Tuesday, March 2, 2010

SHO: Knowledgeable or Competence??

I like to highlight on this issue, & I did discuss this issue in the NRG-SHE mailing list. This is important so that SHO must aware that how important is knowledge in managing OSH & they must be competent.

Knowledgeable SHO can't really become a competent SHO BUT competent SHO should be knowledgeable. Few literature or study has been done on competency. The one that I can recall is competency consists of
1. Knowledge
2. Skills
3. Attitude

Competence SHO has a capability to apply their knowledge in the workplace. Not just that, he/she also has the capacity to share or teach their knowledge to other people. They know what they are talking & also they walk the talk... "the shift from knowing to showing (Burz, HL & Marshall, K)"

In Malaysia, currently it's a trend that there are graduates or employees interested to become SHO. This is a positive trend BUT it is also can cause negative impacts due to the "quality" of SHOs. To all SHOs, apply your knowledge at the workplace by learning & practising few critical skills such as communication, negotiation, presentation etc... Furthermore, don't think that we have a green book, that's the end of the learning journey as SHO...

"The more you know, the more you know that you don't know" - Steven R Covey

Tuesday, February 23, 2010

How to select an OSH consultant?

Something to share... from safetyxchange.org
(http://www.safetyxchange.org/the-safety-profession-and-your-career/safety-consultant-2?utm_source=emailmarketer&utm_medium=email&utm_campaign=3568)

What to Look for in a Safety Consultant

February 19, 2010

Much of what the average safety practitioner reads each day comes not from peers but consultants. This growing cadre of safety consultants and their prevalence in the print and electronic media isn’t necessarily a bad thing. There are many excellent consultants out there; but there are many less than excellent consultants, too. If you’re seeking to hire a consultant—or simply looking for the right ones to read—you need to know how to separate the good from the bad.

How Safety Consultants Work

In the interest of full disclosure, let me preface these remarks by acknowledging that I’m a safety consultant myself. So you might want to take what I say with a grain of salt. As Joaquin Setanti so aptly put it, "Be wary of the man who urges an action in which he himself incurs no risk."

Consultants come in a myriad of varieties. Some do nothing but consult. Others are part-timers who consultant in their off hours or as a means to promote other products or services. Some take up consulting to supplement their income after retirement. But all consultants have one thing in common: To earn their money they must persuade others to take and act upon their advice.

Separating Style from Substance

Consequently, self-promotion and marketing is a big part of the consulting racket. Consultants typically write books or publish articles to gain recognition that they can then parlay into paying clients. There’s nothing inherently wrong with this. In fact, the writings of consultants can be one of the best tools in deciding who to use. Consultants whose writings are vacuous and devoid of substance aren’t likely to provide quality consultations. Those who make you think and ask questions, on the other hand, are the ones you want to consider.

Be on the lookout not just for empty writings but empty promises. Consultants who tout their systems as the best thing since sliced bread should raise a red flag. Nobody has all the answers all the time—especially in the dynamic realm of safety which is constantly shifting and dependent on local conditions.

Personally, if I were in a client’s shoes, I’d steer clear of consultants who pitch themselves with humor. If you want entertainment, hire a clown. Safety is serious stuff. Of course, there’s room for levity in all endeavors, including safety. But while humor can spice up the information, the consultant should be hired for expertise and excellence, not just delivery.

Safety Consultants and Objectivity

Another thing to watch out for is bias. According to Thomas C Redman, companies assume that consultants are objective, evidence-based and not part of the company’s internal power struggle. But while consultants may not have a corporate agenda, they’re not devoid of biases. On the contrary, the system and knowledge most consultants bring to the table is rooted in a theory or understanding of the world like behaviorism.

Biases in a safety consultant don’t necessarily mar the quality of the advice. The important thing is to understand the biases of the consultants you hire before you hire them and not assume that the information they’re providing is 100% objective.

The 4 Fundamental Things Safety Consultants Owe to Clients

Self-promotion and bias are acceptable in a safety consultant. But my feeling—I call it the Pardy Doctrine—is that there are certain fundamental obligations that all consultants owe to their clients:

  1. Accuracy

Our work must be truthful and accurate. We must base our positions on sources that are trustworthy and accurate. We also need to let the client know when the positions we assert are just an opinion.

  1. The Willingness to Admit What We Don’t Know

Nobody has the right to demand perfection from their consultant. But while honest mistakes and lack of knowledge are acceptable, what cannot be tolerated is the consultant’s failure to admit when he doesn’t know the answer or act like every bit of his advice is “research-based.” We just have to be honest about our limitations and not seek to conceal them.

