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Safety Management Systems i
5SMS for AviAtionA PrActicAl GuideSaety Promotion
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Safety Promotion
cs
Set mt 01
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2012 Civil Aviation Saety AuthorityFor urther inormation visit www.casa.gov.au
This work is copyright. You may download, display, print and reproduce this material in unaltered orm only (retaining this notice) or your personal, non-commercial useor use within your organisation. Apart rom any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests or urther authorisation should bedirected to: Saety Promotion, Civil Aviation Saety Authority, GPO Box 2005 Canberra ACT 2601, or email [email protected]
This kit is or inormation purposes only. It should not be used as the sole source o inormation and should be used in the context o other authoritative sources.The case studies eaturing Bush Air and Bush Maintenance Services are entirely fctitious. Any resemblance to actual organisations and/or persons is purely coincidental.
1105.1511
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Safety Management Systems 01
Say pm
Saety promotion is an important part o an
SMS, setting the tone or the organisation, and
helping to build a robust saety culture. Saety
promotion also helps to oster improved saety
perormance by communicating lessons learned,
broader saety inormation and the distribution
o the SMS manual and saety procedures in
the organisation.
Saety training is related to, but dierent rom,
saety promotion. Aviation organisations should
ensure that their personnel are trained and
competent to perorm their roles in the SMS.
However, it is not a case o one size ts all,
so training programs should t the needs and
complexity o your organisation. How much
saety training each employee receives should
depend on their involvement in the SMS.
Providing appropriate training to all sta,
regardless o their level in the organisation,
provides visibility and knowledge o your SMS to
all sta, making them part o your organisations
saety goals. It also shows managements
commitment to an eective SMS. The quality
and eectiveness o training signicantly
infuence the attitude and proessionalism your
employees will demonstrate every day.
Say ag
I you are a larger organisation, you may
undertake your own training
As you begin to implement your SMS, you
should identiy what training your operational
saety-critical personnel need by doing atraining needs analysis.
A training needs analysis can save you time and
money by ensuring you are teaching the right
things to the right people, and using the best
training methods in the most ecient order.
The results o your training needs analysis will
also help to reduce unnecessary training, so that
you spend your time and money where it counts.
Most smaller organisations might preer tocontract external trainers or their SMS training.
However, it is still valuable to understand what
process these external providers should ollow,
and also to understand what you require.
Ask:
What training do we need?
Who can we get to do this?
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02 Safety Promotion
Dcumetg the SMS tg l
Your SMS training plan documents need
to include:
A list o those requiring SMS training
The timing o each sta members specic
saety training course/s
The type o training or each sta member
Saety induction course/s or sta with no
previous SMS training/background
Recurrent saety course/s or all operational
saety-critical personnel
Evaluation o your saety training eectiveness.
You should also produce an SMS training register.
This includes individual training records so thatyou can track what your people have been
trained in, what they have yet to complete, and
when they are due or their next rereshers.
Tg delve methds
You do not always have to deliver training lecture
style, ace to ace there are other options.
For example, to reduce ace-to-ace training
costs, you could consider using an intranet
system.
circulating inormation internally
a centrally located saety library
saety posters in workplace areas the tea
room/ops room/brieng room/hangars.
The ollowing table outlines the suggested
content or saety training: or initial employee
induction; management awareness; saety-critical
personnel; and saety specialists. This is sample
content only what you will need depends on
the size o your operation.
Set tg d ssessmet
RISK CATEGORY SAFETY TRAINING
Cg 1:
High-level
operations
Saety-critical
personnel
Full modular training required
as part o:
a) Induction
b) Reresher as required
Knowledge and/or awareness
assessment required
Cg 2:
Medium-level
operations
Saety-critical
personnel
Part modular training required,based on identied role, as
part o:
a) Induction
b) Reresher as required
Knowledge and/or awareness
assessment recommended
Cg 3:
Indirect contact
Non-saety-
operations
personnel
Part modular training required,
based on identied role, on
as-needed basis
a) Induction
Assessment optional
Cg 4:
No contact
Non-saety-
operations
personnel
No training or assessment
required, but induction or
awareness training will be
useul. Include all sta in
education bulletins and critical
briengs about saety to keep
them involved.
