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Continue Continue Exit Filter FINISH finish Definition definition Glossary Terms Menu Please rotate your device NEXT next Notes Notes Bio More info Captions pause play Send an email PREV previous Question List replay Additional Resources resources Restart Resume Search... search Search in: Search Results Back to top Slide Text SUBMIT ALL submit all SUBMIT submit volume qualification overview the nebosh hse certificate in process safety management (psm) has been developed by nebosh in collaboration with the health and safety executive (hse), britain’s health and safety regulator. this new specialist occupational safety and health qualification is specifically for process industries such as oil and gas, energy sector, chemicals, plastics, pharmaceuticals, mining, utilities (water management) and food/drink manufacturing to provide the knowledge and understanding of psm to ensure holders of this certificate can recognise and contribute to the control of process safety hazards. the course is designed to equip managers, supervisors and safety professionals with a broad understanding of the accepted principles and recognised industrial practices for the management of process risk. it focuses on the prevention of catastrophic accidents and near misses associated with loss of containment of energy or dangerous substances such as chemicals and hydrocarbons. this qualification consists of one unit – psm1. unit psm1 is divided into 4 elements. a guide of symbols used in this course key terms learner activity questions additional resources element 1 process safety leadership this element will explore what process safety is and will look at the importance of leadership in the process industries. it will also introduce organisational learning, management of change, and how worker engagement can be managed. learning outcomes at the end of the training, you will be able to: 1.1 outline the meaning of process safety and how it differs from personal safety. 1.2 explain the role of leadership in process safety management. 1.3 explain the purpose of organisational learning, the sharing of lessons learnt and sources of information. 1.4 explain how ‘change’ should be managed to effectively reduce risks to people and plant. 1.5 outline the benefits, limitations and types of worker participation and engagement. 1.6 outline what is meant by competence and its importance to process safety. element 1: process safety leadership 1.1 process safety management meaning. 1.2 process safety leadership. 1.3 organisational learning. 1.4 management of change. 1.6 competence. 1.5 worker engagement. process safety vs personal safety what do you understand by the term “process safety”? how do you think this differs from “personal safety”? learner activity think about this and complete the activity on the next slide before progressing. following the plant safe start-up and shut-down procedures. report process safety incidents and near misses. carry out inspections to safety critical plant and equipment. following safe work procedures. reporting unsafe acts and unsafe conditions. wearing personal protective equipment (ppe) as required by the employer. close close close close close close correct match the statements to the correctheading and press ‘submit’ when finished. incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. see answer see answer see answer see answer see answer see answer incorrect correct that's right! you selected the correct response. continue continue continue continue continue continue correct following the plant safe start-up and shut-down procedures. report process safety incidents and near misses. carry out inspections to safety critical plant and equipment. following safe work procedures. reporting unsafe acts and unsafe conditions. wearing personal protective equipment (ppe) as required by the employer. match the statements to the correctheading and press ‘submit’ when finished. submit submit submit submit submit submit what is process safety? ‘a blend of engineering and management skills focused on preventing catastrophic accidents and near misses, particularly structural collapse, explosions, fires and toxic releases associated with loss of containment of energy or dangerous substances such as chemicals and petroleum products’ (energy institute definition adapted from the center for chemical process safety of the american institute of chemical engineers).’ personal safety prevention of incidents causing injuries to individuals; applicable in all workplaces. process safety blend of engineering and management skills; prevention or mitigation of catastrophic failures; high-hazard industries. personal safety vs process safety 1.1 process safety management meaning. 1.2 process safety leadership. 1.3 organisational learning. 1.4 management of change. 1.6 competence. 1.5 worker engagement. element 1: process safety leadership case study: buncefield oil storage depot in the early hours of sunday 11th december 2005, a number of explosions occurred at buncefield oil storage depot, hemel hempstead, hertfordshire. over 40 people were injured; fortunately there were no fatalities. significant damage occurred to both commercial and residential properties in the vicinity and a large area around the site was evacuated on emergency service advice. the fire burned for 5 days, destroying most of the site and emitting large clouds of black smoke into the atmosphere. in the process safety leadership group (pslg) final report 2 into the buncefield disaster, the importance of leadership was acknowledged. hazard and risk awareness of leadership teams in process safety, leaders need to be: competent and actively engaged. in possession of facts and data as decision makers. aware of the hazards and risk potential of their plant and sites through their life cycle: design; construction; commissioning; operations; decommissioning. case study: buncefield we will be investigating buncefield oil storage depot at several points through the element, so it would be useful for you to be aware of the incident. use the hse website, search engines and public access sites to learn more about the buncefield disaster, e.g. or review this case study. case study: piper alpha in the 1988 piper alpha oil rig disaster, 167 lives were lost, insured losses reached £1.7 billion and impacted 10% of north sea oil and gas production. piper alpha will be discussed several times in the course, so it would be useful to have an understanding of the disaster. use the hse website, search engines and public access video sites or review the case study to understand (in no great detail) what happened and why the incident had such a profound impact on the industry and process safety as a whole. board level visibility the principles of process safety leadership place emphasis on board level visibility