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Open AccessArticle

Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study

1
School of Engineering, University of Cadiz, 11519 Puerto Real, Spain
2
Polytechnic School, University of Seville, 41011 Seville, Spain
*
Author to whom correspondence should be addressed.
Safety 2019, 5(4), 81; https://doi.org/10.3390/safety5040081
Received: 27 June 2019 / Revised: 24 October 2019 / Accepted: 5 November 2019 / Published: 8 November 2019
(This article belongs to the Special Issue Occupational Health and Safety New Challenges for Industry)
This paper proposes the use of the Lego® Serious Play® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego® Serious Play®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams. View Full-Text
Keywords: industrial engineering; competences; industrial risk prevention; occupational health and safety (OH&S); gamification; Lego® Serious Play® (LSP) industrial engineering; competences; industrial risk prevention; occupational health and safety (OH&S); gamification; Lego® Serious Play® (LSP)
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Cerezo-Narváez, A.; Córdoba-Roldán, A.; Pastor-Fernández, A.; Aguayo-González, F.; Otero-Mateo, M.; Ballesteros-Pérez, P. Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study. Safety 2019, 5, 81.

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