Preparing graduate students to be HSE professionals

Wybo, Jean‐Luc; Wassenhove, Wim van

doi:10.1016/j.ssci.2015.04.006

Cited by 36 publications

(25 citation statements)

References 28 publications

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“…Problem solving, advising, training and communicating also need to be considered along with appropriate technical knowledge. Wybo and Wassenhove (2016) distilled four main activities of HSE professionals as: regulatory compliance, design and operation of the HSE management system, risk and accident analysis, and emergency and crisis management. Although regulatory compliance is now regarded in the literature as low importance, compliance with laws, codes and standards is considered fundamental to risk management.…”

Section: Doing What Is Safementioning

confidence: 99%

Doing What Is Right or Doing What Is Safe

Bellamy¹

2017

Beyond Safety Training

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The relationship between professionalization and safety is examined from two angles. One is how professionals manage high risk by doing what is right, what the trusted professional does when applying their skills and expertise in controlling a hazardous technological system. The other is doing what is safe, control of safety by a formal system of regulation, rules, procedures, codes and standards which constrains behaviour to remain within specified boundaries of operation but which must still somehow allow sufficient flexibility of behaviour to adapt to the specifics of the situation. By looking at some of the aspects of accidents and lessons learned, issues in safety and professionalism are highlighted which could be important topics for developing safety competence, in particular for the management of uncertainty and unforeseen risks. The handling of uncertainties and the mitigation of cognitive bias, the development of tacit knowledge and the use of lessons learned from successful recoveries are potential learning opportunities for both types of professional for uncertainty management. The chapter first sets out to clarify the meanings in the title and how they are different and possibly even conflicting in the approach to safety. This theme continues in examining how these issues are reflected in accidents and lessons learned. Finally, some possible ways forward are identified.

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Section: Doing What Is Safementioning

confidence: 99%

Doing What Is Right or Doing What Is Safe

Bellamy¹

2017

Beyond Safety Training

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“…[Stephenson, 1992, p. 1] This view of capability takes on greater importance when considering the skills and knowledge required by effective OHS professionals in the workplace, particularly the so called 'soft skills' such as leadership, mentoring, communication and professional presentation skills (Hale et al, 2015;Reiman and Pietkainen, 2014;Vassie and White, 2014;Wybo and Wassenhove, 2014).…”

Section: Competency and Capabilitymentioning

confidence: 99%

“…Job roles and activities and the required knowledge and skills for Occupational Health and Safety (OHS) professionals is becoming an area of increasing discussion and research (Borys et al, 2006; EUSAFE: European qualification for Occupational Safety and Health Professionals 2013; Hale et al, 2015;Reiman and Pietkainen, 2014;Vassie and White, 2014;Wybo and Wassenhove, 2014).…”

Section: Introductionmentioning

confidence: 99%

Accredited OHS professional education: A step change for OHS capability

Pryor¹

2016

Safety Science

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“…Consequently, fatalities and injuries cause many cost overruns and delays, which negatively impact the project safety performance [5]. To reduce construction accidents at the workplace, it is very important to provide graduates with hazard education at the tertiary level, so that they have professional hazard knowledge and skills [6,7].…”

Section: Introductionmentioning

confidence: 99%

Construction Hazard Investigation Leveraging Object Anatomization on an Augmented Photoreality Platform

et al. 2019

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Hazard investigation education plays a crucial role in equipping students with adequate knowledge and skills to avoid or eliminate construction hazards at workplaces. With the emergence of various visualization technologies, virtual photoreality as well as 3D virtual reality have been adopted and proved advantageous to various educational disciplines. Despite the significant benefits of providing an engaging and immersive learning environment to promote construction education, recent research has also pointed out that virtual photoreality lacks a 3D object anatomization tools to support learning, while 3D-virtual reality cannot provide a real-world environment. In recent years, research efforts have studied virtual reality applications separately, and there is a lack of research integrating these technologies to overcome limitations and maximize advantages for enhancing learning outcomes. In this regard, the paper develops a construction hazard investigation system leveraging object anatomization on an Interactive Augmented Photoreality platform (iAPR). The proposed iAPR system integrates virtual photoreality with 3D-virtual reality. The iAPR consists of three key learning modules, namely Hazard Understanding Module (HUM), Hazard Recognition Module (HRM), and Safety Performance Module (SPM), which adopt the revised Bloom's taxonomy theory. A prototype is developed and evaluated objectively through interactive system trials with educators, construction professionals, and learners. The findings demonstrate that the iAPR platform has significant pedagogic methods to improve learner's construction hazard investigation knowledge and skills, which improve safety performance.

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Preparing graduate students to be HSE professionals

Cited by 36 publications

References 28 publications

Doing What Is Right or Doing What Is Safe

Doing What Is Right or Doing What Is Safe

Accredited OHS professional education: A step change for OHS capability

Construction Hazard Investigation Leveraging Object Anatomization on an Augmented Photoreality Platform

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