Cecilia K.C. Fung. Department of Applied Science Institute of Vocational Education Hong Kong 1.0 ABSTRACT

Transcription

1 An Overview of Occuptionl Sfety nd Helth (OHS) Eduction in Hong Kong: Shll OHS Trining Course Compete or Compenste Ech Other in Supporting Legisltion Cecili K.C. Fung Deprtment of Applied Science Institute of Voctionl Eduction Hong Kong 1.0 ABSTRACT Eduction my be systemtic nd plnned strtegy to mke people cquire skill nd knowledge so s to meet the desired objectives. In move to check whether or not the expected objectives re chieved, the level of ttinment in knowledge my be judged by different types of performnce mesures. The mesurement my lrgely refer to wht kind of knowledge is going to dispose like rule-bsed, skill-bsed or knowledge-bsed. If there is ny vlidtion, recognition from other public or privte bodies, these professionl vlidtion nd recognition will intngibly demrcte the model of trining courses. The trining syllbi will therefore be purpose-built for such mesurement s bsic guideline. In this connection it is believed tht the interction between the professionl recognition nd the development of trining syllbi in the field of Occuptionl Sfety nd Helth my somehow pve n effect on supporting the relevnt legisltion in the wy of understnding nd complince. Therefore it seems tht there is pressing need to look into the mtter of how the professionl recognition ffects different OSH trining courses in fulfilling their trining needs on one side nd in supporting the legisltion on the other. The method of study will limit to studying two types of trining progrmmes including expressly sttutory sfety officer trining course nd un-expressly trining progrmme for sfety mngement nd uditing. These trining progrmmes offered loclly or joint venture in Hong Kong nd overses teching institutes will be discussed. As regrds the influence rising from the corresponding professionl recognition on these trining progrmmes, the legl requirement in Occuptionl Sfety nd Helth Ordinnce Chpter 509 nd Fctories nd Industril Undertkings Ordinnce Chpter 59 nd their subsidiry legisltion will then be used for mesuring the influence. Hopefully, the effort spending on the OHS trining progrmmes will be figured out whether or not it both fulfils the trining needs nd supports the legisltion. 204

2 2.0 INTRODUCTION In Hong Kong, who will look for occuptionl sfety nd helth (OSH) trining opportunities? Wht will be the criteri in choosing the trining so s to fit their needs? Who should prticipte or monitor it? Which institutes will orgnize it? There re lots nd lots of questions flshing in the mind once person wnts to receive trining. Cn this person esily get n nswer? Or cn ny trining institute provide the nswer to ll these questions? No mtter whether people find the nswer or my not even think of them, the first thing coming to their minds my be more relistic. They my think bout how much the trining progrmme costs; how long it tkes; whether it fulfils the legl requirement if ny; nd whether it is offered by reputble institute. It is fir enough to choose vrious trining progrmmes bsing on the bove intuition. However wht OSH trining opportunities re vilble in Hong Kong? The mening of OSH trining needs to be ddressed. Issues such s 'who will look for the trining', 'wht re his or her trining needs' nd 'how mny types of the trining re vilble', must be identified. It is suspected tht the interction between the professionl recognition nd the development of trining syllbi by the trining institutes my somehow pve n effect on understnding nd complince of OSH relted legisltion. The OSH trining nvigting in the legl direction will therefore be nlyzed. Hopefully it my be concluded if trining progrmmes re to support or stisfy the expecttions of industry, government nd the eductor, wht chnge to the trining institutes shll be mde such s compete or complementry to ech other. 3.0 OSH TRAINING Trining cn be viewed s eductionl trining nd voctionl trining. Eductionl trining is trditionl progrmme tht my be clssroom-bounded. The curriculum for the eductionl trining my consist of system of performnce improvement opportunities such s courses, progrmme, nd lerning interventions. Of which, the content specifictions nd conceptul frmework link in sequentil mnner tht will provide efficient nd effective lerning opportunities (Dubois 1993, pp.9-11). However, the clssroom experiences re frequently too hevily invested in lerning bout the job (Boytzis 1982). In some cses, especilly in cdemic institution, there is no ttempt to chnge behviour (Brown & Seidner 1998, p.95). Once the prticipnts join the workforce, they my not lwys recognize wys to pply wht they hve received or lerned. The evidence of the OSH eductionl trining cn be trced bck to the consulttion pper on the review of industril sfety in Hong Kong published in July It hs stted tht the syllbus of secondry schools shll include industril sfety so s to increse sfety wreness mong school levers (Eduction nd Mnpower Brnch 1995). It cn further evident t technicl, degree course, or in their continuing professionl development progrmmes. The OSH voctionl trining is more or less competence-bsed trining which hs been widely dvocted in the FIUO nd its subsidiry legisltion. Job competence 205

