Behavior Based Safety
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Labor and Management work together to address Safety systems issues
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Behavior Based Safety
- 1. Behavior Based Safety Gary Peacock Safety Consultant Ohio BWC
- 2. ObjectivesObjectives The benefits of behavior-based systems.The benefits of behavior-based systems. The basic principles of how to motivateThe basic principles of how to motivate safe behavior.safe behavior. A company’s readiness for behavior-A company’s readiness for behavior- based safety.based safety. Compare and contrast the differentCompare and contrast the different behavior-based systems on the marketbehavior-based systems on the market today.today.
- 3. Why Safety Programs DoWhy Safety Programs Do Not Work:Not Work: Safety is aSafety is a prioritypriority, not a, not a valuevalue!! Safety isSafety is notnot managed in themanaged in the same manner as production,same manner as production, quality, and cost issues!quality, and cost issues! Safety isSafety is notnot driven throughdriven through continuous improvement!continuous improvement!
- 4. ““Fallacies or Realities” inFallacies or Realities” in Safety Fables?Safety Fables? Conditions cause accidents!Conditions cause accidents! Enforcing rules improves safety!Enforcing rules improves safety! Safety professionals can keep workersSafety professionals can keep workers safe!safe! Low accident rates indicate safetyLow accident rates indicate safety programs are working well!programs are working well! Investigating to find the root cause ofInvestigating to find the root cause of accidents will improve safety!accidents will improve safety! Awareness training improves safety!Awareness training improves safety! Rewards improve safety!Rewards improve safety!
- 5. Core Elements in SuccessfulCore Elements in Successful Safety ProgramsSafety Programs A culture that says “safety” isA culture that says “safety” is important around here!important around here! A tight accountability system!A tight accountability system!
- 6. • An excellent tool for collecting data on the quality of a company’s safety management system • A scientific way to understand why people behave the way they do when it comes to safety • Properly applied, an effective next step towards creating a truly pro-active safety culture where loss prevention is a core value • Conceptually easy to understand but often hard to implement and sustain Behavior Based Safety: What Is It?
- 7. • Only about observation and feedback • Concerned only about the behaviors of line employees • A substitution for traditional risk management techniques • About cheating & manipulating people & aversive control • A focus on incident rates without a focus on behavior • A process that does not need employee involvement Behavior Based Safety: What It Is Not!
- 8. Obstacles To Success:Obstacles To Success: Poorly Maintained FacilitiesPoorly Maintained Facilities Top-down Management PracticesTop-down Management Practices Poor Planning/ExecutionPoor Planning/Execution Inadequate TrainingInadequate Training
- 9. Keys to Success:Keys to Success: Meaningful EmployeeMeaningful Employee EmpowermentEmpowerment Designing a Well Planned andDesigning a Well Planned and Supported BBS ProcessSupported BBS Process Managing BBS Process withManaging BBS Process with IntegrityIntegrity
- 10. Turn & TalkTurn & Talk What kinds of injuriesWhat kinds of injuries and accidents areand accidents are common at yourcommon at your workplace?workplace?
- 11. What percentage of these accidentsWhat percentage of these accidents are a result of:are a result of: Unsafe conditions, OSHA violations,Unsafe conditions, OSHA violations, dangerous equipment? _____%dangerous equipment? _____% Unsafe actions, at-risk behaviors, poorUnsafe actions, at-risk behaviors, poor decisions? _____%decisions? _____%
- 12. What percentage of these accidentsWhat percentage of these accidents are a result of:are a result of: Unsafe conditions, OSHA violations,Unsafe conditions, OSHA violations, dangerous equipment?dangerous equipment? 6%6% Unsafe actions, at-risk behaviors, poorUnsafe actions, at-risk behaviors, poor decisions?decisions? 94%94%
- 13. Therefore, compliance isTherefore, compliance is necessarynecessary but notbut not sufficientsufficient forfor great safety.great safety. Safety is aboutSafety is about peoplepeople, and, and behaviorbehavior is the challenge.is the challenge.
- 15. Traditional SafetyTraditional Safety FewerFewer AccidentsAccidents SafetySafety TrainingTraining PoliciesPolicies SlogansSlogans SafetySafety MeetingsMeetings ContestsContests && AwardsAwards CommitteesCommittees & Councils& Councils RR ee pp rr ii mm aa nn dd ss RR ee gg uu ll aa tt ii oo nn ss
- 16. Behavior Based SafetyBehavior Based Safety SafetySafety ActivitiesActivities Fewer at-riskFewer at-risk BehaviorsBehaviors FewerFewer AccidentsAccidents
- 17. What Behavior-based is...What Behavior-based is... Safe People vs Safe Places Injuries Equal Management Errors Behavior Management Measure Behaviors vs Results Observation & Feedback Positive Reinforcement
- 18. Organizational Performance ModelOrganizational Performance Model Great Performance Systems Behaviors Climate
- 19. Systems • Accountability • Communication • Decision Making • Measurement • Orientation • Training • Employment • Auditing
- 20. BehaviorsBehaviors Honesty andHonesty and IntegrityIntegrity Ask for helpAsk for help without takingwithout taking responsibilityresponsibility RecognitionRecognition ObservationObservation and feedbackand feedback TrustTrust Listen withListen with empathyempathy
- 21. Climate VariablesClimate Variables Confidence/trustConfidence/trust Interest in peopleInterest in people UnderstandingUnderstanding problemsproblems Training/helpingTraining/helping Teaching toTeaching to solve problemssolve problems Much informationMuch information ApproachabilityApproachability RecognitionRecognition - Rensis Likert
- 22. Turn & TalkTurn & Talk What is the primaryWhat is the primary purpose of apurpose of a supervisor?supervisor? What is the mostWhat is the most effective way toeffective way to motivate people?motivate people?
