Document wrXbmEK2jGDkVvwQozxj5xyoJ

Methods of Job Safety Training Five Kinds of Job Safety Training Chapter 9 Section 25 THE IMPORTANCE OF JOB SAFETY TRAINING Wise sayings arc not so wise when applied to the wrong situations. Take the one about what a man doesn't know won't'`h'url"him. Applied-to rrman's'\rork.;'''1s'^0.0/5 wrong. What a man doesn't know about working safely may not only hurt him, it may kill him. Right there, in a nutshell, lies the importance of job safety training. There is potential for serious injury acci dents in almost every line of work. If men are to work free of accidents, they must first know about the hazards connected with their work. More than that, they must know the safe proce dures to follow to work safely. Some of these things, given time, they would learn on their own from watching and listening to others. Rut supervision can't rely on that kind of learning. Many wrong things are often learned that way. \nd sometimes the right things are learned only from the cruel experience of a serious injury accident. The implication should be clear. Employees must be thoroughly trained in what they need to know to work safely. They must be given knowl edge of the hazards associated with their work. They must have safety rules and regulations ex plained to them. They must be adequately in structed in recommended safe job procedures. ARMCO management owes such training to its employees. The initiative must come from su pervision, not from the employees. FIVE KINDS OF JOB SAFETY TRAINING There are five different kinds of job safety training every supervisor should know about and practice. They are: \ 1. Initial safety orientation, | 2. Initial job instruction, should be given a safety orientation that is tailored to the position. The same is true when a man moves down to a position he has not oc cupied in a long time. As his immediate super visor, you are the one responsible for his orien tation. I 3. Pre-job safety instructions. j 4. Planned safely contacts. . 5. Correctional safety contacts. Let's discuss the first Tour of these. One type of correctional contact, has already been discussed in Section 17. More will be said about correctional contacts in Chapter II. Don't confuse the initial safety orientation with job instruction. The purpose of the orien tation is to cover those topics that he needs to know immediately. In the case of a man who has occupied the position in the past, the pur pose is to remind him about certain things which he may have forgotten. POSITION SAFETY ORIENTATION When a man moves up into a new position or one that he has not worked in a long time, he In the case of a man moving into a position he has never worked before, the orientation should be given, if at all possible, before he receives his specific job instruction. In the case of a man moving up or down to a position -1- ARM007598 he has worked a long time ago, the orientation should be given before he assumes the duties of the position, or shortly thereafter. The location of the safety orientation is a matter of choice. Sometimes, it is best con ducted away from the job site, where you can sit down with the man and discuss things with out interference. The fact that you take him away from the job site is itself impressive. Or, you may prefer to orient him at his place of work, where you can point out things to him. You may even consider a combination approach. What topics should you cover? That depends upon the position and how familiar the man is with the work required. If be is completely new, and the nature of the work calls for it, you may have a lot to discuss with him. If he is fairly familiar with the position, the orientation may be a relatively brief review of some of the major hazards and precautions. You will have to be the judge. The following general topics should always be considered: 1. Ma/or area hazards. If the man's new po sition exposes him to any major area haz ards, they should be explained to him to gether with what precautions he is expected to take. Common area hazards include mo bile equipment traffic, overhead moving equip ment, exposed' electrical conductors, toxic gases and fumes, airborne hazards, poten tial slipping and tripping hazards, and also hazards connected with neighboring machin ery. To decide the specifics, ask yourself what hazards in the man's general area he should know about. 2. Personal protective equipment. The man should be told what personal protective equipment is required in his new position and what is recommended. Required equipment should be issued to him, and its use and care should be explained. He should be impressed that he is expected to wear required equip ment, e.g. hard hat, safety goggles, etc. with out fail. This is also the time to spell out personal clothing requirements. For some positions, for example, shirt sleeves are best kept rolled down and buttoned at the cuff. In other positions, no shirt sleeves are better. 3. Housekeeping and clean-up responsibili ties. The time to acquaint a man with his housekeeping and clean-up responsibili ties is when he assumes the new position. If you wait too long before spelling out such responsibilities, most men will think you are adding something extra to their work. Define the man's area of housekeeping re sponsibility. Give him the details of what he is expected to do to maintain orderly housekeeping. Point out where scrap, debris, and refuse are to be placed. Spell out any specific clean-up duties. Use the occasion to impress him how you feel about orderly housekeeping. 4. Critical safety rules. Sometimes there are safety rules that should be explained immediately when a man assumes a new po sition. For example, smoking in his area may be hazardous and forbidden. Such rules should be gone over with the man so he understands what and why. Discussion of safety rules should be limited to those he must immediately know about. It is neither practical nor desirable to attempt to cover all rules and regulations governing work done in his position at the time of his initial orientation. Some Armco plants have developed "job training guides" v/hich list the safety highlights of position. Where such training guides are available, they should be used to orient position newcomers or those who have not worked a po sition for a long time. Where such training guides are not available, some type of orientation guide should be de veloped. Figure 1 shows a recommended type of orientation guide. It amounts to a simple outline of the highlights that should be covered by the orientation. The reverse side is used to list miscellaneous safety points, e.g. major job precautions, emergency requirements, and precautions for the safety of others. Extra items may be added from time to time as experience suggests. If you use such an outline to guide your safety orientation, you are not likely to forget anything important. When you complete the orientation, make an entry on the man's safety contact card so there will be a record of the orientation. Record the date and the number of the position for which the man was oriented. ARM007599 POSITION SAFETY ORIENTATION OEPT. Tffwr Ainn SFfT ~TZh*. M!// POSITION________Tn Asi/- M./pf.r o MAJOR AREA HAZAROS t` tfnh'./t. S^uiom- r?A &- SiV/*rA-A-/ SrAns*__________ o PPlf CLOTHING A PROTECTIVE EQUIPMENT 0. 2 t/atj hj> A. __ ______ MF)<4e< >3. Xf.-SV/ry &./ /L.SA 'irA <A?/*yr.~S. //.viik U S" ^<1^(14 rat &A< ______ SAFETY RULES TO EMPHASIZE ^;./-/______ _ 3:6 .// 7-/0 o HOUSEKEEPING A CLEAN-UP / hfs> around AuX/> 0-2__ IjU/m ujjty Ars,ur>^/ AjiL/*. tL, //-> G- n\*pJJ-. L//l/`jn *4- sf*> ht-J*: J& sJlAlh.< r^CA^fJ Uj{oj, n^rJr -la_US^l q -/ /u/y r/tjTc* /n-chfzL-JHSkjL FIG. 1. SAFETY ORIENTATION GUIDE. The outline is used by supervisors os o guide lor orienting workmen who move up into new positions. One such outline is prepared for eoch position. INITIAL JOB INSTRUCTION After you have oriented the new man generally, you still have the problem of instruc ting him on jobs his new position requires him to do. Let's assume you are going to instruct him on a job that is entirely new to him. That makes training him a special problem. Unless you in struct him thoroughly and skillfully, he isn't going to learn quickly and correctly. And that means you will be spending a lot more time with him later, when things go wrong, patching up training done in haste. Let's assume further you have a JSA written up on the job, or some equivalent type of a job breakdown for training purposes. Your instruc tion will involve these three phases: (^prepara tion, (2) presentation, and(3) observation. Let's discuss the details of each. PREPARATION The amount of preparation required to get ready to instruct will depend on how thoroughly you know' the job and how experienced you are at instructing it. Let's assume you know the job, but not so thoroughly that a brief review won't improve your instruction. Here's how to proceed: 1. Prepare yourself. Review the JSA on the job. First, get in mind the order sequence . of the basic steps. Then, concentrate on the first job step. Review the potential acci dents that could occur. Make a mental note of the really serious ones. Think of what else could go wrong on that job step, e.g. tool and equipment damage, product defects, material wastage, and so on. Next, review mentally the procedure for doing the job step. What should he do? How should he do it? Anything in particular he shouldn't do? Repeat the above for each job step. Never try to memorize a JSA. Use it only as a basis for reviewing the job procedure. There's nothing wrong with referring to it when you instruct the man. Remember, also, you aren't only training job safety. You will be train ing how to do the job from all angles. That's why it is pointless to memorize a JSA. 2. Prepare the job situation. Think in terms of what tools, equipment, materials, etc. you will need to instruct the job. If you do need such things at the job site, assemble them the way you expect the man to assem ble them regularly. Arrange things from the standpoint of efficiency, housekeeping, and safety. If personal protective equipment is needed, have it on hand. If possible, have the man on hand while you are setting things up. Explain why you locate things where you do. Let him help you. He'll remember better if he helps set things up. When you are through, ask him if he has any questions about how things are set up. Give him a moment to survey the scene. -3 - ARM007600 3. Prepare the man. Get the man ready to learn. Tell him something about'the job that will arouse his interest and attention. If the job is a critical to the end product, you might let him know how it is. If it is hazardous, say so. Reassure him, however, the job can be worked safely by following the procedure you will instruct. Your own manner of speaking will do much to relax the man and get him in a frame of mind for learning. If you are new to each other, make a special effort to be friendly. A minute of socializing in such a situation can pay hours of dividends. You are not only starting him off on a job, you're starting yourself off in terms of your future relation ship with the man. PRESENTATION The instruction of anything but the simplest job should always be a combination of demonstra tion and explanation, given in terms ol job step units. The strategy of the instruction should be to get across the basic job procedure plus the make or break keypoints related to each job step, while saving for later secondary details. It is self-defeating when an instructor tries to cover in a single session every last thing he knows about a multi-step job. Men can't absorb too much too quickly. The man can always be filled in on some of the lesser details later. 1. Demonstrate the entire job cycle. If the job is of relatively short duration so that demonstration is practical, demonstrate it from start to finish. Before you do, make sure the learner is looking at the job from the same view as you are. He should be at your side, or looking over your shoulder, or off to the side and slightly behind you, which ever is best. Never have him face you. Ask him to observe. Proceed at a normal job pace. Don't explain anything. The idea is to let him get a visual "feel" of the job. If the job cycle is short, do ittwoor three times. Always indicate when you are about to start the job cycle again. 