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Tables of Contents for The Psychology of Safety Handbook
Chapter/Section Title
Page #
Page Count
Section one: Orientation and alignment
1
50
Choosing the right approach
3
18
Selecting the best approach
3
7
Behavior-based programs
5
1
Comprehensive ergonomics
5
1
Engineering changes
6
1
Group problem solving
6
1
Government action (in Finland)
6
1
Management audits
6
1
Stress management
7
1
Poster campaigns
7
1
Personnel selection
7
1
Near-miss reporting
8
1
The critical human element
8
1
The folly of choosing what sounds good
9
1
The fallacy of relying on common sense
10
6
Relying on research
16
1
Start with behavior
16
2
In conclusion
18
1
References
18
3
Starting with theory
21
12
The mission statement
21
1
Theory as a map
22
4
Relevance to occupational safety
24
1
A basic mission and theory
25
1
Behavior-based vs. person-based approaches
26
4
The person-based approach
27
1
The behavior-based approach
28
1
Considering cost effectiveness
29
1
Integrating approaches
29
1
In conclusion
30
1
References
30
3
Paradigm shifts for total safety
33
18
The old three Es
33
1
Three new Es
34
2
Ergonomics
35
1
Empowerment
35
1
Evaluation
36
1
Shifting paradigms
36
10
From government regulation to corporate responsibility
37
1
From failure oriented to achievement oriented
38
1
From outcome focused to behavior focused
39
1
From top-down control to bottom-up involvement
40
1
From rugged individualism to interdependent teamwork
41
1
From a piecemeal to a systems approach
41
1
From fault finding to fact finding
42
3
From reactive to proactive
45
1
From quick fix to continuous improvement
46
1
From priority to value
46
1
Enduring values
46
2
In conclusion
48
1
References
48
3
Section two: Human barriers to safety
51
56
The complexity of people
53
16
Fighting human nature
53
4
Learning to be at-risk
54
1
Dimensions of human nature
55
2
Cognitive failures
57
5
Capture errors
59
1
Description errors
60
1
Loss-of-activation errors
60
1
Mode errors
60
1
Mistakes and calculated risks
61
1
In summary
61
1
Interpersonal factors
62
4
Peer influence
63
1
Power of authority
64
2
In conclusion
66
1
References
67
2
Sensation, perception, and perceived risk
69
20
An example of selective sensation or perception
70
6
Biased by context
71
2
Biased by our past
73
2
Relevance to achieving a Total Safety Culture
75
1
Perceived risk
76
4
Real vs. perceived risk
76
1
The power of choice
77
1
Familiarity breeds complacency
78
1
The power of publicity
78
1
Sympathy for victims
78
1
Understood and controllable hazards
78
1
Acceptable consequences
79
1
Sense of fairness
80
1
Risk compensation
80
5
Support from research
82
2
Implications of risk compensation
84
1
In conclusion
85
1
References
86
3
Stress vs. distress
89
18
What is stress?
90
3
Constructive or destructive?
91
1
The eyes of the beholder
92
1
Identifying stressors
93
5
Work stress profile
94
4
Coping with stressors
98
4
Person factors
99
1
Fit for stressors
100
1
Social factors
101
1
Attributional bias
102
3
The fundamental attribution error
103
1
The self-serving bias
104
1
In conclusion
105
1
References
106
1
Section three: Behavior-based psychology
107
66
Basic principles
109
20
Primacy of behavior
110
4
Reducing at-risk behaviors
111
1
Increasing safe behaviors
112
2
Direct assessment and evaluation
114
1
Intervention by managers and peers
115
1
Learning from experience
115
10
Classical conditioning
116
1
Operant conditioning
117
2
Observational learning
119
5
Overlapping types of learning
124
1
In conclusion
125
1
References
126
3
Defining critical behaviors
129
24
The DO IT process
130
4
Defining target behaviors
134
5
What is behavior?
136
1
Outcomes of behavior
136
1
Person-action-situation
137
1
Describing behaviors
137
1
Interobserver reliability
138
1
Multiple behaviors
138
1
Observing behavior
139
8
Properties of behavior
140
1
Measuring behavior
140
1
Recording observations
140
2
A personal example
142
1
Using the critical behavior checklist
143
4
Two basic approaches
147
4
Starting small
148
1
Observing multiple behaviors
149
2
In conclusion
151
1
References
151
2
Behavioral safety analysis
153
20
Reducing behavioral discrepancy
155
7
Can the task be simplified?
155
1
Is a quick fix available?
156
1
Is safe behavior punished?
157
1
Is at-risk behavior rewarded?
