Master Coach

Playbook Pocket
Guide
Reference on safety
tools and soft skills
 Controlling Hazards
Applying the 6 methods of controlling
hazards can either remove the hazards
or reduce risks to a low acceptable level,
making it safer to carry on a job.

1. ELIMINATION 2. SUBSTITUTION

3. ISOLATION 4. ENGINEERING

5. ORGANISATION 6. PPE
 6 Methods for
Controlling Hazards
Remove the hazard
completely from the
ELIMINATION
workspace whenever
possible.
Use the safest option
SUBSTITUTION or alternative to
replace the hazard.
Switch off or fence off
ISOLATION
the hazard.
Redesign the
ENGINEERING equipment or work
process.
Make the system work
by using the safety
ORGANISATION
procedures, permits
and checklists.
Suit up with complete
PPE and proper personal
protective equipment.
 Debriefing
Right after completing the job, debriefing
allows the crew to capture improvement
ideas for making their jobs safer and
more efficient.

WHAT WHAT WENT HOW CAN WE

HAPPENED? WELL AND IMPROVE?
WHAT DID
NOT?

WHAT Ask to gather

INFORMATION and
HAPPENED?
OBSERVATIONS about
the job.

WHAT WENT Ask to identify

WELL AND SUCCESSES and
WHAT DID NOT? CHALLENGES that can
lead to new learnings.

HOW CAN WE Ask to create NEW

IDEAS and BETTER
IMPROVE?
WAYS to do the job.
 Debriefing Questions
Ask to:
• Recall the team’s experiences
WHAT • Share or describe what
HAPPENED? occurred during the job
• Know who were involved
and what was accomplished,
among others

• Know what new learnings the

WHAT WENT members gained
WELL AND • Identify changes that
WHAT DID NOT? occurred or things that went
unexpected
• Review the results of the job
and spot where objectives
were hit or missed

• Identify which practice to

HOW CAN WE stop, start, or continue doing
IMPROVE? to improve the work process
• Determine practical and
feasible suggestions
• Ensure that new ideas or
initiatives are shared and
implemented
 Hazard Identification
Start by identifying energy hazards – and
combine these with all relevant situational
hazards.
 Hazard Identification
Energy hazards
PRESSURE CHEMICALS
Liquid or gas that has Chemicals that have the
been compressed or is potential to create a hazard
under a vacuum to people, equipment or
environment
MOTION
Moving objects, machinery or BIOLOGICAL
parts that can cause harm Living mechanisms that pose
a threat to human health
GRAVITY
The force by the attraction of TEMPERATURE
all other masses to the earth Heat or cold thermal energy
of objects or environment
ELECTRICAL
Presence and flow of an STRESS STRAIN
electrical charge Unexpected snap of stretched
objects due to breaking or
MECHANICAL unsecured attachment
Components of a
mechanical system – NOISE
rotation, vibration Produced sound that poses a
threat to human health

Situational hazards
TOOLS & WORKING
ORGANISATION PEOPLE
EQUIPMENT ENVIRONMENT

Instruction Experience Condition Worksite

Teamwork
requirements Mental focus Suitability Weather

Simultaneous Physical Handling House-keeping

tasks requirements
 Risk Assessment
• helps the crew prevent accidents, incidents,
near misses, and other undesirable events.
• is a proactive process that must be taken
seriously and done by all crew members
involved in a job.

is something that
HAZARD has the potential to
do harm.

is the likelihood and

RISK severity of the hazard’s
consequences.

CONTROL are the actions taken

MEASURES to reduce the risk.

Key steps of risk assessment:

1. Identify hazards
2. Evaluate risks
3. Identify control measures
 Risk Assessment
is preferably done as a team, to let everyone
share their own input and experience.

1. Identify hazards
The crew must observe their workplace for any
objects, situations, or conditions that can cause harm
to themselves and other crew members.
2. Evaluate risks
The crew should know what risks are associated
with the hazards, and evaluate the likelihood and
consequences of each risk.
3. Identify control measures
Crew should identify the appropriate control
measures to eliminate or reduce the risks.

DOS DON’TS
• Conduct it before job • Underestimate risks
execution • Conduct it for the sake
• Conduct it on the actual of compliance
worksite • Recycle risk
• Involve all team assessments
members • Skip steps of a risk
• Review previously assessment
recorded experiences
 Safety Behaviour
(Based on the Safety I’s developed by Green-Jakobsen)

support a proactive and reliable safety culture

INSIGHT
Seek and share
knowledge.
INNOVATION
Think of new and better
ways to improve.

