The Psychology of Safety Handbook

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ISBN: 9781566705400 | 1566705401
Cover: Hardcover
Copyright: 12/21/2000

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Revised and updated from the bestselling book that has become required reading for Certified Safety Professional status, the New Edition contains fifty percent more information. Companies can't improve their safety performance to enviable levels without addressing human behavior and attitude effectively. The only comprehensive text on the psychology of the human dynamics of safety, The Psychology of Safety Handbook shows safety professionals, and those in charge of safety in their organizations how to apply psychology to improve safety and health. It is still the only comprehensive, one-stop resource on the human dynamics of safety.

Section one: Orientation and alignment

(50)

Choosing the right approach

(18)

Selecting the best approach

(7)

Behavior-based programs

(1)

Comprehensive ergonomics

(1)

Engineering changes

(1)

Group problem solving

(1)

Government action (in Finland)

(1)

Management audits

(1)

Stress management

(1)

Poster campaigns

(1)

Personnel selection

(1)

Near-miss reporting

(1)

The critical human element

(1)

The folly of choosing what sounds good

(1)

The fallacy of relying on common sense

(6)

Relying on research

(1)

Start with behavior

(2)

In conclusion

(1)

References

(3)

Starting with theory

(12)

The mission statement

(1)

Theory as a map

(4)

Relevance to occupational safety

(1)

A basic mission and theory

(1)

Behavior-based vs. person-based approaches

(4)

The person-based approach

(1)

The behavior-based approach

(1)

Considering cost effectiveness

(1)

Integrating approaches

(1)

In conclusion

(1)

References

(3)

Paradigm shifts for total safety

(18)

The old three Es

(1)

Three new Es

(2)

Ergonomics

(1)

Empowerment

(1)

Evaluation

(1)

Shifting paradigms

(10)

From government regulation to corporate responsibility

(1)

From failure oriented to achievement oriented

(1)

From outcome focused to behavior focused

(1)

From top-down control to bottom-up involvement

(1)

From rugged individualism to interdependent teamwork

(1)

From a piecemeal to a systems approach

(1)

From fault finding to fact finding

(3)

From reactive to proactive

(1)

From quick fix to continuous improvement

(1)

From priority to value

(1)

Enduring values

(2)

In conclusion

(1)

References

(3)

Section two: Human barriers to safety

(56)

The complexity of people

(16)

Fighting human nature

(4)

Learning to be at-risk

(1)

Dimensions of human nature

(2)

Cognitive failures

(5)

Capture errors

(1)

Description errors

(1)

Loss-of-activation errors

(1)

Mode errors

(1)

Mistakes and calculated risks

(1)

In summary

(1)

Interpersonal factors

(4)

Peer influence

(1)

Power of authority

(2)

In conclusion

(1)

References

(2)

Sensation, perception, and perceived risk

(20)

An example of selective sensation or perception

(6)

Biased by context

(2)

Biased by our past

(2)

Relevance to achieving a Total Safety Culture

(1)

Perceived risk

(4)

Real vs. perceived risk

(1)

The power of choice

(1)

Familiarity breeds complacency

(1)

The power of publicity

(1)

Sympathy for victims

(1)

Understood and controllable hazards

(1)

Acceptable consequences

(1)

Sense of fairness

(1)

Risk compensation

(5)

Support from research

(2)

Implications of risk compensation

(1)

In conclusion

(1)

References

(3)

Stress vs. distress

(18)

What is stress?

(3)

Constructive or destructive?

(1)

The eyes of the beholder

(1)

Identifying stressors

(5)

Work stress profile

(4)

Coping with stressors

(4)

Person factors

(1)

Fit for stressors

100

(1)

Social factors

101

(1)

Attributional bias

102

(3)

The fundamental attribution error

103

(1)

The self-serving bias

104

(1)

In conclusion

105

(1)

References

106

(1)

Section three: Behavior-based psychology

107

(66)

Basic principles

109

(20)

Primacy of behavior

110

(4)

Reducing at-risk behaviors

111

(1)

Increasing safe behaviors

112

(2)

Direct assessment and evaluation

114

(1)

Intervention by managers and peers

115

(1)

Learning from experience

115

(10)

Classical conditioning

116

(1)

Operant conditioning

117

(2)

Observational learning

119

(5)

Overlapping types of learning

124

(1)

In conclusion

125

(1)

References

126

(3)

Defining critical behaviors

129

(24)

The DO IT process

130

(4)

Defining target behaviors

134

(5)

What is behavior?

