Motivating Safe Performance

Have you ever observed someone acting in an unsafe manner and immediately attributed their action to lack of motivation to perform safely?  Research, including our own demonstrates that we tend to do exactly that more than 80% of the time, but when we personally act unsafely we attribute our decision to outside, situational forces rather than internal dispositional forces over 90% of the time.  Attribution theories of motivation are explanations of how we attempt to understand our environment, including the behavior of others, and ourselves, by attributing/inferring causes to behavior that we observe.  These theories are helpful in explaining how we attempt to understand performance, but the fact that we do attribute such causes to behavior is not really helpful in our personal understanding of motivation.  In fact in many cases this tendency causes us to inaccurately infer cause and then react to the action of others incorrectly, i.e. commit the Fundamental Attribution Error.  The attributional approach typically does not take into account many other potential causes of unsafe action including situational/contextual contributors. Competence theories of motivation, on the other hand are based on the premise that individuals want (are intrinsically motivated) to interact effectively with their environments.  Psychological researchers such as Albert Bandura (Social Cognitive Theory, 2001) and Edward Deci and his associates (Self-Determination Theory, 2000) have helped us understand what really produces our motivation to perform in certain ways.  They propose that we are trying to effectively engage our environments in ways that make sense given our current understanding of the components of that those environments.  Interestingly, according to Self-Determination Theory we are seen as primarily intrinsically motivated to be simultaneously autonomous and competent and the more successful we are at both of these, the more intrinsically motivated we become.

So why is this important?  How do these theories relate to motivating people to minimize risk and work more safely?

Simply attributing internal motivational causation (Attribution Theories) to unsafe performance creates the opportunity for execution of the Fundamental Attribution Error which is usually negative, often wrong and often leads to blame.  Additionally, it doesn’t help us understand where the motivational state came from in the first place or how to control it.  Viewing the individual as a complex entity who is actively attempting to understand and engage his environment (Competence Theories) would seem to be much more fruitful.  If we “engineer” that environment (context) to increase intrinsic motivation we would have a greater opportunity of developing employees who are competent, take initiative and work more effectively together.  Consider the following.  What if we allowed participation (autonomy) in decision making about those aspects of context that are open to input?  What if we explained the reasons for safety rules, limits, etc so that autonomy could be supported?  What if we made sure that consequences for what turns out to be intentional rule breaking are clearly understood?  The idea is to create a work context where people will adhere to safety rules and procedures, not because they are coerced to do so, but because they feel autonomous and competent in doing so; their reason for doing so is their own and they accept responsibility for doing so.  They are intrinsically motivated to be safe.  Not many people want to get hurt, so capitalizing on the intrinsic desire for safety would seem to make a lot of sense.  Deci’s research (1995) demonstrates that the more controlled people feel (i.e., the less autonomous they feel) the more likely they are to engage in risky behavior.  Isn’t it ironic that most safety programs attempt to control behavior when it is just the opposite that has been shown to motivate behaviors that lead to safety?

The Safety Switch℠

As our world and workplaces grow in complexity, and as failures in these complex systems become increasingly calamitous, how do we take the insights that have been given us by so many dedicated and brilliant individuals, and make things better for the people who, whether we want to think about it or not, will suffer and die if we don’t adapt? It’s a heavy question, and one that’s been on our minds for a while.

You might not have known but, between blog posts and our day jobs, we’ve been writing a book.  In fact, we are now in the final phases of writing this book called, “The Safety Switch℠,”  which aims to tie together our research and the priceless contributions made by scholars and practitioners from a wide range of disciplines.

We thought it was about time to introduce the premise.

The Safety Switch℠ is a way of thinking about how we can adapt to a new world — one in which organizations are understood as complex systems, and the ever-increasing complexity of these systems presents new challenges.

The “Switch” happens at two levels.

First, it is a micro-level, personal, in-the-moment switch between two mental Modes.  Our default setting, Mode 1, is powered by mental shortcuts (called “heuristics”) and distortions (called “biases”) and often leads us to fix upon human error as the cause of safety problems.  While we may be “wired” to stay in this default mode, we can deliberately switch to a second Mode.  When in this Mode 2, we take a rigorous, effortful, sometimes counterintuitive, and often winding path to understand and address persistent safety challenges.

Second, there is a macro-level, organizational switch.  It involves activating within the organizational system an inherently dynamic layer of protection — it’s people — positioning humans as a unique and requisite response to growing complexity.

But here’s the catch: You can’t flip the second switch until you flip the first.

