Viewpoint
Human Resource Management in the
Construction Industry - Sustainability
Competencies
Renard Yung Jhien Siew, (The University of New South Wales, Australia)
Abstract
While environmental sustainability has been the subject of much debate in the last decade, it
was not until recently that attention started to shift towards human resource management as
an enabler for sustainability. Yet, this is still a relatively under researched area. Much is still
unknown about the role of an individual worker in contributing towards sustainable
development. This paper addresses the gap by proposing a framework to measure
sustainability competencies of employees within the construction industry sector. As part of
the framework, four proficiency levels together with relevant descriptions are defined for a
total of eight sustainability competencies. Suggested proficiency levels are then mapped to
main construction related jobs based on the framework. An example is also given to illustrate
the manner in which competencies should be assessed. This framework is original and of
practical use to construction managers and human resource practitioners.
Keywords: Sustainability competencies, Human resource management, Construction
Introduction
There is a lot of ongoing discussion about environmental sustainability particularly since the
aftermath of the Kyoto Protocol. Governments worldwide have taken measures to address
these issues through global forums and conferences, deliberating on ways to reduce carbon
emissions. It is obvious even to the most casual observer that environmental issues tend to
dominate the discussion at a socio-political level with very little focus at an individual level.
Dahl (2012, p. 17), however, stresses the importance of individual roles in attaining
sustainability goals, claiming that ‘what happens to the planet is the cumulative result of over
6 billion independent producing and consuming individuals’.
Spooner and Kaine (2010) maintain that traditionally, the focus on human resource
management (HRM) is largely around aspects of task domains of the employment
relationship such as recruitment, remuneration, employment conditions, training and
development. More recently, there is a move towards the recognition of HRM as an enabler
to achieve sustainability goals. For example, Wirtenberg et al. (2007) and Harmon et al.
(2010) have illustrated the big picture of how HRM can play a role in sustainability
management. They highlight that the critical goal for HRM in the next few years is the
development of competencies, collaborative strategies and organisational capabilities to
support an organisation’s sustainability journey’. Wilkinson et al. (2001) discuss the role of
human resources in achieving corporate and environmental sustainability. Dunphy and
Griffiths (1998) claim that there are commonalities between human and ecological
sustainability and both are to a certain extent interdependent.
None of the literature identified tackles the issue of how HRM might be used to build
sustainability capabilities. This is especially lacking in the construction industry sector which
is well-known for its ‘3D’ image (dirty, difficult, dangerous). According to the Centre for
International Economics Canberra and Sydney (2007), 23% of Australia’s total greenhouse
gas emissions actually come from the energy demand in the construction sector. The
breakdown of prominent contributors of emissions within construction are the cement
industry (20%), chemicals and petrochemicals (17%), iron and steel industry (16%) and
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
88
aluminium/ non-ferrous metals (5%). The CRC Construction Innovation has also highlighted
common barriers within the construction industry in Australia such as poor industry image,
low levels of education in information and communication of technologies and management,
poor employer-employee relations, procurement structures that promote adversarial site
relationships and disparate occupational health and safety (OHS) legislation and guidelines
across different states (CRC, 2004).
Against this background, it is vital that sustainability capabilities are developed within the
construction industry. This paper addresses the gap by proposing a sustainability
competency framework applicable to this industry. Project owners, construction managers
and HR practitioners would find the proposed framework useful.
Background
First, some relevant concepts relating to HRM, for example, recruitment and performance
management are given in this section. This is followed by an explanation of the link between
competency as well as both the recruitment and performance management processes to set
the context for the subsequent sections.
Recruitment and Selection
Recruitment is defined as a process of bringing in the right people who have the potential of
making a positive contribution to a particular organisation regardless of whether it is for short
term or long term (Bratton and Gold, 2003). Recruitment can be stimulated by the following
reasons:
An employee decides to leave a company due to retirement or better job offer
Organisational expansion which requires immediate work force
Changes in global environment requiring different skilled employees
Recruitment can be done either internally or externally. Internal recruitment involves hiring
from within an organisation and could have potential benefits. Apart from significant savings
from the cost of advertising, it can also act as a source of motivation to the employees who
are able to see opportunities for career progression within the company. However, the
downside of this is letting go of the opportunity of bringing new experiences and diversity to
the organisation (Newell and Shackleton, 2002).
