Effective Safety Leadership vbdfSQA Az.pptx

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1. “ Effective Safety Leadership ”

2. Module 1 - Safety Management Module 2 - Safety Supervision Module 3 - Safety Accountability Module 4 - Safety Leadership Course content

3. Companies that are good at managing safety also manage operations well .

4. Safety leadership, defined as “ the process of defining the desired state , setting up the team to succeed , and engaging in the discretionary efforts that drive the safety value ”.

5. Safety Management The Eight Elements of a Safety Management System 1. Commitment and Leadership 2. Accountability 3. Safety Involvement 4. Safety Communications 5. Hazard Identification & Control 6. Accident Investigation 7. Education and Training 8. Continuous Improvement

6. Safety Management ( Commitment and Leadership ) Why Managers Make a Commitment to Safety It is essential to the success of your company's safety and health program that top management demonstrates not only an interest, but a long term serious commitment to protect every employee from injury and illness on the job. But, if you think you don't have that level of commitment, how do you get it? Real commitment doesn't just appear out of thin air. What is the secret?

7. Safety Management ( Commitment and Leadership ) Why Managers Make a Commitment to Safety Social obligation - Commitment to fulfill this obligation is most effective in the long term. Management has come to the realization that long-term corporate survival depends on more than maximizing short-term profits. Managers tend to value and tap into the creative potential of each employee. They perceive safety as a core corporate value that does not change when the going gets tough. When managers value safety at this level, they naturally do safety to fulfill the other obligations.

8. Safety Management ( Commitment and Leadership ) Why Managers Make a Commitment to Safety Fiscal of financial obligation - Managers are motivated to invest in safety because they understand the financial benefits of an effective safety culture. Safety may be a high priority if it pays. However, because safety is not considered an unchangeable value. It may be given a lower priority if "the going gets tough."

9. Safety Management ( Commitment and Leadership ) Why Managers Make a Commitment to Safety Legal obligation - Commitment to safety is given only to fulfill minimum legal requirements. Consequently, this is the least effective reason for doing safety. Managers want to stay out of trouble, so they do only what has to be done to meet OSHA requirements. Safety is not a priority or value but thought of as just the cost of doing business. Safety strategies are typically reactive because safety is not a problem unless there is an accident.

10. Safety Management ( Commitment and Leadership ) Leadership The employees at all levels of the organization are good people trying to do the best they can with what they've got. The problem is, they don't always have the physical resources and psychosocial support to achieve the kind of results expected of them. Why? Ultimately, the workplace culture may not support effective safety management and leadership. The way we perceive the safety culture, or "the way things are around here," is greatly influenced by management leadership styles. Leadership styles are, in turn, influenced to a great degree by the thoughts and opinions managers have about safety.

11. Safety Management ( Commitment and Leadership ) Leadership Three fundamental leadership styles and how they relate to the three management obligations. Tough-coercive leadership Tough-controlling leadership Tough-caring leadership

12. Safety Management ( Commitment and Leadership ) Leadership Tough-coercive leadership - Managers with a tough-coercive leadership style are tough on safety to protect themselves from litigation and they motivated by a need to fulfill their legal obligations and that's it. Tough-coercive leadership has the following characteristics : The manager's approach to controlling performance may primarily rely on the threat of punishment. • The culture is fear-driven because management resorts to an accountability system that emphasizes negative consequences. • What managers do and say communicate messages that create negative untrusting relationships with employees. • Employees perform only to the level that avoids negative consequences. They will comply, but excellent performance is rare. • Employee turnover is high due to the lack of job satisfaction and increased stress.

13. Safety Management ( Commitment and Leadership ) Leadership Here are some examples of what a tough-coercive leader might communicate to employees: • "If I go down, I'm taking you all with me!" • "If you report hazards, you will be labeled a complainer." • "If you violate any safety rule, we'll fire you on the spot!" As you might guess, fear-driven cultures, by definition cannot be effective in achieving world-class safety because employees work only to avoid a negative consequence. Bottom-line: a fear-driven safety culture will not work. It can't be effective at any level of the organization. It may be successful in achieving compliance, but that's it.

14. Safety Management ( Commitment and Leadership ) Leadership Tough-controlling leadership - Managers using a tough-controlling leadership approach are tough on safety primarily to control losses. They consider safety as a "loss control" function. They may have high standards for behavior and performance and feel the need for tight control of all aspects of work to ensure compliance.

15. Safety Management ( Commitment and Leadership ) Leadership Tough-controlling leadership approach has the following characteristics: • It is considered the "traditional" management model. • Management is interested in effective safety to successfully reduces injuries and illnesses, thereby cutting production costs. • Managers may rely on a balance of negative and positive reinforcement to control behaviors. • Tight control is necessary to achieve numerical goals. • Communication is typically top-down and information is used to control. • A safety "director" is usually appointed to act as a cop: responsible for controlling the safety function. • The safety culture is less fear-based, yet compliance is still the primary safety goal. Examples of what you might hear from a tough-controlling leader include: • "If you have an accident, you'll be disciplined." • "If you don't have an accident, you won't lose your bonus." • "If you comply with safety rules, you will be recognized."

16. Safety Management ( Commitment and Leadership ) Leadership Tough-caring leadership - Tough-caring leaders are tough on safety because they care about the success of their employees first. This approach is similar to the more familiar "servant-leader" model in which leaders serve those they lead. The tough-caring leadership model represents a major shift in leadership and management thinking from the tough controlling model.

17. Safety Management ( Commitment and Leadership ) Leadership Characteristics of Tough-caring leadership approach include: • Managers understand that complying with the law, controlling losses, and improving production can best be assured if employees are motivated, safe, and able. • Management understands that they can best fulfill their commitment to external customers by fulfilling their obligations to internal customers: their employees. • Communication is typically all-way: bottom up as well as top-down. • Information is used to share so that everyone succeeds. • The safety manager is considered a consultant, not a cop. • A high level of safety involvement and ownership, mutual respect, and trust exists between labor and management.

18. Safety Management ( Commitment and Leadership ) Leadership What are you likely to hear from a tough-caring leader? Here are three examples : • "If you comply with safety rules, report injuries and hazards, I will personally recognize you." • "If you get involved in the safety committee, you will be more promotable." • "If you suggest and help make improvements, I will personally recognize and reward you."

19. Safety Management ( Commitment and Leadership ) Reactive vs. Proactive Safety Strategies Don't just react to safety It's sad but true - some companies have adopted an approach to safety and health that emphasizes a reactive strategy . A reactive approach assumes that accidents just happen, and there's not much that can be done about it. Consequently, the company places most of its effort into reacting to accidents after they occur. A reactive response occurs after an injury or illness and usually has the purpose of minimizing the costs associated with the injury or illness. Reactive safety programs always cost much more than proactive programs...always...because they aren't implemented until an injury or illness has occurred. When management emphasizes a reactive approach to safety and health, it sends two negative messages to employees, (1) we don't care about you, and (2) it's all about money, not your safety.

20. Safety Management ( Commitment and Leadership ) Reactive vs. Proactive Safety Strategies A proactive strategy emphasizes prevention: doing whatever it takes to make sure accidents never happen in the workplace. There are no excuses for an accident. A proactive response to safety and health in the workplace occurs before an accident has occurred. It anticipates and tries to prevent accidents. By emphasizing accident prevention , management sends a message of caring to all employees. Proactive strategies are always less expensive than reactive strategies because the company makes investments that result in potentially huge returns. Remember, proactive programs are implemented to prevent future injuries and illnesses.

