Professional Safety - June 2020

DRAZEN ZIGIC/ISTOCK/GETTY IMAGES PLUS people’s attitudes, perception, feelings and intentions even & Theorell, 1990). Choudhry and Fang (2008) established that
before a behavior is performed. These internal parameters are worker involvement in unsafe behaviors can also be a result of
difficult to analyze accurately because they are unobservable; their desire to be seen as a “tough guy” in addition to having
however, internal factors can be modified using different safety awareness.
work-based factors.
Some common person-based internal components are
Models That Describe Worker Perception personality traits such as perfectionism, job burnout and
Behavior can be objectively studied by observing people’s impulsiveness. Lee, So, Min et al. (2018) identified that these
personality traits have an effect on workers’ safety-related be-
activities. Behavior can be changed by identifying the condi- havior. That study verified that the safety behaviors of employ-
tions (antecedents) and consequences that precede and follow ees in a nuclear plant in South Korea were influenced by their
a behavior. The PBS approach applies information such as personality traits (p < .05 for openness to experience, p < .05
surveys, personal interviews and focus group discussions to for emotionality, p < .05 for honesty-humility). Similar studies
discover how an individual reflects on his/her surroundings analyzed the relationship between personality traits and safety
before carrying out a behavior. Different models can help us behavior for drivers (Parr, Ross, McManus et al., 2016; Wishart,
identify the psychosocial climate of workers as a group or as Somoray & Rowland, 2017). These studies emphasize the ne-
individuals. Some widely used models include the cognitive cessity of the integration of person-based and behavior-based
model (Sauter, Hurrell & Cooper, 1989), and emotion- and so- components to achieve a total safety climate.
cial-relations-based models such as demand/control (Karasek,
1979) and effort/reward (Siergist, 1996). The emotion- and The first step of integration between BBS and PBS is to ob-
social-relations-based models often correlate psychosocial serve the overt behavior, then to understand how the internal
well-being with poor health (Belkic, Landsbergis, Schnall et person-based factors such as perception and emotion impact
al., 2004; Bongers, Kremer & ter Laak, 2002; Langevin & Sher- safety. One method is to perform a behavioral checklist on
man, 2007). Psychosocial factors (e.g., low social support, low workers’ critical behavior (Gilmore, Purdue & Wu, 2002). If
job control, high job demand) have been found to influence a category of body positions is included in the checklist, the
the behavior of workers in a negative way (Karasek & Theo- observer will determine which of the worker’s activities did
rell, 1990). It is challenging to control the effect because the not fulfill the requirement as specified during the training
hazards work mostly in an outside-in manner in people and sessions. After that, PBS attempts to address the internal
influence covert behaviors (e.g., perception, thinking, under- issues by asking the worker what influenced the at-risk be-
standing) that are impossible to observe. havior. The internal issues explored are often similar to the
psychosocial risk factors such as ability to control the work-
Overt vs. Covert Behavior place; ability to influence how work tasks should be done;
Overt behaviors are observable while covert behaviors are social aspects or social environment; and work demand (Ber-
gh, Leka & Zwetsloot, 2018).
any mental, social or physical actions that are not observable.
The objective of BBS is to analyze the overt behavior to find out How Psychosocial Factors Can Affect Safety
its difference from the targeted and expected behavior (Geller, Studies by Sauter et al. (1989), and Karasek and Theorell
2001). There is no way to observe and correct the covert behav-
ior (e.g., if a worker develops misconception and performs a (1990) establish that workers’ level of “control of job” or in-
faulty task); BBS will only identify the overt component of the dependence of performing tasks in feasible way eventually
behavior. Hence, the behavior we see is just a symptom that reduces their negative emotion. While they do not focus on
originated from its internal perception. control, other studies explore interpersonal factors (e.g., per-
sonality traits, coping strategies) that can be categorized as
Effect of Psychosocial Job Components control. Payne (2006) details that worker learning outcomes
Psychosocial job components (e.g., high demand, poor con- at work directly correlate with opportunities to update their
skills. In the study, an individual’s ability to continuously up-
trol, low social support, low self-esteem, poor relations with date and renew his/her skills (to finish a task) were shown to
coworkers, worker beliefs and attitudes) can overwhelm work- be essential to their employability.
ers by bringing in negative emotions. These negative emotions
often cause job-related psychosocial stress, which can then lead The need to maintain control in one’s job is an essential
to various poor health outcomes, including depression (Yu, process in avoiding stress-induced illness. It is an import-
Nakata, Gu et al., 2013). This can often lead to poor behavioral ant part of the cognitive model as well as the emotion- and
outcomes that reduce the safety climate or culture (Karasek social-relations-based models chosen for this article, which
include demand/control, effort-reward and social support

assp.org JUNE 2020 PROFESSIONAL SAFETY PSJ 49

models. If a worker enjoys an opportunity to carry out a task of whether utilizing skill could be a solution to reduce worker

in his/her own way, s/he can change psychosocial stressors at-risk behavior.

(Sauter et al., 1989). This ability will likely reduce or even

eliminate stressors. Sauter et al. (1989) compares this concept Opportunity to Utilize Skills

to “keep[ing] out some noise by shutting a door.” A worker’s Different models predict that utilizing one’s skills can re-

ability to cope with potentially harmful aspects of his/her job duce stress and ameliorate safety. The cognitive model suggests

by relying on the support of coworkers, family and friends that having one’s potential realized when completing tasks is

is one form of gaining control over work events (Karasek & a way of possessing control (Sauter et al., 1989). This potential

Theorell, 1990). Both the cognitive and social support mod- is made up of the worker knowledge and skills (Sauter et al.,

els show that job control can be achieved by gaining support 1989). Encouraging workers to apply their talents or abilities on

from coworkers (Karasek & Theorell, 1990; Sauter et al., 1989). the job can be beneficial to both employees and employers. The

The effort-reward model is another emotion-based model demand/control model predicts that workers whose skills are

that agrees with the concept of control affecting occupational frequently underutilized tend to be dissatisfied, bored or dis-

health. This notion views the worker as having control when engaged from their work (Karasek & Theorell, 1990). Based on

his/her skills, job loyalty, hard work or other efforts are re- these predictions, the authors conclude that allowing workers

warded with a pay raise, promotion or some other perk. A to use their own skills to complete tasks can reduce their nega-

worker who sets reward goals for any occupational construc- tive perceptions and increase productivity.

tive inputs has achieved control over potentially stressful job Underutilization of skills is a common psychosocial work-

events (Siegrist, 1996). place hazard that can result in health problems and even

These four models show that control over work events can injury. Workers who are not allowed to frequently apply their

inhibit negative emotion and perception in workers. This can individual abilities to perform work tasks lack control in

be achieved by reminding oneself that a new job is just around their jobs. Underutilization of skills is one way that lacking

the corner (cognitive model), by learning new ways to perform control in a job can lead to unsafe outcomes. Pee and Lee

activities or cope with job stress (demand/ (2015) explain that skill variety is an

control model), by relying on social sup- Underutilization of essential factor that relates to control in
port as a coping mechanism (cognitive skills is a common the workplace. Skill variety is defined
and social support models), or by striving as a job’s degree of opportunity for em-

for a reward (effort-reward model). One psychosocial workplace ployees to use their skills to carry out
common element in all of these models is work tasks. Additionally, studies show

that the need to maintain control in one’s hazard that can result that gender can exacerbate the outcomes
job is an essential process for avoiding caused by limited skill variety. Accord-

negative emotion and therefore unexpect- in health problems and ing to Seto, Morimoto and Maruyama
ed behavior at work. (2004), women who experience conflict
One of the cognitive model’s methods even injury. when attempting to juggle work and

of gaining control over a negative work family while also facing underutiliza-

environment is also found in the emotion- and social-rela- tion of skills at work are more likely to experience symptoms

tions-based models. Both models suggest that a person can gain of depression. They argue that people’s lack of opportunity

control over a harsh work environment using social support to use their skills at work puts them at a high risk for de-

(Karasek & Theorell, 1990; Sauter et al., 1989). An example of pression. That study also reveals that commonly measured

this coping method is a person who is consistently under stress job-related psychosocial factors (e.g., bad relationships in

at a job and begins confiding in a coworker who turns out to be the workplace, job insecurity, skill underutilization) have a

experiencing the same problems. This leads to other employees strong correlation with symptoms of depression. A study by

realizing they all are under job distress. Before long, several Hoshino, Amano, Suzuki et al. (2016) also reveals that par-

workers have bonded together to improve job conditions, al- ticipants’ underused skills correlated with depression. In that

lowing them to gain control in an otherwise helpless situation. cross-sectional study, the same two questionnaires [NIOSH

Payne (2006) concludes that employees who engage in con- Generic Job Stress Questionnaire (for paid work) and NIOSH

tinuing learning and training are often rewarded with “em- Generic Housekeeping Labor Stress Questionnaire (for

ployment security, better jobs and improved pay.” However, housework)] were given to 35 women with depression and

not all workers were as motivated to jump into a competence 35 women without depression. Logistic regression analyzed

reform of continuous learning. While younger workers in the three psychosocial work-related factors that were likely caus-

study were motivated by these factors, older workers stated ing the depressive symptoms in the depressed group. Un-

that improved pay would be the only factor, if any, that they derutilization of skills was the only work-related stressor that

would consider when deciding to engage in this concept. correlated with depression (Hoshino et al., 2016).

Nevertheless, the connection Payne observes is similar to that

found by Siegrist (1996), whose study demonstrates that work- Contradictory Principle Prediction Between Models

ers who set goals achieve higher levels of control over jobs that The main contradiction between two types of models is with

could otherwise be stressful. Both skills and training program the effect a person can have on a negative work environment.

components are pivotal factors in finishing a task. Training While the cognitive model depicts a job’s environment as being

program components are subject to routine practice for resto- unchangeable by the worker, the emotion- and social-rela-

ration purposes. If implemented correctly, skill can be taught tions-based models suggest that an individual can change the

to workers and become a tool to cope with the unsafe compo- work environment itself in a positive way, thus preventing ad-

nents of a job. Therefore, this study poses a serious question verse health outcomes (Karasek & Theorell, 1990; Sauter et al.,

