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Leader Safety Culture Training Requirements Edison Safety | [email protected]

SCE Health & Safety Handbook for Contractors – Section 2.4.5 All Safety Tier 1 High Risk (HR) Contractors who have worked or plan to work at least 25,000 hours/year for SCE must implement a Leader Safety Culture Training course by Dec 1, 2021 for all of its leaders (including management, foremen, and supervisors) overseeing employees conducting Safety Tier 1 work for SCE. Existing leaders shall be trained by Dec. 1, 2021, and training plans to train new leadership shall be implemented by this date. New leaders shall be trained within six months of being placed in a leader role. Topics that should be included in the training are:

1. The role of a leader in building and sustaining a strong safety culture o Leveraging leader influence o Internal leadership frame and impact on team dynamics

2. Personal safety ownership: Understand personal motivation for investing in safe work

practices (what are we staying safe for rather than from), how to develop an attitude and mindset to take control of personal safety, and the importance of connecting personal safety value with personal why for leadership

3. Personal cognitive techniques to assess and manage risk: establish a connection between personal cognitive tools and existing tools/work practices (e.g., Human Performance)

4. Techniques to improve communication with peers and colleagues

5. The importance of speaking up

6. Understand sphere of influence and control

7. Learning over blame: How to evaluate incidents with a focus on learning (not blame) and how to implement programmatic and systematic improvements to reduce the risk of the same event recurring

8. Leadership tools to align attitudes, behaviors and results, including safety observations, recognition, modeling, and coaching

Example safety culture development tools attached

https://library.sce.com/content/dam/sce-doclib/documents/partners-and-vendors/HSHandbookforContractors.pdf

Five Core Leadership Competencies to Drive Safe Production CultureBy Madison Hanscom, M.S. and Josh Williams, Ph.D.

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WE FUEL YOUR FUTURE

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The ChallengeOrganizational leaders must be equipped to effectively deal with the relentless demands of daily decisions, challenges, and opportunities that impact all aspects of business including safety. Making intelligent decisions for safety, from a both behavioral and systems perspective, is increasingly important to advance safety culture and prevent serious injuries and fatalities.

CompetenciesSafety leadership competencies represent the observable and measurable knowledge, skills, abilities and personal attributes that contribute to increased discretionary effort and improved organizational safety culture. Anchored in years of research and science, our team has identified five core competencies to optimize safety culture:

Actively Care, Walk the Talk, Build/Live the Vision; Recognize Often/Foster Growth, and Drive Thinking and Speaking. Leaders who master these skills more effectively spearhead safety improvement efforts and achieve more safety success. Guidance for building these factors is provided below. This includes a brief explanation of each competency along with empirical support and real-world examples.

Actively CareLeaders exhibit Active Caring by showing personal concern and respect for employees, being open and receptive with others, and by practicing empathy, compassion, and humility. Developing Active Caring habits and practices improves safety culture.

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Evidence supporting active caring from empirical research:

• When employees feel genuinely caredfor by their management, this isassociated with less risk-takingbehaviors and less physical healthcomplaints (Størseth, 2004, 2006).

• Leader’s receptiveness to safetyinformation is related to subordinates’willingness to raise safety issues(Mullen, 2005).

• Supportive leadership positivelyimpacts safety compliance and safetyparticipation (e.g., Barling et al., 2002;Hofmann & Morgeson, 1999; Kellowayet al.,2006)

• Passive leaders send the messagethat safety is not important, leading tonegative safety behavior andincreased injury rates (e.g., Zohar,2002)

Examples from the field:

• A new plant manager inherited anunhealthy culture with significantdistrust between managers andemployees. One of his first acts asplant manager was to set up 30-minute meetings with every employeein the facility to discuss issues on theirmind (safety or otherwise). He calledthe meetings “30 minutes with Bob”and promoted these meetings inperson, during meetings, via emailand through other communicationchannels. When Propulo arrived onsite to conduct safety training, anumber of employees told us howmuch they liked the meetings andappreciated his effort. Employeesreferenced the meetings as anindication the new leader cared abouthis employees. This simple movesparked a change in the hearts and

minds of the employees and demonstrated legitimate Active Caring.