158
1
Are extra consequences used effectively?
159
1
Is there a skill discrepancy?
160
1
What kind of training is needed?
160
1
Is the person right for the job?
161
1
In summary
162
1
Behavior-based safety training
162
4
Safety training vs. safety education
163
1
Different teaching techniques
164
1
An illustrative example
165
1
In summary
165
1
Intervention and the flow of behavior change
166
5
Three types of behavior
166
1
Three kinds of intervention strategies
167
2
The flow of behavior change
169
1
Accountability vs. responsibility
170
1
In conclusion
171
1
References
172
1
Section four: Behavior-based intervention
173
120
Intervening with activators
175
28
Specify behavior
177
1
Maintain salience with novelty
177
5
Habituation
178
3
Warning beepers: a common work example
181
1
Vary the message
182
1
Changeable signs
182
1
Worker-designed safety signs
183
1
Involve the target audience
183
7
Safe behavior promise
184
2
The ``Flash for Life''
186
2
The Airline Lifesaver
188
2
Activate close to response opportunity
190
5
Point-of-purchase activators
191
1
Activating with television
191
1
Buckle-up road signs
192
3
Implicate consequences
195
4
Incentives vs. disincentives
195
2
Setting goals for consequences
197
2
In conclusion
199
1
References
200
3
Intervening with consequences
203
30
The power of consequences
204
8
Consequences in school
205
2
Intrinsic vs. extrinsic consequences
207
2
Internal vs. external consequences
209
1
An illustrative story
210
1
Four types of consequences
211
1
Managing consequences for safety
212
10
Four behavior-consequence contingencies for motivational intervention
213
1
The case against negative consequences
214
2
Discipline and involvement
216
6
``Dos'' and ``don'ts'' of safety rewards
222
7
Doing it wrong
222
1
Doing it right
223
3
An exemplary incentive/reward program
226
1
Safety thank-you cards
226
2
The ``Mystery Observee'' program
228
1
In conclusion
229
1
References
230
3
Intervening as a behavior-change agent
233
32
Selecting an intervention approach
233
6
Various intervention approaches
234
2
Multiple intervention levels
236
2
Increasing intervention impact
238
1
Intervening as a safety coach
239
1
Athletic coaching vs. safety coaching
239
1
The safety coaching process
240
17
``C'' for care
241
1
``O'' for observe
242
8
``A'' for analyze
250
1
``C'' for communicate
250
6
``H'' for help
256
1
``H'' for humor
256
1
``E'' for esteem
256
1
``L'' for listen
256
1
``P'' for praise
256
1
What can a safety coach achieve?
257
2
Self-appraisal of coaching skills
259
1
In conclusion
259
2
References
261
4
Intervening with supportive conversation
265
28
The power of conversation
266
4
Building barriers
267
1
Resolving conflict
267
1
Bringing tangibles to life
267
1
Defining culture
267
1
Defining public image and self-esteem
268
1
Making breakthroughs
269
1
In summary
269
1
The art of improving conversation
270
6
Do not look back
270
1
Seek commitment
271
1
Stop and listen
271
1
Ask questions first
271
2
Transition from nondirective to directive
273
1
Beware of bias
274
1
Plant words to improve self-image
275
1
In summary
275
1
Conversation for safety management
276
2
Coaching conversation
277
1
Delegating conversation
277
1
Instructive conversation
277
1
Supportive conversation
278
1
Recognizing safety achievement
278
5
Recognize during or immediately after safe behavior
279
1
Make recognition personal for both parties
280
1
Connect specific behavior with general higher-level praise
281
1
Deliver recognition privately and one-on-one
281
1
Let recognition stand alone and soak in
281
1
Use tangibles for symbolic value only
282
1
Secondhand recognition has special advantages
282
1
Receiving recognition well
283
3
Avoid denial and disclaimer statements
283
1
Listen attentively with genuine appreciation
284
1
Relive recognition later for self-motivation
284
1
Show sincere appreciation
285
1
Recognize the person for recognizing you
285
1
Embrace the reciprocity principle
285
1
Ask for recognition when deserved but not forthcoming
285
1
Quality safety celebrations
286
3
Do not announce celebrations for injury reduction
286
1
Celebrate the outcome but focus on the journey
287
1
Show top-down support but facilitate bottom-up involvement
287
1
Relive the journey toward injury reduction
287
1
Facilitate discussion of successes and failures
288
1
Use tangible rewards to establish a memory
288
1
Solicit employee input
288
1
Choosing the best management conversation
289
1
The role of competence and commitment
289
1
In conclusion
290
1
References
291
2
Section five: Actively caring for safety
293
92
Understanding actively caring
295
30
What is actively caring?
