Design and Implement Behavioural Safety Programme (SOH CHEE SENG)

Design and Implement Behavioural Safety Programme
Establish Behavioural Safety Programme (BSP) design parameters according to
organisational needs
Develop a BSP according to the design parameters
Set up BSP steering and working committees according to organisational
procedures and requirements
Managing BSP implementation according to the BSP specifications
Evaluate BSP performance outcomes to rectify performance gaps.
Course Components
Behavioural-Based Safety:
It has been suggested (Terry McSween, 2007) that
behavioural safety is defined as the use of behavioural
psychology to promote safety at work and that the
approach as suggested (Quality Safety Edge, 2007) is
typically involving a “systematic, ongoing process that
defines a finite set of behaviours that reduce the risk of
work-related injury, collecting data on the frequency of

critical safety practices, and then ensuring that feedback
and reinforcement encourage and support those critical
safety practices. In a typical behavioural process,
employees conduct observations and provide feedback to
associates within their work areas. These observations
provide data that is used for problem recognition, problem-
solving, and continuous improvement.”
Behavioral safety is an established method of using
positive reinforcement to change unsafe individual
behaviours.
Basic mission of BBS – Be responsible for your own and
others safety in the workplace. It also says that you are the
person who must take charge of safety around you.
BBS Programme:
‘A behavioural safety programme is designed to modify
people’s behaviour whilst working, leading to improved
safety culture and performance’
Accident causation studies (including ones at Du Pont,
Heinrich and Kletz) highlight the fact that up to 96% of all
accidents and incidents are caused by human error, with
only 4% due to unsafe work conditions. So Behavioural
Based Safety focuses on worker behaviour and human
factors rather than limiting itself to the traditional approach
of engineering safeguards. The aim is to change
behaviour and foster a positive, open safety culture. This
in turn leads not only to reduced injuries and illness but will
also to improved morale, quality, performance and
productivity.
In order to design and implement BSP, the WSHO/WSH
personnel should able to
Establish Behavioural Safety Programme (BSP) design
parameters according to organisational needs
Develop a BSP according to the design parameters
Set up BSP steering and working committees
according to organisational procedures and
requirements
Managing BSP implementation according to the BSP
specifications
Evaluate BSP performance outcomes to rectify
performance gaps
Learner’s Guide
Learning Activity 1:
This activity should be completed in a small group of 5
trainees setting and each group should be prepared to
present their findings.
Refer to the Accident Triangle below,
Discuss among the group on what should be the typical
approach is suitable for reducing accidents and the
necessary resources to support the approach
PS1 Establish Behavioural Safety Programme (BSP) design parameters
according to organisational needs
UK1 Characteristics of Behavioural Safety vs Traditional Safety <Comprehension>
UK2 BSP design parameters <Analysis>
RA1 Characteristics of Behavioural Safety vs Traditional Safety may include:
RA2 Behavioural Safety Programme (BSP) design parameters may include:
Characteristics of Behavioural Safety vs Traditional
Safety
Traditional Safety
Ultimately, the goal of Workplace Safety and Health in any
organisation is to reduce the number of incidents and
accidents. There are a variety of traditional safety tools
available that can be used to reduce them. The following

are the traditional approaches have had reasonable
success in reducing such incidents/ accidents in the
organisation.
Reactive approach (React to incidents & accidents)
This approach is not something you plan ahead for an
undesired event such as incidents/accidents and this
will respond only after some incident/accident occurs.
As a result, you're always a step behind. The
organisation doesn’t have time to look ahead to
anticipate the incidents/accidents, so they seem to
happen "out of the blue."
Log accidents
Organisation needs to monitor and create a log to
record every incident/accident in the workplace. This
log gives a track and records of any accident. This
record includes who was involved, injuries and other
important information. Organisation manages the
record and ensures it stays compliant with WSH legal
and other requirements.
Uses discipline and punishment to prevent
accidents
Disciplinary actions such as demotion, suspension,
dismissal, etc. and punishment such as memo, warning
letter, fines, etc are imposed to correct inappropriate
work behaviors and to ensure fairness and consistency
in the work behaviour.

.
Negative reinforcement
The “negative” reinforcement is not a punishment and it
is a symbol in mathematics means something being
subtracted. Reinforcement means strengthen or
increase the specific behavior. Hence, negative
reinforcement is taking something negative to
strengthen a behavior.
Management sets high safety standards and
enforces strict punishment for non-compliance
For the organisation apply a consistent, structured
management approach to tasks, management sets
high safety standards and those who are not complying
with those standards will receive strict punishement.
This is to improve the safety system in the organisation
to improve the standards.
Enforce compliance on the ground
Some initiatives will take by the organisation may arise
from regulatory authorities and some worthwhile
initiatives come from the management to enforce
compliance on the ground through various WSH
inspections.
Mindset – Accidents will be prevented
The “will be” mindset here referring to something

happened in future. Currently, the organisation is not
capable to prevent accidents. However, they are
hoping to be capable in preventing accidents in future.
Behavioural Safety
This is the use of behavioural psychology to promote WSH
at work. Behavioural safety involves creating a process
that clearly defines a set of behaviours that within an
organisation. The following are the behavioural safety
approach:
Proactive approach
This approach is something that you plan ahead for an
undesired event such as incidents/accidents and this
will respond before some incident/accident occurs. As
a result, you're always a step forward. The organisation
provide the necessary resources to look ahead to
anticipate the incidents/accidents, so they seem to
happen "beyond the call of duty."
Identify safe behaviour to prevent accidents
This is identifying, evaluating the extent of the safe
behavior through observing the working behaviours
and the risks arising from it to prevent
incidents/accidents.
Rewards safe behavior
It is best to give some reward after observing the

persons at work for the best safety behaviour or for the
certain safety and health actions taken by them for
certain period. Unsafe behaviour leading to accidents
costs the company in another ways. This cash reward
will boost the safety and health performance of other
persons.
Positive reinforcement
Positive reinforcement works by presenting a
motivating/reinforcing stimulus to the person after the
desired behavior is exhibited, making the behavior
more likely to happen in the future
Management is committed and strives for
continuous improvement
Management is committed with the range of different
continual improvement strategies to suit an
organisation’s WSH needs. Also, taking account of
internal data sources, the performance of the
organisation should be compared with others in order
to benchmark progress for the continual improvement.
Encourage feedback from the ground
Management collects constructive feedback from the
every individual or group from the ground that brings a
change in the work methods. This feedback does not
focus on fault or blame and only on action.
Mindset – Accidents can be prevented

The “can be” mindset here referring to something
happened in present. Currently, the organisation is
capable to prevent accidents.
Limitations
Does the behaviour safety work to reduce accidents?
This depends on whether the top management is
perceived to be committed to safety, whether
managers consult actively and respectfully with
workers and whether there is a mature WSH
management system which is functioning well in
practice. Without these features, the behavioural safety
will be ineffective.
Learning Activity 2
This activity should be completed individually and assigned
individual should be prepared to present their findings.
Refer to the Table below,
Read the description, tick your answer either in Traditional
Safety (TS) or Behavioural Safety (BS) column
appropriately suitable for the description and give your
reason for the selection.
No Description TS BS Reason
1. I have completed my
mandatory training and
Induction training
2. Cutting hours of overtime for
unsafe employees
3. Higher penalties for poor
WSH management
4. Representative of persons at
work is invited to the
management meetings
5. Tangible or non-tangible
reward for the worker’s
excellence WSH performance
6. Wearing safety goggles
during drilling operation is
identified as the good attitude
by the workers to prevent
mechanical injuries
Legend: TS – Traditional Safety and BS – Behavioural Safety
Behavioural Safety Programme (BSP) design
parameters
Level of organisational readiness for BSP
There are many ways to realise the level of organisational
readiness for BSP. Typically, in most organisations, or at
project level, a survey and/or interviews are conducted to
recognise the level readiness for BSP.
For example: Choose ONE of the following statements that
describes your current perception of BBS Process

1. I think Behavioural Safety process could really make a
difference in my company.
2. I’ve never imagined that Behavioural safety is so
complex and complicated.
3. I am really confused.
4. I am so excited and enthusiastic about this approach.
Choice #
Root causes of near miss, incidents and accidents
Incident can be defined as an event that led to an accident
or had the potential to lead to an accident. Incident
includes accidents and near-misses.
Accident is an unplanned event that resulted in injury or ill
health of people, or damage or loss to property, plant,
materials or the environment or a loss of business
opportunity
Near Miss can be defined as any form of event which could
have resulted in injury or loss but did not in fact do so
Root Cause Analysis (RCA) is a problem-solving method
that helps to pin-point the root cause of a problem.
Identifying the root cause instead of only addressing the
symptoms will help to prevent the problems from recurring.
There are several tools one can use to carry out RCA such
as:
1. 5 Whys
The 5 Whys is a question-asking method used to explore
the cause/effect relationships underlying a particular
problem. However, do keep in mind the number of
questions is not limited to 5. In some cases, it will go up to
8 and in some we might find the root cause in just 3
questions. In general most of the cause has been found in
“5-whys”.
Learner’s Guide
2. Fish Bone Diagram
The Ishikawa or fishbone diagram is an analysis tool that
provides a systematic way of looking at effects and the
causes that create or contribute to those effects. Because
of the function of the fishbone diagram, it may be referred
to as a cause-and-effect diagram. The design of the
diagram looks much like the skeleton of a fish. Therefore, it
is often referred to as the fishbone diagram.
Using this tool by listing the challenge in the head of the
fish and label each bone of the fish with the 5 potential
sources of accidents/losses.
At-risk and critical behaviours
A critical behaviour is any observable acts and that
increases a worker’s risk of injury if done unsafely and
significantly reduces the risk of injury if the behaviour is
done safely.
Critical behaviors can initially be identified through the
review of past accident investigations. A careful analysis of
approximately 100 accidents or data that span three years
will paint a pretty clear picture of which behaviors are
causing people to be injured. If accident data are not
available, interviewing the workers is another method to
identify critical behaviors.

