How to Conduct Level II Safety Walkabouts

How to Conduct a Level II Safety Walkabout:Taking Leadership Safety Walkabouts to the Next Level

Introduction The second type of safety walkabouts for leaders’ consideration is the level II safety walkabout. While level I walkabouts focus on building trusting safety relationships between leaders and frontline staff members, level II safety walkabouts are designed for organizations, facilities and/or leaders who already have sound, trusting safety relationships established with employees. In these cases, the walkabout is already perceived by staff as a positive safety partnership; staff members are comfortable with the walkabout process including leaderships’ presence, the respective leader’s observation of work and conversely discussing safety.

Level II safety walkabouts should continue to foster positive safety partnerships with workers, but they differ from level I walkabouts in that managers will spend more time collecting data and conducting a root cause analysis alongside employees. The aim is to further engage employees in not only reporting safety issues, but also in solving issues, providing more comprehensive performance measures in the area of corrective actions.

How to Conduct Level II Safety Walkabouts The following elements are key to conducting successful level II safety walkabouts:

1. Observation

Every level II safety walkabout should start with an observation of work. This is essential and what differentiates walkabouts from a workplace inspection. The work observed can be anything from administrative computer use in an office space, to the management of resident morning routines, to maintenance personnel prepping a room for a move-in. Leaders can make decisions about the expected work for observation based upon areas of safety concern. Ensure, however, that within a specified period, walkabouts have been conducted in all areas and departments, never discriminate.

2013 Safety Leadership Actions Tool: How to Conduct a Level II Safety Walkabout 1 Observations should generally last 5-30 minutes and minimize work disruption as much as possible. Often workers will stop what they are doing when leaders appear on the scene. If this happens, workers should be requested to return to work so observation can continue. Workers should be expecting the walkabout via prior communications. There is almost always some skewing of work performance when managers or supervisors are present, but this distortion should diminish dramatically over time as workers come to expect observations as a matter of daily operations.

2. Demos

Occasionally leaders arrive at a work location only to find that the work has been completed or delayed. Or, perhaps as you observe, you have some thoughts about how to improve a process and you want to discuss its potential with staff. A demonstration or ‘demo’ is often a good observation alternative in these cases. Demos take place when leaders ask the employees to demonstrate the work steps without actually performing them. It’s heavily based on discussion of the process and demonstrations of the techniques used to complete the task. To obtain a better understanding of the work, managers or supervisors can ask staff, “How do you do this?” and “Can you show me…?”

3. Talk to Workers – Solicit Feedback

Safety Walkabout discussions should serve first to put employees at ease and then to mutually identify potential opportunities for improving the safety of the work.

The following are a few sample questions managers could ask during level II safety walkabouts to identify safe work, unsafe work, sub-par safety conditions or behaviours, and most importantly, root causes: a) What part of your job do you consider the most hazardous? b) What is the worst thing that could happen if something went wrong as a result of this work? c) Have you (or someone you know) ever experienced an injury, or near miss, performing this work? d) What, if anything, about this job needs additional safety attention? e) How do you resolve safety problems when they arise? f) Why are safety rules and/or procedures violated (if violations were observed)? g) Which rules or procedures do you find difficult (or hazardous) to use? h) What training (including safety training) have you received to perform your job? i) What changes would you implement to make this job safer if you had the authority to do so?

The preceding questions are merely suggestions. Organizational leaders of all levels need to remember that a walkabout is not an inquisition and must be, except in the most extreme circumstances, FAULT FREE. Employees should not feel like they are on trial or in jeopardy for their jobs. Leaders must make a point to listen to their staff and ensure that employees have ample opportunity to ask their own questions as well as make suggestions.

4. Reflect with Staff and Record

Upon observation and the conduct of safety discussions, leaders should, in consultation with staff: a) Reflect with Staff  Did you identify any good and safe work performance? Praise staff for safe work!  Did you identify any sub-par safety work, conditions or behaviours? Explore root causes of unsafe behaviours and devise plans to implement controls for all hazardous work, conditions as well as behaviours or practices. i. If poor conditions exist relating to the environment, equipment or materials, reflect upon the most appropriate controls to be implemented following the walkabout; allocate resources to implement the most effective controls (this may involve long-term budgeting). ii. If unsafe behaviours/practices exist, explore the root cause(s) of those unsafe behaviours or practices, and contemplate the most appropriate controls to be implemented following the walkabout.