We have to learn when and how to switch from Mode 1 to Mode 2 in the moment and on the fly if we are going to generate the capacity to flip the second switch, and energize within our organizations this vital, dynamic and fully integrated layer of protection — the people.

Are Safety and Production Compatible?

Can we all agree that people tend to make fewer mistakes when they slow down and, conversely, make more mistakes when they speed up?  And people tend to increase their speed when they feel pressure to produce?  Personal experience and research both support these two contentions.  Deadlines and pressure to produce literally change the way we see the world.  Things that might otherwise be perceived as risks are either not noticed at all or are perceived as insignificant compared to the importance of getting things done. Pressure and Perception

A famous research study by Darley & Batson (1973), sometimes referred to as “The Good Samaritan Study”, demonstrated the impact of production pressure on people’s willingness to help someone in need:

Participants were seminary students who were given the task of preparing a speech on the parable of the Good Samaritan — a story in which a man from Samaria voluntarily helps a stranger who was attacked by robbers.  The participants were divided into different groups, some of which were rushed to complete this task.  They were then sent from one building to another, where, along the way, they encountered a shabbily dressed “confederate” slumped over and appearing to need help.  The researchers found that participants in the hurry condition (production pressure) were much more likely to pass by the person in need, and many even reported either not seeing the person or not recognizing that the person needed help.

Even people’s deeply held moral convictions can be trumped by production pressure, not because it has eroded those convictions, but because it makes people see the world differently.

The Trade Off

One reason for this is that many of our decisions are impacted by what is known as the Efficiency-Thoroughness Trade-off (ETTO) (Hollnagel, 2004, 2009).  It is often impossible to be both fast and completely accurate at the same time because of our limited cognitive abilities, so we have to give in to one or the other.

When we give in to speed (efficiency) we tend to respond automatically rather than thoughtfully. We engage what Daniel Kahneman (see Hardwired to Jump to Conclusions) refers to as “System 1” processing — we utilize over-learned, quickly retrieved heuristics that have worked for us in the past, even though those approaches cause us to overlook risks and other important subtleties in the current situation.  This is how we naturally deal with the ETTO while under pressure from peers, supervisors or organizational systems to increase efficiency.

Conversely, when we are not under pressure to increase efficiency, but, rather, pressure to be completely accurate (thorough), we have a greater tendency to engage what Kahneman calls “System 2” processing — we are more thorough in how we manage our efforts and account for the factors that could impact the quality of what we are producing.  In these instances, we will notice risks, opportunities and other subtleties in our environments, just as the “non-rushed” participants did in the “Good Samaritan Study.”

So what is the point?

Most of our organizations are geared to make money, so efficiency is very important; but how do we bolster the thoroughness side of the tradeoff to support safety and minimize undesired events?  To answer this, we have to take an honest look at the context in which employees work.  Which is more significant to employees, efficiency or thoroughness?  And what impact is it having on decision making?

Some industries (e.g. manufacturing) have opted to streamline and automate their processes so that this balance is handled by interfacing humans more effectively with the machines.  Some industries can’t do this as well because of the nature of their work (e.g., construction).  We worked with a client in this later category that had a robust safety program, experienced employees and well intentioned leaders, but which was about to go out of business because of poor safety performance…and it had everything to do with the Efficiency-Thoroughness Trade-off.  The contracts that they operated under made it nearly impossible to turn a profit unless they completed projects ahead of schedule.  As they became more efficient to meet these deadlines, the time-to-completion got shorter and shorter in each subsequent contract until “thoroughness” had been edged out almost entirely.  For this company, preaching “safety” and telling people to take their time was simply not enough to outweigh the ever-increasing, systemic pressure to improve efficiency.  The only way to fix the problem and balance the ETTO was to fix the way that contracts were written, which was much more challenging than the quick and illusory solutions that they had originally tried.

Every organization is different, so balancing the ETTO will require different solutions and an understanding of the cultural factors driving decision making at all levels of the organization.  Once you understand what is salient to people in the organization, you can identify changes that will decrease the negative impact of pressure on performance.

Protecting Young Workers from Themselves

Looking back at your younger self, did you ever do something that now seems foolish and excessively risky? We have talked about the phenomenon of “local rationality” several times in the past, which is how our reasoning and decisions are heavily influenced by our immediate context. We are all subject to its impact, including yours truly (see “A Personal Perspective on Context and Risk Taking”), but perhaps even more so when we are young, especially between the ages of 15 and 24. The data are clear.  Adolescents and young adults are more likely to engage in risky behaviors than are adults (especially older adults) and workplace incidents are more frequent among this age group.