3 cn be defined s n employees cpcity to meet (or exceed) job requirements by producing the job outputs t n expected level of qulity within the constrints of the orgniztion s internl nd externl environments (Dubois 1993, p.9). The purpose is to get better results by chnging behviour through four levels of mesurement nmely, rection, lerning, behviour nd result (Brown & Seidner 1998, p.95). The mesurement of rection implies evlution on mesuring the prticipnts rection to trining. The mesurement of lerning mesures the extent of chnging ttitude, improving knowledge nd or incresing skill. The mesurement of behviour reds the extent of chnge in behviour (Brown & Seidner 1998, pp ). The mesurement of result is out-come bsed nd reflected on the ctul expecttions of performnce in work role (Buckley & Cple 1992, p.238). Therefore it is hoped tht the prticipnts returning to workplce with experiences in thinking, feeling, nd cting competently through their cquisition of the OSH lerning opportunities. In ddition, the successfulness of voctionl trining my lso rely on the orgniztionl climte. It my refer to preventing tht the boss forbids pplying wht trining tells, discourging tht the boss will not sy no but my be unhppy when pplying, neutrl tht the boss hs no objection s long s the job gets done, encourging tht the boss encourges pplying the lerned knowledge, nd requiring tht the boss mkes sure the trnsfer of the lerning to the job (Brown & Seidner 1998, p. 102). 3.1 Different Types of Trining Trining needs my rise in one of two wys either someone is not performing work tsk s effectively s they could becuse of deficiency in knowledge or skill, or someone needs to lern new knowledge or skills in nticiption of some future chnge in the work (Newby 1992, p.13). These ctul expecttions of performnce re required to reflect in work role. The work role performnce cn be clssified into three levels with reference to the skill-rule-knowledge frmework originted from verbl protocol study of technicins engged in electronic trouble-shooting (Reson 1990, p.43). The three levels of performnce correspond to decresing levels of fmilirity with the environment or tsk s follows: Skill-bsed Level At the skill-bsed level, humn performnce is governed by stored ptterns of preprogrmmed instructions represented s nlogue structures in time-spce domin. Errors t this level re relted to the intrinsic vribility of force, spce or time coordintion Rule-bsed Level The rule-bsed level is pplicble to tckling fmilir problems in which solutions re governed by stored rules of the type if stte then dignosis or if stte then remedil ction. Here, errors re typiclly ssocited with the misclssifiction of situtions leding to the ppliction of the wrong rule or with the incorrect recll of procedures. 206