Performance Management
Performance management has always been a highly debated issue (Storey, 1992). One
reason is because of the lack of agreement about its definition. What exactly constitutes
performance management? Storey (1992) proposed that performance management ‘refers
to any designed activity related to the performance of employees’, claiming that it was similar
to performance –related pay (PRP). Bevan and Thompson (1992) claim that a performance
management system includes the following characteristics: clear communication of goals to
employee, conducting formal reviews of progress; using the reviews to establish training
requirements.
A more recent literature defined performance management as merely a process of
assessing an employee’s progress towards achieving a company’s goals and is perceived
as a useful tool in determining rewards and penalties (Loosemore et al., 2003).
Performance management had received many criticisms since its proposal. Despite its
usefulness, McGregor (1960) criticized its value claiming that it is demotivating and creates a
judgmental setting. Even Deming (1982) the quality expert, raised his concern calling
appraisal a ‘deadly disease’ as it opens up a doorway to blame employees for systematic
problems which arise in an organisation. Hence, performance appraisal has always been
deemed to be the least popular of all the other activities in HRM. Yet, its significance cannot
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
89
be refuted or diminished for indeed the failure to show any evidence of management control
would indicate ineffectiveness (Bratton and Gold, 2003). Lately, the focus of organisations in
integrating human resource management together with its business strategies has resulted
in companies perceiving performance management as a form of systematic approach
towards performance management (Loosemore et al., 2003).
Among the many advantages of performance management which have been identified by
Bratton and Gold (2003) are:
Boost morale and levels of motivation
Help identify suitable candidates for promotion
Aid in the setting of organisational goals
Identify areas which require training and development.
Linking Competencies with the Recruitment and Performance Management
Processes
There is no doubt that competencies are very closely linked to both the recruitment and
performance management processes. Four steps are detailed here for the reader. The first
step typically involves reviewing the competency dictionary. The competency dictionary
consists of descriptions of competency and the various proficiency levels (see Section 3).
The second step involves the job design where proficiency or competency levels are
selected by the manager or HR practitioner (depending on the requirements of a job). The
selected proficiency levels are then used as a basis for guiding the recruitment process
where suitable candidates are sourced. The third step involves assessing the performance
of an incumbent. The performance of an incumbent (or holder of a particular job) is
assessed based on how well they have achieved the required competency level. After the
performance management process, gaps in competencies are identified in the fourth step.
Gap is referred to as the difference between the actual proficiency level and the required
proficiency level for any given competency.
Figure 1 Steps involved in identifying training gaps for employees
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
90
Performance Management in Construction Companies
It was reported that PRP is the most popular evaluation technique in the construction sector.
PRP focuses wholly on output and process criteria and employees are rewarded based on
the achievement of goals (Loosemore et al., 2003). According to Druker and White (1996),
one of the major challenges in the construction industry is the capacity to perform efficient
PRP systems partly because of the somewhat ‘volatile’ nature of the construction industry
where employees are constantly rotated around different projects. To achieve this, a few
methods such as competency-based or skills-based systems have been developed. The
distinctive feature among all of them is the nature in which assessment is carried out. Some
adopt a qualitative approach through the description of an employee’s performance while
others adopt a more quantitative approach via an employee performance rating scale.
Yet, to this end, there is hardly any proposal recommending sustainability competencies for
employees within the construction industry. ‘You can’t manage what you don’t measure’.
Without sustainability competencies, there is simply no indication as to how employees are
contributing or working towards the attainment of sustainability goals. The following section
in this paper fills this gap accordingly.
