers at an industry association conference: Evaluation of ergonomics training.AAOHNJournal, 51, 464-469.
68. Davis, F.D. & Yi, M.Y. (2004). Improving computer skill training: Behavior modeling, symbolic mental rehearsal, and the role of knowledge structures. Journal of Applied Psychology, 89, 509-523.
69. Day, E.A., Arthur, W., & Gettman, D. (2001). Knowledge structures and the acquisition of complex skill. Journal of Applied Psychology, 86, 1022-1033.
70. Detrick, P., Chibnall, J.T., & Luebbert, M.C. (2004). The Revised NEO Personality Inventory as predictor of police academy performance. Criminal Justice and Behavior, 31, 676-694.
71. Dewey, J. (1938). Experience and education. New York: Macmillan.
72. deWinstanley, P.A. & Bjork, R.A. (2002). Successful lecturing: Presenting information in ways that engage effective processing. In D. Halpern & M. Hakel (Eds), Applying the science of learning to university teaching and beyond. San Francisco: Jossey-Bass.
73. Dixon, N. (1994). The organizational learning cycle: How we can learn collectively. London:McGraw-Hill.
74. Doerner, D. (1996). The logic of failure: Recognizing and avoiding error in complex systems. New York: Basic Books.
75. Donovan, J.J. & Radosevich, D.J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don't. Journal of Applied Psychology, 84, 795-805.
76. Dowden, C., Antonowicz, D., & Andrews, D.A. (2003). The effectiveness of relapse prevention with offenders: A meta-analysis. International Journal of Offender Therapy and Comparative Criminology, 47, 516-528.
77. Driskell, J., Copper, C., & Moran, A. (1994). Does mental practice enhance performance? Journal of Applied Psychology, 79, 481-492.
78. Driskell, J.E., Willis, R.P., & Copper, C. (1992). Effect of overlearning on retention. Journal of Applied Psychology, 77, 615-622.
79. Duff, A. (2003). Quality of Learning on an MBA Programme: The impact of approaches to learning on academic performance. Educational Psychologist, 23, 123-139.
80. Eckerman, D.A., Lundeen, C.A., Steele, A., Rercho, H.L., Ammerman, T.A., & Anger, K. (2002). Interactive training versus reading to teach respiratory protection. Journal of Occupational Health Psychology, 7, 313-323.
81. Eden, D. & Aviram, A. (1993). Self-efficacy training to speed reemployment: Helping people to help themselves. Journal of Applied Psychology, 78, 352-360.
82. Elton, L. & Laurilard, D. (1979). Trends in research on student learning. Studies in Higher Education, 4, 87-102.
83. Entwistle, N. (1987). A model of the teaching-learning process. In J. Richardson, M. Eysenck, & D. Piper (Eds), Student Learning: Research in education and cognitive psychology. Milton Keynes: SRHE/OU Press.
84. Entwistle, N.J. (1995). Influences of instructional settings on learning and cognitivedevelopment- introduction. Educational Psychologist, 30, 1-3.
85. Entwistle, N.J. (2002). Understanding academic performance at university: A research retrospective. In C. Desforges & R. Fox (Eds), Teaching and learning: The essential readings. Essential readings in development psychology (pp. 108-123). Malden, MA:Blackwell.
86. Evenson, D.H. & Hmelo, C.E. (Eds) (2000). Problem-based learning: A research perspective on learning interactions. Mahwah, NJ: Lawrence Erlbaum.
87. Fenwick, T.J. (2000). Expanding conceptions of experiential learning: A review of the five contemporary perspectives on cognition. Adult Education Quarterly, 50, 243-272.
88. Fiedler, F.E. (1987). Structure management training in underground mining-five years later (Information Circular 9145). Pittsburgh, PA: US Bureau of Mines.
89. Fitts, P.M. (1962). Factors in complex training. In R. Glaser (Ed.), Training research and education. Pittsburg, PA: University of Pittsburg.
90. Flin, R., Mearns, K., O'Connor, P., & Bryden, R. (2000). Measuring safety climate:Identifying the common features. Safety Science, 34, 177-192.
91. Ford, J.K. & Fisher, S. (1994). The transfer of safety training in work organizations: A systems perspective to continuous learning. Occupational Medicine, 9, 241-259.
92. Ford, J.K. & Oswald, F.L. (2003). Understanding the dynamic learner: Linking personality traits, learning situations, and individual behavior. In M. Barrick & A.M. Ryan (Eds), Personality and work (pp. 229-261). San Francisco: Jossey-Bass.