21. Safety Management ( Accountability ) What is Accountability? When applying these two concepts to management in the workplace, they take on very important and distinct differences in meaning and application. • Responsibility may be thought of as simply the " obligation to fulfill a task ." To be responsible, you need only be assigned one or more duties. • Accountability may be thought of as establishing the " obligation to fulfill a task to standard or else ." When you are held accountable, your performance is measured against some specific criteria or standard and consequences are applied appropriate to the level or quality of performance.

22. Safety Management ( Accountability ) The Six Elements of an Effective Accountability System Element 1: Formal Standards of Performance - It is important that safety policies and disciplinary procedures be clearly stated in writing and made available to everyone. In fact, it is necessary to educate all employees on these policies and procedures. Make sure they certify that they have read, understood, and will comply with those safety policies and procedures. Do this when they are hired, and annually thereafter.

23. Safety Management ( Accountability ) The Six Elements of an Effective Accountability System Element 2: Adequate Resources and Psychosocial Support - Before employers are justified in administering appropriate consequences, they should first provide their employees with the means and methods to achieve the standards of performance that have been established. Employers should provide a safe and healthful physical workplace and supportive psychosocial workplace environment. • Physical resources . Helps to ensure safe and healthful conditions and exposures. Examples include safe tools, equipment, machinery, materials, workstations, facilities, and environment. State and Federal OSHA agencies emphasize this category. • Psychosocial support . Ensures safe behaviors. Effective safety education and training, reasonable work schedules and production quotas, human resource programs, safe work procedures, competent management, tough-caring leadership. Through the years, Federal OSHA and professional safety organizations have demonstrated more emphasis in this area as evidenced by increased interest in developing rules requiring a comprehensive safety and health program, and workplace violence standards. Examples of psychosocial factors that increase stress include job dissatisfaction, monotonous work, pressure to work fast, limited job control, and lack of positive consequences. Examples of ways to support the psychosocial environment that reduce stress include effective safety education and training, reasonable work schedules and production quotas, human resource programs, safe work procedures, competent management, and tough-caring leadership.

24. Safety Management ( Accountability ) The Six Elements of an Effective Accountability System Element 3: A System of Performance Measurement - In an effective accountability system, the quality or level of safety performance is measured regularly and often. Measurement processes include informal/formal observations. Examples of measured safety behaviors and performance at various levels include: Top/mid-level managers: Unfortunately, measurement at this level typically includes lagging indicators or results statistics over which top managers have little direct control.

25. Safety Supervision

26. Safety Accountability

27. Safety Leadership

28. LEADERSHIP BEHAVIOR IN SAFETY

29. Basic Safety Management Primary objective is to understand Hazards & reduce Exposure at worksite. Working Interface Exposure Injuries How the work is Done Corporate Level (same for all sites) Directives, Policies & Procedures Overall Safety Management Systems Audit & Feed-back Mechanisms Incentives Site Level Mechanisms (similar at most sites) Safety Plans Observations, Audits, Problem solving Hazard Recognition Incident Investigation & No Blame Culture Training

30. What is different at one site compared to other? Majority of focus at most sites is on craft level employee driven improvement process with very insignificant influence by the Leaders. Safety Awareness level is usually strong at Top, however most of the times does not influence people with wrenches!!! Results have proved that the Quality of Leadership & their ability to influence others is the single most distinguishing factor!! Who are the Leaders? Manager, Safety Representatives, Job Supervisor, Foreman….

31. What is different at one site compared to other? If exposure is reduced, will the injuries be reduced? Maybe………. Are we sure?? Is it luck? Maybe……… but how can you manage or acquire or buy luck? Safety Leaders should clearly understand that management of the Incident Rate or Injury itself does not require Safety Leadership, but the kind & amount of exposure & behaviors leading to the incident event ……. these should be tackled objectively & requires Leadership skills…..

32. SAFETY IS FOUNDATIONAL TO OVERALL ORGANIZATIONAL PERFORMANCE AND IS AN IDEAL PLACE TO START SAFETY / SECURITY ENGAGEMENT INNOVATION PRODUCTION QUALITY BUSINESS RESULTS Employees need sense of Safety & Security as a foundation to be fully engaged, deliver their greatest potential

33. Organizational Safety Culture Employees perform better in Teams or individually when they have a sense that the Organization is concerned about them in general. They don’t fear about BLAME….. Best way for Leaders to convey this message is making the workplace Safer by their actions. Effective Leadership helps in generating a sense of Unity, Teamwork & Engagement on the job that eventually results in higher Organizational performance. Safety is an ideal place to start because it is highly visible, it has obvious meaning, appreciated by the industry worldwide & it sets the tone for other kinds of general performance enhancement such as Production & Quality. Safe organizations usually deliver quality products efficiently.

34. ZERO-INCIDENT CULTURE Organizational Factors Procedural Justice Leader-member exchange Management Credibility Perceived Organizational Support Team Factor Teamwork Workgroup Relations Safety Factors 7. Organizational value for Safety performance improvement 8. Safety Communication 9. Approaching others Organizational Commitment Openness to Change Job Satisfaction Mutual Trust and Respect between Supervisor and worker Organizational Citizenship Behavior Excellent Communication and Cooperation Safety Awareness Incidence Rates Safe Behavior Safety Related Costs Outcomes Organizational Qualities Root Causes

35. Nine Root Causes that LEADER should work on to achieve Positive Safety Outcomes Procedural Justice This refers to the extents to which the individual workers perceives fairness in the supervisor’s decision-making process. Leader Member Exchange This refers to the relationship & the level of confidence that the employee has in his supervisor. Management Credibility This refers to a perception by the employee that the things that management says are consistent with the thing management does. Perceived Organizational Support This refers to a perception of the employee that they receive the support needed to accomplish the objectives of the organization. Teamwork This refers to the extent to which employee perceives that working with the team members is an effective way to get things done.

36. Organizational Value for Safety Performance Improvement This scale measures the extent to which employee perceives the organization has a value for safety performance improvement. Is it something that people only talk about or is it something people in organization really value to? Upward Communication This factor refers to the extent to which communication flows freely upward through the organization. Are workers afraid to talk to seniors on Safety? Approaching Others This factor refers to the extent to which employees feel free to speak to each other about safety concerns. Am I willing to stop my co-worker engaging in at risk behavior? Nine Root Causes that LEADER should work on to achieve Positive Safety Outcomes Workgroup Relations This refers to how well I get along with the people I work with.

37. So…… how does Safety Leadership Puzzle look like? VISION CREDIBILITY ACCOUNTABILITY VALUE FOR SAFETY COLLABORATION & ENCOURAGEMENT COMMUNICATION FEED BACK & RECOGNITION ACTIONS

38. Safety Leadership Puzzle Vision Safety leadership starts with vision. This means that the senior most person in the Organization (Company, Division or Site) needs to be able to “see” what safety performance excellence would look like in the organization. Communicate the Vision in a way that is compelling, not only through words but more importantly through Actions & describing how future would look like when Safety is realized. Value for Safety Safety Leaders act to support safety values and principles. Lead by Example! Accountability The excellent safety leader gives people a fair appraisal of their efforts and results in safety, clearly communicates people’s role in the safety effort, and fosters the sense that people are responsible for the level of safety in their organizational unit.