2. Demonstrate and explain each step. Tell the learner you will demonstrate and ex plain the job one step at a time. Let him know generally how you intend to proceed. Tell him the job step you are about to demonstrate. Tell him what you intend to do, not how you intend to do it. For example, "The first step is to clamp in the work." Then, demonstrate the job step. If the demonstration does not create too much noise, explain the keypoints of the job step while you are demonstrating it. A keypoint is al ways a precaution against something un wanted, e.g. an accident, material spoilage, equipment d amage. For example, "Be sure to clamp it tight otherwise it may fly out and strike you." After demonstrating the job step, pause to explain other things related to the job step that are not directly a part of the job Step. For example, "These clamps get worn and have to be replaced now and then. If one won't clamp tight, let me know. Don't try to make it do because you run the risk ol the work flying out." Don't explain too many things at this point. Hold some things in reserve on which he can be filled in later. If you cram too much information into this pause between job steps, you will interfere with his learning of the job step keypoints. When the number of job steps are few and short, repeat the foregoing procedure for each step until you have completed the job cycle. You may even want to repeat the en tire instruction for a second job cycle. (If, however, the number of job steps are many, have him demonstrate and explain each job step immediately after you have done the same. Remind him to proceed slowly and explain what he is doing just as you did. Be ready to prompt him if he gets stuck, but never take over. Don't be too eager to cor rect him. Let minor "errors" go until he completes the job step. Never interrupt him physically unless you see him about to make a move that could cause injury or major equipment damage. After his demonstration, indicate approval to build up his confidence. Correct minor errors tactfully. Follow the foregoing procedure for each job step until the job cycle has been completed.) FOLLOW-UP OBSERVATION The proof of the learning is in the doing. When all job steps have been instructed as des cribed above, ask the man to demonstrate the entire job cycle. Never omit this phase ol job instruction. -4 - I ARM007601 1. Observe the learner demonstrate. In struct him to proceed slowly. Tell him to state in advance each job step before he starts it. Have him explain each job step as he demonstrates. A word of reassurance is not out of order at this point. Avoid interruptions. If he appears stuck, prompt him. If necessary tell him what to do, but don't take over the job unless he can't proceed any further. Even then, let him pause for a minute and try again. fie may be able to handle his "block" after a break. Listen, don't talk. No learner can con centrate on what he is doing, explain what he is doing, and listen to you at the same time. Minor "errors" can be corrected after the demonstration. Interrupt him physically only if he is about to make a move that may cause injury or serious equipment damage. When he is through, tell him some things he did correctly. Then, tactfully correct any minor errors. End by complimenting him on how well he has learned. Reassure him that skill will come with practice if he needs such reassurance. Answer any questions he may have. If you think a second demonstra tion is advisable, repeat the foregoing pro cedure. Expect some repetition of errors, and react with patience and tact. When you think he is ready, put. him on his own. Let him know whom to contact if he needs help. 2. Mate a follow-up observation. Check back in an hour or so to sec how the man is doing. Observe him go through the entire job cycle again. If corrections are necessary, make them onty after he has completed the job cycle. Never interrupt to correct except to prevent injury or equipment damage. If he is proceeding satisfactorily, compliment him. If there is a product, check it for de fects. Should you find any, explain them and what must be done to avoid them. Reassure him that defects at this stage of learning the job are normal and expected. Use the follow-up observation to reem phasize hazards and precautions. Discuss unsafe practices that are most likely to occur. Let him know you expect his coopera tion on working the job safely. It won't hurt any if you let a firm, convincing tone enter your voice at this point. If that kind of initial job training sounds like a lot of time and effort, how much time, ef fort, and aggravation do you think it takes to correct again and again a man who was poorly instructed in the first place? Poor initial job instruction is the reason many supervisors are swamped with overwork. PRE-JOB SAFETY INSTRUCTIONS Pre-job safety instructions should be given when men arc assigned to do hazardous and in frequently done repair, service, or construction jobs. They are especially appropriate for haz ardous one-time jobs since men are unlikely to have any prior experience with such jobs. Many supervisors mistakenly think they are giving pre-job safety instructions when they urge men to be careful, or employ similar mean ingless generalities, before sending them on their way. To do any good, pre-job safety in structions must be specific. If the job to be done is covered by a JSA, the JSA should be used as a basis for the pre-job instructions. Normally, the job-assigning supervisor should emphasize those points of the JSA that past ex perience indicates are likely sources of acci dents. A less preferred alternative is to have the men spend a few minutes going over the JSA before they set out for the job site. Where there .is no JSA to guide pre-job safety instructions, the following topics should be considered. 1. Serious potential accidents. Possibili ties of fire, explosion, toxic gases, elec trical contacts, chemical contacts, cave-ins, falls from high above, or other potentially serious accidents should be discussed, and precautions agreed upon. 2. Likely unsafe practices. Some jobs are particularly likely to tempt men into un safe practices, e.g. throwing materials down instead of lowering, failing to lock out equip ment, and neglecting to rope off areas. The experienced supervisor, knowing his jobs and his men, will do well to remind his men emphatically what to do and not to do on the job before he sends them off. 3. Required protective equipment. When jobs require special protective equipment, the assigning supervisor should see to it that the men get or leave with the needed equipment. He should also make certain they know how to check such equipment for defects and how to use it. -5- ARM007602 4. "Other fellow" precautions. Many re pair, service, and construction jobs re quire special precautions to be taken to pro tect workmen in the area. Those assigned to do such jobs must be reminded of what specific precautions to take. Roping off areas, clearing them of personnel, setting up warning signs, stationing "look-out" men, signalling special hazards -- these are some of the "other fellow" precautions to remind men about. It rarely takes more than five, minutes to handle pre-job safety instructions. That's small insurance to pay against the possibility of a crippling or fatal injury accident. Besides, once you get into the practice of giving such instruc tions, they don't seem to require much effort, PLANNED SAFETY CONTACTS In addition to initial safety orientation, ini tial job instruction, and pre-job safety instruc tions when applicable, workmen require some kind of regular, planned safety contact. Any kind of planned discussion or instruction on a safety topic is a planned safety contact. When conducted on a regular basis such contacts re inforce employee awareness of hazards, strength- THE PLANNED PERSC ABOUT SUCH CONTACTS GENERALLY The personal safety contact is essentially a case of a supervisor contacting one workman to instruct or discuss with him some safety topic related to the man's work. (Under some condi tions, it is still a personal safety contact when two or three employees are contacted simultan eously. When the number goes beyond three, it is a- group safety contact.) Let's discuss the reason why personal safety contacts are superior. When a supervisor directs his instruction or discussion at one man, he has maximum control over the situation. He can personalize what he says and how he says it to fit the individual. He can select the topic he thinks is most suit able for the man. He can explain it or discuss it in a way that fits in with what he knows about the man. He can step up or slow down the pace. He can bring up or bring down the language. He can appeal to logic or to emotion, be humor ous or serious, be a listener or a talker -- in short, he can tailor his contact to the man. That en knowledge of safe job procedures, and gen erally enhance employee safety-mi ndedness. Don't make the mistake of understanding reg ular planned safety contacts only in terms of providing safety know-how. They are a powerful tool for developing favorable employee attitudes toward safety and accident prevention. They are continuing reminders that management is con cerned about employee safety. When all super visors make such contacts, employees realize higher management is the mainspring. Further more, such contacts give the first-line super visor a regular opportunity to demonstrate his concern for safe working practices and condi tions. Think of each planned safety contact as a gentle nudge in the right direction of more safety know-how, more cooperative attitudes, and more safety-mindedness at work. Broadly divided, there are two kinds of planned safety contacts: (1) the individual safety contact and (2) the group safety contact. Because it seems more descriptive, the former will be referred to hereafter as a PERSONAL SAFETY CONTACT. The remainder of this section is devoted to planned personal safety contacts. Group safety contacts will be dis cussed in the next section. . SAFETY CONTACT makes for better training. Personal safety contacts have another big advantage over large group safety contacts: From the employee's viewpoint, the supervisor is instructing him personally, explaining things to him, try to convince fn'm, asking for his co operation. The feeling is entirely different from what takes place when a man is one among a large group. There is a feeling of personal con tact. Lastly, there are many lesser advantages that add up impressively. Men are more apt to pay attention when addressed as individuals rather than as members of a group. They express their opinions more readily than when in agroup situa tion. Their understanding and acceptance is more easily checked by asking questions or asking to be shown. In all important respects, it is easier to instruct or discuss a topic with the individual than it is with a large group of men. That is why personal safety contacts are preferred. -6 - ARM007603 TOPICS SUITABLE FOR PERSONAL CONTACTS Almost all safety topics can be handled via personal safety contacts. Safety rules and regu lations make excellent topics. They can be explained with a personal twist to be made con vincing. JSA's provide good material for such contacts, particularly when the jobs are done by only one or two men. Recent accident cases make good topics when they can be related di rectly to the work a man does. Any hazardous part of a man's work can be made the topic of such contacts. In addition, there are such topics as housekeeping and clean-up, general area haz ards, temporary safety problems, personal pro tective equipment, and seasonal hazards. Any supervisor who wants to find a topic for a per sonal safety contact, can. Those who don't know of anything to review or discuss with a man, usually don't want to. The greater proportion of personal safety topics should be selected from (1) safety rules and (2) safe job procedures. Topics so selected will have the most direct relationship to a man's work. The next section, therefore, will discuss how to conduct such contacts when the topics are safety rules and safe job procedures. CONDUCTING PERSONAL SAFETY CONTACTS What follows is a four step personal safety contact. The four steps are: 1. Decide the topic. 2. Prepare the contact. 11. Make the contact. 