Table of Contents

Occupational Safety & Health Standards 1

Communication in Safety 3
Roles of Supervisors in Training 6
Employee Safety Training 8
Fundamentals of Industrial Hygiene 9
Occupational Health Hazards 10
Environmental Monitoring 16
Machine Safeguarding 20
Electrical Safety & Lock Out /Tag Out 23
Materials Manual Handling Safety 27
Fire Safety 30
Safety Inspection 33
Accident Investigation 35
Human elements in Safety 38
Behavior Motivation 40
First Aid 43
Personal Protective Equipment 46
Job Hazard Analysis 49
Safety Management System 52
Fundamental of Adult Learning 54
Emergency Preparedness 57
Re-Entry Program 60
The Occupational Health & Safety Program 63
Workshop Materials 65
 OCCUPATIONAL SAFETY & HEALTH STANDARDS

Objective: To familiarize the participant with the BWC-DOLE OSH standards

Occupational Safety and Health Standards

Promulgated under Article 162, Book IV, P.D. 442 otherwise known as the “Labor Code of the
Philippines”
First Issue (1978) Second Issue (1989)

Scope of OSH Standards

The OSH Standards shall cover all places of employment except land, sea, air transportation and
safety in mines.

OSH Standards
RESPONSIBILITIES OF EMPLOYERS
Furnish his workers a place of employment free from hazardous conditions that are causing or likely
to cause death, illness or physical harm to his workers;
Use only approved devices and equipment in his workplace;
Give complete job instructions to all his workers, especially to those entering the job for the first
time, including relating to the familiarization with their work environment, hazards to which the
workers are exposed to and steps taken in case of emergency; and
Comply with the requirements of these Standards.

RESPONSIBILITIES OF WORKERS
Cooperate with the employer in carrying out the provisions of the OSH Standards.
Report to his supervisor, hazards found in his workplace.
Use safeguards and safety devices.
Follow instructions given by the employer in accordance with the standards.

Content of OSH Standards

•General Provisions PPE
Other Safety Rules Hazardous Materials
Registration Gas & Electric Welding and Cutting
Training of Personnel in OSH Operations
Health and Safety Committee Hazardous Workplaces
Notification & Keeping of Records of Explosives
Accidents and/or Occupational Illnesses Materials Handling & Storage
Premises of Establishments Boiler
Occupational Health & Environmental Control Unfired Pressure Vessels
Machine Guarding

OSH STANDARDS
Enforcing Authority
The OSH Standards are enforced by the fourteen (14) Regional Labor Offices and their District
Offices of the Department of Labor and Employment (DOLE) in different parts of the country.

Penal Provision
All violations of the provisions of this OSH Standards shall be subject to the applicable penalties
provided for in the Labor Code, P.D. 442 as amended.

Definition of Terms
Accident: An unplanned, undesired event, not necessarily injurious or damaging, that
disrupts the completion of an activity.

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 Hazard: Is any potential or existing condition in the workplace that, by itself or by
interacting with other variables, can result in death, injuries, property damage, and other
losses.
Hazard Control: Hazard control involves developing a program to recognize, evaluate, and
eliminate (or at least reduce) the destructive efforts of hazards arising from human errors
and from conditions in the workplace.
Loss Control: Is accident prevention, achieved through a complete safety and health
control program.
Safety: The control of hazards to attain an acceptable level of risk.
Control: To regulate or restrain.
Risk: Chance of physical or personal loss.
Incident: An event that may or may not result to loss.

Immediate Causes of Accidents

1. Unsafe Acts – 80 - 98%
Behaviors which can permit the occurrence of accidents or incidents. Deviation from standard
operating procedures.
Examples:
Servicing equipment in operation
Making safety devices inoperative

2. Unsafe Conditions – 2 - 20%

Physical conditions of equipment, materials or work environment that can permit accidents or
incidents to occur.
Examples:
Inadequate guards or barriers
Radiation exposures

Loss Control Programs

•Leadership and Administration Personal Protective Equipment
Management Training Health Control
Planned Inspections Program Evaluation System
Task Analysis and Procedures Engineering Controls
Accident/Incident Investigation Personal Communications
Task Observation Group Meetings
Emergency Preparedness General Promotion
Organizational Rules Hiring and Placement
Accident/Incident Analysis Purchasing Controls
Employee Training Off-the-Job Safety

Manager’s Area of Responsibility

Production
Quality
Cost
Accident/Illness

Safety Responsibilities of everyone

Responsibility
is having to answer to higher management for activities and results.

3
 COMMUNICATION IN SAFETY

Objective: To understand the principles and techniques in communication

Communication
• A process in which a message (information, beliefs, feelings, ideas) is sent from one
person to another
• A relationship set up by the sending and receiving of messages; involves a
connection/linkage between people/2 parties based on their mutual understanding of what
is happening
• Communication is what we do to give and get understanding.

Elements/Components of the Communication Process

• Sender
• Receiver
• Message
• Channel
• Feedback
• Environment

Basic Psychology of Communication

Six different Messages involved in Communication

1. What you mean to say
2. What you actually say
3. What the other person hears
4. What the other person thinks he hears
5. What the other person says
6. What you think the other person says

Guiding principles

A. Professional Management Principles

1. Motivation to accomplish results tends to increase as people are informed about the
matters affecting the results.

2. Principles of Line Loss – the effectiveness of a communication tends to vary inversely with
its extension.

3. Principles of Emotional Appeal – appeals to emotion are communicated more readily than
appeal o a person.

4. Principles of application – the more communication is applied (put to work), the better it is
understood and remembered.

F I D O Principles

Frequency……………..How often?
Intensity………………..How vivid?
Duration………………..How long?
Over Again…………….How recurrent?

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 1. Principles of Frequency – the more often the message is repeated, the more likely it is to
be remembered.

2. Principles of intensity - the more vivid, enthusiastic, personalized, and positive the
communication is, the better it will be remembered.

3. Principles of duration - shorter messages are more likely to get the attention,
understanding and retention required for good communication.

4. Over Again Principles -learning is enhanced and strengthened by spaced repetition,

messages are stamped into the mind bit by bit.

5. The KISS Principles – Keep it Simple…….Sir/Sister/Sweetheart

o Keep it Clear. Keep it understandable.

Supervisor – as the key member of the management

• The supervisor is the key management communicator for his group; he has he
closest, most frequent contact with the workers.
• Group meetings, properly conducted, help to create a cooperative communication
climate.
• Group meetings allow the most economical use of time in giving the same
information to everyone in the group.
• Group meetings permit participation by all concerned; they help give people a
chance to contribute ideas, suggestions and reactions.
• Fairly frequent, short group meetings are excellent tools for continuing
communication, education and motivation.

To be most efficient and effective, these meetings must be conducted well. Supervisors must know
how to talk to groups; how to make group presentations; how to communicate
(give and get understanding) with whole team.

How to give safety talks?

By using the “Five P” Plan - Prepare
Pinpoint
Personalized
Picturize
Prescribe

Prepare
THINK – about the subject
WRITE – things down
READ - related materials
LISTEN – to others’ ideas and attitudes
ORGANIZE – and outline your talks
PRACTICE – practice, practice

Pinpoint Concentrate on - one safety rule -one house keeping item

- one accident analysis -one unsafe practice
- one first aid hint

Emphasize on - one fire preventive

- one damage control hint
- one safety improvement
- one practice device

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 - one training tip
Personalize
• Establish common ground with your listeners
• Zero-in on one idea…… that you can state in a single sentence
• Aim for a communication bull’s eye

Picturize
• Create clear mental pictures for your listeners
• Appeal to both their ears and their eyes
• Help them to really “see what you mean”
• Use visual aids

Prescribe
• In closing your talk, answer the question the listeners always have: “So What?”
• Tell them what to do
• Ask for special action
• Give a prescription

Requirements of an Effective Communicator

Feedback
• Verbal or non verbal response indicating of receiver’s reaction to the senders massage
• A receiver may give feedback to let the sender know that he or she has been
understood; to agree or disagree to the sender’s message, or to indicate a need for
more information.
• Communicators must constantly be alert for cues/clues to whether or not they are
understood (facial expression, head nods, etc.)

Traits of an Effective Communicator

• Enjoys communicating
• Really cares about how others receive the message (feedback)
• Possesses a high energy level (dynamic)
• Communicate to people, not at mass audience
• Pleasant to be with and make others feel important
• Uses body language well
• Presents ideas clearly
• Employs vocal variety
• Uses correct grammar and pronunciation

Effective communication

Loo
k
Out
. What
?

6
 ROLES OF SUPERVISORS IN SAFETY

Objective: To develop and equip focal workers to carry out their duties with regard safety and
health in the workplace.

What makes a supervisor?

 The supervisor is management on the front line.
 They directly influence the quality and quantity of goods and services produced.
 He must be an employee relations man, a production man, an instructor and a quality
control man.
 He has to be both friendly and at the same time disciplinarian.

To fulfill his responsibility to management and employees, he must learn to be at the right place
at the right time. That means he has to be a planner not only for today, but tomorrow, next
week, next month. He has to anticipate demands and meet schedules in a manner, which will
benefit the company and its employees.

Being at the right place at the right time means the supervisor has to be, at times, a salesman,
father confessor, engineer, public and community relations man, spokesman for management,
arbiter and many other things.

Among the troublesome aspects of a supervisor’s job is the matter of discipline. But most of
them agree that discipline cannot be brought about by the use of threats or punishment. The
type of discipline that is built on fear is fast disappearing in industry today. Supervisors are
getting far more satisfactory results by building the morale of their employees. Discipline
situations arise less frequently when employees are happy in their jobs.

POINTERS ON HOW TO BOOST MORALE OF THE WORKERS

 Have as few rules as possible, but see to it that they are observed.
 Involve workers to develop minimum workable rules.
 Remember that workers are people and that they prefer to be led.
 Avoid playing favorites – treat all workers alike.
 Speak to offenders privately.
 Make sure the worker is aware of and knows the rules he broke, if not, see that he is
informed about it and that all workers know about it.

BASIC PRINCIPLES OF SUPERVISION

It would be difficult to establish a hard and fast set of rules that a supervisor should go – by in every
situation with which he may be confronted. There are, however, certain principles that are
applicable to almost all conditions and situations, provided a person understands how to apply
them.

A man who fully understands all of his responsibilities and duties as well as his authority, he will
obtain better cooperation from his fellow supervisors and his employees. It would be to his
advantage to have a clear understanding of company policies and to know how to explain them to
the workers. He should assume the responsibility not only for the quantity and quality of the
production efforts of his employees, but also for the actions of his employees.

 The Supervisor and Employee Motivation

 The Supervisor and Job Economics
 Organizational Communication
 Employee Training

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  The Supervisor and Accident Prevention
SAFETY RESPONSIBILITY OF THE LINE SUPERVISOR

The largest share of responsibility in the substantial reduction of accidents and injuries on the job
falls on the shoulders of the supervisor, not because it has been arbitrarily assigned to him, but
because accident prevention and production control are closely associated to supervisory
functions. Whether or not a company has a safety program, the supervisor has these principal
responsibilities:

 Establish Work Methods

 Giving Job Instructions
 Assigning People to Jobs
 Supervising People at Work
 Maintaining the Equipment and the Workplace
 Instill Safety Consciousness
 Proper Safety Equipment
 Education Program

SUPERVISOR’S ROLE IN ACCIDENT PREVENTION

The supervisor should know all there is to know about preventing accidents, especially as such
knowledge relates to the work in his own department.

In these days of changing technologies, new equipment and materials, it is not always possible to
know all there is about safety and prevention of accidents. But the supervisor should be interested
in safety and should have it in the high beam, must have as a minimum, general knowledge of the
basic elements necessary for an effective safety program.

It is a must for a supervisor to know:

 Something about the general principles of machine guarding and how to recognize a
hazard against unreasonable mechanical safeguards can be built. Needless to say, this
knowledge is of little value to a supervisor who thinks that an occasional safety inspection
of his department is a regular job for somebody else.
 That no manufacturing or processing operation can be made foolproof.
 What personal protective equipment is being use in his department.
 How to investigate an accident and to apply corrective action so that this will not recur.
 Something about the general principles of fire prevention.
 The basic role which good housekeeping plays, not only in eliminating accidents, but also
in fire prevention and in occupational health and protection of personnel.
 What mishaps occurred in his department over the past few years.
 The safety regulations, which apply to the operations and personnel in his department.
 Basic needs of his personnel and the value of human relations and proper job instructions.
 That the modern management concept of planning, organizing, training and controlling are
most important to safety and every phase of his work.

These ten points are by no means represent all that a supervisor might reasonably be
expected to know in accident prevention. They, however, give a broad coverage and some
control of the People-Equipment-Machine and Environment concept so necessary to the
achievement of a successful safety program

Supervisors Role in
Accident Prevention

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9
 EMPLOYEE SAFETY TRANING

Objective: To be able to develop safety training modules, and give proper instructions to
employees, regarding safe procedure.

