| |
| |
| |
| Orientation and alignment | |
| |
| |
| |
| Choosing the right approach | |
| |
| |
| Selecting the best approach | |
| |
| |
| Behavior-based programs | |
| |
| |
| Comprehensive ergonomics | |
| |
| |
| Engineering changes | |
| |
| |
| Group problem solving | |
| |
| |
| Government action (in Finland) | |
| |
| |
| Management audits | |
| |
| |
| Stress management | |
| |
| |
| Poster campaigns | |
| |
| |
| Personnel selection | |
| |
| |
| Near-miss reporting | |
| |
| |
| The critical human element | |
| |
| |
| The folly of choosing what sounds good | |
| |
| |
| The fallacy of relying on common sense | |
| |
| |
| Relying on research | |
| |
| |
| Start with behavior | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Starting with theory | |
| |
| |
| The mission statement | |
| |
| |
| Theory as a map | |
| |
| |
| Relevance to occupational safety | |
| |
| |
| A basic mission and theory | |
| |
| |
| Behavior-based vs. person-based approaches | |
| |
| |
| The person-based approach | |
| |
| |
| The behavior-based approach | |
| |
| |
| Considering cost effectiveness | |
| |
| |
| Integrating approaches | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Paradigm shifts for total safety | |
| |
| |
| The old three Es | |
| |
| |
| Three new Es | |
| |
| |
| Ergonomics | |
| |
| |
| Empowerment | |
| |
| |
| Evaluation | |
| |
| |
| Shifting paradigms | |
| |
| |
| From government regulation to corporate responsibility | |
| |
| |
| From failure oriented to achievement oriented | |
| |
| |
| From outcome focused to behavior focused | |
| |
| |
| From top-down control to bottom-up involvement | |
| |
| |
| From rugged individualism to interdependent teamwork | |
| |
| |
| From a piecemeal to a systems approach | |
| |
| |
| From fault finding to fact finding | |
| |
| |
| From reactive to proactive | |
| |
| |
| From quick fix to continuous improvement | |
| |
| |
| From priority to value | |
| |
| |
| Enduring values | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Human barriers to safety | |
| |
| |
| |
| The complexity of people | |
| |
| |
| Fighting human nature | |
| |
| |
| Learning to be at-risk | |
| |
| |
| Dimensions of human nature | |
| |
| |
| Cognitive failures | |
| |
| |
| Capture errors | |
| |
| |
| Description errors | |
| |
| |
| Loss-of-activation errors | |
| |
| |
| Mode errors | |
| |
| |
| Mistakes and calculated risks | |
| |
| |
| In summary | |
| |
| |
| Interpersonal factors | |
| |
| |
| Peer influence | |
| |
| |
| Power of authority | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Sensation, perception, and perceived risk | |
| |
| |
| An example of selective sensation or perception | |
| |
| |
| Biased by context | |
| |
| |
| Biased by our past | |
| |
| |
| Relevance to achieving a Total Safety Culture | |
| |
| |
| Perceived risk | |
| |
| |
| Real vs. perceived risk | |
| |
| |
| The power of choice | |
| |
| |
| Familiarity breeds complacency | |
| |
| |
| The power of publicity | |
| |
| |
| Sympathy for victims | |
| |
| |
| Understood and controllable hazards | |
| |
| |
| Acceptable consequences | |
| |
| |
| Sense of fairness | |
| |
| |
| Risk compensation | |
| |
| |
| Support from research | |
| |
| |
| Implications of risk compensation | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Stress vs. distress | |
| |
| |
| What is stress? | |
| |
| |
| Constructive or destructive? | |
| |
| |
| The eyes of the beholder | |
| |
| |
| Identifying stressors | |
| |
| |
| Work stress profile | |
| |
| |
| Coping with stressors | |
| |
| |
| Person factors | |
| |
| |
| Fit for stressors | |
| |
| |
| Social factors | |
| |
| |
| Attributional bias | |
| |
| |
| The fundamental attribution error | |
| |
| |
| The self-serving bias | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Behavior-based psychology | |
| |
| |
| |
| Basic principles | |
| |
| |
| Primacy of behavior | |
| |
| |
| Reducing at-risk behaviors | |
| |
| |
| Increasing safe behaviors | |
| |
| |
| Direct assessment and evaluation | |
| |
| |
| Intervention by managers and peers | |
