Introduction to Fire Safety Management
Introduction to Fire Safety Management
Introduction to Fire Safety Management
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emergency medical care and rescue work. It is therefore<br />
necessary <strong>to</strong> communicate with those external bodies<br />
that will provide assistance in the case of emergencies<br />
including the police, fi re and ambulance services.<br />
Further examples of information that should be<br />
communicated outside an organisation include:<br />
➤ Details contained within the health and safety fi le<br />
produced upon completion of construction operations<br />
under CDM<br />
➤ Hazards associated with a particular site, e.g. chemical<br />
or biological risks<br />
➤ Environmental management systems including facilities<br />
for hazardous waste disposal<br />
➤ Emergency procedure for visi<strong>to</strong>rs and contrac<strong>to</strong>rs<br />
➤ Hazard information <strong>to</strong> prospective cus<strong>to</strong>mers as<br />
part of the supply chain management.<br />
Again, a variety of media is used when communicating<br />
information <strong>to</strong> external parties. Increasingly the use of<br />
electronic communication technology is simplifying and<br />
accelerating the fl ow of information. An obvious disadvantage<br />
of the level of use of electronic media is the<br />
possibility of information overload, where safety critical<br />
issues can be lost in a plethora of trivial information.<br />
4.4.4 Competence<br />
Competence is the fundamental requirement <strong>to</strong> allow<br />
any task <strong>to</strong> be completed safely. A number of defi ning<br />
safety and employment bodies have attempted <strong>to</strong> provide<br />
a succinct defi nition of the term competence.<br />
<strong>Safety</strong> competence can therefore be described as<br />
being a combination of knowledge, skills and experience<br />
that ensures roles are fulfi lled and tasks completed with<br />
due regard <strong>to</strong> the hazards involved and the risk control<br />
measures necessary <strong>to</strong> achieve the required levels of<br />
safety. The RRFSO also adds the term ‘other qualities’<br />
without giving an indication of what they are referring <strong>to</strong>.<br />
Examples of defi nitions of competence:<br />
The ability <strong>to</strong> perform the activities within<br />
an occupation or function <strong>to</strong> the standards<br />
expected in employment (Manpower<br />
Services Commission 1991).<br />
The ability <strong>to</strong> use knowledge, understanding,<br />
practical and thinking skills <strong>to</strong> perform<br />
effectively <strong>to</strong> the national standards expected<br />
in employment (DfEE 1998).<br />
<strong>Safety</strong> culture<br />
Competence gives confi dence <strong>to</strong> those who have<br />
it and ensures that policies will be developed and<br />
implemented effectively by all those having responsibility<br />
for safety in the workplace.<br />
It follows that the competence of the most senior<br />
manager is as relevant <strong>to</strong> shop fl oor safety as the<br />
competence of the contract cleaner. Each has a different<br />
but nonetheless vital role <strong>to</strong> play in the control of risk.<br />
Each needs <strong>to</strong> have an adequate level of knowledge,<br />
skill and experience <strong>to</strong> enable them <strong>to</strong> do what is<br />
necessary <strong>to</strong> make the workplace safe. The senior buyer<br />
may be responsible <strong>to</strong> ensure, for example, the provision<br />
of safe work equipment, whereas the contract cleaner is<br />
responsible for ensuring the waste by-products of the<br />
equipment do not present a fi re hazard. Each must be<br />
able <strong>to</strong> recognise what needs <strong>to</strong> be done and each must<br />
have the necessary skills <strong>to</strong> play their part effectively.<br />
Individual competence may be affected by<br />
the following fac<strong>to</strong>rs:<br />
➤ The ability <strong>to</strong> acquire knowledge or<br />
develop skills<br />
➤ Mental approach (e.g. powers of concentration,<br />
maturity, motivation)<br />
➤ The ability <strong>to</strong> apply existing knowledge<br />
and ‘common sense’<br />
➤ Skills acquired through experience,<br />
instruction, or training<br />
➤ The physical ability <strong>to</strong> develop work skills.<br />
Organisations that effectively manage safety need, as<br />
a minimum, <strong>to</strong> moni<strong>to</strong>r levels of competence at various<br />
times and will normally have formal arrangements for<br />
measuring competence on the following occasions:<br />
➤ On recruitment of employees<br />
➤ On promoting and internal transfer of staff<br />
➤ Prior <strong>to</strong> engaging contrac<strong>to</strong>rs<br />
➤ The introduction of new:<br />
➤ Work equipment<br />
➤ Procedures<br />
➤ Working routine<br />
➤ To assess training needs<br />
➤ To assess training effectiveness<br />
➤ When investigating incidents and accidents.<br />
The Department of Employment defi ne training as:<br />
The systematic development of attitude,<br />
knowledge and skill patterns required by an<br />
individual <strong>to</strong> perform adequately a given task<br />
or job.<br />
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