Day 4 Motivating For Osh.ppt

BASIC TRAINING COURSE ON OCCUPATIONAL SAFETY AND HEALTH SESSION 17-20 22 April, 2004 SOPI TRAINING ROOM

WHAT’S IN STORE FOR TODAY? APPRECIATING YOUR ROLE AS A SAFETY OFFICER IN PROMOTING OSH Motivating for OSH Effective Safety Communication Fundamental Concepts and Methodologies of Adult Learning Principles and Methods of Instructions Safety and Health Programming Overview on the development of a company safety and health policy Development of OSH Programs Formulating your re-entry plan

MOTIVATING FOR OSH

WHAT DO PEOPLE WANT FROM THEIR JOBS? INSTRUCTIONS: Group yourselves into 2. On the distributed form:  Firstly, individually rank each factor at the left most column, according to what you think is important to employees/workers (10 being the most important factor, 1 being the least important factor)  Secondly, as a group total each individual ranking and get the average, and plot your answers on the column marked “Group”.

COMPARE YOUR GROUP’S RESULTS WITH THE NEXT SLIDE

FACTORS HIGH WAGES JOB SECURITY PROMOTION IN THE COMPANY GOOD WORKING CONDITIONS INTERESTING WORK PERSONAL LOYALTY OF SUPERVISOR TACTFUL DISCIPLINE FULL APPRECIATION OF WORK DONE HELP ON PERSONAL PROBLEMS FEELING OF BEING IN ON THINGS

INDIVIDUAL

TEAM

FACTORS

SUPERVISORS

EMPLOYEES

HIGH WAGES

1

5

JOB SECURITY

2

4

PROMOTION IN THE COMPANY

3

7

GOOD WORKING CONDITIONS

4

9

INTERESTING WORK

5

6

PERSONAL LOYALTY OF SUPERVISOR

6

8

TACTFUL DISCIPLINE

7

10

FULL APPRECIATION OF WORK DONE

8

1

HELP ON PERSONAL PROBLEMS

9

3

FEELING OF BEING IN ON THINGS

10

2

PERFORMANCE = motivation + skills, knowledge and experience

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

MOTIVATING FOR OSH Energizing function of motivation is its most basic element. Motivation is a state that causes people to act, that drives them to engage in particular behaviors. Motivated people are compelled to do something; unmotivated or lessmotivated people do not feel such a compulsion.

MOTIVATING FOR OSH Directing function of motivation implies that motivated behavior has a purpose: achieving specific goals. Motivated people know what they want to accomplish and engage in behavior to help themselves achieve their goals. Less motivated people may be unsure of exactly what they want to accomplish, which certainly lowers their chances of getting anything done.

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

MOTIVATING FOR OSH THEORIES OF MOTIVATION A. NEED Theories – the goal of motivated

behavior is to eliminate or satisfy needs which restores equilibrium 

Need-Hierarchy Theory (Abraham Maslow, 1943) – believed that an unsatisfied need leads to behavior designed to satisfy that need, after which that particular need is no longer motivating. His belief was human needs are arranged in hierarchy: physiological, safety, belongingness, esteem, self-actualization.

MOTIVATING FOR OSH  ERG Theory (Alderfer, 1969) – an alternative

motivation theory which believes that instead of five needs, it suggests only three: Existence –include all forms of material and physiological desires

Relatedness – include all the needs that involve relationships with significant other people

Growth – include all the needs that involve a person making creative or productive effects on himself and the environment.

MOTIVATING FOR OSH  Manifest-Needs Theory (Murray, 1938) – believes

that there are three dozens of needs which are not the same for everyone but are learned as people go about their day-to-day lives. These are activated by events or cues in the person’s environment rather than from deprivation or satisfaction of a lower need. When the appropriate cues for a given need are present, that need becomes active or manifest.   

Need for achievement (n Ach) Need to avoid failure (n AF) Need for power (n Pow)  

Need for personal power Need for institutionalized power

MOTIVATING FOR OSH B. COGNITIVE THEORIES – which emphasizes

the role of thoughts, expectations and judgments 

Expectancy Theory (Vroom, 1964) – the tendency for people to engage in a particular behavior is a function of (1) the strength of their expectation that the behavior will be followed by a given outcome, and (2) the anticipated value of that outcome.

MOTIVATING FOR OSH  Equity or Balance Theory (Adams, 1965) – states

that a person’s behavior is influenced by comparisons between her or his current status and some standard. This theory is based on workers’ perceived inputs or what they believe they contribute to their job or organization, and their perceived outcomes, or what they acknowledge the organization provides them in return. Goal-Setting Theory (Locke, 1968) – people’s

behaviors are guided most directly by their intentions, and that intentions in organizations are revealed through personal performance goals which provide them directions.

