Critical behavior checklist

Figure 8.10 A critical behavior checklist (CBC) can be used to increase safe driving.

Critical Behavior Checklist for Personal Protective Equipment 1 Observation period (dates) Observer TOTAL NUMBER j NUMBER OF EMPLOYEES OP EMPLOYEES OBSERVED USING OBSERVED j ALL REQUIRED PPE ... 

Chapter 8 introduced the DO IT process and provided some detail about the first two steps—define target behavior(s) to improve and observe the target behavior occurring naturally in the work environment. The CBC (critical behavior checklist) was introduced as a way to look for the occurrence of critical behaviors during a work routine and then offer workers one-on-one feedback about what was safe and what was at risk. This is behavioral coaching and is explained in more detail in Chapter 12. 

You can see how this simple inexpensive incentive/reward program was both pleasant and constructive. It got people talking about the behavior-based coaching process in positive terms and it rewarded the most difficult aspect of a behavioral coaching process— interpersonal feedback. It is relatively easy to complete a critical behavioral checklist (CBC) compared with relaying the CBC results to an observee in a positive and constructive interpersonal conversation. The potential reward for completing this last and most important aspect of behavioral coaching added an element of fxm to the whole process. It made it easier to transition from behavioral observation to interpersonal feedback. 

Developing a critical behavioral checklist. Observation checklists can be generic or job-specific. A generic checklist is used to observe behaviors that may occur during several jobs. A job-specific checklist is designed for one particular job. Deciding which items to include on a critical behavior checklist (CBC) is a very important part of the coaching process. A CBC enables coaches to look for critical behaviors. A critical behavior is a behavior that... 

Sample critical behavior checklist. Figure 12.10 depicts a comprehensive CBC for recording the results of a coaching observation. This kind of CBC recording sheet should be used after the participants (optimally, everyone in a particular work area) have derived precise behavioral definitions for each category and have practiced rather extensively with shorter CBCs. Such practice enables careful refinement of behavioral definitions and builds confidence and trust in the process. 

Figure 12.10 A comprehensive critical behavior checklist (CBC) enhances the learning from one-on-one observations.

Figure 12.11 Employees used this critical behavior checklist for one-minute observations.

Figure 12,12 Feedback from a critical behavior checklist can be given one-on-one and in groups.

Coaching was presented as a rather formal step-by-step process whereby a critical behavior checklist (CBC) is developed and used to observe and analyze the safe vs. at-risk behaviors occurring in a particular work procedure. Then, as illustrated in Figure 13.1, the CBC is used to present directive and/or motivational feedback in a one-to-one interpersonal conversation. Also, percent safe scores are derived from a variety of CBCs and presented on a group feedback chart. Comments written on the CBCs are discussed in group meetings to analyze areas of concern and to find ways to make safe behavior more likely to occur. 

Ffowever, when we give feedback on the results of a critical behavior checklist, we need to consider the feelings of the recipient. We should make more deposits than withdrawals and actively listen to reactions and suggestions. This is actively caring from a person perspective. Thus, a good safety coach practices both behavior-focused and person-focused actively caring. 

The time line reflects interdependency, because accomplishing certain goals are contingent on reaching other goals. For example, the percentage of safe behaviors for a work team cannot be posted xmtil team members submit their data, and this cannot happen without the development of a critical behavior checklist and the training of all observers on the proper use of the checklist. 

The actual intervention process must be documented to decide if the procedmes are being implemented as planned and whether the intervention is reaching appropriate niun-bers of people. Attendance records, for example, provide an efficient means of measming the coverage of training programs. Participation in an intervention can be measmed readily if the procedures include completion or delivery of materials with the participant s name, such as recognition thank-you cards, critical behavior checklists, or safe behavior promise cards. 

Critical behavior checklists (Chapter 8) and communicating the results of checklist observations (Chapter 12) put this principle to work. Unlike the situation depicted in Figure 20.3, the observation and feedback process must be positive. Only then will this basic improvement tool spread throughout a work culture. The more people giving and receiving interpersonal feedback related to safety, the greater the improvement in safety-related behaviors and the more injuries prevented. 

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