4 3.1.3 Knowledge-bsed Level The knowledge-bsed level comes into ply in novel situtions for which ctions must be plnned on-line, using conscious nlyticl process nd stored knowledge. Errors t this level rise from resource limittions ( bounded rtionlity ) nd incomplete or incorrect knowledge. 3.2 Decisions Involved in the Three Levels of Performnce t the Workplce Rsmussen suggested rel-life sitution model of nlogous were the skill-bsed ctivtion nd execution stges s primry stge, wheres the knowledge-bsed involved interprettion nd evlution stges t the top. Intermedite on either side ws the rule-bsed stges involving observtion, identifiction, gol selection nd procedure selection. Shortcuts my be tken between these vrious stges Rsmussen s Performnce Levels Mirror t Workplce Activities Rsmussen s performnce levels involved in workplce ctivity is the question of whether or not n individul is engged in problem solving t the time n error occurred (Reson 1990, p.56). The behviour t the skill-bsed level is primrily wy of deling with routine nd non-problemtic ctivities in fmilir situtions (Rsmussen 1986, p.100). Both rule- nd knowledge- bsed performnce, on the other hnd, re only clled into ply fter the individul hs become conscious of problem, tht is the unnticipted occurrence of some externlly or internlly produced event or observtion tht demnds devition from the current pln. In this sense, skill-bsed slips generlly precede the detection of problem, while rule- nd knowledge- bsed mistkes rise during subsequent ttempts to find solution (Reson 1990, p.56). 4.0 WHO WILL LOOK FOR OSH TRAINING OPPORTUNITIES? In determining who will look for OSH trining opportunities, the work force t the building construction industry in Hone Kong will be tken s n exmple. At lest 33 work roles cn be identified with different types of employment nd roles to ply in reltion to helth nd sfety. Not until the significnt role to ply in reltion to occuptionl sfety nd helth is identified, it is hrd to figure out wht trining needs in terms of three level of performnce re required. By virtue, simple construction orgniztionl estblishment is modelled t Tble 1 indicting work role, type of employment, the role to ply with respect to sfety nd helth nd expected level of performnce. 207

5 Tble 1: Orgniztionl estblishment with role to ply in respect to H&S Occuption 1. Project mnger (overll commnd t site) 2. Site gent (dministrtion nd progress supervision) 3. Resident Engineer (progress nd works supervision) 4. Qulity Surveyor (mterils clcultion) 5. Qulity Control Engineer (process nd produce method sttement for industril ctivities) 6. Sfety officer (sfety nd helth supervision) 7. Sfety supervisor (sfety nd helth supervision to the subordintes) Types of employment Orgniztionl Subcontrct estblishment ors stff Role to Ply in reltion to Helth nd Sfety Risk controller N.A. N.A. N.A. N.A. evlutors 8. Foremn (co-ordintion) N.A. 9. Store keeper (record on N.A. stock keeping) 10. Leveller 11. Crpenter (form work) 12. Crpenter, jointer & wood mchinist 13. Plnt & equipment opertor 14. Construction plnt mechnic 15. Concretor 16. Br-bender 17. Plumber 18. Electricin 19. Metl worker/welder 20. Plsterer l e v e l R n i d s k s k t i l k l e - r s b s e d 21. Pinter, decortor & sign writer 22. Rigger Risk Expected level of performnc e Knowledgebsed level Knowledge nd rulebsed level R u l e - 208

6 Occuption Types of employment Orgniztionl Subcontrct estblishment ors stff 23. Excvtor 24. Drinlyer 25. Bricklyer/roof tiler 26. Wll tiler & floor lyer 27. Driller/borer 28. Structurl steel worker 29. Bmboo scffolder 30. Glzier 31. Shot firer (crtridgeoperted gun) 32. Asphlter 33. Generl lbourer (trnsport or house keeping) Role to Ply in reltion to Helth nd Sfety Expected level of performnc e 5.0 ROLE TO PLAY IN RELATION TO HEALTH AND SAFETY In order to explin different role to ply in reltion to helth nd sfety issue, the reltionship mong risk evlutor, risk controller nd risk tker re defined under the Risk Filter Frmework designed by the writer. 5.1 Risk-Filter Frmework The Risk-filter s Frmework dvoctes tht risk-evlutor filter identifies ll hzrds nd risks. It filters out different types of inherent hzrds nd risks tht re confronted by ll employees t workplce. Idelly the risk evlutor with pproprite knowledge- nd rule- bsed level of performnce cn tg the identified hzrds with risk level nd suggests ll possible sfety countermesures in terms of time, cost nd technology. Bsed on the informtion prepred by the risk evlutor, risk controller lso the boss of the compny cn decide wht will be tken in respect of H&S issue t site. In this connection, there re two risk evlutors who re to improve, control, evlute review nd implement the sfety nd helth mesures t site so s to ensure the workplce is free of risk to helth of workers. In this exmple, the risk evlutor mens the sfety nd helth personnel employed s sfety officer nd sfety supervisor by the boss of the construction site. The risk controller of course will mke his/her own decision in regrd to the fulfillment of leglly imposed generl duties---resonbly prcticble, blnce of cost nd benefit, nd his/her wreness nd knowledge of H&S. In essence, resources will be mobilized to tckle high-risk hzrds in the workplce. In this exmple, there is only one risk controller who mkes decision nd control on the lloction of resources in terms of humn resources, finnces nd equipment. Here risk controller mens the Project Mnger or the boss of the construction site. The decision of risk controller lso pved the orgniztionl climtes s preventing, discourging, neutrl, 209