50 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org

1989). Examples of this are the demand/control model’s depic- idea of being expected to provide more mental input (Karasek
tion of a worker learning better ways to perform tasks, and the & Theorell, 1990). In agreement with Pee and Lee (2015), Ali
effort-reward model’s method of increasing or improving job and Zia-Ur-Rehman (2014) emphasize that skill variety should
performance as motivation to increase compensation (Karasek be an essential part of any job design. Given that skill brings
& Theorell, 1990; Siegrist, 1996). control and skill utilization reduces negative feelings about
the job, learning skills as a technical part of the job can play a
Although control is an essential component of both models, role in enhancing the safety of jobs. Should a critical situation
methods of applying this principle often vary. For example, the arise, workers can redeem their assets of range of knowledge
cognitive model predicts that a worker can gain control in a job and skill competency. Although infrequent, the requirements
by realizing that the stressors are too much for him/her to han- to perform these skills on the job is highly imperative to the
dle, then turning that stress into anticipation of finding a new safety need of the job. The authors argue that such skill should
job (Sauter et al., 1989). Whereas, the demand/control model be optimally embedded in the training program so that the
suggests that a person can change a negative environment by knowledge regarding utilization of those skills are highly re-
learning new skills to bring to the job as a way of reducing tained in trainees’ memories when performing job activities.
stress (Karasek & Theorell, 1990). For example, if safely backing up is a part of forklift operation,
then forklift trainees must have the skill to back up the forklift
Control Can Be a Workload Too as part of the training objective to successfully maneuver the
Mental workload is an important concept of the mechanisms forklift. Since some part of backing up a forklift would be a
covert behavior, the trainer may put safety cones behind the
involved in cognitive theory. According to Young and Stanton forklift and can set the criteria as “no cones knocked down”
(2005), mental workload is the number of resources needed to while backing up. It means a pass for the activity of backing
meet task demands. The cognitive model suggests that some up a forklift would be given only when no cones are knocked
people have a lower tolerance for their work demands than down. Also, this must be treated as a lower skill on the skill
others. Having a low threshold for work demands can cause hierarchy level, as it must be gained first before an operator
psychological strain or overload, and can lead to adverse health will successfully maneuver other forklift operations.
outcomes (Stanton, 2004). The amount of control a person has
over a job situation can serve as a prediction of whether s/he Sanli and Canrahan (2018) explain that retention of skills
will experience psychological strain from it (Sauter et al., 1989). in a multiday training program is dependent on several task
The model’s principal way of gaining control is by reminding factors such as task difficulty, type of skill and the specificity
oneself that if the stress becomes too great, s/he can quit and of training to the work domain. Factors related to an individ-
find a new, less stressful job (Sauter et al., 1989). ual learner’s capacity to retain the knowledge depended on
the length of on-the-job exposure to specific skills. The results
This model can be applied to various areas of human of that study strongly suggest that skill retention and its utili-
health and behavior including mental exhaustion brought on zation would be imperative activators to trigger safe behaviors
by information overload, inability to successfully communi- at expected levels.
cate with one’s supervisor, memory problems and technolog-
ical issues. One way that mechanisms of the cognitive model Conclusion
can be measured is by administering questionnaires to estab- Condition of work is pivotal in shaping the safety and health
lish a person’s degree of control, also known as decision lati-
tude. The questionnaires can also reveal how much a person outcomes at the work environment. Sorenson, McLellan, Sab-
is dependent on cognitive and emotional processing at the bath et al. (2016) propose a model in which conditions of work
job, and if mental overload is taking place. A person is said (e.g., physical environment, organization of work, psychosocial
to have control when s/he can decide which goals should be factors, job demands) are the frame of focus for worker well-be-
met and how to reach them, as well the conditions involved. ing, and it predicts injury or illness outcome as well as workers’
If the work environment does not allow the worker to decide proximal outcomes. Workers’ proximal outcomes are safety
these methods, then s/he lacks control and is therefore po- and health behaviors, engagement in programs, beliefs, knowl-
tentially exposed to harm. Decision latitude is established by edge and skills. According to this model, poor conditions of
an action sequence that determines how often a worker can work will result in workers’ negative perception and vice versa.
make affect his/her actions, and thus the work environment. The authors agree with Sorenson et al. (2016) and add that poor
This action sequence consists of goal development and goal working conditions trigger negative perception in workers,
decision; plan development and plan decision; and execution which is an antecedent to workers’ negative behavior. Further,
of the action and use feedback (Sauter et al., 1989). Hence, based on the authors’ literature review, having an opportunity
using a BBS approach to reduce the at-risk behavior by using to utilize the skills would nullify any negative perception irre-
the demand/control model would hardly work, as the deci- spective of the working conditions.
sion latitude will be determined by the amount of control
one gains for the job actions. A worker’s skill has the potential to reduce job-related stress
and even make the job easier. It is accepted that most skills can
Job Redesign to Increase Utilization of Skills be taught and learned. For this reason, as long as the skills are
Not all employees need to bring their skills to their job to taught in a proper way according to the needs of the individual
learning, workers will remember these skills and will likely use
avoid negative perception. In fact, research on job redesign them at the jobsite. The key is to adapt the method of teaching
suggests that abruptly encouraging employees to learn more to worker learning. This way, workers will be more inclined
about their jobs could increase negative feeling about job to pay attention and buy in to the process that the employer is
(Karasek & Theorell, 1990). Studies have shown that workers hoping to administer. However, in some cases rearranging the
with no plans to advance to a higher job level may lack confi- job to the skill may not be the best solution. PSJ
dence in their ability to learn and may experience stress at the

assp.org JUNE 2020 PROFESSIONAL SAFETY PSJ 51

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and the reconstruction of working life. New York, NY: Basic Books. Junaid Muhammad is a manufacturing process engineer at Ther-
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man: Building a safer health system. Washington, DC: National Acade- Mechanical Engineering from University of Engineering and Tech-
mies Press. nology Peshawar. He is a prospective Ph.D. candidate in Industrial
Engineering. His research and publication interests include industrial
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job demand-control-support. Accident Analysis and Prevention, 119, member of ASSP’s Greater Baton Rouge and New Orleans chapters.
131-137.

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52 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org

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BEST PRACTICES

PSYCHOLOGICAL SCIENCE
FOR SAFETY SUCCESS, PART 6

How to Develop a Healthy Mindset

By E. Scott Geller and Krista S. Geller

Safety success is influenced by certain person-states: dispositional perspectives, beliefs, expectancies or mindsets.
Several terms are used to reflect individual differences that affect behavior. We refer to this human dynamic as a
person-state, which, unlike a personality trait, can change as a function of environmental conditions or contingencies.

This article reviews certain per- guish; trouble, misfortune . . . a condition and our “circle of influence,” and focus
son-states that reflect a mindset that can of desperate need.” our efforts on our domain of influence.
influence the development, implementa- It is healthy to admit there are things we
tion and impact of interventions to pre- We experience stress when our stressors are concerned about but have little influ-
vent injuries in the workplace and beyond. are managed effectively; we are distressed ence over, from the weather and politics
when we are unprepared or ill-equipped to various management decisions that
Part 3 of this article series (PSJ No- to deal with a particular stressor. In other affect our lives. Then when negative con-
vember 2019, pp. 60-63) discusses the words, a mindset of relevant personal con- sequences occur beyond our domain of
psychological definition of empowerment trol turns distress into stress. Anything influence, we do not experience distress
with regard to three questions: “Can I do that increases a feeling of empowerment because of a lack of personal control.
it?”; “Will it work?”; and “Is it worth it?” should also increase one’s perception of
“Yes” answers to these questions reflect personal control and reduce distress. Sometimes events occur within our do-
three beliefs or person-states that deter- main of influence, but we do not become
mine whether a person feels empowered, Both runners in Figure 1 are experienc- distressed because we blame situational
which is not necessarily the same as be- ing a stressor as indicated by the butterflies factors beyond our control. As discussed
ing empowered. You might be given the in their stomachs. However, the butterflies in Part 1 of this series (PSJ September
responsibility and authority to take on a are disorganized in the runner on the left, 2019, pp. 47-49), this misattribution of hu-
particular assignment, but you might not but they are lined up and organized in the man error is termed the self-serving bias,
believe you can accomplish it successful- runner on the right. So, the runner on the and it can markedly influence the quanti-
ly. Feeling empowered requires another left perceives limited personal control and ty and quality of participation in the anal-
critical person-state: personal control. is distressed, whereas the runner on the ysis of a close call or an injury. Therefore,
This particular disposition or mindset right feels in control and stressed. the authors suggest starting an analysis
determines whether a person experiences of an unfortunate and unintentional
motivating stress or debilitating distress Consider the following sequence incident with a discussion of relevant en-
when addressing a challenge. of cognitive (self-talk) decisions that vironmental factors. After a constructive
accompany the anticipation or the oc- discussion of potential environmental
Stress vs. Distress currence of an environmental event factors contributing to an injury, people
When people say they “feel stressed,” (e.g., safety talk, performance appraisal, are more likely to participate in a frank
certification exam): 1) you decide if the and open discussion of possible individual
they usually mean they feel over- event is important; if judged important, or behavioral factors that might have con-
whelmed. But this feeling state is not the event is a stressor; 2) if the event tributed to the incident.
stress; it is distress. The difference be- is considered a stressor, you make a
tween these two person-states is the second cognitive appraisal: “Do I have While the self-serving bias protects
perception of personal control. The first sufficient personal control?”; 3) if the self-esteem and decreases the probabil-
dictionary definition of stress is “impor- answers to the three empowerment ity of experiencing distress, it can stifle
tance, significance or emphasis on some- questions introduced previously are yes, attempts at personal improvement. As
thing.” When we are stressed, we are motivating stress is experienced. Alter- the authors suggest in a book on culti-
focused and motivated to make some- natively, if your appraisal of personal vating a brother’s/sister’s keeper work
thing happen. We feel empowered, espe- control is “no,” the stressor results in culture, you can expand your domain
cially if we also have self-efficacy (“I can debilitating distress. of influence by setting goals that are
do it”), response-efficacy (“It will work”) empowering and SMARTS: S for specific
and outcome expectancy (“It is worth Domain of Influence vs. Concern behaviors to perform; M for a motiva-
it”). The person who claims, “I work best Giving people more knowledge, tional connection to the consequences
under pressure” understands the mean- anticipated from goal attainment; A
ing and benefit of stress. Selye (1974), the resources, and interpersonal support for setting an attainable stretch goal; R
founder of stress research, said, “Com- should increase their perception of per- for a goal that is relevant to a personal
plete freedom from stress is death.” sonal control and prevent stress from mission or ultimate vision; T for a goal
becoming distress. However, personal that is trackable for assessing progress
Distress is a harmful feeling state or control is a personal perception or toward achieving the goal; and S for
mindset. Various dictionaries define it as mindset. It is in the eyes of the beholder. sharing the goal with others for social
“anxiety or suffering, severe strain re- Note that we cannot truly control every- support and accountability (Geller &
sulting from exhaustion or an accident” thing (Figure 2). Geller, 2017).
or “suffering of body or mind; pain, an-
Covey (1989) recommends that we dis-
tinguish between our “circle of concern”

