OCCUPATIONAL HEALTH AND SAFETY PRACTITIONER LEARNING PATHWAYThe Occupational Health and Safety Practitioner is often scorned for his or her lack of professionalism or knowledge or competence. On the other hand hardly anybody has an idea of what this person is actually supposed to do or should be able to do. This document will briefly erxplore the knowledge, skills and attitude the OHS practitioner needs to operate as well as a learning pathway to get there. The following information is based on action research done in a major iron and steel producer and tested and confirmed at various other mining and general industry companies.
SCOPE AND FUNCTIONS OF SH(E)-PRACTITIONERSThe scope and functions adhere to the responsibilities specified in the appropriate health and safety legislation.
SH(E)-practitioners need to become competent in the following major areas relating to the protection of people, property and the environment:
- Anticipate, identify and evaluate hazardous conditions and practices.
- Develop hazard control designs, methods, procedures and programs.
- Implement, administer and advise others on hazard control programs.
- Measure, audit and evaluate the effectiveness of hazard control programs.
- Analyse incidents with the purpose of identifying deficiencies in the management systems that contributed to the incident.
These functions are performed by practitioners to assist line managers and workers/other employees in a collaborative problem-solving relationship through processes such as facilitation, guidance and coaching.
ROLE OUTPUTSThe following are the role outputs that SH(E)-practitioners should acquire and perform:
- To build, establish and maintain an effective, trustworthy functional consultant-client relationship with all stakeholders (individuals and groups) (relationship building).
- To deliver qualitative SH(E)-advice to line managers in accordance with SH(E)-policy, procedures and applicable national and international legislation (SHE-advice).
- To assist with/facilitate the development and implementation of exposure control programs and measures.
- To use an innovative approach with the view to classifying SHE-issues, solving problems, resolving conflict and negotiating outcomes (solving problems).
- To demonstrate a sound business focus in offering solutions, recognising bottom line business needs (sound solutions and SHE-advice).
- To facilitate the SHE-learning process (SHE-learning facilitation).
- To measure, analyse, evaluate and assess SHE-activities, incidents, non-conformances and performance (control/measurement compliance/evaluation).
- To effectively manage own development, professional registration and performance (communication).
- To establish a network of resources regarding current as well as emerging technologies, theories and best practices in the SHE-field (network of resources).
BASIC COMPETENCES (SKILLS)The basic competencies and their definitions are as follows:
THINKING SKILLS- Information search: The capacity to search for and integrate relevant information and perspectives from various sources, to create an understanding of the work/ business context.
- Analytical and systematic thinking: Comprehends and logically thinks through a number of related or integrated activities and their consequences. Break problem down into manageable elements and identifies links between related ideas/ issues.
- Conceptual thinking: Links and integrates information to form diagnostic concepts in order to explain situations and problems. Realises the immediate and longer–term impact of various elements, plans, events and actions on business, team and own performance.
- Organisational awareness: Shows insight into the interaction between drivers/disciplines of the business (e.g. Finance, Quality, Client Service, Speed, Growth, Safety, Health and Environment). Understands the content and importance of relevant company policies and procedures and its contribution to the whole.
- Problem solving & decision making: Judges situations or alternative strategies, actions and outcomes against rational, logical assumptions. Decisions lead to a positive outcome for both the individual and unit/organisation.
RELATIONSHIP BUILDING- Cross boundary liaison: The capacity to involve, build relationships and influence stakeholders across functional and unit boundaries to achieve common objectives. Skills to establish effective personal contacts and to act as the channel for contact with other parties.
- Client orientation: Continuously ensures high standards of quality and service delivery to meet client’s expectations.
PERFORMANCE EXCELLENCE- Excellence orientation: Sets and achieves high standards and strive towards ongoing improvement of practices and SH(E)-systems as the outcome of uncompromising determination and self–discipline. Open to new/ innovative ideas.
- Result driven: Focuses on the achievement of goals, targets and financial objectives. Removes barriers and seeks performance feedback in order to succeed. Demonstrates the need and willingness to persevere in pursuit of achievement.
- Planning, organising & control: Applies planning & control skills and functions to ensure the successful execution of own work and the unit’s strategy and improvement plans. Applies action planning and time management skills effectively.
INTERPERSONAL- Influencing: Capacity to express owns viewpoint firmly, honestly and clearly and is effective in influencing the viewpoints of others. Creates a positive climate and inspires others to follow a specific course of action.
- Interpersonal learning / listening: The ability to clearly and objectively understand and consider the viewpoints of others in order to effectively utilise an appropriate behavioural style within a given social context.
- Communication/presentation competency: Communicates purposefully and clearly to ensure understanding and aligned implementation of plans.
FUNCTIONAL- Sharing of SH(E)-expertise: Able and willing to obtain relevant SH(E)-information and empower others through focused sharing of subject matter knowledge, experience and expertise. Audits compliance with SH(E)-requirements and workplace standards and facilitate processes to establish effective SH(E)-systems and practices.
- Safety, health and environment management: Audits compliance with SH(E)-requirements and workplace standards and facilitates processes to establish effective Safety, Health and Environment Management systems and practices.
- Continual learning & development: Actively pursues opportunities for learning of self and others to improve performance and facilitate career progression. Takes responsibility for own development and career development.