Each critical behavior must have a definition. The definition
points out what types of observable acts would put an
employee at risk for injury. For example, the definition for
the category “tool condition” might be:
Is the tool in good condition?
Has it been modified?
Are chisel heads mushroomed?
Have the screw drivers been sharpened?
If the answers to these questions indicate that the worker
is at risk, then the behavior is unsafe. This definition
creates a reference point for everyone in the organisation
and clarifies what is meant when “tool condition” is referred
to as an unsafe behavior.
The definitions also eliminate confusion later when people
are trained to observe and record the occurrence of safe
and unsafe critical behaviors.
It is important for an organisation to determine the critical
behaviors that can cause harm to individual or other
person(s) from the data collected. Organisation shall
Learner’s Guide
develop process/procedures to identify, categorise such
critical behaviors.
Organisation shall prepare a Critical behavior list that helps
them as tool for measurement, provides a standard/
guideline for their observers during the observation. The
critical behavior list shall include line of fire, PPE,
workstation/environment, Ergonomic, machine operations,
lifting operations, handling of chemicals etc. Basically the
critical behavior list should able to observe everything
happening in the organisation.
Organisation may consider and analyse the following data
to develop a critical behavior list.
Past accident/incident statistics
Root cause of the accident/ incidents
Repeated & number of cases
Any critical behaviors that cause safety problems
etc
In general critical behaviors can be grouped as follows
o Job specific practices (machine
servicing/operations, lifting, handling chemicals etc)
General safety practices (PPE, ergonomics, line of
fire etc)
o
Safety conditions (storage of materials, water spills
on the floor, obstruction of fire safety equipment etc)
An observer shall record the data in hypothetical and
anonymous way. Data should be factual and with honest
opinions.
When planning observations here are some of the worker
groups that can be observed:
a) New employees
b) Younger employees
c)People under pressure/stress (mind on task)
d) New sub-contractors
e) People rushing/running
Appropriate approaches to reduce incidents and
accidents in the organisation
Accident investigation is a reactive process. This was
based largely on waiting for accidents or ill health to
happen and then devising and implementing some form of
control to prevent these types of accident or ill health from
reoccurring in the future.
This WSH Framework and WSH Act set in place a system
of self-regulation with the duty for risk control on those who
create the risk in the first instance.
The principal idea of the WSH Act was to promote

proactive accident prevention, and that every stakeholder,
should identify hazards, assess risks and implement the
necessary control measures, before accidents and ill-
health arise.
Modes and frequency of data collection
While number of behavioural observations is important to
capture all if not most of the behaviours during work, it is
also of great importance that the essence is captured at
every observation. The frequency of data collection very
much depends on BBS observation hours vs total number
of man-hours worked. The more genuine observations that
are conducted, could easily translate to a more accurate
and reliable data collection. This, of course, also very
much depends on the quality of the observations done.
Therefore, appropriate competency training is required for
the BBS observers so that correct and reliable data is
collected. Accurate interpretations are therefore possible
and thus able to suggest precise recommendations.
Learning Activity 3
Discuss on each of the design parameters and establish
for your assumed organisation setting.

PS2 Develop a BSP according to the design parameters
UK3 Organisational readiness study methodologies <Application>
UK4 Types of at-risk and critical behaviours that cause accidents and incidents at the
workplace <Analysis>
UK5 Modes and frequency of data collection <Application>
RA3 Developing a BSP may include:
Developing a BSP
What is Perception?
The process of perceiving and the way of conceiving
something.
Depends on knowledge and experience
Perception is the process of acquiring, interpreting,
selecting and organising sensory information.
Perception is the way; we react for any particular
situation.
What is Risk Perception?
Process of determining likelihood and severity of injury

.
Determined by availability of risk in memory
Why Is It Important?
People’s behavior is based on their perception of what
reality is, not on reality itself (Behavior is determined by
perceived rather than actual risk).
The world as it is perceived is the world that is behaviorally
important.
Factors that Influence Perception is Perceiver, Situation
and Target
The research “Step Change Behavioural Issues Task
Group (2000) - Changing Minds – a practical guide to
behavioural change in the oil and gas industry -Step
Change. Aberdeen” suggests that organisations should
select behavioural safety programmes which match their
level of readiness because a mismatch is one reason why
behavioural safety programmes fail.
Organisational Behavior readiness approach is the study
and application of knowledge about how employer,
employee, peer (groups) and individuals perceive the risk
in organisations. It does this by taking a system approach.
It can be assessed by questionnaires, holding workforce
workshops and interviews. The participants’ judgments
were collected and analysed. The positive result is the
indicator of correct timing to implement the BSP.
Conducting an organisational readiness study to
determine BSP implementation

.
Employee risk perception approach
This risk perception approach provides an important view
of the organisation readiness through the eyes of
employees. For example this approach is to determine if
the worker is aware of the hazards around him and
realises the need to work safely. This will mean the
employee is ready to undergo this Behavioral Safety
Program. However, if the employee feels that he is always
safe and that there is no need for further improvement,
then we can consider him as not ready.
Employer risk perception approach
This employer risk perception is to assess the cultural
maturity which are important WSH culture elements for
example management commitment, trust, communication,
etc, that determine an organisation readiness to implement
beahvioural safety programme.
Peer risk perception approach
It is also equally important to have this approach as it
appears that people will follow behaviours that mentors are
role-modeling (peers) even when it contradicts their
personal perceptions.
Individual risk perception approach
This approach is similar to the employee risk perception

approach but the difference is that the individuals referred
here are not the workers of the company. They could be
visitors, contractors, suppliers, etc who should also be
checked for readiness for this program. It is the company’s
responsibility to ensure that all personnel be it employed or
otherwise should practice safe behaviors.
Organisational readiness study
A well planned implementation on BSP would not be
accomplished without study the readiness of an
organisation. A failure to determine this readiness may
result in spending efforts with resistance to change.
Organisational readiness study methods such as
Individual interview questionnaire – change
readiness survey to conduct within the
organisation. A structured questionnaire to be
developed and passed to all the employees.
respondents’ names were kept confidential.
Small groups discussion - a small group
discussion is a critical conversation with specific
purpose of read the mind of the staffs from
exchanging of ideas and opinions.
Learning Activity 4
Discuss on the challenges faced during conducting
organisational readiness study and how you can overcome
the challenges.
Identifying root causes of past incidents and accidents
in the organisation
Root cause analysis tools:
o 5-Why analysis
The answer to question ‘what’ and ‘how’ may
resolve the problem. But the problem has the
chances of recurrence. It is perhaps the answer
to question ‘why’ can give the solution to
prevent recurrence of the problem. This will
depend upon the analysis and facts.
The most common root cause analysis tools are
fishbone diagram and 5Why analysis. The both
are to determine a root cause of a problem.
This also used to explore the cause/effect
relationships underlying the problem.
o
Fish-bone diagram (Ishikawa diagram)
The fish-bone diagram is also known as
Ishikawa diagram or the cause and effect
diagram. The diagram helps to identify potential
factors causing an overall effect. Causes are
grouped into major categories to identify the
source of variation. The number of categories
and the title of the categories may vary
depending upon the industry.
Behavioural sequence analysis
A sequence analysis method that recognises
the multiple chains of interconnecting
behavioural causes that lead to an incident. The
method, which breaks problems down specific
behavorial cause-and-effect relationships, can
be applied to a variety of problems and
situations
o Fault-tree analysis
Learner’s Guide
FTA is a deductive technique that focuses on
one particular accident or main system failure,
and provides a method for determining causes
of that event.
o Tap-root analysis
A structured root cause analysis system built
around a problem solving process with six
embedded techniques to guide investigators
beyond their current knowledge to the root
causes of human performance and equipment
failure related incidents.
This type of root analysis suggests the
investigators to understand what happened
before they can understand why it is happened.
This tool identifies that asking questions “why”
is jumping to conclusions as the investigators
first they didn’t first seek to understand “what”
was happened.
o Event-tree analysis
An Event Tree is graphically the possible
outcomes of an accident that results from an
initiating event. ETA considers the responses of
safety systems and operators to an initiating
event when determining the accident’s potential
outcomes. The results of ETA are accident
sequences, that is, set of failures or errors that
lead to an accident.
o
Failure mode and effect analysis
FMEA tabulates the failure modes of equipment
and their effects on a system or plant. Failure
mode describes how the equipment fails and
the effect is determined by the system’s
response to the equipment failure.
o Hazard and operability analysis
HAZOP Analysis must be performed by a team
of individuals with specific skills. The essence
of HAZOP is to review process drawings and/or
procedures. It can be performed on new
projects as well as on existing facilities.
o Job Safety Analysis
A job hazard analysis is a technique that
focuses on job tasks as a way to identify
hazards before they occur. It focuses on the
relationship between the worker, the task, the
tools, and the work environment. Ideally, after
you identify uncontrolled hazards, you will take

