Integrated quality, safety, environment and sustainable development management

Until 2015, the ISO 9000 family of standards guides the design and management of quality management systems, and indirectly those for the environment and personal safety. The associated standards have always been written in a coherent way, so that companies can develop systems that work together. But these approaches have too often been approached systematically rather than systemically. Since 2015, all standards dealing with management have been built around common guidelines.
These guidelines describe the basis on which a management system must be designed and organized to meet any benchmark relating to the control and improvement of a situation (quality, safety, environment, economic and financial, strategic, etc.). They provide additional requirements to those already in place. The management system also becomes a suitable tool for taking into account the principles of corporate social responsibility.

The pedagogical objectives of this specialization module have evolved to take account of these changes:
- Understand the goals of a management system and master the levers of contribution for its design, animation and maintenance,
- Know and understand the principles of sustainable development and corporate social responsibility to take them into account in the description of the context and strategy of the company,
- Master the concepts and tools of communication and evaluation, including internal auditing,
- Understand and be able to guarantee aspects relating to the control of risks to personal safety and the preservation of the environment.

General organization

The course is organized into three main parts, to enable students to follow a "common thread".

Part 1: presents what a management system should be, how to design it and how to develop it, based on international guides and standards. It also covers :
- certain internal communication and activity management tools,
- communication and evaluation issues within the management system framework,
- auditing,
- the dynamics and management of innovation.
Part 2: deals with subjects relating to technical expertise:
- Health and safety in companies: industrial risks, ergonomics, toxicity, etc.
- Environmental management 1 - Industrial pollution and its effects on the environment
- Environmental management 2 - Environmental assessment methods and tools (global and local approaches): life cycle assessment, carbon footprinting, environmental impact assessment
Part 3: addresses all or part of these topics in partnership with industrialists, in order to put certain tools into practice or deal with certain topics "in the field". This part is made up of:
- An industrial project that takes place on an industrial site and deals with a real problem. It enables students to apply their knowledge and turn it into skills.
- A practical audit of the system audit in collaboration with a regional association of internal auditors (ACA).
- A serious game that allows students to take on the role of a company, local authority or association within an industrial zone, in order to develop an action plan that is environmentally and socially beneficial, and realistic from an economic and regulatory point of view
- A grand oral that allows students to propose and defend the action plan relating to the serious game.
Some of the elements making up the first part of this module are offered in vocational training. This approach facilitates the mixing of students and professionals and the sharing of experience. Two professional training courses are offered:
- The management system according to the 2015 approach, its context, reference frameworks and guides, design and management.
- Internal audit practice.

Part 1: Management systems and Corporate Social Responsibility for sustainable development.

Optional opening to continuing education: Module 1, Module 2, Module 3 or the entire course 

Educational objectives part 1

Enable students (or trainees) to :
- Understand and integrate the new framework within which a management system is built to meet the requirements of a standard or international reference dealing with management systems,
- Place a management system in the context of sustainable development and corporate social responsibility
- Design and build a management system that can meet, at a minimum, to QSE objectives, but also to objectives arising from corporate social responsibility guidelines,
- Master the process principle and its complete definition,
- Lead and steer a management system (participative management by objectives),
- Understand how relationships work in companies,
- Acquire the ability to listen, convince, overcome cultural obstacles and manage conflicts.
- Design an internal communication plan,
- Manage a project, particularly to support innovation,
- Practice internal auditing in line with international principles and methods, and work on problem-solving methods.

Module 1: Setting up a management system and interpreting the 2015 standards (Patrice Cavaillé).

This module presents, in academic form, what an agile management system is, how it is built and what this implies for the person responsible for leading and managing the system. It invites students to work in groups to define a management system for a fictitious company in a food or chemical industry. It involves 28 hours of classroom training, individual work to familiarize students with the ISO 9001, ISO 14001 and OHSAS 18001 standards, as well as the ISO 26000 guide to corporate social responsibility, and group work to study a sector and create and define a management system for a fictitious company. 

