A meta-analytic review of identification at work: Relative contribution of team, organizational, and professional identification.

Objective:The purpose of this meta-analytic review is to examine the role of three work environment support variables (i.e., peer, supervisor, and organizational support) in training transfer and sustainment or long-term use of learned knowledge, skills, and attitudes (KSAs).Background:Estimates demonstrate that little training is transferred to the job, wasting billions in organizational spending each year and resulting in significant loss to safety and individual and team performance. Prior research shows the importance of a supportive work environment to facilitating transfer; however, we know little of the relative importance of specific support variables. This study seeks to examine the unique roles of distinct support variables in training transfer.Method:A meta-analysis was conducted with multiple regressions to answer three primary research questions.Results:All work environment support variables demonstrate moderate and positive correlations with transfer of training. Furthermore, multiple regressions demonstrate that each factor of the work environment explains unique variance as a predictor, with the model accounting for 32% of transfer and peer support accounting for most of R2. Motivation to transfer mediates the relationship between all three work environment support variables and transfer. Furthermore, three support variables are positively related to sustainment, with peer and supervisor support showing the strongest relationships.Conclusion:Findings illuminate the relative contribution of peer, supervisor, and organizational support to transfer and sustainment of training. As transfer continues to be an important yet understudied measure of the effectiveness of workplace training, these findings hold implications for both research and practice.

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Multidimensional Anxiety and Content-specificity Effects in Preferential Processing of Threat

European Psychologist ◽

10.1027//1016-9040.8.4.252 ◽

2003 ◽

Vol 8 (4) ◽

pp. 252-265 ◽

Cited By ~ 9

Author(s):

Manuel G. Calvo ◽

P. Avero ◽

M. Dolores Castillo ◽

Juan J. Miguel-Tobal

Keyword(s):

Selective Attention ◽

Cognitive Biases ◽

Naming Task ◽

Color Naming ◽

Memory Bias ◽

Ego Threat ◽

Phobic Anxiety ◽

Relative Contribution ◽

Content Specificity ◽

Specificity Effects

We examined the relative contribution of specific components of multidimensional anxiety to cognitive biases in the processing of threat-related information in three experiments. Attentional bias was assessed by the emotional Stroop word color-naming task, interpretative bias by an on-line inference processing task, and explicit memory bias by sensitivity (d') and response criterion (β) from word-recognition scores. Multiple regression analyses revealed, first, that phobic anxiety and evaluative anxiety predicted selective attention to physical- and ego-threat information, respectively; cognitive anxiety predicted selective attention to both types of threat. Second, phobic anxiety predicted inhibition of inferences related to physically threatening outcomes of ambiguous situations. And, third, evaluative anxiety predicted a response bias, rather than a genuine memory bias, in the reporting of presented and nonpresented ego-threat information. Other anxiety components, such as motor and physiological anxiety, or interpersonal and daily-routines anxiety made no specific contribution to any cognitive bias. Multidimensional anxiety measures are useful for detecting content-specificity effects in cognitive biases.

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