Safety and Health Competence: A Guide for Cultures of Prevention 1st Edition by Ulrike Bollmann 0429878087 9780429878084

Safety and Health Competence: A Guide for Cultures of Prevention 1st Edition by Ulrike Bollmann – Ebook Instant Download/Delivery ISBN(s): 0429878087, 9780429878084

Product details:

• ISBN 10: 0429878087
• ISBN 13: 9780429878084
• Author: Ulrike

Global and technological transformation is changing work and learning. A broader understanding of prevention and cultural change associated with it is putting new demands on companies and their employees. People and organizations need suitable competences to deal with this transformation. They need to be empowered to shape decent living and working conditions. Safety and Health Competence: A Guide for Cultures of Prevention is written in the context of work and health. The use of a social-constructive and a context sensitive approach to competence in occupational safety and health is new and forms a theoretical basis for putting into place the necessary learning processes for cultural transformation in companies and educational institutions. 　 Covers a broad range of new demands placed on companies and employees in this age of global and technological transformation Provides assistance with a better understanding of the current debate on occupational safety and health (OSH) competences Presents a comprehensive source of information for OSH experts, human resource specialists, educational institutions, training development specialists, teachers, and trainers, allowing them to identify competence needs, promote competence development, and assess competences Explains what the concept culture of prevention means Offers real-life examples that will appeal to practitioners

Table of contents:

Chapter 1 Introduction

1.1 Introduction

1.2 Evolution of the Concept of Competence

1.3 The Cultural Turn in Prevention

1.4 The Contributions in This Book

References

Part 1 Foundations

Chapter 2 Reconceptualizing “Developing Competence at Work” to a Journey of Being and Becoming

2.1 Introduction

2.2 Developing Cultures of Prevention

2.3 Developing Competence as a Way of Being and Becoming

2.4 Developing Competence and Agency

2.5 Integrating Classroom and Workplace Learning

2.6 Conclusion

References

Chapter 3 Culture of Prevention and Digital Change: Five Theses on Work Design

3.1 Introduction

3.2 Thesis 1: Work System Models Must be Expanded and Adapted to the Particularities of Digital Work

3.3 Thesis 2: Digital Transformation Creates Tensions Which Have Positive and Negative Impacts on Wo

3.3.1 Impacts of Digital Transformation on the Elements of the Work System

3.3.2 Opportunities and Risks of Digital Transformation

3.3.3 Digression: Example of Determining the Impacts of Digitalization on a Company

3.4 Thesis 3: Health and Safety Risk Assessments Enable the Design of Work That Has Undergone Digita

3.5 Thesis 4: Work Systems That Are Affected by Digital Transformation Require a Reflexive Concept O

3.6 Thesis 5: Digital Change is Managed More Effectively Through the Systematic Promotion of a Cultu

3.6.1 Culture of Prevention

3.6.2 Digression: The Kommmitmensch Campaign as a Call for Culture Development

3.7 Conclusion

References

Chapter 4 Competence Management: Between Command and Control, Self-Organization, and Agility

4.1 Introduction

4.2 Basic Concepts

4.2.1 The Concept of Competence

4.2.2 Aspects of Competence Development

4.2.3 Organizational Concepts

4.3 Competence Management

4.3.1 Top-Down Competence Management

4.3.2 Agile Competence Management

4.4 Conclusion

References

Chapter 5 Managing Competencies of Safety Leaders: Some Promises and Shortcomings

5.1 Introduction

5.2 Defining (Leadership) Competencies and Competency Modeling

5.3 Developing a Generic Safety Leadership Competency Model

5.4 Mapping and Managing Safety Leadership Competencies in Organizational Settings

5.5 Potential Shortcomings of Mapping Leaders’ Competencies

5.6 Potential Shortcomings of Monitoring and Developing Leaders’ Competencies

5.7 Conclusion

Acknowledgment

References

Chapter 6 Cultural Intelligence: A Construct to Improve Occupational Safety and Health in the Face o

6.1 Introduction

6.2 Increasing Globalization and Worker Mobility Across National Borders

6.3 Theoretical Reflections on Cultural Intelligence

6.4 Cultural Intelligence Applied to OSH

6.5 Conclusions and Directions for Future Research

References

Chapter 7 Competencies in Safety and Health That Meet the African Complexity and How to Measure Them

