CH-10 Motivation – Management of Occupational Health and Safety : Book Guide

CHAPTER 10 Motivation Essential Outcome After completing the lesson on this chapter, if nothing else, students should be able to distinguish among the various theories and approaches used to motivate safety behaviour and the contributing roles played by safety leadership and OH&S management systems. Learning Outcomes After completing this chapter, students should be able to: discuss the importance of safety behaviour in the workplace identify the categories of safety behaviour explain the importance of individual motivation in safety behaviour describe behaviour modification approaches to motivating safety recognize the importance of goal setting and feedback in safety behaviour in the workplace understand the facets of self-determination theory of motivation and its potential in helping understand safety motivation evaluate the role of organizational support for safety in contributing to safety behaviour discuss the role of the safety climate in the performance of safety behaviours understand the role safety leadership plays in creating a safe work environment describe OH&S management systems, such as CSA-Z1000-06, and appreciate how they help organizations promote workplace safety Key Concepts Along with engineering and administrative interventions, behavioural interventions form an important aspect of health and safety programs because they focus on changing employee attitudes, knowledge, or behaviour regarding occupational health and safety. Examples of desirable safety behaviours include proper use of hazard control systems and protective equipment, safe work habits, maintenance of housekeeping and hygiene, hazard awareness and proper response to emergencies, and self-monitoring for symptoms of hazard exposure. In order for individuals to work safely, they must have the ability to work safely (i.e., the knowledge and skills to do so); the motivation to use their knowledge and skills, and the opportunity (i.e., the environment and support) to do so. Ways to increase motivation can be explained through the use of various theories, including reinforcement theory (based on the use of external rewards and punishments to induce and reinforce certain behaviours); goal setting (motivation through internal intentions); and self-determination (focused on individualistic motivators, both intrinsic and extrinsic). The opportunity to practise safety behaviour can be enhanced through management commitment to OH&S, including the safety climate management helps create, and the safety leadership it provides. Leaders can promote safety through a variety of leadership styles and approaches, including active transactional leadership (based on setting and communicating expectations and intervening when necessary to ensure they are met), and transformational leadership, based on the use of idealized influence and inspirational motivation in order to intellectually stimulate workers while engaging them as individuals with distinct needs and interests. Organizational Health and Safety Management Systems form a part of an organization’s overall management approach. These incorporate the use of standards (such as the CSA-Z1000-06 standard, which uses a Plan–Do–Check–Act process), and a comprehensive list of elements ranging from management commitment, OH&S policies, training and evaluation, and continuous improvement processes. Student Motivation The opportunity presents itself to invite students to assess their own motivations for taking this course and learning this material, and to use their reflections and observations as a way to reinforce the key concepts in this chapter. The variety of learner responses that are likely to emerge may typify the complexity involved with determining what motivates individuals. Barriers to Learning This chapter introduces and briefly describes several theories of motivation that may be unfamiliar to some learners, as may be some of the terminology (e.g., terms such as valence, antecedents, and amotivation). If this is the case, some additional time spent reviewing and discussing these terms might be helpful. On the other hand, it is likely that some students will have previously taken courses in psychology and will be quite familiar with the theories and terms explored in this chapter. Engagement Strategies and Lesson Plan 1. Engaging Students at the Outset Learning objective: At the completion of this activity, students will be able to relate their own sources of training motivation to the concepts explored in this chapter. To introduce the topic of motivation, ask students to reflect for a moment on their motivation for taking this course. Encourage them to make a few notes outlining their motivations, and then to discuss in pairs, triads, or small groups of convenience. Facilitate a brief class discussion asking for a few volunteers to share the factors of motivation discussed in their groups. Explain that motivation is an essential consideration when attempting to induce any type of behaviour, including safety behaviour. 2. Lesson Engagement Strategies a. Learning objective: At the completion of this activity, students will be able to identify and discuss the three dimensions of consequences that form the “C” in the ABC model of behaviour. Begin by asking students if they ever consider the possible consequences of their actions before deciding to do something. Explain that consequences are the results that follow behaviour (action), and that by changing the consequences, it is possible to influence or to change behaviour, such as not properly wearing safety equipment. Referring to the ABC model of behaviour, explain that generally it is more practical to focus efforts to change behaviour on the consequences rather than the antecedents, which are usually addressed through engineering or administrative controls. Prepare three flip chart sheets labelled “positive/negative”, “immediate/delayed”, and contingent/non-contingent,” with a vertical line down the centre of each sheet demarcating the two opposing sides of the topic. Divide the class into three equal-sized groups, and supply each group with a pad of large sticky notes. Ask the groups to come up with health and safety behavioural examples (e.g., not wearing hearing protection while operating a noisy piece of equipment, or taking the time to properly lower a machine guard before performing the