BASIC TRAINING

COURSE ON
OCCUPATIONAL SAFETY
AND HEALTH

SESSION 17-20
22 April, 2004
SOPI TRAINING ROOM
 WHAT’S IN STORE FOR
TODAY?
APPRECIATING YOUR ROLE AS A SAFETY
OFFICER IN PROMOTING OSH
Motivating for OSH
Effective Safety Communication
Fundamental Concepts and Methodologies of Adult
Learning
Principles and Methods of Instructions
Safety and Health Programming
Overview on the development of a company safety
and health policy
Development of OSH Programs
Formulating your re-entry plan
MOTIVATING
FOR OSH
 WHAT DO PEOPLE WANT
FROM THEIR JOBS?
INSTRUCTIONS:
Group yourselves into 2.
On the distributed form:
 Firstly, individually rank each factor at the left most column,
according to what you think is important to
employees/workers (10 being the most important factor, 1
being the least important factor)
 Secondly, as a group total each individual ranking and get
the average, and plot your answers on the column marked
“Group”.

COMPARE YOUR GROUP’S RESULTS WITH THE NEXT SLIDE

 FACTORS INDIVIDUAL TEAM
HIGH WAGES
JOB SECURITY
PROMOTION IN THE
COMPANY
GOOD WORKING
CONDITIONS
INTERESTING WORK
PERSONAL LOYALTY
OF SUPERVISOR
TACTFUL DISCIPLINE
FULL APPRECIATION
OF WORK DONE
HELP ON PERSONAL
PROBLEMS
FEELING OF BEING
IN ON THINGS
 FACTORS SUPERVISORS EMPLOYEES
HIGH WAGES 1 5
JOB SECURITY 2 4
PROMOTION IN THE 3 7
COMPANY
GOOD WORKING 4 9
CONDITIONS
INTERESTING WORK 5 6
PERSONAL LOYALTY 6 8
OF SUPERVISOR
TACTFUL DISCIPLINE 7 10
FULL APPRECIATION 8 1
OF WORK DONE
HELP ON PERSONAL 9 3
PROBLEMS
FEELING OF BEING 10 2
IN ON THINGS
PERFORMANCE =
motivation + skills,
knowledge and
experience
 MOTIVATING FOR OSH

WHAT IS MOTIVATION?
Traditionally referred to as the processes by
which people are moved to engage in
particular behaviors
Used as an explanation for workers’
productivity, effort and attendance.
Is that which ENERGIZES, DIRECTS AND
SUSTAINS behavior.
MOTIVATING FOR OSH

Energizing function of motivation is its most

basic element. Motivation is a state that
causes people to act, that drives them to
engage in particular behaviors.
Motivated people are compelled to do
something; unmotivated or less-
motivated people do not feel such a
compulsion.
MOTIVATING FOR OSH
Directing function of motivation implies that
motivated behavior has a purpose:
achieving specific goals. Motivated people
know what they want to accomplish and
engage in behavior to help themselves
achieve their goals. Less motivated people
may be unsure of exactly what they want to
accomplish, which certainly lowers their
chances of getting anything done.
MOTIVATING FOR OSH

Sustaining function of motivation explains

why we persist in our efforts to achieve our
goals. It also explains why people
sometimes abandon a particular approach
to a problem or abandon the problem
altogether if they don’t succeed
immediately. Highly motivated people will
sustain their goal-directed behavior longer
than those who are less motivated.
MOTIVATING FOR OSH

THEORIES OF MOTIVATION
A. NEED Theories – the goal of motivated
behavior is to eliminate or satisfy needs
which restores equilibrium

 Need-Hierarchy Theory (Abraham Maslow, 1943)

– believed that an unsatisfied need leads to
behavior designed to satisfy that need, after which
that particular need is no longer motivating. His
belief was human needs are arranged in
hierarchy: physiological, safety, belongingness,
esteem, self-actualization.
MOTIVATING FOR OSH