1. The context of management systems
2. The management system concept and framework
3. The various stages involved in designing or upgrading a management system
4. The corporate context and its impact on the management system
5. Company policies and strategy and their influence on the management system
6. The concept of stakeholders and consideration of their expectations, needs and requirements,
7. Risks and opportunities
8. Identifying a management system - roles and impact of standards and guides
9. Notion of process - process description methodology
10. Steering and dashboard
11. The concept of continuous improvement and its impact on the management system
12. Practical group work: setting up a quality management system for a fictitious company, with a complete description of three processes (fundamental, management and support).

Module 2: Auditing, the key to improving management systems (Patrice Cavaillé, Emmanuel Hauet, Antoine Legrand) 

This course teaches participants how to apply the audit methodology. (a) A study by each participant of his or her own Personality Inventory, based on the Process Com model. This gives each participant a precise, objective and non-judgmental picture of his or her personality type, enabling him or her to adjust communication strategies, particularly in audit situations; (b) a classroom-based academic training session to present the audit methodology; (c) support in setting up and preparing a process audit, which can be continued on an individual basis (this exercise builds on the work carried out by the groups in the first module); (d) a practical exercise in interview investigation and audit report writing completes this module. This introduces and trains students in investigative techniques and communication.

Process communication in auditing

    - Identify your own personality type and that of your interlocutors, so you can adopt the communication style that suits each.
- Highlight and explain good relations with certain people and difficulties with others.
- Manage "miscommunication" situations likely to arise in the audit context (tensions, rigid behaviors, conflicts).

The audit technique

    - Concept, definition of audit
- Types of audit (system, process, procedure)
- Audit modes (internal supplier)
- Compliance audit; efficiency audit
- Audit methodology
- Preparing the audit: commissioning, preliminary analysis, audit plan, interview guide
- Carrying out the audit : opening meeting, interview, observing evidence detection, reformulation, note-taking, deviation formulation, closing meeting
- Audit report, corrective action follow-up, various actions
- Auditor's role and ethics

Practical implementation of the audit

    - Practical preparation on group work deliverables from module 1
- Role-playing the audit between groups.
- Meeting facilitation / Conducting work groups and implementing MRP techniques (agreeing on diagnosis and solutions)
- Responsibility and choice: Management and decision-making - Negotiation / Conflict management

Module 3: Innovation - Development (Monthilier).

It deals with project management in the context of innovation, based on the mastery of project management and the management system. In a context where innovation and development play an important role, it is necessary to identify the Quality function in the project phases. Quality engineers joining a project team have a role which requires them to implement and monitor a certain number of tools. The aim of this module is to present the project quality function and associated tools, particularly in the innovation and development phases.

The role of the quality function in a development project

    - Project stakes, risks and opportunities
- Product or service development: the different phases from innovation to marketing, the major tools involved
- Quality control in projects: the role and tools of the quality engineer

Introducing innovation into development

    - What is an innovation, how to introduce it, and how to manage opportunities and risks
- The quality engineer's contribution to innovation

Module 4: Management system risks (Jean-Pierre Korczak).

This course discusses the dangers and risks that management systems can present, in order to provide some keys to building CSR approaches with a human face.
The course will approach these risks from two angles:
- On the manager's side: the "productivist" aim of certain management systems, loss of autonomy, burn-out, application to the letter of standards instead of application in the spirit of the standard, etc. - On the employee's side: lack of skills, time and preparation, psychic exhaustion from work (stress), non-recognition, the danger of dumbing down the individual, formatting and transforming him or her into a human being.
- On the managerial side: lack of skills, time and preparation, psychic exhaustion (stress), lack of recognition, the danger of dumbing down the individual, formatting him or her and turning him or her into a machine to be obeyed.
Testimony of an industrialist (Lionel Vasselle)
An example of the reinforcement of CSR policy for sustainable development: setting up an "upstream chain" to ensure the long-term viability of purchasing.

Evaluation methods 

Group work presentations, situational skills assessments.

Part 2: Technical expertise in corporate environmental and safety management 

Optional opening to continuing education: Major technological risks and their analysis.