One of the more positive actions you can take a supervisor in accident is to provide training for your
workers. The effects of these efforts are observable and measurable, which can serve as a positive
evaluation of your accident prevention work. Under the OSH Standards, employers must provide
the following:
• Employee Training and education programs
• Pertinent information about the job
• Proper working conditions and precautions
• All hazards employees are exposed on the job.
• Symptoms of toxic exposure to substances used in the workplace.
• Emergency treatment procedures

The test of a good safety program is whether the employee’s new awareness regarding safety
results is observable improvements in job safety performance. The test for management is higher
employee productivity and an improved safety record. Four steps in changing employee behavior
regarding safety are:
• Providing orientation and training
• Promoting safety skills
• Developing “safety awareness” seminar
• Modeling good safety practices (supervisor and upper management)

Many studies have been made to determine why people fail to follow safety procedures or to take
reasonable precautions on the job. Some of the reasons that workers have:
• Not been given specific instructions in the operation
• Misunderstood the instruction
• Not listening to the instruction
• Considered the instruction either unimportant or unnecessary
• Disregarded the instruction

Any of the above lapses can result in an accident. To prevent such an occurrence, it is essential
that safety-training work be conducted efficiently. Every person who conducts safety training has
the following qualities:
• Thorough knowledge of the subject
• Desire to instruction
• Friendly and cooperative attitude
• Leadership qualities
• Professional attitude and approach
• Exemplary behavior to set an example for others
The employee safety-training program is an integrated process consisting of a series of coordinated
activities directed towards the control of unsafe personal act and unsafe working conditions.

Major Elements of Safety Plan

1. Safety Policy Plan 7. Safety Training
2. Safety Training Department 8. Comprehensive Health Control/Services
3. Safety Committee 9. Safety Promotion Campaign
4. Safety Rules and Regulations 10. Community Awareness and Public Safety
5. System, Guidelines and Procedures Employee Safety Training
6. Safety Records Managements

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Safety Training Coverage
• Safety Orientation and Initial Training for New Employees
• Performance Improvement for Existing Personnel
• Methods/Technique Updating and sustaining the Performance Improvement Program.

Safety Orientation and Initial Training for New Employees

Safety orientation should be given to all newly - hired employees regardless of previous
experience. This familiarization training shall include, but not limited to the following subjects:
• Proper conduct and Attitude Towards Safety
• Emergency Procedures
• Accidents Reporting
• Personal Protective Equipment
• Health and Sanitation

FUNDAMENTALS of INDUSTRIAL HYGIENE

Objective: To explain the basics of accident prevention and safety promotion

Industrial Hygiene -
It is the identification, evaluation and control of hazards in the workplace.

Safety -
Freedom from accidents; Freedom from harm, injury and loss
It is the control of Hazards and Accidents in the workplace

Accidents - An accident is usually the result of contact of man with a source of energy above the
threshold limit of the body or structure.
An occurrence that interrupts the normal and orderly progress of any activity
Results in physical harm, damage to property, delay in operation

Causes of Accidents are classified as:

Unsafe Condition - seen as a physical or chemical property in the material
Unsafe Act - a violation of safe procedure
Act of omission
Act of commission

Three Steps to Control Hazards and Accidents (Industrial Hygiene)

Identify
Evaluate
Correct

1. Identify the hazard

Inspection before)
Investigation (after)

2. Evaluate
Compare what you identified against normal standards of Occ. Health & Safety Standards, OEL,
TLV, PEL, NIOSH, others

3. Correct the hazard

 Engineering control Administrative control
Personal protective equipment

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a. Engineering Methods – eliminate or reduce the hazard through
 Initial design specification Isolation (Place)
Substitution Ventilation
Change the process

2. Administrative Methods - control of employees exposure

 Increased breaks Isolation (Time)
SOP’s Medical Exams
Workplace monitoring
 Scheduled reduced work hours in contaminated areas

3. Personal Protective Equipment

Use of a protective barrier to protect the worker from the hazard

Please classify the following methods of control: (write Engineering, Administrative, PPE)

1. Substitution of non-toxic or less-toxic for one which is harmful to health (lead in paint
pigments with zinc, barium or titanium oxide)
2. Change in the process to improve working condition (spray paint to dipping or brushing)
3. Isolation or enclosure of a process or work operation to reduce the number of employees
exposed.
4. Wet methods to reduce generation of dust.
5. Local exhaust ventilation at the point of generation or dispersion of contaminants.
6. Dilution ventilation to provide a safe, healthful atmosphere.
7. Special clothing, eye or respiratory protection.
8. Good housekeeping, including cleanliness of workplace, waste disposal, adequate
washing, toilet and eating facilities.
9. Administrative exposure controls, including adjusting work schedules or rotating job
assignments so no employee receives an overexposure.
10. Special control methods for specific hazards, such as shielding, monitoring devices, and
continuous sampling with preset alarms.
11. Medical controls to detect evidence of absorption of toxic materials.
12. Training and education to supplement engineering controls.

OCCUPATIONAL HEALTH HAZARDS

Objective: To describe the different hazards and explain their effect on workers.

Occupational Health – it is the promotion & maintenance of the highest degree of physical, mental
& social well-being of workers in all occupations (ILO- 1950)

AIMS OF OCCUPATIONAL HEALTH

Promotion and maintenance of the physical, mental and social well being of workers;
Prevention of illness
Protection of workers from risks at work
Placement and maintenance of workers in an occupational environment appropriate to his capacity

TYPES OF HAZARDS
1. Physical Hazards Biological Hazards
Chemical Hazards Ergonomic Hazards

PHYSICAL HAZARDS
1. Noise Vibration

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 Extremes of temperature Pressure
Illumination

CHEMICAL HAZARDS
A) Forms: Route Of Entry
Liquids Inhalation
Solids Ingestion
Gas Dermal
Eye Contamination
BIOLOGIC HAZARDS
1) Bacteria Fungi
Viruses Insects/Parasites

ERGONOMIC HAZARDS - Mismatch between the worker and his work

Improper Tools and Equipment Design
Unnecessary and Unusual Lifting or Reaching
Repetitive Motions
Stress at Work

I. PHYSICAL HAZARDS

1. NOISE – harmful sound, which has 3 characteristics (of Sound):

Frequency - measured in (Hertz) cycles per second
Loudness - intensity of the sound, measured in Decibel (dB)
Duration – continuous, intermittent, burst, waxing / waning

PERMISSIBLE NOISE EXPOSURE (OSHA 1981)

Duration/day Sound Level
(hours) (dB)
8 90
4 93
2 96
1 99
0.5 102
0.25 or less 105

ADVERSE HEALTH EFFECTS OF NOISE

Acute Effects:
Acoustic Trauma (Explosion, gunshot)
Temporary Threshold shift (Disco)
Poor communication

ADVERSE HEALTH EFFECTS OF NOISE

Chronic or Long term effects:
Permanent Threshold shift (Noise induced hearing loss)
Hypertension and stress
Psychosomatic effects

CONTROL OF NOISE PROBLEMS IN THE WORKPLACE

- Engineering methods Administrative Control
Purchase new equipment Job rotation/breaks
Preventive maintenance PPE
Isolation/damping Ear plugs/ ear muffs

2. HEAT STRESS
Exposure settings:

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 •High temperature Poor ventilation
High humidity Multiple heat sources

Thermoregulatory Mechanism
- Heat is first removed from the organs producing it (metabolic heat) to the skin by the circulating
blood to maintain a temp of 37’C

Acute Health Effects of Heat

Prickly heat - immature sweat glands
Heat fatigue - bad mood (water loss)
Heat cramps - muscle spasm(water + salts)
Heat exhaustion - fatigue, dehydration, diaphoresis, nausea, vomiting (water +
salts + electrolytes)
Heat stroke - overheating, seizure, coma (failure of thermoregulatory system)

CONTROL OF HEAT PROBLEMS

•Engineering control rotation/breaks
Ventilation
Water sources (fountains/showers) PPE
Administrative control Job Cotton clothes, multiple changes

3. COLD STRESS
Exposure settings:
Ice plants , Broadcast Industry, Semiconductor Industry
Food processing plants, Ice Cream plants, Deep sea diving, Laboratories,

Acute Health effects of Cold Chronic health effects

Hypothermia Bradycardia
Frostbite Skin scaling
Trench foot Callous formation

4. VIBRATION
continuous low frequency oscillation that is more likely felt than heard
affects the body through direct contact
exposure settings: hand held grinding tools, jack hammer, chainsaw, transportation

Health Effects of Vibration

Inflammation (wrist, elbow, shoulder)
Carpal tunnel syndrome
Tenosynovitis
Fatigue

PREVENTION & TREATMENT

•Tool redesign isolation
maintenance of equipment/tools gloves, dampers

5. ILLUMINATION
Visibility of a workplace as a result of light:
natural or artificial High illumination
lumens or lux

Importance of Illumination fine movement work

OSH standards
production line Acute effects
active storage eye strain
clerical work dizziness

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headache teary eyes
neck pains
Subsequently - accidents happen
•leaning close to machinery loss of leg balance
loose clothing gets caught loss of arm support
inhale particulate matter

6. PRESSURE
This is the atmospheric force that is constantly applied on the body, as a result of normal
changes in altitude or artificially induced conditions.

Pressure changes cause body stress

ACUTE EFFECTS:
Fatigue Dizziness Depressed
Incoordination Headaches Sensorium
Apprehension Disorientation Narcosis
Excitability Tremors Pulmonary Edema
Paresthesias Convulsions Death

Additional Effects
• Reduced oxygen
• Lowered temperature

Control methods
•Pre-employment screening Decompression chamber
Training (Pre-event) Rehabilitation (Post-event)
Scheduled work duration Medications
Exercise (During event) • Medical monitoring

II. CHEMICAL HAZARDS

No chemical is entirely without risk, but there are safe ways of using them
Present in our everyday life, May be inconspicuous in the workplace

Exposure settings
•Oil Solvents Lead (organic & inorganic)
and fuel Metal welding fumes Dust (Silica, Asbestos)
Acids and Alkalis

4 Routes of Entry:
SKIN ABSORPTION
Important “accidental” route of entry, Health effects of chemicals on skin:
skin acts as protective barrier
local irritation
generalized reaction (sensitization or allergic reaction)
absorption is increased with high temperature and perspiration

EYE CONTAMINATION – enters thru contamination of the eye

INGESTION
not widespread in industry
accidental swallowing from eating in contaminated area

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Stomach Ingestion
smoking on the job with contaminated fingers and hands
ingestion of inhaled materials

INHALATION
most important route of industrial chemical exposure
Determinants:
concentration in the air
duration of exposure
amount of air inhaled

Organ systems of the body that are affected:

Skin Liver
Lung Blood
CNS Heart
Kidney

General Health effects

•Disorientation Unconsciousness
Euphoria Headache
Light headedness Nausea, vomiting
Confusion Paralysis, convulsion, death

III. BIOLOGIC HAZARDS

These are the factors that cause infectious and contagious diseases. These are common
problems among health care workers and laboratory personnel handling biologic specimens.
They can reproduce / are living creatures

 Tuberculosis  URTI
AIDS  Sore eyes
Hepatitis A, B, C, E  Sexually Transmitted diseases
Chicken pox  Skin Diseases

IV. ERGONOMIC HAZARDS

Ergonomics is a technique that brings together several disciplines to solve problems arising from
work and the working environment.

Anatomy Anthropometry – the

Physiology basis of Ergonomics
Psychology
Engineering Sciences

Ergonomics increases productivity, reduces pains felt by workers

In handling, reduces lost time.

Components of Ergonomics:

JOB
the task needed to achieve a result
governed by guidelines designed to prevent muscle overload
requires learning, training and skill

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WORKSTATION
• place of deployment machines are the tools
where duties are carried out 8 hours are spent
where equipment are located most accidents happen

TOOL
integral part of the man-machine system
it is powerful, fast, tireless
enables man to accomplish his job with reduced effort
an extension of man’s body
increases man’s strength and versatility
enables him to handle other less-structured equipment
reduces the risk of associated hazards

MAN
an integral part of the man-machine-system.
intelligent, adaptive and versatile
• the basis of existence - survival

Risk Factors:
Position
Wrists straight, Shoulders relaxed
Back and neck as close to their natural alignment as possible
Elbows near the side, bent at a 90’ angle to reach the work.
a) Keep materials close to the body when carrying
b) Don’t twist, bend, reach

Force
Use as little force as allowable.
c) Push a cart, don’t pull.
d) Seek assistance from others
e) Don’t exceed 25kgs when lifting

Frequency
Reduce the repetitions of movements in activities
f) Rest breaks
Task interruption
Job enlargement
Job rotation
• Exercise
• Walk a straight path

ENVIRONMENTAL MONITORING
OBJECTIVE:
To qualitatively and quantitatively evaluate the environmental agents that may pose as health
hazards in the work place.

Work environmental monitoring is carried out to evaluate occupational hazards resulting from
exposure to the following agents:

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 Physical agents
Chemical agents
Biological agents

THREE BASIC COMPONENTS

1. Identify
2. Evaluate
3. Control

RECOGNITION
Involves knowledge and understanding of the several types of workplace environmental stresses
and the effect of these upon the health of the worker.

