LEARNING OUTCOME 3

By end of this element, you will be able to

•  ssess, develop and maintain individual and organisational health and
a
safety competence.
 NEBOSH International Diploma for Occupational Health and Safety Management Professionals
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3.1 Competence, training, information
and supervision
The Meaning of 'Competence'
ISO 45001:2018 defines competence as “ability to apply
knowledge and skills to achieve intended results.
Competency is the ability of an individual to perform a job
properly. Its use varies widely, which leads to considerable
misunderstanding. For instance, management competency
might include systems such as thinking and emotional
intelligence, and skills in influence and negotiation.
Competency is also used as a more general description
of the requirements of human beings in organizations
and communities. Proficiency is sometimes considered
as being displayed in activity in a scenario and context
that might be different from the time an individual has to
act. In unexpected emergencies, skilled individuals may
react to a situation adhering to habits they have actually
formerly found to succeed.
To be experienced an individual would certainly need to
be able to analyze the situation in the context and also
to have a repertoire of feasible actions to have as well as
choose the feasible actions in the collection if it is relevant.
Regardless of training, expertise would certainly grow
through experience and also the degree of an individual
to adjust as well as learn. Competency has different
definitions and continues to stay one of one of the most
diffuse terms in the management advancement field, and
the organizational and work literature.
The process of expertise advancement is a long-lasting
collection of doing and also showing. As proficiencies
put on jobs in addition to works, lifelong expertise
advancement is related to individual development as
a management concept. As well as it needs a special
atmosphere, where the guidelines are essential in order
to present amateurs, but individuals at a more advanced
level of proficiency will methodically break the regulations
if the scenarios require it.
The four general areas of competency are;
•  eaning Competency: The person assessed must
M
be able to identify with the purpose of the organization
or community and act from the preferred future in
accordance with the values of the organization or
community.
•  elation Competency: The ability to create and
R
nurture connections to the stakeholders of the
primary tasks must be shown.
•  earning Competency: The person assessed must
L
be able to create and look for situations that make it
possible to experiment with the set of solutions that
make it possible to complete the primary tasks and
reflect on the experience.
•  hange Competency: The person assessed must
C
be able to act in new ways when it will promote the
purpose of the organization or community and make
the preferred future come to life.
The difference between training and
competence
Just because an individual has been trained does
not necessarily mean that he is competent. Instead,
‘Competence’ is a relatively complex mixture of
training, skills, knowledge and experience. In effect,
competence may be described as the ability to undertake
responsibilities and perform activities to a recognised
standard on a regular basis.
Training is an important aspect of what it takes to make
someone competent, but it remains just one dimension.
While training will often give the trainee an opportunity
to practice new skills, real competence comes with
experience.
Competence - Education, training, and
experience
Education, training, and experience all lead to competence
- they are the means to acquire competence - the ability

This environment is synonymously explained using terms

such as discovering a company, expertise development,
self-organizing and empowerment. Within a particular
organization or professional area, professional expertise
is frequently valued. They are generally the exact same
expertise that needs to be demonstrated in a task
meeting. Today there is another means of looking at it:
that there are basic areas of occupational expertise
needed to preserve a post or make a promotion. For all
organizations and communities, there is a set of primary
tasks that competent people have to contribute to all the
time.