machine action). Once each group has written out several scenarios on their sticky notes, ask them to affix them to the appropriate column on the appropriate flip chart sheet. Tell them, if they feel their example fits in more than one place, to write out a second (or as many as they feel they need) sticky note for that item. For example, the note describing “not wearing hearing protection” might be placed under “negative” and “delayed,” because the hearing protection might be uncomfortable to wear, and the effect of not wearing it might be delayed for years until hearing loss becomes noticeable. With the class on their feet, conduct a “gallery walk,” visiting each of the stations and asking the groups to describe their scenario and explain why they placed it where they did. Facilitate a discussion about the tendency for the consequences of safety behaviour to be delayed, negative, or noncontingent, and ask for ideas on how it might be possible to change the consequences of safety behaviours to be more positive, immediate, and contingent. b. Learning objective: At the completion of this activity, students will be able to practice goal setting using the five-factor model described in the chapter. As an alternative or supplement to Lesson Plan activity E (below), consider engaging your class in a goal-setting activity. You may wish to focus their goals on a particular outcome related to this course, or broaden it to their overall semester, academic year, or program of study. Introduce the class to the five factors that comprise effective goals as explained in the chapter. Instruct students to take a few minutes to think of a goal they would like to achieve for themselves and write it down. Next ask them to assess the goal against these five criteria to ensure their goal is challenging to them, is achievable within the time frame they have in mind, is specific in nature, and is a goal they are willing to commit to. To implement the fifth factor, ask the students to write out a second copy of their completed goal statement and exchange it with that of a classmate. Encourage them to follow up with each other in a period of time appropriate to the goal (e.g., several weeks, a month, or near the end of the term), and give each other feedback on whether the goal has been achieved, is still in progress, or has been abandoned. c. Learning Objective: At the completion of this activity, students will be able to compare and contrast the active transactional leadership and transformational leadership approaches. Working in pairs, assign one student the section of the text dealing with active transactional leadership, and the other the section dealing with transformational leadership. Have the pair then take turns explaining the key features and benefits of their assigned approach. Next, as a pair, have the students determine the fundamental differences and any similarities between the two models. Summarize as a class by asking for a few volunteers to share their findings. 3. Lesson Plan Notes and Lecture Outline * A human resource or safety professional guest speaker can be asked to describe his/her organization’s OH&S program, safety leadership, and safety culture. * A list of other DVD titles can be accessed at WorkSafeBC Library Services, www.worksafebc.com/about_us/library_services/assets/pdf/videos_titles.pdf. A. Introduction: Motivating Safety Behaviour at Work Use PowerPoint slides to define and give examples of the three primary types of OH&S interventions: engineering, administrative, and behavioural. Engineering interventions focus on changing the physical environment to reduce employees’ exposure to hazards (e.g., PPE); administrative interventions focus on modifying procedures in the work process (e.g., job rotation); behavioural interventions focus on changing employee behaviour regarding OH&S. Emphasize that it is preferable to use engineering controls to eliminate hazards. Share statistics and graphs to illustrate that injuries related to unsafe equipment are decreasing and that injuries related to unsafe behaviour are increasing, suggesting that OH&S interventions should focus on changing employee attitudes, knowledge, or behaviour about OH&S (e.g., information and safety awareness campaigns, training and use of behaviour modification). Ask students to brainstorm behaviours that contribute to safe work performance. Example: Teaching proper lifting techniques or proper sitting posture while using a computer encourages the development of safe work habits. Use PowerPoint slides to summarize (using examples) the eight general categories of safe work behaviour that are largely targeted for training: 1. Proper use of hazard control systems in the workplace 2. Development of safe work habits 3. Increased awareness and recognition of workplace hazards 4. Acceptance and use of personal protective equipment 5. Maintaining housekeeping and maintenance standards 6. Following accepted hygiene practices 7. Proper responses to emergency situations 8. Self-monitoring and recognition of symptoms of hazardous exposure* * See A. Cohen and M.J. Colligan, “Accepting Occupational Health and Safety Regimens,” in Handbook of Health Behaviour Research II: Provider Determinants, ed. D.S. Goodman (New York: Plenum Press, 1997). Summarize by stating that this chapter expands on the previous chapter (training) and addresses the following two issues: How do HRMs ensure that employees utilize the knowledge and skills gained during training and consistently perform their work duties in a safe manner? What is the role of HRMs and the organization in supporting employee safety efforts? This chapter focuses on the OH&S issues of motivation and opportunity. B. Increasing Opportunity for Safety Behaviour A written policy on paper has limited value unless it is supported by management and employee behaviour. Management must provide resources and communicate support and commitment to OH&S. Ask students how management can show their commitment to OH&S. Use PowerPoint slides to define and give examples of safety climate and safety leadership, two channels in which management communicates its value for safety, and how this can positively affect employee safety behaviour and performance. Emphasize and share examples of the importance of safety compliance, safety initiative, and transformational leadership. Refer to Discussion Questions 4 and 5. C. Safety Behaviour: Ability, Motivation, and