Safety Training

and, Michael J. Burke; Sockbeson, Caitlin E. Smith

doi:10.1002/9781118979013.ch15

Cited by 8 publications

(7 citation statements)

References 189 publications

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“…These results are consistent with the literature that points to coworkers and supervisors’ safety responses as being strong sources of influence on the workers’ safety-related behaviors and attitudes (Brondino et al, 2012; Meliá & Sesé, 2007; Zohar & Luria, 2003). The effects of safety climate on safety training effectiveness are known (Burke & Sockbeson, 2016) but only from an organizational perspective, centered on perceptions about managements’ commitment to safety. Our study adopted a group analysis, centered on the employees’ perceptions about their coworkers and supervisors’ safety responses, two safety agents with a less episodic presence in the work environment than management.…”

Section: Discussionmentioning

confidence: 99%

“…Frequently, research on safety training effectiveness emphasizes the training design and delivery as transfer inputs (Burke, Holman, & Birdi, 2006) and work environment variables, such as occupational hazards, cultural characteristics, and, especially, safety climate (Burke & Sockbeson, 2016), as moderator variables. However, research also recognizes a direct effect between safety climate and outcomes as safety-related attitudes and behaviors (Fogarty & Shaw, 2010; Griffin & Neal, 2000) that presumably covers the workers’ sense of responsibility, efforts, and actions toward the transfer of safety training.…”

Section: Theory and Hypothesesmentioning

confidence: 99%

“…It is also a leading indicator of safety performance, with an ability to predict safety behavior, accidents, and injuries (Beus, Bergman, & Payne, 2010; Christian, Bradley, Wallace, & Burke, 2009). Scholars have suggested a positive association between safety climate and the employees’ commitment to workplace safety (Mearns, Hope, Ford, & Tetrick, 2010) and a moderating role on safety training–outcome relationships (Burke & Sockbeson, 2016). Safety climate can be measured by capturing the workers’ perceptions of the top managements’ policies and procedures (Zohar, 2008), which represent an organizational level of analysis, or by adopting a group-level approach (i.e., based on the agents’ safety responses [Brondino et al, 2012; Meliá et al, 2008]).…”

Section: Theory and Hypothesesmentioning

confidence: 99%

“…The transfer of training (TT) is a complex process due to the interference of many variables, related to individual characteristics, training design and delivery, and the work environment and is still far from being fully understood (Blume, Ford, Baldwin, & Huang, 2010). Research has been challenged to spot essential hidden variables (Cheng & Hampson, 2008) and to unveil the influence of work context-related factors including in the field of safety (Burke & Sockbeson, 2016).…”

mentioning

confidence: 99%

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Safety training transfer: The roles of coworkers, supervisors, safety professionals, and felt responsibility.

Freitas

Silva

Santos³

2019

Journal of Occupational Health Psychology

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The aim of this study is to identify the influence of social dimensions of the work environment and the employees' felt responsibility on the transfer of safety training. We tested a model in which responses and reactions from safety players such as coworkers, supervisors, and safety professionals are positively related to the transfer of training (TT), through the mediating effect of the employees' felt responsibility and the moderating influence of supervisor support and sanctions. A two-time data collection was implemented among blue-collar employees, all low qualified, from four city councils who attended a fundamental safety training program delivered by in-house safety trainers, all safety professionals ( = 203). Data analysis revealed that (a) supervisors' safety responses, coworkers' safety responses, and safety professionals' reactions positively influenced the TT, an effect (b) mediated by employees' felt responsibility and (c) moderated by supervisor sanctions, but not by supervisor support. The results suggest that high sanctions enhance the positive effect of high self-responsibility on TT, and, importantly, aggravate the negative effect of low self-responsibility on TT. This is the first study to empirically test both the influence of felt responsibility and the safety professionals' reactions in the transfer process. Research should continue to examine the former construct's influence on the transfer process including, for example, its effect on supervisor support, and the latter as a safety-related social dimension variable of the work environment. (PsycINFO Database Record

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Section: Discussionmentioning

confidence: 99%

Section: Theory and Hypothesesmentioning

confidence: 99%

Section: Theory and Hypothesesmentioning

confidence: 99%

mentioning

confidence: 99%

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Safety training transfer: The roles of coworkers, supervisors, safety professionals, and felt responsibility.

Freitas

Silva

Santos³

2019

Journal of Occupational Health Psychology

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“…The second enables workers to recognize and report workplace hazards (e.g. methods for hazard control or elimination; observation or informal inspecting of potential hazards in the work context) (Burke and Sarpy, 2003; Burke and Sockbeson, 2016). Other types of safety training interventions, based on problem-solving and empowerment programs, are less common, although equally important to the organizational safety performance, by enabling workers to have a more participative and powerful role in the collective defense of their rights to a healthy and safety environment (Lippin et al , 2000; Weinstock and Slatin, 2012).…”

Section: Introductionmentioning

confidence: 99%

Predictors of safety training transfer support as in-role behavior of occupational health and safety professionals

Freitas

Silva

Santos

2017

EJTD

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Purpose The purpose of this study is to identify individual and contextual influences on in-house safety trainers’ role orientation toward the transfer of training (TT). Design/methodology/approach The authors tested a model where felt-responsibility for TT mediates the influence of job resources (i.e. autonomy, access to resources, access to information and organizational support) on trainers’ definition of their role and where training safety climate exerts a moderator effect. Data were collected from 201 Occupational Health and Safety (OHS) professionals, all in-house safety trainers, of large public and private companies. Structural equation modeling was used to test the hypotheses. Findings The model highlighted the mediating influence of felt-responsibility in the interplay between job resources and role orientation, the moderating influence of safety climate on the relationship of autonomy and organizational support on role definition, but not access to resources and access to information on role definition in the TT. Results suggest that how much safety trainers consider supporting the TT as a part of their overall role is affected by autonomy and organizational support through a sense of responsibility regarding training results, and these effects are influenced by the perceived importance of safety training to the organization. Research limitations/implications The study is cross-sectional and used self-reported data, meaning that causal inferences should be carefully drawn. Further studies should explore other sources of influence over felt-responsibility, for example, supervisors’ support for transfer, the relationship between how in-house safety trainers define their role in the transfer process and trainees’ effective application of their new knowledge and skills. Practical implications Companies should overtly signal the importance of safety training to in-house safety trainers because it will elicit, by reciprocity, a greater sense of personal responsibility and increased efforts concerning training success. Originality/value No previous research looked at how in-house trainers define their role in the TT, as well as the individual and contextual factors that influence their efforts toward the efficacy of training.

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Occupational Safety and Health Training in Virtual Reality Considering Human Factors

Tjolleng

2023

Lecture Notes in Electrical Engineering

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Safety Training

Cited by 8 publications

References 189 publications

Safety training transfer: The roles of coworkers, supervisors, safety professionals, and felt responsibility.

Safety training transfer: The roles of coworkers, supervisors, safety professionals, and felt responsibility.

Predictors of safety training transfer support as in-role behavior of occupational health and safety professionals

Occupational Safety and Health Training in Virtual Reality Considering Human Factors

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