93. Ford, J.K., Quinones, M., Sego, D., & Sorra, J. (1992). Factors affecting the opportunity to perform trained tasks on the job. Personnel Psychology, 45, 511-527.
94. Ford, J.K. & Schmidt, A. (2000). Training in emergency preparedness: Strategies for enhancing real world performance. Journal of Hazardous Materials, 75, 195-215.
95. Ford, J. K., Smith, E.M., Weissbein, D.A., Gully, S.M., & Salas, E. (1998). Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83, 218-233.
96. Foster, L. (1996). Manual handling training and changes inwork practices. Occupational Health, 11, 402-406.
97. Fox, C.J. & Sulzer-Azaroff, B. (1987). Increasing completion of accident reports. Journal of Safety Research, 18, 65-71.
98. Frayne, C.A. & Geringer, J.M. (2000). Self-management training for improving job performance: A field experiment involving salespeople. Journal of Applied Psychology, 85, 361-372.
99. Frayne, C. & Latham, G. (1987). Application of social learning theory to employee self-management of attendance. Journal of Applied Psychology, 72, 387-392.
100. Frederiksen, C.H. (1999). Learning to reason through discourse in problem-based learning groups. Discourse Processes, 27, 135-160.
101. Frese, M. & Zapf, D. (1994). Action as the core of work psychology: A German approach. In M.D. Dunnette, L.M. Hough, & H.C. Triandis (Eds), Handbook of industrial and organizational psychology, Vol. 4 (2nd edn). Palo Alto, CA: Consulting Psychologists Press.
102. Gagne, R.M. & Medsker, K.L. (1996). The conditions of learning. Fort Worth, TX:Harcourt-Brace.
103. Galliano, G. (1999). Enhancing student learning through exemplary examples. In B. Perlman, L. McCann, & S. McFadden (Eds), Lessons learned: Practical advice for the teaching of psychology. Washington, DC: American Psychological Society.
104. Gardner, P.H., Chmiel, N., & Wall, T.D. (1996). Implicit knowledge and fault diagnosis in the control of advanced manufacturing technology. Behaviour and Information Technology, 15, 205-212.
105. Garrison, D.R. (1989). Understanding distance education: A framework for the future. London: Routledge.
106. Garrison, D.R. (2000). Theoretical challenges for distance education in the 21st century:A shift from structural to transactional issues. International Review of Research in Open and Distance Learning, 1, 1-17.
107. Gebbie, K.M. & Huang, I. (2000). Preparing currently employed public health nurses for changes in the health system. American Journal of Public Health, 90, 716-721.
108. Geller, E.S. (2001). Behavior-based safety in industry: Realizing the large-scale potential of psychology to promote human welfare. Applied and Preventive Psychology, 10, 87-105.
109. Gist, M.E., (1989). The influence of training method on self-efficacy and idea generation among managers. Personnel Psychology, 42, 787-805.
110. Gist, M.E., Bavetta, A., & Stevens, C. (1990). Transfer training method: Its influence on skill generalization, skill repetition and performance level. Personnel Psychology, 43, 501-523.
111. Gist, M.E., & Mitchell, T. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review, 17, 183-211.
112. Gist, M.E., Schwoerer, C., & Rosen, B. (1989). Effects of alternative training methods on self-efficacy and performance in computer software training. Journal of Applied Psychology, 74, 884-891.
113. Gist, M.E., & Stevens, C. (1998). Effects of practice conditions and supplemental training method on cognitive learning and interpersonal skill generalisation. Organizational Behavior and Human Decision Processes, 75, 142-169.
114. Glenn, P.J., Koschmann, T., & Conlee, M. (1999). Theory presentation and assessment in a problem-based learning group. Discourse Processes, 27, 119-133.
115. Godat, L.M. & Brigham, T. A. (1999). The effect of a self-management training program on employees of a mid-sized organization. Journal of Organizational Behavior Management, 19, 65-83.
116. Goettl, B.P., Yadrick, R.M., Connolly-Gomez, C., Regian, W., & Shebilske, W.L. (1996). Alternating tasks modules in isochronal distributed training of complex tasks. Human Factors, 38, 330-346.
117. Goldstein, I. & Ford, J. (2002). Training in organizations (4th edn). Belmont, CA:Wadsworth.
118. Gonzalez-Roma, V., Peiro, J.M., & Tordera, N. (2002). An examination of the antecedents and moderator influences of climate strength. Journal of Applied Psychology, 87, 465-473.
