Safety & health management

Introduction to the seven elements of effective

Safety & Health Management

OR-OSHA 100

0201

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Presented byThe Public Education Section

Oregon OccupationalSafety and Health Division (OR-OSHA)

OR-OSHA ServicesOregon OSHA offers a wide variety of safety and health services to employers and employees:

Consultative Services (At all field offices)

* Offers no-cost on-site safety and health assistance to Oregon employers for help in recognizing and correcting safety and health problems in their workplaces; and

* Provides consultations in safety, industrial hygiene, ergonomics, programs and business assistance;

Training (Portland, Salem Central, Eugene)

* Conducts statewide training classes and workshops in a wide variety of safety and health subjects;

* Conducts conferences, seminars and satellite (Oregon ED-Net), and on-site training; and

* Provides assistance to companies in developing safety and health training programs;

Standards and Technical Resources (Salem Central)

* Provides technical advice on and interpretations of codes;

* Provides copies of all OR-OSHA codes;

* Publishes booklets, pamphlets, and other materials to assist in the implementation of safety and health codes and programs; and

* Operates a resource center containing books, topical files, technical periodicals, video and film lending library, and more than 200 technical data bases.

Enforcement (At all field offices)

* Offers pre-job conferences for construction employers;

* Provides abatement assistance to employers who have received citation, and compliance and technical assistance by phone; and

* Inspects places of employment for occupational safety and health rule violations, and investigates workplace safety and health complaints and accidents.

OR-OSHA ServicesOregon OSHA offers a wide variety of safety and health services to employers and employees:

Consultative Services (At all field offices)

* Offers no-cost on-site safety and health assistance to Oregon employers for help in recognizing and correcting safety and health problems in their workplaces; and

* Provides consultations in safety, industrial hygiene, ergonomics, programs and business assistance;

Training (Portland, Salem Central, Eugene)

* Conducts statewide training classes and workshops in a wide variety of safety and health subjects;

* Conducts conferences, seminars and satellite (Oregon ED-Net), and on-site training; and

* Provides assistance to companies in developing safety and health training programs;

Standards and Technical Resources (Salem Central)

* Provides technical advice on and interpretations of codes;

* Provides copies of all OR-OSHA codes;

* Publishes booklets, pamphlets, and other materials to assist in the implementation of safety and health codes and programs; and

* Operates a resource center containing books, topical files, technical periodicals, video and film lending library, and more than 200 technical data bases.

Enforcement (At all field offices)

* Offers pre-job conferences for construction employers;

* Provides abatement assistance to employers who have received citation, and compliance and technical assistance by phone; and

* Inspects places of employment for occupational safety and health rule violations, and investigates workplace safety and health complaints and accidents.

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Salem Central Office (503) 378-3272Portland Field Office (503) 229-5910Salem Field Office (503) 378-3274Eugene Field Office (541) 686-7562Medford Field Office (541) 776-6030Bend Field Office (541) 388-6066Pendleton Field Office (541) 276-9175

Toll free number to OROSHA: 1 (800) 922-2689Toll free number for training: 1 (888) 292-5247 option 2Web Site: www.orosha.org

One key to safety success - Partner with Oregon OSHA Services!

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OR-OSHA 100 Safety and Health Management - Instructor Guide 3

This material is for training use only

Instructor notes: Briefly cover the four general service areas. Many employers consider Oregon OSHA to be "one big intrusive regulatory box"… and they don't want anything to do with it. Ask students to think of Oregon OSHA as four boxes…three of those boxes are solely concerned with serving the public. By "partnering" with Oregon OSHA in these three areas, they will not have as much anxiety when the enforcement box comes calling.

Also note the phone numbers and web site address at the bottom of the page.

Instructor notes: Briefly cover the four general service areas. Many employers consider Oregon OSHA to be "one big intrusive regulatory box"… and they don't want anything to do with it. Ask students to think of Oregon OSHA as four boxes…three of those boxes are solely concerned with serving the public. By "partnering" with Oregon OSHA in these three areas, they will not have as much anxiety when the enforcement box comes calling.

Also note the phone numbers and web site address at the bottom of the page.



Please Note: This material, or any other material used to inform employers of compliance requirements of Oregon OSHA standards through simplification of the regulations should not be considered a substitute for any provisions of the Oregon Safe Employment Act or for any standards issued by Oregon OSHA. The information in workbook is intended for classroom use only.

Welcome!

Understanding the big picture is critical to successfully managing a company’s safety and health management program (system). The primary emphasis of the workshop is to address the seven core elements of an effective safety and health system and those central issues that are critical to each element’s proper management.

This course will also introduce you to the Safety and Health Achievement Recognition Program (SHARP) and the Voluntary Protection Program (STAR)

To get the most out of this course, it’s important that everyone freely share their knowledge and experience with the class, so don’t hesitate.

Goals

1. Understand the basics of a safety management system.

2. Identify the seven core elements of an effective safety and health program.

3. Describe the key processes in each program element.

Form Groups

Introductions

Elect a group leader

Select a spokesperson

Recorders

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Instructor Notes:

Welcome students to the class.

How can you, as an employee or manager increase worker protection, cut business costs, enhance productivity, and improve employee morale? One way is by doing a better job of managing the safety and health program.

No matter how sophisticated your safety and health efforts, they can always be improved. No matter how small your worksite, systematic methods for protecting workers can work for you.

The Oregon Occupational Safety and Health Division (OR-OSHA) is convinced that effective management is the key to reducing the numbers and severity of workplace injuries and illnesses. This means using proven methods to find and understand existing and potential hazards, and then either preventing or controlling those hazards.

OR-OSHA's conviction is based on its experience in evaluating worksites during enforcement inspections, consultation service site visits, and Voluntary Protection Programs (VPP) visits. We have learned that a direct relationship exists between effective management and low numbers and severity of injuries. We also credit good management with lower levels of work-related illness. A well-managed safety and health program prevents or controls employee exposure to toxic substances or other unhealthful conditions that can cause sickness.

Goals. Briefly review the course goals

Groups. Divide the class into groups. Ask group members to get acquainted, elect a group leader and spokesperson. Everyone is a recorder. You may want each group to "name" itself and write the name on a piece of card stock paper. Encourage them to be creative with their name.

Instructor Notes:

Welcome students to the class.

How can you, as an employee or manager increase worker protection, cut business costs, enhance productivity, and improve employee morale? One way is by doing a better job of managing the safety and health program.

No matter how sophisticated your safety and health efforts, they can always be improved. No matter how small your worksite, systematic methods for protecting workers can work for you.

The Oregon Occupational Safety and Health Division (OR-OSHA) is convinced that effective management is the key to reducing the numbers and severity of workplace injuries and illnesses. This means using proven methods to find and understand existing and potential hazards, and then either preventing or controlling those hazards.

OR-OSHA's conviction is based on its experience in evaluating worksites during enforcement inspections, consultation service site visits, and Voluntary Protection Programs (VPP) visits. We have learned that a direct relationship exists between effective management and low numbers and severity of injuries. We also credit good management with lower levels of work-related illness. A well-managed safety and health program prevents or controls employee exposure to toxic substances or other unhealthful conditions that can cause sickness.

Goals. Briefly review the course goals

Groups. Divide the class into groups. Ask group members to get acquainted, elect a group leader and spokesperson. Everyone is a recorder. You may want each group to "name" itself and write the name on a piece of card stock paper. Encourage them to be creative with their name.



Seven Critical Components and Characteristics

1. Top Management Commitment

Management Leadership

Proactive Planning

Vision Strategies Processes RulesMission Policies Procedures ReportsObjectives Programs Plans

2. Labor & Management Accountability

Responsibility Supervision RecognitionEnforcement Compliance

3. Employee Involvement

Communications Safety & Health Committee

4. Hazard Identification & Control

Inspections JHA Maintenance

5. Incident/Accident Investigation

Causes Corrections

6. Education and Training

Affect Attitudes Change Behaviors Improve Performance

7. Periodic Assessment, Analysis, Evaluation

Surveys Interviews Reports Observations

The OR-OSHA Safety & Health Program Model

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Instructor Notes:

Briefly overview the seven elements of the Oregon OSHA Safety and Health Program model. You may want to ask the following questions while conducting this overview. Don't get stuck trying to completely explain all aspects of each element here. You'll have ample opportunity to do that throughout the course. The following is a summary of each element.

Element 1. COMMITMENT. A successful workplace safety and health program achieves and maintains a safe, healthful workplace. To accomplish this goal, you’ll need to demonstrate your commitment to safety and health with as much energy as you would to any other important part of your business. What you say is important, but what you do is critical to your program’s success. Showing commitment to a safe, healthful workplace links what you say with what you do.

Element 2. ACCOUNTABILITY. Accountability links responsibilities to consequences. As a business owner or manager, you are responsible for making your business a successful one. “Passing the buck” isn’t an option. When Harry Truman said, “The buck stops here,” he meant that he was responsible for his decisions and he accepted the consequences that followed them.

Element 3. EMPLOYEE INVOLVEMENT. Effective safety and health programs involve employees who have a stake in the program’s success. One of the best ways to involve employees is through a safety committee: a group of employees — representing labor and management that is responsible for promoting workplace safety and health. Employees can volunteer to be part of the committee or their peers can elect them.

Element 4. HAZARD IDENTIFICATION. Before you can control hazards, you need to identify where they are. There are many ways to identify hazards. If your business is a small one, you may be able to walk around the workplace and look for them. On the other hand, if you work in a large manufacturing plant — say you’re the safety director — you may need to do a comprehensive workplace survey.

Element 5. ACCIDENT INVESTIGATION. Despite your best efforts, you may not be able to prevent all workplace accidents and near-miss incidents. Many accidents and near-miss incidents have preventable, but underlying, causes. Examples include unenforced policies, lack of supervision, and inadequate training. By investigating all accidents and near-miss incidents, you reduce the chance that they’ll happen again.

Element 6. EDUCATION and TRAINING. Your employees need to know about the workplace hazards to which they may be exposed, how to recognize the hazards, and how to control their exposure. The best way for them to gain this knowledge is through education and training.

Element 7. EVALUATION. At least once a year, take time to review your program’s strengths and weaknesses. You might want to begin by gathering the information that will help you accomplish the review.

Instructor Notes:

Briefly overview the seven elements of the Oregon OSHA Safety and Health Program model. You may want to ask the following questions while conducting this overview. Don't get stuck trying to completely explain all aspects of each element here. You'll have ample opportunity to do that throughout the course. The following is a summary of each element.

Element 1. COMMITMENT. A successful workplace safety and health program achieves and maintains a safe, healthful workplace. To accomplish this goal, you’ll need to demonstrate your commitment to safety and health with as much energy as you would to any other important part of your business. What you say is important, but what you do is critical to your program’s success. Showing commitment to a safe, healthful workplace links what you say with what you do.

Element 2. ACCOUNTABILITY. Accountability links responsibilities to consequences. As a business owner or manager, you are responsible for making your business a successful one. “Passing the buck” isn’t an option. When Harry Truman said, “The buck stops here,” he meant that he was responsible for his decisions and he accepted the consequences that followed them.

Element 3. EMPLOYEE INVOLVEMENT. Effective safety and health programs involve employees who have a stake in the program’s success. One of the best ways to involve employees is through a safety committee: a group of employees — representing labor and management that is responsible for promoting workplace safety and health. Employees can volunteer to be part of the committee or their peers can elect them.

Element 4. HAZARD IDENTIFICATION. Before you can control hazards, you need to identify where they are. There are many ways to identify hazards. If your business is a small one, you may be able to walk around the workplace and look for them. On the other hand, if you work in a large manufacturing plant — say you’re the safety director — you may need to do a comprehensive workplace survey.

Element 5. ACCIDENT INVESTIGATION. Despite your best efforts, you may not be able to prevent all workplace accidents and near-miss incidents. Many accidents and near-miss incidents have preventable, but underlying, causes. Examples include unenforced policies, lack of supervision, and inadequate training. By investigating all accidents and near-miss incidents, you reduce the chance that they’ll happen again.

Element 6. EDUCATION and TRAINING. Your employees need to know about the workplace hazards to which they may be exposed, how to recognize the hazards, and how to control their exposure. The best way for them to gain this knowledge is through education and training.

Element 7. EVALUATION. At least once a year, take time to review your program’s strengths and weaknesses. You might want to begin by gathering the information that will help you accomplish the review.



Inputs - Resources from other systems

Tools Equipment Machinery MaterialsFacilities People Time Money

Inputs - Resources from other systems

Tools Equipment Machinery MaterialsFacilities People Time Money

Processes - Using available resources

Strategic and tactical safety planning Suggesting, and recommending improvementsLeading and managing Participating in safety committees, teams, projectEducating and training Correcting hazards Identifying, measuring, and analyzing data Improving system weaknessesRecognizing and rewarding performance Evaluating conditions, behaviors, systems, results

Processes - Using available resources

Strategic and tactical safety planning Suggesting, and recommending improvementsLeading and managing Participating in safety committees, teams, projectEducating and training Correcting hazards Identifying, measuring, and analyzing data Improving system weaknessesRecognizing and rewarding performance Evaluating conditions, behaviors, systems, results

Outputs - Conditions, Behaviors, Results

Safe/Unsafe conditions Safe/Unsafe behaviorsMany/Few accidents High/Low costs/savingHigh/Low morale, trust High/Low productivity

Outputs - Conditions, Behaviors, Results

Safe/Unsafe conditions Safe/Unsafe behaviorsMany/Few accidents High/Low costs/savingHigh/Low morale, trust High/Low productivity

The Safety Management System

What might be the result if a safety plan is poorly written or not effectively implemented? ______________________________________________________________________________________________________________________________

Where do we look for clues that safety system design and/or implementation are flawed? ______________________________________________________________________________________________________________________________

“Every system is designed perfectly to produce what it’s producing”“Every system is designed perfectly to produce what it’s producing”

System Structure

Inputs

Outputs

Processes

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Instructor Notes:

Explain that a safety and health "program" is actually a set of interrelated processes that work together as a safety management "system". Discuss the inputs. Review the various processes. Students may come up with others. Cover the outputs.