to promote process safety. practical measures can include: leading by example, eg, wearing ppe; following site rules; providing resource for site and projects; supporting the risk assessment process; carrying out site visits; asking questions! learner activity activity board level commitment to process safety is often achieved by being visible. - what practical measures can board members take to reinforce the importance of process safety? think about this and complete the activity on the next slide before progressing. leading by example, e.g. follow site process safety rules leading by example, e.g. follow site process safety rules leading by example, e.g. follow site process safety rules leading by example, e.g. follow site process safety rules leading by example, e.g. follow site process safety rules leading by example, e.g. follow site process safety rules visiting sites and ask questions visiting sites and ask questions visiting sites and ask questions visiting sites and ask questions visiting sites and ask questions visiting sites and ask questions supporting the process safety management audit supporting the process safety management audit supporting the process safety management audit supporting the process safety management audit supporting the process safety management audit supporting the process safety management audit correct close close close close close close what practical measures can board members take to reinforce the importance of process safety? incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. see answer see answer see answer see answer see answer see answer incorrect correct that's right! you selected the correct response. continue continue continue continue continue continue correct leading by example, e.g. follow site process safety rules leading by example, e.g. follow site process safety rules leading by example, e.g. follow site process safety rules leading by example, e.g. follow site process safety rules leading by example, e.g. follow site process safety rules leading by example, e.g. follow site process safety rules visiting sites and ask questions visiting sites and ask questions visiting sites and ask questions visiting sites and ask questions visiting sites and ask questions visiting sites and ask questions supporting the process safety management audit supporting the process safety management audit supporting the process safety management audit supporting the process safety management audit supporting the process safety management audit supporting the process safety management audit carry out the preventive maintenance activities carry out the preventive maintenance activities carry out the preventive maintenance activities carry out the preventive maintenance activities carry out the preventive maintenance activities carry out the preventive maintenance activities carry out pre-start up safety check carry out pre-start up safety check carry out pre-start up safety check carry out pre-start up safety check carry out pre-start up safety check carry out pre-start up safety check prevent slips, trips and falls incident prevent slips, trips and falls incident prevent slips, trips and falls incident prevent slips, trips and falls incident prevent slips, trips and falls incident prevent slips, trips and falls incident what practical measures can board members take to reinforce the importance of process safety? submit submit submit submit submit submit click all that apply and press ‘submit’. process safety responsibilities everyone has a role to play in process safety. roles need to be clearly defined. competency and accountability is a must: managers: allocate resources; engineers: design and maintain; safety professionals: advise and guide; workers: follow safety procedures, e.g. lock out-tag out, permits, etc. reasons for holding to account all individuals with psm responsibility high potential consequences, if fail to carry out responsibilities adequately. encourages engagement. look for root causes. nb need to avoid a blame culture. responsibility and accountability responsibility is an ongoing duty to complete the task. the responsible person is the individual(s) who actually complete the task. for example, if an operator failed to implement the hot work permit system, his supervisor is ultimately accountable for his employee’s actions. accountability is ultimate responsibility – being answerable for your acts or omissions. the accountable person is the individual who is ultimately answerable for the activity or decision. if you are held accountable for something, you are more likely to have a vested interest in making it work. important though that accountability does not spill over into a blame game. responsibilities at senior leadership level ceos and leaders assure their organisation’s competence to manage the hazards of its operations. they must: ask critical questions; ensure competence at all levels; ensure that there is continual development of expertise, especially with new law and technology; provide adequate resources and time for risk analysis; provide training and scenario planning; listen to process experts; ensure the organisation manages/reviews contractors and third parties competency; communicate effectively. the provision of adequate resources “appropriate resources should be made available to ensure a high standard of process safety management throughout the organisation and staff with process safety.” appropriate resources can be: human; financial; and physical. under-resourcing process safety is a risky business! process safety objectives and targets activity why might process safety be considered a continuous improvement process? - suggest practical ways in which organisations can seek to improve. think about this and complete the activity on the next slide before progressing. activity introduce new processes and equipment to reduce the fire and explosion risk. introduce new processes and equipment to reduce the fire and explosion risk. introduce new processes and equipment to reduce the fire and explosion risk. introduce new processes and equipment to reduce the fire and explosion risk. introduce new processes and equipment to reduce the fire and explosion risk. introduce new processes and equipment to reduce the fire and explosion risk. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. benchmarking to other organisations benchmarking to other organisations benchmarking to other organisations benchmarking to other organisations benchmarking to other organisations benchmarking to other organisations close close close close close close correct why might process safety be considered a continuous improvement process? incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. see answer see answer see answer see answer see answer see answer incorrect correct that's right! you selected the correct response. continue continue continue continue continue continue correct introduce new processes and equipment to reduce the fire and explosion risk. introduce new processes and equipment to reduce the fire and explosion risk. introduce new processes and equipment to reduce the fire and explosion risk. introduce new processes and equipment to reduce the fire and explosion risk. introduce new processes and equipment to reduce the fire and explosion risk. introduce new processes and equipment to reduce the fire and explosion risk. