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| Orientation and alignment | |
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| Choosing the right approach | |
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| Selecting the best approach | |
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| Behavior-based programs | |
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| Comprehensive ergonomics | |
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| Engineering changes | |
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| Group problem solving | |
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| Government action (in Finland) | |
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| Management audits | |
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| Stress management | |
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| Poster campaigns | |
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| Personnel selection | |
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| "Near-miss" reporting | |
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| The critical human element | |
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| The folly of choosing what sounds good | |
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| Relying on research | |
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| Start with behavior | |
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| In conclusion | |
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| Starting with theory | |
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| The mission statement | |
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| Theory as a map | |
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| Relevance to occupational safety | |
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| A basic mission and theory | |
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| Behavior-based vs. person-based approaches | |
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| The person-based approach | |
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| The behavior-based approach | |
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| Considering cost effectiveness | |
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| Integrating approaches | |
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| In conclusion | |
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| Paradigm shifts for total safety | |
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| The old three Es | |
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| Three new Es | |
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| Ergonomics | |
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| Empowerment | |
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| Evaluation | |
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| Shifting paradigms | |
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| From government regulation to corporate responsibility | |
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| From failure oriented to achievement oriented | |
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| From outcome focused to behavior focused | |
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| From top-down control to bottom-up involvement | |
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| From rugged individualism to interdependent teamwork | |
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| From a piecemeal to a systems approach | |
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| From fault finding to fact finding | |
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| From reactive to proactive | |
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| From quick fix to continuous improvement | |
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| From priority to value | |
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| Enduring values | |
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| In conclusion | |
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| |
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| Human barriers to safety | |
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| The complexity of people | |
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| Fighting human nature | |
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| Dimensions of human nature | |
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| Cognitive failures | |
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| Capture errors | |
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| Description errors | |
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| Loss-of-activation errors | |
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| Mode errors | |
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| Mistakes and calculated risks | |
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| Interpersonal factors | |
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| Peer influence | |
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| Power of authority | |
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| In conclusion | |
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| Sensation, perception, and perceived risk | |
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| Selective sensation or perception | |
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| Biased by context | |
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| Biased by our past | |
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| |
| Relevance to achieving a Total Safety Culture | |
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| Perceived risk | |
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| Real vs. perceived risk | |
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| The power of choice | |
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| Familiarity breeds complacency | |
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| The power of publicity | |
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| Sympathy for victims | |
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| Understood and controllable hazards | |
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| Acceptable consequences | |
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| Sense of fairness | |
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| Risk compensation | |
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| Implications of risk compensation | |
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| In conclusion | |
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| |
| |
| Stress vs. distress | |
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| |
| What is stress? | |
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| |
| Constructive or destructive? | |
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| |
| The eye of the beholder | |
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| |
| Identifying stressors | |
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| Coping with stressors | |
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| |