- 23. Activators (what needs to be done) Competencies (how it needs to be done) Consequences (what happens if it is done) Human Behavior is a function of :
- 24. Human behavior is both: Observable Measurable therefore Behavior can be managed !
- 25. AttitudesAttitudes AAre inside a person’s headre inside a person’s head -therefore they-therefore they are notare not observable or measurableobservable or measurable Attitudes can be changed byAttitudes can be changed by changing behaviorschanging behaviors however
- 26. ABC ModelABC Model AntecedentsAntecedents (trigger behavior)(trigger behavior) BehaviorBehavior (human performance)(human performance) ConsequencesConsequences (either reinforce or punish behavior(either reinforce or punish behavior))
- 27. Definitions:Definitions: Activators:Activators: A person, place,A person, place, thing or event that happensthing or event that happens beforebefore a behavior takes placea behavior takes place that encourages you tothat encourages you to perform that behavior.perform that behavior. Activators only set theActivators only set the stage for behavior orstage for behavior or performance - they don’tperformance - they don’t controlcontrol it.it.
- 28. Some examples of activators
- 29. Behavior: Any directly measurable thing that a person does, including speaking, acting, and performing physical functions. Definitions:
- 30. Some examples of behavior:
- 31. Definitions: Consequences: Events that follow behaviors. Consequences increase or decrease the probability that the behaviors will occur again in the future. Oh please let it be Bob! If you don’t send in that payment we’ll take you to court
- 32. Behavioral ModelBehavioral Model B = f (c)Antecedents Behaviors Consequences
- 33. Some example of Consequences:
- 34. Consequences - How would you view them? Sunbathing Aggressive Drivers
- 35. Positive Reinforcement (R+)Positive Reinforcement (R+) ("Do this & you'll be rewarded")("Do this & you'll be rewarded") Negative Reinforcement (R-)Negative Reinforcement (R-) ("Do this or else you'll be penalized")("Do this or else you'll be penalized") Punishment (P)Punishment (P) ("If you do this, you'll be penalized")("If you do this, you'll be penalized") Extinction (E)Extinction (E) ("Ignore it and it'll go away")("Ignore it and it'll go away") Only 4 Types ofOnly 4 Types of Consequences:Consequences: Behavior
- 36. Consequences InfluenceConsequences Influence Behaviors Based UponBehaviors Based Upon IndividualIndividual Perceptions of:Perceptions of: TimingTiming -- immediate or futureimmediate or future ConsistencyConsistency -- certain or uncertaincertain or uncertain Significance - positive or negative { Magnitude - large or small Impact - personal or other
- 37. Consequences need to be ...Consequences need to be ... Soon vs Delayed Certain vs Uncertain Positive vs Negative Personal vs Organizational
- 38. Both Positive (R+) &Both Positive (R+) & Negative (R-)Negative (R-) Reinforcement CanReinforcement Can Increase BehaviorIncrease BehaviorR+R+ :: any consequence that follows a behaviorany consequence that follows a behavior and increases the probability that the behaviorand increases the probability that the behavior will occur more often in the future -will occur more often in the future - You getYou get something you wantsomething you want R-R- :: a consequence that strengthens anya consequence that strengthens any behavior that reduces or terminates thebehavior that reduces or terminates the behavior -behavior - You escape or avoid something youYou escape or avoid something you don’t wantdon’t want
- 39. 39 Good safety suggestion Joe! Keep bringing ‘em up!R+ R- One more report like this and you’re outa here!!
- 40. 40 P e r f o r m a n c e Time R+ The effects of positive reinforcement
- 41. 41 P e r f o r m a n c e Time P The effects of punishment
- 42. Why is one sign often ignored, the other one often followed?
- 43. To create conditions that encourage people to collaborate because they want to not because they have to Let’s do it!! The Behavior Based Safety Challenge:
- 45. PerformanceMotivation Selection - Can they do it Training - Do they know how Motivation Model Ability
- 46. PerformanceMotivation Job Climate - Boss & Peer relationships, Work environment Selection - Can they do it Training - Do they know how Motivation Model Ability
- 47. The Job Itself - Any fun, challenge PerformanceMotivation Job Motivational Factors Achievement, Promotion, Recognition, Responsibility Job Climate - Boss & Peer relationships, Work environment Selection - Can they do it Training - Do they know how Motivation Model Ability
- 48. The Job Itself - Any fun, challenge PerformanceMotivation Union - Norms, Pressures Peer Groups - Norms, Pressures Job Motivational Factors Achievement, Promotion, Recognition, Responsibility Job Climate - Boss & Peer relationships, Work environment Selection - Can they do it Training - Do they know how Motivation Model Ability
- 49. Accident CausationAccident Causation DOTS ModelDOTS Model
- 50. Logical decision in his/her situation Logical decision in his/her situation Workstat’n design Workstat’n design Incomp’ble displays/ Controls or job design Incomp’ble displays/ Controls or job design Capacity with Load in a State Capacity with Load in a State Decision to errDecision to err TrapsTraps Overload or mismatch Overload or mismatch Human Error Human Error Acc or incid’t Acc or incid’t Injury or loss Injury or loss Systems Failure Systems Failure Causation Model D O T S Perceived low probability
- 51. Peer pressure Measures of the boss Perceived priorities of mgt Peer pressure Measures of the boss Perceived priorities of mgt Of the incident occurring Of a loss resulting Logical decision in his/her situation Logical decision in his/her situation Perceived low probability Decision to Err Decision to Err S Causation ModelD O T S
- 52. Natural endowment Physical capability Knowledge skill Drugs / alcohol Information processing Environment Worry / stress Fatigue LCUs Natural endowment Physical capability Knowledge skill Drugs / alcohol Information processing Environment Worry / stress Fatigue LCUs Capacity with Load in a State Capacity with Load in a State Overload or a Mismatch Overload or a Mismatch Causation ModelD O T S
- 53. Size, force, feel, repetition reach Size, force, feel, repetition reach Stereotypes, Human capabilities, Expectations, Inconsistencies Workstation or Job design Workstation or Job design Incompatible displays or controls TrapsTraps Causation ModelD O T S
