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Near-Miss Reporting Drives The “Safety Ratio”

Monday, July 12th, 2010

What is a Safety Ratio?

Here are several definitions that my search on Google uncovered.

#1 – Society of Manufacturing Engineers: 

Safety Ratio:  A figure that establishes the relationship between the burst pressure and working pressure. A component with a safety ratio of 4-to-1 will likely fail if the operating pressure reaches a level 4 times the normal level.

#2 – General Accepted Accounting Principles (GAAP)

Margin of Safety Ratio (MOSR): The excess of budgeted or actual sales over the break even volume of sales. It stats the amount by which sales can drop before losses begin to be incurred. The higher the margin of safety is, the lower the risk of not breaking even will be.

Margin of safety as a percentage of sales:

12,500 / 100,000

= 12.5%

It means that at the current level of sales and with the company’s current prices and cost structure, a reduction in sales of $12,500, or 12.5%, would result in just breaking even. In a single product firm, the margin of safety can also be expressed in terms of the number of units sold by dividing the margin of safety in dollars by the selling price per unit. In this case, the margin of safety is 50 units ($12,500 ÷ $ 250 units = 50 units).

#3 – Wikipedia: Risk of Investment Loss When Selecting One Portfolio over
Another

Safety-first Ratio:  It is the comparison of portfolio returns over time based on the (Expected ROI – Actual ROI) / the Standard Deviation over time.

There are many other “safety ratios” to be found, including one that applies to drugs and vaccines, one for the number of nurses needed for a number of patient, another for implantable medical devices, and still another that applies to the number of safety professionals needed based on the number of workers.  WOW! 

However, none of the definitions that I found had anything to do with work place safety.

What’s the Point? 

First, that the terms “safety” and “safety ratio” have many definitions.  Second, I heard about a company using a safety ratio to measure it’s safety performance, so I decided to Google it to find out more.  What I found was nothing!!!

A “Real World” Situation

In talking with a safety professional working for an insurance company, she shared that one of her clients is trying something that is unique.

The client operates a pork processing plant.  Management genuinely cares about workplace safety and demonstrates their leadership.  The associates speak many languages and are from various world cultures.  The company uses “coaches” who speak native languages to train new people and to communicate regularly about safety.  There is a active safety committee.  They have a good system for communicating the need for and importance of early reporting of injuries like strains or small lacerations.  They even have a good return-to-work program.  And to top it off, they just won the Governor’s Safety Award for top safety performance in the state.

However, they recognized that they needed to change something; their safety awards system.  You see, it rewarded based on not having a visit to the doctor for an injury.  Even though they stress the importance of early injury reporting, because of the multi-cultural environment and probable fear of individual attention the company recognizes that some physical problems -injuries - go unreported.

A ”Safety Ratio” We Can Use

The company safety director had recently attended a seminar that discussed the effective use of Near-Miss Reporting.  Though they have good communication and safety record, the safety director felt they could do better.  If employees would begin to report unsafe situation/conditions/and near-miss incidents and see improvements from this reporting, that trust could be built and some fear dissipated.

Here’s where the “Safety Ratio” comes into play.  They are starting to keep track of leading indicators, including: Near-Miss reports filed and closed, training attendance, safety committee participation, inspections completed, etc.  Each item receives a point and becomes the numerator in the equation.  Then, to dissuade under reporting of injuries, 10 points are subtracted each late report.  They then use the number of lost time injuries as the denominator to get the safety ratio – SR

Safety Activities – (10 x Late Injury Reports) ÷ Lost-Time Injuries = SR

The new safety awards program pays off when the safety ratio number grows, weekly/monthly/and annually.  This is a real Win-Win for everyone.

The employees are going to love the Near-Miss Reporting program.  Not only will they see their increased involvement pay off in better working conditions and work practices, but the numerator will grow and so will the Safety Ratio!  They will be personally rewarded for their active participation in the safety program. 

Obviously, the company wins as well.  This is a good example of an organization that could have stayed as it was, but decided to continue to improve.  They also recognized that they were rewarding for the wrong reasons and found a creative alternative that will drive even more improvements.  Imagine how they will feel when the find out the real  power of  Near-Miss Reporting!

Maintaining a True Sense of Urgency

Wednesday, July 7th, 2010

It Requires Focus and Energy

Guest Contributor:    Rob Chvatal

It’s amazing how much focus and energy is committed to safety after a serious injury or other incident.  All hands on board, clear action plans, accountability and even innovative solutions are commonplace.  Unfortunately, this is not always the case when we don’t have the urgency of an incident.