In an effective safety management system, what is the role and purpose of the safety director?

Role - Says who we are. Consultant, communicator, advisor, advocate, educator, etc.

Purpose - Says what we intend to do. Identify hazards, recommend changes, help management do safety, educate.

Function - unintentional outcome. Safety Committee may intend to help, but function to hurt the S&H program if they are not properly educated/trained.

“Every system is designed perfectly to produce what it’s producing”

Another way to put this is…Garbage in - garbage out. This principle is extremely important. If your safety program suffers from a high accident rate, it's because resources and/or one or more processes are flawed. They might not be adequately written or carried out. You can't just blame accidents on a lack of common sense.

What might be the result if a safety plan is poorly written or not effectively implemented?

Either way, the outcomes are not going to be what you desired. If the plan is effectively developed, yet poorly carried out, the outcomes are less than desired. If the written plan is flawed, but perfectly carried out, outcomes will, again, not be desired. Where do we look for clues that safety system design and/or implementation are flawed?

You'll find clues in the outcomes of the system…the conditions, behaviors, activities that are general in nature. If you discover an isolated condition, or incident, the system may not have failed. If the conditions or behaviors are common, or if a condition or behavior is repeated, you can suspect system failures.

Instructor Notes:

Explain that a safety and health "program" is actually a set of interrelated processes that work together as a safety management "system". Discuss the inputs. Review the various processes. Students may come up with others. Cover the outputs.

In an effective safety management system, what is the role and purpose of the safety director?

Role - Says who we are. Consultant, communicator, advisor, advocate, educator, etc.

Purpose - Says what we intend to do. Identify hazards, recommend changes, help management do safety, educate.

Function - unintentional outcome. Safety Committee may intend to help, but function to hurt the S&H program if they are not properly educated/trained.

“Every system is designed perfectly to produce what it’s producing”

Another way to put this is…Garbage in - garbage out. This principle is extremely important. If your safety program suffers from a high accident rate, it's because resources and/or one or more processes are flawed. They might not be adequately written or carried out. You can't just blame accidents on a lack of common sense.

What might be the result if a safety plan is poorly written or not effectively implemented?

Either way, the outcomes are not going to be what you desired. If the plan is effectively developed, yet poorly carried out, the outcomes are less than desired. If the written plan is flawed, but perfectly carried out, outcomes will, again, not be desired. Where do we look for clues that safety system design and/or implementation are flawed?

You'll find clues in the outcomes of the system…the conditions, behaviors, activities that are general in nature. If you discover an isolated condition, or incident, the system may not have failed. If the conditions or behaviors are common, or if a condition or behavior is repeated, you can suspect system failures.



What is Top Management Commitment?

T_____________ M _______________ C ______________Expression of leadership

What has management done to demonstrate commitment at your workplace? Time, money, communications = TMC

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

What can we do to get management commitment?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

1. Management Commitment

What motivates management to “do” safety?

Indicate the consequence below that motivates your employer.

My company does safety primarily to…

1. Avoid Oregon OSHA penalties. ________2. Reduce costs - increase profits ________3. Keep employees safe ________

Class Ranking

1 2 3

Make a bar graph to show how the class ranked each statement.

12

10

8

6

4

2

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Instructor Notes:

This can be a very revealing exercise. Employers "do" safety for a number of reasons.

• They may primarily be most concerned about fulfilling their legal obligation to comply with OSHA law.

• They may be more concerned about fulfilling their fiscal obligations to stakeholders through the prudent conduct of business…at a profit or within budget.

• The employer may primarily concerned about fulfilling their social obligations to employees and community by keeping their corporate "family" safe and healthful.

• More than likely, the employer will be concerned about all these obligations, but, depending on where the most perceived pressure to perform originates, will emphasize one of them.

Ask each student to place a check mark next to the reason they believe their employer makes a commitment to safety. Remember, you may be "preaching to the choir." Don't be surprised if most students make claim their employer is most concerned with the social obligation. Tally up the check marks and make a bar graph to discover the class results of the survey.

What is commitment?

Expression of leadership. Time, money, concern/communications = TMC

Employers and employees work together to make safety and health a priority. Employer and employee involvement and communication on workplace safety management commitment and employee involvement?

What management behaviors indicate top management commitment?

Every proactive activity that takes time, money.

Selfless acts on the part of the employer.

What can we do to get top management commitment?

Provide useful information so that they “see” how important a proactive safety and health program is. Many ways to provide useful information: quality recommendations, educating up, bringing in experts, etc.

Instructor Notes:

This can be a very revealing exercise. Employers "do" safety for a number of reasons.

• They may primarily be most concerned about fulfilling their legal obligation to comply with OSHA law.

• They may be more concerned about fulfilling their fiscal obligations to stakeholders through the prudent conduct of business…at a profit or within budget.

• The employer may primarily concerned about fulfilling their social obligations to employees and community by keeping their corporate "family" safe and healthful.

• More than likely, the employer will be concerned about all these obligations, but, depending on where the most perceived pressure to perform originates, will emphasize one of them.

Ask each student to place a check mark next to the reason they believe their employer makes a commitment to safety. Remember, you may be "preaching to the choir." Don't be surprised if most students make claim their employer is most concerned with the social obligation. Tally up the check marks and make a bar graph to discover the class results of the survey.

What is commitment?

Expression of leadership. Time, money, concern/communications = TMC

Employers and employees work together to make safety and health a priority. Employer and employee involvement and communication on workplace safety management commitment and employee involvement?

What management behaviors indicate top management commitment?

Every proactive activity that takes time, money.

Selfless acts on the part of the employer.

What can we do to get top management commitment?

Provide useful information so that they “see” how important a proactive safety and health program is. Many ways to provide useful information: quality recommendations, educating up, bringing in experts, etc.



1.Workers’ compensation premiums2. Misc. medical expenses. Medical expenses include doctor fees, hospital charges, the cost of medicines, future medical costs, and ambulance, helicopter, and other emergency medical services.

Direct - Insured Costs

Indirect - Uninsured, hidden Costs - Out of pocket

“Just the tip of the iceberg”

Examples: 1. Time lost from work by injured employee. 2. Lost time by fellow employees. 3. Loss of efficiency due to break-up of crew. 4. Lost time by supervisor. 5. Training costs for new/replacement workers. 6. Damage to tools and equipment. 7. Time damaged equipment is out of service. 8. Loss of production for remainder of the day. 9. Damage from accident: fire, water, chemical, explosives, etc. 10. Failure to fill orders/meet deadlines.11. Overhead costs while work was disrupted. 12. Other miscellaneous costs (over 100 other items may impact the employer).13. Others? ____________________________________________

What do accidents cost your company?

Unknown Costs - 1. Human Tragedy2. Morale3. Reputation

Oregon average to close a claim = $10,000

Oregon estimated average = $18,000

Average direct and indirect accident costs

Lost time injury: $28,000Fatality: $980,000

Using National Safety Council average costs for 2000, includes both direct and indirect costs, excludes property damage.

Average direct and indirect accident costs

Lost time injury: $28,000Fatality: $980,000

Using National Safety Council average costs for 2000, includes both direct and indirect costs, excludes property damage.

Direct to Indirect Accident Cost Ratios

Direct cost of claim Ratio of indirect to direct costs

$0-2,999 4.5$3,000 - 4,999 1.6$5,000 - 9,999 1.2$10,000 or more 1.1

Studies show that the ratio of indirect to direct costs can vary widely, from a high of 20:1 to a low of 1:1. Source: Business Roundtable, 1982.

Direct to Indirect Accident Cost Ratios

Direct cost of claim Ratio of indirect to direct costs

$0-2,999 4.5$3,000 - 4,999 1.6$5,000 - 9,999 1.2$10,000 or more 1.1

Studies show that the ratio of indirect to direct costs can vary widely, from a high of 20:1 to a low of 1:1. Source: Business Roundtable, 1982.

Unseen costs can sink the ship!

- Iceberg

The NSC defines "employer costs" as the uninsured costs incurred by employers and represents the money value of time lost by uninjured workers. It includes time spent investigating and reporting injuries, giving first aid, production slowdowns, training of replacement workers, and extra cost of overtime for uninjured workers.

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Instructor Notes:

Define and discuss direct, indirect and unknown costs. Note the average cost moves slightly above and below $10,000 from year to year. In Oregon, it cost around $300,000 to close a fatality claim.

Review the National Safety Council (NSC) stats. Note also that the more "capital intensive" the industry, the higher the average ratio. These are only rough estimates…may vary greatly. Ref. www.nsc.org for more info on this.

It's also interesting to note that the more "capital intensive" a business is, the higher the ratio between direct and indirect costs is likely to be. For instance, if there is a fatality at a large manufacturing plant (large capital investment) that results in a production halt, the company may realize huge indirect costs. Labor intensive business may realize ratios of 1:2 to 1:10. Capital intensive business may realize ratios of 1:5 to 1:50 or higher.

Instructor Notes:

Define and discuss direct, indirect and unknown costs. Note the average cost moves slightly above and below $10,000 from year to year. In Oregon, it cost around $300,000 to close a fatality claim.

Review the National Safety Council (NSC) stats. Note also that the more "capital intensive" the industry, the higher the average ratio. These are only rough estimates…may vary greatly. Ref. www.nsc.org for more info on this.

It's also interesting to note that the more "capital intensive" a business is, the higher the ratio between direct and indirect costs is likely to be. For instance, if there is a fatality at a large manufacturing plant (large capital investment) that results in a production halt, the company may realize huge indirect costs. Labor intensive business may realize ratios of 1:2 to 1:10. Capital intensive business may realize ratios of 1:5 to 1:50 or higher.



Event or Exposure CLAIMS AVERAGELeading to Injury (Partial list) CLOSED COST($)

Struck against stationary object 617 9,530Struck against moving object 135 8,776Struck by, other 523 8,776Struck by falling object 1,031 9,707Struck by flying object 298 8,942Caught in equipment or objects 1,259 11,449Fall to lower level, all other 442 13,490Fall down stair or step 319 9,538Fall from floor, dock, ground level 104 13,490Fall from ladder 388 17,772Fall from stacked material, roof, scaffold 174 23,781Fall from non-moving vehicle 367 16,191Jump to lower level 169 13,332Fall to same level, against objects 2,514 10,595Bodily reaction, other 2,505 9,128Loss of balance 851 9,968Overexertion, all other 1,298 12,176Lifting objects 3,039 9,003Pulling, pushing objects 1,122 8,827Holding, carrying, wielding objects 1,227 8,897Repetitive motion 2,308 10,317Contact with electrical current 33 13,345Exposure to Traumatic Event 33 23,913Highway Collisions 636 12,432Struck by Vehicle 190 18,856Fire 15 16,842Explosion 23 12,792Assault or Violent Act by person 249 11,498

Notes: Table reflects estimated medical, timeloss, and partial permanent disability cost data for disabling claim closure activity. Costs exclude PTD and fatal indemnity, vocational assistance, medical-only claim costs, settlements, timeloss paid prior to claim denial and prior to settlement where claim was never closed, and compensation modified on appeal. Source: Research and Analysis Section, Information Management Division, DCBS.

2000 Average Cost For Disabling Claims By Event or Exposure

Total Claims: 25,662

Average Cost: $10,482

Total Claims: 25,662

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Instructor Notes:

This can be a very useful page for safety committee members. When making recommendations to correct hazards, they can cite these averages. The higher the number of claims, the greater the probability. Remember, these figures represent only direct costs. The new stats come out from DCBS Research and Analysis Section in November each year.

Instructor Notes:

This can be a very useful page for safety committee members. When making recommendations to correct hazards, they can cite these averages. The higher the number of claims, the greater the probability. Remember, these figures represent only direct costs. The new stats come out from DCBS Research and Analysis Section in November each year.



$ A F E T Y P A Y S ! OSHA Advisor @ www.osha.gov

Estimated Costs of Occupational Injuries and Illnesses and Estimated Impact on a Company's Profitability

Report for Year: 1999Employer: XYZ IncPrepared by: I. B. Safe, Safety Coordinator, on January 28, 2000

The injury or illness selected: Strain

Average Direct Cost: $5,945 Average Indirect Cost: $7,134 Estimated Total Cost: $13,079 The net profit margin for this company is 4 % The ADDITIONAL sales necessary - to cover Indirect Costs are: $178,350 - to cover Total Costs are: $326,975

The injury or illness selected: Laceration

Average Direct Cost: $1,101 Average Indirect Cost: $4,954 Estimated Total Cost: $6,055 The net profit margin for this company is 4% The ADDITIONAL sales necessary - to cover Indirect Costs are: $123,850 - to cover Total Costs are: $151,375

The injury or illness selected: Carpal Tunnel Syndrome

Average Direct Cost: $8,305 Average Indirect Cost: $9,966 Estimated Total Cost: $18,271 The net profit margin for this company is 4% The ADDITIONAL sales necessary - to cover Indirect Costs are: $249,150 - to cover Total Costs are: $456,775

The TOTAL ADDITIONAL SALES required by these 3 incidents is estimated to be between:

$551,350 and $935,125

The extent to which the employer ultimately pays the direct costs depends on the nature of the employer's workers‘ compensation insurance policy. The employer always pays the indirect costs.