Learner’s Guide
steps to eliminate or reduce them to an
acceptable risk level.
Determining at-risk behaviours and critical
behaviours for causing incidents and accidents in
the organisation
Work location
Worker’s eyes not on path – Not looking at the
path before moving the hands, feet or body
Worker’s eyes not on work – Not looking or
thinking about the work what they are doing
Line of fire - Placing oneself in the at risk
position where he/she is likely to get injured due
to the position/location they stand is called line
of fire (Location or position is like standing
under the suspended load/ working near
Moving parts)
Ergonomics
Bad postures during lifting and lowering, that is,
using the back muscles for the task
o
Overextending and reaching, that is, placing
muscles and back at risk by reaching outside
the normal “pickup” zone
Pivoting, that is, when a person or position from
which a body of troops takes its reference point
when moving or changing course.
(Is the employee carrying things that are too
heavy, or in awkward shape?)
(Do the employees adopt proper lifting method
i.ebasic steps in manual lifting?)
Selection, condition and use of tools and
equipment
Tools and equipment selection – For example,
selecting wrong fire extinguisher for electrical
fire will make the situation worse due to water
and electricity are bad combination
Tools and equipment condition and use – The
greatest hazards posed by tools and equipment
result from improper maintenance and misuses
such as using screw driver as chisel may cause
the tip of the screwdriver to break and fly, hitting
the user or others nearby.
(Are the employees using the right type of
equipment & tools for the right job and using in

a correct manner?)
Lack of compliance on lockout and tagout
procedures – Lock out and tag out procedures
are the minimum safety performance
requirements for the control of sudden
activation of stored energy which energise the
machine or equipment during the servicing and
maintenance.
Chemical use and disposal not accordance to
standard procedures – which can cause harm
to people and environment. There is also a
need to take care of surplus, unnecessary,
unknown or outdated chemicals.
(Does Company have LOTO procedures and
do the employee follows when removal of
safety guards for servicing the machine?)
Personal Protective Equipment (PPE)
Eye protection - e.g. (Is employee wearing
safety goggles/face shield in areas where
operations pose hazards from flying objects,
chemicals, dust etc)
Face protection - e.g. (Is employee wearing

safety goggles/face shield in areas where
operations pose hazards from flying objects,
chemicals, dust etc)
Hearing protection - e.g. (Is employee wearing
ear plug/ ear insert/ ear muff in areas where
operations pose hazards from noise)
Respiratory protection - e.g. (Is employee
wearing respirators in areas where operations
pose hazards from hazardous substances)
Hand protection - e.g. (Is employee wearing
safety gloves in areas where operations pose
hazards from chemicals, electrical works etc.)
Foot protection - e.g. (Is employee wearing
safety shoes/boots in areas where operations
pose slippery hazards)
Determining appropriate approaches to reduce
incidents and accidents in the organisation, such as
Behavioural change
The traditional safety triangle shows that as severity
decreases, frequency increases. This is rather simple
to extend the triangle to include near misses and at risk
behaviours. The figure also able to note that at risk
behaviour is an early warning system for accidents.
Hence, changing unsafe or at risk behaviours can
reduce incidents.
Safety Triangle (IOSH, 2003)
It was suggested (IOSH, 2003) that the key to
reinforcing safe behaviours and removing or reducing
unsafe acts lies in the identification of those behaviours
which can cause health and safety risk to an individual
or a group, and then introduce subsequent regular
observations to monitor them.
(Schatz, John R, Jan/Feb 2003) In the past, the
hierarchy of control revolved around three main
principles:
Engineering Controls are engineering means to reduce
hazards. Examples: machine guarding, mechanical
ventilation to lower chemical concentrations, noise-
damping devices on equipment to reduce noise level,
and etc.
Administrative Controls on the other hand are put in
place when a safety hazard cannot be engineered out.
Examples: warning signs, job rotations, safe work
procedures, and etc.
Personal Protective equipment is often used as a last
resort where there is an inadequacy of engineering

controls. Examples include wearing a respirator to
preclude exposure to chemicals in the ambient air,
earplugs to block harmful noise levels and safety
glasses to protect the eyes from flying particles.
However, there is always a problem to most of these
measures – the workers were not employed until an
accident occurred as safety practitioners began
realising that a worker's behaviour played an important
role in the safety equation. Hence, it is important to
change bad behaviours (unsafe acts) of workers to
good behaviours (safe acts).
Behaviour changing focuses on the "at risk behaviour"
that might produce an accident or near miss rather
than trying to correct a problem after an accident or
occurrence and its main aim is to change the mindset
of an employee by making safety as a priority in their
mind.
The sequence used to change behaviour has basically
three-step:
Step 1: Turning an unconscious risky habit (bad
behaviour) and incompetence about the task
into a conscious, self-directed, risky behaviour.
At this stage, the behaviour is still at risk
towards the task because the individual is in
the midst of ‘Learning’ how to do the task

competently into a rule governed safe manner.
Step 2: Changing a conscious, self-directed, risky
behaviour into a conscious and competence,
safe, self-directed rule safe governed
behaviour.
Step 3: Changing a conscious and competence, safe,
self-directed behaviour into an unconscious
competence safe habits.
Historically, safety management may seem that a
company had been trying to encourage worker to
work safe and eliminate unsafe acts, however,
most safety awareness programs consist of a
trainer speaking before a group with little feedback
from employees. Today, BSP training aims to
involve people by discussing the hazards and the
critical safe and at-risk behaviours of a particular
job with employees and having them become
observers by watching and interviewing others at
work. Once this is done the observers share the
results with the people they observe both in a group
meeting or one-to-one coaching sessions.
Participants in this process then discuss techniques
to increase improvement into the work process. By
doing this, a behaviour shift begins to occur by
virtue of the fact that the employee begins to
develop ownership into the process and by the fact

that having peers (fellow workers) watching them
perform the work makes individual/group
consciously aware of what they are doing. This
leads to discovery of behavioural change. If this is
reinforced over time, a new behaviour is
established. Thus, the goal of behaviour-based
safety is accomplished and that change should be
reflected in lower incident rates and lower worker
compensation claims and premiums.
Engineering change
‘Engineering controls are physical means that limit the
hazard. These include structural changes to the work
environment or work processes, erecting a barrier to
interrupt the transmission path between the worker and
the hazard. Example: Isolation or containment of
hazards, machine guarding, manual handling
devices/equipment and etc.’ (Ministry of Manpower,
2006)
Engineering change is one of the systematic processes
in the hierarchy of control. This change is the control
measure that requires physical modification of the work
environment to eliminate or reduce exposure to the
hazard. This includes isolation or structural changes to
the work process or the environment to interrupt the
path of potential exposure.
For example:
No. Hazards Examples of Engineering Change
1. Ergonomics
. The application of scientific
knowledge to the workplace
Science of designing the job to
fit the worker
Not forcing the body to fit the job
Install a floor or ceiling lift.
Re-arrange the furniture for better
access.
Replace a manual wheelchair with a
power chair
2. Biological hazards
This also known as biohazards,
refer to biological substances
that pose a threat to the health
of living organisms, primarily
that of humans.
This can include medical waste
Provide sharps containers.
Use safe sharp technology, if available
or samples of a microorganism,
virus or toxin (from a biological
source) that can impact human
health.
3. Noise
The need for noise control should
be considered when deciding
production methods or processes
and when the need to reduce noise
exposure has been established
Reducing noisy machine operations by
replacing rivets with welds
Repairing loose and rotating parts,
replacing worn bearings and gears and
regular maintenance
Absorbing acoustic shock by providing
wear resistant rubber or plastic
coatings
Using a sound-reducing enclosure
which fully encloses the machine(s)
Using sound-absorbing material on
floors, ceiling and/or walls to reduce
the sound level due to reverberation
Group problem-solving
Problem solving and decision-making are important