| |
| |
| Learning from experience | |
| |
| |
| Classical conditioning | |
| |
| |
| Operant conditioning | |
| |
| |
| Observational learning | |
| |
| |
| Overlapping types of learning | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Defining critical behaviors | |
| |
| |
| The DO IT process | |
| |
| |
| Defining target behaviors | |
| |
| |
| What is behavior? | |
| |
| |
| Outcomes of behavior | |
| |
| |
| Person-action-situation | |
| |
| |
| Describing behaviors | |
| |
| |
| Interobserver reliability | |
| |
| |
| Multiple behaviors | |
| |
| |
| Observing behavior | |
| |
| |
| Properties of behavior | |
| |
| |
| Measuring behavior | |
| |
| |
| Recording observations | |
| |
| |
| A personal example | |
| |
| |
| Using the critical behavior checklist | |
| |
| |
| Two basic approaches | |
| |
| |
| Starting small | |
| |
| |
| Observing multiple behaviors | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Behavioral safety analysis | |
| |
| |
| Reducing behavioral discrepancy | |
| |
| |
| Can the task be simplified? | |
| |
| |
| Is a quick fix available? | |
| |
| |
| Is safe behavior punished? | |
| |
| |
| Is at-risk behavior rewarded? | |
| |
| |
| Are extra consequences used effectively? | |
| |
| |
| Is there a skill discrepancy? | |
| |
| |
| What kind of training is needed? | |
| |
| |
| Is the person right for the job? | |
| |
| |
| In summary | |
| |
| |
| Behavior-based safety training | |
| |
| |
| Safety training vs. safety education | |
| |
| |
| Different teaching techniques | |
| |
| |
| An illustrative example | |
| |
| |
| In summary | |
| |
| |
| Intervention and the flow of behavior change | |
| |
| |
| Three types of behavior | |
| |
| |
| Three kinds of intervention strategies | |
| |
| |
| The flow of behavior change | |
| |
| |
| Accountability vs. responsibility | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Behavior-based intervention | |
| |
| |
| |
| Intervening with activators | |
| |
| |
| |
| Specify behavior | |
| |
| |
| |
| Maintain salience with novelty | |
| |
| |
| Habituation | |
| |
| |
| Warning beepers: a common work example | |
| |
| |
| |
| Vary the message | |
| |
| |
| Changeable signs | |
| |
| |
| Worker-designed safety signs | |
| |
| |
| |
| Involve the target audience | |
| |
| |
| Safe behavior promise | |
| |
| |
| The "Flash for Life" | |
| |
| |
| The Airline Lifesaver | |
| |
| |
| |
| Activate close to response opportunity | |
| |
| |
| Point-of-purchase activators | |
| |
| |
| Activating with television | |
| |
| |
| Buckle-up road signs | |
| |
| |
| |
| Implicate consequences | |
| |
| |
| Incentives vs. disincentives | |
| |
| |
| Setting goals for consequences | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Intervening with consequences | |
| |
| |
| The power of consequences | |
| |
| |
| Consequences in school | |
| |
| |
| Intrinsic vs. extrinsic consequences | |
| |
| |
| Internal vs. external consequences | |
| |
| |
| An illustrative story | |
| |
| |
| Four types of consequences | |
| |
| |
| Managing consequences for safety | |
| |
| |
| Four behavior-consequence contingencies for motivational intervention | |
| |
| |
| The case against negative consequences | |
| |
| |
| Discipline and involvement | |
| |
| |
| "Dos" and "don'ts" of safety rewards | |
| |
| |
| Doing it wrong | |
| |
| |
| Doing it right | |
| |
| |
| An exemplary incentive/reward program | |
| |
| |
| Safety thank-you cards | |
| |
| |
| The "Mystery Observee" program | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Intervening as a behavior-change agent | |
| |
| |
| Selecting an intervention approach | |
| |
| |
| Various intervention approaches | |
| |
| |
| Multiple intervention levels | |
| |
| |
| Increasing intervention impact | |
| |
| |
| Intervening as a safety coach | |
| |
| |
| Athletic coaching vs. safety coaching | |
| |
| |
| The safety coaching process | |
| |
| |
| "C" for care | |
| |
| |
| "O" for observe | |
| |
| |
| "A" for analyze | |
| |
| |
| "C" for communicate | |
| |
| |
| "H" for help | |
| |
| |
| "H" for humor | |