Opportunity Ask students to consider the following statement (yes or no?): If management provides increasing opportunity for safety behaviour (discussed above) and employees have the knowledge, skills, and abilities to perform their jobs safely, (discussed in Chapter 9, “Training”) then employee safe behaviour and performance should occur in the workplace. Use PowerPoint slides to illustrate and describe the three factors that combine in a multiplicative equation to ensure safe work performance. Safety Performance = Ability × Motivation × Opportunity Use PowerPoint slides to illustrate Figure 10.1. For individuals to work safely, at least three conditions are necessary. Workers must have: 1. The knowledge, skills and abilities necessary to perform their jobs 2. The motivation to work safely 3. The opportunity to work safely; the organization supports safe work D. Motivating Safety Behaviour: Reinforcement Theory (Refer to Lesson Engagement Activity a, above.) E. Motivating Safety Behaviour: Goal Setting Theory Ask students to form small groups to discuss Discussion Question 3. (Why do you think setting goals can influence an employee’s safety-related actions in the workplace?) You can also ask the students to consider some specific workplace examples of how setting both individual and organizational OH&S goals leads to desirable employee safe work behaviours. Have the student groups summarize their discussion. Use PPT slides to explain that goal setting theory states that we are motivated by our own internal intentions (goals we wish to achieve). Goal setting is a method for changing behaviour that concerns itself with the antecedents of behaviour (“A” in the “ABC” model described in Lesson Engagement Strategy a, above). For example, in Column 1, an employee can set a specific goal such as wearing PPE 100% of the time, and the employer can ensure that the employee’s PPE is available so that the employee can wear it 100% of the time. This triggers (directs attention, mobilizes effort, increases persistence, and motivates to search for strategies to obtain the goal) the individual to wear the PPE. Refer to Discussion Question 3. HRMs and other transformational leaders who are role models for safe behaviour demonstrate their commitment to health and safety. Modelling safe behaviours has a strong influence on employee safety behaviour. Ask students to individually answer the following three questions and then compare their goals to the five factors that make goals effective listed on page 259 of the text. What is your commitment to OH&S? Write down one personal OH&S goal. When you go to work, what is one thing you can do to reduce your risk of injury or illness? * An additional learning activity would be to expand your discussion to include the importance of safety leadership. Refer to Discussion Question 5 on transformational leadership. F. Creating a Motivating Environment for Employees Ask students to form small groups and answer the following question: What can organizations do to create a work environment that motivates employees to work safely? Engage students in a summary discussion on successful approaches and processes such as goal setting, behaviour modification, feedback, safety climate, and safety leadership. Motivating environments require communication and employee and management involvement. Refer to Discussion Questions 3, 4, and 5 to discuss goal-setting theory, safety climate, and transformational leadership, and to Lesson Engagement Strategy a to discuss reinforcement theory. A safety climate reflects employee and organizational shared perceptions on the importance of safety in the workplace. The following list describes several ways in which an organization can promote a positive safety climate: Enacted safety policies. Involve all levels of management and employees in safety initiatives. Include safety-related information in the communication of production-related goals. Provide appropriate safety training that is transferable to the workplace. Reward safe behaviour. Encourage and motivate employees to comply (safety compliance) to safety-related rules and initiate (safety initiative) safer behaviours. Support for employee safe work behaviours requires safety leadership as well as management’s commitment to safety, expressed as part of the organization’s strategic business plan. A safety culture requires support and involvement from all levels of management, employees, and stakeholders. Refer to OH&S Notebook 10.2, “Primary Elements of Occupational Health and Safety Management Systems,” and OH&S Today 10.3, “Setting a Goal for Safety: ‘Nobody Gets Hurt’ at Imperial Oil.” For individuals to work safely, at least three conditions are necessary. Workers must have: (a) the knowledge, skills, and abilities necessary to perform their jobs, (b) the motivation to work safely, and (c) the opportunity to work safely; the organization supports safe work. These three factors combine in a multiplicative equation: Safety performance = Ability × Motivation × Opportunity The employees’ ability, motivation, and provision of opportunities is foundational and a key determinant of a safety culture. Organizations can create a work environment that motivates employees to work safely by implementing successful approaches and processes such as goal setting, behaviour modification, and feedback. Motivating environments require safety leadership, communication, and employee and management involvement. G. Occupational Health and Safety Programs Use PowerPoint slides to describe (and give examples of) the characteristics and elements of a successful OH&S program, emphasizing the importance of program goals, policies, accountability and audits. (Refer to OH&S Notebooks 10.2 and 10.3). Emphasize that the most effective OH&S programs are developed and enacted by employers/HRMs who provide good safety leadership and a safety climate and who motivate and reward employees’ safe work behaviours. The minimum legal elements of an OH&S program are these: management commitment a functioning joint OH&S committee written policies, procedures, and standards regular inspection programs clearly documented, communicated, and enforced accountability for managers, supervisors, workers, contractors, etc. established procedures for hazard identification/rectification and claims management investigation of accidents/incidents maintenance of records and statistics