4. Record the contact. Let's discuss each step first generally, then in terms of safety rules, then in terms of job procedures. DECIDING THE TOPIC Always select your topic in terms of what needs to be reviewed or discussed with a par ticular man. Never select any safety topic. It should relate to the man's work in some mean ingful way. It is silly to talk about gas hazards to a man who is not exposed to them or about locking out equipment to a man who never has the occasion to do so. Select a particular safety rule because you know it applies dozens of times during his daily work, or because violation is particularly serious in his work, or because you know ho has been known to violate the rule. Apply the same reasoning to selecting job pro cedures for review and discussion. If you have no particular reason for deciding what safety rules or job procedures to discuss, select the ones that have not been reviewed with him in a long time. Let's now consider a type of safety contact record that let's you know at a glance what topics have not been reviewed with a given man. SAFETY RULES & REGULATIONS The safety contact record shown in Fig. 2 is the same record discussed in Chapter 6 for recording safety observations. It is also used for recording personal safety contacts. The left hand section is for recording contacts on general safety orders and plant safety rules and regula tions. The record requires that plant safety rules be numbered consecutively. (If your plant has a safety rule booklet that is not so num bered, you can number the rules yourself.) Let's assume that you have such a safety rule book let, and that after each personal safety contact you recorded contacts concerning rules as shown in Fig. 2. Notice the date of the contact is recorded next to the number of the rule discussed with the man. And, if several consecutive rules were discussed with the man, the date is recorded next to the first rule discussed, and an arrow is drawn down to and thru the space next to the last rule discussed. What could be simpler? Now, suppose you had to decide on a rule to discuss with John Doe. Look at the record shown in Fig. 2. Which rules could you select from? The answer is, any applicable safety rules for which there is no date entry. You can see at a glance which rules have not yet been discussed with the man. That's why this is a useful record. It helps to plan safety contacts. RECOMMENDED JOB PROCEDURES The same record is used for recording safety contacts covering job procedures. Notice the column of bold numbers near the center of the record. Those are the code numbers that stand for specific jobs. For example, 1 could be "preparing to tap heat", 2 could be "adding ladle additives", 3 could be "closing tap hole", and so on. The small row numbers stand for the basic steps of the jobs. A personal safety - i- ARM007604 n ARMnn SAFETY CONTACT uv RECORD1964 FORM C n >>[rmco general orders U 1 r/Z/ 2 3 4 ' SAFETY RULE CONTACTS & wW& WWWl? A? 'p ' p'p' Doe, John, Second Helper, O.H. i72 1 uinr12345617891011 12 13 14 15 2.//S' 2 1234547 8/V 10 It 12 13 14 15 Z/zo/u 6M/4 3 1234567891011 12 13 14 15 113 / u 2// At n^ 7 2I2& **`I+*7l') nU 9' in____5 7* J/ J') 4 1 2 3 4 5 6 7 8 9 10 !1 12 13 14 15 5 1 2 3 4 5 6 7 6 9 10 11 12 13 14 15 3~t5 6 1 2 3 4 5 6f-89-l0 11 12 13 14 15 7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 monthly contacts p 0 P 0P O JAN FEB MAR // / / // / APR MAY JUN // / // JUL AUG SEP 14 LJ *>1 (%/lCf 8 1 2 3 4 5 6 7 8 9 10 U 12 13 14 15 9 1 2 3 4 5 6 7 8 9 10 11 12 13 14 IS OCT NOV DEC n 11 UU nt (Continue on Reverie Side) 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 n LETTER CODES LI P " Personol or Planned Safety Contact; 0 = Safety Observation; S " Satisfactory; U = Unsatisfactory; V~ Violotion of Safety Rule; Corrective Action: R = Reinstruction; W = Warning; C = Corrective Interview; D = Disciplinary Penalty (figure following D = days off) FIG. 2. SAFETY CONTACT RECORD. See text for details on how safety contacts on safety rules and safe job procedures are recorded. The record shown serves on important planning and control function. contact is recorded by making a line above the numbers that correspond to the steps of the job discussed with the man. The date is recorded above the line. (You may recall from Chapter 6 that a line is drawn below the small numbers to record a planned safety observation.) You can see now how simple it is to decide what job to discuss with a man. All you have to do is look at the record. Where there is no entry above the job step numbers, the job has not been discussed with the man, at least not during the period covered by the record. It should be pointed out that the record can be used even though the jobs have not been covered by JSA's. If there is no JSA on a given job, draw the line through the small numbers in stead of above. Record the date above the numbers. Let the record tell you what jobs and job steps to discuss with the man. PREPARING THE CONTACT Some amount of preparation is necessary even for personal safety contacts. Exactly how much depends upon the topic and how thoroughly you know it. Usually, only a few minutes of preparation spell the difference between a good safety contact and a poor one. Moreover, as you become experienced in handling personal safety contacts your preparation time and effort will average out to very little. SAFETY RULES AND REGULATIONS Read over the safety rule(s) selected for review. Satisfy yourself that you can explain it. Be able to translate the principle to the man's work. Have some examples in mind. Try to recall an accident which resulted from violation of the rule. Be prepared to ex plain the accident to convince the man. - 8- ARM007605 Give a moment's thought to the man you in tend to contact. Does what you know about him suggest any kind of approach that will make him more receptive. (If he likes to talk, for example, plan to ask him to give you his interpretation of the rule and his opinion. Plan to listen, and let him tell you.) There's your preparation: Know the rule. Be able to translate it. Have an accident case handy. Figure out a personal approach. RECOMMENDED JOB PROCEDURES Read over the JSA on the job. Decide what job steps you intend to review. You may even want to review all job steps if not too much is involved. If there is no JSA, review the job mentally in terms of job steps. Decide whether you will cover all or only a part. If the latter, decide what part. Be able to explain the major hazards asso ciated with the job steps you intend to cover. Bo able to explain what precautions the man should follow to protect himself against the haz ards. It won't hurt to have a few convincing ar guments up your sleeve in favor of the recom mended precautions. Give some thought to the man. Has he been a safety problem on this job? In what way? Should that have a bearing on how you proceed with the safety contact? Again, the preparation is simple: Read the JSA or think over the job. Decide what part to cover. Know the major hazards. Know the recommended precautions. Decide your method of approach. MAKING THE CONTACT The standard type of contact has three steps: (1) Introduce the topic. Let him know what you intend to cover and why you selected the topic. (2) Explain or discuss the topic. The more you think he knows the topic, the less should you explain and the more should you discuss. (3) Summarize or conclude the topic. A summary is a quick repeat of the keypoints. A conclusion is some appropriate ending which emphasizes the major keypoint. The above standard approach has many variations. Some are especially suit able for seasoned, experienced men. They will be described in a later section. SAFETY RULES AND REGULATIONS Introduce the topic. If you have a large num ber of men to supervise and you contact them regularly to review safety rules, you will find it difficult to come up with an unusual, "interestarousing" introduction each time. The most practical introduction is simply to tell the man the general nature of the rules you intend to discuss, and the reason why you selected the ones you did. The reason may be a recent acci dent, an unusually severe accident in past years, recent violations of the rule, the potential for severe injury in rule violation, or any other bonafide reason. Such reasons are usually sufficient to arouse interestin apersonal contact situation. Gimmicky introductions to arouse interest often backfire because they sound artificial, which indeed they are. Stick to a brief statement of what you intend to discuss and why. Explain or discuss the topic. If the rules are published in a plant safety rules booklet, and they read easily, read the first one to the man. It only takes a moment, and it indirectly es tablishes the official status of the rule. Be fore reading, ask the man to listen. Read slowly, and with emphasis. After reading, either explain or discuss the rule. To explain a rule, put it in your own words. Then give examples of how the rule applies to the man's work. Emphasize how following the rule will prevent an accident. You can also cite an accident that resulted from rule viola tion to support your reasoning. To discuss a rule, you can do several things to get the man to express himself: Ask him if he knows of any accidents resulting from rule violation. Or, ask him to explain his interpretation of the rule. Or, have him tell you where the rule applies in his work. You can even ask him his opinion of the rule. "'hether you emphasize explaining the rule or discussing it, always check the man's under standing of the rule as it applies to his work. Check by asking him to give you examples of where and how it applies. Or, check by citing specific work situations and asking him if he thinks the rule applies. Sound out his acceptance of the rule. Does he agree it is a good rule to follow? If he has any doubts, encourage him to express them. Dis agreement may not be with the rule as such, but with whether or not it applies to a specific ARM007606 situation. What he says about the rule may give you a clue to convince him. Always try to end by getting his agreement that the rule is basic ally sound. \ To summarize: Read the rule with emphasis. I Explain or discuss it. Check for understanding. 1 Get agreement. Do that for one rule at a time. r Summarize or conclude the topic. If you covered several rules, end your contact with a quick summary of the keypoints. Hit the keypoints only and don't wander off into details. A good conclusion is to let the man know in a friendly j^way you expect his cooperation. RECOMMENDED JOB PROCEDURE Introduce the topic. What was said above about introducing a safety rule topic applies here also. Don't try for a novel so-called "interestarousing" introduction each time. Simply let the man know what part of what job you intend to review with him, and why you want to re view it with him. The why part of your intro duction will usually arouse interest. An indica tion that you want his opinion invariably arouses interest. Explain or discuss the topic. Since you are not conducting an initial job instruction, but merely reviewing a recommended safe job procedure, avoid explaining things as if he did not already know the job. One way to explain without seem ing to explain is to ask the man to listen and see if he is in agreement with the way the "book" says the job should be done. Explain one job step at a time as follows: State the job step generally, e.g. "The first step is to remove the housing." Explain what could happen, e.g. "Several things can happen.. A man can strain his back. He can also drop the housing on a loot. He can pinch his hand be tween the housing and the'rail." Check with the man to see if he agrees such things could happen. Explain the precautions, that is, how the job step should be done to avoid such acci dents, e.g. "The way not to strain yoursell when lifting the housing is to lift off one end first, like this........... " Again, check with the man after all precautions have been covered. Does he agree? Does he do it that way? Does he have an even better way? Has he ever had a near-miss that was not covered in the discus sion? What was it? Sometimes you may have reason to doubt whether even a so-called experienced man under stands. Don't hesitate to check if that's the case. Ask him to explain the point in question. If it can be demonstrated, ask him to demonstrate it. It is not always true that the "experienced" man knows all there is to know about doing his work safely. To summarize: For each job step, state the step. Point out the potential accidents. Check for agreement. Point out the precautions. Check for agreement. If indicated, check for under standing. -- Summarize or conclude the topic. Summarize quickly by repeating the major hazard and pre caution connected with each job step. Don't try to cover every hazard and precaution in your summary. Conclude by.asking his cooperation in doing the job the safe way. End on a friendly note. RECORDING THE CONTACT Keeping a record of personal safety contacts on safety rules and job procedures is necessary for a number of reasons. The record is a history of what has been discussed with a man on what dates by what supervisors. Such information is useful to establish the fact that a man has been properly instructed. Secondly, a record can be a tool to help decide future topics to discuss with the man. The record shown in Fig. 2 does exact ly that. It tells at a glance what has not been covered. Lastly, the record permits a control of safety contacts. Higher supervision can look at any man's record, and see when he was last con tacted, or what he was contacted on. SAFETY RULES AND REGULATIONS To record a safety rule contact on the record shown in Fig. 2, record the date of the contact next to the number corresponding to the rule dis cussed. If several consecutive rules were dis cussed, draw an arrow from the date entry next to the first rule discussed down to and thru the space next to the last rule discussed. (See Fig. 2 for examples of how entries are made.) When several supervisors work from the same record, as will occur when one man rotates his time under different supervisors, the date entries are initialed by the recording supervisor. The record then tells who covered which rules with what man on what date. - 10 - ARM007607 The numbers of safety rules that are wholly inapplicable to a man's regular position may be crossed out to indicate they need not bo reviewed with the man. After you have recorded the date of the con tact, record a tally in the box at the far right of the contact record. Notice each month has eight boxes. The four left boxes arc for personal contacts. Each box is for one week of the month. If you discussed a rule with the man in the first week of the month, mark a tally in the top box under P. The record shows John Doe had one personal contact in January, and three in February. If you have met the minimum required number of contacts with your last entry, btack in the upper half of the box at the very top of the record which corresponds to the month in which you met the requirement. For example, if the requirement is one personal contact per man per month, black in the box after your first contact for the month. Bear down with your pencil to ensure a heavy black shaded area. The purpose of such a mark is to enable you to see at a glance which of your men have not been contacted as required for the month. (See Fig. 3, page 14, Chapter 6 for an illustration of how the safety contact records are stored.) RECOMMENDED JOB PROCEDURES To record a job procedure contact on the safety contact record shown in Fig. 2, draw a line above the numbers corresponding to the job steps of the job discussed with the man. Record the date above the line. If no JSA on the job is discussed, draw the line through the job step numbers, and record the date above the numbers. In addition, record a tally in the week-month box at the far right of the record under P. Lastly, if the contact completed the minimum required number of contacts for the month, black in with your pencil the upper diagonal of the box at the very top of the record which corresponds to the month in which you met the requirement. PERSONAL SAFETY CONTACT VARIATIONS It is neither necessary nor desirable to con duct personal safety contacts one and the same way all the time. There should be variation in method as well as subject matter. Five practical variations are: 1. Have him explain to you. 2. Have him explain to a co-worker. 