Safety and Health Competence: A Guide for Cultures of Prevention (The Interface of Safety and Security)

Description

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 Cover Half Title Series Page Title Page Copyright Page Dedication Table of Contents Foreword Acknowledgments Editors List of Contributors 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 Work and Health 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 Digital Transformation 3.5 Thesis 4: Work Systems That Are Affected by Digital Transformation Require a Reflexive Concept Of Leadership 3.6 Thesis 5: Digital Change is Managed More Effectively Through the Systematic Promotion of a Culture of Prevention 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 of Globalization and Worker Mobility Across National Borders 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 Intervention Study 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 12.1 Introduction 12.2 School Heads: New Challenges for Their Role and Responsibilities 12.3 The Health Situation of Students, Teachers, and School Heads in Germany 12.3.1 School Students 12.3.2 Teachers 12.3.3 School Heads 12.4 Health and Education 12.5 Health Management as a Responsibility of School Heads 12.5.1 Health Management Target Groups 12.5.2 Health Management Measures 12.6 Creating a Healthy School Environment 12.7 The Role of the School Management 12.8 Summary and Outlook References Author Index Subject Index