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Safety Management Systems 03
Smle ctet set tg
TYPE OF TRAINING SAMPLE CONTENT
Initial employee
induction
Initial SMS
implementation
Saety philosophy, saety policies and saety standards (including approach tojust culture versus saety issues, expected behaviours etc.)
The content o the SMS and rationale or it
Importance o complying with the saety policy and with the standard operating
procedures that orm part o the SMS Organisational roles and responsibilities o sta in relation to saety
Organisational saety record, including areas o systemic weakness
Procedures or hazard reporting
Organisational saety management programs (e.g. reporting system, internalaudit program, line operations saety audit [LOSA] etc.)
Requirement or ongoing internal assessment o organisational saetyperormance (e.g. employee surveys, saety audits and assessments)
Reporting ATSB and OH&S reportable matters, hazardous events andpotential hazards
Lines o communication or saety matters
Feedback and communication methods or disseminating saety inormation
Saety awards programs (i applicable)
Saety promotion and inormation dissemination
Emergency response.
Management
awareness
The managers role in shaping saety culture, including a just culture
The saety risk management process
Managers responsibilities and accountabilities or saety
Managers legal liabilities under CASA legislation
Saety committees risk assessment/root cause analysis
Saety promotion and inormation dissemination.Saety-critical
personnel
Procedures or reportable matters
Specic saety initiatives, such as: threat and error management (TEM), crewresource management (CRM), approach and landing accident reduction (ALAR),maintenance error decision aid (MEDA), and line operations saety audit (LOSA)
Seasonal saety hazards and procedures (weather-related operations etc.)
Emergency procedures/response
Current/recent saety situations
Saety promotion and inormation dissemination.
Saety specialist Monitoring saety perormance
Conducting risk assessments
Managing the saety inormation system (database)
Perorming saety audits
Understanding the role o human perormance in accident causationand prevention
Operation o the SMS
Investigation o reportable matters and hazardous events
Crisis management and emergency response planning
Saety promotion methods
Communication skills
Computer skills such as word-processing, spreadsheets and databasemanagement.
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04 Safety Promotion
Evlutg set tgefectiveness
You need to measure how eective your training
program is. This can be a relatively simple
process asking participants what they thought
or may require more time and resources to
gather the inormation.
There are our possible levels o evaluation
rom simple to more complex:
What participants thought o the training
(Level 1 reaction)
What participants learned (Level 2 learning)
How the learning applies to operational tasks
(Level 3 transer)
Measurable benets or the organisation(Level 4 results).
I you are a small-to medium-sized operator,
you should start with level 1. However, as your
system matures, and time and resources
allow, you should move to levels 2, 3, and 4 in
that order.
Lvl 1 g vlu - Level 1 participants
complete brie surveys at the end o their training
course. They give eedback on whether thetraining was useul and relevant, and the content
interesting and practical.
Lvl 2 g vlu - Level 2 involves
a similar process, but participants complete
specic attitude and knowledge questionnaires
beore and ater training to measure what impact
the training has had. The results o the pre-
training survey give a baseline or comparison
with the ater-training survey, ideally completed
six months ater the training.
You can then use this inormation to highlight
broad operational problems/issues and to identiy
training needs.
Lvl 3 g vlu - Level 3 evaluation
takes the process one step urther. It measures
the change in participants on the-job behaviour
as a result o attending the training program.
Level 3 evaluation attempts to answer the
question: How well are participants applying the
desired skills, knowledge, or attitudes in theiroperational environments? Arguably, this is the
most accurate method o measuring a programs
eectiveness.
However, this type o measurement is complex.
It is hard to predict when changes in behaviour
will occur, and how long they are likely to last;
and, as with any evaluation, it is also dicult
to establish a direct link between training and
results. You can assess these results by having
trained observers assess the work perormanceo operational sta against a set o relevant
behavioural markers.
Level 3 evaluations work best in strict non-
jeopardy conditions, under which employees
are not penalised i shortcomings are observed
(as long as this is an error, and not a deliberate
violation). Trained observers make anonymous,
condential and non-punitive assessments o
perormance or groups o employees.
Lvl 4 g vlu - Level 4 evaluation
identies tangible organisational benets that
come rom a training program. Lvl 4 s h
s p: it determines whether a
program has achieved material results and
demonstrates how valuable the program is to
the business, identiying benets such as
enhanced saety, increased productivity or
quality, decreased operating costs, and higher
return on investment.