instruction, motivation, and supervision of workers You can find more information on OH&S program elements in the Workers’ Compensation Board of BC publication “How to Implement an Occupational Health and Safety Program,” at www.worksafebc.com/publications. No matter what the OH&S program, the employee’s ability and motivation, and the provision of opportunities, are key determinants of program success. Support for employee safe work behaviours requires management’s commitment to safety expressed as part of the organization’s strategic business plan. Organizations can create a work environment that motivates employees to work safely by implementing successful approaches and processes such as goal setting, behaviour modification, feedback, safety climate, and safety leadership. Motivating environments require communication and employee and management involvement. Incorporate Exercise 4 as a more in-depth class project that students can present to their classmates at the end of the term. For example, along with a small group of classmates, create a proposal for developing an effective occupational health and safety program for an organization that one of the team members has worked in or is knowledgeable about. You will need to identify the health and safety concerns in that organization, suggest ways these concerns can be addressed, and describe how you, as a HRM consulting team, would go about solving these problems. Prepare a written proposal of 8 to 10 doubled-spaced pages detailing the proposed program. Your proposal must include an executive summary of no more than one page. Also, develop an audiovisual presentation based on that proposal and deliver it your class. Assessment Tools To quickly assess student learning against the chapter learning outcomes, at the end of the class: Give the students a small verbal quiz against key material in the chapter, such as: What are the three conditions generally required for individuals to work safely? (Answer: ability, motivation, opportunity) What does the ABC stand for in the ABC model of behaviour? (Answer: antecedent, behaviour, consequence) What are the five factors that constitute effective goals? (Answer: difficulty and challenge, achievability, specificity, commitment, feedback) What are the four factors that contribute to the use of PPE? (Answer: hazard awareness, availability of proper-fitting equipment, understanding of how to properly use the equipment, and absence of other factors that would interfere with use of the equipment) What are the four elements contained within the CSA-Z1000-06 Model for OH&S Management Systems? (Answer: plan–do–check–act) Refer back to the various engagement exercises described above—each offers opportunities to assess student learning through observation and reporting. Reflections on Teaching Good teaching requires ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following, and consider whether you want or need to make any adjustments for subsequent lessons. What worked in this lesson? What didn’t? Were students engaged? Were they focused or did they go off on tangents? Did I take steps to adequately assess student learning? Did my assessments suggest that they understood the key concepts? What (if anything) should I do differently next time? How can I gather student feedback? How can I use this feedback for continuous improvement of my teaching? Additional Resources Weblinks To expand on extrinsic motivation and rewards, show your students the website of the online retailer named the Safety Award Store (www.safetyawardstore.com) and discuss the vast array of items available for purchase intended to motivate and reward safety behaviour. For another example of an enterprise focused on providing solutions to companies seeking to motivate their staff, show your students the website of Admire: admireme.ca. Videos Consider showing one or more of the “Rod Stickman” safety videos available for free download from the “Work Safe. For Life” website produced by the Workers’ Compensation Board of Nova Scotia: worksafeforlife.ca/Home/PreventionTools/ToolsfortheWorkplace.aspx. These videos are designed specifically to appeal to young workers, and serve as an excellent example of a targeted campaign to motivate a specific audience to work safely. Suggested answers to cases and exercises Discussion Questions 1. Although there are considerable empirical data supporting their effectiveness, there is also considerable debate about the use of behaviourally based safety programs in industry. Employees and unions have frequently rejected such programs. Why do you think this is so? What can be done to enhance the acceptance of such programs? Answer: Refer to the OH&S Notebook 10.1, “Elements of a Behaviour-Based Safety Program,” and OH&S Today 10.2, “A Risky Side of Behaviour-Based Safety Programs?” for suggestions and cautions on implementing behaviourally based safety programs. Employees and unions may view behaviourally based safety programs (behaviour modification) as a form of bribery or a system that rewards behaviours that are expected on the job. Consideration needs to be given regarding the effect of both intrinsic and extrinsic rewards. Immediate feedback alone may be the most effective way to alter behaviour. Setting clear performance standards, performing regular performance appraisals, and providing ongoing coaching supports the idea of employee feedback. Reasons for Rejection of Behaviorally Based Safety Programs: 1. Perceived as Blaming Employees: Programs might be seen as placing undue responsibility on employees for safety issues, rather than addressing systemic problems. 2. Lack of Employee Involvement: Employees may feel excluded from the development and implementation of these programs, leading to resistance. 3. Limited Focus: Behaviorally based programs might focus narrowly on observable behaviors without addressing underlying causes or systemic issues. 4. Trust Issues: Concerns about the program being used to monitor performance or as a tool for disciplinary actions rather than genuine safety improvement. Enhancing Acceptance of Such Programs: 1. Involve Employees: Engage employees in the development and ongoing refinement of safety programs to ensure their concerns and suggestions are addressed. 2. Emphasize Systemic Changes: Combine behavior-based approaches with systemic safety improvements to address root causes of safety issues. 