- 54. • Lack of Policy / Guidelines / Practices • Poorly defined responsibility • No authority to act • Little accountability or measurement • No analysis of incidents • No orientation of new / transferred staff • Lack of clear SOPs / Standards Systems Causes Causation ModelD O T S
- 55. TrapsTraps Overload or mismatch Overload or mismatch Human Error Human Error Acc or incid’t Acc or incid’t Injury or loss Injury or loss Systems Failure Systems Failure Decision to Err Causation ModelD O T S
- 57. Average Reduction of Injury Frequency • Implementation of BBS • After 1 year 34% • After 2 years 44% • After 3 years 61% • After 4 years 71%
- 58. Safety Intervention Strategies (By NSC) Approach # of Studies # of Subjects Reduction % Behavior Based 7 2,444 59.6% Ergonomics 3 n/a 51.6% Engineering Change 4 n/a 29.0% Problem Solving 1 76 20.0% Gov’t Action 2 2 18.3% Mgt. Audits 4 n/a 17.0% Stress Management 2 1,300 15.0% Poster Campaign 2 6,100 14.0% Personnel Selection 26 19,177 3.7% Near-miss Reports 2 n/a 0%
- 59. Why Implement BBS? • Safety is about people. • Compliance is not sufficient. • Consequences drive behavior. • Motivating • Performance Feedback
- 60. Why Implement BBS? • Truly proactive • Broad awareness • Deep Involvement • Proven effective • Transcends workplace safety
- 61. Three Essential Questions What behaviors are being observed? Why are those behaviors present? Now What will be done to correct the system deficiencies?
- 62. BBS Features Strengths / Weaknesses ►Peer to peer observation ►Supervisory observation ►Behavior audit ►Snapshot ►Software support ►Customized behavior inventories ►General behavior inventories ►Emphasis on skilled coaching and feedback
- 63. Roles and Responsibilities ►Workers ►Observers / Supervisors ►Safety Staff ►Managers ►Safety Involvement Team
- 64. Are You Ready for Behavior-Based Safety?
- 65. Safety Culture Wheel 0 4 8 12 Leadership Systems & Processes InvolvementOrganizational Style Measurement & Accountability The ESPM Culture Wheel
- 66. Rate Each Statement on a ScaleRate Each Statement on a Scale from 0 to 3from 0 to 3 0= Weakness0= Weakness 1=Some aspects covered1=Some aspects covered 2=Could be improved2=Could be improved 3=Strength3=Strength
- 67. LeadershipLeadership —Leadership commitment to safety is active,Leadership commitment to safety is active, visible, and livelyvisible, and lively —A clear and inspiring vision has beenA clear and inspiring vision has been established for safe performanceestablished for safe performance —Safety is viewed and treated as a lineSafety is viewed and treated as a line management responsibilitymanagement responsibility —Safety is clearly perceived as anSafety is clearly perceived as an organizational value on the same levelorganizational value on the same level with productivity and qualitywith productivity and quality
- 68. Systems & ProcessesSystems & Processes ―Supervisors and workers partner to findSupervisors and workers partner to find and correct systems causes of incidentsand correct systems causes of incidents ―Communication systems are abundant,Communication systems are abundant, effective and flow well in all directionseffective and flow well in all directions ―Training systems deliberately andTraining systems deliberately and systematically create competency for thesystematically create competency for the right people at the right timeright people at the right time ―Safe operating procedures and policiesSafe operating procedures and policies are clearly defined and communicatedare clearly defined and communicated
- 69. InvolvementInvolvement ―Workers are skilled at problem solving andWorkers are skilled at problem solving and decision makingdecision making ―Labor and management work together toLabor and management work together to address safety systems issuesaddress safety systems issues ―Team orientation achieves involvementTeam orientation achieves involvement and cooperationand cooperation ―Innovation, participation and suggestionsInnovation, participation and suggestions are encouraged at all levelsare encouraged at all levels
- 70. Organizational StyleOrganizational Style ―Trust and openness are the normTrust and openness are the norm ―Positive reinforcement is used regularlyPositive reinforcement is used regularly ―Bureaucratic obstacles are removedBureaucratic obstacles are removed ―There is formal and informal recognitionThere is formal and informal recognition for great performance at all levelsfor great performance at all levels
- 71. Measurement and AccountabilityMeasurement and Accountability ―All levels of the organization have safetyAll levels of the organization have safety goals and process responsibilities clearlygoals and process responsibilities clearly defineddefined ―The process of achieving results is a keyThe process of achieving results is a key safety measuresafety measure ―Performance reviews includePerformance reviews include accountability for safe performance at allaccountability for safe performance at all levelslevels ―Supervision is accountable to performSupervision is accountable to perform safety observations and feedbacksafety observations and feedback
- 72. How Do You Deal with Safety?How Do You Deal with Safety? LeaderLeader culture that strongly values & supports EHSculture that strongly values & supports EHS continuous improvementcontinuous improvement FollowerFollower compliance mindedcompliance minded view safety as a legal responsibility with little or no valueview safety as a legal responsibility with little or no value GamblerGambler lack knowledge, resources, will to even achieve compliancelack knowledge, resources, will to even achieve compliance manage safety with eyes closed and fingers crossedmanage safety with eyes closed and fingers crossed
- 73. How Is Your Organization Managed?How Is Your Organization Managed? Safety must be in harmony with the way theSafety must be in harmony with the way the organization is managedorganization is managed Do we want production and safety?Do we want production and safety? Do we want production with safety?Do we want production with safety? Do we want safe production?Do we want safe production? Goal: Efficient production which maximizes profitGoal: Efficient production which maximizes profit Integrated or artificially introduced program?Integrated or artificially introduced program? How we do business - a state of mind that must become anHow we do business - a state of mind that must become an integral part of each and every procedure in the companyintegral part of each and every procedure in the company
