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RESILIENCE

Participant Guide

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PARTICIPANTS GUIDE CONTENTS

INTRODUCTIONMODULE 1: WHAT IS RESILIENCE?

PAGE 4PAGE 6

MODULE 2: TAKE DECISIVE ACTION PAGE 9MODULE 3: KEEP THINGS IN PERSPECTIVE

PAGE 19

MODULE 4: CHANGE IS A PART OF LIVING

PAGE 25

MODULE 5: TAKE CARE OF YOURSELFFORMS

PAGE 33PAGE 37

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INTRODUCTION

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We continuously work to achieve a Zero Incident Industry…because we care. We care about our colleagues, our family and friends, the environment, our vessels and seafarers - and we demonstrate our care by managing the processes and barriers that keep each other safe.

The processes and barriers we manage are kept strong by the individuals and teams that care for them.

We are all born with the capacity to deal with challenge and this ability, just like one’s ability to play a particular sport or instrument, can be improved and strengthened with practice and by learning new techniques.

Increasing and strengthening our capacity to deal with life’s challenges helps us to be the best that we can be as individuals and teams; and is important component towards achieving and sustaining a Zero Incident Industry.

This programme is made-up of five core modules which can be delivered in any order. Each module focuses on a different area that makes up our natural capacity to deal with life’s challenges- both in and outside of work. The five modules are;

What is Resilience? Take Decisive Action Keep Things in Perspective Change is a Part of Living Take Care of Yourself

How does it work?

These modules will be delivered within five months, that’s one module a month. It doesn’t matter which order the modules are run in and it’s ok to miss one and attend the next as long as you cover all modules.

Within the sessions we encourage you to bring your own examples and experiences to the discussions as this makes it a more relevant and richer conversation but this is entirely voluntary and you should only share what you feel comfortable to do so. All discussions about personal experiences within the sessions should be treated as confidential.

Feedback and Improving Resilience

At the end of the module if there are any themes that you think will help us improve the programme, we ask that you let us know by filling in a module feedback form (at the back of this guide) and sending it to; partnersinsafety@shell.com

INTRODUCTION

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MODULE 1: WHAT IS RESILIENCE?

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WHAT IS RESILIENCE?

TOPIC DETAILED INFORMATIONMODULE BACKGROUND INFORMATION

Having a positive view of yourself is an important mind-set that helps you improve your performance, achievements and quality of life. It’s not about smiling and denying the negative aspects of reality. It is an effective approach that improves your state of mind, leading to improved thought patterns, more options and will make a real difference in your life. It is also a choice and a skill that can be learnt.

MODULE OVERVIEW

Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or even significant sources of stress-such as family and relationship problems, serious health problems or workplace and financial stressors

The group is given a short introduction to the concept of resilience followed by discussion on an example of resilient behaviour within their own experience. An overview of the Resilience modules will be given and individuals asked to commit to participating.

EXERCISE ONE Think of an example of a situation in everyday life where you or someone you know has

demonstrated resilient behaviour. Write it here;

Discuss in pairs what resilience means in this situation.

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MODULE 2: TAKE DECISIVE ACTION

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TAKE DECISIVE ACTION

TOPIC DETAILED INFORMATIONMODULE BACKGROUND INFORMATION

Resilience Concept: Take Decisive Action

Decision making should be a mixture of rational thought and emotion.

Taking decisive action is important. Removing blockers to decision

making.

Behavioural Safety Concept:Acting on Warning Signs Acting on warning signs prevents

accidents Mitigate culture of denial, group

think Reducing human factors risk Weighing up economic vs safety risk

MODULE OVERVIEW

Taking decisive action moves an issue forward, and is positive and action-oriented. It is linked to resilience because taking decisive action is empowering, positive and allows a person to take control of a situation instead of it controlling them.

Understanding how you make decisions, and what may stop you taking decisive action can be the first step towards developing strategies to manage these blockers and enable you to; make the decision, take action, and move forward. This can be an important factor in improving resilience – gaining confidence in decisive action.

In Part One we look at the emotional brain and the rational brain and how they work together to aid decision making.In Part Two, we will take a closer look at what inhibits taking decisive actions and overcoming these blockers.

