fullbook near-miss prev. project ed. 5 august 2013

Near-Miss Prevention

Written and produced by the Tony Mazzocchi Center for Health, Safety and Environment Education, a project of the

United Steelworkers - USW, the Communications Workers of America and the Labor Institute

October 2013

Edition 5.0

© 2013 Tony Mazzocchi Center

This book is written and produced in cooperation with the United Steelworkers - USW (Five Gateway Center, Pittsburgh, PA 15222), the Communications Workers of America (501 3rd Street NW, Washington, DC 20001) and The Labor Institute, a non-profit organization (817 Broadway, 6th Floor, New York, NY 10003). The project is supported by grant number EPA 2 U45 ES06175 from the National Institute of Environmental Health Sciences (NIEHS), NIH. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIEHS, NIH.

i

John Grobsmith

On January 15, 2009, USW Brother, John “Grubby” Grobsmith, age 58, a longtime USW member and a 35 ½ year employee of Crucible Specialty Metals in suburban Syracuse, New York, was working as a Roller when he was fatally injured while attempting to connect a water hose to its related piping. He lost his balance and was pulled through two opposing

rotating shafts of a rolling stand. The rotating shafts are powered by a 900 horse-powered motor. The rotating shafts are approximately 6 ½ inches apart.

He was born in Syracuse and lived in Elbridge for 28 years. He enjoyed hunting, fishing, camping and photography. He was an avid lacrosse and football fan.

Grubby loved his family. He left behind Susan, his wife of 38 years; three daughters, three grandchildren, a brother, two sisters and his mother.

The U.S. Department of Labor’s Occupational Safety and Health Administration (OSHA) later cited Crucible Specialty Metals for 71 alleged serious and repeat violations of safety and health standards following John Grobsmith’s death. OSHA’s inspection found that the machine’s moving parts were not guarded against contact. The inspection also identified a wide range of additional safety and health hazards throughout the plant.

“This accident shows how even one instance of an unguarded machine can cost a worker’s life,” said Christopher Adams, OSHA’s area director in Syracuse. “Safeguarding workers against death, injury or illness on the job requires that all applicable safety and health requirements be met at all times.”

Sources: Syracuse Post Standard, January 15, 2009, Department of Labor, Occupational Safety and Health Administration (OSHA) website: http://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=NEWS_RELEASES&p_id=16065.

Near-Miss Prevention ii

http://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=NEWS_RELEASES&p_id=16065

Tony Mazzocchi (1926-2002)

Tony Mazzocchi is credited by many with founding the modern health and safety movement. As Vice-President and Secretary-Treasurer of the Oil, Chemical and Atomic Workers, he also helped to create OSHA and was the first to link worker safety and health to the environmental movement. The following passage from his biography, The Man Who Hated Work and Loved Labor, by Les Leopold, conveys some of his vision and passion for the labor movement:

“Tony Mazzocchi conjured up a labor movement that didn’t really exist, but just might. This movement would be militant and green. It wouldn’t just fight to protect the workforce from toxics — it would eliminate toxics. It would lead the struggle to prevent global warming. It would give workers real control over the quality and pace of work and over corporate investment decisions. It would champion the fight against militarism and for justice and equality. It would demand life-enhancing social programs like free higher education and free health care for all. In short, it would make good on its potential to transform American capitalism into

something more humane.”

iii

iv Near-Miss Prevention

Table of Contents

Factsheet Reading Method v

Activity 1: Near-miss Programs and Their Flaws 1

Activity 2: A Functional Near-miss Program — Your Right; Not an Option 7

Activity 3: Identifying Near-misses 17

Activity 4: The Early Days of an Incident 31

Activity 5: Near-miss or No Near-miss 37

Activity 6: How’s the Program Going to Work? 43

Activity 7: Making Program Decisions 61

Activity 8: Building a Plan 89

Final Assessment 99

Appendices: A-1

USW Policy on Sexual Harassment A-2

Tony Mazzocchi Center Worker-Trainers and Worker-Centered Training A-3

Tony Mazzocchi Green Policy Statement A-4

Attendance Form A-5

Sign-in Sheet A-7

Cards for Activity 3, Task 1 A-9

Sample Forms A-29

1Scribe 2

3

4 Table 2

Example of the Factsheet Reading Method for a Task Containing Seven Factsheets

The Small Group Activity Method places workers at the center of the learning experience. It is designed to draw on two bodies of knowledge: The knowledge and experiences workers bring into the room and the factsheets contained in your workbooks.

Each of you will be assigned a small number of factsheets to read. You will then share this new information with your table. The idea is for each of you to describe your assigned factsheets to the others in your group.

Your trainer will assign your individual factsheets in the following way:

First, select a scribe for this task. Starting with the scribe and moving to his/her left, count out loud from 1 to 7. Keep going around the table until all numbers (factsheets) are distributed. For example, if there are four people at your table, the scribe will have self-assigned Factsheets 1 and 5; the person to their left will be responsible for Factsheets 2 and 6, etc. The numbers that you have assigned yourselves correspond to Factsheets 1 through 7 on the following pages.

Once everyone has read their assigned factsheets individually, your scribe will go around the table and ask each of you to explain to the rest of your group what you have learned. No notes need to be taken during this discussion. The factsheets should be explained in the order they were assigned (1 through 7), as many times factsheets build on previous factsheets. Once this process is complete, your trainer will read the scenario and the task. In this way we all start at the same place and with the same information.

The method described above is used several times in this book.

A note appears each time the method is

to be used.

v

vi Near-Miss Prevention

O

Tony Mazzocchi Center Proficiency Assessment


Complete this page BEFORE you begin your training.

Workbook Title: Near-Miss Prevention

Workbook Version: Edition 5.0, October 2013

Today’s date: _ _ / _ _ / _ _ _ _ MM DD YYYY

As you complete the assessments at the end of each activity, please only mark one answer choice per question. Make your marks dark and clear when selecting your choice. See the following example:

No Yes

vii

viii Near-Miss Prevention

Activity 1 Near-miss Programs and Their Flaws

Purpose To explore why many near-miss programs don’t work.

This Activity has one task.


Task

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________

6. ______________________________________________________________

Scenario:

We’ve all had experiences with near-miss programs. Although near-miss programs have great potential in theory, the reality is that many near-miss programs fail.

A study of near-miss programs conducted by the Wharton Risk Management Center at the University of Pennsylvania concluded that “Near-misses remain a recognized, yet largely untapped, safety improvement resource.”

So, let’s explore why these potentially valuable programs do not function as they are designed.

Using your experience, please make a list of why many near-miss programs don’t work.

Near-Miss Prevention 2

Notes


Summary: Near-miss Programs and Their Flaws

1. Workers fear being disciplined when involved in near-miss reporting.

2. Hazardous conditions don’t always get fixed.

3. The reporting system can be difficult and complicated.

4. Someone else will turn it in — complacency.

5. Near-misses are not reported because they are not seen as hazards or they are accepted as normal.


O O O O O Strongly agree Agree Neither agree Disagree Strongly

nor disagree disagree












Activity 1: Near-miss Programs and Their Flaws

Learning Objectives:

1. To explore why many near-miss programs don’t work. How much do you agree or disagree that the training met this learning objective?

