domingo, 22 de janeiro de 2012

VARIOUS HSE TRAINING COURSES



Information About Professional Training Below Indicated, Please Contact:César Rodrigues Diniz
Accredited Safety Auditor - Licence n0 95JHB00002
NOSA® SAMTRAC Trainer (Portuguese Version) Vale RAC's Numbers 1,2,3,4,5,6,7,8,10 and 11 Trainer (Critical Activities Requirements). Also trainer of Work Permit (PT in Portuguese) and Task Risk Analysis (ART in Portuguese) Fixed Land Line Telephone: +258 21 313 296
Mobile Telephone Number: +258 82 480 4240 or +258 84 518 1066 or +258 86 370 7117
Email: dinizcr@gmail.com

SOME OF THE COMPANIES WHERE THE TRAINING MENTIONED NEXT HAS BEEN DELIVERED
Mozambique Airport Handling Services MAHS, IRCA International Risk Control Africa (Pty) Limited, Mozal S.A.R.L., ECL Serviços Limitada, EP Recruit Limitada, G4S, BMG Business Management Group, Sasol Petroleum Temane Limitada, Somoestiva S.A.R.L, CIMPOR - Cimentos de Moçambique SA, DP World Maputo Port Container Terminal, Total Moçambique SARL, Kenmare Resources PLC, Coca - Cola Sabco (Moçambique) S.A.R.L., em Chimoio, Nampula e Maputo, STAM Sociedade Terminal de Açúcar de Maputo, Empresas do Grupo Visabeira (TVCabo, Hidro África, Televisa, Imovisa, Electrotec, Turvisa) Açúcareira de Moçambique SA - Mafambisse (Tongaat Hulett), Açúcareira de Xinavane SA (Tongaat Hullet), BP Moçambique Limitada (Air BP), Matola Gas Company (MGC), Mota-Engil Malawi, Stefanutti & Stocks Moçambique Limitada, BP Moçambique Limitada (Air BP), Cervejas de Moçambique S.A.R.L. (CDM), Vale Moçambique SA in Moatize and Beira, Moçambique Holdings Limitada, Sidra Motors Limitada, Tokyo Cars Limitada, Shangai Comercial Limitada, Basra Motors Limitada, Hina Motores Limitada.

HEALTH, SAFETY, SECURITY ENVIRONMENT
In practical terms is a group of rules which Man should fulfill to be able to keep his health in the most favorable sense of its own development, and as well any actions aimed at identifying risks of work activitities and professional diseases, in order to minimize or eliminate them:

IT HAS THE FOLLOWING AIMS
To avoid work incidents;
To avoid diseases of professional origin;
To avoid human and material losses;
To avoid and fight against HIV infections in the workplace;
To avoid and fight fires;
To create safe and efficient work conditions that allows greater workers efficiency in their work posts and consequently an increase in production and productivity in work activities.

DESCRIPTION OF HSSE ACTIVITIES
Related to the needs of our clients; number of persons being trained, time period available to conclude training delivery, number of training sessions to be delivered, etc., quickly we can recruit other trainers, if required. Our trainers are able to deliver training sessions in Portuguese and English languages. In the light of the contracts for training delivery at the aluminum smelter Mozal in 2005 where 2589 workers were trained with 5 trainers and in 2006 where 3223 workers were trained in various types of training, all about health and safety. In 2007 and 2008 we trained at Sasol Petroleum Temane Drilling Pande Base Camp, 1154 workers in Health & Safety related professional training, both in Portuguese and English languages, with special attention to Defensive Driving, which has contributed decisively for a significant reduction in light vehicle incidents in Sasol operations in Temane and Pande.

GENERAL CONDITIONS TO DELIVER HSSE PROFESSIONAL TRAINING
I propose to deliver all the below indicated professional training, in portuguese or english language, accordingly to the specific need of the entity that contracts the training, as a trainer which will go to the premises of that entity, after previous scheduling, using my own laptop and a projector. Basically I’am very flexible, and I’am prepared to adapt myself, to any work environment.

HEALTH, SAFETY, SECURITY, ENVIRONMENT AND QUALITY REPRESENTATIVE TRAINING (HSSEQ REPRESENTATIVE)
The training has 193 "Microsoft Power Point" slides and includes a trainee multiple choice competency test and a training manual printed in paper in coulor in which the 193 slides will be printed, (4 por A4 size sheet of paper) that the trainee will receive at the beginning of the training, will become his or her property, for future reference. Depending on the classification obtained (minimum 60%) in the 42 questions multiple choice competency test, a trainee competency certificate will or will not be issued. The trainee that fails to achieve the minimum percentage of 60% will be entitled to a re-write which should take place, maximum 30 days after the date of the training attendance, free of charge. However if before the re - write the trainee wants a morning of coaching (3 hours) on the subjects of the training, can be done but at a cost. In all cases no refund of the original cost of the training will be made, if the trainee fails to achieve the minimum percentage. The training duration, on own training room is one week day = 8 hours, with 2 coffe breaks and 1 finger lunch whose cost is included in the training fee per trainee paid for in advance for the trainee to attend the training.

