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8 A-standard handlingsmønster A-standard handlingsmønster 9
Etterlevelse i praksis – en samhandling mellom leder og lagLæ
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Samhandling
A-standard Lederskap i hverdagen
Kommunikator
Rollemodell
Trener og veileder
KravSkal oppnås
AktivitetIdentifisere risiko
MetodeHvordan
Lagets vurderingLegge til
UtføreLøpende risikovurdering
Etterlevelse i praksis
Målet vårt er å gjennomføre sikre, pålitelige, effektive og konkurransedyktige operasjoner hver gang. Måten vi oppnår dette på er vist i figuren til venstre.
På venstresiden i figuren er stegene i A-standard hand-lingsmønster beskrevet. Handlingsmønsteret består av seks konkrete steg, der de fire første stegene handler om å planlegge/ forberede en gitt operasjon eller arbeidsoppgave, det femte steget handler om å gjennomføre operasjonen, mens det sjette steget handler om å evaluere og ta læring etter utført operasjon.
«A-standard handlingsmønster beskriver hvordan vi planlegger, utfører og evaluerer våre arbeidsoppgaver når vi er på vårt beste»
På høyresiden beskrives hva en leder eller arbeidsleder må utøve av lederskap for å sette enkeltpersoner eller lag i stand til følge stegene i A-standard handlingsmønster.
Dette handler om å kommunisere handlingsmønsteret på en pedagogisk måte, å være rollemodell og følge handlings-mønsteret selv og å trene og veilede enkeltpersoner og lag på hvert steg i handlingsmønsteret.
«Lederskap handler om å sette andre i stand til å planlegge, utføre og evaluere sine arbeidsoppgaver på sitt beste»
Verdiene er «fundamentet» i figuren og skal hjelpe både medarbeider og leder til å ha kvalitet både på handlings-mønsteret og lederskapet.
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Hvordan kan A-standard bidra til sikkerhet på Statoil Brage?
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Styrende dokument: UPN Nordsjøen Vest Modne Felt - Organisasjon, ledelse og kontroll - tillegg til UPN Drift
Gradering: Internal
Personal og organisasjon (HR), Organisasjon, ledelse og styring, OMC01, Final Ver. 2, gyldig fra 2011-02-23
Side 8 av 48
Gyldig for: DPN OW Modne Felt/Brage, Glitne, Heimdal, Huldra, Veslefrikk, Volve/Oppstrøm/Land og hav
Plattform Plattformsjef rapporterer til Produksjonssjef Brage. Brage plattform er organisert som vist i organisasjonskart:
2.3.3.2 Endringer i forhold til standard driftsmodell
Brage har ingen avvik i forhold til felles driftsmodell.
2.3.4 Heimdal
Heimdal Gass-senter, i PL036, er knutepunkt for prosessering og distribusjon av gass, og består av en integrert stålplattform, samt en stigerørsplattform. Gass fra Heimdal-feltet prosesseres sammen med gass fra feltene Huldra og Vale. I tillegg mottar Heimdal gass fra Oseberg feltsenter via Oseberg Gass Transport (OGT). I perioder går også gass i reversert strøm fra Statpipe-rørledningen opp på Heimdal og videre til Vesterled. Den samme plattformen er også utrustet til å eksportere gass til trykkstøtte for oljeproduksjonen på Grane-feltet. Satellittfelt Vale er et gass-/kondensatfelt som ligger i PL036 og er tilknyttet Heimdal. Feltet er bygd ut som et satellittfelt med en bunnramme knyttet til stigerørsplattformen på Heimdal. Feltene Byggve og Skirne leverer også gass til Heimdal. Dette er to mindre gassfelt som ligger 16 og 24 kilometer øst for Heimdal, og som også knyttes opp som satellitter via brønner på havbunnen.
Plattformsjef
F&A
D&V
Planvedlikehold
B&B
HMS-Koordinator
Sikkerhetsleder
Operasjonsleder
D&V Leder Land Driftsingeniør Vedlikeholdsingeniør
Planlegger Administrativ Støtte
Prosesskoordinator (SCM)
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$%&'((!)*!+,%-./0((012!%3!45,.61012.7,5.'..'1!Tidsaspekt Hva Hvorfor Utbytte
August –
desember
2011
Etablering av kontakt med Statoil
To møter
Fastsettelse av tema
Ønske om prosjektsamarbeid
Utarbeide ideer til oppgavetema
Samarbeid med Statoil ble innledet
Tema ble fastsatt
Januar Utarbeidelse av prosjektskisse og
foreløpig problemstilling, valg av
forskningsdesign, lage foreløpig oversikt
over teoretiske perspektiv
Definere og få bedre oversikt over oppgaven, hvilke
spørsmål som ønskes besvart og hvordan dette skal
gjøres.
Fikk oversikt over masteroppgavens planlagte struktur, teoretisk
ramme og forskningsprosessens forløp.
Januar -
februar
Litteraturgjennomgang, første utkast av
kapitlene innledning, kontekst og teori.
Utvikle forskningsspørsmål.
Få kunnskap om Statoil og A-standard.
Danne meg en teoretisk bakgrunn for prosjektet, samt
lage et grunnlag for utforming av intervjuguide og
forskningsspørsmål.
Teoretiske perspektiv ble valgt og beskrevet.