EVALUATION
The decision-making process resulting in an opinion as to the degree of health hazard that
exists from chemical of physical agents from industrial exposure.

CONTROL
Engineering Control
Administrative Control
Personal protective Equipment

SOURCES OF DATA
1. Walk-Through Survey 4. Plant Layout
2. Chemical Inventory
3. Process and Equipment Review

1. WALK-THROUGH SURVEY
This is done to pinpoint the location of the existing health hazard so that proper corrective
actions can be taken and to identify potential health hazards under normal and abnormal
conditions.

MONITORING EQUIPMENT
•Eyes Nose Feet Stomach
Ears Skin Brain Mouth

2. CHEMICAL INVENTORY
1. MSDS-Material Safety Data Sheet - raw materials (available to anyone who requests for it;
should accompany any delivery or storage material)
2. PSDS-Product Safety Data Sheet - finished products (normally written on the labels of the
products themselves) contains the necessary information about:
• description • physical data
• structural formula • fire and explosion data
• hazard/toxicity classification • emergency
• first aid

3. PROCESS AND EQUIPMENT REVIEW

Go around the plant (walk through survey) and note down the entire process from start to finish. By
examining the processes, you can determine the possible injuries, health effects or accidents that
are related here. A study of the equipment used in each process will result in the same.

PURPOSE:
To determine levels of exposure among workers to various atmospheric contaminants and physical
agents;

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To assess the effectiveness of control measures;
To investigate complaints;
To determine compliance with state regulations.

MONITORING TYPES
Ambient Monitoring - total workplace atmospheric contents
Biological Monitoring
Exposure Monitoring - detect presence of substances in the worker even in low quantities;
possibly no health effects seen yet
Effect Monitoring - you are detecting the presence of materials in the workers through the
complaints or visible physical changes in the workers health ( the damage has been done)
Health Surveillance - based on analysis of complaints from workers, or annual summary of Clinic
cases, you establish epidemiological relationships that give evidence to harmful substances in
the workplace.

MONITORING
Is a systematic, continuous, or repetitive health related activity designed to lead to corrective
actions, if necessary.
Questions to be answered:
o What environmental and biological Whom to sample
samples to take When to Sample
Where to sample How long to sample
How many sample to take

BASIC STEPS:
Review of workplace condition
Exposure measurements
Health monitoring

GENERAL CONSIDERATIONS
WHERE to sample - Samples should be collected at or near the workers breathing zone or near
the vicinity of the source

WHEN to sample- Samples should be collected

during each shift
pre- and post-shift
single
repeated.

WHOM to sample - Sampling must be done to the most highly exposed employee with
consideration of the
 ventilation booths open doors and windows
air supply index size and shape of the work area

HOW MANY samples to take:

It depends on the purpose of the sampling
Sufficient quantity of the sample must be collected to determine minute amounts of the air
contaminants
The sensitivity, accuracy, and reproducibility of the instruments must also be considered

HOW LONG to sample - sampling usually takes a complete cycle of operation, however, for air
sampling, air-borne contaminants of toxic substances may vary from each shift due to:
air currents within a room
process variations

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 change in work practice by an operator
variation in emission rate of a contaminant

FREQUENCY OF MONITORING
 Single or repeated Toxicity
Pre- and Post-shift Invasiveness of Test
Variability and intensity of exposure Expense
Pharmacologic half-life Availability

A. AMBIENT (GENERAL) MONITORING

It measures the concentration of contaminants in the workroom wherein the measurement
device is placed adjacent to the workers normal work station goal is to:
reduce individual exposure to acceptable levels
practicable in terms of engineering concept
not to create other risks
to allow continuous operation of the process
to be cost-effective

USES
It detects and quantifies exposures for legal purposes
It detects source of exposure
 Ideal if there is no substance in tissue phase, or in certain effects like cancer

TYPES OF AIR SAMPLING

Personal - sampling device positioned as close as possible to the breathing zone
Area/ general - taken at fixed location in the work place
Grab- asses concentration at a particular point in time
Integrated- one or a series of samples taken for the full or partial duration of the time averaging the
period

B. BIOLOGICAL MONITORING
detects early health changes
assesses effectiveness of protective equipment and practice
assesses individual variations in absorption, metabolism and distribution
measures all exposures, both occupational and non- occupational, and all exposure routes

FACTORS TO BE CONSIDERED:
Required accuracy and sensitivity of equipment and sampling methods
Reliability of laboratory techniques and procedures
Cost of monitoring

ENVIRONMENTAL MONITORING
 measures workplace exposure specific exposure routes measured
harm may already come to subject may be used for legal basis
indirect gauge of equipment leak

AIR SAMPLING
Purpose of sampling
Availability of appropriate equipment and their regular maintenance.
Environmental conditions
Nature of the contaminant
DUST SAMPLING
Detect dust sources and determine their magnitude
Check the efficiency of preventive measures adopted
Monitor the exposure of personnel to air borne dust

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BIOLOGICAL STANDARDS
Purpose:
To determine body burdens
Amount circulating in blood
Amount being excreted as
Unchanged substances
Metabolites
Enzymatic changes

SPECIMENS TAKEN Noise mapping

Blood
Urine
Exhaled air
Hair
Nails
Feces
Tissue

EVALUATION
The decision making process resulting in an opinion as to the degree of health hazard that
exists from chemical or physical agents from industrial exposure

Identification, measurement and assessment of occupational hazards is necessary, and the

extent of the hazard is compared against guidelines such as exposure standards or threshold
limit values (TLV)
• Time Weighted Average (TLV-TWA) - 40 hours
• Short Time Exposure Level (TLV-STEL) -15 minutes
• Ceiling (TLV-C) - should never be exceeded at any given time

EXAMPLES OF O.H. INSTRUMENTS/ EQUIPMENT

A. Physical agents
1. noise/sound (sound level meters, -waveband analyzers, audiometer)
2. light (photometer, illumination meter)
3. heat and stress (heat stress monitor)
4. radiation (radiation survey meter)
B. Chemical agents - gas/dust contaminants (indicator tubes , stationary and personal samplers)
C. Biological agents (microscope, microbial samplers)
D. Other equipment (atomic absorption spectrophotometer, gas chromatograph)

21
 MECHANICAL HAZARDS (MACHINE SAFEGUARDING)

Objective: To give detailed description on mechanical hazards, and safe use of machines through
guarding and safeguarding

Mechanical Hazards – these are hazards that involve moving parts, either motorized or manually
operated. Any machine part, function, or process which may cause injury must be safeguarded

WHERE MECHANICAL HAZARDS OCCUR

 Point of operation
 Power transmission apparatus
 Other moving parts

POINT OF OPERATION
The point in the machine where work is performed on the material.
Examples: Cutting, shaping, boring or forming stock.

POWER TRANSMISSION APPARATUS

All components of the mechanical system which transmit energy to the part of the machine
performing the work.
Examples: Flywheels, pulleys, belts, couplings, gears.

OTHER MOVING PARTS

All parts of the machine which moves while the machine is working.
Examples: Reciprocating, rotating, and transverse moving parts.

HAZARDOUS MECHANICAL MOTIONS

• Rotating (including in-running nip points)

• Reciprocating
• Transversing

ROTATING MOTION
Rotating motion can be dangerous:
• smooth, slowly rotating shafts can grip clothing
• mere skin contact can force an arm or hand into the dangerous position
Examples: Collars, couplings, shaft ends.

3 TYPES OF IN-RUNNING NIP POINT

• Type 1 - Parts rotate in opposite direction while axes are parallel to each other.
• Type 2 - Between rotating and tangentially moving parts.
• Type 3 - Between rotating and fixed parts which create a shearing, crushing or abrading action.

RECIPROCATING MOTION
 Back-and-forth motion or Up-and-down motion.
 Danger: Struck by or caught between a moving and a stationary part.

TRANSVERSE MOTION
Movement in a straight continuous line.
 Danger: Struck by or caught in a pinch or shear points.

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 HAZARDOUS MECHANICAL MOTION
1. CUTTING ACTION
 Involve rotating, reciprocating, or transverse motion.
 Dangers: Direct contact, flying chips or scrap materials.
 Examples: Band saws, circular saws, boring or drilling machines

2. PUNCHING ACTION
 Result when power is applied to a slide (ram) for the purpose of blanking, drawing, stamping
metal or other materials.
 Dangers: Point of operation, where stock is inserted, held and withdrawn by hands. (Example:
Power presses)

3. SHEARING ACTION
 Involves applying power to a slide or knife in order to trim or shear metal or other materials.
 Dangers: Point of operation, where stock is inserted, held and withdrawn by hands.
 Examples: Mechanically, hydraulically, or pneumatically powered shears.

4. BENDING ACTION
 Power is applied to a slide in order to draw or stamp metal or other materials.
 Dangers: Point of operation, where stock is inserted, held and withdrawn by hands.
 Examples: Power presses, press brakes, and tubing benders.

Protection from mechanical hazards:

1) Machine Guardings and
2) Machine Safeguards

Machine guarding –
These are static protective devices that prevent access to moving parts of machines
Machine safeguarding –
These are dynamic protective devices that activate or deactivate machines when accessed

Examples of guards: Examples of safeguards:

 Location/Distance  Presence sensing
 Fences  Two-hand control
 Shields  Interlocked
 Grills  Automatic feed/ejection
 Covers  Robotics

DEVICES

Presence Sensing
 Uses systems of light.
 Principle of operation: When the light beam is broken, machine will not start to cycle or
stopping mechanism will be activated.
Interlocked
When the guard is opened or removed, the tripping mechanisms and/or power shut off or
disengage and the machine cannot cycle or be started until the guard is back in place.

Two Hand Control

Requires constant, concurrent pressure by the operator to activate the machine.

Fixed Guards

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  Permanent part of the machine and not dependent upon moving parts to perform its
intended function.

LOCATION/DISTANCE
 Dangerous parts located high enough to be out of the normal reach of any worker.
 Operator location at safe distance from the hazardous parts of machine.

FEEDING AND EJECTING METHOD

Automatic Feed

 Stock fed by chutes, hoppers or conveyors, movable dies.

 Enclosure will not admit any part of the body.

Automatic Ejection

 Work pieces are ejected by air or other mechanical means.

 Enclosure will not admit any part of the body.

MISCELLANEOUS AIDS
 Supplement to the protection that other safeguards provide.
 Use of push stick or block when feeding stock.

MINIMUM GENERAL REQUIREMENTS

 Prevent contact
 Secure
 Protect from falling objects
 Create no new hazards
 Create no interference
 Allow safe lubrication
Prevent contact with
moving parts
OPERATOR TRAINING
 A description of hazards associated with particular machine.
 The safeguards themselves, how they provide protection, and the hazards for which they are
intended.
 How to use the safeguards and why.
 How and under what circumstances safeguards may be removed and by whom.
 What to do if safeguard is damaged, missing, or unable to provide adequate protection.

Proper operator
training – use of the 2-
hand push button to
keep fingers out of the
machine

24
 ELECTRICAL SAFETY

Objective: To deliver the basic safety in dealing with electricity and electric equipment

Electricity usually does not look hazardous. Many people have been electrocuted when they
thought they knew what they were doing.

Today almost all industries and manufacturing relies on electricity in the workplace – from lighting
to operating complex machinery

Our personal safety depends on understanding and practicing three (3) things:
 Basic principles of electrical safety
 Safe work practices
 Correct response to emergencies

BASIC ELECTRICAL TERMS:

VOLTAGE (E)
The difference in potentials between points (measured in volts)

CURRENT (I)
The movement or flow of electric charges (measured in amperes).

RESISTANCE (R)
The property of material which opposes the flow of electric current (measured in ohms).

OHM’S LAW
The current flowing in a circuit is directly proportional to the voltage and inversely proportional to
the resistance.

CONDUCTOR
Permits electrons or electric current to flow through it.

INSULATOR
Used to provide barrier around a conductor (to prevent accidental contact).

 Insulators have a very high resistance to the flow of electricity and are used to cover wiring and
other electrical components
 Conductors have low resistance to electricity and are used for wires, switches and electrical
connections
 Semiconductors can change their resistance to act as either a conductor or an insulator. They
are used to make computer microchips.

ELECTRIC CIRCUIT
 Any combination of a conductor and a source of electricity connected together to permit
electrons to travel in a continuous stream.
 Electricity may take multiple paths, flowing through all possible circuits. The greatest amount of
current will flow through the path of least resistance, or lowest impedance.

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 Any part of your body that accidentally bridges the gap between two different voltage levels
creates a new electrical circuit, and your body may provide the path of least resistance to the
ground.
 Equipment grounding connects all conductive materials that enclose electrical lines.
 Bypassing grounds or careless handling of grounding connections can result in electrical fires
and fatal accidents.

A circuit-protection device (CPD) protects against circuit malfunction by preventing too much
current from passing from the power source through the rest of the circuit.
If current flow exceeds a CPD’s rated max amp, the device will stop the flow by melting, tripping or
opening to break the circuit.