Training Objective:
To make participants understand, basic concepts of the 5 areas (Health, Security, Safety, Environment and Quality), which include important definitions such as occupational health, security, incident, safety performance measurement formulas, life cycles, aspect, impact, pollution, climate change, quality, quality systems and quality norms just to mention a few, in order to give them basic knowledge and understanding on HSSEQ matters, and progress to higher and depeer subjects in the 5 areas mentioned, in order to be able to mobilize other workers towards better HSSEQ practices and use the company either public or private, firm, institution human and material resources, in a more efficient and productive way. This Training Is Aimed At: To any worker belonging to the basic level of hierarchy which has no knowledge at all of HSSEQ related matters and also those workers whose good past professional performance gave confidence to the employer to nominate them HSSEQ representative(s), in the company, firm, institution, department, sector, section, work team either under the terms of Mozambique Labour Law 23/07 Article 217 Paragraph 3 of 1 August or Sections 17 and 18 of the OHS Act 85 of 1993 from the Republic of South Africa. Price: The public price list, on own training room, per individual trainee will be 20.000,00 Meticais (TwentyThousand Meticais) paid for before the training starts to be delivered, which will entitle the trainee to the training manual printed in coulour, 2 breaks with cofee, tea, bottled water, biscuits and crackers and 1 finger lunches during the two days of training duration. However the price indicated in the previous paragraph can be negotiated with a tendence to significantly reduce if: Any company, institution or interested party, makes available a place (training room) to deliver the training; Any company, institution or interested party, plans to train a high number of trainees, above twenty five (25); Any company, institution or interested party, prints and binds at its own cost all training manuals necessary for each trainee; Any company, institution or interested party, supply already ready to eat and drink the drinks and food necessary for the morning and afternoon breaks and the two finger lunches, during the training. When: The training can be delivered in Maputo in Central neighborhood on own trainin room, in any agreed date to be scheduled, only if there is a minimum of 2 enrollments, paid for in advance, which means confirmed. It can also be done, in a scheduled agreed date, in any point of Mozambique, provided the interested party in that country point (company, institution or not) makes available all logistic necessary conditions to deliver the training, which will be negotiated case by case, depending where geographically, the place is located. Payments: Can be done by bank transfer without any type of instalments or partial payments by depositing at Millenium BIM account NIB n0 000100000009070819357 or ATM n0 90708193 in the name of César Rodrigues Diniz. Tax Obligations: César Rodrigues Diniz the trainer of the training, is properly registered in ISPC (Simplified Tax Small Taxpayers) under the terms of Law 5/2009 dated 12 January) therefore he can issue invoice and receipt (from book with numeric sequential control of the Tax Office of his residence in Mozambique, perfectly valid and legal for payments made by companies or institutions with formal documented accountancy, properly organized. Please indicate the name of the company or institution and NUIT number. Various: The trainer, for trainees that attend this training, with sucess and are unemployed, doesn’t guarantee the possibility of attending any professional internship or obtain employment, for that same trainee. ENROLL NOW! This training in Mozambique will be delivered in portuguese language (“power point” and test in that language) or english language (“power point” and test in that language), but in separate sessions for each language. .The training content includes the following chapters and sub-chapters: • Definition of HSSEQ; • Legal Frame (Moz) of HSSEQ; • Legal Frame (RAS) of HSSEQ; • Definition of Occupational Health; • Generalities About Occupational Health; • Definition of Security; • Generalities About Security; • Definition of Safety; • Generalities About Safety; • Risk Assessment, Risk Matrix and Risk Factor; • Basic Actions To Avoid Incidents; • Definition of Environment; • Generalities About Environment; • HSSEQ Representative Profile; • The HSSEQ Committee Meeting; • The Duties of The HSSEQ Representative; • The Rights of The HSSEQ Representative; • The HSSEQ Rights of The Employees From The Employer; • The HSSEQ Duties of The Employees To The Employer; • HSSEQ Functioning Principles; • HSSEQ Systematic Programmes; • HSSEQ Inspections; • Inspection V. Audits Audits V. Inspections; • HSSEQ Control Methods; • HSSEQ Promotion at The Work Place; • Human Nature And All Incidents; • Definition of Quality; • Quality Control, Quality Assurance, Quality Management and Quality Management System Definitions; • The 8 Quality Management Principles; • Final Review, Conclusions and Closing. ACCIDENT INVESTIGATION TRAINING This training has 164 "Microsoft Power Point" slides and includes a written test during the training and another final test at the end of the training. The final classification of the trainee is obtained by the merger of the classifications obtained in the two tests. A training manual printed in paper in coulor in which the 164 slides will be printed, (4 por A4 size sheet of paper) that the trainee will receive at the beginning of the training, will become his or her property, for future reference. Depending on the classification obtained (minimum 60%) in both tests, a certificate of competence will or will not be issued. The trainee that doesn’t achieve the 60% minimum percentage will have the right to a re-write of the final test, which should take place maximum within 30 days after the date in which he or she attended the training, without any financial cost. However if before the final test re-write, the trainee requires one additional morning (3 hours) of coaching of the training contents, it can be done but against financial cost to be indicated. In all cases no refund of the original cost of the training will be made, if the trainee fails to achieve the minimum percentage. The training duration on own training room, will be two week days - morning and afternoon = 16 hours with the right to 4 breaks with cofee, tea or bottled water, biscuits, crackers and a finger lunch for each trainee, in both days of the training, whose cost is included in the value initially paid in advance, for the trainee to attend the training. Training Objective: To make trainees understand the accident investigation concepts in a a free, independent and ethically healthy way, with the aim that they are able to: Objectively and colectively identify all causes, that have contributed for the accident to occur; Collect Information about the accident that happened; Analyse the collected information and establish the inter - relation among the various factors or causes that have originated the accident, now being investigated; Determine the immediate and root causes of all events or circunstances, that have lead to the accident, that has happened; Design appropriate plans to prevent in the future the occurrence of similar or look alike accidents; Develop in the work force of the company, the perception that accident investigation, helps to prevent other accidents in the future, not only similar, but even different from others that have already happened; Demonstrate and prove that the company that promotes the implementation of this training, and pays for it for its workers, is committed with all and any accidents that might happen, as well as with the benefits that might arise of accident investigation already done. This Training Is Aimed At: To any worker which wants to gain knowledge on this specific area of safety or belongs to any hierarchical level in the company he works for and master well the techniques of writting texts, without which, he or she will never be able to write the final Accident Investigation Report, of any investigation he might be required to do. Price: The public price list, on own training room, per trainee will be 30.000,00 Meticais (Thirty Thousand Meticais) paid for before the training starts to be delivered, which will entitle the trainee to the training manual printed in coulour, 4 breaks with cofee, tea, bottled water, biscuits and crackers and 2 finger lunches during the two days of training duration. However the price indicated in the previous paragraph can be negotiated with a tendence to significantly reduce if: Any company, institution or interested party, makes available a place (training room) to deliver the training; Any company, institution or interested party, plans to train a high number of trainees, above twenty five (25); Any company, institution or interested party, prints at its own cost all training manuals necessary for each trainee; Any company, institution or interested party, supply already ready to eat and drink the drinks and food necessary for the morning and afternoon breaks and the two finger lunches, during the training. When: The training can be delivered in Maputo in Central neighborhood on own training room, in any agreed date to be scheduled, only if there is a minimum of 2 enrollments, paid for in advance, which means confirmed. It can also be done, in a scheduled agreed date, in any point of Mozambique, provided the interested party in that country point (company, institution or not) makes available all logistic necessary conditions to deliver the training, which will be negotiated case by case, depending where geographically, the place is located. Payments: Can be done by bank transfer without any type of instalments or partial payments by depositing at Millenium BIM account NIB n0 000100000009070819357 or ATM n0 90708193 in the name of César Rodrigues Diniz. Tax Obligations: César Rodrigues Diniz the trainer of the training, is properly registered in ISPC (Simplified Tax Small Taxpayers) under the terms of Law 5/2009 dated 12 January) therefore he can issue invoice and receipt (from book with numeric sequential control of the Tax Office of his residence in Mozambique, perfectly valid and legal for payments made by companies or institutions with formal documented accountancy, properly organized. Please indicate the name of the company or institution and NUIT number. Various: The trainer, for trainees that attend this training, with sucess and are unemployed, doesn’t guarantee the possibility of attending any professional internship or obtain employment, for that same trainee. ENROLL NOW! This training in Mozambique will be delivered in portuguese language (“power point” and test in that language) or english language, (“power point” and test in that language), but always on separate classes for each language. The training content includes the following chapters and sub-chapters: • Introduction; • Definition of an Accident; • Accident or Incident; • Definition of a Near Miss; • Seriousness of Accident Losses; • Definition of Unsafe Act; • The 3 Modes of Unsafe Act; • Definition of Unsafe Condition; • Accident Relationship With Natural Phenomenon; • Uncontrolable Types of Energy, Source or Origin of Accidents; • Why Persons Are Afraid of Reporting Accidents; • What an Accident Investigator Should Know; • Why an Accident Should Be Investigated; • Profile of The Leader of an Accident Investigation Team; • Profile of a Member of an Accident Investigation Team; • When an Accident Investigation Should Start; • Who Should Appoint The Accident Investigators; • Accident Causes - Domino Theory; • The 5 Phases of Accident Investigation; • Direct Proportion Between Accident Magnitude/Number of Investigators; • The Finnish Method of Accident Investigation; • The 4 Points Technique in The Analysis Phase of The Investigation; • Identification of Immediate and Root Causes of an Accident; • The 5 Why’s Technique in The Analysis Phase of The Investigation; • How To Make Reccomendations in a Accident Investigation; • How To Prepare the Final Accident Investigation Report; • Responsibilities of Who Should Implement The Reccomendations Made; • Continuos Improvement Process – Less Accidents After Investigation; • Final Conclusions of Accident Investigation Report; • Final Revision, Conclusions and Closing of The Training.

FATIGUE MANAGEMENT TRAINING
The training has 46 "Microsoft Power Point" slides and its contents include clear teachings, with many examples brought from day to day real life, about the best ways to manage fatigue, even when at home or joyriding, visiting the family or above all when you are at your work post, where fatigue is sometimes cause of work incidents, in particular in the transports sector of cargo or passengers.
Training Objective: To make participants understand, practices and fatigue management techniques, as a way to avoid work incidents and professional diseases, which result in the consequent increase, of work force productivity.
This Training Is Aimed At: All workers male or female regardless their hierarchy level without exceptions.
The training includes the following chapters:

Motivation For Fatigue Management.
• Definition and Fatigue Causes.
• Factors and Impacts in Professional Performance.
• Principles and Elements To Manage Fatigue.
• How To Promote Higher Levels of Alert.
• Monitoring Action Against Indicators of Fatigue.
• How To Minimize Fatigue Effects.
• Nutrition And Its Impacts in Fatigue.
• Summary Conclusion and Closing.




QUALITATIVE RISK ASSESSMENT TRAINING
The training has 35 "Microsoft Power Point" slides, its contents include risks definitions, components, assessement, analysis, management and other techniques.
Training Objective: Diminish, avoid or minimize risks consequences of potential incidents, to which the workers are exposed, when executing any task(s), from the simplest to the most complex, with greater precision and efficiency.
This Training Is Aimed At: Familiarize workers on how to treat, mitigate, tolerate and eliminate risks, mainly in industrial workshop work or civil construction sites, however other tasks in other work environments, less risky might also require this training attendance. It is recommended for work sites were health and safety comissions do exist, which indicates that the respective workforce Health, Security, Safety and Environment is not a “new” subject. Every trainee is entitled to a training manual for future reference on return to its normal work post. The training includes the following chapters:. Every trainee is entitled to a training manual for future reference on return to its normal work post. The training includes the following chapters:

Examples of Risky Attitudes and Behaviours.
• Why Qualitative Risks Are Assessed.
• Risks Analysis, Management and Assessment.
• When Should We Make Risk Assessment.
• What Happens When Risks Are Not Assessed.
• Who Should Be Involved in Risk Assessment.
• Recommendations For Productive Risk Assessment.
• Persons Risk Perceptions.
• Sumary Conclusion and Closing.