Dannet et prosjektgrunnlag og det ble mer tydelig hva
undersøkelsen ville omhandle
Februar - mars Valg av undersøkelsesenheter, lage
intervjuguide, gjennomføre intervju,
observasjon
Muliggjøre datainnsamlingen, samle inn data
Informanter ble valgt ut og kontaktet, intervjuene og observasjon
ble utført
April Databehandling, datareduksjon, analyse Legge et grunnlag for å analysere og drøfte
Finne sammenhenger, kategorier
Intervjuene ble transkribert, gjort klar for analyse.
Data ble kategorisert og redusert, gjort klar til drøfting.
Mai - juni Observasjon på Brage
Drøfting av det analyserte datamaterialet
Oppsummere og konkludere
Samle inn data
Få det totale bildet og forståelse av datamaterialet
som er analysert, koble empiri sammen med teori
Svare på forskningsspørsmål og problemstilling
Observasjon ble utført
Fikk oversikt, innsikt og kunnskap om studien og ble dermed satt
i stand til å drøfte samsvar med og avvik fra de valgte teoretiske
perspektiv, samt svare på de innledende spørsmålene
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8 A-standard handlingsmønster A-standard handlingsmønster 9
Etterlevelse i praksis – en samhandling mellom leder og lagLæ
ring
og fo
rbed
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Kont
rolli
nje
«Set
te i
stan
d til
» lin
je
Pres
tasj
oner
Samhandling
A-standard Lederskap i hverdagen
Kommunikator
Rollemodell
Trener og veileder
KravSkal oppnås
AktivitetIdentifisere risiko
MetodeHvordan
Lagets vurderingLegge til
UtføreLøpende risikovurdering
Etterlevelse i praksis
Målet vårt er å gjennomføre sikre, pålitelige, effektive og konkurransedyktige operasjoner hver gang. Måten vi oppnår dette på er vist i figuren til venstre.
På venstresiden i figuren er stegene i A-standard hand-lingsmønster beskrevet. Handlingsmønsteret består av seks konkrete steg, der de fire første stegene handler om å planlegge/ forberede en gitt operasjon eller arbeidsoppgave, det femte steget handler om å gjennomføre operasjonen, mens det sjette steget handler om å evaluere og ta læring etter utført operasjon.
«A-standard handlingsmønster beskriver hvordan vi planlegger, utfører og evaluerer våre arbeidsoppgaver når vi er på vårt beste»
På høyresiden beskrives hva en leder eller arbeidsleder må utøve av lederskap for å sette enkeltpersoner eller lag i stand til følge stegene i A-standard handlingsmønster.
Dette handler om å kommunisere handlingsmønsteret på en pedagogisk måte, å være rollemodell og følge handlings-mønsteret selv og å trene og veilede enkeltpersoner og lag på hvert steg i handlingsmønsteret.
«Lederskap handler om å sette andre i stand til å planlegge, utføre og evaluere sine arbeidsoppgaver på sitt beste»
Verdiene er «fundamentet» i figuren og skal hjelpe både medarbeider og leder til å ha kvalitet både på handlings-mønsteret og lederskapet.
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Den lille A-standard bokenA-standard handlingsmønster – slik gjør vi det i Statoil
A-standard handlingsmønster 33
Vi skal være industriledende!
Vi skal være industriledende innen vår virksomhet. For å få dette til er vi avhengig av at handlingsmønsteret til enkelt-personer og lag er på et høyt nivå. I Statoil har vi innført et felles handlingsmønster som vi kaller for A-standard. Dette handlingsmønsteret beskriver hvordan vi forbereder, utfører og evaluerer våre arbeidsoppgaver. Dette skal sikre at vi styrer risikoen bedre i vår virksomhet.
Alle har et ansvar for å være aktiv deltaker for å skape den kulturen vi ønsker. Verneombudstjenesten bidrar til dette gjennom påserollen og i arbeidet med å sikre etterlevelse og gjennomføring av A-standard. Verneombudstjenesten skal
påse at oppgavene utføres på en sikker måte.I denne boken vil du få en forklaring på hva som menes med A-standard handlingsmønster. I tillegg vil du lese om leder og arbeidsleders rolle i forhold til å oppnå robuste lag som jobber etter dette handlingsmønsteret. Du vil også få et innblikk i hva vi mener med trening og det vil avslutningsvis bli gitt noen konkrete tips om hvordan du kan gå frem når du skal trene på handlingsmønsteret og ditt eget lederskap.
God lesing og lykke til i arbeidet med A-standard!
Øystein Michelsen - konserndirektør i UPN
Peter Alexander Hansen - koordinerende hovedverneombud i UPN
Innhold
Etterlevelse og lederskap – en styringsmodell .............................................7Etterlevelse i praksis – en samhandling mellom leder og lag .................9A-standard handlingsmønster – fra struktur til kultur ............................11Operasjonell sikkerhet ........................................................................................13God forberedelse er nøkkelen til suksess ....................................................15Å identifisere risiko – hva vi gjør når vi er gode ........................................17Å styre risiko – hva vi gjør når vi er gode ....................................................19Å evaluere risiko underveis – hva vi gjør når vi er gode ........................21Å evaluere etter utført arbeid – hva vi gjør når vi er gode ...................23Leders rolle – «sette i stand til» lederskap ..................................................25Vi trener fordi vi ønsker å forbedre oss .......................................................26Konkrete tips ...........................................................................................................271. A-standard handlingsmønster – Fremgangsmåte ...............................282. Når du trener sammen med arbeidskolleger ........................................303. Når du trener på ditt eget lederskap .......................................................344. Treningsskjema .................................................................................................37
A-standard er et handlingsmønster som beskriver prosessen for å oppnå gode resultater. Denne
prosessen består av dialog, samhandling og refleksjon.
