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NEBOSH International General Certificate

in Occupational Safety and Health
IGC1
Element 3: Managing Risk – Understanding
People and Processes

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Learning Objectives
• Describe the concept of health and safety culture and how it
influences performance.
• Summarise how health and safety culture at work can be
improved.
• Summarise the human factors which positively or negatively
influence behaviour at work in a way that can affect health and
safety.
• Explain the principles of the risk assessment process.
• Discuss typical workplace changes that have significant health and
safety impacts and ways to minimise those impacts.

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Learning Objectives
• Describe what to consider when developing and implementing
a safe system of work for general activities.
• Explain the role, function and operation of a permit-to-work
system.
• Discuss typical emergency procedures (including training and
testing) and how to decide what level of first aid is needed in
the workplace.

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Element 3.1

Health and Safety Culture

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Definition
The safety culture of an organisation is the shared
attitudes, values, beliefs and behaviours relating
to health and safety.

It will be positive or negative.

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The Relationship between Culture and Performance

Positive Culture: Negative Culture:

• People think that safety is
important.
• Safety is considered in all
management decision-
making.
• People work safely because
they want to, not because
they are told to.
• All workers are positively
influenced by this peer-
thinking and behaviour.
• Lots of people think safety is of
low priority.
• Safety is not considered in
decision-making at any level.
• People will only work safely if
they are told to and think that
they will be caught and
punished if they don’t.
• All workers are negatively
influenced by this peer-thinking
and behaviour.

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Indicators Used to Assess Culture

• Accidents.
‒ and the standard of investigation.

• Sickness rates.

• Absenteeism.

• Staff turnover.

• Compliance with safety rules.

• Worker complaints about conditions.

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Influence of Peers
Put people together in groups
1. Interaction occurs.
2. Influence is exerted.
3. A hierarchy forms:
‒ known as ‘pecking order’.
4. ‘Norms’ of behaviour are established.
5. Peer group pressure is exerted.

• Good indicator of H&S culture.

• Peer group pressure can be harnessed to encourage good safety-
related behaviour.

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Group Exercise

What factors could result in the deterioration of

an organisation’s health and safety culture and
hence safety performance?

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Element 3.2

Improving Health and Safety Culture

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Management Commitment and Leadership

• Senior management set policy.

• They also set priorities and targets.
• They must inspire and motivate.
• Their leadership cascades through the
organisation.
• Visible leadership:
‒ Behaving safely.
‒ Involvement in, e.g. safety meetings.
‒ Doing safety tours and audits.
‒ Promoting changes to improve safety.
‒ Enforcing rules through use of discipline.
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Competent Workers
A competent person is someone who has sufficient:
• training,
• skills,
• experience, and
• knowledge,
and perhaps other attributes such as attitude or
physical ability to be able to carry out their job safely.

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Group Exercise
Identify a few examples of workplace communication
from the following categories:

• Verbal communication.

• Written communication.

• Graphic communication.

What are the merits and limitations of each method?

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Verbal Communication
Benefits: Limitations:
• Personal. • Language barrier.
• Quick. • Jargon.
• Direct. • Strong accent/dialect.
• Check understanding. • Background noise.
• Feedback. • Poor hearing.
• Share views. • Ambiguity.
• Additional information (body • Missing information.
language). • Forgetting information.
• No record.
• Poor quality (telephone or PA).

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Written Communication
Benefits: Limitations:
• Permanent record. • Indirect.
• Reference. • Time.
• Jargon/abbreviations.
• Can be written carefully for
clarity. • Impersonal.
• Wide distribution relatively • Ambiguous.
cheaply. • May not be read.
• Language barriers.
• Recipient may not be able to
read.
• No immediate feedback.
• Cannot question.
• Impaired vision.
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Graphic Communication
Benefits: Limitations:
• Eye-catching. • Simple messages.
• Visual. • Expensive.
• Quick to interpret. • May not be looked at.
• No language barrier. • Symbols or pictograms may
• Jargon-free. be unknown.
• Conveys a message to a wide • Feedback.
audience. • No questions.
• Impaired vision.

