Subject Index
“2012 Construction Commitments,” 132 360-degree competency assessments, 117 360-degree feedback, 85
3D glasses, 153, 154, 156
Accident, x, 15, 53-54, 85, 131-132. 138, 142 fatality, 12, 14,55, 150, 154 and leadership. 75, 85-86 musculoskeletal injuries, 169 near-misses, 55. 131, 160 prevention, 46, 119, 185 rate, 119, 142 scenario, 156
statistics, 9, 15, 55. 86, 100
of students, 18,201
work, 75, 152, 154, 156, 159
Accommodative learning, 8,62
Acquisition approach, 32
Action situations, 17, 190
Adaptation. 6,42, 51, 53,96
Agency, 29-32,37
approach, 5. 6
exercising of, 25, 26,33-35
“Ages of safety,” 4
Agile software development, 67
Agility, 7-8,67-69
agile competence management, 70
agile mindset, 8, 68
Al, see Artificial intelligence
Antonovsky, Aaron. 20, 210, 211
Applied Medicine and Psychology at Work. 47 AR, see Augmented reality
Arbeitssicherheitsgesetz, see Occupational Safety Act
ArbSchG, see German Occupational Safety and Health Act
Artificial intelligence (Al), 42,45.46,51, 70 Arup, 132
Assessment, 2,7
as activity for safety professionals, 186 learning, 192-193
methods, 117
of safety leadership competencies, 85 self-assessment mental health. 203 of working conditions, 49, 118, 182
Assimilative learning, 8.62
Assumptions. 28-29, 114; see also Beliefs basic, 53, 54, 188 deep cultural, 42
Athletes’ Village, 128, 132
Atkins, 132
Attitudes, 5. 36, 50, 54, 96,97, 142, 184, 187 employees, 114 personal, 2, 186,206 positive, 150 professional, 194
Auditing. 114-115
Augmented reality (AR), 68, 157
Authentic leadership model. 81
Autonomy, 32,45,46,49,70, 100, 131
Autopoiesis, concept of. 61
Behavior
act, 76,77,82
behaviorist approach, 5. 26,31-32
cross-cultural. 10
individual, 76. 186
-oriented generic competence, 3
oriented view, 2
patterns, 12
Behavioral form of cultural intelligence, 97-98
Behaviorism, 31-32
Being and becoming, 26,28, 31-33, 37
Beliefs, 29, 80, 114,206
Belonging, 4, 30,46
“Best-in-class leader.” 82, 83
Betriebsarzte, see Medical specialists
BG ETEM, see German Social Accident
Insurance Institution for the Energy, Textile, Electrical and Media products sectors (BG ETEM)
Biological hazards, 15. 169, 171
Black Hat Conventions, 13, 14, 135-136, 139-143
Black Hat Program. 128
Blacklisting, 12, 131
Blended learning, 183, 190; see also Learning
Bogus self-employment, 131
Bullying, 18, 171,201
Canterbury Rebuild, 142
Canterbury Safety Charter (2019), 142
Capability
approach, 3
framework, 11, 108
inter-cultural, 99
of leaders, 87
of organization, 7. 50
Capacity building, 66, 120
Cave Automatic Virtual Environment (CAVE) system, 14, 152, 153
CBT, see Competency-based training
CCS, see Considerate Constructors scheme
Census of Fatal Occupational Injuries, 95 CH2M HILL, Laing O’Rourke, and Mace (CLM), 129
“Champion Products,” 136 Change, 1, 26,42, 171, 195-196; see also Dynamics
culture change process, 29 dynamics, 43-44,56 management, 109, 113 personality, 62 processes, 36-37 in “real time”, 69 related to digital transformation. 45 resistance to, 86 school heads as change agent, 200 Chemical hazards, 169, 170. 175 Chronic unease, concept of, 87 CITB, see Construction Industry Training Board Clarity and competency modeling, 82 Classroom and workplace learning
integration, 35-36 CLM, see CH2M HILL, Laing O’Rourke, and Mace
Closed-loop control model, 43 Coaching, 27,48,70,77, 80,81, 148, 202 Cognition, 32
cognitive approach, 31-32 metacognition. 10, 97-98
Cognitive competences, 32 Cognitive structures, 30 Coherence, 20.46 sense of, 210 and team identity, 81
Collective competence, 6,31 Collective practices, 34,35 Comenius, 205 Command and control, 8, 29, 63, 64,68, 134 Commitment, 54, 56,80.96, 119, 120, 132, 138, 143, 184,205,210-211
Common Standard 38, 13. 137 Communication, 4, 13, 30, 51. 55, 109, 111, 168, 187 clear. 12, 80 between contractors. 34 corporate, 55 between different cultures, 98 direct and indirect. 100 internal and external, 210 between management and workers, 100 meaningful, 64 open, 100.211 skills of supervisors, 130 technology, 151 use of body language and voice, 142