6 A-standard handlingsmønster A-standard handlingsmønster 7
Etterlevelse og lederskap – en styringsmodellModellen i Statoilboken
Styringsmodellen handler om hvordan vi leder og styrer for å oppnå best mulig resultater.
Etterlevelse og lederskaps- modellen er en del av styrings- modellen i Statoil og er beskrevet i Statoilboken.
I UPN har vi over lang tid hatt vår egen Etterlevelse og lederskaps- modell. Den vil du se på de neste sidene i denne veiledningen. UPN sin modell beskriver det samme som modellen i Statoilboken, den er bare tegnet på en annen måte og kan ses på som UPN sin treningsmodell. A-standard handlingsmønster er stegene (pilene) på oversiden av modellen i Statoilboken. I UPN sin modell vil du se at A-standard handlingsmønster er på venstre side.
Etterlevelse og lederskap-modellen
Forståoppgaven
Tilrettelegge for leveranser med høy standard
Interaksjon
Identifiserekravene
Styrerisiko
Gjennomføreoppgaven
Evaluereresultatene
Kommunisere og forbedre presisjonsnivåOpptre som rollemodell
Trene lagetFølge opp oppgaven
Læring og forbedring
LeveranseOppgave
Personeller lagansvarlig
for enoppgave
Lederskap nødvendig for å utføre en oppgave
8 A-standard handlingsmønster A-standard handlingsmønster 9
Etterlevelse i praksis – en samhandling mellom leder og lag
Lærin
g og
forb
edrin
g
Kont
rolli
nje
«Set
te i
stan
d til
» lin
je
Pres
tasj
oner
Samhandling
A-standard Lederskap i hverdagen
Kommunikator
Rollemodell
Trener og veileder
KravSkal oppnås
AktivitetIdentifisere risiko
MetodeHvordan
Lagets vurderingLegge til
UtføreLøpende risikovurdering
Etterlevelse i praksis
Målet vårt er å gjennomføre sikre, pålitelige, effektive og konkurransedyktige operasjoner hver gang. Måten vi oppnår dette på er vist i figuren til venstre.
På venstresiden i figuren er stegene i A-standard hand-lingsmønster beskrevet. Handlingsmønsteret består av seks konkrete steg, der de fire første stegene handler om å planlegge/ forberede en gitt operasjon eller arbeidsoppgave, det femte steget handler om å gjennomføre operasjonen, mens det sjette steget handler om å evaluere og ta læring etter utført operasjon.
«A-standard handlingsmønster beskriver hvordan vi planlegger, utfører og evaluerer våre arbeidsoppgaver når vi er på vårt beste»
På høyresiden beskrives hva en leder eller arbeidsleder må utøve av lederskap for å sette enkeltpersoner eller lag i stand til følge stegene i A-standard handlingsmønster.
Dette handler om å kommunisere handlingsmønsteret på en pedagogisk måte, å være rollemodell og følge handlings-mønsteret selv og å trene og veilede enkeltpersoner og lag på hvert steg i handlingsmønsteret.
«Lederskap handler om å sette andre i stand til å planlegge, utføre og evaluere sine arbeidsoppgaver på sitt beste»
Verdiene er «fundamentet» i figuren og skal hjelpe både medarbeider og leder til å ha kvalitet både på handlings-mønsteret og lederskapet.
A-standard handlingsmønster 11
A-standard handlingsmønster handler om kultur. En populær og folkelig definisjon av kultur er «slik gjør vi det her» I Statoil ønsker vi at «slik gjør vi det her» blir ensbetydende med at vi følger A-standard handlingsmønster. Handlingsmønsteret er prosessen som vil hjelpe oss til å oppnå et godt resultat.
A-standard handler om å dyrke fagpersonens erfaring, kunnskap og vurderinger i samhandling med andre slik at vi sammen gjør ting på en måte som skaper sikre og gode resultater og en felles kultur.
A-standard handlingsmønster – fra struktur til kultur
12 A-standard handlingsmønster A-standard handlingsmønster 13
Vi har i mange år hatt et felles handlingsmønster, i beredskapssammenheng. Dette gir oss en trygghet i forhold til å redusere konsekvensene når hendelser oppstår. Det er beredskapsledelsen som styrer en beredskapssituasjon. Dette gjør de ved å være tro mot handlingsmønsteret som ligger i den«proaktive beredskapsmetodikken». De følger metodikken, men må hele tiden bruke sin egen kompetanse og erfaring for å ha kvalitet på de ulike stegene i metodikken.
A-standard handlingsmønster har mange likhetstrekk med proaktiv beredskapsmetodikk, men i stedet for å være et handlingsmønster som skal hjelpe oss til å redusere konse-kvensen når noe har skjedd, så vil A-standard hjelpe oss til å redusere sannsynligheten for at uønskede hendelser oppstår.