2. Workers fear being disciplined when involved in near-miss reporting. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

3. Hazardous conditions don’t always get fixed. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

4. The reporting system can be difficult and complicated. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

5. Someone else will turn it in — complacency. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

6. Near-misses are not reported because they are not seen as hazards or they are accepted as normal. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.


Activity 2 A Functional Near-miss Program — Your Right; Not an Option

Purposes To explore how near-miss programs have the potential to really protect workers.

To understand how workers’ buy-in and involvement are the keys to making a near-miss program work.


Use the Factsheet Reading Method for the Task, Factsheets 1 through 5.

The Factsheet Reading Method is described on page v.


Factsheet 1: Near-miss Programs Can Provide High Levels of Protection

Think about an incident where there was injury and/or loss of life.

Let’s consider three ways to approach this.

What if:

A. Good — There is an investigation and all the reasons for the incident are determined and problems are fixed;

B. Even Better — In near-miss incidents in which there was no injury or where damages were reported, the incident was investigated and root causes were identified and fixed; or

C. Best — The hazards which caused the reasons for the near-miss action were identified and fixed before the near-miss action ever happened.

There can be no higher level of protection than one which keeps the incident or accident from happening. A worker-designed, functional near-miss program can do this!

C. Near-miss Prevention

Project (Identifying Hazards)

Prevents B B. Near-miss Reporting Program

Prevents A A. Incident

nvestigation Program

I

Prevention in the Future

Reported because they exist.

Inherent Flaw: None.

Not reported until they happen. Someone was almost hurt. Some action happened; and it just missed being an incident.

Inherent Flaw: It could have been a hit instead of a miss.

Not reported until damage is done.

Inherent Flaw: Someone was hurt and/or damage was done.

Source: USW Near-miss Project Curriculum Team, November 30, 2006.


Factsheet 2: Near-miss Programs Can Be Valuable to Workers

Near-miss programs can be valuable to workers to help them to identify near-misses. Learning why near-misses are important and how they can help workers is an important part of a near-miss program:

A near-miss program involves workers who are intimately familiar with daily system operations; and who are therefore able to easily and quickly detect potential problems.

Near-miss programs keep workers from getting hurt.

A near-miss program can empower workers.

Workers have an increased awareness of hazards in their work area.

Workers should own their near-miss program.

Near-miss programs should find resolutions to problems in a timely manner.

Source: Oktem, Ulku G., Wharton School of Management, Near-Miss: A Tool for Integrated Safety, Health, Environmental and Security Management, Copyright, 2002.


Factsheet 3: Don’t Settle for Less

Workers must never settle for being hurt or killed on the job by incidents that could have been prevented!

A near-miss is an unplanned sequence of events that could have caused harm if conditions were different or allowed to progress. This is typically blamed on human error.

Studies suggest that nearly 87 percent of all near-miss programs are mismanaged. It’s not surprising, therefore, that near-miss programs face adversity.


10 Near-Miss Prevention

Factsheet 4: A Near-miss Program Designed for Workers

The USW Near-miss Program includes the following elements designed for workers:

Making hazard identification available and a tool for all workers.

Reporting 100 percent of the hazards that are identified.

Assuring that timely fixes of all hazards are made.

Making sure solutions are reached by thorough tracking.

Reporting only the hazards to be fixed and not individuals involved.



Factsheet 5: Workers Deserve a Functional Program — Demand It!

As we begin this important task of building a Near-miss Program that can make our workplace safer, a question comes to mind. Will they let us use it? A better question might be: Do we have the right to demand it?

Let’s consider some things that could help us answer that question:

We are the ones who do the work and are in harm’s way;

We are the ones who can uncover the problems which can lead to incidents; and

Our families are the ones who will suffer from the incidents and accidents which could have been averted.



Task

Statement:

Many times near-miss programs fail. We have discussed many of the reasons for these failures. Other near-miss programs continue but are not effective for workers in making their workplace safer. Is it possible to have a near-miss program that is functional for workers? The USW believes that it is possible and that you are the key.

Task:

Let’s begin to shape a program that works for you. Answer the questions which follow:

1. Do you believe that a functional near-miss program is a worker’s right? If so, give your reasons.

2. List below three things about a near-miss program that would make it valuable for you.


Summary: A Functional Near-miss Program — Your Right; Not an Option

1. Properly functioning near-miss programs offer the highest level of protection.

2. Workers must demand a functional near-miss program as a right.











Activity 2: A Functional Near-Miss Program —Your Right; Not an Option


7. To explore how near-miss programs have the potential to really protect workers. How much do you agree or disagree that the training met this learning objective?

8. To understand how workers’ buy-in and involvement are the keys to making a near-miss program work. How much do you agree or disagree that the training met this learning objective?

9. Properly functioning near-miss programs offer the highest level of protection. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

10. Workers must demand a functional near-miss program as a right. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.


Activity 3 Identifying Near-misses

Purpose To recognize hazards as near-misses.

This Activity has three tasks.


Task 1

A worker severely injured her back on the job.

Events leading to the worker’s injured back:

1. Two workers had slipped and fallen from handrails while trying to open valves. (There were no injuries.)

2. Valves throughout the facility are stuck and are difficult to open.

3. Cheater bars are needed to turn valves.

4. Cheater bars had slipped in several instances while operators were attempting to turn valves. (There were no injuries.)

5. There is no preventive maintenance program for lubricating valves.

6. Valves throughout the facility are located in awkward positions.

7. There is poor lighting throughout the facility.

8. Man-lifts and/or ladders are not readily available in this area.

In your groups, decide in which order the cards should be placed leading up to the injury and write them into the boxes in the diagram on the next page. Once your table agrees on the positions of the events in the workbook, each table will be asked to post their sequence from hazard-to-action-to-incident on the wall. Be prepared to discuss with the large group.

Note: One person at your table should remove the nine cards from Appendix E (pages A-11 through A-28) in the back of the book.

These cards list the events that led to the injury.


Use the Factsheet Reading Method for Task 2, Factsheets

1 through 4.


Factsheet 1: All Hazards Are Near-misses Waiting to Happen

Any hazard at our workplaces is just an accident or an incident waiting to happen. This makes perfect sense to most everyone who has ever thought about things like safety and health.

Most people, when they think about a close call or they have missed being hurt because of good luck, consider an event like that a near-miss.

The physical “near-miss” or a toxic “near-miss” is the same thing. A workplace hazard!

Hazards are the real near-misses at any workplace. Not thinking about hazards as near-misses misses the point. And, most importantly, misses real opportunities for the best prevention of workplace incidents, accidents, injuries and toxic exposures.

If in the perfect workplace all hazards were identified and controlled or eliminated, there would be no incidents or accidents.

Seeking out workplace hazards and controlling or eliminating them is central to a functioning near-miss program.