- 74. Behavior Based SafetyBehavior Based Safety Three major sub-systems to deal with:Three major sub-systems to deal with: The physical, the managerial, the behavioralThe physical, the managerial, the behavioral Identifying critical at-risk behaviorsIdentifying critical at-risk behaviors andand the systemsthe systems that support themthat support them At-Risk BehaviorAt-Risk Behavior normal human behaviornormal human behavior people reacting to their environmentpeople reacting to their environment Deal with theDeal with the causescauses of the at-risk behavior, not theof the at-risk behavior, not the behaviorbehavior change the environment that leads to the at-risk behaviorchange the environment that leads to the at-risk behavior
- 75. There is no one right way to achieve safe production inThere is no one right way to achieve safe production in an organization. For a safety system to be effective itan organization. For a safety system to be effective it must fit the organization’s culture and it must:must fit the organization’s culture and it must: Force supervisory performanceForce supervisory performance Involve middle managementInvolve middle management Have top mgt. visibly showing theirHave top mgt. visibly showing their commitmentcommitment Have employee participationHave employee participation Be flexibleBe flexible Be perceived as positiveBe perceived as positive Dan PetersenDan Petersen
- 76. Are You Ready?Are You Ready? LEADERSHIPLEADERSHIP Organization needs to be fundamentally prepared for itOrganization needs to be fundamentally prepared for it Success = taking on and resolving central organizational issuesSuccess = taking on and resolving central organizational issues Major change initiative for most companiesMajor change initiative for most companies ChangeChange not easynot easy often resisted w/ vigor and ingenuityoften resisted w/ vigor and ingenuity failed change efforts create skepticism, cynicism and apathyfailed change efforts create skepticism, cynicism and apathy Whether in production, quality, or safety the ultimateWhether in production, quality, or safety the ultimate responsibility rests with leadership.responsibility rests with leadership.
- 77. Are You Ready?Are You Ready? SYSTEMSSYSTEMS Basic systems must be in place:Basic systems must be in place: Safety - AI, hazard recognition, recordkeeping, etc…Safety - AI, hazard recognition, recordkeeping, etc… Management - decision-making, inventory, budgeting, etc…Management - decision-making, inventory, budgeting, etc… Facilities/Equipment - design, maintenance, etc…Facilities/Equipment - design, maintenance, etc… If BBS is not integrated as a system it is likely toIf BBS is not integrated as a system it is likely to burn-outburn-out
- 78. Are You Ready?Are You Ready? INVOLVEMENTINVOLVEMENT Engaging and sustaining employee involvement is theEngaging and sustaining employee involvement is the driving mechanismdriving mechanism When employee involvement is not adequatelyWhen employee involvement is not adequately engaged, BBS becomes just another programengaged, BBS becomes just another program Management involvement is crucialManagement involvement is crucial often subvert implementation by not understanding BBSoften subvert implementation by not understanding BBS principlesprinciples
- 79. Are You Ready?Are You Ready? ORGANIZATIONAL STYLEORGANIZATIONAL STYLE Must be functioning at a high level of effectiveness orMust be functioning at a high level of effectiveness or be willing to address obstacles to high levelbe willing to address obstacles to high level functioningfunctioning Effective organizational functioning includes:Effective organizational functioning includes: CommunicationCommunication Trust and credibility between management and workersTrust and credibility between management and workers RespectRespect VisionVision
- 80. Are You Ready?Are You Ready? MEASUREMENT & ACCOUNTABILITYMEASUREMENT & ACCOUNTABILITY What gets measured gets doneWhat gets measured gets done Clearly defined roles and responsibilities at everyClearly defined roles and responsibilities at every levellevel Accountability v ResponsibilityAccountability v Responsibility Performance v ResultsPerformance v Results Safety Director - a lot of responsibility, very littleSafety Director - a lot of responsibility, very little authorityauthority Not everyone is responsible for safety until they are heldNot everyone is responsible for safety until they are held accountableaccountable
- 81. People? Time? Facilities? Outcome? Perception Survey •100 yes/no opinion oriented questions •Pencil & paper survey •Anonymous responses •All •Maximize size of group •30 min •Lunch room •Auditorium •Percent positive response in 21 safety related categories •By location by level Structured Interviews •Facilitated group discussion •2 safety process questions •Confidential •Focus groups of 10-12 people (25% of pop.) •Representing the whole organization •Segregate mgmt & labor •75 min per group •Private conference area with ample room and table to write •Ranked list of improvement recommendations • System strengths • System weaknesses • Recommendations • Next steps EXECUTIVE SUMMARY Deliverable Assessment Process
- 82. Sample Survey The O hiO DivisiOn OfsafeTy & hygiene PERCEPTION SURVEY PART 1 A. Enter your work location: B. Enter your shift: _____________ (Example: production, office, etc.) ___________________________ C. Circle your job function: D. Enter years with company: ____ Line worker, supervisor, or manager ___________________________ PART 2 Y N 1. Do you feel you received adequate job training? Y N 2. Do supervisors discuss accidents and injuries with employees involved? Y N 3. Is discipline usually assessed when operating procedures are violated? Y N 4. Would a safety incentive program cause you to work more safely? Y N 5. Do you perceive the major cause of accidents to be unsafe conditions? Y N 6. Does your company actively encourage employees to work safely? Y N 7. Is safety considered important by management? Y N 8. Are supervisors more concerned about their safety record than about accident prevention? Y N 9. Do you think penalties should be assessed for safety and health violations? Y N 10. Have you used the safety involvement teams to get action on a complaint or hazard which concerned you? Y N 11. Is high hazard equipment inspected more thoroughly than other equipment? Y N 12. Is the amount of safety training given to supervisors adequate? Y N 13. Have you been asked to perform any operations which you felt were unsafe? Y