• A director in Aerospace regularly heldconversations on the shop floor withfield level employees. She wouldprovide lunch in their typical eatingarea with 5-8 employees at a time.She started the conversation withwhat was going on in their lives (theirfamily, activities, travel plans, etc.) andthen would ask about their job. Theconversation was solely focused onthem, she never brought up work oractivities in these lunches unless theyasked. She always rememberedemployee names and would say hi toeach individual by name when walkingthrough the plant, and if time allowed– she would have a short conversationasking about something in their life.The employees felt valued, becauseshe showed she actually cared. Thiscreated incredibly strong morale andwhenever a change was needed in theworkplace, they were supportive of herdirection.

Walk the TalkLeaders Walk the Talk for safety by role modeling positive safety behaviors, spending time out in the field with employees, providing respectful safety coaching, and demonstrating integrity and commitment to safety. Leaders who effectively “walk the talk” create improved safety culture, morale, and trust with employees.

Evidence supporting walking the talk from empirical research:

• Safety-specific behavioral integrity(which is when employees perceivealignment between their leaders’expectations and actions) issignificantly related to:

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o Safety compliance (Halbeslebenet al., 2013)

o Improved injury numbers (e.g.,frequency, severity, andreporting; Halbesleben et al.,2013)

o Degree to which employeesprioritize avoiding incidents(Leroy et al., 2012)

o Team psychological safety,which is linked to more openreporting (Leroy et al., 2012)

• Perceptions of leaders’ commitmentto safety is associated with lowerinjuries (Christian et al., 2011 andBeus et al., 2010).

• Trust promotes psychological safetyfor incident reporting (Clark & Payne,2006; Conchie, Taylor, & Donald,2012) and is associated with moreinstances of safety citizenshipbehavior among employees (Conchie& Donald, 2009).


• A plant manager of a mine site findstime in his schedule to attend allmorning pre-shift meetings for whichattendance is required by workersbut not necessarily for himself. Hevalues pre-shift meetings, and inorder to practice what he preaches,he makes an attempt to show up. Hisgoal is to visibly demonstrate supportand highlight the importance of thesemeetings as an effort to walk the talk.

• Managers and supervisors at a steelmill were concerned aboutcompliance problems with lock-out/tag-out (LOTO) procedures.Rather than immediately threateningemployees to comply, managerswent around and spoke with hourly

employees running the equipment. They found out the LOTO procedures were overly complicated and the standard operating procedures (SOPs) for LOTO were written for engineers, not hourly employees. To solve this problem, they brought in engineers, safety professionals, supervisors, and hourly employees to collectively streamline the LOTO process and revise the SOPs with user-friendly language. Overnight, the LOTO issue became a non-issue. Getting employee input with rules and other important topics leads to better decision making and improved morale. Leaders demonstrated “walking the talk” in this case by being visible, soliciting employee feedback, listening to concerns and recommendations, and following through on action item improvements.

• By contrast, leaders underminesafety efforts when they don’t walkthe talk. In one company, the safetydepartment fought for months to getemployees to accept stricterrequirements with personal protectiveequipment (PPE) such as safetyglasses, shoes, and hearingprotecting. Unfortunately, their effortswere undermined by a televisioninterview in which the company CEOanswered a reporter’s questions(about company profits) on the shopfloor, during operations, without anyPPE. Many employees saw theinterview on the news and decidedthey too no longer needed to usetheir PPE.

Build and Live the VisionLeaders Build and Live the Vision by clearly defining the vision for desired

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safety performance, living these values themselves, demonstrating the vision in daily interactions, and sharing the vision in a compelling way. Effective leaders should build and live the vision on a day-to-day basis.

Evidence supporting building/living the vision from empirical research:

• When leaders encourage employeesto strive for something beyond theirindividual goals, this has a positiveimpact on safety climate, safetycompliance, and safety participation(Hoffmeister et al., 2013).

• When employees are providedmeaning and value for committing tosafety, this increases interest in safetyactivities, which makes them morelikely to participate in extra-role safetybehaviors (Griffin & Hu, 2013).

• When employees identify with thecompany they work for, they engage inmore safety performance behaviorsthan those who fail to do so (Ford &Tetrick, 2011).