7 encourging nd requiring. The finl shpe of the orgniztionl culture in OSH is hevily dependent upon the knowledge-bsed performnce of the risk controller. Vrious kinds of identified risks hving gone through the risk controller filter, the mgnitude of high-risk-high-frequency nd high-risk-low-frequency hzrds my be reduced to the cceptble level ccording to the risk controller s own level of cceptbility. On the other hnd, the low-risk-high-frequency nd low-risk-lowfrequency my not be ble to del with by megre resources, other thn the help from the in-house sfety personnel nd employees themselves, to look fter these kinds of hzrds. In this cse, the risk tkers re the frontline employees personlly experiencing the residul hzrds nd risks t site. They need to be equipped with skill-bsed level of performnce in order to llevite the extent of the residul risk nd hzrd fter risk control mesures hve been imposed. They my lso need to observe the rule-bsed knowledge sometime when deling with ny routine hndling problems. All of them in this exmple my be employees under sub-contrcting system. This fetures the building construction chrcteristic in Hong Kong. The Risk-filter Frmework is demonstrted t Figure 1 below. 210

8 Risk-evlutor Filter Identifiction of risk High risk High frequency High risk Low frequency Low risk High frequency Risk-controller Filter Control mesure ccording to cceptbility level Control ccording to cceptbility level Risk-tker Filter Residul risk fter risk tker s ction Low risk Low frequency Figure 1: Risk-filter Frmework 6.0 CURRENT OSH TRAINING PROGRAMMES IN HONG KONG The OSH trining progrmmes cn briefly be divided into three types. First, -fewdy trining short courses for frontline work roles to fulfil the requirement of skillbsed performnce, such s competence certificte to do electricl work nd mteril hoist opertion. The Occuptionl Sfety nd Helth Council hs looked fter this type of trining. Second, there re normlly one-yer certificte or diplom trining progrmmes to fulfil the rule-bsed nd some knowledge-bsed performnce such s mndtory sfety officer trining. This trining opportunity is orgnized loclly by professionl trining centers operted by universities in Hong Kong. At lst the purely knowledge-bsed performnce trining gives for exmple, the dvnced technicl, conceptul nd mngeril theory. This level of trining opportunities is co-orgnized by overses universities nd locl institutes t joint venture bsis. Of which the whole syllbi re believed to be trnsferred from overses such s Austrli nd the UK to Hong Kong. For exmple there re umber of Mster level trining opportunities such s Mster in Sfety Mngement, Occuptionl Hygiene, Occuptionl Helth nd sfety, Occuptionl nd Environmentl Helth nd Sfety Mngement now vilble in Hong Kong. It rnges from two yers to two nd hlf yers for completion. 211