54 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org

FIGURE 2

WE CANNOT
CONTROL EVERYTHING

FIGURE 1

STRESS IS GOOD; DISTRESS IS BAD

An Optimistic Mindset can influence a transition from pessimism People with a type A personality trait
Feeling optimistic usually means that to optimism, and vice versa. While a per- are more likely to experience the time
sonality trait predisposes individuals to urgency and competitiveness depicted in
an individual feels in control of a partic- be optimistic, pessimistic or even cynical, Figure 4 (p. 56). The initial research of the
ular situation and therefore experiences the situation or context, especially behav- type A personality trait associated this
more stress than distress. An optimistic ioral consequences, influences people to disposition with a higher risk for coronary
mindset is reflected by the statement, be more or less optimistic. For example, disease (Friedman & Ulmar, 1984), but
“I expect the best.” As illustrated in consider the overlap between feeling em- subsequent research demonstrated that
Figure 3 (p. 56), optimistic individuals powered and self-motivated (see Part 3 of type A plus hostility (Figure 4, p. 56) is
maintain the expectation that their life this series, PSJ November 2019). Anything the risk factor for a heart attack (Chida
events, including personal decisions and that fuels these person-states enhances an & Hamer, 2008; Chida & Steptoe, 2009).
actions, will turn out well. Most success optimistic mindset. Thus, type A safety professionals with
seekers, as defined in Part 2 of this series an actively caring mindset are not more
(PSJ October 2019, pp. 28-30), are op- More recently, psychologists have prone to coronary disease.
timistic, in contrast to failure avoiders distinguished between feeling optimis-
who are more likely to be pessimistic. tic (i.e., expecting the best and being A personality scale distinguishes
hopeful) and working to achieve best between type A behavior and type A
Compared to the pessimist, optimists expectations (Bryant & Cvengros, 2004). emotion (Geller, 2008), with the type A
maintain a sense of humor, perceive From this perspective, “I hope this hap- emotion putting people at risk for heart
problems or challenges in a positive light, pens,” implies that “I can expect the best disease. For example, while rushing to
and plan for a successful future. They outcome if I do everything I can do to save time (behavior), do you feel anger
focus on what they can do (their behav- achieve that outcome.” Therefore, hope toward those people who get in your way
ior) rather than on how they feel (Carver, is the integration of optimism and per- and slow you down (emotion)? Type A
Scheier & Weintraub, 1989). As a result, sonal control, which are indispensable behavior individuals are goal driven and
optimists handle their stressors con- person-states for experiencing beneficial self-motivated to get things done. They
structively and thereby experience more stress rather than debilitating distress. dislike wasting time and work hard to
positive stress than negative distress maintain personal control over life chal-
(Scheier, Weintraub & Carver, 1986). Op- Figure 4 (p. 56) might seem familiar lenges they deem important. While these
timists essentially expect to be successful to many readers, perhaps too familiar. folks do experience more daily stressors
at whatever they do, and therefore they Many people seem to have the mindset, than type B individuals, a success-seek-
work harder than pessimists to reach “I have so much to do and not enough ing and hopeful perspective leads to the
their goals. As a result, optimists are ben- time to do it.” In this state, personal goals experience of stress rather than distress.
eficiaries of the self-fulfilling prophecy are thwarted; personal control and op-
(Archibald, 1974). An optimistic mindset timism are diminished; and stress turns On the negative side, type A indi-
fuels a person’s attempts to achieve more. into distress. This mindset can elicit viduals are more likely to experience
frustration, and frustration can lead to frustration (type A emotion), and this
Is optimism a trait determined by aggression and a demeanor that only in- person-state can activate hostility and
nature, or a state determined by nurture creases distress. It is a vicious cycle that aggressive behavior. In addition, type A
or a particular environmental context or certainly decreases the propensity for a folks often fail to appreciate the intrinsic
set of circumstances? The safest answer healthy mindset, beneficial relationships value and flow of momentary pleasures,
to this crucial question is both. But it is and injury prevention. hence they miss benefits from mindful
useful to realize that life circumstances

assp.org JUNE 2020 PROFESSIONAL SAFETY PSJ 55

BEST PRACTICES

meditation (e.g., relaxing inside and out- response-efficacy and outcome expec- distress as determined by the mindset or
side, sensing the positive unique stimuli tancy, discussed in Part 3, PSJ November perception of personal control.
of the momentary present). 2019) are developed, nourished and
sustained through self-talk. Of course, Relatedly, the psychological per-
Mindset & Self-Talk our self-talk can also deny, disregard or son-state of feeling empowered was
As discussed in this article and others oppose these empowerment-determining revisited from Part 3 of this series (PSJ
beliefs. A failure-avoiding or failure-ac- November 2019), because the three
in this series, various environmental cepting mindset can inhibit perceptions beliefs that determine a mindset of
and interpersonal factors influence our of personal control, competence and a empowerment (i.e., self-efficacy, re-
mindset, from perceptions of personal prophecy of success. sponse-efficacy, outcome expectancy)
control, optimism and empowerment reflect a mindset of personal control and
to feeling overwhelmed, frustrated and Consider also how our self-talk both the experience of positive stress rather
distressed. But cognitive processing or influences and reflects our self-esteem. than negative distress. Likewise, the dis-
thinking precedes and follows a given Actually, it could be said that our mental tinction between a success-seeking and
mindset, both as a contributor and as script about ourselves is our self-esteem. a failure-avoiding mindset (see Part 2 of
an outcome of that mindset. Behavioral We can focus our intrapersonal conver- this series, PSJ October 2019, pp. 28-30)
scientists define thinking as covert be- sations on the good or bad things other reflects the potential experience of stress
havior or self-talk. Psychological science people say about us. Our self-esteem versus distress.
has demonstrated that intrapersonal increases or decreases according to how
conversations or self-talk about a task or we talk to ourselves about the way others The authors introduce the person-state
challenge can facilitate or stifle success. talk about us. And the potential impact or mindset of optimism as a buffer for
This is common sense to most readers of social media on our self-talk and our distress and explain how the psycholog-
because they have been there. They un- self-esteem is obvious to all readers. ical distinction between optimism and
derstand how self-talk can influence a hope incorporates the mindset of person-
success-seeking or a failure-avoiding Conclusion al control. More specifically, hoping for
mindset, a state of stress or distress. This article targets mindset, a human the best requires the application of rele-
vant personal control in order to expect
The critical connection between self- dynamic familiar to all readers and ref- the best.
talk and feeling empowered is obvious, erenced frequently in various self-help
right? We feel empowered when we books and by the public media as a deter- The type A versus type B personality
believe 1) we can do the task; 2) the task minant of human behavior and perfor- trait is discussed because of the direct
is relevant to our mission or ultimate mance. The authors show how a person’s connection to experiencing stress or
vision; and 3) completing the task is mindset (i.e., perception, belief, expectan- distress. While type A individuals experi-
worth the effort. How do we acquire and cy or person-state) influences stress. Stress ence more stressors than do type B folks,
sustain those beliefs necessary to feel is not an undesirable person-state, as a distinction between type A behavior
empowered? The answer is that these many seem to believe. This article explains and type A emotion is critical. The time
three empowerment beliefs (self-efficacy, the critical distinction between stress and urgency and competitiveness of type A
individuals results in stress and not dis-
FIGURE 3
FIGURE 4
OPTIMISTS EXPERIENCE
LESS DISTRESS THE GOOD & BAD OF TYPE A

56 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org

tress if the negative type A emotions of ically based approach. Journal of Personality Friedman, M. & Ulmar, D. (1984). Treating
impatience, frustration and aggression are and Social Psychology, 56(2), 267-283. type A behavior and your heart. New York, NY:
minimized. How is this accomplished? Knopf.
Negative emotions can be controlled Chida, Y. & Hamer, M. (2008). Chronic psy-
through intrapersonal conversation or chosocial factors and acute physiological re- Geller, E.S. (2008). Leading people-based
self-talk. While the propensity of type A sponses to laboratory-induced stress in healthy safety: Enriching your culture. Virginia Beach,
behavior is a personality trait determined populations: A quantitative review of 30 years VA: Coastal Training Technologies Corp.
more by nature than nurture, type A emo- of investigation. Psychological Bulletin, 134(6),
tion is a person-state, a mindset nurtured 829-885. Geller, E.S. & Geller, K.S. (2017). Actively
through personal and interpersonal inter- caring for people’s safety: How to cultivate a
vention. For example, consider the bene- Chida, Y. & Steptoe, A. (2009). The associ- brother’s/sister’s keeper work culture. Park
fits of systems thinking (see Part 5 of this ation of anger and hostility with future coro- Ridge, IL: ASSP.
series, PSJ January 2020, pp. 22-25) and nary heart disease: A meta-analytic review of
an actively caring mindset in reducing prospective evidence. Journal of the American Scheier, M.F., Weintraub, J.K. & Carver, C.S.
the frustration and aggressive emotions College of Cardiology, 53(11), 936-946. (1986). Coping with stress: Divergent strategies
toward people who slow down the hurried of optimists and pessimists. Journal of Person-
behavior of a type A individual. PSJ Covey, S.R. (1989). The 7 habits of highly ality and Social Psychology, 51(6), 1257-1264.
effective people: Restoring the character ethic.
References New York, NY: Simon and Schuster. Selye, H. (1974). Stress without distress. Phil-

Archibald, W.P. (1974). Alternative explana- adelphia, PA: Lippincott.
tions for the self-fulfilling prophecy. Psycholog-
ical Bulletin, 81, 74-84. E. Scott Geller, Ph.D., alumni distinguished professor and director of the Center for Applied Be-
havior Systems at Virginia Tech for 50 years, is also senior partner of Safety Performance Solutions and
Bryant, F.B. & Cvengros, J.S. (2004). Dis- cofounder of GellerAC4P Inc. (www.gellerac4p.com). He has authored more than 300 research articles,
tinguishing hope and optimism: Two sides of 40 books and 75 book chapters addressing the application of psychological science to improve human
a coin, or two separate coins? Journal of Social welfare and life satisfaction on a large scale. Geller and his daughter, Krista Geller, coauthored Actively
and Clinical Psychology, 23(2), 273-302. Caring for People’s Safety: How to Cultivate a Brother’s/Sister’s Keeper Work Culture. Geller is a profes-
sional member of ASSP’s Star Valley Chapter.
Carver, C.S., Scheier, M.F. & Weintraub, J.K.
(1989). Assessing coping strategies: A theoret- Krista S. Geller, Ph.D., has been involved in applied behavioral science since childhood. She
recently co-authored two books: Actively Caring for People’s Safety and The Human Dynamics of
Achieving an Injury-Free Workplace. Her mission is to teach people the psychological science of safety
and inspire actively caring for people (AC4P) applications of these research-based principles to improve
human welfare and life satisfaction on a large scale. Geller is president of GellerAC4P, Inc. an education/
training organization she cofounded with her father.

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assp.org JUNE 2020 PROFESSIONAL SAFETY PSJ 57

VANTAGE POINT

OUT OF SIGHT, OUT OF MIND

Preparing for Low Likelihood, High Severity Events

By Wyatt Bradbury

This article was written after my wife and I had just returned from a trip back home to Southern California.
Growing up a California native away from a major fault line, earthquakes were never a big deal. Stand in a
doorway or climb under a table until the shaking stops; pick up anything that falls.