39. Action Oriented Safety Leader is proactive rather than reactive in addressing safety issues. Demonstrates sense of personal urgency & energy to achieve desired Safety culture & hence the outcomes. Collaboration & Encouragement By collaboration we mean working well with other people, promoting cooperation and collaboration in safety, asking for and encouraging input from people on issues that will affect them, helping others resolve safety related problems for themselves, and encouraging others to implement their decisions and solutions for improving safety. Credibility The excellent Safety Leader is credible to other people in the organization. When the safety leader says something other people believe him and do not question the leader’s motives or understand them to be giving mixed messages. Safety Leadership Puzzle

40. Feedback & Recognition Safety Leader is good at providing feedback and recognizing other people for their accomplishments. He PUBLICLY recognizes the contributions of others, uses appropriate praise more than criticism. Finds ways to celebrate accomplishments in Safety. Provides Feed-back on its “factual” values & not as personal conclusions. Communication The excellent safety leader is a great communicator. He encourages people to give honest & complete information on Safety issues even if the information is unfavorable. He draws big picture of Safety in the minds of people. Communicates effectively & with same level of commitment up, down & across!! Safety Leadership Puzzle

41. Improving Your Leadership Effectiveness - Intensive Workshop

42. 2 Workshop Objectives: At the end of the workshop, the participants will be able to: • Gain practical understanding of the principles and practices of key management techniques for successful performance as senior managers in progressive organisation; Gain practical understanding on how to address workplace people and team management issues to manage competitive organisations as senior managers. STRENGTHEN THE HANDS OF THE STRONG NUS Extension a business unit of NUS Enterprise

43. What are we dealing with as leaders? Processes Results Resources Directions and their adjustments Responses to markets and customers Create sustainable future

44. What are the resources we have? Human Financial Physical Information

45. As leaders, you must have A legitimate desire to lead A strong sense and passion to lead An integrity and EQ that people believe in you A high level of competence to get things done and learn from past experience A strong desire to continuously do things differently and better

46. Why Is Leadership the Solution to the Economic Problems? Market share is driven by speed to market, customer service, and/or efficiencies that drive out cost. These cannot be done without leadership. Security, stability and safety start through the gateway of leadership.

47. What is Management? Leadership? LEAD MA N A GE 47 NUS Extension a business unit of NUS Enterprise

48. How is Leadership Unique? The “why” of a business, organization or team is critical for project / resource prioritization but generally unknown . Leadership development is a paradox. It must be practical and immediate. However, to be able to “do,” leaders must find quiet time to develop self- understanding. There is a strong tension between the need to act quickly and the need to stop and think. Leadership requires both .

49. A Great Leader A great leader needs to know how to leverage the strengths she already has, and to surround herself with others to fill in her own gaps. A great leader realizes that each of his people is unique and coaches them to leverage their own strengths. Therefore, leadership is about releasing the potential that is already there.

50. What is Management? Leadership? Self-Alignment LEADERSHIP IN THE MIDDLE Integration Working with others

51. Self-Understanding Resiliency Customer Orientation Business Acumen Project Leadership Managing Change Relationship Skills Communication Coaching/Mentoring Actualizing Vision What is Leadership? Self-Alignment LEADERSHIP IN THE MIDDLE Integration Working with others

52. Definitions of Resiliency Characteristics of Resiliency Future Challenge “We are in a constant state of becoming.” – Rueben R. McDaniel Self Understanding : Resiliency

53. Definition of Resiliency SELF UNDERSTANDING: Resiliency • Willingness to jump in and get things started • Seek opportunities for performance improvement and development • Build on others ideas for the benefit of the decision • Maintain appropriate, empowered attitude • Persistence in managing and overcoming adversity • Act proactively in seeking new opportunities • Prioritization, time management

54. 14 Thriving in the Midst of Change FIVE TRAITS OF RESILIENT PEOPLE Characteristics of Resiliency: Building the Resiliency Attitude Looking into the Future Practicing Flexibility Imposing Order Upon Chaos Seeking Opportunities in Change

55. ATTITUDE RESULTS FROM HOW YOU SEE THE WORLD “You can’t control the unexpected, but you can control your response to it.” – Aikido Principle Ex p ec t at i on REALITY POSSIBILITY It’s the ABCs of Life . . . A ctivating Event B eliefs/Attitude C onsequential Response Building the Resiliency Attitude

56. See the coming change. Envision yourself in the new beginning. Describe one change you can see coming down the road. Given this reality, what possibility would you like to create now? “Sometimes we stare so long at a door that is closing that we see too late the one that is open.” – Alexander Graham Bell Looking into the Future

57. 17 “The law of nature is change (chaos), while the dream of man is order.” – Henry Adams Take First Things First You are driving down a lonely stretch of highway late one night when you come upon an accident. A car is overturned on the road. A second car with a smashed front end sits sideways halfway onto the shoulder. You see small flames beginning to flicker up from under this car’s hood. A wounded deer lies not far from the first car. As you pull up to the scene and prepare to stop, your headlights shine on a person in the overturned vehicle. You can see that he is halfway out of the car and bleeding badly from a gash in his forehead. Glancing quickly at the other vehicle, you see a person moving slightly in the driver’s seat. The back door of this car is open and there is a small child standing by the driver’s door. You are alone. You have a cell phone. There is no other traffic on the road. What are the first five actions you take? Imposing Order upon Chaos

58. When you look into the face of change … ... do you see the danger or the opportunity? “Even if you’re on the right track, you’ll get run over if you just sit there .” – Will Rogers Seeking Opportunities in Change

59. Future Change Think of a big change that you think may be ahead of you. What are your strategies for planning how you will personally deal with it? How will you help your team address it?

60. Living in a World of Permanent Whitewater Remember to pack your attitude. Don’t look where you don’t want to go. Go with the flow. Explore what’s around the next bend. Take time to eddy out. Operating in our world of rapid, tumultuous, unrelenting change has been compared to running a raging, white water river. Here are some things to remember for navigating the river of change without getting swamped … Master Strategies: Life is change. Growth is Optional.

61. Definition of Interpersonal and Relationship Skills Exploring Trust How to Offer Feedback Managing Conflict “Each of us must be the change we want to see in the world.” – Mahatma Gandhi Working With Others: Interpersonal and Relationship Skills

62. Definition of Interpersonal and Relationship Skills Understand and appreciate diversity of perspective and style. Participate and contribute fully as a team member. Demonstrate empathy and understanding. Build trust and demonstrate trustworthiness . WORKING WITH OTHERS: INTERPERSONAL AND RELATIONSHIP SKILLS 62 NUS Extension a business unit of NUS Enterprise

63. Exploring Trust CREDIBILITY Skill, knowledge, experience COMMUNICATION Managed expectations CONSISTENCY History How many of you in this room are trustworthy? If everyone is trustworthy, then why is there so little trust? Unconscious, thoughtless or misinterpreted acts undermine existing trust. Some are reluctant to risk trusting others.

64. Trust Assessment SELF-ASSESSMENT: As a leader, how do you deliver on the three factors that inspire trust? What level of credibility do you hold in the context of your leadership role? How consistent are you in your actions and decision-making processes? How well do you use communication to build confidence and reassurance within your team?

65. WIN/LOSE “You and I need to talk. You just don’t care about this project. I assumed with your background this would happen.” WIN/WIN “Do you have a minute? I’m concerned about the quality of the report you just turned in. It had a lot of typos and format problems. Your work is usually great - did something different happen this time?” Use “ I ” Focus on behavior, not the individual Be specific Be timely How to Offer Feedback

66. Conflict Situations SITUATION ambiguous boundaries EXAMPLE conflicting interests value differences communication barriers unresolved prior conflict TRUST is BI D IR E C T ION A L!