Circuit-protection devices:
 Fuses
 Circuit breakers
 Ground-fault circuit-interrupters (GFCIs)
A GFCI is a supersensitive, rapid-action power switch which breaks a circuit when there is more
than 5 milliamps difference between the hot wire and the neutral or grounded conductors.

Current Overload:
 equipment malfunctions or overheats
 too many electrical appliances are on the same circuit
 there is a temporary power surge in the circuit from lightning or electric motor start up
 insulation between two conductors melts or wears through, creating a short circuit back to
the power source

Resetting Circuit-Protection Devices:

 replace the fuse or reset the breaker
 wait a while to see if the power stays on
 check for any smoke, heat or unusual odor. If you notice anything out of order, de-
energize the circuit ASAP. don’t replace the fuse or reset the breaker a second time until you find
and correct the problem.

Rules for Circuit Protection

 do not create an octopus connection
 never bypass, bridge nor disable any circuit protection device
 never replace any circuit-protection device in an energized or live circuit
always be sure that the power is safely off
 replace a fuse with an exact duplicate; same rating. Too high – do not protect the circuit; too low
– could explode and shower you with pieces of glass or metal
 use fuse pliers to remove fuses
 wear safety glasses for added protection
be sure the markings on the old and new fuses match.

LOCKOUT is blocking the flow of energy from the power source to the equipment – and keeping it
blocked out.
Lockout/tag out protects you from the unexpected start-up of machines or release of stored energy
during service or maintenance
In a lockout, place a lock on a disconnect switch, circuit breaker, valve handle to make sure it
cannot be moved from the OFF or closed position.
In a tag out, you attach a written warning tag at the place where the equipment would be energized,
such as at the ON switch or on a valve that opens a supply line.

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LOCKS or TAGS??
OSHA considers using a lock safer than just using a tag.
The OSHA standard allows a tag in the place of a lock only if the tag-out provides the equivalent
protection of a lockout.

Your Safety and that of your co-workers – depends on the proper recognition and use of locks or
tags. So remember:
 Never use your LO/TO for locking personal or unauthorized items
 Never lend or borrow a lock or tag
 Never remove someone else’s lock or tag

ENERGY SOURCES
 Electrical – can be a direct source
 Hydraulic – uses fluid under pressure
 Pneumatic – uses air under pressure
 Kinetic – the energy created in a moving object
 Potential – stored energy such as the energy in capacitors, compressed air, hydraulics and
springs
 Pressurized liquids or gases – including steam and chemicals present in pipes and supply
lines or mechanical energy, gravity, pressurized systems and elevated parts . Any other energy –
including thermal

Maintenance activities on equipment include:

Constructing Inspecting Lock Out Tags
Installing Modifying
Setting up Maintaining
Adjusting Servicing

Employees Responsibilities
 Authorized employee – a person who locks out or tags our
machinery or equipment in order to service or maintain it.

 Affected employee – an employee whose work involves use or operation of equipment

under lockout/tag out or who works in the area where service is being performed.

6 STEPS TO LOCKOUT/TAGOUT
1. PREPARATION – know the equipment /its energy source before working on it
2. SHUTDOWN – turn off the equipment
3. ISOLATION – find and isolate every form of energy that the machine uses. This includes pulling
fuses, throwing disconnects and capping any secondary sources of energy.
4. APPLICATION – anything that might restore the flow of energy to the work area must be locked
out.
In situations where multiple pieces of equipment are being locked, an authorized employee
places all keys in a lock box to which each employee attaches his or her personal lock.

5. CONTROL – even after equipment is locked out, you must control stored energy.
 Relieve, disconnect or restrain any residual hazardous energy that could be present
 Check that all moving parts have stopped
 Relieve trapped pressure
 Install ground wires to discharge electrical capacitors

27
 Block or support elevated equipment
 Check continuously if energy build-up is possible

6. VERIFY
 energy source is shut down, blocked off, controlled and locked out
 warn everyone in the lockout area and be sure they are moved to a safe place.
 activate controls that might restore power to the machine you are working on.
 if equipment does not start, restore all controls to the OFF position and begin to work.
3 STEPS TO REMOVAL and RE-ENERGIZING a system
1. Restore Work Area
 Remove all tools
 Double-check all equipment components
 Replace all safety features, such as machine guards
 Close access panels that were opened to perform service on equipment
2. Notify Personnel
Notify all employees that LOTO devices are being removed. Remove employees from the area
or make sure they are a safe distance from the equipment,

3. Remove LOTO Devices

The person who placed each device must be the one to remove it. If someone who placed a
LOTO device is not present, notify your supervisor who will follow specific procedures. Never
remove it yourself.

After all devices are removed, tell involved employees that LOTO is ended and that the equipment
is being re-energized.

RESTARTING THE EQUIPMENT:

ELECTRICAL EMERGENCIES
The passage of electrical current through your body is felt as shock.
Even if shock doesn’t cause direct injury, reflex action by your muscles may cause falls or sudden
moves into other hazards.

The degree of injury from shock depends on the:

 amount of current, or amperage
 length of time exposed
 path the current takes

Electricity passing through your body can disrupt the tiny electrical signals in your nerves and
cause your heartbeat or breathing to stop.

FIRST AID PROCEDURES

Mild Shock
 have the worker sit down
 be sure muscle movement is normal
 check for loss of feeling in any part of the body
 check pulse rate and breathing
 if there is no severe pain, the worker can return to work

28
Continuous Shock - remove the contact of the worker from energized source using
 wooden chair  plastic pipe
 broom handle  rope

When you have freed the victim from the power source,
 assess the victim’s condition checking the airway, breathing and pulse.
 activate medical assistance: if –B, +P do AR / if –B, -P do CPR
if knowledgeable to do so. Always bring to the doctor for medical attention after first aid

ELECTRICITY is a silent, invisible force that can kill without warning if its dangers are ignored.
Treat this powerful energy with caution and respect, and you need not fear it.

MATERIALS HANDLING SAFETY

OBJECTIVE:
After the training, participants will be able to demonstrate with confidence the proper and safe
materials handling in accordance to the Occupational Safety and Health Standards, thus,
completing the job with pride.

There is now substantial international acceptance of both the scale of the manual handling problem
and methods of prevention. Modern medical and scientific knowledge stresses the importance of an
ergonomic approach in removing or reducing the risk of manual handling injury.

Ergonomics is sometimes described as “fitting the job to the person, rather than the person to the
job’. The ergonomic approach therefore looks at manual handling as a whole, taking into account a
range of relevant factors including the nature of the task, the load, the working environment and
individual capability.

FACTS TO BE CONSIDERED: Sprains and strains arise from the incorrect application and/or
prolongation of bodily force.
Poor posture and excessive repetition of movement can be important factors in their onset.

Many manual handling injuries are cumulative rather than being truly attributable to any single
handling incident.
A full recovery is not always made; the result can be physical impairment or even permanent
disability.

The Regulation establishes a clear hierarchy of measures:

Avoid hazardous manual handling operations so far as is reasonably practicable – this may
be done by redesigning the task to avoid moving the load or by automating or mechanizing the
process;
Make a suitable and sufficient assessment of any hazardous manual handling operations
that cannot be avoided; and

Reduce the risk of injury from those operations so far as is reasonably practicable – particular
consideration should be given to the provision of mechanical assistance but where this is not
reasonably practicable then other improvements to the task, the load and the working environment
should be explored.

USE THE RIGHT TECHNIQUES IN LIFTING

When moving things from high places:
• Use a stool or platform
• Push the load to check how heavy and stable it is
• See if you can break the load into smaller pieces

29
• Get help if you think you might need it
• Slide the load towards you, grip, then slide it down

FOR A TWO-PERSON LIFT, work with someone about your

height
• Have one person say when to lift and move. Count 1,2,3, lift.
• Lift and raise together, with load level
• Move together and unload together

USE EQUIPMENT TO MAKE YOUR JOB EASIER:

Material handling equipment can help you move and lift more –
if you use it correctly.
DOLLIES AND HAND TRUCKS
• Choose the right truck for the job – a curved-bed truck for drums for instance
• Place heavy objects on the bottom with load forward over axles – but not so high that you
can’t see over it.
• Secure any bulky, awkward, or delicate items.
• Get a firm grip. Keep buttocks out, back in its natural curve and knees bent.
• Lean in the direction you’re going. Only walk backwards it it’s necessary to get into a tight
place.
• Walk – don’t run.
• Keep the load ahead of you and under control when going downhill.

HINT: Pushing is much easier than pulling. The truck carries the load, not you

CROWBARS
• Choose the right type and size for the job.
• Don’t straddle a crowbar; position it so it can’t pinch or crust you if it slips.

HOOKS
• Keep in good condition and shield sharp points when not it use.

ROPES
Know what a particular rope can handle, and don’t overload it. To keep a rope in good condition:
• Don’t let it kink or bend.
• Cover sharp corners with a pad.
• Replace if fibers are broken, look dry, or there’s not much give.
• Clean and dry before storing.

FORKLIFT FOR MOVING AND LIFTING MATERIALS

DO’s
 inspect the forklift daily and have any problems fixed before you use it.
 Refuel or recharge only in designated areas
 Keep loads low and balance with the mast tilted slightly back
 Keep wide loads centered
 Wear hard hat if required
 Travel with the load uphill on inclines
 Drive in reverse if the load blocks your vision except on grades
 Back out slowly after unloading, checking over your shoulder
Others can be injured or killed if they walk under the load, trip over the forks, or are hit by forks or
improperly loaded materials.

30
DON’T…
 carry passengers or lift people
 load beyond rated capacity
 carry load so high that it can cause the forklift to tip over
 raise or lower loads while you’re moving
 travel with forks raised when unloaded

Follow common sense traffic and driving rules:

 don’t speed
 stay on the lookout for pedestrian
 slow down for turns and on wet or slippery floor surfaces
 stop and blow your horn at crossings, blind corners or before reversing

POWERED VEHICLES
Don’t use a powered hand truck unless you’ve been trained and have permission. Follow
manufacturer’s instructions and these guidelines:
 Face the direction you’re traveling, keep one hand on the handle.
 Walk, don’t run.
 Lead the truck from the right or left of the handle and don’t walk in front of it.
 Keep your arms, legs and clothes away from moving parts.
 Don’t ride the truck or take on riders unless it’s designed for that purpose.
 Stop at corners, doorways, etc. and always give pedestrians the right of way.

ELEVATORS
Be sure the elevator is in place and level before entering.
 Use controls, not blocks, wedges, or your body to hold doors open.
 Don’t overload beyond rated capacity.

CONVEYORS
Use only conveyors if you’re trained and authorized to do so and;
 Go around not over or under, a conveyor.
 Keep body parts and clothing away from moving parts. Never wear loose clothing or long hair.
 Watch out for materials that could fall from belts or rollers.
 Know where emergency stop switches are located.
 Never let anyone ride a conveyor.

PROTECT YOUR EYES, HANDS AND FEET (Wear PPE as instructed)

EYES
 Wear safety glasses or other eye protection when needed.
 Watch out for wire, cable or straps that could poke your eyes.

HANDS
Wear gloves or other hand protectors and follow these safety guidelines:
 Check for splinters and rough, pointed, or jagged edges, or slippery surfaces before you pick
up items.
 Keep your fingers away from pinch points.
 Use handles, holders or other aids whenever possible.

FEET
Don’t get your toes or feet crushed:
 Wear steel-toed safety shoes – with nonskid soles.

31
 It’s up to you – to prevent materials handling accidents and injuries
 Be alert for hazards.
 Follow company safety regulations / Take your time and don’t take chances.
 Use proper lifting techniques, like using your legs not your back to lift.
 Get help or mechanical assistance if in doubt.
 Wear protective gear.
 Operate dollies, forklifts, and other mechanical aids safely.
 Keep an eye on what others are doing.
 Let other workers know what you’re doing.

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 FIRE SAFETY

Objective: This topic aims to inform the employee in the hazards of fire and how to prevent it from
causing accidents and destruction.

FIRE – the result of the chemical combination of a combustible material (fuel) with oxygen in the
presence of enough heat.

Characteristics and Behavior of Fire

It is virtually impossible to predict exactly when a fire will occur and, upon its inception, the extent of
its destructive potential. However, through scientific knowledge of ignition, the combustibility of
solids, liquids, and gases, and the products of combustion, effective ways to control the dangers of
fire and explosion can be determined.

Ordinary fire (one that can be extinguished by ordinary extinguishing agents) results from
combustion of fuel, heat and oxygen. When a substance that will burn is heated to a certain critical
temperature called its “ignition temperature”, it will ignite and continue to burn as long as there is
fuel, the proper temperature, and a supply of oxygen.

For many years, the three-sided figure of the fire triangle has adequately been used to explain and
describe the combustion and extinguishing theory. If anyone of the three elements is removed, a
fire cannot exist. A new theory has developed to explain combustion and extinguishments further.
This is the transition form the plain geometric triangular figure, which we recognize as the fire
triangle, to a four-sided geometric figure, a tetrahedron, which resembles a pyramid.

