Observation process implementation

Continue to implement changes and prepare to observe process second... 

Finally, a division of a large pipeline company achieved zero injuries for three years, a vast improvement over the prior six years (Fig. 1.3). This company initially planned to implement a self-observation process but during the planning found it... 

The steps in the implementation of the observation process are outlined in Table 9.1. 

Implementing a self-observation process is generally easier than implementing a peer observation process. With self-observations, observers do not have to be trained to provide feedback to their co-workers and do not need to develop skills in handling resistance to the observation process. In addition, the self-observation forms typically do not include comments related to conditions, and the steering committee usually does not have to do the same level of detailed analysis and problem solving that are required in a peer observation process. 

The same three questions are addressed in the self-observation process and correspond to the stages of implementation. 

Implementing a self-observation process is similar in many respects to a typical peer observation behavioral safety process but is much easier in other respects. The role of leadership is equally important in both approaches. While a self-observation approach often does not require the safety representatives or steering committee to do the same level of problem solving with the observation data, their use of observation data as the basis for reinforcement is even more critical in a self-observation process. If your organization opts for a self-observation process, these two elements warrant special study and attention. 

Figure 25.9. Division 2 achieved significant reductions in its total recordable incident rate (TRIR) after implementing a behavioral self-observation process.

It may have been possible to implement very obvious waste-reduction measures already, before embarking on obtaining a material balance (even as early as at the end of Phase I). You should now consider the material balance information in conjunction with visual observations made during the data-collection period, to pinpoint areas or operations where simple adjustments in procedure could greatly improve the efficiency of the process by reducing unnecessary losses. 

The product specification should provide all necessary processing requirements that need to be implemented when carrying out particular processes however, some of the requirements may need to be defined in separate process specifications which are invoked by reference. You may need to develop your own process specifications, but there are many national standards that may suit your needs and they come with the added benefit that they have been proven to work. The quality plan or procedures should not contain any further product requirements but may provide the verification methods to be employed, the precautions to be observed and the recording requirements to be met. You need to identify in your production plans each of these documents at the stage at which they should be applied, otherwise there is the possibility that they may be overlooked. 

It has to be acknowledged that the teaching process was not eqnally efficient in all participating schools, but it appeared that an action research approach did lead to a significant improvement in the teaching process in all the participating schools. This observation is supported by positive feedback from teachers and their declared willingness to continue with the implementation of the LON approach in years to come as illustrated below ... 

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