67. What Happened? Where does your story come from? Facts? Past Experience? Rules? Theirs? What impact has this had on you? What might their objectives have been and how have you contributed to the problem? Emotions What are you really feeling? Why? Identify What’s at stake for you about you? Purposes What do you hope to accomplish? Shift to support learning, sharing, problem- solving. Is this the best way to address this issue? 67 Differences Describe the problem in terms of the differences between your stories and share the purpose. Invite them to join as a partner to solve the problem. Explore the Stories Listen to understand their viewpoint. Share your viewpoint. Reframe, reframe, reframe to keep on track. Problem Solving Invent options that meet each side’s concerns. Look to standards for what should happen. Talk about how to keep communication open going forward. A Difficult Conversations Checklist

68. Definitions of Communication Skills Communication Basics Adapting Your Style Listen for Understanding “Be careful of your thoughts; they may become words at any moment.” – Iara Gassen Communication Skills

69. Definition of Communication Skills Understand and adapt to your audience — helping others learn Express intention clearly and concisely in written communications Build collaboration and clearly articulate intention in verbal communications Formal presentation skills Listen for understanding Manage flow of communication/information WORKING WITH OTHERS: Communication Skills 69 NUS Extension a business unit of NUS Enterprise

70. Communication Basics Communication Should Be INTENTIONAL Words (7%), Tone (38%), Body language (55%) MESSAGE: “Why did you do it that way?” CHANNELS WHAT IS SAID WHAT IS HEARD IN TERFERE NCE

71. Presentation Skills Laptop, paper, spoken, email, written… Profession, level, education, gender, anxiety, expectation… When over, what will be different? Seating, lighting, food, heat, agenda, handouts… UNDERSTAND PURPOSE/GOAL DESIGN FOR THE AUDIENCE, CONTEXT CHOOSE RIGHT CHANNEL MANAGE ENVIRONMENT (INTERFERENCE)

72. Listen for Understanding LEVEL 1 What’s in it for me? Rebuttal, self-interest, filtering. LEVEL 2 Where is the person coming from? What are they truly trying to say? Connect, silence self-talk. LEVEL 3 What is not being said that is important? Listen through the words. 72 NUS Extension a business unit of NUS Enterprise

73. 33 Reflective Listening Provide eye contact Maintain an interested and open body posture Encourage the speaker with verbal and nonverbal support Use “door opening” questions to build trust Ask genuine questions Reflect back what they’ve said with empathy

74. Definitions of Employee Development / Coaching Coaching Giving Effective Feedback “Every blade of grass has an Angel that bends over it and whispers ‘grow, grow.’” – The Talmud Employee Development/Coaching

75. 35 Definition of Employee Dev e lo p men t /C o ac h ing WORKING WITH OTHERS: Employee Development (Coach & Motivate) Motivating employees to high performance Coaching Definition of Employee Development/Coaching for development and improved performance Manage with appreciation/respect for diversity of individual values and needs Delegate tasks as needed and with awareness of employee development opportunities Select appropriate staff to fulfill specific project needs and responsibilities

76. 36 Co a ch i ng Focus on growing talents, not fixing weaknesses. What is reality Facts, no interpretation Observable behaviors Employee’s feelings What is desired Aligned with business, DISC, PIAV Measurable and achievable Desirable by all G AP

77. Goal Setting/Performance Review Business Objective IRACIS Sparta will increase revenue through more business generated by strong customer referrals based on quality product delivery. I ncrease R evenue A void C ost I mprove S ervice Goal ( A udience B ehavior C ondition) (A) I will (B) hold a status meeting with my team (C) each week on Tuesday morning at 9:00 for fifty minutes.

78. Coaching (continued) BUSINESS COACHING : Focus on business change, not personal growth. “Therapy looks back, coaching looks forward.” Reconcile personal and business goals and values Agree to measurements, milestones, dates = ACCOUNTABILITY Take people from where they ARE to where they can GO. 3 LE V ELS Awa reness Personal I m pro vement Transformation Establish an Action Plan Establish Individual Goals Name the Gap

79. Coaching (continued) Determine What Needs To Happen 79 NUS Extension a business unit of NUS Enterprise Eval u ate P r og r e s s Foster Reflection About Actions & Results Pay Close Attention to Support Big Steps Translate Feedback Into Action Collect Feedback Build an Action Plan Establish Mutual Expectations & Trust From the book Action Coaching by David L. Dotlich and Peter C. Cairo

80. Coaching Language Avoid directing the discussion. NOT “No, that’s the wrong goal.” Avoid analysis and interpretation. NOT “Yes, I know which part bothers you the most!” Phrase future in the present state. NOT “What will your relationship be like?” Push to the end result, not just next step. NOT “Promotion is what you want.”

81. Coaching Language Questions to help people learn and explore: What would happen if you asked for help in this area in which you’re not so skilled? What’s stopping you from requesting a change? If you died today, what regrets would you have? How might you deal with the conflict without resorting to a win/lose posture? Why do you want to lead, and why should people follow you? What legacy do you want to leave behind? What do you want people to say about you after you’ve left your current role? What are your vulnerabilities, and where could things fall apart? What can you do to renew yourself? Your team? This company?

82. Giving Effective Feedback WIN/LOSE “You and I need to talk. You just don’t care about this project. I assumed with your background this would happen.” WIN/ WIN “Do you have a minute? I’m concerned about the quality of the report you just turned in. It had a lot of typos and format problems. Your work is usually great - did something different happen this time?” Use “ I ” Focus on behavior, not the individual Be specific Be timely

83. How To Disagree WIN/WIN “I think I need to spend more time on this report.” SYMPTOMS Attack problem Use “I” Ask for/offer to help Seek to understand (Covey) Seek WIN/WIN WIN/WIN “I appreciate your offer, but I’m feeling some schedule pressure. What did you have in mind?”

84. Accepting Feedback SORT What have I done to make it hard to work for me? FOG Would you like a cup of coffee while we talk about this? REPEAT I’m a pain to work for? DISTANCE Let’s talk about this tomorrow after we’ve had a chance to calm down. TRUTH Avoid DEFENSE Acknowledge their feelings Express regret Find a point of agreement Suggest alternatives, solutions 84 NUS Extension a business unit of NUS Enterprise

85. Feedback: Pointers GIVING Be specific, descriptive, actio n -or i e n t ed, nonjudgmental RECEIVING Be open, take notes, ask for examples, seek to understand, triangulate information later

86. Definitions of Creating Vision Creating a Vision Translating Vision into Action Win-Win Solutions Creating Vision “The further backward you look, the further forward you can see.” – Winston Churchill NUS Extension a business unit of NUS Enterprise

87. Creating Vision WORKING WITH OTHERS: Creating and Actualizing Vision Create a clear and inspirational vision of the desired outcome Align the vision with broader organizational strategies Translate the vision into manageable action steps Communicate vision to enroll/enlist staff, sponsors and customers Influence and Evangelize (sales, negotiation) Gather appropriate input Understand individual motivators and decision-making styles and utilize to enroll others Facilitate win/win solutions

88. Translating the Vision Into Action List your “to-dos” Rate them based on your mission: High Alignment, Medium Alignment, Low Alignment Ignore the Low Alignment Schedule the High and Medium Alignment

89. Business Objective IRACIS Sparta will increase revenue through more business generated by strong customer referrals based on quality product delivery. I ncrease R evenue A void C ost I mprove S ervice Goal ( A udience B ehavior C ondition) (A) I will (B) hold a status meeting with my team (C) each week on Tuesday morning at 9:00 for 50 minutes. Goal Setting/Performance Review

90. 50 Definitions of Change An Overview of Change Change versus Transition Exploring the Human Side of Change “Great sailors are not made of calm seas.” – Unknown Managing Change