| Person factors | |
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| Fit for stressors | |
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| Social factors | |
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| |
| Attributional bias | |
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| |
| The fundamental attribution error | |
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| |
| The self-serving bias | |
| |
| |
| In conclusion | |
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| |
| |
| Behavior-based psychology | |
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| |
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| Basic principles | |
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| |
| Primacy of behavior | |
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| |
| Reducing at-risk behaviors | |
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| |
| Increasing safe behaviors | |
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| |
| Learning from experience | |
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| |
| Classical conditioning | |
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| |
| Operant conditioning | |
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| |
| Observational learning | |
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| |
| Overlapping types of learning | |
| |
| |
| In conclusion | |
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| |
| |
| Identify critical behaviors | |
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| |
| The DO IT process | |
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| |
| Defining target behaviors | |
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| |
| What is behavior? | |
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| |
| Describing behaviors | |
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| |
| Multiple behaviors | |
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| |
| Observing behavior | |
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| |
| A personal example | |
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| |
| Using the critical behavior checklist | |
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| |
| Two basic approaches | |
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| |
| Starting small | |
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| |
| Observing multiple behaviors | |
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| |
| In conclusion | |
| |
| |
| |
| Behavioral safety analysis | |
| |
| |
| Reducing behavioral discrepancy | |
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| |
| Can the task be simplified? | |
| |
| |
| Is a quick fix available? | |
| |
| |
| Is safe behavior punished? | |
| |
| |
| Is at-risk behavior rewarded? | |
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| |
| 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 | |
| |
| |
| Intervention and the flow of behavior change | |
| |
| |
| Three types of behavior | |
| |
| |
| Three kinds of intervention strategies | |
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| |
| The flow of behavior change | |
| |
| |
| Accountability vs. responsibility | |
| |
| |
| In conclusion | |
| |
| |
| |
| Behavior-based intervention | |
| |
| |
| |
| Intervening with activators | |
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| |
| |
| Specify behavior | |
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| |
| |
| Maintain salience with novelty | |
| |
| |
| Habituation | |
| |
| |
| Warning beepers: a common working example | |
| |
| |
| |
| Vary the message | |
| |
| |
| Changeable signs | |
| |
| |
| Worker-designed safety slogans | |
| |
| |
| |
| Involve the target audience | |
| |
| |
| The "Flash for Life" | |
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| |
| The "Airline Lifesaver" | |
| |
| |
| |
| Activate close to response opportunity | |
| |
| |
| Buckle-up road signs | |
| |
| |
| |
| Implicate consequences | |
| |
| |
| Incentives vs. disincentives | |
| |
| |
| Setting goals for consequences | |
| |
| |
| In conclusion | |
| |
| |
| |
| Intervening with consequences | |
| |
| |
| The power of consequences | |
| |
| |
| Intrinsic vs. extrinsic consequences | |
| |
| |
| Internal vs. external consequences | |
| |
| |
| Managing consequences for safety | |
| |
| |
| 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 | |
| |
| |
| In conclusion | |
| |
| |
| |
| Intervening as a behavior-change agent | |
| |
| |
| Intervening as a safety coach | |
| |
| |
| "C" for care | |
| |
| |
| "O" for observe | |
| |
| |
| "A" for analyze | |
| |
| |
| "C" for communicate | |
| |
| |
| "H" for help | |
| |
| |
| In conclusion | |
| |
| |
| |
| Intervening with supportive conversation | |
| |
| |
| The power of conversation | |
| |
| |
| 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 | |
| |
| |
| Recognizing safety acghievement | |
| |
| |
| Recognize during or directly 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 | |
| |
| |
| In conclusion | |
| |
| |
| |
| 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 | |
| |
| |
| A consequence analysis of actively caring | |
| |
| |
| The power of context | |
| |
| |
| Context at work | |
| |
| |
| In conclusion | |
| |
| |
| |
| The person-based approach to actively caring | |
| |
| |
| Actively caring from the inside | |
| |
| |
| Person traits vs. states | |
| |
| |
| Actively caring states | |
| |
| |
| Actively caring and emotional intelligence | |
| |
| |
| Safety, emotions, and impulse control | |
| |
| |
| Nurturing emotional intelligence | |
| |
| |
| In conclusion | |
| |
| |
| |
| Increasing actively caring behaviors | |
| |
| |
| Enhancing the actively caring person states | |
| |
| |
| Self-esteem | |
| |
| |
| Self-efficacy | |
| |
| |
| Personal control | |
| |
| |
| Optimism | |
| |
| |
| Belonging | |
| |
| |
| Directly increasing actively caring behaviors | |
| |
| |
| Education and training | |
| |
| |
| Consequences for actively caring | |
| |
| |
| The reciprocity principle | |
| |
| |
| Commitment and consistency | |
| |
| |
| In conclusion | |
| |
| |
| |
| Putting it all together | |
| |
| |
| |
| Promoting high-performance teamwork | |
| |
| |
| 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 conclusion | |
| |
| |
| |
| Evaluating for continuous improvement | |
| |
| |
| Measuring the right stuff | |
| |
| |
| Developing a comprehensive evaluation process | |
| |
| |
| What to measure? | |
| |
| |
| Evaluating environmental conditions | |
| |
| |
| Evaluating work practices | |
| |
| |
| Evaluating person factors | |
| |
| |
| Evaluating costs and benefits | |
| |
| |
| You can't measure everything | |
| |
| |
| In conclusion | |
| |
| |
| |
| 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 | |
| |
| |
| Follow-up instruction/booster sessions | |
| |
| |
| Troubleshooting and fine-tuning | |
| |
| |
| Cultivating continuous support | |
| |
| |
| Where are the safety leaders? | |
| |
| |
| Overcoming resistance to change | |
| |
| |
| In conclusion | |
| |
| |
| |
| Reviewing the principles | |
| |
| |
| The 50 principles | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| Index | |