Basic Chemistry of Fire

1. Fuel or Combustible material – a material, which contains chemical elements that will react
with oxygen, and under proper conditions, produce fire.
2. Oxygen – we need 16% oxygen to sustain fire.
3. Sufficient heat to raise the temperature of the fuel surface to a point where chemical union of
the fuel and oxygen occurs.
4. Chemical Chain Reaction – vapors of gases, which are distilled during burning process of a
material, are carried into the flame.

3 Methods of Heat Transfer

1. Conduction – direct conduct of heat from one body to another.
2. Convention – the circulating medium of heat transfer, occurs upward.
3. Radiation – when energy travels though space or material in waves.

Products of Combustion
When a fuel burns, it undergoes chemical changes and there are four products of combustion:
1. Fire Gases – refers to the vaporized products of combustion.
2. Flame – is the visible luminous body of a burning gas, which becomes hotter and less
luminous when it is mixed with increased amounts of oxygen.
3. Heat – is a form of energy, which is measured in degrees of temperature to signify its
intensity. It is responsible for the spread of fire.
4. Smoke – is a visible product of incomplete combustion.
Phases of Burning
1. Incipient Phase or Beginning Phase
2. Flame Producing Phase or Free-Burning Phase
3. Smoldering Phase

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Fire Extinguishing Method

1. Isolation – by eliminating the combustible material

2. Smothering – by cutting of the oxygen supply
3. Quenching – by cooling to a point below the ignition temperature
4. Inhibition – by inhibiting the rapid oxidation of the fuel

CLASSIFICATION OF FIRES AND EXTINGUISHING METHODS

Class A Fires – Fires involving ordinary combustible materials, such as wood, cloth, paper, rubber
and many plastics.
Class A Extinguishment – water is used in cooling or quenching effect to reduce the temperature of
the burning material below its ignition temperature.

Class B Fires – Fires involving flammable liquids, greases and gases

Class B Extinguishment – The smothering or blanketing effect of oxygen exclusion is most
effective. Other extinguishing methods include removal of fuel and temperature reduction.

Class C Fires – Fires involving energized electrical equipment.

Class C Extinguishment – This fire can sometimes be controlled by non- conducting extinguishing
agent. The safest procedure is always to attempt to de-energized high voltage circuits and treat as
Class A or B fire depending upon the fuel involved.

Class D Fires – Fires involving combustible metals, such as magnesium, titanium, zirconium,
sodium and potassium.
Class D Extinguishment – The extremely high temperature of some burning metals makes water
and other common extinguishing agents ineffective. There is no agent available that will effectively
control fires in all combustible metals. Special extinguishing agents are available for control of fire in
each of the metals and are marked specifically for that metal.

Fire Extinguisher
Most fires are relatively small when they start, they can be easily handled with portable fire
extinguishers. Therefore, industrial firefighters should be familiar with the types and location of fire
extinguisher distributed throughout the plant. Brigade members should know: how fire extinguisher
work, how they are used, and how they are maintained.

Proper Use of Fire Extinguisher - P A S S

Pull the pin
Aim over the fire
Squeeze the handle
Sway the nozzle to blanket the fire.

Requirements for Fire Extinguisher

• Be kept fully charge and in their designated places
• Be located along normal paths of travel
• Not be obstructed or obscured from view
• Not be mounted higher than 5 ft. or 1.5 m. to the top of the extinguisher if they
weigh 40 lbs. Or 80 kg. Or less.
• Be inspected by management or a designated employee at least monthly to make
sure that they are in their designated places, they have not tampered with or
actuated and they do not have corrosion or other impairments.
• Be examined at least yearly and/or re-charged or repaired to ensure operability and
safety. A tag must be attached to show the maintenance or re-charged date and
signature or initials of the person performing the service.

34
 • Tank should be hydrostatically tested every 5 years
After Use
• Have your extinguisher re-charged or replace immediately even if only partially
discharged.
• A momentary discharged could cost total lost pressure.
• Bring your extinguisher to a qualified fire extinguisher service agency for re-
charging, repair or test.
• Non-refillable extinguishers should be identified and a replacement should be
obtained immediately for continued fire protection.
• Do not dispose used fire extinguisher by throwing on fire.
• Do not refill your extinguisher with any material other than that specified on the
nameplate. This may cause damage to the extinguisher causing to rapture, resulting
to bodily injuries.

RESCUE
Rescue Operation is the careful removal of victim from the unsafe place of safety.

And the best way to prevent a fire is to HAVE NO FIRE AT ALL

Gauge Pin
Handle

Fire Extinguisher
Nozzle

Tank

Heat
Heat

Tetrahedron of Fire

Chain reaction

Fuel Oxygen

35
 SAFETY INSPECTION

Objective: To instruct the participant to identify unsafe acts & conditions in the workplace

Hazardous conditions cause injury, illness, property damage and environmental stress
These must be identified !
Comprehensive Inspections are time consuming. So divide hazards into different categories and
focus inspection individually …

CHECKLISTS
Creating Checklists:
1. Write down every potential hazard within the category that you know exists in your work area
2. Check the written sources you have available to add any hazards that you did not think of
3. Examine the work area itself to see if you overlooked any conditions that need to be checked,
and note the locations of the hazards already listed.
4. Have employees review your list to make sure you have included all the hazards and identified
the locations of each one

Written records:
Previous inspection reports
JHA
Maintenance records
MSDS
Accident investigation reports
• Work environment monitoring

Scheduling
1. Determine how much time is required for each type of inspection
2. Inspect as often as possible.
3. Make sure each inspection is thorough
4. If conditions don’t improve, or if hazards occur between inspections, increase the frequency
5. If no hazardous conditions are found, do not decrease the frequency of inspections.
6. Stick to the schedule

Involving Employees
Increases total manpower
Increases the chance that the hazards are corrected quickly
Increases the amount of attention to SHE conditions in the area

A sketch or layout
allows you to distinguish between
similar pieces of equipment
similar safety devices
other checklist items

Conducting the Inspection

Stay on the task, Take notes
Complete and specific remarks make your inspection efforts
useful in the future as a health and safety resource
• Inspect systematically (look top to bottom, left to right)

Recommending Corrective Actions

36
 Aimed toward reducing or eliminating the hazard
Priority-based

Patterned as:
What to do (Action Plan)
Who is responsible (Accountability)
When is it due (Target Date)
What to expect (Output)

Communicating Inspection Results

Discuss them at safety meetings
Post the completed checklists
Post maintenance requests

Hazard Recognition
Physical hazards- Those that affect the quality of the general work environment
Biological – those that cause infectious disease
1) Ergonomic hazards – those that cause muscle pains and aches
Mechanical Hazards- Those associated with the operation of machinery
Electrical hazards - Those associated with electric circuits and components
Chemical hazards- Those related to the storage, transfer, production or use of chemicals

Physical hazards
Noise
Light
Temperature extremes
Radiation
Housekeeping

Mechanical hazards
Points of operation
Power transmission
In-running Nip points
Shear points
Other moving parts

Biological hazards
• Spoiled food in garbage
• Contaminated food processing
• Diseased poultry, travelers from infected countries

Electrical hazards Ergonomic hazards

Wiring • Manual handling of heavy equipment
Grounding / Bonding • Repetitive tasks
Power Panels • Incorrect postures
Outlets / Switches • Incorrect use of equipment or tools

Chemical hazards
•Injuries and illnesses Corrosives
Fire and explosion Irritants
Environmental contamination Sensitizers

Summary
Routine inspection and Follow-up on corrective actions make for an effective Safety Inspection

37
 Program

Keys to effective inspection

 Create checklists Follow-up corrective actions
Schedule inspections Communicate & Involve Employees
Focus on one hazard at a time  Acknowledge participation
Modify checklists as needed

ACCIDENT INVESTIGATION
Objective: To teach the participant to conduct investigations systematically

Accidents are the result of:

Hazardous Acts
Hazardous Conditions … which comes first?

Investigations are conducted to :

Prevent recurrence
Comply with policies and regulatory requirements
Improve Supervisor’s Management Approach
Maintain employee awareness - HSE

Prevention is the reason for conducting an Accident Investigation

Unless the unsafe acts/conditions are:
Identified,
Eliminated or
Controlled… similar mishaps will occur.

All accidents must be investigated:

LTI Near-Miss is an accident that:
Non-LTI Did not happen
Property Damage Could happen … it is still investigated
Near Misses

Accident Investigations are usually considered a Supervisors responsibility . Advantages of

Supervisors over other investigators:
More familiar with the people involved
Better understanding of the operations and equipment
Personal interest in Investigations

What to Report
 LTI Hazards
Non-LTI Property Damage
Near Misses Production Delay
Unsafe Acts / Unsafe Conditions Theft

Managing the Accident Scene

Two Priorities:
Care & Treatment of the Injured
Elimination or control of Remaining Hazards

Isolate the site

To protect people from further injury Volatile chemicals

38
 To preserve evidence and valuable clues

Investigate immediately, because:

Operations are disrupted
Memories fade
Employees are at risk

Conducting the Investigation

Gather information
Analyze the facts
Make recommendations

STEP ONE – Gather Information (Preliminary Facts)

NOI, POI, DOI, TOI
personnel involved
property damage
environmental harm

Sources of Information
Witnesses
Physical evidence at the scene
Existing records

Witnesses
Victim and onlookers
Those who heard what happened
Saw area prior to incident
Others with info about involved individuals, equipment or circumstances

Interviewing
1. Reassure the witness 5. Summarize
2. Let the witness tell the story 6. Ask for recommendations
3. Begin with open-ended questions 7. Get written statements
4. Don’t ask leading questions 8. Close on a positive note

A Healthy tip in asking Questions

When you ask questions, pretend you are relating it to someone on the telephone, and you want
to paint a picture in his/her mind.

Physical Evidence
These are material objects that have physical structure. These provide information about an
accident that witnesses may overlook or take for granted

Sketches
To record important details at the accident site for later study Include everything that could be
important:
Floor plan from overhead view
Location of involved man, machine, tool
Size/location of transient evidences (spills, dust, footprints, skid marks)

Photographs capture
 detail color differences
complex shapes difficult to recall
When taking Photographs, follow some tips
General area

39
 Detailed shots
Show scale on small objects
Indicate reference point
Better to take too many than too few

Examining :Materials, Machines, Environment

Machines & Equipment

 Physical condition Reading of gauges
Position of switches/levers Safeguards
Warning devices

Material
Position and condition can indicate
• Misuse Disuse
Abuse Improper handling
Damage

Material - Chemical
If chemicals are involved:
 correct item used expired
correct concentration contaminated
MSDS availability

Environment (Work)
 Weather conditions Noise
Illumination Housekeeping

If items have to be removed from the scene for detailed examination:

Log and Label
Secure storage & transport
Avoid contamination
Guard against tampering and loss
Appropriate HSE warnings

Existing Records
Employee records
Equipment records
Job or Task records
Previous Accident Investigation reports

STEP TWO – Analyze the Facts

Fault trees
Process safety review
Change analysis- Compares how a job was actually performed with the way it should have been
performed

STEP THREE – Recommending Corrective Actions

Engineering Control
• Administrative Control
• Personal Protective Equipment

Recommendations should be SMART

Specific

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Measurable
Attainable
Realistic
Time-bound

Remember to Follow-up -
It’s the best way to ensure that recommendations are carried out

Documenting an Accident Investigation

Report forms require four basic types of information
General information
A Summary
An Analysis
Recommendations

Summary
Accident Investigation is not just for incidents involving serious injury, its for ANY occurrence that
has even the POTENTIAL of causing harm.

NOTE:
Please refer to DOLE/BWC/OHSD/IP-6, other wise known as the “Employees Work
Accident / Illness Report” form on page 89 or to your OSH Standards

HUMAN ELEMENTS in SAFETY

Objective: To understand mans different backgrounds and the relationship of these to safe
practice

All attempts at improving safety performance at work improve targets. The most effective is in
understanding the human elements in safety.
• These motivate people to focus their attention and action to try harder and to persist until a
desired future state has been reached.
• The amount of effort and energy that people use to reach a target depends on how much
of a challenge the target represents.
• People will be reluctant to try and reach a goal that they think is unrealistic or is impossible
to achieve
• A specific challenging target clarifies what constitutes good performance and removes
ambiguity

Certain human elements will affect target achievement:

• Peoples knowledge and ability
• The level of achievement people aspire to
• How committed people are to reaching a target
• Peoples self belief that they can reach a target
• Being informed about how well people are doing

Target setting with workgroups takes place after a workshops observer has established a baseline.
Baseline is a period of time which observers try to find out the current levels of safety performance.

