Work motivation of safety professionals: A person-centred approach

Ju, Chuanjing

doi:10.1016/j.ssci.2020.104697

Cited by 13 publications

(10 citation statements)

References 64 publications

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“…Safety professionals, who play a key role in influencing workplace safety, are the gatekeepers of safety [2]. The role of safety professionals in an organization is considered to assist the organization in the management of safety [3]. Over the past 30 years, they have become a growing force, extending safety services and improving people's well-being.…”

Section: Introductionmentioning

confidence: 99%

Job Burnout among Safety Professionals: A Chinese Survey

Wang

2021

IJERPH

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As safety has been attracting the attention of all countries worldwide, the importance of safety professionals in safety management systems has been emphasized, which has consistently increased their workload. However, with the increase in work pressure, the income, social status, and social identity of safety professionals has not considerably improved, because of which the work motivation of safety professionals has reduced. Therefore, we aimed to identify the job burnout level (JBL) and its potential influencing factors among safety professionals in China. A total of 526 safety professionals from various industries participated. A univariate analysis of variance, independent sample t-test, bivariate correlation analysis, and multiple regression analysis were employed to analyze the situation of job burnout. An overwhelming majority of the safety professionals (98.3%) who participated in the questionnaire exhibited varying degrees of job burnout. The numbers of respondents with higher than normal emotional exhaustion (EE), lack of personal accomplishment (LPA), and depersonalization (DP) levels were 68, 474, and 381, respectively, accounting for 12.9%, 90.1%, and 72.4% of the total respondents, respectively. When different demographic characteristics were reviewed, the job burnout levels considerably varied. For example, male safety professionals (n = 434) exhibited higher levels of EE than female safety professionals (n = 92) (p = 0.025) because female safety professionals could release the dissatisfaction or stress they had encountered at work easily, but male safety professionals could not. Educational background had little effect on LPA (p > 0.05) and EE (p > 0.05), which indicated that job burnout was a general problem at all educational levels. The higher the age of respondents, the higher the level of LPA (p < 0.001). In addition to individual factors, work-related factors also had an impact on job burnout. For instance, monthly income had an impact on EE (p = 0.023) but had little impact on DP (p > 0.05). Furthermore, social, organizational, professional, and personal factors also had an impact on job burnout among safety professionals. Hence, to begin with, these aspects could be considered to alleviate the work pressure of safety professionals and reduce their job burnout levels.

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Section: Introductionmentioning

confidence: 99%

Job Burnout among Safety Professionals: A Chinese Survey

Wang

2021

IJERPH

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“…Here, according to Chuanjing Ju [16], the following should be noted, since the specifics of professional activity, according to most scientists, depends on the personality traits, qualities and properties of the teacher, the logical structure of this concept, namely "personal and professional competence", can be considered quite legitimate.…”

Section: Results Of the Researchmentioning

confidence: 99%

The model of development of a professional competence of future teachers on the basis of a personality-centered approach

Abbasova

2021

SHS Web Conf.

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The article describes specific features of the development of professional competence of future teachers. The development of the professional competence of future teachers on the basis of the personality-centered approach is aimed at changing personal readiness for the process of implementing their future professional and pedagogical activities. Different views of scientists on the definition of “professional competence” are considered. The model of developing personal and professional competence of future teachers is presented, which consists of four components: target; content-organizational; diagnostic and reflexive-prognostic component. The main forms of work with students within the framework of the presented model are interactive technologies for conducting classes, consisting of four components: target; content-organizational; by means of facilitating the processes of self-actualization and self-development, etc. An important role is given to individual work with students, pedagogical support in building individual routes for each future teacher. Independent activity presupposes work on one's own personality, with one’s own inner world for the purpose of self-improvement and use of the Self-Observation Diary. The knowledge and experience gained are further implemented as a result of practical training of students at the bases of specialized organizations. The results of experimental activities on the implementation of the model of development of professional competence of future teachers in practice are described.

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“…In a study that underscored the essentiality of autonomous motivation among safety officers involved in construction projects [19], the researchers differentiated these professionals based on their motivational profiles. The authors found that highly motivated practitioners consistently manifest a substantially greater degree of organisational commitment than their counterparts [19]. However, research focusing on both the contributions of safety officers and their autonomous motivation has been fragmented.…”

Section: Introductionmentioning

confidence: 99%

Roles and Autonomous Motivation of Safety Officers: The Context of Construction Sites

Khun-anod,

Watanabe,

Tsuchiya

2024

Buildings

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Safety officers have been underlined as key individuals in the implementation of safety programmes at construction sites. However, previous research mentioned that some project managers predominantly focus on other aspects, such as the productivity of construction and the management of time and cost. Such emphases may potentially demotivate safety officers from fully engaging in safety initiatives for construction projects. Moreover, scholars have devoted piecemeal discussions to the motivation of such practitioners. These problems were addressed in the current work through the development of a conceptual paradigm that captures the actual situation between project managers and safety officers. To this end, four constructs were extensively examined: (1) autonomy-oriented support from project managers; (2) the motivation of safety officers; (3) the engagement of safety officers in safety programmes (covering four major categories of safety-related tasks); and (4) safety performance. From August to September 2022, valid data from 195 safety officers working in construction projects were considered, after which the proposed paradigm was analysed via structural equation modelling. The results showed that the autonomous motivation of safety officers was activated by autonomy-oriented support from project managers (β = 0.520, sig. = 0.000). Such motivation significantly affected their safety performance (β = 0.231, sig. = 0.007) and levels of engagement with safety initiatives (β = 0.529, sig. = 0.000). These findings indicate that in the implementation of safety programmes, the autonomous motivation of safety officers serves as the engine, while autonomy-oriented support from project managers functions as the ignition key. Policymakers in construction companies can use the results as a reference for decision-making on initiating safety policy that highlights methods of training project managers in supporting safety officers.

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Work motivation of safety professionals: A person-centred approach

Cited by 13 publications

References 64 publications

Job Burnout among Safety Professionals: A Chinese Survey

Job Burnout among Safety Professionals: A Chinese Survey

The model of development of a professional competence of future teachers on the basis of a personality-centered approach

Roles and Autonomous Motivation of Safety Officers: The Context of Construction Sites

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