SAFETY MANAGEMENT

ASSIGNMENT NO: 5

SAFETY EDUCATION AND TRAINING

By:

JACOB P MATHEW,

1ST YEAR M-Tech,

INDUSTRIAL SAFETY ENGINEERING

ROLL NO: 211209006

I. SAFETY TRAINING
(According to Factories act 1948, section 111A - Right for workers
Every worker shall have the right to--

(i) obtain from the occupier, information relating to workers' health and safety at work,

(ii) get trained within the factory wherever possible, or, to get himself sponsored by the occupier for
getting trained at a training centre or institute, duly approved by the Chief Inspector, where training is
imparted for workers' health and safety at work.

(iii) represent to the Inspector directly or through his representative in the matter of inadequate
provision for protection of his health or safety in the factory.)

Definition and Goals of Training

Training is one specific solution to meet a safety or health need caused by lack of appropriate
behavioral skills, related knowledge, and/or attitudes. Training provides the how-to-do of a subject
and usually the what. It only provides the why to the extent that people need to know it in order
to complete the task. Training is primarily focused on behavior change. In education, the focus is on
information about something that may or may not be used on the job; in training, the focus is also on
how to do something properly and how to apply the new information and skills on the job.

Employers must have an overall safety program including relative site specific safety information
where applicable. The safety training program should cover topics such as

Accident Prevention and Safety Promotion

Safety Compliance

Accident and Emergency Response

Personal Protective Equipment

Safety Practices

Equipment and Machinery

Chemical and Hazardous Materials Safety

Workplace Hazards
 Employee Involvement and

Employers must document all training. Creating a training matrix will help keep track of who has
been trained, when they were trained, the training topic, and when it is time for refresher training.
Employees must also sign an official sign-in sheet provided by the employer that can serve as proof
that employees received proper training. The sign in sheet must have a broad description of what is
being covered in the training. Tests or quizzes on the presented material can help gauge employee
understanding of the material and highlight topics that need to be reviewed.

The non-English speaking population is consistently growing in many industries and it is important
that employers provide bilingual training for those workers.

Most employees display attitudes of disinterest and dread at the thought of attending a safety training,
which can leave the trainer feeling frustrated and unappreciated. It is the trainer's duty to make safety
training fun and educational, which will help the trainees to retain the information, enjoy the course,
and apply the learning to their work and lives.

Benefits of a training program

An effective training program can reduce the number of injuries and deaths, property damage, legal
liability, illnesses, workers' compensation claims, and missed time from work. A safety training
program can also help a trainer keep the required safety training courses organized and up-to-date.

Safety training classes help establish a safety culture in which employees themselves help promote
proper safety procedures while on the job. It is important that new employees be properly trained and
embrace the importance of workplace safety as it is easy for seasoned workers to negatively influence
the new hires. That negative influence however, can be purged with the establishment of new, hands-
on, innovative effective safety training which will ultimately lead to an effective safety culture

OSHA's voluntary training guidelines

These guidelines serve as a model for trainers to use in developing, organizing, evaluating, and
editing their safety training programs. It is important for trainers to tailor the OSHA guidelines to
their specific work site so that the training is relevant to the specific working conditions and not just a
long generalized informational session.

OSHAs training guidelines follow a model that consists of:

A. Determining if Training is Needed

B. Identifying Training Needs

C. Identifying Goals and Objectives

D. Developing Learning Activities

E. Conducting the Training

F. Evaluating Program Effectiveness

G. Improving the Program

H. Training must align with job tasks.

A. Determining if Training is Needed

You first have to determine if a situation can be solved using training. Training is an effective solution
to problems such as employee lack of understanding, unfamiliarity with equipment, incorrect
execution of a task, lack of attention, or lack of motivation. Sometimes, however, the situation cannot
be mitigated through the use of training and other methods, such as the establishment of engineering
controls, may be needed to ensure worker safety.

B. Identifying Training Needs

A Job Safety Analysis and/or a job hazard analysis should be conducted with every employee so that
it is understood what is needed to do the job safely and what hazards are associated with the job. A
safety trainer may observe the worker in his/her environment to adequately assess the worker's
training needs. Certain employees may need extra training due to the hazards associated with their
particular job. These employees should be trained not only on how to perform their job safely but also
on how to operate within a hazardous environment.
C. Identifying Goals and Objectives

It is important for the Trainer to identify necessary training material. It is equally important that the
trainer identify training material that is not needed to avoid unnecessary training and frustration from
their trainees.