skills for safety and health. Problem solving often
involves decision-making, and decision-making is
especially important for management and leadership.
There are processes and techniques to improve
decision-making and the quality of decisions. Decision-
making is more natural to certain personalities, so
these people should focus more on improving the
quality of their decisions. People that are less natural
decision-makers are often able to make quality
assessments, but then need to be more decisive in
acting upon the assessments made. Problem solving
and decision-making are closely linked, and each
requires creativity in identifying and developing options,
for which the brainstorming technique is particularly
useful.
Some suggested tools that can be used for group –
problem solving are as follows:
• Brainstorming – This method involves a group of
people and is a powerful technique. Brainstorming
creates new ideas, solves problems, motivates and
develops teams. Brainstorming motivates because it
involves members of a team in bigger management
issues, and it gets a team working together.
• Six Sigma – This is most popular management
methodology, according to many business
development and quality improvement experts. Six
Sigma began in 1986 as a statistically based method to
reduce variation in electronic manufacturing processes
in Motorola Inc in the USA. Today, twenty-something

29
Learner’s Guide
years on, Six Sigma is used as an all-encompassing
business performance methodology, all over the world,
in organisations as diverse as local government
departments, prisons, hospitals, the armed forces,
banks, and multi-nationals corporations. “At the heart
of the methodology is the DMAIC model for process
improvement. DMAIC is commonly used by Six Sigma
project teams and is an acronym for:
o Define opportunity
o Measure performance
o Analyse opportunity
o Improve performance
o Control performance.
Management audit
Management audit in terms of occupational safety and
health are a tool that people can utilise to evaluate
different features at the work with the goal of reducing
risk and improving everyone’s personal safety. The
basic idea of an audit is to effectively, measure and
verify “conformance to requirements or standards”,
without which there can be no effective measurement
or evaluation of performance.
The management audit focuses on results, evaluating
the effectiveness and suitability of controls by
challenging underlying rules, procedures and methods.

Management audits, which are generally performed
internally, are compliance audits plus cause-and-effect
analysis. When performed correctly, they are
potentially the most useful of the evaluation methods,
because they result in change.
In management audits:
Requirements are challenged
It also emphasise results
Auditor assesses whether requirements are
effective and suitable whereas in compliance
audit, the auditor assesses whether
requirements are implemented.
Stress management
Stress is present in any employment relationship and
to manage it, it is by far the most complex
management in terms of occupational safety and
health. Employers only have to adjust to employees as
a whole, but the employee has to adjust to everyone in
the workplace. Excessive stress can lead to an
accident because of lack of concentration, physical
pains, and sudden changes in sleep patterns and appetite. In more severe cases, stress may result in
violence and suicide.

In order to reduce loss time injuries and/or accidents
from stress, the best way to help the employees is by
building a good rapport with them and being aware of
how s/he is coping. Management’s simple act of
concern will make workers feel accepted as part of the
workforce.
Work-related stress has been defined as “the adverse
reaction people have to excessive pressures or other
types of demand placed on them”. Setting the targets
at work can be challenging and motivating, but if it is
unrealistic and demands are placed workers which
they feel they cannot cope with, they will experience
stress, which in turn affects morale and performance.
For the worker, the symptoms of stress may be
physical or psychological, including headaches,
dizziness, panic attacks, skin rashes, stomach
problems, poor concentration, difficulty sleeping, etc.
Physical stress arises as a result of our body response
to physical stress like work, noise, an illness, etc while
psychological effects of stress may occurs when our
mind perceives an inability to cope with a "challenge"
of some kind.
Poster campaign
Poster campaign can served as an apt reminder to
employers and workers alike, that safety and health at
the workplace requires effort from each and every one.

Posters if place at prominent work areas can trigger the
mindset of staffs and employees to act safe.
Near-miss reporting
A “near miss” is any form of unplanned event which
could have resulted in personal injury, damage to
plants, equipment and property but did not in fact do so.
Consider the following example: an employee realises
that a machine guard is missing and pulls out his hand,
just getting a smear of oil on his fingers.
Determining modes and frequency of data collection
for evaluating effectiveness of BSP in organisation
Modes of data collection
Upon completion of each observation, it is important to
collect data for analysis.
In this step the results of the observations are collected
from the observation forms and recorded in a data
collection/analysis system. The organisation should
use appropriate data collection techniques and
frequency to evaluate effectiveness of BSP. It should
explain in their procedures on the rationale for the
selected mode and frequency at the workplace.
This can be manual or electronic. An electronic system
is the better option because it can also provide an
ability to analyse the observation results.
This can be manual or electronic. An electronic system

is the better option because it can also provide an
ability to analyse the observation results.
On-site equipment measurement – The
measurement system for an observation
programme is simply a frequency count of safe
and risk behaviours during an observation. Note
of caution: measuring is an antecedent, and we
need a consequence in place to strengthen the
behaviour under measurement. When
measurement is used effectively, the leader can
create an environment in which people actually
want to be measured. This can happen when
positive consequences are delivered based on
the behaviour change that is observed through
measurement. When employees receive
specific, positive feedback about the results,
then they will see a benefit, aim higher, and
want to be measured.
Field observation checklist – The checklist is
comprised of the list of safe behaviours
identified in the above step. The list can be
shortened according to importance of safety,
frequency of occurrence, observability and
overlap with other items on the list. The list
should be no more than 1 sheet of paper (1
side). It helps to have definitions for everything
that is being measured on the back of the
checklist – try not to leave anything up to

subjective interpretation
The best way to know if the checklist is useable
is to observe an employee working, and see if
all categories on the list can be filled out in an
observation. The list will need to be revised a
number of times before it can be considered
ready-to-use.
Video recording – Instead of using checklist to
mark the behavior, video recording can be done
to record observation for later review and
discussion with team. This method also helps in
identifying any observation that could have
been missed during direct observation.
Personal digital assistance (PDA) collection –
Use of PDA is most convenient way to record
observation. Due to its size and easy availability
it can be used to record behavior. The purpose
is similar to video recording.
Extant data (documents) – is a document
program can be collected during observation to
study trends in the behavioural safety study
trends and track changes in employees’
attitudes and practices.

.
Frequency of data collection
Daily – The data collected daily are reviewed
and important information is discussed at the
WSH meetings
Weekly – The data collected weekly are
forwarded to the management to be entered in
a custom database
Monthly – A report is prepared depicting the
type of observations made (safe or at-risk
behaviour, the type of activities observed and
reporting results from previous months to help
determine behavioural trends
Sampling frequency – It is to measure the
sample size and the raw number of “not safes”
to help those analysing the data to determine
the statistical significance of the metric and the
magnitude of the risks measured.
For example If a worker works 40 hours
per week times 4 weeks per month, the
total hours worked equals 160 hours or
9,600 minutes per month. If this worker
is observed 5 minutes per month, the
sample size is .00052083.
•
The number of “not safes” observed can
be divided by this number to determine
the actual number of risks taken in the
behavioral category during the month.
As data accumulates over months and
years, it can be compared to accident
data to determine the actual probability
that a “not safe” behavior will turn into
an accident and the severity can also be
determined as a probability. This data
can eventually build the site’s accident
pyramid (according to E.G. Heinrick’s
strategy) and determine the overall
probability of accidents per risk taken.
Obviously, the more data, the quicker
the actual probabilities can be
statistically determined for the site.
PS3 Set up BSP steering and working committees according to organizational
procedures and requirements
UK6 Roles, responsibilities and training of BSP Steering Committee <Comprehension>
UK7 Roles, responsibilities and training of BSP Working Committee <Comprehension>
UK8 List of relevant stakeholders in BSP implementation <Application>
RA4 Setting up a BSP Steering Committee may include:
RA5 Setting up a BSP Working Committee may include:
Setting up a BSP Steering Committee