119. Gow, L. & Kember, D. (1993). Conceptions of teaching and their relationship to learning. British Journal of Educational Psychology, 63, 20-33.
120. Gregoire, T.K., Propp, J., & Poertner, J. (1998). The supervisor's role in the transfer of training. Administration in Social Work, 22, 1-18.
121. Griffin, M.A. & Neal, A. (2000). Perceptions of safety at work: A framework for linking safety climate to safety performance. Journal of Occupational Health Psychology, 5, 347-358.
122. Hacker, W. (2003). Action regulation theory: A practical tool for the design of modern work processes? European Journal ofWork and Organizational Psychology, 12, 105-130.
123. Hackman, J.R. & Wageman, R. (2005). A theory of team coaching. Academy of Management Review, 30, 269-287.
124. Hagman, J. & Rose, A. (1983). Retention of military tasks: A review. Human Factors, 25, 199-213.
125. Halpern, D.F. & Hakel, M.D. (2003). Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer. Change, 35 (4), 36-41.
126. Handy, C. (1987). The making of managers. London: NEDO.
127. Harrington, H.L. & Garrison, J.W. (1992). Cases as shared inquiry: A dialogical model of teacher preparation. American Educational Research Journal, 29, 715-735.
128. Hartmann, E., Sunde, T., Kristensen, W., & Martinussen, M. (2003). Psychological measures as predictors of military training performance. Journal of Personality Assessment, 80, 87-98.
129. Heimbeck, D., Frese, M., Sonnentag, S., & Keith, N. (2003). Integrating errors into the training process: The function of error management instructions and the role of goal orientation. Personnel Psychology, 56, 333-361.
130. Henry, J. (1989). Meaning and experience in experiential learning. In S. Weil & I. McGill (Eds), Making sense of experiential learning: Diversity in theory and practice. (pp. 25-37). Milton Keynes: SRHE/OU Press.
131. Herz, B. & Merz, W. (1998). Experiential learning and the effectiveness of economic simulation games. Simulation and Gaming, 29, 238-250.
132. Hesketh, B. (1997). Dilemmas in training for transfer and retention. Applied Psychology:An International Review, 43, 317-386.
133. Hickman, J.S. & Geller, E.S. (2003). A safety self-management intervention for mining operations. Journal of Safety Research, 34, 299-308.
134. Hofmann, D.A. & Morgeson, F.P. (2004). The role of leadership in safety. In J. Barling & M.R. Frone (Eds), The psychology of workplace safety (pp. 159-180). Washington, DC: American Psychological Association.
135. Hofmann, D.A. & Stetzer, A. (1996). A cross-level investigation of factors influencing unsafe behaviors and accidents. Personnel Psychology, 49, 307-339.
136. Hofstede, G. (2001). Cultures consequences (2nd edn). Thousand Oaks, CA: Sage.
137. Holladay, C. & Quinones, M. (2003). Practice variability and transfer of training: The role of self-efficacy generality. Journal of Applied Psychology, 88, 1094-1103.
138. Holman, D. (2000a). A dialogical approach to skill and skilled activity. Human Relations, 53, 957-980.
139. Holman, D. (2000b). Contemporary models of management education in the UK. Management Learning, 31, 197-218.
140. Holman, D., Pavlica, K., & Thorpe, R. (1997). Rethinking Kolb's theory of experiential learning: The contribution of social constructionism and activity theory. Management Learning, 28, 135-149.
141. Hough, L., Eaton, N., Dunnette, M., Kamp, J., & McCloy, R. (1990). Criterionrelated validities of personality constructs and the effect of response distortion on those validities [Monograph]. Journal of Applied Psychology, 75, 581-595.
142. Huang, Xu & Van de Vliert, E. (2004). Job level and national culture as joint roots of job satisfaction. Applied Psychology: An International Review, 53, 329-348.
143. International Brotherhood of Teamsters (1993). International Brotherhood of Teamsters hazardous waste worker training program: Student manual. Washington, DC: International Brotherhood of Teamsters.
144. Ivancic, K. & Hesketh, B. (2000). Learning from errors in a driving simulation: Effects of driving skill and self-confidence. Ergonomics, 43, 1966-1984.
145. James, L.A. & James, L.R. (1989). Integrating work perceptions: Explorations into the measurement of meaning. Journal of Applied Psychology, 69, 85-98.
146. Johnston, J.J., Cattledge, G.T.H., & Collins, J.W. (1994). The efficacy of training for occupational injury control. Occupational Medicine, 9, 147-158.