HEALTH AND SAFETY TRAINING FOR SHIP CARGO HANDLERS (DP WORLD MAPUTO PORT CONTAINER TERMINAL)
The training has 94 "Microsoft Power Point" slides, and its contents include basic concepts of Health & Safety, in order that trainees, workers with or without experience of working in the container terminal, know what each of them should do to control the risks that exist in their work, when inside the terminal, which include: How to avoid incidents, risk management, use of personal protective equipment and H&S procedures and rules in force applicable to Terminal contractors in the Maputo Port DP World container terminal.
Training Objective: To take to the workers with or without professional experience both in the work but as well in health and safety, basic concepts in these matters, specific to the tasks made during loading and unloading of ship containers and other types of cargo, from ship to dock and dock to ship.
This Training Is Aimed At: Those workers with academic qualifications in a very low level or none or without previous professional experience, like candidates to a job in contractors for a job in ship cargo handling activities in DP World Maputo Port Container Terminal, which recognises the content of this training, and only allows in the terminal operated by them, contractor new workers who have attended this training and as such have the respective certificate issued by the trainer. The training includes the following chapters:

Health and Safety Introdution and Concepts;
• HSSE Legislation in Mozambique;
• Information About Incidents; Risk Awareness, Identification and Management;
• Ship Cargo Handling Risks; Ship Cargo Handling Risk Control;
• Personnel Protective Equipment;
• DP World Policies, Procedures and Rules;
• Summary Conclusion and Closing.


CLEAN USE OF SYRINGES AND NEEDLES TRAINING
This training has 68 "Microsoft Power Point" slides, and its contents include basic concepts of the consequences of unsafe and safe injections. Rules, risks and safe practices to handle syringes and needles both before and after use. Under the skin and muscle injections, how to handle medical waste and safe key points always to be remembered.
Training Objective: To take to the workers without work experience with syringes and needles, basic concepts about health and safety applicable, as well as negative consequences that might come for public and patients health, the inadequate use of these instruments.
This Training Is Aimed At: Those workers male or female in general particularly those selected for vaccination campaigns with no hierarchy distintions with the aim of increasing their knowledge, in this specific area of health, often neglected. The training includes the following chapters:

Safe and Unsafe Injection Concept;
• Unsafe Injections Consequences and Safety Rules For Those Administering The Injection;
• Re - Use Risks of Used Syringes and Needles;
• Unsafe Practices;
• Minimizing Risks of Handling Syringes and Needles;
• Under Skin and Muscular Injections;
• Handling of Medical Waste;
• Safe Key Points Always To Be Remembered;
• Summary Conclusion and Closing.





“SAVA”® ADVANCED HEALTH AND SAFETY AT WORK TRAINING
This training has 67 "Microsoft Power Point" slides, and its contents include basic concepts of health and safety legal framework in the country, bigger or smaller health and safety importance, now and in the past, health and safety audits and auditors, accident definion and general causes, reccomended attitudes and risk definition, components, identification, management and assessment.
Training Objective: To take to the workers already with some experience and knowledge in health and safety basic concepts, to more advanced concepts in this matter. It helps to raise work force productivity.
This Training Is Aimed At: Those workers that have a minimum knowledge of health and safety programmes, including its aplication on the ground where they work, as the training name itself indicates. This training is reccomemded to be delivered in companies, that have already implemented health and safety programmes and has the aim of being a "refresher" or "reminder" for the workers, health and safety commision members, about what matters knowing, to continue implementing with success the health and safety policies, procedures, rules etc. The training includes the following chapters:

Health and Safety Legal Framework;
• Bigger or Smaller Importance of Health and Safety in The Past and Present;
• Your Company Success Model;
• Health and Safety Audits;
• Health and Safety Evolution Between1800 to 2007;
• Incidents Definition, Causes and Concepts;
• Reccomended Attitudes;
• Risk Definition, Components, Identification, Management and Assessment;
• Summary Conclusion and Closing.


DEFENSIVE AND ECO-DRIVING TRAINING
Due to the high rate of road incidents particularly in Maputo, and in Mozambique in general, private and company vehicle operations and its incidents which result in human and material consequences, are the greatest source of losses. In order to control, minimize or even eliminate this type of undesirable events, we have this training which is constituted by 99 "Microsoft Power Point" slides in its english language version and 135 "Microsoft Power Point" slides, in its portuguese version language, which include videos and photos accident related with its origins, causes, and consequences. The training includes a practical driving test for each of all participants, which means that a light vehicle must be available in the place where the training is delivered, to be used when the teorical part of the training terminates delivery.
Training Objective: To increase participants awareness to pay more attention to accident prevention techniques, environmental ecologic driving, while on business or privately, to make them more aware, of the risks involved and what can be done, while driving, to eliminate human and material losses that are the result in car incidents.
This Training Is Aimed At: Even to those workers that do not drive professionally their own or company car, as well as all that drive professionally either light or heavy vehicles in public roads. Each participant will receive a Participation Certificate, a small action that contributes decisively to motivate them. The training includes the following chapters:

Risks Dangers and Incidents;
• Defensive Driving Definition;
• Periodical Maintenance of Vehicles;
• Acessories With Impact in Road Safety Such As: Tires, Safety Belt, Lights System,
Brakes, Rear View Mirrors;
• Rear Drive Manouevre, U Turn and Overtaking;
• Consequences of Alcohol and Drugs Abuse When Driving;
• Public Signage, Speed Limits
• Curves, Up and Downs, Overtaking, Curbs, Crossings With and Without Signage;
• Fog, Smoke, Darkness, Acident Consequences;
• Teorical and Verbal Test of the Defensive Driver
• Defensive Driver Responsabilities;
• Advantages of Eco-Driving;
• Practical Advice on Eco-Driving;
• Practical Driving Test and Closing.




MOZAMBIQUE, ROAD CODE PRACTICALITIES TRAINING
Due to the high rate of road incidents particularly in Maputo, and in Mozambique in general, in light and heavy vehicle operations, one of the causes often neglected is the drivers litlle or no knowledge at all, about what the Road Code legislates concerning a certain point in dispute with another driver, above all for those drivers which took their licence several years ago, and think that there is no need to acquire more road code knowledge. This 61 slide "Microsoft Power Point" training allows driver memory to be refreshed.
Training Objective: To increase participants awareness, in direct speech through dialogue between trainee and trainers, the specific areas that really matter in this legal document, which apply to all those who drive in public roads and above all, more than that, to call trainee awareness for the 24 key alterations, which will be introduced in 2009 or 2010, with the aim of harmonizing Mozambique’s road code law, with the traffic rules in place in other SADC countries, in the context of regional integration already in motion in various areas.
This Training Is Aimed At: To those workers that drive light and heavy vehicles belonging to the company while on duty, but also those which being workers at any hierarchical level, drive their own car in public roads. The training has the following chapters:

Road Code Definition;
• Road Code Aim;
• Road Incidents;
• Road Incidents Causes;
• Human and Material Consequences;
• Traffic Rules Ruling, Order and Inspection;
• Public Roads Signage;
• Vehicle Classification;
• Drivers Signage;
• Safety Belts;
• Circulation Speed;
• Overtake Priority;
• Vehicle Crossing;
• Vehicle Overtaking;
• Changing Direction;
• Changing To Oposite Direction;
• Moving Backward;
• Stop and Parking;
• Ilumination;
• Brakes;
• Wheel Measurements;
• High Ways, Special Tracks and Road Art Pieces;
• Privatized Public Roads;
• Registration Marks On Vehicle;
• Vehicle Inspection;
• Documents;
• Civil and Criminal Responsability;
• Full Driving Prohibition;
• Dangerous Manouevring;
• Road Fine Collection;
• New Road Code (24 new key alterations)
• Summary Conclusion and Closing.