Establishing the roles of the BSP Steering Committee
BSP is not a ‘one-man’ show; its success is largely
dependent on BSP steering and working committee. It is
therefore important to specify the roles and responsibilities
of each individual in the BSP steering and working
committee.
Management must recognise that the implementation and
growth of the BBS process requires time and resources.
As such organisation should form a BSP steering
committee which should be led by a Chairman and
assisted by the facilitators, members and observer.
Personnel must be afforded the opportunity not only to
serve on the Steering Committee, but also to adequately
perform assigned functions within that body.
BSP Champions
Usually senior management, human resources, safety
managers and department heads are the BSP
champions and they must be aware that behaviourbased
safety is more than a passing fad.
Responsibilities of BSP champion:
o
Oversee that the BSP works
o Provide necessary resources
o Support the BSP
Steering team members
Basic responsibilities of the Steering Committee are:
Develop the at-risk behaviors inventory
Participate in the training and coaching of
observers to provide for mentoring the observer
process
Design the observation process
Analyse the observation data
Build action plans to respond to the leading
indicators seen in the data
Ensure that communication with observers is
maintained
Ensure that BBS is promoted and communicated to
all organisational levels.
Establishing the responsibilities of the BSP Steering
Committee
Planning of BSP implementation schedule

In the planning stage, management support is
imperative to the implementation of the behaviourbased
safety program. The BSP steering committee
has to develop a BSP implementation schedule as to
when the working committee will be trained, frequency
of observation, when and how observation take place,
who should collect the data, how the data is use, who
should be the observers and so on…
Organisation of BSP resources
Once senior management support is in place, the
committees are required to plan and ensure the
necessary resources for the implementation of
behavioural safety program.
Selection of BSP observers
The impact on staffing is the requirement for a
competent and qualified behavioural safety observer.
One of BSP steering committee member’s
responsibilities is to select the right observer for the
right job and to train them on observation process and
methodology
Review of BSP implementation progress
The impact on staffing is the requirement for a
competent and qualified behavioural safety observer.

One of BSP steering committee member’s
responsibilities is to select the right observer for the
right job and to train them on observation process and
methodology
Identifying, organising and managing training for the
committee members
Objectives and background of BSP
The training shall include the objectives and
background for all the steering committee members
and that behavioural safety observation will be
putting into action and full cooperation from
everyone will be necessary.
Motivation factors of safe and at-risk behaviours
Next, training agenda is the goal-setting
sessions to provide support and motivation to
the observers and this includes methodology of
praising subordinates who work safely at the
workplace.
Development of critical behaviour list
Next, training agenda is the goal-setting
sessions to provide support and motivation to
the observers and this includes methodology of
praising subordinates who work safely at the

workplace.
Management of resistance during implementation
There are two possibilities for this training
arrangements, one is to get a behavioural
safety consultant to ‘buy-in’ the idea of
behavioural safety process so that all personnel
in the organisation agreed to the process and
therefore, ensuring no contradiction during
implementation or the steering committee
member after receiving the training and in turn
convince the management during
implementation.
BSP Project timeline
Basically, the training was for all the steering
committee to demonstrate their commitment to
the behavioural safety program and an
overview of the project timeline.

Learner’s Guide
Setting up a BSP Working Committee
Establishing the roles of the BSP Working Committee
Usually are the subordinates of the BSP steering
committee members in which, they are to assist the
steering committee or sometimes can be the steering
committee member themselves depending on the size of
the organisation.
BSP Facilitators
The working committees are to facilitate the
BSP program and sell the process to the entire
workforce.
BSP Coaches
Coaching the workforce to understand
committee members and observers roles and
lead by example. Regularly communicate with
the workforce.
BSP Observers
Observers are the assigned members to
observe the behavior of the workforce and

intervene if they found any critical behavior
recorded in the checklist.
Establishing the responsibilities of the BSP Working
Committee
Roles of working committee: Usually are the subordinates
of the BSP steering committee members in which, they are
to assist the steering committee or sometimes can be the
steering committee member themselves depending on the
size of the organisation.
Facilitation of BSP implementation plan
The working committees are to facilitate the BSP
program and sell the process to the entire workforce.
Facilitate in the behavioural process and the
implementation plan for all levels of employees
Coaching of BSP Observers
Coaching the workforce to understand committee
members and observers roles and lead by example.
Regularly communicate with the workforce. Coach
observers in their role, liaising with and supporting
observers
Learner’s Guide
.
Collection of observation data
Enter observation data into computerised software or
spreadsheet.
Analysis of data
Analyse the data of percentage safe score, the quality
and frequency of observations.
Implementation of action plans to reduce at-risk
behaviours
Use observational data to
identify the numbers and types of obstacles
solve ongoing problems to reduce at-risk
behaviours
identify the numbers and types of corrective
actions completed
Identifying, organising and managing training for the
committee members
Basic principles of BSP
BSP is designed to minimise the peoples risk
behaviours whilst working, and also to maximise the

safety culture and performance
The BSP is based on several pillars, which includes:
o Root-cause analysis;
o Measurement;
o Feedback (and goal-setting);
o Awareness-raising;
o Workforce ownership; and
o Management and supervision
BSP implementation plan by phases
Organisation shall implement BSP observation to
determine safe and at-risk behaviors at their workplace.
They shall prepare and conduct observation based on
the data collected to identify at- risk behaviors and safe
behaviors. All the observations shall be carried out by
the selected/appointed observer and shall be recorded
in the observation report. A proper training shall be
given to the observer and such training shall include
data collection techniques, observation methods and
post processing tasks etc.
Observation skills
The observation skills include the following:
Who to observe?
Observations are carried out by either co-workers (peer
to peer observation) or supervisors or, if an employee
works by themselves, they can observe their own

Learner’s Guide
behaviour. For example, two workers might alternately
observe each other’s behaviour on the way to and from
a job.
It is important to observe personnel who display critical
behaviour which might lead to incidents/accidents. For
example, observing forklift operators who tend to over
speed and not sticking to the designated lanes.
What to observe?
The critical behaviours believed to contribute
incidents/accidents in the workplace which can be
include but are not limited to:
o Personal Protective Equipment
Procedures / Methods
o People
o Work Environment
o Equipment
Where to observe?
Location of the person to be observed
How to observe?
The following table is the procedure of conducting
observation:
Steps Activity
1 Go to the workplace with the safety behaviour site observation checklist.
2 Observe openly using the followings:
40
Learner’s Guide
2.1 Consider the conditions of the workplace using the identification of
hazards methodology to judge whether this hazard(s) can affect the
behaviour of the observee(s).
Environment factors 3 Equipment ..
Noisy 4 ..
Difficult to use ..
Inadequate lighting
5 ..
Difficult to ..
Excessive heat
maintain 6 ..
Poor air quality
..
Slow in response 7 ..
Unreliable
8 Job factors equipment
9 ..
Time pressure ..
Inadequate
Access ..
Production output warning signs
pressure ..
Discomfort due 11 ..
Prolonged working to use of12 hours personal
13 ..
Fatigue protective
..
Poor posture 14 equipment
..
Complicated 15 Handling, storage and procedures
16 transportation ..
Tedious procedures Egress
..
Speeding whilst 17 ..
Inadequate supervision
driving forklift 18 ..
Inadequate training
..
Repetitive manual ..
Inexperience 19 handling
20 ..
Inadequate
storage 21
..
Poor maintenance 22 of transportation
23 equipment
24
25
26
2.2 Then observe the “behaviour” of the worker using safety behaviour
checklist. You don’t have to get permission from the observees
because during the behavioural safety training, the trainers have
already told them about the whole process.
2.3 Activity-centred observation. Intervene any potential injuries where
necessary.
3 Give constructive feedback to workers after observation and
intervene any potential injuries where necessary.

4 Write comments in the checklist and if necessary, enhance the
checklist with new behaviours discover that might be critical.
For example, the following pictures sequence show some
unsafe practices contributed by a forklift driver with valid
license when using a forklift whilst withdrawing goods from
a rack. The observation checklist developed described a
step-by-step SAFE work procedure of using a forklift to
withdraw goods from a rack SAFELY.
41
Learner’s Guide
Observation checklist
From the findings, the observation checklist is filled (Table).
Safe operation of forklift whilst forking out goods from rack
Name of safety
observer
Mr. X Date of observation dd/mm/yyyy
Location of the
observation
Warehouse Signature safety
observer
Department Warehouse
department
Checklist to be sent
to whom?
Warehouse
manager
Safe operation of forklift whilst forking out goods
from rack
Safe Unsafe Unseen
All forklift drivers must possess valid forklift driving
license.
Forklift driver must wear hard cap footwear before
engage in any driving of forklift.
Before withdrawing goods from the storage rack, the

forklift driver has to visually check that the goods that
he is about to withdraw is ‘string-wrapped’.
Learner’s Guide
When withdrawing goods from storage rack, forklift
driver must check that no one is around/near his
working zone before lifting the mast of the forklift.
Forklift driver must ensure the forklift’s mast fork firmly
the pallet before withdrawing the goods out from the
storage rack.
After safely forking out the goods from the rack, the
forklift driver must lower down the goods before driving
off
Total
2 3 NA
% safe behaviour: % Safe Behaviour = 2/2 + 3= 2/5 = 0.4 x 100 = 40%
Recommendation: Recommendation from observer can include one or more of
the followings:
Dismiss the forklift driver since the forklift driver has a valid
license and he knows that he is not supposed to lift his
mast when someone is around his working zone.
Counsel the forklift driver so that he will not repeat the