So is it because young workers are less experienced, poorer decision makers or inherently more risk tolerant? The answer is likely “yes” to all of these questions, but it is more complicated than that. Understanding why young workers do risky things requires an understanding of the neural mechanisms that are at play in these types of situations. While it's a heady topic (forgive the pun), understanding neural development can be of extreme importance when attempting to protect our younger workers.

It has been suggested that the adolescent brain's (cortical) structures - those  involved in logical reasoning and decision making - aren't completely developed, which contributes to risky decisions and behaviors. While it is true that the frontal cortex continues development into young adulthood, research demonstrates that, by age 15, logical reasoning abilities have already development equal to those of adults. In fact, 15-year olds are equal to adults at perceiving risk and estimating their vulnerability to that risk (Reyna & Farley, 2006).

In light of this type of evidence, Steinberg (2004; 2007) has proposed that risk taking is the interaction of both logical (cognitive) reasoning and psychosocial factors such as peer pressure. Unlike the logical reasoning abilities that have developed by age 15, the psychosocial capacities that impact logical reasoning have not developed until the mid-twenties and therefore interfere with real-world decision making and risk aversion. In other words, the mature decision making processes of adolescents and young adults my be interfered with by the immature psychosocial processes of this group, and reasoning only shows maturity when these psychosocial factors are minimized...for example, when there are no peers around to pressure them.

Additionally, the limbic system, which is integral to socioemotional processing and also the center for experiencing pleasure, is less developed and highly sensitive in adolescence.  Because of this, they will put themselves in high risk situations in the hope of experiencing the “high” that comes from a dopamine rush. Even though the frontal cortex (executive function) is more advanced, the “thrill” that comes from the risk can overpower the logical functions of the brain and lead to risk taking, especially when under stress or fatigue. In other words, at this age, the attraction to rewards causes young adults to do exciting and perhaps risky things while their poor self-control makes it hard for them to slow down and think before acting, even when they know that the risk is present.

So what does this mean for protecting this age group. According to Steinberg (2004), attempts to reduce risk taking in this group by improving their knowledge, attitudes or beliefs have generally failed. Changes to their decision making contexts, by removing peers from the team and having older adults observe them, have had a much greater impact on reducing risk taking behaviors.  Rearranging teams, so that young workers are not with their peers, minimizes the impact of negative psychosocial factors on their decisions and is a first step in protecting young workers from their own developing brains.  Additionally, teaming young workers with older workers, who have been trained to observe and effectively intervene in their younger counterparts' unsafe performance, will also reduce incidents among this age group. It is, however, very important that mutual respect be nurtured so that coaching does not trigger defensiveness.  Creating contexts that minimize the impact of negative psychosocial factors on logical decision making is one way to protect young workers from themselves.

Your Organization’s Safety Immune System (Part 2): Strengthening Immunity

In a recent blog (Your Organization’s Safety Immune System) we talked about people being the “white blood cells” of our "safety immune system", but also that we have to help them become competent to do so.  People care about the safety of others, but most people do not have the natural ability to conduct a successful intervention discussion.   Isn’t it ironic that most organizational leaders assume that their employees have that very ability when they tell them to intervene when they see something unsafe.  It takes skill to successfully tell someone that their actions could lead to injury.  Many times people don’t intervene because they are afraid of reactance/defensiveness on the part of the other person.  Having the skills to deal with defensiveness is essential to being willing to enter into this potentially high stress conversation in the first place.  Success involves understanding where defensiveness comes from, how to deal with it before it arises and what to do when we encounter it both in others and in ourselves.  The intervention conversation is not a script, but rather a process that involves understanding the dynamics of the inhibiting forces and development of a set of skills that lead to effective communication. Defensiveness.  We have all experienced defensiveness both in ourselves and in other people.  Defensiveness arises because we perceive that we are under attack.  We are naturally inclined to defend our bodies and our property from danger, but we are also naturally inclined to protect/defend our personal dignity from criticism and our reputation from public ridicule.  When we perceive that our dignity or reputation are threatened, we defend either internally by retreating/avoiding or externally by pushing back either physically or verbally.  Thus we enter the Defensive Cycle™.