Factsheet 2: Two-headed Hazards

Workplace hazards come in two different categories: Physical hazards and exposure hazards. These hazards are just like their names make them sound.

Physical hazard Something that affects a worker’s body like a slip, trip or fall, being struck by an object, being caught in a machine, etc.

Exposure or toxic workplace hazard One that exposes workers to toxins by inhalation, skin absorption and ingestion (swallowing).

Exposure hazards may be more dangerous because we can be exposed to many toxic hazards without even knowing it. Many times toxic exposures do not hurt, burn or make us feel ill; but they can be deadly in a minute, an hour, a day, a month or 25 years later.

Workplace hazards need to be controlled or eliminated; they should not be merely avoided or, even worse, considered normal.


Factsheet 3: Getting Past Normal

What is “normal?” Some might say:

What I accept;

What no longer concerns me;

What I can do nothing about; and/or

What I think someone else will take care of.

What if we asked someone who worked in our industry 20 or 30 years ago what they accepted as “normal” back then?

Some might say:

To remove asbestos from piping with a hammer, with no respirator and no protection for anyone in the area.

To work in elevated areas with no fall protection.

To clean skin with solvents or gasoline.

Loud noise had only a temporary effect on our hearing.

Radiation is not a concern; you get more from enamel baked on dinnerware.

So what are we accepting as “normal” today?



Factsheet 4: A Direct Line to an Accident

Workplace hazards are the cause of accidents. In the line of events or continuum that causes illness, injury and death at work, hazards are always the start or the root cause.

Any workplace hazard that has not caused an illness, injury or death is a near-miss; a near-miss waiting to spring into action and eventually be a workplace illness, injury, death or some kind of terrible event.

A hazard leads to an action that results in an event.

A hazard is a near-miss!

A near-miss is an undetected and uncontrolled hazard.


Notes


Task 2

Now that you have constructed the line of events that led to the worker’s back injury and discussed the factsheets, in your small groups answer the following questions.

1. List the near-misses you see.

2. At what point in the line of events should you report to get the best prevention?

3. What hazards need to be reported?

Use the numbers on the cards to identify the hazards which should be reported to get the best prevention.


Task 3

Near-miss programs fail for many reasons. In Activity 1 we examined many of the causes of their failures.

Program Failures:

1. Workers do not report near-miss incidents because they do not want to be disciplined or to have their coworkers disciplined.

2. Workers report near-misses but nothing gets fixed.

3. Because the reporting system is so difficult, workers don’t participate.

4. Near-misses are often seen as a normal and accepted as part of work.

A worker-developed and led near-miss program sees hazards as the “real” near-misses in a workplace and quickly works to control or eliminate them.

Task:

Complete the chart on the next page to identify how a workers’ near-miss program can eliminate the failures of many programs. The four failures listed above are represented by the numbers 1–4 in the chart on the next page. In the space next to each number, give ways a functioning worker-developed and led program can eliminate the program failures.


Number of the Program

Failure

How Can a Worker-designed Near-miss Program Eliminate this Failure?

1

2

3

4


Summary: Identifying Near-misses

1. A hazard is a near-miss because it exists.

2. There are two kinds of hazards: Physical and exposure.

3. Hazards that are accepted as normal are most dangerous.

4. No hazard should be considered acceptable.

5. Near-misses run in a connected sequence from hazard to action to incident.

6. Reporting only hazards (and not near-miss actions) can be a core element of a worker-designed program.





rongly agree Agree Neither agree Disagree Strongly

O O O O O









St



Activity 3: Identifying Near-misses


11. To recognize hazards as near-misses. How much do you agree or disagree that the training met this learning objective?

12. There are two kinds of hazards: Physical and exposure. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

13. Hazards that are accepted as normal are most dangerous. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

14. No hazard should be considered acceptable. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

15. Near-misses run in a connected sequence from hazard to action to incident. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

16. Reporting only hazards (and not near-miss actions) can be a core element of a worker-designed program. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

Activity 4 The Early Days of an Incident

Purpose To understand the value of preventing an incident by controlling or eliminating its cause before it becomes an incident or near-miss.



Task

Scenario:

Bill, an operator, was sprayed with acid and burned as he walked under a flange. The flange was in an acid line and was located directly above the walkway.

“The pressure goes sky-high in that line every time the elbow plugs, which happens about three or four times a month,” said Frank. “I sure hope Bill is OK.”

“We’ve been trying to get some high-pressure gasket material for those flanges; but they told us to use the regular stuff until the other comes in,” said Tom, a maintenance guy.

“The flange on Acid Line B leaked some the other day, but no one was even close to it,” said Patty.

“I think all the acid lines in Building 3 on the other side of the plant have pressure relief valves,” said Frank.

“But they have a safe, enclosed place for a drain and we don’t,” said Tom.

“If there had been a high-pressure alarm, we could have at least shut the pump down and kept everyone away,” said Patty.

“This was a needless incident that didn’t have to happen,” said Tom.

“Aren’t they all?” said Patty.


Task:

As all too often is the case, we are entering the path of this event far too late. Let’s begin to look back to the early days in the path of the incident. Answer the questions below.

1. What near-miss action should have foretold this incident and provided the last chance to stop it?

2. Now, let’s get to the heart and soul of a functioning near-miss program for workers. What hazards should have been reported and fixed which would have stopped even the near-miss action?

3. What fixes would you recommend to eliminate the possibility of this incident occurring?


Summary: The Early Days of an Incident

1. A functioning near-miss program is all about reporting and fixing hazards.

2. If we do nothing but wait for near-miss actions to happen — they may not miss!









Activity 4: The Early Days of an Incident


17. To understand the value of preventing an incident by controlling or eliminating its cause before it becomes an incident or near-miss. How much do you agree or disagree that the training met this learning objective?

18. A functioning near-miss program is all about reporting and fixing hazards. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

19. If we do nothing but wait for near-miss actions to happen — they may not miss! How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.


Activity 5 Near-miss or No Near-miss

Purpose To work together to identify near-misses.



Task

Scenario:

In William G. Bridges’ paper, Get Near-misses Reported, he concludes that:

The definitions of near-misses are not always the easiest thing to determine.

In training 2,000 near-miss incident investigators, he reported that the definition of near-misses was vague in his words; and that when quizzed, 30 percent of these incident investigators at the facilities believed that the lifting of a relief valve on demand was a “non-incident” or not a near-miss, while the rest of the class considered it an “incident” or a near-miss. The ones who believed it was a non-incident cited that it “worked as designed.” The rest of the investigators believed that the relief valve opening was a near-miss because if it hadn’t opened, there could have been a catastrophic loss of containment.

Source: Bridges, William G., “Get Near-misses Reported,” EQE International, Inc., Knoxville Office, an ABS Group.


Task:

The chart below lists events that may be categorized as either a near-miss (it will be reported, investigated and fixed) or not a near-miss (no report/no action.)

In your groups, discuss each event then indicate if the event should be classified as a near-miss or not a near-miss. Be prepared to report back to the class and explain your decisions.

.