136

(1)

Outcomes of behavior

136

(1)

Person-action-situation

137

(1)

Describing behaviors

137

(1)

Interobserver reliability

138

(1)

Multiple behaviors

138

(1)

Observing behavior

139

(8)

Properties of behavior

140

(1)

Measuring behavior

140

(1)

Recording observations

140

(2)

A personal example

142

(1)

Using the critical behavior checklist

143

(4)

Two basic approaches

147

(4)

Starting small

148

(1)

Observing multiple behaviors

149

(2)

In conclusion

151

(1)

References

151

(2)

Behavioral safety analysis

153

(20)

Reducing behavioral discrepancy

155

(7)

Can the task be simplified?

155

(1)

Is a quick fix available?

156

(1)

Is safe behavior punished?

157

(1)

Is at-risk behavior rewarded?

158

(1)

Are extra consequences used effectively?

159

(1)

Is there a skill discrepancy?

160

(1)

What kind of training is needed?

160

(1)

Is the person right for the job?

161

(1)

In summary

162

(1)

Behavior-based safety training

162

(4)

Safety training vs. safety education

163

(1)

Different teaching techniques

164

(1)

An illustrative example

165

(1)

In summary

165

(1)

Intervention and the flow of behavior change

166

(5)

Three types of behavior

166

(1)

Three kinds of intervention strategies

167

(2)

The flow of behavior change

169

(1)

Accountability vs. responsibility

170

(1)

In conclusion

171

(1)

References

172

(1)

Section four: Behavior-based intervention

173

(120)

Intervening with activators

175

(28)

Specify behavior

177

(1)

Maintain salience with novelty

177

(5)

Habituation

178

(3)

Warning beepers: a common work example

181

(1)

Vary the message

182

(1)

Changeable signs

182

(1)

Worker-designed safety signs

183

(1)

Involve the target audience

183

(7)

Safe behavior promise

184

(2)

The ``Flash for Life''

186

(2)

The Airline Lifesaver

188

(2)

Activate close to response opportunity

190

(5)

Point-of-purchase activators

191

(1)

Activating with television

191

(1)

Buckle-up road signs

192

(3)

Implicate consequences

195

(4)

Incentives vs. disincentives

195

(2)

Setting goals for consequences

197

(2)

In conclusion

199

(1)

References

200

(3)

Intervening with consequences

203

(30)

The power of consequences

204

(8)

Consequences in school

205

(2)

Intrinsic vs. extrinsic consequences

207

(2)

Internal vs. external consequences

209

(1)

An illustrative story

210

(1)

Four types of consequences

211

(1)

Managing consequences for safety

212

(10)

Four behavior-consequence contingencies for motivational intervention

213

(1)

The case against negative consequences

214

(2)

Discipline and involvement

216

(6)

``Dos'' and ``don'ts'' of safety rewards

222

(7)

Doing it wrong

222

(1)

Doing it right

223

(3)

An exemplary incentive/reward program

226

(1)

Safety thank-you cards

226

(2)

The ``Mystery Observee'' program

228

(1)

In conclusion

229

(1)

References

230

(3)

Intervening as a behavior-change agent

233

(32)

Selecting an intervention approach

233

(6)

Various intervention approaches

234

(2)

Multiple intervention levels

236

(2)

Increasing intervention impact

238

(1)

Intervening as a safety coach

239

(1)

Athletic coaching vs. safety coaching

239

(1)

The safety coaching process

240

(17)

``C'' for care

241

(1)

``O'' for observe

242

(8)

``A'' for analyze

250

(1)

``C'' for communicate

250

(6)

``H'' for help

256

(1)

``H'' for humor

256

(1)

``E'' for esteem

256

(1)

``L'' for listen

256

(1)

``P'' for praise

256

(1)

What can a safety coach achieve?