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TAKE DECISIVE ACTION – EXERCISE ONEEmotional and Rational Thinking

For this exercise the discussion will be based around either cars or mobile phones, you should decide as a group which one to use. Here is the information you need for this exercise:

Cars

Subaru Forester All-Wheel drive 5 star safety rating 126 kw horsepower Price: #34,667 International Units

Audi Sports Car 4 star safety rating 90 kw horsepower Price: #29,999 International Units

Smart Car 4 star safety rating 45kw horsepower Price: #19,900 International Units

Honda Accord 5 star safety rating 133 kw horsepower Price: #35,429 International Units

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Phones

SAMSUNG You can make calls and send SMS No contract, just pay for what you use #25 International Units

Free SAMSUNG Galaxy Core Prime 5 mega pixel camera 4.5 inch display Free handset , 300 minutes, 1 GB data, 5000 SMS #12.50 International Units a month

Second hand IPhone 4s 16GB SIM-Free, video calling with Face time , voice

control Choose your own contract #90 International Units

NEW LATEST MODEL Apple iPhone 6s 64GB, Gold, Free but #60 upfront Unlimited minutes and SMS and 10GB data #65 International Units a month

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In your group, list the reasons in the table below as to why you would buy a specific product, either a new car or phone. Try to think about whether these reasons are rational or emotional.

Rational Reasons Emotional Reasons

These are factual e.g. cost, practicality, utility

These are feelings e.g. I like how it looks

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TAKE DECISIVE ACTION – EXERCISE TWOBlockers and Enablers

INSTRUCTIONS: 1. Choose an example of a time when you had to take decisive action but found it difficult to do so.

(use your own or one of the examples on the next page) 2. List what would happen if you take action3. List what would happen if you don’t take action4. List what where the things that stopped you taking the action, or delayed you taking the action5. List some ways in which you may be able to overcome those blockers6. Discuss with the others in your small group.

Describe a time when you had a difficult decision to make.

What would happen if you take action? What would happen if you don’t take action?

What are some of the blockers to taking decisive action?

What could I do to overcome the blockers to me taking decisive action?

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EXAMPLES Choose one of the following scenarios or your own examples:

Example 1. Crew member requiring help with the job During the Work plan Meeting for the next day, the crewmember is selected to disconnect the fuel oil transfer pump #2 and move it to the workshop so the machinist can overhaul it. The crew member did the job of #1 pump a few days ago with success. But during the job there were some times that he really needed another pair of hands to do the job safer. He managed but he had a few near misses. Should he mention it now?

Blockers No one is really available as everyone is allocated a job for the next day The Chief Engineer is really trying to give me better jobs to expand my experience and he might

think that I am not capable of doing the job They might bring up why I did not stop the job last time and ask for help, I will get reprimanded

Example 2. Higher than Normal Pump Vibration

A pump important to your operations has vibration levels that have trended upwards over the last few weeks, but has not reached alarm status.

Blockers: You are not sure if this is a problem You don’t want to escalate something for no reason Taking the pump offline would impact the operations Taking the pump offline creates extra work for your co-workers

Example 3. Do I call the Captain

A new Wactchkeeping Officer is on the 12-4. It is 0130 and he has been observing all the fishing vessels around him with no problem. But it is getting busier and a lot of them are making sudden course alterations. Should he call the Captain to give him a hand?

Blockers: He wants to make a good impression that he is capable of doing his watch He does not want to look stupid waking the Captain up for nothing There is also pressure not to wake the Captain as he will be on standby later that day and needs

his sleep

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BLOCKERS TO MAKING DECISIONS AND WAYS OF MANAGING THESEThe purpose of this information is to give you some ideas on how you may be able to overcome blockers to making decisions.

This is not intended to be an exhaustive list, just a starting point. You may wish to add your own ideas or note down some of those put forward during your session.