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Broadcasting Methods
• Noticeboards.
• Posters and videos.
• Digital media.
• Toolbox talks.
• Memos and e-mails.
• Worker handbooks.

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Group Exercise

What are the merits and

limitations of using
safety posters as a form
of propaganda?

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Co-operation and Consultation

What is the difference between consulting and

informing workers?

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Co-operation and Consultation

Consulting:
Two-way exchange of information and opinion between the
employer and employee.

Informing:
One-way flow of information to the employee.

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Typical Issues to Consult On

• Introduction of new measures affecting

health and safety.
• Appointment of new advisers.
• Health and safety training plans.
• Introduction of new technology.

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Methods of Consultation
Direct consultation:
• Employer talks to each worker and resolves
issues.
Through worker representatives:
• Committee is formed to represent workers.
• Regular meetings to discuss and resolve issues.
• Members may have rights in law.

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Group Exercise

What makes an effective committee?

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Health and Safety Committee/Forum

Effective committees will depend on:

• Who is on the committee.
• How often the committee meets.
• Who will act as chairperson.
• What authority the committee will have.
• What will be discussed.
• How the discussions will be recorded.
• How issues will be followed up.

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Health and Safety Committee/Forum

Issues that may be considered:
• Study of accident and disease statistics.
• Review of reports from active monitoring.
• Examination of safety audit reports.
• Consideration of reports and information from HSE.
• Consideration of reports submitted by safety reps.
• Provide assistance in development of procedures and
policy.
• Monitor the effectiveness of training.
• Monitor and improve safety communications.
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Training
H&S training is the planned, formal process of acquiring and
practising knowledge and skills in a relatively safe
environment.

Training has a dramatic effect on safety-related behaviour.

Without training, workers try to do their jobs by:

• Copying others.
• Doing the job the way they think is best.

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Training
Training helps workers to understand:
• Hazards and risks.
• Rules and precautions.
• Emergency procedures.
• Who to contact with concerns.
• Limitations and restrictions.
• Personal safety responsibilities.
• Consequences of breaking rules including
disciplinary procedures.

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Training Opportunities

Induction training − New employees

Job change − New hazards following a change in

job
Process change − New hazards associated with new
ways of working
New technology − New hazards associated with plant
and machinery
New legislation − Implications of new legislation

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Induction Training
• Health and safety • Consultation
policy. arrangements.
• Emergency procedures. • Safety rules.
• First aid. • Personal protective
• Specific site hazards equipment.
and controls. • Safe working and
• Welfare facilities. permits.
• Safe movement. • Risk assessment.
• Accident and incident • Responsibilities of
reporting. individuals.
• Disciplinary procedures.

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Element 3.3

Human Factors Which Influence

Safety-Related Behaviour

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Human Factors Influencing Safety-Related Behaviour

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Organisational Factors
• Safety culture.
• Commitment and leadership.
• Resources available.
• Work patterns.
• Communication.
• Levels of supervision.
• Peer group pressure.
• Consultation and worker involvement.
• Training.
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Job Factors
• Task.

• Workload.

• Environment.

• Displays and controls.

• Procedures.

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Individual Factors
• Competence: • Attitude
‒ Knowledge.
• Motivation - the thing that
‒ Ability.
is making a person do what
‒ Training. they do:
‒ Experience. ‒ Rewards/incentives.

‒ Positive or negative.
• Skills

• Personality

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Attitude
A person’s point of view or way of looking at something;
how they think and feel about it.

Can be changed by:

• Education and training.
• High-impact interventions.
• Enforcement.
• Consultation.
• Involvement.

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Risk Perception
Perception: the way a person’s brain interprets
information sent to it by their senses:
• Sight.
• Hearing.
• Smell.
• Taste.
• Touch.

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Group Exercise

You will be shown the following slide for

20 seconds.
You are asked to count the number of ‘F’s.

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Group Exercise

FINISHED FILES ARE THE RESULT

OF YEARS OF SCIENTIFIC STUDY
COMBINED WITH THE
EXPERIENCE OF MANY YEARS

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Risk Perception
Factors that can distort a person’s perception of hazard and
risk include:
• Illness.
• Stress.
• Fatigue.
• Drugs and alcohol.
• Previous experiences.
• Training and education.
• Use of PPE.
• Workplace conditions, e.g. high noise levels.