Pedagogical objectives 

In the current context, environmental issues, in addition to occupational health and safety, are essential to the sustainable development of companies. Implementing a sustainable development approach requires (a) an understanding of the socio-economic stakes of this approach within companies, and (b) scientific knowledge of the origins, impacts and remediation of pollution generated by industrial activities, as well as issues related to the use of natural resources.
This module provides the technical knowledge and tools needed to manage the environment, health and safety within companies. This knowledge can then be integrated into the construction of the management system taught in the first part of the specialization.
It should be noted that ENSMAC, which is triple QSE-certified, is at the forefront of sustainable development and social responsibility (DDRS). Thanks to this policy, it was one of the first universities to obtain the "Green Plan" label. Students, and more specifically MIDD, are involved in this approach.

Health and safety in the workplace

Major technological hazards and their analysis (C Jaunat)

    - Generalities and definitions (risks, analysis, control)
- Risk fields and reference accidents (natural and technological) - Use of BARPI
- Fire risk:
o causes, mechanisms, theoretical and predictive consequences (Flumilog software)
o fire management (extinguishing and 2nd response equipment)
- Explosion risk :
o causes, mechanisms, theoretical and predictive consequences (PHAST software)
o prevention; confined spaces, domino effects
- Toxic risk:
o causes, mechanisms, theoretical and predictive consequences (SEI, SEL)
o protection (chemical, nuclear).
- Group work: construction of a POI

Ergonomics (K Chassaing)
REACH and eco-design at Airbus Safran Launchers (M. Saint Amand - Airbus Safran Launchers)
Environmental management 1: Industrial pollution and its effects on the environment
Waste and discharge management - Background and techniques (B Berdeu)

    - Company and socio-economy. Legislation; Meaning and Objectives Means and Financing. DRIRE, ADEME, Agence de l'eau
- Management and Classification of Hazardous Waste
- Reduction at source; Ecolabel Life Cycle Analysis
- Recovery ; Reuse Reutilization Recycling Regeneration Pathway (complements / 2A)
- Waste from different sources Analysis of industrial discharges
- Pre-treatment and treatment processes for hazardous waste
- Storage and landfill (CSDU) Salt mines - Incineration
- Atmospheric discharges : Anthropogenic and natural sources Legislation. Treatment of atmospheric emissions
- Water Treatment processes Developments

Air pollution (E Villenave)
Major global problems linked to air pollution and global warming
Water pollution (H Budzinski)

    - Assessing the quality of aquatic environments

WFD regulations, water law and regulatory approach to water quality assessment. Regulatory approach for continental water quality

* Pollution by organic compounds

The aquatic environment
Major classes of organic contaminants; Examples of pollution
Pollutant analysis methods
Polycyclic aromatic hydrocarbons
Polychlorinated biphenyls
Polychlorinated dibenzodioxins and polychlorinated dibenzofurans
Pesticides
New organic contaminants
Environmental management 2 : Environmental assessment methods and tools (global and local approaches)
Life Cycle Assessment (P Loubet)

Sustainable development strategies must be adapted to the environmental performance of the products and services supplied by the company. Since the adoption of the NF EN ISO 14040 series of standards, Life Cycle Assessment (LCA) has become the consensual (and sometimes regulatory) method for assessing the environmental impact of a product throughout its life cycle, taking various criteria into account. This course enables you to apply the method in practice to various case studies using software (openLCA and/or Simapro) and professional LCA databases (ecoinvent). The course includes :
- Review of LCA methodology
- Application of LCA to two computer-based case studies in the chemical/physical, agricultural or agri-food fields

Bilan Carbone ( A Erriguible and E Delerue)

Training in the Bilan Carbone® method: use of software to account for direct and indirect greenhouse gas emissions (extraction of raw materials, manufacturing transport, waste disposal, etc.) to prepare for forthcoming regulatory constraints.

Territorial and industrial ecology for a circular economy (P Loubet)

Faced with the scarcity of natural resources and environmental pressures, industrial and territorial ecology is an important approach for the ecological transition of territories in a circular economy perspective. This course aims to understand how material, water and energy flows circulate within a territory. By understanding and optimizing these flows, we can build innovative sustainable development strategies to boost business competitiveness and maintain local jobs, while limiting environmental impacts.