to achieve intended results. Education generally develops
an intellectual, moral, and social character so that the
person acquires knowledge; they know what to do and
what not to do but may not be able to apply it which is
where training comes in.
Training is general to do with developing mental and
physical skills to apply acquired knowledge. Formal
education often involves training to some degree as there
may be subjects which are learned more effectively by
combining knowledge acquisition and application.
Thus, a person may have received the necessary
education and undertaken the necessary training but still
not be able to achieve the results expected of a certain
role until they have acquired sufficient experience.
Presentation of academic and training certificates would
be no proof of competence if both were acquired under
classroom conditions. The most competent soldiers
are those with battle experience because they will have
demonstrated their ability to achieve intended results in
the environment in which they are intended to operate.
Circumstances when training is likely to be
required
There are a number of circumstances when it is generally
acknowledged that training should take place. These
include:
1. On induction: to orientate new workers to their
new working environment, inform them of company
policy and begin to instil in them a sense of the
organisation’s culture. General workplace inductions
covering the main rules are sometimes followed by a
more detailed jobspecific induction that focuses on
the area where the new worker will be based and on
the equipment he or she will be using;
2. Changes in work activities: this form of training
takes place when individuals change job (e.g.
are promoted to a supervisory position) or when
the nature of the work itself alters. This type of
LEARNING OUTCOME 3 3
training focuses on the aspects of the worker’s job
or environment that have changed and helps to
prepare them to work in a new way or to perform
new responsibilities to an acceptable standard;
3. Introduction of new technology or new
equipment: this may alter the risks to which people
are exposed, for example because of a different
control and display layout and/or unfamiliarity.
Training will help to familiarise the worker with the
new equipment and its modes of operation;
4. Changes in systems of work: the procedures used
to perform tasks may alter over time as new working
practices and better ways of working come to light,
as equipment alters and as knowledge of the safety
implications increases (e.g. following accidents or a
risk assessment review). Safe systems of work may
need to be updated to reflect these changes and so it
will become important for workers to be updated on
the changes so that they do not continue to use an
out of date procedure;
5. Refresher training: even the sharpest of skills will
dull over time if they are not practised regularly or
if bad habits start to creep in. It may also be the
case that new methods are developed and need to
be rolled out to the workforce. Therefore, refresher
training becomes an important tool in helping
to ensure that employees retain their skill levels.
Examples include the periodic refresher training of
first-aiders and forklift truck drivers.
The groups of people having specific
training needs including supervisors,
young and vulnerable people;
1. Supervisors
Although it may well be the case that a supervisor
possesses similar skill levels to those of the people
he is supervising, this may not always be the case. In
 NEBOSH International Diploma for Occupational Health and Safety Management Professionals
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many situations it may be perfectly acceptable for the
supervisor to have a general awareness of good and bad
practice, sufficient to enable them to monitor the safety
of operations to a satisfactory degree. Supervisors should
therefore be trained in the principles of operation of the
equipment, processes etc, safe systems of work, the risks
associated with the equipment/process and precautions
required for safe use. Furthermore, it should not be
forgotten that the supervisor will also need to be trained
in supervisory techniques.
2. Young and Vulnerable Persons
Young persons are at greater risk of injury because of
their relative physical and/or mental immaturity and
especially because of their absence of awareness of
existing or potential hazards, which is a function of their
lack of experience of the working environment. Induction
training therefore takes on a special significance for young
persons, as does the need for closer levels of supervision.
Similar principles apply for vulnerable workers, such as
those with learning difficulties.
The need for training to be carried out
upwards in the organisation
Training will be required for all levels including contractors
right upto the top management. The details of the categories
and the training that may be required is given below:
•  ontractors and self employed: these people
C workers will generally require a greater level of supervision
might not be familiar with the working environment
and safety systems that are in place for regular
employees. Organizations should:
– t ake into account the capabilities, training,
knowledge and experience of workers; and
–  nsure that the demands of the job do not exceed
e supervision for experienced employees so as to ensure
their ability to carry out their work without risk to
themselves and others.
Some employees may have particular training needs, for
example:
–  ew recruits need basic induction training into
n
how to work safely, including arrangements for
first aid, fire and evacuation;
–  eople changing jobs or taking on extra
p
responsibilities need to know about any new
health and safety implications;
–  oung employees are particularly vulnerable to
y
accidents and you need to pay particular attention
to their needs, so their training should be a priority.
It is also important that new, inexperienced or
young employees are adequately supervised;
–  mployee
e representatives or safety
representatives will require training that reflects
their responsibilities;
– s ome people’s skills may need updating by
refresher training.
The organizations risk assessment should identify any
further training needs associated with specific risks.
•  op and middle management: All levels of
T
management needs to know what the organization
expects from them in terms of health and safety, and
how to deliver it. They need to understand the health
and safety policy, where they fit in, and how the health
and safety is managed. They may also need training
in the specific hazards of the processes they handle
and how the risks can be controlled.
•  ll employees: Everyone who works in the
A
organization, including self-employed people, needs
to know how to work safely and without risks to health.
Like managers and supervisors, they need to know
about the health and safety policy, the organizations
arrangements for implementing it, and the part they
play. They also need to know how they can raise any
health and safety concerns.
The relationship between competence and
supervision (external and self-supervision)
In general, the levels of supervision depend on the
risks involved as well as the competence of employees
to identify and handle them. In some cases, legal
requirements state minimum supervision levels.
As individuals become more experienced in their role and
competence levels increase, so the need for supervision
from others diminishes and the ability to self-supervise
increases. It follows, therefore, that young or inexperienced
than will be needed by experienced workers.
The level of supervision does not just depend on
experience, however. More supervision of experienced
employees may be considered appropriate where new or
more hazardous tasks are being carried out. In any event,
it will still be prudent to provide a modicum of general
that standards continue to be met.
Here is the pictorial illustration showing the relationship
between competence, external (imposed) supervision
and self-supervision.
Levels of supervision
Source: HSG65 Successful
health and safety management (2nd edition)

