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Title: Factors Influencing the Transfer of Health and Safety Training
Authors: Pettifer-Eagles, Terri Jane
Award date: 2011
Abstract: In high risk manufacturing environments establishing and improving a positive health and safety climate and practice are key business performance indicators. Consequently, training in health and safety consisting of both process safety and behavioural safety can be delivered in order to minimise lost time injuries and fatalities. As people interact at work, a set of values and beliefs begin to guide individual behaviour – ‘this is the way we have always done it’ becomes the mantra. In such environments behaviour surrounding safety becomes a critical issue for those responsible for maintaining a ‘duty of care’ to employees in organisations. As a result there has been a focus on the behavioural aspects of safety training in high risk environments such as the steel industry. Health and safety training in large organisations is a substantial cost and they want to see a return on this investment. In this study a purposive sample of 6 steel workers were interviewed using a semi-structured interview to investigate factors that influenced whether or not participants transferred learning from a safety training programme (titled Felt Leadership). Interviews were voice recorded and transcribed verbatim. Thematic analysis was used to analyse the responses and identify the factors that influenced whether participants made use of the learning. Individual participant characteristics, training design and work climate had an influence on the transfer of learning to the work place. Themes that were important for this group were; social support, perceived utility of the training and participant self-efficacy. If people felt they were able to make a difference and had the support of their managers and peers they may have attempted to transfer the learning, if they believed it to have some practical application. The findings of this research have implications for the design, delivery and support of safety training. It is important for employees to ‘see’ the utility of the training, so ‘practical tools’ that can be rehearsed during training, in an experiential fashion, are helpful, along with the self-belief or courage to try a different approach. The more support line managers and peers are able to give employees prior to, during and following training, the more likely it is that transfer of learning from the training will be attempted.
Type: Dissertation
Level: Masters
Qualification: MSc
Rights: Copyright © the author, 2011
Description: The full text of this dissertation is available only to University of Leicester members. Please log in with your CFS username and password when prompted.
Appears in Collections:Masters' Dissertations, School of Psychology

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