well. In addition, discussions rega

well. In addition, discussions regarding the assessments
allowed researchers to keep the training employee centered,
thereby including specific views of the participants about
changing their workstations and behaviors. Finally, these
discussions occurred among peers, so group members had
the opportunity to reflect on and discuss how their own
views differed or were similar to their peers. Thus, the affective
domain of learning was incorporated into training. Last,
the psychomotor domain of learning was incorporated into
training. After the educational presentation, all participants
were brought to their workstation, where they received oneto-
one training in ergonomics and then applied that training
to themselves and to a peer. As they engaged in this process,
they were given feedback by, and provided feedback to, the
researchers and the other workers in their cell.