MOTIVATING FOR OSH C. REINFORCEMENT

Behaviorism deals with the learning of behaviors through conditioning processes such as operant conditioning (B.F. Skinner, 1959) which believed that behavior is controlled by its consequences : REINFORCEMENT or PUNISHMENT

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

- is the extent to which a person believes that he/she has the skills, knowledge, and abilities to accomplish a particular task.

OTHER MOTIVATION ISSUES Work behavior can be motivated by both: INTRINSIC FACTORS 

People achieve feelings of competence and control from their work

EXTRINSIC FACTORS 

When people receives rewards such as pay and incentive

MOTIVATING FOR OSH 8 1 Value of Reward

Perceived Equitable Rewards

4 Abilities and Traits

6 Performance (Accomplish)

3 Effort

2 Perceived effort Reward probability

5 Role Perception

7A Intrinsic Rewards 9 Satisfaction

7B Extrinsic Rewards

PORTER-LAWLER MODEL OF MOTIVATION (1968)

MOTIVATING FOR OSH 13 Behavior Change 11 Individual and situational characteristics

10 Subjective expected utility of goal attainment

9 Attributional search

6 Error?

12 Goal Choice and Cognitive change 8 Unconscious Scripted response 5 Comparator

1 Goal Standard

2 Behavior (Effector)

3 Performance

4 Feedback (sensor)

7 Coordination Of previous behavior

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

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

MOTIVATING FOR OSH JOB SATISFACTION Frederick W. Taylor - wrote “Principles of Scientific Management” (1911) where he described what he saw as the necessary steps to increased efficiency - Advocated the development of cooperation and shared responsibility between management and labor - Introduced time and motion studies which analyzed the individual movements made by workers and identified the most efficient set of behaviors to perform the tasks required by a job. - Believed that all workers desired only economic rewards, and that they would increase their levels of effort to obtain these rewards -

PRODUCTIVITY = PAY or REWARDS

MOTIVATING FOR OSH JOB SATISFACTION

Frederick Herzberg’s Two-Factor Theory MOTIVATOR FACTORS OR SATISFIERS • Achievement • Recognition • Work itself • Responsibility • Advancement

HYGIENE FACTORS OR DISSATISFIERS • • • • •

Supervision Interpersonal Relations Physical Working Conditions Salary Company policies and administrative practices • Benefits • Job security

MOTIVATING FOR OSH ORGANIZATIONAL COMMITMENT CONSISTS OF: A strong belief in and acceptance of the organizational goals and values A willingness to exert considerable effort on behalf of the organization A strong desire to maintain membership in the organization

MOTIVATING FOR OSH ORGANIZATIONAL COMMITMENT TWO CATEGORIES: Attitudinal commitment which refers to workers’ identification with and involvement in an organization Calculated or behavioral commitment which is the result of transactions between workers and the organization that make it difficult to leave 

Attachment to the organization stems from a reluctance to give up benefits that have accrued over time rather than from sharing the goals and values of the organization.

MOTIVATING FOR OSH LEADERSHIP Real Change Leaders The most common attribute is that they know how to achieve high standards of performance by changing the behavior and skills of lots of people. Common characteristics that help explain how they accomplish better performance results through people:       

Commitment to a better way Courage to challenge existing power bases and norms Personal initiative to go beyond defined boundaries Motivation of themselves and others Caring about how people are treated and enabled to perform Staying undercover A sense of humor about themselves and their situations

MOTIVATING FOR OSH Differences between Good Managers and RCLs Key Issues

Traditional GM View

Emerging Real Change Leaders

Basic Mind Set

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

Leadership Philosophy

1.

Strategy driven 2. Decide, delegate, monitor, and review 3. Spend time on important matters 4. Leverages his/her time “A few good men will get it done for me.”

1. 2.

3. 4.

Aspiration driven Do real work Spend time on what matters to people Expand leadership capacity “I must get the best out of all my people.”

EFFECTIVE SAFETY COMMUNICATION

EFFECTIVE SAFETY COMMUNICATION INTENDED MESSAGE

Source

Encoding Process

MESSAGE Medium

Deciding Process

BEHAVIOR

Target

NOISE

FEEDBACK

THE COMMUNICATION PROCESS

EFFECTIVE SAFETY COMMUNICATION

FUNCTIONS OF COMMUNICATION

INFORMATION MOTIVATION CONTROL EMOTION 

EFFECTIVE SAFETY COMMUNICATION

TYPES OF COMMUNICATION ORGANIZATIONAL  UPWARD

 DOWNWARD  HORIZONTAL

INTERPERSONAL

EFFECTIVE SAFETY COMMUNICATION

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

EFFECTIVE SAFETY COMMUNICATION

MEDIA OF COMMUNICATION ORAL Face to face communications  Telephone  Employee meetings/assemblies  Training sessions  Orientations 

