BPS 2323

BEHAVIOR BASED
SAFETY

BEHAVIORAL
SAFETY ANALYSIS
 Behaviour as a Function of Consequences

things we see or sense A

How we behave B is influenced by
…what then happens to us C
_______________ are
A
that prompt future behaviour
memories become triggers
consequences and these

• things that we sense or encounter -

We remember powerful

a trigger for initial behaviour

B _____________ is
• anything we then do or say

_____________ are
C • outcomes that follow as a result of
how we behave 2
Classical conditioning (Pavlov):
Learning through repetition;
predicted outcomes to
a particular stimulus.
The Unconditioned Response is
the unlearned response that
occurs naturally in response to
the unconditioned stimulus.
 LECTURE OUTLINE
• Reducing Behavioral Discrepancy
• Behavior-based Safety Training
• Applied Behavior Analysis in Organizational
Setting
• ABC Analysis as a Tool
 LESSON OUTCOME
At the end the lesson, you should be able to:
• Reduce behavior discrepancy.
• Understand behavior based safety training.
• Apply behavior analysis in organizational
setting
• Apply ABC analysis as a tool in behavior
change.
 INTRODUCTION
• The DO IT process-define target behavior to
improve and observe target behavior occurring
naturally in the environment.
• CBC-a way to look for the occurrence of critical
behaviors during a work routine, and provide
feedback to workers one-on one feedback
about what was safe and what was at risk.
• Before intervening program being planned to
correct the problem, a proper behavior analysis
need to be conducted.
 REDUCING BEHAVIORAL DISCREPENCY
• Consider human performance as a discrepancy
rather than deficiency. This places the focus on
the behavior, not the individual.
• Could be “sin of omission/lapse” or a “sin of
substitution”
• Worker might have failed to perform a particular
safe behavior because taking short cut.
• After deciding what is safe and what is at risk for
a particular individual and work situation, action
plan can be designed to reduce the discrepancy.
 REDUCING BEHAVIORAL DISCREPENCY
• Let’s consider variety of situations or work contexts
that can influence a behavioral discrepancy.
– Can the task be simplified?
– Is a quick fix available?
– Is safe behavior punished?
– Is at-risk behavior rewarded?
– Is there a skill discrepancy?
– What kind of training is needed?
– Is the right person right for the job?
 Can the task be simplified?
• Make sure all possible quick engineering
“fixes” have been implemented.
– Reduce physical effort: reach and repetition
– Entertain ways to make job more user friendly
before deciding what behavior are needed to
prevent injury.
• Failure- non compliance, personal injury or
property damage
WE ARE SOMETIMES RELUCTANT TO ACCEPT PERSONAL
RESPONSIBILITY FOR OUR INJURIES.
 Is a quick fix available?
• Behavior might be more at-risk than desired
because expectations are unclear, resources
are inadequate, or feedback are unavailable.
• Behavior based instruction or demonstration
can overcome invisible expectations.
• Behavior based feedback can enable
continuous improvement . Work team could
decide what resources are needed to make a
safe behavior more convenient, comfortable
and efficient.
 Is a quick fix available?
• When conducting this aspects of a behavioral
analysis, ask these questions:
– Does the individual know what safety precautions
are expected?
– Are there obvious barriers to safe work practices?
– Is PPE readily available and as comfortable as
possible.
– Do employees receive behavior-based feedback
related to their safety.
 Is safe behavior punished?

SOMETIMES EXEMPLARY PERFMANCE IS PUNISHED

 Is safe behavior punished?
• In some work cultures, interpersonal consequences for
reporting hazards or near hit are more negative than positive.
• After all, these situation imply that someone was irresponsible
and careless.
• ‘cool and macho- wearing all PPE.
• Ask these questions during behavior analysis.
– What are the consequences of the desired behavior?
– Are there more negative than positive consequences of safe
behavior?
– What negative consequences for safe behavior can be reduced or
removed?
 Is at risk behavior rewarded?
• While conducting behavior analysis ask these
questions:
– What are the soon, certain, and positive
consequences of at risk behavior.
– Does workers receive more attention, prestige, or
status from co worker at-risk than safe behavior?
– What rewarding consequences of at-risk behavior
can be reduced or removed.
 Is at risk behavior rewarded?
• At risk behavior- followed by natural positive
consequences.
• Taking “short cut” can be labelled efficient
behavior.
• Behavior does not occur in a vacuum-
– people perform the way they do because they
expect to achieve soon, certain and positive
consequences or:
– they expect to avoid soon, certain and negative
consequences.
 Is the right person doing the right job?

• Does the person have the physical capability

to perform as desired?
• Does the person have the mental capability to
handle the complexities of the task?
• Is the person overqualified for the job and,
thus prone to boredom or dissatisfaction.
• Can the person learn how to do the job as
desired.
 BBS TRAINING
• Without education and training, we clown
around with our biased common sense.
• Needed throughout a work culture. Everyone
in a work force needs to understand the
rationale, theory behind the Behavior Based
Approach.
Three kinds of Intervention Strategies

Instructional Supportive
Intervention Intervention

Motivational
Intervention
 THEREE KINDS OF INTERVENTION
STRATEGIES

Instructional Intervention:

●
Activator or antecedent event used to get new behavior started or to move behavior from automatic (habit) stage to the directed stage.
●
Primary activators: Education sessions, training exercise,

Supportive Intervention

●
Once a person learn a right way to do something, practice is important so the behavior becomes a natural routine.
●
Application of positive consequences.
●
Rewarding feedback for particular safe behavior- appreciation- increasing the likelihood they will perform the behavior again-build a good habit.

Motivational Intervention

●
When people know what to do but do not do it.
●
External encouragement and pressure change.