7.1 Introduction

7.2 What Does Competence Mean?

7.3 Generic Competencies in OSH

7.4 What is Unique about OSH in Africa?

7.5 OSH Competencies to Perform the Role of an OSH Practitioner and Professional in Africa

7.5.1 Communication

7.5.2 Management and Leadership

7.5.3 Change

7.5.4 Culture

7.5.5 Auditing

7.5.6 Ethics

7.5.7 Procurement and Contracting

7.5.8 Total Quality Management

7.5.9 Measurement

7.5.10 Knowledge for OSH Practitioners and Professionals in Africa

7.6 Measuring OSH Competencies

7.6.1 Questionnaire Based Self Assessments

7.6.2 Administration of Written and Practical Examinations

7.6.3 360-Degree Competency Assessments

7.6.4 Case Studies

References

Section II Case Studies

Chapter 8 Management and Leadership at Supervisor Level: The Black Hat Program

8.1 Introduction

8.2 Background

8.2.1 Nature of the London 2012 Project

8.2.2 Construction Workforce

8.2.3 Accidents and Ill Health History

8.2.4 Health and Safety Commitments

8.2.5 Health and Safety Program

8.3 Competence Framework

8.3.1 Leadership

8.3.2 Focus on Supervisors

8.3.3 Black Hat Training

8.4 Common Standard for the Supervisors’ Training Course

8.5 Black Hat Conventions

8.6 Day-To-Day on Site

8.7 Empowerment, Pedestals, and Pride

8.8 Outcomes

References

Chapter 9 Workers in a Virtual Work Environment: An Immersive Safety Learning Experience

9.1 Introduction

9.2 Safety and Health Training

9.2.1 Common Safety and Health Training Methods

9.2.2 Experiential Learning

9.2.3 Applying Experiential Learning in Safety and Health Training

9.2.4 Limitation of Conventional Experiential Learning Facilities

9.2.5 The Advent of Virtual Environment-Based Training

9.2.6 Virtual Reality Technology as a Solution

9.2.7 Keys to Applying VR Technology

9.3 Method

9.3.1 Participants

9.3.2 Apparatus and Design

9.3.3 Training Scenarios

9.3.4 Procedure

9.3.5 Participants’ Feedback Evaluation

9.4 Results and Discussion

9.4.1 Feedback from the Participants

9.4.2 Effectiveness of Immersive VR Experiential Learning

9.4.3 Study Limitations and Challenges Ahead

9.5 Conclusion

References

Chapter 10 People-Oriented Teaching Intervention for Tea Plantation Workers in Assam: A Teaching Int

10.1 Introduction

10.2 Description of Labor in Tea Plantations in Assam

10.2.1 Labor Force

10.2.2 Classification of Tea Plantations

10.2.3 The General Health Situation in Tea Plantations

10.3 The Work Environment in Tea Plantations

10.3.1 The Social-Economic Conditions

10.3.1.1 Low Wages

10.3.1.2 Education

10.3.1.3 Work Relationships

10.3.1.4 Gender Inequality

10.3.1.5 Health Care and Work-Life Balance

10.3.1.6 Job Security

10.3.2 Occupational Safety and Health in Tea Plantations

10.4 Intervention Approach

10.4.1 The Purpose of the Teaching Intervention

10.4.2 In Advance of the Intervention

10.4.3 The Design of the Teaching Intervention

10.4.4 The Implementation of the Teaching Intervention

10.4.4.1 Intervention Measures Part I: Safety and Health Tips

10.4.4.2 Intervention Measures Part II: Good and Bad Postures

10.5 Evaluation of the Teaching Intervention

10.6 Conclusions

Acknowledgment

References

Chapter 11 New Competences of Safety Professionals: A Comprehensive Approach

11.1 Safety Professionals in Germany: A Brief Introduction

11.2 Design and Development of the Sifa Training Program

11.2.1 Traditional Training Approaches

11.2.2 The Call for Redesigning the Sifa Training Program

11.2.3 Excursion: Findings from the Long-Term Sifa Study

11.2.4 Conclusion: The Significance of Competence Orientation

11.3 From Activities to a Competence Profile

11.3.1 The Regulatory Framework Governing the Duties of Safety Professionals

11.3.2 Factors That Shape Actions: Competence Areas in Sifa Training

11.3.3 Suitable Structure and Culture of Prevention

11.4 From Competence Profile to Training Design

11.4.1 Goals of Sifa Training

11.4.2 General Framework and Scope of the Redesigned Training Program

11.4.3 Scenario-Based Approach

11.5 Self-Organized Learning on the “Sifa Lernwelt” Platform and at the Workplace

11.5.1 Learning Platform: Sifa Lernwelt

11.5.2 Learning Paths for Periods of Self-Organized Learning in the Office

11.5.3 Acquire: Sifa Knowledge Modules for In-Depth Technical Expertise

11.5.4 Practice: Inside a Virtual Company

11.5.5 Apply and Review New Competences at the Workplace

11.5.6 Testing Training Outcomes Through Learning Assessments

11.6 From Training Design to the Competence Profile of the Learning Facilitator

11.6.1 The Changing Role of Trainers: From Instructor to Facilitator

11.6.2 Training Plan to Ensure the Competence Profile of Learning Facilitators

11.7 Initial Experiences from the Pilot

11.8 Conclusion and Outlook

11.8.1 Changes in the World of Work and Changes in Sifa Training

References

Chapter 12 School Heads as Change Agents: Salutogenic Management for Better Schools

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