| |
| |
| "E" for esteem | |
| |
| |
| "L" for listen | |
| |
| |
| "P" for praise | |
| |
| |
| What can a safety coach achieve? | |
| |
| |
| Self-appraisal of coaching skills | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Intervening with supportive conversation | |
| |
| |
| The power of conversation | |
| |
| |
| Building barriers | |
| |
| |
| Resolving conflict | |
| |
| |
| Bringing tangibles to life | |
| |
| |
| Defining culture | |
| |
| |
| Defining public image and self-esteem | |
| |
| |
| Making breakthroughs | |
| |
| |
| In summary | |
| |
| |
| The art of improving conversation | |
| |
| |
| Do not look back | |
| |
| |
| Seek commitment | |
| |
| |
| Stop and listen | |
| |
| |
| Ask questions first | |
| |
| |
| Transition from nondirective to directive | |
| |
| |
| Beware of bias | |
| |
| |
| Plant words to improve self-image | |
| |
| |
| In summary | |
| |
| |
| Conversation for safety management | |
| |
| |
| Coaching conversation | |
| |
| |
| Delegating conversation | |
| |
| |
| Instructive conversation | |
| |
| |
| Supportive conversation | |
| |
| |
| Recognizing safety achievement | |
| |
| |
| Recognize during or immediately after safe behavior | |
| |
| |
| Make recognition personal for both parties | |
| |
| |
| Connect specific behavior with general higher-level praise | |
| |
| |
| Deliver recognition privately and one-on-one | |
| |
| |
| Let recognition stand alone and soak in | |
| |
| |
| Use tangibles for symbolic value only | |
| |
| |
| Secondhand recognition has special advantages | |
| |
| |
| Receiving recognition well | |
| |
| |
| Avoid denial and disclaimer statements | |
| |
| |
| Listen attentively with genuine appreciation | |
| |
| |
| Relive recognition later for self-motivation | |
| |
| |
| Show sincere appreciation | |
| |
| |
| Recognize the person for recognizing you | |
| |
| |
| Embrace the reciprocity principle | |
| |
| |
| Ask for recognition when deserved but not forthcoming | |
| |
| |
| Quality safety celebrations | |
| |
| |
| Do not announce celebrations for injury reduction | |
| |
| |
| Celebrate the outcome but focus on the journey | |
| |
| |
| Show top-down support but facilitate bottom-up involvement | |
| |
| |
| Relive the journey toward injury reduction | |
| |
| |
| Facilitate discussion of successes and failures | |
| |
| |
| Use tangible rewards to establish a memory | |
| |
| |
| Solicit employee input | |
| |
| |
| Choosing the best management conversation | |
| |
| |
| The role of competence and commitment | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Actively caring for safety | |
| |
| |
| |
| Understanding actively caring | |
| |
| |
| What is actively caring? | |
| |
| |
| Three ways to actively care | |
| |
| |
| Why categorize actively caring behaviors? | |
| |
| |
| An illustrative anecdote | |
| |
| |
| A hierarchy of needs | |
| |
| |
| The psychology of actively caring | |
| |
| |
| Lessons from research | |
| |
| |
| Deciding to actively care | |
| |
| |
| |
| Is something wrong? | |
| |
| |
| |
| Am I needed? | |
| |
| |
| |
| Should I intervene? | |
| |
| |
| |
| What should I do? | |
| |
| |
| Summary of the decision framework | |
| |
| |
| A consequence analysis of actively caring | |
| |
| |
| The power of context | |
| |
| |
| Experiencing context | |
| |
| |
| An illustrative anecdote | |
| |
| |
| Context at work | |
| |
| |
| Summary of contextual influence | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| The person-based approach to actively caring | |
| |
| |
| Actively caring from the inside | |
| |
| |
| Person traits vs. states | |
| |
| |
| Searching for the actively caring personality | |
| |
| |
| Actively caring states | |
| |
| |
| Measuring actively caring states | |
| |
| |
| A safety culture survey | |
| |
| |
| Support for the actively caring model | |
| |
| |
| Check your understanding | |
| |
| |
| Theoretical support for the actively caring model | |
| |
| |
| Research support for the actively caring model | |
| |
| |
| Self-esteem | |
| |
| |
| Personal control | |
| |
| |
