Foreign Experience of Graduate Students Training as Would-Be Professionals in the Field of Safety, Hygiene and Environment
Research Article
How to Cite
Novikov N.N., Prokudin V.A. Foreign Experience of Graduate Students Training as Would-Be Professionals in the Field of Safety, Hygiene and Environment. Living Standards of the Population in the Regions of Russia. 2016. Vol. 12. No. 4. P. 67-77. (in Russ.).
Abstract
The work of specialists in the field of HSE (hygiene, safety and environment) in industrial companies is a complex mixture of different reactive tasks that require quick decisions, and significant analytical problems that need to be analyzed. In addition, the implementation of this work means to be able to dialogue with different stakeholders, including operators, top managers at the head office, and supervisors, and to be able to simultaneously perform different tasks on strategic, tactical and operational levels. To solve these problems companies face an acute need to recruit competent people to organize health and work safety, and environmental protection that they were able to cope with limited legal frameworks and keep their image, which increasingly depends on the production risks. It opens up opportunities for a new generation of graduate students.
The analysis of the goals, objectives and experience of experts in the field of safety and labour protection, through which we have identified current and future roles, goals and required skills of the security professional is presented. It was used to determine post-graduate programs aimed at providing students with the necessary knowledge, know-how and relationships necessary for achieving success as a specialist in the field of safety, hygiene and environmental consulting and insurance companies.
The program covers six additional aspects: legal and regulatory framework methods of risk analysis and tools, system safety management, human and organizational aspects, leadership, crisis management and management in emergency situations. It consists of lectures held by teachers and experts, and using real projects in practice, which group of students performs real tasks set by the company, and includes a 6-month internship in a company, during which the student performs the functions of a junior specialist in the field of safety, hygiene and environment under the guidance of the manager of the company and a member of the faculty.
Currently most companies operate on a global scale in different countries. Experts in the field of safety, hygiene and environment, like other managers, have to work in an international context with colleagues from different backgrounds and cultures. To prepare students for such a challenging environment they choose candidates from different countries and strata and balance these differences in relatively small groups of 15 to 20 people. This intercultural group provides every student the opportunity to work with a variety of skills and cultures in groups, moving from one project to another.
Keywords:
a sphere of security, hygiene and environment, education, a postgraduate student, cultural differences
References
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32. Weaver D.A. The Safety Engineer. Part III: Preparing the Safety engineer and Upgrading Performance // A.S.S.E. Journal, February. 1962, Volume VII Number 2.
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34. Wu T.C. The roles and functions of safety professionals in Taiwan: Comparing the perceptions of safety professionals and safety educators // Journal of Safety Research. 2011. - 42, pp. 399–407.
2. Amrae. Référentiel métier du Risk Manager. www.amrae.fr. 2013.
3. Arezes P. M., Swuste P. Occupational Health and Safety post-graduation courses in Europe // A general overview, Safety Science 2012. - 50, pp. 433–442.
4. Assef. Career Guide to the Safety Profession / Third Edition, American Society of Safety Engineers Foundation and the Board of Certified Safety Professionals. 2007.
5. Becker P., Morawetz J. Impacts of Health and Safety Education:Comparison of Worker ActivitiesBefore and After Training // American Journal of Industrial Medecine. 2004. - 46, р. 63–70.
6. Brun J.-P., Loiselle C.D. The roles, functions and activities of safetypractitioners: the current situation in Québec / Safety Science, 2002. - 40, pp. 519–536.
7. Chang S.H., Chen D.F., Wu T.C. Developing a competency model for safety professionals: Correlations betweencompetency and safety functions // Journal of Safety Research. 2012. - 43, р. 339–350.
8. De Joy, D. Development of a work behaviour taxonomy for the safety function in industry // Accident Analysis and Prevention. 1993. - 25(4), р. 365–374.
9. European Commission, Directive concerning the execution of measures to promote the improvement of the safety and health of workers at their work and other subjects (Framework Directive) // Official Journal of EC, 1989. - 12.
10. Hale, A. R. Training of loss prevention inspectors for a petrochemical complex in a developing country // Risk and Loss Prev. 1983. - 4, р. 19-26.
11. Hale, A. R. Occupational health and safety professionals and management: Identity, marriage, servitude or supervision? // Safety Science, 1995. - 20, р. 233–245.
12. Hale, A., Kroes, J. System in safety, 10 years of the chair in safety science at the Delft University of Technology // Safety Science. 1997. - 26-1/2, р. 3–19.
13. Harper G.W. The Safety Engineer. Part I: What Do We Expect of the Safety Engineer? // A.S.S.E. Journal, 1962. - VII-2.