• Leaders from a company in Californiadeveloped and instituted wellnessprograms to promote their vision ofSafety 24/7 (both on and off the job).This included conducting regularsafety fairs where employees go withtheir families to eat healthy food,receive back and foot massages, andget various health checks completed(e.g., blood pressure tests, cholesterolchecks). They also built a state-of-the-art gymnasium as well as beganpiping in music every couple of hoursat workstations so employees canstop what they’re doing and engage inlight stretching for two to three

minutes to combat fatigue and repetitive motion injuries. Not surprisingly, these leaders have encouraged high employee involvement for safety. This wellness program resulted in tangible benefits of company leaders building and living the vision.

• Rather than safety being consideredas a stand-alone effort, Leaders at anenergy company integrated the safetyvision across all company operations.One effort was to change the wordingaround all production graphs. Theyreplaced “watts produced” with “safewatts produced” for all internal andexternal communications aboutproductivity. This small change hadthe larger symbolic value of companyleaders internalizing and illustratingthe importance of safety.

• In one very powerful safetypresentation, a manager showed aslide of a young man with his wife andtwo kids. The manager gave detailsabout the man including job position,education, and hobbies. He then toldthe audience that the young man waskilled the previous week in anexplosion. No graphs or statistics wereneeded to discuss the importance ofsafety. Managers are well served toremember that safety statistics shouldbe used in conjunction withtestimonials and genuine discussionsabout employees’ safety. Story tellinghas more power than safety numbers,bringing safety alive and making itpersonal.

Recognize and Foster GrowthLeaders should Recognize and Foster Growth by showing genuine appreciation for employees, investing in team growth,

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and providing more recognition for desired safety behaviors. Leaders who regularly recognize employees and facilitate growth increase discretionary effort and improve organizational safety culture.

Evidence supporting recognition/growth from the research:

• Interventions aimed to increasequality and quantity of safety-relatedfeedback led to improvements insafety outcomes and safety climateperceptions (Zohar, 2002; Kines etal., 2010).

• Leaders who provide rewards forspecific safety-related behaviors (i.e.,through recognition, promotion,increased compensation or jobsecurity) encourage employees tocontinue those safe behaviors(Fogas et al., 2011) and positivelyimpact safety climate (Hoffmeister etal., 2013).

• In an intervention study by Austin,Kessler, Riccobono, and Bailey(1996), researchers found thatmonetary rewards were notnecessary; rewarding employeeswith break times improved safetycompliance. Similar effects werefound in a study by Zohar and Lura(2003), who found that providing non-monetary recognition in the form offeedback improved both observer-rated safety behaviors and self-ratedsafety climate.

• Employees who report feeling valuedby their employer are 93% morelikely to report they are motivated todo their very best for their employer(vs. only 33% from those who do notfeel valued; APA Psychologically

Healthy Workplace Program, 2012).


• Leaders within a company that builtbearings for cars took money theyhad budgeted to purchase safetysigns and gave it to employeesthrough a poster design contest.Specifically, the site shut down alloperations for two hours and broughtin all employees to create their ownsafety posters. Prizes were given outfor first ($100), second ($50) andthird place ($25) as voted on byemployees. Employees were givenflip chart pages and markers/crayonsto design their posters and wereallowed to make as many posters asthey wanted for the contest. In theend, the winning employee was amaintenance worker who drewForrest Gump running down the roadwearing safety glasses (and otherPPE) under the caption, “Safety ISas Safety DOES.” Completed posterswere hung around the facility andwere highly effective in gettingemployees’ attention. Although themonetary amounts were small,recognition goes a long way. Theattention provided for employees’creativity and safety efforts wasgreatly appreciated.

• Leaders in another organizationdeveloped safety champion stickersfor employees. When leaders orfellow employees observedespecially safe actions, they providedthe employee a sticker which theyput on their hard hats. This wasdesigned to replicate the collegefootball practice of putting team logostickers on helmets followingexceptional plays. A number ofemployees really appreciated these

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stickers and some had their hard hats full of stickers as a show of their own commitment to safety.

• Traditional “incentives” implementedby leadership for safety can beproblematic. In one company, awoman slipped on the ice outside ofher building in front of a group ofcoworkers and was injured. Inaddition to her embarrassment andinjury, some of her coworkers wereangry with her for “screwing up” theirincentive (they lost their $75 gift card)which they normally received eachmonth as long as no one got hurt.The primary recognition for safetyshould be genuine verbalappreciation. Small thank yourewards for proactive safety effortscan also be appreciated. However,traditional, outcome based“incentives” should be eliminated.