147. Kanfer, R. & Ackerman, P.L. (1989). Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. Journal of Applied Psychology, 74, 657-690.
148. Keys, B. & Wolfe, J. (1990). The role of management games and simulations in education and research. Journal of Management, 16, 307-336.
149. King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal questioning. American Educational Research Journal, 27, 664-687.
150. Kluger, A.N. & DeNisi, A. (1996). The effects of feedback interventions on performance:Historical review, a meta-analysis and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
151. Kluger, A.N. & DeNisi, A. (1998). Feedback interventions: Toward an understanding of a double-edged sword. Current Directions in Psychological Science, 7, 67-72.
152. Kneser, C. & Ploetzner, R. (2001). Collaboration on the basis of complementary domain knowledge: Observed dialogue structures and their relation to learning success. Learning and Instruction, 11, 53-83.
153. Knowles, M. (1983). Andragogy: An emerging technology for adult learning. In M. Tight (Ed.), Adult learning and education (pp. 53-70). London: Croom Hall.
154. Knowles, M.S. (1996). Adult learning. In R.L. Craig (Ed.), The ASTD training and development handbook (pp. 253-265). New York: McGraw-Hill.
155. Kolb, A. & Kolb, D.A. (2000). Bibliography of research on experiential learning theory and the learning style inventory. Cleveland, OH: Department of Organizational Behavior, Weatherhead School of Management, Case Western Reserve University.
156. Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
157. Komaki, J.L., Collins, R.L., & Penn, P. (1982). The role of performance antecedents and consequences in work motivation. Journal of Applied Psychology, 67, 334-340.
158. Komaki, J., Heinzmann, A.T., & Lawson, L. (1980). Effect of training and a component analysis of a behavioral safety program. Journal Applied Psychology, 65, 261-270.
159. Kontoghiorghes, C. (2004). Reconceptualising the learning transfer conceptual framework:Empirical validation of a new systemic model. International Journal of Training and Development, 8, 210-221.
160. Kozlowski, S.W.J., Toney, R.J., Mullins, M.E., Weissbein, D.A., Brown, K.G., & Bell, B.S. (2001). Developing adaptability:Atheory for the design of integrated-embedded training systems. In E. Salas (Ed.), Advances in human performance and cognitive engineering research (Vol. 1, pp. 59-123). Amsterdam: JAI/Elsevier Science.
161. Kraiger, K., Ford, J.K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation [Monograph]. Journal of Applied Psychology, 78, 311-328.
162. Landsittel, D.P., Murphy, D.J., Kiernan, N.E., Hard, D.L., & Kassab, C. (2001). Evaluation of the effectiveness of educational interventions in the Pennsylvania central region farm safety pilot program. American Journal of Industrial Medicine, 40, 145-152.
163. Latham, G. & Saari, L. (1979). The application of social learning theory to training supervisors through behavioral modeling. Journal of Applied Psychology, 64, 239-246.
164. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
165. Lazovich, D., Parker, D.L., Brosseau, L.M., Miton, T., Dugan, S.K., Pan, W. et al. (2002). Effectiveness of a worksite intervention to reduce an occupational exposure:The Minnesota wood dust study. American Journal of Public Health, 92, 1498-1505.
166. Leung, D.Y.P. & Kember, D. (2003). The relationship between approaches to learning and reflection upon practice. Educational Psychologist, 23, 61-71.
167. Lingard, H. & Rowlinson, S. (1997). Behavior-based safety management in Hong Kong's construction industry. Journal of Safety Research, 28, 243-256.
168. Locke, E.A. & Latham, G.P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall.
169. Lueveswanij, S., Nittayananta, W., & Robison, V.A. (2000). Changing knowledge, attitudes, and practices of Thai oral health personnel with regard to AIDS: An evaluation of an educational intervention. Community Dental Health, 17, 165-171.
170. Lushkin, J., Somers, C., Wooding, J., & Levenstein, C. (1992). Teaching health and safety: Problems and possibilities for learner-centered training. American Journal of Industrial Medicine, 22, 665-676.
171. Machin, M.A. & Fogarty, G.J. (2003). Perceptions of training-related factors and personal variables as predictors of transfer implementation intentions. Journal of Business and Psychology, 18, 51-71.
172. Mainemelis C., Boyatzis, R.E., & Kolb, D.A. (2002). Learning styles and adaptive flexibility-Testing experiential learning theory. Management Learning, 33, 5-33.