91. Think about a big change that you have experienced in your life. What event or choice brought about the change? Think about the change as a process: did it happen all at once or did it unfold over time? What were some of the stages of this process? What were some of the challenges and successes you recall about this period of change in your life? Exploring Change 91 NUS Extension a business unit of NUS Enterprise

92. CHANGE • Disruption in expectations • External event • Related to circumstances and situations • Sometimes connected to a decision of choice TRANSITION • Psychological reorientation to the change event • Internal process • Related to a state of mind, a sense of identity Change Versus Transition 92 NUS Extension a business unit of NUS Enterprise

93. “It is not so much that we are afraid of change or so in love with the old ways, but it’s that place in between that we fear . . . It’s like being caught between trapezes. It’s Linus when his blanket is in the dryer. There’s nothing to hold on to.” – Marilyn Ferguson Quo t ab l e

94. NEW BEGINNING STAGES OF TRANSITION ENDING Neutral Zone Transition: The Human Side of Change Source: William Bridges

95. STAGES OF TRANSITION (continued) Ending - Process of letting go of the old way before beginning the new form. Neutral Zone - Fallow period between the ending and new beginning. The wilderness. New Beginning - New status quo takes shape. Transition: The Human Side of Change 95 NUS Extension a business unit of NUS Enterprise

96. Neutral Zone T ime ENDINGS Denial A nger Fear Shock Frustration Conf u si o n S tre s s Crea t ivi t y S ke p tic i sm A cce p ta n ce Impatience H ope NEW BEGINNING Excitement Energy Reactions to Transition 96 NUS Extension a business unit of NUS Enterprise

97. The Hero’s Journey Allies STORY OF ORIGIN CALL TO ADVENTURE GUARDIANS OF THE GATE BELLY OF THE WHALE Allies Al l ies A llies ROAD OF TRIALS ACCOMPLISHMENT M AG IC A L FLIGHT BETWEEN TWO WORLDS

98. STORY OF ORIGIN The Hero’s Journey: Reflection What was the Call to Adventure? What were your initial reactions? How would you describe your Belly of the Whale? What insights resulted from this experience? What trials did you How did success present itself? How did you feel about the change at this point? What learning did you take away from this change experience? Think about a b usine ss -rela t ed transition face? you have experienced . . .

99. Definitions of Customer Orientation Who is the Customer? A Consulting Focus Gathering requirements Customer Orientation "Be everywhere, do everything, and never fail to astonish the customer.” – Macy’s Motto NUS Extension a business unit of NUS Enterprise

100. Customer Orientation ALIGNMENT: Customer Orientation Understand and apply customer needs and expectations. Gather customer requirements and input. Partner with customer in gathering requirements, maintaining communication flow and managing work. Set and monitor performance standards.

101. Customer Chain of Experience CUSTOMER CUSTOMER SERVICE CENTER MAR K ETI NG R EQUE ST REFERRAL S ALE S C AL L CUS T O MER O R DE R SAL E S PROD. & DIST. SHIPPING CRITICAL MOMENT OF TRUTH

102. THE WHAT Quality work Flexible, able to change Communications Plan Prioritizing Problem solving Alternative solutions Follow-up THE HOW Empathy Sharing Listening Reassuring Taking responsibility Perceptive Proactive Shared Value What does THEIR customer value? What does your customer value? What are you GREAT at delivering?

103. A Consulting Focus Consulting Focus Common language Known business value Shared ownership Client accountability P ro d uct/ S e r vice Focus Technology language Unknown business value Directed by IT Little client involvement 103 NUS Extension a business unit of NUS Enterprise

104. Forbidden Phrases “WHY DO YOU NEED TO KNOW?” “N O .” “YOU’RE WRONG.” “WE’VE NEVER DONE IT THAT WAY.” “YOU’LL HAVE TO.” “THAT’S NOT MY JOB.” “THAT’S AGAINST COMPANY POLICY.” “I DON’T KNOW.”

105. The Vision Thing TIME  First to Market  FAST COST  Lowest Cost  CHEAP QUALITY  Customer Intimacy  GOOD TO THRIVE, COMPANIES/ORGANIZATIONS MUST PICK ONE PRIMARY GOAL:

106. Identify the Need Effective Presentation Skills Gathering Requirements

107. What is the Difference Between a Symptom and a Problem? PROBLEM? The direct users don’t know how to use the system. There is a bug in the calculation program. The printer is jamming on the checks. SYMPTOM: “The payroll checks are all wrong!” 107 NUS Extension a business unit of NUS Enterprise

108. Causes SYSTEM TRAINING ENVIRONMENT MOTIV A TI O N

109. Effective Presentation Skills DESIGN MEDIA WHEN? LETTER (1-5 pp.) E m ail Fax Paper mail Need fast Need fast, but need graphics Need more flash VOICE response Voice mail In person Need fast, auditory Clear needs, strong relationship, auditory PROPOSAL (10-20 pp.) Paper color graphics Formal relationship Large $s

110. What Makes People Remember? Grass, Paper, Cat, Knife, Love, Bird, Tree, Desk, Truth, Table, Fork, Pen, Stream, Wisdom, Stream, Flower, Zulu, Radio, Ruler, Blue, Sheep, Meaning, Field, Pencil, Carbon

111. Improving Memory PRIMACY = Remember more at the BEGINNING of a session Remember more at the END of a session = RECENCY Other reasons: Different ( ex.: Zulu) Visual Emotion Organization Context

112. Improving Memory Many Breaks Sleep Attention Getter

113. WIIFM GOOD Tells 3 - 5 people about it Can charge more Can be more profitable Invaluable Proactive NOT SO GOOD Tells 8 - 10 people about it Costs 5 - 6 times more to attract new customers Expensive Reactive “The Rule of 10”

114. Why Do Customers Stop Being Customers? 10 % 1% Die 3% Move Away 5% Seek alternatives 9% Go to the competition 14% Dissatisfied with product/service 68% Upset with the treatment they receive Beyond Customer Service, 1992. 114 NUS Extension a business unit of NUS Enterprise

115. Definitions of Strategic Business Acumen Systems Thinking Scenario Planning Group Techniques for Consensus “If you can dream it, you can do it.” – Walt Disney Strategic Business Acumen

116. Strategic Business Acumen Demonstrate ability to ethically build support for a perspective about which you feel strongly. Holistic view - think in terms of the entire system and the effects and consequences of actions and decisions. Operate with an awareness of marketplace competition and general landscape of related business arenas. General business acumen - functions of strategic planning, finance, marketing, manufacturing, R&D, etc. ALIGNMENT: Strategic Business Acumen 116 NUS Extension a business unit of NUS Enterprise

117. What is Systems Thinking? “A system is a perceived whole whose elements ‘hang together’ because they continually affect each other over time and operate toward a common purpose.” - The Fifth Discipline Fieldbook Focus on cause and effect, not symptoms, not quick fixes Study of systems is over 40 years old “There’s no sense being exact about something if you don’t even know what you’re talking about.” “WHY CAN’T WE SELL MORE?” Delay = a passage of time that provokes flawed perceptions of cause and effect d e lay S=sa m e links Portion of Revenue Spent on Sales Sales P e ople variable B ookin g s R e v e nue S S 77 – John Von Neumann S S

118. What is Systems Thinking (continued) S S O Portion of Revenue Spent on Sales Sales Force Size B ookin g s R e v e nue S S Sales Force Produ c tivity Perceived Lead Time Lead T ime S S B ac klog S Orders for Addit i on a l Capacity C a p ac ity S S The Rich Get Richer You Can’t Always Get What You Want Build It And They Will Come O

119. Scenario Planning Using history and guesses to anticipate multiple futures FOR THOSE BORN BEFORE 1945 We were born before television, before penicillin, before polio shots, frozen foods, Xerox, plastic, the contact lens, Frisbees, and the PILL. We were around before radar, credit cards, split atoms, laser beams, and ball-point pens. Before pantyhose, dishwashers, clothes dryers, electric blankets, air conditioners, drip-dry clothes, and before we walked on the moon.