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. utilise computerized preventive maintenance databases to schedule timely maintenance and replacements of system components. benchmarking to other organisations benchmarking to other organisations benchmarking to other organisations benchmarking to other organisations benchmarking to other organisations benchmarking to other organisations setting process safety key performance indicators (kpis) setting process safety key performance indicators (kpis) setting process safety key performance indicators (kpis) setting process safety key performance indicators (kpis) setting process safety key performance indicators (kpis) setting process safety key performance indicators (kpis) carry out investigation to process safety incident carry out investigation to process safety incident carry out investigation to process safety incident carry out investigation to process safety incident carry out investigation to process safety incident carry out investigation to process safety incident monitor the process safety performance monitor the process safety performance monitor the process safety performance monitor the process safety performance monitor the process safety performance monitor the process safety performance why might process safety be considered a continuous improvement process? submit submit submit submit submit submit continuous improvement organisations change new processes and products. new operational conditions. technology changes new equipment available. standards change benchmarking to other organisations. legislation and guidance changes. 1.1 process safety management meaning. 1.2 process safety leadership. 1.3 organisational learning. 1.4 management of change. 1.6 competence. 1.5 worker engagement. element 1: process safety leadership activity think about incidents you have been involved in: what was the most significant in terms of actual injury/harm? what had the greatest potential for injury? do you think you learnt all you could from the potentially serious event? think about this and complete the activity on the next slide before progressing. learner activity close close close close close close click the icon below to download your reflection as a document file and save this for your own records. download download download download download download what was the most significant in terms of actual injury/harm? do you think you learnt all you could from the potentially serious event? type your text here… continue >>> continue >>> continue >>> continue >>> continue >>> continue >>> what had the greatest potential for injury? type your text here… continue >>> continue >>> continue >>> continue >>> continue >>> continue >>> what was the most significant in terms of actual injury/harm? type your text here… continue >>> continue >>> continue >>> continue >>> continue >>> continue >>> learning lessons investigate based on the potential and the actual consequences. do not downplay the incident as a “near miss”. incidents not investigated, could happen again with more serious consequences eg: chemical reaction causes pipes to heat up. if ignored as a near miss and not investigated later resulted in a chemical release and serious injuries. immediate and root causes unsafe act or condition that lead to the consequences (harm, damage etc). immediate cause underlying circumstances that allowed immediate cause to happen. root cause eg spillage, failure of a vessel, removed guard. eg management or systems failures. learner activity activity review the piper alpha disaster or this case study. think what is the root causes of the piper alpha disaster? think about this and complete the activity on the next slide before progressing. complete close close close close close close click the icon below to download your reflection as a document file and save this for your own records. download download download download download download sample answer continue >>> continue >>> continue >>> continue >>> continue >>> continue >>> in the piper alpha disaster, the immediate cause was the release of flammable liquefied propane gas (lpg). the root causes of the release included: failure of the permit-to-work system inadequate lock-out and isolation standards inadequate design standards, etc think what is the root causes of thepiper alpha disaster? type your text here… continue >>> continue >>> continue >>> continue >>> continue >>> continue >>> activity a flammable liquid has overflowed from a vessel during the filling operation. the liquid is transferred via a pump to a vessel where it is metered in based on the transfer time and pump speed. what at the immediate causes and root causes? think about this and complete the activity on the next slide before progressing. learner activity filing operation. operator didn’t monitor the liquid level. liquid overflowed from a vessel. no/poor management of change process. no/failure of high level alarm. no automatic cut off. close close close close close close correct match the statements to the correct heading and press ‘submit’ when finished. incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. see answer see answer see answer see answer see answer see answer incorrect correct that's right! you selected the correct response. continue continue continue continue continue continue correct filing operation. operator didn’t monitor the liquid level. liquid overflowed from a vessel. no/poor management of change process. no/failure of high level alarm. no automatic cut off. match the statements to the correct heading and press ‘submit’ when finished. submit submit submit submit submit submit reasons for investigating accidents and incidents to identify root causes of the incident. to prevent the incident happening again. to update risk assessments. to document/record the details for future use. to meet any legal requirements to report and investigate. to enable patterns and trends to be discovered. demonstrates a desire to improve and learn lessons. to determine if any disciplinary actions are needed. causes can be addressed through revised risk assessments. fewer serious events should occur. achievement of legal compliance. to assist with any civil claims. workers will feel valued. any disciplinary action will be fair. benefits of investigating accidents and incidents retention of corporate knowledge