3. Tell him about a recent accident. 4. Draw out his job experience. 5. Have him recall past accidents. Let's discuss each. HAVING HIM EXPLAIN TO YOU Let him know you are interested in hearing how he thinks a particular job or part of a job should be done safely. Ask him to explain how he does it. Listen. More often than not, he will give you a good account. If he omits an important precaution, don't correct him. Try to draw it out of him with a question, e.g. "Do you shut the machine down first?,' The idea is to draw out of him all the major precautions related to the job or job step. Try it. You will find most men eager to explain what they know. You might even learn something new about the job. All you have to do is ask the right questions, and he a good lis tener. Be sure to thank or compliment him when he is through. HAVE HIM EXPLAIN TO A CO-WORKER Here is a way to make two personal safety contacts out of one. Ask one of your experienced men to explain a job, a part, of a job, an old ac cident, or a safety rule to a less experienced coworker. Arouse his willingness by letting him know you think it would help if the younger man heard it coming from him. Got them together. Explain the situation to the younger man. Stand by as a neutral third party. If some important point is omitted, draw it out with a tactful ques tion, e.g. "Would you say, Henry, he should al ways shut the machine down first before adjust ing the belt?" Chances are Henry will take your cue and agree emphatically. - 11 - ARM007608 The most important thing about this approach is to avoid saying anything that might embarrass the experienced man. Never flatly contradict him. Don't correct him in front of the other man. Feed him cues only when necessary. If you han dle it right, one man will walk away feeling satisfied, maybe even a little proud of himself, and the other will have learned something. And you will have made two safety contacts with relatively little effort. TELL HIM ABOUT A RECENT ACCIDENT Another indirect way to arouse awareness of hazards and safe procedures is to tell a man about a recent accident. Start out in a confiden tial sort of way, e.g. "Hey, Harry, did you hear about the one in the tube mil! this morning?" When you have his ears perked up, give him a good account of what occurred. Emphasize the causes of the accident. Then, drive home the lesson, e.g. "You know, Harry, that could happen to you too. Suppose you didn't shut down your machine to make belt adjustments?" The idea is to tie the accident to some part of his own work. Telling men about recent accidents is good informal training. Even ``old hands" are interested in hearing about accidents related to their work. DRAW OUT HIS JOB EXPERIENCE If you have some jobs done under your super vision that you know less about than the men do ing them, ask them to explain the hazards and precautions to you. Let them know you are par ticularly interested in the safety angles. Show that you really want to learn. The chances are FIG. 3. REVERSE SIDE OF SAFETY CONTACT RECORD. The record continues on the reverse side with spoce for sofety rule ond job procedure contacts. There is also spoce for recording accidents, neglected injuries, safety meeting attendance, ond other information. See text for details. -12- ARM007609 the man asked will be delighted to explain it to you. Most people like to show what they know. Help him along with specific questions, e.g. `'What kinds ol accidents can happen to a man doing the job?", ``What precautions should be taken?", ``Have you ever had any accidents or near-misses ol your own?" Incidentally, don't worry about admittingyou don't know some things. You can bo sure the man won't think any the less of you. HAVE HIM CITE ACCIDENTS Suppose you want to emphasize certain un safe practices. Try this approach. Tell the man you're trying toget a collection of accident cases on certain unsafe practices. State the unsafe practice generally. Ask him if he knows of any accidents resulting from such an unsafe practice. If he doesn't, you tell him some. Always handle the conversation so, in effect, you have remind ed him of a safety rule or a safe practice. It is a good safety contact if you succeed in getting the man to cite a few accidents. If you apply this approach to general safety rules, you'll have a year's supply of safety topics to listen to. *****4 Most supervisors don't like to make formalsounding safety talks. The above kinds of per sonal safety contacts aren't safety talks. They arc better than safety talks. They are easier to make, take relatively little preparation, and give a lot of satisfaction to employees. And they ac complish the purpose of a safety contact. They remind men about hazards, safety rules, unsafe practices, and safe job procedures. They shape safety-minded attitudes. THE REVERSE SIDE OF THE CONTACT RECORD The reverse side of the safety contact record is shown in Fig. 3. In addition to safety con tacts on safety codes and job procedures, the record is used for recording other safety informa tion as follows: L. Safety rule violations. Mandatory safety rules are incorporated into the 100 safety rules.- When an employee is observed vio lating a safety rule, the observing super visor may wish to make a record of the violation. (Chapter 11 discusses the reasons why safety rule violations should be record ed.) The violation is recorded by making a date entry preceded by V in the space to the right of the safety code or safety rule number. For example V-6-24 indicates a violation on June 24. The action taken after the violation can also be recorded by code as follows: R = reinstruction, W = warning, C = corrective interview, and D = disciplinary penalty. Thus V-6-24-R indicates that the June 24 violation resulted in reinstruction of the man. If the disciplinary penalty involves days-off, the number may be shown following the code letter D. Thus, V-8-15-D-3 indi cates that he was given 3 days off for viola tion of the rule on Aug. 15. 2. Departmental safety rules. There are 10 blank spaces after the 100th safety rule. These are intended for recording contacts on departmental safety rules where such rules have been developed. The code number of the rule discussed with the man is recorded in the bracketed space. The date is record ed in the space to the right. Violations of departmental safety rules can be recorded in the same way as described above. 3. Accidents. The date of a man's accident is recorded in column 1, to the right of the month in which the accident occurred. If the accident involved a disabling injury (lost-time, "major"), the date is followed by the letter L. If it is desired to record the number of days lost or charged as a result of the disabling injury, it should follow the code letter; e.g. 5-L-7. If the accident in volved a minor injury with nolost(or charged) time, the date should be followed by the letter M. If no injury was involved but there was damage to equipment, insert A. 4. Neglected injuries. While neglected in juries occur infrequently, it is desirable to make a record of such cases when they do occur. Such a record may be a necessary preliminary to a warning or disciplinary penalty. The date when the neglected injury first came to the attention of supervision is re corded in column 2, to the right of the ap propriate month. If it is desired to make a record of the action taken, the date can bo followed by one of the letter codes for cor rective action shown on the form. The injury should also be recorded in the accident col umn with the date of occurrence of the injury and appropriate letter code. - 13- ARM007610 Assuming that safety rule #51 requires reporting of all injuries, the violation of this rule would also be recorded as discussed under Safety Rule Violations. 5. Safety meeting attendance. Those plants that conduct monthly employee safety meetings may wish to record a man's attend ance at such a meeting. The date is record ed in column 3. There is no need to record what was covered in. the meeting since an agenda of such meetings is usually kept on file For a reasonable period. Should there be a reason to want to know the topics cov ered in a given month's safety meeting, it is a simple matter to check the agenda. 6. Safety suggestions submitted. Those plants that have an employee suggestion program may wish to record a man's submis sion of a safety suggestion. The date on which the suggestion is submitted is record ed in column 4. 7. Position safety orientation. When a man moves up or down to either a new position or one which he has not worked in a long time, he should receive a position safety orientation. The date of the orientation is recorded in column 5. The date is followed by the number that corresponds .with the po sition title. Thus, if a man, whose regular job is 2nd helper in the open hearth, was moved up temporarily on March 12 to 1st helper (code No. 29), the date of the position orientation would be recorded in column 5 on the line for March as: 12 - 29. 8. Miscellaneous job contacts. Job pro cedure contacts on a man's regular posi tion are normally recorded on the front of the safety contact record. If there are more than 10 separate jobs involved in a man's regular position, additional jobs are covered on the back side. The entry should indicate the position code number, the job code num ber, and the date of contact, as shown in Fig. 3 on the first line of columns 6, 7, and 8. The same type of entry is made when the man is contacted on a job procedure not as sociated with his regular position. For ex ample, he may be instructed on a job done in a position he occupies because of temporary mcve-ups. The steps of the job instructed may also be recorded behind the number which stands for the job. As illustrated on the second line in columns 6, 7, and 8, there was a job safety contact on the first helper position (29) covering job 2, steps 1, 2, and 3 on March 12, the same date of the position safety orientation as shown in column 5. If the man frequently moves up or down to a different position, it may be more de sirable to insert a second Safety Contact Record in the binder covering the other po sition in order to adequately record safety contacts and observations on this other position. The Safety Contact Record shown in Figs. 2 and 3 is designed to provide the maximum of useful information with the minimum of recording effort. With experience, it may be possible to improve the record. It will take some effort and self-discipline to use the record correctly at first. Once you master the use of the record, however, you can look forward to relatively little time and effort to keep a proper set of safety records. Plants are advised against supplementing this record with other types of records, such as minutes of group safety contacts. The Safety Contact Record and the Inspection Checklist Record are the only two safety records that supervisors should be required, to maintain on a regular basis. Excessive paper work is detrimental to an effective safety program because it usually means records are poorly kept. Plonned Safety Contact Observation Satisfactory performance Unsatisfactory performance P 0 S U SUMMARY OF LETTER COOES Violation of Safety Rule Accidents: No injury Lost-time (or charged) "major" Minor injury V A L M - 14- Corrective Action: Reinstruction Corrective Interview Warning Disciplinary Penalty R C W D ARM007611 Methods of Job Safety Training Planned Group Safety Contacts Chapter 9 Section 26 INTRODUCTION TO GROUP SAFETY CONTACTS When a supervisor instructs or discusses any kind of safety topic with a group of his men, he is conducting a group safety contact. It is a planned contact if he gave time and effort to prepare for it. That's the kind this section des cribes. The group safety contact is called by many different names, e.g. huddle meetings, stand-up meetings, safety talks, tail-gate talks, and others too numerous to mention. It is the most prac tical way to conduct regular safety contacts in most plants. In actual practice, it has one .