INFLUENCE
Be a good role model.

INTERVENTION
Back each other up by
stopping and correcting
unsafe acts.

INTEGRATION
Prioritise safety at all
times and make it part
of everything you do.
 Safety Behaviour
(Based on the Safety I’s developed by Green-Jakobsen)

Safety Key
behaviour points
1. Ask questions and receive others’
knowledge.
2. Seek new insight.
3. Share your knowledge, skills, and
INSIGHT experiences.
1. Challenge routines and evaluate safety
practices.
2. Be open towards others’ ideas and new
ways.
INNOVATION 3. Implement improvement initiatives.
1. Inspire your colleagues with good
safety manners.
2. Promote an open and trusting
environment for discussions.
INFLUENCE 3. Accept to be influenced by others.

1. Serve as backup and extra eyes for

others.
2. Immediately stop the unsafe act.
3. Appreciate others’ concern when they
INTERVENTION interrupt you.

1. Incorporate safety practices,

considerations, and initiatives in all work
processes.
2. Embrace safety to become a natural
part of your mindset and actions.
INTEGRATION
3. Acknowledge your role as safety
performance driver.
 The Toolbox Talk is:
• A dialogue among all team members
about safe and efficient execution of the
job

• Conducted at the worksite or as close

to it as possible to include situational
conditions

• Carried out right before starting the job

 Toolbox Talk
A good Toolbox talk is characterised by
openness, trust and aspiration to achieve
continuous improvements.

WORK RISKS & OTHER

APPROACH
PLAN CONTROLS QUESTIONS

Task, steps, Risk Worksite Concerns &

tools, assessment situation & new ideas
responsibilities, & control work posture
communication measures

Common
understanding
among all
team members

The job can

start

Key actions of a good Toolbox talk:

Æ Share your knowledge Æ Correct wrong
Æ Come up with new ideas perceptions
Æ Motivate others to Æ Utilise all safety
participate efforts
 Active Listening
Listen actively to understand,
respect, and empathise

Non-verbal responses

1. AVOID Æ Pause other

DISTRACTIONS activities
Æ Put down your
phone

2. KEEP EYE Æ Look in the eyes

CONTACT Æ Avoid intimidating
stare

3. SHOW Æ Do not fold arms

RELAXED across chest
BODY Æ Do not lean back
LANGUAGE

4. EXPRESS Æ Use facial

WITH YOUR expressions,
BODY head movements,
gestures and body
posture
 Active Listening
Verbal responses

1. EXPRESS Æ Use positive prompts

VERBALLY such as “I see”, “I
understand”, “Hmm”,
“Then?”.

2. PARAPHRASE Æ Make frequent short

paraphrases.
Æ Restate important
points in your own
words to avoid
misinterpretations.

3. ASK OPEN Æ Avoid questions that

QUESTIONS are answered with
‘no/yes’.
Æ Ask questions that
usually start with
‘What’, ‘How’.
Æ Avoid questions
starting with ‘Why’.

4. SUMMARISE Æ Summarise the key

points.
Æ Ask any last clarifying
questions.
 Cultural Understanding and
Communication
Know that there is no right or wrong culture
Biases can lead to negative or
positive discrimination
1. Stereotypes
Influence how you think about a person.
2. Prejudice
Influences how you feel about a person.
3. Discrimination
Influences how you behave towards a person.
Watch out for cross-cultural
communication crossroads
Direct vs Implied message
Straightforward communication preferred in Denmark,
Germany, the Netherlands.
Indirect communication preferred in China, Indonesia,
the Philippines, Korea, India.

Open vs Avoid disagreement

Open discussion of disagreements mostly found in
Russia, Denmark, France, Greece, Italy.
Avoidance of disagreements preferred in Indonesia,
Japan, Thailand, China, the Philippines, India.
 Cultural Understanding and
Communication
Pause-Think-Adjust Model

Can help you communicate better across cultures

1 2 3
1. Pause to allow yourself to
evaluate the cultural aspects of
Pause the communication.

2. Consider that there are different

views across cultures. Use your
Think knowledge on cultural differences.

3. Adjust your communication

behaviour to ensure that the
message is clear and that you
Adjust understand it well.
 Giving Feedback
Express feedback in a positive,
structured and constructive way to
improve performance
Sandwich Feedback Model
Has 3 layers of expression

1. Mention 3 positive things about the

person’s performance.
Avoid using the word ‘BUT’!
2. Say what changes the person should
make. Use expressions that describe
specific behaviour that is expected.