$AFETY PAYS is a tool developed by OSHA to assist employers in assessing the impact of occupational injuries and illnesses on their profitability. It uses a company's profit margin, the AVERAGE costs of an injury or illness, and an indirect cost multiplier to project the amount of sales a company would need to generate in order to cover those costs. Since AVERAGES are used, the actual costs may be higher or lower. Costs used here do not reflect the pain and suffering of injuries and illnesses.

The cost of injury and illness data were provided to OSHA by Argonaut Insurance Company and based on 53,000 claims for 1992-94.

$AFETY PAYS is a tool developed by OSHA to assist employers in assessing the impact of occupational injuries and illnesses on their profitability. It uses a company's profit margin, the AVERAGE costs of an injury or illness, and an indirect cost multiplier to project the amount of sales a company would need to generate in order to cover those costs. Since AVERAGES are used, the actual costs may be higher or lower. Costs used here do not reflect the pain and suffering of injuries and illnesses.

The cost of injury and illness data were provided to OSHA by Argonaut Insurance Company and based on 53,000 claims for 1992-94.

- Safety Pays

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Instructor Notes:

Instructor notes: This is a very nice software product that will allow you to estimate direct and indirect costs, and the sales required to make up for the total accident costs. Visit this site yourself and download the software to get familiar with it. It's a nice tool to estimate costs.

Instructor Notes:

Instructor notes: This is a very nice software product that will allow you to estimate direct and indirect costs, and the sales required to make up for the total accident costs. Visit this site yourself and download the software to get familiar with it. It's a nice tool to estimate costs.



Proactive Vs. Reactive Approach to Safety & Health Management

Proactive Programs Reactive Programs

They don’tcare...

They careabout me!

Reactive Approach - Goal: Reduce injury costs

Proactive Approach - Goal: Prevent future injuries

What programs are emphasized?

What programs are emphasized?

In organizations, clients for the services provided by staff people are called line managers. Line managers have to labor under the advice of staff groups, whether they like it or not. But any staff function, by definition, has no direct authority over anything but its own time, its own internal staff, and the nature of the service it offers. Peter Block, Flawless Consulting

What's proactive? What's reactive?

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- Proactive Reactive

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Instructor Notes:

Ask the class to contrast proactive and reactive safety strategies and the unintended messages management sends when they adopt one or the other.

Proactive programs: Accountability - Recognition/Discipline; Safety Committee - when effective; Training - when done at all levels; Wellness; Incentive programs - appropriate behaviors; Accident investigation - when root causes are effectively corrected. Examples will include all of the OSHA mandated programs like hazard communication, confined space, ppe, safety committees, training, discipline, recognition programs that reward desired behaviors, etc. These processes initiate before an injury and their purpose is to prevent an injury or illness.

Proactive programs result in: Safe behaviors - improved results; hazards corrected, programs improved, fewer accidents; Greater understanding, improved behaviors; Physical fitness, higher morale; More frequent appropriate behaviors; Fewer accidents

Reactive programs: Examples will include accident investigation if it only places blame and corrects surface causes. Others include early return to work, emergency first aid, discipline (if tied to accidents), recognition programs ( if they reward accident-free work are reactive as they are likely to produce pressures to withhold injury reports…the actual behavior being rewarded).

Emphasis in reactive programs only may result in: reduced per-injury costs; higher incidence of blaming, increased number of accidents, lower morale, lower productivity.

Flawless consulting. You can mention this briefly as some students may not be familiar with the terms "line" and "staff."

Instructor Notes:

Ask the class to contrast proactive and reactive safety strategies and the unintended messages management sends when they adopt one or the other.

Proactive programs: Accountability - Recognition/Discipline; Safety Committee - when effective; Training - when done at all levels; Wellness; Incentive programs - appropriate behaviors; Accident investigation - when root causes are effectively corrected. Examples will include all of the OSHA mandated programs like hazard communication, confined space, ppe, safety committees, training, discipline, recognition programs that reward desired behaviors, etc. These processes initiate before an injury and their purpose is to prevent an injury or illness.

Proactive programs result in: Safe behaviors - improved results; hazards corrected, programs improved, fewer accidents; Greater understanding, improved behaviors; Physical fitness, higher morale; More frequent appropriate behaviors; Fewer accidents

Reactive programs: Examples will include accident investigation if it only places blame and corrects surface causes. Others include early return to work, emergency first aid, discipline (if tied to accidents), recognition programs ( if they reward accident-free work are reactive as they are likely to produce pressures to withhold injury reports…the actual behavior being rewarded).

Emphasis in reactive programs only may result in: reduced per-injury costs; higher incidence of blaming, increased number of accidents, lower morale, lower productivity.

Flawless consulting. You can mention this briefly as some students may not be familiar with the terms "line" and "staff."



2. Accountability

Six essential elements of an effective accountability system

1. Established formal standards of behavior and performance.

• Programs, Policies, Plans, Processes, Procedures, Practices (the Six P's)

2. Resources provided to meet those standards.

• Physical = tools, equipment, materials, workstations, facilities• Psychosocial = education, training, scheduling, culture

3. An effective system of measurement.

• Behaviors are observed and quantified• Behaviors are detected and corrected before an injury• Informal and formal observation procedures are used

4. Application of effective consequences.

• Soon - certain - significant - sincere• Must change behavior in the desired direction

5. Appropriate application of discipline.

• Discipline is based on fact not feeling• Consistent throughout the organization: top to bottom and laterally • Applied only only after it's determined management has met obligations to employee• Appropriate to the severity of the infraction and impact on the organization

6. Evaluation of the accountability system.

• Examine the first five elements• Mandated by OAR 437, Division 1, Rule 765(6)(f)• Analysis/evaluation headed up by Safety committee, safety coordinator• Improvements headed up by line management

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- Accountability System

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Instructor Notes:

Element one: These standards represent inputs to the system and also antecedents/activators of behavior. Each employee must have a clear understanding of employer expectations, policies, rules.

Element two: Physical resources: The employer is accountable to the law to provide resources. Emphasize the idea that the employer takes on a legal obligation to each employee to make sure they are provided with safe tools, equipment, etc.

Psychosocial support: Discuss each of these points. The employer also has an obligation to provide a "place of employment" free from known hazards….the broad definition of this requirement includes the psychosocial environment. Psycho - Those workplace factors that affect each employee's knowledge, feelings, and skills related to working safe. Social - How does the social climate or culture support/hinder safe work. What leadership and management styles affect the climate/culture?

Element three: Discuss each of these points. Measurement may occur through informal/formal observation. Usually the supervisor can do this daily. Other procedures are more formal…periodic appraisals. It's important that whatever procedures are used, they are objective, based on fact, not feeling, and they should measure behaviors over which employees have control such as complying with safety rules, reporting injuries and hazards, warning others and other required behaviors. It's important that the results of these measurements be used to fine-tune the safety management system.

Element four: Effective consequences will increase compliance behaviors. Discipline should occur soon after it's determined that it's justified. It should be based on facts, not feeling. That means the supervisor must be able to state what the employee did/didn't do and the safety rule policy that was violated. Discipline needs to be meaningful to the employee…"it must make the point." If the discipline is not perceived as significant, it will not affect/change behaviors. Discipline should be administered to impress upon the employee that the supervisor is concerned for the employee's safety, not because it's just policy. The employee is important…the company can't afford him or her getting injured. The supervisor should not be administering discipline just to stay out of trouble him or herself. The motive should be sincere, expressing genuine disapproval for the good of the employee and company.

Element five: The processes within this element may be the most difficult to successfully carry out unless they are clearly spelled out in writing and insisted upon. For instance, when an accident investigation is performed, the investigator may have the time to conduct interviews and uncover surface causes, but sometimes they don't have the time or the expertise to determine the underlying safety management system causes. In this case, the process should include the safety committee and/or coordinator in uncovering root causes. If root causes are uncovered, then the question of discipline is moot because the system failed the employee. The question of discipline may take weeks to determine. Disciplining immediately after an accident ties the discipline to getting hurt. Careful analysis ties it to behaviors and is more likely to result in a perception of fairness. Rule violations that could result in serious physical harm or fatality may qualify for more significant consequences such as immediate suspension or termination. It's appropriate that supervisors and managers who violate safety rules receive more significant negative consequences because the behavior has the effect of revising a perceived mandatory rule into a discretionary guideline, sets poor leadership example, and legally "rewrites" the rule which places the employer in greater jeopardy of litigation should an accident occur.

Element six: The safety committee, by law, is authorized to evaluate the supervisor and employee accountability system. This element (evaluation) should be included in every safety management system.

Instructor Notes:

Element one: These standards represent inputs to the system and also antecedents/activators of behavior. Each employee must have a clear understanding of employer expectations, policies, rules.

Element two: Physical resources: The employer is accountable to the law to provide resources. Emphasize the idea that the employer takes on a legal obligation to each employee to make sure they are provided with safe tools, equipment, etc.

Psychosocial support: Discuss each of these points. The employer also has an obligation to provide a "place of employment" free from known hazards….the broad definition of this requirement includes the psychosocial environment. Psycho - Those workplace factors that affect each employee's knowledge, feelings, and skills related to working safe. Social - How does the social climate or culture support/hinder safe work. What leadership and management styles affect the climate/culture?

Element three: Discuss each of these points. Measurement may occur through informal/formal observation. Usually the supervisor can do this daily. Other procedures are more formal…periodic appraisals. It's important that whatever procedures are used, they are objective, based on fact, not feeling, and they should measure behaviors over which employees have control such as complying with safety rules, reporting injuries and hazards, warning others and other required behaviors. It's important that the results of these measurements be used to fine-tune the safety management system.

Element four: Effective consequences will increase compliance behaviors. Discipline should occur soon after it's determined that it's justified. It should be based on facts, not feeling. That means the supervisor must be able to state what the employee did/didn't do and the safety rule policy that was violated. Discipline needs to be meaningful to the employee…"it must make the point." If the discipline is not perceived as significant, it will not affect/change behaviors. Discipline should be administered to impress upon the employee that the supervisor is concerned for the employee's safety, not because it's just policy. The employee is important…the company can't afford him or her getting injured. The supervisor should not be administering discipline just to stay out of trouble him or herself. The motive should be sincere, expressing genuine disapproval for the good of the employee and company.

Element five: The processes within this element may be the most difficult to successfully carry out unless they are clearly spelled out in writing and insisted upon. For instance, when an accident investigation is performed, the investigator may have the time to conduct interviews and uncover surface causes, but sometimes they don't have the time or the expertise to determine the underlying safety management system causes. In this case, the process should include the safety committee and/or coordinator in uncovering root causes. If root causes are uncovered, then the question of discipline is moot because the system failed the employee. The question of discipline may take weeks to determine. Disciplining immediately after an accident ties the discipline to getting hurt. Careful analysis ties it to behaviors and is more likely to result in a perception of fairness. Rule violations that could result in serious physical harm or fatality may qualify for more significant consequences such as immediate suspension or termination. It's appropriate that supervisors and managers who violate safety rules receive more significant negative consequences because the behavior has the effect of revising a perceived mandatory rule into a discretionary guideline, sets poor leadership example, and legally "rewrites" the rule which places the employer in greater jeopardy of litigation should an accident occur.

Element six: The safety committee, by law, is authorized to evaluate the supervisor and employee accountability system. This element (evaluation) should be included in every safety management system.



Accountabilities

Managers and employees are responsible and accountable for key behaviors and performance. Supervisors and managers are accountable to the law and obligated to employees to fulfill their responsibilities. Employees are accountable to the employer and obligated to coworkers to fulfill their responsibilities.

Employer

Employee

Provide resources for a safety and healthful workplace

Provide effective safety education and training

Provide adequate supervision

Provide positive and negative consequences

Comply with company safety policies, rules

Report injuries immediately

Report hazards as soon as possible

Comply with state and federal OSHA law

- Accountabilities

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Before pointing the finger of blame, make sure management all obligations to the employee have been fulfilled.

When is a supervisor justified in disciplining?______________________________________________________________________________________________________________________________

Why does the employer have more accountabilities than the employee? Is that fair?__________________________________________________________________________________________________________

How are employees held accountable in your workplace?__________________________________________________________________________________________________________

What’s with that?

Hint: Look at employer accountabilities

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Instructor Notes:

These activities and behaviors are very general summaries of more specific accountabilities detailed in OR OSHA rules.

Managers are accountable to the law to comply with OROSHA law, provide resources, adequate training and supervision, and enforce safety rules.

Employees must comply with the employer's safety standards, report injuries immediately, and report hazards as soon as possible. Reporting hazards includes warning coworkers about hazards and unsafe behaviors.

Notice that the employer is accountable to the law and the employee is accountable primarily to the employer. The employer is obligated to the employee to carry out accountabilities. The employee is obligated to everyone in the company to carry out their accountabilities.

Why does the employer have more accountabilities than the employee? Is that fair?

Yes, it's fair because the employer controls all aspects of the workplace while the worker generally (but not always) controls only his or her personal behavior. We need to be held accountable only for those responsibilities over which we have control. So, the first question we need to ask when considering discipline is to ask if the person had control over the performance being measured.

How are employees held accountable in your workplace?

Ask for class input here.

When is a supervisor justified in disciplining?

Before pointing the finger of blame, make sure all obligations to the employee have been fulfilled. Has the supervisor provided resources…safe employment and a safe place of employment? Has the supervisor provided adequate training, supervision (defined as detecting and correcting hazards before they injure), and enforcement.

Instructor Notes:

These activities and behaviors are very general summaries of more specific accountabilities detailed in OR OSHA rules.

