Behavioural Issues in construction toolbox talks
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Behavioural Issues in construction toolbox talks

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This short presentation highlights some of the behavioural barriers to environmental toolbox talks in construction.

This short presentation highlights some of the behavioural barriers to environmental toolbox talks in construction.

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Behavioural Issues in construction toolbox talks Behavioural Issues in construction toolbox talks Presentation Transcript

  • Chartered Surveyors Environmental Consultants www.diemltd.co.uk David Inman BSc(Hons) MRICS AIEMA TechIOA Behavioural Issues in construction Environmental “Toolbox Talks” training
  • “ Competence, training an awareness” a requirement of ISO 14001:2004 Staff must be competent to carry out tasks which may have the potential to cause an environmental impact. Clients may require it Reduces the risk of pollution or nuisance on site Why do we do environmental training in construction? www.diemltd.co.uk
  • Toolbox talks are site based learning tools used throughout construction The types of environmental toolbox talks There is no set standard VERY few have learning objectives or a check that learning has taken place No qualification requirement for the person delivering it www.diemltd.co.uk
  • Low level disruption seen during these talks
    • Heavy sighing
    • Head in arms
    • Looking a ceiling/out of window
    • Reading/doodling
    • Talking
    • Swinging on chair
    • Questioning who trainer is
    • Lack of concentration
    • Sleeping
    • Uncomfortable in learning environment
    These can be attributed to low learner motivation When’s he going to shut up – I want my dinner What’s the point being here- the contract’s only for 6 months What’s running in the 3:30 at Haydock? He’s reading the racing tips -so I’ll do the crossword www.diemltd.co.uk
    • “ I know I cannot teach anyone anything.
    • I can only provide the environment in which he can learn…”
    • (Rogers 1969)
    • With toolbox talks there is a lack of learner motivation due to:
    • Locality of training
    • Limited use of learning styles – audible style only is common
    • To requirement for training to people delivering toolbox talks
    • Facilitative working can work if we break away from old fashioned methods.
    Learner motivation www.diemltd.co.uk
  • Maslow ‘s heirarchy is a good model for human motivation Maslow (1970) used this model to show that “higher” needs, such as esteem and self actualisation can only be possible with the support of lower order ones With toolbox talks, it has been seen that the following are missing Peer pressure to be unmotivated in learning Lack of belonging of contract workers and subcontractors Contract or project work leads to uncertainty of employment Poor learning accommodation and learning during meal breaks Can lead to physiological needs www.diemltd.co.uk
    • A Social Cognitive approach is needed to identify the cause of unproductive behaviour.
    • What are the causes of this behaviour?
    • Toolbox talks only using one learning style
    • Perception of being boring and rightly so
    • “Death by toolbox talk”
    • Poor delivery not by qualified trainer
    www.diemltd.co.uk
  • How can we overcome the causes of this behaviour? Use several learning styles, so all learners can be motivated Set learning objectives and make relevant to the actual work Don’t over do the number of TBT – limit to 2 a session on different topics Provide support for people delivering toolbox talks to help them develop their competencies in facilitating learning. www.diemltd.co.uk
  • Referring back to Maslow (1970) here are some reason seen to raise motivation: Peer pressure to be unmotivated in learning Solution – Mix learning groups up. Vary learning styles as learners may have been out of education for a long while Lack of belonging of contract workers and subcontractors Solution – carry out learning Not just for project, but for learner Contract or project work leads to uncertainty of employment Solution – carry out learning Not just for project, but for learner Poor learning accommodation and learning during meal breaks can lead to physiological needs Solution – invest in learning by improving accommodation or providing refreshments www.diemltd.co.uk
  • Training facilitators must adjust Psycho Social situations where the learners are compelled to form barriers expected by their peers. There needs to be a move away from contractors saying they have “done” toolbox talks without any learning objectives or demonstration learning has taken place. www.diemltd.co.uk
  • Bibliography CHILD, D (2007) Psychology and the Teacher, 8th ed., New York: Continuum INTERNATIONAL ORGANISATION FOR STANDARDIZATION (2003) ISO 14001: 2004 Environmental Management Systems – Specification with Guidance for Use, 2004 ed., London: BSI/Geneva: International Organisation for Standardization PETTY, G.(2004) Teaching Today, 4th ed., Cheltenham: Nelson Thornes For more information about this presentation, please email: [email_address] www.diemltd.co.uk