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Safety Management Systems 05
Tg checklst
SMS ELEMENT ITEMSSaety training
checklist
Have all saety-critical personnel (including third party organisations)
been identied?
Has a training needs analysis (TNA) been undertaken or all operational saety
critical personnel in the organisation?
Has documentation been developed to support the SMS training plan, which
includes an SMS training register?
Is there an appropriate saety induction course or all sta? Is this course
relevant to your operations? I the employee is new, is this conducted within a
month o the employee commencing work?
Does the management team understand the principles on which the SMS is
based and their responsibilities in supporting it?
Is specialist training available or personnel undertaking saety-related unctions?
Is enough time allowed or training and to implement what was learned in
training aterwards?
Does the company keep training records showing what training everyone has
had, and their current level o competence?
Are trainees tested ater training to see i the training has been successul
(met its objectives)?
Are contractors, temporary workers and part-timers given the training
they need?
Does training cover rare, unusual and emergency events?
Are training courses regularly updated and improved?
Is eedback obtained rom attendees and suggestions or improvement
incorporated in training programs as appropriate?
The best approach is to use several separate
levels o program evaluation. All aviation
service providers should be able to use level 1
(participant questionnaires) and level 2 (attitude
and knowledge evaluations) with minimal
diculty and cost. While you need signicantly
more eort and resources or level 3 and 4
evaluations, they can bring substantial added
benets or your organisation.
Further reading
See, CAAP SMS-3(1) Human Factors Training and Non-technical Skills
Assessment for Regular Public Transport Operations or inormation on
how to assess behavioural markers.
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06 Safety Promotion
Say pm amma
Saety communication is essential to maintaining
two-way communication, ensuring sta are ully
inormed about your SMS andtheir eedback is
captured and acted upon where appropriate.At a minimum, your saety communication
should:
ensure all sta are ully aware o the SMS
convey saety-critical inormation
explain why particular actions are taken
explain why saety procedures are introduced
or changed
Your saety communication is also valuable tocommunicate good-to-know saety inormation.
Saety promotion takes various orms.
You can promote and communicate saety
inormation internally by means such as:
saety bulletins
saety notices
posters
CDs, DVDs
newsletters
briengs or toolbox talks
seminars and workshops
reresher training
an intranet.
You can promote and communicate saety
inormation externally by means such as:
meetings, workshops and networking
websites, online orums and email
distribution lists
magazines, posters, DVDs and other
publications.
Mgg cmmuct
In some circumstances, there is a legal duty to
pass on inormation, or to coordinate activities
with others. Some communication rules are
basic to all organisations, whether large or small,
simple or complex.
To be eective, cuc us b
w-w.
It must go up, as well as down, your chain o
responsibility to ensure everyone understands
the organisations risk management activities.
Managers must get their saety message
across, and employees, who are at the coal
ace, must have their saety concerns heard
and acted uponthe eedback loop must
be closed.
Communication should ocus on raising
awareness o potential hazards and risk issues.
Regular discussion about the reasons or
incidents and near-misses will oster a
learning and ongoing reporting culture.
Eective saety communication is vital in
motivating employees, so that they both
understand, and act upon, saety messages.
Propaganda which merely tells people to avoid
making errors, or to take more carethe
bumper sticker approach to saetydoes
not work. Communication must be robust and
relevant to management and employees alike.
Select saety topics or saety promotion
campaigns in your organisation, basing your
communication on mitigation o:
past events or near-misses
identied hazards/potential hazards,
especially those reported by employees,
thus reinorcing the value o reporting
observations rom routine internal
saety audits.
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Safety Management Systems 07
Dstbutg set mt
Your employees are your main target audience,
and thereore a critical one, so you must
communicate your saety messages well to
inorm and motivate them. All methods o saety
communicationthe spoken and written word,
and visual communicationrequire talent, skilland experience to be eective.
It is a basic o journalism that stories should
always contain answers to six questions: What?
Who? Why? Where? When? How? This also
applies to communication generally, so when you
are planning saety communication, ask the what,
who, why, where, when and how questions as
a guide.
Wh messages are you communicating?At Bush Air, were committed to saety
target zero accidents, or Report all incidents
Wh is your audience? Pilots? Engineers?