9 7.0 VALIDATION AND RECOGNITION OF OSH TRAINING The knowledge nd skills possessed triners nd their recognized professionl sttus through membership of professionl body re spects of professionlism. These spects re often prts of cdemic system. This professionl recognition does dd credibility for people to choose the OSH trining opportunities, but does not ssure n element of outcome performnce t workplce (Fletcher 1997, p.81). Trditionlly, wrding bodies known s vlidting bodies pprove trining provision. This is becuse they vlidte or pprove the trining stff nd resources s meeting specified qulity criteri (Fletcher 1997, p.80). These vlidting bodies hve employed modertors who visit the trining sites to monitor the trining provision. It follows the procedures on controlling the mndtory OSH trining progrmme in Hong Kong. However it is rgued tht if the trining progrmme focuses on outcome-bsed competence, the OSH trining progrmme should led to n effective outcome tht the prticipnts re expected to be ble to pply lerning in the workplce. It is not knowledge itself but the ppliction of knowledge nd understnding which re of criticl importnce in performnce-bsed stndrds. In this regrd, the OSH trining relted to sfety officer trining or sfety mngement trining shll look for rule- nd knowledge- bsed trining opportunities. If the outcome of performnce in work role t workplce is weighed, it cn help the risk controller to dischrge duties in the self-regultory pproch which is the current trend of OSHO nd FIUO nd their subsidiry legisltion leding to. 8.0 INDUSTRIAL CONCERN OVER THE OSH TRAINING It is cler tht when there is mndtory requirement for OSH trining, the government will hve sy. When there is no mndtory requirement on the OSH trining, the government will hve less sy thn the trining institutes. Where is nother client of the triprtite---industry gone? If the dvoccy of competence nd the dvoccy of on-the-job trining re still in plce, then n outcome oriented trining will fulfil wht the industry expects or demnds. The expecttion of the construction industry is more or less dependent upon wht legl duties re held ---the generl duties nd relevnt legl duties imposed by the FUIO, OSHO nd their subsidiry legisltion. Therefore whether or not the OSH trining t vrious expected levels of performnce supporting legisltion will be of prmount importnce. 212

10 9.0 THE EXPECTATION ON OSH TRAINING FROM EMINENT PEOPLE WITH RESPECT TO LEGISLATION Some individul views on OSH trining supports legisltion from eminent people with dozens yers of OSH experience including government officils re drwn in November As result some miden informtion on OSH trining supports legisltion from the observtion of the writer is reported. The followings my pose the views on the OSH trining supports legisltion from prism of the writer s ngle 10.0 WHAT MAY REGULATOR LOOK FOR FROM TRAINING IN RELATION TO OHSO AND FIUO? OSH trining shll be outcome-oriented with different level of trining such s skill (skill-bsed) bsic (rule-bsed), nd specific (knowledge-bsed) for workforce. The trget of trining shll not be just confined to work-bsed trining but shll extend further down to young genertion. The OSH trining shll be seeded t primry school, secondry school nd technicl college so s to increse the sfety wreness of students nd support the on-the-job trining when students joining the workforce in future. The ultimte gols of OSH re to look for culture development nd behviourl chnge. Without these developments, the skill, bsic or specific trining will be fruitless THE LEGAL DUTIES IMPOSED BY THE FIUO AND OSHO The OSH relted legisltion in Hong Kong hs two pproches to be enforced nmely prescriptive pproch nd self-regultory pproch. The FIUO nd its subsidiry legisltion mde on or before nineties cn be regrded s prescriptive pproch. There is cler stndrd nd wy of complince expressly stted in the legisltion. However, since the introduction of the FIU (Noise t Work) Regultions, there is grdul chnge from prescriptive pproch to self-regultory pproch. It is further evident when the OSHO ws encted in These two trends re not discretely directed but rther overlpping t the inter-phse heding towrds the self-regultory pproch. The development of FIUO nd the introduction of OSHO hve worked out under the shdow of the Helth nd Sfety t Work Act, 1974 nd Robens Report of the UK s counterprt. However the helth nd sfety relted legisltion in Hong Kong hs its own chrcteristics for exmple, they hevily count on the generl duties of employers nd employees rther thn ll generl duties of prties concerned re covered by the UK. 213