EXTENDED INDUCTION TO HEALTH & SAFETY TRAINING
Due to the low knowledge in general of health & safety of mozambican industrial workers, this training has been created which includes in its contents on a superficial basis, a litlle of the various disciplines to minimize, control or even eliminate work incidents in workshops and civil construction work environments (not road incidents) whivh are very common in the majority of the companies regardless size.
To prevent the described type of incidents to occur we have this training constituted by 123 "Microsoft Power Point" slides.
Training Objective: To take to the participants without work experience in health and safety, basic concepts on these matters in tasks common to workshops and civil construction work environments where a lot of work incidents occur.
This Training Is Aimed At: Those workers wirth low academic qualifications but medium of high repetitive manual skills, and without or very litlle knowledge on how to prevent incidents and not used to follow health and safety formal programmes. This training has the following chapters:

Introdution to General Concepts of Health & Safety;
• Legal Frame of H&S in Mozambique;
• Definition of Accident Causes and Reporting;
• Personal Protective Equipment;
• Slips, Trips and Falls;
• Hands, Fingers, Eyes and Ears;
• Cleaning & Housekeeping;
• Use of Hand Tools
• Use of Power Tools;
• Use of Ladders;
• Checks Before you Start the Activity;
• Stop Card If Unsafe Activities;
• Conclusion and Closing.




CARGO HANDLING BY HAND TRAINING
When cargo handling by hand is wrongly handed, the workers who have handled it, often, suffer medium to long term in their respective lives the negative consequences reflected generally in bad health. This training has the aim to make participants understand how should they handle the cargo correctly in order to prevent the suffering associated to bad health, due to work done for a third party or themselves, previously, due to the normal aging process. This training is constituted by 48 "Microsoft Power Point" slides.
Training Objective: To take to the participants knowledge, the prevention measures, that should be taken, if the job they do is connected with the need to handle cargos manually frequently, with the aim or even eliminate, bad effects on their health later.
This Training Is Aimed At: Those workers which during the normal tasks of their job have to handle by hand frequently heavy objects. This training has the following chapters:

Definition of Cargo Handling By Hand;
• Good Cargo Handling Practical Rules;
• Apropriate and Inapropriate Procedures;
• Cargo Handling By Hand Risks;
• Recommendations For Cargo Handling By Hand;
• Aid Equipment For Cargo Handling By Hand;
• Summary Conclusion and Closing.


LIFTING OPERATIONS TRAINING
Lifting operations using own powered fixed or movable equipment with wheels or chains (cranes) have high risks which if managed wrongly have the potential to injure workers for life or even kill, not to mention high cost material losses, if a valuable cargo being lifted falls on the ground, due to some reason. This training is constituted by 70 "Microsoft Power Point" slides.
Training Objective:
To take to participants knowledge, the prevention measures that they should take, if the job they do is connected with rare or frequent lifting operations.
This Training Is Aimed At:
Those workers which during their normal tasks need to operate or be part of an operation of any kind of equipment aimed at lifting cargos. This training has the following chapters:

Legal Frame of HSE in Mozambique;
• Definition of Lifting Operations;
• Definition of Incidents in Lifting Operations;
• Risk Management in Lifting Operations;
• Potential Risks and Its Control;
• Risks Control Methods;
• Accident Causes and National, Regional and International Safety Standards;
• Personal Protective Equipment;
• Cranes and Other Lifting Equipment;
• Conventional Signage;
• Summary Conclusion and Closing.


CHEMICAL PRODUCTS HANDLING TRAINING
Chemical products in physical solid, liquid or gaseous state, same with potential to cause death, are often used in a greater number of industrial processes aiming at production for consumption articles that we often love a lot, as they make our life easier. This training is constituted by 86 "Microsoft Power Point" slides.
Training Objective:
To take to participants knowledge, the prevention measures that they should take, if the job they do is connected with the handling of chemical products.
This Training Is Aimed At: Those workers that during the tasks of the job they do have the need to handle chemical products used in the company they work for, frequently or not. This training contains the following chapters:

Legal Frame of HSSE in Mozambique;
• Introdution to Chemical Products;
• Chemical Products Used (In the Client Company);
• Definition of Incidents With Chemical Products;
• Ways of Entrance of Chemical Products Contaminations;
• Accident Causes With Chemical Products;
• Rules to Avoid Incidents;
• Chemical Products Safe Handling;
• Characteristics of Chemical Wastage;
• FISQ-MSDS Safety Tag and Emergency Information;
• Management, Types, Control and Risk Classes;
• Personal and Colective Protection Equipment;
• Other Protection Methods;
• Summary Conclusion and Closing.





WORKING AT HEIGHTS TRAINING
The workers that have to do tasks related to their jobs at heights, frequently or not, are obviously subjected to falls with potential to cause temporary or permanent injuries or even death. This training contains 63 "Microsoft Power Point" slides.
Training Objective: To take to participants knowledge, the prevention measures that they should take, if the job they do is connected with working at heights.
This Training Is Aimed At: Those workers which require to work at heights, often or not. This training contains the following chapters:

Legal Frame of HSSE in Mozambique;
• Definition of Work at Heights;
• Definition of Incidents of Work at Heights;
• Risk Managememnt of Falls;
• Control of Higher Fall Risks;
• Other Control Methods;
• Accident Causes and Standards of Work at Heights;
• Anti Fall and Personal Protective Equipment;
• Summary Conclusion and Closing.


HEALTH AND SAFETY AT OFFICE TRAINING
Frequently it is assumed that offices are safe places, as such there is no need for the workers that work in such places to have knwoledge about health and safety, until the day an accident occurs with serious consequences either material or human. This training is constituted by 88 "Microsoft Power Point" slides.
Training Objective: To take to participants knowledge, the prevention measures that they should take, to avoid work incidents, if the job they do is related with work at offices.
This Training Is Aimed At: Those workers, who regardless of hierarchy work in offices. The training contains the following chapters:

Why HSE in Offices?;
• Introdution to General Concepts of Health & Safety;
• Legal Frame of HSE in Mozambique;
• General Causes and Accident Records;
• Introdution of HSE in Offices;
• Objectives of a HSE Programme in Offices;
• Stages of a HSE Program in Offices:
• Emergency Plan, Basic Ergonomy, Management of Workers Stress, Electrical Systems Safety, Environmental Conditions, Periodical Assessments of the Programme;
• Summary Conclusion and Closing.


HEALTH AND SAFETY IN WORK WITH ELECTRICITY TRAINING
Given the natural tendence of electricity to reach earth, provided it has got a condutor, even if the condutor is a human or animal body, many incidents called electrocution occur becoming the source of serious injuries or even death. This training is contituted by 58 "Microsoft Power Point" slides.
Training Objective: To take to participants knowledge, the prevention measures that they should take, to avoid work incidents, if the job they do is related with electricity in a way to avoid them.
This Training Is Aimed At: Those workers, who independently from their hierarchy, have to work in electrical infra estructure which normally transports electricity regardless if it is high, medium or low tension. This training contains the following chapters:

Legal Frame of HSE in Mozambique;
• Definition of Work With Electricity;
• Definition of Incidents With Electricity;
• General Causes of Electrocution;
• Control of Higher Risks of Electrocution;
• Other Control Methods;
• Electrocution Acident Causes;
• Persoal Protective Equipment;
• Equipament For Electrical Works;
• Summary Conclusion and Closing.




TRAINING IN PERCEPTION, IDENTIFICATION AND RISK CONTROL IN CIVIL CONSTRUCTION
This training is constituted by 81 "Microsoft Power Point" slides. Its content includes basic concepts in Health and Safety, for the participants, workers with or without experience in civil construction, and what they should do to avoid incidents, use of personal protective equipment, etc.
Training Objective: To take to participants knowledge, without job or health and safety experience, basic concepts of this subject, specific to civil construction activities.
This Training Is Aimed At: Those workers with low or none academic qualifications or without previous professional experience in civil construction activities, which are candidates or already work in civil construction. The training contents include the following chapters:

Introdution and Concepts of Health and Safety;
• Legal Frame in Mozambique;
• Definition, Frank Bird Triangle, Reporting and Accident Causes, Accident Costs,
Incident Prevention Methods, Incident Investigation;
• Fatal Risks Perception in Civil Construction;
• All Types of Risk Identification in Civil Construction Activities;
• Fatal Risk Control in Civil Construction;
• Non Fatal Risk Control in Civil Construction;
• Safe Use of Manual, Power Tools and Ladders in Civil Construction;
• Personal Protective Equipment in Civil Construction;
• Summary Conclusion and Closing.