N 14. Are records kept of potential hazards found during violations? Y N 15. Are employees influenced by your company’s efforts to promote safety? Y N 16. Are employees provided information on such things as cost, frequency, type and cause of accidents? Y N 17. Does your company deal effectively with problems caused by alcohol or drug abuse? Y N 18. Are unscheduled inspections of operations made? Y N 19. Is off-the-job safety a part of your company’s safety program? Y N 20. Does management insist upon proper medical attention for injured employees? Y N 21. Are safe operating procedures regularly reviewed with employees? Y N 22. Are you interested in how your company’s safety record compares with other companies in your industry? Y N 23. Does your company hire employees who do not have the physical ability to safely perform assigned duties? Y N 24. Do your co-workers support the company’s safety program? Y N 25. Do supervisors pay adequate attention to safety matters? Y N 26. Is safe work behavior recognized by supervisors? Y N 27. Do employees participate in the development of safe work practices?
- 84. Safety Observation ProcessSafety Observation Process Step 1:Step 1: PLANPLAN where and when to makewhere and when to make observations and recall what to look forobservations and recall what to look for Step 2:Step 2: OBSERVEOBSERVE worker behavior forworker behavior for safe and at-risk performancesafe and at-risk performance Step 3:Step 3: COACHCOACH for improvedfor improved performance by positively reinforcing orperformance by positively reinforcing or redirectingredirecting Step 4:Step 4: RECORDRECORD whatwhat was observed,was observed, whywhy it occurred, andit occurred, and now whatnow what will bewill be donedone
- 85. Step 1:Step 1: PLANPLAN Determine a time and place to observeDetermine a time and place to observe Review the Observation Memory Jog-RReview the Observation Memory Jog-R (Tab 6)(Tab 6) Review Feedback and Coaching TipsReview Feedback and Coaching Tips (Tab 7)(Tab 7)
- 86. Step 2:Step 2: OBSERVEOBSERVE Snapshots of behaviorSnapshots of behavior Allow no distractionsAllow no distractions Observe people and surroundingsObserve people and surroundings Stop any at-risk behavior immediatelyStop any at-risk behavior immediately Stop observing after 30 seconds or at-riskStop observing after 30 seconds or at-risk behavior is observed, which ever comesbehavior is observed, which ever comes firstfirst
- 87. Step 3:Step 3: COACHCOACH Provide positive reinforcement (R+)Provide positive reinforcement (R+) if safeif safe Coach by shaping behaviorCoach by shaping behavior if at-riskif at-risk Ignore what you sawIgnore what you saw DisciplineDiscipline
- 88. Step 4:Step 4: RECORDRECORD Anonymous, specific, timelyAnonymous, specific, timely Safe and At-Risk behaviors on MemorySafe and At-Risk behaviors on Memory Jog-RJog-R What, Why, Now WhatWhat, Why, Now What Take ActionTake Action
- 90. Continuous ImprovementContinuous Improvement Data CompilationData Compilation Safety Involvement TeamSafety Involvement Team Problem solvingProblem solving Implement solutionsImplement solutions Successful?Successful?
- 91. Ohio BWC BBS Software Demo
- 92. OBSERVATIONOBSERVATION Reactive BehaviorReactive Behavior Personal Protective EquipmentPersonal Protective Equipment Specific Job RisksSpecific Job Risks Tools and EquipmentTools and Equipment Safe Work PracticesSafe Work Practices ErgonomicsErgonomics
- 93. Reactive BehaviorReactive Behavior Adjusting PPEAdjusting PPE Changing position / Turning awayChanging position / Turning away Stopping work / Attaching safe guardsStopping work / Attaching safe guards Rearranging jobRearranging job
- 94. Personal Protective EquipmentPersonal Protective Equipment Head gearHead gear Eye protection and face shieldingEye protection and face shielding Hearing protectionHearing protection Respiratory protectionRespiratory protection Arm and hand coveringArm and hand covering Foot and leg protectionFoot and leg protection
- 95. Specific Job RisksSpecific Job Risks Strike against or caughtStrike against or caught Line of fireLine of fire Fall, slip hazardFall, slip hazard Contact hot, chemical or electricContact hot, chemical or electric Inhale or swallow hazardous substanceInhale or swallow hazardous substance
- 96. Tools and EquipmentTools and Equipment Wrong for the jobWrong for the job Used incorrectlyUsed incorrectly In need of repair or maintenanceIn need of repair or maintenance Clutter & poor housekeepingClutter & poor housekeeping
- 97. Safe Work PracticesSafe Work Practices Not definedNot defined Not known or understoodNot known or understood Ignored or done poorlyIgnored or done poorly Not compatible with taskNot compatible with task
- 98. ErgonomicsErgonomics Forceful exertionsForceful exertions Awkward posturesAwkward postures High repetitionHigh repetition Long duration w/o restLong duration w/o rest
- 99. Coaching and FeedbackCoaching and Feedback for the skilled observerfor the skilled observer
- 100. Positive ReinforcementPositive Reinforcement Give praiseGive praise Explain why this behavior is right and/orExplain why this behavior is right and/or safesafe Encourage continued behaviorEncourage continued behavior
- 101. Shaping BehaviorShaping Behavior CommunicateCommunicate the behavior you sawthe behavior you saw CheckCheck for understanding of the jobfor understanding of the job CoachCoach for improved performancefor improved performance ContractContract for safe behaviorfor safe behavior
- 102. Coaching TipsCoaching Tips Use “I” vs. “You” languageUse “I” vs. “You” language Appeal to other’s interests and goalsAppeal to other’s interests and goals Reflect feelings or emotions that goReflect feelings or emotions that go beyond the wordsbeyond the words Set limits to clarify expectationsSet limits to clarify expectations Talk about the behavior, not the personTalk about the behavior, not the person
- 103. Coaching TipsCoaching Tips Continued…Continued… Keep calmKeep calm Don’t personalize emotion of othersDon’t personalize emotion of others Move to problem solvingMove to problem solving Focus on interests rather than positionFocus on interests rather than position Find common groundFind common ground
Editor's Notes
- In summary then, what is Behavior-Based Safety? It is…… (discuss each of these bullet points) Emphasize the last bullet point about being easy to understand but difficult to do. Aubrey Daniels has often said “If you think performance management (or behavior-based safety) is easy, you’re doing it all wrong!”
