Rock Products

AUG 2019

Rock Products is the aggregates industry's leading source for market analysis and technology solutions, delivering critical content focusing on aggregates-processing equipment; operational efficiencies; management best practices; comprehensive market

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Page 132 of 159 ROCK products • August 2019 • 131 Safety Aggregates Industry Almanac cards, which has increased hand signal awareness and con- sistency throughout the work crews. •  A veteran front-end loader operator identified and blocked access to two areas to prevent anyone from entering them and being hurt. •  One supervisor now pays more attention to members of his team and asks them if they are tired and need a break. • Several employees have made written comments on their checklist forms. •  Several employees verbally indicated they believe the checklists are a useful tool and serve as a reminder to look at many more hazards each day. • See Something, Say Something … not enough in the past. •  Called for a spotter where semis have to back into tight areas. • Blocked areas near high-wall and to pit. Overall Comments and Recommendations to Sustain Engagement As educators, teachers or trainers we spend years growing our knowledge base. Subsequently, we spend a great deal of time developing educational classes or training sessions based on what we have learned and then train those in the mining industry about what we know. But, in the end, do we teach our students what they need to know or want to learn? If we are providing training in hopes a company's safety record will get better or their employee's safety behavior will improve, teaching the same topics year-after-year will probably not contribute a great deal to helping workers accomplish those goals. As educators, it is our responsibility to make sure that safety training provided is relevant. However, a critical missing link is our ability to ensure that people are able to apply what they learned to their work tasks after the training is over. This plan provides a model of employees overcoming this issue by applying what they learned to the work they perform. This case study is an example of taking safety training to a higher level and then maintaining that level of engagement after the training is over. However, training is just the first step. It is the implementa- tion of practices and skills learned on a daily basis that will have a long-term impact on health and safety. In our case, encouraging workers to identify hazards and unsafe behav- iors or conditions in their workplaces, allowing them to be creative in finding solutions, and empowering them to take the lead in "fixing" them, increased employee engagement, motivation and overall safety awareness. As illustrated in workers' comments provided earlier, through developing, implementing and tracking their own manage- ment plan, employees not only understood what can be done better, but also why safety improvements should be made. Simply put, a company will obtain more buy-in and see their workers accomplish more if they are allowed to be part of the process. In spreading out the responsibility to everyone, we helped our employees grow and will watch them step up and become leaders. This case study showed that, in the end, our responsibility as trainers or educators is not to our content nor to just fulfill training requirements. Rather, our responsibility is help our students find ways to reach a higher level of involvement in an effort to attain new levels of safety on the job. Joseph McGuire Ph.D., is an independent safety and health consultant, Emily Haas Ph.D., is a researcher and behavioral scientist for NIOSH and Chad Ferguson is general manager, CRH Americas Materials. References Mager, R. (1988). Making Instruction Work. Belmont, CA: Lake Publishing Co. McGuire, J., Haas, E. J., & Bohm, S. (2018). Only When Employees Feel Supported Will They Step Up and Say or Do Something if They Observe an Unsafe Situation or Behavior. Rock Products, August Issue. McGuire, J., & Snead, B. (2017). Safety training. Rock Products, August Issue.

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