-erious drawback: relatively few supervisors have developed the skill to conduct interesting and effective group safety contacts. Usual ly, such contacts are ill-conceived, poorly prepared, and badly executed. The most fre quently tried cure for such weaknesses, when someone thought a cure was necessary, has been the "canned" safety talk. The supervisor is given a printed version of a five minute safety talk, and told to use it on his men. The topic is usually related to his operations only in the most general way. Sometimes it doesn't relate to his operations at all. The end result is that he is side tracked from the kinds of topics he should be discussing with his men. To top it all, the execution of the "canned" talk is usually not much better than when he is left to rely on his own devices. The approach taken in this section is differ ent. It assumes you are capable of developing your own topics for group safely contacts, and that you can do a good job of conducting such contacts, providing you know how and want to do so. The general principles and procedures are provided. The rest is up to you. Incident ally, conducting group safety contacts effectively is a skill. Skills dr.n'l come from reading. The only way you can acquire skill is by practice, and by making a conscious effort to do better. What follows is your starting point for the devel opment of such skill. WHEN TO USE GROUP CONTACTS Consider the use of ::roup safety contacts instead of personal contacts under the following circumstances: 1. The topic selected applies to a rela tively large number ol your men. 2. The topic selected involves a demon stration. 3. The topic selected needs to be covered promptly with a large number ol men. 4. The topic selected is especially suit able lor lively group discussion. 5. Groups ol your men are conveniently assembled together at regular periods. 6. You have too many men to supervise to do with personal safety contacts only. Incidentally, try to make as many personal safety contacts as your sicuation permits. All things equal, they are more effective than group contacts. TOPICS SUITABLE FOR GROUP CONTACTS The topics most suitable for group contacts are as follows: - 15 - ARM007612 1- Vfidely-applicable safety rules and regu lations. Safety rules are especially suit able for group contacts when they are(l) new ly introduced, (2) involved in a recent acci dent, or (3) involved in increased violations. 2. Widely-applicable safe job procedures. If a fairly large number of men do the same job, though not necessarily at the same time, the job procedure makes a good group safety topic. The group situation permits a sharing of experience. 3. Accidents and near-accidents. Most acci dents and near-accidents can be discussed with a group of men so that they become meaningful to each man. Generally speaking, however, men are more interested in acci dents that occur in their own line of work. 4. Observed practices and conditions. The unsafe practices and conditions you have observed are excellent topics for group safety contacts, particularly if you have noticed an increase of certain kinds of practices and conditions. You can get your message across without any individual taking offense. 5. Topics involving demonstrations. When the instruction of a topic is improved by a demonstration, e.g. how to use a fire ex tinguisher, a group contact is the only prac tical way. Personal demonstrations make sense only when the topic is related to one man's job only. 6. Safety communications from "above". Sometimes higher supervision wants a particular topic discussed with all men. The onset of winter, for example, may result in a request to discuss plant winter hazards with all employees. Group contacts are appro priate for such purposes. THE JOB PROCEDURE CONTACT Group contacts are excellent for reviewing safe job procedures for jobs done by relatively large numbers of men. Men need to be reminded from time to time of the recommended or required safe ways to work their jobs. Where they can be conveniently gotten together in small groups, the planned group contact is the most practical method for reminding them. It may or may not be necessary to review every step of the recommend ed safe job procedure. Sometimes it is suffi cient to review only that part of a job which has been a safety problem. Your knowledge of past accidents and near accidents, plus your obser vations of unsafe practices, should tell you what steps of a job to review. We will discuss the job procedure group con tact as if you had a JSA (Chapter 5) upon which to base your contact. The details vary only slightly if you don't have a JSA. THE RECOMMENDED PROCEDURE PREPARING FOR THE CONTACT 1. Decide what job to review. Select a job done by at least three or more of your men. Don't decide on just any job that fits that requirement. Have a good reason for selecting a particular job. The following are some good reasons: (1) It has a history of many accidents. (2) It has a great poten tial for serious injury. (3) It is frequently associated with unsafe practices. (4) It has for the first time been covered by a JSA. (5) There has been a change in the recom mended procedure. (6) It has been the source of a serious recent accident. (7) It has not been reviewed with the men in a very long time. 2. Review or study the JSA. It always pays to review the written JSA, even when you think you know the recommended safe pro cedure from A to Z- You might be reminded of some hazard or precaution that would have been overlooked without the benefit of a brief JSA review. Decide whether you intend to discuss the entire job procedure or just a part. Make sure you know the sequence of job steps. For each job step, make sure you know the major hazards, that is, the most serious potential accidents that could occur. Try to think of some past accidents associated with each job step. They might come in handy in your discussion. Finally, make sure you know how each step should be done to avoid acci dents. The more thoroughly you know these things, the better will be your safety contact. - 16 - ARM007613 CONDUCTING THE CONTACT 1. Introduce the topic. For a group contact, it is especially important to arouse some interest when you introduce the topic. Usu ally, tell in;; the group why you selected a particular job for review will do the trick. Here's how one supervisor introduced his topic: "Gentlemen, l want to review a job done by all ol you. In the last live years, this job has pul six men in the hospital. One was permanently crippled. The job I'm talking about is............. " The object of your introduction is to arouse sufficient interest so that the men will pay attention long enough to have their in terest sustained by what follows. A good way to arouse interest is to challenge the group in some way. One foreman did that successfully by telling his men he was go ing to prove to them he knew more ways an accident could occur on a certain job than they did. It turned out he was wrong, but they had a lively group safety contact. 2. Explain or discuss one job step at a time. Identify the job stop. Identify or get the group to identify the potential accidents as sociated with the job step. For each poten tial accident, explain or get the group to explain what a man should do or not do to avoid such a possibility. If a demonstration clarifies how a job step should be done, and it is convenient to demonstrate, do so, or get one of the men to do so. Encourage men to question any recommended precaution. It's better to get any doubts out into the open where you can deal with them than to let them lie concealed. If someone does challenge a precaution or part of a procedure, help him develop his reasons. There may be some merit in what he has to say. Whether there is or isn't, let the group express its opinion. 3. Summarize or conclude the topic. Don't try to summarize all of the hazards, po tential accidents, and precautions covered in your discussion. Emphasize only the ma jor ones, based on your knowledge of past accidents, near-accidents, and unsafe prac tices. Use the occasion to remind the group the job should be worked in accordance with the recommended safe procedure. You might end on the note of asking for their cooperation. VARIATIONS IN PROCEDURE Here arc some variations that get more ac tive participation out of the group: 1. Ask each man to explain a single job step. Identify a job step generally. Then, ask a man to tell how he does the job step to avoid accidents. Ask him to emphasize hazards against which he makes a special effort to protect himself. Check with the other men now and then to see if they do the job step the same way. If some don't, resolve the issue in favor of the recommended safe way. 2. Ask lor accident or near-accident experi ence on each job step. Instead of you telling them what could happen, get them to tell you what happened or almost happened to them. Follow up each such lead with a discussion of what has to be done to avoid such possibilities. Be sure to focus their attention on one job step at a time with this approach. If you get no response for a par ticular job step, switch your question quickty to what could happen instead of what did happen. THE SAFETY RULE CONTACT Most supervisors ignore the wealth of train ing material inherent in safety rules and regula tions. All too often plants provide employees with booklets of general safety rules, and expect them to educate themselves by reading,studying, and correctly interpreting the contents. Very few do. Instead, what usually happens is the rules are brought to their attention only when a violation is involved. Make an effort to discuss applicable safety rules in small doses with all of your men until you have instructed each rule at least one time. While personal safety contacts are preferred for - 17 - ARM007614 first-time safety rule instruction, the group con tact may be the only practical method. After such a first round, review the most important safety rules from time to time. Group contacts are particularly appropriate for such reviews be cause they permit the possibility of lively dis cussions and opinion-airing. Let's now discuss how to handle a group safe ty contact when safety rules are the topic. PREPARING FOR THE CONTACT 1. Decide what rules to cover. Never de cide on just any safety rules. Select certain rules because there is a reason why they should be instructed or discussed. The following are good reasons: (1) Violation of the rule caused a recent serious accident. (2) Violations of the rule have been on the increase. (3) The rule is newly authorized. (4) The rule has never been instructed or re viewed before. (5) The rule has not been reviewed in a long time. (6) There is a new situation for which the rule is applicable. Don't select too many rules for instruc tion or discussion at one time. Six is a good maximum, although the number selected should, of course, be related to how much in struction is involved in each rule. Remem ber, the fewer the number of rules covered, the greater is the emphasis on the individual rule. Be sure also to select rules that are applicable to the work your men do. Not every rule in the "book" necessarily applies to your men. 2. Prepare yourself on the rules. Make sure you know what the rule intends. Rules are usually always statements that say what a man should do or not do in given circumstances. Sometimes, they state how some thing should be done. Be sure you know the what and how of the rules you intend to dis cuss with your men. Be able to explain why the rules are sound advice. Know how and where the rules apply to the operations you supervise. Be prepared to give specific examples of how and where they apply. Rules are usually general state ments. Unless you relate them to specific jobs and job steps, many men will miss their application. For example, when the rule says all hazardous machinery should be shut down for repairs or service, does that mean this particular machine should be shut down for lubrication? Some men might think so; some men might not. That's why an inter pretation is necessary. Knowing what rules you intend to review, you should be able to judge whether