TRAINING IN HEALTH AND SAFETY FOCUSED IN THE USE OF PROCTECTIVE PERSONAL EQUIPMENT (PPE), BY THE WORKERS
This training is constituted by 106 "Microsoft Power Point" slides. Its content includes introduction to general concepts of Health & Safety, definition and treatment from a Health & Safety point of view of acidents and its 3 general causes, on top of a description item by item of Protective Personal Equipment (PPE) used, its rules and procedures and everything else that it is relevant in the PPE subject for the firm or company, that requires this training to be delivered.
Training Objective: Take but above all reinforce the workers knowledge about the potential for reduction, minimization and diminishing of incidents in the respective work posts if they comply with the use of Protective Personal Equipment (PPE), as well as the caracteristics of each item and why it sould be used.
This Training Is Aimed At: To all workers without any hierarchical distinction where the number of incidents caused by non compliance in the use of Protective Personal Equipment (PPE) is unusually high, as well as other firms or companies who prefer to take pro active action with special focus in Personal Protective Equipment (PPE), required for their activities, before the incidents start ocurring. The training contents include the following chapters:

Introdution and Concepts of Health and Safety;
• Legal Frame in Mozambique;
• Health & Safety Policy of the Firm or Company Client;
• Definition and Compulsory Rules To Report Incidents And General Causes;
• Definition and Use of Protective Personal Equipment (PPE) in The Client Firm or
Company;
• If Not Complying With PPE Use, Incidents More Frequent - Slips, Trips and Falls;
• If Not Complying With PPE Use, Incidents More Frequent - Hands, Fingers, Eyes and
Ears;
• If Not Complying With PPE Use, Incidents More Frequent - Housekeeping and Cleaning;
• If Not Complying With PPE Use, Incidents More Frequent - Use of Hand and
Electrical Tools;
• If Not Complying With PPE Use, Incidents More Frequent - Safe Use of Ladders;
• If Not Complying With PPE Use, Incidents More Frequent - Work Permits;
• If Not Complying With PPE Use, Incidents More Frequent – Safety Briefings;
• Summary Conclusion and Closing.


SERVICE DELIVERY - INCIDENT INVESTIGATION
I have the technical capability to investigate an accident that might have ocurred, through the formal presentation of a report inside a pre determined timetable that will have an executive sumary plus a description of the pre events of the accident, the events of the accident itself where obviously the report will concentrate and the events after the accident. Immediate, root causes and contributing factors will also be mentioned. Recommendations and corrective actions will also be included. Our investigation will be done in an academic way, with serenity, as fast as it is possible, but with enough time to obtain a full picture of what hapenned and prevent the accident re ocurrence in the same or any other place. Please take in consideration that the sooner the investigator arrives at the accident scene more easy will become the investigation.

SERVICE DELIVERY – IMPLEMENTATION OF A HEALTH AND SAFETY SYSTEMATIC SYSTEM
I have the technical capability to implement a formal and document system of Health and Safety, in any firm or company, independently from the size of the business and productive activity, provided consideration is given to the principle that the greater the activity the longer the implementation takes. The initial work of implementation will start to be made by self, following an action plan with target dates to be achieved, during which the firm or company must be prepared to allocate in the form of investment, human and financial resources on its own expansion, when the various phases of implementation are implemented and concluded. The advantages for the firm or company medium to long term will be:

• To reduce incidents and incidents, as a result of operational activities of the firm or company that has contracted the service, which are the cause of human and material losses, whose assessment in monetary terms is often difficult to calculate;
• To improve the efficiency and productivity of the firm or company, with effective reduction of operational costs medium to long term, due to the content of the paragraph before this one, and improve to new higher heights the public image of the firm or company;
• To transform the firm or company in a role model to be followed, by other similar firms or companies with same, different or look alike operational activities done in the same “tasks arena”, with which the activities of the firm or company that has hired the service, has a direct or indirect interface.


For More Information Please Contact:
César Rodrigues Diniz
Accredited Safety Auditor - Licence n0 95JHB00002
NOSA® SAMTRAC Trainer (Portuguese Version)
Fixed Land Line Telephone: 21 313 296
Mobile Telephone Number: 82 480 4240 or 84 518 1066
Email: dinizcr@gmail.com

Moçambique, Maputo, 15 January 2012

quinta-feira, 7 de julho de 2011

REPUBLIC OF SOUTH AFRICA OHS ACT 85 OF 1993


C.R. Diniz is an Accredited Safety Auditor since 1995 and on top of a full time job in a multinational at a senior post in Health Safety and Environment, since retirement of the refered multinational at the end of 2000, has been involved in various HSEQ contractor jobs with various other multinationals like Mozal in 2005 and 2006 Sasol in 2007 and 2008, DP World in 2009 and ECL in 2010 and 2011.
To this effect I have had the inovative idea of translating to Portuguese language the RSA OHS Act n0 85 of 1993, not the Regulations associated with it, which include the corrections included in the RSA OHS Act n0 181 of 1993. Although both are Republic of South Africa Legislation, thus only applicable in RSA territory, in the absence of similar legislation in Mozambique, multinationals whose operations are also in Mozambique consider that piece of legislation applicable in its operations as normally is reflected in the HSEQ systems or programmes in place for their Mozambique operations.
As such a portuguese language version of the Act in a free translation in PDF, which means it can be seen and printed, but not edited, is now available for sale by the undersigned on a single payment, against which a copy of the file will be made available to the buyer.
The advantages of the buyer to have a portuguese version of the Act which can be sent from computer to computer, will enable those workers typically less fluent or even that do not speak english language, to understand the contents of the Act, thus improving medium to long term, the level of implementation of the HSEQ systems or programmes at the work place in its operations in Mozambique.
Furthermore from the PDF document a Microsoft Power Point Presentation can be made by C.R. Diniz and delivered in the form of scheduled training sessions to employees and contractor employees,has required by identified training needs. Not to mention that those employees whose first language is portuguese, will fill more confortable with a portuguese version of the document adding further enhancement to the improvement of the HSEQ programme medium to long term.
Given the size of the document, the price will be per A4 size page, regardless the number of words it contains. Not by total number of words in the document. Furthermore being an individual, the cost of overheads will be very low, thus ending with a very competitive final price.

César Rodrigues Diniz
Accredited Safety Auditor - Licence n0 95JHB00002
NOSA Qualified Portuguese Language SAMTRAC Trainer
Fixed Land Line Telephone: 21 313 296
Mobile Telephone Number: 82 480 4240 or 84 518 1066
Email: dinizcr@gmail.com

quarta-feira, 6 de julho de 2011

FIFTY KEY PRINCIPLES OF A WORLD HSEQ CULTURE



Fifty principles in order you understand the human behaviors versus a systematic HSEQ program, which is summarized in this text. When you use these principles to design, execute, assess and continuously improve, interventions in a systematic HSEQ program in order to change workers behaviors and atitudes of a certain company or firm, you will be very well, on your way, to achieve a HSEQ world class, (Health, Safety Environment and Quality).
This is not a priority list. Don’t consider anything in terms of the numeric sequence that you will read. Use them accordingly to the specifics of the work place where you intend to apply them, and you will be able to make a difference and bring a change in the work culture for the better and far more constructive, efficient and without incidents.

PRINCIPLE 1: HSEQ processes should be internally not externally - driven.
It's common to hear managers and workers talk about HSEQ in terms of compliance to some external standard, law or regulation. It often seems they do things more to satisfy the mandates of this outside regulatory agency than for themselves. This translates into perceptions of top down control, and performing to avoid penalties rather than to achieve success.
Ownership, commitment, and proactive behaviours are more likely when we work toward our own goals, not someone else’s. How we define programmes and activities can influence attitudes that shape involvement. It makes sense to talk about corporate HSEQ goals as a mission owned and achieved by the very people it benefits.

PRINCIPLE 2: Culture change requires people to understand the principles and how to use them.
We distinguish between education on the one hand, and training on the other. It must be emphasised that long term culture change requires both. Education focuses on theory or principles. Training gets into the specifics of how to turn principles into practical procedures. Role-playing or one to one interaction is very important because participants get direct feedback on how they're executing procedures or processes.

PRINCIPLE 3: Champions of a world-class HSEQ culture will emanate from those who teach the principles and procedures.
When people teach, they "walk the talk" and become champions of change. It is clear that success depends on the presence of these leaders. There is no better way to develop champions of a campaign than to first teach relevant theory and method, then show how others can be instructed, and finally allow opportunities for colleagues and co-workers to teach each other.

PRINCIPLE 4: Leadership can be developed by teaching and demonstrating the characteristics of effective leaders.
Just because you believe in something doesn't guarantee you'll be an effective champion of the cause. Leaders have certain characteristics, which can be learned and cultivated in others. People need to understand the principles behind good leadership, and the behaviours that reflect good leadership qualities. You can also learn by observing the leadership skills of others. And when you see leaders in action, reward their exemplary behaviour with feedback.