BLOCKER OPTIONS TO OVERCOME COMMENTSConcern over what may go wrong if the decision is incorrect

List all the things you can think of that may go wrong

Documenting this can help clarify what the issues really are and help you control the process, rather than just feeling anxious but not having a method to deal with it

Work out how you can monitor for any indication that those things in your list are happening, so you have early warning and can take corrective action

If your list is long and the consequences are too serious, it may be good evidence your decision is wrong, so you can use it to help make a better decision

You don’t have enough information to make a decision

List the information you do need and what time frame you need it in so you can make the decision

This process can help you determine if you can safely wait to gather more information or if you really do need to decide now.

It can also help to clarify what it is you really need to know before you can make a decision

If you are unable to get the information or cannot get it quickly enough, work out if you can make the decision without that information and what will be the risks

If there are risks, work out how you can manage those risks – write then down so you have a clear plan for managing the decision and the risks

Work out also the risks of NOT making the decision in a timely manner, this can help you determine whether you need to make the decision now before you have all the information, or can wait

If you want, check your reasoning with another person

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BLOCKER OPTIONS TO OVERCOME COMMENTSYou are worried about looking like an idiot if the decision is wrong

Consider discussing the options with others, especially those who may need to help you implement the results of the decision, as that way you can test your ideas and also get buy in from those who matter

You do need to be accountable for your decisions, and if you are worried you could look foolish if the decision is wrong, this can be tough.

Remember though – you don’t need to do it alone!

If you have a mentor, discuss with them your concerns

You just don’t know whether to make a decision at all

List what will happen if you make the decision, and what will happen if you don’t make the decision, to determine what will deliver the worst outcome

You can actively decide to take no action – that is OK. You just need to do this deliberately.

Determine if the issue is whether you don’t have enough information to make the decision, or you are not really clear what it is you are making the decision about – this can help direct your enquiries for further information

Then either decide to take action or deliberately decide not to, but at least you are being decisive!

You have a feeling , a “red flag of warning”, that the decision is wrong

Think carefully about why you may be feeling like this, or talk to a friend or colleague about it. This can be an important alert.

Important - don’t ignore this feeling!

This can be an important warning sign as it is your emotional brain alerting you that there could be a problem.

List the reasons that you have come up with as to why you may be feeling uncomfortable about the decision; this may help clarify why you feel this way.

Test the decision with others who are familiar enough with the circumstances to understand the implications of your decision – do they also feel uncomfortable with it?

Determine what would make you feel more comfortable with the decision, if you can act on that it will help with making the decision.

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MODULE 3: KEEP THINGS IN PERSPECTIVE

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KEEP THINGS IN PERSPECTIVE

TOPIC DETAILED INFORMATIONBACKGROUND INFORMATION

Resilience Concept: Keeping Things in Perspective Inner dialogue influences individual’s

perception of events, + and –. Individual choice in response to

events.

Behavioural Safety Concept: Communication and Engagement Translate high level messages. Actively seek information. Respond, participate, provide

feedback

MODULE OVERVIEW

Our comfort zone is the area in which we operate and feel comfortable. Sometimes we are pushed or push ourselves past our comfort zone and this can feel uneasy. When this happens, putting events into perspective can de-escalate the situation and even broaden your comfort zone.

This starts with being less hard on ourselves and by becoming more aware of how our inner dialogue can misinterpret situations which influences our views and our mood-- think back to those childhood cartoons where a devil would appear on one of Donald Duck’s shoulders and an angel on the other.

Inner dialogue is linked to emotions and everyone can develop the ability to influence this. In uncomfortable situations, influencing your inner dialogue allows you to slow down your thinking and creates room for making choices. This can be particularly important when making choices that affect safety.

THE LADDER OF INFERENCEWhat is it?

The ladder of influence is a way of describing how we get from a fact to a decision or action. It can often be known as “jumping to conclusions” and happens every day in a split second. The picture shows each stage of this process:

This can create a feedback loop. Our beliefs have a big effect on how we select some facts and choose to ignore others. Soon we are jumping to conclusions by missing facts.

An example;

It can be simple things like, ‘Now where did I put my keys?’

Or it can be longer strings of thoughts that lead us to a conclusion- which may or may not be correct;

Where are my binoculars? I always put them in the same place.at the end of my watch.

I bet the last watch keeper has moved them.

