The impact of a suicide prevention strategy on reducing the economic cost of suicide in the New South Wales construction industry

BACKGROUND: Little research has been conducted into the cost and prevention of self-harm in the workplace. AIMS: To quantify the economic cost of self-harm and suicide among New South Wales (NSW) construction industry (CI) workers and to examine the potential economic impact of implementing Mates in Construction (MIC). METHOD: Direct and indirect costs were estimated. Effectiveness was measured using the relative risk ratio (RRR). In Queensland (QLD), relative suicide risks were estimated for 5-year periods before and after the commencement of MIC. For NSW, the difference between the expected (i.e., using NSW pre-MIC [2008-2012] suicide risk) and counterfactual suicide cases (i.e., applying QLD RRR) provided an estimate of potential suicide cases averted in the post-MIC period (2013-2017). Results were adjusted using the average uptake (i.e., 9.4%) of MIC activities in QLD. Economic savings from averted cases were compared with the cost of implementing MIC. RESULTS: The cost of self-harm and suicide in the NSW CI was AU $527 million in 2010. MIC could potentially avert 0.4 suicides, 1.01 full incapacity cases, and 4.92 short absences, generating annual savings of AU $3.66 million. For every AU $1 invested, the economic return is approximately AU $4.6. CONCLUSION: MIC represents a positive economic investment in workplace safety.

Learners and their workplaces: towards a strategic model of flexible delivery of training in the workplace

Although the flexible delivery of training in the workplace has become a favoured policy position for training authorities in both Britain and Australia, this article reviews research that indicates neither learners nor their workplaces are well prepared. Drawing on the author's own research and that from the broader literature, the article develops a model for the preparation of learners and workplaces for flexible delivery of training. Deriving from the proposed model, the article suggests a wide range of strategies that may be used in preparing learners and workplaces for successful engagement with the flexible delivery of training.

Adult learners in the workplace: online learning and communities of practice

Seven in-employment postgraduate Master's level students in an e-learning unit participated in this research, designed to identify tensions between participation in a community of learning that was part of their studies, and participation in the communities of practice that they were engaged in at their workplaces. It was hypothesised that participation in both these forms of community in their different contexts may enhance each other, or could potentially have a disrupting effect on each. The research employed an interviewing technique. The students' perceptions of the impact of participation in the one form of community on their participation in the other was mixed, with some suggesting that it was enhancing, and others suggesting the contrary, or that there was no impact. The findings indicate that the enhancing effect of participation in communities of learning relevant to a learner's workplace community of practice occur when the learning tasks are designed to enable negotiation of tasks and collaboration with learners who have similar workplace issues.

(Re)examining identities: working with diversity in the pre-service teaching experience

Australia, like the United States (US) and the United Kingdom (UK), continues to experience a mismatch between the cultural backgrounds and socio-economic class of teachers and those of the students they work with. This article reports on a study that explored how a group of Australian teacher-education students understand their own ethnic and socio-economic class identities and how they work with students of ethnic and class backgrounds different from their own. Analysis of data from interviews and focus groups with the student-teachers is presented to highlight how they make sense of difference and how they take up the challenges of teaching for diversity. The paper raises issues and concerns regarding how diversity and difference might be addressed in teacher education.

Some care, little responsibility? Promoting directors'and managers' legal accountability for Occupational Health and Safety in the workplace

Health and safety at work remains a serious and under-recognised problem in Australia. This paper argues for the importance of increasing the individual responsibility and accountability of senior managers and directors of corporations for the development and maintenance of occupational health and safety (OHS) standards in the workplace. In order to do so, the paper first sets out the range of statutory and general law duties and liabilities to which directors and senior managers are subject, considers to what extent these obligations have relevance in the OHS area and argues for the extension of these duties and liabilities in some circumstances. The paper then goes on to argue for a better legislative model for the legal responsibility of managers and officers, supported by the increased prosecution of individuals in appropriate circumstances, as well as acknowledging the benefits of a broader range of non-legal strategies to improve board level commitment to OHS that will influence corporate compliance overall.

"Join together, work together, for the common good - solidarity": village formation processes in the rural south of Laos

This article explores the concept of the solidary village in contemporary Laos. It argues that the "village" today is not a fixed, primordial entity, but a continually emergent formation resulting from numerous processes, including but not limited to modern state processes. The notion of "village" circulates in the ambiguous "common sense" pertaining to rural Laos, in the attitudes, expectations, representations, and regulated requirements of the rural, in what I term village formation projects. Case studies of "village formation projects" in one village in southern Laos illustrate not only the importance of the village concept, but also its indeterminacy and fluidity, and the ensuing difficulty of achieving the "solidarity" and cooperative donation required by poverty reduction policies.

Towards a strategic use of computer mediated communication to support flexible learning in the workplace

A number of central precepts of flexible delivery of workplace training are challenged by research showing that vocational learners are typically non-verbal, and prefer structured and social learning environments. That research is reviewed, together with a number of strategies that will assist flexible delivery to these learners. These strategies are largely amenable to
computer-mediated communication.

Music education and minority groups cultural and musical identities in the 'newer' South Africa : white Afrikaners and Indians

Music Education, as well as cultural and musical identities are all being renegotiated, post-Apartheid, within the so-called 'newer' rather than the commonly known 'new' South Africa. The developing situation with certain minority groups is particularly interesting. Education in general has undergone much change since the first democratic elections in 1994: music education specifically has been affected by such change in terms of content, delivery and assessment. Within the South African context, cultural and musical identities are often intertwined with language, racial and even tribal identities, and discussing one implies the others. We are particularly interested here in the role of formal Music Education in relation to white Afrikaners and Indians as they renegotiate their cultural development, including musical aspects

A model of superiors and subordinates' aggressive communication in the workplace

In the workplace, superiors and subordinates may engage in a spiral of aggressive communication and emotional reaction that can lead to negative attitudes and unproductive organisational outcomes and higher staff turnover. In the manuscript, we develop and propose a model of superiors' and subordinates' aggressive communication and emotional reactions. In our model we suggest that organisational context (culture) and individual personal characteristics (personality, trust, self-esteem) influence superiors' and subordinates' aggressive communication. We also suggest that individual emotional characteristics (positive/negative affect, emotional intelligence) influence the protagonists' emotional reactions. Finally, we propose that subordinates' emotional reactions and organisational culture influence their attitudes (organisational identity, perception of a masculine vs. feminine organisation) and their considered behaviours (performance, turnover). We conclude with a discussion of potential limitations, and implications for theory, research, and practice.

Gender, emotion and aggression in the workplace

This study explores emotion and aggressive behaviour in a male-dominated
organisation, an Australian police force. The study examines the extent to which men’s negative emotions are directly associated with their reported experience of aggressive behaviour. One hundred and fifty-nine male participants answered a questionnaire which measured: the intensity of negative feelings, whether or not the intensity of such negative feelings was directly associated with the experience of aggression, and the magnitude of the aggressive behaviour.

Overt and covert aggression and negative emotion in the workplace

This study explores indirect and direct aggression, emotion and aggressive behaviour in a male-dominated organisation, an Australian police force (APF). The study examines women’s experience of direct/overt and indirect/covert aggression in the workplace and whether their experience of aggression is higher in the presence of men than of other women; also, whether men’s experience of negative emotions is directly associated with their reported aggressive behaviour towards women. The study formed part of a larger project in which 144 women and 159 men employed in the APF completed a questionnaire. Results are discussed in terms of their theoretical and practical implications, and suggestions are made for future research into this important but difficult subject area.