Towards an understanding of learning within the Norwegian fire and rescue services – focusing on tunnel fire safety

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Workplace Learning Pub Date : 2022-09-22 DOI:10.1108/jwl-04-2022-0051

Gabriela Bjørnsen, Ulrich Dettweiler, O. Njå, K. Knudsen

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引用次数: 2

Abstract

Purpose The purpose of this paper is to study how learning within the fire and rescue services may be conceptualized, with special attention paid to tunnel fire safety. Previous studies have developed a model to understand learning in emergency response work. The concept of learning is extended from observed changes in relevant settings to also encompass confirmation of existing knowledge and comprehension of existing practices. We are interested in investigating the properties of the learning model and identifying the mechanisms that influence fire and rescue personnel’s experiences of change, confirmation and/or comprehension. Design/methodology/approach This study relies on quantitative data obtained from a questionnaire answered by 939 Norwegian fire and rescue personnel. Multivariate methods have been used to identify the measurement model and the structural relations of the factors. Findings The results confirm the theoretical model and indicate that the outcome of learning is influenced by elements of content, context, commitment, decision-making and response and reflection, and that the influence of content and commitment on the outcome of learning is partially indirect and mediated through reflection. Originality/value To date, no systematic analysis has been conducted to investigate the factorial structure, as well as the interactions and relationship between the model’s components. This study makes an important contribution to a detailed understanding of learning within the fire and rescue services.

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在挪威消防和救援服务中了解学习-专注于隧道消防安全

本文的目的是研究如何将消防和救援服务中的学习概念化，特别关注隧道消防安全。以前的研究已经建立了一个模型来理解应急工作中的学习。学习的概念从相关环境中观察到的变化扩展到也包括对现有知识的确认和对现有实践的理解。我们感兴趣的是研究学习模型的特性，并确定影响消防和救援人员的变化、确认和/或理解经验的机制。设计/方法/方法本研究依赖于从939名挪威消防和救援人员回答的问卷中获得的定量数据。采用多变量方法确定了测量模型和各因素的结构关系。研究结果证实了理论模型，表明学习结果受到内容、情境、承诺、决策、反应和反思等因素的影响，内容和承诺对学习结果的影响部分是间接的，并通过反思起到中介作用。原创性/价值到目前为止，还没有进行系统的分析来调查析因结构，以及模型组成部分之间的相互作用和关系。这项研究对详细了解消防和救援服务中的学习做出了重要贡献。

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来源期刊

Journal of Workplace Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.50%

发文量

期刊介绍： The Journal of Workplace Learning aims to provide an avenue for the presentation and discussion of research related to the workplace as a site for learning. Its scope encompasses formal, informal and incidental learning in the workplace for individuals, groups and teams, as well as work-based learning, and off-the-job learning for the workplace. This focus on learning in, from and for the workplace also brings with it questions about the nature of interventions that might assist the learning process and of the roles of those responsible directly or indirectly for such interventions. Since workplace learning cannot be considered without reference to its context, another aim of the journal is to explore the organisational, policy, political, resource issues and other factors which influence how, when and why that learning takes place.