Competency Dictionary
Although, the CRC Construction Innovation (Dingsdag et al., 2006) has published a
construction safety competency framework, this is still inadequate. The competencies
suggested as part of the framework take on a narrow view and focuses only on health and
safety competencies instead of taking on a broader view of sustainability to also include
environmental issues. In addition, there are no guidelines as to how these competencies
should be measured. This paper addresses existing limitations by proposing a competency
dictionary comprising of eight sustainability competencies together with detailed descriptions
by proficiency levels.
The four proficiency levels used in the competency dictionary is broadly defined in this paper
as follows:
P1: Demonstrates basic knowledge/understanding of subject matter
P2: Applies knowledge and analyses outcomes stemming from action
P3: Manages, develops action plans to mitigate negative impacts
P4: Provides advisory services and drives performance based on extensive experience.
Each of these eight sustainability competencies is also mapped to the competencies
suggested by CRC Construction Innovation so that the readers can compare them directly
(top right hand corner- see Appendix A for explanation of the safety management tasks
(SMTs) and Dingsdag et al. (2006) for more detailed elaboration).
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
91
Competency 1: Safety auditing SMT 6
This competency refers to the knowledge and ability to conduct OHS audits or reviews including
understanding of OHS management systems, strategies and standards, applicable regulations. It
includes application of OHS strategies, processes and risk identification in the development of OHS
audit programmes.
P1 P2 P3 P4
Demonstrates knowledge
of OHS management
systems, regulatory
requirements and their
applications.
Evaluates application
of OHS strategies and
processes, identifies
risks and develops
relevant audit
programmes.
Able to lead scoping,
performance, and
audit reviews on OHS
areas.
Able to provide advice
on OHS governance
including risk
management
framework based on
established standards
and practices.
Activities relating to the proficiency levels
• Understands OHS
Management System
Framework, strategies
and its
applications/impact to
the overall business
processes.
• Understands the OHS
regulatory requirements
and its application.
• Understands OHS
Standards which
includes industrial
codes of practices and
its application.
• Understands the
organisations key OHS
risks and their impact on
the business and
processes.
• Demonstrates an
understanding of the
importance of
maintaining a strategic
alliance.
• Applies the OHS
Management
System and
Strategies to
review
assignments.
• Evaluates the
application of OHS
strategies and
processes to
ensure that
business objectives
are met.
• Applies the OHS
regulatory
requirements and
standards to
engagements.
• Analyses and
identifies key OHS
risks and develops
appropriate audit
programmes and
tests for immediate
superior's review
and approval.
• Maintains a
strategic alliance
with the various
stakeholders under
direction of seniors.
• Aligns OHS plan to
include OHS
business strategies.
• Leads in scoping of
OHS reviews based
on the knowledge of
business, strategy
and processes.
• Leads performance
reviews and reviews
of compliance to
legal framework and
standards/codes of
practices.
• Provides
recommendations
on the
implementation of
the OHS risk
management
strategy including
their impact on
business and
processes.
• Coaches on
appropriate
problem-solving
techniques to
address risks and
improve controls.
• Develops, nurtures
and maintains a
strategic alliance
with the various
stakeholders.
• Generates value-
added
recommendations
to increase OHS
contribution to
business
opportunities,
efficiency (cost
optimisation), risk
reduction and
effectiveness.
• Benchmarks
against emerging
OHS best practices
(strategies).
• Creates
understanding for
the need of
effective internal
control strategies
and application of
OHS best
practices.
• Provides advice to
enhance the OHS
risk management
framework to
adequately identify
and address
potential or
emerging OHS
risks and
correlation with the
business
processes.
Table 1 Safety auditing
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
92
Competency 2: Managing environmental aspects, impacts and OHS
hazards
SMT 16, 19,22,24,36
This competency is about the ability to identify, assess, eliminate and mitigate significant
environmental impacts and OHS hazards.
P1 P2 P3 P4
Demonstrates the ability to
conduct environmental
impact/ OHS hazard
identification and risk
assessment with
guidance.
Conducts and
validates
environmental impact/
OHS hazard
identification and risk
assessment.
Manages and guides
team in identification,
risk assessment and
mitigation measures
concerning
environmental impact/
OHD hazards.