I was not yet born when the 6.7 magni- had not gone away or lessened in potential made for what she might face because she VCHAL/ISTOCK/GETTY IMAGES
tude quake hit Northridge, CA, in 1994, and severity, I just did not feel susceptible to it had experienced the disasters herself and
quakes since then were never large enough to and, as a result, put someone else at risk. witnessed the fallout firsthand.
cause damage in my home or community.
Each region of the country has unique Anna Floyd recently gave a presentation
On that trip, my wife experienced her natural disasters that require a specific to the Advanced Safety Engineering and
first two large earthquakes and grew pale response. This reflection has made me re- Management program at the University of
white as the 7.1 magnitude quake kept roll- alize that in the event of a tornado, I would Alabama at Birmingham. In the presenta-
ing and intensifying as it shook my child- be completely unprepared to respond and tion, she described a situation where an in-
hood home despite being more than 100 would have no concept of what it is like to dividual or third-party bystander witnessed
miles from the epicenter. Sitting frozen, she experience this type of disaster. Sure, I could low frequency, high severity catastrophes
was terrified, unsure of what to do as the search what to do online, but that is not the but instead of responding with action and
five other adults with her made no move same as physically and mentally preparing ownership, for others or oneself, the audi-
to safety. Instead of diving for the table, to respond. How many personal and busi- ence instead feels inculpable to the danger.
those other adults, including one safety ness travelers are prepared for the regional Floyd calls this phenomenon “blaming
professional, talked about the experience, disasters they may face, and are the means, the victim.” It is not the victim’s fault for
comparing it to past quakes and remarking methods and messages used to warn about experiencing the disaster, nor is blame
that the house built in the 1920s managed the dangers actually being received? being assigned with any malice. Instead,
to not roll off the foundation. vulnerability and susceptibility are not felt
To my mother, a transplant who arrived and therefore the individuals assigning
I moved out east after the 2011 earth- in California and subsequently experi- “blame” are distancing themselves by doing
quake that shook the Mid-Atlantic region, enced larger earthquakes in the 1980s and so (Floyd, 2019). They are guarding them-
and I missed the 2014 La Habra quake. In 1990s, earthquakes are the disaster that selves from feeling vulnerable and having
fact, until this trip, I had not experienced we need to always be prepared for. For as to physically and mentally go through the
an earthquake since 2008. In my lifetime long as I can remember, the trunk of our steps of response should they encounter a
(which spans little more than a career for car has been filled with an earthquake kit, similar disaster. In my narrative, only my
most), I had never been seriously affected complete with clothes, food, shoes, light mother felt susceptible and, as a result, she
by this type of disaster. In fact, I do not and water. More recently, a 55-gallon drum remained prepared despite any ribbing for
think I know of anyone who has. Sure, I sits in the back of the garage with enough the lack of storage space in the trunk.
have seen pictures or videos of the disaster, resources to last for at least a month.
but it was not my family or friends affected. This makes me wonder how many other
For the vast majority, the experience of a This part of the narrative makes me hazards or dangers I do not feel vulner-
natural disaster is akin to a low frequency, realize something else: my mother was able to for any number of reasons. And,
high severity hazard (Floyd & Floyd, 2014). prepared and vigilant. As recently as two how often do I unknowingly pass that lack
weeks ago, I, a safety professional, was of susceptibility along to someone else
As a safety professional, there are clearly exclaiming my disgust that half of the car who might find him/herself at an even
a few lessons to be learned from this ongo- trunk has always been taken up by the greater risk? As safety professionals, it is
ing narrative. Foremost, I put my wife in a big blue, 20-year-old cracked plastic tub our job not only to identify the hazards
situation where a hazard existed, and she that would be our lifeline in the event “the present in our workplace and community,
was unprepared to protect herself. What big one” struck Los Angeles. My mother but also, communicate them. However, if
if she had been alone and the Los Angeles moved to California from the Midwest our communication is solely focused on
area was hit with a 6.0 to 7.0 magnitude and experienced the havoc of an earth- the probability or severity of an incident
earthquake? Cell service would probably quake striking her geographic region. and the communication flows through
be disrupted. Would she know what to She understood the impact that focusing something as formulaic as a risk matrix
do? I failed to provide a basic overview of on the likelihood and not preparing for or job hazard analysis, will individuals at
how to protect oneself and respond in the the severity of an earthquake may have risk truly understand their personal vul-
event of an earthquake because it had been on her children. When it came to natural nerability or will they say “it won’t happen
so long since I was affected. The hazard disasters, she ensured that provisions were to me,” and continue living out their life
depending on luck to see them through
Vantage Point safely (Floyd & Floyd, 2014)?

Vantage Point articles in Professional Safety provide a forum for authors with distinct viewpoints to This ability to communicate the dan-
share their ideas and opinions with ASSP members and the OSH community. The goal is to encourage gers in a way that helps employees un-
and stimulate critical thinking, discussion and debate on matters of concern to the OSH profession. derstand that they are susceptible to the
The views and opinions expressed are strictly those of the author(s) and are not necessarily endorsed consequence in the associated likelihood
by Professional Safety, nor should they be considered an expression of official policy by ASSP.

58 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org

is the only way we can ensure that appro- necessary for what is being discussed. This serve that will allow our message to be fully
priate precautions and necessary respons- can be accomplished through telling a per- appreciated. What was once out of sight,
es are taken should catastrophe strike sonal or relatable story designed to appeal out of mind must be a recognized low like-
our workplace or community. It is also to the audience and bring them into the lihood, high severity consequence that has
important to understand that risk percep- narrative and, thus, the intended message. been taken into consideration and prepared
tion is situation specific and low feelings In fact, this article is an attempt to demon- regardless of our ability to fully contain
of susceptibility are equated to a failure to strate this very point: demonstrating my and control it. Using personal narratives
adequately adopt a precautionary posture vulnerability employs this strategy so its that penetrate to the human level, not just
(Floyd & Floyd, 2014). In this example, effectiveness can be assessed and an exam- the professional level, will help us make
my mother had a higher risk perception, ple provided as we look to duplicate the ap- sure our message is considered and appro-
which drew her to adopt a behavior pat- proach in our daily lives, both personal and priate risk perceptions are developed. PSJ
tern in which the family would be pre- professional, with all the hazards faced.
pared no matter where they were. References
It is key to understand that one’s percep-
This can be accomplished this is by tell- tion of risk is based on a feeling, influenced Floyd, A. (2019, June). Risk perception and
ing a story, as humans are “naturally drawn by countless factors and biases, not the the value of vulnerability. Advanced Safety En-
to stories” and “experiences and opinions numbers or list of consequences associated gineering & Management 601 presentation, at
of other people play a key role in how we with it (Floyd, 2019). At that point, it is the University of Alabama at Birmingham.
perceive appropriate actions and behaviors” our ability to empathize, understand the
(Floyd, 2019). As the audience relates to the challenges and be as vulnerable as those we Floyd, A. & Floyd, L. (2014, April). The value
characters of the story, they are increasingly of vulnerability: Helping workers perceive per-
likely to be drawn into the message of the sonal risk. Professional Safety, 59(4), 32-37.
narrative as a whole (Floyd, 2019).
Wyatt Bradbury, CSP, CHST, CIT, serves as advisor for Hitachi Rail. He has experience in aquatic
As Floyd (2019) points out, this success- and recreation risk management, electrical construction, powerline safety, rail safety and safety con-
ful communication requires that safety sulting. Bradbury is pursuing a Master of Engineering in Advanced Safety Engineering and Management
professionals first show our vulnerability from University of Alabama at Birmingham. Bradbury serves on the planning committee of the Mid-At-
and that we have gone through the physical lantic Construction Safety Conference. He is a professional member of ASSP’s National Capital Chapter,
and mental preparation and response steps which he also serves as president, and a member of the Society’s Emerging Professionals Common Inter-
est Group. He also serves on ASSP’s Education and Training Committee.

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assp.org JUNE 2020 PROFESSIONAL SAFETY PSJ 59

WORTH READING

Book Review Recognition, Evaluation &
Control of Indoor Mold
Global Occupational Safety & Health
By Ling-Ling Hung, Steven M. Caulfield and J.
MANAGEMENT David Miller, 2019, Falls Church, VA: AIHA
HANDBOOK
The second edition of Recognition, Evaluation and
Edited by Thomas P. Fuller, 2019, Cleveland, OH: CRC Press Control of Indoor Mold, provides health information
that is aligned with the current epidemiology and
A review by Donald D. Elswick, CSP, CIH, CHMM, CIT medical information on environmental allergens,
updated taxonomy of fungi and mold remediation
Global Occupational Safety and Health Management Handbook guidelines, and a comprehensive discussion on the
should have appeal to the emerging and experienced professional alike. basic practices of identifying mold damage, eval-
The book helps experienced OSH professionals learn about complex and uating samples and remediation. The book covers
controversial global topics. Emerging professionals will gain a better un- the underlying principles and background of mold
derstanding of global OSH interrelationships and future challenges to help evaluation and control, building evaluation and data
provide guidance to global leaders. interpretation.

The book’s 18 sections discuss issues and obstacles facing the OSH Book Review
profession today in creating safe workplaces. The book offers guidance
to OSH professionals beginning projects abroad. It discusses traditional DEFENSELESS
MOMENTS
lagging indicators and cultural differ-
ences. OSH professionals interested in By Larry Wilson, 2019, Tulsa, OK: ILTI
sustainability topics will find the section
on disposing and recycling electronics A review by Diana J. Mendel, M.P.H., CSP
informative and helpful in program
implementation. The book also includes I found the information in Larry Wilson’s
sections on social issues such as cancer, Defenseless Moments to be relevant to the cur-
migrant workers, child labor, slavery and rent issues associated with safety organizations
travel safety. The book broadly discusses in today’s working environment and presented in
training that OSH professionals receive, an easy-to-understand way. Each chapter starts
as well as issues and obstacles facing the with a summary of the information from the
profession today. It provides an excellent previous chapter, which makes it easier to refer-
review of most intergovernmental OSH ence later. The author looks at the direction that
organizations and a review of interna- behavior-based safety (BBS) programs could take
tional OSH professionals’ organizations. to improve implementation of these programs in
While these chapters provide an ex- the future.
tensive resource, the discussion misses
organizations that provide resources for global professionals. The view is The book explores
North American-centric and lacks perspective on professionals in devel- the history of BBS
oping countries. programs and how
The most informative sections discuss credentialing industrial hygiene, they have developed
occupational health and informal work. The discussion of credentialing over the years. It
industrial hygiene provides a thorough review of internationally recogniz- summarizes experi-
ing accrediting bodies. This section is a needed reference for any OSH pro- ences from various
fessional who interacts with global professionals. It provides a unique and companies and indus-
candid evaluation of all accrediting organizations. It compares the various tries, and offers ideas
rubrics for certification and provides a reason to standardize certification to help the reader
throughout all accrediting organizations. improve an existing
The section on occupational health and informal work presents an inter- program. It reinforces
esting review of the status of informal work, defined as producing goods that a BBS program
only for household use and without formal bookkeeping systems. These should ensure that
employees do not pay into social pension or insurance, and are usually employees have a
fewer than six workers per fixed location. The reference used from Inter- voice in safety without
national Labor Organization estimates that 60% of the world employs an negative repercussions
informal workforce. for speaking out.
The book reinforces the OSH professional’s role in improving glob-
al health and well-being for all workers. The principles outlined are Overall, I believe this book would be beneficial
applicable to all workplaces. The book helps increase awareness of for anyone working in the OSH profession who
global OSH professionals’ understanding of issues and problems that wants to ensure that a safety program is trans-
they may help address, and is a resource to assist in the development ferred to the employees in a working manner. The
of programs to improve workplace safety. It also informs OSH profes- concepts in this book provide good direction for
sionals about the basic structures of international OSH development any program. PSJ
and governance. PSJ

60 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org

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MATH TOOLBOX

The Case of the

OVERHEATED CONSTRUCTION WORKER

By Mitch Ricketts

Math Toolbox is designed to help readers apply STEM principles to everyday safety issues. Many readers may
feel apprehensive about math and science. This series employs various communication strategies to make the
learning process easier and more accessible.

Overexposure to extreme heat may combine with other factors such as high Heat Stress Concepts
lead to heat exhaustion, heat stroke, dehy- relative humidity, lack of shade, absence The most severe heat-related illnesses
dration, kidney damage and even death of cooling breezes, strenuous work duties,
(Flouris, Dinas, Ioannou et al., 2018; Park, heavy clothing and personal factors such as occur when the body generates and ab-
Kim & Oh, 2017). Figure 1 illustrates how inadequate acclimatization (Flouris et al., sorbs heat faster than it can be dissipated
quickly the effects of heat can turn tragic 2018; Park et al., 2017). (NIOSH, 2016). Processes involved in the
in the workplace. In this case, a worker had generation and absorption of heat are
labored for 9 hours during higher-than-av- Instead of relying on air temperature encompassed in the term heat stress.
erage temperatures. When unmistakable alone, we normally assess the potential
signs of overheating finally became evident for heat stress by considering relevant Heat stress is the stress represented by
to others, his condition had deteriorated to workplace conditions in conjunction the combined effects of metabolic heat,
the extent that he could not be saved. with a measure of environmental factors clothing and the environmental factors that
known as the wet-bulb globe tempera- are reflected in WBGT. Metabolic heat is
Safety professionals are often asked to ture index (WBGT). WBGT is useful a by-product of ordinary cell metabolism,
specify how much heat is excessive. The because it combines the effects of several muscle activity and other internal (bodily)
answer to this question is not based solely important environmental factors into a processes. Metabolic heat increases during
on air temperature because heat-related single measure that is known to predict vigorous work activity and decreases during
illnesses occur when warm temperatures heat-related illnesses (NIOSH, 2016). periods of rest. Clothing affects heat stress
by limiting the escape of heat from the body.
FIGURE 1
While the concept of heat stress in-
HEAT STROKE, MINNESOTA cludes sources of heat and impediments
to cooling, the term heat strain describes
A work crew was pouring concrete curbs and The temperature was the body’s physiological responses to heat
sidewalks along a city street in August. 88 °F, warmer than stress. Heat strain occurs as the body at-
usual, and the crew tempts to maintain a safe and stable body
had been working temperature. Excessive heat strain may be
for 9 hours. indicated by profuse sweating, rapid heart
rate and elevated core body temperature.
At about 5:30 p.m., Over time, our bodies may become trained
one worker (31-year- to better tolerate heat exposure through a
old man) said he was gradual process known as acclimatization.
feeling hot and ill.
During acclimatization, the body be-
At the foreman’s insistence, the worker lay Other members of the work crew flagged comes more efficient at maintaining a safe
down in the shade. down the police. The worker was rushed to and stable core temperature. Workers be-
a hospital, but he died of heat stroke about come acclimatized by steadily increasing
He arose 10 minutes later, staggering and an hour later. their work time in hot environments over
mumbling incoherently. several days. Acclimatized workers are less
likely to suffer heat illnesses compared to
MITCH RICKETTS workers who have not been acclimatized.