Incident Near-miss Incident

Not a Near-miss Incident

Excessive pressure in line opens safety valve on demand.

Pressure reaches relief valve set pressure but relief valve does not open.

High-pressure trip/shutdown occurs (one layer of defense against overpressure of the system).

Toxic gas detector in the area tripped/alarms.

Walking under suspended crane load.

Suspended crane load slips.

Safety relief device found to be outside of tolerances during routine inspection.

Unusual pressure excursion occurs but remains within process safety limits.

High pressure alarm rings (possible quality impact).

Toxic gas detector found to be defective during routine inspection/testing.

Pulley belt is not guarded.

Crane wire found to be defective during pre-lift check.


Summary: Near-miss or No Near-miss

1. A clear, agreed-on definition of a near-miss is necessary for a functioning near-miss program.

2. Correcting the reasons that safety devices are set into action is an important element of a functioning preventive near-miss program.









Activity 5: Near-miss or No Near-miss


20. To work together to identify near-misses. How much do you agree or disagree that the training met this learning objective?

21. A clear, agreed on definition of a near-miss is necessary for a functioning near-miss program. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

22. Correcting the reasons that safety devices are set into action is an important element of a functioning preventive near-miss program. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.


Activity 6 How’s the Program Going to Work?

Purpose To examine how a union worker’s near-miss program could function most effectively.

This Activity has two tasks.


Task 1

Let’s take a look at an incident which was used earlier in this training; but this time we change it to a near-miss. To make it more interesting, we’ll change the name from Bill to “you.” Yes, for training purposes, this near-miss happened to you.

Scenario:

“What are you guys talking about?” asked Elaine, a Global Paper operator, as she entered the bleaching area.

“I almost got sprayed with acid,” you replied. “A flange gasket on the addition line leaked just as I walked under it. It just barely missed me.”

“The problem is that you weren’t wearing your splash gear and now you’re trying to decide whether or not to report it. Am I right or wrong?” asked Elaine as she sits in front of you.

“You’re right; and after Sarah got sprayed last year, they made PPE a requirement whenever you go into the area,” you replied.

“It’s not leaking now, so maybe we just let the pressure get too high on the line,” said Phil another coworker.

“Phil’s probably right. I’ve never seen that flange leak before. Maybe we should just forget it,” you said.

“They have been telling us to report near-misses but I’m not even sure that this would qualify as one,” said Phil.

“Now that I think about it, maybe it wasn’t really that close and I bet it never leaks again,” you said.

“Others are not going to know about this unless it’s reported. It’s your decision,” said Elaine.


Task:

Answer the following questions:

1. List some reasons you might not report the near-miss.

2. List some reasons other workers might not report the near-miss.

3. If you chose not to report the near-miss, what effect could this failure to report have on you and your coworkers in the future?

Use the Factsheet Reading Method for

Task 2, Factsheets 1 through 7.



Factsheet 1: A Near-miss Reporting Program

Many incidents do not result in injuries or other catastrophic events but easily could have been disasters. Dangerous trends and special problems can be identified by analyzing the root cause of these incidents.

Near-miss as an Opportunity: Near-misses provide a stark warning of the possibility of a harmful incident occurring. If the near-miss is investigated and appropriate fixes are made, potential future incidents can be prevented. If the lessons learned are shared and fixes are made in other similar locations, even more potential future incidents can be prevented.

Factsheet 2: Discipline: A Roadblock to Near-miss Reporting

Incidents or near-miss actions cannot be investigated if they are not reported. Many people are reluctant to report incidents and near-misses because they expect to be blamed or punished. In addition witnesses will hesitate to be cooperate if they believe they or their friends may receive discipline or blame.

Under the USW/TMC Program, we believe it is important for us to learn from our mistakes or close calls.


Factsheet 3: Systems vs. Symptoms

When an incident happens, the best way to prevent its recurrence is to find its root causes and correct them. Yet most of the time, industry efforts are directed toward treating the symptoms of the incident rather than its root causes.

The Environmental Protection Agency also emphasizes the importance of finding root causes:

. . . an operator’s mistake may be the result of poor training, inappropriate standard operating procedures (SOPs) or poor design of control systems; equipment failure may result from improper maintenance, misuse of equipment (for example, operating at too high a temperature) or use of incompatible materials. Without a thorough investigation, facilities may miss the opportunity to identify and solve the root problems.

Sources: Center for Chemical Process Safety, “Guidelines for Investigating Chemical Process Incidents,” New York: American Institute of Chemical Engineers, 1992; and American Institute of Chemical Engineers, “Guidelines for Auditing Process Safety Management Systems,” Environmental Protection Agency Proposed Rule, Risk Management Programs for Chemical Accidental Release Prevention.


Factsheet 4: It’s All About the Hazards

Hazards are most always the reasons for near-miss actions. If hazards are eliminated, then it follows that most near-miss actions would never happen. Therefore, the focus of a successful near-miss program must be on the hazards. How do we design a program to do this?

The Near-miss Program only reports hazards to be fixed and not the individuals involved.


Factsheet 5: How to Report Hazards

The best ways to report near-miss actions and hazards vary between workplaces, but some suggestions are:

Have several locations for workers to pick up a reporting card or form;

Personally hand the form to members of the union leadership team;

Mail the form or card to local union leadership;

E-mail the report to a member of union team; and

Provide a secure drop-off point.


Factsheet 6: Near-miss Hazard Tracking

Recording: Near-misses are important opportunities to investigate and correct problems before a serious injury or disaster happens. For your program to be effective, it must include a tracking system.

Investigation of Near-misses: In some cases, active near-miss incidents should be investigated in order to determine the hazards which need to be fixed.


Factsheet 7: Workers Need Feedback

Workers must know:

The hazard or near-miss action report was received;

That it was understood;

That an investigation was done (if necessary);

The results of the investigation;

The recommendations that were made to fix the hazards; and

If and when the recommendations are completed.


Task 2

Scenario:

An investigation team was assigned. After inspection of the area and interviews with workers, they produced the following set of facts to be used in determining hazards to be eliminated:

Acid sprayed onto the walkway;

Flange gasket failed;

Acid was in the addition line;

Pipe flange located directly above walkway;

Gasket material was not rated for high pressure;

The pressure reached a high level;

The acid line was plugged at an elbow;

Operator was not aware of high pressure;

There was no pressure relief for the line;

There was no high pressure alarm; and

Operator was not wearing PPE.

continued


Task 2 (continued)

The investigation team then used the logic tree investigation tool to identify the hazards (root causes) which needed to be eliminated. The completed logic tree is shown on page 56. Notice that:

Acid sprayed onto walkway is the near-miss action investigated;

Five root causes (hazards) were identified; and

The hazards are failed safety systems.

Trainer’s Note: Read aloud the near-miss investigated, the five root causes (hazards) and the failed safety systems.

The recommendations listed below were made using the input that you had on your reporting form and also the training and experience of the Union Worker’s Leadership Team. These recommendations were the total report to the company from this incident.

Redesign the line to eliminate the flange.