173. Marchand, A., Simard, M., Carpentier-Roy, M.C., & Ouellet, F. (1998). From a unidimensional to a bi-dimensional concept and measurement of workers' safety behavior. Scandinavian Journal of Work, Environment, and Health, 24, 293-299.
174. Marks, M.A., Mathieu, J.E., & Zaccaro, S.J. (2001). A temporally based framework and taxonomy of team processes. Academy of Management Review, 26, 356-376.
175. Marsick, V. & Watkins, K. (1997). Lessons from informal and incidental learning. In J. Burgoyne & M. Reynolds (Eds), Management learning. Oxford: Blackwell.
176. Martocchio, J. & Judge, T. (1997). Relationship between conscientiousness and learning in employee training: Mediating influences of self-deception and self-efficacy. Journal of Applied Psychology, 82, 764-773.
177. Marton, F. & Saljo, R. (1976). On qualitative differences in learning (1) Outcome and process. British Journal of Educational Psychology, 46, 4-11.
178. Marton, F. & Wenestam, C. (1979). Qualitative differences in understanding and retention of the main points in some texts based on principle-example structure. In M. Gruneburg et al. (Eds), Practical aspects of memory. London: Falmer Press.
179. Marx, R. (1982). Relapse prevention for managerial training: A model for maintenance of behaviour change. Academy of Management Review, 7, 433-441.
180. Marx, R. & Ivey, A. (1988). Communication skills programs that last: Face to face and relapse prevention. International Journal for the Advancement of Counselling, 11, 135-151.
181. Mathieu, J., Martineau, J., & Tannenbaum, S. (1993). Individual and situational influences on the development of self-efficacy: Implications for training effectiveness. Personnel Psychology, 46, 125-147.
182. Mattila, M. & Hyodynmaa, M. (1988). Promoting job safety in building: An experiment on the behavior analysis approach. Journal of Occupational Accidents, 9, 255-267.
183. Mayer, S. & Russell, J. (1987). Behaviour modeling training in organizations: Concerns and conclusions. Journal of Management, 13, 21-40.
184. McCarley, J.S., Kramer, A.F., Wickens, C.D., Vidoni, E.D., & Boot, W.R. (2004). Visual skills in airport-security screening. Psychological Science, 15, 302-306.
185. McDonald, N., Corrigan, S., Daly, C., & Cromie, S. (2000). Safety management systems and safety culture in aircraft maintenance organizations. Safety Science, 34, 151-176.
186. McNatt, D.B. & Judge, T.A. (2004). Boundary conditions of the Galatea effect: A field experiment and constructive replication. Academy of Management Journal, 47, 550-565.
187. McRae, R. & Costa, P. (1989). More reasons to adopt the five-factor model. American Psychologist, 44, 451-452.
188. Meyer, H. & Raich, M. (1983). An objective evaluation of a behavior modeling training program. Personnel Psychology, 36, 755-761.
189. Mezirow, J. (Ed.) (1990). Fostering critical thinking in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.
190. Miller, C. & Bartlett, M. (1974). Up to the mark: A study of the examination game. London: SRHE.
191. Moore, M.G. (1973). Toward a theory of independent learning and teaching. Journal of Higher Education, 44, 661-679.
192. Moore, M.G. (1993). Transactional distance theory. In D. Keegan (Ed.), Theoretical principles of distance education. New York: Routledge.
193. Morin, L. & Latham, G.P. (2000). The effect of mental practice and goal setting as a transfer of training intervention on supervisors' self-efficacy and communication skills: An exploratory study. Applied Psychology: An International Review, 49, 566-578.
194. Morrow, P.C. & Crum, M.R. (1998). The effects of perceived and objective safety risk on employee outcomes. Journal of Vocational Behavior, 53, 300-313.
195. Motowidlo, S.J., Borman, W.C., & Schmitt, M.J. (1997). A theory of individual differences in task and contextual performance. Human Performance, 10, 71-83.
196. Mueser, K.T., Corrigan, P.W., Hilton, D.W., Tanzman, B., Schaub, A., Gingerich, S. et al. (2002). Illness management and recovery: A review of the research. Psychiatric Services, 53, 1272-1284.
197. Murtada, N. & Haccoun, R.R. (1996). Self-monitoring and goal setting as determinants of the transfer of applied training. Canadian Journal of Behavioural Science, 28, 92-101.
198. Nadler, J., Thompson, L., & van Boven, L. (2003). Learning negotiation skills: Four models of knowledge creation and transfer. Management Science, 49, 529-540.