corporate amnesia - where organisations fail to retain their memory of previous incidents. avoidance of “corporate amnesia”: retain information formally rather than relying on individuals; lessons learnt; decisions; designs, etc. lessons learnt and benchmarking lessons learnt findings of accident and incident investigations. striving for continual improvement. benchmarking comparing an organisation against: another organisation; a national standard, eg hse accident statistics publication; and/or an operational standard. activity how do you share the lessons learnt from incidents within your organisation? is it a two-way process (ie do you also hear about incidents)? who do you benchmark against? think about this and complete the activity on the next slide before progressing. learner activity complete close close close close close close click the icon below to download your reflection as a document file and save this for your own records. download download download download download download who do you benchmark against? type your text here… continue >>> continue >>> continue >>> continue >>> continue >>> continue >>> is it a two-way process (ie do you also hear about incidents)? type your text here… continue >>> continue >>> continue >>> continue >>> continue >>> continue >>> how do you share the lessons learnt fromincidents within your organisation? type your text here… continue >>> continue >>> continue >>> continue >>> continue >>> continue >>> sources of process safety management information process safety management information is necessary for the safe operation and maintenance of process plant and should be: documented; reliable; current; and easily available to the people who need to use it. inspection, audit and investigation reports; maintenance records; process control systems; relief system design; fire detection and protection plans. information internal to the organisation: safety data sheets (sds); process design criteria; block flow diagram process flow diagrams (pfd); piping and instrument diagrams (p&ids) safe operating procedures (sops); sources of process safety management information information external to the organisation: eu directives; the uk health and safety executive (hse); the us occupational safety and health administration (osha); harmonised european standards; british standards; international labour organisation (ilo); trade associations/professional bodies eg institute of chemical engineers (icheme). sources of process safety management information activity think about the sources of information available in your organisation to assist in process safety management. are they documented, reliable, current and easily available to the people who need to use them? download this document and conduct a gap analysis on your organisation. visit the excellent hse website for more information. learner activity 1.1 process safety management meaning. 1.2 process safety leadership. 1.3 organisational learning. 1.4 management of change. 1.6 competence. 1.5 worker engagement. element 1: process safety leadership what is management of change (moc)? formally documented process. authorises changes before they are implemented. ensures relevant safety (and process) considerations have been made: hazard and risk analysis. the moc process case study: flixborough use the hse website, search engines and public access sites to learn more about flixborough disaster or review our case study. is there an effective moc process in place? case study: flixborough suggested answer the flixborough disaster in the uk in 1974 highlighted the need for effective management of change processes all too well. modifications to pipework to allow maintenance on a leaking vessel were carried out without proper consideration of the design requirements and by people without the required competence. the result was a pipe line that was not rated to withstand the pressures that it experienced and it ruptured, resulting in a release and explosion that killed 28 people. read the buncefield explosion and fire report or the buncefield explosion and fire case studies. is management of change (moc)? an underlying cause of this accident? case study: buncefield management of change control measures formal documented system developed to identify required modifications the requirement for a full hazard and risk analysis exercise on implications of change ie, prevent the introduction of new hazards or unknowingly increasing the risk of existing hazards; process for all changes to be authorised by competent persons and where safety critical devices are to removed, sanctioned and signed off by senior management; management of change control measures all changes to process plant and/or design correctly documented for process knowledge retention; consult and inform those affected by the changes (both operational and changes of key workers); training programmes implemented where necessary. think about your moc process - either, one you are currently working with, or from a previous role. how effective is it? is it valued by all involved? is it rigorously used at all times? could you make any improvements? 1.1 process safety management meaning. 1.2 process safety leadership. 1.3 organisational learning. 1.4 management of change. 1.6 competence. 1.5 worker engagement. element 1: process safety leadership activity what do we mean by ‘consultation’ and how is it different to ‘informing’? how do you consult with workers? learner activity think about this and complete the activity on the next slide before progressing. the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. correct close close close close close close which statement below is the correct definitionof the term ‘consultation’? incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. see answer see answer see answer see answer see answer see answer incorrect correct that's right! you selected the correct response. continue continue continue continue continue continue correct the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the top-down communication from managers to workers. usually one-way communication when people are simply informed. the top-down communication from managers to workers. usually one-way communication when people are simply informed. the top-down communication from managers to workers. usually one-way communication when people are simply informed. the top-down communication from managers to workers. usually one-way communication when people are simply informed. the top-down communication from managers to workers. usually one-way communication when people are simply informed. the top-down communication from managers to workers. usually one-way communication when people are simply informed. bottom up communication from workers to managers to raise process safety concerns and suggestions, managers did not provide feedback and act on