Drive Thinking and SpeakingLeaders Drive Thinking and Speaking by creating an environment of psychological safety, getting employee input for safety solutions, encouraging system thinking, and reinforcing teamwork and collaboration. Leaders who effectively create this environment increase employee engagement and decrease the likelihood of serious injuries and fatalities.

Evidence supporting driving thinking/speaking from empirical research:

• When leaders inspire employees tothink creatively and innovatively, thishas a positive impact on safetyclimate, safety compliance, andsafety participation (Hoffmeister etal., 2013).

• When employees perceive highquality relationships with theirleaders, this leads to fewer safety-related incidents and injuries(Hofmann & Morgeson, 1999).

• Involving all employees in anenvironment where there are opendiscussions about safety issues andsafety decisions (e.g., dangerousscenario reporting system,pre-operation checklist cards,e-learning forums) leads to significantimprovements in safety performance(Hale, Guldenmund, van Loenhout, &Oh, 2010).

• About half (55%) of a company'sability to learn from failures can beexplained by whether or notemployees feel psychologically safe(Carmeli & Gittell, 2008).

• Almost 10% of the variance inemployee safety behaviors can beaccounted for by the degree to whichemployees feel comfortablediscussing safety issues at work(Cigularov, Chen, & Rosecrance,2010).


• Effective mentoring between highlyexperienced and inexperiencedemployees is important to drive openthinking and speaking. This isespecially true when companies havea large number of retiring employeeswho may or may not convey theirdetailed, craft knowledge to newemployees. To formalize mentoring,an energy company implemented a“buddy for a week” system.Essentially, experienced employees(with high job knowledge and goodattitudes for safety) spent one week

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• with newer employees workingtogether, eating together, and so on.This process improved rapportbetween newer and older employeesand provided a great way forexperienced employees to pass onspecific craft knowledge in a direct,hands-on way. This also opened upnew lines of communication andcollaboration.

• Organizations should have aneffective close call reporting programto drive thinking and speaking,promote a learning culture, andprevent future incidents. As anexample, an employee at a local softdrink bottling company reported that alarge stack of empty pallets nearly fellon him as he walked through thewarehouse. The safety directorassessed the situation and determinedthat all empty pallets needed to bestored in a covered outdoor area andset limits on how high pallets could bestacked. By filling out a near missform, this employee helped ensurethat he and other employees wouldn’tbe injured by falling pallets in thefuture. By encouraging near missreporting and creating an environmentwhere employees feel safe to speakup, the leader was able to drivelearning from failures.

ConclusionThese five core safety leadership competencies should be understood and put into daily practice to improve safe production culture. Injury numbers drop and culture improves when leaders’ attitudes and behaviors are directed to increasing active care, walking the talk, living the vision, providing recognition/growth and driving more thinking/speaking.

Dr. Josh Williams

Partner, Human Performance and Business Transformation with Propulo Consulting.

For over 20 years Josh has partnered with clients around the world to drive increased discretionary effort and improved strategic execution. He’s the author of Keeping People Safe: The Human Dynamics of Injury Prevention and received the Cambridge Center National First Prize for his research on behavioral safety feedback.

Madison Hanscom, M.S. serves as lead research analyst and Consultant, Organizational Sciencefor Propulo.

With years of experience in applied research, Madison uses her knowledge in statistical and methodological training to design and administer assessments in the areas of safety culture and operational excellence.

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PROPULO is the leading Safety & Operational Performance Strategic Advisory & Training firm.

We understand that organizations have to build operating cultures that are Safe AND that successfully balance Productivity, Quality and Customer priorities. This balance is essential to taking both operational and safety performance to the next level and is not a trade off.

We understand that the way to achieve new heights in Safety and Operational Performance is to unlock the discretionary effort that exists in every team and organization.

We understand that this requires shifting our focus to the mindset, attitudes and beliefs of team members and leaders that drive improved outcomes and safer choices: Your Brain as PPE.

Combining depth in Brain Science and Psychology with real world Operational and Process experience, we continually invest in the leading research in this space – ensuring that our advice is modern, relevant and backed by the latest science and research. Most importantly our advice can be operationalized and drives business outcomes. Unlocking reduced workplace incidents, greater profitability, enhanced customer loyalty, and stronger productivity.

With 15 years experience, 8 offices and global reach, our team brings expertise to solve the most complex Safety Culture challenges for a broad range of Fortune 500 and mid-sized organizations.