The circumstances where there are specific
training needs for certain hazardous types
of work equipment
Training must be sufficient to ensure that all people know
how to competently use any equipment they use at work,
without unnecessary risks to the health and safety of
themselves or others.
Training, therefore, depends on the task, and to what
extent an employee already has relevant knowledge
and experience. Specific training needs are likely to be
greatest when a person is deployed in handling and
operating hazardous work equipment like
1. Self-propelled work equipment (e.g.
trucks, tractors, excavators, cranes etc.,)
The Approved Code of Practice (ACoP) and guidance to
the UK Provision and Use of Work Equipment Regulations
(PUWER) impose minmium training obligation in relation
to Self-propelled work equipment driver training which
states that
“Employer should ensure that self-propelled work
equipment, including any attachments or towed equipment,
is only driven by workers who have received appropriate
training in the safe driving of such work equipment.”
In connection with lift trucks, a further Approved Code
of Practice and guidance (ACOP) supporting PUWER,
Rider-operated lift trucks: Operator training, specifies
that:
'Employers should not allow anyone to operate, even on
a very occasional basis, lift trucks within the scope of this
ACOP who have not satisfactorily completed basic training
and testing as described in this ACOP, except for those
undergoing such training under adequate supervision.' The
guidance accompanying this ACOP mentions three stages
of training: 'basic', 'specific job' and 'familiarisation'.
Training schemes for self-propelled work equipement
should cover:
Information on
• stabilising the work equipment
• fitting a protective structure which ensures that work
equipment does no more than tip onto its side
• identifying hazards while driving
• preventing use by unauthorized access
• minimizing the consequences of collision
• dealing with emergency situations
•  sing devices for braking and stopping and improving
u
the field of vision
LEARNING OUTCOME 3 5
•  oving the equipment, e.g., from one part of the
m
building or site to another.
• preventing access to any dangerous part of machinery
2. Chainsaws
Those who work with chainsaws (e.g. forestry workers)
may often work alone and so require a high degree of
competence to enable them to operate these potentially
dangerous tools in a safe manner. Training should cover
the general use and maintenance of the chainsaw, as
well as special risks such as that of ‘kickback’, which may
cause the worker to be struck by the running blade if an
obstruction is hit, causing very serious injury.
Chainsaw users will need to wear a full range of personal
protective equipment such as full-face visor, gloves,
helmet, hearing protection and shin guards. They will
therefore need to receive training in the nature of the risks
posed by the chainsaw, the safe systems of work to be
adopted and the proper use of PPE.
In addition, due to the significant risks involved, if a
chainsaw is to be used on or in a tree, the operator should
hold a certificate of competence or national competence
award relevant to the work they undertake.
3. Woodworking Machines
These machines are designed to cut easily through
wood and, although they are guarded, inevitably have
exposed parts that may cause serious injury if the worker
comes into contact with them. This risk is increased
since many woodworking machines are hand-fed. It is
therefore necessary to provide training not only to those
who operate woodworking machines but also to those
who set, clean and maintain them, since any of these
individuals may come into contact with the cutting blade.
Training schemes for woodworking machines should
cover:
•  eneral information on safety skills and knowledge
G
common to woodworking processes;
•  ractical instruction on specific machines, to include
P
specific dangers arising from the machine in question
and limitations to its use, plus the main causes of
accidents and the relevant safe working practices
such as the correct use of the guards, protection
devices and appliances and the use of the manual
brake where fitted;
•  amiliarisation
F through on-job training under
supervision.
 NEBOSH International Diploma for Occupational Health and Safety Management Professionals
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4. Power Presses The scope of information required