257

(2)

Self-appraisal of coaching skills

259

(1)

In conclusion

259

(2)

References

261

(4)

Intervening with supportive conversation

265

(28)

The power of conversation

266

(4)

Building barriers

267

(1)

Resolving conflict

267

(1)

Bringing tangibles to life

267

(1)

Defining culture

267

(1)

Defining public image and self-esteem

268

(1)

Making breakthroughs

269

(1)

In summary

269

(1)

The art of improving conversation

270

(6)

Do not look back

270

(1)

Seek commitment

271

(1)

Stop and listen

271

(1)

Ask questions first

271

(2)

Transition from nondirective to directive

273

(1)

Beware of bias

274

(1)

Plant words to improve self-image

275

(1)

In summary

275

(1)

Conversation for safety management

276

(2)

Coaching conversation

277

(1)

Delegating conversation

277

(1)

Instructive conversation

277

(1)

Supportive conversation

278

(1)

Recognizing safety achievement

278

(5)

Recognize during or immediately after safe behavior

279

(1)

Make recognition personal for both parties

280

(1)

Connect specific behavior with general higher-level praise

281

(1)

Deliver recognition privately and one-on-one

281

(1)

Let recognition stand alone and soak in

281

(1)

Use tangibles for symbolic value only

282

(1)

Secondhand recognition has special advantages

282

(1)

Receiving recognition well

283

(3)

Avoid denial and disclaimer statements

283

(1)

Listen attentively with genuine appreciation

284

(1)

Relive recognition later for self-motivation

284

(1)

Show sincere appreciation

285

(1)

Recognize the person for recognizing you

285

(1)

Embrace the reciprocity principle

285

(1)

Ask for recognition when deserved but not forthcoming

285

(1)

Quality safety celebrations

286

(3)

Do not announce celebrations for injury reduction

286

(1)

Celebrate the outcome but focus on the journey

287

(1)

Show top-down support but facilitate bottom-up involvement

287

(1)

Relive the journey toward injury reduction

287

(1)

Facilitate discussion of successes and failures

288

(1)

Use tangible rewards to establish a memory

288

(1)

Solicit employee input

288

(1)

Choosing the best management conversation

289

(1)

The role of competence and commitment

289

(1)

In conclusion

290

(1)

References

291

(2)

Section five: Actively caring for safety

293

(92)

Understanding actively caring

295

(30)

What is actively caring?

296

(8)

Three ways to actively care

297

(1)

Why categorize actively caring behaviors?

298

(2)

An illustrative anecdote

300

(2)

A hierarchy of needs

302

(2)

The psychology of actively caring

304

(5)

Lessons from research

305

(4)

Deciding to actively care

309

(5)

Is something wrong?

309

(2)

Am I needed?

311

(1)

Should I intervene?

312

(1)

What should I do?

313

(1)

Summary of the decision framework

314

(1)

A consequence analysis of actively caring

314

(3)

The power of context

317

(3)

Experiencing context

317

(1)

An illustrative anecdote

318

(1)

Context at work

319

(1)

Summary of contextual influence

320

(1)

In conclusion

320

(1)

References

321

(4)

The person-based approach to actively caring

325

(28)

Actively caring from the inside

326

(11)

Person traits vs. states

328

(1)

Searching for the actively caring personality

328

(1)

Actively caring states

329

(8)

Measuring actively caring states

337

(2)

A safety culture survey

338

(1)

Support for the actively caring model

338

(1)

Check your understanding

338

(1)

Theoretical support for the actively caring model

339

(2)

Research support for the actively caring model

341

(4)

Self-esteem

342

(1)

Personal control

342

(1)

Optimism

342

(1)

Belonging

343

(1)