Advises on
identification
assessment and
mitigation of
environmental
impact/ OHS hazard.
Activities relating to the proficiency levels
• Demonstrates
understanding and
ability to conduct
environmental aspect,
environmental impact or
OHS hazard
identification and risk
assessment with
supervision.
• Identifies and proposes
mitigation measures for
significant
environmental aspects,
environmental impacts
or OHS risks.
• Validates
environment
aspects,
environmental
impacts or hazards.
• Identifies
Environmental
aspects and
impacts / OHS
hazards
independently.
• Conducts and
validates
environmental
aspect,
environmental
impact or OHS risk
assessment.
• Reviews
effectiveness of
proposed mitigation
measures for
significant
environmental
aspects,
environmental
impacts or OHS
risks.
• Manages and leads
environmental
aspect,
environmental impact
or OHS hazard
identification,
assessment, gap
analysis and
prioritisation
initiatives.
• Coaches team in all
matters relating to
OHS environmental
aspects,
environmental
impacts or OHS risks.
• Advises on
environmental
aspect,
environmental
impact or OHS
hazard
identification tools.
• Advises on
improvements to
environmental
aspects-impacts /
OHS risks
assessment.
• Strategise and
prioritise the
implementation of
mitigation
measures for
significant
environmental
aspects,
environmental
impacts or OHS
Risks.
Table 2 Managing environmental aspects, impacts and OHS hazards
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
93
Competency 3: Project Risk Management SMT 1
This competency focuses on the ability to ensure that project risks are identified and analysed and
that appropriate responses are planned, monitored and controlled. Project risk management is a
structured process that allows individual risk events and overall project risk to be understood and
managed proactively, optimising success by minimising threats and maximising opportunities.
P1 P2 P3 P4
Learns to apply risk
management tools to
identify project risks.
Analyses and update
risk register with
response plan to
resolve low impact
risks.
Develops and
integrates risk
management plan with
appropriate tools and
template to track
potential risks.
Advises project team
on proactive risk
management plan
that is in line with
organisational policies
and procedures to
ensure project
success.
Activities relating to the proficiency levels
• Learns to apply
information-gathering
techniques for collecting
input during risk
identification process
such as brainstorming,
SWOT analysis and
interviewing skills.
• Learns quantitative and
qualitative risk analysis
techniques.
• Performs quantitative
and qualitative risk
analysis based on
prescribed guidelines.
• Monitors and reports
risks for assigned
tasks.
• Participates to
document and
update risk register
containing
identified risks, risk
analysis findings,
and their respective
Risk Response
Plans.
• Assists to conduct
quantitative and
qualitative risk
analysis.
• Monitors risks
against Risk
Management Plan
for assigned
activities.
• Assists to resolve
low impact risks by
following Risk
Management Plan.
• Develops Risk
Management Plan
(including Risk
Breakdown
Structure) based on
Project Scope
Statement and
Project
Management Plan,
taking into account
environmental
factors and process
assets of the
organisation, size,
complexity, and
importance of the
project.
• Manages project
team in developing
and updating a Risk
Register
summarising
potential risks, risk
trigger events, and
how to manage
risks when they
occur.
• Develops tools and
templates to track,
review and re-
evaluate the
identified risks to
verify whether it has
happened.
• Integrates pro-
actively measures
for triggers to
indicate the
presence of an
existing or new risk.
• Advises on Risk
Management Plan
and ensure that
Risk Management
Plan is in line with
organisational
policies and
procedures.
• Champions
periodical reviews
of risk register and
advises
contingency plan if
top priority risk
happens.
• Leads project team
in performing
qualitative and
quantitative risk
analysis to assess
probability of risk
occurring and their
respective impact.
• Advises project
team on potential
risks that could
happen based on
risks assessment
reports.
•
Table 3 Project risk management
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
94
Competency 4: Safety recognition and reward SMT 20
This competency refers to the ability to provide recognition and reward to enhance safety
performance. Identify individual strengths and development needs and ensures that reward does not
encourage hiding or under reporting of incidents/ near misses.