 ERG Theory (Alderfer, 1969) – an alternative

motivation theory which believes that instead of five
needs, it suggests only three:
Existence –include all forms of material and physiological
desires
Relatedness – include all the needs that involve relationships
with significant other people
Growth – include all the needs that involve a person making
creative or productive effects on himself and the
environment.
MOTIVATING FOR OSH
 Manifest-Needs Theory (Murray, 1938) – believes
that there are three dozens of needs which are not
the same for everyone but are learned as people go
about their day-to-day lives. These are activated by
events or cues in the person’s environment rather
than from deprivation or satisfaction of a lower
need. When the appropriate cues for a given need
are present, that need becomes active or manifest.
 Need for achievement (n Ach)
 Need to avoid failure (n AF)
 Need for power (n Pow)
 Need for personal power
 Need for institutionalized power
MOTIVATING FOR OSH

B. COGNITIVE THEORIES – which emphasizes

the role of thoughts, expectations and
judgments

 Expectancy Theory (Vroom, 1964) – the tendency

for people to engage in a particular behavior is a
function of (1) the strength of their expectation that
the behavior will be followed by a given outcome,
and (2) the anticipated value of that outcome.
 MOTIVATING FOR OSH
 Equity or Balance Theory (Adams, 1965) – states
that a person’s behavior is influenced by
comparisons between her or his current status and
some standard. This theory is based on workers’
perceived inputs or what they believe they contribute
to their job or organization, and their perceived
outcomes, or what they acknowledge the
organization provides them in return.
Goal-Setting Theory (Locke, 1968) – people’s
behaviors are guided most directly by their
intentions, and that intentions in organizations
are revealed through personal performance
goals which provide them directions.
MOTIVATING FOR OSH
C. REINFORCEMENT

Behaviorism deals with the learning of

behaviors through conditioning processes
such as operant conditioning (B.F.
Skinner, 1959) which believed that
behavior is controlled by its
consequences :
REINFORCEMENT
or PUNISHMENT
MOTIVATING FOR OSH

D. SELF-EFFICACY (Bandura, 1977, Gist, 1987)

- is the extent to which a person believes that

he/she has the skills, knowledge, and abilities
to accomplish a particular task.
OTHER MOTIVATION ISSUES

Work behavior can be motivated by both:

INTRINSIC FACTORS
 People achieve feelings of competence
and control from their work
EXTRINSIC FACTORS
 When people receives rewards such as
pay and incentive
MOTIVATING FOR OSH
8
1 4 Perceived
Value of Abilities Equitable
Reward and Rewards
Traits
7A
Intrinsic
6 Rewards
3 Performance 9
Effort (Accomplish) Satisfaction

7B
Extrinsic
2 5 Rewards
Perceived effort Role
Reward probability Perception

PORTER-LAWLER MODEL OF MOTIVATION (1968)

MOTIVATING FOR OSH
13
Behavior
Change 1 2
11 10 Goal Behavior
Individual Subjective 12 Standard (Effector)
and expected utility of Goal Choice
situational goal attainment and Cognitive
characteristics change

9 8
Attributional Unconscious 3
search Scripted Performance
response

5 4
6 Comparator
Error? Feedback
(sensor)
7
Coordination
Of previous
behavior

AN INTEGRATED CONTROL THEORY OF WORK MOTIVATION (H. J. KLEIN, 1989)

MOTIVATING FOR OSH

WORKERS’ ATTITUDES
ATTITUDES – relatively stable affective,
or evaluative dispositions toward a
specific person, situation, or other entity
which has three basic components:
 Belief or cognitive
 Emotional or evaluative

 Tendency or disposition to act

MOTIVATING FOR OSH
JOB SATISFACTION
Frederick W. Taylor
- wrote “Principles of Scientific Management” (1911)
where he described what he saw as the necessary
steps to increased efficiency
- Advocated the development of cooperation and
shared responsibility between management and labor
- Introduced time and motion studies which analyzed
the individual movements made by workers and
identified the most efficient set of behaviors to
perform the tasks required by a job.
- Believed that all workers desired only economic
rewards, and that they would increase their levels of
effort to obtain these rewards
- PRODUCTIVITY = PAY or REWARDS
MOTIVATING FOR OSH
JOB SATISFACTION
Frederick Herzberg’s Two-Factor Theory
MOTIVATOR HYGIENE FACTORS OR
FACTORS OR DISSATISFIERS
SATISFIERS
• Supervision
• Achievement • Interpersonal Relations
• Recognition • Physical Working Conditions
• Work itself • Salary
• Responsibility • Company policies and
• Advancement administrative practices
• Benefits
• Job security
MOTIVATING FOR OSH
ORGANIZATIONAL COMMITMENT
CONSISTS OF:
A strong belief in and acceptance of the
organizational goals and values
A willingness to exert considerable effort on
behalf of the organization
A strong desire to maintain membership in
the organization
MOTIVATING FOR OSH
ORGANIZATIONAL COMMITMENT

