Element 3 - Do Flashcards
Leaders and Managers
Managers are people who do things right and leaders are people who do the right things.
Leadership
…unique and essential function of leadership is the manipulation of culture
Key requirements for a leader
Set a clear and credible vision of future state
Establish the style and tone of communication, social architecture and organisational culture
Create atmosphere of 2 way trust between leaders, managers and workforce
Demonstrate commitment, persistence, consistency, self knowledge, learning
Role as H and S Leaders - Directors
Joint guidance from (INDG417) on leading H and S advocates strong leadership by:
Visible commitment from board
Effective downward communication systems and management structures
Integration of H and S management with business decisions.
Role as H and S Leaders - Managers
Requires effective infrastructure: Robust HSMS Management H and S training Clear targets for H and S management Adequate resources Monitoring and review against targets Recognition for good H and S performance
Role as H and S Leaders - Supervisors
Planning and allocating work Decision making Monitoring performance and compliance Providing leadership Ensuring workforce involvement
Organisational Culture
When a new employee is ‘learning the ropes’, the ropes represent the org culture, or ‘the way we do things here’.
Levels of Organisational Culture
Artefacts (visible organisational structures/processes)
Spoken beliefs/values (strategies, goals, philosophies)
Underlying assumptions (unconscious, taken for granted, assumptions)
Organisational Culture - Definitions
Artefacts - Explicit culture/observable reality. Symbols and reliability
Norms - Group sense of right or wrong. Laws and social controls
Values - Concept group has regarding what is desirable
Belief - Premise that is held to be true
Basic Assumptions - Deeper meanings, seldom questioned on a conscious level
Rituals - Socially essential activities - superfluous to goal attainment
Heroes - Role models. Person with prized characteristics
Symbols - Words, gestures, pictures that carry a particular meaning
Practices - Includes symbols, heroes, rituals - visible to an outside observer
Safety Culture
…produce of individual and group values, attitudes, perceptions, competencies and behaviour that determine commitment to H and S management
Key aspects of effective safety culture
Management commitment Visible management - leading by example Good communication Active employee participation Training Safety climate Measuring H and S culture - surveys, interviews etc Tangible indicators of H and S culture - reduced accidents, absenteeism etc
Human factors Model
The organisation - culture, leadership, resources etc
The individual - competence, skills, attitudes, risk perception
The job - task, workload, environment, controls, procedures
The Organisation - key factors
Resources
Work patterns - shifts, short hour contracts, fatigue lead to more accidents
Communications
Tasks - designed with ergonomic principles. Match to individual (mental and physical)
Displays and Controls - problems include poor layouts, poorly identified, easily knocked on or off etc
Work equipment - suitable and well maintained
Workload - high workload requiring alertness or low workload of repetitive can’t be maintained for long
Environment - e.g. extremes of heat, humidity, noise, vibration etc
Procedures - accurate, complete, concise, up to date, accessible etc
The Individual - Factors
Physical - age, sex, health, size etc
Psychological - personality, attitude, motivation, perception etc
Socio-cultural - family background, religion, education, peer pressure etc
The Individual - Attitude
Represents an idividual’s degree of like or dislike of something (person, place, thing, system)
Can be modified by feedback or peer group
The Individual - Personality
Made up of person’s unique pattern of thought, feelings, behaviours.Remains fairly consistent. Has impact on behaviours.
The Individual
Ability - capacity do perform a function
Aptitude - inherent capacity to acquire ability
Skill - ability to perform an activity effectively
Competence - ability to perform to required standard
The Individual - Training
Organised efforts to assist learning through instruction and practice
The Individual - Motivation
reason to act or driving force which gives purpose and direction to behaviour
The Individual - Motivation
Intrinsic - internal to individual, psychological rewards, fulfilment of personal needs
Extrinsic - external to individual, within gift of organisation, tangible rewards (salary, promotion etc)
Risk Perception - 8 factors that influence perception of risk
- Perceived control - Feel in control then not stressed by it
- Psychological Time and Risk e.g. link between smoking and lung cancer
- Familiarity - tend to underestimate familiar risks and overestimate unfamiliar ones
- People with perception of low vulnerability unlikely to modify behaviour. Some have unrealistic optimism.
- Framing Effects - how risk based data is presented
- Numerical Representations of Risk - many people struggle to interpret statistical probabilities; additional qualitative characteristics required
- Perception of Hazardous Substances - e.g. perception that water based pesticides less dangerous than solvent based ones.
- Risky Situation or Risky Individual
Accident Causation - Job Factors
Illogical design of equipment/instruments Disturbances and interruptions Missing/poor instructions Poorly maintained equipement High workload Unpleasant conditions
Accident Causation - Individual Factors
Low skill/competence
Tiredness
Boredom, lack of motivation
Medical problems
Accident Causation - Organisational Factors
Poor planning leading to pressure
Lack of safety systems
Inadequate responses to previous incidents
Management based on 1 way communication
Deficient coordination and responsibilities
Poor H and S management and culture
Human Failures - Violations
An intentional deviation from a rule or procedure. Most motivated by desire to get job done. 3 types
Routine Violations
Breaking rule or procedure has become normal way of working. Due to:
desire to cut corners to save time
perception rules are too restrictive
belief rules no longer apply
lack of enforcement
new starters copy those not following rules
Situational Violations
due to job pressures e.g. time pressure, understaffed, extreme weather etc
Exceptional Violations
Rare and only when something has gone wrong e.g. might break rule in an emergency as benefits outweigh the risks.