199. Neal, A. & Griffin, M.A. (2004). Safety climate and safety at work. In J. Barling & M.R. Frone (Eds), The psychology of workplace safety (pp. 15-34). Washington, DC:American Psychological Association.
200. Neal, A., Griffin, M.A., & Hart, P.M. (2000). The impact of organizational climate on safety climate and individual behavior. Safety Science, 34, 99-109.
201. NIEHS (1999). HAZWOPER training: Utilizing advanced training technologies (NIEHS Technical Workhop: Computer and Internet-Based Learning Methods for Safety and Health Training). Bethesda, MD: National Institute of Environmental Health Sciences and National Clearinghouse for Worker Safety and Health Training.
202. Nissen, M.J. & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.
203. Noe, R. (1986). Trainees' attributes and attitudes: Neglected influences on training effectiveness. Academy of Management Review, 11, 736-749.
204. Pedler, M. (1983). Action learning in practice. Aldershot: Gower.
205. Perlow, R. & Kopp, L.S. (2004). Conscientiousness and ability as predictors of accounting learning. Human Performance, 17, 359-373.
206. Pidd, K. (2004). The impact of workplace support and identity on training transfer:A case study of drug and alcohol safety training in Australia. International Journal of Training and Development, 8, 274-288.
207. Prosser, M. (1987). The effects of cognitive structure and learning strategy on student achievement. In J. Richardson, M. Eysenck, & D. Piper (Eds), Student learning:Research in education and cognitive psychology. Guildford, England: SRHE/OU Press.
208. Raelin, J.A. (2001). Public reflection as a basis for learning. Management Learning, 32, 11-30.
209. Ramsden, P. (1983). Institutional variations in British students' approaches to learning and experiences of teaching. Higher Education, 12, 275-286.
210. Ramsden, P. (1984). The context of learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds), The experience of learning. Edinburgh: SAP.
211. Reber, R.A., Wallin, J.A., & Chhokar, J.S. (1984). Reducing industrial accidents: A behavioral experiment. Industrial Relations, 23, 119-125.
212. Revans, R. (1971). Developing effective managers. New York: Appleton Century Holt.
213. Rouillier, J. & Goldstein, I. (1993). The relationship between organizational transfer climate and positive transfer of training. Human Resource Development Quarterly, 4, 377-390.
214. Rudmo, T. (2000). Safety climate, attitudes, and risk perception in Norsk Hydro. Safety Science, 34, 47-59.
215. Ruona, W., Leimbach, M., Holton III, E., & Bates, R. (2002). The relationship between learner utility reactions and predicted learning transfer among trainees. International Journal of Training and Development, 6, 218-228.
216. Ryan, A.M., McFarland, L., Baron, H., & Page, R. (1999). An international look at selection practices: Nation and culture as explanations for variability in practice. Personnel Psychology, 52, 359-391.
217. Saarela, K.L., Saari, J., & Alltonen, M. (1989). The effects of an informational safety campaign in the shipbuilding industry. Journal of Occupational Accidents, 10, 255-266.
218. Saari, J. & Nisanen, M. (1989). The effect of positive feedback on industrial housekeeping and accidents: A long-term study at a shipyard. International Journal of Industrial Ergonomics, 4, 201-211.
219. Sadri, G. & Robertson, I. (1993). Self-efficacy and work-related behaviour: A review and meta-analysis. Applied Psychology: An International Review, 42, 139-152.
220. Salas, E. & Cannon-Bowers, J. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52, 471-499.
221. Sauter, S.L., Brightwell, W.S., Colligan, M.J., Hurrell, J.J., Katz, T.M., LeGrande, D.E. et al. (2002). The changing organization of work and the safety and health of working people: Knowledge gaps and research directions (DHSS (NIOSH) Publication No. 2002-116). Cincinnati, OH: National Institute for Occupational Safety and Health.
222. Schacter, J. (2000). Does individual tutoring produce optimal learning? American Educational Research Journal, 37, 801-829.
223. Schein, E.H. (1993). On dialogue, culture and organizational learning. Organizational Dynamics, 22, 40-51.
224. Schmidt, F. & Hunter, J. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262-274.
225. Schön, D. (1983). The reflective practitioner: How professionals think in action. London:Maurice Temple Smith.
226. Seo, D., Torabi, M.R., Blair, E.H., & Ellis, N.T. (2004). A cross-validation of safety climate scale using confirmatory factor analytic approach. Journal of Safety Research, 35, 427-445.