Power presses are widely used in industry, come in many
different forms and are considered to be among the most
dangerous of machines since accidents often result in
amputation or other serious injury and the guarding
mechanisms are subject to continuous wear.
Power presses therefore need to be inspected very
frequently and operated by competent persons.
Those inspecting presses need to have appropriate
practical instruction on the types of press they will
be required to inspect and on all types of guard and
protection devices used on them.
Press operators need skills training in the operation of the
press, plus specific safety training in the operation and
use of guards and safety devices.
Supervisors should be trained in the safe operation of
the press and must be aware of the risks to which the
operator may be exposed. They will also need to be able
to judge the quality of inspection and testing conducted
by the person appointed to conduct inspections.
5. Abrasive Wheels
Use of abrasive wheels poses obvious risks to users, from
contact with the moving wheel. However, one of the most
significant risks arises from the breakage or bursting of
the wheel itself, which may be caused by incorrect setting
and dressing, or by inappropriate use.
Therefore, training is needed in the use, setting and
dressing of abrasive wheels. An abrasive wheels training
programme typically includes:
•  azards and risks from abrasive wheels and the
H maintenance of the work equipment. Check that they are
precautions to be observed;
•  ethods of marking abrasive wheels with their type,
M
size and maximum operating speed;
•  orrect storage, handling and transportation of
C
abrasive wheels;
• How to inspect and test abrasive wheels for damage;
•  he functions of all the components used with
T available to other people who need them, for example
abrasive wheels;
•  ow to assemble abrasive wheels to ensure they are
H the people involved in maintaining the work equipment.
properly balanced and fit to use;
• How to dress an abrasive wheel;
•  orrect adjustment of the work rest on pedestal or
C
bench grinders;
• The use of suitable PPE.
for the safe use and operation of
work equipment specifically: the
conditions under which the work
equipment may be used; foreseeable
abnormal situations and the action to
be taken; and any conclusions to be
drawn from experience in usage
Any information and written instructions you provide
should cover:
(a) the conditions in which the work equipment can be
used;
(b) the way in which the work equipment can be used;
(c) any foreseeable difficulties that could arise, and
instructions on how to deal with them;
(d) using any conclusions drawn from experience using
the work equipment, you should either record them or
take steps to make sure that all appropriate members
of the workforce are aware of them.
Written instructions
Written instructions include the information provided
by manufacturers or suppliers of work equipment such
as instruction sheets or manuals, instruction placards,
warning labels and training manuals. It can also include
in-house instructions and instructions from training
courses. There are duties on manufacturers and suppliers
to provide sufficient information, including drawings,
to enable the correct installation, safe operation and
provided.
Who needs to see the information and
instructions
Ensure that any written instructions are available to the
people, including any temporary workers, who directly
use the work equipment. Make sure that instructions are
maintenance instructions are made available or passed to
Supervisors and managers should also have access to
the information and written instructions. The amount
of detailed health and safety information they will need
to have immediately available for day-to-day running of
production lines will vary, but it is important that they
know what information is available and where it can be
found.