Initial environmental study and environmental impact assessment (C Jaunat)

    - Methodology for carrying out an initial assessment: presentation of environmental compartments and regulatory databases for collecting information
- Methodology for carrying out the environmental impact section of a project
- Group work on the creation of an industrial site:
- Completion of the CERFA impact study
- Assessment of risks and potential impacts.
- Writing the environmental management plan.
- Description of possible methods for rehabilitating industrial sites.
The examples and exercises proposed will encourage students to seek innovative solutions in the face of an ever-increasing number of impacts.

Transition players (A Lambert Serrant, A Legrand, P Loubet)

In the context of sustainable development and social responsibility, we address the question of transitions and the engineer's skills to facilitate them. This module features collective intelligence exercises, work on concrete solutions for transitions, and an introduction to the principles that facilitate the implementation of change.

Evaluation methods 

Case studies, situational skills assessments

Part 3: Practical approaches in partnership with manufacturers 

Pedagogical objectives  

Students are required to work on concrete case studies directly or indirectly related to industrial issues.
- The industrial project focuses on sustainable development and corporate social responsibility. It enables students to apply their knowledge and turn it into skills.
- Actual participation in a company audit as part of an internal auditors' association enables students to enhance the skills they have acquired in internal auditing.
- The serious game enables students to take on the role of a company, local authority or association within an industrial zone, in order to develop an action plan that is environmentally and socially beneficial, and realistic from an economic and regulatory point of view. This module provides an opportunity to work in project mode and in consultation with other students, and to apply the knowledge acquired during the specialization course.
- The oral presentation is an opportunity to propose and defend the action plan for the serious game.

Module 1: the industrial project

Students work in groups of 3, 4 or 5 on an industrial project. The topics are defined by the teaching team in conjunction with regional industrialists, and are linked to sustainable development and social responsibility issues such as:
- Why and how to work on the recovery of by-products or waste within the company and/or towards other companies, within a circular economy logic,
- Carry out a life cycle analysis of a company product. Interpret the results and identify areas for improvement or eco-design.
- Develop new management approaches (liberated companies),
This work is supervised by a tutor from the school and is subject to regular monitoring. Skills are assessed in a presentation at the end of the project. The project is also presented orally and as a poster at ENSCBP's Sustainable Development and Social Responsibility Day. If requested by companies, students are also required to submit a written report. Students have an average of two half-days a week to work on the project, either at the company site or at the school. Meetings by videoconference or telephone are preferred to reduce the environmental impact of these projects.

Assessment procedures 

Group presentation: 15-minute oral presentation followed by 15 minutes of questions from the jury.

Module 2: Audit skills validation (ACA)

This module puts students in a real-life audit situation within a company. Supervised by an experienced auditor and member of ACA (Groupe Audit Croisé Aquitaine), students work in groups to prepare and carry out a partial audit of part of a company's management system. Internal audit skills are validated by the ACA's expert auditor on the basis of a skills grid.

Assessment procedures

ACA auditor evaluation grid

Module 3: the serious game

Speakers: Philippe Loubet, Arnaud Erriguible and Antoine Legrand 

The students take on the role of companies, local authorities or associations in an industrial zone where a new use must be found for a disused building. Also, the players in the industrial zone wish to implement industrial ecology strategies (exchanges of materials, energy, waste, pooling of resources).
Each player (group of students) must prepare an action plan to achieve these two objectives, in consultation with the other players. This action plan must be realistic from an economic, technical and regulatory point of view, and must present environmental benefits (which will be measured).
Students will be able to draw on all the courses they have had during the specialization.
The serious game is presented at the start of the specialization, so that students can start working on it throughout the specialization. Two days of work dedicated to this serious game will be carried out in the last week of the specialization.

Assessment procedures

This module is assessed on the basis of the oral presentation (Module 4).

Module 4: the big talk

Students (in groups) present their action plan relating to the serious game in module 3 to a panel of judges.
This is followed by a series of questions and answers.
Individual questions relating to each student's internship may be asked at the end of the presentation.

Managers

    - Arnaud Erriguible
- Philippe Loubet

Choice of specialization