Target setting meetings:

• Run by workgroups observer

41
 • Takes only 30 – 45 minutes

Targets are set for a fixed period of time ( 4 – 6 months)

Participatively set targets are more effective than those assigned by others
Target setting meetings include:

• The purpose of the meeting

• How the observation checklists were developed
• How the % safe score was calculated
• Informing the workgroup of their % safe baseline score
• Highlighting any improvements that could be made
• Setting a challenging but achievable target
• Stressing no disciplinary action for not achieving a target
• Thanking everybody for their time and effort

In combination, goals and feedbacks are more powerful than either one alone:
• Targets inspire people to achieve
• Feedbacks tell people how well they are doing

Three forms of feedback used in Behavioral Safety Process:

• Verbal – at the point of observation
• Graphical – in the workplace
• Weekly discussion meetings

How to give verbal feedback:

• Focus on the positive
• Explore the negative
• Finish on a positive

Golden rule: treat people as though you would want to be treated – with respect

Safety meetings that work

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 BEHAVIOR MOTIVATION

Objective: To improve safety performance through behavior motivation

Behavior motivation is a safety observation process that:

• Involves significant workforce participation
• Targets specific unsafe behaviors
• Is based on observational data collection
• Involves data-driven decision making processes
• Involves a systematic observational improvement intervention
• Involves regular focused feedback about ongoing performance
• Requires visible ongoing support from all management levels

Creating the safety observation process

1. Address the scope of the project

• Which business departments will be involved?
• Who will be involved?
o Management
o Employees
o Contractors
• Who will run the project?
o Employee-led project team
o Employee led steering committee
• What resources are required?
o Fully furnished office, observers, remedial action resources, time

It is important to get managements agreement on these issues

a) Get buy-in from workforce (inclusive of all levels of management)

b) Conduct briefings with everyone (all levels, all shifts)

• Ask people to identify safety problems, and log, and deal with them as soon as possible.
• Show them you are serious about improving safety.

c) Publicize

2. Pinpoint safe practices

A. Peruse previous accident records
• Sort by location
• Types of inquiry
• Place on the body
• Examine Standard Operating Procedure
• Examine risk Assessments
• Brainstorm with Personnel

B. Identify
• Job-Specific Practices (e. g Key is always removed when forklift is parked)
• General Safety Practices (e. g Wearing protective equipment)
• Safety Conditions (e. g Area free from spills; No potholes in road, etc.

Golden Rule: Everything Must be Observable

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3. Draft & Revise Observation Checklist
• Only include Safe practices on the checklists
• Categorize behaviors (e. g Housekeeping. PPE, Forklift Driving)

Do not provide any means to records people names

Consider the following:
• ach items importance to safety
• Each items frequency of occurrence
• Each items observability
• Each items overlap with others on the checklist
• Each items acceptability to the workgroup
• The overall number of items

Creating the Safety Observation Process

Example Observation Checklist

Safe Unsafe N/A

Material Handling
Objects are clamped 1
Personal Protective Equipment
Personnel are wearing hard hats 2
Housekeeping
Personnel are clearing up spills 1
Total 2 2

Golden Rule: Everything Must be Observable

% Safe=Safe/Safe + Unsafe X 100 e. g 2/2+2=2/4=0.5x100=50%

4. Developing an Observable Procedure

Consider the following:

• How observers will be identified?
• Whether observers should/should not announce their presence?
• How often observations will be conducted?
• When observations will be conducted?
• Whether observers should/should not walk though an area or pause to watch?
• Whether contract personnel should be observed?
• That observers will provide verbal feedback?
• How should observers provide feedback?
• What happens once an observation is completed?
• How to clarify management’s role?
• How to ensure lone workers or those in remote areas are observe?

Trained observers (Only takes One Day Maximum )

A. Include
• How to observe
• How to use checklist
• How to calculate % safe score
• How to give verbal feedback
• Practical onsite Field Observation

44
 • Feedback about Checklist/Observation Process

B. Purpose
• Fine tune checklist
• Allows observers to practice their observation skills
• Ensure inter-observer reliability (Strive for >95%)
• Check mechanism for picking up / dropping of checklists

Development and Implementation Issues

Known Problems
A. Participation
• Lack of workforce buy-in
• The behaviors on the checklists are not acceptable to the workforce, as they have not been
consulted about them.

B. Underlying Philosophy
• People’s names, where there were working, what was said to them, and their responses
are recorded when observed are being unsafe.
• People are disciplined for not behaving safety in accordance with the behavioral items on
the observation checklist.

C. Checklists
• The observation checklist are not targeting the accident causing behaviors
• The unsafe behaviors have not been defined with sufficient precision.
• The observation checklists focus on unsafe condition’s not unsafe behaviors

D. Observations
• The percentage safe scores do not reflect reality on the shop floor because people are
trying to convey an optimistic picture of safety in their work area
• Observations take place at the same time everyday

E. Process
• Safety improvement target-setting meeting, or Kick-off meetings are not conducted
• There is lack of regular feedback sessions
• There is lack of ongoing management support
• Remedial actions are not being closed

F. Logistics
• There is no standardized process/ procedure for people to hand in their completed
observation checklists to those running the project on a daily basis.
• There is no computerized means to calculate and analyze the observation scores.

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46
 FIRST AID

Objective: To give initial aid when and where it is needed in order to save victims, prevent
complications, and reduce debilitating injuries.

First Aid – is an immediate care given to a person who has been injured or suddenly taken ill. It
includes self-help and home care when medical assistance begins.

ROLES OF FIRST AID

1. Bridge that fills the gap between the victim and the physician.
2. It is not intended to complete with or to take the place of the services of the physician.
3. It ends when medical assistance begins.

OBJECTIVES:
1. To alleviate suffering.
2. To prevent added or further injury or danger.
3. To prolong life.

EMERGENCY ACTION PRINCIPES

1. Survey the scene. 3. Active Medical Assistance or Transfer Facility.
2. Do a Primary Survey of the Victim. 4. Do a Secondary Survey of the Victim.

Survey the Scene : Is the scene safe?

• What happened?
• How many people are injured?
• Are there bystanders who can help?
If you are a trained first aider, identify yourself as one.

Primary Survey of the Victim.

A – Airway
• Do the head tilt/chin lift maneuver.
• Is the victim conscious or unconscious?
B – Breathing
• Do the LLF (Listen, Look • It is shallow or deep?
and Feel) • Is he cyanotic?
• Is the victim breathing?
C – Circulation
• Check the carotid pulse.
• Is the victim’s heart beating?
• Assess the pulse.
• Is he severely bleeding?

Activate Medical Assistance or Transfer Facility

Information to be relayed:
• What happened?
• Number of persons injured.
• Extend of injury and First Aid given.
• The telephone number from where you are calling.
• Persons who activate medical assistance must drop the phone last.
Do a Secondary Survey of the Victim
• Interview the victim
• Check vital signs
• Do the head-to-toe examination

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GOLDEN RULES OF EMERGENCY CARE
What to do:
1. Obtain consent, whenever possible.
2. Think the worst.
3. Call or send for HELP.
4. Identify yourself to the victim.
5. Provide comfort and emotional support.
6. Respect victim’s modesty and physician privacy.
7. Care for the most serious injuries first.
8. Assist the victim with his or her prescribed medication.
9. Keep onlookers away from the injured person.
10. Loosen all tight clothing.

What not to do:

1. Do not harm by trying to arouse an unconscious victim.
- Administering fluids/alcoholic drink
2. Do not let victim see his own injury.
3. Do not leave the victim except to get HELP.
4. Do not assume that the victim’s obvious injuries are the only ones.
5. Do not deny a victim’s physical or emotional coping limitations.
6. Do not make unrealistic promises.
7. Do not trust the judgment of a confused victim.
8. Do not require the victim to make the decision.

CHARACTERISTICS OF A GOOD FIRST AIDER:

1. Observant – should notice all signs
2. Resourceful – should make the best use of things at hand.
3. Gentle – should not cause pain
4. Tactful – should not alarm the victim
5. Sympathetic – should be comforting

RESPIRATORY ARREST – breathing stops, pulse and circulation may continue for sometime.
CARDIAC ARRST – circulation stops, the pulse disappears and breathing stops at the same time
or soon thereafter.

Clinical Death
0-4 minutes brain damage not likely
4-6 minutes damage probable

Biological death
Wounds – a break in the continuity of the tissue

First Aid for closed wounds

I – Ice application – to vasoconstrict and slow bleeding
C – Compression - manual compression over the wound to stop bleeding
E – elevation – elevate the injured part to reduce the bleeding
S – Splinting – immobilizing the soft tissue to with a splint to stop the bleeding

How to stop the bleeding:

D – direct pressure – pressure is directly applied over the wound (except if it is the eye)
E – elevation raise the body part above the level of the victims heart – just be sure there is no
fracture
P – Pressure point bleeding control – pressure on the supplying artery.
T - Tourniquet

48
 Place the number on the type of wound
1) Abrasion
2) Incision
3) Laceration
4) Puncture
5) Avulsion

First Aid is the immediate assistance given to victims. The first aid kit should not contain any
medicines because medications can only be dispensed by doctors. Remember – you are a first
aider. Know your limits.

Contents:
A first aid kit should contain enough materials to treat at least 10% of the number of people in
one workplace. It should be inspected monthly and be accompanied with the training for First
Aiders.

Item Quantity per bag

Sanitary napkins 10
Mediplast tape (1inch) 1 roll
Elastic bandage (4 inches) 2 rolls
Sanitizer 1 bottle
Scissors 1 pair
Ban-aid strips 100
Bottled water 1liter
Bag with straps (not handles) 1

Always bring the victim to a hospital, emergency room, clinic or nearby doctor after administering
First Aid

49
 PERSONAL PROTECTIVE EQUIPMENT

Objective: Given that PPE’s are the last line of defense, this module instructs the participant on
understanding, developing and implementing a PPE Program.

Rationale:
Risk to health and safety may occur whenever there is exposure to chemical, physical or biological
hazard. The degree of risk depends on the severity of the hazard, and the degree of exposure.
PPE is the last line of defense in Industrial Hygiene control; it does not eliminate the hazard; it aids
in controlling individual exposure.

Options for Control

Risk Evaluation Eye protection
1. Hazards Identification
2. Choice of control options
3. Determination of control needs

1. Determination of Control Needs

• Know the hazards in the workplace associated with specific jobs
• Consider normal operations, maintenance activities, foreseeable emergencies
• Know the risk to persons doing those jobs

2. Hazard Identification
• Agent
• Physical Characteristic Ear
• Route of Entry protection
• Effect from exposure

3. Risk Evaluation
• For any particular j
• ob, know: • Local or systemic effect
• Nature and degree of exposure • Short or long term effect
• Magnitude of exposure • Reversibility or otherwise
• Increased level of exposure • Acceptable level of exposure
• Length of exposure • Standards
• Frequency of exposure occurrence • Accurate measurement
• Related circumstances • Variations in concentration of
• Result of exposure contaminant
• Overall level of risk to the worker

4. Control Options selected should:

• Reduce individual exposure to an acceptable level
• Be acceptable to the potentially exposed workforce
• Be practicable in terms of engineering concepts
Role of Management
• Development of PPE Program
• Implementation
• Evaluation based on guidelines, standards
• Revision, refinement

Industrial Hygiene Control

• Engineering Foot protection
• Administrative

50
 • Personal Protective Equipment

Limitations of PPE
• It does not reduce or eliminate the hazard. If PPE is defective, the wearer may be
exposed to the hazard without knowledge of it.
• Protection afforded to wearer only

Management of PPE Programs

• Ultimate responsibility of a PPE Program rests at Management level
• It should be supported by a written procedure and controlled by a responsible
person

PPE Program is composed of the following elements:

1) Selection
2) Fitting
3) Health Aspects
4) Issue
5) Proper Use
6) Compatibility
7) Maintenance
8) Disposal
9) Information & Training
10) Supervision
11) Reviews
12) Checklist Respiratory Protection

Selection
• To be done by a suitably trained person with adequate information of the task,
hazards, personnel, materials, etc.

Fitting
• When first issued, the user should also be trained to check the fit whenever the
equipment is used.
• Ensure an adequate fit under supervision

1. Health Aspects
• Use of PPE can have an impact on an employees health (e.g. skin irritation, heat
stress)
• A number of medical conditions may make it difficult to use certain equipment

2. Compatibility
• If more than one type of PPE is required to be worn simultaneously, then the
harmony of the individual items needs to be evaluated.
• The PPE also needs to be compatible with the task involved

Issue
• Provision should be made to control the issue of PPE to employees, remembering
that several types of equipment may be available.
• PPE should be issued on a personal basis to individual employees. Apart from
hygiene considerations, employees are then more willing to accept responsibility for the
care and maintenance of the equipment.
• A system requiring employees to sign for certain types of equipment is
recommended and can provide another check on the use of correct equipment.

51
3. Proper Use
• PPE is effective if worn properly for the appropriate task
• Use of PPE by Supervisor encourages employees & enforces PPE programs
• Equipment that can provide complete protection, but which is not properly used,
may provide no protection at all
• Employees should be prevented from taking used PPE for domestic purposes

4. Maintenance (Cleaning and Storage)

• Depending on type of equipment used, procedures need to be established for its
cleaning and maintenance when necessary
• Exempted here are single use (disposable) items
• Occasionally, during use, PPE may become contaminated with toxic materials.
Provision should be made to prevent contamination with other areas of the workplace or
employees engaged in cleaning or maintenance activities.
• Respirators can be placed in suitably labeled containers until sent for cleaning.

