7/31/2023 0 Comments Falling hearts imvironment![]() We see an incident evolving over time, starting in the office and ending on site. In the second part of the video, the importance of every step in the process is explained. This part ends with a moment of silence for all victims of lifting and hoisting incidents. How are things organised at your worksite? Do all understand their role, and do they know the barriers they are responsible for? Is everybody aware of the situation, before work and during execution? Examples of industry lifting and hoisting incidents are shown. Use this video to reflect on everyone's role. The person in charge of the lift, the crane operator, the banksman (flagman or signaller), the lifting and hoisting experts: all have crucial roles to fulfill. Only as a team, and with clear roles and responsibilities for each team member, we can lift safely. Energy Institute provides two tools to help you facilitate reflective LFI sessions: Reflective learning sessions need to be facilitated. Reflective LFI videos and facilitator guides A high quality discussion requires a facilitator that can guide participants through the learning process and maximize the potential for behavioural change. The crux is not to provide the answers, but to pose the right questions to guide people through their own learning process. The video and supporting materials are designed so the target audience can easily understand and make an emotional connect to the incident(s). Reflective learning caters for different styles of learning (reading, listening, watching, discussing) and research has shown that via this way the opportunity for learning and actual behavioural change (behaviours that will actually prevent us from making the same mistakes again) is maximised.įor each theme the key dilemma and learning points of the reflective learning session are carefully selected by safety discipline specialists, psychologists and communication experts. This is only effective with a limited number of people and is mainly focused on transferring information. The engagement styles that have been used traditionally for sharing learning from incidents only focus on 1 or 2 learning styles (reading and listening). NOTE: A Reflective learning exercise is not about watching a video, but it is about the engagement and reflective discussions with colleagues. In the group discussion attendees reflect on ‘how can similar things happen at their site’ and their own behaviours ‘what can I do differently to prevent a similar incident ’. Reflective learning is a face-to-face facilitated group discussion, supported by simple and engaging materials (to make the emotional connect). Through a structured facilitated engagement session participants reflect on incidents and their own behaviours. It is a learning method that is aimed at personal reflection and individual change. Reflective learning is a method that focuses on behavioural change. In short, reflecting means engaging with information about an incident (an LFI alert, video, report, etc.) and taking time to make sense of it and decide 'what it means to me'. We need to make sense of an incident and decide for ourselves what it means for our own work. Reading an LFI alert usually is not enough. Few people remember details, but we are much better at remembering stories and experiences. If you read something - in a book, in a newspaper, or on an LFI alert - even if you found it very interesting at the time, it is likely that you will forget much of what you read within a few days or weeks. ![]() However, research finds that most organisations miss a key step to help people learn: we call this reflecting. Organisations' LFI processes follow a similar lifecycle. LFI alerts are often low quality (too wordy, too complicated) and distributed via email which is mostly 1 way communication with little interaction or opportunity for reflection. LFI process modelIn order to prevent repeat incidents we need to learn in a different way. ![]() Reflective learning from incidents engagement videos ![]()
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