3. Provide Training and Support: Offer comprehensive training that explains the benefits of the program and how it supports overall safety. 4. Ensure Transparency: Clearly communicate the goals and outcomes of the program to build trust and demonstrate its value in enhancing workplace safety. By addressing these concerns, organizations can improve the acceptance and effectiveness of behaviorally based safety programs. 2. Explain how focusing on behaviours rather than accidents might be a better approach to improving OH&S. Answer: Proactive management attitudes and practices that focus on an employee’s safe work behaviours can prevent accidents before they happen. 3. Why do you think setting goals can influence an employee’s safety-related actions in the workplace? Answer: Goal-setting theory states that we are motivated by our own internal intentions (goals we wish to achieve). Goal setting is a method for changing behaviour that concerns itself with the antecedents of behaviour (“A” of the “ABC” model described in the text). For example, an employee can set a specific goal such as wearing PPE 100% of the time, and the employer can ensure that the employee’s PPE is available 100% of the time. This allows for goal achievement. How might organizations help employees create autonomous motivation for safety-related behaviours? Answer: A transformational leadership approach helps inspire motivation and provides intellectual stimulation as well as individualized consideration—all important elements for helping employees become more autonomously motivated. Transformational leaders can help create social conditions that promote autonomous motivation among workers—for example, by fostering autonomy, a sense of competence, and a sense of relatedness. 5. Describe the role of an organization's safety climate in the promotion of safety behaviours at work. Answer: A safety climate reflects employee and organizational shared perceptions about the importance of safety in the workplace. The following list offers ways in which an organization can promote a positive safety climate. Enact safety policies. Involve all levels of management and employees in safety initiatives. Include safety-related information in the communication of production-related goals. Provide appropriate safety training that is transferable to the workplace. Reward safe behaviour. Encourage and motivate employees to comply (safety compliance) with safety-related rules and to initiate (safety initiative) safer behaviours. 6. What role must organizational leaders play in creating a safety-focused workforce? Answer: A manager/leader who shows commitment to, and promotes, a safety climate creates positive individual and organizational safety outcomes. One way in which leaders can champion OH&S is by applying transformational leadership skills. 7. What are the characteristics of successful occupational safety programs? Answer: Guidelines for creating an OH&S program include writing clear goals and policies, communicating accountability, and performing safety audits. The program requires support and involvement from all levels of management, employees, and stakeholders. Refer to OH&S Notebooks 10.2 and 10.3. The most effective OH&S programs are developed and enacted by employers/HRMs who provide good safety leadership and a safety climate and who motivate and reward employees’ safe work behaviours. The minimum legal elements of an OH&S program are as follows: management commitment a functioning joint OH&S committee written policies, procedures, and standards the existence of regular inspection programs clearly documented, communicated, and enforced accountability for managers, supervisors, workers, contractors, etc. established procedures for hazard identification/rectification and claims management investigation of accidents/incidents maintenance of records and statistics instruction, motivation, and supervision of workers You can find more information on OH&S program elements in the Workers’ Compensation Board of BC publication “How to Implement an Occupational Health and Safety Program.” Visit www.worksafebc.com/publications. No matter what the OH&S program, the employee’s ability and motivation, and the provision of opportunities, are key determinants of program success. Support for employee safe work behaviours requires management’s commitment to safety, expressed as part of the organization’s strategic business plan. Organizations can create a work environment that motivates employees to work safely by implementing successful approaches and processes such as goal setting, behaviour modification, feedback, safety climate, and safety leadership. Motivating environments require communication and employee and management involvement. Refer to Discussion Question 3, 4, and 5 to discuss goal setting theory, safety climate, and transformational leadership. What are the main benefits of OH&S management systems, such as CSA-Z1000-06? What types of challenges might an organization face when trying to implement such a program? Answer: An effective OHSMS places OH&S as an integrated concern across all aspects of an organization’s business operations. They set standards for organizations to follow and to benchmark against, as well as processes to assist with implementing integrated OH&S practices. They help improve an organization’s OH&S performance and demonstrate compliance and due diligence in the event that a safety incident was to occur. Using the Internet 1. Many organizations post their health and safety policies on their websites. Along with a group of classmates, examine these policies. Each of you should choose a different organization in a different market sector. How long are the policies? What information do they cover? Do they establish the unique responsibilities of management and employees? Do they refer to the organization’s safety leadership? Compare your findings with those of your classmates. Answer: Refer to OH&S Notebook 10.3, “Health and Safety Policy Checklist,” for the type of information that should be covered in an organizational OH&S policy. The Workers’ Compensation Board of BC publication “Health and Safety for Hospitality Small Business” provides sample forms and checklists for managing health and safety in business. It outlines a sample health and safety program for hospitality small business, which includes a sample policy; visit www.worksafebc.com/publications. Downloadable materials and forms are posted at tourism.healthandsafetycentre.org/s/Forms.asp. You can access a guide to writing and OH&S policy at www.ccohs.ca/oshanswers/hsprograms/osh_policy.html. Summary of Health and Safety Policies from Various Organizations: 1. Length of Policies: • Varied Lengths: Policies range from concise (1-2 pages) to detailed documents (10+ pages). 