Managers are accountable to the law to comply with OROSHA law, provide resources, adequate training and supervision, and enforce safety rules.

Employees must comply with the employer's safety standards, report injuries immediately, and report hazards as soon as possible. Reporting hazards includes warning coworkers about hazards and unsafe behaviors.

Notice that the employer is accountable to the law and the employee is accountable primarily to the employer. The employer is obligated to the employee to carry out accountabilities. The employee is obligated to everyone in the company to carry out their accountabilities.

Why does the employer have more accountabilities than the employee? Is that fair?

Yes, it's fair because the employer controls all aspects of the workplace while the worker generally (but not always) controls only his or her personal behavior. We need to be held accountable only for those responsibilities over which we have control. So, the first question we need to ask when considering discipline is to ask if the person had control over the performance being measured.

How are employees held accountable in your workplace?

Ask for class input here.

When is a supervisor justified in disciplining?

Before pointing the finger of blame, make sure all obligations to the employee have been fulfilled. Has the supervisor provided resources…safe employment and a safe place of employment? Has the supervisor provided adequate training, supervision (defined as detecting and correcting hazards before they injure), and enforcement.



Group exercise: Discuss ways your employer uses (or could use) to increase involvement in the safety committee and other activities.

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Choose one of the above ideas and discuss those methods and procedures that help ensure its success.

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3. Employee Involvement

- Involvement

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Instructor Notes:


Have groups discuss this question among themselves. Make sure they are recording what they discuss in the workbook.


Ask each group to describe to the class one of the ideas they discussed.

The best worker safety and health protection occurs where everyone at the worksite shares responsibility for protection. For that to happen, all employees must know they are helping to shape the program. Employees at all levels should be actively involved in finding and correcting safety and health problems. This does not mean the employer gives up responsibility and authority. The Occupational Safety and Health Act places responsibility for worker protection from occupational hazards squarely on the employer. The wise employer, however, uses employees' unique knowledge and experience to help find problems and resolve them successfully. OSHA Guidelines recommend that employers:

Provide for and encourage employee involvement in the structure and operation of the program and in decisions that affect their safety and health, so that they will commit their insight and energy to achieving the safety and health program's goal and objectives.

Instructor Notes:


Have groups discuss this question among themselves. Make sure they are recording what they discuss in the workbook.


Ask each group to describe to the class one of the ideas they discussed.

The best worker safety and health protection occurs where everyone at the worksite shares responsibility for protection. For that to happen, all employees must know they are helping to shape the program. Employees at all levels should be actively involved in finding and correcting safety and health problems. This does not mean the employer gives up responsibility and authority. The Occupational Safety and Health Act places responsibility for worker protection from occupational hazards squarely on the employer. The wise employer, however, uses employees' unique knowledge and experience to help find problems and resolve them successfully. OSHA Guidelines recommend that employers:

Provide for and encourage employee involvement in the structure and operation of the program and in decisions that affect their safety and health, so that they will commit their insight and energy to achieving the safety and health program's goal and objectives.



What is the purpose of your safety committee?

Our safety committee intends to…________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What role does your safety committee play?

My safety committee performs the role of a/an…

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What can the safety committee do to increase employee involvement in safety?___________________________________________________________________________________________________________________________________________________________________________________________________

What can the safety committee do to help the employer manage safety programs?___________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________ well organized so that each member has responsibility to monitor a certain program. For instance,

Involvement in the Safety Committee

The safety committee has a definite role to play and important purposes to fulfill in helping ensure successful employee involvement. Your “purpose” may be thought of as what you intend to do. Your “role”describes who you are. If members of the safety committee do not clearly understand their purposes and role, their well-intended actions may actually hurt the very system they are trying to help succeed.

- SC Purpose

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Instructor Notes:


Our safety committee intends to…Purpose statements explain "what we intend or actually do"

Of course you can summarize the rule…some of the ideas will include, identify hazards, inspect, enforce (not an appropriate purpose), recommend, train, educate, advise, coordinate, liaison, problem solve, etc.



Role statement explains "who we are" Don't let them say the "safety committee performs the role of a safety committee."

Book answer is "consultant"

What can the safety committee do to increase employee involvement in safety?

The safety committee (sc) needs to generate positive consequences. They need to help the employer develop a culture that supports active participation in the safety committee. Some companies let it be known that career advancement is enhanced by involvement. Other companies give sc members a monthly bonus for active participation. There are many ways to develop positive consequences. Remember, the members define what are positive and negative consequences.

What can the safety committee do to help the employer manage safety programs?

They can, in addition to identifying and correcting hazards, critically evaluate and help the employer improve the safety management system…improving written plans, processes, procedures, etc.

Instructor Notes:


Our safety committee intends to…Purpose statements explain "what we intend or actually do"

Of course you can summarize the rule…some of the ideas will include, identify hazards, inspect, enforce (not an appropriate purpose), recommend, train, educate, advise, coordinate, liaison, problem solve, etc.



Role statement explains "who we are" Don't let them say the "safety committee performs the role of a safety committee."

Book answer is "consultant"

What can the safety committee do to increase employee involvement in safety?

The safety committee (sc) needs to generate positive consequences. They need to help the employer develop a culture that supports active participation in the safety committee. Some companies let it be known that career advancement is enhanced by involvement. Other companies give sc members a monthly bonus for active participation. There are many ways to develop positive consequences. Remember, the members define what are positive and negative consequences.

What can the safety committee do to help the employer manage safety programs?

They can, in addition to identifying and correcting hazards, critically evaluate and help the employer improve the safety management system…improving written plans, processes, procedures, etc.



4. Hazard Identification & Control

What is a "hazard?" (Complete the sentence below.)

An U

C

and it’s P !

that could

cause an I

to an E .

P

I

(Extra Credit)

or

or

Hazard analysis is smart business!

What are the advantages of conducting hazard analysis vs. accident investigation?

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- Define Hazard

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Instructor Notes:

What is a "hazard?"

A hazard is an "unsafe condition or practice that could cause injury or illness to an employee and it's preventable."


There's always less hurt to the employee and expense to the employer. The injury is mitigated and injury claim costs are decreased. When management is able to effectively detect and correct hazardous conditions and unsafe behaviors/practices before an injury occurs (this is the definition of adequate supervision), it sends messages to employees that management is competent and they care. The first message validates the employer's ability to manage and the second message addresses leadership. If the employer relies on accident investigation, unintended and possibly invalid, but ever-present messages are sent…management is incompetent and doesn't care….they fail to protect employees because they don't care…. Conducting hazard analysis is sound management policy.

Instructor Notes:

What is a "hazard?"

A hazard is an "unsafe condition or practice that could cause injury or illness to an employee and it's preventable."


There's always less hurt to the employee and expense to the employer. The injury is mitigated and injury claim costs are decreased. When management is able to effectively detect and correct hazardous conditions and unsafe behaviors/practices before an injury occurs (this is the definition of adequate supervision), it sends messages to employees that management is competent and they care. The first message validates the employer's ability to manage and the second message addresses leadership. If the employer relies on accident investigation, unintended and possibly invalid, but ever-present messages are sent…management is incompetent and doesn't care….they fail to protect employees because they don't care…. Conducting hazard analysis is sound management policy.



M_______________ E_______________

E_______________ P_______________

What are the four categories of hazards in the workplace?

Hazardous conditions or unsafe work practices: Which results in more accidents?

Any hazards or unsafe behaviors here?

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Instructor Notes:


Ask class for answers, or if time does not allow, just give them the answers and ask for examples. Materials, equipment (includes machinery), environment, and people. It's important to note that all four categories may be seen as hazardous conditions. People can also engage in unsafe behaviors. Any time an employee is distracted, mentally or physically incapable, or is otherwise unable to safely perform, they may be considered hazardous conditions…"states of being."


Hazardous condition 3%

Unsafe behaviors 95%

Uncontrolled acts "acts of God" 2%

Have the class analyze the photos in the workbook and describe hazardous conditions and unsafe behaviors they see. It's important to note that most conditions and behaviors work together in some way to cause an accident. There's usually a link. For instance, a maintenance person may remove a guard to perform maintenance. When maintenance is complete, the guard may not be replaced. An unsafe behavior/practice creates a hazardous condition and a danger zone. Later, another employee may engage in horseplay in the danger zone and is injured.

Instructor Notes:


Ask class for answers, or if time does not allow, just give them the answers and ask for examples. Materials, equipment (includes machinery), environment, and people. It's important to note that all four categories may be seen as hazardous conditions. People can also engage in unsafe behaviors. Any time an employee is distracted, mentally or physically incapable, or is otherwise unable to safely perform, they may be considered hazardous conditions…"states of being."


Hazardous condition 3%

Unsafe behaviors 95%

Uncontrolled acts "acts of God" 2%

Have the class analyze the photos in the workbook and describe hazardous conditions and unsafe behaviors they see. It's important to note that most conditions and behaviors work together in some way to cause an accident. There's usually a link. For instance, a maintenance person may remove a guard to perform maintenance. When maintenance is complete, the guard may not be replaced. An unsafe behavior/practice creates a hazardous condition and a danger zone. Later, another employee may engage in horseplay in the danger zone and is injured.



Hierarchy of Hazard Control Strategies

1. Engineering Controls - Remove or reduce the hazard

• Eliminates or reduces the severity of the hazard itself through initial design and redesign, enclosure, substitution, replacement and other engineering changes.

• Major strengths: Eliminates the hazard itself. Does not rely solely on human behavior for effectiveness.

• Major weakness: May not be feasible if controls present long-term financial hardship.

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2. Management Controls - Remove or reduce the exposure

• Reduce the duration, frequency, and severity of exposure to hazards primarily through (1) changes and work procedures and practices, and (2) scheduling, job rotation, breaks.

• Major weakness: Relies on (1) appropriate design and implementation of controls and (2) appropriate employee behavior.

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3. Personal protective equipment (PPE) - Put up a barrier

• Equipment for personal use that presents a barrier between worker and hazard.

• Major weakness: Relies on (1) appropriate design and implementation of controls (2) appropriate employee behavior.

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- Controls

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Instructor Notes:

Review each of the control strategies here. Ask the class to give examples of each in their workplaces.

Hazard Prevention and Control

Appropriate controls. In designing a program of prevention and control, the ideal choice always is prevention of employee exposure to a hazard. This means removing the hazard or preventing exposure through engineering controls. Where complete removal of the hazard is not feasible, the next best choice is complete enclosure. Where complete enclosure is not feasible, a combination of partial enclosure, changing procedures and work schedules through effective management controls is the next best choice. To supplement these controls, you may need to use personal protective equipment (PPE) or temporary interim measures.

This hierarchy of controls is subject to some variation. There may be situations, for example, where PPE is the primary means of hazard control, as in oxygen-deficient environments where respirators are essential. Because every workplace has its unique characteristics, a careful hazard analysis is a critical to decisions about controls.

Safe work practices and PPE place special responsibilities on the employees who use them. Employees should be trained (and OSHA standards require that you provide training in specified situations) to understand why they need these protections and how they can use these methods to protect themselves and others. You should stress the seriousness of these protections in every possible way, including, when necessary, the use of fair and consistent discipline.

Preventive maintenance. A good equipment maintenance program can keep engineering control systems working as intended and can prevent ordinary non-hazardous equipment from becoming hazardous.

Employee reports of hazards. A successful safety and health program finds and corrects problems before any harm is done. Having many extra pairs of eyes to help you uncover hazards is the best wayto do this. Provide one or more systems for employees to alert you to hazards, and guarantee that employees who report hazards will be supported to do so. Employees will need to see timely and appropriate responses to their reports. These responses are visible evidence of management's commitment to worker safety and health and your desire for meaningful employee involvement.

Accident/incident investigation. Investigating accidents and incidents (these terms are defined in Chapter IX) presents another opportunity to find hazards and design prevention and controls. For each accident, there usually are several steps that must be taken to prevent future occurrences.

Injury and illness trend analysis. It is useful to review injuries and illnesses that have occurred over a period of time, including those illnesses that do not appear to be occupationally related. Such an analysis may reveal patterns or clusters that suggest common worksite causes or origins not apparent when the cases first were recorded.

Instructor Notes:

Review each of the control strategies here. Ask the class to give examples of each in their workplaces.

Hazard Prevention and Control

Appropriate controls. In designing a program of prevention and control, the ideal choice always is prevention of employee exposure to a hazard. This means removing the hazard or preventing exposure through engineering controls. Where complete removal of the hazard is not feasible, the next best choice is complete enclosure. Where complete enclosure is not feasible, a combination of partial enclosure, changing procedures and work schedules through effective management controls is the next best choice. To supplement these controls, you may need to use personal protective equipment (PPE) or temporary interim measures.

This hierarchy of controls is subject to some variation. There may be situations, for example, where PPE is the primary means of hazard control, as in oxygen-deficient environments where respirators are essential. Because every workplace has its unique characteristics, a careful hazard analysis is a critical to decisions about controls.

Safe work practices and PPE place special responsibilities on the employees who use them. Employees should be trained (and OSHA standards require that you provide training in specified situations) to understand why they need these protections and how they can use these methods to protect themselves and others. You should stress the seriousness of these protections in every possible way, including, when necessary, the use of fair and consistent discipline.

Preventive maintenance. A good equipment maintenance program can keep engineering control systems working as intended and can prevent ordinary non-hazardous equipment from becoming hazardous.