296
8
Three ways to actively care
297
1
Why categorize actively caring behaviors?
298
2
An illustrative anecdote
300
2
A hierarchy of needs
302
2
The psychology of actively caring
304
5
Lessons from research
305
4
Deciding to actively care
309
5
Is something wrong?
309
2
Am I needed?
311
1
Should I intervene?
312
1
What should I do?
313
1
Summary of the decision framework
314
1
A consequence analysis of actively caring
314
3
The power of context
317
3
Experiencing context
317
1
An illustrative anecdote
318
1
Context at work
319
1
Summary of contextual influence
320
1
In conclusion
320
1
References
321
4
The person-based approach to actively caring
325
28
Actively caring from the inside
326
11
Person traits vs. states
328
1
Searching for the actively caring personality
328
1
Actively caring states
329
8
Measuring actively caring states
337
2
A safety culture survey
338
1
Support for the actively caring model
338
1
Check your understanding
338
1
Theoretical support for the actively caring model
339
2
Research support for the actively caring model
341
4
Self-esteem
342
1
Personal control
342
1
Optimism
342
1
Belonging
343
1
Direct test of the actively caring model
344
1
Actively caring and emotional intelligence
345
3
Safety, emotions, and impulse control
346
1
Nurturing emotional intelligence
347
1
In conclusion
348
1
References
349
4
Increasing actively caring behaviors
353
32
Enhancing the actively caring person states
353
11
Self-esteem
354
3
Self-efficacy
357
4
Personal control
361
3
The power of choice
364
7
Optimism
366
1
Belonging
367
4
Directly increasing actively caring behaviors
371
3
Education and training
372
1
Consequences for actively caring
373
1
The reciprocity principle
374
3
Reciprocity: ``Do for me and I'll do for you''
374
3
Commitment and consistency
377
4
Some influence techniques can stifle trust
380
1
Reinforcers vs. rewards
380
1
In conclusion
381
1
References
382
3
Section six: Putting it all together
385
116
Promoting high-performance teamwork
387
28
Paradigm shifts for teamwork
388
1
From individual to team performance
388
1
From individual jobs to team tasks
388
1
From competitive rewards to rewards for cooperation
388
1
From self-dependence to team-dependence
389
1
From one-to-one communication to group interaction
389
1
When teams do not work well
389
3
Group gambles
390
2
Overcoming groupthink
392
1
Cultivating high-performance teamwork
392
17
Selecting team members
393
1
Clarify the assignment
394
1
Establish a team charter
395
4
Develop an action plan
399
1
Make it happen
400
3
Evaluate team performance
403
2
Disband, restructure, or renew the team
405
3
In summary
408
1
The developmental stages of teamwork
409
3
Forming
409
1
Storming
410
1
Norming
410
1
Performing
411
1
Adjourning
412
1
In conclusion
412
2
References
414
1
Evaluating for continuous improvement
415
30
Measuring the right stuff
415
5
Limitations of performance appraisals
416
1
What is performance improvement?
417
3
Developing a comprehensive evaluation process
420
15
What to measure?
422
1
Evaluating environmental conditions
423
4
Evaluating work practices
427
1
Evaluating person factors
427
3
Reliability and validity
430
5
Cooking numbers for evaluation
435
4
What do the numbers mean?
436
2
An exemplar
438
1
Evaluating costs and benefits
439
2
You cannot measure everything
441
1
In conclusion
442
1
References
443
2
Obtaining and maintaining involvement
445
32
Starting the process
446
7
Management support
446
1
Creating a Safety Steering Team
446
1
Developing evaluation procedures
447
1
Setting up an education and training process
447
3
Sustaining the process
450
1
Awareness support--activators
450
1
Performance feedback--consequences
450
1
Tangible consequences
451
1
Ongoing measurement and evaluation
451
1
Follow-up instruction/booster sessions
451
1
Involvement of contractors
452
1
Trouble shooting and fine-tuning
452
1
Cultivating continuous support
453
9
Where are the safety leaders?
453
2
Safety management vs. safety leadership
455
4
Communication to sell the process
459
3
Overcoming resistance to change
462
5
Planning for safety generalization
467
3
Building and sustaining momentum
470
3
Relevance to industrial safety and health
470
1
Achievement of the team
471
1
Atmosphere of the culture
471
1
Attitude of the leaders
472
1
In conclusion
473
1
References
474
3
Reviewing the principles
477
24
The 50 principles
478
19
In conclusion
497
1
References
498
3
Subject Index
501
22
Name Index
523