workers concerns. bottom up communication from workers to managers to raise process safety concerns and suggestions, managers did not provide feedback and act on workers concerns. bottom up communication from workers to managers to raise process safety concerns and suggestions, managers did not provide feedback and act on workers concerns. bottom up communication from workers to managers to raise process safety concerns and suggestions, managers did not provide feedback and act on workers concerns. bottom up communication from workers to managers to raise process safety concerns and suggestions, managers did not provide feedback and act on workers concerns. bottom up communication from workers to managers to raise process safety concerns and suggestions, managers did not provide feedback and act on workers concerns. which statement below is the correct definitionof the term ‘consultation’? submit submit submit submit submit submit click all that apply and press ‘submit’. the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. correct close close close close close close which statement below is the correct definition of the term ‘informing’? incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. see answer see answer see answer see answer see answer see answer incorrect correct that's right! you selected the correct response. continue continue continue continue continue continue correct the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. the one-way communication of knowledge or information to people. this is less effective than the two-way exchange of information that people are engaged. the two-way exchange of information between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the two-way exchange of information between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. the one-way communication of information from managers to workers. this normally involve feedback from workers. the one-way communication of information from managers to workers. this normally involve feedback from workers. the one-way communication of information from managers to workers. this normally involve feedback from workers. the one-way communication of information from managers to workers. this normally involve feedback from workers. the one-way communication of information from managers to workers. this normally involve feedback from workers. the one-way communication of information from managers to workers. this normally involve feedback from workers. which statement below is the correct definition of the term ‘informing’? submit submit submit submit submit submit click all that apply and press ‘submit’. key term consultation the two-way exchange of information between parties, in this case between employer and worker and contractors. this is far more effective than the one-way exchange that we see when people are simply informed. benefits and limitations of consulting benefits improves relationships. demonstrates commitment. improves safety culture. gains co-operation from workers. harnesses workers’ practical knowledge. limitations not all matters can be consulted on. takes time (which might not be available). poor consultation processes are worse than no consultation! when consultation is needed introducing changes that affect health and safety (new plant/processes/work methods, etc) when implementing new technology. when appointing safety advisers. development of procedures, safe systems of work undertaking risk assessments development of training plans. reviewing health and safety performance. learning lessons from incidents and near misses. types of consultation and their role/responsibilities video watch the following video of a health and safety committee and complete the activity on the next slide close close close close close close correct the chair pressured the committee and failed in two-way communication. the committee members do not have an opportunity to speak and voice concerns. one sensible suggestion (board the door up to prevent fall) was discounted. the chair demonstrated strong leadership in this video. the communication is very effective in the committee meeting. the safety control measures agreed is effective. with reference to the safety committeevideo, which statements are true and which are false? incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. see answer see answer see answer see answer see answer see answer incorrect correct that's right! you selected the correct response. continue continue continue continue continue continue correct the chair pressured the committee and failed in two-way communication. the committee members do not have an opportunity to speak and voice concerns. one sensible suggestion (board the door up to prevent fall) was discounted. the chair demonstrated strong leadership in this video. the communication is very effective in the committee meeting. the safety control measures agreed is effective. with reference to the safety committeevideo, which statements are true and which are false? submit submit submit submit submit submit safety committee meeting the video was intended to show that while leadership is important, the committee does need the opportunity to speak without being shouted down by the chair. while the chair was quiet, she exerted pressure and the one sensible suggestion (board the door up to prevent fall) was discounted. why include workers? engagement should be a priority do not allow it to fall by the wayside. schedule meetings and activities. hold people accountable. its necessary better understanding and involvement results in better solutions. 1.1 process safety management meaning. 1.2 process safety leadership. 1.3 organisational learning. 1.4 management of change. 1.6 competence. 1.5 worker engagement. element 1: process safety leadership competence the ability to undertake responsibilities and to perform activities to a recognised standard on a regular basis to ensure process safety and prevent major accidents. a combination of practical and thinking skills, experience and knowledge. requires a willingness and reliability that work activities will be undertaken in accordance with agreed standards, rules and procedures. the role of competence in safe working and behaviours benefits of training understand the job so work safely. train to standards. right first time. training in how to do the job safely operational procedures. emergency procedures. here is an example of a training matrix: many organisations develop a training matrix as a starting point for developing individual competence and to provide a framework for career progression. competency management competency management the european process safety centre guidance suggests this framework for competence management systems for process safety. process safety training at all levels: process safety leaders; managers/supervisors/designers/safety