| "Training To The Rescue... Again!" | | | | taken pictures of workers standing on the top |
| When an unsafe behavior or action is observed, | | | | step of a step ladder. When I went up to them |
| or there is an incident, a common response is to | | | | to show the picture on my digital camera, how |
| re-train those involved. The underlying assumption | | | | many times do you think they told me that they |
| is that the error or behavioral choice was made | | | | didn't know better, or hadn't been trained in ladder |
| due to a lack of awareness or education. It's my | | | | safety? The answer is NEVER!" |
| experience that this often isn't the case. Beginning | | | | It's Really About Consequence |
| today, we will introduce ANSI Z490.1 - 2009 and | | | | The point here is obvious. Sometimes training and |
| dissect the safety training process to see how | | | | re-training aren't the answer. In situations like the |
| we can make it more effective. | | | | worker on the ladder it is better to think in terms |
| Recently, I was talking to a safety professional | | | | of consequences. It's human nature to ignore |
| who is a friend of mine. He had been at a | | | | negative consequences. We are invincible and |
| conference and heard a speaker present on the | | | | won't get hurt. What is the self-talk that's going |
| "power of creating a positive work environment." | | | | on here? "If I get down and go get the taller |
| Now, my friend understands that honey tastes | | | | ladder it will take lots of time. I've done this |
| better than vinegar, but he questioned what he | | | | before and nothing has happened." Not stopping to |
| heard. As an experienced trainer, he knows to | | | | get the taller ladder has become a habit, because |
| use positive methods to engage the workers and | | | | taking the easier way out and getting the job |
| encourage participation. He's good with stories, | | | | done faster have provided positive only |
| humor, games, and other involvement techniques. | | | | consequences. |
| He also understands that the use of discipline in | | | | The next time you see a worker involved in at |
| the education process can be positive as well. | | | | risk behavior ask the questions "Is this the way |
| A Picture Provides The Answer | | | | you were trained, and do you know better?" |
| During the presentation, the speaker discussed | | | | When they say "yes and yes" it's time to |
| various situations and provided suggestions for | | | | discipline. It's far better for the worker to |
| intervening and correcting at risk behavior. Twice | | | | experience the bite of the disciplinary process |
| the prescriptive corrective action was to re-train | | | | than to learn the hard way by falling and being |
| those involved. Being both experienced and | | | | injured. Then, while you're at it, discipline the |
| opinionated, my friend approached the speaker to | | | | supervisor and manager who have ignored the at |
| present a situation and pose a question. He began, | | | | risk behavior. Their lack of intervention and |
| "When I'm at a construction site conducting a | | | | enforcement created the culture whereby |
| review I make it a practice to carry a camera to | | | | standing on the top rung of the step ladder is |
| document my findings and sometimes capture | | | | acceptable. It takes two to tango! |
| workers doing stupid things. Several times I have | | | | |