Competence cognitive, 32 collective, 4,31 competence-oriented turn. 2 concept of, 1-3,7, 60 cross-cultural, 9,93,96 as “disposition for self-organization”, 7, 59-60
generic, 3, 9, 11,25,31, 32, 37. 77-78, 108-109
organizational. 6.42. 65
in sense of doing something well, 32 social, 185
as static attributes, 5, 26 task-oriented. 3
as way of being and becoming, 31 Competence management, 7-8, 65-71;
see also Agility agile, 60,67-71 of safety leaders. 75-88
definition and modeling, 76-78 developing generic model, 78-81 mapping and managing in organizational settings, 81-82
monitoring and developing, 85-86 overview, 75-76
shortcomings, 82-86 top-down, 7-8, 60,65-67
Competence profile
learning facilitator, 193-195 safety professional. 185-188
Competencies core, 78. 88 managing, 81-85 mapping, 82 of OSH professionals, 11, 117
Competency-based training (CBT). 5,26. 31-33, 37
Competency framework. 3, 11, 85, 121, 135
Competency modeling, 76, 82, 84, 86-87 Complexity, 4,44,47. 51,65-67,70 Compliance. 13, 37. 54, 75, 80, 131, 134, 141 non-compliance, 156, 161 in supply-chain, 142
Computer-based interactive learning, 148
Connectivity and competency modeling, 82 Considerate Constructors scheme (CCS), 132 Consistency and competency modeling, 82 Constructing Excellence, 132
Construction Industry Training Board (CITB), 136
Construction Training College, 139
Construction workforce, 129-131
Constructivist approach. 1
The Consulting Association, 131
Context, ix, 2,4
African. 11, 111, 114 cross-cultural, 10, 94, 96-101 and life histories, 27 social. 5,25-26, 36 for social interaction, 28 of work, 6,25
Cooperation, 42,51, 135, 185,201
Core competencies, 78
Corporate culture, 44, 52-55, 114, 184 Corporate socialization, 53 CQ, see Cultural intelligence Critical working procedures, 152 Cross-cultural behavior, 98, 101 Cross-cultural competence, 93,95-96 Cross-cultural interactions, 10, 97, 98 “Crushing, tearing, and curling" method, 166 Cultural intelligence (CQ), 9-10,93-102 applied to OSH, 98-101 globalization and worker mobility, 94-96 overview, 93-94 theoretical reflections on, 96-98
Culture
African, 11, 109 corporate, 7,42,44,52-55, 114, 184 cultural dimensions, 98-100 described as, 53 masculine, 29 national, 93,95-96 nationality’s working, 27 on-site. 135 organizational, ix, 30,64,75. 109, 113-114 safety, ix, x, 8, 12,37,55, 81, 88, 114, 120, 130-131
Culture of prevention, x, xi, 1,4-6, 12, 17, 26-29, 31, 33,36-37, 188 campaign. 55 cultural turn in prevention, 3-4 error-learning culture, 55,57 improves the integration between occupational safety and occupational health, 52 no-blame culture, 160 prevention culture consultants, 56 sustainable, 44 systematic promotion of, 52 term. 54
Cumulative learning, 8,62
Curriculum, 2, 183, 193, 208
Customer, 8,45, 51,67-68, 116
“Daily Activity Briefings,” 130. 136, 137. 141 Decision-making, 10, 51,97, 101, 168 patterns, 7, 52 powers. 71 process, 32,56,68 strategic, 143
Delta Cooperation Limited. 112 Deming cycle, 116
Demographic change, 42, 196
Department of Industrial and Manufacturing Systems Engineering, 153
Developmental approaches, 37
DGUV, see German Social Accident Insurance Dialog
dialogical inquiry, 28
dialogic process, 4, 7, 201
discursive process, 44, 51
internal, 52, 56
sharing, exchange, and knowledge creation, 33
Dibrugarh district, 173 “Didacta Magna,” 205 Digitalization, xi, 1. 3, 6, 8, 14,42, 196 accelerated, 70 on company, 47-48
Digital media, 51, 200
Digital transformation, 6-7
benefits, 48
define, 42
influence on work system. 45
new stressors caused by, 49
opportunities and risks, 46,47 Disease
chronic, 18
occupational, 108, 116
work-related ill-health, 29
Diversity, 4, 9, 12, 95. 129, 201
African, 1, 109
of leadership, 51
of organizational OSH cultures, 114 Dualism, 32, 33 Dynamics, 68-70
change, 43-44
cultural. 7
between leader and co-workers, 79 of organizational change process, 51,56 team, 118
Economist Intelligence Unit, 93. 95