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Element 3.4

Risk Assessment

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Key Words and Phrases

Hazard: Risk:
Something with the The likelihood of harm
potential to cause harm: occurring in
• Physical. combination with the
• Chemical. severity of the
• Biological. foreseeable harm.
• Ergonomic.
• Psychological.

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Group Exercise
Consider a specific hazard and discuss in groups the
difference between the:
• hazardous properties of the activity, article or
substance, and
• the risk of harm occurring.

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Key Words and Phrases

Risk Profiling:

The process of identifying and assessing the range of risks

that threaten an organisation along with recognition of
their likelihood and probable impacts, the current risk
management controls in place and the identification and
prioritisation of further control measures.

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Key Words and Phrases

Risk Assessment:

The formal process of identifying preventive

and protective measures by evaluating the
risks arising from a hazards, taking into
account the adequacy of any existing controls,
and deciding whether or not the risk is
acceptable.

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Risk Profiling

Each organisation will have its own risk profile.

A risk profile examines:

• the nature and level of the threats faced by the
organisation.
• the likelihood of those adverse effects occurring.
• the level of disruption and costs associated with each
type of risk.
• the effectiveness of controls in place to manage those
risks.

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Risk Profiling

The outcome of risk profiling will be that the right risks

have been identified and prioritised for action, the right
control measure have been identified and implemented
and minor risks have not been given a disproportionate
priority.

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Risk Profiling
The Risk Profiling Process:

• Identify the risk that threaten the organisation.

• Identify the health and safety impacts and the

business impacts associated with each threat.

• Identify how well each threat is controlled.

• Identify the likelihood of each threat happening.

• Prioritise the threats.

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Purpose of Risk Assessment

To prevent:
• Death and personal injury.
• Other types of loss incident.
• Breaches of statute law.
• The costs of loss.

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A ‘Suitable and Sufficient’ Assessment

• Identify significant risks.

• Enable employer to identify and prioritise control
measures.
• Appropriate to the nature of the work:
‒ Proportionate to the risks.
• Valid for a reasonable time.

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Group Exercise

Sources can be:

• internal, or
• external
to the organisation.

List all the internal and external sources you can

think of and discuss them.

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The Five Steps to Risk Assessment

As defined by the HSE:

and implement

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Step 1: Identify the Hazards

Safety: Health:
Capable of causing physical Capable of causing
injury: occupational disease or ill
• Work at height. health:
• Falling objects. • Physical.
• Moving vehicles. • Chemical.
• Machinery. • Biological.
• Electricity. • Ergonomic.
• Chemicals. • Psychological.
• Low oxygen concentration.
• Deep water.
• Fire/explosion.
• Animals.
• Violence.
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Internal and External Information Sources

Internal:
• Accident records.
• Ill-health data/absence
reports.
• Medical records.
• Risk assessments.
• Maintenance reports.
• Safety inspections.
• Audit and investigation
reports.
• Safety committee minutes.
External:
• National legislation.
• Approved Codes of Practice.
• Standards e.g. BSI, ISO.
• Manufacturers’ information.
• Trade associations.
• Safety publications.
• International bodies.
• Trade unions, charities, etc.

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Hazard Identification Methods

• Task analysis:
‒ Analyses job components before the job starts.
• Legislation:
‒ Standards, guidance documents.
• Manufacturers’ information:
‒ Operating handbooks, chemical safety data sheets.
• Incident data:
‒ Accidents, near misses, ill health.

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Hazard Identification Methods

Task analysis:
Select the task.
Record the stages of the task.
Evaluate risks associated with each stage.
Develop the safe working method.
Implement the safe working method.
Monitor to ensure effectiveness.

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Step 2: Identify the People at Risk

• Workers/operators:
‒ Maintenance staff.
‒ Cleaners.
• Contractors.
• Visitors.
• Members of the public - even
trespassers.

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Step 2: Identify the People at Risk

Vulnerable groups or individuals:

• Young people.
• New or expectant mothers.
• Disabled workers.
• Lone workers.