2013 Safety Leadership Actions Tool: How to Conduct a Level II Safety Walkabout 2 The following questions could assist leaders in diagnosing some possible causes of unsafe practices or behaviours:  Is staff aware that his/her behaviour/practice is unsafe? If not, give feedback on unsafe behaviours/practices.  Does staff know what is expected of him/her? If not, provide clear expectations.  Does staff know how to do the work safely? If not, arrange for training.  Are there external factors causing the unsafe behaviour/practice? If yes, remove barriers if possible.  Are there personal problems that may be impacting safe work? If yes, assist staff in addressing any wellness issues.  Could he/she work more safely if he or she chose to do so? Does staff member have the ability but lacks desire to work safe? If yes, arrange a meeting and consider use of a progressive disciplinary policy. . NOTE: One observed staff member performing unsafe work is a sign that more than one staff member could potentially be engaging in the same behaviour/practice. Be sure to address this in the implementation of corrective actions and watch for recurrences during future safety walkabouts.

b) Record . Record all details on your organization’s Safety Walkabout Record form. . Record generic safety observations including the positive safety observations, but more importantly, document all meaningful observations, demos or conversations with staff that prompted reflective thought about hazardous work, conditions, behaviours or practices in need of safety improvement. Jot down any ideas for improvement that either member of the partnership (employer or employee) has to offer the situation. . Record all thoughts about the ‘Big Picture’: do not allow yourself or employees to focus on the small stuff. Unsafe conditions and sub-par safety behaviours are usually symptoms of larger, more systematic problems (poor safety purchasing procedures, lack of a safety training program, etc). Focus on what you, as a leader, can control and how you can impact safety performance by better managing the health and safety system. . Record all immediate corrective actions taken or any required future corrective actions after any necessary consultation with staff, or management.

5. Thank Staff

Upon the conclusion of observations and discussions with staff, don’t forget to thank staff for their participation and ideas for safety improvement. Without their participation, the leadership team would not have a complete and comprehensive detail of the safe work process of specific tasks. After all, workers are the ones closest to the work and they are intimately aware of the associated hazards. Who better to add safety value in the partnership of the walkabout than the staff themselves?

6. Wrap Up

If you are an executive, or administrator: as your safety walkabout has taken anywhere from 5-30 minutes in any one department of a facility, be sure to take some extra time to have discussions with any supervisors or managers directly responsible for the area that was observed. Report ALL positive findings, including names of workers caught working safely to supervisors/managers and provide additional praise for safe work findings! Also, be sure to discuss any safety issues that may have been noted so these individuals are aware that implementation of corrective action is required.

2013 Safety Leadership Actions Tool: How to Conduct a Level II Safety Walkabout 3 Follow up to ensure the issue(s) have in fact been resolved. Ask the responsible supervisor to report back when the corrective actions have been implemented. Closing the loop by checking back with supervisors ensuring that hazards have been controlled demonstrates due diligence on the part of senior and middle management.

If you are a department supervisor or manager: as you have concluded your 5-30 minute safety walkabout in the area of your responsibility, be sure to report any critical findings that may require additional resources for resolution to your direct supervisor.

Ensure all corrective actions have been implemented to correct any unsafe work, conditions, or behaviours and practices. These must be implemented in a timely fashion as your credibility with staff depends on it.

If corrective actions have been implemented, and your leadership team has failed to communicate that the safety changes have been made, there is a high likelihood that staff will not be aware of the changes and they will perceive the entire walkabout process as a safety ‘front’. Leaders who walk the talk will not only conduct safety walkabouts, they’ll implement corrective actions to improve the safety of work, and they’ll effectively communicate the improvements to staff, and they will follow up to ensure corrections are effective. Staff will see great value in hearing about the changes they’ve impacted or suggested, and they will experience the difference in the safe work process when in the field or on the floors. This will only further enhance the safety partnership between employer and employee and will have a positive impact on your organization’s overall safety culture.

*Note: Upon the completion of safety walkabouts, if hazards were identified, ensure to refer back to any associated hazard assessment documents for revision. Perhaps management and staff identified new hazards OR new controls for implementation. These need to be added to the original work activity hazard assessment document.

2013 Safety Leadership Actions Tool: How to Conduct a Level II Safety Walkabout 4 The One-Page Safety Walkabout: Level II

Sample Safety Walkabout Safety Walkabout Checklist Questions:

