Beyond Safety Training : : Embedding Safety in Professional Skills.

• Superior document: SpringerBriefs in Applied Sciences and Technology Series
• Author: Bieder, Corinne.
• TeilnehmendeR: Gilbert, Claude.; Journé, Benoît.; Laroche, Hervé.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2017.; ©2018.
• Year of Publication: 2017
• Edition: 1st ed.
• Language: English
• Series: SpringerBriefs in Applied Sciences and Technology Series
• Physical Description: 1 online resource (165 pages)

Table of Contents

• Intro
• Preface
• An Under-Researched Topic
• An Original Research Format
• A Unique Production
• Contents
• 1 Safety: A Matter for 'Professionals'?
• Abstract
• 1.1 Professionalization and Safety
• 1.2 Ordinary Safety or Extraordinary Safety
• 1.3 Safety for Whose Benefit? The Inside or the Outside?
• References
• 2 A Practice-Based Approach to Safety as an Emergent Competence
• Abstract
• 2.1 Introduction
• 2.2 Safety as a Collective Knowledgeable Doing
• 2.3 The Quotidian Engineering of Heterogeneous Elements, Embedded in a Plurality of Safety Discourses
• 2.3.1 Safety Within the Technological Discourse
• 2.3.2 Safety Within the Normative Discourse
• 2.3.3 Safety Within the Educational Discourse
• 2.3.4 Safety as the Effect of Competing Discourses
• 2.4 Implications for Experimenting in Training
• References
• 3 Line Managers as Work Professionals in the Era of Workplace Health Professionalization
• Abstract
• 3.1 Introduction
• 3.2 Professionalizing Workplace Health and Safety?
• 3.3 Specialists Versus Middle Managers
• 3.4 Middle Management and Functional Departments: The Contested Terrain of the Power to Organise
• 3.5 Concluding Remarks
• References
• 4 Captain Kirk, Managers and the Professionalization of Safety
• Abstract
• References
• 5 A Critique from Pierre-Arnaud Delattre
• Abstract
• 6 Enhancing Safety Performance: Non-technical Skills and a Modicum of Chronic Unease
• Abstract
• 6.1 Introduction
• 6.2 What Is Professionalism?
• 6.3 Crew Resource Management and Non-technical Skills
• 6.3.1 Startle Effects
• 6.3.2 CRM Beyond the Flightdeck
• 6.4 Chronic Unease
• 6.5 Conclusion
• References
• 7 Situated Practice and Safety as Objects of Management
• Abstract
• 7.1 Introduction
• 7.2 Briefly on the Theoretical Background.
• 7.3 First Example: Compartmentalization of Safety in Shipping and Railroads
• 7.4 Second Example: Anticipatory Work in Space Operations
• 7.5 Discussion: Some Propositions
• References
• 8 Stories and Standards: The Impact of Professional Social Practices on Safety Decision Making
• Abstract
• 8.1 Introduction
• 8.2 Expertise, Professionals and Learning in the Context of Disaster Prevention
• 8.3 Professionals at Work
• 8.4 The Role of Standards
• 8.5 Standards as a Social Construct
• 8.6 Conclusions
• Acknowledgements
• References
• 9 Doing What Is Right or Doing What Is Safe
• Abstract
• 9.1 Introduction
• 9.2 Doing What Is Right
• 9.3 Doing What Is Safe
• 9.4 Problems
• 9.5 Conclusion and Solutions
• References
• 10 Industrial Perspective on the Seminar: The Viewpoint of a Mining Expert
• Abstract
• 11 How to Deal with the Contradictions of Safety Professional Development?
• Abstract
• 11.1 The Managerial/Bureaucratic Approach Versus The Profession/Trade Approach
• 11.2 Finding New Ways for Safety Professional Development: Managing the Tensions Through Reflexive and Discursive Organizational Practices
• 11.2.1 Formal Safety Rules Versus Safety Embedded in Professional Practices, Knowledge and Debates
• 11.2.2 Training for Safety Versus Learning to Become a Good Practitioner in Safety Industries
• 11.2.3 Formal Teams Versus Professional Groups and Communities
