1. ACHIEVING A TOTAL SAFETY CULTURE
TSC
Instructor Guide
SAY:
The purpose of this class is to provide you with the definition, benefits and
key elements of a Total Safety Culture, or TSC.
You are here today because you are the key element to the success
of this process.

2. Course Objectives Identify Your role in the Total Safety Culture
Identify the elements of Total Safety Culture
Explain the importance of the three sides of the safety triangle
Learn the advantages of Observation and Feedback
SAY:
Today we will discuss how this shift to a Total Safety Culture affects you
and your daily responsibilities at work. Your involvement in this is
instrumental to the success of this process.
I encourage your questions and please feel free to stop and ask questions
throughout this session.

3. Agenda A Total Safety Culture Overview What it is Why it is important
Motivation - how it affects you
The Observation and Feedback Process
Supervisor Responsibilities
Giving and Receiving Feedback
SAY:
A Total Safety Culture is based upon the fact that approximately 90% of all workplace accidents are caused by human behavior, NOT as a result of faulty equipment or poor procedures.
A safety culture focuses on the root cause of accidents - human behavior and work practices.. ATSC is a proactive approach that involves all employees in continuous safety performance. .

4. The Characteristics of a Successful Total Safety Culture
Safety is held as a value by all employees
Each employee feels a sense of responsibility for the safety of their co-worker as well as themselves
Each employee “Actively Cares”
Each employee realizes their responsibility to speak- up when a fellow employee is at risk
SAY:
There are several important characteristics of a successful Total Safety Culture:
Safety is no longer considered a priority that can be shifted. It becomes a value that is linked to every work task performed.
Each individual routinely performs “Actively Caring.”
Actively Caring is showing others, in an active way, that you will go out of your way to benefit others.
All employees feel responsible for their co-worker's safety as well as their own.
Each individual is willing and able to “go beyond the call of duty” for the safety of others.
ASK: How many of you have seen at-risk behaviors at work, but have not said anything?

5. Values, Intentions and Behaviors
Cautioning co-workers about performing unsafe acts
SAY:
People all have values, intentions and behaviors. These are the results from a survey administered to a number of employees in a variety of different organizations. A pattern emerged when addressing employee’s values, intentions and actual behaviors.
90% of those survey said that they SHOULD caution co-workers about performing unsafe acts.
83% said that they are WILLING to caution co-workers about performing unsafe acts.
Only 47% ACTUALLY do caution co-workers about performing unsafe acts.
Through the Total Safety Culture, employees are creating a culture where employee are comfortable cautioning co-workers about unsafe behaviors.
ALL NASSCO employees will be trained on the principles and tools to use in performing these behaviors.

6. 1 2 3 Safety Triangle Environment Person Behavior
Equipment, Tools, Machines,
Housekeeping, Heat/Cold,
Engineering 2
Person
Knowledge, Skills, Abilities,
Intelligence, Motives,
Attitude, Personality
SAY:
In an organization such as NASSCO, the safety culture is influenced by three areas:
1. Environment - this includes equipment, housekeeping, tools, MSDS, safety grams, gangbox meetings, etc. Traditionally, most companies focus safety efforts on the environment area of the safety triangle.
2. Person - this is an employee’s attitudes, beliefs, feelings as well as their knowledge, skill and abilities. These are harder to measure and sometimes difficult to see.
3. Behavior - this is what a person does. It can be observed and measured.
Remember, about 90% of all injuries are attributable to human behavior, yet most organizations concentrate their safety improvement efforts on the environment only.
A Total Safety Culture addresses all three areas of the safety triangle but concentrates specifically on the person and work practices/behavior areas.
Today we will focus on the person and behavior sides of the safety triangle.
ASK: Why is behavior an important part of safety? 3
Behavior
Putting on PPE, Lifting properly, Following procedures,
Locking out power, Cleaning up a spill,
Sweeping floor, Coaching co-workers