At the beginning of every safety training session the trainer should clearly iterate the objectives of the
class. The objectives should be delivered using action oriented words like: the employee... "will be
able to demonstrate" or "will know when to"... which will help the audience understand what he/she
should know by the end of the class or what to information to assimilate during the class.

D. Developing Learning Activities

Training should be hands-on and simulate the job as closely as possible. Trainers can use instructional
aids such as charts, manuals, PowerPoint presentations, and films. Trainers can also include role-
playing, live demonstrations, and round-table group discussions to stimulate employee participation.
Games like "what's wrong with this picture" (it is usually good to use pictures of situations found at
their specific location)" or "safety jeopardy" can be useful ways to make the training fun yet
educational.

E. Conducting the Training

Trainers should provide employees with an overview of the material to be learned and relate the
training to the employees' experiences. Employers should also reinforce what the employees have
learned by summarizing the program's objectives and key points of training. At the beginning of the
training program, the trainer should show the employees why the material is important and relevant to
their jobs. Employees are more likely to pay attention and apply what they've learned if they know
the benefits of the training.

F. Evaluating Program Effectiveness

Evaluation will help employers or supervisors determine the amount of learning achieved and
whether an employees performance has improved on the job. Among the methods of evaluating
training are:
(1) Student opinion. Questionnaires or informal discussions with employees can help employers
determine the relevance and appropriateness of the training program

(2) Supervisors observations. Supervisors are in good positions to observe an employees

performance both before and after the training and note improvements or changes

(3) Workplace improvements. The ultimate success of a training program may be changes throughout
the workplace that result in reduced injury or accident rates

(4) Formal assessments. Practical and written exams also assist in evaluating understanding of
training material. For example, for a lift-truck operator, a written and a practical exam would identify
areas of training that may need to be revisited. Furthermore administering a pre-test and post-test will
establish a knowledge base line or reference point to measure training effectiveness.

G. Improving the Program

As evaluations are reviewed, it may be evident the training was not adequate and that the employees
did not reach the expected level of knowledge and skill. As the program is evaluated, the trainer
should ask:

(1) If a job analysis was conducted, was it accurate?

(2) Was any critical feature of the job overlooked?

(3) Were the important gaps in knowledge and skill included?

(4) Was material already known by the employees intentionally omitted?

(5) Were the instructional objectives presented clearly and concretely?

(6) Did the objectives state the level of acceptable performance that was expected of employees?

(7) Did the learning activity simulate the actual job?

(8) Was the learning activity appropriate for the kinds of knowledge and skills required on the job?

(9) When the training was presented, was the organization of the material and its meaning made
clear?

(10) Were the employees motivated to learn?

(11) Were the employees allowed to participate actively in the training process?

(12) Was the employers evaluation of the program thorough?

TRAINING METHODS
Trainers can select one of several different training methods when preparing a program. Each method
has strengths and weaknesses. The technique selected should be determined by the objectives to be
met, type of student participation, time allocated, facility being used, and equipment available.
Everyone learns at different speeds, and through different methods. Trainers must have the training
and teaching skills to address these elements of human behavior. The following are the three most
common types of training techniques used in industry:
1. On-the-job training (OJT)
a. job instruction training (JIT)
b. coaching
2. Group methods
a. conference
b. brainstorming
c. case study
d. incident process
e. facilitated discussion
f. role playing
g. lecture
h. question and answer
i. simulation
3. Individual methods
a. drill
b. demonstration
c. testing
d. video-based training
e. computer-assisted training (interactive)
f. reading
 g. independent study
h. seminars and short courses

