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Workplace Learning

Learning in High-Risk Environments

How do people learn in the mining industry—and what makes a supervisor effective?

Partnership UQ Learning Lab + Industry
Participants 83 Interviews
Sites 3 Queensland Mines
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01

The Stakes

The Australian mining industry employs over 264,000 people and is a pillar of economic strength. It's also inherently dangerous.

Between 2000 and 2022, there were 53 fatalities on Queensland mine sites alone. The nature and quality of training has been linked to accidents and fatalities, highlighting an urgent need to understand how workers learn and how supervisors can better support them.

The industry is facing unprecedented challenges: rising demand for critical minerals, significant workforce shortages, and experienced workers being replaced by less experienced staff. Operators are being promoted to supervisory roles earlier and with less experience than ever before.

>50% of Queensland mining fatalities involved inadequate or absent supervision
169 fatalities on Australian mine sites between 2002-2022

02

The Research

This research is part of an ongoing partnership between The University of Queensland Learning Lab and key stakeholders from the Australian mining industry. Our goal: establish a shared understanding of "what good looks like" in learning and training for safe production.

83 Interviews

Semi-structured conversations with frontline workers, supervisors, and mine management—from newcomers with months of experience to veterans with over 40 years in the industry.

28 Surveys

Quantitative measures asking participants to rank indicators of supervisory expertise, complemented by open-ended questions about qualities of effective supervision.

3 Mine Sites

Data collected across one open-cut and two underground mines in Queensland, capturing diverse operational contexts and challenges.

The same interviews were analysed through two complementary lenses, resulting in two published papers:

Study 1

"What Good Looks Like"

How do frontline workers actually learn? What factors support or hinder effective training and capability development?

Vocations and Learning, 2024
Study 2

"Passion, Style, and Smarts"

What competencies do effective supervisors need? How should we select, train, and support them?

Journal of Workplace Learning, 2025

03

How Workers Learn

Findings from "What Good Looks Like"

The industry over-emphasises formal training and underappreciates the powerful learning that happens informally, on-the-job, every day.

1

Learning Over Training

Workers recognised that formal training provides essential safety protocols and procedures—but real learning happens when they put that knowledge into practice with colleagues.

2

Social & Situated

Learning is inherently social, occurring through observation, mentoring, and collaborative problem-solving embedded in daily work—not in isolated training sessions.

3

Mentorship Matters

The role of mentors was described as pivotal. Workers valued "near-peers" who had recent, relevant experience and could provide timely feedback and scaffolded support.

4

Competence to Mastery

Workers wanted clear benchmarks beyond basic competence—frameworks for continuous growth and career progression, not just minimum standards.

5

Psychological Safety

Quality relationships and trust were integral—not just for day-to-day operations, but for overall wellbeing, belonging, and creating conditions where people can learn from mistakes.

6

Knowledge Erosion

Workforce shortages are accelerating promotions, leading to "greens training greens"—inexperienced workers mentoring other inexperienced workers, eroding knowledge quality.

"So then we ended up with fruit from a contaminated tree. Johnny hasn't learnt properly, now Johnny's teaching someone else—Johnny's teaching this person the best he can, but he's only got 80% of the knowledge. So, this guy's only getting 80%."
— Frontline Worker

04

What Makes a Good Supervisor?

Findings from "Passion, Style, and Smarts"

"They got to be smart, they got to have the right passion, and the style has to be right... So to be a good supervisor you've got to have passion, style, and smarts."

Through the lens of Social Cognitive Theory, we identified six competency dimensions that extend well beyond technical expertise:

Comprehensive Knowledge & Skills

Deep and broad knowledge of operations, safety, logistics—plus tacit expertise that comes from hands-on experience. Detail-oriented, intuitive, and responsive.

Embodied & Accountable Leadership

Leads by example through visible, values-driven actions. Consistently models high standards, remains calm under pressure, and prioritises safety through action—not just words.

Empathetic, Reflective & Ethical

Conducts themselves with empathy and integrity. Emotionally regulated, builds trust through authentic relationships, and fosters psychological safety for the crew.

Facilitator of Growth

Builds team capability through coaching, reflective practice, and a culture of continuous learning. Identifies teachable moments and builds confidence in novice operators.

Adaptive Communicator

Adjusts communication style to context and audience. Active listener, transparent about decisions, and willing to have courageous conversations when needed.

Systems & Culture

Navigates organisational systems while fostering supportive team culture. Advocates for crew needs and creates environments where safety and learning are integrated.

What Workers Value Most

When asked to rank indicators of supervisory expertise, participants consistently prioritised behavioural characteristics over formal qualifications, years of experience, or performance metrics. Workers value leadership that is seen, heard, and felt—not credentials on paper.

05

The Connection

How Workers Learn

  • Through observation and mentoring
  • From experienced colleagues
  • In psychologically safe environments
  • With timely, relevant feedback
  • By doing, not just being told
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Supervisors create the conditions

What Supervisors Enable

  • Model standards through action
  • Facilitate knowledge transfer
  • Build trust and safety
  • Provide coaching and scaffolding
  • Create learning opportunities

These studies reveal that effective workplace learning and effective supervision are deeply intertwined. Supervisors don't just manage production—they shape the conditions that enable or constrain how their crews learn, develop, and stay safe.

For the mining industry to advance safe production, it needs a systems-wide approach to learning—one that recognises learning is continuous and socially constructed, promotes on-the-job development supported by qualified mentors, and prepares supervisors for the full complexity of their role.

Current training focuses narrowly on technical competence. But effective supervision requires "passion, style, and smarts"—capabilities that supervisors themselves say are insufficiently addressed in their training.

06

Implications for Practice

Shift from Training to Learning

Recognise that formal training is just one piece. Design systems that capture and leverage the rich informal learning happening on-the-job every day.

Invest in Mentor Development

Quality mentoring is a critical but under-utilised resource. Develop evidence-informed training programs for mentors, not just mentees.

Rethink Supervisor Selection

Move beyond technical qualifications. Assess behavioural characteristics, emotional intelligence, and capacity to develop others.

Address "Greens Training Greens"

As workforce pressures accelerate promotions, create safeguards to prevent knowledge erosion across generations of workers.

07

Read the Research

Published

"What Good Looks Like": Building a Shared Understanding of Quality Training and Learning in the Mining Industry

MacMahon, S. J., Corbett, B., Hassall, M., Carroll, A., & De Boer, R.

Vocations and Learning, 17, 509–536 (2024)

View Paper →
Published

"Passion, Style, and Smarts"—Industry Perspectives on Supervisor Competencies in the Mining Industry

MacMahon, S., Corbett, B., Hassall, M., Humphries, L., Carroll, A., & DeBoer, R.

Journal of Workplace Learning, 37(9), 132–151 (2025)

View Paper →