This page contains a Flash digital edition of a book.
Knowledge transfer Knowledge is power


The role of non-technical skills in safety critical roles across the UK rail industry is about to be put under the spotlight thanks to the new Knowledge Transfer Partnership between the University of Nottingham and Arcadia Alive


T


he KTP will test the human and financial effectiveness of incorporating non- technical skills (NTS) into the competence management systems (CMS) of safety critical roles in the rail industry – both in the UK and internationally. It comes at a prescient time for the industry, with international news recently dominated by serious rail incidents: 79 lives were lost in the Northern Spain rail crash last July and four lives in New York in December. Both have been linked to driver shortcomings in the crucial non-technical skill of situational awareness, in terms of interrupted concentration and driver distraction. So what exactly are non-technical


skills? The RSSB provides a summary: NTS are the cognitive, social and personal resource skills that complement technical skills and contribute to safe and efficient task performance by helping people to anticipate, identify and mitigate against errors. Individually they can be broken


down into seven key categories and 26 skills. The categories are: situational awareness (covering all aspects of concentration); conscientiousness (including a positive attitude towards rules and procedures); communication; decision making and action; cooperation and working with others; workload management; and self-management (including motivation and initiative). NTS training is proven to bring substantial and sustained benefits: Canadian Pacific Railway reported a 46 per cent decrease in human-caused incidents following the implementation of its NTS Programme in 2002; in military aviation, reports suggest that NTS programmes have achieved an 81 per cent reduction in the occurrence of incidents; and Arcadia Alive’s own experience with a major UK Toc is that its Driver Support Programme – an intensive four-day NTS programme – has produced a 93 per cent decrease in driver incidents up to three years after the training.


Not incorporated in UK rail In stark contrast to technical skills training, NTS are not routinely incorporated into the UK rail industry CMS. This means there is no single standardised industry approach to ensuring employees in safety critical roles are fully trained and kept up to date with the latest developments in NTS, or that their NTS training meets the specific demands presented by their individual role and career stage. Instead, each organisation is responsible for defining and implementing its own NTS training, and making its own decisions about who it gives this training to. Sometimes it can be reactive rather than proactive and is not tailored to the individual needs of the person or role. This inevitably results in significant differences in the training received by those in safety critical roles – as well as inevitable gaps which could ultimately compromise employee and passenger safety. The KTP seeks to address these inconsistencies. It will provide the


February 2014 Page 99


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164