Self-Reflection

Self-Reflection | ACTIVELY CARE Scoring Circle one answer for each

AC

TIVE

LY C

AR

E

Questions/Considerations No or Never

Almost Never

Maybe or Sometimes

Almost Always

Yes or Always

I know what my people value and what is important to them when it comes to work. (1) (2) (3) (4) (5)

I know what my people value and what is important to them when it comes to their life outside of work. (1) (2) (3) (4) (5)

Reflect back to one of your strongest personal relationships (e.g., significant other, parent, friend, child, etc.) Now reflect on how you show that person you care about them.

Question: Do you show up for the people on your team as well as you show up for that personal relationship?

(1) (2) (3) (4) (5)

I show vulnerability with the people on my team – sharing my mistakes and the experiences I have learned from. (1) (2) (3) (4) (5)

I check in / ask about the physical health and wellbeing of my employees. (1) (2) (3) (4) (5)

I take time to ask my team members about their lives outside of work. (1) (2) (3) (4) (5)

I show personal interest for my team members as individuals, not just as workers. (1) (2) (3) (4) (5)

ACTIVELY CARE SCORE TOTAL

Add up scores resulting in one total number for this sectionTOTAL:

Whether you’re a seasoned leader or a first-time manager, we can all grow in building trusting and authentic relationships at work. It starts with self-reflection and understanding what you’re doing well and opportunities for improvement. The purpose of these competencies is to illustrate how to lead effectively and authentically in order to improve Safe Production using decades of scientific research. Take your pulse on where you are related to the 5 Leadership Competencies (shown in the chart below).

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Self-Reflection | WALK THE TALK Scoring Circle one answer for each

WA

LK T

HE

TALK


Almost Never

Maybe or Sometimes

Almost Always

Yes or Always

I set aside sufficient time to physically be present and accessible for my team. (1) (2) (3) (4) (5)

I volunteer for events and other safety initiatives that are not required. (1) (2) (3) (4) (5)I make it my personal commitment to do what I say I will do. (1) (2) (3) (4) (5)I hold myself to the same or even higher standards than what I expect from my employees. (1) (2) (3) (4) (5)

I always do what is right, even if it is not as efficient or expedient. (1) (2) (3) (4) (5)My team members know that when I ask them to follow a new rule or policy, I will also follow it myself. (1) (2) (3) (4) (5)

When it comes to how I do things, my employees know that safety always comes before production in all circumstances. (1) (2) (3) (4) (5)

WALK THE TALKSCORE TOTAL


Self-Reflection | BUILD & LIVE THE VISION Scoring Circle one answer for eachB

UIL

D &

LIV

E TH

E VI

SIO

NQuestions/Considerations No or

NeverAlmost Never

Maybe or Sometimes

Almost Always

Yes or Always

I have defined a safety vision for my team. (1) (2) (3) (4) (5)I have taken the time to thoughtfully and intentionally develop my safety vision. (1) (2) (3) (4) (5)

I reinforce my safety vision to my team. (1) (2) (3) (4) (5)I share and give life to the vision in a compelling way (e.g., using stories or metaphors). (1) (2) (3) (4) (5)

Even if a team member is performing at a high level, if they are not in alignment with the safety vision, I will have a corrective conversation with them about this inconsistency.

(1) (2) (3) (4) (5)

My safety vision drives my day-to-day interactions with my team. (1) (2) (3) (4) (5)I live my safety vision when no one is looking. (1) (2) (3) (4) (5)

BUILD & LIVE THE VISIONSCORE TOTAL


Self-Reflection | RECOGNIZE & FOSTER GROWTH Scoring Circle one answer for each

REC

OG

NIZ

E &

FO

STER

GR

OW

TH


Almost Never

Maybe or Sometimes

Almost Always

Yes or Always

When reviewing work products with my team, I provide equivalent amounts of positive feedback alongside my more critical input. (1) (2) (3) (4) (5)

I’ve created an environment where my team members are welcome to pursue development for their personal growth. (1) (2) (3) (4) (5)

I encourage and reinforce mentoring between more experienced and new employees. (1) (2) (3) (4) (5)

When I give feedback, I make sure it is about someone’s behavior and not who they are as a person (e.g., not their personality traits). (1) (2) (3) (4) (5)

I make an effort to recognize behaviors that are consistent with the safety vision on a regular basis. (1) (2) (3) (4) (5)