- What Behavior-Based Safety is not…… elaborate on each point
- Implementing change in organizations requires that management tap into the vast, underutilized talents of the people within the organization. In order to do that, management needs to understand the forces that drive human behavior. The three forces are: activators, competencies, and consequences. Activators precede behavior. If activators are effective then they get the right behaviors started. Competencies are the skills and abilities that people possess now or will need to posses in order to perform the desired functions. Competencies are demonstrated on the job in the form of behaviors. Consequences are the most powerful force. The consequences of a person’s actions determine whether he or she will continue or increase the desired behavior or discontinue or decrease it. The challenge is to use consequences in a strategic and honest way in order to create a win/win situation for everyone, not a win/win for some and a win/lose situation for others.
- Behavior, in its simplest definition, is anything that you see a person do. Typing at a computer terminal is behavior. Driving a car is behavior. Playing a piano is behavior. Taking out the trash is behavior. Brushing your teeth is behavior. If you can see it, you are seeing BEHAVIOR. Because we can easily see most people’s behavior we can therefore count or measure behavior if we want to. If you are driving in a car with someone you can easily count how many times they went over the posted speed limit. You can count how many times they actually came to a complete stop for a stop sign. At work you can count how many people in a shop area are wearing safety glasses. You can count how many times a person performs a repetitious job in accordance with the recommended steps listed on a safe job procedure. You can count how many times forklift operators enter a semi-trailer without bothering to check if the trailer wheels are chocked or the trailer is restrained. Because behavior is both observable and measurable, we can therefore manage behavior. For example, if you were a truck driver’s supervisor and you were riding with him/her you could observe if they were driving at or below the posted speed limit. You could manage the at risk behavior of exceeding the speed limit through the use of warnings such as “Slow down, you are exceeding the speed limit”, or “If I see you exceed the speed limit again I’ll give you a written warning” (negative reinforcement), or “If you don’t go over the speed limit any more on this trip today, when we return to the terminal I will let you go clock out early” (positive reinforcement).
- We often hear managers talk about an employee having a “bad attitude towards safety” or a “bad attitude about work in general” or that an employee “has a good attitude towards his/her job.” These statements reflect an overall perception that has been formed by observing a series of behaviors over time. Unfortunately they are not precise enough statements to allow us to pinpoint the specific behaviors that were being observed over time that led to this perception. You cannot see a person’s attitude. You can see his/her behaviors and form an opinion on what is causing that “attitude” but you can never be 100% certain that you are right. If our perception of a person’s attitude is based on our observation of his/her behaviors, remember that we just said that we can manage behaviors. If we can manage behaviors effectively enough we can get people to perform differently. If they perform differently long enough and are provided with positive reinforcement for their behavior changes, their attitude towards a particular work task will begin to change. How we manage behaviors will determine if that attitude change takes place quickly or slowly. If we use the technique of positive reinforcement we are likely to see the most rapid change. If we use mostly negative reinforcement and punishment we will probably see a slow change in attitude or perhaps very little change at all.
- The ABC model of behavior change has 3 components that lend it it’s name: Antecedents (also frequently referred to as activators) are objects, people, sensory perceptions, or environmental stimuli that serve as the trigger for a particular behavior. For example, seeing a stop sign is a trigger for a driver to slow down and cover the brake before coming to a stop. Behavior, as we have already said, is anything that you are able to observe a person do - walk, sit, stand, grasp, lift, read, sleep, etc.. Consequences are what the person who performs the behavior perceives or actually receives when he/she demonstrates a particular behavior. Consequences can either reinforce behavior (leading to an increase in performance) or punish or work to make the behavior extinct (leading to a decrease in performance). We will cover these three components in more detail now.
- Let’s look at the formal definition of activator. Can you give me some examples of activators? After you have given me the activator, tell me what behavior it triggers in you. I stress “in you” because what is an activator for you may not be an activator for another person. Examples of activators include: Stop sign Speedometer Car horn Alarm clock Signs: No Parking, Smile You Are on Radar, Caution, Danger Thin Ice Any training event A flat tire Ringing telephone Policy/procedure manual Suggestion box At a Cambridge Center for Behavioral Studies forum on Executive Leadership it was estimated that executives spend 80% of their time working on activators such as policy, strategy, planning, budgets, etc. If activators only set the stage for performance but don’t control it is this a good use of their time?