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Step 3: Evaluating the Risk and Deciding on Precautions

Is the level of risk acceptable or does it need to be reduced?

Risk = likelihood × severity

Likelihood Severity

1 = extremely unlikely 1 = very minor injury

2 = unlikely 2 = first-aid injury

3 = possible 3 = lost time injury

4 = likely 4 = hospital treatment

5 = very probably 5 = disabling injury

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Step 3: Evaluating the Risk and Deciding on Precautions

Risk = likelihood × severity

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General Hierarchy of Control

• Elimination.
• Substitution.
• Engineering controls.
• Administrative controls.
• PPE.

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General Hierarchy of Control

• Elimination.
• Substitution.
• Engineering controls:
‒ Isolation, total enclosure.
‒ Separation, segregation.
‒ Partial enclosure.
‒ Safety devices.
• Administrative controls:
‒ Safe systems of work.
‒ Reduced exposure.
‒ Reduced time of exposure, dose.
‒ Information, instruction, training and supervision.
• PPE.
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Safety Signs

Prohibition Warning
Mandatory

Safe Condition Fire Equipment

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Personal Protective Equipment (PPE)

Personal Protective Equipment Regulations 1992 (as amended)
• Supply suitable PPE:
‒ Appropriate for risk.
‒ Ergonomic.
‒ Fits.
‒ Doesn’t increase overall risk.
• Complies with standards.
• Ensure compatibility of items.
• Suitable storage.
• Information, instruction and training.
• Enforce use of PPE.
• Replace or repair damaged or lost items.

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Group Exercise

Discuss the benefits and limitations of PPE as a risk control

method.

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Personal Protective Equipment (PPE)

Merits Limitations

•Can be used as an interim control whilst more
expensive or difficult controls are put in place.
•In some situations, it may be the only control
option available.
•It may be needed as a back up for
emergencies when other controls have failed.
•It is usually cheap.
•It gives immediate protection.
•It only protects one person – the wearer.
•It may not protect adequately if it is not fitted
correctly.
•It may not be comfortable and may interfere
with the wearer’s ability to do the job.
•It may increase overall risk by impairing the
senses (e.g. goggles that mist up).
•It may not be compatible with other items that
have to be worn or used.
•People do not like wearing PPE.

•If it fails, it fails to danger (the worker is

exposed to risk).

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Use of Guidance and Legal Standards

• Use of a risk matrix can help provide clarity:
‒ Can set internal risk levels that require action within set
timescales.

• Legal requirements override the findings of a risk

assessment:
‒ Even if the risk is low, if the law requires it then it must be done.
‒ Applies also to semi-legal codes of practice.
‒ Guidance can also assist.

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Residual, Acceptable and Tolerable Risk

• Residual Risk
‒ The risk level we are left with after controls have been
implemented.
• Acceptable Risk
‒ Risk has been reduced to an adequate level.
• Tolerable Risk
‒ Not acceptable but can live with it for a short period of
time with interim controls.
• Unacceptable Risk
‒ Risk is too high.
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Step 4: Record Significant Findings and Implementing

Typical content:
• Activity/area assessed and hazards.
• Groups at risk.
• Risks and adequacy of existing control measures.
• Further precautions needed.
• Date and name of competent
person.
• Review date.

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Step 5: Review
• Significant change in:
‒ Process. ‒ Workplace
‒ Substances. environment.
‒ Equipment. ‒ Personnel.

• If it is no longer valid:
‒ Accident. ‒ Change to legal
‒ Near miss. standards.
‒ Ill health.

• Periodically.

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Group Exercise
Lawn Mowing:
Using task analysis, prepare a brief risk assessment
and suggest control measures to reduce the risks
involved with this activity.

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Special Cases and Vulnerable Workers

Young Persons
• Under 18.
• Lack of experience.
• Physical and mental maturity.
• Poor risk perception.
• Influenced by peer group.
• Eager.
• Control measures:
‒ Prohibit certain high-risk activities, e.g. high-risk machinery.
‒ Restrict work patterns and hours, e.g. no overtime.
‒ Train and supervise.
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Special Cases and Vulnerable Workers

New and Expectant Mothers
• Certain chemicals, e.g. lead.
• Certain biological agents, e.g. rubella virus.
• Manual handling.
• Temperature extremes.
• Whole-body vibration.
• Ionising radiation.
• Night shifts.
• Stress.
• Violence.