Human Failures - Errors
Two types:
Skill based
Mistakes
Errors - Skill Based
Slips and Lapses - Tend to occur in familiar tasks requiring little attention
Slips - failures in carrying out the actions of a task e.g. pressing wrong button, doing steps in procedure in wrong order etc
Lapses - cause actions to remain undone e.g. lose place in task. Can be reduced by minimising distractions
Human Failures - Mistakes
Wrong thing done in the belief that is right
Two types:
Rule-based - when behaviour is based on remembered rules or procedures
Knowledge based - when necessary to solve problems from first principles
Preventing Human Failures
Fixing conditions which increase frequency of errors
Well designed plant and equipment
Effective training
Procedures for rare events so not doing it ad hoc
Consider human error when doing RAs and during investigations
Monitoring control measures
Improving H and S behaviour - 5Cs!
Commitment - management/leadership
Control - infrastructure for control provided by OHMS
Cooperation - if workplace cooperates culture will improve. Consultation is key to this
Communication - Two way
Competence - skilled, trained staff
Management Commitment
Apathetic - no interest Non-compliant - will not do what is expected Reluctant - Compliant - Involved Committed
Demonstrating Management Commitment
Setting realistic, achievable targets Ensuring H and S is a key performance measure Consistent business decisions showing importance of H and S Proactive monitoring Open and honest learning from experience Demonstrating standards e.g. wearing PPE Providing adequate resources Good environment, welfare etc Means of consultation and communication
Behavioural Change Programs - Do It
Define - behaviours to target
Observe - to collect baseline data
Intervene - to influence target behaviours
Test - to measure impact of intervention
Not an alternative to controls, procedures etc
How do Behaviour change programmes work?
Measure behaviour
Provide apt feedback i.e. praising good behaviour better than punishing bad
Training, attitude, motivation etc provide insight into why people behave as they do
Goal setting adds to positive effects of reinforcement and feedback
Consultation and Information
Consultation
Two way passing of information between employer and employees. Employees are active participants and have opportunity to express opinions.
Consultation and Information
Information
HASAWA requires employees to provide employees with information to ensure, SFAIRP, to ensure health and safety at work. Info should include:
Info on hazards and avoiding them
Info made available by manufacturers of materials used at work.
Statutory info e.g. Regs, ACoPs
HSE publications e.g. guidance
Industry standards
H and S Information For Employees Regulations 1989 (HSIER)
Required to provide basic H and S info by either:
Displaying an approved poster in a prominent position;
or Providing each worker with a copy of it
Consultation and Trade Unions
Originally envisaged TUs would facilitate consultation, from HASAWA and Safety Representatives and Safety Committees Regs 1977. Since then TU influence diminished so The H and S (Consultation with Employees) Regs 1996 were introduced
If not covered by 1977 regs then 1996 apply
What should employees be consulted on?
Anything that substantially changes H and S e.g. new procedures, equipment, shifts etc
Arrangements for appointing H an S advisor
Info on risks and precautions to be taken
Planning of H and S training
Consequences of new technology
Training for safety reps
Trade Union Reps 1977 regs
Entitled to training, during work hours at employers expense. Can be arranged by employer or individual
Reps of Employee Safety (RES) 1996 regs Should be provided with time off with pay to undergo training that is reasonable. Training should cover: Role of RES Communication skills H and S legislation How to ID and minimise hazards Implications of new technology How to carry out an inspection and accident investigation
Safety Committees
Must be set up within 3 months if requested by two or more safety reps, in writing.
Function of Safety Committee
Reviewing measures to ensure H and S of employees
Members of Safety Committee
Should adeqately represent interests of management and all employees
Management reps should not outweigh employees. Needed for knowledge and authority to act on recommendations. Others to include: safety officer, occ helth etc
Effective Safety Committee
Clear term of reference Compact memebership Balance between management and employees Apt expertise Regular, frequent Senior management champion Strong chair person Formal and organised Focussed Able to make decisions
Methods of Communication - Pros and Cons
Verbal
+ immediate, opportunity for feedback, clarification
- no evidence
Written
+ detailed, immediate in modern world, chance to digest and consider
- non verbal cues absent. Ownership can be lost i.e. email. Literacy levels
Graphic
+ can eliminate difficulties with language, consistent message. Picture paints a 1000 words
- open to interpretation
Methods of ‘selling’ importance of H and S
H and S noticeboards Handbooks Toolbox talks Videos Posters
H and S noticeboard
H and S law poster Employers liability insurance First aid details Emergency arrangements Latest news, guidance Should be relevant, current
Toolbox talks
Short presentation on single aspect
Should have clearly defined SMART objectives
Handbook
Policy statement Responsibilities Hazard Info Site Rules Emergency Info
Posters
Keep current and topical
Draw attention
In immediate vicinity of issue they are addressing
Videos
Can be played individually or to group
Provide consistent message across multiple sites
Training Design - ADDIE
Analyse - needs of org, learners, job specific.
Goals and objectives defined, existing knowledge understood and practical parameters (timeline, organisational constrainsts.
Training Design - ADDIE
Design/Develop - detailed spec of learning outcomes, and apt way of assessing fulfilment. Appeal to learning preferences of target group
Training Design - ADDIE
Deliver - training delivered, learners tested, opportunity to feedback
Training Design - ADDIE
Implement - Learners return to workplace and implement learning under supervision
Training Design - ADDIE
Evaluate - Monitor workplace practise
Induction Training
Spread over a number of weeks
1st Day - essential stuff
1st week - Organisation, management responsibilities etc
3-6 months - remaining needs
Other reasons for training
Significant change
Lessons learnt from investigation or trend analysis
RAs identifying new hazards
Management system defects id’d in audit
Refresher Training
Competencies erode - keep on top of it. First aid is a good example