- What does seeing the road sign on the top left cause you to do when you are driving? Does your behavior change when this activator is combined with another activator such as whether it is daylight or in the night time? When the roads are dry or icy? When you see dead deer by the side of the road in the area where these signs are placed? How about the sign on the top right? What does this cause you to do? Does it make a difference in your behavior if it is night or day? If you are driving in an area that you are familiar with and have passed this sign many times before or in a new, unfamiliar area? What about the speed checked by radar sign? Does this cause you to slow down? Turn up the volume on your radar detector? Trigger a memory of a recent speeding ticket that you got? Become more vigilant to scan the horizon for signs of unmarked or hidden police cruisers? And what about that Caution sign? Would that cause you to change your behavior? Become more aware of where you are walking? As we said earlier, activators only the set the stage for behavior - they don’t control it. The influence that an activator has on a person’s behavior is heavily dependent on the consequences that occurred in the presence of that activator in the past.
- Let’s now look at the formal definition of BEHAVIOR. When we say ‘pinpoint’ what do you think we mean? A pinpoint is a specific description of a person’s behavior. For example, if you say you observed “someone working” that would not be a pinpoint. A pinpoint description of someone working might be “sitting at a computer terminal and typing data from paper copies into a software data spreadsheet”. A better pinpoint description might be “sitting at a computer terminal with proper workstation setup including 5 caster, adjustable chair with lumbar support, arms at about a 90 degree angle to the keyboard, feet flat on the floor, monitor placed between 37” and 43” high, and typing data from a properly positioned document holder into a software data spreadsheet.”
- Here are some other examples of behavior - writing, going for a layup, checking cartons for proper contents, and reading. You could observe and measure these behaviors. Can anyone tell me what is going in the people’s minds? Can you tell me what their ‘attitude’ is?
- A consequence always follows any given behavior. The consequence may not be obvious to the observer of the behavior but it is very much present for the person performing a behavior. Because consequences happen so many times a day and are so common, we have learned in many situations to ignore them. They have become automatic, natural consequences. What are some examples of typical consequences that follow specific behaviors? Behavior - coin in soda machine / Consequence - can of soda comes out Behavior - turn on the water faucet / Consequence - water comes out Behavior - pick up ringing phone / Consequence - you talk to other person Behavior - sit on the toilet / Consequence - you feel relieved Behavior - eat a 9 course meal / Consequence - you feel full Consequences can either increase or decrease the likelihood of that behavior occurring in the future. Can you give me some examples of consequences that increase the likelihood of future behavior? Decrease the likelihood?
- Man on scale. The consequences of his getting on the scale may be that he is bummed out the rest of the day over how much weight he is putting on. On the other hand he may get on the scale and see that he’s lost a few pounds so he knows that he can go out for burgers and beers with the boys tonight! Crying child. Children quickly learn how to shape the behaviors of their parents. By crying the child’s consequences may be that Mom and Dad come running to soothe them, or try to bribe the child by saying they can stay up late and watch TV or that if they stop crying they will buy her a new toy tomorrow. These are all positive consequences for the child. What might be some negative consequences? Traffic cop. Usually we associate cops with negative consequences or punishment. The consequence for parking in a No Parking zone or for failing to feed the parking meter or for speeding may be a ticket. On the other hand for the police officer the consequences of this behavior may be highly reinforcing - a feeling of authority, power, got another bad guy. As you can see it is not easy to try and guess what the consequences of a particular behavior are for the person receiving those consequences. You generally have to ask.
- Note: this overhead and the following one should be used by the instructor to develop a list of positive and negative consequences (as seen through the eyes of the sunbather, aggressive driver, battery handler, and errant parker). From this list the instructor will then use some of the consequences to perform an ABC analysis to gain a better understanding of why the behaviors may be occurring and how easy or hard it may be to change the behavior. Sunbathing: what are some of the consequences of this behavior? Let’s list them on the board under the headings of Positive and Negative. Some might be: PositiveNegative RelaxingHot sun Good tan says “healthy”Sand flies, sand and oils Perceived more beautifulSkin cancer potential increased Socializing with other sunbathersTraffic driving to beach Watch the hunks & babesEmbarassed by my naked body Aggressive Driver: PositiveNegative Feeling of powerMay get ticket or accident Forcing poor drivers off the roadMay get shoot by another motorist Teaching others how to driveHard on car - brakes, gas, shocks
- Key Concepts There are 4 types of consequences: 2 (positive and negative reinforcement) tend to increase behavior; 2 (extinction and punishment) tend to decrease behavior. Extinction (essentially there’s no consequence). Seldom used in business to decrease undesired safety behaviors, but commonly (unknowingly) used to decrease desired safety behaviors. Punishment: Very effective & essential -- there always will be behaviors which cannot be tolerated. We need to understand how the punishment affects the person being punished. WHEN WOULD YOU USE PUNISHMENT? Positive and Negative Reinforcement can both increase behavior, but Positive gives the benefit of discretionary effort. Positive Reinforcement is not necessarily always beneficial: it can increase undesired behavior as well (ex: peer support for violating safety rules) Consequences are negative or positive based upon receiver’s perception, not sender’s intent
- Consequences influence behavior based upon three factors: timing, consistency, and significance. Significance is dependent on magnitude and impact. The different combinations of these factors will determine the likelihood of behavior increasing or decreasing in the future. Timing: Is the consequence immediate or does it happen in the future? For example, the consequence of putting your hand on a red hot burner on the stove is immediate - pain!! The consequence of not exercising for most of your adult life is not so immediate. Poor health in old age may come years down the road from now. Consistency: Is the consequence certain to happen or is there uncertainty? For example, if everyone who smoked cigarettes was guaranteed that by the time they had smoked their third cigarette they would have developed lung cancer, you’d have a lot less smokers. Because of the high degree of uncertainty of contracting lung cancer due to smoking, many people still smoke. Significance refers to whether the consequence is viewed as positive or negative by the person who receives the consequence. If I find that a friendly pat on the back by my boss is a positive stroke, another female co-worker may see that hand on her shoulder as a sign of sexual harassment - very negative. Significance means is the consequence of large or small magnitude and what impact does it have on the person receiving it.