EFFECTIVE SAFETY COMMUNICATION FACTORS AFFECTING INTERPERSONAL COMMUNICATION NOISE NONVERBAL

CUES

BODY

LANGUAGE USE OF SPACE USE OF TIME PARALANGUAGE ARTIFACTS AMOUNT

OF INFORMATION

EFFECTIVE SAFETY COMMUNICATION

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

45% is spent listening

EFFECTIVE SAFETY COMMUNICATION

STYLES OF LISTENING Leisure –

is practiced by “good time” people who listen only for words that indicate pleasure

Inclusive –

style of the person who listens for the main ideas behind any communication

Stylistic –

is practiced by the person who listens to the way communication is spoken.

Technical – hears and retains large amounts of detail but does not hear the meaning of those details.

EFFECTIVE SAFETY COMMUNICATION

STYLES OF LISTENING Empathetic – tunes in to the feelings of the speaker, and is most likely to pay attention to nonverbal cues.

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

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

EFFECTIVE SAFETY COMMUNICATION Ground Rules to establish communication on an understanding level:  EMPATHIZE  BE AWARE OF SCREENS OR BLOCKS  GIVE AND RECEIVE FEEDBACK  BE A GOOD LISTENER  AVOID POWER AND MANIPULATION  COMMUNICATE PERSON TO PERSON  PROMOTE ACCEPTANCE  TRUST YOURSELF AND OTHERS

EFFECTIVE SAFETY COMMUNICATION WRITTEN COMMUNICATION SKILLS CHECKLIST FOR EFFECTIVE WRITING  Impact - did you state the bottom line at the beginning?  Ideas - do your main ideas come first, followed by those less important?

 Headlines – did you use enough headlines, subheads, and sidelines?  Clear expectations – did you make a clear request for action if you need it?

 Completeness – did you say everything you needed to say?  Clarity – did you use common language rather than jargon, formal words, and cliches?  Conciseness – did you avoid using extra words or adding unnecessary information?

EFFECTIVE SAFETY COMMUNICATION WRITTEN COMMUNICATION SKILLS

CHECKLIST FOR EFFECTIVE WRITING  Positive approach – is your correspondence upbeat and confident?

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

PRACTICE SKILLS for FEEDBACK GIVING Form diads and in 20 minutes, use the following guidelines to give feedback to your partner:

•DESCRIBE THE SITUATION OF THE BEHAVIOR

•EXPRESS THE FEELING YOU FELT AT THE TIME OF THE INCIDENT

•ENCOURAGE THE BEHAVIOR TO CONTINUE

•DESCRIBE THE BEHAVIOR

•EXPRESS YOUR FEELING AS A RESULT

•SUGGEST WHAT YOU WANT CHANGED

•INVOLVED YOURSELF IN YOUR SUGGESTION

FUNDAMENTAL CONCEPTS AND METHODOLOGIES OF ADULT LEARNING

FUNDAMENTAL CONCEPTS AND METHODOLOGIES OF ADULT LEARNING EXPERIENCING (CONCRETE EXPERIENCES)

APPLYING (ACTIVE EXPERIMENTATION) Modifying old behaviors or testing new behaviors and practicing them in everyday situations.

Using the experience participants have had already or providing them with an experience that furthers learning.

GENERALIZING (ABSTRACT CONCEPTUALIZATION)

PROCESSING (REFLECTIVE OBSERVATION) Discussing the experiences participants have had already or sharing reactions and observations of the activity provided.

Finding general trends and truths in the experience that participants have had already or forming reactions to new experiences into conclusions, new concepts, theories

THE ADULT LEARNING CYCLE

ANDRAGOGY

FUNDAMENTAL CONCEPTS AND METHODOLOGIES OF ADULT LEARNING The Experiential Learning Cycle Step 1. Experiencing (Activity, doing) The Adult Learning Cycle Step 2. Publishing (Sharing reactions and observations)

Experiencing

Step 5. Applying (Planning more Effective behavior) Applying

Processing

Generalizing

Step 4. Generalizing (Inferring principles about the “real world”)

Step 3. Processing (Discussing patterns and dynamics)

PRINCIPLES AND METHODS OF INSTRUCTIONS

PRINCIPLES AND METHODS OF INSTRUCTIONS

STEPS IN DESIGNING EFFECTIVE TRAINING PROGRAMS 1. Conduct a training needs analysis 2. Develop training objectives 3. Develop course contents 4. Review available training methods 5. Design/select training methods 6. Design training evaluation approach 7. Implement/conduct the training program 8. Measure the training results

PRINCIPLES AND METHODS OF INSTRUCTIONS DOMAINS OF LEARNING COGNITIVE

AFFECTIVE

KNOWLEDGE

ATTITUDES

PSYCHOMOTOR SKILLS

PRINCIPLES AND METHODS OF INSTRUCTIONS WHY DO NEEDS ANALYSIS? 1. 2. 3. 4. 5.