1.On-the-Job Training
On-the-job training (OJT) is widely used because it allows the worker to produce during the training
period. However, three considerations must be addressed when using OTJ training:
1. The trainer must possess proper training skills.
2. A training program should be developed to ensure that all workers are trained in the same way to
perform their tasks in the safest and most productive manner.
3. Adequate time must be allotted to the trainer and trainee to be sure the subject is well covered and
thoroughly understood.
a. Job Instruction Training
A variation of OJT is known as job instruction training (JIT), also referred to as the four-point
method. Instruction is broken down into four simple steps:
1. preparation
2. presentation
3. performance
4. follow-up
This method of OJT has been highly successful. Workers are taught each job skill from a formal
schedule of training. The program is adjusted to each student so that workers learn one task before
beginning the next. In the four-point method, this trainer-trainee relationship works in the following
ways:
Step 1. Preparation. During the preparation stage the trainer puts the workers at ease. He or she
explains the job and determines what the worker currently knows about the subject. This stage also
includes the preparation of the proper learning/working environment.
Step 2. Presentation. In the second step, the trainer demonstrates the work process. The student
watches the performance and asks questions. The trainer should present the steps in sequence and
stress all key points.
Step 3. Performance. In the next step, the worker performs the task under close supervision. The
trainer should identify any discrepancies in the work performance and note good performance. The
worker should explain the steps being performed. This ensures that the worker not only can perform
the task but understands how and why the task is done. This stage continues until the trainer is
satisfied with the workers competence at the job.
Step 4. Follow-up. The final step is the follow-up of performance. The trainer and/or the supervisor
must monitor the workers performance to be sure the job is being performed as instructed and to
answer any questions the worker may have. Of the various OJT methods, JIT is probably the most
flexible and direct. Through practicing, the trainee is expected to develop and apply the learned skills
in a typical work environment while under the guidance of a trained worker/trainer. The trainer must
know the job thoroughly, be a safe worker, and have the patience, skill, and desire to train.
The advantages of training in the JIT method are:
The worker can be more easily motivated because the training/guidance is personal.
The trainer can identify and correct deficiencies as they occur.
Results of the training are immediately evaluated because the worker is performing the actual job on
actual equipment. The work performed can be judged against reasonable standards.
Training is practical, realistic, and demonstrated under actual conditions. Workers can easily ask
questions.
Timing is an important element in this type of training. The trainee can receive help when needed,
and the trainer can provide feedback as the training progresses. The trainer can also determine when
the trainee is ready to move on to new levels of training.

b. Coaching or the buddy system.

This system is considered effective in some situations, but the following challenges are associated
with it:
Trainers may be selected for their availability rather than for their training skills. A trainer who lacks
basic teaching skills can undermine the entire orientation of a new worker.
Each trainer may have his or her own way of performing the tasks being taught. This lack of
continuity can make it difficult to control hazards in the workplace and lead to many accidents.
Key elements of orientation can be overlooked in the training program and may not be realized until
an incident or accident occurs.
 Poor techniques or bad habits can be spread from one worker to another. Short cuts or safety
violations can be demonstrated to new workers as the way we do it.
Safety performance may not be emphasized during the training. Job performance should never be
separated from safety standards in any training provided to workers.

2. Group Methods
Group techniques encourage participation from a selected audience. These methods allow trainees to
share ideas, evaluate information, and become actively involved in the planning and implementation
of company policy. Several types of group training are used, but all require skilled facilitators to be
successful.

Conference or Meeting Method

The conference method of training is widely used in business and industry for education-sharing
purposes. The reason this method is so readily accepted is because of the knowledge each participant
brings to the group. In this process, sometimes called meetings, the trainer/facilitator controls the
flow of the session as participants share their knowledge and experience. The skill of the facilitator
can mean the success or failure of these sessions. Facilitators must use various techniques to draw
information and opinions from members. The number of people involved should be limited to allow
open discussion from all participants. The opinions of each member should be recorded, and a
summary of the group conclusions provided to those who were involved, as well as to those who
should be kept abreast of the information. It is important that at the beginning of the conference,
members identify their goals and expectations for the session.
Brainstorming
Brainstorming is a technique of group interaction that encourages each participant to present ideas on
a specific issue. The method is normally used to find new, innovative approaches to issues. There are
four ground rules:
1. Ideas presented are not criticized.
2. Freewheeling creative thinking and building on ideas are positively reinforced.
3. As many ideas as possible should be presented quickly.
4. Combining several ideas or improving suggestions is encouraged.
A recorder should be selected to write down all the ideas presented. The moderator must control the
flow of suggestions, cut off negative comments, and solicit ideas from each member.
Brainstorming allows ideas to be developed quickly, encourages creative thinking, and involves
everyone in the process. The group can go beyond old stereotypes or the way its always done.

Case Study
Case studies are written descriptions of business decisions or problems that learners will use as a
basis for demonstrating predetermined skills and knowledge. There are two distinct advantages to
building case studies:
First, case studies provide an opportunity for the learners to use skills and knowledge acquired during
the course.
Second, case studies can serve as an evaluation tool for trainers to measure the degree of proficiency
attained during a course or module. Here are other key benefits:
Students, during a case study, begin to internalize the critical principles being taught and retain the
information for longer periods of time.
Case studies emphasize practical or critical thinking skills.
The students perspective is broadened through an interaction with others.
Case studies encourage reflection, application, and analysis.
Case studies reinforce the value of discussion and interaction with others.
Planning, thinking, and adhering to the instructional objectives are paramount in designing an
effective case. The key is to start at the end and work backward toward the beginning. Ask the
following questions:
What questions must be answered?
What skills or knowledge should be exercised?
What specific performance objectives should be measured?
What learning objectives are to be addressed by the case study?
A case study may involve an actual situation or be fictitious. The goal of the activity is to develop
group members insight and problem-solving skills. The study normally is presented by defining what
happened in a particular incident and the events leading up to the incident. The group is then given
the task of determining the actual causes or problems, the significance of each element, and/or the
acceptable solutions.