Education, 168
inequalities, 204
reform movement, 200
and training, 2, 116, 161 Effectiveness
of immersive VR technology, 157
of leader, 9, 83
learning, 159
of managerial choices, 10
of safety professionals, 16, 184-185
school, 208
of social control, 69
of training methods, 14, 148, 160 EFTA, see European Free Trade Association EHS, see Environmental Protection, Health Management and Safety ELT, see Experiential learning theory Emergent phenomena, 64 Emotional competences, 32
Empowerment, 4,9,77, 80 empowering workers. 49 encourage supervisors to speak up, 141 intercultural, 96 of safety leaders, 81 of safety leadership, 87-88
Engagement, 13, 32-34, 36, 130, 135, 148-150 active, 30, 31 worker, 6, 100
Environmental Protection, Health Management and Safety (EHS), 47,48
Ermöglichungsdidaktik, see Facilitated learning
Error culture, 55. 57
Ethics, 12,51, 115-116
Ethics-based analysis, 51
Ethnographic data, 28
EU, see European Union
European Court of Human Rights, 131
European Free Trade Association (EFTA), 94
European Labor Protection Act (2013), 202
European Union (EU), 94, 202
Evaluation, 47, 66, 69
external of schools, 200
of leadership behavior, 85
of OSH performance, 109, 119
of participants feedback, 157-159
of teaching intervention, 177
of training program. 195
Evidence, 6,78,95, 109, 135, 142
empirical, 9, 76. 87 of good practice, 134
Experiential learning theory (ELT), 14, 95, 109, 135, 142, 149-150, 160; see also virtual learning
applying in safety and health training, 150
authentic experiences, 35
learning experience, 36, 157-159 limitation of facilities, 150-151
Facilitator
facilitated learning, 63, 183 learning facilitator, 18,63, 193-195
Fachkräfte für Arbeitssicherheit, see Safety professionals in Germany
Facilitated learning, 183
Faculty of Engineering, University of Hong Kong (HKU), 153, 154
Fairness, 51,52, 56
Federal Ministry of Labor, 189
Feedback discussions, 18, 195
First Line Leadership training program. 142
Freedom, 3,4, 8, 14,45, 52,64,68-69,203
Functional competencies, 78
GefStoffV, see German Dangerous
Substances Order
Gender
inequality. 15, 167-168, 171, 174 mainstreaming, 207
Generic approach, 31
Generic competences, see Social competences German Conference of the Ministers of
Education and Cultural Affairs, 205
German Dangerous Substances Order (GefStoffV). 71
German Noise and Vibration Health and Safety Regulation (LarmVibrationsArbSchV), 63, 64
German Occupational Safety and Health Act (ArbSchG). 63
German Social Accident Insurance (DGUV), 51, 55. 183, 190, 191,208
Institute for Work and Health (IAG), 4. 16, 195 Provision 2, 17, 185, 186
German Social Accident Insurance Institution for the Energy, Textile, Electrical and Media products sectors (BG ETEM), 6, 16. 56
Globalization, xi, 1,3,42, 93,95, 101, 114
"Good healthy school,” 18, 19, 200,207-208, 210,211
Hazard. 11. 14. 15. 27. 75. 80, 108. 169 awareness, 110 identification, 109-110, 118-120, 137 new hazards for teachers, 113 recognition training, 159
Hazardous substances. 132, 138
Head-Mounted Display (HMD) system, 152, 153 Health
and education, 1. 18-19,203-205 occupational. 110, 128, 132, 138, 142, 189 occupational hygiene, 132
promotion in schools, 199,205-208,210 resources, 50-51, 184
science, 18,49, 210
service, 130, 142
situation in tea plantations, 167
situation of students, teachers, school heads, 18.201
Health and Safety Executive (HSE), 108
“Health and Safety Standard,” 13, 129, 132, 141
"Health and Safety Training: A Brief Guide.” 148
Health care and work-life balance, 169
Healthcare professionals, 96
Heavy machinery, 27
Hierarchical leadership performance, 77,78
High Reliability Organization (HRO) leadership model, 83
High-risk occupations, 95
HKU, see Faculty of Engineering, University of Hong Kong
HMD, see Head-Mounted Display system
Holacracy, 71
Holistic, 5, 7, 10, 27-28, 31,48-49, 183, 200, 207, 210
HR, see Human resources management
HRO, see High Reliability Organization leadership model
HSE, see Health and Safety Executive
Human
capacity. 29