PRINCIPLE 5: Focus recognition, education, and training on people reluctant but willing, rather than on those resisting.
People resist change for many reasons. Some feel insecure leaving their comfort zones. Some mistrust any change in policy or practice that wasn't their idea. Others balk for the special attention they get by resisting. It's usually a waste of time trying to force change on these people. In fact, resistance hardens as more pressure is applied.
It saves time to prioritise. Focus first on those who "want to dance." The one’s willing to get involved. Then turn these leaders loose on the folks who are reluctant to get involved. At least these people are willing to consider a change proposal. Peer instruction can cultivate change champions (Principle 3), as well as increase participation. When a critical mass of individuals gets involved and achieves success as a result of change, many initial resisters will join in out of choice, not coercion.

PRINCIPLE 6: Giving people opportunities for choice can increase commitment, ownership, and involvement.
A basic reason for preferring the use of positive over negative consequences to motivate behaviour is that people feel freer, they perceive more choice, when working to achieve rewards. As illustrated in numerous laboratory experiments and field applications, increasing perception of choice leads to more motivation and involvement in the process.
Personal choice also implies personal control enhancing empowerment and willingness to actively care for others. It's important to realise that eliminating the perception of choice by imposing a top down mandate that restricts or constrains work behaviour, for example - can sap feelings of ownership, commitment and empowerment, and inhibit involvement.


PRINCIPLE 7: A world-class HSEQ culture requires continuous attention to factors in three domains: workplace, person states, and behaviour.
In the “HSEQ Triad," the behaviour and person sides represent the psychological part of the model. But don't overlook the need for workplace change. The workplace includes physical conditions and the general atmosphere or ambience. For example, safety can be considered a top-down "condition of employment" or a bottom up "opportunity to get involved." Which of these perspectives you choose influences your safety related attitudes and behaviours.
Workplace, behaviour, and person factors are dynamic and interactive; a change in one eventually impacts the other two. For example, behaviours that reduce the probability of injury often involve workplace change, and lead to attitudes consistent with the safe behaviours. In other words, when people choose to act safely, they act themselves into safe thinking and this often results in some workplace change.

PRINCIPLE 8: Don't count on common sense for improvement.
Most common sense is not common. It's biased by our subjective interpretation of unique experiences. We must discover principles of human behaviour through systematic application of the scientific method. Beware "pop psychology" based on unfounded intuition or "common sense." Many statements sound good but are incorrect. Profound knowledge comes from rigorous research and theory development, and often runs counter to common sense.

PRINCIPLE 9: Incentive programmes should focus on the process rather than outcomes.
One of the most frequent common-sense mistakes in HSEQ management is the use of outcome based incentive programmes. Giving rewards for avoiding an injury seems reasonable and logical. But it readily leads to covering up minor injuries and a distorted picture of safety performance. The basic activator behaviour consequence contingency demonstrates that incentives need to focus on process activities, or behaviours.

PRINCIPLE 10: HSEQ performance should not be considered a priority, but a
value with no compromise.

This is the ultimate vision: Safety becomes a value linked to every priority in the workplace, or wherever we find ourselves. Priorities change according to circumstances; values are deep seated personal beliefs beyond compromise. Establishing safety as a value won't happen overnight. It will take time, and there is no "quick fix."



PRINCIPLE 11: Safety is a continuous fight with human nature.
Human nature (or natural motivating consequences) typically encourages at risk behaviour. The soon, certain, positive, and natural consequences of risky behaviour are hard to overcome. We're talking about comfort, convenience, and expediency. The alternatives often mean discomfort, inconvenience, and inefficiency. When you compete with natural supportive consequences in order to teach, motivate, or change behaviour, you're fighting human nature.

Principle 12: Behaviour is learned from three basic procedures: classical
conditioning, operant conditioning, and observational learning.

Through naturally occurring consequences and planned instructional activities, we learn every day, and we develop attitudes and emotional reactions to people, events, and workplace stimuli. The critical aspect of this principle is that our actions and feelings result from what we learn through experience, both planned and unplanned. Basic learning principles can be applied to change what we do and feel. But experience and practice develop habits that are hard to break. Plus, it's possible that natural contingencies and social influences support a "bad habit” or "negative attitude." So, learning new behaviours and attitudes often requires another fight with human nature.

PRINCIPLE 13: People view behaviour as correct and appropriate to the degree they see others doing it.
Since personal experience often convinces us that “it's not going to happen to me," we need a powerful reason to perform safely when personal injury is improbable. So consider this: Everyone who sees you acting safely or at-risk either learns a new behaviour or thinks what you're doing is okay. Now consider the vast number of people who observe your behaviour every day. Our influence as a social model gives us special responsibility to go out of our way for safety.

PRINCIPLE 14: People will blindly follow authority, even when the mandate runs counter to good judgement and social responsibility.
This principle is a potential barrier to safe work practices. The fact that people often follow top down rules without regard to potential risk is alarming. This puts special responsibility on managers and supervisors who give daily direction. These front line leaders could signal, even subtly, the approval of at risk behaviour in order to reach production demands. And people are apt to follow even implicit demands from their supervisor to whom they readily delegate responsibility for injury that could result from at risk behaviour.

PRINCIPLE 15: Social loafing can be prevented by increasing personal responsibility, individual accountability, group cohesion, and interdependence.
This principle entails a method to increase group productivity and synergy. Giving up personal responsibility for safety to another person (Principle 14) could be due to the social mechanisms presumed to influence social loafing. It's possible to decrease blind compliance to rules that foster at-risk behaviour by manipulating factors found to decrease social loafing. Thus, workplace interventions and action plans need to be implemented with the aim of increasing people's perceptions of personal responsibility and accountability, as well as their sense of group cohesion and interdependence.

PRINCIPLE 16: On the-job observation and Interpersonal feedback is key to achieving a World-class HSEQ culture.
Critical behaviour checklists and communicating the results of checklist observations put this principle to work. "Try harder" won't work without the right process. Interpersonal observation and feedback are basic tools to use when the supervisor says, "Try harder."

PRINCIPLE 17: Behaviour based HSEQ is a continuous DO IT process.
D = Define target behaviours
0 = Observe target behaviours
I = Intervene to improve behaviours
T = Test impact of intervention.
This four step process enables continuous improvement through an objective behaviour focused approach. People need to decide on critical target behaviours to observe. After baseline observations are taken, an intervention is developed and implemented. By continuing to observe the target behaviours, the impact of the intervention programme can be objectively evaluated. Results might suggest a need to refine the intervention, carry out another one, or define another set of behaviours to work on. The next four principles provide guidance for designing behaviour change interventions.

PRINCIPLE 18: Behaviour is directed by activators and motivated by consequences.
External or internal events (referred to as activators) taking place before behaviour only motivate to the extent that they signal or specify consequences. Intentions and goals can motivate behaviour if they stipulate positive or negative consequences. Understanding this principle is critical to developing effective behaviour change techniques. We should understand how this principle guides the development of more effective activators, and procedures for improving the motivational power of consequences.

PRINCIPLE 19: Intervention impact is influenced by: amount of response information, participation and social support, and external consequences.
Interventions that give specific instructions (response information) and get participants actively involved are likely to influence behaviour and attitude change. And, if the intervention facilitates support from others, such as co-workers or family members, it can have lasting effects. Furthermore, people are more apt to develop internal motivation when external rewards or threats are relatively small and insufficient to completely justify the target behaviour. This phenomenon has been referred to as the “less leads to more effect" and is most likely to occur when people feel personally responsible for their choice of action and the resulting consequences.

PRINCIPLE 20: Extra and external consequences should not overjustify the target behaviour.
The best examples of positive consequences (from thank you cards to the privileges, commendations, and small tangibles) are neither large nor expensive. Rewards should not provide complete justification for desired behaviour. We don't want people complying with rules only to gain a reward or avoid a penalty. If that's the case, what happens when we take away the consequence, good or bad? We take away the reason to comply. This is why many people wear PPE at work, but rarely at home.



PRINCIPLE 21: People are motivated to maximise positive consequences(rewards) and minimise negative consequences (costs).
This principle offers another reason why people are not likely to follow operating procedures in the absence of external controls, or behaviour consequence contingencies. As reflected in Principle 11, natural external consequences usually support risk taking at the expense of safe alternatives, which are usually more inconvenient, uncomfortable, or time consuming.
Of course, this principle relates to many behaviours. If there are more perceived costs than benefits to intervening, actively caring behaviour is unlikely. Therefore, a prime strategy for increasing safety and actively caring behaviours is to overcome the costs (negative consequences) with benefits (positive consequences). Various kinds of consequences are defined by the next principle.

