learning(from(high(poten0al( incidents ...€¦ ·...
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Learning from High Poten0al Incidents: a cogni0ve-‐behavioral
approach
Dianne Stober, PhD C Cubed
IPLOCA HSE July 2, 2014
Why a Cogni0ve-‐Behavioral Approach to High Poten0al Incidents?
High Poten0al Incidents are a unique opportunity for learning “What were they thinking?” Habits of thought are a key factor in how we behave • Body of evidence demonstrates we have to change the way we think to sustain behavioral change
High Poten+al: near misses / near hits / close calls which could have resulted in severe injury or fatality
AQtudes influence behavior…
What’s Happening Up There?
2 key brain tasks to understand
What we register What meaning we assign
What We Register
Ø Hardwired for sor0ng informa0on • “things to pay aXen0on to” • “things I can ignore” • Done via a set of brain pathways & structures responsible for registering incoming data
Ø Essen0al for our ability to focus on a task at hand
Registering Data
We can’t process all available data in any moment
Priming readies us for some data more readily Salience helps some data “stand out”
Criteria for Registering Data
Priming the DVR
Ø See videos at hXp://www.theinvisiblegorilla.com/videos.html Task focus can prime what is processed
InaXen0onal Blindness & What We Register
Ø Our expecta'ons color what we register • Previous experience & our focus tell us what informa0on is worthy of processing
• How does this apply to high poten0als? § At the 0me? § A^er inves0ga0on?
High Poten0als & Hijacked Focus
Ø Cake or Fruit Salad Experiment • If higher cogni0on is taxed, our limbic system takes over
• “Emo0onal” brain is priming DVR
Ø Importance of DVR • What’s your Chocolate Cake? • How does this help us understand high poten0als beXer?
High Poten0als & Habitua0on The brain’s need for efficiency • 1st 0me opera0ng a machine vs. 1000th 0me
If the task is unevenbul and repeated, the hazard is unlikely to register as Danger How many of your recent high poten0als were during “rou0ne” tasks?
What’s Happening Here?
Habitua0on & the JND
Habitua+on can lead to lower risk awareness Changes can happen below the just no+ceable difference threshold Safety Implica0on? • Auto-‐Pilot is natural • Example: Highway hypnosis
High poten0al implica0on?
So What’s a Person Supposed to Do?
The Bad News Ø Limited capacity for conscious aXen0on
Ø Subject to habitua0on
What We Can Do Ø Shi^ our Frames to stay alert, learn from experience
Frames of Mind
How we interpret our experience leads us to frames of mind for future events AQtudes are made of: • Thoughts • Feelings • Behaviors
Our views of why things happen the way they do are powerful in how our aQtudes develop
Our Frames
Thoughts
Feelings
Behaviors
Situa'on
Can be Helpful Or Unhelpful
Frames for High Poten0al Incidents
Learn
Learn
“Let’s put this behind us”
Anxious
Avoid discussions “We can get beXer if we share what we learn”
Determined
Ensure discussions & sharing
What Frames Have You Heard? Thoughts
Thoughts
Feelings
Feelings
Behaviors
Behaviors
Making Learning Your Chocolate Cake
High Safety Performance
“High poten0als are learning opportuni0es”
Mo0vated
Engaged discussions & follow-‐up
High Poten+al Incidents are stressful, leading to overload
Leadership Opportuni0es
What Frames do Leaders hold about high poten0als? Frames & experience prime what is What are the opportuni0es to prime high poten0als repor0ng as Valued and/or Rewarding? When? With whom? By whom?
or
Summary
Our brains are hard-‐wired in ways that can contribute to missing risks or undervaluing certain informa0on Our habitual ways of thinking link to our behavior Leaders prime the Frames of others in the organiza0on
To increase learning from high poten+als, prac+ce helpful Frames &
prime Valued, Rewarding
QUESTIONS?
dstober@ccconcepts.net
References Ø Kahneman, D. (2003). Maps of bounded ra0onality: Psychology for Behavioral
Economics, The American Economic Review, 93, 1449-‐1475. Ø Mack, A., & Rock, I. (1998). InaQen+onal blindness. Cambridge, MA: MIT Press. Ø Neisser, U., & Becklen, R. (1975). Selec0ve looking: AXending to visually
specified events. Cogni+ve Psychology, 7(4), 480-‐494. Ø Ratey, John J. (2002). A User’s Guide to the Brain: Percep+on, AQen+on, and the
Four Theaters of the Brain. New York: Vintage. Ø Shiv, B., & Fedorihkin, A. (1999). Heart and mind in conflict: The interplay of
affect and cogni0on in consumer decision making. Journal of Consumer Research, 26, 278-‐292.
Ø Simons, Daniel J., Chabris, Christopher F. (1999). Gorillas in our midst: Sustained inaXen0onal blindness for dynamic events. Percep+on, 28, 1059-‐1074.
Ø Stober, D. (2009). Cogni0ve-‐behavioral safety: How stages of change influence safety behaviors. ASSE Professional Development Conference and Exhibi0on, June 28 -‐ July 1, 2009, San Antonio, TX.
Ø Wickens C.D., & Alexander, A. L. (2009). AXen0onal tunneling and task management in synthe0c vision displays Interna+onal Journal of Avia+on Psychology, 19, 182-‐199.
Ques0ons? dstober@ccconcepts.net
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