capital perspective, 31
factor, 49, 186
intelligence, 10, 96
machine interaction, 42,45,46
rights, 131
Human resources (HR) management, 18, 19,27,
28,76, 82, 85, 87, 112, 113, 200,206 Human work
design of, 1
drivers, 4
environment, 3
humanization of work, 43,49, 55
organization, 185
IAG, see Institute for Work and Health
ICOH Code of Ethics, see International Commission of Occupational Health Code of Ethics
ICT, see Internet and communication technology
Identity, 26, 30-32, 114 professional, 2 team identity, 80. 81
Identity work, 32
Illeris, Knut, 62,64
ILO, see International Labour Organization
Immersive virtual reality (VR) technology, 14-15, 147-161
effectiveness, 157, 159
feedback from participants, 157
method, 153-157
apparatus and design, 153-154 feedback evaluation. 157
participants. 153
procedure. 156
training scenarios, 154-156
overview, 147-148
safety and health training, 148-153 advantages, 151-152
applying experiential learning in, 150 Experiential Learning Theory, 149-150 limitation of conventional experiential learning facilities, 150-151
methods, 148-149
types of systems, 152-153
virtual environment-based training, 151 study limitations and challenges, 160
ImseCAVE system, 14-15, 153-154, 156, 157, 159-161
Inclusive pedagogy, 200
Indicator, 4,77, 86, 108-109, 116-117, 160
Individual competence, 42,76
Industry 4.0 era, 84
Informal learning, 1, 66
Injury, see Accident
INSHPO, see International Network of Safety and Health Practitioner Organizations
Institute for Adult Learning, 27
Institute for Occupational, Social and
Environmental Medicine. 47
Institute for Work and Health (IAG), 4, 16, 195
Institute of Occupational Safety and Health (IOSH), 121
Integrity, 51. 52. 115-116
Interactive devices, 156
Interactive learning, 152
International Commission of Occupational Health (ICOH) Code of Ethics, 115
International Labour Organization (ILO), 94, 108. 111. 113, 117
International Network of Safety and Health Practitioner Organizations (INSHPO). 11, 108, 109, 117, 121
International Olympic Committee, 128
International Social Security Association (ISSA). 108, 117, 143
Internet and communication technology (ICT). 151
Interpretative approach, 1,5, 31,32
IOSH, see Institute of Occupational Safety and Health
iPhone, 42
ISO 6385,43,49
ISO 10075-2,49
ISO 45001. 188
ISSA, see International Social Security Association
Iterative processes, 48.68
Job analysis methods, 84
Job description, 66, 168
Job profile of safety professionals, 186
Job security, 169
Kanban, 68
Key Leadership Factors (KLF), 66
Knowledge, Skills. Abilities. Other characteristics (KSAOs), 84
Knowledge, 2, 5, 10, 12, 15,25,34-37,76, 186, ~ 188,192
acquisition, 5, 32,61, 148, 190, 194 co-creation of, 29
conceptualization, 26 creating, 28,30 cultural. 97, 101 development, 64
knowing, 25-26, 36
for OSH professionals, 118-120
modules. 190-191
process, 98
and skills. 2, 32, 33, 108-109, 112, 117. 121 tacit, 99
transfer, 108, 148, 150, 161
used as tool, 25-26
KODE/KODEX, 66, 187
Kolb's experiential learning cycle, 14, 149-150
Kommmitmensch campaign, 55-56
Korea Occupational Safety and Health Agency (KOSHA), 4
KOSHA, see Korea Occupational Safety and Health Agency
KSAOs, see Knowledge, Skills. Abilities, Other characteristics
Labor Department, Hong Kong Government, 154 LarmVibrationsArbSchV, see German Noise and Vibration Health and Safety Regulation
LCMS, see Learning Content Management System
Leadership
as attribute and capability of an organization, 4. 7.50
cultural leaders, 138
healthy, 52,63, 66,71,207
as intermediary between the technical and the social subsystems, 50
levels of, 83
model, 78, 81, 83
principles, 51-52
program, 12-13, 134-135
safety, 8-9,76,78, 80
salutogenic, 4,20, 210-211 (see also Salutogenic)
style, 51-52 (see also Transformational leadership)
systemic view of, 56
traditional understanding of, 44
Learner-centered approach. 193
Learning
classroom, 17, 66, 148, 150, 158, 189,208 collective, 6, 30
computer-based, 17, 148
distance, 148