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Special Cases and Vulnerable Workers

Disabled Workers
Identify:
• Health and fitness criteria for some
jobs:
- E.g. eyesight requirements to drive
forklift trucks.
• Workers with known disabilities:
- What are the implications of their
disability?

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Special Cases and Vulnerable Workers

Lone Workers
Workers especially vulnerable
and more at risk:
• Of violence:
‒ E.g. prison officer, mental health nurse.

• If they are injured or ill:

‒ E.g. confined space entry.

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Element 3.6

The Management of Change

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The Impact of Change

Change includes changes to work processes, equipment,

practices and construction work (temporary works).

Temporary works include:

• Short-term building projects.
• Building maintenance.
• Renovation work.
• Demolition.
• Excavations.

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Mitigating the Impact of Change

Key management principles:
• Risk assessment – of the work itself and its impact on the
workplace.

• Communication and co-operation – between all affected parties.

• Competence – of workers and managers.

• Segregation – of the work area.

• Emergency procedures – and the impact of the works on existing

emergency arrangements.

• Welfare provision – for all workers involved.

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Element 3.7

Safe Systems of Work

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Introduction to Safe Systems of Work

Formal Systematic
Examination of work
Recorded

Hazards Safe methods

Identified Defined

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Introduction to Safe Systems of Work

To be effective, the SSW must bring together…
• People:
‒ Who is the SSW for?
‒ What level of competence or technical ability should they have?

• Equipment:
‒ What equipment will be used?
‒ What safety equipment will be required?

• Materials:
‒ What materials will be used or handled during the work?

• Environment:
‒ Where will the work take place? E.g. space, light and temperature?

... in such a way as to create a safe work method.

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Introduction to Safe Systems of Work

• Linked to risk assessments:
‒ Hazards identified and controls recorded.
• Documented so the standard is clear.
• Developed by a competent person:
- With assistance from workers.

• Legally required in many circumstances:

‒ Employers responsibility to prepare them.
‒ Workers responsibility to follow them.

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Developing a Safe System of Work

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Worked Example
The Steps In Changing a Wheel:
Step 1 - park the car in a safe location.
Step 2 - remove equipment from boot.
Step 3 - loosen wheel nuts.
Step 4 - jack up car.
Step 5 - remove wheel nuts.
Step 6 - replace wheel and wheel nuts.
Step 7 - lower car, remove jack.
Step 8 - tighten wheel nuts.
Step 9 - replace equipment in boot.

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Identifying Controls
For each step:
• First identify the hazards.
• Then identify the controls.

So, Step 1 (changing wheel) might have:

• Hazards - traffic, risk of violence.
• Controls - select location off-road if possible, use hazard
lights, if you feel area is unsafe/at night or if vulnerable
group, call recovery service and stay in car.

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Group Exercise

Suggest hazards and controls for each step of the

worked example ‘changing a wheel’.

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Introducing Controls and Formulating Procedures

• Often most difficult stage!

• Consultation and engagement helps gain

buy-in from workers.

• Allow concerns to be raised and addressed during

development.

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Instruction and Training

Information, Instruction, Training and Supervision
(IITS).

May need detailed training in the SSW.

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Monitoring the System

Must monitor to ensure:

• SSW is being applied correctly.
• SSW is as safe as was intended!

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Group Exercise
Using SREDIM, develop a simple safe system of
work for the task allocated to your group:
• Making a cup of tea.
• Making a batch of cement with a cement-mixer.
• Painting a ceiling (emulsion).

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Element 3.8

Permit-to-Work Systems

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Definition
A formal, documented safety procedure, forming part
of a safe system of work:
• Hot work.
• High-voltage electrical systems.
• Confined space entry.
• Operational pipelines.
• Excavation near buried services.
• Complex machinery.