or not such interpretation is necessary. Be able to cite some accidents or near accidents in support of the safety rules se lected. If you can't do that, be able to ex plain what could happen in specific situa tions when the safety rules are violated. Better yet, check with some other supervis ors until you have a few accidents that you can cite to support the rules. Anticipate some of the arguments men may give against the rules. You probably have heard them before. What are you going to say in rebuttal? Don't get caught off base; have some good answers ready. Never argue a rule has to be obeyed simply because it is a rule. There's a good reason for every rule, and that reason is your counter-argu ment. CONDUCTING THE CONTACT 1. Introduce your topic. Your introduction should tell the group generally the nature of the safety rules you intend to review, and whv you selected the rules you did. Try to arouse some interest with,your introduction. If you can think of a novel way to introduce your topic, well and good, but don't feel compelled to think up a gimmick. Here's an example of a short, lively introduction that caused ears to perk up: "Fellows, I want to tell you about two friends you may not know you have. They have saved many a man's life. But l want to tell you about a life they didn't save. Who are they? Items 21 and 22 in your safety code booklet. They have to do with servicing or repairing hazardous equipment. Let me tell you about the life they didn't save.'' Make your introduction appropriate to the reason for selecting the rules. For example. -18- ARM007615 if an increased number of violations is the reason, bring out that fact. i. Explain and discuss one rule at a time. If the rule is in a rule booklet, you might read it out loud. Read slowly and with em phasis. That will establish the official staLus of the rule. Then, explain the rule in your own words, or, for a change of pace, ask some one in the group to explain the rule. Cite specific jobs or operations for which the rule1 is applicable, or, try to gel the group to cite such applications. Cite an accident or two that resulted from violation of the rule, or, try to get the group to cite such accidents. When you have done that, not before, try to get group agreement that the rule is good. Ciet men whom you know are cooperative to express their opinions. If you can get a few influential men to express favorable opin ions, the rest are more likely to accept the necessity for the rule. Repeat essentially the same procedure with each rule. Vou see now why it's a good idea to cover only a few rules in a single safety contact. :l. Summarize or conclude the topic. Sum marize by briefly restating the keypoint of each rule. Don't go into details. Hit just the keypoints. Here's an example: "OK, let's tie things up. Here's what we agreed on. One, always shut down hazardous equipment belore attempting repairs or adjustments. Two, always lock out such equipment il it can be started up accidentally. Three, if necessary, block such equipment against unexpected move ment. Do those throe things where they apply. Incidentally, don't ruin your safety con tact by making unnecessary threats about what you will do to rule violators. Such com ments are more apt to antagonize than win cooperation. VARIATIONS IN PROCEDURE Here are some variations worth trying for a change of pace when discussing safety rules in group contacts: 1. Challenge them to find fault with the rule. After stating and explaining the rule, ask your men if they think anything is wrong with the ru'e. Ask them if they know of some circumstance where it should not be applied. If you get any objections, turn the objections over to the group as a whole. Ask them if they agree or disagree. Get explanations of why. Don't discourage objections by arguing with your men. Try to get them to answer their own objections. You can have some very lively discussions that way. 2. Ask for personal experiences with the rule. Try to get them to cite any personal experiences they have had with violating the safety rule in question. Have them tell about any accidents or near-accidents they exper ienced as a result of violating the rule. If you show your willingness to listen without disapproval, you'll get a number of men to relate their close calls. If they won't open up, tell them about accidents you know re sulted from violations of the rule. THE ACCIDENT CASE CONTACT Recent accident cases make excellent topics for group safety contacts. They arouse interest because most men have a natural curiosity about accidents, especially those related to the kind of work they do. They are good training material because they remind men about hazards, unsafe practices, and unsafe conditions. Furthermore, they are scoff-proof. Unlike some other safety topics, the accident case contains its own argu ment for putting into practice the lessons learned. A serious accident case can be discussed so that it has some emotional impact on men. That's what drives a lesson home. Make it a practice to discuss all department al disabling injury accidents with their men, and also selected non-disabling accidents that missed by a hair being disabling injury accidents. And, when you hear about serious accidents that oc curred in other departments, discuss those also - 19 - ARM007616 if the lessons are applicable to your men. Let's now discuss how to handle a group safety con tact when an accident is the topic. THE RECOMMENDED PROCEDURE PREPARING FOR THE CONTACT 1. Select an appropriate accident case. When possible, select disabling injury acci dents instead of non-disabling injury cases. They have more impact. Select non-disabling cases only when there was a potential for serious injury. Men are not impressed by ac cidents that can only result in a scratch or bruise. Give preference to cases that oc curred on operations or work similar to what you supervise. The case selected should apply in principle if not in detail to the work your men do. Give preference to recent ac cidents. Last year's accident is never quite as real as the one that occurred yesterday. Where can you get such cases? You should be able to dig recent departmental cases out of your memory. If none come to mine, browse through filed accident reports. Most departments keep their accident reports on file. (Those that don't, should.) Call your plant safety man. Ask him if he knows of a couple of good cases that have occurred in the plant recently. You may even be able to tell him the general kind of a case you want, e.g. a ladder case, a handtool case, etc. 2. Prepare yourself on the case. If possible, get the accident report. Study the details of the case. Make sure you understand what occurred, how it occurred, and why it oc curred. Identify the specific unsafe prac tices and/or unsafe conditions that caused the accident. Try to judge the causes of the unsafe practices and/or conditions that contributed to the accident. Finally, make sure you know the major lessons that can be drawn from the case. If you can't get the accident report, it's not a bad idea to jot down the facts as you recall them. The best place to jot them down is on an accident report form. That will help you organize the sequence of what occurred in your mind. If you are missing some facts about the case, check with someone who may knowmoreabout it. A phone call to the plant safety office' may give you the missing in formation. If the accident involved violation of plant safety rules, make sure you can explain the rules. Be prepared to bring out the fact that the accident would not have occurred had the man not ignored a safety rule. CONDUCTING THE CONTACT 1. Introduce your topic. Let the group know you intend to discuss an accident with them. Tell them about the direct and indi rect results of the accident to arouse their interest, and to remind them once again of such consequences. If you can make them wince inwardly, so much the better. Here's an example: "Gentlemen, I want to tell you about an accident. It's really about a man who is never going to be the same anymore. A lot ol things about this man are never going to be the same any more. He'll never work his old job again. His pay won't be the same. How he plays with his two boys won't be the same anymore. This man, gentlemen, lost a teg. (Pauses) Let me tell you about it.1'' You don't always have to have a dramatic in troduction, but you should always try to arouse some interest by tying your introduction to some thing men want or dread. 2. Explain and discuss the case. When you explain an accident case, explain it in the same sequence as events occurred. Give the background of the case, if some back ground is necessary. Tell what job the cen trally involved person was trying to do. Des cribe what he did and how he did it. Tell what happened to trigger off the accident. Tell what finally occurred. For an example of how to describe an accident, look again at the accident report shown in Section 24, Chapter 8. When you have completed your descrip tion of what occurred, explain exactly what the man did or failed to do that caused the accident. Be specific and concrete. Say, - 20 - ARM007617 for example, that he used a ladder too short for the job instead of saying he used the wrong equipment. Never employ sarcasm, witticism, or derogatory comments at the expense of the injured man. Keep your com ments on the cause matter-of-fact and strictly objective. Do the same for environmental causes that may have contributed to the ac cident. When you have completed your analysis of the accident causes, try to relate those causes to operations or work under your supervision. For example, if the principle cause was failure to inspect equipment be fore using, dwell on equipment your men use that should be checked before using. In other words, translate the lessons of the ac cident to your own operation. You have to do that because many workmen have difficulty in translating the general lessons of an ac cident case to their own work situation. 3. Summarize or conclude the topic. Sum marize the general keypoints you want your men to remember from your discussion of the case. Don't go back over the acci dent. Details now will detract from your keypoints. Here's an example: "Well, let's sum it up. What are the les sons this accident teaches? Here they are: One, always use a ladder long enough to reach the job. Two, always tie your ladder on if at alt possible. Three, never stand above the fourth rung from the top. Those are three ways to prevent the kind of a fall l told you about. Any last ques tions?" VARIATIONS IN PROCEDURE Here are some variations that work well when discussing accident cases with your men. 1. Get the group to identify the causes. In stead of you telling them what the caus es were, get them to tell you. Give them the essential facts of the accident as des cribed above, without pointing out in so many words the causes. Help them out with lead ing questions, e.g. "What did he do or fail to do that contributed to his accident?", "Why do you suppose he did it that way?", or "What unsafe conditions do you think were responsible?" 2. Ask the group to match the case in prin ciple. After you have explained the case, ask the men if they can match it with a case involving essentially the same causes. Be sure to emphasize the principle that you want matched. For example, if the case you selected occurred primarily because a man made unauthorized use of equipment, let them know you want other cases involving unauthorized use of tools or equipment. 