embodied, 33 (see also Experiential learning theory)
facilitated, 18,63, 183
integrating classroom and workplace learning, 35
self-directed, 8, 17, 62-63, 69, 189, 191, 193 self-organized, 8, 17, 101, 189-194 types of, 8, 62
Learning Content Management System
(LCMS), 190
"Learning Legacy,” 136
Life histories, 27, 28
"Lifelong learning,” concept of, 60, 191, 194, 196 London Olympic Games (2012), 12, 127, 128,
132; see also Supervisor leadership training program
Lord Dannatt, 135, 141
Machine learning, 46
Management
health, 18, 19.47,52, 199,205-207
of information, 84
and leadership, 12,77, 112, 141-142, 201,203 performance, 9,77,78
practices, 35, 68,99
systems, 11,81,87, 109, 119, 120 total quality management, 116
Managers, 12, 82-84, 88, 140, 174, 178 OSH,9, 10,93,99, 101, 111, 112, 116 school heads as, 201 senior. 66, 139
"Manifesto for Agile Software Development,” 67 Masculine culture, 29
Meaningfulness, 4,46, 56, 210
Meaning-making process. 4,5. 28, 31. 37 Measuring, see Evaluation
Medical specialists, 182
Mental health, see Stress
Metacognition, 10, 33, 34. 98, 101
Migration, xi. 1, 3, 10. 94-95, 101
migrant workers, 10, 27, 95, 101 worker mobility. 94
Motivation, 61-62, 80,98, 138-140, 159-161,
172, 184, 193,201
component, 10,97
cultural, 10, 98, 101
exhaustion, 19, 203
psychology. 2
safety, 150
Musculoskeletal injuries, 169
Nanyang Technological University project, 27
National Construction College, 137
National Health Service, 130
National Insurance, 130
Network. 1,45,46. 50-51
Non-compliant organizations, 116
Occupational health (OH) surveillance, 111 Occupational Safety Act, 182, 185
Occupational Safety and Health Council (OSHC), 14, 147, 148, 153, 154
Occupational safety and health management systems (OSHMS), 11, 110-117
Occupational safety and health (OSH), 15, 16,60, 72, 95. 172; see also individual entries cross-cultural management, 94, 96, 101 cultural intelligence applied to, 98-101 language. 177-178 management, 10, 52,99. 101-102 practices, 11,31,35-37,42, 177 in tea plantations, 169-171 training program. 178
OD, see Organizational Development concepts ODA, see Olympic Delivery Authority OECD, see Organization for Economic Cooperation and Development
OHSAS 18001, 134
OH surveillance, see Occupational health surveillance
Olympic Delivery Authority (ODA), 128. 132, 136, 138, 139, 141 approach, 13, 134 project managers. 131 specifications, 12, 129 training program, 13
Olympic Park, 128, 129, 137, 142 Open and distance learning, 148 Operative competence management, 65-66 Organizational change, 26,51 Organizational competences, 42 Organizational culture, see Culture Organizational Development (OD) concepts, 54, 56, 86, 88
Organizational learning, 4. 53, 70
Organizational management, 63,64, 81, 82, 87
Organizational phenomena, 64-65 Organizational strategy, 64, 66,76 Organizational theory, 65
Organization for Economic Cooperation and Development (OECD), 2,94
Orthodox method, 166
OSH. see Occupational safety and health
OSH Academy. 148
OSHC, see Occupational Safety and Health Council
OSH competencies in Africa, 10-12, 107-121 measuring, 117-121
360-degree assessments. 117 administration of written and practical examinations, 117
case studies, 121
questionnaire based self assessments, 117 role of practitioner and professional, 11-12, 111-117
auditing, 114-115 change, 113
communication, 111 culture, 113-114 ethics, 115-116
knowledge for, 117 management and leadership, 111-113 performance measurement, 116-117 procurement and contracting, 116 total quality management, 116 uniqueness, 109-111
“OSH Immersive Experience Hall,” 14, 148, 157. 160
OSHMS, see Occupational safety and health management systems
Other-directed assimilation, 62,63
"Park Health.” 132
Participation, 5-6,30,68-69, 132, 174,211 active, 4,7, 56, 148 by all school members, 207 encourage workers to participate, 173 full engagement and, 4, 6. 30 involvement into decision-making, 55,68 participative decision making, 81 primacy of, 44 in risk assessment, 49 safety, 75, 81 workers involvement, 100, 120, 149, 186
