Is more engaging safety training always better in reducing accidents? Evidence of self-selection from Chilean panel data

Accident Prevention Analysis: Exploring the Intellectual Structure of a Research Field

Accident prevention is of great significance in avoiding or reducing all kinds of casualties and economic losses, and is one of the main challenges for social sustainable development. Hence, it has been an active research field for many decades around the world. To master the research status of accident prevention, and explore the knowledge base and hot trends, 1294 papers from the WOS retrieval platform SCIE and SSCI databases from 1990 to 2021 were selected as data samples. Co-occurrence analysis, co-citation analysis, co-authorship analysis, and keyword analysis were performed on the literature on accident prevention research with bibliometric analysis methods. The study showed that the United States ranked first in the number of publications of any country/region and Georgia Inst Technol ranked first in the number of institutional publications. System analysis and accident model establishment, analysis of construction accidents, road accident prevention, and safety culture and safety climate are the knowledge base in the accident prevention studies and the core journals in this field are Safety Science, Accident Analysis and Prevention, Pediatrics, and Reliability Engineering & System Safety. There are four major research hotspots in accident prevention studies: routine accident prevention, model-based research, systems analysis and accident prediction, and occupational safety and public health research. At present, the basic theory and structural system of accident prevention research have been basically established, with many research directions and a wide range of frontier branches. Safety management, public safety, Bayesian networks, and simulation are the research frontiers of accident prevention.

Supporting Occupational Health and Safety Risk Assessment Skills: A Case Study of Five Companies

Financial burden due to poor occupational safety practices remains high although occupational health and safety (OHS) have improved in recent years. Conducting risk assessment is one way to improve OHS. Workplaces may not have sufficient expertise in risk assessment. The aim of this study was to identify the needed OHS risk assessment skills, current support in the workplaces and the ways to improve risk assessment skills. This study was conducted with the Delphi survey for OHS experts (n = 13) and with interviews (n = 41) in the case companies. OHS experts agreed that the most significant skills were for employees to identify hazards and minimize risks in one's work; for supervisors to influence others with a good example; and for OHS experts to understand and manage the wholeness of safety practices and understand and manage the meaning, concepts, and criteria of risk assessment. The current main support methods were learning at work, training and written instructions. However, many of the interviewees felt that they had not received risk assessment training and that the support depended on their activity. Finally, the OHS experts determined that the most feasible ways to improve risk assessment skills were training, coaching and giving clear instructions. Likewise, the interviewees suggested various training methods. Based on these results, concrete development plans to improve risk assessment skills can be made.

Making safety training stickier: A richer model of safety training engagement and transfer

INTRODUCTION

Compared to other types of occupational training, safety training suffers from several unique challenges that potentially impair the engagement of learners and their subsequent application or "transfer" of knowledge and skills upon returning to the job. However, existing research on safety training tends to focus on specific factors in isolation, such as design features and social support. The aim of this research is to develop an overarching theoretical framework that integrates factors contributing to training engagement and transfer.

METHOD

We conducted a comprehensive qualitative review of safety training research that was published between 2010 and 2020. We searched Web of Science, Scopus, and Google Scholar, yielding 147 articles, and 38 were included. We content analyzed article summaries to arrive at core themes and combined them with contemporary models of general occupational training to develop a rich model of safety training engagement and transfer.

RESULTS

We propose that training engagement is a combination of pre-training factors such as individual, organizational, and contextual factors, that interact with design and delivery factors. Safety training engagement is conceptualized as a three-component psychological state: affective, cognitive, and behavioral. Organizations should prioritize pre-training readiness modules to address existing attitudes and beliefs, optimize the safety training transfer climate, and critically reflect on their strategy to design and deliver safety training so that engagement is maximized.

CONCLUSIONS

There are practical factors that organizations can use before training (e.g., tailoring training to employees' characteristics), during training (e.g., ensuring trainer credibility and use of adult learning principles), and after training (e.g., integrating learned concepts into systems). Practical Applications: For safety training to 'stick,' workers should be affectively, cognitively, and behaviorally engaged in learning, which will result in new knowledge and skills, improvements in attitudes, and new safety behaviors in the workplace. To enable engagement, practitioners must apply adult learning principles, make the training relevant, and tailor the training to the job and individual needs. After training, ensure concepts are embedded and aligned with existing systems and routines to promote transfer.

