Common Core Objectives

8/10/2019 Common Core Objectives

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Ove Arup & Partners

Hong Kong Limited

Training andDevelopment

HKIE Trainee Scheme Afor Civil Engineers

Objective RecordREV A


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COMMON CORE OBJECTIVES

1.

Professional & General

Minimum

RequiredStandard

1.1 The HKIE Activities

(a) History, role and organisation K

History

The Engineering Society of Hong Kong was founded in 1947 with the aim ofbringing together engineers of different Disciplines for their common good. The

Society flourished and as a result the Hong Kong Institution of Engineers (the

HKIE), was incorporated under the Hong Kong Institution of Engineers Ordinance,

Chapter 1105 of the Laws of Hong Kong in 1975. Adapting to the needs of engineers

in Hong Kong, the Institution continues to develop and expand.

The Institution sets standards for the training and admission of engineers. It has strict

rules governing the conduct of its members and, as a learned society, it enables its

members to keep abreast of the latest developments in engineering. Many of the

learned society activities take place at the Institution's Headquarters in CausewayBay. It provides a venue for seminars, talks and meetings as well as the office of the

Secretariat.

An important development in 1982 was the Hong Kong Government's decision to

recognise Corporate Members of the HKIE for civil service. Most engineering

companies in Hong Kong recognise Corporate Membership of the HKIE as the key

qualification for employment of professional engineers.

On the participation of the engineering profession in public affairs, we have one seat

representing the Engineering Functional Constituency in the Legislative Council, and

among the 1,200-member Election Committee (EC) for the election of the Chief

Executive of the HKSAR, there are 30 EC members from the Engineering Subsector.

These representatives are elected by the Corporate Members of the Institution. In

addition, Corporate Members and Graduate Members of Information Technology

Division of the Institution are eligible to vote for the representatives in the

Information Technology Functional Constituency in the Legislative Council and its

Election Committee Subsector. Views of the engineering profession are well

respected both by the HKSAR Government and the community through these

establishments.


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The HKIE has established close relationship with engineering institutions throughout

the world and it has signed agreements for reciprocal recognition of professional

qualifications with engineering authorities in Australia, Canada, Ireland, the

Mainland, New Zealand and the United Kingdom. It has also signed agreements of

co-operation with other organisations in Europe, the Mainland, North America andSoutheast Asia.

In June 1995, the HKIE joined the Washington Accord as one of the signatories. The

engineering degrees accredited by the HKIE are recognised by other signatories

including Australia, Canada, Chinese Taipei, Ireland, Japan, Korea, Malaysia, New

Zealand, Singapore, South Africa, Turkey, the United Kingdom and the United

States. In 1999, Hong Kong became a founding member of the APEC Engineer

Framework. Registered Professional Engineers (R.P.E.) in Hong Kong are eligible to

register as Hong Kong APEC Engineers.

In June 2001, the Institution became a founding signatory to the Sydney Accord.

Under this Accord, higher diplomas and associate degrees accredited by the HKIE

are recognised by other signatories including Australia, Canada, Ireland, New

Zealand, South Africa, the United Kingdom and the United States. On multilateral

recognition of engineers' and technologists' qualifications, the Institution is a

founding member of the Engineers Mobility Forum and the Engineering

Technologists Mobility Forum. The former is to provide a framework for the

recognition of experienced professional engineers by responsible bodies in each of

the signatory economy, while the latter is a framework that facilitates multilateral

recognition of technologists' qualifications.

Both the APEC Engineer Register in Hong Kong and the Engineers Mobility Forum

International Register of Professional Engineers in Hong Kong were launched in

April 2002. The Engineering Technologists Mobility Forum International Register of

Engineering Technologists in Hong Kong was also launched in February 2008.

In June 2009, the Institution was admitted as a full signatory to the Seoul Accord.

The computer science degrees accredited by the HKIE are recognised by other

signatories including Australia, Canada, Chinese Taipei, Japan, Korea, the UnitedKingdom and the United States.

The HKIE is an affiliate member of World Federation of Engineering Organisations

(WFEO) and a member of Federation of Engineering Institutions of Asia and the

Pacific (FEIAP).


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Vision

** Sustained Excellence in the Engineering Profession **

Mission

To promote the advancement of engineering and to facilitate the exchange of

knowledge and ideas.

To provide a broad range of services to members, to assist them in

developing their careers and to play their full role in contributing to society.

To maintain a high standard of the profession, and to raise the standing and

visibility of engineers.

Organization

http://www.hkie.org.hk/docs/aboutthehkie/organisationalchart-e.pdf

(b) Participation in the HKIEs activities including G

(i) Involvement with The HKIE Committees

(ii)

Attendance at AGMs, Technical Meetings, Site Visits and other activities

organised by the HKIE

1.2 Professionalism

(a) TheResponsibility of theEngineer in Society K

The engineer recognizes that the greatest merit is the work, so exercise their

profession committed to serving society, attending to the welfare and progress of the

majority. By transforming nature for the benefit of mankind, the engineer must

increase their awareness of the world is the abode of man and his interest in the

universe is a guarantee of overcoming their spirit and knowledge of reality to make it

fairer and happier. The engineer should reject papers that are intended to harm the

general interest, in this way avoid situations involving hazards or constitute a threat to

the environment, life, health and other rights of human beings. It is an inescapable

duty of the engineer to hold the prestige of the profession and ensure its proper

discharge; also maintain a professional demeanour rooted in the ability, honesty,

fortitude, temperance, magnanimity, modesty, honesty and justice, with the

consciousness of individual well-being subordinate to the good social. The engineer

must ensure the continuous improvement of their knowledge, particularly of their

profession, disseminate their knowledge, share experience, provide opportunities for

education and training of workers, provide recognition, moral and material support to

the school where he studied, in this way revert to the opportunities the company hasreceived. It is the responsibility of the engineer who carried out their work efficiently
http://www.hkie.org.hk/docs/aboutthehkie/organisationalchart-e.pdfhttp://www.hkie.org.hk/docs/aboutthehkie/organisationalchart-e.pdf


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and supports the laws. In particular, ensure compliance with the standards of worker

protection provided by the law As professionals, engineers are expected to commit

themselves to high standards of conduct.

(b)

The HKIE Rules of Conduct related to :-

(i)

The HKIE(ii) Employers/Clients

(iii)General Public

(iv)Colleagues

K

INTRODUCTION

The Ordinance and Constitution make it clear that members are required to conduct

themselves in a manner which is becoming to professional engineers, as may be seen

from the following general statement from clause(1) of Article 12 of the Constitution:

"Every member shall at all times so order his conduct as to uphold the dignity and

reputation of the Institution and act with fairness and integrity towards all personswith whom his work is connected and towards other members." The Council, in

clause (3) of Article 12 of the Constitution, is required to make specific rules which

are to be observed by members, and such rules have been drawn up and approved by

the Council. These rules, given below, set the standard for the conduct of all

Institution members, though they are not wholly relevant to students. When the

masculine gender is used in the text, it is intended that this should embrace both the

masculine and feminine genders.

Rule 1 - Responsibility to the ProfessionA member of the Institution shall order his conduct so as to uphold the dignity,

standing and reputation of the profession.

Rule 2 - Responsibility to Colleagues

A member of the Institution shall not maliciously or recklessly injure nor attempt to

injure whether directly or indirectly the professional reputation of another engineer,

and shall foster the mutual advancement of the profession.

