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"Interteaching" is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline in BA 25:215-226, 2002). We updated and expanded previous interteaching reviews and conducted a meta-analysis on its effectiveness. Systematic searches identified 38 relevant studies spanning the years 2005-2018. The majority of these studies were conducted in undergraduate face-to-face courses. The most common independent variables were manipulations of the configuration of interteaching or comparisons to traditional-lecture format. The most common dependent variables were quiz or examination scores. Only 24% of all studies implemented at least five of the seven components of interteaching. Prep guides, discussions, record sheets, and frequent assessments were the most commonly implemented. Meta-analyses indicated that interteaching is more effective than traditional lecture or other control conditions, with an overall large effect size. Furthermore, variations in the configuration of the interteaching components do not seem to substantially limit its effectiveness, as long as the discussion component is included. Future research informed by the present review includes: (a) investigating the efficacy of interteaching in additional academic areas, online environments, workplace training, and continuing education, (b) testing alternative outcome measures, generalization, and procedural integrity, (c) conducting systematic component analyses, and (d) measuring social validity from the instructor's perspective.

Interteaching is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline in BA 25:215-226, 2002). We updated and expanded previous interteaching reviews and conducted a meta-analysis on its effectiveness. Systematic searches identified 38 relevant studies spanning the years 2005-2018. The majority of these studies were conducted in undergraduate face-to-face courses. The most common independent variables were manipulations of the configuration of interteaching or comparisons to traditional-lecture format. The most common dependent variables were quiz or examination scores. Only 24% of all studies implemented at least five of the seven components of interteaching. Prep guides, discussions, record sheets, and frequent assessments were the most commonly implemented. Meta-analyses indicated that interteaching is more effective than traditional lecture or other control conditions, with an overall large effect size. Furthermore, variations in the configuration of the interteaching components do not seem to substantially limit its effectiveness, as long as the discussion component is included. Future research informed by the present review includes: (a) investigating the efficacy of interteaching in additional academic areas, online environments, workplace training, and continuing education, (b) testing alternative outcome measures, generalization, and procedural integrity, (c) conducting systematic component analyses, and (d) measuring social validity from the instructor's perspective., Author(s): Camilo Hurtado-Parrado [sup.1], Nicole Pfaller-Sadovsky [sup.2], Lucia Medina [sup.3], Catherine M. Gayman [sup.4], Kristen A. Rost [sup.4], Derek Schofill [sup.4] Author Affiliations: (1) grid.411026.0, 0000 0001 1090 2313, School [...]

The extent to which managers could accurately predict what items/activities their employees report as preferred was examined. First, managers were asked to rank order a list of items/activities they thought their employees would most prefer to be incorporated into a performance improvement plan. Next, employee preference for these same items was assessed directly using an employee-reinforcer survey. The results of the managers' predictions were then compared to the results of the employee-reinforcer survey using Kendall rank-order correlation coefficients. Correlations ranged from -1 to 1, with a mean of 0.11. The number of participants for whom managers correctly identified the most preferred item/activity was also assessed; managers correctly predicted the most preferred item/activity for 15 of 27 employees. The results suggest that some managers are good at predicting their employees' most preferred item/activity, but most managers are poor at predicting the preferences for less preferred items and activities. Implications of this finding for the assessment of preference among employees and the use of preferred items and activities in performance improvement plans are discussed.

The extent to which managers could accurately predict what items/activities their employees report as preferred was examined. First, managers were asked to rank order a list of items/activities they thought their employees would most prefer to be incorporated into a performance improvement plan. Next, employee preference for these same items was assessed directly using an employee-reinforcer survey. The results of the managers' predictions were then compared to the results of the employee-reinforcer survey using Kendall rank-order correlation coefficients. Correlations ranged from -1 to 1, with a mean of 0.11. The number of participants for whom managers correctly identified the most preferred item/activity was also assessed; managers correctly predicted the most preferred item/activity for 15 of 27 employees. The results suggest that some managers are good at predicting their employees' most preferred item/activity, but most managers are poor at predicting the preferences for less preferred items and activities. Implications of this finding for the assessment of preference among employees and the use of preferred items and activities in performance improvement plans are discussed, doi:10.1300/J075v27n02-01 KEYWORDS. Prediction of preference, reinforcer assessment, reinforcer identification, reinforcer survey, stimulus preference assessment