TWO CATEGORIES:
Attitudinal commitment which refers to workers’
identification with and involvement in an organization
Calculated or behavioral commitment which is the
result of transactions between workers and the
organization that make it difficult to leave
 Attachment to the organization stems from a reluctance to give
up benefits that have accrued over time rather than from
sharing the goals and values of the organization.
MOTIVATING FOR OSH
LEADERSHIP

Real Change Leaders

The most common attribute is that they know how to achieve
high standards of performance by changing the behavior and
skills of lots of people.
Common characteristics that help explain how they
accomplish better performance results through people:
 Commitment to a better way
 Courage to challenge existing power bases and norms
 Personal initiative to go beyond defined boundaries
 Motivation of themselves and others
 Caring about how people are treated and enabled to perform
 Staying undercover
 A sense of humor about themselves and their situations
MOTIVATING FOR OSH
Differences between Good Managers and RCLs

Key Issues Traditional GM View Emerging Real Change Leaders

Basic Mind Analyze, leverage, optimize, Do it, fix it, try it, change it – and do
Set delegate, organize, and control it – it all over again; no one person
I know best knows best.

Leadership 1. Strategy driven 1. Aspiration driven

Philosophy 2. Decide, delegate, monitor, 2. Do real work
and review 3. Spend time on what matters
3. Spend time on important to people
matters 4. Expand leadership capacity
4. Leverages his/her time
“A few good men will get it done “I must get the best out of all my
for me.” people.”
EFFECTIVE
SAFETY
COMMUNI-
CATION
EFFECTIVE SAFETY COMMUNICATION

INTENDED Encoding Deciding BEHAVIOR

MESSAGE Process MESSAGE Process

Source Medium Target

NOISE

FEEDBACK

THE COMMUNICATION PROCESS

EFFECTIVE SAFETY COMMUNICATION

FUNCTIONS OF COMMUNICATION
INFORMATION
MOTIVATION

CONTROL

EMOTION
EFFECTIVE SAFETY COMMUNICATION

TYPES OF COMMUNICATION
ORGANIZATIONAL
 UPWARD

 DOWNWARD

 HORIZONTAL

INTERPERSONAL
EFFECTIVE SAFETY COMMUNICATION

MEDIA OF COMMUNICATION
WRITTEN
 Memoranda and letters
 Electronic mail
 Instruction manuals
 Policy manuals
 Employee handbook
 Company newsletters
 Annual reports to stockholders or
stakeholders
 Grievance and suggestion systems
EFFECTIVE SAFETY COMMUNICATION

MEDIA OF COMMUNICATION
ORAL
 Face to face communications
 Telephone

 Employee meetings/assemblies

 Training sessions

 Orientations
EFFECTIVE SAFETY COMMUNICATION

FACTORS AFFECTING INTERPERSONAL

COMMUNICATION
NOISE
NONVERBAL CUES
BODY LANGUAGE
USE OF SPACE

USE OF TIME

PARALANGUAGE

ARTIFACTS

AMOUNT OF INFORMATION
EFFECTIVE SAFETY COMMUNICATION

LISTENING SKILLS
70% of the white collar workday is spent
communicating (Nichols and Stevens, 1957)
9% is spent writing
16% is spent reading
30% is spent speaking
45% is spent listening
EFFECTIVE SAFETY COMMUNICATION