120. What is Scenario Planning? BENEFITS • Creates shared vision • Lessens Group Think • Reveals Mental Models • Lessens “denial” • Diffuses emotions • Accelerates reaction • Clarifies estimates The Learning is in the Dialogue

121. Creating The Story CH O OSE 2 VA L UES  REVENUE  STAFF  REVENUE  STAFF  RE V EN U E  STAFF  REVENUE  STAFF

122. Group Techniques for Consensus Group Creativity & Group Think Brainstorming Delphi Technique Nominal Group Technique

123. Group Creativity and Group Think GROUP THINK An individual may feel social pressure to conform to a popular solution that he or she would not have chosen individually. GROUP CREATIVITY When compared to individuals, groups make accurate decisions. However... 83 “None of us is as smart as all of us.” – Satchel Paige

124. Brainstorming GE N E R A TE DON’T EVALUATE Blue Sky Isolated W ild Positive

125. Brainstorming (continued) SET THE STAGE: We will be spending minutes brainstorming ideas about our new system. There will be absolutely no interruptions during this session. The purpose of this meeting is to discuss things that the system can do for us, with the emphasis on quantity not quality. Therefore, please be prepared to suggest several ideas and to refrain from offering any criticism of the ideas of others. Advance preparation is unnecessary. If you have any questions, please contact me. Moderator: first ideas, one crazy Record ideas visually

126. 86 The Delphi Technique Keep membership anonymous Keep specific communications anonymous Allow only written communications PROBLEM STATED ME M BE RS TAKE A POSITION NUMERIC SU M M A R Y RESULTS FEEDBACK Individual Creativity Group C r eativity G r o up Think

127. 87 The Nominal Group Technique Membership is NOT anonymous Participation controlled by procedures Everyone must participate verbally EACH STATES IDEA IN TURN EACH STATES D IS C U SSI O N IN TURN IDEAS RANKED S E CR ET L Y TOP RAN K ED IDEAS Indi v idu a l Creativity Group C r eativity G r o up Think PR OBLEM STATED

128. What Have we learnt from this Workshop?

129. Thank You

130. Top 10 Effective Safety Leadership Skills

131. Top 10 Effective Safety Leadership Skills 1. Commitment to safety It is well known and proven that when leaders demonstrate commitment to safety, the safety culture within an organization improves. [Pidgeon, 1991.] Leaders need to demonstrate their commitment through their behaviors and decision making authentically. The workforce needs to believe that safety is their leaders’ priority, that they want everyone to go home safely and are doing everything they can to ensure this happens. How do you demonstrate the commitment?

132. Top 10 Effective Safety Leadership Skills 2. Questioning Questioning is a communication skill. Knowing what questions to ask and when can help a leader determine competence assurance and make sure the relevant controls are in place to stop something bad from happening. For example, asking a leading question such as “Are you going to do a toolbox talk or a pre-job brief?” may result in the correct answer but only because you have led them to answer how you want them to answer: “Yes we are going to do a toolbox talk”. Using open questions and asking in a caring manner such as “Tell me about what you are going to do next?” will more likely elicit responses which are true and accurate even if that answer is not what the leader is looking for.

133. Top 10 Effective Safety Leadership Skills 3. Listening Listening is a significant component of effective leadership communication. This might sound obvious, but do leaders really listen? Passive or conversational listening will be spotted immediately and could devalue the relationship a leader has with his followers. The art of listening involves not only hearing what someone has said, but comprehending it, and where appropriate rephrasing and repeating it back to them to ensure the information being listened to has been understood correctly. Effective listening can be perceived as caring by the workforce as it can lead to people feeling that their leaders want to hear what they have to say. This can help create followers.

134. Top 10 Effective Safety Leadership Skills 4. Integrity As a leader, if you say you are going to do something, do it. Failing to do so can lead to a disappointed workforce where workers feel that their leader lacks consistency and honesty. Disappointment by one’s followers can lead to disloyalty. Integrity is a crucial skill that many leaders really need to grasp and display to people around them. Having integrity means being self-aware, showing your personal values (what you care about) and managing your emotions. Demonstrating these in their behaviors and how they make decisions will allow leaders to build trust with their teams, thus creating followers.

135. Top 10 Effective Safety Leadership Skills 5. Emotional Intelligence (Humanity) Having emotional intelligence means you are self-aware, and you understand how you come across to others. You can manage your emotions and impulses, you are aware of others’ feelings and concerns, and you can manage relationships through inducing desirable responses in others. If leaders are emotionally intelligent, they will find the balance between showing too many and too little emotions and will become a trustworthy asset to any organization.

136. Top 10 Effective Safety Leadership Skills 6. Situational Leadership The ability to adapt the style of leadership used to the situation at hand is something leaders don’t always get right. People have different characters, different emotional reactions to situations and behave differently depending on a situation or person. Leaders specifically need to know when a command and control style is appropriate and when it isn’t. They need to know when they could be coaching or when they could be democratic. Leaders will have their default leadership style, the one they resort to in times of stress. They need to have enough self-awareness to know if this style is appropriate and have the ability to change to a more appropriate style where necessary. Thus, getting the best performance out of their followers.

137. Top 10 Effective Safety Leadership Skills 7. Chronic Unease Chronic Unease is about having the competence to know if the barriers to prevent an incident are weak, or do not exist at all, and caring enough to do something about it. Having a healthy dose of chronic unease will keep you alert and help you make decisions at the right time at the right level.

138. Top 10 Effective Safety Leadership Skills 8. Accountability Taking accountability sometimes can be hard for leaders to accept. But it is essential for a leader to take accountability rather than giving it to others particularly when it is not called for. Accountability is “a personal choice to rise above one’s circumstances and demonstrate the ownership necessary for achieving desired results” (Connors, Smith & Hickman, 2004). It’s about having the courage to see something, especially potential danger, then owning it, solving it and doing it. This concept is also known as the Oz Principle. [Craig Hickman, Roger Connors, and Tom Smith, 1994.]

139. Top 10 Effective Safety Leadership Skills 9. Visibility Being locked away in an office or tied to a desk only creates barriers and mistrust with your followers. Being present and visible on the floor provides assurance to people that you care about them and that you see for yourself that everything that could be done for safety is actually done. Visibility may start in a structured manner such as mandatory site walks every day or every week as a KPI, but a leader who is truly authentic and is showing commitment to safety will soon become visible without a structure or KPI. Being visible also allows “touch-time” with the workforce which in turn will build trust and respect.

140. Top 10 Effective Safety Leadership Skills 10. Standard setting Implementing a just and fair culture means standards for acceptable behavior within the organizations are set. However, it is key not just to set them but to also live by these standards as a leader - walk the talk. If you don’t believe and behave in those parameters, it is unlikely your followers will follow suit and conduct only acceptable behaviors. Leaders must define and communicate clearly the line between acceptable and unacceptable behaviors. People need to know what they are and what they aren’t allowed to do. If there is no clear line in the sand, it is unlikely people will understand what is acceptable and what isn’t. More importantly however is that leaders consistently, across time and space, maintain this line in the sand.

