the total number of papers may exceed 10,000. Nevertheless, cost consideration forced us to consider mostly published papers and technical reports in English. 4 Formula 4 in Seifert (1991) is in error—a multiplier of n, of cell size, is missing in the numerator. 5 Unfortunately, the technique of meta-analysis cannot be applied, at present time, to such effects because the distribution of dis based on a sampling of people, whereas the statistics of techniques such as ARIMA are based on the distribution of a sampling of observations in the time domain regardless of the size of the people sample involved (i.e., there is no way to compare a sample of 100 points in time with a sample of 100 people). That is, a sample of 100 points in time has the same degrees of freedom if it were based on an observation of 1 person or of 1,000 people. 258 KLUGER AND DENISI From the papers we reviewed, only 131 (5%) met the criteria for inclusion. We were concerned that, given the small percentage of usable papers, our conclusions might not fairly represent the larger body of relevant literature. Therefore, we analyzed all the major reasons to reject a paper from the meta-analysis, even though the decision to exclude a paper came at the first identification of a missing inclusion criterion. This analysis showed the presence of review articles, interventions of natural feedback removal, and papers that merely discuss feedback, which in turn suggests that the included studies represent 1015% of the empirical FI literature. However, this analysis also showed that approximately 37% of the papers we considered manipulated feedback without a control group and that 16% reported confounded treatments, that is, roughly two thirds of the empirical FI literature cannot shed light on the question of FI effects on performance—a fact that requires attention from future FI researchers. Of the usable 131 papers (see references with asterisks), 607 effect sizes were extracted. These effects were based on 12,652 participants and 23,663 observations (reflecting multiple observations per participant). The average sample size per effect was 39 participants. The distribution of the effect sizes is presented in Figure 1. The weighted mean (weighted by sample size) of this distribution is 0.41, suggesting that, on average, FI has a moderate positive effect on performance. However, over 38% of the effects were negative (see Figure 1). The weighted variance of this distribution is 0.97, whereas the estimate of the sampling error variance is only 0.09. A potential problem in meta-analyses is a violation of the assumption of independence. Such a violation occurs either when multiple observations are taken from the same study (Rosenthal, 1984) or when several papers are authored by the same person (Wolf, 1986). In the present investigation, there were 91 effects derived from the laboratory experiments reported by Mikulincer (e.g., 1988a, 1988b). This raises the possibility that the average effect size is biased, because his studies manipulated extreme negative FIs and used similar tasks. In fact, the weighted average d in Mikulincer's studies was —0.39; whereas in the remainder of the

The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.

Transfer of training is of paramount concern for training researchers and practitioners. Despite research efforts, there is a growing concern over the “transfer problem.” The purpose of this paper is to provide a critique of the existing transfer research and to suggest directions for future research investigations. The conditions of transfer include both the generalization of learned material to the job and the maintenance of trained skills over a period of time on the job. The existing research examining the effects of training design, trainee, and work-environment factors on conditions of transfer is reviewed and critiqued. Research gaps identified from the review include the need to (1) test various operationalizations of training design and work-environment factors that have been posited as having an impact on transfer and (2) develop a framework for conducting research on the effects of trainee characteristics on transfer. Needed advancements in the conceptualization and operationalization of the criterion of transfer are also discussed.

Transfer of training: a review and directions for future research

This article presents and tests a group-level model of safety climate to supplement the available organization-level model. Climate perceptions in this case are related to supervisory safety practices rather than to company policies and procedures. The study included 53 work groups in a single manufacturing company. Safety climate perceptions, measured with a newly developed scale, revealed both within-group homogeneity and between-groups variation. Predictive validity was measured with a new outcome measure, microaccidents, that refers to behavior-dependent on-the-job minor injuries requiring medical attention. Climate perceptions significantly predicted microaccident records during the 5-month recording period that followed climate measurement, when the effects of group- and individual-level risk factors were controlled. The study establishes an empirical link between safety climate perceptions and objective injury data.

A group-level model of safety climate: testing the effect of group climate on microaccidents in manufacturing jobs.

https://bsms-inc.com/articles/Towards_a_model_of_safety_culture.pdf

Towards a model of safety culture

The lack of research to develop further a theory of evaluation is aglaring shortcoming for human resource development (HRD). In this paper, 1 argue that the four-level system of training evaluation is really a taxonomy of outcomes and is flawed as an evaluation model Research is needed to develop a fully specified and researchable evaluation model. Such a model needs to specify outcomes correctly, account for the effects of intervening variables that affect outcomes, and indicate causal relationships. I propose a new model based on existing research and accounts for the impact of the primary intervening variables such as motivation to learn, trainability, job attitudes, personal characteristics, and transfer of training conditions. A new role for participant reactions is specified. Key studies supporting the model are reviewed and a research agenda proposed.

The flawed four-level evaluation model

This study demonstrated the benefits of providing knowledge of results (KR) in addition to goal setting in a strategy to improve occupational safety in a farm machinery manufacturing firm. An analy...

/pdf/the-effects-of-training-goal-setting-and-knowledge-of-vq4azgxr6y.pdf

The Effects of Training, Goal Setting, and Knowledge of Results on Safe Behavior: a Component Analysis.

A field study of the effect of feedback frequency on performance

Improving safety through applied behavior analysis

Reducing Industrial Accidents: A Behavioral Experiment

The effects of training, goal setting, and feedback to improve occupational safety are shown. The results essentially replicate those of previous research demonstrating the success of a behavioral approach to safety. The study emphasizes the necessity of feedback in relation to goals. The utility of behavioral safety programs and suggestions for future improvements are noted.

Jerry A. Wallin

Papers

The Effects of Training, Goal Setting, and Knowledge of Results on Safe Behavior: a Component Analysis.

A field study of the effect of feedback frequency on performance

Improving safety through applied behavior analysis

Reducing Industrial Accidents: A Behavioral Experiment

Improving Safety Performance With Goal Setting and Feedback