Week 9 - Workplace Violence Part 2 Flashcards

(63 cards)

1
Q

Type 1

A

Member of the public with no legitimate relationship to the organization, usually committing a criminal act

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2
Q

Type 2

A

Member of the public who receives legitimate service from the organization (e.g., client, patient)

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3
Q

Type 3

A

an employee or former employee of the organization

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4
Q

Type 4

A

the spouse or partner of an employee

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5
Q

Risk Factors for Workplace Violence

A
  • robbery is the primary risk factor for occupational homicide, but it is not the primary risk factor for nonfatal assaults (care roles)
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6
Q

Industries reporting high rates of nonfatal assaults

A
  • health care
  • education
  • social services
  • law enforcement
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7
Q

Occupational Risk Factors

A
  • first overall risk factor is working with the general public
  • occupational risk factors don’t always result in violence
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8
Q

SAV-T(1)

A

– A way of understanding the more specific risks associated
with situations or occupations
– More specific risk factors include:
* Scheduling
* Authority
* Valuables
* Taking care of others

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9
Q

Imminent Risk

A

– Certain roles are inherently risky, but what is the risk that someone faces then and there…
– Short-term risk of violence occurring in the current situation

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10
Q

Assault Cycle

A

– Model suggesting that violence occurs only after a
period of escalation

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11
Q

SAV-T(2)

A

– A means of identifying the imminent risk of workplace violence
based on the assault cycle
– Can recognize early signs during the escalation/triggering
phase
– More specific risk factors include:
*** Swearing
* Agitation
* Volume
* Threat **– once it gets to a direct threat, immediate cessation
of the interaction is NECESSARY

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12
Q

Type 1 Violence Prevention

A
  • Increasing visibility*
  • Reducing rewards
  • Hardening targets*
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13
Q

Increase Visibility

A

For taxi drivers, means of increasing visibility include external emergency lights; global positioning system
(GPS) that allows the location of a driver in distress to be pinpointed; and in-car surveillance cameras that make it possible to identify perpetrators
* Bylaw in Ontario – reduced crime by 50%
– In retail establishments, increasing visibility has meant increasing the chances of someone witnessing
a crime

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14
Q

Target Hardening

A

– Focus on strategies (usually but not always physical designs) that make it difficult to assault employees
– Protective screens reduce the number of assaults experienced by
taxi drivers
– Includes training on how to deal with
robberies, etc.

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15
Q

Who are most common victims of nonfatal workplace violence?

A

Service providers—health care workers, teachers, social service workers, prison guards, and police officers

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16
Q

Environmental Strategies

A

– Effective lighting
– Security personnel
– Cameras, etc.
– Panic buttons
– Very similar to some of the strategies for Type I Violence

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16
Q
A
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17
Q

Organizational/Administrative Strategies

A
  • establish policies and practices to prevent aggression
  • written policy on what constiutes unacceptable behaviour
  • – Policies encouraging the reporting of violence
    – Management should stress importance of reporting acts of aggression, take all reports of aggression seriously, and ensure that employees are aware of the organization’s commitment to safety
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18
Q

Behavioural/Interpersonal Strategies

A

– Training may give employees confidence and a sense of
control to deal with potentially dangerous situations.
* Perceived control: hospital workers who received training reported
higher levels of perceived control compared with workers who did
not receive training.
* Perceptions of control are positively correlated with employee
emotional well-being and negatively associated with employee fear
of future violence.
– Training should incorporate customer service skills, de-escalation
tactics, methods for dealing with aggressive behaviour etc.

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19
Q

Preventing Violence: Type III Violence

A
  • Violence from coworkers is less common but
    still exists
  • Generally are not aggressive but react to certain situations in an aggressive way…
  • Triggers:
    – Unfair treatment
    – Abusive supervision
    – Role stress
    – Job Insecurity
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20
Q

Preventing Type III Violence

A

– Eliminating or managing triggering events
– Improving interpersonal relationships in workplace
– Creating open and transparent environment
– Developing specific procedures for employees to resolve conflicts and discuss grievances
– Shared understanding of what is appropriate and what is not (e.g., ‘respectful workplace policies’)

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21
Q

Type IV Violence

A

– Intimate partner violence almost always is perpetrated by someone (e.g., spouse) outside the organization
– Managers and organizational decision makers must:
* Be educated about forms of intimate partner violence
* Be aware of the resources that are available to
employees (e.g. Employee Assistance Programs)
* Allow for temporary accommodation during a crisis
(e.g., offsite work, relocation)

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22
Q

Occupational Health and Safety Council of Ontario (OHSCO)

A

– Recognition
* Assessment of the general physical environment
* Identification of risk factors
* Assessment for specific risks
– Assessment
* Ranking of the level of risk applicable to specific jobs
– Control
* Providing guidelines and audit tools for the creation and
monitoring of policies and programs