STYLES OF LISTENING

Leisure – is practiced by “good time” people who listen only

for words that indicate pleasure

Inclusive – style of the person who listens for the main

ideas behind any communication

Stylistic – is practiced by the person who listens to the way

communication is spoken.
Technical – hears and retains large amounts of detail but
does not hear the meaning of those details.
EFFECTIVE SAFETY COMMUNICATION

STYLES OF LISTENING

Empathetic – tunes in to the feelings of the speaker, and is

most likely to pay attention to nonverbal cues.
Nonconforming – listener attends only to information that
is consistent with her way of thinking, will pay attention only to
those people whom she considers to be strong or have
authority.
EFFECTIVE SAFETY COMMUNICATION

TIPS FOR EFFECTIVE LISTENING

1. Stop talking
2. Put the speaker at ease
3. Show the speaker that you want to listen
4. Remove distractions
5. Empathize with the speaker
6. Be patient
7. Hold your temper
8. Go easy on argument and criticism
9. Ask questions
10. Stop talking
EFFECTIVE SAFETY COMMUNICATION

Ground Rules to establish communication on an

understanding level:
 EMPATHIZE
 BE AWARE OF SCREENS OR BLOCKS
 GIVE AND RECEIVE FEEDBACK
 BE A GOOD LISTENER
 AVOID POWER AND MANIPULATION
 COMMUNICATE PERSON TO PERSON
 PROMOTE ACCEPTANCE
 TRUST YOURSELF AND OTHERS
EFFECTIVE SAFETY COMMUNICATION
WRITTEN COMMUNICATION SKILLS

CHECKLIST FOR EFFECTIVE WRITING

 Impact - did you state the bottom line at the beginning?
 Ideas - do your main ideas come first, followed by those
less important?
 Headlines – did you use enough headlines, subheads, and
sidelines?
 Clear expectations – did you make a clear request for action
if you need it?
 Completeness – did you say everything you needed to say?
 Clarity – did you use common language rather than jargon,
formal words, and cliches?
 Conciseness – did you avoid using extra words or adding
unnecessary information?
EFFECTIVE SAFETY COMMUNICATION

WRITTEN COMMUNICATION SKILLS

CHECKLIST FOR EFFECTIVE WRITING
 Positive approach – is your correspondence upbeat and
confident?
 Active voice – did you avoid the passive approach?
 Paragraphing – Are your paragraphs short, with one idea in
each?
 Sentence clarity – are your sentences varied in structure and
length?
 Proofreading – did you reread carefully to correct facts,
grammar, and punctuation
 Readability – does the readability level suit your audience?
 Consistency – is your point of view clear all throughout?
 PRACTICE SKILLS for FEEDBACK GIVING

Form diads and in 20 minutes, use the following guidelines to give

feedback to your partner:

•DESCRIBE THE •DESCRIBE THE

SITUATION BEHAVIOR
OF THE BEHAVIOR
•EXPRESS YOUR
•EXPRESS THE FEELING AS A
FEELING YOU
RESULT
FELT AT THE TIME OF
THE •SUGGEST WHAT YOU
INCIDENT WANT
CHANGED
•ENCOURAGE THE
BEHAVIOR •INVOLVED YOURSELF
TO CONTINUE IN
YOUR SUGGESTION
 FUNDAMENTAL
CONCEPTS AND
METHODOLOGIES
OF ADULT
LEARNING
FUNDAMENTAL CONCEPTS AND
METHODOLOGIES OF ADULT LEARNING

EXPERIENCING
(CONCRETE
EXPERIENCES)
Using the experience
participants have had already
or providing them with
an experience that
APPLYING PROCESSING
furthers learning.
(ACTIVE (REFLECTIVE
EXPERIMENTATION) OBSERVATION)
Modifying old behaviors Discussing the experiences
or testing new behaviors participants have had already
and practicing them in or sharing reactions and
everyday situations. observations of the
GENERALIZING
activity provided.
(ABSTRACT
CONCEPTUALIZATION)
Finding general trends
and truths in the experience
that participants have had already
or forming reactions to new
experiences into conclusions,
new concepts, theories

THE ADULT LEARNING CYCLE ANDRAGOGY

FUNDAMENTAL CONCEPTS AND
METHODOLOGIES OF ADULT LEARNING
The Experiential Learning Cycle
Step 1. Experiencing
(Activity, doing)