Patterns, 7 basic, 114 of behavior, 12, 54, 130 change, 62 cognitive and affective, 64 of collective problem-solving, 42 of decision making, 7,52 of describing dangers and risks, 53 identify existing, 17 organizational and individual schemes and. 65
predetermined. 53
PDSA, see Plan. Do. Study, Act protocol Pedagogical practice, 28 Pedagogical quality, 208
Pedagogical tools. 35
Personal hygiene, 16, 173, 175
Personality, 62, 81,96. 136
Personal protective equipment (PPE), 16, 130, 154. 173. 175
Pesticides, 169, 170, 175
Petrochemical industry, 6, 30, 33, 34 Pew Research Center, 94 Piaget, Jean, 62
PISA, see Programme for International Student Assessment
Plan, Do, Study. Act (PDSA) protocol, 116 Plantation Labor Act (1951), 166, 167 “The Plantations (Welfare officers) Assam rules 1977,” 168
Poverty, 15, 129, 168 PPE, see Personal protective equipment
Problem-solving process, 33, 34,36.42. 50,211 Process architecture, 56
Procurement and contracting, 116
Professional identities, 5
Programme for International Student
Assessment (PISA), 2
Project managers, 13, 128. 131
Psychological problems, 201,204
Psychometric measurement devices, 96
Psychosocial problems, 171
Psychosomatic stress, 18, 202
Qualification
distinguish concept of competence from concept of, 60
formal and non-formal, 1 pressure, 46
professional, 16
requirement, 8 term. 2
Quality
dimensions of school quality, 209 link between health and educational, 18-19 of teaching, 194, 199
training, 147
Queen Elizabeth Olympic Park, 129
Questionnaire based self assessments, 117
Rational decisions, 53
Rationalistic approach, 31
Reflective process, 33
Respect, 4, 13,29,51,52, 55, 132, 134-135, 140-141
"Respect for People” guidelines, 132
Respiratory problems. 170
Responsibility
autonomy and, 70 corporate social, 66
delegating, 80 individual, 46 for safety, 55 of school heads, 205-206
to shape their world of work, 49 of supervisor, 83, 136-137
take, 52
Risk assessment; see also Assessment hazard identification and, 109, 118 holistic, 7,48-49 of mental stress, 49 positive effect of, 6 working conditions, 186
Risk management, 84, 116, 142
Risk prevention, 60
SADC, see Southern African Development Community
Safety, Health, and Environment Leadership Team (SHELT), 13, 134-141
Safety culture. 12, 37, 55, 130, 131, 139 good, 114 in organization. 8,76, 81, 88
Safety Education Training Center. 150
Safety leadership competencies, 8-9, 75-88 definition and modeling, 76-78 developing generic model, 78-81 mapping and managing in organizational settings, 81-82
monitoring and developing, 85-86 overview, 75-76
shortcomings, 82-86
Safety practices, 27, 29, 30, 36,37,98, 116
Safety professional, 3, 16-18, 182; see also Competence profile
longitudinal study of work of, 184-185
Safety professionals in Germany, 16-18, 182-196 initial experiences, 195 overview, 182
Sifa Lernwelt. 190-193
apply and review new competences. 192 in-depth technical expertise, 191 learning platform, 190
periods of self-organized learning, 190-191
practice. 191-192
testing training outcomes, 192-193
Sifa training program approaches, 183 changes in, 195-196 company’s structure and culture of prevention, 188
competence areas, 186-188 effectiveness, 184-185
general framework and scope. 189-190 goals, 188-189
redesigning, 183-184 regulatory framework. 185-186 regulatory framework and duties, 185-186
scenario-based approach, 190 significance of competence orientation. 185
training design and competence profile, 193-195
changing role of trainers, 193-194 training plan, 194-195
Safety regulations, 27, 161
Salutogenic
leadership, 20, 211 management, 210 perspective, 19 setting, 200.207
Schaarschmidt, Uwe, 205
School
development, 19, 199,205-208,210,211 good healthy, 18,200,207-208, 210, 211 management, 18-19, 203,206,210-211
(see also Management) School-based prevention, 206, 207, 210 School head competences, 18-19, 199-211 creating healthy school environment, 207-208
health and education, 203-205
health management as responsibility.