Note. Adapted from “Construction Worker Dies From Heat Stroke (MN FACE Investigation Environmental factors most relevant to
93MN00901),” by NIOSH, 1993. heat stress are typically measured as dry-bulb
temperature, natural wet-bulb temperature
and black-globe temperature (Figures 2 and
3). Dry-bulb temperature (DB) is the tem-
perature of the ambient air, measured with
an ordinary thermometer. Although dry-
bulb temperature may predict the comfort of
sedentary workers in conditioned office en-
vironments, it has limited use for predicting
heat-related illnesses when work rate, relative
humidity or radiant heat are extreme.

Natural wet-bulb temperature (WB) is
often measured with a thermometer cov-
ered by a wick (such as wet gauze) exposed

62 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org

FIGURE 2 FIGURE 3

TEMPERATURE MEASURES WBGT MONITOR

Dry bulb temperature (DB) is a measure of air temperature. Natural wet WBGT monitor (left). Close-up of sensors (right).
bulb temperature (WB) incorporates the thermal effects of evaporative
cooling. Black globe temperature (GT) adds the impact of radiant heat. WBGT

Dry bulb Black globe

Wet bulb

DB: Dry bulb WB: Natural wet GT: Black globe Note. Photos copyright 2020 by TSI Inc. Reprinted with permission.
temperature bulb temperature temperature

to natural air movement. Natural wet-bulb WB = natural wet-bulb temperature, Step 2: Insert the known values for
temperatures tend to be elevated when reflecting effects of evaporative cooling natural wet-bulb temperature (WB =
both relative humidity and air tempera- and air temperature 80 °F), black-globe temperature (GT =
ture are high. Elevated natural wet-bulb 98 °F) and dry-bulb temperature (DB =
temperature is an important predictor of GT = black-globe temperature, re- 88 °F). Then solve for WBGT:
heat-related illnesses because it suggests flecting effects of radiant heat and air
perspiration may not evaporate fast enough temperature




to remove heat from a worker’s body. (outdoors with solar heat load)
DB = dry-bulb temperature, reflecting
Black-globe temperature (GT) is typically effects of air temperature alone Step 3: Our calculation indicates the
measured by placing a thermometer in the WBGT is 84.4 °F. To interpret our result,
air space within a blackened copper shell. Note: Be sure to use the same tem- we’ll refer to the NIOSH (2016) revised
The globe may be exposed to radiant heat perature metric (e.g., °C, °K, °F or °R) criteria document for occupational expo-
sources (such as the sun) in a manner that to express variables WB, GT and DB sure to heat and hot environments. Our
represents worker exposures to radiant heat. throughout the equation. The resulting hypothetical problem indicated the work-
WBGT index will then be expressed in the er was laboring at a moderate work rate,
Wet-bulb globe temperature index same metric as the variables you enter. wearing a conventional one-layer work
(WBGT) combines the measures of natural clothing ensemble with a long-sleeved
wet-bulb temperature, black-globe tem- Calculating WBGT: work shirt and trousers. Table 1 (p. 65) is
perature and (in some situations) dry-bulb Outdoors, With Solar Heat Load adapted from the NIOSH (2016) revised
temperature into a single index to estimate criteria document. For a WBGT of 84.4 °F
heat stress when the effects of other factors Detailed environmental conditions and a moderate work rate, Table 1 recom-
such as work rate and clothing are also were not recorded in the case that in- mends a water intake of about 0.75 quarts
known (Figure 3). WBGT is interpreted in troduced our topic, so we will calculate per hour and 50 minutes of actual work
each workplace based on guidelines issued by WBGT using hypothetical values. With for every 10 minutes of rest in the shade
NIOSH (2016) or other organizations such that in mind, imagine a worker is laboring per hour (with variations in fluid intake
as American Conference of Governmental outdoors, at a moderate work rate, with as discussed in the table notes).
Industrial Hygienists (ACGIH, 2020). WBGT exposure to solar radiation (sunshine).
is calculated in either of two ways, depending Further imagine that the worker is wear- To keep our calculations manageable,
on whether workers are exposed to heat from ing a conventional one-layer work cloth- we will focus on requirements for water
the sun. For both equations, we may use tem- ing ensemble that includes a long-sleeved and rest. A future article will explore
perature units in Celsius, Kelvin, Fahrenheit work shirt and trousers. Finally, imagine additional NIOSH recommendations for
or Rankin, as long as we maintain consisten- we measure the following temperatures heat exposure, including the recommend-
cy throughout the calculations. throughout an 8-hour workday: ed alert limit (RAL) for non-acclimatized
workers and the recommended exposure
For outdoor settings when workers are •Natural wet-bulb temperature is mea- limit (REL) for acclimatized workers.
exposed to solar radiation, the equation is: sured as 80 °F. This is the value of WB in
the formula for WBGT. Alternate example: Let’s calculate



WBGT for a different example, this time
(outdoors with solar heat load) •Black-globe temperature is measured as using the Celsius scale. Imagine a worker
98 °F. This is the value of GT in the formula. is laboring at an easy work rate out-
For indoor settings, or outdoors with doors with exposure to the sun. Again,
no solar heat load, the equation is: •Dry-bulb temperature is measured as the worker is wearing a conventional
88 °F. This is the value of DB in the formula. one-layer work clothing ensemble with



a long-sleeved work shirt and trousers.
(indoors, or outdoors with no solar heat load) Based on these measurements, we can This time, imagine the natural wet-bulb
calculate the wet-bulb globe temperature temperature is 32 °C, the black-globe
where: index (WBGT) in °F as follows:
WBGT = wet-bulb globe temperature index
Step 1: Start with the equation for
WBGT, outdoors with solar heat load:





(outdoors with solar heat load)

assp.org JUNE 2020 PROFESSIONAL SAFETY PSJ 63

MATH TOOLBOX

temperature is 42 °C and the dry-bulb Calculating WBGT: Indoors rate and a conventional one-layer work
temperature is 37 °C. What is the wet- (or Outdoors With No Solar Heat Load) clothing ensemble and a WBGT of 82.2 °F,
bulb globe temperature index in °C? Table 1 indicates the recommended water
Our previous calculations assumed intake is about 0.75 quarts per hour, with
To solve in degrees Celsius, we use the workers were laboring outdoors with ex- 50 minutes of actual work for every 10
original equation: posure to the sun. Our calculations will minutes of rest in the shade per hour.
be modified slightly when workers are



located indoors or have no exposure to Alternate example: This time, let’s
(outdoors with solar heat load) solar radiation. In these cases, we use a calculate WBGT using the Celsius scale
modified WBGT formula that omits the for a different example in which a worker
We then insert the new values for nat- dry-bulb temperature and increases the is laboring indoors, at a hard work rate,
ural wet-bulb temperature (WB = 32 °C), weighting of the black-globe temperature: wearing a conventional one-layer work
black-globe temperature (GT = 42 °C) clothing ensemble with a long-sleeved
and dry-bulb temperature (DB = 37 °C)


work shirt and trousers. Imagine the
to obtain the following result: (indoors, or outdoors with no solar heat load) natural wet-bulb temperature (WB) is
26 °C and the black-globe temperature




where: (GT) is 29 °C. What is the wet-bulb globe
(outdoors with solar heat load) WBGT = wet-bulb globe temperature index temperature index (WBGT) in °C?
WB = natural wet-bulb temperature,
To interpret the WBGT index of reflecting effects of evaporative cooling To solve in degrees Celsius, we use the
34.5 °C using Table 1, we’ll need to con- and air temperature equation for indoor conditions:
vert from Celsius to Fahrenheit using the GT = black-globe temperature, re-
following conversion equation: flecting effects of radiant heat and air



temperature (indoors, or outdoors with no solar heat load)

Note: Again, be sure to use the same
temperature metric (e.g., °C, °K, °F or °R) We then insert the new values for nat-
Inserting our value of 34.5 °C, we obtain: to express variables WB and GT through- ural wet-bulb temperature (WB = 26 °C)
out the equation. This ensures that the and black-globe temperature (GT =


resulting WBGT index is expressed in the 29 °C) to obtain the following result:
same metric as the variables you enter.
After converting to Fahrenheit, we find Let’s imagine a worker is laboring in-


the WBGT of 34.5 °C is equivalent to a doors, at a moderate work rate, wearing (indoors, or outdoors with no solar heat load)
WBGT of 94.1 °F. For an easy work rate, a conventional one-layer work clothing
a conventional one-layer work clothing ensemble that includes a long-sleeved To interpret the WBGT index of
ensemble and a WBGT > 90 °F, Table 1 work shirt and trousers. The worker is 26.9 °C using Table 1, we’ll need to con-
indicates the recommended water intake exposed to the following temperatures vert from Celsius to Fahrenheit:
is about 1 quart per hour, with 50 min- throughout an 8-hour workday:
utes of actual work for every 10 minutes •Natural wet-bulb temperature is mea-

of rest in the shade per hour. sured as 81 °F. This is the value of WB in
the formula. Inserting our value of 26.9 °C, we obtain:
You Do the Math •Black-globe temperature is measured
Apply your knowledge to the following as 85 °F. This is the value of GT.



•Since the worker has no exposure to
questions. Answers are on p. 70. solar radiation, we do not include any After converting to Fahrenheit, we find
1) Outdoors, with a solar heat load, the value for dry-bulb temperature. the WBGT of 26.9 °C is equivalent to a
Based on these measurements, we can WBGT of 80.42 °F. For a hard work rate,
natural wet-bulb temperature is 28 °C, calculate the wet-bulb globe temperature a conventional one-layer work clothing
the black-globe temperature is 44 °C and index (WBGT) in °F as follows: ensemble and a WBGT of 80.42 °F, Table
the dry-bulb temperature is 37 °C. An- Step 1: Start with the equation for 1 indicates the recommended water in-
swer the following: WBGT, indoors (or outdoors with no take is about 0.75 quart per hour, with 40
solar heat load): minutes of actual work for every 20 min-
a) What is the wet-bulb globe tempera- utes of rest in the shade per hour.
ture index (WBGT) in °C?