Hendelse
Operasjonell sikkerhet Operasjonell beredskap
Redusere sannsynlighetA-standard handlingsmønster
Redusere konsekvensProaktiv beredskapsmetode
Operasjonell sikkerhet
I beredskap har vi hatt et felles handlings-mønster i mange år, og det fungerer virkelig…
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God forberedelse er nøkkelen til suksess
Fire av de seks stegene i A-standard handlingsmønster handler om å planlegge/ forberede egen utførelse og således kan det sies at forberedelse blir spesielt vektlagt i handlingsmønsteret.Det er en klar årsak til at planlegging er satt opp i fire definerte steg og i den rekkefølgen som figuren til venstre viser. I forhold til risiko, så handler det første steget om å identifisere risiko, mens det andre, tredje og fjerde steget handler om å styre risiko.
Steg 1:Aktivitet: Forstå oppgaven og identifisere risikoNår enkeltpersoner og lag starter planleggingen av egen utførelse er det vesentlig at de forstår hva som faktisk skal gjøres og ønsket sluttresultat. Deretter identifiseres risikoene. Dette kan være potensielle skader, men også hindringer, fallgruver og «flaskehalser» som kan medvirke til at ønsket sluttresultat ikke blir nådd. Det er et poeng at risikoene identifiseres før kravene hentes frem, noe som blir belyst under. Ved noen oppgaver vil det også være hensiktsmessig å identifisere muligheter (noen kaller dette for oppside risiko).
Steg 2 og 3:Krav og metode – vår kollektive kunnskapNår risikoene er identifisert må enkeltpersonen og laget hente frem de krav og prosedyrer som er styrende for oppgaven. I et lag er det viktig at alle har en felles forståelse av kravene og metodene og hvordan disse kan hjelpe dem å styre risikoene som de har identifisert i steg 1. Krav og metoder er opparbeidet gjennom mange års erfaring og kan ses på som vår kollektive kunnskap i forhold til å styre risiko.
Steg 4: Lagets vurdering – vår individuelle kunnskapDet fjerde steget i handlingsmønsteret er den siste kvalitetssjekken som enkeltpersoner og lag gjør. Det sentrale spørsmålet her vil være: hvis vi følger kravene og de beskrevne prosedyrene, vil vi håndtere alle risikoene vi har identifisert? Her vil ofte svaret være nei og fagpersonen må bruke sin egen kunnskap og erfaring for å legge til tiltak som sikrer kontroll over alle risikoene. Der steg 2 og 3 handler om å bruke selskapets kollektive kunnskap og erfaring, handler steg 4 om å bruke fagpersonens og lagets kunnskap og erfaring.
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Samhandling
A-standard Lederskap i hverdagen
Kommunikator
Rollemodell
Trener og veileder
KravSkal oppnås
AktivitetIdentifisere risiko
MetodeHvordan
Lagets vurderingLegge til
UtføreLøpende risikovurdering
Etterlevelse i praksis
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Å identifisere risiko – hva vi gjør når vi er gode
Vi ønsker å unngå tap. Tap handler i dette tilfelle om alle former for tap; skader på mennesker, skader på miljø, skade på materiell og økonomiske tap.
En forutsetning for å unngå tap og for å styre risikoen er å først identifisere den. For å identifisere risikoen, dvs hva som kan gå galt, må vi først ha en klar forståelse av hva som skal gjøres, ønsket sluttresultat og hvordan rammebetingelsene er. Dette fordi risiko alltid er situasjonsspesifikk. Her kan det være formålstjenlig å dele arbeidsoperasjonen inn i mindre deloppgaver. Deretter identifiserer vi risiko for den enkelte deloppgave.
«En forutsetning for å identifisere og forstå risiko er at vi forstår oppgaven»
«Vi identifiserer risiko ved å spørre oss selv hva som kan gå galt i den enkelte deloppgave»
Et lag som er god på å identifisere risiko har en åpen dialog der alle er involvert. En slik dialog kan formes som en«brainstorming» prosess. De er svært konkrete i sin beskrivelse av risiko. Eksempelvis vil«fare for fallende gjenstander» være for diffus, her vil en god konkretisering være å identifisere i hvilke deler av operasjonen det er fare for fallende gjenstander, hvilken type fallende gjenstand, hvem eller hva som kan forårsake den fallende gjenstanden, hvor den kan falle og hva potensiell konsekvens vil være. En slik systematisk tilnærming til risiko gir enkeltpersonen og laget en god forutsetning for å ta eierskap til og styre risikoene.
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Kommunikator
Rollemodell
Trener og veileder
KravSkal oppnås
AktivitetIdentifisere risiko
MetodeHvordan
Lagets vurderingLegge til
UtføreLøpende risikovurdering
Etterlevelse i praksis
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Å styre risiko – hva vi gjør når vi er gode
Vi har gjennom mange år utviklet krav og metoder. Dette er basert på risikoerfaringer som fagpersoner har hatt og som har vært viktig å dele med andre. Det er imidlertid viktig å presisere at krav og metoder bare er et minimumskrav. Det er derfor et vesentlig poeng at når vi er gode på å styre risiko så gjør vi dette gjennom en kombinasjon av krav og metoder og fagpersonens egne vurderinger i forhold til risikoene som er identifisert akkurat i dag.