P1 P2 P3 P4
Have a basic safety level
of awareness. Provides
suggestions for rewarding
routine tasks.
Provides others
opportunities for on-
the-job training,
assesses group
training needs.
Provides relevant
feedback on safety
work procedures.
Determines training
opportunities and
provides formal and
informal safety
performance
feedback. Empowers
group towards
attainment of
safety/environmental
goals.
Develops workforce
safety acumen and
steer resources to
support safety
development efforts/
honest reporting.
Activities relating to the proficiency levels
• Describes the safety
standard that must be
delivered.
• Aware of safety
training activities
available for staff.
• Takes time to clearly
respond to questions
when asked.
• Prepares job aids to
support on-the-job
training.
• Provides informal
feedback and support
to others.
• Makes safety
information available
to others on a timely
basis.
• Assigns work
tasks/projects
based on
employee’s
capability taking
into account
safety issues.
• Allocates time to
work with team
members to
define safety
goals.
• Provides
constructive
feedback on
safety work
procedures.
• Provides practical
advice and
guidance on how
things could be
achieved.
• Readily identifies
safety training or
developmental
needs.
• Takes on a role of
a mentor.
• Initiates dialogue
with
unit/department
employees to
develop safety
learning plans.
• Conducts reviews
and debriefings so
that individuals
learn from past
experiences
• Highlights that
worker’s
compensation
processes reflect
the concern the
company has for
health and
wellbeing of
employees
•
• Identifies training
needs on the
basis of safety
skills / knowledge
required.
• Advocates for
measures and
safety reward
systems based
on project team
performance.
• Delegates
significantly
complex
assignments and
create
opportunities for
safety
development and
learning.
• Ensures that
reward does not
encourage over
reporting of
positive
performance
indicators
• Ensures that
reward does not
encourage hiding
or under reporting
of incidents.
Table 4 Safety recognition and reward
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
95
Competency 5: Safety/ environmental reporting SMT 25
This competency refers to understanding of the OHS/environmental processes and procedures
related to reporting requirements.
P1 P2 P3 P4
Demonstrates
understanding of
environmental/safety
standard reporting
requirements and able to
generate standard reports.
Able to analyse
customer reporting
requirements and
generate ad-hoc
reports.
Analyses reporting
requirements, and
able to provide
recommendations for
improving report
generation.
Able to evaluate
areas of weaknesses
and drives
improvements.
Activities relating to the proficiency levels
• Understands basic
standard offerings of
reporting for customers.
• Able to generate reports
based on Standard
Operating Procedures
and schedule.
• Ability to obtain
appropriate data or
information
• Performs simple
analysis of
customer reporting
requirements.
• Able to perform ad-
hoc reporting
activities without
supervision.
• Ability to analyse
data
• Performs complex
analysis of safety
reporting
requirements.
• Provides
recommendations
for improving
process of reporting
to both
management and
employees
• Consults with and
counsels
employees and
liases with
management
• Implements and
drives
improvements to
safety reporting
• Seeks commitment
to process from
management/
workforces/
contractors and
subcontractors
• Regularly
communicates
conclusions/
results to all
relevant parties
Table 5 Safety/ environmental reporting
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
96
Competency 6: Monitoring contractors/subcontractors SMT 26
This competency refers to the ability to monitor contractors/subcontractors to ensure that all
parties are performing up to the standard required by legislation (i.e. environmental or health
and safety).
P1 P2 P3 P4
Demonstrates the basic
ability to understand
roles of different parties
involved.
Analyses and
communicates
issues which could
pose
safety/environmental
hazards to projects.
Develops
recommendation to
ensure that
safety/environmental
performance are on
track.
Drives safety/
environmental
performance in all
aspects of work.
Activities relating to the proficiency levels
• Understands the
roles played by
different parties.