(indoors, or outdoors with no solar heat load) You Do the Math
b) What is the value of this WBGT Apply your knowledge to the following
when converted to °F? Step 2: Insert the known values for
natural wet-bulb temperature (WB = questions. Answers are on p. 70.
c) For a moderate work rate and a con- 81 °F) and black-globe temperature (GT 3) Indoors (or outdoors, with no solar
ventional one-layer work clothing ensemble, = 85 °F). Then solve for WBGT (indoors,
what is the recommended water intake and or outdoors with no solar heat load): heat load), the natural wet-bulb tempera-
work/rest regimen according to Table 1? ture is 84 °F and the black-globe tem-



perature is 91 °F. Answer the following:
2) Outdoors, with a solar heat load, the (indoors, or outdoors with no solar heat load)
natural wet-bulb temperature is 94 °F, a) What is the wet-bulb globe tempera-
the black-globe temperature is 118 °F and Step 3: Our calculation indicates the ture index (WBGT) in °F?
the dry-bulb temperature is 104 °F. An- WBGT is 82.2 °F. For a moderate work
swer the following: b) For a moderate work rate and a con-
ventional one-layer work clothing ensemble,
a) What is the wet-bulb globe tempera- what is the recommended water intake and
ture index (WBGT) in °F? work/rest regimen according to Table 1?

b) For an easy work rate and a conven- 4) Indoors (or outdoors, with no solar
tional one-layer work clothing ensemble, heat load), the natural wet-bulb tempera-
what is the recommended water intake and
work/rest regimen according to Table 1?

64 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org

TABLE 1

NIOSH RECOMMENDATIONS FOR FLUID REPLACEMENT
& REST DURING WARM WEATHER CONDITIONS

Easy work (250 W) Moderate work (425 W) Hard work (600 W)

WBGT Work/rest Water intakea Work/rest Water intake Work/rest Water intake
index (°F)
78 to 81.9 (min) (qt·h-1) (min) (qt·h-1) (min) (qt·h-1)
82 to 84.9
85 to 87.9 Unlimited 0.5 Unlimited 0.75 40/20 0.75
88 to 89.9
90+ Unlimited 0.5 50/10 0.75 30/30 1.0

Unlimited 0.75 40/20 0.75 30/30 1.0

Unlimited 0.75 30/30 0.75 20/40 1.0

50/10 1.0 20/40 1.0 10/50 1.0

Note: Rest = sitting or standing, in the shade if possible. Adapted from Table 8-1, “Criteria for a Recommended Standard: Occupational Exposure to
Heat and Hot Environments (Revised Criteria 2016),” by NIOSH, 2016.
aFluid needs can vary on the basis of individual differences (± 0.25 qt·h-1) and exposure to full sun or full shade (± 0.25 qt·h-1). Fluid intake should not
exceed 1.5 qt·h-1; daily fluid intake generally should not exceed 12 quarts. This is not to suggest limiting fluid intake by highly conditioned persons,
who may require greater than 12 quarts daily.

ture is 27 °C and the black-globe tem- Concepts mometer covered by a wick exposed to
perature is 33 °C. Answer the following: 8) acclimatization natural air movement.
9) black-globe temperature (GT)
a) What is the wet-bulb globe tempera- 10) dry-bulb temperature (DB) h) Stress represented by the combined
ture index (WBGT) in °C? 11) heat strain effects of metabolic heat, clothing and
12) heat stress the environmental factors that are re-
b) What is the value of this WBGT 13) metabolic heat flected in WBGT.
when converted to °F? 14) natural wet-bulb temperature (WB)
15) wet-bulb globe temperature index For Further Study
c) For a hard work rate and a conven- (WBGT) •ASSP’s ASP Examination Prep: Pro-
tional one-layer work clothing ensemble,
what is the recommended water intake and Definitions (in random order) gram Review and Exam Preparation,
work/rest regimen according to Table 1? a) Body’s physiological response to edited by Joel M. Haight, 2016.
heat stress, occurring as the body at-
How Much Have I Learned? tempts to maintain a safe and stable body •OSHA Technical Manual (TED 01-00-
Try the problems on your own. An- temperature. 015), Section III, Chapter 4: Heat stress,
b) Heat that is a by-product of ordinary by OSHA, 2013; www.osha.gov/dts/osta/
swers are on p. 70. cell metabolism, muscle activity and oth- otm/otm_iii/otm_iii_4.html. PSJ
5) Outdoors, with a solar heat load, the er internal (bodily) processes.
c) Measure that combines natural wet- References
natural wet-bulb temperature is 86 °F, bulb temperature, black-globe tempera-
the black-globe temperature is 96 °F and ture and (in some situations) dry-bulb American Conference of Governmental
the dry-bulb temperature is 92 °F. An- temperature into a single index to esti- Industrial Hygienists (ACGIH). (2020). TLVs
swer the following: mate heat stress when the effects of other and BEIs: Threshold limit values for chemical
factors such as workload and clothing are substances and physical agents and biological
a) What is the wet-bulb globe tempera- also known. exposure indices. Cincinnati, OH: Author.
ture index (WBGT) in °F? d) Physiological “training” process
during which the body becomes more Flouris, A.D., Dinas, P.C., Ioannou, L.G., et
b) For an easy work rate and a conven- efficient at maintaining a safe and stable al. (2018). Workers’ health and productivity
tional one-layer work clothing ensemble, core temperature. under occupational heat strain: A systematic
what is the recommended water intake and e) Temperature of the ambient air; mea- review and meta-analysis. The Lancet Plan-
work/rest regimen according to Table 1? sured with an ordinary thermometer. etary Health, 2(12), e521-e531. doi:10.1016/
f) Temperature that incorporates the S2542-5196(18)30237-7
6) Indoors (or outdoors, with no solar effects of exposure to radiant heat sourc-
heat load), the natural wet-bulb tempera- es as well as air temperature; measured NIOSH. (1993, Oct. 29). Construction work-
ture is 79 °F and the black-globe tem- by placing a thermometer in the air space er dies from heat stroke (MN FACE Investiga-
perature is 87 °F. Answer the following: within a blackened copper shell. tion 93MN00901). Retrieved from www.cdc
g) Temperature that incorporates the .gov/niosh/face/stateface/mn/93mn009.html
a) What is the wet-bulb globe tempera- effects of evaporative cooling as well as
ture index (WBGT) in °F? air temperature; measured with a ther- NIOSH. (2016). Criteria for a recommended
standard: Occupational exposure to heat and hot
b) For a hard work rate and a conven- environments (Revised criteria 2016). Retrieved
tional one-layer work clothing ensemble, from www.cdc.gov/niosh/docs/2016-106/pdfs/2016
what is the recommended water intake and -106.pdf?id=10.26616/NIOSHPUB2016106
work/rest regimen according to Table 1?
Park, J., Kim, Y. & Oh, I. (2017). Factors af-
7) Imagine a different scenario in fecting heat-related diseases in outdoor work-
which we measure in Celsius and obtain ers exposed to extreme heat. Annals of Occupa-
a WBGT of 32 °C. Convert to °F. tional and Environmental Medicine, 29(1), 30.
doi:10.1186/s40557-017-0183-y
The Language of Heat Stress
Readers will encounter the following Mitch Ricketts, Ph.D., CSP, is an associate professor of safety management at Northeastern State
University (NSU) in Tahlequah, OK. He has worked in OSH since 1992, with experience in diverse settings
concepts in codes, certification exams and such as agriculture, manufacturing, chemical/biological laboratories and school safety. Ricketts holds
conversations with other professionals. a Ph.D. in Cognitive and Human Factors Psychology from Kansas State University, an M.S. in Occupa-
Match the numbered concepts with their tional Safety Management from University of Central Missouri, and a B.S. in Education from Pittsburg
paraphrased definitions (lettered). All con- State University. He is a professional member and officer of ASSP’s Tulsa Chapter, and faculty advisor
cepts have been defined in the text, formu- for the Society’s NSU Broken Arrow Student Section.
las and illustrations. Answers are on p. 70.

assp.org JUNE 2020 PROFESSIONAL SAFETY PSJ 65

BEST PRACTICES

Creating an Effective

EMERGENCY RESPONSE TEAM

By Michael McWilliams

This article presents best practices for establishing an emergency response team developed through the
author’s experience evaluating emergency response systems at multiple companies that lacked formal
operation plans for their response teams.

Many articles about emergency re- issues and emergency incident potential, 2) Why do you want to be on the ERT?
sponse plans (ERP) or action plans as well as any regulations that apply. This question will identify who truly
outline the elements of the plan as re- Most companies will have some employ- wants to contribute. Some employees may
quired by OSHA. However, plans based ees trained in first aid, CPR or the use of answer, “to get a T-shirt” or “to get out of
solely on these requirements will lack a fire extinguishers. This may be enough, work.” Others may provide answers such
practical method of managing the emer- but even so, a functional operational as gaining experience, being part of a
gency. This article is about creating and plan, training and leadership are needed team or helping others. The answers will
developing an emergency response team in preparation for handoff to the local make it easier for the OSH professional to
(ERT) from the start that is comprised of fire department. This best practice will select team members.
employees who will work at ground level support achieving the plan and action
to manage all emergencies at the work- taken for any incident (Figure 1). Additionally, the OSH professional/
place with the OSH professional. This emergency manager should seek out the
article lays the foundation for building Phase I: Creating an ERT supervisor’s or manager’s approval by
an effective, self-functioning ERT. It is When selecting employees for the ERT, asking about the employee’s attendance
not intended for industrial fire brigades and work quality to ensure that the
or departments that fall under OSHA it is important to keep the system com- employee does not “have one foot out
1910.156 requiring training such as fire pletely voluntary. Employees should ex- the door.” It is important to get the su-
training schools. pect nothing more than the training and pervisor and manager to sign off on the
support that the company offers; they transparent statement of the application,
Of the five employers in the author’s should not expect a pay stipend, but rath- “By signing this form, I am approving
career, each had little or no functional er should be participating because they my employee to attend all ERT trainings,
operation plan for its response team. As want to be on the team. Employees must meetings, functions and emergency calls
the safety professional for these employ- understand that the ERT is a servant as required to be part of this team.” This
ers, the author implemented an emergen- voluntary system; a voluntary application will help ensure buy-in for team mem-
cy response program that created a team process will help to ensure that those bers’ attendance and accountability.
of responders able to handle all on-site selected are volunteering of their own ac-
emergencies. That program proved so cord, rather than by assignment, to serve When creating the ERT, it is vital to
effective that it was also adopted by sister the company and fellow employees. have management and leadership com-
plants, for a total of seven locations using mitment, morally and financially, that
these same best practices. Like any job, creating a list of duties to establishing the ERT is the right thing
support the application process can help to do. The supporting facts are in the
When considering best practices, the establish the expectations of the volunteer assessment:
fire department sets the standard for emergency responder. Keep the application
emergency management day-to-day. By simple, limited to one page, and include •What does the ERT do and what are
following those best practices, a com- basic questions to help determine which the requirements of the position? Create
pany can achieve the same goals. In a candidates are self-starters and motivated a list of job duties like any other position
simple assessment of the personnel on to be a part of the team. The team should with the company.
a fire truck, compare the personnel that allow for men and women and accept all
an industrial ERT may need based on volunteers as valuable contributors, not by •Create the application. Ideally, most
assessment, such as: popularity. The OSH professional should applicants will be hourly employees
expect some applicants to drop out and who are generally available on site to
Fire department Industrial ERT plan ahead with a couple of alternate per- respond. In the author’s experience,
EMT/paramedic = Medical responder sonnel beyond the assessment. managers, supervisors and those who
Firefighter = HazMat travel are not readily available to per-
Captain = Incident commander Consider including the following ques- form these functions and will not be a
tions on the application: good fit for the team. All team members
Using this comparison, we can set (except the OSH professional) must go
up a framework for a functional ERT 1) What previous experience do you through the application process. It is
to include the ERP and required regu- have? No experience is required, but it imperative to get a good mix of person-
lations, standards, practices, training can help to know employees’ previous nel; for example, if the assessment re-
and personnel needed in parallel with experience, training, volunteer service or quires 10 people and only three women
the fire department, but limiting it to other relevant facts when establishing a apply, they should be included on the
the best practice functional needs of the team. Relevant experience includes roles team to ensure balance.
company. This assessment will include such as volunteer firefighting, emergency
chemicals used, equipment, behaviors, medical technician, military medic, and •Have an introduction meeting. Dis-
environment, human factors and busi- medical or HazMat history. cuss job duties, training and the future
ness history, such as personal medical operational plan for the team.