How the information and instructions
should be made available
Information should be provided in writing, or verbally
where that is considered sufficient. It is your responsibility
to decide what is appropriate, taking into consideration the
individual circumstances. Where there are complicated
or unusual circumstances, the information should be in
writing. Other factors that you should consider are:
(a) the level of skill of the workers involved;
(b) their experience and training;
(c) the degree of supervision;
(d) the complexity and length of the particular job.
The methods by which information and
instructions regarding the operation and
use of work equipment can be easily
understood by those concerned
1. Training
All people using equipment at work must be adequately
trained to ensure health and safety in its use, supervision
or management. Some work activities require detailed
formal training but, for most everyday activities involving
work equipment, adequate training can be delivered
in-house using the manufacturer's instructions and the
background knowledge / skills of more experienced
workers and managers.
People should be competent for the work they undertake.
Training – along with knowledge, experience and skill –
helps develop such competence. However, competence
may (in some cases) necessarily include medical fitness
and physical / mental aptitude for the activity.
Employers must 'ensure that all persons who use work
equipment have received adequate training for the
purposes of health and safety, including training in the
methods which may be adopted when using work
equipment, and risks which such use may entail and the
precautions to be taken.' (PUWER regulation 9). There is
a similar duty to ensure adequate training in relation to
supervisory and managerial staff.
It is not possible to detail here what constitutes 'adequate
training', as requirements will vary according to:
• the job or activity
• the existing competence of workers
• t he circumstances of the work (eg degree of
supervision)
• the work equipment etc
LEARNING OUTCOME 3 7
The training standard required should be adequate
in ensuring the health and safety of your workers and
any people who may be affected by the work, so far as
reasonably practicable.
2. Competence and competent people who
examine work equipment
All people using work equipment or supervising /
managing its use should be sufficiently competent to
do so safely. Competence may include, in some cases,
minimum medical fitness (eg for driving vehicles) and
either or both physical and mental aptitude (eg the ability
to climb and work at height to operate a tower crane), as
well as knowledge and skill. 'Competence' is not defined
although, for some work tasks (such as woodworking and
operating power presses), there are minimum training
requirements which will assist in gaining sufficient
competence to undertake tasks safely and without risk
to health.
You should ensure that the person carrying out a
thorough examination has such appropriate practical and
theoretical knowledge and experience of the equipment
to be thoroughly examined as will enable them to detect
defects and to assess their importance in relation to the
safety and continued use of the equipment.
PUWER requires that equipment provided for use at work
is:
• suitable for the intended use
• s afe for use, maintained in a safe condition and
inspected to ensure it is correctly installed and does
not subsequently deteriorate
•  sed only by people who have received adequate
u
information, instruction and training
•  ccompanied by suitable health and safety measures,
a
such as protective devices and controls. These will
normally include emergency stop devices, adequate
means of isolation from sources of energy, clearly
visible markings and warning devices
•  sed in accordance with specific requirements, for
u
mobile work equipment and power presses
3. Written instructions
New products must be accompanied by information, most
often in the form of an Instruction Manual. All European
product safety Directives require information to be made
available to end users to enable the safe use of products.
Others, such as installers, may also need information
to enable the product to be safely installed before use.
User instructions should be comprehensive, easy to
understand, and in the user's own language (except
 NEBOSH International Diploma for Occupational Health and Safety Management Professionals
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certain parts for specialist maintenance activity where
this will not be undertaken by the user). Other information
provided on the product such as warnings, which may be
given in pictorial form, should be explained in the user
instructions. User instructions essential for safety should
normally be provided in a printed form.
What must product instructions cover?
This depends on the relevant product safety Directive, but
can be summarised as sufficient detail about the product
regarding:
• intended use, and ways the product should not be
used
• the manner of installation
• correct use to ensure health and safety, and
• safe maintenance, including cleaning
The information and the written instructions shall
contain at least adequate safety and health information
concerning:
• the conditions of use of work equipment;
• foreseeable abnormal situations;
• t he conclusions to be drawn from experience, where
appropriate, in using work equipment.
Workers shall be made aware of dangers relevant to
them, work equipment present in the work area or site,
and any changes affecting them, inasmuch as they affect
work equipment situated in their immediate work area or
site, even if they do not use such equipment directly.
The information and the written instructions shall be
comprehensible to the workers concerned.
The requirements for training lift truck
operators (basic, specific job training and
familiarisation).
Training Stages
Operator training should include three stages (the first
two may be integrated) which are as follows:
•  asic training - this gives the operator basic skills and
B of operation, its load handling capabilities and
knowledge needed for safe operation.
• J ob specific training - this gives the operator
knowledge of the workplace and experience of
special needs or attachments which may be required
for a specific task.
•  amiliarization - this training is conducted on-the-job
F •
and gives the operator experience of the task required
and operating environment they will be working in,
while under supervision.
1. Basic Training
Basic training should be given to new starters and as a
refresher for other operators where a subsequent risk
assessment indicates weaknesses or inadequacies that
need to be re-addressed.
It is most usually presented off the job and usually off-site
at a facility dedicated to forklift truck training.
Basic training should cover all the skills and knowledge
required for the safe operation of the relevant type of fork
lift truck and any handling attachments involved.
Continuous assessment of training needs should be
conducted, and any areas of identified weakness or
inadequacy should be addressed by retraining.
On completion of the basic training, operators should be
able to:
• Identify the reasons for training and the causes of
forklift truck accidents
•  escribe the legal responsibilities for the safety of
D
themselves and others, including their duties under
the local legislation / regulations.
•  escribe the basic construction and main components
D
of the forklift truck and any attachments, its principles
capacities
•  escribe the purpose of, and how to use, all controls
D
and instruments
•  ocate forks and other attachments to pre-determined
L
positions using the appropriate controls
 escribe various forms of load, procedures for stacking
D
and de-stacking, and assessment of load weight
•  escribe factors affecting machine stability, e.g., load
D
security, rated capacity and centers of gravity