Employee reports of hazards. A successful safety and health program finds and corrects problems before any harm is done. Having many extra pairs of eyes to help you uncover hazards is the best wayto do this. Provide one or more systems for employees to alert you to hazards, and guarantee that employees who report hazards will be supported to do so. Employees will need to see timely and appropriate responses to their reports. These responses are visible evidence of management's commitment to worker safety and health and your desire for meaningful employee involvement.

Accident/incident investigation. Investigating accidents and incidents (these terms are defined in Chapter IX) presents another opportunity to find hazards and design prevention and controls. For each accident, there usually are several steps that must be taken to prevent future occurrences.

Injury and illness trend analysis. It is useful to review injuries and illnesses that have occurred over a period of time, including those illnesses that do not appear to be occupationally related. Such an analysis may reveal patterns or clusters that suggest common worksite causes or origins not apparent when the cases first were recorded.



What control measures might work to correct these hazardous conditions and unsafe behaviors?

Engineering controls ______________________________________________________

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Management controls _____________________________________________________

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PPE _____________________________________________________________________

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Interim Measures _________________________________________________________

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Instructor Notes:

Have groups come up with some engineering, management, ppe, and interim control measures that would prevent the unsafe behaviors/conditions in the drawings displayed on this page.

Instructor Notes:

Have groups come up with some engineering, management, ppe, and interim control measures that would prevent the unsafe behaviors/conditions in the drawings displayed on this page.



5. Incident/Accident Investigation

What are the odds that a serious injury will occur?

Ponder this: Which one of the incidents will result in my injury or death?

How does your perception of a particular hazard change with daily exposure to that hazard? __________________________________________________________________

What is an “accident?”

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Why do we “investigate” accidents?

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- Accident Defined

H.W. Heinrich's Pyramid (1931) Lost Work Day Case

730 First Aid Only

1

39OSHA

Recordable292

Workers' Comp

Proctor & Gamble's Port Ivory Study (1984)

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Instructor Notes:


An accident is an unplanned, unwanted, unexpected event that causes an injury to an employee. Accidents aren't always unplanned. Major construction projects plan for a number of injuries and fatalities during the construction as part of the cost of doing business. Employers may do the same.


We "investigate" to fix the system, not the blame. It's important that we take a close look at the term "investigate." What do you feel when you hear this word? What kind of reaction does it produce? …positive or negative. Most students will express that the term causes a negative reaction. Encourage students to think about changing the language in written and oral communications to incident/accident "analysis" rather than "investigation" to better emphasize the idea that the purpose of the process is to fix system weaknesses (root causes), not to place blame (personal flaws).

How does your perception of a particular hazard change with daily exposure to that hazard?

The longer we are exposed to a given hazard, the more comfortable we become and the less it's perceived as a hazard. Eventually, we don't pay much attention to it, and that's when we get hurt. You can use an example of an unguarded table saw. The first time we use it, we're quite concerned about the blade and are careful when we cut wood. However, days, weeks, months, later we might be quite comfortable using the saw. We don't consider it to be a "big deal". Our mind is able to wonder while we work…we don't pay attention…and we get distracted more easily….increasing the probability of an accident. When an employee engages in unsafe behavior, it's usually not the first time they done so.

These odds statistics are quite old and vary from among a number of studies. The most famous study was conducted by W.H. Heinrich and published in 1931 in his text Industrial Accident Prevention (currently out of print).

A study was conducted in 1984 at Procter and Gambles Port Ivory plant on Staten Island, N.Y. that shows a remarkable relationship ship to Heinrich's original pyramid. The Port Ivory study reviewed 1,062 incidents that occurred in the plant from April 82 to April 84. They were classified according to severity of outcome, a method similar to what Heinrich had done. (Ref: occupational Hazards, Jan 02, The New Safety Pyramid, Dr. Richard Fulwiler, p. 50)

Instructor Notes:


An accident is an unplanned, unwanted, unexpected event that causes an injury to an employee. Accidents aren't always unplanned. Major construction projects plan for a number of injuries and fatalities during the construction as part of the cost of doing business. Employers may do the same.


We "investigate" to fix the system, not the blame. It's important that we take a close look at the term "investigate." What do you feel when you hear this word? What kind of reaction does it produce? …positive or negative. Most students will express that the term causes a negative reaction. Encourage students to think about changing the language in written and oral communications to incident/accident "analysis" rather than "investigation" to better emphasize the idea that the purpose of the process is to fix system weaknesses (root causes), not to place blame (personal flaws).

How does your perception of a particular hazard change with daily exposure to that hazard?

The longer we are exposed to a given hazard, the more comfortable we become and the less it's perceived as a hazard. Eventually, we don't pay much attention to it, and that's when we get hurt. You can use an example of an unguarded table saw. The first time we use it, we're quite concerned about the blade and are careful when we cut wood. However, days, weeks, months, later we might be quite comfortable using the saw. We don't consider it to be a "big deal". Our mind is able to wonder while we work…we don't pay attention…and we get distracted more easily….increasing the probability of an accident. When an employee engages in unsafe behavior, it's usually not the first time they done so.

These odds statistics are quite old and vary from among a number of studies. The most famous study was conducted by W.H. Heinrich and published in 1931 in his text Industrial Accident Prevention (currently out of print).

A study was conducted in 1984 at Procter and Gambles Port Ivory plant on Staten Island, N.Y. that shows a remarkable relationship ship to Heinrich's original pyramid. The Port Ivory study reviewed 1,062 incidents that occurred in the plant from April 82 to April 84. They were classified according to severity of outcome, a method similar to what Heinrich had done. (Ref: occupational Hazards, Jan 02, The New Safety Pyramid, Dr. Richard Fulwiler, p. 50)



Why are some accident reports ineffective?________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Why might it be dangerous to assume someone has "common sense"?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Be ready when accidents happen

When a serious accident occurs in the workplace, everyone will be too busy dealing with the emergency at hand to worry about putting together an investigation plan, so now... before the accident occurs... is the time to develop effective accident investigation procedures. They should include as a minimum procedures that:

1. Write a clear policy statement.

2. Identify those authorized to notify outside agencies (fire, police, etc.)

3. Designate those responsible to investigate accidents.

4. Train all accident investigators.

5. Establish timetables for conducting the investigation and taking corrective action.

6. Identify those who will receive the report and take corrective action.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Accidentinvestigation

is“fact-finding”

not“fault-finding.”

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Instructor Notes:

Why are some accident reports ineffective?

They evaluate only for surface causes. They do not uncover root causes. Long term fixes that prevent similar accidents do not get implemented.


There is no such thing as "common sense" because our own "personal sense" is something quite unique…based on our unique education and experience. One person's good sense can be another person's nonsense. When lack of "common sense" is used as an excuse for an accident, it quickly places all "blame" on the employee. Consequently, no analysis or evaluation to uncover system weaknesses occurs.


Briefly cover the steps in developing a written accident investigation plan. If a well-written plan is not developed then people may be unsure about their responsibilities when a serious injury occurs. Consequently, the likelihood is greater that "blame" may surface into the process.

Instructor Notes:

Why are some accident reports ineffective?

They evaluate only for surface causes. They do not uncover root causes. Long term fixes that prevent similar accidents do not get implemented.


There is no such thing as "common sense" because our own "personal sense" is something quite unique…based on our unique education and experience. One person's good sense can be another person's nonsense. When lack of "common sense" is used as an excuse for an accident, it quickly places all "blame" on the employee. Consequently, no analysis or evaluation to uncover system weaknesses occurs.


Briefly cover the steps in developing a written accident investigation plan. If a well-written plan is not developed then people may be unsure about their responsibilities when a serious injury occurs. Consequently, the likelihood is greater that "blame" may surface into the process.



Weed out the causes of injuries and illnesses

Fails to inspect

No recognition planInadequate training plan

No accountability policy No inspection policy

No discipline procedures

Outdated ProceduresNo orientation process

Unguarded machine Horseplay

Fails to trainTo much work

Defective PPE Fails to report injury

Inadequate training

Create a hazard

Fails to enforce

Untrained worker

Broken tools

Ignore a hazard

Lack of time

Inadequate labeling procedures

No recognition

CutsBurns

Strains

Chemical spill

Conditions Behaviors

Surface Causes of the Accident

Root Causes of the Accident

Direct Causes of Injury/Illness

- Accident Weed

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Instructor Notes:

The accident weed is an excellent way to train surface and root causes for accidents. Place the overhead up as you discuss the next page in the workbook.

Instructor Notes:

The accident weed is an excellent way to train surface and root causes for accidents. Place the overhead up as you discuss the next page in the workbook.



The causes of Injury, Illness and Accidents

1. Direct Cause of Injury

• The direct cause is always a harmful transfer of energy• Energy may take the form of:

Acoustic - excessive noise and vibration Chemical - corrosive, toxic, flammable, or reactive substances Electrical - low/high voltage, current Kinetic - energy transferred from impact Mechanical - associated with components that move Potential - involves "stored energy" in objects that are under pressure Radiant - ionizing and non-ionizing radiation Thermal - excessive heat, extreme cold.

• Safety engineer attempt to eliminate or reduce sources of harmful energy_________________________________________________________________________

_________________________________________________________________________

2. Surface Causes of the Accident

• They are specific/unique hazardous conditions and/or unsafe actions• They may directly produce or indirectly contribute to the accident• They May exist/occur at any time and at any place in the organization• They may involve the actions of the victim and/or others• They may or may not be controllable by management

_________________________________________________________________________

_________________________________________________________________________

3. Root Causes of the Accident

• Flaws in design and/or failure to carry out safety policies, programs, plans, processes, procedures, practices (the 6-P's)

• They pre-exist surface causes• They result in common and/or repeated hazards• They are under control of management • They can can occur any time and anywhere

_________________________________________________________________________

_________________________________________________________________________

Fails to inspect

Unguarded machine Horseplay

Fails to trainTo much work

Defective PPE Fails to report injury

Create a hazard

Fails to enforce

Untrained worker

Broken tools

Ignore a hazard

Lack of time

Chemical spill

Conditions Behaviors

Surface Causes

CutsBurns

Strains

I n a d e q u a t e t r a i n i n g p l a n

N o a c c o u n t a b i l i t y p o l i c y N o i n s p e c t i o n p o l i c y

N o d i s c i p l i n e p r o c e d u r e s

O u t d a t e d P r o c e d u r e sN o o r i e n t a t i o n p r o c e s s

I n a d e q u a t e t r a i n i n g

I n a d e q u a t e l a b e l i n g p r o c e d u r e s

R o o t C a u s e s

- Accident Causes

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Instructor Notes:

Discuss the attributes of the direct cause of injury, surface causes for the accident, and root causes for the accidents.

Important points: Direct causes describe what caused the injury…it always describes the harmful transfer of energy. Always results in tissue damage.

Surface causes: Those conditions and behaviors that directly cause the accident are close to the top of the weed. Those that merely contribute, but do not directly cause the accident are located closer to the bottom of the weed.

Root causes: Represent the system weaknesses that have failed the employee. When system weaknesses exist, employees are "trapped" (according to Dan Petersen, Management Techniques, ASSE) into performance errors.

Instructor Notes:

Discuss the attributes of the direct cause of injury, surface causes for the accident, and root causes for the accidents.

Important points: Direct causes describe what caused the injury…it always describes the harmful transfer of energy. Always results in tissue damage.

Surface causes: Those conditions and behaviors that directly cause the accident are close to the top of the weed. Those that merely contribute, but do not directly cause the accident are located closer to the bottom of the weed.

Root causes: Represent the system weaknesses that have failed the employee. When system weaknesses exist, employees are "trapped" (according to Dan Petersen, Management Techniques, ASSE) into performance errors.



Step 1 - _________________________________________

Step 2 - _________________________________________

Step 3 - _________________________________________

Step 4 - _________________________________________

Step 5 - _________________________________________

Step 6 - _________________________________________

The six-step process

Gather information

Analyze the facts

Implement Solutions

Secure the scene

Collect data about what happened

Develop the sequence of events

Determine the surface and root causes

Develop corrective actions

Write and submit the report

Secure the accident scene

Collect facts about what happened

Develop the sequence of events

Determine the causes

Recommend improvements

Write the report

Three levels of analysis

1. Injury Analysis. Analyze the injury event to identify the direct cause of injury.

• Laceration to right forearm from contacting rotating saw blade. (mechanical energy)• Contusion from head impacting concrete floor. (kinetic energy)• Burn injury to right lower leg from contact by battery acid. (chemical energy)

2. Event Analysis. Analyze each event to identify potential surface causes for the accident. Look for a related specific hazardous conditions and employee behaviors that directly caused or contributed to the accident.

• Unguarded saw blade. (condition)• Working at elevation without proper fall protection. (behavior)• Employee unaware of hazards associated with battery acid. (condition)• Weekly inspection of saws is not being regularly conducted. (behavior)• New employees are not trained on fall protection methods. (condition)• Supervisor is not administering corrective actions for unsafe behaviors. (behavior)

3. Systems Analysis. Analyze surface causes to identify related root causes: those underlying management system design and implementation weaknesses that contributed to the accident. Look for inadequate policies, programs, plans, processes, procedures and practices affecting general conditions and behaviors.

• Inspection policy does not clearly specify responsibility by name or position. (design)• No fall protection training plan or process in place. (design)• Supervisors are not administering discipline when required. (implementation)• Safety is not being addressed during new employee orientation (implementation)

Why?

Why?

Why?

- Accident Analysis

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Instructor Notes:


There are three general phases in the accident investigation process. In the first phase, the accident scene is secured, if necessary, and facts are gathered at the scene and other locations about what happened. In the second phase, the sequence of events is developed and each event is analyzed to see if there are hazardous conditions or unsafe/inappropriate acts that occurred. In the third phase, we take what we've learned to develop corrective actions and safety management system improvements. Finally we write the report. OR-OSHA Course 102 has more information on this process.


