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Element 3 - Do Flashcards

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1
Q

Leaders and Managers

A

Managers are people who do things right and leaders are people who do the right things.

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2
Q

Leadership

A

…unique and essential function of leadership is the manipulation of culture

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3
Q

Key requirements for a leader

A

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

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4
Q

Role as H and S Leaders - Directors

A

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.

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5
Q

Role as H and S Leaders - Managers

A 
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
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6
Q

Role as H and S Leaders - Supervisors

A 
Planning and allocating work
Decision making
Monitoring performance and compliance
Providing leadership
Ensuring workforce involvement
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7
Q

Organisational Culture

A

When a new employee is ‘learning the ropes’, the ropes represent the org culture, or ‘the way we do things here’.

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8
Q

Levels of Organisational Culture

A

Artefacts (visible organisational structures/processes)

Spoken beliefs/values (strategies, goals, philosophies)

Underlying assumptions (unconscious, taken for granted, assumptions)

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9
Q

Organisational Culture - Definitions

A

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

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10
Q

Safety Culture

A

…produce of individual and group values, attitudes, perceptions, competencies and behaviour that determine commitment to H and S management

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11
Q

Key aspects of effective safety culture

A 
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
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12
Q

Human factors Model

A

The organisation - culture, leadership, resources etc
The individual - competence, skills, attitudes, risk perception
The job - task, workload, environment, controls, procedures

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13
Q

The Organisation - key factors

A

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

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14
Q

The Individual - Factors

A

Physical - age, sex, health, size etc
Psychological - personality, attitude, motivation, perception etc
Socio-cultural - family background, religion, education, peer pressure etc

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15
Q

The Individual - Attitude

A

Represents an idividual’s degree of like or dislike of something (person, place, thing, system)
Can be modified by feedback or peer group

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16
Q

The Individual - Personality

A

Made up of person’s unique pattern of thought, feelings, behaviours.Remains fairly consistent. Has impact on behaviours.

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17
Q

The Individual

A

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

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18
Q

The Individual - Training

A

Organised efforts to assist learning through instruction and practice

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19
Q

The Individual - Motivation

A

reason to act or driving force which gives purpose and direction to behaviour

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20
Q

The Individual - Motivation

A

Intrinsic - internal to individual, psychological rewards, fulfilment of personal needs
Extrinsic - external to individual, within gift of organisation, tangible rewards (salary, promotion etc)

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21
Q

Risk Perception - 8 factors that influence perception of risk

A
  1. Perceived control - Feel in control then not stressed by it
  2. Psychological Time and Risk e.g. link between smoking and lung cancer
  3. Familiarity - tend to underestimate familiar risks and overestimate unfamiliar ones
  4. People with perception of low vulnerability unlikely to modify behaviour. Some have unrealistic optimism.
  5. Framing Effects - how risk based data is presented
  6. Numerical Representations of Risk - many people struggle to interpret statistical probabilities; additional qualitative characteristics required
  7. Perception of Hazardous Substances - e.g. perception that water based pesticides less dangerous than solvent based ones.
  8. Risky Situation or Risky Individual
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22
Q

Accident Causation - Job Factors

A 
Illogical design of equipment/instruments
Disturbances and interruptions
Missing/poor instructions
Poorly maintained equipement
High workload
Unpleasant conditions
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23
Q

Accident Causation - Individual Factors

A

Low skill/competence
Tiredness
Boredom, lack of motivation
Medical problems

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24
Q

Accident Causation - Organisational Factors

A

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

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25
Human Failures - Violations
An intentional deviation from a rule or procedure. Most motivated by desire to get job done. 3 types
26
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
27
Situational Violations
due to job pressures e.g. time pressure, understaffed, extreme weather etc
28
Exceptional Violations
Rare and only when something has gone wrong e.g. might break rule in an emergency as benefits outweigh the risks.
29
Human Failures - Errors
Two types: Skill based Mistakes
30
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
31
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
32
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
33
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
34
Management Commitment
``` Apathetic - no interest Non-compliant - will not do what is expected Reluctant - Compliant - Involved Committed ```
35
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 ```
36
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
37
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
38
Consultation and Information
Consultation Two way passing of information between employer and employees. Employees are active participants and have opportunity to express opinions.
39
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
40
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
41
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
42
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
43
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 ```
44
Safety Committees
Must be set up within 3 months if requested by two or more safety reps, in writing.
45
Function of Safety Committee
Reviewing measures to ensure H and S of employees
46
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
47
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 ```
48
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
49
Methods of 'selling' importance of H and S
``` H and S noticeboards Handbooks Toolbox talks Videos Posters ```
50
H and S noticeboard
``` H and S law poster Employers liability insurance First aid details Emergency arrangements Latest news, guidance Should be relevant, current ```
51
Toolbox talks
Short presentation on single aspect | Should have clearly defined SMART objectives
52
Handbook
``` Policy statement Responsibilities Hazard Info Site Rules Emergency Info ```
53
Posters
Keep current and topical Draw attention In immediate vicinity of issue they are addressing
54
Videos
Can be played individually or to group | Provide consistent message across multiple sites
55
Training Design - ADDIE
Analyse - needs of org, learners, job specific. Goals and objectives defined, existing knowledge understood and practical parameters (timeline, organisational constrainsts.
56
Training Design - ADDIE
Design/Develop - detailed spec of learning outcomes, and apt way of assessing fulfilment. Appeal to learning preferences of target group
57
Training Design - ADDIE
Deliver - training delivered, learners tested, opportunity to feedback
58
Training Design - ADDIE
Implement - Learners return to workplace and implement learning under supervision
59
Training Design - ADDIE
Evaluate - Monitor workplace practise
60
Induction Training
Spread over a number of weeks 1st Day - essential stuff 1st week - Organisation, management responsibilities etc 3-6 months - remaining needs
61
Other reasons for training
Significant change Lessons learnt from investigation or trend analysis RAs identifying new hazards Management system defects id'd in audit
62
Refresher Training
Competencies erode - keep on top of it. First aid is a good example

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