• 11.3 Conclusion: Discussion as a Fuel for the Professional Development of Professionals and Managers
• References
• 12 Can Safety Training Contribute to Enhancing Safety?
• Abstract
• References
• 13 Training Design Oriented by Works Analysis
• Abstract
• 13.1 Introduction
• 13.2 Professionalization: A Long-Term Living and Dynamic Process
• 13.3 An Activity-Based Approach to Design Vocational Training Situations.
• 13.4 Guidelines for Designing Vocational Training from Research in the Field
• 13.4.1 Building a Participative Approach to Training Design Oriented by Works Analysis
• 13.4.2 How to Support Trainer-Trainee Work Activity in Order to Improve Professionalization?
• 13.5 Conclusion
• References
• 14 Safety and Behaviour Change
• Abstract
• 14.1 Introduction
• 14.2 The Emerging Science of Behaviour Change and the Behaviour Change Wheel
• 14.3 Behaviour Change Versus Behavioural Safety Approaches
• 14.4 Specifying Outcomes and Their Behavioural Determinants
• 14.5 Behaviour Change, Safety-I and Safety-II
• 14.6 Specifying What Needs to Change-Behavioural Diagnosis
• 14.6.1 Capability
• 14.6.2 Opportunity
• 14.6.3 Motivation
• 14.6.4 Pulling Together the Behavioural Diagnosis
• 14.7 Intervention Design Using Intervention Functions
• 14.8 Using Policy to Change Behaviour
• 14.9 Using Behaviour Change Techniques Within Intervention Design
• 14.10 Potential Applications of the BCW Methodology for Industrial Safety
• 14.11 Conclusions
• References
• 15 Power and Love
• Abstract
• 15.1 Introduction
• 15.2 Professionalizing in Safety Implies Creating Spaces for Debate
• 15.2.1 Safety Is a Situated Activity…
• 15.2.2 …Which Relies Greatly on Non-technical Skills
• 15.2.3 As such, Professionalization in Safety Requires Space for Debate
• 15.3 The Question of Power Is Important to Consider in this Context
• 15.3.1 Professionalization Is (also) a Matter of (Group) Identity
• 15.3.2 Identity Questions Power (Formal or Informal)
• 15.3.3 How to Cope with Increasingly Powerful Specialists in Support Functions?
• 15.4 Shifting From' Love of Power' to 'Power of Love': The Key to Liberated Organizations in Which (Safety) Performances Are Enhanced?.
• 15.4.1 Giving More Power and Consideration to Working Teams and Middle Managers in the Field by Creating Spaces to Discuss Rules and Practices
• 15.4.2 Towards a Change of Paradigm: From Steering Safety Indicators to Empowering Employees, Thus Giving Them Vision and Autonomy to Take on Their Jobs
• 15.4.2.1 The Paradigm Change: Reversing the Classical Vision of Hierarchal Structures
• 15.4.2.2 The Importance of Learning and Knowledge, as a Key Source of Motivation
• 15.5 Conclusion
• 15.6 Disclaimer
• References
• 16 Beyond Safety Training, Toward Professional Development
• Abstract
• 16.1 Introduction
• 16.2 Safety as a Dimension of Professional Development
• 16.2.1 The 'Good Professional'
• 16.2.2 Time Issues
• 16.2.3 Safety Training for External Justification
• 16.3 Pedagogical Precautions
• 16.3.1 Safety and Real-Life Working Situations
• 16.3.2 Professional Development as a Whole, not Limited to Training Sequences
• 16.4 Beyond Training Issues, Organizational Stakes
• 16.4.1 Give More Room to the Professional Figure
• 16.4.2 But Avoid the Seductive Trap of the 'Professional Hero'
• 16.4.3 Reinforce Collaboration
• 16.5 Towards a Research Agenda
• 16.5.1 Top Managers and (Safety) Professionalism
• 16.5.2 Evaluating the Efficiency of Standard Methods and Practices for Safety Training
• 16.5.3 Rejuvenating Standard Safety Training
• 16.5.4 Reconsidering the Contribution of Safety Professionals
• 16.5.5 Putting Other Actors Back in the Game
• 16.6 To Conclude.