6.

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

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

PRINCIPLES AND METHODS OF INSTRUCTIONS

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

PRINCIPLES AND METHODS OF INSTRUCTIONS

DEVELOPING COURSE CONTENT (LESSON PLANNING) A lesson plan is simply a blueprint that identifies the basic 5Ws: WHO

AUDIENCE OR PARTICIPANTS

WHAT

TOPIC AND CONTENT

WHERE

LOCATION

WHEN

TIME FRAME

WHY

OBJECTIVES OF THE TRAINING

PRINCIPLES AND METHODS OF INSTRUCTIONS

REASONS FOR DEVELOPING A LESSON PLAN 1. 2.

3. 4.

5.

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

PRINCIPLES AND METHODS OF INSTRUCTIONS

Guidelines in Preparing the Lesson Plan 1. 2. 3. 4.

5. 6. 7. 8. 9. 10. 11.

State the objectives of the training Indicate the benefits for the trainee List the functions that are to be performed. Describe each function in detail Provide for cognitive, attitudinal and skills development. Identify the visual aids needs Describe an activity to utilize the skills Provide for practice of the new skills. Provide for the participative exercises in which the trainees apply the new skills to real problems of their own. Provide for peer evaluation. Provide time for discussion.

PRINCIPLES AND METHODS OF INSTRUCTIONS

TRAINING METHODS Conference discussion Lecture Buzz groups Role play Case study Business game

•

Sensitivity training • Programmed instruction • Simulation • Computer-assisted instruction

PRINCIPLES AND METHODS OF INSTRUCTIONS

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

PRINCIPLES AND METHODS OF INSTRUCTIONS

INSTRUMENTS OF EVALUATION INSTRUMENTS Pre-tests and posttests Observation Work reports Questionnaires Interviews Management ratings

MEASURES Learning Change in behavior Results on the job Trainee’s perception of training of change Interviewer’s perception of change Management’s perception of change

PRINCIPLES AND METHODS OF INSTRUCTIONS OVERVIEW OF THE COACHING AND MENTORING PROCESSES RAPPORT CREATION VAGUELY FORMULATE THE OBJECTIVE(S) ASSESS THE “HERE AND NOW” DECIDE ON THE “THERE AND THEN”  Objective setting  Aligning missions

PRINCIPLES AND METHODS OF INSTRUCTIONS

CHOOSE A BRIDGE BETWEEN “HERE AND NOW” AND “THERE AND THEN”:      

Situational analysis Barrier analysis Paradigm analysis Leaning/success style analysis Choosing between bridge design options Drawing up the achievement plan.

BUILDING THE BRIDGE. ASSESSING THE PROGRESS TO THE OTHER SIDE.  

Monitoring and performance observation System feedback and looping.

PRINCIPLES AND METHODS OF INSTRUCTIONS

COACHING – is a “pulling out” activity MENTORING – is a “putting in” activity A COACH ‘s primary responsibility is to do everything possible to enable the performer to take responsibility for their own achievement. The MENTOR by comparison should be sufficiently equipped for the performer to learn from.

DEVELOPING YOUR COMPANY SAFETY AND HEALTH POLICY and OSH PROGRAMS

DEVELOPING YOUR COMPANY SAFETY AND HEALTH POLICY Authorized by top management States overall health and safety objectives Commitment to improving health and safety performance Committed to continual improvement Comply with current applicable OH & S legislation and other requirements. Appropriate to nature and scale of OH & S risks in your organization.

DEVELOPMENT OF OSH PROGRAMS Results of assessments and effects of operational controls Must consider:      

Legal and other requirements Hazards Risks Technological options Financial, operational and business requirements Views of interested parties

DEVELOPMENT OF OSH PROGRAMS REQUIREMENTS:  Be

documented  Designated responsibility and authority  Means  Time frame  Reviewed at regular and planned intervals  Subject to amendments, if necessary.

FORMULATING YOUR REENTRY PLAN INDIVIDUALLY, PREPARE YOUR ACTION PLAN BY COMING UP WITH: YOUR SELF-DEVELOPMENT PLANS YOUR PLANS FOR THE IMPLEMENTATION OF YOUR OSH OBJECTIVES AND PROGRAMS IN YOUR ORGANIZATION.

THANK YOU AND MAY YOU ENJOY YOUR ROLE AS THE ONE RESPONSIBLE FOR THE SAFETY AND HEALTH OF YOUR EMPLOYEES!!!