Information from the abstract
Background and Aims: Construction tendering has become a complicated process that needs digital skills, knowledge of sustainability, and advanced risk assessment. Conventional, lecture-centric training frequently fails to fully equip professionals, especially in China's swiftly modernizing industry, which is experiencing a substantial skills gap due to an aging workforce. The objectives of this quasi-experimental study were to: (1) create and validate a situation-based learning (SBL) intervention for the enhancement of tendering capacity, (2) evaluate its effect on trainees' competencies, and (3) measure participant satisfaction with the SBL methodology. Methodology: Using a one-group pretest-posttest design, the study included 30 professionals and trainees from the construction business in Anqing, China (Mean age=41.2, SD=9.8; mean experience=12.5 years). The intervention included seven SBL courses that combined classroom theory with real-life bidding situations and site visits over 21 hours of interaction time. Tendering capacity was assessed using a validated 30-item evaluation encompassing project analysis, organizational design, construction planning, and quality/safety management. The examination of the data includes paired t-tests and descriptive statistics. Results: Expert validation assessed the SBL intervention as extremely suitable (M=4.35, SD=0.47). Trainees showed a big improvement in their ability to tender, going from a pretest score of 60.50 (SD=4.15) to a posttest score of 85.97 (SD=6.74). The difference was statistically significant (t (29) =19.72, p
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Related topics: Occupational Health and Safety Research · Construction Project Management and Performance · Facilities and Workplace Management
Thai researcher and institutional participation
Zhiyong Lai · Wanida Pharanat · Rajabhat Maha Sarakham University
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