Cabin crew? Ground handling sta? What you
are saying needs to be appropriate to your
audience, expressed in plain English and using
terms relevant to their knowledge and culture.
Wh are we doing this? What do we hope
to accomplish?
Wh d wh should we be doing this?
What are the best venues or sites or this
inormation, and how requently should these
messages be communicated?
Hw will we communicate these saety
messages? What is the best ormat to use
to inorm employees and raise awareness?A regular e-newsletter, because employees
work in several regional sites? A poster in the
lunch room/hangar/operations room? Videos?
Podcasts? An online saety library? Centrally
located saety library?
It is no use communicating a key message
targeting ground handling sta via an intranet i
the majority do not have access to a computer,
or example.
- Eective communication will use both verbal
and visual elementswords and pictures,
working together to attract attention and
highlight your messages.
- Oten, less is more, especially in an era
when we are all bombarded by inormation.
Make your communication, simple, direct,
inclusive and relevant to your audience.
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08 Safety Promotion
Set cmmuct checklst
SMS ELEMENT ITEMS
Saety
communication
Is saety-related inormation actively and routinely communicated?
Are there set standards or saety communication based on risk potential?
Is saety actively promoted through a saety newsletter or web site?
Is saety actively promoted through saety briengs, posters, videos etc?
Are dierent mediums used to convey key inormation (e.g. written, verbal and
visual communication)?
Is sucient time allocated or communication, particularly at shit handovers?
Is two-way communication encouraged, with both the giver and recipient o the
inormation taking responsibility or accurate communication?
Is conrmation sought that the message has been understood?
Is ace-to-ace communication practised where easible?
Does the organisation reely share saety-related inormation accurately and ully
with employees?
Are there concerted eorts to continually raise awareness o potential hazards
and risk issues amongst the workorce?
Are the reasons or incidents and near-misses discussed with the workorce, so
that lessons can be learned?
Is eedback considered and included where relevant and appropriate, in a process
o continuous improvement?
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Safety Management Systems 09
toolkitSafETy proMoTion
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10 Safety Promotion
ix ms
This is yoursaety toolkit with some best-practice
tips and practical tools that can be adapted
to meet your organisations needs. We hope
you nd them useul, whether you are urther
developing your SMS, starting an SMS rom
scratch, or simply looking or some ideas to
improve your existing SMS.
This list summarises the checklists/templates
you will nd at the back o each o the respective
booklets.
This is not an exhaustive list o resources.
There are many systems and products across
various industries, so this toolkit can only include
a very small sample o practices and/or tools
or inormation.
Inclusion o materials does not imply
endorsement or recommendation. Each
organisation must select the most appropriate
products or its individual and specic needs.
Bklet 1 Bscs
Jargon busters
Reerences
Bklet 2 - Set lc d bjectves tls
SMS organisation checklist
Saety policy statement
Saety managers job description
Role o the saety committee
SMS implementation plan
Ten steps to implementing an SMS
SMS gap analysis checklist
An eective emergency response
plan (ERP)
Language and layout o procedures/
documentation
Document register
Sample saety leadership rules
Aviation saety liesavers policy
Just culture procedure
Appendix A Workfow process or applying
the just culture procedures
Appendix B Bush Air counselling/discipline
decision chart
Bklet 3 - Set sk mgemet tls
Error prevention strategies or organisations
Risk register
Sample hazard ID
Guidance on job and task design
A six-step method or involving sta in saety
hazard identication
Hazard reporting orm
Bklet 4 - Set ssuce tls
Generic issues to be considered when
monitoring and measuring saety perormance
Audit scope planner
Basic audit checklist
Inormation relevant to a saety investigation
Event notication and investigation report
Aviation saety incident investigation report
Corrective/preventative action plan
Checklist or assessing institutional resilience
against accidents (CAIR)
Practical saety culture improvement strategy
Saety culture index
Bklet 5 - Set mt tls
Hw cduc g ds lss
Spl s bull
gu
Hw gv s bg/lbx lk
av s lbx lk
S bg/lbx g
dc
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Safety Management Systems 11
Hw a ags aayss
Ste 1. alse the jb
Start with looking at specic documentation
resources that describe the job, such as thecurrent duty statement, or the perormance
review which has key perormance indicators.