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23
Q

Harassment and Bullying in the Workplace

A
  • Harassment can occur as a single act
  • Bullying is typically a sustained pattern of harassing behaviours
    – Can be subtle
    – Difficult to deal with in an organization
  • Bullying is often included as a form of
    harassment (e.g., Ontario’s Bill 168)
    – Not in all provinces (e.g., Nova Scotia focuses only on physical violence or threats)
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24
Non-Violent Behaviours
more ambiguous and harder to define
25
Less obligation placed on employers (harassment)
– Required to have a policy about harassment in the workplace but are not required to conduct risk assessments for harassment – Does not constitute a grounds for a work refusal under the legislation
26
Cyber Bullying
* Employers more sensitive to use of email and digital media as a means of aggression – Cyber-aggression or cyber-bullying
27
Intervention for Harassment and Bullying
* In general, intervention takes two forms: – Investigate and respond to specific reports – Try to cultivate a culture of respect (preventative)
28
Investigation policies should include
– Provision to file a complaint – Investigation by a neutral third party ASAP – Consultation with each of the parties involved – Evidence gathering and decision making – Communicating the decision with a proposed resolution – Documenting the process and maintaining records
29
Respectfu Workplaces/anti-bullying programs
– Civility, respect, and engagement (CREW) process (6 months) * Positively affected health care workers’ reports of burnout, job attitudes, management trust, and absences (even after 1 year) – Respect in the Workplace intervention program * Developed in partnership with Canadian Red Cross and the RespectED organization * 90-minute interactive computer-based program * Show small decreases in incivility
30
Sexual Harassment
* Intentional and unwelcome sexual conduct or remarks that occur despite resistance from the victim * Physically violent actions do occur in the workplace, but rarely (E.g., rape)
31
Sexual Harassment Statistics
In Canada, 56% of working women indicated that they had experienced sexually harassing behaviour in the previous year (e.g., insulting jokes and staring)
32
Labour Code in regards to sexual harassment
* Labour Code prohibits sexual harassment and defines sexual harassment as any conduct, comment, gesture, or contact of a sexual nature – a. that is likely to cause offence or humiliation to any employee; or b. that might, on reasonable grounds, be perceived by the employee as placing a condition of a sexual nature on employment or on any opportunity for training or promotion * Labour Code outlines two types of sexual harassment: – Sexual Coercion (“quid pro quo” harassment) – Hostile Environment (e.g., insulting comments)
33
The Sexual Violence and Harassment Action Plan Act (Bill 132) amended Ontario’s Occupational Health and Safety Act as of Sept 2016
Changes include – Expanding definition of workplace harassment to include sexual harassment – Requirement of a workplace harassment program – Requirement of a complaint mechanism and investigation procedure – Requirement of notifying a complainant and respondent of the results of an investigation and any corrective action
34
Sexual Harassment becomes a health and safety issue for two primary reasons
– Employers are responsible for due care and protection of employees’ human rights in the workplace. – Employers are legally liable for discriminatory conduct of and sexual harassment by their agents and supervisory personnel (upheld by ruling of Supreme Court of Canada)
35
Humboldt Broncos Bus Incident
- A semi-truck ran a stop sign and collided with a bus carrying members of the Humboldt Broncos junior hockey team. * Sixteen people were killed and 13 more injured in the horrendous accident in rural Saskatchewan * Truck driver (inexperienced) was sentenced to eight years in prison for his role in the accident.
36
The Canadian Standards Association issued CSA Z1001 ## Footnote after Humboldt
– Standard for occupational health and safety training that specifies how training programs should be developed and evaluated in organizations. * Training related to OHS must meet several criteria: – Engaging – Maximize participant learning – Meticulously documented including current certifications
37
Safety Training: Canadian Statistics
- a study of nearly 60,000 Canadian workers reported that only 12% of women and 16% of men had received workplace safety training in the previous year - only 20% of new employees recieved any form of training
38
Which groups lack access to training more than others?
– Less educated, low-wage earners, young workers, and non-union members – Contingent, contract workers
39
Three basic rules apply to all Canadian employees ## Footnote u should know this
– Right to know: Workers need to be informed about dangerous or unsafe materials and machinery in workplace – Right to participate: Workers have right to take part actively in protection of their own health and safety – Right to refuse unsafe work: Workers have a right to refuse unsafe work if they are asked to perform a task that they deem to be unsafe or are asked to use equipment that is not in good repair
40
Safety Orientation
– Ensures all employees are provided with a base level of health and safety training – Reinforces development of a safety climate
41
First Aid Training
– Many Canadian employers are required under OH&S acts to provide first aid training to employees
42
WHMIS Training
employers are required to: * Properly store and dispose of hazardous materials * Ensure workers receive training in handling and using controlled products
43
Instructional Systems Design Model of Training
needs analysis --> traning design and delivery --> training evaluation
44
Phase 1: Needs Analysis ## Footnote 1. organizational analysis