Rule 3 - Responsibility to Employers or Clients

A member of the Institution shall discharge his duties to his employer or client with

integrity and in accordance with the highest standards of business ethics.

Rule 4 - Responsibility to the Public

A member of the Institution in discharging his responsibilities to his employer and the

profession shall at all times be governed by the overriding interest of the general

public, in particular their environment, welfare, health and safety.

GUIDELINES

Contained within the Ordinance, Constitution, Regulations and Rules of theInstitution are Rules of Conduct which are binding on the members of the Institution.


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These Guidelines are to assist members with the interpretation and implementation of

the Rules.

Rule 1 - Responsibility to the Profession

A member of the Institution shall order his conduct so as to uphold the dignity,standing and reputation of the Profession.

In pursuance of this rule a member shall, inter alia:

1.1 Discharge his professional responsibilities with integrity, dignity, fairness and

courtesy;

1.2 Not allow himself to be advertised in self-laudatory language nor in any manner

derogatory to the dignity of his profession, nor improperly solicit professional work

for himself or others;

1.3 Give opinions in his professional capacity that are, to the best of his ability,objective, reliable and honest;

1.4 Take reasonable steps to avoid damage to the environment and the waste of

natural resources or the products of human skill and industry;

1.5 ensure adequate development of his professional competence;

1.6 accept responsibility for his actions and ensure that persons to whom he delegates

authority are sufficiently competent to carry the associated responsibility;

1.7not undertake responsibility which he himself is not qualified and competent todischarge;

1.8 treat colleagues and co-workers fairly and not misuse the advantage of position;

1.9 when working in a country other than Hong Kong order his conduct according to

the existing recognised standards of conduct in that country, except that he should

abide by these rules as applicable in the absence of local standards;

1.10 when working within the field of another profession pay due attention to the

ethics of that profession.

Rule 2 - Responsibility to Colleagues

A member of the Institution shall not maliciously or recklessly injure nor attempt to

injure whether directly or indirectly the professional reputation of another engineer,

and shall foster the mutual advancement of the profession.


2.1 where appropriate seek, accept and offer honest criticism of work and properly

credit the contributions of others;

2.2 seek to further the interchange of information and experience with other

engineers;


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2.3 assist and support colleagues and engineering trainees in their professional

development;

2.4 not abuse his connection with the Institution to further his business interests;

2.5 not maliciously or falsely injure the professional reputation, prospects or practiceof another member provided however that he shall bring to the notice of the

Institution any evidence of unethical, illegal or unfair professional practice;

2.6 support the aims and activities of the Institution.

Rule 3 - Responsibility to Employers or Clients

A member of the Institution shall discharge his duties to his employer or client with

integrity and in accordance with the highest standards of business ethics.


3.1 offer complete loyalty to his employer or client, past and present, in all matters

concerning remuneration and in all business affairs and at the same time act with

fairness between his employer or client and any other party concerned;

3.2 avoid engaging in business, investments or activities which conflict with the

interests of his employer or client, and inform his employer or client in writing of any

possible conflict between his own financial interests, or those of his immediate

family, and the interests of his client or employer;

3.3 not accept any financial or contractual obligation on behalf of his employer or

client without their authority;

3.4 where possible advise those concerned of the consequences to be expected if his

engineering judgement, in areas of his responsibility, is overruled by a non-technical

authority;

3.5 advise his employer or client in anticipating the possible consequences of relevant

developments that come to his knowledge;

3.6 neither give nor accept any gift, entertainment, payment or service of more than

nominal value, to or from those having a business relationship with his employer or

client without the consent of the latter;

3.7 where necessary co-operate with or arrange for the services of other experts

wherever an employers or clients interest might best be served thereby;

3.8 safeguard confidential information in relation to his employer or client and not

disclose such information to third parties without his employer's or client's written

consent. A member shall not receive any gift, entertainment, payment or service from

third parties for disclosing such information nor make use of it for personal gain.

Rule 4 - Responsibility to the Public

A member of the Institution in discharging his responsibilities to his employer and the


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profession shall at all times be governed by the overriding interest of the general

public, in particular their environment, welfare, health and safety.


4.1 seek to protect the safety, health and welfare of the public;4.2 when making a public statement professionally, try to ensure that both his

qualification to make the statement and his association with any benefiting party are

made known to the recipients of the statement;

4.3 seek to extend public understanding of the engineering profession;

4.4 seek to assess the environmental consequences of work for which he is

responsible and to influence events so as to prevent or minimize damage to, and if

practicable to improve, the environment. In particular in the exercise of the

requirement to safeguard the public in matters of welfare, health and safety, engineersshould:

(a) strive to create through their projects a healthy and agreeable outdoor and indoor

environment;

(b) aim to minimise the use of non-renewable resources, to conserve energy and to

minimise the generation of waste;

(c) consider and take into account the consequences of any proposal upon public

health and local custom;

(d) assess the impacts of their proposals upon the environment, and select options thatwill ensure sustainable development;

(e) consider and explain in their proposals the measures required to protect and

improve the environment;

(f) promote the concepts of interdependence of ecosystems, maintenance of the

diversity of species, resource replacement and recovery, and sustainable development;

(g) seek to balance costs with the best benefit to the environment and to human

society, to achieve the most suitable practical environmental option, by utilising the

best available technology and techniques without entailing excessive costs;

(h) encourage management to follow positive environmental policies by recognising

that a statement of intent is not sufficient to achieve legislative compliance.

(c)

Responsibilities of Professional Engineers related

to :-

(i) Ethics

(ii) Codes of Practice

(iii)

Expertise

(iv)

The community

K

(i)

Ethics


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I. Fundamental Canons

Engineers, in the fulfilment of their professional duties, shall:

1. Hold paramount the safety, health, and welfare of the public.

2.

Perform services only in areas of their competence.

3. Issue public statements only in an objective and truthful manner.

4. Act for each employer or client as faithful agents or trustees.

5. Avoid deceptive acts.

6.

Conduct themselves honourably, responsibly, ethically, and lawfully so as to

enhance the honour, reputation, and usefulness of the profession.

II. Rules of Practice

1.

Engineers shall hold paramount the safety, health, and welfare of the public.a. If engineers' judgment is overruled under circumstances that endanger

life or property, they shall notify their employer or client and such

other authority as may be appropriate.

b.

Engineers shall approve only those engineering documents that are in

conformity with applicable standards.

c. Engineers shall not reveal facts, data, or information without the prior

consent of the client or employer except as authorized or required by

law or this Code.

d.

Engineers shall not permit the use of their name or associate in

business ventures with any person or firm that they believe is engagedin fraudulent or dishonest enterprise.

e. Engineers shall not aid or abet the unlawful practice of engineering by

a person or firm.

f.

Engineers having knowledge of any alleged violation of this Code shall

report thereon to appropriate professional bodies and, when relevant,

also to public authorities, and cooperate with the proper authorities in

furnishing such information or assistance as may be required.

2. Engineers shall perform services only in the areas of their competence.

a.

Engineers shall undertake assignments only when qualified byeducation or experience in the specific technical fields involved.

b. Engineers shall not affix their signatures to any plans or documents

dealing with subject matter in which they lack competence, nor to any

plan or document not prepared under their direction and control.

c. Engineers may accept assignments and assume responsibility for

coordination of an entire project and sign and seal the engineering

documents for the entire project, provided that each technical segment

is signed and sealed only by the qualified engineers who prepared the

segment.

3.