REQUIRED KNOWLEDGEThe SH(E)-practitioner is expected to master and possess a wide range of expertise. The level of expertise would differ in accordance with the nature of the activities of each business unit. The following knowledge fields apply:
- Applicable national and international legislation and regulations
- SHE-theories, -processes and -practices (including new developments)
- Organisational policies and practices
- The core business and operational processes of the business
- Organisational structure, -culture and its influence/effect on OHS
- Human behaviour theories
- Group dynamics/team functioning
- Measurement-, evaluating-, hazard analysis- and assessment processes and tools
- Control measures and -standards
- Incident/non-conformance analysis methods and -management
- Hazardous goods management
- Employee physical ability and job requirements, and competence management
- Presentation/Training processes and relevant learning theories
- Understanding business in general
- Promotion of safe, healthy and environmental friendly environment and workplace
- Project Management – principles and practices
- Relevant complimentary sciences
- Quality systems
- Education, literacy and development of SHE-practitioner
- Basic media and computer technology
- Communication – written and oral (English)
- Resources – libraries, conferences, Intranet, Internet etc.
- Professional registration procedures, bodies, networks and legal authorisations
- Professional ethics
ESSENTIAL VALUES / ATTITUDEApplicable professional values apply:
* Hazard awareness
* Innovative
* Valuing human and environmental potential
* SHE-conscious
* Walk the talk
* Inquisitive minded,
* Objectivity, consistency
* Accuracy, meticulous, alertness
* Assertiveness
* Accommodating
* Analytical/logical inclination
* Conscientious
* Factual non-judgmental orientation
* Confidentiality
* Customer/stakeholder orientation
* Performance or goal orientation
* Ethical code of conduct
* Considerate, empathy
* Cultural awareness
* Business minded, sensitive
* Professional
* Quality conscious
* Transparency, honesty, committed, legitimate trustworthy and integrity
* Credible, assuring, and approachable
* Actively caring for self, others and the environment
* Team spirit
* Being risk wise LEARNING PATHWAYHaving said all of this, the OHS practitioner still does not know how to achieve all the above. Clearly not everybody would take the same route to achieve some of the knowledge and the skills identified and some of the basic competencies might already be developed in the person, so this learning pathway will focus on the required knowledge and basic competencies required by the OHS practitioner. Also remember that this is a journey and not a destination. (Due to the huge number of courses and providers, this provides a brief overview of what is available and does not claim to be a comprehensive view of the whole market. Any omissions must be seen as an oversight on the part of the writer and does not necessarily indicate inferior quality or any other negative connotation.)
Level/Skill | Course | Potential Providers | Comments/price where available | Basic Introduction to OHS | SHEq Awareness SHE Induction etc. | DEKRA Norisko NOSA | ± R 450 - R600 | SHE Representative Training | Various approaches from a one day introduction to the MQA registered Skills Programme | DEKRA, NOSA, Lexis Nexus, Haslac, IRCA, SAACOSH and just about every provider | Depending on the duration | Supervisory Level | Supervisor SHE Training Applying SHE principles and procedures Supervisory Training programme Others | DEKRA NOSA SAACOSH IRCA, ? |
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? In-house training, price negotiated per client
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| Focused training | Things like inspections, incident investigations, risk assessment, legislation, audits, etc. | DEKRA, NOSA, IRCA, Lexis Nexus, Haslac, included in SAACOSH OHS Practitioner Development Programme | Depending on duration. | Specialist Training | Fire prevention various levels | MAT Training (Previously Eskom Emergency Services Academy), FPA and others | Depending on duration. |
Specialist Training | First Aid/Primary Emergency Care | SA First Aid League, St Johns, Action Training Academy and others | Depending on duration. | Specialist Training | OHS training required by specific workplace i.e. scaffold safety, chemical process safety, issue based risk assessment techniques | Specialist providers like Kaefer, SGB-Cape, IRCA | Depending on level and duration | Assistant/Junior Safety Officer | National Certificate (NC): Occupational Hygiene and Safety(OHS), NQF Level 3, Further Education and Training Certificate: OHS, NQF Level 4 | SAACOSH | To be phased in from July 2007 | Lower middle management | SHEMTRAC, SAMTRAC, SHEBA, COMSOC I and II, and others | DEKRA, NOSA, Advantage A.C.T., Haslac, Lexis Nexus, included in SAACOSH OHS Practitioner Development Programme | |
Middle management | OHS Practitioner Development Programme, NC: Occupational Safety (OS), NQF Level 5, National Diploma: OS, NQF Level 5 | SAACOSH |
To be phased in from January 2008 | Upper middle management | BCom. Safety Management | UNISA | To be phased in from 2009 | Top management | BCom Honnours Safety Management Masters in Safety Management Doctorate in Safety Management | UNISA UNISA? “ | To be phased in ? |
The pathway described above indicates in broad terms what needs to be done when, to satisfy the needs of industry at the levels indicated. Remember, a person does not become a medical specialist after two days of training, it takes years of study, practice and further study to get there. The same applies to the OHS practitioner, and maybe even more so due to the wide scope of the profession. This should be seen as a guideline to companies who are serious about developing their OHS practitioners. Please feel free to comment on this to Joep Joubert as nothing is ever perfect and everything can be improved on! With acknowledgement to work done by Francois Smith in Kumba Resources, Xstrata Coal, Xstrata Alloys, Holcim and other companies.
Joep Joubert
Managing Member |