205-207
measures, 207
target groups. 207
health situation in Germany school students, 201-202 teachers, 202
overview, 199-200
role and responsibilities, 200-201 school management role, 210-211 stress and health problems, 203
Schwaber, Ken, 68
Schweppes Private Limited, 112
Scrum, 68
Self-directed assimilation. 8.63
Self-directed learning, 8, 17,69, 189, 191, 193 concept, 62
in informal learning processes, 66 Self-management, 46. 101, 187,207 Self-organization, 6-8,45, 59-62,65, 68-72, 186; see also Learning
Self-organized learning, 17, 189-191. 193, 194 Sense-making, ix, 29, 37, 51; see also
Meaningfulness
Sense of coherence model. 20, 210,211
"Sense of comprehensibility,” 210
"Sense of manageability,” 210
"Sense of meaningfulness,” 210
SHELT, see Safety, Health, and Environment Leadership Team
Siemens, 7,47
Sifa Lernwelt, 190-193
apply and review new competences, 192 in-depth technical expertise, 191 learning platform, 190
periods of self-organized learning, 190-191 practice, 191-192
testing training outcomes, 192-193
Sifa Lounge, 190
Sifa training program
approaches. 183
changes in, 195-196
company’s structure and culture of prevention, 188
competence areas, 186-188
effectiveness of safety professionals, 184-185 general framework and scope, 189-190 goals. 188-189
redesigning, 183-184
regulatory framework, 185-186 regulatory framework and duties of safety
professionals, 185-186 scenario-based approach, 190 significance of competence orientation, 185
Singapore, 6,27, 30,33
Sir Robert McAlpine, 131
Skin infections. 169, 175
Social competences, 9,32,42,76, 108-109 Socio-constructivist view, 2
Sociotechnical model. 43
Solar radiation, 15, 169
SOP, see Standard operating procedure Southern African Development Community
(SADC), 110
Stance, 28, 31, 187. 195; see also Attitudes Standard
blind faith in, 2
competency. 108
health and safety, 12-13, 33-34,42-44,
71, 129, 132
ISO. 56
for supervisory training course, 136-138 Standard operating procedure (SOP), 29,33-34 State-determined system, 61
Statutory accident insurance institutions, 182, 183, 185, 190, 195
Strategic competence management, 65 Strategic Forum for Construction, 132
Stress
mental stress, 7,48-49, 57, 112, 135, 168 schools as stressful places, 201-202 stress-strain concept, 48,49 work-related stress, 44, 171
Structured learning, 35
Structures in organization, 29
Student safety, 201
Sumitomo Heavy Industries Marine & Engineering Co Ltd., 150
Supervisor leadership training program, 12-14, 127-143
accidents and ill health history, 131-132 Black Hat Conventions, 13, 14, 139-140 Common Standard for training course, 136-139 competence framework, 134-136
black hat training, 135-136
leadership. 134
to supervisor development. 135 construction workforce, 129-131 day-to-day on site, 140-141 empowerment, pedestals, and pride, 141 health and safety commitments, 132 health and safety program. 132, 134
London 2012 construction program, 128-129 outcomes, 141-143 overview, 127-128
Supervisors, 4, 12-14,27,79, 83, 88, 112, 127, 130, 141, 178; see also Leadership development, 135 first-line, 143
as important link between management and ever-changing workforce, 130
as leaders, 142
role in developing countries, 112, 135, 168 site, 13,27, 128, 135, 139
and tea workers, 168
training program for, 136-138
Sustainable, 3, 44, 183, 192, 194, 211
Sutherland, Jeff, 68
Systemic-constructivist approach, 7, 16,62, 183
Systems theory, 1.43,64
Task analysis methods. 84, 87
Task-oriented specific competence, 3
Teachers, 202-208,210,211
"Teaching as facilitated learning,” concept of, 63
