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    Situated Learning: How Interactions with Supervisors Shape Construction Apprentices’ Safety Learning and Practice

    Source: Journal of Construction Engineering and Management:;2022:;Volume ( 148 ):;issue: 010::page 04022107
    Author:
    Helen Lingard
    ,
    Rita Peihua Zhang
    ,
    Christine LaBond
    ,
    Jack Clarke
    ,
    Tinh Doan
    DOI: 10.1061/(ASCE)CO.1943-7862.0002371
    Publisher: ASCE
    Abstract: This paper presents the results of the first stage of a research project focused upon supervisor–apprentice communication in the construction industry and the influence that this communication has on apprentices’ health, safety, and wellbeing. In-depth interviews were conducted with 30 apprentices and 11 supervisors in the Australian construction industry. Interviews explored the quality and nature of supervisor–apprentice communication. The data was analyzed using an inductive and iterative process of reading, coding, and reflection. The results show that apprentice–supervisor interactions play an important role in what is learned and, ultimately, how safety is enacted. Previous research has identified the frequency and quantity of supervisor communication as important for safety in the construction industry. However, The findings of the present study extend this work to provide qualitative insights into the role played by supervisors’ safety-related communication in determining: (1) what is learned about safety and risk by inexperienced workers during their on-the-job training; and (2) how work is performed in ways that reflect varying degrees of risk acceptance among apprentices. The qualitative data provide rich and nuanced information regarding the dynamic interactions that take place between apprentices and supervisors within the material environment of the construction site. The results suggest that providing classroom-based safety training to apprentices may be insufficient to ensure safety learning in practice. Rather, effective safety learning programs for apprentices need to consider the social context of the workplace and ensure that supervisor–apprentice communication is supportive of positive safety learning outcomes and behaviors.
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      Situated Learning: How Interactions with Supervisors Shape Construction Apprentices’ Safety Learning and Practice

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    contributor authorHelen Lingard
    contributor authorRita Peihua Zhang
    contributor authorChristine LaBond
    contributor authorJack Clarke
    contributor authorTinh Doan
    date accessioned2022-12-27T20:48:04Z
    date available2022-12-27T20:48:04Z
    date issued2022/10/01
    identifier other(ASCE)CO.1943-7862.0002371.pdf
    identifier urihttp://yetl.yabesh.ir/yetl1/handle/yetl/4288008
    description abstractThis paper presents the results of the first stage of a research project focused upon supervisor–apprentice communication in the construction industry and the influence that this communication has on apprentices’ health, safety, and wellbeing. In-depth interviews were conducted with 30 apprentices and 11 supervisors in the Australian construction industry. Interviews explored the quality and nature of supervisor–apprentice communication. The data was analyzed using an inductive and iterative process of reading, coding, and reflection. The results show that apprentice–supervisor interactions play an important role in what is learned and, ultimately, how safety is enacted. Previous research has identified the frequency and quantity of supervisor communication as important for safety in the construction industry. However, The findings of the present study extend this work to provide qualitative insights into the role played by supervisors’ safety-related communication in determining: (1) what is learned about safety and risk by inexperienced workers during their on-the-job training; and (2) how work is performed in ways that reflect varying degrees of risk acceptance among apprentices. The qualitative data provide rich and nuanced information regarding the dynamic interactions that take place between apprentices and supervisors within the material environment of the construction site. The results suggest that providing classroom-based safety training to apprentices may be insufficient to ensure safety learning in practice. Rather, effective safety learning programs for apprentices need to consider the social context of the workplace and ensure that supervisor–apprentice communication is supportive of positive safety learning outcomes and behaviors.
    publisherASCE
    titleSituated Learning: How Interactions with Supervisors Shape Construction Apprentices’ Safety Learning and Practice
    typeJournal Article
    journal volume148
    journal issue10
    journal titleJournal of Construction Engineering and Management
    identifier doi10.1061/(ASCE)CO.1943-7862.0002371
    journal fristpage04022107
    journal lastpage04022107_11
    page11
    treeJournal of Construction Engineering and Management:;2022:;Volume ( 148 ):;issue: 010
    contenttypeFulltext
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