Engineers shall issue public statements only in an objective and truthfulmanner.


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a.

Engineers shall be objective and truthful in professional reports,

statements, or testimony. They shall include all relevant and pertinent

information in such reports, statements, or testimony, which should

bear the date indicating when it was current.

b.

Engineers may express publicly technical opinions that are foundedupon knowledge of the facts and competence in the subject matter.

c.

Engineers shall issue no statements, criticisms, or arguments on

technical matters that are inspired or paid for by interested parties,

unless they have prefaced their comments by explicitly identifying the

interested parties on whose behalf they are speaking, and by revealing

the existence of any interest the engineers may have in the matters.

4.

Engineers shall act for each employer or client as faithful agents or trustees.

a.

Engineers shall disclose all known or potential conflicts of interest that

could influence or appear to influence their judgment or the quality of

their services.b. Engineers shall not accept compensation, financial or otherwise, from

more than one party for services on the same project, or for services

pertaining to the same project, unless the circumstances are fully

disclosed and agreed to by all interested parties.

c. Engineers shall not solicit or accept financial or other valuable

consideration, directly or indirectly, from outside agents in connection

with the work for which they are responsible.

d.

Engineers in public service as members, advisors, or employees of a

governmental or quasi-governmental body or department shall notparticipate in decisions with respect to services solicited or provided by

them or their organizations in private or public engineering practice.

e. Engineers shall not solicit or accept a contract from a governmental

body on which a principal or officer of their organization serves as a

member.

5. Engineers shall avoid deceptive acts.

a. Engineers shall not falsify their qualifications or permit

misrepresentation of their or their associates' qualifications. They shall

not misrepresent or exaggerate their responsibility in or for the subject

matter of prior assignments. Brochures or other presentations incidentto the solicitation of employment shall not misrepresent pertinent facts

concerning employers, employees, associates, joint venturers, or past

accomplishments.

b. Engineers shall not offer, give, solicit, or receive, either directly or

indirectly, any contribution to influence the award of a contract by

public authority, or which may be reasonably construed by the public

as having the effect or intent of influencing the awarding of a contract.

They shall not offer any gift or other valuable consideration in order to

secure work. They shall not pay a commission, percentage, or

brokerage fee in order to secure work, except to a bona fide employee


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or bona fide established commercial or marketing agencies retained by

them.

III. Professional Obligations

1.

Engineers shall be guided in all their relations by the highest standards of

honesty and integrity.

a. Engineers shall acknowledge their errors and shall not distort or alter

the facts.

b.

Engineers shall advise their clients or employers when they believe a

project will not be successful.

c. Engineers shall not accept outside employment to the detriment of their

regular work or interest. Before accepting any outside engineering

employment, they will notify their employers.

d.

Engineers shall not attempt to attract an engineer from anotheremployer by false or misleading pretences.

e. Engineers shall not promote their own interest at the expense of the

dignity and integrity of the profession.

2. Engineers shall at all times strive to serve the public interest.

a.

Engineers are encouraged to participate in civic affairs; career

guidance for youths; and work for the advancement of the safety,

health, and well-being of their community.

b. Engineers shall not complete, sign, or seal plans and/or specifications

that are not in conformity with applicable engineering standards. If the

client or employer insists on such unprofessional conduct, they shall

notify the proper authorities and withdraw from further service on the

project.

c. Engineers are encouraged to extend public knowledge and appreciation

of engineering and its achievements.

d. Engineers are encouraged to adhere to the principles of sustainable

development1in order to protect the environment for future

generations.

3. Engineers shall avoid all conduct or practice that deceives the public.

a.

Engineers shall avoid the use of statements containing a materialmisrepresentation of fact or omitting a material fact.

b. Consistent with the foregoing, engineers may advertise for recruitment

of personnel.

c. Consistent with the foregoing, engineers may prepare articles for the

lay or technical press, but such articles shall not imply credit to the

author for work performed by others.

4. Engineers shall not disclose, without consent, confidential information

concerning the business affairs or technical processes of any present or former

client or employer, or public body on which they serve.

a.

Engineers shall not, without the consent of all interested parties,


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promote or arrange for new employment or practice in connection with

a specific project for which the engineer has gained particular and

specialized knowledge.

b. Engineers shall not, without the consent of all interested parties,

participate in or represent an adversary interest in connection with aspecific project or proceeding in which the engineer has gained

particular specialized knowledge on behalf of a former client or

employer.

5. Engineers shall not be influenced in their professional duties by conflicting

interests.

a. Engineers shall not accept financial or other considerations, including

free engineering designs, from material or equipment suppliers for

specifying their product.

b. Engineers shall not accept commissions or allowances, directly or

indirectly, from contractors or other parties dealing with clients oremployers of the engineer in connection with work for which the

engineer is responsible.

6.

Engineers shall not attempt to obtain employment or advancement or

professional engagements by untruthfully criticizing other engineers, or by

other improper or questionable methods.

a. Engineers shall not request, propose, or accept a commission on a

contingent basis under circumstances in which their judgment may be

compromised.

b.

Engineers in salaried positions shall accept part-time engineering workonly to the extent consistent with policies of the employer and in

accordance with ethical considerations.

c. Engineers shall not, without consent, use equipment, supplies,

laboratory, or office facilities of an employer to carry on outside

private practice.

7. Engineers shall not attempt to injure, maliciously or falsely, directly or

indirectly, the professional reputation, prospects, practice, or employment of

other engineers. Engineers who believe others are guilty of unethical or illegal

practice shall present such information to the proper authority for action.

a.

Engineers in private practice shall not review the work of anotherengineer for the same client, except with the knowledge of such

engineer, or unless the connection of such engineer with the work has

been terminated.

b. Engineers in governmental, industrial, or educational employ are

entitled to review and evaluate the work of other engineers when so

required by their employment duties.

c. Engineers in sales or industrial employ are entitled to make

engineering comparisons of represented products with products of

other suppliers.

8. Engineers shall accept personal responsibility for their professional activities,


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provided, however, that engineers may seek indemnification for services

arising out of their practice for other than gross negligence, where the

engineer's interests cannot otherwise be protected.

a. Engineers shall conform with state registration laws in the practice of

engineering.b.

Engineers shall not use association with a nonengineer, a corporation,

or partnership as a "cloak" for unethical acts.

9. Engineers shall give credit for engineering work to those to whom credit is

due, and will recognize the proprietary interests of others.

a. Engineers shall, whenever possible, name the person or persons who

may be individually responsible for designs, inventions, writings, or

other accomplishments.

b.

Engineers using designs supplied by a client recognize that the designs

remain the property of the client and may not be duplicated by the

engineer for others without express permission.c. Engineers, before undertaking work for others in connection with

which the engineer may make improvements, plans, designs,

inventions, or other records that may justify copyrights or patents,

should enter into a positive agreement regarding ownership.

d. Engineers' designs, data, records, and notes referring exclusively to an

employer's work are the employer's property. The employer should

indemnify the engineer for use of the information for any purpose other

than the original purpose.

e.

Engineers shall continue their professional development throughouttheir careers and should keep current in their specialty fields by

engaging in professional practice, participating in continuing education

courses, reading in the technical literature, and attending professional

meetings and seminars.

(ii) Codes of Practices

Comply with the Code and support those who seek to uphold the Code:

A registered professional engineer must:

(a) not assist in or induce failure to comply with this Code of Practice;

(b) support those who seek to uphold the Code if called upon, or in a position, to doso.