3. Ask them what they would do different. After explaining the essential facts of the case, without elaborating the causes, ask them what they would have done differ ent from what the man in the case did. The answers will put the emphasis on the posi tive, e.g. the safe way, rather than the nega tive, e.g. the accident causes. It also gives your men a chance to show off their know how. Throw in a complimentory remark when men come out with the correct answers. THE OBSERVED PRACTICES AND CONDITIONS CONTACT Most supervisors will correct an unsafe prac tice observed or an unsafe condition detected. Not so many will make it a point to discuss recent observations of unsafe practices and con ditions with their men. A summary of recent ob servations, particularly repetitive practices and conditions, makes an excellent topic for a group safety contact. It lets your men know you are alert and keep track of things. It impresses them that you are serious about safety because you wouldn't be bringing up such practices and con ditions if you weren't. It is directed at real cur rent problems. In that sense, it is more than just another safety contact. It also has the ad vantage of talking about unsafe practices and conditions without singling out a specific in dividual. All these are good reasons why you should conduct group contacts now and then on recently observed unsafe practices and con ditions. Let's discuss how. ARM007618 THE RECOMMENDED PROCEDURE PREPARING FOR THE CONTACT 1. Concentrate your observations for a week. Set up your planned safety observations and safety inspections at least a week before you plan to conduct your group safety con tact. Keep a tally of the number of different kinds of unsafe practices and employeecreated unsafe conditions you observe. Fig ure 4 shows a simple tally record for such a count. The reverse side of the record shown is for tallying observed unsafe con ditions. All you need to do is record a tally UNSAFE PRACTICES OBSERVED DEPT- Hain-t-r , PFBIOO .T7T/y SUPERVISOR hi. f%+rr.r<on * UNAUTHORIZED USE OF TOOLS OR EQUIPMENT FAILURE TO MAKE SECURE AGAINST POSS. MOVEMENT JUT // OPERATING OR WORKING AT AN UNSAFE SPEED // FAILURE TO WARN OR O__ SIGNAL AS REOUIREO OPERATING WITHOUT CUARO OR SAFETY DEVICE IN ORDER /// / USING OR OPCPATIMS 1J-TT J+r7 / DEFECTIVE TOOLS OR COUIPT. USING OR OPERATING u+f /// TOOLS OR COUIPT. UNSAFELY ASSUMING A HAZARDOUS POSITION OR POSTURE FAILURE TO LOCK OUT OR // _ TAG OUT EQUIPMENT L/ SERVICING MOVING OR OTHER* WISE HAZARDOUS EQUIPT. /// WORKING WITHOUT REOUIREO j*rr //// PROTECTIVE EQUIPMENT FAILURE TO MAINTAIN SAFE HOUSEKEEPING /AT // UNAUTHORIZE RIOING OK MOBILE EQUIPMENT UNSAFE PRACTICES OTHER THAN ABOVE wr / f Z 3 / // 8 /(> Z 3 7 7 & FIG. 4. UNSAFE PRACTICES OBSERVED. The record is o tolly sheet lor keeping track o( the number of different kinds of unsafe practices observed. A tally sheet far employee-created unsafe conditions is on the reverse side. One use for Such a record is to gather facts for a group safety contact on observed unsofe practices and conditions. mark in the appropriate category. If you do this frequently throughout a month, you won't have to make any special effort to observe the work before you intend to talk to your group. Whenever you have a sufficiently im pressive number of tallies, you are ready for your group contact. 2. Prepare yourself for the contact. Review your tallies of unsafe practices and con ditions. Check the ones that are clearly a problem because of many tallies. Try to recall some of the specific instances that you observed. For example, you may have a dozen tallies on "Failure to wear protective equipment". Which items of protective equip ment were most often neglected? Be sure you can cite a number of specific instances. If all you can tell your men is that you observed six instances of men using defective equipment, without being able to identify the kinds of equipment and the kinds of defects, you won't make much of an im pression. Some may even think you added a few extra tallies just to impress them. CONDUCTING THE CONTACT 1. Introduce the topic. Let your men know right at the start you want to discuss re cently observed unsafe practices and con ditions with them. Assure them that your intention is not to raise a storm or to point out any offending individuals. Let them know you just want to have a friendly discussion of what you have recently observed. Here's an example: "Fellows, last week l made a special effort to spot as many unsafe practices and conditions as I could. Some of you know because I talked to you. I want to let you in on what I observed because it's a problem and Pm concerned. In cidentally, I'm not interested in naming names. I want to keep this discussion friendly so we can all benefit from it." 2. Explain one type of unsafe practice or condition at a time. State the type of unsafe practice, and how many times you observed an instance of the practice. Refer to your tally sheet if necessary. For each practice identified generally, cite specific - 22- ARM007619 instances you observed. Do so without men tioning specific names or locations that would imply names. When you have done that, explain briefly and generally why such practices are unsafe. You may want to cite a past accident now and then to support your reasoning. Do the same for each kind of un safe practice that seems to bo a problem. Some men may try to sidetrack you into an irrelevant discussion, e.g. why the com pany doesn't take care of a certain condition they think is unsafe. Don't be drawn into such a discussion at the wrong time. Let them know you'll take up the point later, after you have finished what you planned to say. Try to get some of your key men to ex press their opinions against such practices. The idea is to convince the doubting Thomas that his co-workers don't necessarily share his opinions. 3. Conclude your topic. Don't try to sum marize all that you observed. Instead, end with some kind of reaction-getting con clusion. You may want to appeal to their good judgement to stop such practices. You may want to let them know emphatically, but not unfriendly, that such practices have to stop. Never end your contact on the sour note of an open threat. It is better to end on a positive note that arouses a willingness to try to cooperate. Do let them know you intend to continue to correct every man ob served working unsafely. VARIATIONS IN PROCEDURE The above type of contact tends to lean to ward you doing all the talking. Here are some ways to get the group to participate in the dis cussion: I. Ask them to cite accidents. After you have explained a type of unsafe practice and how often you observed instances of the practice, ask the group to cite accidents they recall resulted from such a practice. Ask if any ever personally experienced an accident or near-accident from such a prac tice. Urge them to tell about their exper ience. 2. Flush out doubting Thomases. When you cite a specific instance of a type of un safe practice, invite opposition. Ask them if they really believe the practice observed is unsafe. If someone questions the unsafeness of the practice, ask some of the others if they agree with him. Handle the group answers so the doubter is persuaded by ex perienced men who think differently. Be careful, however, you don't embarrass the man who voiced opposition. A wise super visor might even thank him for speaking up. OBSERVED UNSAFE CONDITIONS 1. MISSING OR Defective GUAftO on otmcr safety otvrcc. 1. UlSStNC OR FAOt.Tr WARNING OR SIGNALLING DEVICE. 3. HAZARDOUS COMOtTlOH OF FLAM. LIABILITY or c* rlosib ilitv . A. CONDITION OF INSTABILITY OR LACK OF SCCURAMCC AGAINST sudden movcmcnt, 3. SLIPPING ANO TRIPPING HAZAR0S. GCHCRAL POOR HOUSE KEEPING. M // /HI HI Mil 6. HAZARDOUS CONDITION OF PRO* rnUOlNC OBJECT* II 7. HAZARDOUS CONOITION OF IN SUFFICIENT clCarancC. ini 6. HAZAROOUS CONOITION OF CAS, FUMES,OUSTS,ETC. 9, HAZARDOUS LAY-OUT OF EQUIP MENT, MATERIALS. ETC.. IN WORK AREA. 10. HAZARDOUS OCFCCTS OF TOOLS, EQUIPMENT OR PARTS OF STRUCTURCS, in i hi l I . HAZAROOUS LACK Or OR IN ADEQUATE ILLUMINATION. I 12. UNSAFE CONDITIONS OTHER THAN ABOVE. 5 2 4 3 7 2 3 / 5 / FIG. 4-o. OBSERVED UNSAFE CONDITIONS. Reverse side ol Unsole Practices Observed, To be used os o lolly sheet for keep* ing track of the number of different kinds of employee crcoted unsafe conditions* 23- ARM007620 Methods of Job Safety Training Managing a Safety Training Program Chapter 9 Section 27 THE CONCEPT OF A SAFETY TRAINING PROGRAM Earlier, it was emphasized that employee safety training was not a one-time proposition. An effective job safety training program is a continuing effort. It includes (1) position safe ty orientations, (2) initial job instruction, (3) planned personal safety contacts, (4) planned group safety contacts, and (5) correctional con tacts as needed. It may also include methods of education that are normally not the responsi bility of first-line supervisors, e.g. posters that are carefully selected and strategically located, issuance of safety instruction booklets, safety meetings conducted by higher supervision, active participation in departmental safety activities such as employee representative inspections and fact-finding committees, the use of interestarousing safety films, and other imaginative means of safety education. The concern here is with the employee safe ty training conducted by the first-line supervisor. As always, the department head is the key man. A departmental safety training program must be managed by the department head. He must as sume an active role in the planning, organizing, leading and controlling of the program. If he does not do so, the program is apt to bog down. The majority of first-line supervisors will put their efforts where the pressure is. Consequent ly, if there is no pressure from a department head for effective and continuing job safety train ing, such training will be more myth than fact. Position orientations will be omitted or given in a most superficial manner. Initial job instruction will be delegated to experienced employees with out proper follow-up. Safety contacts will be omitted, or what is more likely, such contacts will degenerate into meaningless generalities. When these things occur, it is because a depart ment head has failed to manage the training activities of his supervisors. He has no one to blame but himself. Supervisors will take their cues from department heads. The absence of active leadership is interpreted as lack of in terest. What follows is a broad description of how to manage a departmental safety training pro gram. Only the necessary minimum is discussed. There is no written substitute for a department head's judgment and imaginative leadership. PLANNING AND ORGANIZING SAFETY TRAINING PROGRAM Planning and organizing a continuing safety training program includes the following basic steps: 1. Develop and/or assemble training materials. 2. Establish the training requirements. 3. Establish the training control pro cedures. 4. Get supervision ready to apply the program. Let's discuss each step in some detail. DEVELOPING AND/OR ASSEMBLING THE TRAINING MATERIALS The reason many training programs are in effective is because supervisors are not provid ed with well-planned and organized training ARM007621 materials. They are expected to have all the training subjects in their heads. The essential training materials needed for the kind of employee training program described herein are (l) written safe job procedures, in a JSA or other form, (2) a comprehensive set of written plant and departmental safety codes (safety rules), (3) outlines to guide position orientations where such are needed, and (4) ac cident investigation reports that are accessible to supervisors. The foregoing are the necessary minimum. It should be clear that a lot of preliminary work has to be done to develop and assemble the needed training materials. In actual practice, it is not a matter of deciding to take a month or two to develop such materials. They must be de veloped gradually over a period of years where they arc not already available. The installation of a departmental JSA pro gram will ensure the gradual development of standard recommended safe job procedures. Such written procedures are the core of job safety training programs. Plant safety rules are generally already available. Most Armco divisions have printed employee safety booklets that cover the major safety rules and regulations. Departmental safety rules are another matter. These have to be developed. They should be in written form, and available to all levels of de partmental supervision. Usually, such rules are simple do or don't statements that apply to spe cific departmental operations or equipment. They may also take the form of amplifying a plant rule so as to relate it to a particular operation. For example, specific types of personal protective equipment may be required on certain operations. Position orientation guides also have to be developed over a period of time. First-line supervisors should be given the responsibility of preparing such training guides. (See page 3.) A safety training program does not have to wait'unlil such training tools are completely de veloped and in the hands of supervision. The practical approach is to (1) start the procedures into motion that will develop such training ma terials, and (2) make use of whatever such ma terials are already available. Fig. 5 shows a safety topic handout that one plant used to provide its supervisors with suit able training materials until JSA's had been developed sufficiently to be used instead. Fore men recorded the names of foremen contacted on the reverse side of the handout to provide a control over who was contacted. It illustrates how a plant used an imaginative approach to provide supervision with safety contact training guides. It should be mentioned, however, that an effective job safety training program can not be nourished in the long run on "canned" train ing materials prepared by persons outside of the department. The bulk of (he training topics must eventually deal with the specitic hazards and precautions associated with departmental opera tions. That means, in the end, the training material must be developed by departmental personnel. ESTABLISHING TRAINING REQUIREMENTS As department head, you will ha\e to es-' tablish the training requirements for your depart ment. With the aid of your supervisors, determine the answers to the following questions: (1) What positions require position safety orientations for position newcomers or those who have not worked the positions in relatively long