227. Shoenfelt, E.L. (1996). Goal setting and feedback as a posttraining strategy to increase the transfer of training. Perceptual and Motor Skills, 83, 176-178.
228. Simard, M. & Marchand, A. (1997). Workgroups' propensity to comply with safety rules: The influence and effectiveness in occupational safety. Safety Science, 17, 169-185.
229. Simon, S.J., Grover, V., Teng, J.T.C., & Whitcomb, K. (1996). The relationship of information system training methods and cognitive ability to end-user satisfaction, comprehension, and skill transfer: A longitudinal field study. Information Systems Research, 7, 466-490.
230. Simon, S.J. & Werner, J.M. (1996). Computer training through behavior modeling, self-paced, and instructional approaches: A field experiment. Journal of Applied Psychology, 81, 648-659.
231. Sinclair, R.C., Smith, R., Colligan, M., Prince, M., Nguyen, T., & Stayner, L. (2003). Evaluation of a safety training program in three food service companies. Journal of Safety Research, 34, 547-558.
232. Skinner, B.F. (1974). About behaviorism. New York: Alfred A. Knopf.
233. Smith, M.J., Anger, W.K., & Uslan, S.S. (1978). Behavior modification applied to occupational safety. Journal of Safety Research, 10, 87-88.
234. Smith-Crowe, K., Burke, M.J., & Landis, R.S. (2003). Organizational climate as a moderator of safety knowledge-safety performance relationships. Journal of Organizational Behavior, 24, 861-876.
235. Smith-Jentsch, K., Salas, E., & Baker, D. (1996). Training team performance-related assertiveness. Personnel Psychology, 49, 909-935.
236. Sniezek, J., Wilkins, D.C., Wadlington, P.L., & Baumann, M.R. (2002). Training for crisis decision-making: Psychological issues and computer-based solutions. Journal of Management Information Systems, 18, 147-168.
237. Sonnentag, S. & Kliene, B.M. (2000). Deliberate practice at work: A study with insurance agents. Journal of Organisational and Occupational Psychology, 73, 87-102.
238. Sonnentag, S., Niessen, C., & Ohly, S. (2004). Learning at work: Training and development. In C. Cooper & I. Robertson (Eds), International review of industrial and organizational psychology (pp. 249-289). Chichester: John Wiley & Sons.
239. Springer, L., Stanne, M.R., & Donovan, S.S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A metaanalysis. Review of Educational Research, 69, 21-51.
240. Stajkovic, A. & Luthans, F. (1997). A meta-analysis of the effects of organizational behavior modification on task performance, 1975-1995. Academy of Management Journal, 40, 1122-1149.
241. Stajkovic, A.D. & Luthans, F. (2001). Differential effects of incentive motivators on work performance. Academy of Management Journal, 44, 580-590.
242. Stewart, G., Carson, K., & Cardy, R. (1996). The joint effects of conscientiousness and self-leadership training on employee self-directed behavior in a service setting. Personnel Psychology, 49, 143-164.
243. Sulzer-Arnoff, B. & Austin, J. (2000). Does BBS work? Behavior-based safety and injury reduction: A survey of the evidence. Professional Safety, 45, 19-24.
244. Sulzer-Azaroff, B., Loafman, B., & Merante, R.J. (1990). Improving occupational safety in a large industrial plant: A systematic replication. Journal of Organizational Behavior Management, 11, 99-120.
245. Tannenbaum, S., Beard, R., & Salas, E. (1992). Team building and its influence on team effectiveness: An examination of conceptual and theoretical developments. In K. Kelley (Ed.), Issues, theory and research in industrial/organisational psychology. Amsterdam: Elsevier Science Publishers BV.
246. Tannenbaum, S., Mathieu, J., Salas, E., & Cannon-Bowers, J. (1991). Meeting trainees' expectations: The influence of training fulfillment on the development of commitment, self-efficacy and motivation. Journal of Applied Psychology, 76, 759-769.
247. Tannenbaum, S. & Yukl, G. (1992). Training and development in work organisations. Annual Review of Psychology, 43, 399-441.
248. Taylor, P.A., Russ-Eft, D.F., & Chan, D.W.L. (in press). A meta-analytic review of behavior modeling training. Journal of Applied Psychology.
249. Tharenou, P. (2001). The relationship of training motivation to participation in training and development. Journal of Occupational and Organizational Psychology, 74, 599-621.
250. Tracey, J., Tannenbaum, S., & Kavanagh, M. (1995). Applying trained skills to the job:The importance of the work environment. Journal of Applied Psychology, 80, 239-252.