Relocate the flange to an area where there is no worker traffic.

Use gasket material rated for high pressure.

Use relief vent and pipe to safe return.

Install high pressure alarm.

Determine cause of plugging and try to eliminate.


Task:

Answer the questions below.

1. Consider a program like the one described in the scenario and in the fact-sheets you just reviewed and like the one which did the investigation in the example. If the local union at your workplace ran such a union-worker program, would you report your near-miss action (almost sprayed with acid) to your union worker’s program?

If yes — give your reasons.

For workers who might not report — list below other aspects of the program which would have to be added in order for you to report the near-miss action to the union worker’s leadership of the program.

2. List other recommendations to help design a Union Worker Near-miss Prevention Program.

continued


Task 2 (continued)

Acid Sprayed in Walkway

Acid sprayed onto walkway

Flange gasket failed

Gasket material not rated for

high pressure (Root Cause)

S.O.S. Failure Design

Acid line was plugged at an

elbow (Root Cause)

Need More Information

Flange located directly above

walkway (Root Cause)

S.O.S. Failure Design and Engineering

Acid was not in the addition line

No S.O.S. Failure

Pressure reached

high level

Operator not aware of rising

pressure

No high-pressure alarm (Root Cause)

S.O.S. Failure WarningDevices

No pressure relief on acid

line (Root Cause)

S.O.S. Failure Mitigation


Notes


Summary: How’s the Program Going to Work?

1. Near-miss actions and hazards should be viewed as opportunities to fix the hazard before someone really gets hurt.

2. Discipline can destroy a near-miss program by putting fear between workers and reporting.

3. The results of near-miss investigations can be used to eliminate hazards before they can cause damage.

4. Workers must know that reports are received, acted on, what recommendations have been made and if and when the hazards have been eliminated.

5. An effective program must be run by the union and the focus must be on the hazards and not on the person who fell victim to the hazard.








O O O O O Strongly agree Agree Neither agree

nor disagreeDisagree Strongly

disagree


Activity 6: How’s the Program Going to Work?


23. To examine how a union worker’s near-miss program could function most effectively. How much do you agree or disagree that the training met this learning objective?

24. Near-miss actions and hazards should be viewed as opportunities to fix the hazard before someone really gets hurt. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

25. Discipline can destroy a near-miss program by putting fear between workers and reporting. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

26. The results of near-miss investigations can be used to eliminate hazards before they can cause damage. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.



Activity 7 Making Program Decisions

Purpose To work as a team to make important decisions to guide your program.

This Activity has three tasks.

Use the Factsheet Reading Method for Task 1, Factsheets 1

through 7.

Factsheet 1: Disclosure Must Be Quick and Simple

It must be easy to disclose a near-miss or most workers won’t do it. Forms should be:

Simple;

Easy to get;

Easy to turn in; and

Able to be completed by others on behalf of the worker disclosing the problem.

Source: Phimister, J.R., Oktem, U., Kleindorfer, P. R., Kunreuther, H., “Near-Miss System Analysis: Phase 1,” Wharton School, Center for Risk Management and Decision Processes, December 2000, p. 12.


Factsheet 2: Speed Kills Saves!

When designing a near-miss reporting system, workers should be encouraged to report hazards immediately.

Some corrective action may be immediately possible, which could prevent someone getting hurt.

Details are fresh in the memory and may be crucial to finding root causes.

Evidence of what caused the near-miss may remain intact.

The near-miss reporting system must be designed to make rapid reporting easy.


Factsheet 3: Have Forms Easily Available

The near-miss reporting form will likely be the way that most near-misses are reported. There must be many easy ways to get the forms. Workers should have options to get a form without others seeing what he/she is doing. Consider having forms available:

In every department;

In each building and work location;

In the union office;

On union bulletin boards;

In the Near-miss Office;

In any environment, health and safety office;

Managers’ offices;

As a downloadable file from union and company websites and Internet;

By e-mailing somebody (though this is both labor intensive and not anonymous);

In lunchrooms or break areas; and

Other areas you think appropriate.


Factsheet 4: Don’t Let Them Run Out

Forms should not be allowed to run out at any regular location. It can lead to frustration and even cynicism if a worker tries to report a near-miss and then can’t find the form with which to do it.

The Near-miss Team needs to take responsibility for checking each location to ensure that the supply of forms is adequate. As the program begins, check the locations frequently until you establish their normal use rate. This may also alert you to:

Somebody throwing the forms away or damaging them;

The forms being “buried” by other material in the area;

Workers not knowing that the forms are available in a particular location; or

A location that is particularly well used, which would suggest that you should set up similar locations elsewhere.


Factsheet 5: Decide Where Anonymous and Confidential Forms Can Be Submitted

The Near-miss Team must choose an address to print on all near-miss reporting forms where workers can feel safe to report anonymously or confidentially. Also consider setting up no-hassle drop boxes and listing their locations.

Other means of openly reporting near-misses can also be made available. These can include such people and places as:

Near-miss Team members; and

USW e-mail or website addresses.

Don’t spread the locations for submitting reports too thinly or some are likely to fall through the cracks.


Factsheet 6: Keep It Secure

The only way to ensure the success of your program is to keep your information secure and limit access to the database.

Assigning a serial number to each incoming near-miss report will help. This will eliminate the need for tracking by dates and names. This can be done several ways:

A hand-held stamp that does the counting for you;

A computer generated number; or

By recording a tracking number by hand, being sure to keep the numbers in sequential order.

Nobody should have access to the database except the qualified users from the Near-miss Team.


Factsheet 7: Keeping Track

Keeping track of the near-miss reports is key to the success of your program. One way to do this is by creating a system that would include the following but not be limited to:

Date;

Area in which the incident occurred;

Time of day reported;

Serial number assigned;

Key descriptor words for identifying patterns and clusters;

Recurring conditions;

Initial correction made;

Investigator;

Recommendations made;

Recommendations implemented;

Date recommendations made;

Date fixes completed; and

Safety system used in fix.


Task 1

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

List ways that your Program will meet the following goals:

1. Make it easy for a worker to report a near-miss.

2. Get action quickly, when possible.

3. Make forms available and in constant supply.

continued


Task 1 (continued)

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

4. Keep information secure.

5. Track the reports.




Factsheet 8: Investigate Near-misses Using the Same Techniques as Investigating Incidents

To investigate near-misses, use the same process used for investigating incidents:

Gather facts;

Organize the facts using logic-tree analysis;

Identify root causes; and

Determine which safety system failed.

Investigators should:

Photograph and examine the scene;

Collect evidence (damaged parts, samples, etc.);

Perform relevant tests;

Interview witnesses; and

When openly reported, interview the person who revealed the near-miss.


Factsheet 9: Avoid Spotlighting

When near-misses are reported confidentially or anonymously, the worker believes he or she has reasons to remain unknown.

Any person being interviewed to gather facts could be the one who made the report.

All interviews with witnesses must be conducted in a non-threatening manner and only for the purpose of finding the facts.