PRINCIPLE 22: Behaviour is motivated by six types of consequences: positive vs. negative, intrinsic vs. extrinsic, and internal vs. external.
Understanding these characteristics can enable significant insights into the motivation behind observed behaviour. Appreciating these various consequences can also suggest whether external intervention is called for to change behaviour, and what kind of intervention to implement. It's possible the natural external consequences supporting ongoing at risk behaviour cannot be overcome with extra external consequences. In this case, long term behaviour change requires the modification of the natural consequences or the application of techniques to alter internal consequences.

PRINCIPLE 23: Negative consequences have four undesirable side effects: Escape, aggression, apathy, and counter-control.
How did you feel the last time you received a reprimand from a supervisor? Maybe you felt like slinking away, or taking a swipe at him. Chances are you didn't go back to the job charged up. Perhaps you wanted to do something to make him look bad. These and other undesirable side effects of using negative consequences should be noted and understood.

PRINCIPLE 24: Natural variation in behaviour can lead to a belief that negative consequences have more impact than positive consequences.
Behaviour fluctuates from good to bad for many reasons. Peak performance seldom can be sustained, and poor performance is almost bound to get better at some point. So if you praise someone and their performance falters, don't swear off positive feedback. And don't overestimate the power of your reprimand if it gets some immediate results. Keep things in perspective.

PRINCIPLE 25: Long term behaviour change requires people to change "inside" as well as "outside."
Consider both external behaviour and internal person factors. A world-class HSEQ culture requires integrating both behaviour based and person based psychology. The next several principles focus on understanding “inside" factors.

PRINCIPLE 26: All perception is biased and reflects personal history, prejudices, behaviors and expectations
Appreciating this principle is key to understanding people, and realising the importance of actively listening to others before intervening. It also supports the need to depend on objective, systematic observation for knowledge rather than common sense (Principle 8).
It's important to realise the reciprocal relationship between perception and behaviour. Perceptions influence actions, and in turn actions influence perceptions. If we perceive risk, we'll act to reduce it; by acting to reduce risk, we'll become more aware of other risks.

PRINCIPLE 27: Perceived risk is lowered when a hazard is perceived as familiar,understood, controllable, or preventable.
When people perceive a new risk, they adjust their behaviour to avoid it. Call it "fear of the unknown." The reverse is also true. Research has shown that hazards perceived as familiar, understood, controllable, and preventable are viewed as less risky. This is why many hazards are underestimated by employees.

PRINCIPLE 28: The slogan "all injuries are preventable" is false and reduces perceived risk.
Frankly, telling people all injuries are preventable insults their intelligence. They know better. It's difficult enough to anticipate and control all workplace and behavioural factors contributing to injuries, but controlling factors inside people is clearly impossible.
Such a slogan can make it embarrassing to report an injury, and could influence a cover up. If they think all injuries are preventable, they will think, “I was really stupid to have this injury, so I'd better not report it." The most critical problem with this popular slogan is that it can reduce the perception of risk. Hazards considered controllable and preventable are perceived as relatively risk-free.

PRINCIPLE 29: People compensate for increases in perceived safety by taking more risks.
Research has shown that some people will compensate for a decrease in perceived risk by performing more risky behaviour. In other words, some people increase their tolerance for risk when feeling protected with a safety device. High technology safety engineering can give a false sense of security. This is not the case for people who hold safety as a value (Principle 10).

PRINCIPLE 30: When people evaluate others they focus on internal factors; when evaluating personal performance, they focus on external factors.
This principle is termed “The Fundamental Attribution Error." It contributes to systematic bias whenever we attempt to evaluate others, from completing performance appraisals to conducting an injury investigation. Because we are quick to attribute internal (person based) factors to other people's behaviour, we tend to presume consistency in others because of permanent traits or personality characteristics. To explain injuries to other persons we use expressions like, "He's just careless," "She had the wrong attitude," and “They were not thinking like a team."
On the other hand, when evaluating our own behaviour, we point the finger to external factors. This should make us stop and realise the many observable variables that can be measured and often changed to increase everyone's safety related behaviour and reduce injuries throughout a culture.



PRINCIPLE 31: When succeeding, people over attribute internal factors; but when failing, people over attribute external factors.
This research based principle is referred to as the "self serving bias," and is sure to warp injury investigations. Placing blame for a mistake on outside variables is just a basic defence to protect one's self esteem. In most organisations, even a minor injury is perceived as a failure. As a result, the victim is sure to avoid discussing inside, person factors contributing to the mishap. Statements like “I was fatigued," “I didn't know the proper procedure,” or "My mind was on other things” are far less probable than “The work demands were too severe," “The trainer didn't show me the correct procedure,” or "Excessive noise and heat distracted me." The best advice is to accept the self serving bias and allow people their ego protecting excuses. Then search for measurable external factors (including behaviours) that can be changed to reduce the probability of another injury.

PRINCIPLE 32: People feel more personal control when working to achieve success than when working to avoid failure.
The sense of having control over life events is one of the most important person states contributing to our successes and failures. When we feel in control we're more motivated and work harder to succeed. We're also more likely to accept failure as something we can change. Thus, the value of increasing people's sense of personal control is obvious. One way to do this is to develop scoring procedures for achievements, rather than focusing on the number of reported injuries as a measure of success. This puts the emphasis on measuring process activities that can lead to loss control or injury prevention.

PRINCIPLE 33: Stressors lead to positive stress or negative distress, depending on appraisal of personal control.
When we believe we can do things to reduce our stressors such as work demands, interpersonal conflict, boredom, we're more motivated to take control. This is positive stress, an internal person state not nearly as detrimental as distress. We feel distress when we believe there is little we can do about current stressors. This state can lead to frustration, exhaustion, burnout, and dangerous behaviour.
It's important to recognise states of distress in others and attempt to help them. After actively listening to another person's concerns, you might be able to offer constructive suggestions. Sometimes it's useful to help people distinguish between the stressors they can control and the ones they can't. We can be concerned about a lot of things, but we can only control some of these.
Helping people focus on the stressors they can reduce builds their sense of self efficacy, personal control, and optimism. These are the person states that imply empowerment and increase one's willingness to actively care: “I can make a difference."

PRINCIPLE 34: In a world-class HSEQ culture everyone goes beyond the call of duty for themselves and others they actively care.
While behaviour based psychology provides methods and techniques to improve the human dynamics of safety, principles from person based psychology need to be considered to ensure that behaviour based tools are used. The ultimate aim is to integrate behaviour based and person based psychology so everyone participates in efforts to achieve a world-class HSEQ culture. In the ideal culture, everyone actively cares for the safety and health of others.

PRINCIPLE 35: Actively caring should be planned and purposeful, and should focus on workplace, person, or behaviour.
We need to plan ways to enable and nurture as much actively caring behaviour as possible, rather than sit back and wait for it random acts of kindness.
By considering the three domains of actively caring focus, we can sometimes get more benefit from an act of kindness. In particular, including behaviour focused actively caring can often result in the most benefit. For example, it's often possible to include specific behavioural advice, direction, or motivation with a donation (workplace focused actively caring) and with crisis intervention and active listening (person focused actively caring).

PRINCIPLE 36: Direct, behaviour focused actively caring is proactive and most challenging, and requires effective communication skills.
Some acts of caring are relatively painless and effortless contributing to a charity, sending a get well card, or actively listening to another person's problems. But telling someone how to change their behaviour can be confrontational and challenging, especially when it's direct. Think of the parent telling the child: I want to discuss your behaviour. This is the type of active caring we're most likely to avoid, which is unfortunate because it's the most beneficial. But even parents will pass up chances to talk about behaviour with their kids. Why?
You often hear parents lament that they had no training in how to raise children. Our resistance is partly due to lack of confidence in our communication skills. Proper training and practice as a coach increases our ability to actively care in the most beneficial way.

PRINCIPLE 37: Coaching starts with Caring and involves Observing, Analysing and Communicating, which leads to Helping.
The letters of COACH signify labels for the sequential events in the process. The coaching process should start with an atmosphere of interpersonal Caring and an agreement that the coach can Observe an individual's performance, preferably with a behavioural checklist. Then the coach Analyses the observations from a fact finding, system level perspective. Subsequently, the results are communicated in one to one actively caring conversation, with the sole purpose to help another individual reduce the possibility of personal injury.

PRINCIPLE 38: Actively caring can be increased indirectly with procedures that enhance self esteem, belongingness, and empowerment.
This principle reflects one of the most innovative and critical theories. Substantial research is available to support each component of this principle. Procedures that enhance a person's sense of self esteem (“I am valuable"), belongingness (“I belong to a team"), and empowerment (“I can make a difference") make it more likely that person will actively care for the safety or health of another person. Nourishing each of these person states leads to the actively caring belief that 'We can make valuable differences."