Identiy phrases which speciy key skills,
processes or areas o knowledge. Also consider
whether the job has changed. This may result
in new tasks being considered, and a new duty
statement being required.
For example: cabin crew members must:
Immediately communicate critical saety
inormation to the fight crew
Follow the organisations OH&S guidelines
to minimise risk and maximise saety
Review what training, i any, already
takes place.
Ste 2. Decde the sklls/kwledge gs
Formulate a list o areas where some training
would be required to improve the eectiveness
o the job in question. You need to decide
whether there is a gap in the skills or knowledge,
or whether some revision is required to
improve the general skill set. Ask a small but
representative sample o people perorming this
job which areas they consider need addressing.
This way you identiy tasks that you may have
missed, or rene tasks so that the training can
be more eective.
Ste 3. idet tg sluts
This involves nding out the best way o closing
the skills/knowledge gaps you identied in the
previous step. There may be many dierent
options available such as:
One-on-one training or coaching in the
workplace
Sel-directed learning e.g. using written
instructional material, or written guidelines,
or instructions
Short-term training courses internal
Short-term training courses external
Long-term courses e.g. certicate, diploma,
degree or higher degree courses
Mentoring.
Ste 4. Evlute emcete tg.
Once the training has been completed, consider
whether or not the task/s can now be completed
competently. You can achieve this by:
Asking the sta member to evaluate their own
eectiveness in the task
Asking whether the perormance gaps that
were the reason or the training are still there
Looking at the work area to determine whether
there is still evidence o a deciency in skills
or knowledge.
I the perormance gap still exists you have
some more work to do. Was the training solution
selected appropriate or the identied problem,
or is there another perormance issue that needs
addressing?
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rsk cg n-chcl skll g d ssss
Cg 1:
High-level operations
Saety-critical personnel
Full modular training required as part o:
Induction
Reresher
Conversion
Command/upgrade
Non-technical skills assessment required
Cg 2:
Medium-level operations
Saety-critical personnel
Part modular training required based on identied role, as part o:
Induction
Reresher as required
Non-technical skills assessment optional, but knowledge and/or
awareness assessment requiredCg 3:
Indirect contact
Non-saety-operations
personnel
Part modular training required based on identied role on an
as-needed basis
Induction
Assessment optional
Cg 4:
No contact
Non-saety-operations
personnel
No training or assessment required, but induction or awareness
training will be useul. Include all sta in education bulletins and
critical briengs about saety to keep them involved.
Set tg d ssessmet
12 Say tag a Pm
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Safety Management Systems 13
is a ab sp!FATIGUE MANAGEMENT GUIDE FOR
EMPLOYEES AND THEIR FAMILIES
i Bull: 2
Date XXX
ths bull s pvdd Bush a pls d hls s suc bu h s sks h csul h p g gu.
Bush Air is committed to protecting all employees, contractors, service providers, clients, visitors and the general public rom
atigue-related risk. There will be no compromise in an individuals wellbeing in anything we do. The implementation o actions
to help minimise atigue-related risk, and continue to provide a sae, healthy, and injury-ree environment is a leadershipresponsibility. Continuing support o this eort is everyones responsibility. This guide is or the beneft o all employees and their
amilies and provides practical inormation about atigue, its eect and management.
Samp say ma b ag
This is a long documentsmaller operators can adapt/simpliy it to suit their operations.
Wht d tes d ml membeseed t kw but tgue?
Flying and operating aircrat involves an element
o risk. Bush Air has many controls in place to
manage these risks. One risk actor is tness
or duty, particularly atigue. I you are sueringrom a high level o atigue, you are more likely to
make errors in judgement, or be slow to respond
to challenging events. Aircrat accidents have
resulted rom a ailure to address atigue issues.
ftgue s set ssue
Fatigue is a physical condition that can result
when an individuals physical or mental limits
are reached and/or exceeded. This can happen
ollowing:
physical exertion
mental exertion
inadequate sleep/extended wakeulness.
The health and saety risks associated with
atigue in the workplace include increased
saety risk and reduced perormance. Employers
thereore have a duty o care to manage
and control this saety and health risk actor.
Employees also have a duty o care to ollow
the steps an employer has in place to control
atigue risk in the workplace.
Hw c tes d mlmembes hel?