Fagpersonens og lagets siste kvalitetssjekk må alltid være om det å følge kravene og metodene vil være tilstrekkelig til å håndtere de risikoene som de har identifisert eller om de må legge til ekstra tiltak.
«Vi styrer risiko ved å følge krav og metoder og ved å legge til vår egen kunnskap og kompetanse»
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Kommunikator
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Trener og veileder
KravSkal oppnås
AktivitetIdentifisere risiko
MetodeHvordan
Lagets vurderingLegge til
UtføreLøpende risikovurdering
Etterlevelse i praksis
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Erfaringen viser at det er svært vanskelig å fange opp endringer som skjer rundt oss når vi er konsentrert om en arbeidsoppgave. Derfor må vi stoppe opp underveis.
Å stoppe opp under utførelsen av en arbeidsoppgave er en aktivitet som er en del av det å være risikostyrt. Hensikten med stoppen er å sjekke om vi har kontroll på de risikoene vi identifiserte før arbeidet startet og om det har kommet til nye risikomomenter underveis.
«Å evaluere risiko underveis i en pågående arbeidsoperasjon handler om å stoppe opp og sjekke om de identifiserte risikoene blir håndtert og se etter endringer i risikobildet»
Å evaluere risiko underveis – hva vi gjør når vi er gode
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Kommunikator
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AktivitetIdentifisere risiko
MetodeHvordan
Lagets vurderingLegge til
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Etterlevelse i praksis
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Å evaluere etter utført arbeid – hva vi gjør når vi er gode
Det er tre læringselementer som vektlegges i A-standard handlingsmønster.
Individuell læring:Mange utfører arbeidsoppgaver på egenhånd. Det å ta individuell læring handler om å evaluere ens egen prestasjon og se muligheter for å forbedre seg til neste gang.
Læring i laget:Laget evaluerer sin egen prosess både i forberedelse og utførelse av arbeidsoppgaven. Her kan de diskutere hvordan de involverte hverandre i forberedelsen, om de hadde en åpen dialog, om det var noen som var passive m.m.
Kollektiv læring:Enkeltpersoner eller lag sin evaluering fører til et ønske om å dele erfaringen med andre. Dette kan være mellom skift eller forslag til forbedringer av gjeldene krav og metoder slik at arbeidskolleger andre steder i organisasjonen kan ta del i læringen.
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Samhandling
A-standard Lederskap i hverdagen
Kommunikator
Rollemodell
Trener og veileder
KravSkal oppnås
AktivitetIdentifisere risiko
MetodeHvordan
Lagets vurderingLegge til
UtføreLøpende risikovurdering
Etterlevelse i praksis
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Samhandling
A-standard Lederskap i hverdagen
Kommunikator
Rollemodell
Trener og veileder
KravSkal oppnås
AktivitetIdentifisere risiko
MetodeHvordan
Lagets vurderingLegge til
UtføreLøpende risikovurdering
Etterlevelse i praksis Leders rolle – «sette i stand til» lederskap
Alle som setter andre i arbeid utøver lederskap. Lederskap i denne sammenheng utføres av ledere eller medarbeidere som har ansvar for en oppgave eller en leveranse.
Vi vektlegger tre viktige lederskapsroller som en leder må fylle for å sette enkeltpersoner og lag i stand til å etterleve A-standard handlingsmønster.
«Lederskap handler om å sette andre i stand til å levere på sitt aller beste i forhold til å jobbe etter A-standard handlingsmønster»
Kommunikator – skape en felles forståelseLeder må forklare, gjennom en åpen dialog, handlings-mønsteret til den enkelte. I tillegg må sammenhengen mellom de enkelte steg og hva vi mener med presisjon og kvalitet på hvert steg forklares.
Rollemodell – vise eierskap og følge A-standard selvLeder må vise eierskap til handlingsmønsteret og følge det selv for egne arbeidsoppgaver og leveranser.
Trener og veileder – være den gode «coachen»Leder må vise og veilede både den enkelte og laget i hvert steg i handlingsmønsteret. Å forsterke, rose og korrigere er viktig her.
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Vi trener fordi vi ønsker å forbedre oss
Når vi trener på A-standard handlingsmønster er det viktig å trene på hvert steg gjentatte ganger.
Trening handler derfor om:- å trekke ut et element vi ønsker å trene på – stegvis trening- repetere dette til det sitter- reflektere over hvordan vi gjorde det og hvordan vi kan bli
enda bedre
A-standard handlingsmønster består av flere konkrete steg. Å konsentrere seg om ett steg av gangen når vi trener kan være svært hensiktsmessig. Et lag kan eksempelvis trene på det å ha en god risikosamtale før de starter på en oppgave. De kan trene flere ganger på denne risikosamtalen til de opplever at de får det til på en god og systematisk måte.
Noen velger å bruke treningsskjema for å være tro mot syste-matikken i handlingsmønsteret. Bakerst i denne veiledningen vises et eksempel på et slikt skjema, utviklet på Brage.
Det er også viktig å trene på sitt eget lederskap. Her kan vi også trekke ut enkeltelementer som vi ønsker å trene på, eksempelvis hvordan vi stiller åpne spørsmål for å få frem en god risikodiskusjon i laget eller hvordan vi kommuniserer handlingsmønsteret til andre.