Teaching intervention approach, 15-16, 171-175 design, 173-174 evaluation, 177 field visit, 172 implementation, 174-177
good and bad postures, 176-177 safety and health tips, 175-176
purpose. 172
Teaching methodology, 17. 62
Tea plantation workers in Assam, 15-16, 166-178
classifications, 166-167 health situation, 167 labor force, 166
overview, 166
teaching intervention approach, 15-16, 171-175
design, 173-174
evaluation. 177
field visit, 172
implementation. 174-177 purpose, 172
work environment. 167-171
OSH in, 169-171
social-economic conditions, 167-169
Technical expertise, 17. 183, 187, 188, 191, 192
Three-dimensional (3D) interface, 14, 151
Top-down competence management. 7, 8, 60, 65-67, 72
Total quality management (TQM), see Management
Trainer, see Facilitator
Training; see also Virtual learning and coaching, 80, 81 competency-based, 5,26 design, 16-17, 188-189, 193 model, 3, 16, 183, 185-187 participatory/interactive approaches, 149 program, 188-190
scenario, 14-15, 152, 154-156, 160, 190
Transactional leadership practices, 79 Transferable generic competencies, 77 Transformation
digital, 6-7,42,45
of learning culture, 17, 194 opportunities and risks of digital, 46 of work, 1,2, 5, 6
Transformational leadership, 78-81, 100, 201,211
and empowering leadership. 79 transactional leadership. 79
Transformative approaches, 8. 37 Transformative learning, 62
Truss-out bamboo scaffold work, 154-155 Trust, x, 8,70-71,79, 87,99-100, 205,210 to build trust and sound relationships, 79 interpersonal, 5 lack of, 27-28 in world, 5.210
UK Construction Group. 13, 137 Uncertainty, 4, 28, 62,67
uncertainty avoidance, 10, 98-100 University of Munich, 47
Unstructured learning, 35
Values
and beliefs, 30, 114
changing, 45
cultural. 97
health and safety values, 120
individual and organizational values, 70 safety and health as values, 55, 188 shared values, 70, 203
value-creating premises, 51-52 value-neutral, 48
Varela, Francisco. 61
Victimization, 131
Virtual
applying VR technology, 152, 159-160 augmented reality. 68, 157
company. 191-192
experiential learning facilities, 150-151 learning,5
life-like accident experience, 152 reality, 68, 148
training, 14-15
Vision Zero. 14, 54, 108, 113, 120, 143 zero-accident culture, 55 zero fatalities, 132 Zero Harm, 54-55, 142
Vocational training, 60, 186
VR technology, see Immersive virtual reality technology
“VUCA world,” 59, 66-69
Wellbeing
at construction site, 142
influence of digitalization on health and, 47.48
promote wellbeing of students, 205
promotion of the wellbeing of workers, 54 psychological, 10.96
safety, health and, 3,4,43, 172 of school-heads, 19,203,211 team members, 79
and work, 37
WHO, see World Health Organization Work
changing nature of work, 6,7, 18, 119 design of, 7, 32,43, 49-50, 186 identities, 26
methods, 13, 184
practices, 13, 26-30, 32, 134 related mental stress, 48, 171 system models, 43-44, 50,56 working conditions, 11, 15,49,52, 168, 171, 182, 184-186, 192,202,207
working environment, 12, 109, 112,
130, 160
“Workers’ lines,” 15, 172
Workforce mobility. 93-96
Working as family, 37
Working at height, 14, 138, 148, 154, 157, 158
Working atmosphere, 55
Working postures, 16, 173-177
Work-integrated learning, 4. 53, 70
Work-life balance. 45,46, 169
Workplace activities, 35
Workplace as “learning space,” 6
Workplace culture. 28
Workplace hazards, 111
Workplace learning, 26, 27
Workplace relationships. 71. 168
World Congress for Safety and Health, 143
World Health Organization (WHO). 107
Zero Harm Culture @ Siemens (ZHC) program, 54-55
ZIMASCO Private Limited, 112
Zimplats Mining Company. 112
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