Do not underestimate the important role
that you play in helping your partners atigue
-proo themselves.
The partners and amilies o Bush Air employees
can help by recognising how important it is that
they get sucient quality sleep.
Detemts tgue
Think o atigue as a taxi meter. The atigue
meter starts ticking rom the time you wake
and the initial point at which the meter starts
ticking (i.e. the fag all) is determined by the
recovery value o prior sleep. The nal are is
determined by the fag all plus the cost o the
journey (i.e. how long you are awake).
Shortly ater you wake, you will have an initial
level o atigue based on your amount o prior
sleep. In general, the more sleep you have (up
to an average o 7-9 hours per night), the more
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14 Safety Promotion
ftgue-elted smtms dbehvus
Some people require greater amounts o sleep
than others in order to work saely, while others
can suer rom medical conditions resulting
in non-restorative sleep (not making you ullyrested). Typical behavioural symptoms o atigue
that partners and amily members should look
out or are listed below:
phscl smtms u m tce
Sluggish physical appearance
Yawning
Headache
Eye rubbing/twitching Nausea
Poor coordination
Extreme drowsiness
Heavy eyes
Microsleeps/head nodding
Falling asleep
Metl smtms t lk ut
Poor coordination
Disorganisation
Poor communication
Lack o situational awareness
Poor inormation processing
Poor memory
Poor decision making
Increased errors (omission)
Increased errors (commission)
alert you are likely to be. As the amount o prior
sleep decreases, the initial level o alertness
will decline. Fatigue will generally increase as a
unction o the amount o time spent awake. In
general, the longer you are awake, the more tired
you will be.
Obtaining sucient sleep
The ability to sleep is regulated by a body clock,
or circadian rhythm, o the sleep/ wake pattern.
This means that it is generally easier to sleep
at certain times o day and harder at others.
Although there are individual variations in exactly
when these times are, as a general rule sleep is
most easily obtained somewhere between 10pm
and 8am. Plus, or those who can nap, there is
usually a time in the aternoon when an extra
hour or more o sleep can be achieved.
Once adequate opportunity or sleep is provided,
there are still many other actors that can reduce
the chance o actually achieving it. It is very
important to make bedrooms cool, dark and
quiet. Caeine and alcohol intake or a couple o
hours beore bed should also be minimised.
Hw c tes d ml membesmmse slee sbtge?
Some practical ideas to minimise sleep
sabotage:
Using the bedroom only or sleep, relaxation
and sex. Banish work desks, the internet or
television sets i they distract rom sleeping
Blocking out as much light as possible. To your
body, light equates to daytime, which is a
time to be awake Blocking out noise as much as possible.
Noises oten arouse people rom deep sleep
into a lighter stage o sleep
Maintaining the bedroom temperature
between 18 and 24 degrees Celsius
Finally, it is not true that as we age we need less
sleep. We simply have more trouble achieving
as much.
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Safety Management Systems 15
Emtl smtms t be we
More quiet/withdrawn than normal
Lack o motivation
Increased stress levels
Mood changes
Decreased tolerance
Irritability
Sme ctcl tls d stteges tes d ml membes
Recognising possible diculties is a rst and
important step in preventing any problems.
Some strategies to consider:
f Bush a emlees:
Communicate openly about planned rosters
and the likelihood o them being atiguing
Regularly discuss the impact o your work on
your relationships and amily
Schedule regular times or you and your
partner to spend time together on your own
Discuss with your partner ways in which youcan help run the home and amily. For example,
i you have young children, share the workload.
Plan or important amily occasions and try to
schedule your work around these
Recognise that your partner may also get
atigued (especially i you have young children).
Plan to let your partner have a sleep-in at least
once on your days o.
f tes
Understand the nature o the job and tasks
that Bush Air operational employees perorm
and the need or them to have a high level o
alertness and tness or duty
Recognise the signs and symptoms when
your partners experience atigue
Allow your partner to go to bed early i long
or atigue-inducing shits are expected
Ensure that your partner eats to promote
sleep (complex carbohydrates such as whole
wheat products) and limits the consumption
o caeine
Provide opportunities or napping i your
partner is suering rom the eects o atigue
Try to avoid arguments beore bedtime as
this will aect the quality o sleep or you and
your partner. Consider a better time to have
discussions that might lead to disagreements.
ptectg u ml le s tesh
At Bush Air we oten work extended days,
which can have a serious impact on personalrelationships and amily lie. Work demands
such as emergency re operations may result
in irregular schedules, potentially missing out
on weekends and amily occasions.