2. Information Covered: • Common Elements: General safety protocols, emergency procedures, hazard identification, and reporting mechanisms. • Additional Details: Some include specific guidelines for particular risks relevant to their industry. 3. Responsibilities: • Management: Outlines roles in ensuring safety, providing resources, and enforcing policies. • Employees: Specifies responsibilities for following safety procedures and reporting hazards. 4. Safety Leadership: • Mentions Leadership: Many policies refer to a designated safety officer or committee responsible for overseeing safety initiatives and compliance. Comparison with Classmates: • Policy Length and Detail: Larger organizations or those in high-risk sectors often have more detailed policies. • Responsibilities and Leadership: Consistently highlight the roles of both management and employees, with varying emphasis on safety leadership. These findings show that while the core elements of health and safety policies are similar, the level of detail and focus can vary significantly by organization and industry. 2. Assess the safety climate of your school or workplace. The following Weblink www.tc.gc.ca/civilaviation/systemsafety/Brochures/tp13844/menu.htm may give you some ideas about questions that assess factors related to safety climate. Answer: A safety climate reflects the employees’ and organization’s shared perceptions on the importance of safety in the workplace. The following list offers various ways in which an organization can promote a positive safety climate: Have proactive and enacted safety policies and procedures. Involve all levels of management and employees is safety initiatives. Include safety-related information in the communication of production-related goals. Provide appropriate safety training that is transferable to the workplace. Motivate and reward safe behaviour. Encourage employees to comply (safety compliance) to safety-related rules and initiate (safety initiative) safer behaviours. Continually review, learn, and improve on health and safety initiatives. 3. Search social media sites such as Facebook and Twitter for organizations that are using these sites to promote OH&S. What are some of the messages they are getting out? Who are they likely to reach? To what extent are they interactive? Do you think that social media are effective tools in communicating OH&S messages? Answer: Refer to OH&S Today 10.2, “OHS and Social Media.” Social media are becoming critically important for emergency responders and emergency victims: ohsonline.com/articles/2010/08/13/social-media-already-an-emergency-staple.aspx. Social Media Use for Promoting OH&S: 1. Types of Messages: • Safety Tips: Practical advice on everyday safety practices. • Emergency Procedures: Instructions on what to do in case of accidents or emergencies. • Training Updates: Information about upcoming safety training sessions and programs. • Incident Reports: Sharing lessons learned from recent incidents. 2. Target Audience: • Employees: Directly reaching workers within the organization. • General Public: Potentially engaging a wider audience interested in safety topics. 3. Interactivity: • Engagement: Allows for direct interaction through comments, shares, and likes. • Feedback: Provides a platform for employees and the public to ask questions and provide feedback. 4. Effectiveness: • Effective: Social media can be effective for raising awareness and promoting OH&S messages due to its wide reach and interactive nature. • Limitations: Effectiveness may vary depending on the engagement level and the quality of content. Overall, social media is a valuable tool for promoting OH&S, offering both broad reach and interactive capabilities. 4. Organizations are increasingly adopting comprehensive OH&S management systems that aim to comply with the standards articulated by various agencies (e.g., CSA, ILO). Search the Internet for examples of the types of management systems companies are using. Compare the programs to the frameworks suggested by the standards’ associations. Do you think they comply? Answer: Students should check the examples they find online against the Health and Safety Policy Checklist in OH&S Notebook 10.3. Examples of OH&S Management Systems: 1. ISO 45001:2018 • Features: Focuses on risk management, leadership commitment, and continuous improvement. • Implementation: Companies often have structured risk assessment procedures, safety audits, and employee training programs. 2. OHSAS 18001 (predecessor to ISO 45001) • Features: Emphasizes hazard identification, risk control, and compliance with legal requirements. • Implementation: Includes regular safety inspections, incident reporting systems, and management reviews. 3. CSA Z1000 • Features: Covers comprehensive safety management practices, including policy development, hazard assessment, and performance evaluation. • Implementation: Includes safety plans, training modules, and performance metrics. 4. ILO Guidelines • Features: Provides international standards on occupational health and safety, focusing on worker participation and risk management. • Implementation: Encourages participatory approaches and regular safety drills. Comparison with Standards: • ISO 45001: Many organizations align well, with documented procedures and ongoing risk management processes. • OHSAS 18001: Still used by some organizations, providing a robust framework but being phased out in favor of ISO 45001. • CSA Z1000: Generally aligns with practices seen in Canadian companies, emphasizing comprehensive safety management. • ILO Guidelines: Often referenced but may vary in implementation depending on local regulations and company practices. Compliance: • General Compliance: Many organizations adopt OH&S management systems that align with these standards, though the depth of implementation may vary. • Gaps: Differences in local regulations, resources, and organizational priorities can affect full compliance. In summary, while many management systems align with international standards, the extent of compliance can vary based on