• Have an awareness
of OH&S issues and
legal requirements
relating to specific
duty of care of all
parties
• Able to have
meaningful
regular
communication/
discussion with
sub contractors
on safety
performance
praising outcomes
that have met or
exceeded
projected
outcomes
• Have meaningful
communication/
discussion with
subcontractors on
safety
performance
outcomes that
have not met
projected
outcomes and
negotiation of
appropriate
remedial action by
subcontractor
• Regular
examination of
incident
notifications/
injury/first-aid
register that
proactively
identifies hazards
• Able to develop
safety
management
system manual/
documents that
relates directly to
an organisation’s
OH&S values,
policy and
procedure
• Develops basic
audit tools that
compares
projected stated
performance
standards of
subcontractors
dependent on the
length of
contractor
engagement.
• Implements and
drives safe work
methods for key
construction
activities and
organisation’s
safety/
environmental
management
systems
• Seeks
commitment to
process from
management/
workforces/
contractors and
subcontractors
• Consistent
clarification of
required
behaviour to
contractors and
subcontractors
Table 6 Monitoring contractors/subcontractors
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
97
Competency 7: Communication SMT 13,18
This competency refers to the ability to organise and convey OHS/environmental information, views
and concepts in a concise and clear manner for a variety of audiences. It involves adopting the
appropriate communication approaches to converse and influence others in selecting the best course
of action to achieve desired results.
P1 P2 P3 P4
Demonstrates knowledge
and understanding of
fundamental
communication principles.
Clearly conveys ideas
and information to
engage audiences
and help them retain
the message. Uses
appropriate methods
to collect, compile
and distribute
information.
Develops
communication
strategies in order to
adopt appropriate
styles and channels of
communication for
different groups.
Interprets information
and responds
appropriately.
Articulates ideas and
perspectives with
clarity. Advises on
communication
strategies and
promotes continuous
improvements of
organisational
communication.
Activities relating to the proficiency levels
• Builds in depth
knowledge of nature of
projects.
• Demonstrates an
understanding of project
communication strategy
and where they fit in.
• Writes clearly, concisely
and accurately in plain
English all formats.
• Respond to questions
with accurate and
complete answers in a
logical manner.
• Use terminology
appropriate for the
audience.
• Able to identify and
understand internal
and external
audience’s needs
and adapts
communication
style accordingly.
• Aware of the
organisation’s key
priorities.
• Understanding key
relationships and
the importance of
networks for the
organisation’s
communications.
• Uses appropriate
methods to collect,
compile and
distribute
information.
• Demonstrates the
ability to make
effective safety
toolbox
presentations.
• Adopts appropriate
styles and channels
of communication
for diverse groups.
• Able to use
persuasion to
influence and
convey messages
clearly and logically.
• Ensures ideas and
perspectives are
coherently related
to situational needs.
• Identifies
communication
problems and
initiates process
improvements
• Develop and
implement new
and/or improved
methods of verbal
and written
communication for
the team.
• Champions
communication
skills and uses
persuasion to gain
commitment.
• Promotes
continuous
improvement of
organisational
communication.
• Demonstrate
flexibility in
achieving mutually
agreeable
solutions.
• Coach others on
communication
concepts,
approaches and
problem resolution.
• Develop
communication
strategies in order
to present issues
with clarity and
influences others.
• Challenges unsafe
behaviour/ attitude
at any level
Table 7 Communication
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
98
Competency 8: OHS regulatory and management system/
Planning and assessment
SMT 29
This competency focuses on the ability to assess the OHS regulatory and management systems and
prioritise action plans to solve operational gaps.
P1 P2 P3 P4
Demonstrates
knowledge and
understanding of
OHS regulatory and
management
system.
Coordinates and
executes OHS
assessments,
conducts gap analysis
and prioritise action
plans.
Manages OHS
assessments and
recommends possible
solutions for gap
resolution.
Provides expertise on OHS
regulatory and management
system requirements, gap
analysis and prioritisation.
Activities relating to the proficiency levels
• Understands
fundamental OHS
regulatory and
management
system
requirements.
• Conducts OHS
regulatory and
management
system gaps
analysis and
prioritisation with
guidance.