incident. Dismiss him if he repeated.
Send forklift driver for a refresher course.
When and how long to observe?
It will take about 10 to 20 minutes per observation. After
observation, the observer then provided constructive
feedback (verbal) on the spot using the relevant checklist.
What are the tools needed for observations?
Guidelines for to conduct the observation
Behavioural Interview skills
For conducting behavior interview, a set of questions must
be prepared to ask the person to be observed. E.g
1) Do you follow safe work practices on and off the job?
2) When assigning work, do you discuss the safe practices
required for the job and the associated hazards?
3) Do you remember to be particularly alert for reactions of
people in the first 10-30 seconds after you enter the area?
4) Do you use a questioning attitude on the job, asking
yourself what injuries could occur if the unexpected
happens, and how the job can be performed more safely?
5) When you observe, do you use all your senses (total
observation) and do you remember to look above, below,
around and inside?
6) Do you talk with people who are working safely to
reinforce safe work practices?

43
Learner’s Guide
7) Do you take immediate corrective action when you
observe an unsafe act?
8) Do you take action to prevent recurrence when you
observe an unsafe act?
9) Do you routinely review job procedures to make sure
they are adequate, known, understood and followed?
10) Are you satisfied with the orderliness in your area as a
public advertisement of your personal standards?
Behavioural analysis skills
Once data are collected and arranged, analysis of
behavior needs to be conducted. During the analysis it is
important to review the observation data for quality and
consistency. Problems with either can lead to invalid data.
The frequency at which the data is summarised and
analysed is at the choice of the work group.
When the data is summarised, an analysis of behaviours
that are not being done at risk can be done. An Antecedent
Behavioural Consequences (ABC) analysis technique can
be used to do this.
• A – What trigger the behaviour?
• B – What is the behaviour?
• C – What is the result?
The analysis will typically result in suggestions Behaviour
Based Safety Best Practice.doc for changes to:
Antecedents or Consequences of the behaviour. Changes

in conditions are sometimes the outcome. E.g. buy a wider
range of glove sizes.
Giving feedback
The process requires careful training of employees. The
observer should summarise significant positive safety
behaviours that
were observed and then one or two areas that require
change. The feedback should be delivered as soon as
possible after the observation (unless this poses a risk).
Describe the behaviour observed, discuss the potential
impact and listen to the observee – this formula can be
used for both positive and corrective feedback. In addition
to individual feedback by the observer, overall site
feedback should be delivered. The leader should discuss
the results of the observations (categorically, not
personally) at safety meetings, while also providing visual
feedback. The easiest and most effective way to do this is
through creation of a graph.
Behavioural corrective action
Upon analysis, summary of overall observation will lead to
suggestion to correct behavior or actions.
In this step any changes to Antecedents to, or
Consequences of, the behaviour resulting from the
analysis are made. Changes in conditions resulting from
the analysis are also made in this step. E.g. buy a wider
range of glove sizes. The changes should be properly
recorded in all relevant BBS documentation.
To help with problem solving the following can be
considered:
Improvement opportunities can be identified through
observation, intervention and root cause trends
Positive intervention techniques present the best
opportunity for improvement
Use knowledge and experience of others to assist
Management system failures can typically account for
85% of unacceptable behaviours
Learning Activity 5
Case Study:
ABC electrical contractor expanded rapidly and the trend is
expected to continue unabated for the next few years. The
demand for licensed electrical workers to install, maintain
all the electrical equipments has increased exponentially
as a result there is an acute shortage supply of licensed
electrical workers. ABC Electrical Contractor is caught
unprepared and resort to employ overseas workers on
contract term to resolve the staffing problem. However
most of these unskilled contract workers are employed as
general workers but under the supervision of a licensed

electrical worker.
This ABC construction employs about 7 contract workers
as general workers to cope with the surge in work orders. It
is a common practice in this construction to assign the
general workers to undertake the maintenance and service
of electrical equipment under the watchful eyes of a
competent electrician. Job and safety trainings for these
workers are unstructured and the competent electrician is
expected to coach them on the job. Unfortunately this
competent electrician had been poached and left this
construction for better salary and career prospects. The
position of competent electrician was left vacant due to
tight labor market and the project manager was supposed

Learner’s Guide
to oversee the work of the contract workers until a suitable
candidate is found.
One morning the project manager was alerted to a
situation in the construction, generator was found to be
faulty and a replacement was required. The plant manager
assigned the most experience general worker to dismantle
and replace the faulty generator urgently to minimise
disruption to production. At the site, the worker discovered
that he was not familiar with that particular type of
generator. He tried to dismantle it and suffered with serious
shock. Production loss was incurred. The generator he
was working on was not isolated correctly.
In the meantime the BSP audit committee reported that the
cost of the workplace accidents had increased to S$50,000
for last year. The findings also revealed that the levels of
resentment towards the employer after the accidents had
increased significantly and the psychological effects on
workers such as anxiety in work and depression had
increased too.
In this case, candidates’ discussion may highlight the
following issues:
Is the worker qualified to do the electrical job?
•
Why the worker was not familiarised with the generator
type before starting on the job?
Are the Safe Working Procedures followed, such as
lockout, tagout procedure?
Did the worker wear PPE?
How could the accident be prevented?
What are the issues reported by the BSP audit
committee?
Identify the following:
Behavioural root causes of accidents and incidents
Appropriate approaches to resolving the behavioural
root causes
Suitable behavioural resources and tools for reducing
accidents and incidents in workplaces
PS4 Managing BSP implementation according to the BSP specifications
UK9 Types of data collected for analysis during BSP <Comprehension>
RA6 Managing BSP implementation may include:
Managing BSP implementation
Determining the resources relevant to reducing
incidents and accidents in the organisation

. Financial Resources
Costs associated with incidents, including lost costs,
worker’s compensation claims, insurance costs and legal
fees can impact greatly on the bottom line (profits). Safety
is about what employers can do to protect their workers. In
order to achieve a safe work place, financial resources are
needed to sustain.
. Human Resources
BSP involves significant workforce participation in order to
be successful as it fully engages the workforce in safety
management. BSP is adopting a ‘bottom-up’ approach so
that those most likely to be hurt are actively engaged in
eliminating the occurrences of unsafe behaviours. Without
such widespread workforce involvement, the ownership of,
and commitment to, the process will be lacking and the
initiative will probably fail.
. Training Resources
Training is essential when implement BSP at workplace;
each safety observer should undertake training in the basic
theory and practice of the behavioural approach. The
training content should include elements of goal setting,
behaviour modification, team decision-making, how to
manage resistance from others, the provision of individual
feedback and observational techniques, etc.
Supervise and provide assistance to BSP Steering and
Working Committees
Periodic monitoring of the BSP implementation
It was suggested (The Keil Centre, 2002) that change in

performance has to be tracked in suitable interval to
assess the impact of the programme on the critical
behaviours. The change in the percentage safe score
indicates the effectiveness of the process. However, if
there is no change or limited improvement in a specific
behaviour over time, it is important to investigate this
behaviour in detail to identify whether any barriers to
behaving safely exist. Examples: Management may be
reinforcing productivity at the expense of safe behaviour,
or unsafe conditions at site may make safe behaviour
difficult to achieve in practice.
Identify areas where BSP require further
improvements
The list of critical behaviours is revised periodically and
new identified critical behaviours added. Some critical
behaviour may be removed from the list when it has
reached ‘safe habit’. Once the goals are achieved then
another round of participative target setting is conducted.
In general, participative target setting sessions are held at
regular intervals (e.g. quarterly).
Ensuring BSP activities are carried out according
to requirements
Once the observations and feedback process is operating
effectively, behavioural improvement goals are
participative set with the target group. It is important to set

realistic and achievable goals to ensure BSP activities are
carried out accordingly otherwise people may become
demoralised.
Monitoring BSP progress and collect relevant data for
analysis
Types of BSP data collected for analysis during
implementation
At-risk behaviour percentage
Referring to observation checklist in
Table, the percentage of at-risk
behaviour is simple to define as % at-
risk behaviour = 4/5 + 4= 4/9 = 44.4%.
Example of an observation checklist as
shown:
Name of safety
observer
Mr. X Date of observation dd/mm/yyyy
Location of the
observation
Production Area Signature safety
observer
Department Production Department Checklist to be sent
to whom?
Production
Manager
Personal Protective Equipment Safe Unsafe Unseen
Wearing a correct hard hat in the designated area. 1
Wearing a overall in good condition, properly fastened
and with long sleeves
Hearing protection in designated areas (look for signs) or
if your voice has to be raised at a distance of 2 metres.
Eye protection (glasses for general use hazards and
dust, goggles & visors for splash hazards, or protection
from arcs when burning or welding) with clear
unscratched lenses. Allow for taking off glasses and
cleaning, if necessary.
Gloves in good condition and suitable for the task 1
Footwear in good condition with metal toecap, no metal
exposed and with laces fastened.
Respiratory protection when working with respiratory
hazards
Comments for PPE Total
54
% at-risk
behaviour:
% At Risk Behaviour = 4/5 + 4= 4/9 = 44.4%
Recommendation: Counselling/ refresher training/ verbal warning/ written warning
o Safe behaviours percentage