Many researchers and practitioners argue the importance of end-user involvement in workplace safety management, but the research literature and practices remain fractured across orientations. The primary aim of this article is to bridge the gap between two major participatory safety management approaches: behavioral safety and participatory ergonomics. First, an overview and brief history of participative management is presented to provide context for its application to workplace safety. Next, behavioral safety and participatory ergonomics are separately examined in terms of their origins and core elements. Finally, based on this examination, unifying elements between behavioral safety and participatory ergonomics will be presented to provide a comprehensive account of participatory safety management. [ABSTRACT FROM AUTHOR]

A values-centered and team-based behavioral safety process was implemented in a petroleum oil refinery. Employee teams defined the refinery's safety values and related practices, which were used to guide the process design and implementation. The process included (a) a safety assessment; (b) the clarification of safety-related values and related practices; (c) process design and executive overview; (d) safety-observation training; (e) feedback, recognition, and celebration; and (f) process maintenance. Data that span 20 years are presented to show the long-term impact on recordable incidents, lost-time cases, and direct costs of injuries. The implementation was associated with an 81% decrease in recordable incidents, a 79% decrease in lost-time cases, and a 97% savings in annual workers' compensation costs over an eight-year period. An interview with the vice president of the refinery is presented to highlight the process's influence on the refinery's safety culture. KEYWORDS behavioral safety, safety observations, long-term effects DOI: 10.1080/01608061.2010.499027

Under concurrent‐chains schedules of reinforcement, participants often prefer situations that allow selection among alternatives (free choice) to situations that do not (forced choice). The present experiment examined the effects of reinforcement probability on choice preferences. Preferences for free versus forced choice were measured under a condition in which participants' choices were always reinforced (reinforcement probability of 1.0) and a condition in which outcomes were uncertain (reinforcement probability of 0.5). Forty‐four college students participated and preferences were examined under a concurrent‐chains schedule of reinforcement. Participants preferred free choice under uncertain reinforcement, but a bias toward free choice was not observed when reinforcement was certain. These results align with previous findings of preference for free choice under conditions of uncertainty, but suggest that preference may be dependent upon probabilistic reinforcement contingencies in the terminal links of the concurrent‐chains arrangement. Thus, reinforcement probability is an important variable to consider when conducting similar studies on the value of choice. [ABSTRACT FROM AUTHOR]

Organizational leaders play an important role in the facilitation of safe workplace behaviors. However, there is a lack of research that offers practical information for organizations concerning what specific leadership practices best support these behaviors. Safety leaders at organizations recognized for excellence in safety in the mining industry were interviewed to understand their perspective on practices that create an overarching health and safety management system (HSMS) that encourages the emergence of workers' safe behaviors. Leaders' descriptions of effective practices were evaluated through the operant model of effective supervision, which specifies that a leader's effectiveness is largely determined by the extent to which s/he manages the behavioral contingencies necessary for supporting desirable employee performance. Researchers coded interview transcripts to identify instances of safety/health-related antecedents, monitoring, consequences, and emerging themes within each category. Results showed that the leadership behaviors and worksite practices most frequently used were antecedents, followed by monitoring and consequences, respectively. In identifying antecedents as the most common leadership behavior, this analysis also identifies the gaps and potential ways to improve leadership behaviors to focus more on monitoring and providing consequences to support safety/health behaviors of employees through the reinforcement of safe behaviors. These results also have implications for organization's implementation of HSMS through leadership practices. [ABSTRACT FROM AUTHOR]

The article discusses occupational health and safety management systems (OHSMS), focusing on a comparison of the differences between various systems in order to help safety engineers choose one to implement. Topics include the definition of a system and examples of OHSMS such as ANSI/AIHA/ASSE Z10 and OHSAS 18001, the difference between and OHSMS and a traditional program approach to safety management, and research into systems' effectiveness when implemented.