7. Focus: Accident Prevention
Fatality
Serious Injury
Minor Injury
Total
Safety
Culture
SAY:
Accident Prevention Focus:
The most visible safety issues are those that result in fatalities and serious injuries. Some minor injuries are visible, but many minor injuries as well as near misses are never reported. It is also very difficult to see at-risk work practices in the current safety environment.
As you move down this “iceberg,” there are more opportunities to prevent injuries or to be proactive instead of reactive.
The success of a Total Safety Culture relies on making all elements of this “iceberg” visible.
By looking at all behavior a, all elements of the iceberg become visible. The Total Safety Culture process will look at all behaviors of all employees.
Near Miss
At-Risk Work Practices

8. Developing Safe Habits
SAY:
Accidents are not usually the result of a deliberate act. Many injuries occur through unconscious behavior. Unconscious behavior is what we do when we’re not purposely thinking about what we’re doing. Some unconscious behavior is habit - we know it so well, we don’t even have to think about it. Other unconscious behavior is because we don’t know any better. Through feedback, people can become more conscious of and change at-risk behavior to safe behavior.
Unconsciously Incompetent - “I didn’t know there was a better way.” We may be unaware of our at-risk practices.
Consciously Incompetent - “I know there’s a better way, I need to learn it.” Through feedback, we become aware of our at-risk actions. We may need several reminders to change the behavior.
Consciously Competent - “I know I am doing this right because I’m following the procedure. “ You need a reminder on occasion or need to take the extra time or effort to do it safely.
Unconsciously Competent - “I no longer think about it; I know it is right and now it is a habit.”
The goal in a Total Safety Culture is to move all employees from unconsciously incompetent work practices to unconsciously competent behaviors. We don’t have to stop and think about working safely; it’s now a habit. This will be achieved through repetition and positive feedback by using the observation and feedback process.
Unconsciously Incompetent

9. Developing Safe Habits
SAY:
Accidents are not usually the result of a deliberate act. Many injuries occur through unconscious behavior. Unconscious behavior is what we do when we’re not purposely thinking about what we’re doing. Some unconscious behavior is habit - we know it so well, we don’t even have to think about it. Other unconscious behavior is because we don’t know any better. Through feedback, people can become more conscious of and change at-risk behavior to safe behavior.
Unconsciously Incompetent - “I didn’t know there was a better way.” We may be unaware of our at-risk practices.
Consciously Incompetent - “I know there’s a better way, I need to learn it.” Through feedback, we become aware of our at-risk actions. We may need several reminders to change the behavior.
Consciously Competent - “I know I am doing this right because I’m following the procedure. “ You need a reminder on occasion or need to take the extra time or effort to do it safely.
Unconsciously Competent - “I no longer think about it; I know it is right and now it is a habit.”
The goal in a Total Safety Culture is to move all employees from unconsciously incompetent work practices to unconsciously competent behaviors. We don’t have to stop and think about working safely; it’s now a habit. This will be achieved through repetition and positive feedback by using the observation and feedback process.
Consciously Incompetent
Unconsciously Incompetent

10. Developing Safe Habits
Consciously Competent
SAY:
Accidents are not usually the result of a deliberate act. Many injuries occur through unconscious behavior. Unconscious behavior is what we do when we’re not purposely thinking about what we’re doing. Some unconscious behavior is habit - we know it so well, we don’t even have to think about it. Other unconscious behavior is because we don’t know any better. Through feedback, people can become more conscious of and change at-risk behavior to safe behavior.
Unconsciously Incompetent - “I didn’t know there was a better way.” We may be unaware of our at-risk practices.
Consciously Incompetent - “I know there’s a better way, I need to learn it.” Through feedback, we become aware of our at-risk actions. We may need several reminders to change the behavior.
Consciously Competent - “I know I am doing this right because I’m following the procedure. “ You need a reminder on occasion or need to take the extra time or effort to do it safely.
Unconsciously Competent - “I no longer think about it; I know it is right and now it is a habit.”
The goal in a Total Safety Culture is to move all employees from unconsciously incompetent work practices to unconsciously competent behaviors. We don’t have to stop and think about working safely; it’s now a habit. This will be achieved through repetition and positive feedback by using the observation and feedback process.
Consciously Incompetent
Unconsciously Incompetent