251. Triandis, H.C. (2004). The many dimensions of culture. Academy of Management Executive, 18, 88-93.
252. Turner, N. & Parker, S.K. (2004). The effect of teamwork on safety processes and outcomes. In J. Barling & M.R. Frone (Eds), The psychology of workplace safety (pp. 35-62). Washington, DC: American Psychological Association.
253. Tziner, A., Haccoun, R., & Kadish, A. (1991). Personal and situational characteristics influencing the effectiveness of transfer of training improvement strategies. Journal of Occupational Psychology, 64, 167-177.
254. United Brotherhood of Carpenters Health & Safety Fund of North America (1992). Hazardous waste participants manual. Cincinnati, OH: Midwest Consortium for Hazardous Waste Worker Training.
255. Van Poppel, M.N., Koes, B.W., Van der Ploeg, T., Smid, T., & Bouter, L.M. (1998). Lumbar supports and education for the prevention of low back pain in industry: A randomized controlled trial. Journal of the American Medical Association, 279, 1789-1794.
256. Vernon, D.T. & Blake, R.L. (1993). Does problem-based learning work? A metaanalysis of evaluative research. Academic Medicine, 68, 550-563.
257. Vygotsky, L. (1987). Thought and language (trans. A. Kozulin). Cambridge, MA: Harvard University Press.
258. Wagner, R.K. (1997). Intelligence, training, and employment. American Psychologist, 52, 1059-1069.
259. Wall, T.D., Cordery, J.L., & Clegg, C.W. (2002). Empowerment, performance, and operational uncertainty:Atheoretical integration. Applied Psychology:An International Review, 51, 146-169.
260. Warr, P. (2001). Age and work behaviour: Physical attributes, cognitive abilities, knowledge personality traits and motives. In C.L. Cooper & I.T. Robertson (Eds), International Review of Industrial and Organizational Psychology, 16, 1-36.
261. Warr, P. & Allen, C. (1998). Learning strategies and occupational training. In C.L. Cooper & I.T. Robertson (Eds), International review of industrial and organizational psychology (Vol. 13, pp. 83-121). Chichester: John Wiley & Sons.
262. Warr, P., Allen, C., & Birdi, K. (1999). Predicting three levels of training outcome. Journal of Organisational and Occupational Psychology, 72, 351-375.
263. Warr, P. & Bunce, D. (1995).Trainee characteristics and the outcomes of open learning. Personnel Psychology, 48, 347-375.
264. Warr, P. & Downing, J. (2000). Learning strategies, learning anxiety and knowledge acquisition. British Journal of Psychology, 91, 311-333.
265. Webb, N.M., Troper, J.D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87, 406-423.
266. Weeks, D.L. & Anderson, L.P. (2000). The interaction of observational learning with overt practice: Effects on motor skill learning. Acta Psychologica, 104, 259-271.
267. Weil, S. & McGill, I. (1989). Making sense of experiential learning. Buckingham, UK:SRHE/OU Press.
268. Weitlauf, J., Smith, R., & Cervone, D. (2000). Generalization effects of coping-skills training: Influence of self-defense training on women's efficacy beliefs, assertiveness and aggression. Journal of Applied Psychology, 85, 625-633.
269. Weyman, A.K. & Clarke, D.D. (2003). Investigating the influence of organizational role on perceptions of risk in deep coal mines. Journal of Applied Psychology, 88, 404-412.
270. Whitby, M., Stead, P., & Najman, J.M. (1991). Needlestick injury: Impact of a recapping device and an associated education program. Infection Control and Hospital Epidemiology, 12, 220-225.
271. Wilson, A. (1992). The promise of situated cognition. In S. Merriam (Ed.), An update on adult learning theory (pp. 71-80). San Francisco: Jossey-Bass.
272. Wood, R. & Bandura, A. (1989). Impact of conceptions of ability on self-regulatory mechanisms and complex decision-making. Journal of Personality and Social Psychology, 56, 407-415.
273. Zohar, D. (2000). A group-level model of safety climate: Testing the effect of group climate on microaccidents in manufacturing jobs. Journal of Applied Psychology, 85, 587-596.
274. Zohar, D., Cohen, A., & Azar, N. (1980). Promoting increased use of ear protectors in noise through information feedback. Human Factors, 22, 69-79.
275. Zweig, D. & Webster, J. (2004). What are we measuring? An examination of the relationships between the big-five personality traits, goal orientation, and performance intentions. Personality and Individual Differences, 36, 1693-1708.