☐ Communicate to staff that safety walkabouts will be conducted (date and  What part of your job do you time) and communicate expectations to “carry on with work as usual.” consider the most hazardous?  What is the worst thing that could ☐ Visit a work area that you haven’t observed in some time happen if something went wrong as a result of this work? ☐ Introduce yourself if necessary. Remind staff at work site that you’re  Have you (or someone you know) there conducting a walkabout for safety reasons; put staff at ease. Stay ever experienced an injury, or positive throughout the entire process. near miss, performing this work?  What, if anything, about this job ☐ Observe work needs additional safety attention?  How do you resolve safety problems when they arise? ☐ Ask staff to ‘demo’ any necessary procedures (if applicable)  Why are safety rules and/or procedures violated (if violations ☐ Ask staff safety-related questions: get feedback from staff were observed)?  Which rules or procedures do you  Your overall goal is not solely to identify unsafe conditions, behaviours or find difficult (or hazardous) to practices; your goal is to collectively reflect with staff upon any identified use? conditions, behaviours or practices to make long-lasting safety change to  What training (including safety the health and safety system. training) have you received to perform your job?  If unsafe behaviours were noted, management may need to ask further  What changes would you questions of staff with the goal of identifying the root cause. implement to make this job safer if you had the authority to do so? ☐ Reflect with staff and Record

 Observations, positive and negative,

 Meaningful safety discussions should be documented,

 Brainstorm effective controls with staff and record.

☐ Thank staff for participation

☐ If necessary, consult with other staff or management about any potential corrective actions and share overall findings. Be sure to share positive findings! Record final corrective actions and dates of resolve.

☐ Implement corrective actions in a timely fashion

☐ Communicate changes as a result of safety walkabout to staff or communicate progress for safety issues that require more time to resolve

☐ Revise all associated Hazard Assessments to reflect any newly identified hazards or implemented controls

2013 Safety Leadership Actions Tool: How to Conduct a Level II Safety Walkabout 5 Recording Data from Safety Walkabouts Refer to the CCSA’s Sample Safety Walkabout Level II Record Form for an example of a walkabout collection form. Organizations can create their own safety walkabout record based upon individual performance indicators and information they find meaningful to their safety improvement process.

When conducting safety walkabouts it is important that executives, middle managers and frontline supervisors record specific information about a) the occurrence of the walkabout; and b) the findings from the walkabout.

a) Occurrence of the Walkabout If your organization or facility is instituting performance measures from safety walkabouts as input leadership actions, they will want to know data such as: o When do your walkabouts occur? o Where do your walkabouts occur? o Is each leader meeting their required number of safety walkabouts based upon level of leadership?

b) Findings from the Walkabout If your organization or facility is instituting performance measures from safety walkabouts as input leadership actions, they will want data about leader’s findings so that in collaboration with you, they can use that information to make positive safety changes: o How many positive findings are you recording? o How many findings are you recording that need improvement or action? o Overall, how many findings are you recording that are either positive or in need of improvement? o How many findings are identified by participating staff? o How many findings are identified by leaders? o What types of outcomes resulted from your findings? . How much positive reinforcement was dispensed? . How many leaders personally implemented corrective actions? . How many leaders made referrals to other individuals for corrective action? o Types of corrective actions as a result of walkabouts? o Is staff involved in the determination of corrective action(s)? o Dates of completion for corrective actions.

2013 Safety Leadership Actions Tool: How to Conduct a Level II Safety Walkabout 6 How to Record Data on the Sample Safety Walkabout Level II Record Form 1. Fill in your name, job title, facility and department in the respective fields for each walkabout. 2. Record the date and time of your safety walkabout. 3. Specify the location of your walkabout as well as the detailed location of any findings. 4. Record Positive findings. For each finding, insert data into a new field: a. Did you observe staff working safely? Be sure to include the staff member’s name. 5. Record any Identified Issues including sub-par conditions, equipment or behaviours and include details about root causes discussed with staff members. a. Did you observe any hazards or unsafe work? Be sure to include details about locations of hazards or scenarios where unsafe work is taking place. Include adequate detail so that responsible individuals have enough information to determine corrective actions. Do not include staff member’s names if unsafe work is taking place. Upon the implementation of corrective actions, the direct supervisor(s) should consider reviewing safe work processes or any changes with all affected staff. Direct supervisors must make the assumption that if one staffer is behaving in an unsafe manner, others could be following suit. Corrective action or communication to all staff is necessary. b. Record whether the finding was reported by a participating staff member? If so, who? Or was the finding identified solely by the leader during the walkabout? c. Ensure your discussion with staff includes an exploration of all possible causes and reflect upon the root cause of the sub-par finding. 6. Brainstorm corrective action with staff member and record all corrective actions required to rectify the sub-par finding. a. Identify whether the corrective actions were decided solely by the leader, solely by the staff member or whether they were determined in collaboration. 7. Identify all actions taken during walkabout: a. Did you, the leader conducting the walkabout, immediately take corrective action to remedy the situation? b. Or did you refer the corrective action to another individual such as the department supervisor or facility administrator? If so, list the name of the individual you’ve referred your finding to. 8. Record the date any corrective action has been implemented.

2013 Safety Leadership Actions Tool: How to Conduct a Level II Safety Walkabout 7