Remember the saety o crew, and their
passengers is dependent on individuals being
f.
futhe mt & ctct detls
CASA: www.cs.gv.u/c/gu
or inormation about coming changes to atigue management regulation and Civil Aviation Order (CAO) Part 48.
National Sleep Foundation: www.slpud.g
Centre or Sleep Research (University o SA): www.us.du.u/slp
Bush Air Saety Manager: _____________________________
Maagg ag s amw
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16 Safety Promotion
How to give a safety brieng/bx a
itduct
Communication and consultation are sound
ways to prevent incidents, and reduce injuriesat work. One o the easiest ways or managers
to communicate the importance o saety on the
job is through saety briengs, or toolbox talks,
as many reer to them. You dont have to be a
proessional speaker to do this well.
The ged
Know your topic and plan your agenda so
you are well prepared. Be able to present
the talk without reading it, and lead adiscussion aterwards.
Wherever possible use materials and
equipment rom your operation to illustrate
your points. Collate hand-out literature or
other material you intend to use at the talk.
Limit the length o your talk. You know your
business so you will be the best judge o how
much time to set aside. Try to keep to hal an
hour as a maximum time. Allow or questions
and answers aterwards.
I possible use visual examples. Workers
can identiy more easily with situations
or equipment in their own workplace. For
example i youre talking about baggage
carts, use one o your own so that you can
point out problems and solutions, or take
photographs around the hangar/workshop
employees can relate to.
When closing the brieng/toolbox talk,reinorce the important points discussed.
Thank your sta or their interest and
enthusiasm.
The mt
Start the talk on a positive note. Ater
welcoming your sta, compliment them on
a job well done, promote teamwork and
explain how briengs/toolbox talks not only
provide valuable inormation, but also give
everyone the opportunity to get together andexchange ideas.
Keep the talk inormal. Even though you may
be using this resource, as well as others, use
your own words and style in promoting and
leading the discussion.
Invite people to participate. The purpose o
any brieng/toolbox talk is to start people
thinking about saety problems. Include
practical examples in the talk. Encourage workers to identiy hazards and
ask them to suggest possible solutions. Use
open-ended questions to encourage discussion
instead o questions that require only a yes
or no answer.
The tc
Choose topics related to recent developments
in your hazard reporting and incident
investigation policies, procedures and orms.
Review recent incidents or hazards identied:
- What happened?
- Why did it happen?
- What could have been done?
- What hazard did it create?
Review upcoming work schedules:
- What hazards are you concerned about?
- What saety equipment should be used?
- What procedures should be ollowed?
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Safety Management Systems 17
The lce d tme
Hold the talk in the work area, at a time when
the workday will be least interrupted, and the
work area is relatively quiet.
Schedule brieng/toolbox talks once a week,
reinorcing your companys commitment
to saety.
Smle tcs dscuss
Hzd etg
Hazard reporting is required whenever
somebody notices a potential problem that
may aect the saety o people or equipment,
or harm the environment.
- Introduce procedure
- Explain reasons or the hazard reporting
procedure
- Go through the procedure step by step
- Introduce the hazard report orm
- Show examples o previous reports and
positive actions completed
- Allow or questions
- Record any issues and ollow up
- Ask or suggestions about uture toolboxtalk topics
icdet etg
We report and investigate incidents to obtain
accurate inormation about them, what events
led up to them; who was involved; did the
procedures ail, or did a piece o material or
equipment ail?
Evidence can be lost i it is removed rom, oraltered, at the incident site beore making any
records.
Evidence can be lost because people reactto
an incident rather than respond. Also, injured
people may be moved, or removed rom the
site or treatment. Equipment and other items
may be disturbed to assist in the treatment
or rescue o an injured person, and to provide
sae access and egress throughout the
incident site.
We all learn rom incidents. The investigation
helps to bring all the acts together. Your
input and involvement will help ensure that
corrective actions are taken to prevent
similar incidents.
Every eort should be made to detect existing
hazards or unsae activities. Report them to
your supervisor immediately.
