A Meta-Analytic Review of Behavior Modeling Training.

Taylor, Paul J.; Russ‐Eft, Darlene; Chan, Daniel W.

doi:10.1037/0021-9010.90.4.692

Cited by 406 publications

(325 citation statements)

References 98 publications

(113 reference statements)

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“…Also, the findings from the present study are largely consistent with a meta-analysis of research that assessed correspondences between performance and procedural knowledge (Taylor et al, 2005). Although this meta-analysis only targeted research evaluating the efficacy of Behavior Modeling Training (Baldwin, 1992), which relies on hands-on-training of performance skills, its general conclusions are consistent with the present finding that verbal and performance skills may be similarly affected by training content.…”

Section: Discussionsupporting

confidence: 87%

Experimental analysis of using examples and non-examples in safety training

Taylor

Wirth

Olvina

et al. 2016

Journal of Safety Research

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Introduction The effects of training content consisting of examples and/or non-examples was studied on the acquisition of safety-related skills. Method Participants (N = 160) were randomly assigned to first receive computer-based training on office ergonomics that included either no examples of safe or at-risk postures, safe examples only, at-risk examples only, or both safe and at-risk examples. Participants then attempted to classify as safe or at-risk various postures depicted in short video clips and demonstrate with their own posture the range of safe postures. Results Groups that were trained with both safe and at-risk examples showed greater classification accuracy and less error in their demonstration of safe postures. Training with only safe or at-risk examples resulted in a moderate amount of error and a consistent underestimation of risk. Conclusion Training content consisting of both examples and non-examples improved acquisition of safety-related skills. Practical applications The strategic selection of training content may improve identification of risks and safe work practices.

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Section: Discussionsupporting

confidence: 87%

Experimental analysis of using examples and non-examples in safety training

Taylor

Wirth

Olvina

et al. 2016

Journal of Safety Research

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“…Baldwin and Ford (1988) defined transfer of training as "knowledge, skills, and attitudes learned from training that are generalized to the job context and maintained over time" (p. 346). According to Taylor and Chan (2005), training transfer is an important factor for evaluating the effectiveness of people. It is a complex process which depends upon the intent or motivation of the learner (trainee characteristics), the workplace environment including supervisory support (organizational environment and characteristics), and the instructional design and delivery features of the training program (Subedi, 2004).…”

Section: Self-efficacymentioning

confidence: 99%

Trainee Characteristics and Transfer of Training: Effect of Supervisory Support (A Study of Public Managers in Nepal)

Singh

2017

J. Bus. Mgt. Res.

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The significance of transfer of training to organizations has been recognized by researchers and managers alike, and the factors affecting the transfer have been the subject of many research studies in the West. Considering the recent growth in training investment and coverage in public enterprises in Nepal without corresponding impact on their performance, the issue of transfer of training has gained importance in our context. This study examines the effect of trainee characteristics, viz.: perceived content validity, learning transfer motivation, and self-efficacy on the level of training transfer and the role of supervisory support in this relationship in the context of Nepali public enterprises. Due to the non-availability of total population, the non-probability sampling method, specifically, quota sampling was used for selecting organizations, and then, managers meeting the pre-defined criteria, were selected for the study. Two hundred ninety-one officials from nine public enterprises participated in the survey. The findings suggest that level of transfer of training is moderate, and two trainee characteristics, viz.: learning transfer motivation and content validity, positively and significantly affect transfer of training whereas self-efficacy does not have such effect. Supervisory support moderates the relationship between content validity and transfer of training but not between learning transfer motivation and transfer of training. Managerial and research implications of the findings are discussed.

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“…However, common procedural elements may become fewer and transfer less likely as skills become more highly specialised (Henry 1968). Study of skill transfer has many applications in applied psychology and sports science (Taylor et al 2005;Figueredo 2006;Osman 2008). For example, students trained to juggle a football with the feet performed better than controls at juggling with the knees after subsequent training (Weigelt et al 2000).…”

Section: Memory Systems and Skill Transfermentioning

confidence: 99%

Learning of Foraging Skills by Fish

Warburton

Hughes

2011

Fish Cognition and Behavior

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IntroductionInvestigations of the role of learning and memory in the foraging behaviour of fishes are at an exciting stage. Although less thoroughly studied than traditional laboratory favourites such as rats, pigeons or bees, fish species are no longer to be consigned to the 'poorly understood' category. It is now possible to place the capacities of fish in the context of learning and memory as a whole, as evidenced by previous reviews such as those by Hart (1986Hart ( , 1993, Hughes et al. (1992) and Kieffer & Colgan (1992). The present chapter attempts to integrate perspectives and findings from the fields of behavioural ecology and comparative psychology. This approach has been adopted for the following reasons:1. Comparative psychology has revealed broad regularities in the general principles of learning across invertebrate and vertebrate taxa (Logue 1988; Domjan 1998) and across spatial and temporal domains (Cheng & Spetch 2001). The general principles that apply to learning in bees, pigeons and rats are likely to apply to fishes also. Psychology can clarify the mechanisms that underlie observed behaviour, while behavioural ecology can evaluate the adaptive significance of behavioural capacities demonstrated by psychology. 2. In several cases, static first-generation models based on optimal foraging theory (OFT) that do not represent temporal changes in internal state fail to predict observed behaviour (Hart 1993). More recent studies using more flexible (e.g. dynamic-programming) models have been more successful because of their ability to represent changes in internal state (e.g. physiology and learning), interactions between intrinsic and extrinsic variables and continuous behavioural adjustment in response to these factors (Ehlinger 1989;Kieffer & Colgan 1991;Hart 1993;Dall et al. 1999). Although standard OFT models predict that animals should exhibit all-or-nothing choice, experiments usually reveal partial preferences. It is likely that future models will draw increasingly on psychological effects (e.g. discrimination, memory, cue competition, interference and attention) to explain such divergences from the predictions of simple or idealised models and to test models based on risk and information (Shettleworth 1988).

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A Meta-Analytic Review of Behavior Modeling Training.

Cited by 406 publications

References 98 publications

Experimental analysis of using examples and non-examples in safety training

Experimental analysis of using examples and non-examples in safety training

Trainee Characteristics and Transfer of Training: Effect of Supervisory Support (A Study of Public Managers in Nepal)

Learning of Foraging Skills by Fish

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