«Forbedringer skjer ikke av seg selv, men krever trening, refleksjon og vilje til å ta til seg og dele læring»
Vi har, i beredskapssammenheng, i mange år trent på å redusere konsekvensene av hendelser når de har oppstått. Dette er viktig, men det er like viktig å trene på å redusere sannsynligheten for at hendelser oppstår. Trening på A-standard handlingsmønster handler nettopp om dette!
1. A-standard handlingsmønster - Fremgangsmåte
2. Når du trener sammen med arbeidskolleger
3. Når du trener på ditt eget lederskap
4. Treningsskjema
bedre rustet når vi faktisk skal prestere.
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Før jobben starter– når du forbereder deg (inne eller ute i felt):
Punktene under skal gjennomføres som en dialog i laget der alle skal involveres. Bli enige i laget om hva dere faktisk skal gjøre og hva
sluttresultatet skal være.
Del operasjonen/ arbeidsoppgaven inn i mindre deloppgaver.
Identifiser risikoene, dvs hva som kan gå galt, ved den enkelte deloppgave. Risikoer kan være farer, hindringer, fallgruver, «flaskehalser» som kan oppstå underveis.
Oppsummer risikoene slik at alle i laget har den samme forståelsen av disse.
Hvis du har en AT, skrive gjerne risikoene ned på baksiden av AT’en Finn frem de krav og prosedyrer som gjelder for oppgaven (der dette finnes).
Diskuter hvordan det å følge kravene og prosedyrene vil hjelpe dere til å håndtere risikoene dere har identifisert.
Sikre at dere avklarer hvem i laget som håndterer hvilken risiko.
Bli enige om hvordan dere håndterer risikoer som ikke dekkes av krav og prosedyrer. Sikre at dere avklarer hvem i laget som håndterer hvilken av disse risikoene også.
Oppsummer hvordan dere har tenkt å håndtere den enkelte risiko.
Hvis aktuelt (hvis dere har en AT), ta kontakt med områdeansvarlig og oppsummer til ham/ henne risikoene og hvordan dere har tenkt å håndtere dem. Spør samtidig om det er noe som bør tas hensyn til i forhold til andre operasjoner som pågår i området.
Rett før jobben settes i gang, bli enige om når dere tar en «time out».
1. A-standard handlingsmønster – Fremgangsmåte
Når jobben er i gang – når du er ute og «skrur»:
Ta «time out» som planlagt (dette trenger å bare ta noen minutter). Time out’en gjennomføres som en dialog i laget der alle skal involveres. Samle laget.
Diskuter om dere følger planen dere har satt opp og om dere håndterer risikoene slik dere ble enige om.
Ta «helikopterblikket» og se om det har oppstått noen endringer som kan påvirke arbeidet (noen ganger kan dette være småting, men viktig å fange disse opp også).
Diskuter hvilken risiko endringen kan medføre.
Bli enige om hvordan dere håndterer den nye risikoen.
Fortsett arbeidet.
Når jobben er ferdig – ta en oppsummering i laget:
Oppsummeringen gjennomføres som en dialog der alle skal involveres. Samle laget etter jobben.
Diskuter hvordan dere planlagte jobben. Ble alle involvert i diskusjonen? Identifiserte vi alle potensielle risikoer/ farer? Hadde vi en god plan for å håndtere risikoene?
Diskuter hvordan dere gjennomførte jobben. Gjorde vi som planlagt? Hvordan gjennomførte vi «time out’en»? Oppstod det noen endringer?
Diskuter om dere har forslag til forbedringer av prose- dyrene (krav, metoder, SAP).
Diskuter om dere har lært noe som dere vil gjøre mer av neste gang dere planlegger og utfører en jobb. Hva vil dere overbringe til kolleger/andre skift?
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Når du skal trene på A-standard handlingsmønster sammen med en eller flere kollegaer er det flere måter å trene på. Dere kan trene på hele handlingsmønsteret eller velge ut ett steg og trene spesielt på det, eksempelvis steg 1. Slik stegvis trening er noe vi kjenner igjen fra idrettsverdenen og kan være svært virkningsfullt.Ta utgangspunkt i en konkret arbeidsoperasjon/ leveranse. Dette kan være en oppgave som du/ dere faktisk skal gjøre eller det kan være en tenkt relevant «case».Det er svært viktig at alle i laget blir involvert i dialogen under hvert steg. Det vil også være hensiktsmessig at en i laget oppsummerer hva dere har kommet frem til på hvert steg for å sikre felles forståelse.
Start med steg 1 – Aktivitet: Alle i laget forteller sin forståelse av oppgaven og
ønsket sluttresultat.
Del arbeidsoppgaven inn i mindre deloppgaver der det er hensiktsmessig.
Diskuter risiko, dvs hva som kan gå galt/hvilke hindringer som kan oppstå, ved den enkelte deloppgave. Viktig at alle bidrar her, gjerne med en runde rundt bordet.
Det kan være nyttig å diskutere og bli enige om hvem som «eier» den enkelte risiko.
Sørg for at en i laget oppsummerer risikoene/hindringene dere har identifisert, noter gjerne disse ned.