141. Benefits of Effective Safety Leadership Effective safety leadership is known to be financially beneficial to a company’s bottom-line performance ( Veltri , Pagel , Behm , et al., 2007). It positively affects employees’ safety behavior and attitudes, helps reduce injury rates and insurance premiums, and contributes to increased productivity by eliminating production bottlenecks. Operational and safety excellence go hand-in-hand. Companies that are good at managing safety also manage operations well ( Fernández-Muñiz , Montes- Peón & Vázquez- Ordás , 2009).

142. Effective Safety Leadership Has a Purpose The working world has two types of leaders: positional and inspirational. Positional leaders lead by virtue of the power vested in their position of authority . Such leaders operate by telling people what they want them to do. Thus, people follow because they have to . Inspirational leaders are genuinely passionate and enthusiastic about their cause ( Zenger, Folkman & Edinger , 2009 ) and, as a result, they inspire others. Inspirational leaders (those who are not solely reliant on positional authority) are driven by a purpose, cause or belief ; they lead by passionately and precisely communicating why it is important for people to do the things that leaders ask them to do ( Avolio & Bass, 2002). By focusing on the why, inspirational leaders inspire people to discover for themselves what feels right and what is most advantageous to them. People follow because they want to for themselves. Of course , positional leaders can be inspirational leaders if they also passionately believe in what they are doing .

143. Effective Safety Leadership Has a Purpose Inspirational leaders truly believe in safety, and this is reflected in their body language, tone, words spoken and their daily actions. They also clearly articulate a vision that paints a compelling picture of the future while selling its benefits. For example to paint a compelling picture, such leaders might say , “ We absolutely do not want to harm anyone while making our product, as we do not want to orphan our colleague’s children or cause their families to lose their home because we killed or maimed their main breadwinner.” The vision of the future might be , “Therefore, safe production will be our numberone priority to ensure that we avoid all incidents .” Inspirational safety leaders also invite people to join them and get involved to achieve the articulated vision . For example, “Regardless of downtime cost , if our operations create a hazard to our workers , we will immediately stop that activity and eliminate any threat before someone gets hurt. If you believe we are not living up to this ideal, phone me and we will work to get the matter resolved .” Inspirational leaders also know that reinforcing people’s optimism and enthusiasm for change is a multiplier of effort ( Avolio , Gardner, Walumbwa , et al., 2004). Knowing that success breeds success , they follow up on corrective actions to address problem issues and communicate progress to show people that the change effort is sincere. In some cases , such leaders help develop people’s knowledge , skills and abilities so they can more fully participate in the safety effort.

144. Effective Safety Leaders Are Caring & Controlling Effective safety leadership is also about maintaining a balance between caring and controlling (Bass, 1999). Effective leaders show that they genuinely care about people by involving everyone in safety; showing appreciation; genuinely trusting people to do the right thing; listening to their followers; and acting on relevant information. They also control activities and results by setting a clear direction for action, clarifying expectations, accountabilities and responsibilities , and setting and maintaining improvement targets . Performance is optimized when a leader can perfectly balance the two; too much caring or too much controlling leads to underperformance . A 2-year construction case study involving 47,000 third-party nationals, achieved 121 million hours worked without a lost-time incident ( out of 240 million hours worked) (Cooper, 2010b ). From an emphasis on safety leadership, this case demonstrates what can be achieved when this balance is optimized.

145. Effective Safety Leadership Styles Leaders also typically adopt one of three main leadership styles: 1) transformational; 2) transactional; and 3) servant. Transformational leaders shape and transform company culture by knowing where they want to go and doing everything possible to make it happen. Transactional leaders embed the culture into an organization by rewarding or punishing defined performance. Servant leaders sustain company culture by facilitating other’s needs to help them do their job properly. Transformational leaders visualize, describe and direct in ways that motivate others to act. They describe the conditions necessary for success and encourage employee participation to achieve collective goals (Clarke, 2103). Creating a strategy to achieve the vision, they diagnose the issues and develop a strategic plan with measureable milestones to address them. Using positive language to sell the benefits, they try to connect their followers’ sense of identity with the company’s vision to provide real hope for a better future by promoting a can-do attitude among employees. Challenging and questioning prevailing assumptions, they constantly seek to drive change and move people beyond their own limitations. When talking to others they include at least one question (e.g., why is safety important to you?) that causes people to think about safety in a new way . Transactional leaders clarify the relationships between performance requirements and desired outcomes to embed changes into the company culture (Lowe, Kroeck & Sivasubramaniam , 1996). They consider followers to be responsible for their work, and use performance monitoring with consequence management (e.g., praise, coaching, providing support) to reinforce people’s behavior. This style of leadership is known to be important for ensuring compliance with safety rules and regulations. Characteristic behaviors would include a) personally conducting safety observations and providing feedback; b) challenging and addressing inconsistencies in systems, processes and people when a safety issue arises; and c) regularly acknowledging and reinforcing direct reports’ good safety performance . Servant leaders sustain cultural change by building personal relationships and conveying support to individual group members through dialogue promotion and open communication (Russell, 2001); coaching people when performance is suboptimal; and unleashing people’s potential to make a difference. Servant leadership is about setting people up for success by facilitating their needs. This helps create a supportive environment to increase employee engagement that positively affects team performance. Example servant leadership behaviors include a) actively attending and being involved in safety committees, safety meetings, toolbox talks and similar activities; b) consistently seeking and facilitating people’s ideas/actions to improve safety; and c) resourcing and following up on any corrective and preventive actions to ensure completion . Each style has its time and place, with none being good or bad. It is how leaders use them that determines success or failure (Nixon, Harrington & Parker, 2012). In addition to being honest and treating people with respect ( Effelsberg , Solga & Gurt , 2014), leaders who use goal-oriented, involving and engaging leadership styles (Muller & Turner, 2010) to help develop teamwork (Yang, Huang & Wu, 2011) will more effectively influence performance. A leader should adapt his/her style based on the demands of the situation, the requirements of those involved and the challenges facing the company. Ultimately, it is not all about the leader’s needs; it is much more about the followers’ needs and ensuring the success of those being led.

146. Known Effects of Safety Leadership Styles Meta-analyses take a large group of studies, correct for measurement error and calculate the average treatment effect size across the topic of interest. Effect sizes ranging from 0 to 0.3 reflect weak effects, those between 0.3 and 0.5 indicate a moderate impact, and those 0.5 or higher reflect strong effects (Cohen, 1988). Several researchers have used metaanalysis to examine published, peer-reviewed academic studies on safety leadership, and their findings show that transformational and transactional safety leadership styles moderately influence employee engagement and people’s safety behavior, which in turn reduces incident rates (e.g., Clarke, 2013). Servant leadership, on the other hand, creates a supportive environment that exerts a much stronger influence on employee engagement, safety behavior and incident reduction (e.g., Walumbwa, Hartnell & Oke , 2010). Engaging in meaningful dialogues, fostering a collaborative learning environment and facilitating other people’s safety needs all help to create the supportive environment that appears to be so important for improving safety performance (Figure 1).

147. Known Effects of Safety Leadership Styles Other meta-analyses also show that the presence of known hazards and risks suppresses the impact of all three safety leadership styles (e.g., Nahrgang , Morgeson & Hofmann, 2011). The associated negative effects for hazards and risks were much larger than those for the positive effects of transactional and transformational leadership, and they also outweighed those of servant leadership. Therefore, known workplace hazards and risks left for another day neutralize supportive environments, decrease employee engagement and increase unsafe behavior, resulting in higher incident rates. This negative impact is best explained by employee skepticism about the company’s true commitment to safety. When known hazards and risks are not addressed, yet safety leaders simultaneously promote the virtues of safety, employees struggle to believe management is sincere and simply withdraw from the process (Cooper, 1997). For its leadership efforts to flourish, a company must eliminate or reduce known hazards and risks to a reasonably practicable level. To facilitate this, a company must provide a supportive environment and sufficient resources to managers so that they can address the known hazards/risks to maximize their safety leadership efforts (Figure 2, p. 52).

