Freeman School of Business, Tulane University, 7 McAlister Drive, New Orleans, LA 70118, USA.
J Appl Psychol. 2011 Jan;96(1):46-70. doi: 10.1037/a0021838.
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.
基于社会和经验学习理论推导的假设，我们进行了元分析，以调查安全培训和工作场所危害如何影响安全知识和安全绩效的发展。结果与安全培训的参与度水平与促进安全知识和绩效的危险事件/暴露严重程度之间的预期相互作用一致。对于安全知识和安全绩效，当危险事件/暴露严重程度较高时，高度参与的培训比低度参与的培训效果显著得多，而当危险事件/暴露严重程度较低时，高度和低度参与的培训具有相当的效果。讨论了这些发现对理论检验以及将客观风险信息纳入工作场所安全研究和实践的意义。