Incident Process
This is a type of case study in which the group works with a written account of any incident. The
group is allowed to ask questions about facts, clues, and details. The trainer provides the answers to
the questions, and the group must assemble the information, determine what has happened, and arrive
at a decision. The trainer must guide the group to prevent arguments and to prevent one or two
members from dominating the discussion. This is a useful training method that encourages employee
participation in the accident prevention program. Situations can be real cases in the company or
developed from potential hazards that exist. The moderator must be capable of controlling group
process and progress and of preventing the group from missing the true or root causes.
For example, an employee was struck in the eye by a foreign body and an investigation revealed the
employee was not wearing safety glasses while operating a bench grinder. The group must seek the
root cause of the accident and not settle for the common conclusion the worker failed to follow
procedures or the worker failed to wear eye protection. They must specify why the supervisor or
management failed to enforce the proper procedures (assuming there was an established procedure).
Why did management allow this lax supervision?

Facilitated Discussion
Facilitated discussion or dialogue is the management of discussion about the course content so that
the learning objectives are met, the discussion flows logically from topic to topic, and the applications
to the learners jobs are made clear. Facilitated discussion requires that the trainer/facilitator have the
skills to accept all ideas and contributions as valid, show how they relate to the course objectives, and
manage the time element and the flow of information to meet the course objectives.
The benefits of facilitated discussion include the following:
ensures that the learners are involved and challenged
builds a bond between the trainer/facilitator that encourages the free exchange of ideas and
information
Role Playing
This training method is effective for evaluating human relations issues. Members attempt to identify
the ways people behave under various conditions. Although this technique is not an effective method
of problem solving, it can uncover issues not previously considered. This method is particularly
helpful in identifying and changing personnel issues such as poor morale or negative attitudes.

Lecture
With this method, a single person can impart information to a large group in a relatively short time.
This method is normally used to communicate facts, give motivational speeches, or summarize events
for workers. There is little time or opportunity for interaction by the attendees. Follow-up for these
sessions must be well planned in advance to be successful.

Question and Answer (Q and A) Sessions

Normally Q and A sessions follow training periods after the trainer has summarized the material
presented. Workers can use this method to clarify individual concerns or facts. However, workers will
often need time to prepare and organize their thoughts before they can ask questions. In situations
where they must absorb a large amount of material, allow them time to reflect on or apply the
knowledge and to formulate questions. The trainer can plan to have a follow-up session or allow
workers to present their questions personally. Question- and-answer sessions are helpful in clarifying
issues of policy or changes in schedules or events.
Simulation
When actual materials or machines cannot be used, trainers can use a simulation device. This method
is used effectively in aircraft pilot training, railroad engineer training, and other applications. One
simulation demonstrates the loss of eyesight to workers to encourage them to wear safety glasses on
the job. The only limit to this technique is the trainers creativity. Simulation is most effective when
the workers can participate. Careful planning and attention to detail are required. The initial costs of
these sessions can be high because of the equipment required and time involved in conducting
training.

Individual Methods
Drill
Using the elements of practice and repetition, this method of instruction is valuable for developing
worker skill in fundamental tasks and for performing under pressure. Workers required to perform in
crisis situations should be trained under conditions that resemble the crisis as closely as possible. For
example, when instructing workers in cardiopulmonary resuscitation (CPR), the trainer must try to
instill the tension that workers will experience when they attempt to resuscitate a real victim.

Demonstration
The method of demonstration allows the trainer to perform the actual task and then have the worker
repeat the performance. Trainers must be sure the job is performed exactly as required to prevent
workers from developing poor habits and performance standards (and supervisors must see that
employees follow the designated procedure). If the conditions used in demonstrations are not similar
to the actual workstation or equipment on the job, this method will yield few useful results.

Testing
This technique is normally used to determine if workers understand the necessary information and
can apply the knowledge when required. Developing good tests is a skill that requires constant review
to ensure that training objectives are being met. Poor tests can reduce workers morale and undermine
training objectives.

