6.1: Activities Chapters 20,21,22 - Managing Safety and Health
- Page ID
- 18474
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Reflection: Cite safety and health programs at your place of employment.
Give one example of a safety and health program from your place of employment. In your opinion, What's working? What’s missing or not working? Referencing slides 3 and 4 of the NWOW-Collaboration Lesson 1 and the video below, answer the following questions:
- Have you ever had an experience similar to this?
- Have you ever felt unsure of how to form a team or how you fit in with an existing team?
- What is the difference between a team and a group?
- What impact do you feel collaboration has on the effectiveness of the safety and health program you cited from your workplace?
Watch Video
Flash Cards: Key Terms and Definitions
This interactive feature not available in print version of this workbook
Video – Association of General Contractors-COVID-19 response
Watch the short video below and reference slides 5, 6, 7 of NWOW Collaboration Lesson 1. Considering Tuckman's model of team development(1965) which stage did the AGC of California excel based on what was shown in the video? Which of the 10 best practices for establishing an effective safety and health program would you cite as most responsible for their success in addressing the COVID-19 pandemic and maintaining continuity of work for contractors?
Watch Video
Case study - evaluate existing standards using safety and health crosswalk
Working in discussion groups, choose a safety program/standard identified in the Safety and Health Cross-Walk to Existing Standards with fewer than three associated best practices and brainstorm for one missing practice, potential improvements and new standards to fill the gap. Reference the hierarchy of controls as you consider the best practices. Once your effort is complete, Reference slide 8 of NWOW Collaboration Lesson 1 and answer the questions in bullets 2 and 3. Slide 8 is repeated below:
- Think about a time when you worked in a team: It could be a project through school, in a work based learning experience like an internship, or at a previous job.
- Consider, when you enter a new workplace the existing employees have to “re-form” to incorporate you into the team. How might the “storming” stage not reflect accurately a new worker experience? How might the “storming” stage promote a safer workplace? How might it do just the opposite?
- Provide some examples of the different stages you experienced in becoming part of a team, either at work or in school. Choose the stage you believe most critical to a safe workplace. Why?
Reflection: What does effective management look like to you?
Speculate on what leadership element maybe missing with 2020 OSHA most frequently cited standards for Construction? Review the NWOW-Analysis-Solution Mindset Lesson 1 and Collaboration Lesson 2. Next view the following video clips and discuss the option you feel is the best example of re-framing a problem to get at a desired solution and answer the following question:
- What leadership qualities are demonstrated within the peer to peer relationships?
- Why is what is demonstrated relevant to worker safety.
Video Problem Solving
Video Collaboration
Flash Cards: Key Terms and Definitions
This interactive feature not available in print version of this workbook
Video - Motivational Leadership
Denzel and putting first things first!
Steve and Love
Case study - Legal Cannabis
How would you manage recreational use cannabis in the workplace or firearms for personal safety? Reflect on Managing Safety and Health Principles as you use hierarchy of controls to draft 10 policy statements. Next think deeply regarding the primary motivations driving the policy statements you drafted and share one guiding principle in the motivational videos above that gives you the confidence to manage difficult social issues in the workplace.
Reflection: What is contained in your first aid kit?
Review NWOW-Empathy Lesson 1 and Lesson 2 excerpts from the slides that follow the video. All of us at some point in our lives will suffer from an illness or injury, or accident. Many of us will have family or loved ones who will suffer from a work related disability. Increasingly many more of us will have a close acquaintance in the workplace who is experiencing some psycho-social trauma. If you are currently employed take a look at your employer first aid kit. What is in it? As you watch the following video reflect on your present or past employer's policies for rendering aid to a downed co-worker. What protocols have your employer communicated? Use the empathy assessment to score yourself on your empathy quotient. Why is having empathy critical for responding to a worker experiencing trauma from an accident or injury?
Video-No mouth to mouth necessary
Flash Cards: Key Terms and Definitions
This interactive feature not available in print version of this workbook
Case study - Medical Hazmat
HAZMAT is the acronym for hazardous materials. OSHA has standards that specifically address the preparation and training of those workers who are responsible for responding to HAZMAT spills, accidents, or as part of required clean up and disposal of hazardous materials where generated. In healthcare settings and for organizations that attend to scenes or environments where human remains and potentially infectious materials are present protocols similar to HAZWOPER must be followed. Review important excerpts below from slides in the NWOW Empathy Lesson 1 and Lesson 2, then watch the video below paying careful attention to what is said regarding coping with what is "seen" at a "scene". Complete the empathy assessment and watch the second video below. As a group discuss psycho-social hazards associated with medical hazmat and answer the following:
- What is your take on how having empathy affects the worker and the work.
- Are you a giver, taker, or matcher? What does it reveal about how you have operated in the workplace?
- How can "takers" negatively affect safety in the workplace?
- How does having empathy make you a safer worker?
- How might having empathy affect your understanding of safety standards?
- Which of the positive "giver" results from slide 6 excerpt below correlate to the core elements of an effective safety and health program?
Video-Crime Scene Cleanup
Video-What makes a Successful Giver in the Workplace
Empathy Lesson 1 - Listening
| Knows the difference between empathy (putting yourself in someone else’s shoes) versus sympathy (feeling sorry for/ understanding what someone is going through) and knows when to use one approach or the other | Connects with others by being a good listener, asking questions to help understand what the other person is feeling, being honest, and mirroring positive nonverbal communication to build trust. |
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| Sympathy is your ability to care about or be sorry about another person's state of being. It is a conceptual understanding of what someone else is going through. | Empathy is your ability to truly understand and share the feelings of another person. It is a personalized understanding of what someone else is feeling. |
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What is Empathy in the workplace?
- Empathy is the ability to understand and feel what someone else is feeling, to walk in someone else’s shoes.
- So, empathy in the workplace is important to understand coworkers’ and customers’ needs and to learn to fit in with the work culture.
- Recent scientific research explains empathy.
- Another aspect of empathy is the ability to listen attentively, which means:
- You don’t interrupt in the middle of someone’s sentence, but instead let them finish a complete thought before commenting.
- When you do comment, it is to ask clarifying questions to check for understanding, such as “It sounds like you think/feel that… Have I understood you correctly?”
- At this point you can expand the conversation, but it is always with the intent of letting the other person convey a message to you, it is not for you to dominate the conversation.
Empathy Lesson 2 - Give, Take, Match
| Develops good relationships with people from different backgrounds and cultures by showing they are respected and valued | When working with clients or customers, makes decisions based on client or customer needs and points of view, and asks how satisfied they are with the outcome |
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| Takers | Givers | Matchers |
|---|---|---|
| Take from others, often without reciprocating | Empathetic & generous | Try to go for an even Give and Take |
| Look to advance their own interests/goals | Givers are the worst performers & best performers | If they ask for a favor, they plan to reciprocate |
| Look for others to complete their tasks. | Depends on how they manage their giving | If you ask for a favor, you should plan to reciprocate |
Slide 6
The positive results of Givers include:
- Increased profits for a business/organization
- Innovation
- Greater productivity, quality improvement
- Efficiency in teams, more collaboration
- Higher customer satisfaction ratings
- Lower employee turnover rates