Maura Kelly and Lindsey Wilkinson would like to acknowledge support from the Oregon Bureau of Labor and Industries (BOLI) and the Oregon Department of Transportation (ODOT) as well as the National Institute for Transportation and Communities (NITC) under grant number (NITC-RR-1078).
Sexual harassment -- Oregon, Violence -- prevention & control -- Oregon, Harassment -- Prevention
Oregon, like all states across the U.S., has faced challenges in recruiting and retaining a diverse construction workforce. In 2011, the Oregon Bureau of Labor and Industries and the Oregon Department of Transportation partnered to fund the BOLI/ODOT Highway Construction Workforce Development Program, which is intended to improve the stability and diversity of the highway construction workforce by promoting recruitment and retention of apprentices. One component of this program is the Green Dot Bystander Intervention Program for the construction trades in Oregon, which seeks to reduce job site harassment by training workers to intervene when they observe harassment on the job site. This project is a collaboration between PSU researchers, BOLI/ODOT, Oregon Tradeswomen Inc, and Alteristic (the contractor who developed the Green Dot program). The role of PSU researchers on the project is to evaluate the effectiveness of the program on the pilot job site. To evaluate the program, PSU researchers will conduct three waves of surveys to assess changes in attitudes and behaviors related to workplace harassment. The wave one survey was administered on the pilot job site in the Portland, OR metro area in September 2017. The findings from this initial survey are reported here.. Implementation began in October 2017. Wave two surveys are scheduled to be administered in August 2018; wave three surveys are scheduled to be administered in February 2019.
Kelly, Maura and Lindsey Wilkinson. Implementing the Green Dot Bystander Intervention Program to Promote Respectful Workplaces in the Construction Trades in Oregon. NITC-RR1078. Portland, OR: Transportation Research and Education Center (TREC), 2018. http://doi.org/10.15760/trec.206