(iii) Expertise

3.1. Bring knowledge, skill, judgment, and care to the task:

A registered professional engineer must bring to the engineering task knowledge,

skill, judgment, and care that are of a standard which might reasonably be expected by

the public or the registered professional engineers professional peers.

3.2. Not engage in professional misconduct, or fraudulent or dishonest behavior:A registered professional engineer must not:


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(a) engage in misconduct in a professional respect; or

(b) engage in fraudulent or dishonest behaviour in the practice of engineering.

3.3. Communicate with fairness, honesty, and adequate knowledge:

A registered professional engineer must, both orally and in writing, express opinions,

make statements, or give evidence with fairness, honesty, and only on the basis ofadequate knowledge.

3.4. Not promise, accept, or give inducements:

A registered professional engineer must not:

(a) promise to give or give to any person anything intended to improperly influence

that person's decisions as they relate to the registered professional engineer's services

or to secure work; or

(b) accept from any person anything intended to improperly influence the registered

professional engineers decisions.

3.5. Work within area of competence and not misrepresent competence:


(a) undertake professional engineering services only within their area of competence;

(b) not misrepresent their competence;

(c) not knowingly permit engineers whose work they are responsible for to breach

paragraph (a) or paragraph (b).

Examples of competence in an area of practice include

formal training in that area;

any previous experience or exposure in the type of work that has been supervised by

a registered professional engineer; consultation with or reference to a person competent in the area to supervise the

task.

Code of Practice for Registered Professional Engineers in Queensland Page 6 of 6

Examples of not misrepresenting competence in an area of practice include

fully informing the client as to any limitations or legitimate concerns that a

registered professional engineer might have with regard to their competence in

relation to the clients specific project; and/or

organizing for a person competent in the area to provide supervision of or advice to

the engineer in relation to the task.

3.6. Supervision:

If a registered professional engineer supervises a person in the carrying out of

professional engineering services within the meaning of section 115 of the Act, the

registered professional engineer, in the role of the supervisor, must

(a) have sufficient knowledge of the professional engineering services carried out; and

(b) sufficient control over any outputs of the professional engineering services to

reasonably form the view that the standard of the professional engineering services is

that to be expected of a registered professional engineer; and

(c) take full professional responsibility for the professional engineering services

provided by the supervised person.


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3.7. Continue to develop knowledge, skills, and expertise:


(a) continue to develop relevant knowledge, skills, and expertise throughout their

careers;

(b) actively assist and encourage those with whom they are associated to do likewise.(c) ensure that they have documented Continuing Professional

Development that can be used to verify that they meet certain minimum criteria in

respect of Continuing Professional Development that would reasonably be expected

as appropriate by the registered professional engineers professional peers.

(iv) The community

1.1. Be informed of social, environmental, economic and other possible

consequences:

A registered professional engineer must take reasonable steps to be informed, and toinform clients and employers, of the social, environmental, economic, and other

possible consequences that might arise from professional engineering services.

1.2. Act with honesty, integrity, fairness, and without discrimination:

A registered professional engineer must act with honesty, integrity, fairness, and

without unlawful discrimination.

1.3. Take reasonable steps to safeguard health, welfare, and community safety:

A registered professional engineer must take reasonable steps to safeguard the health,

welfare, and the safety of the community.

1.4. Have regard to, and reduce effects on, the natural environment:


(a) have regard to reasonably foreseeable effects of professional engineering services

on the natural environment; and

(b) take reasonable steps to reduce reasonably foreseeable adverse effects of

professional engineering services on the natural environment.

(d)

Current Professional Affairs

Keeping up-to-date with current technical

developmentsrelated to the trainees discipline.

Achieved either by:

(i) Reading Hong Kong Engineer, and relevant

local and international publications

(ii) Making use of Information Technology

(iii)Participating in Seminars, Conferences or Talks

G

1.3 General Personal Development


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(a)

Keeping up-to-datewith local, regional and

international current affairs. Achieved either by:

(i) Reading periodicals, journals and newspapers

(ii) Making use of Information Technology

(iii)

Participating in Seminars, Conferences or Talks

G

(b)Involvement with local organisation or community

services

1.4 Development of Personal Qualities

(a) Innovative thinking

G

(b) Interpersonal skills

(c) Negotiation skills

(d) Time management skills

(e) Continuous Improvement

(a) Innovative thinking

Innovative thinking is thinking that goes beyond what you can see. It is imaginative. It

is the ability to look beyond the obvious. It is creative and it is different. An

innovative thinker can look at something ordinary and see the extraordinary.

Innovation is about invention. It is about being able to come up with something that

nobody has come up with before. Being an innovative thinker means you have a mind

that does not quite work like the logical, down-to-earth mind that the majority of

people have. Innovative thinking is a gift. Being able to go beyond the obvious is not

something everyone can do. Some people are naturally born with this gift, while

others have to work to train their brain to be able to think outside the box. Innovative

thinking is something that can help you out in many aspects of your life. You can use

innovative thinking to create a new outfit, come up with a good business idea or

create dinner.

Creative thinking in all areas of Engineering is a must in todays extremely

competitive world, due to the high demand of highly skilled and innovative engineers.

Creative thinking is the first step to innovation, which is a desirable feature of an

engineering graduate. Creativity (or "creativeness") is a mental process involving the

generation of new ideas or concepts, or new associations between existing ideas or

concepts. Innovation is the process of selecting/combining, refining and turning the

best creative idea(s) into reality. Both are equally important for universities and

companies to be competitive. Investing generously in education to tap into future

professionals creative capacities is view as one of the top priority items for the higher


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education community.

In engineering education, creativity, according to is classified as a Higher Order

Thinking Skills. Encouraging this type of skills is a desirable teaching goal in every

engineering design class. Creativity is also considered as one of the 13 fundamentalobjectives of Engineering Instructional Laboratories, such as: proper use of

instrumentation, ability to perform experiments and data analysis, team work, learning

from failure, etc. Objective 7 states: Creativity: Demonstrate appropriate levels of

independent thought, creativity, and capability in real world problem solving.

(b) Interpersonal skills

Interpersonal skills are the life skills we use every day to communicate and interact

with other people, individually and in groups. Interpersonal skills include not only

how we communicate with others, but also our confidence and our ability to listen andunderstand. Problem solving, decision making and personal stress management are

also considered interpersonal skills.

People with strong interpersonal skills are usually more successful in both their

professional and personal lives. They are perceived as more calm, confident and

charismatic - qualities that are often endearing or appealing to others. Being more

aware of your interpersonal skills can help you improve and develop them. We all

learn how people are likely to react to what we say, how we say it and what we do, as

well as how these actions make others, and us, feel. These skills are easily further

developed with a little time and effort spent working, thinking and practising them.

Remember it is worth spending time developing these skills as good interpersonal

skills can improve many aspects of your life.

Here, you can find out how to develop specific interpersonal skills including:

Learn to Listen

Listening is not the same as hearing. Take time to listen carefully to what others are

saying through both their verbal and non-verbal communication. (More on Listening

Skills)

Choose Your Words

Be aware of the words you are using when talking to others. Could you be

misunderstood or confuse the issue? Practise clarity and learn to seek feedback to

ensure your message has been understood. Encourage others to engage in

communication use appropriate questioning to develop your understanding. (More on

Verbal Communication, Questioning and Effective Speech)

Understand Why Communication Fails

By learning about the various barriers to good communication you can be aware of -

and reduce the likelihood of - ineffective interpersonal communication. (See Barriers


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to Communication)

Relax

When we are nervous we tend to talk more quickly and therefore less clearly. Being

tense is also evident in our body language and other non-verbal communication.Instead, try to stay calm, make eye contact and smile. Let your confidence shine.