11. Developing Safe Habits
Unconsciously Competent
Consciously Competent
SAY:
Accidents are not usually the result of a deliberate act. Many injuries occur through unconscious behavior. Unconscious behavior is what we do when we’re not purposely thinking about what we’re doing. Some unconscious behavior is habit - we know it so well, we don’t even have to think about it. Other unconscious behavior is because we don’t know any better. Through feedback, people can become more conscious of and change at-risk behavior to safe behavior.
Unconsciously Incompetent - “I didn’t know there was a better way.” We may be unaware of our at-risk practices.
Consciously Incompetent - “I know there’s a better way, I need to learn it.” Through feedback, we become aware of our at-risk actions. We may need several reminders to change the behavior.
Consciously Competent - “I know I am doing this right because I’m following the procedure. “ You need a reminder on occasion or need to take the extra time or effort to do it safely.
Unconsciously Competent - “I no longer think about it; I know it is right and now it is a habit.”
The goal in a Total Safety Culture is to move all employees from unconsciously incompetent work practices to unconsciously competent behaviors. We don’t have to stop and think about working safely; it’s now a habit. This will be achieved through repetition and positive feedback by using the observation and feedback process.
Consciously Incompetent
Unconsciously Incompetent

12. Direction Is NOT Enough
Motivation
SAY:
Achieving a Total Safety Culture requires a change in work practices. To create this change, your supervisors will be observing and coaching all employees to create a Total Safety Culture.
You already have the direction for safe work practices - the rules of the Safety Manual and safety training. Your supervisors will provide the motivation. This will be done through observing you at work and coaching you in safe and at-risk work practices.
Motivation (positive consequences) is needed in addition to direction (activators or knowledge) before work practices will change long-term.
Knowing the safe way to do something doesn’t necessarily guarantee we do it that way. If direction was enough, we would train and write procedures and solve most safety problems.
Consequences motivate behavior.
Behavior

13. Understanding Motivation
SAY:
To achieve a total safety culture, it is important that you understand why you and your employees use the work habits or practices that you do.
In order to effectively create a Total Safety Culture, it is important that you make the connection between direction AND motivation to create a change in work practices. It is equally important that, as supervisors, you understand the importance of effective consequences.
To do this, we will focus on the people side of the safety triangle.
TSC

14. ABC Model What Motivates Behavior?
Activators
Behavior
Consequences
Guides or directs
behavior
Signs
Policies
Directive Feedback
Training/demonstrations
Goal Setting
Modeling
Lectures A B C
SAY:
C= Consequences. Consequences are anything that occurs after the behavior and will determine whether the behavior is likely to occur again. You will answer a doorbell (activator) as long as someone is at the door (consequence). If no one is at the door following several doorbell rings, you will likely stop going to the door.
Consequences can be pleasant or unpleasant, and sometimes neutral.
Pleasant consequences usually increase the chances that the behavior will occur in the future.
Unpleasant consequences usually decrease the chances the behavior will occur again.
This ABC model helps identify why people do the things they do - what motivates people.

15. ABC Model What Motivates Behavior?
Activators
Behavior
Consequences
Guides or directs
behavior
Signs
Policies
Directive Feedback
Training/demonstrations
Goal Setting
Modeling
Lectures
Actions
Driving the speed limit
Putting on PPE
Locking out power
Using equipment guards
Giving a safety talk
Cleaning up spills
Coaching others about safe work practices A B C
SAY:
C= Consequences. Consequences are anything that occurs after the behavior and will determine whether the behavior is likely to occur again. You will answer a doorbell (activator) as long as someone is at the door (consequence). If no one is at the door following several doorbell rings, you will likely stop going to the door.
Consequences can be pleasant or unpleasant, and sometimes neutral.
Pleasant consequences usually increase the chances that the behavior will occur in the future.
Unpleasant consequences usually decrease the chances the behavior will occur again.
This ABC model helps identify why people do the things they do - what motivates people.