Interviews should be conducted as soon as possible and done privately and individually with each witness.

Interviews need to be held in a comfortable and neutral place.

Assure the person being interviewed that you are just looking for facts and not trying to place blame.

Be sure to let them know the investigation is from a Systems of Safety viewpoint and we are looking for ways to prevent recurrence of the incident, not a scapegoat.

To help them get started, you may want to start by asking them if they can clarify or add to what is on the report.

Source: The Labor Institute, USW Systems of Safety Initiative Training for Investigators, Draft 1, New York City, July 2004, pp. 94-96.


Factsheet 10: Things to Consider While Prioritizing

As the program grows, the goal is to have an average of each person submitting two reports per year. This fact identifies the need to prioritize near-miss reports.

This is a very important step that helps determine:

The level of attention that will be given to an incident;

When it will be investigated;

The number of people needed for investigation, if any;

The amount of time needed to fix the recommended item; and

How soon the incident should be communicated.

Sources: Phimister, J.R., Oktem, U., Kleindorfer, P. R., Kunreuther, H., “Near-Miss Incident Management in the Chemical Process Industry,” Risk Management and Decision Process Center, Operations and Information Management, The Wharton School of Management, University of Pennsylvania.


Factsheet 11: Elements of Prioritizing

Most near-misses may have quick-fix recommendations. The reporter or supervisor may recommend temporary fixes. However, some near-misses will be flagged as being higher priority. “High priority” incidents may have some of the following characteristics:

Potential for serious injury;

Potential for major loss;

Potential for environmental damage;

The incident is part of a pattern or cluster; and/or

The potential for “lessons learned” is apparent in the report.

Most near-miss reports require a full investigation.

Sources: Phimister, J.R., Oktem, U., Kleindorfer, P. R., Kunreuther, H., “Near-Miss Incident Management in the Chemical Process Industry,” Risk Management and Decision Process Center, Operations and Information Management, The Wharton School of Management, University of Pennsylvania.


Factsheet 12: Level of Hazard

When assigning the priority (high or low) to a near-miss report, consider your answers to the following questions:

How often are workers exposed or injured?

How many workers are exposed?

How severe are the consequences of exposure to the hazard (actual and potential effects, short-term and long-term exposure)?

What are the chances that someone will be made ill or hurt by the hazard?

After taking all this into consideration, assign a level of hazard to the reported near-miss. Remember, the most important thing in assigning a level of hazard is that it helps you decide which hazards are most important to go after and fix first.

Source: Utility Workers Union of America, Local 1-2 and The Labor Institute, Systems of Safety Hazard Mapping, Edition 1.1, The Labor Institute, New York City, 2004, p. 14.


Task 2

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

List ways your program will meet the following goals:

1. Assign investigators:

2. Decide which near-miss reports to handle first:




Factsheet 13: Reviewing the Making of Recommendations

In the Training for Investigators we learned that:

1. As systems thinkers, we know that we can only eliminate the hazard in the Design Safety System. All other systems may mitigate or lessen the severity of the hazard but do not eliminate it.

2. Recommendations don’t have to involve the same systems as those the logic tree identified as having failed. Strive for solutions and higher-level systems.

3. Design is our first line of defense. Other systems are secondary and should be considered as backup to higher level systems.

4. Our first concern in any investigation is to immediately get the worker out of danger. Some major design changes may take time to implement.

5. Any recommendation we make can affect other operations. We have to make sure we consider all areas and all of the workers when making recommendations.

6. The recommendations mean very little if they are not implemented, so it is important to have a way to track all recommendations to completion.

Source: Tony Mazzocchi Center/Labor Institute, “PACE Systems of Safety Initiative Training for Investigators,” Draft 1, The Labor Institute, July 2004, p. 60.


Factsheet 14: Recommendations

The most important step is to make the right recommendation for the recognized near-miss. Elimination of the potential hazard is critical to your work site.

Sometimes, several hazards can be fixed with one recommendation.

There may not be a feasible, effective recommendation for elimination of a hazard, so a less ideal action may be needed.

All solutions, even “no solution for the time being” or a classification as a “turn around item,” need to be noted. Before the near-miss can be signed-off, these will have to be addressed.


Factsheet 15: Tracking Recommendations

Once the recommendations are identified and they are sent to the appropriate people for fixes, it is important to track their progress.

Affix reasonable time frames to all recommendations. Set up an electronic notice or a tracking board so recommendations do not fall “between the cracks.”

When a job is complete, return the work order to the Near-miss Coordinator noting the fix or changes to the fix.

If it is corrected to the team’s satisfaction, remove it and have the investigation team sign-off on it.

If the changes are a quick fix and the appropriate recommendation could not be done at the time, review it periodically until it is totally eliminated.

Two important things should be noted:

To get the full benefit from a near-miss system (lessons learned and corrective actions) all of the above steps should be done as completely as possible.

Near-miss reporters should be informed of the progress of their near-miss report all the way through the system.


Factsheet 16: Lessons Learned Must Be Shared

Sharing lessons learned is an important tool that can help lead to accident and incident prevention. Root causes identified in near-miss investigations need to be communicated throughout the site. When we share these experiences with workers, it brings to light incidents that could happen in your work area as well as other areas at your site. Lessons Learned can be shared by any available means of communication. Examples:

Tool box meetings;

Union meetings;

Bulletin boards;

Newsletters;

E-mails and web sites; and

Near-miss team members telling workers.


Factsheet 17: Tell the Person Who Reported the Near-miss

The most important person to share lessons learned with is the person who reported the near-miss. This is important since it:

Resolves the problem for the person who cared enough to take the time to submit a near-miss report;

Encourages future participation in the near-miss program by the near-miss reporting worker; and

Is likely to encourage the reporter to spread the word that the program works.

If the near-miss was reported openly, the name of the person who initiated the process should be on the reporting form.


Factsheet 18: Share Lessons Learned With Similar Work Areas

Broadcasting lessons learned to the general workplace population:

May bring attention to problems in unexpected places;

Gives positive reinforcement to all workers to report near-misses; and

Builds support for the near-miss program.

The Near-miss Team should target areas where the lessons learned could correct similar situations. Decide who would be the best people to share the lessons learned with in each of these priority areas. Don’t rely solely on general newsletters, which might not be read by the key people facing similar situations.


Factsheet 19: Turning Adversity into Advantage

There may be times when the most effective fixes are not made. It is also possible that for some reason no fixes are made from a near-miss investigation.

This progress or lack of progress report should also be communicated. Sharing this with all of your fellow workers:

Is not an admission of defeat;

Builds pressure to have the more effective fixes made;

May activate management to make the best fixes;

Involves all members in our union; and

Demonstrates that the Near-miss Team is honest, accountable and committed to getting the most effective fixes made.


Factsheet 20: Example of Report Cards

Share data trends and stories over time.

1. Number of reports;

2. Number of investigations;

3. Number of recommendations made; and

4. Number of fixes made.

5. Highlight of reporting period:

Story to show how well we are doing; and

Story of how we still have progress to make.


