Abstract：
Construction site managers play a critical role in occupational safety in the construction industry. This study aimed to develop and test a method for training construction site managers in positive feedback and active listening by incorporating the behavioral training components of behavior analysis, goal setting, practice with behavior feedback, homework, and maintenance planning into individualized behavior-based safety-leadership training (IBST), and to assess the effect of IBST on construction site managers\' safety-leadership behaviors and performance.
In a naturalistic randomized controlled trial, construction site managers were randomly assigned to an experimental group (n = 16) or a control group (n = 19). The experimental-group managers received IBST, while the control-group managers received no training. Paired sample t-tests on pre- to post-training (i.e., six weeks after the final training session) were performed separately for the experimental- and control-group managers.
The safety-leadership behaviors of the experimental-group managers improved in terms of favorable feedback (d = 0.99, p <.01), safety-specific feedback (d = 0.89, p =.02), behavior-specific feedback (d = 0.66, p =.02), antecedent listening (d = 0.68, p =.02), and consequential listening (d = 0.78, p =.01). In addition, safety-leadership performance improved in terms of transformational leadership (d = 0.78, p =.01) and contingent-reward leadership (d = 0.64, p =.02). No significant change was found for the control-group managers.
The results indicate that behavior analysis, goal setting, practice with behavior feedback, homework, and maintenance planning are effective behavioral training components of safety-leadership training. Positive feedback and active listening were also found to be important behavioral requisites for transformational and contingent-reward leadership.
IBST can be used to develop occupational safety in the construction industry by improving construction site managers\' safety-leadership behaviors and performance.
In a naturalistic randomized controlled trial, construction site managers were randomly assigned to an experimental group (n = 16) or a control group (n = 19). The experimental-group managers received IBST, while the control-group managers received no training. Paired sample t-tests on pre- to post-training (i.e., six weeks after the final training session) were performed separately for the experimental- and control-group managers.
The safety-leadership behaviors of the experimental-group managers improved in terms of favorable feedback (d = 0.99, p <.01), safety-specific feedback (d = 0.89, p =.02), behavior-specific feedback (d = 0.66, p =.02), antecedent listening (d = 0.68, p =.02), and consequential listening (d = 0.78, p =.01). In addition, safety-leadership performance improved in terms of transformational leadership (d = 0.78, p =.01) and contingent-reward leadership (d = 0.64, p =.02). No significant change was found for the control-group managers.
The results indicate that behavior analysis, goal setting, practice with behavior feedback, homework, and maintenance planning are effective behavioral training components of safety-leadership training. Positive feedback and active listening were also found to be important behavioral requisites for transformational and contingent-reward leadership.
IBST can be used to develop occupational safety in the construction industry by improving construction site managers\' safety-leadership behaviors and performance.
摘要：
背景：施工现场经理在建筑行业的职业安全中起着至关重要的作用。本研究旨在开发和测试一种方法，通过纳入行为分析的行为训练组件，对施工现场经理进行积极的反馈和积极的倾听。目标设定,用行为反馈练习，家庭作业,将维护计划纳入个性化的基于行为的安全领导培训(IBST)，并评估IBST对施工现场管理人员安全领导行为和绩效的影响。
方法：在一项自然随机对照试验中，建筑工地管理人员被随机分配到实验组（n=16）或对照组（n=19）。实验组经理接受了IBST，而对照组经理没有接受培训。培训前后的配对样本t检验(即，最后一次培训课程后六周）分别对实验组和对照组经理进行。
结果：实验组管理者的安全领导行为在有利反馈方面得到了改善（d=0.99，p<.01），特定安全反馈(d=0.89，p=0.02)，行为特定的反馈(d=0.66，p=0.02)，前听(d=0.68，p=0.02)，和相应的监听（d=0.78，p=0.01）。此外,在变革型领导（d=0.78，p=0.01）和特遣队奖励型领导（d=0.64，p=0.02）方面，安全领导绩效有所提高。对照组经理没有发现明显变化。
结论：结果表明，行为分析，目标设定,用行为反馈练习，家庭作业,和维护计划是安全领导培训的有效行为培训组成部分。积极的反馈和积极的倾听也被发现是变革和偶然奖励领导的重要行为必要条件。
结论：IBST可用于通过改善施工现场管理人员的安全领导行为和绩效来发展建筑行业的职业安全。
方法：在一项自然随机对照试验中，建筑工地管理人员被随机分配到实验组（n=16）或对照组（n=19）。实验组经理接受了IBST，而对照组经理没有接受培训。培训前后的配对样本t检验(即，最后一次培训课程后六周）分别对实验组和对照组经理进行。
结果：实验组管理者的安全领导行为在有利反馈方面得到了改善（d=0.99，p<.01），特定安全反馈(d=0.89，p=0.02)，行为特定的反馈(d=0.66，p=0.02)，前听(d=0.68，p=0.02)，和相应的监听（d=0.78，p=0.01）。此外,在变革型领导（d=0.78，p=0.01）和特遣队奖励型领导（d=0.64，p=0.02）方面，安全领导绩效有所提高。对照组经理没有发现明显变化。
结论：结果表明，行为分析，目标设定,用行为反馈练习，家庭作业,和维护计划是安全领导培训的有效行为培训组成部分。积极的反馈和积极的倾听也被发现是变革和偶然奖励领导的重要行为必要条件。
结论：IBST可用于通过改善施工现场管理人员的安全领导行为和绩效来发展建筑行业的职业安全。