The initial analysis is conducted to determine the direct cause of injury.

Next, event analysis conducted to determine hazardous conditions and unsafe behaviors that may have directly caused or contributed to the accident.

Finally, the conditions and behaviors are analyzed to determine if safety management system weaknesses contributed in some way to the accident.

Instructor Notes:


There are three general phases in the accident investigation process. In the first phase, the accident scene is secured, if necessary, and facts are gathered at the scene and other locations about what happened. In the second phase, the sequence of events is developed and each event is analyzed to see if there are hazardous conditions or unsafe/inappropriate acts that occurred. In the third phase, we take what we've learned to develop corrective actions and safety management system improvements. Finally we write the report. OR-OSHA Course 102 has more information on this process.


The initial analysis is conducted to determine the direct cause of injury.

Next, event analysis conducted to determine hazardous conditions and unsafe behaviors that may have directly caused or contributed to the accident.

Finally, the conditions and behaviors are analyzed to determine if safety management system weaknesses contributed in some way to the accident.



Education tells Why

• Builds the philosophical foundation• Transfers general knowledge• Explains natural and system consequences• Shapes attitudes

Training shows How

• One form of education• Builds the specific knowledge base• Transfers initial skills• Shapes attitudes

Experience improves skills

• Increases insight, understanding• Further develops expert skills • Shapes attitudes

Accountability sustains behaviors

• Natural consequences - hurt or health

• System consequences - discipline, recognition, reward

Give examples of effective safety training.

_______________________________________________________________

_______________________________________________________________

How do you know safety training is effective?

_______________________________________________________________

_______________________________________________________________ “Safety training is worthless without accountability.”“Safety training is worthless without accountability.”

6. Training

- Training Defined

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Instructor Notes:

Briefly cover the bullets for education, training, and experience. Other info:

Can your employees explain every existing and potential hazard to which they are exposed? Do they know how to protect themselves and their coworkers from these hazards? Can they tell you precisely what they must do in the event of a fire or other emergency?

Training can help your employees develop the knowledge and skills they need to understand workplace hazards and protect themselves. OR-OSHA considers safety and health training vital to every workplace.

Safety and health education is most effective when integrated into your company's overall training in performance requirements and job practices. It can range from the simple precautionary warnings given new workers when they are first shown the job to more elaborate, formalized instruction.


Ask class to give examples of the types of safety training they conduct.

More info:

SOME COMMON TYPES OF SPECIALIZED TRAINING

Safety and Health Training for Managers. A good safety and health program is impossible without support and understanding from the top. Training managers in their responsibilities is necessary to ensure their continuing support and understanding.

Safety and Health Training for Supervisors. All employees should be involved in matters of safety and health. However, workers often are promoted to supervisory positions without adequate knowledge of how to train other employees in the safe and proper way to do the job.

Job Orientation. The format and extent of orientation training will depend on the complexity of hazards and the work practices needed to control them.

Vehicular Safety. All workers operating a motor vehicle on the job should be trained in its safe operation. Training in safe loading and unloading practices, safe speed in relation to varying conditions, and proper vehicle maintenance has been found helpful in reducing work-related vehicle injuries.

Personal Protective Equipment (PPE)

Supervisors and workers alike must be taught the proper selection, use, and maintenance of PPE. Since PPE sometimes can be cumbersome, employees may need to be motivated to wear it in every situation where protection is necessary.

Emergency Response. Train your employees to respond to emergency situations. Every employee at every worksite needs to understand emergency telephone numbers and who may use them, emergency exits and how they are marked, evacuation routes, and signals that alert employees to the need to evacuate.

Periodic Safety and Health Training. At some worksites, complex work practices are necessary to control hazards. Elsewhere, occupational injuries and illness are common. At such sites, it is especially important that employees receive periodic safety and health training to refresh their memories and to teach new methods of control.

Instructor Notes:

Briefly cover the bullets for education, training, and experience. Other info:

Can your employees explain every existing and potential hazard to which they are exposed? Do they know how to protect themselves and their coworkers from these hazards? Can they tell you precisely what they must do in the event of a fire or other emergency?

Training can help your employees develop the knowledge and skills they need to understand workplace hazards and protect themselves. OR-OSHA considers safety and health training vital to every workplace.

Safety and health education is most effective when integrated into your company's overall training in performance requirements and job practices. It can range from the simple precautionary warnings given new workers when they are first shown the job to more elaborate, formalized instruction.


Ask class to give examples of the types of safety training they conduct.

More info:


Safety and Health Training for Managers. A good safety and health program is impossible without support and understanding from the top. Training managers in their responsibilities is necessary to ensure their continuing support and understanding.

Safety and Health Training for Supervisors. All employees should be involved in matters of safety and health. However, workers often are promoted to supervisory positions without adequate knowledge of how to train other employees in the safe and proper way to do the job.

Job Orientation. The format and extent of orientation training will depend on the complexity of hazards and the work practices needed to control them.

Vehicular Safety. All workers operating a motor vehicle on the job should be trained in its safe operation. Training in safe loading and unloading practices, safe speed in relation to varying conditions, and proper vehicle maintenance has been found helpful in reducing work-related vehicle injuries.

Personal Protective Equipment (PPE)

Supervisors and workers alike must be taught the proper selection, use, and maintenance of PPE. Since PPE sometimes can be cumbersome, employees may need to be motivated to wear it in every situation where protection is necessary.

Emergency Response. Train your employees to respond to emergency situations. Every employee at every worksite needs to understand emergency telephone numbers and who may use them, emergency exits and how they are marked, evacuation routes, and signals that alert employees to the need to evacuate.

Periodic Safety and Health Training. At some worksites, complex work practices are necessary to control hazards. Elsewhere, occupational injuries and illness are common. At such sites, it is especially important that employees receive periodic safety and health training to refresh their memories and to teach new methods of control.



Safety training steps

1. Preparation

• Choose a good location to train• Talk about what is going to be taught• Explain expectations and consequences• Explain why safe behavior is important - the natural and system consequences

2. Presentation

• Describe safety procedure/practice: general to specific• Demonstrate safety procedure/practice: one step at a time• Repeat steps if necessary and be patient

3. Involvement

• Ask worker to explain and perform procedure.• Correct any errors immediately: address performance, not person.• Practice until you and worker are confident.

4. Follow-up

• Observe worker performing safety procedure/practice on the job.• Ask for, and give feedback: encourage questions.• Get commitment to use safe procedures. • Decrease observations over time as appropriate.• Evaluate the training: If you catch them doing it right…it’s been effective.

DOCUMENT TRAINING! Sample training certification for specific tasks

Trainee certification. I have received on-the-job training from the trainer listed below on those subjects below (or on other side of sheet):

• List procedure(s), practice(s)____________________________________________________________________

• List related policies, rules, accountabilities ________________________________________________________

This training has provided me adequate opportunity to practice to determine and correct skill deficiencies. I understand that performing these procedures/practices safely is a condition of employment. I fully intend to comply with all safety and operational requirements discussed. I understand that failure to comply with these requirements may result in progressive discipline (or corrective actions) up to and including termination.

___________________________________ _____________________

(Trainee) (Date)

Trainer certification. I have conducted on-the-job training on the subjects for the trainee(s) listed above. I have explained procedures/practices and policies, answered all questions, observed practice, and tested each trainee individually. I have determined that the trainee(s) listed above has/have adequate knowledge and skills to safety perform these procedures/practices.

___________________________________ _____________________

(Trainer) (Date)

DOCUMENT TRAINING! Sample training certification for specific tasks

Trainee certification. I have received on-the-job training from the trainer listed below on those subjects below (or on other side of sheet):

• List procedure(s), practice(s)____________________________________________________________________

• List related policies, rules, accountabilities ________________________________________________________

This training has provided me adequate opportunity to practice to determine and correct skill deficiencies. I understand that performing these procedures/practices safely is a condition of employment. I fully intend to comply with all safety and operational requirements discussed. I understand that failure to comply with these requirements may result in progressive discipline (or corrective actions) up to and including termination.

___________________________________ _____________________

(Trainee) (Date)

Trainer certification. I have conducted on-the-job training on the subjects for the trainee(s) listed above. I have explained procedures/practices and policies, answered all questions, observed practice, and tested each trainee individually. I have determined that the trainee(s) listed above has/have adequate knowledge and skills to safety perform these procedures/practices.

___________________________________ _____________________

(Trainer) (Date)

- Training docs

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Instructor Notes:

Cover each of the training steps with the class: More info:

CONDUCTING THE TRAINING If employees are to learn and to improve, they must feel motivated. Here are some suggestions for enhancing the success of your safety and health training:

• Prepare employees for training by putting them at ease. Recruit employees who show signs of being good trainers of their coworkers.

• Prepare them to conduct this peer training.

• Explain the job or training topic. Determine how much your employees already know about it.

• Boost your employees' interest in training by helping them understand its benefits. For example, training can reduce injuries and near-misses, and training can enhance productivity and overall job performance, thereby improving the chance for advancement and other rewards.

• Pace the instruction to the trainees' learning speed. Present the material clearly and patiently.

• Present only as much information in one session as your employees can master. Have your employees perform each step of the operation and repeat your instructions and explanations. Have them repeat a task until you are satisfied they know how to do it.

• Encourage employees to help each other by dividing the group into teacher/learner pairs or practice pairs.

• Check frequently for correct performance during the initial practice period. Taper off on surveillance as the trainees become more proficient.

• Encourage your employees to build the new skill into the way they work best, but caution them not to change the newly learned procedure without first checking with you or their supervisor.

Instructor Notes:

Cover each of the training steps with the class: More info:

CONDUCTING THE TRAINING If employees are to learn and to improve, they must feel motivated. Here are some suggestions for enhancing the success of your safety and health training:

• Prepare employees for training by putting them at ease. Recruit employees who show signs of being good trainers of their coworkers.

• Prepare them to conduct this peer training.

• Explain the job or training topic. Determine how much your employees already know about it.

• Boost your employees' interest in training by helping them understand its benefits. For example, training can reduce injuries and near-misses, and training can enhance productivity and overall job performance, thereby improving the chance for advancement and other rewards.

• Pace the instruction to the trainees' learning speed. Present the material clearly and patiently.

• Present only as much information in one session as your employees can master. Have your employees perform each step of the operation and repeat your instructions and explanations. Have them repeat a task until you are satisfied they know how to do it.

• Encourage employees to help each other by dividing the group into teacher/learner pairs or practice pairs.

• Check frequently for correct performance during the initial practice period. Taper off on surveillance as the trainees become more proficient.

• Encourage your employees to build the new skill into the way they work best, but caution them not to change the newly learned procedure without first checking with you or their supervisor.



• Last and first phase of planning cycle

• Identify, analyze, evaluate all elements of the program

Identify - “Is it present?” Yes/No. Inspect. Analyze - “What does the policy, plan, procedure look like?”

Evaluate - Rate effectiveness. “Is it effective?” Judgment call.

• Use outside experts

• Primary safety committee responsibility - evaluate the safety and health program

OAR 437- Division 1, Rule 0765(6) Hazard assessment and control.

• (d)(A) The safety committee shall assist the employer in evaluating the employer's accident and illness prevention program, and shall make written recommendations to improve the program where applicable.

• (f) Accountability. The safety committee shall evaluate the employer's accountability system and make recommendations to implement supervisor and employee accountability for safety and health.

• Establish procedures for change - an action plan

• Plan carefully - test it - study the results - adopt, abandon or revise

• Measure activity and results

• Supervisor, manager behaviors, performance• Employee behaviors, performance

• Make effective recommendations

• Use facts and figures, not subjective hunches• Contrast benefits of investment with high costs of inaction

7. Plan Evaluation

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Instructor Notes:

Discuss each of the bullet items on this page. Ask class if they currently have some kind of safety management system process that involves the safety committee in any way. More info:

EVALUATING YOUR SAFETY AND HEALTH PROGRAM

The scenario: Your safety and health program is in place. You have set your goal for the year and clearly stated the objectives, procedures, and activities necessary to meet that goal. Responsibilities have been defined and clearly assigned. Adequate authority and resources have been allocated. People have been trained in their safety and health program roles, and they understand the consequences of failing to perform their assignments.

The evaluation process is more than an inspection or an audit. Inspections are necessary to look at the facility, the process, and the individual jobs in order to identify and then to eliminate or control any hazards that may exist. Audits focus on program activities and seek to determine whether specific objectives have been met. For example, if you are assessing employee participation by looking at the activities of the safety committee, you will want to know if that committee met at the intervals specified, and if most of the members attended each meeting.

1. Documentation

Checking documentation is a standard audit technique. It is particularly useful for understanding whether the tracking of hazards to correction is effective. It can also be used to determine the quality of certain activities, such as self-inspections or routine hazard analysis.

2. Employee Interviews

Talking to randomly selected employees at all levels will provide a good indication of the quality of employee training and of employee perceptions of the program. If safety and health training is effective, employees will be able to tell you about the hazards they work with and how they protect themselves and others by keeping those hazards controlled. Every employee should also be able to say precisely what he or she is expected to do as part of the program. And all employees should know where to go and the route to follow in an emergency.

3. Site Conditions and Root Causes of Hazards

Examining the conditions of the workplace can reveal existing hazards. But it can also provide information about the breakdown of those management systems meant to prevent or control these hazards.

Looking at conditions and practices is a well established technique for assessing the effectiveness of safety and health programs. For example, let's say that in areas where PPE is required, you see large and understandable signs communicating this requirement and all employees -- with no exceptions -- wearing equipment properly. You have obtained valuable visual evidence that the PPE program is working.