- Introduce saety investigation procedure
- Explain reasons or procedure
- Go through procedure step by step
- Introduce event notication and
reporting orm
- Go through recent incident
investigations and lessons learned
- Allow or questions
- Record any issues and ollow up- Ask or suggestions about uture toolbox
talk topics
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18 Safety Promotion
Aa say bx a
n. 1 Sht hdve
Dpus ppvd pcduscludd lus slc dgv pp sh-chg uvps, lus us cwk cds s ppvd, lus cpl qud c/spc sh uv s,d bch h g h
qul cl.NTSB AAR-92/04 Final Report
In the 1988 Piper Alpha disaster, where a North
Sea oshore oil platorm exploded and burned,
killing 167 people, miscommunication during
shit handover was a causal actor.
Some o these challenges o shit handover
include:
A high demand or teamwork and well-
developed communication skills
Having structured and standardised policies
and procedures
Finding a location conducive to discussion
and planning
Finishing workers are tired and want to leave
Training on procedures or shit/task
handover
Good communication is especially critical
at shit handover, when a task and its
responsibilities are handed over to another
person or team, and between dierent parts
o an organisation within a shit (or example
between pilots/operations and engineers).
There are three main parts o a good
handoverone where task-relevant
inormation is communicated accurately
and reliably:
The outgoing shit has time to prepare
There is time or outgoing and incoming sta
to exchange task-relevant inormation
Incoming sta cross-check this inormation
as they take over responsibility or the task
itduct
Shit handover, as our recent incident
shows, is one o the more challenging times
during maintenance. Errors ollowing poor
or inadequate shit handover have been
identied as contributing actors in a number
o accidents/incidents, as in the ollowing
report rom the US National Transportation
Saety Board (NTSB).
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Safety Management Systems 19
At Bush Maintenance Services, we believe
that shit handovers should be:
ace-to-ace
two-way, with both participants taking
responsibility
a mixture o written and verbal
communication, with a written checklisto items to convey, and/or a position log
to review (in other words, where the task
is up to)
based on what inormation the incoming
shit needs to know
given the necessary time and resources
monitored periodically.
So, the rosters will be adjusted to allow a
hal-hour handover time; we have set up a
computer in a quiet corner o the hangar,
so that the necessary handover paperwork
can be completed; and with your input, we
will put together a checklist o things to be
covered in the handover, which well try or
a month, and then adjust any bits which
arent working.
othe thgs t csde
I someone is new to the job, or has been
away rom work or a ew days, the shit
handover may take longer, and need to be
more thorough
We want to promote a culture where
communication mistakes are expected, and
eorts are made to avoid them, or mitigatetheir consequences. In this environment,
you can expect to hear phrases such as
Good catch!
Handovers are seen not only as error-prone,
but also as potentially benecial, where
the incoming shit can see problems with
resh eyes, and both shits can solve
them together.
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20 Safety Promotion
Safety brieng/toolbox meeting attendance form
This orm is used to document attendance or weekly toolbox meetings and or the manager to
track issues and actions raised rom these meetings. Each meeting must include a brie overview
by the manager o the incident that occurred the previous week with a ocus on corrective actions.
This inormation is available rom the incident management database.
Sc 1 Toolbox meeting details
Managers name (print):
Signature:
Area/workgroup/team: Date:
/ /
Time:
:
Toolbox topic name:
(Include document number)
Additional attachments:
(or topics presented)
Sc 2 Attendance (workgroup/team)
Print name: Signature: Print name: Signature: Print name: Signature:
Print name: Signature: Print name: Signature: Print name: Signature:
Print name: Signature: Print name: Signature: Print name: Signature:
Print name: Signature: Print name: Signature: Print name: Signature:
Print name: Signature: Print name: Signature: Print name: Signature:
Print name: Signature: Print name: Signature: Print name: Signature:
Print name: Signature: Print name: Signature: Print name: Signature:
Sc 3 Business arising rom previous meeting
n. i/s ac qud Sus Cpld
1. Date: / /
2. Date: / /
3. Date: / /
4. Date: / /
5. Date: / /
Sc 4 New saety issues
n. i/s ac qud Sus Cpld
1. Date: / /
2. Date: / /
3. Date: / /
4. Date: / /
Sc 5 Comments
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S f P i
www.asa.g.a131 757