• Plans OHS
assessments
based on the
regulatory and
management
system
requirements.
• Conducts OHS
regulatory and
management
system
assessment, gap
analysis and
prioritisation
independently.
• Recommends
solutions to
address gaps in
the OHS regulatory
& management
system.
• Manages the OHS
regulatory and
management
system gaps
analysis and
prioritisation.
• Guides the team on
OHS regulatory &
management
system
requirements, gap
analysis and
prioritisation.
• Validates
recommendations
to address gaps in
the OHS regulatory
management
system.
• Develops suitable
implementation
plans for gaps
resolution.
• Acts as a subject matter
expert on OHS regulatory
and management system
requirements, gap
analysis and prioritisation.
• Advises the
Group/division/business
unit on relevant OHS
regulatory and
management system
matters.
• Ensures implementation
plans for OHS regulatory
and management system
gaps resolution are
aligned to the business
objectives.
Table 8 OHS regulatory and management system/ planning and assessment
Mapping Proficiency Levels
The sustainability competency dictionary developed in section 3 was then shared with a
working group of 24 construction practitioners. These practitioners had at least 5 years of
working experience in the construction industry. They were asked collectively as a group to
map the proficiency levels (for the eight sustainability competencies) of 11 jobs related to the
construction industry - CEO of a construction company, senior manager of a construction
company, construction manager, project manager, engineer, site manager, ESH advisor,
regional safety manager, state safety manager, national safety manager and site workers as
suggested by Dingsdag et al. (2006). The final result from the mapping exercise is shown in
Table 9.
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian Journal of Construction Economics and Building, 14 (2) 87-103
99
Table 9 Mapping proficiency levels to different construction industry jobs
No. Construction Sustainability Competencies
M
D
/ C
E
O
/ G
M
S
e
n
io
r M
a
n
a
g
e
r
O
p
e
ra
tio
n
s
/ C
o
n
s
tru
c
tio
n
M
a
n
a
g
e
r
P
ro
je
c
t M
a
n
a
g
e
r
E
n
g
in
e
e
r
S
ite
M
a
n
a
g
e
r/ S
u
p
e
rin
te
n
d
e
n
t
S
ite
E
S
H
A
d
v
is
o
r
R
e
g
io
n
a
l S
a
fe
ty
M
a
n
a
g
e
r
S
ta
te
S
a
fe
ty
M
a
n
a
g
e
r
N
a
tio
n
a
l S
a
fe
ty
M
a
n
a
g
e
r
S
ite
W
o
rk
e
rs
1 Safety auditing P4 P4 P4 P4 P3 P3 P4 P4 P4 P4 P2
2 Managing Environmental Aspects, Impacts and
OHS hazards
P4 P4 P4 P4 P3 P2 P3 P3 P4 P4 P1
3 Project Risk Management P4 P4 P4 P4 P3 P3 P3
4 Safety Recognition and Reward P4 P3 P4 P3 P4 P4 P4
5 Safety/Environmental Reporting P3 P4 P3 P3 P4
6 Monitoring Contractors/ Subcontractors P3 P4 P4 P1
7 Communication P4 P4 P3 P4 P4 P4 P3 P3 P3 P4 P1
8 OHS Regulatory and Management System
Planning
P4 P2 P4 P2 P3 P3 P2 P3 P4 P1
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
100
Assessment
This section illustrates the manner in which
performance ratings can be given to assess
sustainability competencies. Typically, most
organisations adopt a 5 point rating scale as shown in
Table 10. Consider a site worker taking on the
competency safety auditing. The targeted proficiency
level for safety auditing is P2 for a site worker. There
are four likely scenarios here.
Table 10 Performance ratings
Scenario 1: During the performance management process, if the site worker was rated at
P1 (which is one level below the targeted P2 proficiency level) only one sublevel is
introduced for the competency assessment. The assessor will be asked to select a
‘pessimistic’ sublevel –since the site worker has failed to master the competency at a P2
proficiency level and is automatically given a rating 1.