| Optimism | |
| |
| |
| Belonging | |
| |
| |
| Direct test of the actively caring model | |
| |
| |
| Actively caring and emotional intelligence | |
| |
| |
| Safety, emotions, and impulse control | |
| |
| |
| Nurturing emotional intelligence | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Increasing actively caring behaviors | |
| |
| |
| Enhancing the actively caring person states | |
| |
| |
| Self-esteem | |
| |
| |
| Self-efficacy | |
| |
| |
| Personal control | |
| |
| |
| The power of choice | |
| |
| |
| Optimism | |
| |
| |
| Belonging | |
| |
| |
| Directly increasing actively caring behaviors | |
| |
| |
| Education and training | |
| |
| |
| Consequences for actively caring | |
| |
| |
| The reciprocity principle | |
| |
| |
| Reciprocity: "Do for me and I'll do for you" | |
| |
| |
| Commitment and consistency | |
| |
| |
| Some influence techniques can stifle trust | |
| |
| |
| Reinforcers vs. rewards | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Putting it all together | |
| |
| |
| |
| Promoting high-performance teamwork | |
| |
| |
| Paradigm shifts for teamwork | |
| |
| |
| From individual to team performance | |
| |
| |
| From individual jobs to team tasks | |
| |
| |
| From competitive rewards to rewards for cooperation | |
| |
| |
| From self-dependence to team-dependence | |
| |
| |
| From one-to-one communication to group interaction | |
| |
| |
| When teams do not work well | |
| |
| |
| Group gambles | |
| |
| |
| Overcoming groupthink | |
| |
| |
| Cultivating high-performance teamwork | |
| |
| |
| Selecting team members | |
| |
| |
| Clarify the assignment | |
| |
| |
| Establish a team charter | |
| |
| |
| Develop an action plan | |
| |
| |
| Make it happen | |
| |
| |
| Evaluate team performance | |
| |
| |
| Disband, restructure, or renew the team | |
| |
| |
| In summary | |
| |
| |
| The developmental stages of teamwork | |
| |
| |
| Forming | |
| |
| |
| Storming | |
| |
| |
| Norming | |
| |
| |
| Performing | |
| |
| |
| Adjourning | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Evaluating for continuous improvement | |
| |
| |
| Measuring the right stuff | |
| |
| |
| Limitations of performance appraisals | |
| |
| |
| What is performance improvement? | |
| |
| |
| Developing a comprehensive evaluation process | |
| |
| |
| What to measure? | |
| |
| |
| Evaluating environmental conditions | |
| |
| |
| Evaluating work practices | |
| |
| |
| Evaluating person factors | |
| |
| |
| Reliability and validity | |
| |
| |
| Cooking numbers for evaluation | |
| |
| |
| What do the numbers mean? | |
| |
| |
| An exemplar | |
| |
| |
| Evaluating costs and benefits | |
| |
| |
| You cannot measure everything | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Obtaining and maintaining involvement | |
| |
| |
| Starting the process | |
| |
| |
| Management support | |
| |
| |
| Creating a Safety Steering Team | |
| |
| |
| Developing evaluation procedures | |
| |
| |
| Setting up an education and training process | |
| |
| |
| Sustaining the process | |
| |
| |
| Awareness support--activators | |
| |
| |
| Performance feedback--consequences | |
| |
| |
| Tangible consequences | |
| |
| |
| Ongoing measurement and evaluation | |
| |
| |
| Follow-up instruction/booster sessions | |
| |
| |
| Involvement of contractors | |
| |
| |
| Trouble shooting and fine-tuning | |
| |
| |
| Cultivating continuous support | |
| |
| |
| Where are the safety leaders? | |
| |
| |
| Safety management vs. safety leadership | |
| |
| |
| Communication to sell the process | |
| |
| |
| Overcoming resistance to change | |
| |
| |
| Planning for safety generalization | |
| |
| |
| Building and sustaining momentum | |
| |
| |
| Relevance to industrial safety and health | |
| |
| |
| Achievement of the team | |
| |
| |
| Atmosphere of the culture | |
| |
| |
| Attitude of the leaders | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| |
| Reviewing the principles | |
| |
| |
| The 50 principles | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| Subject Index | |
| |
| |
| Name Index | |