In order to mitigate industrial accidents as a result of human error, companies have implemented rigorous safety protocols that include the use of standard operating procedures and checklists. While procedures and checklists help decrease the number of human errors by reducing the workload and cognitive load of the operator, they do not necessarily reduce the magnitude of such incidents. Thus, in addition to implementing procedures and checklists, a greater emphasis must be placed on training. The current study examined whether guided learning of novice petrochemical refinery field operators, through the use of a web-based, cognitive skills training module that incorporates expert feedback and rationale for decision making, is effective in improving trainee performance and retention of knowledge. The effectiveness of the module was determined by examining performance of each learning group over time, which included evaluating performance immediately after the module, and after a 2-week delay interval. No significant effects were found for time of test, though participants performed slightly better on the re-test than on the initial test. The results also showed no evidence for participants in the guided feedback group benefiting from exposure to the experts’ decision making rationale. Both the guided and unguided learning groups rated the module as usable, and the usability ratings did not differ significantly between groups. The limitations of the training module used in the present study are discussed along with possible implications.
|Advisor:||Vu, Kim-Phuong L.|
|Commitee:||Strybel, Thomas Z., Burress, Mary Ann|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 81/3(E), Masters Abstracts International|
|Subjects:||Cognitive psychology, Experimental psychology, Curriculum development|
|Keywords:||Expertise, Learning, Online training, Petrochemical refining, Scenario-based training, Training|
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