Risk Perception in the Construction Industry: Differences Between Italian and Migrant Workers Before and After a Targeted Training Intervention

We developed a visual tool to assess risk perception for a sample of male construction workers (forty Italian and twenty-eight immigrant workers), just before and after a sixteen-hour training course. The questionnaire included photographs of real construction sites, and workers were instructed to select pictograms representing the occupational risks present in each photograph. Points were awarded for correctly identifying any risks that were present, and points were deducted for failing to identify risks that were present or identifying risks that were not present. We found: (1) Before the course, risk perception was significantly lower in immigrants compared to Italians (p < .001); (2) risk perception improved significantly (p < .001) among all workers tested; and (3) after the training, the difference in risk perception between Italians and immigrants was no longer statistically significant (p = .1086). Although the sample size was relatively small, the results suggest that the training is effective and may reduce the degree to which cultural and linguistic barriers hinder risk perception. Moreover, the use of images and pictograms instead of words to evaluate risk perception could also be applied to nonconstruction workplaces.

Findings and views on occupational safety and health teaching at universities

BACKGROUND

Young employees have often poorer occupational safety and health (OSH) skills and knowledge than older employees. Efforts should be made at different educational levels to strengthen young employees' OSH skills and knowledge.

OBJECTIVE

To analyze OSH perceptions and attitudes among university students and to examine OSH professionals' views on OSH teaching.

METHODS

This explorative study employs an iterative multi-method approach, including a paired comparison questionnaire for university students (N = 104) and OSH professionals (N = 40), an OSH questionnaire for university students (N = 130) and a Delphi survey for OSH professionals (N = 26).

RESULTS

OSH perceptions and attitudes were found to vary widely among the students and some expressed somewhat stereotypical views about OSH. The results confirm the need to improve OSH education. To that end, the study reports concrete practical ideas from OSH professionals.

CONCLUSIONS

The findings confirm the need to augment both the quality and quantity of OSH teaching at university level. Ideas are presented for future OSH teaching, along with recommendations for future studies.

A comparative study of vocational education and occupational safety and health training in China and the UK

In order to enhance Chinese workers' occupational safety awareness, it is essential to learn from developed countries' experiences. This article investigates thoroughly occupational safety and health (OSH) in China and the UK; moreover, the article performs a comparison of Chinese and British OSH training-related laws, regulations and education system. The following conclusions are drawn: China's work safety continues to improve, but there is still a large gap compared with the UK. In China a relatively complete vocational education and training (VET) system has been established. However, there exist some defects in OSH. In the UK, the employer will not only pay attention to employees' physiological health, but also to their mental health. The UK's VET is characterized by classification and grading management, which helps integrate OSH into the whole education system. China can learn from the UK in the development of policies, VET and OSH training.

Safety signs on agricultural machinery: Pictorials do not always successfully convey their messages to target users

This study investigated the extent to which a sample of Italian users comprehended safety pictorials used on agricultural machinery. A questionnaire with 12 safety pictorials was administered to 248 users of agricultural machinery. For each of the pictorials, the participants were asked to select the most appropriate description of four written choices. The investigated safety pictorials were, in general, not well comprehended. Two different classes of participants were identified, each with a different level of comprehension. The participants with better comprehension were characterized by the regular use of agricultural machinery and frequent previous exposure to pictorials. The need for training courses focusing on safety pictorials and their meanings, as well as the need for improvement to the pictorials themselves to make them more easily comprehended, is discussed.

Occupational safety and health education under the lifelong learning framework in Serbia

Serbia is aligning with European Union requirements and the occupational safety and health (OSH) administration is one of the most representative sectors of this alignment. Many efforts were made in this field, by introducing new laws and regulations, but it turned out to be insufficient. OSH professionals need to renovate and strengthen their knowledge in accordance with continuous, updated and improved OSH standards and regulation. Lifelong learning (LLL) programmes can contribute to forming professionals who are always up to date. This paper presents an implemented LLL programme, over the duration of two academic years, dedicated to OSH professionals, and investigates whether this programme will be helpful and accepted by professionals. The results from the study show that the given LLL programme had indeed a positive influence on the professional careers of the participants and that the LLL presents the future trend in OSH education.

Comprehension of safety pictograms affixed to agricultural machinery: A survey of users

INTRODUCTION

Pictograms affixed to agricultural machinery are important tools to reduce the occurrence of accidents and injuries when correctly noticed, comprehended, and followed. This study investigated the knowledge of safety pictograms used in agricultural machinery in a sample of farmers and farm workers and examined the factors influencing their comprehension.

METHOD

A questionnaire with 12 safety pictograms used for agricultural machinery was administered to 281 owners or users of agricultural machinery. For each of the pictograms, the participants had to select the most appropriate verbal description from among four choices.

RESULTS

The pictograms examined yielded poor comprehension scores, including warnings related to the most frequent accidents involving agricultural machinery. Familiarity with the pictograms and years of experience with agricultural machinery significantly increased users' comprehension of the meaning of the pictograms.

CONCLUSIONS

Specific training programs should be designed to draw attention to safety pictograms and to instill their meaning.