66 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org

FIGURE 1

ERT DEVELOPMENT PROCESS FLOW DIAGRAM

Needs assessment:
Determine the number of
team members needed

Open volun- Review ap- Provide ap- Conduct CPAT if Create record-
teer applica- plications plicant team interviews if necessary keeping
tion process for minimal introduction necessary database for
with job duty criteria meeting training

Phase out Evaluate for
applicants ability to
if too many carry equip-
ment, wear
PPE, etc.

Phase out
applicants if
too many

Provide up Ensure all Include Offer hepa- Provide up
to 40 hours appropriate bloodborne titus B and to 40 hours
of medical medical pathogen declination of HazMat
training (needs supplies within 40 training per
assessment) available hours 1910.120

Provide up to IC is ongo- Provide Determine
24 hours of ing and can radio respirator/
incident com- be done commu- SCBA/suits/
mand if driven over time nication physical
by 1910.120 training capabilities

Provide biweek- Ensure that Create daily Ensure that Create Medical
ly or monthly ERT does dai- check-in sheet equipment dispatcher: evalua-
meeting for 1 ly check-ins/ is main- Security/ tions, fit for
hour for training outs ready tained by receptionist duty, etc.
and tabletops for duty ERT works well

Create ERT mis- Create Create Manage
sion statement/ medical tactical team
nonpublic meth- response worksheet
ods of operations assp.org JUNE 2020 PROFESSIONAL SAFETY PSJ 67

BEST PRACTICES

Phase II: Training FIGURE 2 FIGURE 3
In the scope of best practices, training
MEDICAL FORMS TACTICAL WORKSHEET
can be conducted internally as well as
with a third-party trainer. Start with FIGURE 4
medical training, as it is the most critical
for providing care to personnel. Next RESPONSE COMPARISON YEAR OVER YEAR
should be incident command training
to support managing incidents through
to closure. The next area to focus on is
hazardous waste, if applicable. Training
should be conducted by a qualified per-
son with experience in these areas, or by
a third-party trainer who brings exper-
tise, legal support for required areas of
training, and will likely certify the train-
ing. One approach is to conduct in-house
incident command training followed by
third-party training to validate the train-
ing delivered in house, and to provide
a deeper level of training, for example,
when applicable by regulatory standard.

When training the ERT, duties are
established for each position. Each team
member should be cross-trained for all
ERT duties, and this cross-training should
be ongoing to get the team reasonably
functional so that the first person on the
scene can establish command and take
appropriate action while others can take
positional duties. The following training
will apply and may be driven by a regula-
tory standard per the assessment:

1) Medical (1910.151): first aid, CPR,
blood pressure training and recognition
of illness (third party):

•Bloodborne Pathogens (1910.1030)
(in-house or third party);

•Health Insurance Portability and Ac-
countability Act (HIPAA) privacy train-
ing: All patient info must be kept private;

•Completing forms.
2) Incident Command (1910.120 may
apply) (third party):
•Two-way radio training: would be
used in incident command class;
•Organization duties.
3) HazWOPER (1910.120) (third party);
4) Respiratory Protection (1910.134)
if needed. This could be tight fitting air
purifying respirators, self-contained
breathing apparatus or the Appendix D
requirement.

Medical Responder sponses are related to personal health is- commander, two medical responders,
Medical training should focus on basic sues, which would also prompt training in and one scribe to document everything
heart attack, high blood pressure, stroke, that the responders do and provide a
first aid, types of trauma incidents, CPR, diabetic issues and other health issues. good handoff to local emergency medical
use of automated external defibrillators, This would require training in basic vitals services. The medical form (Figure 2)
and illnesses specifically driven by the or- and proper documentation. should also have a section of liability for
ganization’s processes and history. Ideally, the person to refuse medical assistance,
this team is established with the intent As noted, following fire department unless it is work related, due to personal
of handling workplace issues. However, protocols, there should be four ERT re- medical reasons that they may not want
in the author’s experience, most ERT re- sponders to one patient, namely, incident

68 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org

to disclose. Responders will also need a “Establish a triage location near gate one.” may be an obligation to OSHA’s process
few shared trauma bags, depending on “Copy establish triage near gate one.” safety management standard (29 CFR
number of personnel, with a clipboard This protocol allows for control of the 1910.119) or HazWOPER standard [29
to support the forms needed. All trauma incident. If communication breaks down, CFR 1910.120(n)], which would require
bags should be mapped out the same for the incident would control the team. It emergency response HazMat training as
stored items as a standard practice. is difficult to manage the evacuation of defined by 29 CFR 1910.120(a)(2)(iv), as
well as other regulations.
In the scope of liabilities, questions Operationally, we need to
typically arise about protection of the If respirators are required, there will
ERT. Because the ERT members are be part of the team while also be an obligation to OSHA’s respi-
trained by the company, they have a duty ratory protection standard (29 CFR
to respond per the job description of remaining observers at 1910.134) for emergency use of respira-
an emergency responder. However, the tors in atmospheres that are immediately
role is voluntary, which may have Good times so that the team dangerous to life and health (IDLH), and
Samaritan protection and acting in good they must be maintained properly. These
faith when providing reasonable medical can function effectively in regulations may lead to other require-
care. Still, when addressing any patient, ments such as medical evaluations or
ask for permission to assess, unless the our absence. examinations depending on the assess-
patient is incapacitated, in which case ment. With a HazMat team, a medical
permission is implied. This law can help a building or site by yelling or sending a exam may be a consideration in line with
the team feel empowered, but always runner to convey a message to a sweep fire department standards, although it
check with local laws on this topic. team. Some businesses use cell phones may be minimized depending on the
and text messages, but this creates too need to wear HazMat suits and respira-
Medical responders are also required much time lapse for a situation that tors. Third-party training will also help
to be trained in the Bloodborne Pathogen requires a quick response. Therefore, im- in this area.
standard (29 CFR 1910.1030), as applicable, mediate methods of communication are
which would not be the same as hospital a must. A quality two-way radio system Incident Debriefing
employees. Should there be a blood or oth- will require a Federal Communications When leading an ERT, it is critical to
er potentially infectious material incident, Commission license, but it is worth hav-
this would be another form of a HazMat ing designated frequencies for privacy assess every call by conducting and docu-
cleanup known as biohazard. Per the stan- depending on company needs, plant size menting a 5-minute debrief with respond-
dard, responders must also be offered the and team size. ers in a private setting after an incident to
hepatitis B vaccination and or declination. allow team members to discuss how they
When assembling an ERT, it is im- feel they responded as a team (e.g., what
Incident Command portant for responders to establish their went well, what could be improved). The
So, what makes an ERT functional? The availability for duty each day. Therefore, debrief should not be a complaint session,
set up a personnel accountability report nor is it intended to punish anyone; this is
bottom line: communication. To manage or daily check-in that requires each a voluntary team and members will make
any incident, an assessment of what is need- responder to check in by radio. This pro- mistakes and learn from them, and will
ed must be conducted and orders requesting cess establishes two things: be better for it over time by retraining in
support for the assessed needs. Therefore, areas of weakness. Try to keep this debrief
effective communication requires a reply, 1) each responder’s availability for duty; session about the team’s response perfor-
otherwise the communication was incom- 2) that the radio is functioning properly; mance, not about other company perfor-
plete. The best way to achieve this in real the check in requires a confirming response. mance requirements. Too much time and
time is by two-way radio. Who do responders check in with? For effort are spent on training to lose volun-
most locations, it is good to have security teers because of unintentional mistakes
The first person (responder) at the scene personnel (preferred) or a receptionist on during a response. It is also good practice
must assume command and remain in the team who can act as dispatcher. When to keep forms and operating procedures
command until a proper handoff is made needing ERT support, any employee can outside of the quality or ISO system, since
at the scene, if necessary. The author has call an extension number assigned to se- the ERT processes do not affect normal
seen operations in which the only incident curity or reception that can also transfer operations.
commander is the OSH professional, run- to a cell phone for support. The critical
ning an incident by phone while off site. step is ensuring that the responders get Managing the ERT also means acting on
That is not how proper incident command the message for the established infrastruc- any and all comments made during the de-
works. The incident commander in charge ture. Security would then page or dispatch brief to ensure that policies are being estab-
of the incident must be on site and man- the ERT by radio. ERT members would lished, reviewed and updated, and that the
age everyone in it, including the managers then reply by name that they are en route team is aware of these updated practices.
and supervisors. to the incident location.
In support of command, a tactical work- Phase III: Managing & Leading the Team
The incident command system re- sheet (Figure 3) provides a way to manage It is important to manage and lead the
quires two-way radio communication the team by job duty or assignment.
using fire department protocols in plain team by performing the same duties as
English. Each order or statement given HazMat Responder assigned to the team, as well as involv-
requires a reply repeating back the order As OSH professionals/emergency ing team members in establishing the
to confirm. For example: operational standards of the team. OSH
managers of a chemical plant, there professionals must provide leadership for
“Command to medical.”
“Go for medical.”

assp.org JUNE 2020 PROFESSIONAL SAFETY PSJ 69

BEST PRACTICES

employees in the safety area while train- Although members of this team will not References
ing and educating them to take ownership receive additional pay, they receive train-
at their level and provide input. Opera- ing and other benefits, such as T-shirts, OSHA. (2002a). Emergency action plans (29
tionally, we need to be part of the team hats and vests. But their volunteer service CFR 1910.38). Retrieved from www.osha.gov/laws-
while remaining observers at times so that should not go without gratitude. A simple regs/regulations/standardnumber/1910/1910.38
the team can function effectively in our “thank you” in the form of movie tickets,
absence. Therefore, employees serving on lunches or other gestures can go a long OSHA. (2002b). Fire prevention plans (29 CFR
the ERT must have ownership and sup- way to keep team members motivated. 1910.39). Retrieved from www.osha.gov/laws-regs
port. It is not your team, it is theirs. /regulations/standardnumber/1910/1910.39
Conclusion
Create an ERT operations manual Following the best practices outlined in OSHA. (2002c). Fire protection (29 CFR
(separate from the EAP) to provide 1910.157). Retrieved from www.osha.gov/
policies and rules for the team as stan- this article, an organization can properly de- laws-regs/regulations/standardnumber/1910/
dards of operation. This manual should velop a sustainably active ERT. Team mem- 1910.157
include a mission statement, created bers who receive annual training and attend
by the team, and should address at- monthly meetings gain confidence when OSHA. (2011). Respiratory protection (29
tendance policy, meetings, training responding and providing patient care. CFR 1910.120). Retrieved from www.osha.gov/
requirements, and other factors in how Whether an organization has an established laws-regs/regulations/standardnumber/1910/
the team will function and sustain itself. ERT or is just beginning to develop one, this 1910.134
These standards of operation will allow framework can help an organization assess
the team to function without the emer- the team’s current state and where it needs OSHA. (2012). Bloodborne pathogens (29
gency manager on site. to go. Being prepared for any emergency CFR 1910.1030). Retrieved from www.osha
requires leadership that recognizes the value .gov/laws-regs/regulations/standardnumber/
Also important is understanding the of the team and provides the needed support 1910/1910.1030
metrics surrounding the ERT, for example, for training, equipment, meeting attendance
how many calls the team responds to each and taking command to propel the ERT to OSHA. (2013a). Process safety manage-
month or year (Figure 4, p. 69). This can the next level. PSJ ment of highly hazardous chemicals (29 CFR
help to demonstrate the team’s value, as well 1910.119). Retrieved from www.osha.gov/laws
as maintain active support of the team with -regs/regulations/standardnumber/1910/
equipment and training. First responder 1910.119
care can help employees heal faster, reduce
recordable injuries and get employees back OSHA. (2013b). Hazardous waste operations
to work sooner. It is amazing what ice can and emergency response (29 CFR 1910.120).
do for an injury, as well as how the employ- Retrieved from www.osha.gov/laws-regs/regu
ees feel when they are being taken care of. lations/standardnumber/1910/1910.120

Michael McWilliams, CSP, SMS, ASP, is an environmental, health and safety engineer specializing
in explosive manufacturing safety, occupational safety and emergency management. He has been re-
sponsible for developing and creating programs that support compliance with manufacturing and use of
explosives and other chemicals, and instrumental in creating programs that have supported two plants
to achieve the OSHA VPP Star Award. He holds a Bachelor of Applied Science from Arizona State Univer-
sity and an Associate of Applied Science in Occupational Safety and Health Technology from Gateway
Community College.