Video-Based Training
An increasing number of training programs are designed as videotape presentations. Tapes are
available on nearly any subject. This method of instruction is effective if properly applied. The use of
videotapes does not eliminate the need for professional instruction, but can enhance a classroom
presentation. Videos are available from the National Safety Council and numerous private companies.
Trainers should screen the tapes to make sure they fulfill the needs of the training program.
Production companies can produce a training video on budgets ranging from hundreds of dollars to
millions of dollars. Before selecting a production companyor, for that matter, deciding to make the
video for the organization the initial step is to determine how the video will fit into the overall
training program. The major factors are the course design, the purpose of the course, and how the
objectives are met. Some distinct advantages to using a video in a training class:
 Video offers the learner an opportunity to see examples of tasks and processes being performed
correctly.
The cost of producing training videos has gone up while the difficulty in producing them has gone
down.

Computer-Assisted Training
Interactive computer programs are being developed for many areas of employee training. They allow
the workers to receive information by reading or watching a video presentation and then respond to
situations and questions. If the correct response is entered, the computer will advance the program to
the next section; if the wrong response is entered, the program will repeat the information and retest
the workers. The system is valuable for several reasons:
Workers can work at their own pace.
Records can be automatically kept of all training. The amount and type of records maintained can be
modified to meet the company requirements.
Correct answers are required before a worker can proceed to the next lesson, or remediation
methods are built into the program.
Workers receive training as time is available in their schedule, rather than having to meet training
schedules.
With computer-assisted training programs, instructions can guide workers step by step through a
curriculum designed to meet the goals of the individual, the company, and/or any regulatory
obligations. The company can keep records that include the amount of time each worker spends in
training, the type of material or information presented, and the success of the training. This program
works extremely well for organizations with small workforces or those that cannot remove large
groups of workers from their jobs at any one time.

Reading
Companies should provide employees with written safety materials such as monthly newsletters and
supervision and safety magazines. In addition, organizations may establish a library where employees
can research information on subjects such as work procedures, safety, leadership, health care, family
or home safety, and other subjects of concern. It is important, however, that management does not
assume everyone has the ability to read and comprehend all of the written material provided.
Companies cannot replace instruction or training programs simply by handing an employee a training
manual. Written material is meant to supplement or to serve as a reference for training.

Independent Study
Home-study courses or correspondence courses are used by many companies. They can help workers
to advance within the organization or to improve their knowledge of their jobs and industries. A major
advantage of this method is that the worker does not lose any time from work and can complete the
course at his or her own pace. Another advantage is the low cost of home-study programs. Normally
they are centered around a textbook assignment, followed by self-tests using multiple choice,
true/false, fill-in, or essay questions. Several courses also provide laboratory or performance materials
such as television, radio, or computer repair programs that work on actual equipment.

II. Motivation and communication

The success of a safety programme depends on people - how they are motivated and how they
communicate with each other. One of the major keys to success lies in establishing communication
with people at all levels. Methods may include written circulars, reports, news sheets, promotional
activities, incentive and / or reward schemes, personal contact and, most successful of all, structured
safety meetings at the work place level where everyone can become involved .

Some motivating factors are:

SELF-PRESERVATION: Fear of personal injury
PERSONAL OR MATERIAL GAIN: Desire for reward
LOYALTY: Desire to cooperate
RESPONSIBILITY: Recognition of obligations
PRIDE: Self-satisfaction and desire for praise
CONFORMITY: Fear of being different
RIVALRY: Desire to compete
LEADERSHIP: Desire to be outstanding
LOGIC: Special ability to reason
 HUMANITY: Desire to help others

LOW COST MOTIVATORS

Write a letter of commendation
Ask employees for advice/opinions
Give verbal praise
Pass along compliments you received from others
Write an e-mail/memo to a superior and copy the employee
Put positive information in the employees productivity file
Provide quick follow up on problems/hazards when recognized
Post positive achievements on the safety bulletin board
Say Thank You and mean it
Allow flextime
Designate special parking places
Give out award plaques, trophies or diplomas
Feature an employee of the month
Recognize peers that have helped you
Have a coffee/juice morning to acknowledge accomplishments
Thank somebody that contributes ideas, regardless on whether you use it
Always give others credit when due
Create group awards to recognize teamwork
Ask the employees how they want to be recognized
Ask a superior to write a memo acknowledging an accomplishment for your employee

Post complimentary letters on the safety bulletin board

Send employees to special seminars and workshops that may interest them

OTHER MOTIVATORS
Safety Day
Safety Olympics
Safety T-Shirts
 Dinner for two gift
certificates
Weekend stay at bed & breakfast