(Learn about Non-Verbal Communication, Personal Appearance and some top tips for

Dealing with Stress also see our page on Coping with Presentation Nerves.)

Clarify

Show an interest in the people you talk to. Ask questions and seek clarification on any

points that could be easily misunderstood. (See Reflection and Clarification)

Be Positive

Try to remain positive and cheerful. People are much more likely to be drawn to youif you can maintain a positive attitude. (More on Personal Presentation and Building

Confidence)

Empathise

Understand that other people may have different points of view. Try to see things

from their perspective. You may learn something while you gain the respect and trust

of others. (More on Active Listening and read or article: What is Empathy?)

Understand Stress

Learn to recognise, manage and reduce stress in others and yourself. Although stress

is not always bad it can have a detrimental effect on the communication process.

Learning how to recognise and manage stress, in yourself and others, is an important

interpersonal skill. (More about stress.)

Learn to be Assertive

You should aim to be neither passive nor aggressive. Being assertive is about

expressing your feelings and beliefs in a way that others can understand and respect.

Assertiveness is fundamental to successful negotiation. (Learn more about

Assertiveness | Negotiation and Confidence)

Reflect and Improve

Think about previous conversations and other interpersonal interactions; learn from

your mistakes and successes. Always keep a positive attitude but realise that we can

all always improve our communication skills. (See our article on Improving

Communications Skills)

Negotiate

Learn how to effectively negotiate with others paving the way to mutual respect, trust

and lasting interpersonal relations. (Negotiation Skills)


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Working in Groups

We often find ourselves in group situations, professionally and socially. Learn all

about the different types of groups and teams in our article: What is a Group. Further

articles about groups include: Group and Team Roles, Group Life Cycles, BuildingGroup Cohesiveness and How to Recognise and Avoid Problem Behaviours in

Groups.

(c) Negotiation skills

Negotiation is a method by which people settle differences. It is a process by which

compromise or agreement is reached while avoiding argument. In any disagreement,

individuals understandably aim to achieve the best possible outcome for their position

(or perhaps an organisation they represent). However, the principles of fairness,

seeking mutual benefit and maintaining a relationship are the keys to a successfuloutcome.

Specific forms of negotiation are used in many situations: international affairs, the

legal system, government, industrial disputes or domestic relationships as examples.

However, general negotiation skills can be learned and applied in a wide range of

activities. Negotiation skills can be of great benefit in resolving any differences that

arise between you and others.

Why Negotiate?

It is inevitable that, from time-to-time, conflict and disagreement will arise as the

differing needs, wants, aims and beliefs of people are brought together. Without

negotiation, such conflicts may lead to argument and resentment resulting in one or all

of the parties feeling dissatisfied. The point of negotiation is to try to reach

agreements without causing future barriers to communications.

Stages of Negotiation

In order to achieve a desirable outcome, it may be useful to follow a structured

approach to negotiation. For example, in a work situation a meeting may need to be

arranged in which all parties involved can come together. The process of negotiation

includes the following stages:

1. Preparation

2. Discussion

3.

Clarification of goals4. Negotiation towards a WIN-WIN situation


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5.

Agreement

6. Implementation of a course of action

1. Preparation

Before any negotiation takes place, a decision needs to be taken as to when and where

a meeting will take place to discuss the problem and who will attend. Setting a

limited timescale can also be helpful to prevent the disagreement continuing

This stage involves ensuring all the pertinent facts of the situation are known in order

to clarify your own position. In the work example above, this would include

knowing the rules of your organisation, to whom help is given, when help is not felt

appropriate and the grounds for such refusals. Your organisation may well have

policies to which you can refer in preparation for the negotiation.

Undertaking preparation before discussing the disagreement will help to avoid further

conflict and unnecessary wasting time during the meeting.

2. Discussion

During this stage, individuals or members of each side put forward the case as they

see it, that is their understanding of the situation. Key skills during this stage are

questioning,listening andclarifying. Sometimes it is helpful to take notes during thediscussion stage to record all points put forward in case there is need for further

clarification. It is extremely important to listen, as when disagreement takes place it

is easy to make the mistake of saying too much and listening too little. Each side

should have an equal opportunity to present their case.

3. Clarifying Goals

From the discussion, the goals, interests and viewpoints of both sides of the

disagreement need to be clarified. It is helpful to list these in order of

priority. Through this clarification it is often possible to identify or establish

common ground.

4. Negotiate for a WIN-WIN Outcome

This stage focuses on what is termed a WIN-WIN outcome where both sides feel they

have gained something positive through the process of negotiation and both sides feel

their point of view has been taken into consideration. A WIN-WIN outcome is usuallythe best outcome, however it may not always be possible but through negotiation it
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should be the ultimate goal.

Suggestions of alternative strategies and compromises need to be considered at this

point. Compromises are often positive alternatives which can often achieve greater

benefit for all concerned rather than holding to the original positions.

5. Agreement

Agreement can be achieved once understanding of both sides viewpoints and

interests have been considered. It is essential to keep an open mind in order to

achieve a solution. Any agreement needs to be made perfectly clear so that both

sides know what has been decided.

6. Implementing a Course of Action

From the agreement, a course of action has to be implemented, to carry through the

decision.

Failure to Agree: If the process of negotiation breaks down and agreement cannot

be reached, then re-scheduling a further meeting is called for. This avoids all parties

becoming embroiled in heated discussion or argument, which not only wastes

valuable time but can also damage future working relationships.

At the subsequent meeting, the stages of negotiation should be repeated. Any new

ideas or interests should be taken into account and the situation looked at afresh. At

this stage it may also be helpful to look at other alternative solutions and/or bring in

another person to mediate.

Informal Negotiation: Apart from situations when it is appropriate to employ this

more formal process of negotiation, you will no doubt encounter one-to-one situations

where there is a need to negotiate informally. At such a time when a difference of

opinion arises, it might not be possible or appropriate to go through the stages set out

above in a formal manner. Nevertheless, remembering the key points in the stages

of formal negotiation may be very helpful in a variety of informal situations.

(d)

Time management skills

'Time Management' is a misleading term. Although science fiction has long been

fixated with the concept of managing time in various ways (for example, time travel

and the ability to alter the speed of the passing of time) nobody can manage time. All

we can hope to achieve is to manage the events in our lives as efficiently as possible

so that we have enough time available for everything we want to accomplish. Timemanages itself.


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There may be periods in our lives when we wish for more time, and others when we

want time to pass more quickly. Sometimes time flies and at other times it can

appear to drag people complain that holidays pass too quickly, while their time at

work or school can drag. Such illusions are merely how we react to differentenvironments and emotions. There are always 24 hours in a day. Research suggests

that if the brain is engaged in many activities then it has less capacity to notice the

passing of time, conversely when the brain is less stimulated it concentrates more on

monitoring of the passing of time.

We protect our money; we aim to use it wisely, trying to avoid waste. We budget;

balancing what money is earned against what is spent. Rather like money, time is a

valuable and limited resource; the skills we need to manage time are therefore similar

to those needed to successfully manage money - planning, evaluation, and

self-control.