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Operation and Application

• Issue: details of the work; location; date; time/duration;
hazards; isolations/controls; PPE.
Name and signature of authorised person issuing permit
• Receipt: name and signature of person receiving permit.
------- Work can start -------
• Clearance/return to service: permit signed back to
confirm workers are finished.
• Cancellation: permit signed to accept area back under
normal operation.
• Extension: if necessary.

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Element 3.9

Emergency Procedures and First Aid

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Group Exercise

What emergencies could occur other than fire?

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The Need for Emergency Procedures

• Why do we need them?
Because despite all the precautions you take, things can still go
wrong.

• What incidents?
‒ Fires. ‒ Severe weather.
‒ Bomb threats. ‒ Multiple casualty
accidents.
‒ Spillage of a hazardous chemicals.
‒ Terrorist/security incident.
‒ Release of a toxic gas.

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Emergency Procedure Arrangements

• The foreseeable emergencies.

• Procedures for raising the alarm.
• Procedures to be followed.
• Suitable emergency equipment.
• Responsible staff.
• Dealing with the media.
• Contacting emergency services.

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Emergency Procedure Arrangements

The organisation needs to arrange:
• Communication equipment:
‒ Landline/mobiles, etc.

• Contact details:
‒ National and local numbers.

• Responsible individuals:
‒ With necessary information.

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Training and Testing

Additional training for nominated individuals on:

• Their roles in the emergency.

• Safe handling of any equipment.

Emergency procedures should be practised through

drills and exercises.

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First-Aid Requirements
Requires appropriate first-aid provision:
• Facilities:
‒ An appropriate location where
first-aid treatment can be given.
• Equipment:
‒ Suitably stocked first-aid kits
and other equipment.
• Personnel:
‒ Trained staff.

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First-Aid Facilities and Equipment

First-Aid Facilities: Equipment:
• Centrally located; accessible • First-aid kits.
by emergency services. • Eye-wash stations.
• Clean and adequately • Emergency showers.
heated, ventilated and lit. • Blankets.
• Splints.
• Hand-wash facilities, chair, • Resuscitation equipment.
clinical waste bin, etc. • Stretchers.
• Wheelchairs.
• Other equipment as
required.

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First-Aid Personnel
The basic principle of first aid is to keep the injured person
alive until professional medical assistance arrives.
The ‘3 Ps’:

Preserve life.
Prevent deterioration.
Promote recovery.
And to treat minor ailments that require no further
medical help.
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Group Exercise

Discuss the issues that you would need to

consider to decide the level of first-aid cover
in your workplace.

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First-Aid Personnel
Trained personnel:
• Appointed person - no or basic training only.
• Emergency first aiders and first aiders - full EFW or FW training.

Coverage will depend on:

• The general risk level of the
workplace.
• The hazards present in the
workplace.
• Accident history.
• Vulnerable persons.
• The number of workers.
• Work patterns and shift
systems.
• Workplace location.
• Size and spread of the
workplace.

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Group Exercise

What factors would you consider when

selecting individuals to be first aiders?

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Selecting Staff to be First Aiders

• Reliable, calm, good communication skills.
• Aware of own limitations and of the training.
• Ability to absorb new knowledge and learn.
• Ability to cope with stressful situations.
• Able to accept responsibility.
• Physically fit enough.
• Consideration of the need for first aiders considering gender,
ethnicity and religious convictions.
• Must be able to be released from normal duties to attend an
incident.

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Summary
In this element, we have:
• Described the concept of health and safety culture and its
significance in the management of health and safety in an
organisation.
• Outlined how health and safety culture at work can be improved.
• Identified the human factors which positively or negatively
influence behaviour at work in a way that can affect health and
safety.
• Explained the principles of the five steps to risk assessment and
the general hierarchy of control.
• Examined the general principles of prevention.

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Summary

• Identified the control measures associated with management of

change in the workplace.
• Described what may be considered when developing and
implementing a safe system of work for general activities.
• Explained the role and function of a permit-to-work system.
• Outlined the need for emergency procedures and the
arrangements for contacting emergency services.
• Understood what is required for the effective provision of first aid
in the workplace.

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