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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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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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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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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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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

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Spl s bull

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av s lbx lk

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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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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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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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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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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:







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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