periods? (2) When should position orientations be conducted? (3) What will be the minimum required number of planned safety contacts supervisors are expect ed to make? (4) Will only first-line supervisors be required to make safety contacts? (f>) Of the minimum required number of contacts, how many will be required in the form of personal safety contacts as opposed to group safety contacts? (6) What percentage of the contacts should con cern on-the-job topics as opposed to off-thc-job safety topics? (7) When it comes to initial job instruction, what jobs will supervisors be ex pected to instruct personally as opposed to jobs they may delegate to experienced employees? (8) What shall the responsibilities of general supervisors be in the employee safety training program? The minimum required number of contacts can be expressed in two ways: (1) so many planned safety contacts per supervisor per month, or (2) so many planned safety contacts per work man per month. The first has the advantage of making the job of safety contacts equal for all supervisors. The second has the advantage of assuring all men will be contacted. - 25 - ARM007622 FIG. 5.. A WEEKLY SAFETY TOPIC HANDOUT. Th handout is ono of o number of different types that can be given to supervisors as o guide to what to cover In a week* (y safety contact program* The idea Is for the supervisor to match the case with one from his own operations that illustrates the cause principle, and to get across the key points indicated on the handout* Whatever way the minimum requirement is consider the minimum after some experience has expressed, it should be reasonable. Setting a been gained. goal that can not be attained is self-defeating. Consideration should be given to such factors ESTABLISHING CONTROL PROCEDURES as the size of a supervisor's area, the number of people he supervises, and how thinly he is al ready spread over his duties and responsibilities. One of the best ways to establish a reasonable minimum requirement is to discuss the matter with the supervisors. That is not to say that each supervisor should be asked to set his own quota of safety contacts. The idea is to get general agreement on a single minimum require ment. Most supervisors are fair about setting a minimum requirement if given a chance to dis cuss the matter and suggest what the require ment should be. The principal control procedure recommended in this chapter is the requirement that super visors record planned instructional safety con tacts. The safety contact record shown in Figs. 2 and 3 was designed to facilitate the necessary record-keeping as well as planning of regular safety contacts. If for some reason, the record is unsuitable to your departmental situation, you will have to design a record that is suitable. In that case, design a record that will (1) involve relatively little writing, (2) be an aid to plan ning, (3) be easy to check for control purposes, and (4) tell the story of who has been contacted on what topics on what date by what supervisor. Don't regard a minimum required number of Also, plan where the records will .be kept for contacts as unchangeable once established. Re easy accessability and control. - 26- AJRM007623 Record-keeping is not the only basis for controlling a safety training program. In the next section, other methods of control are discussed. You will have to decide who, other than yourself, will have control responsibilities. Normally, general supervisors are the logical persons to control the training activities of their super visors. GETTING SUPERVISORS READY It is assumed that your supervisors will have beer, instructed in Section 25 and 26 of this chapter. That will still leave some things to do to get your supervisors ready to conduct a con tinuing employee safety training program. You will have to acquaint your supervisors with the training requirements established for the department. Do this in one of your regular monthly safety meetings with your supervisors. They should hear the training requirements ex plained by you, not by one of your assistants. The same session should ho used to explain how control measures will be employed to assure the program proceeds as planned. The responsibili ties of each level of supervision in the training program should be stated and clarified. Ideally, they should be stated in writing. Of course, such instruction does not com plete the process of getting supervisors "ready". Much of the process of getting them "ready" comes only alter the program gets underway. Handling job safety training effectively is a skill that comes only with practice and a conscious effort to improve. LEADING AND CONTROLLING A SAFETY TRAINING PROGRAM At a minimum, leading and controlling a safe ty training program includes the following steps: 1. Emphasize early guidance of super vision. 2. Participate actively in the program. 3. Control by checking contact records. 4. Control by checking quality ol con tacts. 5. Control by checking departmental performance. Let's discuss each step in some detail. EMPHASIZING EARLY GUIDANCE It is especially important that immediate superiors of supervisors conducting safety con tacts make a special effort to improve the quality of such contacts by instruction and guidance during the first month or two of the program. The idea is to correct weaknesses and errors early before they become habits: Concentrated early guidance will aid the development of skill in conducting safety contacts. The best guidance is based upon listening in on safety contacts. If general supervisors listen to a few safety contacLs given by each of their supervisors, they will quickly understand where they need further instruction. Point out weaknesses tactfully and in private. Never cor rect a supervisor in front of the men he is con tacting. Be sure to compliment him if he did a good job of the safety contact. Here are some common weaknesses to be alert for: (1) Weaknesses in introducing the topic. (2) Disorganized rambling around the topic. (3) Wandering off the topic. (4) Incom plete explanation of keypoints. (5) Excessive generalities and failure to give concrete exam ples. (6) Failure to stimulate participation. (7) Failure to answer questions. (8) Obvious lack of preparation. (9) Over-explaining keypoints. (10) Speaking defects, e.g. talking too fast, mum bling, not looking at listeners, etc. (11) Dis plays of obvious lack of interest. (12) Failure to summarize or conclude-topic correctly. PARTICIPATING ACTIVELY IN PROGRAM As department head, your responsibility is to motivate your supervisors to do a good job of training their men. One wav to do that is to participate actively in some phases of the pro gram. Here are some things you can do to show your personal interest. 1. Evo/uote group safety contacts conducted by your supervisors. Now and then, "sit in" on a group safety contact conducted by one of your supervisors. This shows your personal interest to both employees and the supervisor. It also gives you a chance to assess how effectively such contacts are -27- ARM007624 being made. Pass along your impressions of the quality of the group contacts audited by you. 2. Suggest topics of safety contacts. Now and then, when it seems appropriate, sug gest a topic that supervisors should discuss with all employees. It may be a matter that has come from a recent accident investiga tion. It may be something based upon your own observations. It may be a timely sea sonal topic, such as winter plant hazards. The important thing is that you take the initiative at times by suggesting safety topics. Don't post such suggestions. Let them hear the suggestions from you directly at one of your regular safety meetings. 3. Discuss safety contact performance in monthly safely meetings. Let your super visors know you are keeping track of the number of safety contacts reported each month. If the number drops significantly below the minimum required number, start asking questions as to why. It is equally important that you stress the quality of such contacts as well as the quantity. CHECKING SAFETY CONTACT RECORDS much about their department's safety contact program by spending a little time checking the records. Here are some questions that can be answered by such checks: Are all men receiving regular contacts? Are the contacts covering safety rules and recommended job procedures? Are initial position orientations being carried out? Are some employees repeatedly missing participation in safety meetings? The records of employees who have suffered disabling or near-disabling injuries also stand checking. Were they properly oriented on their position? Were they instructed on the jobs in volved in the accidents? Was instruction fol lowed up with observations? CHECKING QUALITY OF SAFETY CONTACTS There are two ways higher supervision can check the quality of safety contacts being made by their supervisors. One way is to check the opinions of the employees being contacted. Do they feel the safety contacts are worthwhile? Do they learn anything from them? Are they invited to express their opinions? Do they have any criticism of the way such contacts are handled? It is reasonable to conclude something is wrong with the way safety contacts are conducted when most employees feel they are a waste of time. Such checks of employee opinions need not be undertaken very often; once or twice a year should suffice to establish how employees feel about the safety contacts. General supervisors should check the safety contact records maintained by their foremen. A quick glance at the top of the records at the end of each month will indicate whether a man has been contacted in that month. A check into the entries made will indicate what topics are being covered. A second way to check the quality of safety contacts is to listen in on them. Done every now and then, this is a good practice. It encourages supervisors to improve the quality of their safety contacts. It also lets higher supervision know which supervisors are doing a good job of making such contacts and which are not. At the end of each month, the number of con tacts recorded by supervisors should be tallied and reported to the department head. This can ^be done by a clerk if one is available. Where a supervisorconsistently fails to meet the minimum required number of planned contacts, the matter should be discussed with him. It may well be that the large number of men he has to supervise makes the minimum requirement unreasonable. On the other hand, he may need to be stimulated to more vigorous effort. Department heads will do well to check safe ty contact records occasionally. They can learn The failure of higher supervision to check the quality of planned safety contacts inevit ably tempts many supervisors to do a poor job of making such contacts. When that occurs, is it the fault of the first-line supervisors or of those who fail to show an active interest in the program? CHECKING DEPARTMENTAL PERFORMANCE Plant and works managers will undoubtedly want to have a monthly report of how each de partment is performing in safety contacts. Even where such information is not requested, depart- -28- ARM007625 ment heads should require a monthly report so that they know what is going on in their own departments. A practical safety contact performance meas ure is performance expressed as a percentage of the minimum required number of contacts for the department. For example, if Department A had 100 men, and the minimum required number of contacts was one per man per week, then Depart ment A would have to report 400 contacts to re port 100% minimum requirement performance. If it reported 300 contacts, its performance would be 75%, If it reported 500 contacts, its perform ance would be 125%. The departmental performance, in safety con tacts should be commented upon each month by the department head. However, it is essential that no undue pressure be exerted to get contacts above the 100% performance, ft is the quality of planned safety contacts that count, not the mere numbers reported. CHECK YOURSELF ON THESE QUESTIONS 1. Why must an employee safety training program be a continuing effort to be effective? 2. What are the kinds of training that must be included as a minimum? 3. Why, when the foremen do the actual training, is the department superintendent the key man? 4. What basically must a department head do to plan and organize a safety training program for his employees? 5. Why is it necessary that each department develop its own training materials, such as job pro cedures, orientation guides, and departmental safety rules? 6. Why is it necessary to record contacts for control purposes? How can the records be used for control purposes? 7. What can a department head do to participate actively in an employee safety training program? 8. How can the quality of planned contacts be controlled? 9. Should a department head ever check the safety control records? Why? What could he learn? 10. How can the safety contact performance of a department be expressed in terms of its minimum requirements? -29 - ARM007626 ARM007628 ARM007629