The Adult Learning Cycle

Experiencing Step 2. Publishing

Step 5. Applying (Sharing reactions and
(Planning more observations)
Effective behavior)
Applying Processing

Generalizing

Step 4. Generalizing Step 3. Processing

(Inferring principles (Discussing patterns
about the “real world”) and dynamics)
 PRINCIPLES
AND METHODS
OF
INSTRUCTIONS
PRINCIPLES AND METHODS OF INSTRUCTIONS

STEPS IN DESIGNING EFFECTIVE TRAINING

PROGRAMS
1. Conduct a training needs analysis
2. Develop training objectives
3. Develop course contents
4. Review available training methods
5. Design/select training methods
6. Design training evaluation approach
7. Implement/conduct the training program
8. Measure the training results
PRINCIPLES AND METHODS OF INSTRUCTIONS

DOMAINS OF LEARNING

COGNITIVE AFFECTIVE
KNOWLEDGE ATTITUDES

PSYCHOMOTOR
SKILLS
PRINCIPLES AND METHODS OF INSTRUCTIONS

WHY DO NEEDS ANALYSIS?

1. A study of the work environment and the personnel involved
will identify the existing level of employee performance.
2. A needs analysis could target individuals who most need
additional training or development
3. A needs analysis is an excellent vehicle to get a pulse of
what the organization is all about.
4. A needs analysis reveals information about the
organizational climate
5. A needs analysis involves the entire work force
6. Because it involves employees and management, these
same people will feel they played a part in designing the
program.
PRINCIPLES AND METHODS OF INSTRUCTIONS

TYPES OF NEEDS ANALYSIS

INFORMAL INTERVIEW
OBSERVATION
SURVEY METHOD
PERFORMANCE TESTS
FORMAL INTERVIEWS
REPORTS FROM SUPERVISORS
EXAMINATION OF RECORDS
ADVISORY COMMITTEES
CHECKLISTS
QUESTIONNAIRES
MANAGEMENT REQUESTS
FORMAL RESEARCH
PRINCIPLES AND METHODS OF INSTRUCTIONS

DEVELOPING TRAINING OBJECTIVES

SPECIFY BEHAVIORAL CHANGE LEADING DIRECTLY TO

THE ACCOMPLISHMENT OF ORGANIZATIONAL GOALS
BEHAVIORAL CHANGE REQUIRED TO OBTAIN THESE
RESULTS MUST BE REINFORCED IF THE BEHAVIOR IS TO
CONTINUE IN THE ACTUAL WORK SITUATION.
DEVELOP OBJECTIVES IN BEHAVIOR TERMS BY WRITING
IN SPECIFIC VERBS, SUCH AS “ TO WRITE”, TO
CONSTRUCT”, “TO ASSEMBLY”, “TO IDENTIFY”, “TO
ADJUST”, “TO MEASURE”, “TO SOLVE”.
PRINCIPLES AND METHODS OF INSTRUCTIONS

DEVELOPING COURSE CONTENT (LESSON PLANNING)

A lesson plan is simply a blueprint that identifies the basic 5Ws:

WHO AUDIENCE OR PARTICIPANTS

WHAT TOPIC AND CONTENT

WHERE LOCATION

WHEN TIME FRAME

WHY OBJECTIVES OF THE TRAINING

PRINCIPLES AND METHODS OF INSTRUCTIONS

REASONS FOR DEVELOPING A LESSON PLAN

1. The plan will help you stay on the proper track and lead you
to your stated objectives
2. Properly written, your lesson plan will give the sequence and
priorities of the topics you want to cover.
3. By staying with the game plan, your trainees will have a better
chance of attaining the prescribed goals.
4. With a well-constructed format, you can have a sense of self-
confidence in knowing that your session is planned in
advance.
5. If your session is one that is repeated in other groups, the
preparation and planning undertaken can easily be used by
another instructor in your absence.
PRINCIPLES AND METHODS OF INSTRUCTIONS

