Intro -- Preface -- An Under-Researched Topic -- An Original Research Format -- A Unique Production -- Contents -- 1 Safety: A Matter for 'Professionals'? -- Abstract -- 1.1 Professionalization and Safety -- 1.2 Ordinary Safety or Extraordinary Safety -- 1.3 Safety for Whose Benefit? The Inside or the Outside? -- References -- 2 A Practice-Based Approach to Safety as an Emergent Competence -- Abstract -- 2.1 Introduction -- 2.2 Safety as a Collective Knowledgeable Doing -- 2.3 The Quotidian Engineering of Heterogeneous Elements, Embedded in a Plurality of Safety Discourses -- 2.3.1 Safety Within the Technological Discourse -- 2.3.2 Safety Within the Normative Discourse -- 2.3.3 Safety Within the Educational Discourse -- 2.3.4 Safety as the Effect of Competing Discourses -- 2.4 Implications for Experimenting in Training -- References -- 3 Line Managers as Work Professionals in the Era of Workplace Health Professionalization -- Abstract -- 3.1 Introduction -- 3.2 Professionalizing Workplace Health and Safety? -- 3.3 Specialists Versus Middle Managers -- 3.4 Middle Management and Functional Departments: The Contested Terrain of the Power to Organise -- 3.5 Concluding Remarks -- References -- 4 Captain Kirk, Managers and the Professionalization of Safety -- Abstract -- References -- 5 A Critique from Pierre-Arnaud Delattre -- Abstract -- 6 Enhancing Safety Performance: Non-technical Skills and a Modicum of Chronic Unease -- Abstract -- 6.1 Introduction -- 6.2 What Is Professionalism? -- 6.3 Crew Resource Management and Non-technical Skills -- 6.3.1 Startle Effects -- 6.3.2 CRM Beyond the Flightdeck -- 6.4 Chronic Unease -- 6.5 Conclusion -- References -- 7 Situated Practice and Safety as Objects of Management -- Abstract -- 7.1 Introduction -- 7.2 Briefly on the Theoretical Background.

7.3 First Example: Compartmentalization of Safety in Shipping and Railroads -- 7.4 Second Example: Anticipatory Work in Space Operations -- 7.5 Discussion: Some Propositions -- References -- 8 Stories and Standards: The Impact of Professional Social Practices on Safety Decision Making -- Abstract -- 8.1 Introduction -- 8.2 Expertise, Professionals and Learning in the Context of Disaster Prevention -- 8.3 Professionals at Work -- 8.4 The Role of Standards -- 8.5 Standards as a Social Construct -- 8.6 Conclusions -- Acknowledgements -- References -- 9 Doing What Is Right or Doing What Is Safe -- Abstract -- 9.1 Introduction -- 9.2 Doing What Is Right -- 9.3 Doing What Is Safe -- 9.4 Problems -- 9.5 Conclusion and Solutions -- References -- 10 Industrial Perspective on the Seminar: The Viewpoint of a Mining Expert -- Abstract -- 11 How to Deal with the Contradictions of Safety Professional Development? -- Abstract -- 11.1 The Managerial/Bureaucratic Approach Versus The Profession/Trade Approach -- 11.2 Finding New Ways for Safety Professional Development: Managing the Tensions Through Reflexive and Discursive Organizational Practices -- 11.2.1 Formal Safety Rules Versus Safety Embedded in Professional Practices, Knowledge and Debates -- 11.2.2 Training for Safety Versus Learning to Become a Good Practitioner in Safety Industries -- 11.2.3 Formal Teams Versus Professional Groups and Communities -- 11.3 Conclusion: Discussion as a Fuel for the Professional Development of Professionals and Managers -- References -- 12 Can Safety Training Contribute to Enhancing Safety? -- Abstract -- References -- 13 Training Design Oriented by Works Analysis -- Abstract -- 13.1 Introduction -- 13.2 Professionalization: A Long-Term Living and Dynamic Process -- 13.3 An Activity-Based Approach to Design Vocational Training Situations.

13.4 Guidelines for Designing Vocational Training from Research in the Field -- 13.4.1 Building a Participative Approach to Training Design Oriented by Works Analysis -- 13.4.2 How to Support Trainer-Trainee Work Activity in Order to Improve Professionalization? -- 13.5 Conclusion -- References -- 14 Safety and Behaviour Change -- Abstract -- 14.1 Introduction -- 14.2 The Emerging Science of Behaviour Change and the Behaviour Change Wheel -- 14.3 Behaviour Change Versus Behavioural Safety Approaches -- 14.4 Specifying Outcomes and Their Behavioural Determinants -- 14.5 Behaviour Change, Safety-I and Safety-II -- 14.6 Specifying What Needs to Change-Behavioural Diagnosis -- 14.6.1 Capability -- 14.6.2 Opportunity -- 14.6.3 Motivation -- 14.6.4 Pulling Together the Behavioural Diagnosis -- 14.7 Intervention Design Using Intervention Functions -- 14.8 Using Policy to Change Behaviour -- 14.9 Using Behaviour Change Techniques Within Intervention Design -- 14.10 Potential Applications of the BCW Methodology for Industrial Safety -- 14.11 Conclusions -- References -- 15 Power and Love -- Abstract -- 15.1 Introduction -- 15.2 Professionalizing in Safety Implies Creating Spaces for Debate -- 15.2.1 Safety Is a Situated Activity… -- 15.2.2 …Which Relies Greatly on Non-technical Skills -- 15.2.3 As such, Professionalization in Safety Requires Space for Debate -- 15.3 The Question of Power Is Important to Consider in this Context -- 15.3.1 Professionalization Is (also) a Matter of (Group) Identity -- 15.3.2 Identity Questions Power (Formal or Informal) -- 15.3.3 How to Cope with Increasingly Powerful Specialists in Support Functions? -- 15.4 Shifting From' Love of Power' to 'Power of Love': The Key to Liberated Organizations in Which (Safety) Performances Are Enhanced?.

15.4.1 Giving More Power and Consideration to Working Teams and Middle Managers in the Field by Creating Spaces to Discuss Rules and Practices -- 15.4.2 Towards a Change of Paradigm: From Steering Safety Indicators to Empowering Employees, Thus Giving Them Vision and Autonomy to Take on Their Jobs -- 15.4.2.1 The Paradigm Change: Reversing the Classical Vision of Hierarchal Structures -- 15.4.2.2 The Importance of Learning and Knowledge, as a Key Source of Motivation -- 15.5 Conclusion -- 15.6 Disclaimer -- References -- 16 Beyond Safety Training, Toward Professional Development -- Abstract -- 16.1 Introduction -- 16.2 Safety as a Dimension of Professional Development -- 16.2.1 The 'Good Professional' -- 16.2.2 Time Issues -- 16.2.3 Safety Training for External Justification -- 16.3 Pedagogical Precautions -- 16.3.1 Safety and Real-Life Working Situations -- 16.3.2 Professional Development as a Whole, not Limited to Training Sequences -- 16.4 Beyond Training Issues, Organizational Stakes -- 16.4.1 Give More Room to the Professional Figure -- 16.4.2 But Avoid the Seductive Trap of the 'Professional Hero' -- 16.4.3 Reinforce Collaboration -- 16.5 Towards a Research Agenda -- 16.5.1 Top Managers and (Safety) Professionalism -- 16.5.2 Evaluating the Efficiency of Standard Methods and Practices for Safety Training -- 16.5.3 Rejuvenating Standard Safety Training -- 16.5.4 Reconsidering the Contribution of Safety Professionals -- 16.5.5 Putting Other Actors Back in the Game -- 16.6 To Conclude.