EFFECTIVE SAFETY COMMUNICATION GUIDELINES

Show a positive attitude toward work safety
Be open to employee input
Praise employees when they perform tasks safely
Do not over-supervise employees, or be unreasonable in work expectations
Allow competent employees to work without feeling that they are under your constant
inspection

Ensure that employees are aware of the location of telephones, posted emergency numbers,
fire extinguishers, and contingency plans

Keep current on all new safety procedures, personal protective equipment, and machinery

Provide the proper protective equipment

Use written communication when necessary

III. SAFETY INCENTIVE PROGRAMS

OVERVIEW

Implementing a safety incentive program can help you to enhance and maintain interest in your safety
program and help to build cooperation among employees when you want to launch a safety campaign
that focuses on a specific area of concern. Safety incentives, however, are not substitutes for a safety
program itself.

Before implementing a safety incentive program, you should make sure that you have all the
components of an effective safety program in place. These may include:

A safety policy that clearly states the Company's commitment to providing a safe environment
for employees as well as customers and visitors.
 Policies that communicate what the management team expects about employees'
responsibilities and accountabilities for safety in the work place.

Ongoing management support for activities that promote safety. These may range from safety
meetings and training in which management participates to written '"atta-boys" and other less
formal means of recognizing employees who are working safely.

Work rules that make clear management's expectations about job performance and other areas
of conduct that may affect workplace safety.

Effective procedures for applying appropriate corrective action -- from training to disciplinary
actions -- when employees fail to comply with expectations.

A performance appraisal system that includes the evaluation of each employee's safety
performance.

A safety committee that evaluates incidents and accidents and seeks ways to prevent them in
the future.

The designation of individuals who have responsibility for monitoring workplace safety
through form inspections and/or audit activities at regular intervals.

The goal of the incentive program is to increase worker awareness of safety issues and procedures,
not to win prizes. Therefore, it is important to have a firm foundation upon which to build the
incentive program. Otherwise, the objective of the incentive program -- increasing worker safety
while reducing the direct and indirect costs of accidents and injuries -- will be lost.

CREATING THE PROGRAM

There are numerous approaches you can take to building an effective safety incentive program. Your
approach will depend on:

1 The nature of your operations

2 The size of your operations

3 The number of employees you have

4 The number of work locations, fixed and job sites

1 Whether or not you will include all employees (line and clerical)

2 Your budget
Regardless of these factors, there are some general guidelines that apply to all safety incentive
programs:

Decide Your Objective

You should determine why you want to establish a safety incentive program. For example, you may
want to decrease workers' compensation premiums by reducing the number of worker injuries. On the
other hand, increasing productivity by decreasing the number of lost workdays may be your goal. If
your company is just beginning to implement a formal safety program, your goal may simply be to
reinforce general safety principles.

Select Your Participants

You should ask yourself: 'Which employees need to participate in the program -- or a particular phase
of a long-term program -- to achieve the objective?" If there has been an increase in the number of
claims resulting from respiratory disorders, a program that includes clerical workers is unnecessary.
You would probably want to target workers whose job responsibilities require them to use respirators.

Establish a Theme

Having a focus reminds participants of the goal you want your employees to achieve.

Select Appropriate Prizes with Increasing Value

Prizes need not be expensive, but they should have meaning. Many companies decide to use various
items imprinted with the company's logo (and sometimes with the slogan of the specific contest). If
your company wants to run an ongoing program, as distinct, for example, from a monthly contest,
these types of promotional items come in a wide range of prices. This allows you to set up a point
system. The point system allows winners in one phase to save points toward earning prizes of higher
value. Prizes that reinforce the contest theme can be very effective; for example, safety glasses, work
shoes, hard hats, etc.

Determine the Length of the Program

The incentive program should be intermittent and should last for a specified period. If carrying out a
contest idea will require a prolonged period, experts recommend that you have several contests of
shorter duration under the main contest heading. This will maintain employee interest and allow
managers to stress various safety issues.

Communicate the Goal

The program should be fun, relevant to the work experience of all participating employees, and make
recognition for working safely more significant than the value of the prize. The program should
convey the enthusiasm of its designers (management, safety director, and safety committee) to the
people (supervisors, employees) for whom they have designed it.

Common Elements

While each safety incentive contest or program is different, all successful programs have fourteen
basic elements.

1. A specific goal.

2. A specific theme or focus.

3. The support of top management.

4. A means of recording performance toward reaching the objective.

5. A budget.

6. The determination of participants and judges.

7. Specific rules and time limits.

8. Promotion among all employees.

9. A special kickoff.

10. A design that promotes continued interest.

11. A method of telling employees about performance and/or standings.

12. An announcement of winners.

13. Communication of final standings.

14. Management recognition for employees' efforts.

Prizes or awards should not be so large that the goal becomes winning the prize rather than improving
safety. The following are samples of successful safety incentive programs that some companies have
implemented.