11 12.0 JUDGEMENT ON THE OSH TRAINING PROGRAMME To judge the OSH trining progrmme, it shll crete workplce tmosphere or norm tht behviourl chnge towrds sfe working environment s prime objective. Actully, not ll OSH trining progrmmes require pprovl from the Commissioner for the Lbour. As regrds the pprovl is sought, the criterion is to check whether the trining body is n pproved one. Then its curriculum frmework, contct hours, qulifiction of triners, venue, equipment nd monitoring test including sit-in inspection to clssroom my be exmined. It is more likely to check wht is to tech or lern. This is hrdly clssified s out-come oriented tht cn be performed in work role t workplce s expected. If there is no requirement seeking for the Commissioner s pprovl, the OSH trining is free to set up ccording to wht the vlidting or recognizing bodies decided nd invited by the trining institutes THE MEANING OF THE OSH TRAINING SUPPORTING LEGISLATION If it hs to support OSHO or FIUO, sfety culture in the form of n indictor showing the behviourl chnge shll be estblished nd evident t workplce. One obvious exmple of complete behviourl chnge t the construction site is nerly ll workers t site putting on their sfety helmets. Another behviourl chnge in its trnsitionl phse is wering of sfety shoes. Most workers from young genertion t their thirties would purchse nd wer their own pprove-typed sfety shoes, wheres the older one will mke their own sfety shoes by shping nd fitting metl plte in their own foot s size into the sport shoes. These behviourl chnges somehow indicte the fruitful result seeded nd irrigted by the OSH trining institutes in Hong Kong. It is believed tht the OSH trining hs good effect on supporting legisltion. With respect to the regultors point of view, they my look for more thn now observed. They suppose there my be second phse of behviourl chnge involving in wering of proper personl protective equipment nd finl phse s relted to helth issue such s n voidnce of lcoholic drink t work THE REGULATOR S EXPECTATION OF OSH TRAINING PROGRAMME TO BE IMPROVED The OSH trining concerning rule-bsed nd knowledge-bsed level shll be looked t problem-solving pproch insted of informing scenrio spect or cse study pproch. It is opined tht government officils should not prticipte or monitor the trining progrmme. It shll be rested with the industries to do their trining progrmme s n dherence to the self-regultory pproch. 214

12 15.0 CHANGING NEEDS FOR OSH TRAINING PROGRAMME TO SUPPORT LEGISLATION 15.1 Self-Regultion A gol-setting pproch owes more to self-regultion thn to externl legisltive control nd enforcement (Gllowy 1994) s dvocted t the ltest FIUO s subsidiry legisltion nd OSHO in Hong Kong. Of which it clls for better systems of sfety orgniztion, mngement inititives nd more involvement of the workers themselves (Robens Committee 1972). Mr. Chung in 1998 reiterted in the conference tht workplce risk should best be mnged by those who crete nd work with them so tht self-regultion by implementing sfety mngement system is dvocted (Chung 1998). The self-regultory pproch in sfety mngement shll be ddressed in the OSH trining progrmme Estblishment of Sfety nd Helth Mngement The helth nd sfety legisltion is written in very generl term but the ctul intention is to estblish its own sfety nd helth mngement system (Png, 1995). The industries re ssumed to hve helth nd sfety expertise knowledge for dischrge this duty. Therefore it is essentil for the OSH trining help the prticipnts estblish the sfety nd helth mngement when returning to the workplce Generl Duties Robens Report pointed out tht the primry responsibility for prevention should reside with those most directly ffected, nmely employers nd workers (Quinln & Bohle 1991). The generl duty provision in Hong Kong is intended to cpture ny unforeseen circumstnce tht might not be ctered by specific legisltion (Chung 1998). The industries re further ssumed tht they know how to justify their complince to the generl duties s risk controller with pproprite knowledgebsed level of performnce. In turn, they know the qulified term of resonbly prcticble or tking of resonble precutions s in Edwrds v Ntionl Col Bord. The corresponding interprettion to the legl qulified terms shll be included in OSH trining Setup of In-House Trining Good in-house trining progrmmes hve been shown to result in significnt reduction in ccidents in trined s opposed to untrined groups (Lm & Rowlinson 1997). However there re only few sttutory trining progrmmes recognized by FIUO. The provision of trining for employees in other businesses s required in OSHO is free for the employer to develop nd to meet legl stndrd. Agin, the industries re ssumed tht they know wht to trin nd how to meet the legl stndrd. If the OSH trining opportunities re to support the legisltion, they shll educte the prticipnts how to fulfil this requirement. 215

