Hassan, P F (2005) A best practice framework for training UK construction site managers. PhD thesis, Sheffield Hallam University, UK.
Abstract
Training has long been recognised as one of the fundamental processes to assist the UK construction industry meet the increasing the demand for adequately trained and qualified construction site managers. However, inadequate commitment by organisations to training, coupled with the recognised fragmentation of the industry perpetuates major hurdles to achieving this objective. Whilst the site manager's role has evolved over the years through changes within the industry, their training at the industry level continue to be provided along the established mode offered by the Chartered Institute of Building's Certificate and Diploma Site Management training (CIOB C/DSM) and the National/Scottish Vocational Qualifications Site Supervision and Site Management (NVQ/SVQ SS/SM) training schemes. This have led critics to argue that the difficulties of meeting the industry's need for trained site managers are associated with inadequacies within the training provisions offered by these schemes. This research was undertaken in recognition for the need for a critical appraisal of their training provisions with a view for improvements. It was developed on the concepts of training best practice which advocates improving the training provisions concurrent with change through the process of re-learning the whole training process. The effectiveness of the training provisions offered by the training schemes and the impact of variables on the site managers' training needs were critically investigated. 'Gaps' within the training provisions were identified, approaches to bridge these 'gaps' were investigated and proposed for improvement. The substantial contribution of the research is the expansion of the knowledge of the factors that impinge on the effective provisions for training site managers. The research findings propounds the conviction that the current training provisions needs to be expanded to be more effective and this can be achieved with the best practice framework for training site managers identified by the research.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Thesis advisor: | Griffith, A and Stephenson, P |
| Uncontrolled Keywords: | best practice; construction site; effectiveness; e-learning; learning; site management; site manager; supervision; training; UK; vocation |
| Index terms: | effectiveness, vocation, best practice, site manager, site management, supervision, construction industry, training need, qualification, e-learning, appraisal, manager, commitment, fragmentation, construction site |
| Subjects: | factor and component analysis, educational resources, performance management, educational technology, industry analysis, business, specialized education, control systems, practitioner, psychology, work location, construction operations |
| Topics: | Site Management, Organizational Design, Research Practice, Business Strategy, Roles and Professions, Quality Management, Education, Project Management |
| Descriptive scope: | 3 PCT |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here