1. SAFETY SLOGANS
Programs that focus on employees creating safety slogans are extremely popular. They usually do not
require employees to have special knowledge about safety. Before launching the program, you should
establish selection criteria to guide the judging process. Will the criteria be originality, applicability to
operations at the work location, most dramatic, most appealing? You should also decide who would
serve as judges. These types of programs can run for as short as a month or up to a year.

Most Original

This contest runs for a period of two months. You encourage all employees to submit original safety
slogans. A panel of judges selects four winners each month. First prize is the choice of item from an
incentive catalog (moderate prices). Prizes for runners-up are items from an incentive catalog (lower
prices).

Management posts the slogan throughout the plant and prints them in the company newsletter.

Quarterly Slogan

A slogan contest takes place in August, September, and October of each year. Management asks all
employees to submit slogans. The company's safety committee selects the winning slogan. The
employee who submits the winning slogan in any of the three months receives a check for $25. The
employee with the best safety slogan for the entire three-month period earns an additional reward of
$50.

Each month, the winner's name and his/her slogan appear on the company's paychecks or in the
company newsletter.

"Do You Know?"

You establish a budget of $6 for each month during which this program will run. At the beginning of
each month, you post a safety slogan relevant to workplace conditions or practices on bulletin boards
at all work locations. At the end of the month, you put the names of all employees in a box and draw
six out.

The safety supervisor (or other individual) approaches each of the six in turn and asks him or her
what the safety slogan is. If the employee is able to repeat the slogan, he or she receives a silver
dollar. If an individual does not know the slogan, management draws another name. The process
repeats until the entire $6 is used.

This Is a Variation of "Do You Know?"

You post the slogan of the week on bulletin boards throughout the plant. The safety supervisor (or
other individual) then picks five names at random from the company employee list and numbers them
in order. Armed with five silver dollars, he looks for the first person on the list. The safety supervisor
simply asks the first employee what the slogan of the week is. If the employee can repeat it, he or she
receives a dollar. If not, the safety supervisor goes on to the second person on the list. The safety
supervisor continues until, he or she gives the $5 away or all employees have had a chance to
participate.

Usually, a period of a few weeks is sufficient to get the employees to read the safety bulletin boards,
after which time the contest ends and another takes its place.

Best Slogan

You and your management team encourage all employees to submit safety slogans. A group of judges
selects the best one each week.

Prizes for the best slogan change weekly. It might be a baseball cap with company logo, certificates
for dinner and a movie, a coffee mug, etc.

After the period designated for the contest ends, the judges decide which should receive the grand
prize. The winner receives an award of greater monetary value.

Each weekly winning slogan and the person submitting receive wide publicity throughout the

company. In addition to the monetary award, the grand prizewinner wins pizza and pop or donuts and
coffee for his or her department.

Children's Safety Slogans

For six weeks, you and your management team encourage your employees' children (up to age 12) to
submit safety slogans. A panel of judges picks the winners each week -- with a prize of $20 for first
place, $10 for second place, and $5 for third place. At the end of the contest, there is a grand
prizewinner for the best overall slogan with a $25 award.

Photographs of the winning children and their slogans appear on company bulletin boards or in the
company newsletter.

2. SAFETY RECORD

1,000 Safe Days

In this campaign, the winner is any department that is able to operate 1,000 days without lost- time
injuries. Every employee in the department receives a quality gift suitably inscribed with the
achievement of the department. The gift can be a ball point pen, a coffee mug, a baseball cap, or a tee
shirt. You make the presentation with appropriate ceremony, pictures, and publicity.

Stock Issue
Each of your employees receives a "share of stock" with a maximum value of $7. If you operate six
months without a lost-time accident or doctor case, the share is redeemable for $7.

Each doctor case causes the share to drop $10, and each lost-time case causes the value of the share to
drop $2.50.The injured employee himself loses $2.50 of his share for a minor accident and the entire
share for a lost-time case.

Hours Worked

For each period of 50,000 hours that the company goes without a lost-time accident, you buy and
display a prize worth about $10. After you have set aside six such prizes, you call a meeting of all
employees. At this meeting, employees have a chance to participate in a general drawing for the prize.

If a lost-time accident interrupts the contest before you have set aside the six prizes, employees in the
department that had the accident are ineligible, and all other departments are eligible to draw for the
prize.

