A dialogical approach to skill development: The case of safety skills Michael J. Burke a, ⁎ , Melinda L. Scheuer b , Rachel J. Meredith b a Tulane University, United States b Illinois Institute of Technology, United States Abstract Drawing on contemporary theories of learning, we discuss the theoretical role of dialogue in the development of skilled activity. More specifically, we argue for why intrapersonal and interpersonal dialogue and the action-focused reflection it can engender would be expected to (a) enhance knowledge and skill development, (b) force individuals to infer causal and conditional relations between events and actions that can alter workers' ways of thinking and acting in novel, ambiguous situations, and (c) initiate and promote self-regulatory motivational processes such as their focus on prevention versus promotion and confidence for handling unforeseen events. Specific activities for incorporating structured dialogue into worker safety training are presented. Moreover, research aimed at (a) evaluating the efficacy of these interventions for enhancing worker knowledge acquisition, motivation, and safety and health performance, and (b) studying hypothesized individual level, organizational level, and national cultural level moderators of safety training-outcome relationships is discussed. We conclude by noting that to the extent that research can advance our understanding of the role and relevance of dialogical activities in safety skill development, the practice of workplace safety and health will likely improve. © 2007 Elsevier Inc. All rights reserved. Keywords: Safety training; Skill development; Social learning; Workplace safety 1. A dialogical approach to safety skill development Recent accounts of how we learn from a psychological perspective are firmly grounded in the principles of cognitive science (Bjork & Linn, 2006; Metcalfe, 2006; Pashler, 2006; Roediger, McDaniel, & McDermott, 2006). Consistent with these accounts, a large amount of safety and health training research and practice is based on cognitive principles and theories of learning (Geller, 2001; Sniezek, Wilkins, Wadlington, & Baumann, 2002). These principles and associated theories often lead to highly structured approaches to safety and health training that emphasize individualized learning and the importance of unidirectional feedback from trainers, expert systems, or supervisors at various stages in the learning process. In contrast, social constructionist perspectives on learning and experiential learning theories stress learning in social contexts and, thus, the significance of dialogue in the learning process (Lave & Wenger, 1991; Schon, 1983; Weil & McGill, 1989). Arguably, from a social constructionist perspective, Human Resource Management Review17 (2007) 235 – 250 www.elsevier.com/locate/humres ⁎ Corresponding author. E-mail address: mburke1@tulane.edu (M.J. Burke). 1053-4822/$ - see front matter © 2007 Elsevier Inc. All rights reserved. doi:10.1016/j.hrmr.2007.04.004