Fortsett med steg 2 og 3 – Krav og Metode: Ta utgangspunkt i risikoene/ hindringene dere har
identifisert i steg 1 og hent frem krav og prosedyrer som kan hjelpe dere med å håndtere risikoene.
Diskuter kravene og prosedyrene og sjekk ut hvilke av risikoene som vil bli håndtert gjennom å følge kravene og prosedyrene. En viktig del her er å forstå hvordan og hvorfor det å følge kravene og prosedyrene vil kunne håndtere risikoene.
Sørg for at en i laget oppsummerer det dere har diskutert på steg 2 og 3
Steg 4 – Lagets vurdering: Ta utgangspunkt i de risikoene som ikke dekkes i krav og
metoder.
Bruk din og dine kollegers vurderinger og bli enige om hvordan dere håndterer disse risikoene.
Diskuter hvem som eventuelt bør involveres i en siste kvalitetssjekk før dere går i gang med jobben/leveransen.
Få en i laget til å oppsummere hva dere har blitt enige om på dette steget. Se det i sammenheng med det dere kom frem til på steg 1, 2 og 3.
Steg 5 – Utføre:Det er to måter å trene på dette steget.
Dere kan tenke at dere nå er i ferd med å utføre jobben/ leveransen og ønsker å ta en «time out». Diskuter hvordan dere vil gjennomføre en slik «time out», hvilke spørsmål dere vil stille til hverandre og hvordan dere kvalitetssikrer at dere har kontroll på risikoene, eventuelt hvordan dere fanger opp nye risikoer som har oppstått underveis.
Dere kan også trene på å gjennomføre en reell «time out». Dette gjøres ved at dere tar en stopp mens dere holder på å utføre arbeidsoppgaven/ leveransen. Dere samles og tar en diskusjon i laget:
Diskuter hvordan dere følger den planen som dere ble enige om i forberedelsen av oppgaven (det dere kom frem til under steg1, 2, 3 og 4).
Diskuter om det har oppstått noen endringer som gjør at det kan være noen nye risikoer/potensielle hindringer som har dukket opp. Hvis så er tilfelle, diskuter og bli enige om hvordan dere håndterer de nye risikoene.
Diskuter om dere har lært noe så langt i arbeidet, som dere kan forbedre/korrigere umiddelbart.
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Steg 6 – Læring og forbedring:På samme måte som under steg 5 kan treningen på det sjette steget gjennomføres på to måter: enten som en tenkt evalueringsøkt eller som en faktisk evaluering etter å ha utført en reell arbeidsoppgave.
Det kan være mange elementer som en ønsker å vektlegge i forhold til å trene på å evaluere. Her vil du få tips om noen viktige elementer.
Når dere er ferdig med arbeidsoppgaven / leveransen (om det er i etterkant av en reell leveranse eller en tenkt leveranse) kan dere samles for å ta en oppsummering og evaluering:
Når dere er ferdig med arbeidsoppgaven/ leveransen (om det er i etterkant av en reell leveranse eller en tenkt leveranse) kan dere samles for å ta en oppsummering og evaluering:
Diskuter først hvilken prosess dere opplevde at dere hadde i planleggingen/ forberedelsen av jobben. Typiske spørsmål dere kan stille til hverandre her kan være:
- Hvordan involverte vi alle i diskusjonen? Var noen mer passive/aktive enn andre?
- I hvor stor grad klarte vi å være systematiske på hvert av de fire stegene i handlingsmønsteret? Klarte vi eksempelvis å få frem alle risikoene på steg 1 før vi begynte å diskutere hvordan vi skulle håndtere dem (steg 2 og 3)?
-Var vi god på å oppsummere hvert steg? - I hvor stor grad klarte vi å bruke vår egen kompe-
tanse og erfaring i«lagets vurdering»?
Deretter kan dere evaluere hvordan dere utførte jobben/leveransen. Typiske spørsmål her kan være:
- I hvor stor grad fulgte vi det vi var enige om i forberedelsene?
- Hvordan gjennomførte vi «time out»? Gjennomførte vi den på en systematisk måte slik at vi fanget opp eventuelle endringer?
- Dukket det opp noen overraskelser som vi kunne ha forutsett?
Deretter kan dere diskutere hva dere ønsker å ta med dere av læring videre, enten innad i laget, noe dere ønsker å dele med andre kolleger, eventuelt forslag til forbedringer av krav og prosedyrer i styringssystemet.
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På samme måte som du kan trene systematisk og stegvis på A-standard handlingsmønster, kan du trene på ditt eget lederskap i forhold til å få andre til å jobbe etter handlingsmønsteret.
Det er viktig å presisere at lederskap utøves av mange flere enn bare dem som har en formell lederposisjon. Enhver som setter noen andre i arbeid utøver lederskap. Derfor vil trening på eget lederskap være like nyttig for fagansvarlige og formenn, som det vil være for prosjektledere, oppdragsledere og operasjonsledere.
Når du skal trene på eget lederskap kan det være nyttig å trene sammen med kolleger som har samme lederposisjon og rolle. Det er likevel viktig å si at trening ikke trenger å foregå sammen med andre, det kan også være noe du selv tester ut og reflekterer over etterpå.
Vi har definert tre viktige roller på lederskap – kommunikator, rollemodell og trener og veileder. Her vil du få tips om hvordan du kan gå frem for å trene på de ulike rollene.