PRINCIPLE 39: Empowerment is facilitated with increases in self efficacy,personal control, and optimism.
When people's sense of self efficacy (“I can do it"), personal control (“I am in control"), or optimism (“I expect the best") is increased, they are less apt to experience distress and more likely to feel empowered (“I can make a difference"). In addition, empowerment increases one's inclination to perform actively caring behaviours.
Note that empowerment does not necessarily result from receiving more responsibility. In order to truly feel more empowered, people need to perceive they have the skills, resources, and opportunity to take on the added responsibility (self efficacy), believe they have personal impact over their new duties (personal control), and expect the best from their efforts to be more responsible (optimism).

PRINCIPLE 40: When people feel empowered their safe behaviour spreads to other situations and behaviors.
In a world-class HSEQ culture people go beyond the call of duty for safety. This means they perform safe behaviours in various situations. More specifically, they show both stimulus generalisation (performing various particular safe behaviour in various settings) and response generalisation (performing safe behaviours related to a particular target behaviour).
Both types of generalisation occur naturally when safety becomes a value rather than a priority (Principle 10). Obviously we need to intervene in special ways to promote safety as a value. Our applied research has shown that facilitating empowerment is one special way to increase generalisation and cultivate safety as a value.



PRINCIPLE 41: Actively caring can be increased directly by educating people about factors contributing to bystander apathy.
This principle expresses the most basic procedure for encouraging actively caring behaviour directly. Research has shown that educating people about the barriers to helpful behaviour can remove some obstacles and increase the probability of actively caring behaviour. Similarly, discussing the barriers to safe behaviour can motivate people to improve safety, provided they also learn specific techniques for doing this.

PRINCIPLE 42: As the number of observers of a crisis increases, the probability of helping decreases.
This principle, supported with substantial behavioural research, is probably the first barrier to actively caring behaviour that should be taught. It's strange but true, and means that people cannot assume that someone else will intervene in a crisis. In fact, the most common excuse for not acting is probably something like, “I thought someone else would do it,” or “I didn't know it was my responsibility." This principle reflects the need to promote a norm that it's everyone's responsibility to actively care for safety. We can never assume someone else will correct an at risk behaviour or condition.

PRINCIPLE 43: Actively caring behaviour Is facilitated when appreciated and inhibited when unappreciated.
Making an effort to actively care directly for someone else's safety is a big step for many people and deserves genuine recognition. Then, if advice is called for to make the actively caring behaviour more effective, corrective feedback should be given appropriately. Be sure to make your deposits first. All actively caring behaviour is well intentioned, but not frequently practised with the kind of feedback that shapes improvement. A negative reaction to an act of caring can be quite punishing, and severely discourage a person from trying again. Consequently, much of the future of actively caring behaviour is in the hands of those who receive people's attempts to actively care.

PRINCIPLE 44: A positive reaction to actively caring can increase self esteem, empowerment, and belongingness.
This is a follow up to Principle 43, and supports the need to sincerely recognise occurrences of actively caring behaviour. Although research in this area is lacking, it is intuitive that feeling successful at actively caring behaviour should lead to more active caring. Success should enhance self esteem, empowerment, and belongingness, and so indirectly increase the probability of more caring acts.
Thus, we have the potential for a mutually supporting cycle of actively caring influence, provided the reactions to actively caring behaviour are positive.

PRINCIPLE 45: The universal norms of consistency and reciprocity motivate everyday behaviours, including actively caring.
These social influence norms have a powerful impact on human behaviour. Sometimes people apply these norms intentionally to influence others. At other times, these norms are activated without our awareness. Regardless of intention or awareness, behaviour change techniques derived from these norms can be very effective.

PRINCIPLE 46: Once people make a commitment, they encounter internal and external pressures to think and act consistently with their position.
This is why it is said that you can act people into thinking differently, or think people into acting differently. If people act in a certain way on the "outside," they will adjust their "inside” including perceptions, beliefs, and attitudes to be consistent with their behaviours. The reverse is also true, but it is recommended targeting behaviour first because it's easier to change on a large scale. We know much more about changing behaviour than perceptions, beliefs, and attitudes, because behaviour is easier to measure objectively and reliably.

PRINCIPLE 47: The consistency norm is responsible for the impact of “foot in the door" and "throwing a curve."
When an individual agrees with a relatively small request, for example, to serve on a safety committee, you have your foot in the door. To be consistent, the person is more likely to agree later with a larger request, perhaps to give a safety presentation at a plant wide meeting. Similarly, when people sign a petition or promise card that commits them to act in a certain way, say to actively care for the safety of others, they experience pressure from the consistency norm to follow through.
The technique of “throwing a curve" occurs when a person is persuaded to make a particular decision because there's not much at stake. Then the stakes are raised. Due to the consistency norm, the individual will likely stick with the original decision. Here's a safety application: An employee is asked to serve on a safety committee. No big deal the committee meets just once a month. But then the employee is asked to attend more meetings because a special project has come up. To remain true to his first decision, the employee will probably stay on the committee and take on the additional work.

PRINCIPLE 48: The reciprocity norm is responsible for the impact of the door in the face technique.
The reciprocity norm is a powerful determinant of human behaviour. Its influence is reflected in the popular expression, "one good turn deserves another" and in the well known Golden Rule. One good act will likely lead to another.
The success of the "door in the face" technique depends on the reciprocity norm. If an employee shuts the door on a major request, he's more likely to be open to a lesser request. If you ask for something less imposing, costly, or inconvenient after the initial refusal, your chances of being accepted are greater than if you started with the minor request. Your willingness to withdraw the larger request sets up an obligation to reciprocate and accept the smaller request.

PRINCIPLE 49: Numbers from programme evaluations should be meaningful to all participants and direct and motivate intervention improvement.
These last two principles relate to the critical issue of programme evaluation. In safety, the total recordable injury rate (TRIR) is the most popular evaluation number used to rank companies for safety rewards. It is calculated by multiplying the number of workplace injuries by 200,000 and dividing the answer by the total person hours worked in that time period. What an obvious example of an abstract number with little meaning!
The most direct measure of ongoing safety performance comes from behavioural observations, and there are ways to obtain meaningful feedback numbers from such process evaluation.
We use questionnaires that assess particular person states to gauge reactions to interventions. Such evaluation tools are not as objective and directly applicable to process improvement as feedback charts from behavioural observations. But results of surveys to measure perceptions, attitudes, or person states can be meaningful to programme participants if explained properly. If given before and during an intervention process, questionnaires can reflect changes in the "inside" factors that impact programme acceptance, participation, and future success.

PRINCIPLE 50: Statistical analysis often adds confusion and misunderstanding to evaluation results, thereby reducing social validity.
Complex statistics are appropriate and often necessary for research journals. But if the purpose of a programme evaluation is to improve a safety process, we need to provide numbers that give the most meaningful feedback to programme participants the people in the best position to improve the process.

Research has shown (Sandman and Slovic) that group statistics have minimal impact on risk perception. If your goal is to increase risk awareness and motivate safe behaviour, the most influential evaluation tool you can use is actually anecdotal. The most stimulating feedback usually comes from the personal report of an injured employee. However, the victim might want to cover up at-risk behaviour leading to an injury. The culture needs to support reporting personal injuries, as well as discussing ways to prevent future incidents.
When people give personal testimony, the presentation is more influential than a statistical analysis. We should probably spend less time calculating summary injury statistics and more time eliminating the barriers to the personal reporting and investigating of safety related incidents from near hits and first aid cases to lost time injuries.



CONCLUSION
This unit reviews the principles of human dynamics. Founded on research published in scientific journals, they enable profound understanding of the psychology of safety. Use them as guidelines to develop, implement, evaluate, and refine improvement programmes and you'll make a positive difference in the safety of your organisation, community, or culture.
Champions are needed to lead this process. Some are easy to find; others will evolve when the principles reviewed here are taught. Give potential champions opportunities to teach these principles and help develop interventions. Active participation increases both belief in the principles and empowerment to apply them to achieve a world-class HSEQ culture.
There is no quick fix to culture change. The journey is not to be without bumpy roads, forced detours, and missed turns. These principles are your map to reach an enviable destination, but be prepared to blaze new paths and traverse difficult terrain. And please don't forget to take a break now and then to appreciate journey milestones. Recognise behaviours that contribute to a successful journey.