Math Toolbox, continued from pp. 62-65

Answers: The Case of the ommended work/rest regimen is 50 min- How Much Have I Learned?
Overheated Construction Worker utes of actual work for every 10 minutes
You Do the Math of rest in the shade per hour. 5a)


(outdoors with solar heat load)
Your answers may vary slightly due to 3a)


rounding. 5b) According to Table 1, for an easy
(indoors, or outdoors with no solar heat load) work rate, conventional one-layer work
1a)



clothing ensemble and WBGT of 88.6 °F,
(outdoors with solar heat load) 3b) According to Table 1, for a mod- the recommended water intake is about
erate work rate, conventional one-layer 0.75 quarts of water per hour with an
1b)



work clothing ensemble and WBGT of unlimited work/rest regimen (i.e., no rest
86.1 °F, the recommended water intake is breaks required).
1c) According to Table 1, for a mod- about 0.75 quarts of water per hour and
erate work rate, conventional one-layer the recommended work/rest regimen is 6a)



work clothing ensemble and WBGT of 40 minutes of actual work for every 20 (indoors, or outdoors with no solar heat load)
89.78 °F, the recommended water intake minutes of rest in the shade per hour.
is about 0.75 quarts of water per hour 6b) According to Table 1, for a hard
and the recommended work/rest regimen 4a)

work rate, conventional one-layer work
is 30 minutes of actual work for every 30 clothing ensemble and WBGT of 81.4 °F,
minutes of rest in the shade per hour. (indoors, or outdoors with no solar heat load) the recommended water intake is about
0.75 quarts of water per hour and the
2a)



4b)

recommended work/rest regimen is 40
(outdoors with solar heat load) minutes of actual work for every 20 min-
4c) According to Table 1, for a hard utes of rest in the shade per hour.
2b) According to Table 1, for an easy work rate, conventional one-layer
work rate, conventional one-layer work work clothing ensemble and WBGT of 7)




clothing ensemble and WBGT of 99.8 °F, 83.84 °F, the recommended water intake
the recommended water intake is about is about 1 quart of water per hour and the The Language of Heat Stress
1.0 quart of water per hour and the rec- recommended work/rest regimen is 30 8) d; 9) f; 10) e; 11) a; 12) h; 13) b; 14) g;
minutes of actual work for every 30 min-
utes of rest in the shade per hour. 15) c.

70 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org

CONTINUING EDUCATION

FIZKES/ISTOCK/GETTY IMAGES PLUS Online

June 23-25
Safety 2020: Virtual
ASSP’s annual conference turns virtual with 60 educational sessions and the ability
to earn up to 6.5 CEUs. The event features three general sessions and two plenary
sessions, including “Applying Systems Thinking Through Your Pandemic Planning,”
designed to help OSH professionals prepare their organizations for pandemic recov-
ery and a possible second wave. Concurrent sessions are followed by live Q&As with
speakers. This event also features a virtual exposition where attendees can connect
with exhibitors and discuss cutting-edge OSH products, technology and techniques.
ASSP; (847) 699-2929; www.assp.org

JUNE 2020 Online Online
Online
6/16: Health, Safety and Environmental •6/19 Active Shooter for the Safety •7/30-8/27 Prevention Through Design.
Excellence Virtual Forum. Fleming Gulf;
+971 4609 1570; https://fleming.events. Professional. ASSP; (847) 699-2929; ASSP; (847) 699-2929; www.assp.org.
www.assp.org.
Online Online
6/16-6/18: Arc-Flash Analysis. University Online
of Wisconsin; (800) 462-0876; http://epd •7/30-9/3 Managed Fall Protection.
web.engr.wisc.edu/index.lasso. •6/19 Auditing Safety and Health
ASSP; (847) 699-2929; www.assp.org.
Online Management Systems. ASSP; (847) 699-
2929; www.assp.org. AUGUST 2020
•6/17-6/19 ASP/CSP Exam Preparation. Online
Online 8/3-8/6: Train-the-Trainer NFPA 70E
ASSP; (847) 699-2929; www.assp.org. Low Voltage and High Voltage. e-Hazard;
•6/26-27 Internal Occupational Health (502) 498-7978; www.e-Hazard.com.
Online
and Safety Management Systems Online
•6/17-6/19 Implementing ISO 45001. Auditing Using ISO 45001. ASSP; (847) 8/11-8/13: Creating Safety Leadership.
699-2929; www.assp.org. DNV-GL Business Assurance; (877) 368-
ASSP; (847) 699-2929; www.assp.org. 3530; www.dnvglcert.com.
Online
Online Online
•6/26-27 Influential Leadership Skills. 8/13-8/14: Industrial Stormwater
•6/17-6/19 Corporate Safety Compliance Manager. Aarcher Institute
ASSP; (847) 699-2929; www.assp.org. of Environmental Training; (410) 897-
Management. ASSP; (847) 699-2929; 0037; www.aarcherinstitute.com.
www.assp.org. JULY 2020
Online Online
Online
•7/2-7/30 Implementing ISO 45001. •8/13-9/10 Implementing ISO 45001.
•6/17-6/19 Advanced Safety
ASSP; (847) 699-2929; www.assp.org. ASSP; (847) 699-2929; www.assp.org.
Management Methods. ASSP; (847) 699-
2929; www.assp.org. Online Online

Webinar •7/2-7/30 Risk Assessment Tools for •8/20-9/24 Risk Assessment. ASSP;

•6/18 OSHA-ASSP Trench Safety Stand- Safety Professionals. ASSP; (847) 699- (847) 699-2929; www.assp.org.
2929; www.assp.org.
Down. ASSP; (847) 699-2929; www.assp.org. Online
Online 8/26-8/27: High-Voltage Electrical Safety.
Online TPC Trainco Inc.; (877) 978-7246; www.
•7/2-8/6 Risk Assessment. ASSP; (847) tpctrainco.com.
•6/18 Manage Risk, Not Safety. ASSP;
699-2929; www.assp.org. Online
(847) 699-2929; www.assp.org. 8/27-8/28: Electrical Safety: Power
Online Generation, Transmission and
Online Distribution. National Technology
•7/12-8/16 Internal Occupational Transfer; (855) 712-7353; www.nttinc.com.
•6/19 Implementing an ANSI/ASSP Z10
Health and Safety Management Systems Webinar
Management System Based on the New Auditing Using ISO 45001. ASSP; (847) 8/28: Electrical Safety. The Laboratory
View of Safety. ASSP; (847) 699-2929; 699-2929; www.assp.org. Safety Institute; (508) 647-1900; www
www.assp.org. .labsafety.org.
Online
Events during June, July & August
•7/20-7/23 Math Review and ASP/CSP
• Current month advertiser
• ASSP community Exam Preparation. ASSP; (847) 699-2929;
www.assp.org.
Send event announcements to professionalsafety
@assp.org. Online
7/28-9/17: CHMM Review. Bowen EHS
Inc.; (866) 264-5852; www.bowenehs.com.

assp.org JUNE 2020 PROFESSIONAL SAFETY PSJ 71

BY THE WAY

GOTOVAN NOT THE
WAY
Moving Pictures KEN DUNCAN
More holes
Projection mapping is a technology in which video is pro- than Swiss
jected onto a surface, often a building or road, acting as the
canvas to create an experiential form of art. Specialized soft- cheese
ware custom-makes video to mold precisely to a model of the
3D surface. The resulting graphics are projected onto the sur- Photo by
face and use its shape and textures to create the illusion that the Stephen Lieber,
structure itself is moving. New York City

Examples include “Box,” which combines the technolo- Chapter
gy with live performance and robotic arms to defy physics
(https://youtu.be/lX6JcybgDFo), and “Lighting the Sails,” Safety is serious business. But unsafe practices still occur and we hope
which transforms the familiar silhouette of the Sydney Opera these “Not the Way” images help you recognize and eliminate more
House (https://youtu.be/eCeK8NBddIQ).
hazards in the workplaces you influence.

“Art is the only way
to run away without

leaving home.”

Twyla Tharp

STEVEGEER/ISTOCK/GETTY IMAGES PLUS Elephant Art

Have you ever seen a painting made by an ele-
phant? According to The Elephant Art Gallery, its
collection of art was created by real elephants. The
animals are known to use a stick to doodle in the
dirt, the gallery explains, and with minimal training
they can be taught to use a paintbrush on canvas to
create abstract art. This is feasible, considering an
elephant’s trunk has more than 40,000 muscles and
“lips” on the tip, allowing them to grab small items.
The site reportedly sells the paintings to support
the Thai Elephant Conservation Center to fund the
preservation of the endangered Thai elephant.

Alley Gallery JAN-SCHNECKENHAUS/ISTOCK/GETTY IMAGES PLUS Art & Science

A residential alley in If you have a cartoon, anecdote, joke or interesting safety item Artist Colin Lyons uses geoengi-
suburban Chicago has be- you’d like to submit for publication on this page, send your neering as the basis for works that
come a drive-through art contribution to [email protected]. motivate people to think about climate
gallery thanks to a series of Submissions will not be returned. change. For example, using industrial
murals painted on neigh- debris from demolition at a nearby
borhood garage doors. In- facility, his Contingency Plan installa-
spired by murals in Cuba, tion converts industrial waste into iron
artist Teresa Parod decided sulfate, which is the primary ingredi-
to transform the “wasted ent in ocean fertilization geoengineer-
space” of the alley behind ing projects.
her home. Soon, neighbors
began asking her to paint
their garage doors as well.
Don’t worry, if you’re not
in the neighborhood you
can view her work online:
www.teresaparod.com.

72 PSJ PROFESSIONAL SAFETY JUNE 2020 assp.org



I AM A SAFETY
PROFESSIONAL

“Being a safety professional is
one of the best jobs in the world.
You get to prevent injuries,
work with people so that they
stay healthy, be a problem
solver and an investigator. You
get to use all your skills to
benefit employees.”

SHARON KEMERER

Principal
The Kemerer Group

ASSP.ORG