Trene på rollen som kommunikator:Her handler det først og fremst om å trene på å kommunisere A-standard handlingsmønster til andre. Du kan trene på å formidle dette i form av en presentasjon (enveis kommunika-sjon) eller som en dialog med andre. Det du kan trene på her er å:
Fortelle hva vi ønsker å oppnå med A-standard handlingsmønster.
Hvorfor vi har seks steg og hva som er sammenhengen mellom stegene.
Hvorfor det er viktig å identifisere risiko før vi henter frem krav og prosedyrer.
Hva det vil si å ha kvalitet på hvert steg – at dette oppnås best gjennom en god involverende dialog i laget.
Tren på hvordan du klarer å skape en felles forståelse i laget i forhold til hva vi mener med A-standard handlingsmønster. Dette betyr å sjekke ut om de du kommuniserer med har forstått budskapet, om det er noe som er uklart m.m.
Trene på rollen som rollemodell:Noe av det viktigste som rollemodell er å selv opptre i henhold til A-standard handlingsmønster. Derfor er det viktig at du selv trener på handlingsmønsteret for egne leveranser.
Det andre som er viktig er å vise eierskap til handlingsmøn-steret. Tren på hvordan du klarer å få frem dette eierskapet i måten du presenterer A-standard handlingsmønster på.
Trene på rollen som trener og veileder:En svært viktig rolle er å være trener og veileder for eget lag. Det er viktig at denne rollen ses i sammenheng med de to andre rollene. For å være en god trener og veileder kreves det at du evner å kommunisere A-standard handlingsmønster og at du kan følge det for egne leveranser.
Som trener og veileder er det viktig at du får frem poenget med å ha kvalitet på hvert steg og at det du skal trene laget til å gjøre er å ha en god dialog på hvert steg. Et viktig poeng her vil være å stille åpne spørsmål. Slike spørsmål starter ofte med «hva» eller «hvordan». Det er viktig å tenke at du skal
trene laget til å gjennomføre den gode dialogen på egenhånd, når du selv ikke er til stede.
Gode prinsipper for trening:
1. Vis hva du ønsker at laget skal trene på og hvordan dette ser ut (eksempelvis å gjennomføre en god risikosamtale på steg 1). Bruk gjerne deg selv som eksempel først.
2. La de andre teste ut.
3. Observer hvordan laget gjennomfører.
4. Ros og korriger – viktig at du er konkret på hva de gjør bra og hvordan de kan gjøre noe annerledes hvis du mener det. Her kan laget også bli spurt om hva de selv mener var bra og hva de selv mener kan gjøres bedre.
5. La de prøve på nytt til det sitter slik du ønsker eller slik dere blir enige om i laget. Det kan være nyttig å ta«time out» underveis i treningen slik at laget kan teste ut på nytt umiddelbart.
6. Evaluer treningsøkten etterpå
36 A-standard handlingsmønster A-standard handlingsmønster 37
Denne treningen kan ledere også utøve på hverandre. Da kan noen ledere «spille» at de er et lag med medarbeidere, mens en av lederne spiller seg selv og skal trene og veilede dette w«laget».
Det finnes mange måter å gjøre dette på. Det viktigste er at leder blir mest mulig robust i forhold til å trene og veilede eget lag slik at laget blir mest mulig selvstendiggjort i forhold til å følge A-standard handlingsmønster.
I tillegg er det viktig å være bevisst på at trening handler om å teste noe ut og det ikke handler om å prestere. Det å skape et godt treningsmiljø, med åpen dialog, humor og«lave skuldre» vil være viktig.
Under evalueringen kan du vektlegge flere momenter. Hvis du trener sammen med andre ledere kan dere evaluere hvordan du eksempelvis klarte å stille åpne spørsmål til«laget». Måten du ga ros og korreksjon på kan også være noe dere kan evaluere.
Som leder kan det noen ganger være hensiktsmessig å ta med seg en kollega når du skal trene og veilede et lag på en reell leveranse. Da kan kollegaen din ha fokus på din rolle som trener og veileder for eget lag og gi deg en tilbake-melding etterpå. Deretter kan du gjøre det samme og være observatør når din kollega veileder et lag. Dette vil medføre at dere blir mer samkjørte og robuste som ledere.
Her vises et eksempel på et treningsskjema som brukes på installasjonen Brage. Et slikt treningsskjema kan være nyttig å bruke for å trene på A-standard handlingsmønster
A-standard for aktiviteter:
Bruk baksiden
Inkluder hele jobben i drøfting av aktivitet, inkl. transport av utstyr, rigging, sperring etc.
Vurder om metoden ivaretar risiko, krav og effektivitet. (Legge til om metode ikke ivaretar risiko og krav)
Gjennomfører aktiviteten: Vi ser etter endringer, stopper og vurderer risikoen av endringen.
Aktivitet
Aktivitet Risiko
Krav
Metode
Utfylt av: Dato:
Lagettsvurdering
Utføre
Læring og forbedring
Utført
Utført
Aktivitet (brytes ned i deloppgaver) Risiko: Hva kan gå galt? (vurderes for alle deloppgaver
Hva er ønsket sluttresultat på jobben?(Fagmessig utførelse og kvalitet)
En lærende organisasjon består av lærende grupper og lag.
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