Sample checklist on following pages:

Refer to and discuss the sample checklist. Ask the class if any of the students employ similar checklists for evaluating the safety management system.

Instructor Notes:

Discuss each of the bullet items on this page. Ask class if they currently have some kind of safety management system process that involves the safety committee in any way. More info:

EVALUATING YOUR SAFETY AND HEALTH PROGRAM

The scenario: Your safety and health program is in place. You have set your goal for the year and clearly stated the objectives, procedures, and activities necessary to meet that goal. Responsibilities have been defined and clearly assigned. Adequate authority and resources have been allocated. People have been trained in their safety and health program roles, and they understand the consequences of failing to perform their assignments.

The evaluation process is more than an inspection or an audit. Inspections are necessary to look at the facility, the process, and the individual jobs in order to identify and then to eliminate or control any hazards that may exist. Audits focus on program activities and seek to determine whether specific objectives have been met. For example, if you are assessing employee participation by looking at the activities of the safety committee, you will want to know if that committee met at the intervals specified, and if most of the members attended each meeting.

1. Documentation

Checking documentation is a standard audit technique. It is particularly useful for understanding whether the tracking of hazards to correction is effective. It can also be used to determine the quality of certain activities, such as self-inspections or routine hazard analysis.

2. Employee Interviews

Talking to randomly selected employees at all levels will provide a good indication of the quality of employee training and of employee perceptions of the program. If safety and health training is effective, employees will be able to tell you about the hazards they work with and how they protect themselves and others by keeping those hazards controlled. Every employee should also be able to say precisely what he or she is expected to do as part of the program. And all employees should know where to go and the route to follow in an emergency.

3. Site Conditions and Root Causes of Hazards

Examining the conditions of the workplace can reveal existing hazards. But it can also provide information about the breakdown of those management systems meant to prevent or control these hazards.

Looking at conditions and practices is a well established technique for assessing the effectiveness of safety and health programs. For example, let's say that in areas where PPE is required, you see large and understandable signs communicating this requirement and all employees -- with no exceptions -- wearing equipment properly. You have obtained valuable visual evidence that the PPE program is working.

Sample checklist on following pages:

Refer to and discuss the sample checklist. Ask the class if any of the students employ similar checklists for evaluating the safety management system.



SAFETY AND HEALTH MANAGEMENT PROGRAM EVALUATION

(Choose one) 5=Fully Met 3=Mostly Met 1=Partially Met 0=Not Present

ELEMENT 1 - MANAGEMENT COMMITMENT

____ 1. A written policy that sets a high priority for safety and health exists.

____ 2. A written safety and health goal and supporting objectives exist.

____ 3. The workplace safety and health policy is supported by management.

____ 4. Safety and health goals and objectives are supported by management.

____ 5. Management supports safety and health rules. ____ 6. Managers personally follow safety and health rules.

____ 7. Managers personally intervene in the safety behavior of others.

____ 8. Managers set a visible example of safety and health leadership. ____ 9. Managers participate in the safety and health training of employees.

ELEMENT 2 - ACCOUNTABILITY

____ 10. Management insists on compliance as demonstrated by effective enforcement of safety and health policies and rules.

____ 11. Safety and health program tasks are each specifically assigned to a person or position for performance or coordination.

____ 12. Each assignment of safety and health responsibility is clearly communicated.

____ 13. Individuals with assigned safety and health responsibilities have the necessary knowledge, skills, and timely information to perform their duties.

____ 14. Individuals with assigned safety and health responsibilities have the authority to perform their duties.

____ 15. Individuals with assigned safety and health responsibilities have the resources to perform their duties.

____ 16. An accountability mechanism is included with each assignment of safety and health responsibility.

____ 17. Individuals are recognized and rewarded for meeting safety and health responsibilities.

____ 18. Individuals are disciplined for not meeting safety and health responsibilities.

____ 19. Supervisors know whether employees are meeting their safety and health responsibilities.

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ELEMENT 3 - EMPLOYEE INVOLVEMENT

____ 20. There is a process designed to involve employees in safety and health issues.

____ 21. Employees are aware of the safety and health involvement process at the workplace.

____ 22. Employees believe the process that involves them in safety and health issues is effective.

____ 23. The workplace safety and health policy is effectively communicated to employees.

____ 24. The workplace safety and health policy is supported by employees.

____ 25. Safety and health goals and supporting objectives are effectively communicated to employees.

____ 26. Safety and health goals and objectives are supported by employees.

____ 27. Employees use the hazard reporting system.

____ 28. Injury/Illness data analyses are reported to employees.

____ 29. Hazard control procedures are communicated to potentially affected employees.

____ 30. Employees are aware of how to obtain competent emergency medical care.

ELEMENT 4 – HAZARD IDENTIFICATION AND CONTROL

____ 31. A comprehensive baseline hazard survey has been conducted within the past five years.

____ 32. Effective job hazard analysis (JHA) is performed, as needed.

____ 33. Effective safety and health inspections are performed regularly.

____ 34. Effective surveillance of established hazard controls is conducted.

____ 35. An effective hazard reporting system exists.

____ 36. Change analysis is performed whenever a change in facilities, equipment, materials, or processes occurs.

____ 37. Expert hazard analysis is performed, as needed.

____ 38. Hazards are eliminated or controlled promptly.

____ 39. Hazard control procedures demonstrate a preference for engineering methods.

____ 40. Effective engineering controls are in place, as needed.

____ 41. Effective administrative controls are in place, as needed.

____ 42. Safety and health rules are written.

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____ 43. Safe work practices are written.

____ 44. Personal protective equipment is effectively used as needed.

____ 45. Effective preventive and corrective maintenance is performed.

____ 46. Emergency equipment is well maintained.

____ 47. Engineered hazard controls are well maintained.

____ 48. Housekeeping is properly maintained.

____ 49. The organization is prepared for emergency situations.

____ 50. The organization has an effective plan for providing competent emergency medical care to employees and others present on the site.

____ 51. An early-return-to-work program is in place at the facility.

ELEMENT 5 – INCIDENT / ACCIDENT INVESTIGATION

____ 52. Incidents/Accidents are investigated for root causes.

____ 53. Investigations are conducted to improve systems.

____ 54. Investigators are trained in procedures.

____ 55. Serious accidents/fatality investigations are conducted by teams.

____ 56. Analysis involves all interested parties.

____ 57. Disciplinary actions are not automatic tied to incidents/accidents.

ELEMENT 6 - TRAINING

____ 58. An organized safety an health training program exists.

____ 59. Employees receive safety and health training.

____ 60. Employee training covers hazards of the workplace.

____ 61. Employee safety and health training covers all OSHA-required subjects.

____ 62. Employee training covers the facility safety system.

____ 63. Appropriate safety and health training is provided to every employee.

____ 64. New employee orientation includes applicable safety and health information.

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____ 65. Workplace safety and health policy is understood by employees.

____ 66. Safety and health goals and objectives are understood by employees.

____ 67. Employees periodically practice implementation of emergency plans.

____ 68. Employees are trained in the use of emergency equipment.

____ 69. Supervisors receive safety and health training.

____ 70. Supervisors receive all training required by OSHA standards.

____ 71. Supervisors are effectively trained on all applicable hazards.

____ 72. Supervisors are trained on all site-specific preventive measures and controls relevant to their needs and supervisory responsibilities.

____ 73. Supervisor training covers the supervisory aspects of their safety and health responsibilities.

____ 74. Safety and health training is provided to managers, as appropriate.

____ 75. Managers are aware of all relevant safety and health training mandated by OSHA.

____ 76. Managers understand the organization's safety and health system.

____ 77. Relevant safety and health aspects are integrated into all management training.

____ 78. Relevant safety and health aspects are integrated into all management training.

ELEMENT 7 - PLAN EVALUATION

____ 79. Workplace injury/illness data are effectively analyzed.

____ 80. Safety and health training is regularly evaluated.

____ 81. Post-training knowledge and skills for safety and health are tested or evaluated.

____ 82. Hazard incidence data are effectively analyzed.

____ 83. Hazard controls are monitored to assure continued effectiveness.

____ 84. A review of in-place OSHA-mandated programs is conducted at least annually.

____ 85. A review of the overall safety and health management system is conducted at least annually.

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Before you run, time to review

1. What is the criteria for management commitment?

___________________________________________________________________________

___________________________________________________________________________

2. T F Safety committees must evaluate accountability systems.

3. Effective safety committees perform the role of a ____________ not a ____________.

4. Engineering controls try to eliminate or reduce the ____________ itself. Management controls attempt to reduce ____________ to the hazard by controlling behavior.

5. The purpose of effective incident/accident analysis is to fix the _________________.

6. Education increases _________________ while training improves ________________ .

7. Match the process on the left with goal statement on the right.

____ Identification a. Determine what something looks like

____ Analysis b. Determine if something is effective

____ Evaluation c. Determine if something is present

SlideSlide

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Instructor notes:

For Level I training just use this final quiz as a review. In Level I training your students receive a certificate or certification that they attended, not that they actually learned anything.

For Level II training, you are required to measure knowledge and/or skills. This quiz is one way to measure knowledge. In Level II training students must pass a test of some kind to "pass" the course. Typical methods of measurement include verbal, written exams and student demonstration.


According to the text it's Time, Money and expressed Concern (TMC)

2. T F Safety committees must evaluate accountability systems. T


consultant, cop


hazard. exposure


system


knowledge, skills





c, a, b

Instructor notes:

For Level I training just use this final quiz as a review. In Level I training your students receive a certificate or certification that they attended, not that they actually learned anything.

For Level II training, you are required to measure knowledge and/or skills. This quiz is one way to measure knowledge. In Level II training students must pass a test of some kind to "pass" the course. Typical methods of measurement include verbal, written exams and student demonstration.


According to the text it's Time, Money and expressed Concern (TMC)

2. T F Safety committees must evaluate accountability systems. T


consultant, cop


hazard. exposure


system


knowledge, skills





c, a, b



Additional Information

Instructor Notes: The additional information is good reference material for both student and instructor. Reference it during the course as you deem appropriate.

Instructor Notes: The additional information is good reference material for both student and instructor. Reference it during the course as you deem appropriate.

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Strategic Map for Change and Continuous Improvement for Safety and Health The following strategic map describes major processes and milestones that need to be implemented to successfully implement a change process for safety and health. This strategy is intended to help you focus on the process rather than on individual tasks. It is common for most sites to have a tendency to focus on the accomplishment of tasks, i.e., to train everyone on a particular concern or topic or implement a new procedure for incident investigations. Sites that maintain their focus on the larger process are far more successful. They can see the "forest" from the "trees" and thus can make mid-course adjustments as needed. They never lose sight of their intended goals, and tend not to get distracted or allow obstacles to interfere with their mission. The process itself will take care of the task implementation and ensure that the appropriate resources are provided and priorities are set.

Process Implementation Strategy:

1.Obtain Top Management "Buy-in" - This is the very first step that needs to be accomplished. Top managers must be on board. If they are not, safety and health will compete against core business issues such as production and profitability, a battle that will almost always be lost. Management needs to understand the need for change and be willing to support it. Showing the costs to the organization in terms of dollars (direct and indirect costs of accidents) that are being lost, and the organizational costs (fear, lack of trust, feeling of being used, etc) can be compelling reasons for doing something different. Because losses due to accidents are bottom line costs to the organization, controlling these will more than pay for the needed changes. In addition, as you are successful you will eliminate organizational barriers such as fear and lack of trust – issues that typically get in the way of all of the organization's goals.

A safety and health change process can very effectively drive change and bring an organization together due to the ability to get buy-in from all levels. This stems from the fact that most people place a high personal value on their own safety. They view the change efforts as things that are truly being done for them.

2.Continue Building "Buy-in" for the needed changes by building an alliance or partnership between management, your union (if one exists), and employees. A compelling reason for the change must be spelled out to everyone. People have to understand WHY they are being asked to change what they normally do and what it will look like when they are successful. This needs to be done upfront. If people get wind that something "is going down" and haven’t been formally told anything, they will tend to naturally resist and opt out.

Identify key personnel to champion the change. These people must be visible and are the ones to articulate the reasons for the changes. The reasons need to be compelling and motivational. People frequently respond when they realize how many of their co-workers or subordinates are being injured and that they may be next. Management and supervisors also respond when they see the money being lost due to accidents and they realize that their actions toward safety truly influence and define the employee safety culture.

3.Build Trust - Trusting is a critical part of accepting change and management needs to know that this is the bigger picture, outside of all the details. Trust will occur as different levels within the organization work together and begin to see success.



4.Conduct Self Assessments/Bench Marking - In order to get where you want to go, it is essential to know where you are starting from. You can use a variety of self-audit mechanisms to compare your site processes with other recognized models of excellence such as Star VPP sites. Visiting other sites to gain first hand information is also invaluable. You can use perception surveys to measure the strengths and weaknesses of your site safety culture. These surveys can give you data from various viewpoints within the organization. For instance, you can measure differences in employees' and managers' perceptions on various issues. This is an excellent way to determine whether alignment issues exist and, if so, what they are. At this stage, it is important to look at issues that surface as symptoms of larger system failures. For example, ask what major system failed to detect the unguarded machine, or why the system failed to notice that incident investigations are not being performed on time, or if workers are being blamed for the failures. Your greatest level of success will come when these larger system failures are recognized and addressed.

5.Initial Training of management-supervisory staff, union leadership (if present), and safety and health committee members, and a representative number of hourly employees. This may include both safety and health training and any needed management, team building, hazard recognition, or communication training. This provides you with a core group of people to draw upon as resources and also gets key personnel on board with needed changes.