Like money, what we do with our time is unique to us we all have different

priorities, different goals and aspirations. Therefore, finding a suitable time

management strategy that works well for you is an important personal skill. Your

ability to manage the things in your life effectively will depend on your personality

and levels of self-discipline and self-motivation. Some of the benefits of learning

good time management techniques include:

Being more productive and getting more things done Feeling less stressed and anxious

Having more time to do the things you enjoy

Increased self-confidence

Better, more positive relationships with others

Learn to Prioritise

Correctly prioritising tasks is fundamental to successful time management;

unfortunately many of us are not very good at successful prioritisation. In order toprioritise we have to be able to recognise the difference between tasks that are

importantand those that are urgent. The most important tasks are very often not the

most urgent tasks. For many people being reactive is easier than being proactive,

urgency (or perceived urgency) takes priority over importance. Take the example of

an office worker who has to get a report finished by a tight deadline an important

task. Whilst busy working on the report the phone rings, many people in this

situation will answer the phone a ringing phone shouts urgent, urgent. This is a

reactive behaviour. The phone call probably isnt thaturgent, if it is then the caller

will leave a message or attempt contact in another way. The proactive person has

prioritised the report writing and doesnt answer the phone they may have even


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recorded a message to say they are busy and will return the call later or simply turned

the ringer off. Try to be less reactive to urgent tasks, concentrating first on the

important tasks. The longer you leave an important task the more urgent it becomes,

unless it wasnt really important in the first place!

One of the easiest ways to prioritise tasks effectively is to make a to do list. Such

lists are easily created on a computer, tablet, smart phone, PDA or simply on a piece

of paper. The advantage of creating digital lists is that they can be synchronised

across different devices and can actively remind you of what you need to do. Some

basic rules of effective to-do lists include: do not keep multiple lists in different

places or on different devices, have one master list. Create a list that is suitable for

your lifestyle, daily, weekly, monthly or even annually. Rank items on the list in

order of importance and urgency, some people find colour coding items

useful. Things that are neither important nor urgent should not be on your list. Tick

items off the list once they are completed, the goal is not to tick off lots of items but toremove high priority items. Removing items from a to-do list can be most

satisfying, often boosting confidence and motivation.

Get Organised

Spend some time organising your environment. A cluttered environment will slow

you down:

Clutter can be a distraction Youll take longer looking for things, things get lost

Youll read the same information over and over

Cluttered environments can reduce feelings of self-confidence and motivation

Create three piles to help you sort the important stuff from the clutter. One pile for

keep one for give away and one for throw away. Anything that you dont need

and that has no value to anybody else should be put on the throw away pile and

thrown away! Things that you could delegate, give to somebody else or sell should

go onto the give away pile. Then make sure they are given away or sold at a

car-boot or yard sale or on eBay. Only things that you need/want to keep should go

onto the keep pile. Things in the keep pile should be added to your to-do list,

filed while waiting for more information or filed permanently. Once completed,

things in the keep pile can be added to either the throw away or give away piles.

Schedule

Take some time to think about when you are at your most productive during the

day. Some people are most productive first thing in the morning, some in theevening. Some people feel lethargic after lunch but productive by the middle of the


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afternoon. Work out your most productive times.

Arrange suitable times to complete your most important tasks. Aim to complete your

important tasks during your most productive time of the day. Block time off in your

diary or digital calendar to ensure that you get what is important done. Many

organizations let staff share their digital calendars with colleagues and line managers,

this can be very useful when you need to block off time for working on specific

tasks. Scheduling is not all about things you have to do for work, make sure you also

schedule things you want to do. If you know you are going to have some down-time,

for example whilst commuting, then schedule some simple tasks, like updating your

to-do list so that you dont waste time later.

Dont Put it Off

Procrastinating is a common problem; we may be putting off tasks for a variety of

reasons. Perhaps the task seems overwhelming, unpleasant or boring. Usually it is

possible to break down big tasks into smaller sub-tasks. These sub-tasks require less

time commitment and result in specific, realistic deadlines. If youre finding it hard

to get started, you may benefit from completing a preparatory task collecting and

organising the materials needed to complete the task, for example. Minor rewards can

also be positive reinforces to get tasks done treat yourself to something to mark

important milestones in task completion.

Do one thing at a time

Computers may be good at multi-tasking but people are not. Contrary to what you

may think, trying to do more than one thing at once is nearly always less productive

than concentrating on one task at a time. It takes time for our brains to switch from

one task to another, resulting in a loss of productivity. Concentrate, stay focused and

do one thing at a time youll get more done and to a higher standard in the long run.

Stay CalmPerhaps the most important thing to remember is to stay calm. Although a little stress

can sometimes be useful in completing tasks too much stress can be

detrimental. When were stressed we tend to be less productive, more easily

distracted and pay less attention to detail. It may be difficult sometimes but include

time to relax in your schedule, do something that you enjoy to take your mind off

other tasks for a while. Even short breaks can help lower stress levels and improve

motivation and production.

(e)

Continuous Improvement


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Individual development plan or personal development plan, what are they and

why bother?

A personal development plan is appliedself-improvement and may be thought of as

having the following aims:

* to make explicit a commitment to proactive action andchange

* to facilitate an investment in your personal growth (a bit like continuous

improvement for you)

* to be a really useful aid to successful career planning

* to help in releasing and realising more of your potential, which may be quite a

transformation, and

* to create a means of enhancing your capacity to create your own future

(which is the definition of learning we use in self improvement).

Individual development plan - why bother?

Increasingly in todays world and, almost certainly, in tomorrows world:

* there are no guarantees (e.g. of security in a job)

* no one owes us a living or will do it for us its up to us to be proactive

* the only unchanging thing is change and the best way to manage change is to help

create it (e.g. by investing in an individual development plan)

* becoming a victim is self-hurting in the long run, and dependency and spoon

feeding creates victims.

So, if the world is changing, so must we - we must invest in an individualdevelopment plan, which, in practice, means we must learn to move:

* from:expecting a job for life to:no job is safe or unchanging over time (e.g.

we must keep learning new skills)

* from:relying on a single skill to:developing multiple skills

* from:attitudes such as, keep your head down, its only a job to:take

ownership, contribute,initiative,innovation & continuous improvement
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* from:being employed by a single employer to:working for multiple employers

* from:having a career planned for us to:planning our own career and

development

* from:training in narrow specific tasks to:lifelong learning

* from:certainty to:ambiguity,uncertainty

* from:a leave me alone, thats your job mindset to:working inteamsand

inter-dependency with others

* from:having a job (or technical) focus to:having a customer and business focus

* from:negative thinking in terms of limitations to:positive thinkingin terms of

possibilities.

how do you do an individual development plan?

The good news is that creating your individual development plan is simple. You only

have to do five things:

1. take stock of where you are right now.

This will involve a good, healthy "look in the mirror" about yourself.

No cheating, no being too kind or too cruel on yourself, no defensiveness etc. etc.

Simple, but not necessarily easy. Here's a couple of suggestions that might help:

* useyour journal or learning logto list out your existing skills, knowledge,

relationships, contribution etc.

* do aself-diagnosis exercise and use theself diagnosis summary to exploreself-improvement opportunities from the resulting pattern of strengths and weaknesses

* if appropriate, (e.g. career planning or thinking about change or promotion in your

work) prepare a resume that includes responsibilities and achievements (rather than

just job titles) or write a story of your career to date

* go and seek somefeedbackfrom trusted others who you know will be ok with

giving feedback and valuable insights and help with your individual development

plan.
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2. consider where do you want to be in the future?.