Direct test of the actively caring model

344

(1)

Actively caring and emotional intelligence

345

(3)

Safety, emotions, and impulse control

346

(1)

Nurturing emotional intelligence

347

(1)

In conclusion

348

(1)

References

349

(4)

Increasing actively caring behaviors

353

(32)

Enhancing the actively caring person states

353

(11)

Self-esteem

354

(3)

Self-efficacy

357

(4)

Personal control

361

(3)

The power of choice

364

(7)

Optimism

366

(1)

Belonging

367

(4)

Directly increasing actively caring behaviors

371

(3)

Education and training

372

(1)

Consequences for actively caring

373

(1)

The reciprocity principle

374

(3)

Reciprocity: ``Do for me and I'll do for you''

374

(3)

Commitment and consistency

377

(4)

Some influence techniques can stifle trust

380

(1)

Reinforcers vs. rewards

380

(1)

In conclusion

381

(1)

References

382

(3)

Section six: Putting it all together

385

(116)

Promoting high-performance teamwork

387

(28)

Paradigm shifts for teamwork

388

(1)

From individual to team performance

388

(1)

From individual jobs to team tasks

388

(1)

From competitive rewards to rewards for cooperation

388

(1)

From self-dependence to team-dependence

389

(1)

From one-to-one communication to group interaction

389

(1)

When teams do not work well

389

(3)

Group gambles

390

(2)

Overcoming groupthink

392

(1)

Cultivating high-performance teamwork

392

(17)

Selecting team members

393

(1)

Clarify the assignment

394

(1)

Establish a team charter

395

(4)

Develop an action plan

399

(1)

Make it happen

400

(3)

Evaluate team performance

403

(2)

Disband, restructure, or renew the team

405

(3)

In summary

408

(1)

The developmental stages of teamwork

409

(3)

Forming

409

(1)

Storming

410

(1)

Norming

410

(1)

Performing

411

(1)

Adjourning

412

(1)

In conclusion

412

(2)

References

414

(1)

Evaluating for continuous improvement

415

(30)

Measuring the right stuff

415

(5)

Limitations of performance appraisals

416

(1)

What is performance improvement?

417

(3)

Developing a comprehensive evaluation process

420

(15)

What to measure?

422

(1)

Evaluating environmental conditions

423

(4)

Evaluating work practices

427

(1)

Evaluating person factors

427

(3)

Reliability and validity

430

(5)

Cooking numbers for evaluation

435

(4)

What do the numbers mean?

436

(2)

An exemplar

438

(1)

Evaluating costs and benefits

439

(2)

You cannot measure everything

441

(1)

In conclusion

442

(1)

References

443

(2)

Obtaining and maintaining involvement

445

(32)

Starting the process

446

(7)

Management support

446

(1)

Creating a Safety Steering Team

446

(1)

Developing evaluation procedures

447

(1)

Setting up an education and training process

447

(3)

Sustaining the process

450

(1)

Awareness support--activators

450

(1)

Performance feedback--consequences

450

(1)

Tangible consequences

451

(1)

Ongoing measurement and evaluation

451

(1)

Follow-up instruction/booster sessions

451

(1)

Involvement of contractors

452

(1)

Trouble shooting and fine-tuning

452

(1)

Cultivating continuous support

453

(9)

Where are the safety leaders?

453

(2)

Safety management vs. safety leadership

455

(4)

Communication to sell the process

459

(3)

Overcoming resistance to change

462

(5)

Planning for safety generalization

467

(3)

Building and sustaining momentum

470

(3)

Relevance to industrial safety and health

470

(1)

Achievement of the team

471

(1)

Atmosphere of the culture

471

(1)

Attitude of the leaders

472

(1)

In conclusion

473

(1)

References

474

(3)

Reviewing the principles

477

(24)

The 50 principles

478

(19)

In conclusion

497

(1)

References

498

(3)

Subject Index

501

(22)

Name Index

523

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The Psychology of Safety Handbook

Summary

Table of Contents

Supplemental Materials