Citation

Mohammadi A, Tavakolan M. J. Saf. Res. 2019; 71: 273-284.

Affiliation

University of Tehran, College of Engineering, School of Civil Engineering, Department of Construction Engineering and Management, Iran. Electronic address: mtavakolan@ut.ac.ir.

Copyright

(Copyright © 2019, U.S. National Safety Council, Publisher Elsevier Publishing)

DOI

10.1016/j.jsr.2019.10.004

PMID

31862039

Abstract

INTRODUCTION: Construction incidents occur due to system failures, not due to a single factor such as unsafe behavior or condition. Therefore, construction safety should be investigated using a systematic view capable of illustrating the complex nature of incidents. Construction projects are also often behind their planned schedule and suffer from various pressures caused by contractual deadlines or clients. Previous studies demonstrated that such pressures negatively affect safety performance; however, the process of how production pressure influences safety performance is not fully investigated.

METHOD: The present research aimed to understand the feedback mechanism of how production pressure interactively affects safety performance and safety-related managerial components in a construction project. Ground theory method (GTM) is used to create a conceptual causal loop diagram that shows the relationship between incident rate and other variables such as labor hour, actual and planned progress, safety climate, rework, and safety training. Moreover, a power plant construction project was used as a case study to practically investigate the conceptual model; a case study is employed to build a System Dynamics (SD) model. The simulation model was then validated using behavior reproduction and sensitivity analysis.

RESULTS: The results of the inequality statistics show that the simulation model can be used to forecast trends in the incident rate.

Copyright © 2019 National Safety Council and Elsevier Ltd. All rights reserved.

Language: en

Keywords

Construction management; safety; simulation; system dynamics; systems thinking