implementation and local adaptation. Exercises 1. In discussing health and safety programs, we have emphasized the responsibilities and role of management in establishing and enforcing safety standards. What is the role of employees in these programs? To what extent should employees be responsible for taking the initiative to enhance health and safety in the workplace? Answer: OH&S is a shared legal responsibility of the owner, management, supervisors, and employees. Employees are responsible for protecting their own health and safety as well as the health and safety of other people who may be affected by the work being done. They are responsible for learning and following safe work procedures and practices (e.g., properly using hazard control systems, applying safe work habits, maintaining housekeeping standards, using hygiene practices), using and maintain PPE, reporting hazards to their supervisor or employer, and participating in workplace inspections and incident investigations. Employees must consistently perform their job duties in a safe manner (safety compliance). They can show safety initiative by participating on safety committees and/or auditing teams. 2. Imagine you are on a newly formed national committee that will be awarding safety awards to Canadian organizations. The mandate of this committee is to recognize excellence in the promotion of safety at work. What criteria do you think should be used to assess organizational performance in this area? Create a draft of a rating form the committee might use to evaluate nominated organizations. Answer: There are many areas of OH&S that organizations can be evaluated on. Some criteria are listed below. It is important that the OH&S initiatives be consistent with the organization’s vision, culture, and goals and that they be relevant to the needs of its workforce. It would also be important to focus on proactive (versus reactive) management attitudes and practices that emphasize employee safe work behaviours and that increase the opportunity for safe work behaviours. The process could be comprised of listing measurable health and safety factors, analyzing the organization’s OH&S statistical data, and conducting in-depth meetings on OH&S factors: health improvement and medical cost savings effective disability management practices and policies reduced benefit costs (e.g., STD and LTD, drug, and paramedical claims) reduced WCB premiums and disability costs employee health and safety issues health promotion programs reduced incidence of “close calls” reduced accident, injury, and fatality rates reduced lost-time injuries safety culture alignment of organizational health strategies to the business plan involvement of all employees in decisions involving their workplace health identification of employee OH&S needs, and dealing with barriers to a healthy workplace development and implementation of learning and performance management systems (e.g., measure and reward achievements, invest annually in employee training and development, link health and safety performance to compensation) recognition of the company’s commitment to continuous improvement in employee health, safety, and well-being recognition of employee health and well-being as an integral and strategic part of the way the organization does business comprehensive range of preventative and educational programs development of wellness initiatives Online Information on Organization Occupational Health and Safety Awards The National Quality Institute in partnership with Health Canada and health and wellness professionals has developed the Canadian Healthy Workplace Criteria. Visit www.nqi.ca/nqistore/product_details.aspx?ID=63. Also visit the Safety Award Criteria, Mineral Management Service, at www.mms.gov/awards/SAFEcriteria.htm. Also visit these sites: Healthworkplace Week, www.healthyworkplaceweek.ca Dofasco, www.dofasco.ca/bins/content_page.asp?cid=2347-2349-2534 Safety Awards—Johnston and Johnson, www.jnj.com/community/health_safety/awards 3. Throughout this chapter we have emphasized the importance of managerial support for health and safety initiatives. In particular, we have noted the importance of a positive safety climate in the realization of safety-related goals. Imagine you are the newly hired HRM in a manufacturing organization that currently does not place a high degree of value on health and safety. In other words, the organization has a negative safety climate. Top executives have indicated that they would like this situation to change, and they tell you that part of your job is to improve safety performance in the organization. What are the first three initiatives that you would launch to improve the safety climate of this organization? Answer: A safety climate reflects employee and organizational shared perceptions on the importance of safety in the workplace. The following list describes several ways in which an organization can promote a positive safety climate: Enact safety policies. Involve all levels of management and employees in safety initiatives. Include safety-related information in the communication of production-related goals. Provide appropriate safety training that is transferable to the workplace. Reward safe behaviour. Encourages and motivate employees to comply (safety compliance) to safety-related rules and initiate (safety initiative) safer behaviours. Support for employee safe work behaviours requires management’s commitment to safety expressed as part of the organization’s strategic business plan. A safety climate requires support and involvement from all levels of management, employees and stakeholders. For individuals to work safely, at least three conditions are necessary. Workers must have: the knowledge, skills and abilities necessary to perform their jobs, the motivation to work safely, and the opportunity to work safely; the organization supports safe work. These three factors combine in a multiplicative equation: Safety Performance = Ability × Motivation × Opportunity The employee’s ability and motivation, and the provision of opportunities, are key determinants of a safety climate. Organizations can create an environment that motivates employees to work safely by implementing successful approaches and processes such as goal setting, behaviour modification, and feedback. Motivating environments require safety leadership, communication, and employee and management involvement. 