How Organisations Learn from Safety Incidents: A Multifaceted Problem

Autor/inn/en	Lukic, Dane; Margaryan, Anoush; Littlejohn, Allison
Titel	How Organisations Learn from Safety Incidents: A Multifaceted Problem
Quelle	In: Journal of Workplace Learning, 22 (2010) 7, S.428-450 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/13665621011071109
Schlagwörter	Accidents; Safety; Journal Articles; Organizational Development; Occupational Safety and Health; Crisis Management; Formative Evaluation; Literature Reviews; Workplace Learning; Learning Processes; Problems; Etiology; Knowledge Management; Occupational Surveys; Critical Incidents Method + Suchen Sie Ihr Suchwort? Sicherheit; Journal article; Zeitschriftenaufsatz; Organisationsentwicklung; Occupational safety; Arbeitssicherheit; Krisenmanagement; Learning process; Lernprozess; Problemsituation; Ätiologie; Wissensmanagement; Berufsanalyse
Abstract	Purpose: This paper seeks to review current approaches to learning from health and safety incidents in the workplace. The aim of the paper is to identify the diversity of approaches and analyse them in terms of learning aspects. Design/methodology/approach: A literature review was conducted searching for terms incident/accident/near misses/disaster/crisis modified with learning/training and safety. Shortlisted articles were analysed by questioning who is learning, what kind of learning process is undertaken, what type of knowledge is employed and the type of problem that these incidents addressed. Current approaches to learning from incidents were critically analysed and gaps identified. Findings: Very few papers addressed all the envisaged aspects when developing their learning from incidents approaches. With support from literature, it was concluded that all the four perspectives, namely participants of learning (participation and inclusion), learning process (single loop, double learning), type of incident and its relation to learning (Cynefin complexity framework) and types of knowledge (conceptual, procedural, dispositional and locative) are important when deciding on an appropriate learning from incidents approach. Research limitations/implications: The literature review focused on journal articles and identified keywords, which might have narrowed the scope. Further research is needed in identifying ways to embed the learning from incidents aspects in the organisation. Practical implications: The framework developed could be useful by safety planners, safety managers, human resource managers and researchers in the area of organisational learning and safety. Originality/value: The paper concludes by outlining key questions and proposing a framework that could be useful in systematically analysing and identifying effective approaches to learning from incidents. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10