6.Establish a Steering Committee made up of management, employees, union (if present), and safety staff. This group's purpose is to facilitate, support, and direct the change processes. This will provide overall guidance and direction and avoid duplication of efforts. To be effective, the group must have the authority to get things done.

7.Develop Site Safety Vision, key policies, goals, measures, and strategic and operational plans. These policies provide guidance and serve as a check-in that can be used to ask yourself if the decision you’re about to make supports or detracts from your intended safety and health improvement process.

8.Align the Organization by establishing a shared vision of safety and health goals and objectives versus production. Upper management must be willing to support by providing resources (time) and holding managers and supervisors accountable for doing the same. The entire management and supervisory staff needs to set the example and lead the change. It's more about leadership than management.

9.Define Specific Roles and responsibilities for safety and health at all levels of the organization. Safety and health must be viewed as everyone's responsibility. Clearly spell out how the organization deals with competing pressures and priorities, i.e., production versus safety and health.

10.Develop a System of Accountability for all levels of the organization. Everyone must play by the same rules and be held accountable for their areas of responsibility. The sign of a strong culture is when the individuals hold themselves accountable.



11.Develop Measures and an ongoing measurement and feedback system. Drive the system with upstream activity measures that encourage positive change. Examples include: the number of hazards reported or corrected, numbers of inspections, number of equipment checks, Job Safety Analysis (JSA), prestart-up reviews conducted, etc. While it is always nice to know what the bottom line performance is, i.e., accident rates, overemphasis on rates and using them to drive the system typically only drives accident reporting under the table. It is all too easy to manipulate accident rates, which will only result in risk issues remaining unresolved and a probability for future, more serious events to occur.

12.Develop Policies for Recognition, rewards, incentives, and ceremonies. Reward employees for doing the right things and encourage participation in the upstream activities. Continually re-evaluate these policies to ensure their effectiveness and to ensure that they do not become entitlement programs.

13.Awareness Training and Kick-off for all employees. It's not enough for a part of the organization to be involved and know about the change effort. The entire site needs to know and be involved in some manner. A kick-off celebration can be used to announce "It’s a new day," and seek buy-in for any new procedures and programs.

14.Implement Process Changes via involvement of management, union (if one is present) and employees using a "Plan To Act" process such as Total Quality Management (TQM).

15.Continually Measure performance, Communicate Results and Celebrate Successes. Publicizing results is very important to sustaining efforts and keeping everyone motivated. Everyone needs to be updated throughout the process. Progress reports during normal shift meetings (allowing time for comments back to the steering committee) opens communications, but also allows for input. Everyone needs to have a voice, otherwise, they will be reluctant to buy-in. A system can be as simple as using current meetings, a bulletin board, or a comment box.

16.On-going Support - Reinforcement, feedback, reassessment, mid-course corrections, and on-going training is vital to sustaining continuous improvement



Management Leadership

What is management leadership in safety and health?

Management demonstrates leadership by providing the resources, motivation, priorities, and accountability for ensuring the safety and health of its workforce. This leadership involves setting up systems to ensure continuous improvement and maintaining a health and safety focus while attending to production concerns. Enlightened managers understand the value in creating and fostering a strong safety culture within their organization. Safety should become elevated so that it is a value of the organization as opposed to something that must be done or accomplished. Integrating safety and health concerns into the everyday management of the organization, just like production, quality control, and marketing allows for a proactive approach to accident prevention and demonstrates the importance of working safety into the entire organization.

Why is management leadership in safety and health a good idea for business?

You can increase worker protection, cut business costs, enhance productivity, and improve employee morale. Worksites participating in OSHA's Voluntary Protection Programs (VPP) have reported OSHA-verified lost workday cases at rates 60-80% lower than their industry averages. For every $1 saved on medical or insurance compensation costs (direct costs), an additional $5-$50 more are saved on indirect costs, such as repair to equipment or materials, retraining new workers, or production delays. During three years in the VPP, a Ford plant noted a 13% increase in productivity, and a 16% decrease in scrapped product that had to be reworked. Bottom line, safety does pay off! Losses prevented go straight to the bottom line profit of an organization. With today's competitive markets and narrow profit margins, loss control should be every manager's concern.

Management actions include:

• Establishing a safety and health policy.

• Establishing goals & objectives.

• Providing visible top management leadership & involvement.

• Ensuring employee involvement.

• Ensuring assignment of responsibility.

• Providing adequate authority and responsibility.

• Ensuring accountability for management, supervisors, and rank & file employees.

• Providing a program evaluation.

Safety and health policy

By developing a clear statement of management policy, you help everyone involved with the worksite understand the importance of safety and health protection in relation to other organizational values (e.g., production vs. safety and health). A safety and health policy provides an overall direction or vision while setting a frame-work from which specific goals and objectives can be developed.

•Goals and objectives

•You should make your general safety and health policy specific by establishing clear goals and objectives. Make objectives realistic and attainable, aiming at specific areas of performance that can be measured or verified. Some examples are: "Have weekly inspections and correct hazards found within 24 hours", or "Train all employees about hazards of their jobs, and specific safe behaviors (use of Job Safety Analysis sheets) before beginning work."



Visible top management leadership

Values, goals, etc., of top management in an organization tend to get emulated and accomplished. If employees see the emphasis that top management puts on safety and health, they are more likely to emphasize it in their own activities. Besides following set safety rules themselves, managers can also become visible by participating in plant-wide safety and health inspections, personally stopping activities or conditions that are hazardous until the hazards can be corrected, assigning specific responsibilities, participating in or helping to provide training, and tracking safety and health performance.

Assignment of responsibility

Everyone in the workplace should have some responsibility for safety and health. Clear assignment helps avoid overlaps or gaps in accomplishing activities. Safety and health is not the sole responsibility of the safety and health professional. Rather, it is everyone's responsibility, while the safety and health professional is a resource.

Provision of authority

Any realistic assignment of responsibility must be accompanied by the needed authority and by having adequate resources. This includes appropriately trained and equipped personnel as well as sufficient operational and capitol funding.

Accountability

Accountability is crucial to helping managers, supervisors, and employees understand that they are responsible for their own performance. Reward progress and enforce negative consequences when appropriate. Supervisors are motivated to do their best when management measures their performance - "what gets measured is what gets done." Take care to ensure that measures accurately depict accomplishments and do not encourage negative behaviors such as not reporting accidents or near misses. Accountability can be established in safety through a variety of methods:

•Charge backs - Charge accident costs back to the department or job, or prorate insurance premiums.

•Safety goals - Set safety goals for management and supervision (e.g., accident rates, accident costs, and loss ratios).

•Safety activities - Conduct safety activities to achieve goals (e.g., hazard hunts, training sessions, safety fairs, etc., activities that are typically developed from needs identified based on accident history and safety program deficiencies).

Program evaluation

Once your safety and health program is up and running, you will want to assure its quality, just like any other aspect of your company's operation. Each program goal and objective should be evaluated in addition to each of the program elements, e.g., management leadership, employee involvement, worksite analysis (accident reporting, investigations, surveys, pre-use analysis, hazard analysis, etc.), hazard prevention and control, and training. The evaluation should not only identify accomplishments and the strong points of the safety and health program but also identify weaknesses and areas where improvements can be made. Be honest and identify the true weaknesses. The audit can then become a blueprint for improvements and a starting point for the next year's goals and objectives.

Source: http://www.osha-slc.gov/SLTC/safetyhealth_ecat/



Employee InvolvementThe best worker safety and health protection occurs when everyone at the worksite shares responsibility for protection. Basic principles of excellence have shown that wise employers use employees' unique knowledge to help find problems and resolve them. In addition, no one else has as much at stake to avoid accidents as the employees who are likely to be injured. The more that employees are involved in a variety of safety-related activities, the more that they will appreciate the potential hazards that exist at the worksite, the more likely that they will avoid unsafe behaviors, and the more likely that the overall safety culture of the organization will strengthen. Without employees' involvement and cooperation, accidents are difficult to prevent.

What are the advantages of getting employees involved?

• Employees are the ones in contact with potential hazards and will have a vested interest.

• Group decisions have the advantage of the group's wider field of experience.

• Research shows that employees are more likely to support and use programs in which they have had input; employee buy-in for the needed changes is more likely.

• Employees who are encouraged to offer their ideas and whose contributions are taken seriously are more satisfied and productive.

• The more that employees are involved in the various facets of the program, the more they will learn about safety, what is causing injuries at their site, and how they can avoid be injured. The more they know and understand, the greater their awareness will be and the stronger the safety culture of the organization will become.

How can employees get involved?

• Participate on joint labor-management committees and other advisory groups.

• Conduct site inspections.

• Analyze routine hazards in each step of a job or process, and prepare safe work practices.

• Participate in developing and revising safety rules.

• Participate as trainers for current and new hires.

• Participate in accident/near miss incident investigations.

• Participate in decisionmaking throughout the company's operations.

• Participate in pre-use and change analysis.

• Participate as safety observers and safety coaches.

• Report hazards and be involved in finding solutions to correct the problems.




Safety and Health Training

Introduction

Can all employees explain every existing and potential hazard to which they are exposed? Do they know how to protect themselves and their coworkers from these hazards? Can they explain precisely what they must do in the event of a fire or other emergency?

Training can help employees develop the knowledge and skills they need to understand workplace hazards. OSHA considers safety and health training vital to every workplace.

Before training begins, be sure that your company policy clearly states the company's commitment to health and safety and to the training program. This commitment must include paid work time for training and training in the language that the worker understands. Involve both management and employees in developing and delivering the programs.

Identifying training needs

New employees need to be trained not only to do the job, but also to recognize, understand, and avoid potential hazards to themselves and others in their immediate work area and elsewhere in the workplace. Contract workers also need training to recognize your workplace's hazards or potential hazards. Experienced workers will need training if new equipment is installed or process changes. Employees needing to wear personal protective equipment and persons working in high risk situations will need special training.

Periodic safety and health training

Some worksites need complex work practices to control hazards. Some worksites experience fairly frequent occupational injuries and illnesses. At such sites, it is especially important that employees receive periodic safety and health training to refresh their memories and to teach new methods of control. New training also may be necessary when OSHA or industry standards require it or new standards are issued.

One-on-one training is possibly the most effective training method. The supervisor periodically spends some time watching an individual employee work. Then the supervisor meets with the employee to discuss safe work practices, bestow credit for safe work, and provide additional instruction to counteract any observed unsafe practices. One-on-one training is most effective when applied to all employees under supervision and not just those with whom there appears to be a problem. Positive feedback given for safe work practices is a very powerful tool. It helps workers establish new safe behavior patterns and recognizes and thereby reinforces the desired behavior.

Evaluations

Evaluations can help determine whether the training you have provided has achieved its goal of improving your employees' safety performance. Some ways you can evaluate your training program:

Before training begins, determine what areas need improvement by observing workers and soliciting their opinions. When training ends, test for improvement. Ask employees to explain their jobs' hazards, protective measures, and new skills and knowledge.

• Keep track of employee attendance at training.

• At the end of training, ask participants to rate the course and the trainer.

• Compare pre-and post-training injury and accident rates, near misses, and percent of safe behavior exhibited.




Safety and Health Training for Managers - Training managers in their responsibilities is necessary to ensure their continuing support and understanding. It is their responsibility to communicate the program's goal and objectives to their employees, as well as assign safety and health responsibilities, and hold subordinates accountable.

Safety and Health Training for Supervisors - Supervisors may need additional training in hazard detection, accident investigation, their role in ensuring maintenance of controls, emergency handling, and use of personal protective equipment.

Job Orientation - The format and extent of orientation training will depend on the complexity of hazards and the work practices needed to control them. An orientation may consist of a quick review of site safety and health rules, hazard communication training, and a run-through of job tasks. Larger workplaces with more complex hazards and work practices to control them, may wish to start with a clear description of hazards, followed by a discussion of how to protect oneself. Employees may have on-the-job training and may shadow an experienced employee for a period of time.

Sources of assistance

You can often get additional help in developing training programs and identifying training resources from:

• Your insurance carrier, your corporate staff, or your PPE supplier;

• Local safety councils or industry associations;

• OSHA-funded Consultation Projects for small business; and

• OSHA full-service Area Offices


Course 100 - Safety Health Management Date: ______ Instructor: _____________

WE VALUE YOUR COMMENTS! Yes No

I supervise other workers or manage programs:

Agree Disagree Rate the Course Content

1. The information presented was easy to understand and useful.

2. The information presented will help improve the effectiveness of our safety committee and/or safety and health program.

3. The course materials provided were helpful.

4. Please rate the overall effectiveness of this workshop in helping you better understand and apply this safety and health subject:

…Effective... ...Not Effective...

10 9 8 7 6 5 4 3 2 1 0

Comments: (Please take the time to explain all "no" or "not effective" responses.) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Agree Disagree Rate the Instructor

1. The Instructor provided quality training (relevant, interesting, applicable, etc.) and was knowledgeable about occupational safety and health.

2. The Instructor was able to answer questions adequately or make a referral.

3. The Instructor encouraged participation.

4. Please rate the overall effectiveness of the Instructor in helping reduce your safety and health problems:

...Very Effective... ...Not Effective...

10 9 8 7 6 5 4 3 2 1 0

Comments: (Please take the time to explain all "no" or "not effective" responses.) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please complete the rest of the evaluation on the other side of this sheet.

How did we do?



Do not write notes on this page.

Instructor notes:

You may use this evaluation form or another as you deem necessary.

Instructor notes:

You may use this evaluation form or another as you deem necessary.

Safety & health management

Education

Transcript of Safety & health management