Task 3

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

List ways your program will meet the following goals:

1. Making most effective recommendations:

2. Tracking recommendations to completion:

3. Sharing results of investigations with workers:


Summary: Making Program Decisions

1. It must be easy to disclose a near-miss or most workers won’t do it.

2. Near-miss reporting forms should be easily available and should not be allowed to run out.

3. The only way to ensure the success of your program is to:

Keep your information secure by limiting access to the database;

Make sure anonymity and confidentiality are protected; and

Develop a good system to keep track of reported near-misses.

4. Investigate near-misses using the same techniques as investigating incidents.

5. Near-miss reports need to be prioritized.

6. The most important step is to make the right recommendation for the recognized near-miss.

7. It is important to share lessons learned from a near-miss with all workers, especially with the person who reported the near-miss.




ree






nor disagree disag


Activity 7: Making Program Decisions


27. To work as a team to make important decisions to guide your program. How much do you agree or disagree that the training met this learning objective?

28. It must be easy to disclose a near-miss or most workers won’t do it. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

29. The only way to ensure the success of your program is to keep your information secure by limiting access to the database; make sure anonymity and confiden-tiality are protected; and develop a good system to keep track of reported near-misses. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

30. The most important step is to make the right recommendation for the recognized near-miss. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.


Activity 8 Building a Plan

Purpose To design a plan that will assist you in using the Near-miss Prevention Project in your workplace.



Task

This Near-miss Prevention Project was designed for workers to use to eliminate hazards in their workplace. Eight important next elements of the project are listed below.

1. Build a local union team to lead your program (include the training needed).

2. Design the needed forms (reporting, tracking and feedback).

3. Determine the location of forms and plans to distribute and collect them.

4. Design a plan to use investigators as needed.

5. Design a plan to get feedback to workers.

6. Share Lessons Learned from your investigations.

7. Get employer buy-in to provide time for running the program and agreement to make fixes.

8. If you cannot get employer buy-in, list ideas of ways you can still run the program.

Each of the above elements will probably require several steps by workers at your workplace in order for each element to be successful.


Task:

To kick start this Near-miss Prevention Project, complete the chart on pages 92 and 93 and use it as a guide.

Use the chart to list your steps.

After you determine each step, decide who should make sure this happens and when it should be completed.

If you determine more than three steps are needed for any one of the six elements, you should use extra paper.

Then use the chart to track the progress of your Near-miss Prevention Project.

During report-back your facilitator will put one element per flipchart (six flipcharts) and will list the steps your group determines will be needed for each element.

continued


Task (continued)

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Summary: Building a Plan

1. It is important to have a plan to put action to our ideas.

2. Many times several steps are required to complete one element of a plan.

3. Someone should be responsible to ensure that each step is completed in a specified amount of time.

4. The plan should be used on a continuing basis to determine progress of the program.


O O O O O Strongly agree Agree Neither agree

nor disagreeDisagree Strongly

disagree

agree








nor disagree dis


Activity 8: Building a Plan


31. To design a plan that will assist you in using the Near-miss Prevention Project in your workplace. How much do you agree or disagree that the training met this learning objective?

32. It is important to have a plan to put action to our ideas. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

33. Many times several steps are required to complete one element of a plan. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

34. Someone should be responsible to ensure that each step is completed in a specified amount of time. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.

35. The plan should be used on a continuing basis to determine progress of the program. How much do you agree or disagree with the following statement? Understanding and applying this learning objective will assist me in improving health and safety at my workplace.


Class Name _______________________

Date _____________________________

Location __________________________

End of Class Evaluation Form

1. Overall, how would you rate this training session? (Check one)

Excellent Good Fair Poor

What about the training led you to rate it this way?

2. Thinking about the materials used in the training, how would you rate them for being easy to understand? (Check one)

Excellent Good Fair Poor

What about the materials led you to rate them this way?

3. To what degree will you be able to apply what you learned in this training to your work? (Check one)

Will apply a lot Will apply somewhat Will not apply

What about the training led you to rate it this way?

4. What would make this training more effective?

5. Additional Comments:

End of Class Evaluation Form 97

Tony Mazzocchi CenterFinal Proficiency Assessment


Trainee Name _____________________________________________________

Print

Trainee’s ID No. ___ ___ ___ ___ - ___ ___ ___ ___ (The two-digit month and two-digit day of trainee’s birth date and the last four numbers of the trainee’s social security number. (For example, someone born September 22nd and whose last four digits of their social security number are 1234 would enter 0922-1234.)

Trainer Name _____________________________________________ Print

By initialing below, I (the trainee), have assessed that I have successfully achieved the minimum levels of knowledge and skills communicated in activities in which I have participated.

Activity Trainee’s Initials

Activity 1: Near-miss Programs and Their Flaws

Activity 2: A Functional Near-miss Program — Your Right; Not an Optio

Activity 3: Identifying Near-misses

Activity 4: The Early Days of an Incident

Activity 5: Near-miss or No Near-miss

Activity 6: How’s the Program Going to Work?

Activity 7: Making Program Decisions

Activity 8: Building a Plan

n

Number of Course Hours completed _____________________

Please turn page over to finish completing this form.

Final Proficiency Assessment 99

To be completed by the Trainee:

1. I, the trainee, agree that I have successfully completed the Near-miss Prevention Training.

Trainee signature __________________________ Date: _________

2. I, the trainee, agree that the trainers have effectively facilitated the Near-miss Prevention Training.

Trainee signature _________________________ Date: _________

To be completed by the Trainer:

3. I, a member of the team of trainers, confirm that this trainee has successfully completed _____ hours of the Near-miss Prevention Training.

Trainer signature ___________________________ Date: __________

4. I, a member of the team of trainers, agree that our team has successfully facilitated the Near-miss Prevention Training.

Trainer signature ___________________________ Date: _________


Appendices:

USW Policy on Sexual Harassment A-2

Tony Mazzocchi Center Worker-Trainers and Worker-Centered Training A-3

Tony Mazzocchi Center Green Policy Statement A-4

Attendance Form A-5

Sign-in Sheet A-7

Cards for Activity 3, Task 1 A-9

Sample Forms A-29

Appendices A-1

Sexual harassment is not a joke. It creates feelings of uneasiness, humiliation and discomfort. It is an expression of perceived power and superiority by the harasser over another person. There are two principles fundamental to the trade union movement: human rights and solidarity. Sexual harassment strikes at the heart of both.

Sexual harassment is illegal discrimination in both the UnitedStates and Canada. It is commonly defined as:

(1) unwanted sexual attention of a persistent or abusive nature, made by a person who knows or ought reasonably to know that such attention is unwanted; or

(2) implied or expressed promise of reward for complying with a sexually oriented reque st; or

(3) implied or expressed threat or reprisal, in the form either of actual reprisal or the denial of opportunity, for refusal to comply w ith a sexually oriented request; (4) sexually oriented remarks and behavior which may reasonably be perceived to create a negative, intimidating, hostile or offensive environment. Unwanted sexually directed behavior can include:

assault

physical abuse (touching, pinching, cornering)

verbal abuse (propositions, lewd comments, sexual insults)

visual abuse (display of pornographic material designed to embarrass or intimidate).