148. Effective Leaders Tackle the Last Mile Problem Known hazards and risks that remain unaddressed are often the result of the last mile problem. This occurs when a company has no systematic means of addressing these hazards/risks, does not convert its intentions into action due to time and/ or budget issues, and/or is unwilling to put effort into resolving them (Lewis, 2011). Given that the presence of known hazards and risks undermines safety leadership, it makes good business sense to make decisions and take actions to make things safer. An effective safety leader constantly challenges the status quo, asks basic questions about why an issue remains unresolved and drives corrective actions. S/he also keeps people informed about the proposed solution(s), progress on completion and the results of any evaluations once implemented.

149. Effective Safety Leaders Are Set Up for Success Ineffective safety leadership often stems from confusion about the company’s safety management systems and associated policies. This leaves safety leaders uncertain about their responsibilities and accountabilities, as well has their autonomy to implement fixes (Cooper & Finley, 2013). To overcome such problems, safe companies clarify and define desired safety leadership behaviors that can be enacted, reinforced and measured, and codify them in a competency matrix linked to elements in their safety management system. In this way, safety leaders can understand and articulate the elements that are above the line. Ideally, these defined behaviors include prioritizing safe production; communicating frequently and regularly on safety in multiple ways; encouraging comprehensive and meaningful employee involvement in safety; helping change at-risk behaviors; and following up with employees and resourcing corrective actions. Once defined, a company should provide high-quality education to ensure that each leader is informed about the company’s safety management expectations; offer training that targets the defined competencies so that each leader can exhibit the prescribed desired behaviors; and offer ongoing organizational support to enable each leader’s success.

150. Effective Leaders Create a Safety Partnership It is also important to recognize that safety is a social activity and that management cannot bring about good safety performance alone (Cooper & Finley, 2013). Stakeholders must participate as well. For example, management relies on employees to report potential or actual incidents, follow procedures, identify hazards and work safely. Similarly, employees cannot improve safety alone. They rely on management to set direction, develop supporting safety policies and procedures, allocate the necessary resources and complete corrective actions. Thus, managers and employees should recognize that safety is a social activity whereby everyone must work as a team to achieve success. For example, a pharmaceutical facility in Indiana set out to create a safety partnership approach at the end of 2008. Employees conducted regular safety observations, and safety leaders conducted twiceweekly safety observations and conversations. By mid-2011, the facility had achieved a 67% reduction in incidents. However, moving from a traditional command-and-control model of safety to one in which safety is done with, not at, people is challenging. It requires a consistency of purpose, focus and execution from all involved.

151. Effective Safety Leadership Art Farmer, CIH, CUSA Cincinnati Bell Telephone 2006 ITSC Little Rock, AR

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153. What is Leadership? Leadership is not : Power Status Authority Management Common sense

154. What is Leadership? The process of persuasion or example by which an individual induces another person or group to pursue objectives held by the leader and shared by his/her followers.

155. What is Leadership? “You do not lead by hitting people over the head …that’s assault, not leadership.” - Dwight D. Eisenhower

156. Core Leadership Qualities Confidence and Authority Empathy and Understanding Motivation and Commitment Openness and Clarity

157. Confidence and Authority Instill respect & command authority Lead by example Draw on knowledge and experience Remain calm in a crises

158. Instill Respect & Command Authority Demonstrate knowledge & competence Exercise the power vested in your position Act confidently and decisively Admit mistakes Demonstrate respect for others Earn respect through your actions

159. Instill Respect & Command Authority Pitfalls to Avoid: Demanding respect Using power as a threat Refusing to listen when challenged Acting tough without justification Blaming others

160. Confidence and Authority Instill respect and command authority Lead by example Draw on knowledge and experience Remain calm in a crises

161. Lead by Example Be professional in everything you do Follow safety rules Play an active role Help out when needed

162. Confidence and Authority Instill respect and command authority Lead by example Draw on knowledge and experience Remain calm in a crises

163. Draw on Knowledge & Experience Knowledge of safety hazards, standards, etc. Practical experience Recognize what you don’t know (and where to find it) Develop people skills to complement technical knowledge

164. Confidence and Authority Instill respect and command authority Lead by example Draw on knowledge and experience Remain calm in a crises

165. Remain Calm in a Crises Others will follow your example Be prepared: Identify critical needs in advance Develop emergency plans and procedures Practice

166. Empathy and Understanding Practice “tough empathy” Be sensitive to different cultures Recognize limitations

167. Practice “Tough Empathy” Listening & encouraging feedback Giving people what they need , not just what they want Treating others the way you would like to be treated

168. Practice “Tough Empathy” Pitfalls to avoid: Encouraging feedback and then ignoring it Trying to please everyone at the expense of decision-making

169. Empathy and Understanding Practice “tough empathy” Be sensitive to different cultures Recognize limitations

170. Be Sensitive to Different Cultures Racial, ethnic, gender Regional differences Work environment Inside vs. outside “How things are done here” Personality types

171. Empathy and Understanding Practice “tough empathy” Be sensitive to different cultures Recognize limitations

172. Recognize Limitations Budgetary constraints Limited resources, i.e. staff, time, etc. Practical considerations Will it work, fit on the truck, etc.? Will employees use it?

173. Motivation and Commitment Create a sense of teamwork Encourage involvement at all levels Emphasize positive messages Reinforce positive behavior

174. Openness and Clarity Honesty and integrity Communicate and listen clearly

175. Communicate and Listen Clearly Made your expectations clear Make yourself available in the workplace Continuously seek to improve speaking, writing, & listening skills Remove barriers to reporting safety problems or incidents Provide positive feedback & follow up

176. What is Safety Leadership? Making organizational safety expectations clear Securing resources to support safety Being present when key safety issues are decided Supporting others safety efforts Creating & insisting on a safe company culture

177. How Important is Safety Leadership? A key ingredient in an organization’s safety success Determines the extent to which safety rules & procedures are followed Creates & maintains the safety culture

178. What is Safety Culture? How an organization thinks & acts towards safety: Beliefs, attitudes, & values towards safety Structure, practices, controls, & policies designed to enhance safety It is a key predictor of safety performance

179. Qualities of a Strong Safety Culture Workers have a role in safety matters that affect them Trust between management and workers Open communications Positive recognition

180. Obstacles to Effective Safety Leadership Safety is only used as discipline Safety is delegated to lower levels, leaders are “hands-off” Safety is deferred to outside entities, e.g. insurance co., regulatory agencies Lack of participation by those affected

181. Obstacles to Effective Safety Leadership Poor communication Lack of accountability Lack of enforcement Lack of clarity “Us vs. Them” attitude All talk and no action

182. Leadership Great leaders can inspire others . . .

183. The Elements of a Safety Management System Vision statement: Tells the world what the company would like to have accomplished in the future. B ased on an organization's strategic and organizational objectives. Mission statement: Tells the world why the company exists. Its purpose. What it does. Objectives : Intended outcomes that support the mission and vision. Policies : General guidance formulated and implemented by managers at all levels. Programs : Describe coordinated strategies that support policy. Plans : Give clear written (formal) guidelines on how to implement programs and policies. Processes : Make sure safety is integrated into operational processes. Procedures : Ensure concise formal/informal step-by-step instructions. Budgets : Support investment in all the above. Rules : Clearly state specifications and performance standards. Reports : Reflect process and measures results. Evaluates effectiveness of all the above.