Think about thefutureyou want to create and what it will mean in terms of your

personal growth (and career planning?) and personal development plan.

What does this future look like? Usevisualisation techniquesto make the picture as

sharp and real as you can.

Again, capture this in your journal and / or ask a trusted other tofacilitateyour

thinking here (e.g. trythinking differently,"out of the box", in terms of possibilities,

rather than limitations).

When you've got a "big picture", an overall purpose, turn it into a series ofSMART

goals

3. what do you need to learn or change to move from 1. to 2?.

This step will produce yourpersonal development planof action based on your

learning and change needs.

It will usually require you to:

* list out WHAT you need to learn and change

* for each item, identify HOW you will do it.

That is, what learning methods will you use? (e.g. courses, self study on the web,

coaching,shadowing someone else, reading,mentoring,self help DVDs).

And, what habits or behaviours will you change? (e.g. here you may want to use the

i-c-s-i process orself hypnosis - click here for anexample self hypnosis script).

For steps 1, 2 and 3 above it is usually very helpful to get others perceptions through

giving feedback processes such as:

* 1-to-1 conversations

* 360 feedback sessions

* team look-in-the-mirror sessions

* x-team feedback sessions

* self review and appraisals.
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4. just do it.

That is, implement your individual development plan.

JUST DO IT, close the loop (and review your progress) and go to step 1. again so that

this becomes an annual cycle and never ending process.

Keep it simple and keep your personal development plan objectives clearly in mind

to develop yourself so that you can make a better contribution in the short-term

present AND for your personal growth over the longer term (e.g. enhance your

capacity to survive and thrive in an ever changing future, rather than be a victim).

5. control and learn.

That is, check out how well you have achieved your goals and closed the gap between(1) and (2) above - control.

If needed, make modifications to your individual development plan and "just do it"

again and again until you get the outcome you want.

It's unlikely that you will have considered everything, or predicted everything

perfectly, so be sure to see this process positively - it is not a failure.

Failure would be to NOT modify and improve and persevere.

Then be sure to take some reflection time and use your learning log or journal to

capture your learnings from the experience.

Do this for the two key aspects of your personal development investment:

1. the content - e.g. WHAT have you achieved? what has been the return on your

investment in an individual development plan?

2. the process - e.g. HOW did you do it? if you were doing it all over again, what

would you do differently / better?

1.5 Occupational Safety & Health

(a) Relevant Legislation K

The following Hong Kong regulations and codes are applicable:-

The Factories and Industrial Undertakings Ordinance (Cap 59, Sections 6A & 6B)

The Construction Sites (Safety) Regulations, Cap 59I

The Factories and Industrial Undertakings (Lifting Appliances and Lifting Gear)


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Regulations Cap 59J

The Factories and Industrial Undertakings (Safety Officers and Safety Supervisors)

Regulations Cap 59Z

The Factories and Industrial Undertakings (Suspended Working Platforms)Regulations Cap 59AC

The Factories and Industrial Undertakings (Confined Spaces) Regulation Cap 59AE

The Factories and Industrial Undertakings (Safety Management) Regulation Cap

59AF

The Buildings Ordinance and the Subsidiary Regulations, Cap 123

The Dangerous Goods Ordinance (Cap 295, Section 6)

The Electricity Ordinance (Cap 406, Part VII)

The Electricity (Wiring) Regulations Cap 406E

The Occupational Safety and Health Ordinance Cap 509

The Occupational Safety and Health Regulations Cap 509A

The Occupational Safety and Health (Display Screen Equipment) Regulation Cap

509B

Smoking (Public Health) Ordinance, Cap 371

British Standard Code of Practice for safe use of Cranes, BS7121: Part 1: 1997

Code of Practice for Safe Use of Mobile Cranes and Tower Cranes from the

Occupational Safety and Health Branch of the Labour Department, March 1998

British Standard Specification for Automatic Safe Load Indicators, BS 7262:1990

Code of Practice for Safety Precautions in the Construction of Large Diameter

Boreholes for Piling and other Purposes, BS8008:1996

Code of Practice for Scaffolding Safety, Labour Department

Code of Safe Working Practices for Hand-dug Caissons, Occupational Safety &

Health Council

Guidance Notes on Hand Dug Caissons, Hong Kong Institution of Engineers

S.S. No. 5 to Gazette No 7/97, Technical Memorandum for Site Safety Supervision

Plans

Code of Practice for Site Safety Supervision issued by the Building Authority

Relevant AP/RSE Practice Notes


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(b)

Responsibilities of Professional Engineers to:-

(i) Employers

(ii) Employees

(iii)General Public

K

(i)

Employers ResponsibilitiesHealth and safety criminal law in Hong Kong, predominantly the Occupational Safety and

Health Ordinance and Regulations, is generally written in terms of the responsibilities of

employers and employees, although controllers of premises also have significant duties.

Employers owe a general duty not only to employees, but also to others not in their

employment who may be affected by their work. Therefore, in order to define these

duties and to enable all staff to comply with requirements Arup will:

Prepare and maintain a statement of policy with respect to health and safety at work

and bring this to the attention of all employees.

Provide such information, instruction, training, supervision and safe workingequipment as is necessary to ensure, so far as is reasonably practicable, the health and

safety at work of all employees.

The firms health and safety policy, organization and general arrangements for the

management of health and safety are set out in the Health and Safety Handbook.

Reporting of Injuries and Diseases

Injuries

All injuries causing incapacity for more than 3 days, which result from accidents atwork, must be reported by the firm to the Occupational Safety Officer within 24

hours. Details of information required are given in appendix III.

Reporting procedures for sites are laid down for Government projects in the Project

Administration Handbook Volume III clause 11.5 and in the Public Works

Construction Site Safety Manual chapter 9. Normally the Contractor will complete

these but site staff should satisfy themselves that the procedures are being followed.

The statutory responsibility for reporting an injury lies with the injured persons

employer, so a full recording and notification procedure must be followed in every

case involving Arup staff.Resident site staff are required to inform the Project Director immediately in the event

of a serious accident on site whoever is involved in case there are insurance

implications. In the event of the accident involving a member of Arup staff a report

must be sent back to the Human Resources Department immediately, followed up

with a detailed report within three days. HRD will co-ordinate the necessary action.

Diseases

In the event of certain diseases related to specific work activities (eg. decompression

sickness related to breathing gases at increased pressure) as specified in schedule 2 ofthe OSH Ordinance being diagnosed the medical examiner responsible is required to


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make a report to the Occupational Safety Officer. Although not our duty we should

be aware of this requirement.

Reporting of Dangerous Occurrences

The Dangerous Occurrences of the types defined in Schedule 1 of the OSH Ordinanceare required to be reported in writing within 24 hours.

For construction, such events are likely to be associated with:-

The collapse, overturning or failure of lifts, hoists, excavators or cranes.

The explosion or bursting of pressure vessels, boilers etc.

Electrical faults attended by fire or explosion.

A collapse or partial collapse of scaffolding over 5 metres high.

The collapse of buildings or falsework under construction, alteration or demolition.

The responsibility for reporting dangerous occurrences lies with ....the person whohas any degree of control over the premises or workplace..... The majority of

incidents of this nature will occur on premises or construction sites controlled by

others, in which case Arup will not be responsible for their reporting.

The Administrator should seek to ensure that for any dangerous occurrence which

takes place on premises controlled by Arup, the Office Safety Officer completes the

appropriate report. Copies of completed reports should be sent to the Human

Resources Department.

