Let's drive cultural change from the perspective of self-accountability and personal responsibility, instead of punitive measures.
To avoid incidents let's facilitate staff and contractors to volunteer their own strategies in creating continuing HSE improvement. Let's utilise a company's most powerful asset in creating a world class safety culture. That is, asking and involving the workforce during safety policy decision making. Being a safety principal is really about facilitating a constantly self-evolving continuous improvement system. The true definition of a quality assurance program. In creating a continuous self-improving workforce, we need to be able to facilitate the process of self-accountability - as opposed to coercing staff into a program they had no input in creating.geiwhetsraviret.ga
What If : A Lifetime's Reflection on Safety and Leadership by Dwayne Rae (2011, Hardcover)
A progressive organisation will instil preparation and planning, and solutions-based thinking. The HSE principal must imbue exceptional facilitation skills and create participation platforms that includes everyone in the organisation, from the shop floor to the boardroom. Think of what that process might produce!!? Now for the boring stuff. Obviously 36 years in the mining and construction industry with over 20 years leading Health and Safety as a Construction Manager and HSE Principal has the credentials.
Apart from being a Risk Specialist, ICAM Facilitator, Professional Writer, Governance and Verification Auditor, and with years of experience in some of the biggest companies in the world, I've spent the last 15 years as a community leader with an International non-for-profit personal development and empowerment organisation ManKind Project. Please share our posts Print. Footer Free Safety eBook Downloads. But, I imagine that, given the speed with which we consume social media these days, many will miss the […] Please share our posts Print.
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What If : A Lifetime's Reflection on Safety and Leadership by Dwayne Rae (, Hardcover) | eBay
The next day is a free day. Everyone boards the bus and rides to Washington, D. They are dropped off at the west end and set loose on D. After that, small friendship clusters scatter to the nearby sites: Some kids walk hand-in-hand with their moms; others amble slowly, maintaining contact with other travelers; some practice good posture as they tap their new long white canes before them.
On the ride back to the National Center a few kids and grownups try to nap, but it's pretty hard, given all the excited chatter--and not all of it comes from the students. Monday begins with another bus ride to D. Not just a regular tourist trip, this cook's tour is unique. It starts with a session on the House floor with the Honorable Bill Zeliff, a former representative from New Hampshire. This is the room where the State of the Union Address is given each year, and it is a rare privilege indeed to be allowed on "the floor.
Some of the students, their confidence growing, may be wondering when they will be elected so they can come back and sit in one of these seats again. After lunch all head downtown to visit the Executive Branch of the federal government. The Class of met with Kareem Dale, the special assistant to the president for disability policy. In , students met with Mazen Basrawi, the counsel to the assistant attorney general.
The students were free to share their experiences regarding life and blindness and to learn from both of these high-powered men what the federal government does regarding blindness and disability issues. Oh--both of these men are blind. Back at the National Center that evening, it's crunch time--time to settle down and receive a briefing for the next day's work.
Students and parents assemble in the auditorium with the Governmental Affairs team to learn about the items being addressed on Capitol Hill and the names and numbers of any bills that need help. These students are just the ones for the job. They learn who sponsors and cosponsors each bill, and where each bill lies in the process toward passage. They are briefed on the importance of each bill, and then they engage in role play with program staff to sharpen their advocacy skills.
And they need to be sharp! Representatives in Congress have high expectations. The bus ride in the morning feels different from the last two. The passengers are more focused, and they are dressed for success.
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Wearing jackets and ties or dresses and pumps, the students mean business. This is the students' day to shine. Parents hold their breath and silently watch their kids advocate for themselves and for the greater good. It is better than watching them score a touchdown! But the real goal of Leadership and Advocacy in Washington is for twenty-five blind youth each year to walk into a Congressional office, on their own, stand up and speak for themselves about relevant issues in a competent and dignified manner, building their confidence as they do so.
At the formal dinner on that final evening, it is apparent that a transformation has occurred. The reluctant kids who hid in the shadows have become confident, independent leaders. Saturday's hand-holders walk unassisted with their canes to the podium for their final presentation to the group. They know that they have done what very few have done or ever will. Friday's children are no more.
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Departing the next morning, it feels like Christmas is over and all the friends are heading home. Boxes of Kleenex are shredded. Once a collection of strangers, the group has become a family. Everyone will stay in touch on the Facebook page created just for this group. Members will continue to help each other with the details of living with blindness, providing encouragement when those details seem overwhelming. The students have added to their own Facebook friends.
They are off to the future with their new, farflung pals. On Facebook one mother writes, "Do you know that my son got on his sister's new four-wheeler yesterday?
Reflecting on a Lifetime in Camps and Remote Site Locations
He rode slow, but he loved it. I think everyone telling him he could do anything reminded him that he can do anything, and he did. Another says, "My three sons are getting along much better since we returned home. The students at the program were kind to and accepting of each other. My son brought home those positive feelings and is, so far, much nicer to be around.
Related What If: A lifetimes reflection on safety and leadership
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