Analyzing Safety Communication in Industrial Contexts

Autor/inn/en	Digmayer, Claas; Jakobs, Eva-Maria
Titel	Analyzing Safety Communication in Industrial Contexts
Quelle	In: Journal of Technical Writing and Communication, 52 (2022) 3, S.251-290 (40 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Digmayer, Claas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2816
DOI	10.1177/00472816211014126
Schlagwörter	Industry; Occupational Safety and Health; Metallurgy; Risk Management; Information Technology; Information Dissemination; Accident Prevention; Work Environment; Interpersonal Communication; Employees; Employers; Signs; Documentation; Administrator Role; Barriers + Suchen Sie Ihr Suchwort? Industrie; Occupational safety; Arbeitssicherheit; Hüttenwesen; Risikomanagement; Informationstechnologie; Informationsverbreitung; Accident statistics; Unfall; Statistik; Unfallstatistik; Arbeitsmilieu; Interpersonale Kommunikation; Employee; Arbeitnehmer; Beschäftigter; Zeichensystem; Dokumentation
Abstract	Work in industrial contexts is confronted with various risks, which are further amplified by the trend toward Industry 4.0. Approaches are needed to examine safety communication (SC) in such changing environments. Existing studies focus on individual SC means and quantitative evaluation measures. This article proposes a qualitative approach for analyzing SC with which a process chain in a metal-working company is investigated. The results reveal that SC is implemented as a complex system of communicative means. Weaknesses in this system entail several problems at the level of both workplaces and process chains. Due to a lack of digitalization, SC does not meet the requirements of Industry 4.0. Several task areas for communication professionals are identified in optimizing SC. These include content preparation for existing SC means according to work contexts and related tasks, creating digital SC content, and increasing the companies' resilience to novel risks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01