advisers/newly qualified managers operators and technicians. training to include: standard operations; non-standard operations (shut-down, etc); emergency training. correct close close close close close close low frequency, high severity risks. low frequency, high severity risks. low frequency, high severity risks. low frequency, high severity risks. low frequency, high severity risks. low frequency, high severity risks. learning check - quiz q1 process safety mainly deals with: incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. see answer see answer see answer see answer see answer see answer incorrect correct that's right! you selected the correct response. continue continue continue continue continue continue correct q1. process safety mainly deals with: high frequency, high severity risks. high frequency, high severity risks. high frequency, high severity risks. high frequency, high severity risks. high frequency, high severity risks. high frequency, high severity risks. low frequency, high severity risks. low frequency, high severity risks. low frequency, high severity risks. low frequency, high severity risks. low frequency, high severity risks. low frequency, high severity risks. low frequency, low severity risks. low frequency, low severity risks. low frequency, low severity risks. low frequency, low severity risks. low frequency, low severity risks. low frequency, low severity risks. high frequency, low severity risks. high frequency, low severity risks. high frequency, low severity risks. high frequency, low severity risks. high frequency, low severity risks. high frequency, low severity risks. quiz submit submit submit submit submit submit correct close close close close close close senior manager. senior manager. senior manager. senior manager. senior manager. senior manager. learning check - quiz q2 within a management of change procedure, final approval for removal of a safety critical device should be given by a: incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. incorrect see answer see answer see answer see answer see answer see answer correct that's right! you selected the correct response. continue continue continue continue continue continue correct q2. within a management of change procedure, final approval for removal of a safety critical device should be given by a: senior manager. senior manager. senior manager. senior manager. senior manager. senior manager. lead operator. lead operator. lead operator. lead operator. lead operator. lead operator. chemical engineer. chemical engineer. chemical engineer. chemical engineer. chemical engineer. chemical engineer. process technician. process technician. process technician. process technician. process technician. process technician. quiz submit submit submit submit submit submit correct close close close close close close organisations. organisations. organisations. organisations. organisations. organisations. learning check - quiz q3. benchmarking is used to identify good practice across similar: incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. incorrect see answer see answer see answer see answer see answer see answer correct that's right! you selected the correct response. continue continue continue continue continue continue correct q3. benchmarking is used to identify good practice across similar: committees. committees. committees. committees. committees. committees. organisations. organisations. organisations. organisations. organisations. organisations. techniques. techniques. techniques. techniques. techniques. techniques. procedures. procedures. procedures. procedures. procedures. procedures. quiz submit submit submit submit submit submit correct close close close close close close to gather detailed practical knowledge about workplace hazards & risks. to gather detailed practical knowledge about workplace hazards & risks. to gather detailed practical knowledge about workplace hazards & risks. to gather detailed practical knowledge about workplace hazards & risks. to gather detailed practical knowledge about workplace hazards & risks. to gather detailed practical knowledge about workplace hazards & risks. learning check - quiz q4 what is the most important benefit of involving workers when carrying out risk assessments? incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. see answer see answer see answer see answer see answer see answer incorrect correct that's right! you selected the correct response. continue continue continue continue continue continue correct q4. what is the most important benefit of involving workers when carrying out risk assessments? to reduce resistance and conflict when risk assessments are introduced. to reduce resistance and conflict when risk assessments are introduced. to reduce resistance and conflict when risk assessments are introduced. to reduce resistance and conflict when risk assessments are introduced. to reduce resistance and conflict when risk assessments are introduced. to reduce resistance and conflict when risk assessments are introduced. to make sure there is a balanced representation of workers and managers. to make sure there is a balanced representation of workers and managers. to make sure there is a balanced representation of workers and managers. to make sure there is a balanced representation of workers and managers. to make sure there is a balanced representation of workers and managers. to make sure there is a balanced representation of workers and managers. to enable employer and employees to comply fully with legal requirements. to enable employer and employees to comply fully with legal requirements. to enable employer and employees to comply fully with legal requirements. to enable employer and employees to comply fully with legal requirements. to enable employer and employees to comply fully with legal requirements. to enable employer and employees to comply fully with legal requirements. to gather detailed practical knowledge about workplace hazards & risks to gather detailed practical knowledge about workplace hazards & risks to gather detailed practical knowledge about workplace hazards & risks to gather detailed practical knowledge about workplace hazards & risks to gather detailed practical knowledge about workplace hazards & risks to gather detailed practical knowledge about workplace hazards & risks quiz submit submit submit submit submit submit correct close close close close close close consistently performing a work-related task correctly to the required standard. consistently performing a work-related task correctly to the required standard. consistently performing a work-related task correctly to the required standard. consistently performing a work-related task correctly to the required standard. consistently performing a work-related task correctly to the required standard. consistently performing a work-related