safety culture _ aguilera version
Post on 14-Apr-2017
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Chris&na M. Aguilera, MPH, CHMM
Step
s to Safety The product of individual and group values,
a7tudes, percep8ons, competencies and pa:erns of behavior …. Reflects the a*tudes, beliefs, percep4ons and values shared related to safety.
affect behavioral norms
Step
s to Safety • How is work performed independent of
policies and wri:en documents.
Step
s to Safety • Make safety the campus norm
• Self enforcing community
Safety Climate
Safety Goal
Culture
Values
A7tudes
Percep8ons Competencies
Behaviors
Step
s to Safety • Engrained and takes 8me to
alter • Not just mission statements • Ac8ons, prac8ces, norms and perspec8ves of the people of an organiza8on from the top to the bo:om.
Step
s to Safety • Safety recognized as
part of the work process that supports the ins8tu8onal product of learning, research, and community involvement.
Step
s to Safety • Organiza&onal Culture
– Management commitment – Community Norms
• Training and outreach – Understand hazards/risks and controls – Impetus
• Reinforcement
Step
s to Safety • Percep8ons of Risk
• Priori8es – aligned with safety goals • Policies – how safety is integrated?
Step
s to Safety • Individuals need to believe:
– There is a risk • They are vulnerable to injury/exposure/illness
– Recommended controls work and are reasonable – They are supported in their safety ac8ons • By their peers (norm) • By their supervisor • Group level dynamics play a role
– They are valued
Step
s to Safety
• Building ins8tu8onal commitment – Produc8on priority separate from safety priority – Lack of informa8on – accountability – Lack of funding to correct unsafe condi8ons
• Lack of hazard iden8fica8on and risk assessment – Lack of a lessons learned process
• Limited training mechanisms • Lack of ac8on to correct unsafe behaviors • Lack of employee involvement or buy-‐in
– Some8mes a poor pre-‐established culture
Step
s to Safety • No one approach is completely successful
• Business uses: – Enforcement – Training – Incen8ve (e.g., lack of injury, reduced insurance rate)
Step
s to Safety • Seat Belts,
– Engineering controls (audible alarm) – Ad campaign – Enforcement – All affected norms
• Speeding, • Drunk Driving
Step
s to Safety
Assess Train Outreach Reinforce
Step
s to Safety
Assess Trust Train Outreach Reinforce
Step
s to Safety
• Job hazard analysis and… • Process reviews – Staff/Faculty use guides and check lists provided by EHS.
• Control Banding – Establish standardized controls appropriate to the risk level – Helps ins8tu8onal safety commi:ees assess risks and assign controls when reviewing proposed work
– Helps staff/researchers understand hazards and associated risks and quickly iden8fy controls
Step
s to Safety Teaches how to:
• Iden8fy hazards • Understand the risk and • Provides examples and tools for elimina8ng the hazard or controlling the risk
Step
s to Safety • Raise safety awareness
• Points campus community to resources • Iden8fies the expecta8ons for safety and shows the ins8tu8onal commitment
Clear messages
Step
s to Safety
• Affect percep8ons and beliefs • Learns from marke8ng industry
“selling safety” – Campaigns – Understanding the audience and what mo8vates them (different for different ages, cultures, etc.)
– Telling stories – make it real to them • Creditable threat • Audience iden8fies with message
– Effec8ve messages and communica8on tools (for target group) • Social media • Interac8ve training
Step
s to Safety
• Re-‐evaluate risk – Audits/inspec8ons – Change -‐ process change assessment
• Success – difficult to quan8fy – Un-‐interrupted funding – Reduc8on of lost days – Lack of compliance findings (benchmark) – Strong reputa8on – safe campus – No bad press
• Reinforce • Provide posi8ve feedback
Step
s to Safety • Safety Awards or other incen8ves
• Keep safety at the forefront (more marke8ng) – Safety review integrated into processes – Part of messages to patrons, prospec8ve students,
• Performance evalua8ons/service credit – safety • Re-‐evaluate policies • Take ac8on
Step
s to Safety • Clear
• Approachable & trusted • Responsive • Ra8onale • Resource • Effec8ve • Strong rela8onships CARES
Step
s to Safety • Value employees and students
• Provide clear messages • Ensure students and staff – Understand how to iden8fy hazards, true risks and proper controls
– Engaged – Situa8onal awareness – Provided with resources – “Sold” on safety
Step
s to Safety • Define safety responsibili8es
• Clear roles, procedures and policies – What, who, how (when, where) and why
• Accountability, benchmarking • Repor8ng (incidents, near misses, injuries, symptoms, condi8ons, odors, etc.) – Follow up & follow through
Step
s to Safety • Safety Commi:ee(s)
• Proac8ve vs. reac8ve
Step
s to Safety • Is part of the work, research, and learning
processes – not seen as imposi8on or hindrance
• Helps ensure safe produc8ve and uninterrupted working and learning environment
Thank you for your 8me!
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