An analysis of the entire organization, designed to examine resources, strategy, and environment to assess the organization’s support for training * Can identify the health and safety areas that need knowledge and skills improvement and that may be targets for a training program * Highlight any constraints that may limit the success of a training program before training is designed and delivered * Identify existing organizational support for training and build relationships with management * Organizational support of training is the factor that most related to ensuring positive outcomes come out of the training
45
Spotlight on Digital Training
online training is increasingly used by organizations as a means of managing costs associated with safety training WHMIS = online digital training offer smore interactive approach to training (e.g simulations)
46
Safety Climate
- employees’ shared perception of the importance of safety in the workplace - examination of the organization’s safety climate is a way to determine the extent of organizational support for a health and safety training program - relates to perceptions about safety-related policies, procedures and practices that are shared by all stakeholders in the organization - if not a strong safety climate - try appealing to the bottom line
47
Job/Task Analysis
- component of the training needs analysis process during which the jobs and specific job tasks that are in need of training are identified and studied - some forms of training, such as basic safety orientation or a seminar on the role of health and safety committees, will apply to employees in many positions within the organization starting point involved identifying the jobs to be targeted for training → obtain job description of duties/responsibilities → have incumbents/SMEs give feedback on tasks in the job/task
48
Personal Analysis
Person Analysis - WHO needs training -component of the training needs analysis process during which individual employee’s behaviour is studied to identify gaps in performance → assessment will investigate the training needs of individual employees → individual employees’ behaviour is considered to see whether performance meets desired standards methods of analysis: observation, providing work samples, doing tests on relevant content
49
Phase 2: Training Design & Delivery → ALL ABOUT DECISION MAKING
what are the training objectives will the training be designed or purchased? what is the appropriate content of the training? who will receive the training? who will deliver the training? where will the training take place?
50
Training Content and Logistics
- it is important that the content of the training program stems from the needs analysis and the organizational analysis (should address gaps in safety knowledge/performance and organizational capacities) - what are the training objectives: statements regarding the knowledge, skills, and behavioural changes that trainees should acquire in the training program - are there existing training tools that exist or do we need a custom solution (e.g generic first aid course)
51
Who will recieve the training?
- it is mandated (certain number need to know first aid) - is it for specific people doing specific tasks? - is it for everyone? part of general orientation?
52
Who will deliver the training?
- do we want a subject matter expert or professional trainer? - train the trainer: programs designed to offer subject-matter experts in various content areas skills in program delivery and communication - research supports this as an effective approach to improving safety performance
53
Where will training take place?
on the job (during task) or off the job (offsite, or on the web)
54
Behaviourist Perspective
- learning results when a person associates particular behaviors with certain immediate consequences or awards - context/environment does not matter
55
Want 4 learning principles for maximum transfer:
- Identical elements: training should target specific actions that reflect what will happen in real life situation - General principles: focus on general principles underlying training content (e.g, the value of safety versus just how to use a machine safely) - conditions of practice: environments should be similar - stimuli variability: use the different stimuli they might encounter (e.g., multiple emergency scenarios)
56
social learning (cognitive approach to learning where people learn from observing others (Bandura)
attention memory motor control motivation → the trainer becomes important as the ‘mode’ - must be engaging and credible
57
Experiential Learning
- knowledge is acquired via direct participation - new insights are applied to realistic situations - trainees reflect on prior and new experiences example: research participation credits for students (e.g., learning how to do research)
58
Phase 3: Evaluating the Training Program ## Footnote individual evaluations
reactions to training using surveys, interviews, focus groups affective reactions: involve whether the trainees enjoyed the program utility reactions: incorporate the trainees’ perceptions of the usefulness of the program knowledge: trainees’ mastery of information presented
59
Kirkpatrick's Hierarchical Model
Criterion 1: Reactions Criterion 2: Learning Criterion 3: Behaviour Criterion 4: Results, or Return on Investment (ROI)
60
Behaviour Changes
- when task simulation is incorporated into training, evaluators can assess trainee’s performance during the training program - behavioural inventories in which trainees rate own behaviour or supervisors complete a report on trainee’s actions when performing the task in question - observe employees’ on-the-job performance
61
Organizational Evaluation Metrics in OHS
incident, injury and fatality rates (programs should contribute to reduced rates)
62
Other metrics
incidence of close calls (occur when accidents or injuries are narrowly avoided, effective safety training programs should reduce the number of near misses) incidence of lost-time injuries absenteeism workers’ compensation claims and costs (successful training programs should decrease incident and injury rates) employee benefit costs (effective safety training can contribute to reduced use of programs such as physiotherapy and occupational therapy) safety inspection reports