task correctly to the required standard. learning check - quiz q5 which of the following is the most direct evidence of worker competence? incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. see answer see answer see answer see answer see answer see answer incorrect correct that's right! you selected the correct response. continue continue continue continue continue continue correct q5. which of the following is the most direct evidence of worker competence? consistently performing a work-related task correctly to the required standard. consistently performing a work-related task correctly to the required standard. consistently performing a work-related task correctly to the required standard. consistently performing a work-related task correctly to the required standard. consistently performing a work-related task correctly to the required standard. consistently performing a work-related task correctly to the required standard. signing a document to confirm that a procedure was read and understood. signing a document to confirm that a procedure was read and understood. signing a document to confirm that a procedure was read and understood. signing a document to confirm that a procedure was read and understood. signing a document to confirm that a procedure was read and understood. signing a document to confirm that a procedure was read and understood. completing an attendance form following a process safety toolbox talk. completing an attendance form following a process safety toolbox talk. completing an attendance form following a process safety toolbox talk. completing an attendance form following a process safety toolbox talk. completing an attendance form following a process safety toolbox talk. completing an attendance form following a process safety toolbox talk. carrying out a work-related task without harming themselves or others. carrying out a work-related task without harming themselves or others. carrying out a work-related task without harming themselves or others. carrying out a work-related task without harming themselves or others. carrying out a work-related task without harming themselves or others. carrying out a work-related task without harming themselves or others. quiz submit submit submit submit submit submit correct close close close close close close implement the lockout/tagout procedure. implement the lockout/tagout procedure. implement the lockout/tagout procedure. implement the lockout/tagout procedure. implement the lockout/tagout procedure. implement the lockout/tagout procedure. learning check - quiz q6 which of the following is not a responsibility for senior leaders? incorrect that is incorrect. please try again. try again try again try again try again try again try again incorrect you did not select the correct response. see answer see answer see answer see answer see answer see answer incorrect correct that's right! you selected the correct response. continue continue continue continue continue continue correct q6. which of the following is not a responsibility for senior leaders? ensure competence at all levels. ensure competence at all levels. ensure competence at all levels. ensure competence at all levels. ensure competence at all levels. ensure competence at all levels. provide adequate resources and time for risk analysis. provide adequate resources and time for risk analysis. provide adequate resources and time for risk analysis. provide adequate resources and time for risk analysis. provide adequate resources and time for risk analysis. provide adequate resources and time for risk analysis. implement the lockout/tagout procedure. implement the lockout/tagout procedure. implement the lockout/tagout procedure. implement the lockout/tagout procedure. implement the lockout/tagout procedure. implement the lockout/tagout procedure. provide training and scenario planning. provide training and scenario planning. provide training and scenario planning. provide training and scenario planning. provide training and scenario planning. provide training and scenario planning. quiz submit submit submit submit submit submit element 1: summary 1.1 process safety management meaning. 1.2 process safety leadership. 1.3 organisational learning. 1.4 management of change. 1.5 worker engagement. 1.6 competence. end of element 1 <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>Explain that the qualification consists of one unit. Unit PSM1 is divided into 4 elements. </textformat></html> <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>Give examples</textformat><textformat leading='0' tabstops='[0, 48, 96, 144]'>Workers : e.g. lock out-tag out, permits, etc.</textformat></html> <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>Tutor notes: how does accountability differ from responsibility? </textformat><textformat leading='0' tabstops='[0, 48, 96, 144]'>Accountability is ultimate responsibility – being answerable for your acts or omissions. </textformat><textformat leading='0' tabstops='[0, 48, 96, 144]'></textformat><textformat leading='0' tabstops='[0, 48, 96, 144]'>How can accountability encourage engagement? If you are held accountable for something, you are more likely to have a vested interest in making it work.</textformat><textformat leading='0' tabstops='[0, 48, 96, 144]'></textformat><textformat leading='0' tabstops='[0, 48, 96, 144]'>Important though that accountability does not spill over into a blame game.</textformat></html> <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>Quote taken from the PSLG report.</textformat></html> <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>In this discussion there is not enough information to diagnose the problem but the aim is to suggest possible answers and failures. Suggested feedback on next slide.</textformat></html> <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>Corporate amnesia - where organisations fail to retain their memory of previous incidents.</textformat></html> <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>Sandy: we can design an activity asking to rank in order?</textformat></html> <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>Consultation: The two-way exchange of information between parties, in this case between employer and employee. This is far more effective than the one-way exchange that we see when people are simply ‘informed’.</textformat></html> <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>This was intended to show that while leadership is important, the committee does need the opportunity to speak without being shouted down by the chair. While the chair was quiet, she exerted pressure and the one sensible suggestion was discounted.