•  ollow correct procedures when loading and
F •
unloading vehicles
• Identify structures designed for safe stacking, and
place and remove loads on and from those structures
•  ick up and place loads, drive and maneuver in
P Familiarization training is carried out on the job. It covers
forward and reverse gears (laden and unladen) on
inclines, in restricted areas using correct procedures
and precautions
• Safely and correctly park the forklift truck
•  arry out inspection and simple maintenance tasks
C
as required by the machine manufacturer and the
employer
• Identify the correct emergency procedure
2. Job-Specific Training
It is usually presented off the job but on-site.
Job-specific training can either follow on from basic
training or be integrated with it.
It will be tailored to meet the needs of the employer and
includes, as appropriate:
•  perating principles and controls of the forklift truck
O As far as could be determined by the author of these notes,
used
•  peration and use in the workplace environment, e.g.,
O frequency of this refresher training, but the accredited
loading bays, confined areas, shared traffic routes
and bad weather conditions
• Instruction in site rules and safe systems of work
•  raining in the work to be undertaken, e.g., loading
T
particular types of vehicle, support of working
platforms
• Refueling or recharging procedures
LEARNING OUTCOME 3 9
Use of Personal protective equipment
• Defector incident reporting procedure
3. Familiarisation Training
the application under normal working conditions of the
skills already learned.
It will also include familiarization with the site layout, local
reporting, recording and emergency procedures. Close
supervision is essential until the operator becomes more
experienced.
In adddtion to the above, Refresher Training is
also provided to the lift truck operators in some
circusmtances
Refresher Training
To ensure that the operator is fully competent and aware
of current principles, basic training will need to be given
at intervals suitable to the needs and capabilities of the
operator.
Employers should determine suitable intervals by the use
of performance monitoring and assessment.
there is no national legislative requirement governing the
training establishment providing the initial training should
be able to advise you.
A common interval (best practice) for requalification
is three years, but this will be varied by the specific
circumstance of particular operators.
Refresher training will normally be required under one or
more of the following conditions:
 NEBOSH International Diploma for Occupational Health and Safety Management Professionals
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•  n operator's competence or safety performance
A •
gives cause for concern
•  he operator is an infrequent user, e.g., electrician,
T •
who may only drive for a short period (maybe just
half-a-dozen times a year)
•  variant of the truck or handling attachment is
A
introduced, or some other significant changes take
place in the operator's working conditions
•  trained and experienced operator who has not
A
operated a fork lift truck for some time is about to take
up full-time forklift truck operation
3.2 High Reliability Organisations
What is a HRO?
This is an organization that is able to manage and sustain
almost error-free performance despite operating in
hazardous conditions where the consequences of errors
could be catastrophic
High Reliability Organizations (HROs) was first developed
in the following sectors:
• Power grid dispatching centres;
• Air traffic control systems;
• Nuclear power plants;
Wildfire fire-fighters;
• Aircraft operations; and
Accident investigation teams.
HROs have capacity to maintain or regain a stable state
which is something all organizations should aspire to.
Characteristics of a HRO:
HROs have generally the following characteristics:
1. Successful containment of unexpected
events by:
•  aving in place back-up systems in the event of
H
failures and cross-checking of important decisions
(redundancy),
•  llowing people with expertise, irrespective of
A
rank, to make important safety related decisions in
emergencies, whilst during routine operations there
is a clear hierarchical structure and an understanding
of who is responsible for what (deference to expertise
in emergencies; oscillation between hierarchical and
flat organisational structures).
• Investment in training and technical competence, and
•  ell-defined procedures for all possible unexpected
W
events.
2. Effective anticipation of potential failures
(problem anticipation) through:
•  ngagement with front line staff in order to obtain ‘the
E
bigger picture’ of operations (sensitivity to operations),
•  ttentiveness to minor or what may appear as
A
trivial signals that may indicate potential problem
areas within the organisation and use incidents
and near misses as indicators of a system’s ‘health’
(preoccupation with failure),
•  ystematic collection and analysis of all warning
S
signals, no matter how trivial they may appear to
be, and avoid making assumptions regarding the
nature of failures. Explanations regarding the causes
of incidents tend to be systemic rather than focusing
on individual, ‘blame the operator’ justifications
(reluctance to simplify).
3. Just culture characterised by:
•  pen reporting systems for near misses and accidents
O
without fear of punishment,
•  ollow-up of accident investigation outcomes by
F
implementing corrective actions,
 LEARNING OUTCOME 3 11