Some forms of harassment may not violate the law. For example, harassment allegations concerning an International employee and a Local Union member would normally not affect the member's employment or working environment. But such harassment does violate the basic principles of the union. The USW considers sexual harassment of any kind a serious offense. Complaints of harassment in the workplace and at USW activities will be investigated.²

This policy is based upon a desire to mediate resolutions of complaints in an amicable and non-adversarial manner. Because, in most cases, the individuals involved are both members of our union, emphasis will be placed on resolving complaints informally in the first instance. Where such resolution is not possible, a formal complaint can be processed. A substantiated complaint will result in appropriate action, up to and including termination of employment for USW employees. All complaints will be handled in a confidential manner and all formal complaints should be directed to the International President.

In addition to the contractual complaint and grievance provisions governing USW employees, the International has established a Committee on Sexual Harassment composed of representatives from the International, exempt employees, SRU, USW Local 3657 and OPEIU Local 343. This Committee will be responsible for developing an educational program on sexual harassment for all USW employees and for recommending procedures for respondingto informal complaints under this policy.

The Committee will also provide for the investigation of anycomplaints referred to it by the International President.

Adopted this 17th day of June, 1992,by the USWA International Executive Board.

¹This policy covers USW International employees in the United States and Canada. It does not apply to USW members generally since they are covered by policies established by their employers. However, USW members can request investigation of a claim of sexual harassment by a USW employee under this policy. The policy also does not cover Local Union officers and Local Union employees. However, Local Unions are encouraged to adopt similar policies. The policy does apply to the conduct of others doing business on USW property,

such as vendors.

²This includes complaints about conduct by Local Union officers or members against other members where that conduct takes place at International USW Junctions. In such cases, the Local Union will be notified of the results of the investigation so that appropriate action can be taken by the Local Union.

United Steelworkers Five Gateway Center Pittsburgh, PA 15222

A-2 Near-Miss Prevention

USW POLICY on

SEXUAL HARASSMENT The Steelworkers want to effectively educate all our members about the harm done to everyone when sexual harassment is tolerated in our workplaces. We also want to make sure we provide and maintain a harassment-free environment at all USW workplaces and activities.

We have passed tough anti-harassment policies for all USW Conferences and Conventions, and we have negotiated policies to protect our members. These are not just words. We take them seriously.

Cooperation, understanding and mutual respect must be the foundation of all interaction among trade unionists.

The USW will not tolerate and will not condone behavior by its employees, or by others doing business on our property, such as vendors, if that behavior is likely to undermine the dignity or self-esteem of any individual, or if it creates a hostile or offensive environment.

Sexual harassment is particularly demeaning and the following policy shall apply to allegations of such harassment.

SEXUAL HARASSMENT POLICY1

Tony Mazzocchi Center Worker-Trainers and Worker-Centered Training

USW International Union, with its long history of environmental safety and health activism, believes that workers are really the best resource for makingour facilities safe and for protecting the community from harm. To put that belief into practice:

The training is designed to be conducted by USW rank and file worker-trainers.

Workers are the center of the learning process.

Experience and knowledge of the workers in class is considered one of the most important resources foreducation in the class.

Trainers, acting as facilitators and using the current workbook as aresource and guide, lead the class through activities which refresh and reinforce topics dictated by the regulations.

Worker-Centered Training is based on Activities. An Activity can takefrom 30 minutes to an hour. Each Activity has a common basic structure:

1. Small Group Tasks: The workshop always operates with people working in groups at tables. (Round tables are preferable.) Each Activity has a task, or set of tasks, for the groups to work on. The idea is to work together, not to compete. Very often there is no one right answer. The tasks require that the groups use their experience totackle problems and to make judgments on key issues.

Part of the task often includes looking at factsheets and reading short handouts.

2. Report-Back: For each task, the group selects a scribe whose job it is to take notes on the small group discussion and report back to the workshop as a whole. During the report-back, the scribe informs the entire workshop about how his orher group tackled the particular problem. The trainer records these reports on large pads of paper infront of the workshop so that all can refer to it. After the scribe’s report, the workshop is opened to general discussion about the problem at hand.

3. Summary: Here the trainer highlights the key points and brings up any problems and points that may have been overlooked in the report-back. Good summaries tend to be short and to the point.

Worker-centered training is based onthe idea that every workshop is a place where learning is shared. Learning is not a one-way street, running from trainer to worker. Rather, worker-centered training is a structured procedure that allows us to shareinformation. It is based on three learning exchanges:

Worker to worker;

Worker to trainer; and

Trainer to worker.

Appendices A-3


Tony Mazzocchi Center Green Policy Statement

The environmental and health and safety movements were born together during the 1960s. The very first health and safety training programs in the country were called “Hazards in the Workplace Environment.” The TMC believes that the only difference between worker health and safety and the environment is the facility fence. Therefore, it is the policy of the TMC to integrate environmental concerns in all of our programs and in the ways in which we carry out our training.

The TMC strives to:

Connect environmental and health and safety issues as much as possible in our training;

Look for workplace solutions that improve the environment outside of our facilities;

Work extensively to reduce the use of hazardous substances;

Encourage our employers to reduce energy use and reduce the emission of greenhouse gases that cause global warming;

Use recycled paper (at least 50 percent post-consumer content) when producing our training materials;

Encourage workbook reuse and recycling;

Promote the use of (union-made) non-chlorine paper products and environment-friendly toners and inks; and

Conserve paper by reducing the length of our texts.

Attendance Form

Please print clearly

Name: ________________________________ Home Number: ________________

Cell Phone #: _________________

Address: _____________________________ Work Number: _________________

_____________________________ Email: ________________________

_____________________________ Union/Mgt. ____________________

Employer: ____________________________ District # ____ Local # _________

Workplace Location: _____________________________________________________

Name of Class: _______________________________ Completion Date: __________

Instructors: _____________________________________________________________

Would you like to be contacted at a later date to participate in an evaluation of this training’s effectiveness? (Circle one)

Yes No

Would you like to participate in additional trainings and programs offered by the Union and the TMC? (Circle one)

Yes No

Your Signature: _________________________________________________________

Appendices A-5

Name (print first and last) Hourly Management

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Appendices A-7

SIGN-IN SHEET (PLEASE PRINT CLEARLY)

Class Title: ____________________________ Completion Date: ___________

Location (City, State)/Facility: _________________________________________

Grant Program: _____________________ Dist. & LU#: ___________________

Instructors: 1) __________________________ 2) _________________________

3) ______________________ 4) ___________________ 5) __________________

Cards for Activity 3, Task 1

Appendices A-9

Near-miss Prevention, Edition 5.0, October 2013 Card 1 of 9

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Appendices A-17

Near-miss Prevention Project, Edition 5.0, August 2013 Card 5 of 9

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Sample Forms

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fullbook near-miss prev. project ed. 5 august 2013

Documents