Non-Injury Incidents

Incidents which had the (unfulfilled) potential to cause an accident or dangerous

occurrence should also be reported to the H&S Manager. Knowledge of these

incidents will better inform the risk management process.

(ii)

Employee

The Factories and Industrial Undertakings Ordinance states: It shall be the duty of

every person .... to take .... care for the health and safety of himself and others who

may be affected by his acts and omissions ....

The Occupational Safety and Health Ordinance states: An employee .... must ....

take care for the safety and health of persons .... who are at the employees workplace

and who may be affected by the employees acts or omissions ....

The Hong Kong Institution of Engineers, Rule 4 states: A member of the

Institution in discharging his responsibilities to his employer and the profession shall

at all times be governed by the overriding interest of the general public, in particular

their environment, welfare, health and safety.

The Institution of Civil Engineers, Code of Conduct item 1 states: A member, in

his responsibility to his employer and to the profession, shall have regard to the public


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interest, particularly in matters of health and safety.

Arup staff are expected to take an interest in safety matters and to keep themselves

abreast of current safety issues. In general this will involve them in the following

activities:-

To take reasonable care for the health and safety of themselves and of other

persons who may be affected by their acts or omissions at work.

To conscientiously use the protective clothing and equipment provided, and to

immediately report its loss or damage.

To comply with any duty or requirement imposed upon Arup by relevant

statutory provisions, and

To inform Arup of dangerous situations at work, or shortcomings in the

arrangements for health and safety.

The duty to others who may be affected by your acts or omissions is also owed as aduty of care under civil (common) law. Essentially, if you see someone in danger

you are obliged to do your best to help them. The degree of your responsibility

under civil law will be a function of your knowledge and experience.

As well as general duties, you are also likely to have ascribed to a professional code

of conduct, as above, and will be required to comply with the Contractors site rules.

In some cases these may be contained in a health and safety plan or site supervision

safety plan.

Statutory responsibilities and your duty of care are independent of the conditions of

contract.

Just as Arup is required to provide information and instruction to its employees on

safety matters, each employee must have regard to this information and instruction in

all his or her activities.

Arups statutory responsibilities and procedures are outlined in the preceding section

and in the office Health and Safety Handbook.

To enable the firm to fulfil its duties under the various regulations, it is important that

staff acquaint themselves with the firms procedures and take steps to comply with

them, including the provision of relevant feedback information.

(iii)General Public

Many construction sites cannot completely exclude non-workers. Road construction sites

must often allow traffic to pass through. This places non-workers at some degree of risk.

Road construction sites are blocked-off and traffic is redirected. The sites and vehicles are

protected by signs and barricades. However, sometimes even these signs and barricades

can be a hazard to vehicle traffic. For example, improperly designed barricades can cause

cars that strike them to roll over or even be thrown into the air. Even a simple safety sign

can penetrate the windshield or roof of a car if hit from certain angles. The majority ofdeath in construction are caused by hazards relating to construction activity. However,


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many deaths are also caused by non construction activities, such as electrical hazards. A

notable example of this occurred when Andy Roberts, a father of four, was killed while

changing a light bulb at a construction site when he came into contact with a loose bare

wire that was carrying two thousand volts of electricity and died. (August 1988 New York

(U.S.A)). Events like this motivated the passing of further safety laws relating tonon-construction activities such as electrical work laws.

Roles and Responsibilities of Occupational Health and Safety Professionals

The roles and responsibilities of OSH professionals vary regionally, but may include

evaluating working environments, developing, endorsing and encouraging measures that

might prevent injuries and illnesses, providing OSH information to employers,

employees, and the public, providing medical examinations, and assessing the success of

worker health programs.

Europe

In Norway, the main required tasks of an Occupational Health and Safety Practitioner

include:

Systematic evaluations of the working environment

Endorsing preventative measures which eliminate reasons for illnesses in the

work place

Giving information in the subject of employees health Giving information on occupational hygiene, ergonomics and also

environmental and safety risks in the work place

In the Netherlands, required tasks for health and safety staff are only summarily

defined, and include:

Voluntary medical examinations

A consulting room on the work environment for the workers

Health check assessments (if needed for the job concerned)

The main influence on the Dutch law on the job of the safety professional is through

the requirement on each employer to use the services of a certified working conditions

service to advise them on health and safety. A certified service must employ

sufficient numbers of four types of certified experts to cover the risks in the

organizations which use the service:

A safety professional

An occupational hygienist

An occupational physician


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A work and organisation specialist.

It shows in Table 1 (based on the European Network of Safety and Health Practitioner

Organizations [ENHSPO] survey to) that in Norway, 37% of Health and Safety

practitioners had a MSc education level, and 14% in the Netherlands; 44% were BSc

graduates and 63% in the Netherlands; and 19% were of a Technician level and 23%

in the Netherlands.

USA

Leather craftsman gloves, safety goggles, and a properly fitted hardhat are crucial for proper

safety in a construction environment.

The main tasks undertaken by the OHS practitioner in the USA include:

Develop processes, procedures, criteria, requirements, and methods to attain the best

possible management of the hazards and exposures that can cause injury to people,

and damage property, or the environment;

Apply good business practices and economic principles for efficient use of resources

to add to the importance of the safety processes;

Promote other members of the company to contribute by exchanging ideas and other

different approaches to make sure that every one in the corporation possess OHS

knowledge and have functional roles in the development and execution of safetyprocedures;

Assess services, outcomes, methods, equipment, workstations, and procedures by

using qualitative and quantitative methods to recognise the hazards and measure the

related risks;

Examine all possibilities, effectiveness, reliability, and expenditure to attain the best

results for the company concerned

Knowledge required by the OHS professional in USA include:

Constitutional and case law controlling safety, health, and the environment Operational procedures to plan/develop safe work practices

Safety, health and environmental sciences

Design of hazard control systems (i.e. fall protection, scaffoldings)

Design of recordkeeping systems that take collection into account, as well as storage,

interpretation, and dissemination

Mathematics and statistics

Processes and systems for attaining safety through design

Some skills required by the OHS professional in the USA include (but are not limited


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to):

Understanding and relating to systems, policies and rules

Holding checks and having control methods for possible hazardous exposures

Mathematical and statistical analysis

Examining manufacturing hazards

Planning safe work practices for systems, facilities, and equipment

Understanding and using safety, health, and environmental science information for

the improvement of procedures

Interpersonal communication skills

(c)Safety Management Systems related to the trainees

disciplineE

OHSAS 18001is a British Standard for occupational health and safety management systems.

It exists to help all kinds of organizations put in place demonstrably sound occupationalhealth and safety performance. It is widely seen as the worlds most recognized occupational

health and safety management systems standard.

Origins

Organizations worldwide recognize the need to control and improve health and safety

performance, and do so with occupational health and safety management systems

(OHSMS). However before 1999 there was a proliferation of national standards and

proprietary certification schemes to choose from. This caused confusion andfragmentation in the market; undermined the credibility of each individual scheme;

and potentially created trade barriers.

Development

Recognizing this deficit, an international collaboration called The OHSAS Project

Group was formed to create a single unified approach. The Group comprised

representatives from National standards bodies, academic bodies, accreditation

bodies, certification bodies and OSH institutions, with the UKs national standards

body, BSI Group, providing

Common Core Objectives

Documents

Transcript of Common Core Objectives