Figure 1 Scenario 1
Scenario 2: During the performance management process, if the site worker was rated at
P2 (which is same as the targeted P2 proficiency level) two sublevels are further introduced
to provide more nuance to the competency assessment. The assessor will be asked to
select either ‘most likely’ – if the site worker is deemed to have demonstrated full P2
proficiency level or ‘pessimistic’ – if the site worker has demonstrated his competency at a
borderline P2 proficiency level. Depending on the assessor’s selection of the sublevels a
final performance rating of either 2 or 3 is given.
Figure 2 Scenario 2
Rating Description
1 Poor
2 Needs improvement
3 Average
4 Very good
5 Excellent
P2 P2
P1
P3
P4
Rating 1
Target
Performance Rating Sublevels
Pessimistic
P2 P2
P1
P3
P4
Most likely
Pessimistic
Rating 3
Rating 2
Target
Performance
Rating Sublevels
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
101
Scenario 3: During the performance management process, if the site worker was rated at
P3 (which is one proficiency level above the targeted P2 proficiency level) two sublevels are
further introduced to provide more nuance to the competency assessment. The assessor
will be asked to select either ‘most likely’ – if the site worker is deemed to have
demonstrated full P3 proficiency level or ‘optimistic’- if the site worker has demonstrated his
competency at a level slightly higher than a P2 proficiency level but insufficient to achieve a
P3 level. Depending on the assessor’s selection of the sublevels a final performance rating
of either 4 or 5 is given.
Figure 3 Scenario 3
Scenario 4: During the performance management process, if the site worker was rated at
P4 (which is two levels above the targeted P2 proficiency level) only one sublevel is
introduced for the competency assessment. The assessor will be asked to select an
‘optimistic’ sublevel – since the site worker has demonstrated mastery of a competency
above and beyond what is expected at a P2 proficiency level and is automatically given a
rating 5.
Figure 4 Scenario 4
Conclusion
There is already a great deal of academic literature dealing with environmental sustainability.
Yet, the role of human resource management towards the attainment of sustainable
development is still an underdeveloped area of research. This paper makes an original
contribution by proposing a sustainability competency framework applicable to the
construction industry. The framework consists of a competency dictionary (eight
competencies differentiated at four proficiency levels) and suggestions as to how these
competencies can be measured. In addition, the proficiency levels required for different jobs
within the construction industry are also mapped.
P2 P2
P1
P3
P4
Optimistic
Most likely Rating 4
Rating 5
Target
Performance
Rating Sublevels
P2 P2
P1
P3
P4 Optimistic Rating 5
Target
Performance
Rating
Sublevel
Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
102
Future research could possibly look into expanding the sustainability competency framework
into other industries apart from construction. The number of participants in a working group
can also be increased to further validate the proficiency levels which have been mapped to
construction related jobs as shown in Table 9. Based on the recommendation in section 5,
HR practitioners may wish to automate the competency assessment through an online
platform.
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Australasian Journal of Construction Economics and Building
Siew, R Y J (2014) ‘Human resource management in the construction industry – Sustainability competencies’, Australasian
Journal of Construction Economics and Building, 14 (2) 87-103
103
Appendix A
CRC Construction Innovation Safety Management Tasks (SMTs)
SMT 1 Carry out project risk assessments
SMT 6 Carry out workplace/task hazard identification, risk assessments and controls
SMT 13 Plan and deliver toolbox talks
SMT 16 Consult on and resolve OH&S issues
SMT 18 Challenge unsafe behaviour/attitude at any level when encountered
SMT 19 Make site visits where a site worker is spoken to directly about OH&S
SMT 20 Recognise and reward people who have positively impacted on OH&S
SMT 22 Carry out formal incident investigations
SMT 24 Carry out formal inspections of workplace and work tasks
SMT 25 Research and prepare reports on OH&S issues, performance and
improvement strategies
SMT 26 Monitor sub-contractor activities
SMT 29 Understand and apply general legislative OH&S requirements
SMT 36 Work with staff to solve safety problems