13 15.5 Deficiency in Knowledge of Sfety Officer The mngement process ssumes tht those who re employed to del with uncertinty, for exmple the sfety officers hve sufficient knowledge nd insight to llow them to chieve their gol (Smith 1998). A snpshot ide cn be borrowed from the Risk-filter Frmework t Figure 1. Doubt my be cst on the one-yer certificte or diplom OSH trining tht cn relly let the sfety officer fully dischrge the duties s risk evlutor SHALL THE OSH TRAINING OPPORTUNITIES COMPETE OR COMPLEMENTARY TO EACH OTHER? The writer my not hve fully or correctly ddressed ll issues concerning the OSH trining supporting legisltion. However one my think tht whether or not there is cler identify of n institute providing competence-bsed trining with outcome performnce ssessment. The emphsis of OSH trining shll be put whether on wrds from locl or overses-recognized membership or on the skill-rule-knowledge bsed performnce embrced by the prticipnt is still questionble. In ddition there re t lest four Mster level of relted OSH trining opportunities vilble in Hong Kong, is the trnsfer of overses trining syllbi fesible to Hong Kong sitution tht help meet the expecttion from the triprtite nmely the industry, government nd trinees. Therefore it seems there is pressing need to think whether the OSH shll compete or complementry if to benefit ll prties concerned REFERENCES Boytzis, R.E. 1982, The Competent Mnger: A Model for Effective Performnce, John Wiley & Sons, New York. Brown, S. & Seidner, C. 1998, Evluting Corporte Trining: Models nd Issues, Kluwer Acdemic Publishers, Boston. Buckley, R. & Cple, J. 1992, The Theory nd Prctice of Trining, 2 nd edition, Kogn Pge, London. Chung, S.Y. 1998, Conference on Implementtion of the New Occuptionl Sfety nd Helth Ordinnce: Occuptionl Sfety nd Helth for Good Business, 13 th & 14 th Mrch 1998, Occuptionl Sfety nd Helth Council, Hong Kong. Dubois, D. 1993, Competency-bsed Performnce Improvement: A strtegy for Orgniztionl Chnge, HRD Press, USA. Eduction nd Mnpower Brnch 1995, Consulttion Pper of the Review of Industril Sfety in Hong Kong July 1995, Eduction nd Mnpower Brnch, Hong Kong. Fletcher, S. 1997, Designing Competence-bsed Trining, Kogn Pge, London. 216

14 Gllowy, G. 1994, 'The Politics of Sfety', The Sfety nd Helth Prctitioner, vol.12, no.10, pp Lm S.W. & Rowlinson, S 'Cuses of Accidents in the Construction in Hong Kong', The Sfety nd Helth Prctitioner, vol.15, no.7, July, pp Newby, T. 1992, Vlidting Your Trining, Kogn Pge, London. Png, K.L. 1995, 'Sfety Audit: An Effective Mngement Tool', Green Cross. Mrch, pp Quinln, M. & Bohle, P. 1991, Mnging Occuptionl Helth nd Sfety in Austrli: A Multidisciplinry Approch, Mcmilln Eduction Austrli Pty Ltd., South Melbourne. Rsmussen, J. 1986, Informtion Processing nd Humn-Mchine Interction, Amsterdm, North Hollnd. Reson, J. 1990, Humn Error, Cmbridge University Press, United Kingdom. Robens Committee 1972, Committee on Sfety nd Helth t Work: Robens Committee, HMSO, London. Smith, D. & Tombs, S. 1995, 'Self-Regultion s Control Strtegy for Mjor Hzrds', Journl of Mngement Studies, vol.32, no.5, pp