A senior leader told me the other day that he was trying to use old incidents to spark intensity toward prevention in the present.  He described that he was asking employees what they \ we would do in response to this incident (one from a few years ago) happened today.  In other words, to effectively prevent the next incident, we need to have the same focus, intensity, ownership and follow-up around possible risks that we have when we are responding to an actual incident!

This really made me think. I work with a lot of companies who are experiencing improved safety performance after years of effort.  I was part of a leadership team as an internal resource that experienced significant improvement over time.  No doubt, it’s hard to maintain the level of urgency over time as incidents become few and far in-between.  Even effective near- miss reporting efforts sometimes fail to maintain the edge required to sustain a high level of preventative energy.

Think About How You Respond To An Incident

I know we can’t “pretend” there was an incident every day.  We would all become immune to that approach in time.  But I do believe it’s worth considering the ways we behave in response to an incident as examples of the approach we need to take to prevent our next incident.

Real prevention takes focus and energy.  Post incident responses provide an excellent example of the level of both we need to target each and every day.

Contributed by:  Rob Chvatal          Rob is the President and Organizational Consultant  with Catalyst For Change, Inc., Minneapolis, MN.  He works with organizations to improve communication, establish behavioral norms and drive cultural change.  He email is linked here:  Rob Chvatal

Tips To Avoid The “Plug-And-Play” Mentality

Wednesday, June 30th, 2010

……And Improve The Quality Of Your Safety Training

Over the years I’ve created 100’s of training videos/DVD’s, and with each and every one of them I included an instructor’s guide.  I learned early on that too many “trainers” don’t know how to train and often plug-and-play, hoping that the video will do the training for them.  By including the instructors guide I provide a set of instructions on how best to teach the subject at hand.  I try to help them avoid some of the common mistakes, and build a class that will achieve real objectives.

Common Mistakes When Using Videos

When conducting train-the-trainer classes and discuss the use of videos, there are a set of “do’s and do not’s” that we discuss.  I cover the mistakes trainers make part first to help the trainers recognize some of their short comings.  These include:

  • Failure to set up the video with an introduction to the topic and why is is important.
  • Failure to point out or comment on specific information or key points that will be convered in the video.
  • Failure to establish each individual’s responsibilities to learn the information in the video and be able to demonstrate or discuss key points from the video and related materials.
  • Reliance on the video to do all the teaching.
  • Failure to provide discussion time round the key points and how they relate to the work of the group.
  • Failure to summarize the informaitn in the video, provide discussion, or to disccuss related information that’s not covered in the video.

Plan For Success

Most experienced trainers will tell you that the secret to success is good pre-planning.  Whether you decide to use video or not, it starts with a clear understanding of the learning or behavioral objectives of the class.  Based on what you want to accomplish, choose the method(s) of instruction for those you plan to instruct.

When using video as part of the instruction process it is important to recognize it’s limitations.  Study after study tells us that there will be little long-term retention of the video content unless it is part of an ongoing process of education. 

Think about the comon mistakes when using videos listed above.  Following ANSI/ASSE Z490.1-2009, here are some tips to help steer you clear of trouble, and to create that ongoing process of education:

  • Consider the reasons for conducting the training and set goals.  What are the specific learning objectives?   How will you verify achievement of the objectives?  Are there observable behaviors?  What are they?
  • Create a short written outline for your class that addresses each of the key points you need to cover to achieve the objectives.  Try to envision the class.  How do you plan to begin?  How will you engage each individual?  Will you use any games or competition to add excitement?  Are there specific examples for the work area that you can reference?  Will you try to use the experience of the class to cover some of the information?
  • Structure the class so there is a defined beginning, middle and end.  At the beginning you should set up the topic; why it is important, how it relates to each individual, and what they will be expected to learn or demonstrate.  The middle is where you teach, show video, discuss, demonstrate, etc.  The ending is where you review, ask for any comments or questions, conduct a quiz or learning exercise, and remind everyone of the objectives one more time.
  • Sustain the learning by creating specific follow up activities or discussion at the individual work areas.  Include the supervisors, or better yet have the supervisors conduct the  follow up in short tool-box-talks.
  • Include observations as part of the ongoing learning process.  Observations allow for reinforcement of proper technique or avoidance of any at risk behaviors.  They also allow for coaching when at-risk- behaviors are observed. 
  • Have fun!  Recent studies by psychologists show a strong correlation between having fun and learning retention.  Amazing as it may sound but, when we are happy the learning sticks through association with the positive feelings created.

Training can be very rewarding when trainers are prepared and plan.  Your class participants will appreciate the effort and better relate to the content.   My best to you as you plan your next class.  Have fun.

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