</textformat></html> <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>Sandy note for tutor: Source: Operational Delivery Guide produced by COMAH Competent Authorities</textformat></html> <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>Many organisations develop a training matrix as a starting point for developing individual competence and to provide a framework for career progression. </textformat></html> <html><textformat leading='0' tabstops='[0, 48, 96, 144]'>The European Process Safety Centre guidance suggests this framework for competence management systems for process safety.</textformat></html> ALARP means that the risk hasn’t just been reduced, but is now at the lowest level that can be achieved without incurring disproportionate costs (costs can be financial, time, effort and inconvenience). An item of equipment or an area of production plant. The ability of an asset to perform its required function effectively and efficiently whilst protecting health, safety and the environment. Controls that can be put in place between the initiator (the triggering event) to either prevent if from happening or to mitigate the outcome. Also see Bow-Tie model and Hazard realisation. Used with ‘hazard realisation’. As the hazard realisation is worked through then ‘barriers’ can be identified that can be placed between the initiator (the triggering event) to either prevent it from happening or to mitigate the outcome (also known as layers of protection or defence. When these are drawn together this is known as a bow-tie. Hazardous places are classified in terms of zones on the basis of the frequency and duration of the occurrence of an explosive atmosphere: Zones 0-2 relate to gas/vapours/mists and Zones 20-22 to dusts. The ability to undertake responsibilities and to perform activities to a relevant standard, as necessary, to ensure process safety and prevent major accidents. Competence is a combination of knowledge skills and experience and requires a willingness and reliability that work activities will be undertaken in accordance with agreed standards, rules and procedures. A contractor is anyone you get in to work for you who is not an employee. A reaction is called endothermic if energy (heat) is absorbed during the reaction. Used to evaluate the mitigation measures that will operate after an event. The process starts with an initiating event and works forward in time to see what protective measure will operate. Each control will either be a success or a failure and, in this way, branches are built up on tree. A reaction is called exothermic if energy (heat) is released during the reaction. One or more deliberate points of weakness are included in process plant; it they are of suitable size and in the right place, they will safely vent an explosion with the plant. A substance has the risk of exploding in the right mixture with oxygen and if sufficient energy is available. A study often used to brainstorm how a component or a system might fail, the potential effects/consequences of those failures, existing safeguards against those failure modes and whether more should be in place. The property of a substance (usually gas or liquid (or the vapour above the liquid)) to ignite when sufficient energy is applied in the form of heat. The minimum temperature at which a liquid, under specific test conditions, gives off sufficient flammable vapour to ignite momentarily on the application of an ignition source. An advanced risk assessment. It is a very thorough analysis of a process to identify ways in which the process could deviate from its design intention in order that controls can be developed. It is usually chaired by an independent HAZOP leader and involves a multidisciplinary team of designers, engineers, safety professionals, operators and other specialists. A brainstorming activity to identify hazards before changes are made to existing processes and plant (sometimes called a walk-through). In hazard realisation, the assessor looks at ‘the worst-case scenario’ to understand the potential consequences of the hazard so that controls can be implemented in the form of barriers. Reactive measures that look at failures such as the number of injuries, near misses and spills which are reported, or excursions where plant is operated outside of the intended operational envelope. Proactive measurements of conditions that monitor process safety management before something goes wrong and to see if things are operating as intended. The minimum concentration of vapour in air below which propagation of a flame will not occur in the presence of an ignition source. Also referred to as the lowerflammable limit or lower explosive limit. The property of a substance to readily accept electrons from another substance. A formal recorded process used to control work which is identified as potentially hazardous. It is also a means of communication between site/installation management, plant supervisors and operators and those who carry out the hazardous work. Any activity involving a highly hazardous chemical including use, storage, manufacturing, handling, or the on-site movement of such chemicals, or combination of these activities. Any group of vessels that are interconnected, & Separate vessels which are located such that a highly hazardous chemical could be involved in a potential release. The above all considered a single process. A blend of engineering and management skills focused on preventing catastrophic accidents and near misses, particularly structural collapse, explosions, fires and toxic releases associated with loss of containment of energy or dangerous substances such as chemicals and petroleum products. These engineering and management skills exceed those required for managing workplace safety (Adapted from Centre for Chemical Process Safety of the American Institute of Chemical Engineers) The limits of the operating conditions under which a process can take place safely. Typically, process limits are established by setting upper and lower levels for a range of parameters. A document step-by-step instruction on how to conduct specific parts of the operating process. It sets out the way a certain task or activity is done so that mistakes which might lead to a situation where the safe operating envelope could be breached are avoided. The overall purpose of the SOP is to identify and maintain the operating parameters such as pressure limits, temperature range, flow rates etc at the required safe level. The terms used to describe the transfer of information between a shift who are leaving work and incoming new shift. A reaction that is out of control because the rate of heat generation by an exothermic chemical reaction exceeds the rate of cooling available. The maximum concentration of vapour in air above which the propagation of a flame will not occur. Also referred to as the upper flammable limit or the upper explosion limit. In ‘what-if analysis of risk realisation, the assessor asks, 'what-if' and then digs deeper to look at the true potential of an incident.