- Positive reinforcement increases the likelihood of future behavior because the person who receives the consequences gets something they want. Positive reinforcement maximizes performance. It is important to note that if you are the person who is delivering the consequence for another person’s actions (behavior) and what you are delivering would be positive if it were given to you, it may not be positive for the receiver. For example, you are the supervisor of an employee who has put in tremendous extra effort to get a project completed ahead of schedule and under budget. You want to provide some positive reinforcement to that person so you give him two tickets to the opera (which you love to attend). Unbeknownst to you the person hates the opera and would have preferred 2 tickets to the monster truck show. The 2 opera tickets may actually now be viewed as punishment. Negative reinforcement increases behavior because a person is trying to avoid or escape something they don’t want. For example as a supervisor you have a deadline to meet and it doesn’t look like the project will make it. You tell everyone on the project team that they will be expected to devote 2 nights a week and every Saturday for the next month to working more hours. Suddenly work gets caught up and the project is back on schedule. Negative reinforcement only gets you compliance!
- Points to remember on positive reinforcement: 1. it is determined to be positive by the person receiving it 2. it must be delivered contingent on the desired behavior 3. it is the only way to maximize performance 4. anything is reinforcing to somebody, somewhere in the world nothing is reinforcing to everybody in the world Points to remember about negative reinforcement: 1. it gets you only enough improvement in performance to escape or avoid punishment 2. use of R- has negative side effects, such as escape and avoidance 3. R- never maximizes performance 4. it is only effective when it is followed by positive reinforcement One way to tell if you are using positive or negative reinforcement to drive performance is to remove the requirement for the performance and see if performance drops. If it does then you were using negative reinforcement. For example, you have a requirement to conduct weekly safety inspections by each supervisor in his/her department and you are currently getting 80% compliance. If you then say the weekly inspections are no longer required, although still a good idea, does the compliance rate drop off?
- This chart is a graphical representation of the effects of positive reinforcement on performance improvement - rather dramatic. Planning and delivery of positive reinforcement is not a natural act for most people. Therefore we need to plan our use of R+ as well as provide R+ to those who use it. Everybody gets thousands of R+ everyday. Remember that R+ follows behavior and increases its frequency. Common errors in the use of R+: Forgetting that what is reinforcing to one person may not be reinforcing to another. You can’t reinforce a team - you can only reinforce the members. Vince Lombardi said “Nothing is more unequal than the equal treatment of unequals.” Not understanding the relationship between a behavior and a reinforcer. You may be trying to reinforce one thing but actually reinforcing another. See Dilbert comic about $10 paid for every software bug found and fixed. Forgetting that all reinforcement is immediate. Delayed reinforcement is called a reward. When there is a delay between behavior and its consequences you may get behavior that you don’t want to reward. The best supervisors spend significantly more time out on the floor. Supervision needs to be where the performers are. Not understanding that you need a high number of R+ to change a single behavior and make sure that change becomes truly embedded. Figuring that one R+ will do it!
- This graph represents the effects of punishment for decreasing performance. With some safety problems the use of punishment is appropriate because you don’t have time to wait to begin applying positive or negative reinforcement. You need an immediate change in poor performance for the safety of the employee and others. What are some examples of punishment that have been used for dealing with safety problems? Some points to remember about punishment: P weakens or stops behavior P may cause undesired behaviors to increase P never solves the root cause of the problem P has many negative side effects, including hostility, fear, avoidance, escape, sabotage The person receiving the consequence is the one who determines if it is P, not the consequence itself
- Think sign - this type of sign is often ignored because people naturally assume that they are always thinking that way. In the absence of any systematic job safety training they may not have been told the safe way so they improvise what they feel is the safe way. Lack of reinforcement from supervisors and co-workers about taking a few seconds to think things through - what are the hazards, how can I protect myself - before acting then becomes another example of extinction. While management may want employees to Think About Safety, lack of feedback and reinforcement causes that thinking habit to extinguish. The stop sign on the other hand is frequently obeyed because the consequences if you don’t stop are likely to be negative, immediate, and almost certain, particularly if you are in downtown Manhattan during the morning rush hour. If you are out in the back roads of North Dakota at 10 AM the benefits of driving right through without stopping may outweigh the remote possibility of another car being at the intersection and running into you. Past consequences - accidents, near misses, tickets - may be powerful. Lack of these three things - associated with stop signs - is more common. How many of us come to a complete stop - behind the stop sign at every intersection? How many of us come to a “rolling stop” where we slow down to 5 miles an hour, cover the brake and then blast on through?
- Our challenge then is go from a negative reinforcement environment to a positive reinforcement environment. I am sure we would all like to see everyone at our workplace showing up for work because they want to, not because they have to just to receive a paycheck. The more we can increase the amount of discretionary effort expended by employees, the more rapidly we can tap into the reservoir of human potential that often lies dormant in most companies.