Disposal
• Used PPE can be contaminated with toxic agents and disposal procedures need
careful consideration. Depending on the circumstances, equipment may need to be
treated as toxic waste

Information and Training

• Employees have to be given sufficient information and proper training about the
hazards associated with their jobs to enable them to work safely with minimal risk to health.
• Employees who are fully aware of the hazards and the need for protection will be
more ready to accept such difficulties and use the equipment provided
• Supervisors should be alert to any changes in the requirements of the job and any
limitations placed on the employee by the. PPE, ensuring that appropriate feedback is
given to the Safety Advisers, Occupational Health Personnel or Hygienist

Supervision
• A PPE program is unlikely to be successful unless the first line supervisory
personnel are knowledgeable and held accountable for effective use of PPE
• Supervisors must set an example by wearing PPE as appropriate and ensure its
use by others as required

Reviews
• Periodic evaluation to confirm that the agreed procedures are appropriate and
being followed:
• Formal audit carried out by a third party with specialist advisers

5. Checklist
• to ensure use of properly fitted, effective PPE for specific jobs
• It must be remembered that PPE is the last line of defense, hence, its
effectiveness may be crucial to the health of the workers

Different Types of PPE

1. Protection from direct physical injuries
(flying / falling objects, burns, abrasive
and sharp edges)

52
2. Protection from, biological, chemical hazards and indirect physical injuries
(noise, heat)

53
 JOB HAZARD ANALYSIS

Objective: To teach the participant how to analyze jobs in the workplace and spot possible
sources of accidents in these different tasks.

Accidents can occur when:

Work is performed incorrectly
Workers use hazardous materials
Work under hazardous conditions

The process of determining the hazards associated with a job is often referred to as a JHA or a Job
Hazard Analysis. For proper ESH mgmt all jobs should include a JHA

Hazards that present risks to:

Environment
Safety
Health

Uses of a JHA
Create / improve SOP’s
Guide in observing employee performance
Accident investigation
Safety inspection

Prioritizing JHA’s
High Frequency of Accidents
Increase occurrence of Near-Misses
History of Serious Accidents / Fatalities
Potential for Serious Harm
New Jobs
Changes in Procedures or Standards

JHA Team
Supervisor High Accident Frequency
Employee most familiar with the job
Other employees who perform the job
Experts or specialists (maintenance personnel, occupational hygienists, ergonomists or engineers)

JHA Steps
1. Identify basic steps of a job;
2. Determine associated hazards
3. Make recommendations to control the hazards

1. Identify the Basic Job Steps:

Watch carefully as a worker performs the entire job at least once
As the operator performs the job again, list the individual steps on the left-hand column.
Using simple action phrases that are short and to the point
Steps should always be numbered to indicate the order

Most common errors:

Describing the job in too much detail, or
Describing the job in too little detail.

Solution:

54
 List as steps only those tasks that would be described to someone being trained to perform the
job

2. Determine the Hazards:

Identify all of the existing or potential actions or conditions that could lead to an injury or illness, or
harm to the environment.

Hazard Guide:
The physical actions required for that specific step.
The materials used.
The equipment used.
The conditions under which the step is normally performed.

Physical Action: Materials:

Force (weight) Chemicals
Frequency (repetition) Corrosive
Posture (prolonged) Flammable
Position (distance) Volatile

Equipment Conditions
Mechanical hazard Noisy environment
Electrical hazard Temperatures extremes
Vibration present
Poor or high Illumination
Pressure (atmospheric force)
Prolonged hours

"What if” Questions

 Anticipate hazardous situations Additional attachments
Abnormal operating conditions Replacements / alternatives
Incorrect or out of sequence Consequences

3. Recommending Corrective Measures:

should be developed at the job site whenever possible
should be developed in sequence, beginning with the first hazard
must be specific

Correcting the hazards

Engineering control
Administrative control
Personal Protective Equipment

4 factors to identify hazards

Physical action
Material
Equipment
Condition

Physical Actions
 Modifying Change the process
Rearranging Training
Combining actions Use of PPE

Materials

55
 Substitution
of materials Limit employee exposure
Machine guarding Use of PPE
Safeguarding

Equipment
Installation of machine guards
Use automatic safeguard devices,
Replacement of a particular piece of equipment.
Training, experience, skills
Use of PPE should also be considered

Work Area Conditions

 Improved housekeeping procedures Noise reduction systems
Installation of additional lighting Vibration damping
Use ventilation system Use of PPE

Work Area Conditions

 Relocation (isolation by place) Height
Rescheduling (isolation by time) Weight
Redesign of the work area. Distance

USES OF A JOB HAZARD ANALYSIS”

1. Develop / improve SOP’s
To constantly improve / develop written procedures to perform the job in the safest & healthiest way
possible.

2. Employee Training
Ensuring that each job step is performed safely & efficiently
To point out particular job steps / hazards that require special precautions.
Refresher training (infrequent jobs)
Increase awareness on hazards

3. Employee Observations
Guide in employee performance observations
Allows supervisors to focus on especially hazardous steps
Ensures employee is performing steps according to SOP

4. Inspections
When developing inspection checklists, supervisors can use JHA’s to help identify hazardous
conditions that may need to be included.

5. Accident Investigations
To determine if the job was being performed incorrectly
To tell if a hazard was overlooked in the initial analysis.

To perform an accurate & complete JHA :

Select the job to be analyzed;
Assemble a team

JHA’s - a simple step to safety

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 SAFETY MANAGEMENT SYSTEM

Objectives:

1) To develop and implement a strategic plan to safety management system;

2) To convince management and workers’ commitment to safety;
3) To develop supervisory efforts leading to adherence to safety mgmt system
4) To have a close monitoring on its progress.

It is noticeable nowadays that a number of companies considered safety management system as equally
important as productivity and quality. They begin to understand that safety, productivity and quality are
inseparable and that they represent totality of what job is all about. The application of safety commitment on
the same business management principles, will effectively control the onset of incidents, illnesses and
environmental damage.

Presentation of this topic will touch more on the management principles and the related activities serving as a
building block for a comprehensive program for safety management system. This is only attainable should
there be a full support and commitment from both the management and the workers that will surely lead to
eliminating, if not, minimizing the effects of accident at the workplace.

It is a strong statement to the management that workers have the right to work in a safe, healthy and
environmentally right workplace. They cannot do away with this for this is contained within the Occupational
Safety and Health Standards.

Safety is everybody’s business or concern. Everyone who works in a company has a individual roles to play..
positive attitudes results to profit.. negative attitude results to losses.

HUMAN COSTS. The effect of accident to a worker entails a lot of losses in terms of
• Disability (temporary or permanent); Pain and suffering;
• Loss of income; Loss of earning capacity;
• Change in social life; the worst is..
• Death.

ECONOMIC COSTS. The economic cost of incidents and illnesses are far greater than most people . .
realize.
Direct Costs:
 Medical costs
 Insurance premium
 Employee compensation
 Regulatory penalties
Indirect Costs
 Investigation of the incident
 Cleaning up of incident site
 Disruption in production
 Repair/replacement of damaged materials/equipment
 Training of new/replacement employees
 Poor employee morale leading to low production
 Environmental litigation
 Ecological remediation

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  Marketing efforts to project image

It is an accepted fact that effective implementation of safety management system is a big factor to earn more
profit (safety is more of an investment). If you think safety is an expense, try accident.

ROOT CAUSE OF ACCIDENT >>>> Hazardous Acts and Hazardous Conditions

HAZARDOUS ACTS >>>> Unaware, Unable and Unmotivated

HAZARDOUS CONDITIONS >>>> Unidentified and Uncorrected

Incident and illnesses do not just happen. They are caused.

FOR PREVENTION, Safety Management System include but should not be limited to :
• Safety Training
• Inspection / Audits
• JHA
• Focused Observation
• Coaching and Discipline
• Regular Safety Meetings

Just the same with other business establishment, Safety Management System requires (POLC):
• PLANNING what has to be done
• ORGANIZING the resources
• LEADING employees towards the set goals
• CONTROLLING process efficiently
The PLANNING PHASE of the management process involves:
• Identifying what you are to achieve;
• Developing a strategy to achieve it;
• Deciding what specific actions are needed

In ORGANIZING, we need to have specific action plans with corresponding ownership and target date of
which to accomplish for monitoring purpose, citing:
• Exactly what is involved in each activity
• Make effective use of resources
• Systematically measure progress

LEADING means providing clear, understandable direction and motivation for workers to cooperate and
support the safety management system.

CONTROLLING the flow of activities is like orchestrating all the management programs and initiatives
conducted to improve the safety performance of an organization.

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 Fundamental Concepts & Methodologies of Adult Learning

OBJECTIVE: Recognize learning steps and instructional events for each part of a lesson. Based upon adult
learner characteristics, determine appropriate instructional techniques for effective training.

Introduction:

Learning is a complex process. An awareness of how people learn is helpful to planning instructional events
that make learning easier and encourage recall.

In addition, adult students have specific characteristics that affect what an instructor does in the classroom to
promote learning. An awareness of these characteristics can help the instructor respond in a way that will
motivate trainees and create a positive learning environment.

DEFINITION:

LEARNING is a change in behavior that can be seen and measured.

LEARNING PROCESS STEPS (accdg. To the Gagne Briggs model of the learning process)
• Attention • Practice
• Motivation • Feedback
• Encoding • Transfer
• Storage and Recall

LEARNING STEPS AND INSTRUCTIONAL EVENTS

Learning Steps Instructional Events

Attention Direct Selective Perception
• Use focused training aids
• Emphasize important aspects
Motivation Establish a State of Expectancy
• Establish relevance
• State objectives
• Relate the new to the old
Recall Cue Retrieval of Previous Learning
• Provide practice activities
• Use questioning

Encoding & Storage Assist Encoding and Storage

• Structure content • Use memory aids
• Use examples • Provide a meaningful context
• Use analogies

Feedback Reinforce Correct Knowledge/Skills

Evaluate performance
Diagnose strengths/weaknesses

Transfer Enhance Retention and Transfer

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 • Apply to different situations • Reinforce job-related applications
ADULT LEARNING PRINCIPLES
LEARNING IS:
• A transformation that takes place over time.
• A continuous cycle of action and reflection.
• Most effective when it addresses issues relevant to the learner.
• Is most effective when people learn with others.
• Occurs best in a supportive and challenging environment

ADULT LEARNER CHARACTERISTICS:

They have EXPERIENCE through: They are TASK ORIENTED
• Education • Goal Directed
• Job • Organized
• Real world • Application-Based

They minimize RISK They are RESISTANT TO CHANGE

• Lack of Confidence
• No Recent Schooling • What They Know / Do
• Need for Self Esteem • How They Learn
• Anxious in New Situations • How They View Things

They want INVOLVEMENT ADULT LEARNERS have DIFFERENCES:

• Success/Advancement • Physical Differences
• Recognition • Emotional Differences
• Participation • Intellectual Differences
• Job/Personal Improvement • Learning Style Differences

TECHNIQUES TO MOTIVATE ADULT LEARNERS:

• Show a need • Give recognition and credit
• Develop an intent to learn • Avoid emotional response
• Maintain interest • Use honest praise and avoid blame
• Encourage early success • Be professional

GAINING RESPECT FROM ADULT LEARNERS:

1. Display genuine interest
• Lesson preparation • Responsive in discussion

2. Have a positive attitude toward learners

• Maturity • Skill and Knowledge base

3. Be responsive to learners needs

• Pace of Class
• Individual Differences/Learning Styles
• Relevance of Material
4. Be intellectually honest in response to questions
5. Be consistent and objective
6. Avoid sarcasm or ridicule

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 Exercises for Adult Learning

EXERCISE – A

Analyze and prescribe the best thing to do to alleviate the problem:

Scenario

One of the trainees in a fire safety course is a volunteer fireman with many years of experience. The
remainder of the class participants are unfamiliar with the course content. The experienced trainee has a
tendency to show off by constantly challenging the instructor’s knowledge and by monopolizing class
time with arguments about trivial details related to fire safety.

Characteristic(s) Exhibited:
1.
2.
3.

Steps to alleviate the problem:

1.
2.
3.

EXERCISE – B

What should the response be for each characteristic?

Characteristic Response???

1. Experienced –

2. Task Oriented –

3. Risk Minimizers –

4. Resistant to Change –

5. Involved –

EXERCISE – C

Read the examples below and list at least one step in the learning process that could result. (Attention,
Motivation, Encoding, Storage & Recall, Practice, Feedback, Transfer)

__________ 1. Trainees work through scenarios with troubleshooting problems.

__________ 2. The instructor reviews Ohm’s Law before beginning a lesson on Kirchoff’s Law for
electric circuits.

61
__________ 3. The instructor questions trainees about past experiences when they have had to operate
a computer.