They are always losing their stuff and now my stuff too.

They have no respect for my things or me. I’m going to get in trouble with the boss because of them.

Most of us will have experienced situations where we have become frustrated and draw negative conclusions only to reflect back, with a clearer and sometimes more positive point of view.

How does it work?

Starting on the bottom rung, we have reality and facts. From there we;

Experience these differently based on our beliefs and previous experience.

Interpret what this means. Apply our existing assumptions or perspective,

sometimes without thinking. Draw conclusions based on these interpreted

facts. Develop further beliefs on these conclusions. Take action on these conclusions because they

are based on what we believe.

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Here are some examples of climbing the ladder of inference;

1. Engine Room watch handover

You arrive ready to start your watch. The previous watch was tasked with making the necessary preparations to leave port. When you arrive, you find that this work has not been done. This is the third time this has

happened. Now you must complete the work in order to be able to leave port on time.

Internal monologue:1. They knew that it was their responsibility to do this.2. This isn’t the first time I’ve been left having to do their work too.3. I will be blamed for missing the tide and not leaving on time.4. The previous watch is lazy and incompetent

2. The coffee container is empty

I was looking forward to having a cup of coffee while on my watch tonight only to find, when I go to make it, that the coffee container is empty.

Now I have no coffee for the rest of my watch.

Internal monologue:1. Why would someone use the last of the coffee and not replenish it?2. Someone here is inconsiderate and lazy.3. The last person here was the new guy.4. It must have been him.

Now think of your own example. Write it here;

KEEP THINGS IN PERSPECTIVE – EXERCISE ONE

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KEEP THINGS IN PERSPECTIVE – EXERCISE ONE Now in pairs, pick one example and write next to each rung of the ladder, the thoughts that led

you to your conclusion;

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You can interrupt the climb up the ladder of inference, by asking yourself some of these challenging questions;

Look for Evidence

What’s the evidence for and against my thought?Am I focusing on the negatives and ignoring other information?Am I jumping to conclusions without looking at all the facts?

Search for Alternative Explanations

Are there any other possible explanations?Is there another way of looking at this?How would someone else think if they were in this situation?Am I being too inflexible in my thinking?

Put Thoughts into Perspective

Is it as bad as I am making out? What is the worst that could happen?How likely is it that the worst will happen?Even if it did happen, would it really be that bad?What could I do to get through it?

For example, using the engine room handover scenario

1. They knew that it was their responsibility to prepare to leave port.Challenge – Are there any other possible explanations as to why they didn’t do it?

2. This isn’t the first time I’ve been left having to do their work too.Challenge – Am I focusing on the negatives and ignoring other information?Challenge – Is there another way of looking at this?

3. I will be blamed for missing the tide and not leaving on time.Challenge – Am I being too inflexible in my thinking?Challenge – Is it as bad as I am making out?

4. The previous watch is lazy and incompetent.Challenge – Am I jumping to conclusions without looking at all the facts?Challenge – How would someone else think if they were in this situation?

CHALLENGING QUESTIONS

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MODULE 4: CHANGE IS A PART OF LIVING

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CHANGE IS A PART OF LIVING

TOPIC DETAILED INFORMATIONBACKGROUND INFORMATION

Resilience Concept: Accepting Change Change is often viewed as

uncomfortable or seen as a threat. You are accountable for your choice

on how you respond to change and how it impacts others.

Behavioural Safety Concept: A controversial PPE Policy Change – Following the Rules Personal Proactive Interventions Individual Consequences Personal Responsibility

MODULE OVERVIEW

Change is inevitable. We start changing from the moment we are born and continue to do so; and the world around us changes, both predictably, and unpredictably. The world, our personal environment and our lives, often change in ways over which we have no control e.g. Volcanoes, snow and travel disruption. The impact of a change of job can be huge and positive, negative, or both.

When experiencing change we can decide to see the possibilities that lie within and we have a choice in the way we respond to change.

In this module participants experience the impact of their choice of response to a change (in this session the change is a new idea) and gives insight on the impact of the response on others and themselves.

