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This paper presents the findings of an evaluation of the mandatory Construction Induction Training initiative (CIT). The paper details a pilot study conducted in 2010 with the commercial construction sector and a subsequent study in 2011 of the housing and civil sectors conducting business in the metropolitan area of Perth and in regional Western Australia. The international literature on safety training evaluations and the impact on safety performance is reviewed. We argue that formal evaluation of safety training and evidence of a link with safety culture improvement is limited. The analysis of the study includes discussion of the transfer of safety knowledge through training participation into the construction safety culture. The findings include evidence of a decreasing trend in work-related injuries and significant support for the CIT. Participants were supportive of the mandatory nature of the CIT and believed that the training had not only increased their personal safety awareness but had also contributed to a positive improvement in the safety culture in construction worksites and in the industry. Although the training has been designed for construction workers there is evidence of extended uptake of the CIT as a generic safety course for preparation for those wishing to work in the other industry sectors.

A financial awareness education program was implemented with construction industry apprentices in Victoria, Australia. The program included face-to-face delivery of education around a range of financial management issues that apprentices face as they begin their apprenticeship. The paper reports on an evaluation of the program, which included surveys at completion of the presentation, as well as focus group follow-up two months later. Both intended behaviour change and actual behaviour change, including knowledge retention, are noted in the results. The program evaluation highlights factors such as relevance and immediacy of need as crucial to determining appropriate content and successful implementation. The paper concludes by recommending inclusion of financial awareness in vocational education curricula on an ongoing basis, rather than as ad hoc delivered programs, to ensure sustainable knowledge gains and behaviour change outcomes.

The purpose of this paper is to investigate the impact frontline supervisors have on workplace safety culture and to argue for increased formal supervisory training. Two studies conducted in 2006-08 and 2011 are examined and compared in which 28 Managers and Occupational Health and Safety Managers in the construction industry in Western Australia were interviewed as well as a case study undertaken of a safety change process for an underground mine. The supervisor is the direct line manager of most of the employees on a worksite and the value that he/she places on safe work practices is crucial to the level of safety. What the supervisor demonstrates and demands, the standards set by that person, is what determines the safety level on the worksites. However, the uptake of supervisory training is limited and badly needed to improve frontline supervision techniques. The paper presents narrative that supports the notion that supervisors play a pivotal role in worksite safety culture. It also highlights the gap in training support for those in frontline supervisory roles.

The paper explores ways that vocational education and training (VET) might become involved in the development of moral "know-how", ready for workplace practice. The primary concern here is the transformation of earlier-learnt ethical principles to their applied moral behaviour, essential for appropriate practice within workplace environments. The argument is grounded in literature and a research study of 14 construction workers from various sectors of the industry in Queensland, Australia. The study identified four influential factors that frame the reports of the study participants' learning to judge, decide and act morally within the construction industry workplace: (1) upbringing, (2) schooling, (3) social contexts, and (4) workplace experience. The paper discusses the less-than-adequate way participants learnt their morals for workplace application and goes on to outline a potentially better way to train them through such paths. The conclusion from the study is that it is necessary to present moral contextualisation through sustained learning over time to gradually develop moral "know-how", and that VET has a role to play in this process.

The paper explores ways that vocational education and training (VET) might become involved in the development of moral 'know-how, ready for workplace practice. The primary concern here is the transformation of earlier-learnt ethical principles to their applied moral behaviour, essential for appropriate practice within workplace environments. The argument is grounded in literature and a research study of 14 construction workers from various sectors of the industry in Queensland, Australia. The study identified four influential factors that frame the reports of the study participants' learning to judge, decide and act morally within the construction industry workplace: (1) upbringing, (2) schooling, (3) social contexts, and (4) workplace experience. The paper discusses the less-than-adequate way participants learnt their morals for workplace application and goes on to outline a potentially better way to train them through such paths. The conclusion from the study is that it is necessary to present moral contextualisation through sustained learning over time to gradually develop moral 'know-how', and that VET has a role to play in this process. [ABSTRACT FROM AUTHOR]

This paper presents the findings of an evaluation of the mandatory Construction Induction Training initiative (CIT). The paper details a pilot study conducted in 2010 with the commercial construction sector and a subsequent study in 2011 of the housing and civil sectors conducting business in the metropolitan area of Perth and in regional Western Australia. The international literature on safety training evaluations and the impact on safety performance is reviewed. We argue that formal evaluation of safety training and evidence of a link with safety culture improvement is limited. The analysis of the study includes discussion of the transfer of safety knowledge through training participation into the construction safety culture. The findings include evidence of a decreasing trend in work-related injuries and significant support for the CIT. Participants were supportive of the mandatory nature of the CIT and believed that the training had not only increased their personal safety awareness but had also contributed to a positive improvement in the safety culture in construction worksites and in the industry. Although the training has been designed for construction workers there is evidence of extended uptake of the CIT as a generic safety course for preparation for those wishing to work in the other industry sectors. [ABSTRACT FROM AUTHOR]

A financial awareness education program was implemented with construction industry apprentices in Victoria, Australia. The program included face-to-face delivery of education around a range of financial management issues that apprentices face as they begin their apprenticeship. The paper reports on an evaluation of the program, which included surveys at completion of the presentation, as well as focus group follow-up two months later. Both intended behaviour change and actual behaviour change, including knowledge retention, are noted in the results. The program evaluation highlights factors such as relevance and immediacy of need as crucial to determining appropriate content and successful implementation. The paper concludes by recommending inclusion of financial awareness in vocational education curricula on an ongoing basis, rather than as ad hoc delivered programs, to ensure sustainable knowledge gains and behaviour change outcomes. [ABSTRACT FROM AUTHOR]