Safe Employees

This contest, run at the beginning of each month, is for employees who had no accidents during the
preceding month. The names of these employees go into hat. You post a different safety slogan in all
work locations each month. At the end of the month, a member of management draws a name from
the hat. A member of management telephones the employee's residence. If the person answering the
telephone is able to quote the slogan, he/she wins a prize.

No Accident - No Absenteeism

Once a month, you place stubs with the time card numbers or names of all employees in a box. The
contest winner from the previous month draws one stub from the box before the monthly safety
meeting.

Management checks the record of the employee for.

.1 No accidents during past month.

.2 No absenteeism during past month.

Management draws names until one employee meets the two above requirements. This person
receives a special prize.

The name of the winner is announced at a Safety Committee Meeting or general employee meeting
and appears on bulletin boards where employees congregate.

This contest can be company-wide or limited to a specific department.

 3. SAFETY QUIZZES

Safety Know How

This program works in organizations that publish a bulletin dealing entirely with the subject of safety.
The schedule can be monthly, bimonthly, quarterly. To make sure that employees read the bulletin,
you set up a quiz contest.

The names of all employees go into a box and each month (every other month, quarter) the safety
supervisor (or other person) draws a name. The supervisor approaches this person and asks the
employee several questions concerning the most recent issue of the bulletin. If the employee can
answer the questions, he or she receives a prize.

There are two important considerations: (1) the material should not be too technical since it must
appeal to a wide range of employees. Suitable topics might be good housekeeping or fire prevention.
(2) The contest should take place within one week of distribution of the newsletter.

Lottery Winner

Management posts a safety slogan all bulletin boards each day. Sometime during the day, the safety
supervisor (or other person) approaches an employee whose name has been drawn. The safety
supervisor asks the employee to quote the safety slogan of the day. If the employee can do this, he or
she receives a lottery ticket. If not, the safety supervisor adds the ticket to the award the following
day, increasing its value. When someone is able to quote the safety slogan accurately, that person
receives the entire award. The next day the contest starts again with a new lottery ticket.

Telephone Tag

Interested employees submit their names and home telephone numbers for a special drawing. Each
month, a member of management draws one name out of a box and calls the employee's home. If the
person who answers the telephone is able to quote the safety slogan for the month, he or she receives
a gift certificate. If not, the gift certificate increases for the next month.

4. MISCELLANEOUS AND COMBINATION CONTESTS

Cash and Grocery

Only employees in any department that had no lost-time accidents during the preceding month are
eligible for this contest.

In this contest a combination of cash and groceries goes to one employee each month based on a
safety slogan displayed where employees congregate.
The names of eligible employees go into a box. Management draws the winning name at the
designated time each month. The winner gets $10.

Management then makes a telephone call to the winner's home. If anyone there is able to repeat the
current safety slogan, that person receives a $25 certificate towards a grocery order from a local store.

Safety Suggestion -Management places suggestion boxes throughout the work location. Employees
write out safety suggestions. The suggestions can be about unsafe acts, unsafe conditions, and health
hazards. The Safety Committee (or management team) reviews the submissions at each monthly
meeting. The Safety Committee selects the best suggestion each month by vote. Recognition takes the
form of posting the winner's name and his or suggestion on bulletin boards along with the action
management or the Safety Committee will take as a result of the suggestion.

What's Wrong with This Picture?

The company publishes a cartoon showing many types of hazards in its monthly newspaper or
magazine. The company invites all employees to submit a list of all the hazards they can find. The
employee who submits the longest correct list wins gift certificates that he or she can use for free
lunches for one week.

Good Housekeeping

Once monthly, a manager and one individual from the Safety Committee inspect various work
locations. A different committee person participates each month.

The manager and the member of the safety committee inspect and score the locations individually, not
as a group. Each inspector turns his or her scoring into a designated individual (such as an
Administrative Assistant) who averages the scoring for each work location. By comparing the current
score with the previous month's score, this person decides which work location has made the most
improvement. The most improved location becomes the winner of the good housekeeping award for
the month.

The monthly total scores appear, in the order of rating, on bulletin boards where employees
congregate.

The person doing the scoring uses a sheet listing the ten items to be checked with the department
numbers across the top of the sheet. Each department can rate up to ten points on each of the ten
items, making a possible total of 100 points. The winning location receives a free lunch or other
suitable prize.
REFERENCES

Accident Prevention Manual 12th edition

Safety at Work 6th edition by John Ridley

www.osha.gov

http://www.orosha.org/educate/training/pages/materials.html

http://siri.uvm.edu/ppt/