When we see someone doing something undesirable, such as acting in an unsafe manner we automatically attempt to understand why they are doing it and most of the time we automatically attribute it to something internal to the person.  This leads to the  well-documented phenomenon of the “Fundamental Attribution Error” (FAE), whereby we have a tendency to attribute failure on the part of others to negative personal qualities such as inattention, lack of motivation, etc., thus leading to the assignment of causation and blame.  When you fall victim to the FAE you will likely become frustrated or even angry with the other person, and if you enter into a conversation, you will likely come across as blaming the person, whether you mean to or not.  When the other person perceives you blaming, they will most likely guess that you are attacking their dignity or reputation, whether you mean to or not.  When this happens they naturally become defensive.  In turn, if the person gets quiet (defends internally), you will guess that you were right and they took your words to heart so you will expect performance changes which may or may not occur.  If, on the other hand, the person becomes aggressive (defends externally), you will guess that they are attacking your dignity or reputation and you will then become defensive and either retreat or push back yourself.  And the cycle goes on until someone retreats, or until you are able to stop the defensiveness and focus not on the person but on the context that created the unsafe performance in the first place.  You have to change your intent from blame to understanding and you have to communicate that intent to the other person.

Recognizing that we are in the Defensive Cycle™ is the first step to controlling defensiveness and conducting a successful intervention.  It is at this point that we need to stop and remember that when people engage in unsafe actions it is because it makes sense to them (local rationality) given the context in which they find themselves.  When we commit the FAE we are limiting the possible causes of their decision to act in an unsafe manner to their motivation and/or other internal attribute and then allowing that guess to create frustration which causes us to come across as blaming the person.  Recognizing that there could be other contextual factors driving their decision will reduce our tendency to blame, stop the defensive cycle before it begins and significantly increase our chances of having a successful intervention discussion.

Over the past decade we have trained many frontline workers and supervisors/managers in the skills needed to deal with defensiveness, hold an intervention discussion and create sustained behavior change.  We have also found that following training, interventions increase and incidents decrease as a result of simply creating competence which leads to confidence, thus strengthening the “white blood cells” needed for the "safety immune system" to work.

Lone Workers and “Self Intervention”

We work with a lot of companies that have Stop Work Authority policies and that are concerned that their employees are not stepping up and intervening when they see another employee doing something that is unsafe.  So they ask us to help their employees develop the skills and the confidence to do this with our SafetyCompass^®: Intervention training program.  Intervention is critical to maintaining a safe workplace where teams of employees are working together to accomplish results.  However, what about situations where work is being accomplished, not by teams but by individuals working in isolation…..the Lone Worker?  He or she doesn’t have anyone around to watch their back and intervene when they are engaging in unsafe actions, so what can be done to improve safety in these situations?  It requires “self intervention”.  When we train interventions skills we help our students understand that the critical variable is understanding why the person has made the decision to act in an unsafe way by understanding the person’s context.  This is also the critical variable with “self intervention”.  Everyone writing (me) or reading (you) this blog has at some point in their life been a lone worker.  Have you ever been driving down the road by yourself?  Have you ever been working on a project at home with no one around?  Now, have you ever found yourself speeding when you were driving alone or using a power tool on your home project without the proper PPE.  Most of us can answer “yes” to both of these questions.  In the moment when those actions occurred it probably made perfect sense to you to do what you were doing because of your context.  Perhaps you were speeding because everyone else was speeding and you wanted to “keep up”.  Maybe you didn’t wear your PPE because you didn’t have it readily available and what you were doing was only going to take a minute to finish and you fell victim to the “unit bias”, the psychological phenomenon that creates in us a desire to complete a project before moving on to another.  Had you stopped (mentally) and evaluated the context before engaging in those actions, you possibly would have recognized that they were both unsafe and the consequences so punitive that you would have made a different decision.  “Self Intervention” is the process of evaluating your own personal context, especially when you are alone, to determine the contextual factors that are currently driving your decision making while also evaluating the risk and an approach to risk mitigation prior to engaging in the activity.  It requires that you understand that we are all susceptible to cognitive biases such as the “unit bias”  and that we can all become “blind” to risk unless we stop, ask ourselves why we are doing what we are doing or about to do, evaluating the risk associated with that action and then making corrections to mitigate that risk.  When working alone we don’t have the luxury of having someone else watching out for us, so we have to consciously do that ourselves.  Obviously, as employers we have  the responsibility to engineer the workplace to protect our lone workers, but we also can’t put every barrier in place to mitigate every risk so we should equip our lone workers with the knowledge and skills to self intervene prior to engaging in risky activities.  We need to help them develop the self intervention habit.