•
Referring to observation checklist in
Table, the percentage of safe behaviour
is simple to define as % safe behaviour
= 5/5 + 4= 5/9 = 55.6%.
Safety intervention during observation
It was suggested (David Tan, 2008) that the techniques
of analysis for number of safety intervention is to
evaluate the number and trends of intervention with a
fixed number of observation (Note*: variation on the
number of observations must not be drastic because it
would make statistical result difficult to analyse) on a
monthly basis commencing from the time when the
organisation embarked into safety behaviour site
observation program until the time when the
organisation decided to measure the effectiveness of
the safety intervention implementation.
For example, a site decided to measure the
effectiveness of the safety intervention after
approximately one year of implementation. The number
of safety intervention as shown in figure below.
50
Learner’s Guide
Safety Intervention From Area A
As can be seen, the number of intervention reduced from
280 in the month of March 2007 to 40 in the month of
March 2008
Denote Number of Safety Intervention as ‘NSI’
The percentage of improvement or reduction of safety
intervention =
Difference between NSI from start of behavioural safety
until one-year of implementation x 100%
Total NSI when behavioural just commenced
In short,
NSI (Mar 07) – NSI (Mar 08) x 100%
NSI (Mar 07)
280 – 40
= x 100%
280
= 85.7%
Types of BSP review techniques and tools
o On-site observation
Like many health and safety audits, site
observation is one of the portfolios of an audit
to appreciate the working environment. Most
auditors usually done this by identifying the safe
and unsafe conditions of a site, however, they
paid lesser focus on the behaviour of the
workers. Probably unsafe behaviours are much
more difficult to deal with because either the
organisation does not have a behavioural safety
program or the auditor does not know what to
observe during an audit on BSP. An audit
observation on behavioural safety program is
pretty much simple, that is, to observe whether
the observer observe the worker(s)
o Oral interview
When auditing an organisation’s BSP it is often
necessary to conduct a series of interviews to
examine how well the organisation is
implementing its BSP. Elements that could be
addressed during the interviews include the
extent to which personnel are familiar and
knowledgeable about the issues surrounding:
The existence and quality of BSP
policies
. Senior management’s leadership,
commitment and accountability

•
Planning, standards, monitoring, cooperation
and controls of the shop floor
personnel behaviours.
. Resource allocation
The organisation’s BSP related rules,
regulations and procedures
Skills of observers, behavioural safety
management training
. Communications and feedback system
Selection, recruitment and placement of
safety observers
Involvement in decision making after
safety observation process
Although this may not be exhaustive list, it does
provide and indication of the range and scope
of activities that auditing might entail.
o Document review
Typically, three types of documentation
audit may be examined:
. Strategic level
. Tactical level
. Operational level
. Strategic level
. BSP Policy
Minutes of BSP Steering
Committees
BSP plans and objectives
. BSP audit reports
BSP case study report
. Tactical level
. Safety observation checklists
. BSP training program
BSP training materials
. Operational level
Minutes of BSP Working
Committees
Incident and accident cases
contributed by unsafe
behaviour(s)
. Intervention report
Statistical results of safe score
Repeatability test (reliability test)
Repeatability has quite a few definitions,
however, in the context of BSP testing it
essentially means to do, make, or perform

again. By their nature, repeatability test is to
randomly observe the worker using a recent
used safety observation checklist to observe
whether are there any drastic critical behaviour
constitute in checklist when the task is perform
again by the worker.
Reproducibility test (validity test)
Reproducibility is one of the main principles of the
scientific method, and refers to the ability of a test
or experiment to be accurately reproduced, or
replicated, by someone else working independently.
In terms of BSP pertaining to reproducibility test is
the results of an observation performed by a
particular observer is generally evaluated by other
independent observer (or an auditor) who repeat
the same observation themselves, based on the
original observation description. Then they see if
their observation gives similar results to those
reported by the original observer
Review protocol and Review questionnaire
Audit Protocol is used to conduct BSP system
audits of operations against the requirements of

Learner’s Guide
the applicable BSP Guidelines. It includes (for
each BSP Guideline) a detailed audit protocol
with questions, examples of evidence, records
and verification, space for recording
observations and at-risk behaviours, and space
for recording agreed corrective actions.
The Protocol provides a useful tool for
assessing the extent of compliance of
operations with the requirements of the BSP
Guidelines, ensures deficiencies are identified
so that the appropriate corrective actions can
be applied.
Following-up with the relevant stakeholders to ensure
BSP is implemented according to organisational
procedures
Relevant stakeholders in BSP
Top management - Management support, effective
management systems and company culture are keys to
determining whether or not a company is ready for a
transition to BBS.
BSP steering committee and BSP working committee
The BSP Steering Committee and Working Committee are
the cornerstone for the implementation and growth of the
BBS process in an organisation, as it sets the boundaries

for the process and guides the development,
implementation and process continuation.
BSP observers -The Observers play a key role in the BBS
process. The process relies on them to provide the
behaviour performance observations that are used to
identify which behaviours are being done safely and which
are not.
Learning Activity 6
The organisation aims at increasing the safety of
operations by positively influencing the behavior of all
persons involved through a process of observation. The
objective is to prevent or eliminate of at-risk behaviours
during loading and unloading operations.
An organisation aims to implement behavioral safety
programme. The organisation selects the party involved to
observe those are the people who physically carry out the
loading and unloading operation.
Your answer should include the following:
Identify at least one roles and responsibilities of the
BSP steering committee and working committee
members
Recommend the appropriate training for to facilitate

implementation of BSP in organisation.
Three steps that you would take to implement of BSP
observation which include Records of BSP observation
Two ways that how would you supervise and provide
assistance to BSP
PS5 Evaluate BSP performance outcomes to rectify performance gaps
UK11 Types of BSP performance gaps <Analysis>
UK12 Types of corrective and preventive actions to rectify BSP performance gaps
<Analysis>
RA7 Evaluation of BSP performance outcomes may include:
RA8 Corrective and preventive actions to rectify BSP performance gaps may include:
Evaluation of BSP performance outcomes
Collecting data through BSP observations
The completed safety behaviour checklists are collected
for computation results and submitted to respective area
managers. After each four weeks of data collection, these
data are created to provide an overview, which in turn the
area managers shall then provide a ‘baseline’ figure from
which any improvements can be compared. This was done
to make it explicit to the workforce which behaviours are
being monitored by the observers through the various
relevant approaches (workgroup, one-to-one, self-