__________ 4. Different colored markers are used to pick out the various flow paths of a system.

__________ 5. The instructor observes a group of trainees as they align a pump shaft.

__________ 6. The instructor discusses the steps to follow when performing CPR and uses examples to
describe some of the decisions that must be made during the process.

__________ 7. The instructor teaches the hierarchy of algebra:

Powers
Roots
Multiplication
Division
Addition
Subtraction

__________ 8. When teaching the quadratic formula, the math instructor tells a group of chemistry
technicians they will use the formula when calculating ionization constants, solubility
products constants, etc.

IN SAFETY, THERE’S ONLY ONE WAY TO TEACH IT….

THE RIGHT WAY!!!

EMERGENCY PREPAREDNESS

No matter how committed an industrial company may be in terms of occupational health and safety
program implementation, the probability of an emergency may arise at the least expected scenario.
Should this happen, do we know what to do? Are we aware of our very own emergency procedure?

Objectives:
This session will provide an avenue for all workers to be calm in emergencies because they know what
to do. This will also help them to make decisions and take appropriate steps to keep a victim alive and
keep injuries becoming worse until medical help arrives.

EMERGENCY is a sudden, unexpected event demanding an immediate action.

You may have the right word meaning from the dictionary, but it doesn’t tell you how to get out of it.
Eventually, fear will overcome..
…this incident will determine your actions
…actions that will determine the difference between life and death.

PRO-ACTIVE SAFETY
When a group of people becomes pro-active, it starts with a basic assumption that they can work in the
workplace without accidents..
..they believe they have the ability and capacity to work without suffering accidental damage to
themselves or to the materials with which they work.

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REACTIVE SAFETY
When worker experienced an event that resulted to injuries or damage to materials, this is the only time
that he will consider safety as a consequence only after the injuries or damage to properties occurred.

HAZARD IDENTIFICATION
Study shows that less time, effort and money are required to prevent accidents and illnesses than are
required to react to the consequences.

Accidents do not just happened, they are caused.

What to look for identify hazards before they resulted to injuries or damage to properties:
• Chemical Hazards • Physical Hazards
• Mechanical Hazards • Biological Hazards
• Electrical Hazards
• Ergonomic Hazards

Are these hazards???

• The liquid is flammable.

• The knife is sharp.
• Two rolls create an in-running nip point.
• This chemical is toxic, if inhaled.
• The machine is very noisy.
• The electrical wire is energized.
• The drum contained heptane chemical.
• There is the presence of abrasive dust in the air.

ACCIDENT results from the two root causes – HAZARDOUS ACT AND HAZARDOUS CONDITIONS;

HAZARDOUS ACT – unaware, unable, unmotivated.

HAZARDOUS CONDITION – unidentified, uncorrected

General Procedures In Response To Different Types Of Emergencies.

FIRST AID – is the immediate care given to a victim who has been injured or suddenly taken ill.
ROLE OF FIRST AIDER:
1. Serves as the bridge that fills the gap between the victim and the physician.
2. He is not to compete with nor take the place of the physician.
3. He will assist the physician when he arrives.

OBJECTIVES IN GIVING FIRST AID:

1. To alleviate suffering of the victim.
2. To prevent added injury to the victim and to prevent further harm.
3. To prolong the life of the victim.
EMERGENCY ACTION PRINCIPLE:
1. Survey the scene.
2. Do the primary survey of the victim.
3. Activate medical assistance or transfer facility.
4. Do the secondary survey of the victim.
EARTHQUAKE - What to do:

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  Act quickly! Protect your body from falling debris by getting under a sturdy desk, table or
doorway
 Keep away from glass windows and free standing furniture.
 When outside, stay away from tall buildings, move to an open field.
 At the end of initial shock, evacuate building when given clearance by the Chief Marshal
 Go to the assembly area assigned near your position.

FIRE EMERGENCY – If you discover a fire:

 Activate fire alarm (break glass)

 Call for help, dial your hot line number
 Try to extinguish fire if knowledgeable to do so.
 Do not take any personal risks.
 Follow instructions of evacuation team guide.
 Proceed to the assembly area.

HOW TO OPERATE THE FIRE EXTINGUISHER:

 Break seal / remove pin

 Release hose / nozzle from holder
 Test for good operation by squeezing lever briefly before approaching the fire
 Extinguish the fire to within 6-8 feet and aim at the base of the fire
 Sweep the nozzle back and forth until is completely extinguished

EVACUATION

 On hearing the alarm signal, gather vital personal effects and go for the nearest exit near you.
 Go to the assembly area at the open field assigned near your present location
 If you are away from normal work floor, obey instructions from that floor.
 Do not attempt to return to your own floor
 Security will take any other action.

BOMB THREAT

 If a bomb or suspicious object is discovered – do not touch it, clear the area
 Notify security office
 Prevent other personnel from going into the area
 Security will take any other action required

IF YOU RECEIVED A CALL…

 Attract the attention of another staff member to ring your local hotline
 Record details of threat as per procedure given: do not hang up your phone
 Try to record exact words; keep the caller TALKING (try to obtain as much information as
possible)
 Security will take further action required

64
QUESTIONS TO ASK…
 When is the bomb going to explode?
 Where is it right now?
 What does it look like?
 What kind of bomb is it?
 What will cause the bomb to explode?
 Who place the bomb?
 Why?
 Where are you?
 What is your name?

DO NOT HANG UP THE PHONE

SECURITY

 Most Senior Security Officer on-duty shall respond when an emergency arising from fire,
earthquake and explosions occurs upon notice given by the Chief Marshal
 The compound shall be cordoned to prevent unauthorized person’s entry
 Security Officers shall supervise crowd control to prevent employees and looters around the
affected area.
 Follow the safe and orderly evacuations of employees to the assembly area.

Prepared at all times

RE-ENTRY PROGRAM

Objectives: to introduce the BOSH participant into his role in the safety committee.

Participants to the BOSH training are now tasked to apply what they learned. Our plan for their re-entry
to the Safety & Health Committee is outlined as follows:

I. Review

65
On their own, after completing the BOSH training, participants are enjoined to review their notes,
manuals, workshop exercises and experiences.

II. Application
On return to company, they make a verbal or written report to their supervisor signifying their intention to
apply the contents of the BOSH training. The simplest way to immediately use the material is by specific
task, so as not to get overwhelmed by the project.
1. Inspection
2. Investigation

Inspection
If the new member intends to conduct his application by inspection, he may opt to be teamed up with
another member, or conduct inspection alone.

Workplace inspection is by far the best way to begin. It involves 3 steps:

• Identification of hazards
• Evaluation of hazards
• Control of hazards

2) Identification the hazards:

(1) Unsafe Act
• Act of Omission
• Act of Commission

(2) Unsafe Condition

• Physical
• Chemical
• Biological
• Ergonomic
• Mechanical
• Electrical

3) Evaluate the hazard:

Indicate why you identified the act/condition to be unsafe by:
• Comparing against
• Company standards (OEL)
• International standards (TLV, PEL, OSHS)
• Conducting workplace monitoring procedures or simply determining what procedure to
conduct

4) Control the hazard through any or a combination of three methods

• Engineering control
• Administrative control
• Personal Protective Equipment

5) Making an inspection report is carried out by an action plan directed toward the control of
the hazard. A report is made that includes:
• Problem

66
 • Action plan
• Accountability
• Target date
• Output
Investigation
If the new member intends to conduct his application by investigation, he may opt to be teamed up with
another member or conduct investigation alone. Results and processes may be compared later.

Steps to follow are:

1) Gather information
2) Analyze the facts
3) Make recommendation

1) Gathering information is initiated through

A) Witness interview – follows the different techniques to elicit information and details of the events
that transpired
B) Physical evidence – done initially by sketching or taking pictures of the accident scene for
reference. Should other materials be present that can contribute to explaining the accident, they
must be logged and examined carefully
C) Review of written records – referring to previous accident reports, maintenance records, and
other data in the company’s file.

2) Analysis of the data, as discussed in the BOSH is by

• Change analysis • Process safety review
• Fault tree method • Job safety analysis
• Fish-bone analysis

3) Making recommendations is carried out by an action plan directed toward the primary and
secondary causes of the accident. A report is made that includes:
• Problem • Target date
• Action plan • Output
• Accountability

III. Implementation
1) Study / review
• Once the reports (inspection) have been made, they are submitted to the Safety
Manager or counterpart for analysis. Feasibility is determined & the new member may be asked
for a simple explanation for his report.
• The action plan is then put into effect in an experimental area, or may be applied
directly to the act / condition in question
• After the target date is met, results of the implementation are noted and discussed

IV. Evaluation
1) Scoring / ranking of the expected results is done to quantify / qualify the data.
2) Discussion of the results may be made by direct comparison.
3) Other forms may require more intricate analysis like that of determination of p-values in
standard deviation
4) Depending on the outcome and the nearness/farness (proximity/distance) from the
expected output, modifications can be made to tailor fit the action plan.

67
 5) A final report is made to document the results and the action plan is applied to the
greater part of the company’s workplace.

V. Repeat process
• Next step is to increase / broaden the scope of responsibility of the new member.

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 THE OCCUPATIONAL SAFETY & HEALTH PROGRAM

Objective: To integrate all the seminar material in Basic Occupational Safety & Health into a program
that serves to promote and protect employees at work.

An OHP, just like the safety program, aims to uphold the health and well being of all individuals in the
workplace paying much needed attention to work-related illness

This is accomplished after conducting a plant inspection and job safety analysis with health hazard
identification through the basics of Industrial Hygiene:
 Identification
 Evaluation
 Control

Control can be achieved by fitting their solutions through objectives in the program.
This systematizes the approach and coordinates efforts of responsible individuals to correct the health
hazard... the goal being to achieve the highest form of health at work for workers.

KEY ELEMENTS OF THE OCCUPATIONAL SAFETY PROGRAM

A. Accident Prevention
B. Safety Promotion

KEY ELEMENTS OF THE OCCUPATIONAL HEALTH PROGRAM

A. Health Protection
B. Health Promotion

1. Health Risk Management at Work

 Health Hazard Identification
 Health Risk Assessment
 Control Measures
 Health Surveillance
 Record Keeping

Health Hazard Identification

To identify and make an inventory of the potential physical, chemical, biological, ergonomic and
psychologic health hazards associated with the work and working environment.

Health Risk Assessment

To evaluate the risk to health associated with exposures to health hazards and then to decide on the
action needed to remove or reduce those risks

Control Measures
To introduce appropriate measures to prevent or control the health risks

Health Surveillance
To monitor health where risk to health cannot be excluded

Record Keeping

69
To keep proper exposure and health surveillance records; to identify health trends and problem areas for
action to fulfill legal requirements and to safeguard the company against unjustified compensation
claims

B. HEALTH PROMOTION
1. Assessment of health risks associated with the living environment;
A) To assess and prevent health risks associated with the living environment
B) To provide employee information and assistance programs to prevent these health risks.

At the end of the year, recap your program and summarize.

Modify OHS program for next year

Employees Work Accident / Illness Report

Included in the OSH Standards is Rule 1050 : Notification and Keeping of Records of Accidents and/or
Occupational Illnesses.

Please refer to the Occupational Safety and Health Standards in your training kit. On page 202 you will
see the Employees Work Accident/Illness Report. (Reference: DOLE/BWC/OHSD/IP-6 )

Aside from your company’s own report form, the DOLE/BWC requires that accidents and work related
illness be reported using the above attached form.

These are of use in statistical analysis of accidents & illnesses.

Actual Loss Measurements (injuries):

Disabling injury frequency rate (FR)
Disabling injury severity rate (SR)
Disabling injury index
Serious injury frequency rate (FR)
Non-LTI frequency rate (FR)

Disabling Injury FR = # of disabling injuries x 1,000,000

employee hours of exposure

Disabling Injury SR = total days charged x 1,000,000

employee hours of exposure

Disabling Injury Index = (disabling injury FR) x (disabling injury SR)

1,000

The other forms found in the appendix of your OSH standards will be discussed as needed.

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JOB HAZARD ANALYSIS JOB OR OPERATION TITLE

DEPARTMENT/DIVISION JOB LOCATION TITLE OF EMPLOYEE DOING JOB

DATE PERFORMED BY VERIIFIED BY

PERFORMED

SPECIAL OR PRIMARY HAZARDS

PERSONAL PROTECTIVE EQUIPMENT REQUIRED OR RECOMMENDED

BASIC JOB STEPS EXISTING AND POTENTIAL RECOMMENDED CORRECTIVE

HAZARDS MEASURES

71
Basic Occupational Safety & Health
Training Manual

PEME Consultancy, Inc.

“We care for People Environment Materials &
Equipment”
Bureau of Working Conditions
DOLE Accreditation No. 1030-070104-0035

103 Malumanay St. Teachers Village, Diliman, Quezon City 1101

02 5729288  02 9224497  www.peme.org
safety@peme.org peme_consultancy_inc@yahoo.com

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 RE-ENTRY PLAN

Name: _________________________
Company:_______________________ Date:____________________

Problem / Concerns Action Plan Accountability Target Time Remarks

75