We also need to be willing to admit when our assertions are contradicted by a major line of research (as is the case with Heinrich or behavioral safety and Skinnerian theories of human behavior) ) or are the product of a particular ideological bent. Acknowledgement is critical because it enables clients to make informed decisions about our work. A wise man once said, that there are two sides to every story. . . and then, somewhere in the middle, there’s the truth.

For example, read what people like Scott Geller, Thomas Krause, Terry Mathis and Aubrey Daniels have to say about behavior-based safety and associated theories. But by all means read what people like Donald J. Eckenfelder, Alfie Cohn, Thomas Smith, and Fred A Manuele have to say about them, as well.

  1. Currency

We must always strive to ensure our ideas, approaches and work are up-to-date. Personally speaking, I can attest that keeping current is hard work and time consuming. But those who don’t make the investment are doomed to staleness. It’s equally hard to change our views in light of experience and new knowledge. But we must all be willing and able to accept new approaches.

  1. Service

The client’s interest always comes before our own. Always.

Conclusion

I’ll leave you with two final words of advice to ensure you get the most from your consultant dollar. First, any time you contract for the services of a consultant, be very clear about your performance expectations and deliverables. Second, don’t entrust a consultant with ownership of your problem. Consultants can play a vital role in profiling the options. But at the end of the day, you’re the one who has to live with the impact of implementing the consultant’s advice. In short, the consultant doesn’t replace your own experience but empowers you to use it to help your company and its safety program most effectively.

Tuesday, December 22, 2009

Safety: Who cares...

latest accident happened in Terengganu.... RM4.2 million bus terminal collapsed. Some hierarchy of building incidents in Terengganu...
So, what are the strategies by the government, professional bodies & NGOs to prevent the recurrence of the accident? What are the mechanism or system that we need so that this incident become a lesson learn for us?

  • RM300 million Sultan Mizan Zainal Abidin Stadium - part of the roof collapsed in June

  • RM18 million Aquatic Centre in Batu Burok - closed in July due to leaks in the canvas roof and rusting steel supports

  • RM123 million Sultan Mahmud airport terminal - defects found on the roof in July

  • Masjid Kampung Batu Putih in Kemaman - the roof collapsed in October

  • Besut Islamic Centre - roof tiles were dislodged in recent week

Thursday, November 19, 2009

Why "we" DON'T Care About Safety & Health

Sometime, as OSH Professional, it's difficult to sell the importance of OSH in the workplace. To convince management, to train employees and to explain to the contractors, we need some "personal" touch... as for me, the most important approach to sell Safety is through awareness... relate Safety from "common sense" & "common practice" approach that we experience it in our daily life...

so, some of the common questions & examples that I normally used to sell safety are:
1. Have anybody experience death or at least serious injuries before?? If yes, ask them to share with you & the others (if in the meeting or training session)
2. How many of you wearing a safety belt while you driving a car today??
3. How much is your life?
4. Your family/parent needs you more than the company :)
5. Newspaper cutting showing accident happen in the society etc

Safety Training Prog (Part2/2) by Barbara Semeniuk

Something to share (http://www.safetyxchange.org/training-and-leadership/how-to-create-effective-training-sessions-part-2-of-2)

How to Create Effective Training Sessions, Part 2 of 2

November 17, 2009

The first step in creating safety training sessions is to assess the existing gaps in your training program. In Part 1 last week, we looked at how to conduct a gap analysis. Let's turn now to how to use the findings of your gap analysis to craft training sessions that deliver your safety message effectively.

Customize Training to Suit Trainees' Needs

Safety training sessions must be reality-based. In other words, they must deal with the real challenges participants actually face on the job. Training should be customized to the needs and requirements of the participants and delivered in a way that allows for participation and interaction.

Before the Sessions

Effective training classes have to be directed and, before the training session develops, upfront work must be done by all parties. Participants should meet with their boss one-on-one before the training so that everyone is fully aware of potential barriers to success and gets involved in devising strategies to surmount the barriers. The goal of this process is to:

1. Identify Skill Levels: There shouldn't be a huge range of skill levels in the class. Students have to be selected so that their skill levels are appropriate for the training material or learning will not be effective. If you have an engineer at one end of the class and someone functionally illiterate at the other end, you will lose one or the other and neither will be comfortable in such an environment.

2. Set Expectations: Management, or the student's boss, should set expectations for the class and demonstrate their commitment to the process by meeting with each student prior to the learning experience and setting goals and expectations based on the course content. During this meeting, the student should be informed that he will be graded on a performance evaluation after the training class to determine if the skills have transferred. Remember: What gets measured gets done.

During the Sessions

It's important that the trainer engage the learners in a safe, fun, informative session with good adult learning techniques applied.

1. Encourage Coaching: The tell/show/do/teach cycle of learning is very powerful and participants should actively coach other members of the class. You can turn this into a fun and informative process by tossing balls to participants in groups to select the next group to lead the class in what they have discovered. Everybody participates in a fun, comfortable and safe environment.