16. ABC Model What Motivates Behavior?
Activators
Behavior
Consequences
Motivates the future
occurrence of behaviors
Self-approval
Supervisor approval
Reinforcing feedback
No injury
Pizza Lunch
Co-worker approval
Thank You
Guides or directs
behavior
Signs
Policies
Directive Feedback
Training/demonstrations
Goal Setting
Modeling
Lectures
Actions
Driving the speed limit
Putting on PPE
Locking out power
Using equipment guards
Giving a safety talk
Cleaning up spills
Coaching others about safe work practices A B C
SAY:
C= Consequences. Consequences are anything that occurs after the behavior and will determine whether the behavior is likely to occur again. You will answer a doorbell (activator) as long as someone is at the door (consequence). If no one is at the door following several doorbell rings, you will likely stop going to the door.
Consequences can be pleasant or unpleasant, and sometimes neutral.
Pleasant consequences usually increase the chances that the behavior will occur in the future.
Unpleasant consequences usually decrease the chances the behavior will occur again.
This ABC model helps identify why people do the things they do - what motivates people.

17. Effective Activators Activators must be Specific Used sparingly Clear
Vary
Imply immediate consequences
ASK: What are some of the activators used in your workplace?
(signs, safety grams, Safety Gangbox)
ASK: Do they always work?
ASK: Why or why not?
Effective activators need to be:
Specific - The activator must state specifically what is to be done.
Used sparingly - Don’t overuse activators. Too many signs/signals can overwhelm.
Clear - The message must clearly state exactly what must be done.
Imply immediate consequences - As sign that says “Be able to hear your grandchildren. Please wear hearing protection” is more effective than “hearing protection required” because it identifies a consequence if you don’t wear hearing protection.
Vary - The message must be varied. Look for different ways to keep the message fresh. Advertisers do a great job of varying the message. (Got Milk commercials, beer commercials.)

18. Actively Caring Increases Effectiveness
Please hold
handrail when
going up and
down stairs
Caution!
Stairs may be
wet.
Please hold
handrail on stairs.
SAY:
Here is a good example of the power of Actively Caring and using effective activators.
Researchers conducted an experiment on the Virginia Tech campus to measure the effectiveness of different activators or signs.
First, researchers measured the use of handrails in various stairways. The baseline data showed only 33% used the handrails. Then three different activators or signs were posted to encourage handrail use.
Sign 1: Please hold handrail - increase handrail use to 35%
Sign 2: Caution - use went up to 44%
Sign 3: Set a safe example - use went up to 51%
ASK: Is this the only way you can use actively caring?
ASK: What are the benefits to actively caring?
Set a safe example
for others. Please
hold handrail on
stairs

19. Activators are NOT Enough
SAY:
MOTIVATION EXERCISE
TELL participants: “Please raise your hands.”
Pause a moment, thank the group, and ask them “Now why did you do that?” The response will be “Because you told us to, “Because you said please.”
After 3 or 4 responses, say “OK, now would you please all stand and pick up your chairs?”
Most likely, this will get limited or no action. Continue “If I told you there were some dollar bills scattered around the room under the chairs, would that MOTIVATE you to stand and pick up your chairs?”
Most will still not move, so say, “Well, let me tell you there are INDEED some dollar bills under some chairs.” Ordinarily two or three participants will rise, and most will follow. As dollar bills are found, point out who found them.
SAY: When I told you to raise your hands, I gave you directions. When I added that there was money to be found, you received motivation. Money was the motivation.
This exercise emphasizes that fact that Activators (telling, asking) don’t always work. Sometimes you need more. In order to effect any employee’s work practices or behavior, you may need to motivate.
What was the consequence in picking up your chairs?
Motivation (consequences) are needed in addition to direction (activators or knowledge) before behavior will change long-term. Knowing the safe way to do something doesn’t necessarily guarantee we perform it that way. If direction was enough, we would train and write procedures and solve most safety problems.
The reason we do not always do the right thing is often not because we do not know what to do, but that we are not motivated to do it. Consequences are what motivates our behavior.
Motivation
Behavior

20. Consequences that Motivate
The consequences that motivate behavior are:
Certain to happen
Happen immediately
Have significant impact
Least effective consequences are:
Uncertain- injury or discipline do not occur every time
Delayed- loss of hearing happens over time so the consequence of not wearing ear plugs is delayed
Insignificant
SAY:
Certain characteristics of consequences make them more effective and lead to more change.
The most effective consequences are
Certain: If it is certain the consequence will happen, it is an effective consequence.
Happen immediately:: If the consequence happens immediately after the behavior occurs, it is effective. This explains why people are motivated to smoke, eat foods high in cholesterol or drink excessive amounts of alcohol. The immediate consequences are rewarding and the dangerous consequences occur in the future. The consequences which occur right away are the most powerful.
Significant: The consequence is effective because it is significant or has meaning to the recipient. To some of us, tickets to a rock concert are significant while to others, tickets to the opera would be more motivational. Significant does not always mean money.

