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!