observation).
Collection of Data through BSP observation such as
Incident & accident reports
Past incident records can be helpful in identifying and
understanding the causation of incident. This is useful
information for BSP.
Near misses
Numerous near misses can lead to incident. Near miss can
be majorly due to unsafe act and/or due to unsafe
conditions. This data helps SC (steering committee) to
direct the BSP to minimise such occurrence.
Injury records
Injury records can be collected from first aid incident cases
due to any incident or any medical visit which should
available with HR. injury records helps to identify what part
of body was injured more frequently and thereby focus on
commonality not to ignore other injuries.
Hazardous conditions
Hazardous condition can arise from unsafe act and
conditions. This data can be collected from WSH
inspection, onsite inspection, or any report from other team
members.
57
Learner’s Guide
Job hazard analysis reports
Job hazard analysis report can provide insight of hazards
involved in each step of the job and controls meant to
minimise the risk.
At-risk behaviour percentage
The percentage of at-risk behaviour or percentage of
unsafe behaviours shall then be calculated based upon
individual totals of both the Safe and Unsafe columns, and
dividing the sum of these totals into the amount of unsafe
behaviours recorded and multiplying by 100, that is
% at-risk Behaviour = (Total at-risk (or unsafe)/ Total
Safe + Total Unsafe) x 100 %
Safe behaviour percentage
The percentage of safe behaviour or percentage of
improvement shall then be calculated based upon
individual totals of both the Safe and Unsafe columns, and
dividing the sum of these totals into the amount of safe
behaviours recorded and multiplying by 100, that is
% Safe Behaviour (% of improvement) = (Total Safe/ Total
Safe + Total Unsafe) x 100 %
.
Safety intervention during observation
The percentage of improvement or reduction of safety
intervention =
Difference between NSI from start of behavioural safety
until one-year of implementation x 100%
Action items closure from behavioural corrective
action
The area manager or his/ her delegates shall maintain a
formal follow-up tracking system that identifies status of all
behavioural safety observation findings to assure
corrective actions are completed. The tracking program
describes the action taken to resolve and correct the
finding.
The information contained in the tracking system includes:
Description of the corrective actions
Target date for completion of all actions
Responsibility for completion of actions
Method for periodic reviews of implementation for
corrective action
Verify that a corrective action has been
accomplished as scheduled
o
Determine that the action was effective in
preventing recurrence of at risk behaviour
Analysing of data collected
What does a Gap Analysis do? It reveals the areas of
improvement in the existing behavioural safety program
and investigates the program against the principal
requirements of behavioural safety. It focuses on the
components of the behavioural safety program and how
effective they are.
During the implementation of behavioural safety program,
organisation should conduct gaps that may exist between
what is written (in policy, safety observation checklist,
observation method, feedback mechanisms, etc) and what
is done (the actual behaviour of workers, contractors etc)
enabling an appropriate prioritised action plan to be
formulated.
Identifying gaps in BSP performance outcomes
Management engagement issues
Interview senior staff and other management to
understand the degree of management commitment in
engaging the behavioural safety program
Employee engagement issues

Interview employees and site observation to engage
the degree of commitment and implementation of
behavioural safety program
Critical behaviours not identified
Conduct site investigation to examine the documented
critical behavioural list against the actual site critical
behaviours that may have left out
Gaps in data analysis
Examine the data analysis to gauge the organisations
safety performance
Lack of awareness training
Examines the awareness training materials and
randomly interviews the relevant personnel on the
understanding of the training materials
Lack of observer training
Examine the observers while observer performing
observation against method of observation that is
stipulated in the training materials
Lack of facilitator training
Interview and test the facilitator on the understanding
of behavioural safety against the training materials

Gaps in safety interventions
Examine the records of safety intervention against the
data analysis to gauge the percentage of intervention
correlating with the percentage safe score
Unsatisfactory WSH performance
Gaps in checking if WSH performance was satisfactory
and performance intended diverted from actual thereby
not meeting WSH performance.
Corrective and preventive actions to rectify BSP
performance gaps
Peer influence to correct behaviours
Many talks about the negative influence of "peer groups"
on teenagers these days and we often forget that peer
pressure can apply to all age groups, and that peer
influence can also be positive. Social expectations are an
important part of our culture. They are supported and
reinforced by peer pressure. Peer groups are a normal,
necessary and healthy part of adolescent development. As
a newly employed worker, he or she will be struggling to
develop a personal identity and then become less

dependent on their senior or their supervisor. Peer groups
provide the security of a "safety net". Peer groups provide
an opportunity for the worker to interact with equals. The
worker’s peers give companionship, emotional support,
and a sense of belonging. Peer groups allow worker to
question values, discuss problems, share information, and
practice social skills. Workers learn that they aren't alone
in feeling scared and insecure, and others have problems
too.
Peer influences can also be very negative. Unhealthy,
destructive peer groups can involve in risky behaviours,
illegal activities or experimenting with unsafe acts, may
easily be persuaded to join in. Although it is difficult for
management to force the workers to avoid negative peers,
there are some things management can do to help
encourage their workers to become associated with
positive peer groups. Learn to work with peer influence, not
against it. Encourage involvement organised activity
groups, such as safety campaigns, safety behaviour
observation, corrective action meetings, etc. Set limits that
eliminate the opportunity for negative activities. For
example, do not allow unsupervised activities for long
periods of time.
Group Norms created by Peer Influence:
Individuals will form a formal or informal group within the
workplace and establish a pattern of attitudes, behaviours,
values and beliefs, etc, which are known as group norms,
and to which members are expected to conform. These
norms are very powerful influences on behaviour.
This has considerable implications for health and safety in

that it would appear that, in order for individuals to conform
to the organisation’s WSH policies and practices. For
example, if the norms favor good workplace safety and
health, an individual within the group will accept the same
values. However, if the group norms dictate that wearing
PPE or following SWP is foolish; individuals will be
reluctant to the WSH policies and procedures.
Immediate corrective actions (PPE, warning signs,
work cordon)
Immediate corrective action is a misnomer. It is really a
description of what was done after the problem or event
was discovered. What actions were taken to contain the
problem and stop it from continuing? If you were making
an at-risk behaviour, what did you do to stop the at-risk
behaviour? Immediate Corrective Action is where you
describe the extent of the problem and the action taken to
assure problem will not repeated.
For example, if a worker smoking in an ethylene oxide
plant during plant operations, the immediate corrective
action would be to ask him out of the plant.
Committee preventive actions (Safety Campaign, stop
work order, Revision in Safe Work Procedures)
After the smoker was out, the case would be forwarded to
a committee. The committee would then need to come out
with a long-term resolution to prevent future recurrence.
For example, strict house rules such as no smoking policy
at production area.
System actions (Work process re-design, work station
re-design, new equipment design)
The committee should revisit the safety management
system and it is important to document any measures that
are taken. For example, the no smoking policy at
production area should be formalised in the company’s in-
house rules and regulation under the safety management
system.
Learning Activity 7
Discuss among your groups for the review the way to
maintain and evaluate the BSP. Your answer should
include:
List 2 key success factors and pitfalls in BSP
implementation (use the below table for your answer)
Success factors Pitfalls
List four statistical data methods that can be collected
to analyse safety performance
Explain the auditing techniques to check critical
implementation steps, which may include

o Observation of processes
Interview of personnel
o Examine on documents
List four applications of corrective and preventive
measures on at-risk behaviour
Explain how to monitor progress of the corrective
action and preventive actions.

Design and Implement Behavioural Safety Programme (SOH CHEE SENG)

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Design and Implement Behavioural Safety Programme

Establish Behavioural Safety Programme (BSP) design parameters according to

Develop a BSP according to the design parameters

Set up BSP steering and working committees according to organisational

procedures and requirements

Managing BSP implementation according to the BSP specifications

Evaluate BSP performance outcomes to rectify performance gaps.

It has been suggested (Terry McSween, 2007) that

behavioural safety is defined as the use of behavioural

psychology to promote safety at work and that the

approach as suggested (Quality Safety Edge, 2007) is

typically involving a “systematic, ongoing process that

defines a finite set of behaviours that reduce the risk of

work-related injury, collecting data on the frequency of

and reinforcement encourage and support those critical

safety practices. In a typical behavioural process,

employees conduct observations and provide feedback to

associates within their work areas. These observations

provide data that is used for problem recognition, problem-

solving, and continuous improvement.”

Behavioral safety is an established method of using

positive reinforcement to change unsafe individual

Basic mission of BBS – Be responsible for your own and

person who must take charge of safety around you.

‘A behavioural safety programme is designed to modify

people’s behaviour whilst working, leading to improved

safety culture and performance’

Accident causation studies (including ones at Du Pont,

Heinrich and Kletz) highlight the fact that up to 96% of all

accidents and incidents are caused by human error, with

only 4% due to unsafe work conditions. So Behavioural

Based Safety focuses on worker behaviour and human

factors rather than limiting itself to the traditional approach

of engineering safeguards. The aim is to change

behaviour and foster a positive, open safety culture. This

In order to design and implement BSP, the WSHO/WSH

personnel should able to

Establish Behavioural Safety Programme (BSP) design

parameters according to organisational needs

Develop a BSP according to the design parameters

Set up BSP steering and working committees

according to organisational procedures and

Managing BSP implementation according to the BSP

Evaluate BSP performance outcomes to rectify

Design and Implement Behavioural Safety Programme

This activity should be completed in a small group of 5

trainees setting and each group should be prepared to

present their findings.

Refer to the Accident Triangle below,

Discuss among the group on what should be the typical

approach is suitable for reducing accidents and the

necessary resources to support the approach

PS1 Establish Behavioural Safety Programme (BSP) design parameters

according to organisational needs

UK1 Characteristics of Behavioural Safety vs Traditional Safety <Comprehension>

UK2 BSP design parameters <Analysis>

RA1 Characteristics of Behavioural Safety vs Traditional Safety may include:

RA2 Behavioural Safety Programme (BSP) design parameters may include:

Characteristics of Behavioural Safety vs Traditional

Ultimately, the goal of Workplace Safety and Health in any

organisation is to reduce the number of incidents and

accidents. There are a variety of traditional safety tools

available that can be used to reduce them. The following