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CHANGE IS A PART OF LIVING - EXERCISE TWO

EXERCISE You will be divided into groups of three. Ask each group to choose a scenario or make up a change scenario

themselves Each person should be assigned as Person 1, 2 or 3. Where there are more than 3 persons per group, the extra people acts as

observer/audience.

There are three different “Briefing Notes” included on pages 30 – 33 in the guide. Read the appropriate briefing note for your role.

SCENARIO ONE Proposed change to PPE policy. Person 1 doesn’t like wearing a hard hat all the time and would like to

change the policy. Person 1 will make the case for change. Person 2 will make the case for leaving things as they are. Person 3 will be supportive and curious without agreeing to the change.

SCENARIO TWO Proposed change to replacing the Cook with a microwave. Person 1 believes cooking on board is a major source of HSSE incidents

and would like to replace the Cook by using microwave meals. Person 1 will make the case for change.

Person 2 will make the case for leaving things as they are. Person 3 will be supportive and curious without agreeing to the change.

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BRIEFING NOTE – PERSON 1Scenario One – PPE Policy Change

Your goal is to get approval for the following idea.

You play the role of someone who has a great new idea that will drastically change the way we work. You are very enthusiastic and positive about your idea.

You don’t like wearing a hardhat when you think that there is no perceived risk of something falling.

You propose to your team for a change in PPE policy to not have to wear a hard hat in these situations.

Some of your reasons could be:

You shouldn’t need PPE where there is no risk Walking on deck under a clear sky is not a risk It’s uncomfortable and can restrict visibility You don’t need to wear your gloves all the time, so why doesn’t the same apply to hardhats? I can still demonstrate my safety commitment whether I’m wearing my hardhat or not.

Scenario Two – Replacing the Ship’s cook with a microwave

Your goal is to get approval for the following idea.

You play the role of someone who has a great new idea that will drastically change the way we work. You are very enthusiastic and positive about your idea.

A lot of incidents happen in the galley while cutting, cooking, and deep frying. This is a concern for the safety standard on board.

To help the vessel on the road to a Zero Incident Industry, you propose to replace the Cook with microwaves and ready meals.

Some of your reasons could be:

It would reduce food waste People can choose healthier options then deep frying, so can reduce obesity No food will be standing around too long in galley which is unhygienic as will come direct from

ridges to microwaves Saves on washing up and cleaning up

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BRIEFING NOTE – PERSON 2Please read the notes and respond to Person 1’s proposal for change in your team of three

Your ROLE is to resist the change that Person 1 puts forward

Your GOAL is to have them withdraw their proposal for change.

Be negative, and try to avoid positives if at all possible without commenting on the actual content of the change being proposed. You are deliberately negative and resistant to this change.

Try to avoid eye contact, or make hostile contact, frown, don’t smile, use an unfriendly tone of voice, lean forward, sit with your shoulder towards them rather than facing, raise your voice (a little!). If they speak quickly, you can speak more slowly. Be unenthusiastic. Please use your own words, the following may help.

Your reasons could be:

It is not your job to do this. It poses a safety hazard. You should concentrate on your own work and not this. You must have too much time on your hands. No wonder you don’t do your work very well considering you waste all your time with

this sort of thing.

***************************************************************************************Make personal, discouraging remarks:

What makes you think you are good at this? What makes you think you have the right to change policies? What about the other crew? That’s just your opinion. How can you be so sure that this plan will help?

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BRIEFING NOTE – PERSON 3Please Read the notes and respond to Person 1, who has an idea for change.

Your goal is to be seen as supportive and curious, without actually agreeing to the change

Be positive, but do not actually commit yourself to the idea of Person 1. Ask open questions. Wherever possible, adopt the same posture as Person 1, such as crossing your legs, leaning back in your chair. Pretend you are a mirror reflecting what the other is doing. Make eye contact. Smile.

For instance:

This sounds interesting. Have you already discussed it with the team? Have you already discussed the HSE matters with the HSE department? Even if we can’t implement this change, I am still motivated to look into alternatives.

Thanks!