3. End your feedback with a general positive

comment on the person’s performance.
 Giving Feedback
SOED Feedback Model
(Green-Jakobsen, 2024)

Has 4 layers with ‘guide’ words

Æ “I want to talk to you about...”

S
Æ “I have been thinking about
the way we...which I’d like to
discuss with you.”
SUBJECT Æ “There is something I would
like to discuss with you.”

O
Æ “I noticed...”
Æ “Lately, I’ve experienced
that...”
OBSERVATION Æ “The other day, I observed
that...”

E
Æ “The impact of this is...”
Æ “What happens when you
do this is that...”
EFFECT Æ “To keep good working
relations on board...”

D
Æ “I would like you to...”
Æ “Please remember to...”
Æ “Next time you experience a
DEMAND similar situation, I want you to...”
 Objection Handling
Handle conflicts without harming
relationships
Actions to de-escalate or resolve a
conflict constructively

1. Keep a calm and controlled attitude

Control your emotions without letting
them control you. Lower your voice,
pause, breathe and avoid finger
pointing.

2. Go for the problem, not for the

person
Focus on the issue without blaming the
person. Use ‘I’ language, instead of
‘you’ language.

3. Acknowledge the other person’s

interests and concerns
Listen to them with an open mind and
reach a conclusion that is mutually
acceptable.
 Objection Handling
Use the ‘I’ language
Avoid the use of ‘You’ language that
creates blame and attack
1. Observation Æ ‘’I have noticed that
you’ve been… these
past two weeks’’
Æ “I think we have
different perceptions
about…’’
Æ “I’d like to see if we
might reach a common
understanding about…’’

2. Thoughts or Æ ‘’This bothers me, since I

Feelings have to stay longer, ….’’
Æ ‘’I feel frustrated…’’

3. Needs Æ ‘’I need to…, but I

cannot do that because
I still have to wait for
you’’

4. Request Æ ‘’So may I kindly

request that from now
on, you do…. In this
way, I can …’’
 Question Techniques
Ask questions to seek truthful information
Statements to watch out for during conversations
and how to respond with questions
1. Generalisation 2. Necessity
Statements that only tell Statements requiring an
part of the story. action or event to take
Keywords: never, every, place.
always, none, all Keywords: must/must
e.g. ‘’None of the crew not, should/should not,
likes me.’’, ‘’All Masters ought/ought not, have
shout.’’ to, need, it is necessary
e.g. “We should not
question the decisions of
the Captain.”
Æ None? Isn’t there anyone
Æ What would happen if you
who might like you?
questioned the decisions
Æ All? Have you ever met
of the Captain?
one who was calm?

3. Lost performative 4. Complex equivalent

Statements making a Statements using part
value judgement without of an experience as an
specifying who made or equivalent to its entire
said it. meaning.
e.g. “Only tough men can e.g. “You never sailed.
work on board ships.” You don’t know what you
are saying.”
Æ Says who? Æ How specifically did you
Æ What makes you believe come to that conclusion
that? that I’m ignorant?
 Question Techniques
Ask questions to seek truthful information

5. Mind reading 6. Limitation

Statements claiming Statements stating
knowledge of another personal beliefs about
person’s thoughts, what a person can or
motives, and intentions. cannot do.
e.g. “I know you are Keywords: can, cannot,
not happy with my possible, impossible,
performance.” am, am not, will, will not.
e.g. “I cannot report a
superior for his unsafe
acts.”

Æ How do you know that I

Æ What stops you from
am not happy with your
doing that?
performance?
Æ What would happen if you
Æ What makes you believe
reported the superior?
that?

7. Cause-Effect
Statements implying that
another person caused
something, as if the first
person has no choice.
e.g. “You make me feel
stupid!”

Æ How specifically do I
cause you to feel like that?
References

Green-Jakobsen (2020) Hazard Wheel. Trademarked

concept. Available at: https://green-jakobsen.
com/ (Provided directly by Green-Jakobsen for
collaborative project: 15 November 2024).

Green-Jakobsen (2023) The Safety I’s. Trademarked

concept. Available at: https://green-jakobsen.
com/ (Provided directly by Green-Jakobsen for
collaborative project: 15 November 2024).

Green-Jakobsen (2024) SOED Feedback Model.

Available at: https://green-jakobsen.com/
(Provided directly by Green-Jakobsen for
collaborative project: 15 November 2024).
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