4. With a small group of classmates, create a proposal for developing an effective OH&S program for an organization that one of the team members has worked in (or is knowledgeable about). You will need to identify the health and safety concerns in that organization, suggest ways these concerns could be addressed, and describe how you (as an HRM consulting team) would go about solving these problems. Here are some questions you will need to consider: What do you think the critical issues and real problems are and why? What OH&S knowledge have you gained in this course that can be applied to the problems you have identified? What solutions do you propose and why? How would you implement you plan? Why? Prepare a written proposal (8 to 10 doubled-spaced pages) detailing the proposed program. Your proposal must include an executive summary of no more than one page. Also, develop an audiovisual presentation based on that proposal and deliver it your class. Answer: Several Workers’ Compensation Board of BC publications provide information on health and safety programs. They are listed below; visit www.worksafebc.com/publications. “Effective Safety and Health Programs: The Key to a Safe Workplace & Due Diligence” “How to Implement an Effective Occupational Health and Safety Program” “Small Business Guide to Occupational Health and Safety” “Small Business, Occupational Health and Safety for Hospitality” “Small Business, Informal Safety Program” “Small Business, Summary of Occupational Health and Safety Requirements” Proposal for Developing an Effective OH&S Program Organization: Manufacturing Plant a. Critical Issues and Problems: • Hazards Identified: Machinery risks, chemical exposure, and physical strain. • Reasons: High-risk tasks, lack of specific training, and insufficient safety protocols. b. OH&S Knowledge Applied: • Risk Assessment: Conduct thorough hazard assessments and implement control measures. • Behavioral Safety: Use behavior-based safety programs to encourage safe practices. • Training: Ensure comprehensive training on specific hazards and emergency procedures. c. Proposed Solutions: 1. Hazard Assessment: Regularly identify and assess risks associated with machinery and chemicals. 2. Training Programs: Develop tailored training for handling machinery, chemicals, and ergonomics. 3. Safety Procedures: Implement clear safety protocols, including PPE usage and emergency response. d. Implementation Plan: 1. Assessment: Perform an initial risk assessment to identify key areas for improvement. 2. Training Development: Create and roll out targeted training programs. 3. Policy Update: Revise safety procedures and ensure all employees are informed. 4. Monitoring and Evaluation: Regularly review the effectiveness of the program and make adjustments as needed. Why: • Assessment: Identifies immediate risks and areas needing intervention. • Training: Ensures employees are knowledgeable and prepared. • Policy Update: Aligns procedures with current risks and safety standards. • Monitoring: Keeps the program effective and responsive to changing conditions. This approach addresses the specific needs of the manufacturing plant, leveraging OH&S principles to enhance safety and compliance. Cases Case 1: Noncompliance with Safety Standards, and Case 2: Safety in the Bakery These cases focus on the OH&S issue of abilities, motivation, and opportunity. For individuals to work safely, the following three factors must combine in a multiplicative equation: Safety Performance = Ability × Motivation × Opportunity Refer to Figure 10.1 in the text. Do the employees have the following? 1. The knowledge, skills and abilities necessary to perform their jobs? 2. The motivation to work safely? 3. The opportunity to work safely? Successful OH&S approaches and processes include the following: training, goal setting, behaviour modification, feedback, safety climate, and safety leadership. Refer to Discussion Question 3, 4, and 5 to discuss goal-setting theory, safety climate, and transformational leadership, and to Chapter 9 to discuss training. A successful OH&S program emphasizes management’s support and commitment to OH&S and could contribute to the realization of the above three listed conditions required for safety performance. Case 3: Working to Change Safety Guidelines for creating an OH&S program include writing clear goals and policies, communicating accountability, and performing safety audits. Support for employee safe work behaviours requires management’s commitment to safety expressed as part of the organization’s strategic business plan. The OH&S program requires support and involvement from all levels of management, employees, and stakeholders. (Refer to OH&S Notebooks 10.2 and 10.3). The most effective OH&S programs are developed and enacted by employers/HRMs who provide good safety leadership and a safety climate, who motivate and reward employees’ safe work behaviours, and who involve employees in the health and safety decision making. The minimum legal elements of an OH&S program are as follows: management commitment a functioning joint OH&S committee written policies, procedures, and standards regular inspection programs clearly documented, communicated, and enforced accountability for managers, supervisors, workers, contractors, etc. established procedures for hazard identification/rectification and claims management investigation of accidents/incidents maintenance of records and statistics instruction, motivation, and supervision of workers You can find more information on OH&S program elements in the Workers’ Compensation Board of BC publication “How to Implement an Occupational Health and Safety Program”: www.worksafebc.com/publications. No matter what the OH&S program, the employees’ ability and motivation, and the provision of opportunities, are key determinants of program success. Organizations can create a work environment that motivates employees to work safely by implementing successful approaches and processes such as goal setting, behaviour modification, feedback, safety climate, and safety leadership. Motivating environments require communication as well as employee and management involvement. Refer to Discussion Questions 3, 4 and 5 to discuss goal-setting theory, safety climate, and transformational leadership. Solution Manual for Management of Occupational Health and Safety Kevin E. Kelloway, Lori Francis, Bernadette Gatien 9780176532161, 9780176657178