2. Encourage Networking: Participants should network amongst themselves. It is possible that trainees may develop lasting friendships with people they meet in the class.

3. Look Forward: Once the learning session wraps up, rather than focusing on what the group now knows, instead focus on what the group needs to do from this point on. During the class session, build "to do" lists identifying what participants need to do to ensure that knowledge gained during the training sessions is not lost.

After the Sessions

After the training session:

1. Discuss Implementation of Key Concepts: There should be a debriefing by the boss. No happy sheets grading the niceness of the trainer's delivery or how happy the participants were in class. Instead, you want to discuss which key concepts from the training session will be applied immediately, within 30 days, within six months, within a year.

2. Train the Supervisor: The person's immediate supervisor can play an important role in the transfer of knowledge and should be held accountable for his/her staff. Special training sessions just for supervisors to facilitate this process may be in order as well.

3. Follow-up: Using the "to do" lists created at the end of the training session, have the management team evaluate how well these lists are executed by conducting performance reviews at clearly defined intervals. Also, ensure that performance appraisals are conducted at the intervals discussed during the debriefing.

4. Provide Refreshers: To help participants maintain their new knowledge, periodically offer quizzes, reviews or group sessions when new machines or tasks are introduced.

Conclusion

A well-designed course is a joy to teach. The session becomes an experience in which the trainer facilitates learning and the participants learn by doing. But to create effective training sessions you need to prepare: conduct a gap analysis, set clear performance expectations and help participants maintain their new knowledge during the course of their day-to-day activities. In this manner, information from the class will be disseminated, skills will be learned and barriers to success overcome!

Safety Training Prog (Part1/2) by Barbara Semeniuk

Something to share (http://www.safetyxchange.org/training-and-leadership/using-gap-analysis-to-improve-your-program-part-1-of-2)

How to Improve Your Safety Training Program, Part 1 of 2

November 4, 2009

Is your safety training simply an information dump? You're not alone. Many trainers feel that the more information they present, the better the session will be. Others simply let regulations determine what they teach because these classes are an easy sell. And these same trainers hope for happy participants in a well-attended class who rate the instructor as good to excellent. They also expect these participants to demonstrate their commitment to this new knowledge by applying it on their own time under their own steam.

The reality is that to facilitate the effective transfer of knowledge from the instructor to the class, instructors need a well-designed course, using simplicity and variety. It's a process that requires a bit of planning.

Conduct a Gap Analysis Before Training Begins

The instructor and the students both participate in the learning process and they learn in the most realistic and systematic fashion. To ensure that this occurs, it's helpful to first conduct a gap analysis. Why? A gap analysis may determine that:

  • Middle management is uncertain of their roles and responsibilities in a Health and Safety management system;
  • Location management may not have built a strong relationship with the trainer to allow for shared safety expectations and goal-setting. Decisions are not done in a collaborative fashion;
  • Workers are frustrated with the perceived level of resources allocated towards Health and Safety;
  • Workers are frustrated because some of the rules don't make sense at their location or work environment.

How to Identify Gaps

Look at your safety training program and ask yourself the questions below. (Note: These questions are performance factors adapted from Rummler and Brache's research on performance factors by the Hile group.) If the answer to any of these questions is "No" or "Don't know" there is a gap in performance.

  1. Does the safety program have the necessary corporate support in place? Does everyone have what they need to do what they are supposed to do?
  2. Training sessions need to set clear performance expectations. Do your trainees know what they are supposed to be able to do after training and can they do it?
  3. Are trainees measured on their performance and are there consequences for good and/or bad performance?

When performance gaps occur, you have a failure in the management system and a barrier to transfer of knowledge. You also have an opportunity for improvement

Conclusion

Management, trainers and participants need to be honest about any barriers to safety training and devise methods to surmount them. Next week, we'll look at some ways to achieve that.

Tuesday, November 10, 2009

How to become a good SHO (Part 2)

When I'm thinking on how to become a good SHO, it's not easy to quantify a "good" SHO... I'm trying my best to become a good SHO.... unfortunately I'm still searching for it...

BUT, after working more than 10 years in manufacturing & construction industries, I believe below are some of the criteria to become a good SHO..
1. Assisting & advising your management to comply with the OSH Laws
- Here, as a competent SHO, you trying your best to deliver all the OSH legal requirements that need to be complied by your organization...

2. Enforce OSH Compliance in your organization
- Walk the talk, pre-define all the OSH requirements upfront, standardization & enforce it....

3. Continual improvement of OSH in your organization
- never ended job to ensure the OSH risks are as low as possible

4. Educate employees on OSH as a value
- this is an essential step to ensure that "the safety of you is in your hand NOT in SHO"
- "Safety.... to valuable to compromise"