When a member of my team does something that needs improvement, I deliver this feedback immediately without delay. (1) (2) (3) (4) (5)

I give feedback that is focused on building/developing my employees’ long-term success, not just present term. (1) (2) (3) (4) (5)

RECOGNIZE & FOSTER GROWTH SCORE TOTAL


Self-Reflection | DRIVE THINKING & SPEAKING Scoring Circle one answer for each

DR

IVE

THIN

KIN

G &

SPE

AK

ING


Almost Never

Maybe or Sometimes

Almost Always

Yes or Always

My team members know that I want them to speak up. (1) (2) (3) (4) (5)I create a blame-free environment when discussing near misses or failures so we can openly analyze what happened in order to learn. (1) (2) (3) (4) (5)

The people on my team raise issues or concerns on a regular basis as part of our ongoing dialogue. (1) (2) (3) (4) (5)

When a change happens at work, I ask my employees what they think about it. (1) (2) (3) (4) (5)

I involve all my employees in safety discussions, not just a select group. (1) (2) (3) (4) (5)

When a failure or incident happens, I seek input and potential solutions from my employees to avoid similar situations in the future. (1) (2) (3) (4) (5)

I provide coaching that encourages my team members to think about ongoing, everyday improvements in their work environment. This goes beyond coaching that only prepares them to perform their job effectively.

(1) (2) (3) (4) (5)

DRIVE THINKING & SPEAKINGSCORE TOTAL


Understanding your ScoreWrite your self-reflection score for each behavior in the box below.

Your Behavior

Your Self Reflection

Score

Score of 7 - 14 Score of 15 - 31 Score of 32 - 35

ACTIVELY CARE

This is an area for growth. Consider spending time reflecting on why your team members’ wellbeing is important to you and showing them that you support and care for them.

You are somewhere around the baseline. You are doing a decent job of showing your team members that you care about their wellbeing, though there is still room to improve. Consider spending more time reflecting on ways you can increase your support, care, and deepen your relationships with your team members, and put it into action.

You are doing an excellent job of showing your team members that you care about their wellbeing. Continue to support, care for, and deepen your relationships with your team members.

WALK THE TALK

This is an area for growth. Consider spending time reflecting on how you can be a safety role model for your team so they can follow your lead.

You are somewhere around the baseline. You are doing a decent job of modeling desired behavior for your team, though there is still room to improve. Consider spending more time reflecting on ways you can be an even better safety role model for your team and put it into action.

You are doing an excellent job of modeling desired behavior for your team. Continue to be a great role model by committing to safety, holding yourself to a higher standard, and going the extra mile.

BUILD & LIVE THE

VISION

This is an area for growth. Consider spending time reflecting on your safety vision, why it’s important, and how you can bring it to life.

You are somewhere around the baseline. You are doing a decent job of developing and living your safety vision, though there is still room to improve. Consider spending more time continuing to further develop your safety vision and ways to further communicate and live it.

You have done an excellent job of developing and living your safety vision. Continue to integrate your vision into your everyday work and personal life and communicate it to your team members.

RECOGNIZE & FOSTER GROWTH

This is an area for growth. Consider spending time recognizing the things that your team does well and supporting their personal and professional growth.

You are somewhere around the baseline. You are doing a decent job of recognizing and developing your team, though there is still room to improve. Consider spending more time reflecting on ways you can further recognize and develop your team and put it into action.

You are doing an excellent job of recognizing and developing your team. Continue to recognize desired behavior and support the development of your team members.

DRIVE THINKING &

SPEAKING

This is an area for growth. Consider spending time reflecting on ways you can get your team members thinking and speaking up on topics surrounding safety.

You are somewhere around the baseline. You are doing a decent job of driving thinking and speaking, though there is still room to improve. Consider spending more time reflecting on ways you can further drive thinking and speaking from your team and put it into action.

You are doing an excellent job of driving thinking and speaking. Continue to encourage your team members to think and give their input on topics surrounding safety.

Call to Action

Reflect: Did any of your Safety Leadership Competency scores surprise you? What were your areas of greatest strength and opportunity? Please reflect and elaborate.

Act: Please identify a specific competency where you would like to grow. What are three activities, behaviors, or attitudes you can focus on / change / engage in to strengthen this focus area this month? Please be as specific as possible.

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