14. Heath E.D. Worker Training and Education In Occupational Safety and Health A Report on Practice In Six Industrialized Western Nations, Part 1 // Journal of Safety Research. 1982. - 13(1), pp. 5-11.
15. Heath E.D. Worker Training and Education In Occupational Safety and Health A Report on Practice In Six Industrialized Western Nations, Part 2 // Journal of Safety Research. 1982. - 13(2), pp. 73-87.
16. Heath E.D. Worker Training and Education In Occupational Safety and Health A Report on Practice In Six Industrialized Western Nations, Part 3 // Journal of Safety Research. 1982. - 13(3), pp. 121-131.
17. Heath E.D. Worker Training and Education In Occupational Safety and Health A Report on Practice In Six Industrialized Western Nations, Part 4 //Journal of Safety Research. 1982. - 13(4), pp. 157-162.
18. Heinrich H. Recognition of safety as a profession, a challenge to colleges and universities.National Safety Council Transactions // In: Proceedings of the 44th National Safety Congress, Chicago, 1956. pp. 37–40.
19. Molzahn M. Chemical Engineering Education in Europe; Trends and Challenges, Trans IChemE, Part A // Chemical Engineering Research and Design. 2004. - 82(A12), pp. 1525–1532
20. Peissel-Cottenaz G., Garrigou A., Contribution à la découverte du métier des préventeurs et à la caractérisation de leurs besoins en formation continue. Note scientifique et technique NS 244, INRS. www.inrs.fr. 2004.
21. Perrin L., Laurent A. Current situation and future implementation of safety curricula for chemical engineering education in France // Education for chemical engineers, 2008. - 3, 84–91.
22. Pisaniello D.L., Stewart S.K., Jahan N., Pisaniello S.L., Winefield H., Braunack-Mayer A. The role of high schools in introductory occupational safety education – Teacher perspectives on effectiveness // Safety Science. 2013. pp. 55, 53–61.
23. Purdy G. ISO 31000:2009 — Setting a New Standard for Risk Management // RiskAnalysis, 2010. - 30:6, pp. 881-886.
24. Rockwell T.H. The Safety Engineer. Part II: Design Specifications for a Safety Engineer // A.S.S.E. Journal, 1962. - VII-2.
25. Runte E., Van Wassenhove W., Besnard D. An account of scientific transfer to the industry: the co-development of an incident analysis tool, 9th Conference of the European Sociological Society, Lisboa. 2009.
26. Saari, J., Risk assessment and risk evaluation and the training of OHSprofessionals // Safety Science 1995. - 20, pp. 183–189.
27. Saleh J.H., Pendley C.C. From learning from accidents to teaching about accident causation and prevention: Multidisciplinary education and safety literacy for all engineering students // Reliability Engineering and System Safety. 2012. - 99, pp. 105–113.
28. Shallcros D.C. Safety education through case study presentations // Education for chemical engineers, 2013. - 8, pp. 12–30.
29. Swuste, P., Van Gulijk, C., Zwaard W. Safety metaphors and theories, a review of the occupational safety literature of the US, UK and The Netherlands, till the first part of the 20th century // Safety Science, 2010. - 48, pp. 1000–1018.
30. Swuste, P., Van Gulijk, C., Zwaard W., Oostendorp Y. Occupational safety theories, models and metaphors in the three decades since World War II, in the United States, Britain and the Netherlands: A literature review // Safety Science. 2014. - 62, pp. 16-27.
31. Van Dijk, F.J.H. From input to outcome: changes in OHS-education andtraining // Safety Science 1995. - 20-2/3, pp. 165–171.
32. Weaver D.A. The Safety Engineer. Part III: Preparing the Safety engineer and Upgrading Performance // A.S.S.E. Journal, February. 1962, Volume VII Number 2.
33. Wu, T. -C., Lin, C. -H., &Shiau, S. -Y. Predicting safety culture: The roles of employer, operations manager and safety professional // Journal of Safety Research, 2010. - 41(5), pp. 423–431.
34. Wu T.C. The roles and functions of safety professionals in Taiwan: Comparing the perceptions of safety professionals and safety educators // Journal of Safety Research. 2011. - 42, pp. 399–407.
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Other cite formats:
APA
Novikov, N. N., & Prokudin, V. A. (2016). Foreign Experience of Graduate Students Training as Would-Be Professionals in the Field of Safety, Hygiene and Environment. Living Standards of the Population in the Regions of Russia, 12(4), 67-77. Retrieved from https://www.jour.fnisc.ru/index.php/vcugjournal/article/view/8341
Section
SOCIAL PROBLEMS OF LABOUR PROTECTION