Guidelines in Preparing the Lesson Plan

1. State the objectives of the training
2. Indicate the benefits for the trainee
3. List the functions that are to be performed.
4. Describe each function in detail
5. Provide for cognitive, attitudinal and skills development.
6. Identify the visual aids needs
7. Describe an activity to utilize the skills
8. Provide for practice of the new skills.
9. Provide for the participative exercises in which the trainees
apply the new skills to real problems of their own.
10. Provide for peer evaluation.
11. Provide time for discussion.
PRINCIPLES AND METHODS OF INSTRUCTIONS

TRAINING METHODS
Conference • Sensitivity training
discussion
• Programmed
Lecture
instruction
Buzz groups
• Simulation
Role play
Case study • Computer-assisted
instruction
Business game
PRINCIPLES AND METHODS OF INSTRUCTIONS

Elements of Training Evaluation

Reaction – what did the participants say
about the program?
Learning – what knowledge, skills, or
attitudes were learned?
Behavior – as defined, learning is change in
behavior. Did the training actually bring forth
a change in behavior?
Results – this could be the most important –
the bottom line. Did our training pay off? Did
it really do what it is supposed to do?
PRINCIPLES AND METHODS OF INSTRUCTIONS

INSTRUMENTS OF EVALUATION

INSTRUMENTS MEASURES
Pre-tests and post- Learning
tests Change in behavior
Observation Results on the job
Work reports Trainee’s perception of
training of change
Questionnaires
Interviewer’s perception
Interviews of change
Management ratings Management’s
perception of change
PRINCIPLES AND METHODS OF INSTRUCTIONS

OVERVIEW OF THE COACHING AND MENTORING

PROCESSES

RAPPORT CREATION
VAGUELY FORMULATE THE OBJECTIVE(S)
ASSESS THE “HERE AND NOW”
DECIDE ON THE “THERE AND THEN”
 Objective setting

 Aligning missions
PRINCIPLES AND METHODS OF INSTRUCTIONS

CHOOSE A BRIDGE BETWEEN “HERE AND NOW” AND

“THERE AND THEN”:
 Situational analysis
 Barrier analysis
 Paradigm analysis
 Leaning/success style analysis
 Choosing between bridge design options
 Drawing up the achievement plan.
BUILDING THE BRIDGE.
ASSESSING THE PROGRESS TO THE OTHER SIDE.
 Monitoring and performance observation
 System feedback and looping.
PRINCIPLES AND METHODS OF INSTRUCTIONS

COACHING – is a “pulling out” activity

MENTORING – is a “putting in” activity
A COACH ‘s primary responsibility is to do
everything possible to enable the performer to take
responsibility for their own achievement. The
MENTOR by comparison should be sufficiently
equipped for the performer to learn from.
 DEVELOPING
YOUR COMPANY
SAFETY AND
HEALTH POLICY
and OSH
PROGRAMS
DEVELOPING YOUR COMPANY
SAFETY AND HEALTH POLICY
Authorized by top management
States overall health and safety objectives
Commitment to improving health and safety
performance
Committed to continual improvement
Comply with current applicable OH & S
legislation and other requirements.
Appropriate to nature and scale of OH & S
risks in your organization.
DEVELOPMENT OF OSH
PROGRAMS
Results of assessments and effects of
operational controls
Must consider:
 Legal and other requirements
 Hazards
 Risks
 Technological options
 Financial, operational and business requirements
 Views of interested parties
DEVELOPMENT OF OSH
PROGRAMS
REQUIREMENTS:
 Be documented
 Designated responsibility and authority

 Means

 Time frame

 Reviewed at regular and planned intervals

 Subject to amendments, if necessary.

 FORMULATING YOUR RE-
ENTRY PLAN
INDIVIDUALLY, PREPARE YOUR
ACTION PLAN BY COMING UP WITH:
YOUR SELF-DEVELOPMENT PLANS
YOUR PLANS FOR THE
IMPLEMENTATION OF YOUR OSH
OBJECTIVES AND PROGRAMS IN
YOUR ORGANIZATION.
THANK YOU AND MAY
YOU ENJOY YOUR
ROLE AS THE ONE
RESPONSIBLE FOR THE
SAFETY AND HEALTH
OF YOUR EMPLOYEES!!!