Make personal remarks:

Thank you for suggesting this idea. I very much appreciate your initiative. Thank you for thinking outside the box. It is useful to consider all new ideas. It is very constructive when people in the team, like you, feel they can and should

contribute to all disciplines. Your proposal is very innovative and gives us the opportunity to discuss a topic that

is not directly related to our job. This gives others the opportunity to express their views and to contribute. I am very pleased that people in the team come up with ideas. This is exactly the

environment of trust we need to truly perform well.

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EXERCISE QUESTIONS Please answer at the following questions, record your answers here;

A member of crew proposed an idea that created change. How did it look, feel, and sound when it was opposed? Did that have an impact on your state of mind and how you continued the discussion?

Are you significantly more likely to come forward with a suggestion for change if ideas are routinely opposed or if they are supported?

The person opposing the idea was negative and focused mainly on personal comments, not the idea itself. How did that impact how you felt and your state of mind? Would these actions impact the way you would be likely to interact with them in the future?

If you had flu and your state of mind was low, would it be a good idea to make major decisions? Can you choose to delay your decision until you feel better? If not you, who does choose your time of reaction?

Any other comments?

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MODULE 5: TAKE CARE OF YOURSELF

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TAKE CARE OF YOURSELF TOPIC DETAILED INFORMATIONMODULE BACKGROUND INFORMATION

Taking better care of ourselves involves making some changes, with goal setting being the first. Once we have set a goal, we need to then move towards it. How often do we make a New Year’s resolution, only to give up on it?

MODULE OVERVIEW

Taking care of ourselves is about ensuring that we give ourselves the best opportunity we can to maintain our health, creative energy, network of family and friends, and the smartest skills, in order to cope with everyday challenges and changes.

When we take care of ourselves, we can improve our work productivity and safety, we can perceive more fulfillments from work, and our relationships with family and friends can be improved. And all of this helps in keeping our mind and body primed to deal with challenging situations.

EXERCISE ONE‘A man too busy to take care of his health is like a mechanic too busy to

take care of his tools.’

What does taking care of yourself mean to you? Taking care of family? Taking care of other crew members?

Why is taking care of yourself important for your home life? Your life on board?

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TAKE CARE OF YOURSELF – EXERCISE TWO Please circle the number that best matches your current level of happiness for each

scenario.

10 = Very Happy 5 = Neither Happy or Unhappy 1 = Very Unhappy

HOW HAPPY ARE YOU WITH ……..

Your work environment on board? 1 2 3 4 5 6 7 8 9 10

Your diet and your food choices? 1 2 3 4 5 6 7 8 9 10

How you manage your free time? 1 2 3 4 5 6 7 8 9 10

Your personal safety behaviours? 1 2 3 4 5 6 7 8 9 10

Your level of physical exercise? 1 2 3 4 5 6 7 8 9 10

The way you are looking after your health? 1 2 3 4 5 6 7 8 9 10

Your ability to intervene in unsafe situations? 1 2 3 4 5 6 7 8 9 10

Your safety culture on board? 1 2 3 4 5 6 7 8 9 10

The amount of rest or sleep that you are getting? 1 2 3 4 5 6 7 8 9 10

Any other aspects which relates to taking care of yourself? 1 2 3 4 5 6 7 8 9 10PLEASE SPECIFY: _____________________________________________________________________________

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TAKE CARE OF YOURSELF – EXERCISE TWO

Based on your reflection in the previous exercise, now identify ONE goal that you are going to strive for better caring of yourself.

Remember the goal should be SMART; Specific, Measurable, Achievable, Relevant and Time-bound.

My goal is:

I will measure success by:

I think I can achieve it because:

It is relevant to me because:

I will achieve it by this date:

And I will do this by the following these steps (Outline the steps that you will take to achieve the goal. Remember, the journey to reach the goal consists of a series of small steps and strategies);

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Please take the time to fill in this anonymous feedback form at the end of the module and hand it to your facilitator.

WHAT DID YOU LIKE ABOUT THIS MODULE?

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WHAT WAS YOUR KEY LESSON THAT YOU WILL TAKE AWAY FROM THIS MODULE?

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WHAT TECHNIQUES THAT YOU LEARNED ABOUT IN THIS MODULE WILL YOU USE IN THE FUTURE?

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