21. Using the ABC Model
Identify the consequences that encourage and discourage the at-risk work practices
Identify the activators
Consider changing and/or modifying both the consequences and/or the activators to create an unconsciously competent work practice
SAY:
How do you use the ABC analysis to create an unconsciously competent work force? If you can identify the activators and consequences that influence the behavior and identify which of the consequences you can change or modify, then you will see a change in the work practice.
Example: If an employee does not wear proper eye protection because the safety glasses do not fit properly, what can you do to change that at-risk work practice.
(Supply new safety glasses, have glasses professionally fitted, coach when you see the at-risk practices, etc...)
You will see a change in work practices if the consequences, such as coaching, are significant enough. Peer pressure is another consequence. If employees are actively caring and telling a fellow employee that he/she needs to wear safety glasses, you will also see an improvement in work practices.

22. Positive VS. Negative Consequences
What works best?
Positive consequences
Negative consequences
How does each effect the employee?
SAY:
The strength of the motivation depends on the characteristics of the consequence.
As a supervisor, when you work with an employee to change work practices, remember that certain, soon and significant consequences will be the most effective in motivating change in work practices.
ASK: Should we offer rewards or threaten punishments? Both are strong motivators and both will bring about desired work practices when they are certain, soon and significant. However, people feel differently when being controlled by punishment rather than being given the opportunity to work for positive outcomes. This ties into the person sides of the safety triangle.
People are motivated to work to achieve than to work to avoid failure. Involvement, commitment, maintaining desired work practices even when you are not being watched, and going beyond the call of duty are more likely to happen when we are working to achieve rather than working to avoid failure.
In a Total Safety Culture, the emphasis is on using positive consequences because organizations have typically used them when it pertains to safety.

23. Naturally Rewarding Consequences
SAY:
What motivates you?
Many of us have hobbies or activities that we enjoy without obvious rewards, such as money.
There are other positive consequences. Besides catching fish, this fisherman is rewarded in other ways as well. He’s out on the water in a relaxing, non-stressful environment.
A primary difference between safe work practices and recreational activities is there are natural consequences for enjoyable activities. Safe work practices are not often followed by effective naturally occurring positive consequences.
ASK: Currently, what happens when you follow safe work-practices?

24. Penny Exercise
The Penny exercise is designed to demonstrate the effectiveness of different types of feedback. It involves a blindfolded volunteer tossing pennies into a box. In most cases constructive feedback and encouragement produces better results during the exercise than no feedback or negative non-constructive feedback.
SAY:
Let’s try an experiment with feedback and motivation.

25. Penny Exercise Directions:
Volunteer #1: say nothing as she/he tosses the pennies into the box.
2. Volunteer #2: respond negatively when she/he misses, say nothing when she/he gets the pennies into the box.
3. Volunteer #3: praise, give encouragement, hints as she/he tosses pennies.
SAY:
I need three volunteers to leave the room.
SHOW THIS SLIDE AFTER VOLUTEERS LEAVE THE ROOM
Read directions on overhead, give examples of how to respond to volunteer #2 and #3. Tell volunteer #3 that his co-workers will be helping him, so listen to them.
Place the box on a table so all participants can see this activity.
Give the following directions to all three volunteers:
1. I’m going to blindfold you
2. I will give you 12 pennies. Your job is to them into that box, one at a time. I will point you in the right direction.
3. After you are done tossing all the pennies into the box, I will take off the blindfold.
Debrief:
Ask each volunteer, starting with volunteer #1:
- How successful were you in doing your job of getting the 12 pennies into the box?
- What would have helped you succeed?