•  mpowering staff to abandon work on safety grounds,

E 11. Create personal accountability for an individual’s
and own safety.
• Fostering a sense of personal accountability for safety. 12. Follow up on corrective actions.
13. Leaders make themselves visible to front line staff.
4. Learning orientation characterised by:
14. Look at incidents in other industries and proactively
• Continuous technical training,
commission audits to check on similar issues within
•  ystematic analysis of incidents to identify their
S their own organization.
root causes and accident types or trends within the
15. A balance between safety and profits by providing
organisation,
adequate resources.
•  pen communication of accident investigation
O
outcomes, and
•  pdating procedures in line with the organisational
U
knowledge base.

5. Mindful leadership characterised by:

• Visible and actively engage with the workforce;
•  roactive commissions of audits to identify problems
P
in the system (often in response to incidents that
occur in other similar industries),
•  repared to receive bottom-up communications
P
which have bad news; they will ensure that there are
communication channels available to allow this type
of reporting;
• Engagement with front line staff through site visits,
• Investment of resources in safety management and
the ability to balance profits with safety

The lessons that other organizations can

learn from HROs
1. Create redundancies for back up, even though they
may never be used.
2. Don’t let hierarchy come into the way for taking safety
related decisions. People with expertise should be
consulted no matter where they are in the hierarchy.
3. Think of all the things that can go wrong and prepare
for them.
4. Invest in training and technical competence.
5. Engage with front line staff through consultation.
6. Don’t neglect minor and trivial things.
7. Look for systemic failures as root cause of incidents,
and avoid blame culture.
8. Encouraging everyone to speak up and report
incidents and hazards.
9. Making known to everyone the results of incident
investigations.
10. Stop work if it is unsafe.
 NEBOSH International Diploma for Occupational Health and Safety Management Professionals
12