26. Feedback Influences Work Practices
Reinforcing feedback increases desired work practices
Corrective feedback decreases undesirable work practices
SAY:
As we saw in the Penny Exercise, rewarding, positive feedback increases desired behavior.
ASK: What is another example of positive feedback creating a change?
(Example: Getting an A on a paper in school, someone telling you they like the way you do something.)
When you receive feedback that is positive and rewarding, you are more likely to continue the desired work practices.
Corrective feedback, being shown the correct way to do a task, decreases undesirable or at-risk work practices.
NOTE: Provide an example.

27. Functions of Feedback Provides needed information
Provides social support:
co-worker support and acceptance
manager/supervisor approval
SAY:
When you receive feedback, it gives you knowledge of how you are doing. It provides you with social support from co-workers and manager/supervisors.
ASK: What is an example of co-worker support?

28. Guidelines for Receiving Feedback
Be open and receptive
Think BEFORE you react
Be objective/not defensive
Avoid taking a position
Ask for specifics
Actively LISTEN
Work together on potential solutions
Reach an agreement
Say thank you
SAY:
Here are the guidelines when receiving both positive and corrective feedback:
Be open and receptive. Don’t confuse corrective feedback with criticism.
ASK: What is the difference between corrective feedback and criticism.
Think before you react. Consider the other persons position.
ASK: Why is it important to think before you react?
Be objective. Do NOT become defensive. Remain calm.
ASK: What happens if you become defensive?
Avoid taking a position. Accept feedback and consider the intention - to improve safe work practices.
If the person giving you feedback is vague in his/her comments or you do not understand, ask for more information and specifics.
Seek additional information if the feedback is not focused on your behavior.
Work together to developing a potential solution.
ASK: Why do you think it is important to work together on a solution?
Try to reach an agreement on what action will be taken to correct the situation.
Thank the person observing you. This is an opportunity to learn to do your job more safely.
ASK: Why should you thank the person giving you feedback?

29. Actively Caring and the Safety Triangle1 2
Environment
Person
Sharing skills and knowledge
with each other.
Listening, helping
in a crisis, recognizing
team member contributions.
Making sure needed equipment
is available.
Posting warning signs,
housekeeping,
cleaning other’s work
area.
SAY:
Each of the three areas of the safety triangle is influenced by actively caring.
Actively caring deals with the person side of the triangle, helping people feel better about themselves by asking about their well being, encouraging and providing support, assisting them when they are injured, and recognizing team member contributions.
Actively Caring also impacts the safety on the environment and behavior sides. When employees actively care for each other on the environment side, they post warning signs, maintain safe housekeeping and report at-risk conditions or equipment to improve the environment.
On the behavior side, supervisors observe, give feedback and model safe work practices. Employees receive feedback and incorporate safe actions.
These strategies are much more effective when they are motivated by and demonstrate actively caring. 3
Often neglected in traditional safety approaches. Little or no feedback on or encouragement of safe behavior.
Behavior
Observing co-workers,
giving feedback,
modeling behavior.

30. Key Points of TSC Creating a Total Safety Culture requires:
Safety is held as a value by all employees. A value is a belief that does not change with the situation
Each employee feels a sense of responsibility for the safety of their co-worker as well as themselves
Each employee performs “Actively Caring”
Each employee is willing and able to “go beyond the call of duty” for others
SAY:
These are the characteristics that create a Total Safety Culture.
ASK: Who can explain what Actively Caring means?
ASK: Why should an employee go beyond the call of duty for others?
ASK: Who has the first questions about the observation and feedback process?

31. What’s Next?
What do employees need to do to support the shift to a Total Safety Culture?
ASK: As employees, what do you think needs to be done to support the shift to a Total Safety Culture?
FLIPCHART ANSWERS.
Optional Exercise: Break employees into groups and have each group identify answers. Present to the entire group.
Thank employees for participation and their support of a Total Safety Culture.

32. Thank You! Questions or comments?!
“These materials are derived, in full or in part, from the work of Safety Performance Solutions.”
Say:
Ask If there are any questions or comments.