Module 2:

Maintaining Safety in Agricultural Mechanics

Module Overview:

In this module, you will learn how to ensure that the place you are
working with promotes everyone’s safety. Discussed in this module are the
color coding used in labelling things in a machine shop, protective clothing
used when working with machines, safety measures to reduce different types
of hazards and the application of the 5S principles in the workplace.

Module Objectives:

After completing this module, the students are expected to:

 State how to create a safe place to work.

 Recognize hazards in agricultural mechanics
 Describe what each safety color means
 Identify different protective clothing and their uses.
 State the conditions necessary for combustion
 Match appropriate types of fire extinguishers to each class of fire.
 Interpret labels on hazardous materials
 Differentiate the 5S principles
 Apply the 5S principles

Lessons in Module
2:
 Lesson 1: Personal Safety in Agricultural Mechanics
 Lesson 2: Reducing Hazards in Agricultural Mechanics
 Lesson 3: The 5S Principles
 Module 2:
Maintaining Safety in Agricultural Mechanics

Lesson 1:
Personal Safety in Agricultural Mechanics

Learning Outcomes:
After completing this lesson, the students are expected to:
 State how to create a safe place to work.
 Recognize hazards in agricultural mechanics.
 Describe what each safety color means.
 Identify different protective clothing and their uses.

Time Frame: 3 days

Introduction

In this lesson, you will be taught to distinguish the possible scenarios

where potential hazards may occur while using agricultural machines and
other equipment. You will also be introduced on the different protective
clothing used when engaging machinery works. You will also learn how colors
are used to tell whether a certain area of the shop poses possible danger,
relays information, indicates safety and many more.
 Activity 1
Direction: Assess each of the following pictures below and state on each
picture whether the scenario being shown PROMOTES SAFETY or UNSAFE.
Explain your answers briefly.

1.

2.
3.

4.

5.
6.

7.

8.
 Analysis
Read and answer the following questions based on the ideas that you could
gather from the previous activity. Explain your answer concisely.

1. Based on the precious activity, what could be the reasons why accidents
occur in most workplaces? Give at least 5?

2. How do these situations affect the employees?

3. How do most agencies or companies probably address the possible risks

within their workplace?

CRITERIA
Content - 10
Relevance - 5
TOTAL - 15
 Abstraction

Safe Place to Work

Most operations related to agricultural mechanics involve the use of
tools, machines and equipment. Continually engaging in these activities might
expose a worker from risky situations. Thus, making the workplace safe is a
must. The following are the basic precautions that must be followed to create
a safer place to work.

 Install electrical devices according to the National Electrical Code®.

 Install all the machinery according to the manufacturer’s specifications.
 Keep all tools and equipment adjusted or fitted according to
specifications.
 Use tools and equipment skillfully.
 Provide proper storage for tools, materials, fuels, chemicals and waste
materials.
 Keep work areas clean and free of tools materials, grease and dirt.
 Keep moving parts properly shielded.
 Manage all situations to avoid the likelihood of falling objects.
 Avoid areas where objects may fall.
 Avoid the flight path of objects that could be thrown by machines.
 Protect eyes, face, feet and other parts of the body with protective
clothing and devices.
 Move slowly enough to avoid creating hazards to self and others.
 Read and heed all precautions.
(Cooper,1997)

Safety Colors

National organizations such as Occupational Safety and Health

Administration (OSHA), American National Standards Institute (ANSI) and
National Electrical Manufacturers Association (NEMA) have developed a color
coding system intended to be applied on worksites where possible danger or
accidents may occur.

Generally, the color coding system is created for the purpose of:
 orienting people from danger or hazards
 helping people locate certain objects easily
 making the worksite a pleasant place to work
 promoting cleanliness and order
 help people react quickly to emergencies.

The following shows the most common color codes, what each
communicates, and where it should be used.
1. RED is universally recognized for identifying the most serious hazards, as
well as fire hazards and fire equipment. Safety signs that comply with the
ANSI Z535 standard use red for “Danger” signs and labels that warn when
death or serious injury is almost certain to occur if the hazard is not avoided.
In addition to “Danger” signs, here are other scenarios where red
should be used:
 Fire safety items, including fire extinguishers and fire alarms
 Emergency stop switches, buttons, and bars on machinery
 Containers carrying flammable liquid
 Confined space hazards
 Construction hazards and PPE requirements

2. ORANGE identifies dangerous machines or equipment that may crush, cut,

shock, or injure workers in other ways. Orange is used on “Warning” signs
and labels when a hazard may result in death or serious injury, but when the
overall risk isn’t severe enough for a “Danger” sign.

The following scenarios may call for orange signs and labels:

 Exposed and moving machine parts

 Low clearance levels
 Electrical hazards (such as high voltage or potential static)
 Most work zone markings (including safety cones and barrels)
 Road construction signs

3. YELLOW. Much like the OSHA standard for safety colors, ANSI recognizes
yellow as a color for communicating hazards that may lead to worker injuries if
not avoided. Yellow is used on “Caution” signs which warn people against
unsafe practices.

Here are a few situations where yellow signs and labels should be
used:

 Instruct workers to wear PPE while working on certain machines or

when in a specific area
 Point out common hazards, such as wet floors
 Inform employees when entering a construction area, or where only
authorized employees are allowed
 Alert employees to exposed edges of loading docks, platforms, and
curbs
 Warn workers of moving equipment, overhead hazards, and other
physical hazards

4. GREEN is reserved for general safety signs, which offer safety-related

messages that don’t touch on specific workplace hazards.

Green signs should:

  Point out first aid kits, emergency eye wash fountains, and other
medical equipment
 Offer general sanitation guidelines and reminders
 Encourage employees to report accidents, unsafe conditions, and
other incidents
 Motivate employees to be mindful of general hazards
 Suggest best practices and other safety measures

5. BLUE communicates information unrelated to personal injuries and other

hazards (most commonly on “Notice” signs). It is most commonly associated
with maintenance work and other safety precautions.

Blue signs may:

 Alert employees to designated smoking and non-smoking areas

 Remind employees of best work practices
 Communicate procedures, information, instructions, and rules for
maintenance
 Share the overhead clearance in a given area

Actual Examples of these color coding system are presented on APPENDIX

A.

Protective Clothing and Devices

In most cases, it is necessary to protect oneself when engaging
laboratory works in agricultural mechanics. The easiest way to protect the
body against injuries is by wearing protective clothing and devices. The
following shows the different types of equipment that are useful when
conducting different kinds of operations.

1. Photochromic glasses. This type

of safety glass is designed to operate
according to the UV light and change
glass colors according to the light
variation in the surrounding. High-
quality pair of photochromic
spectacles will automatically change
into tinted to clear when needed or Figure 2.1 Photochromic Glass
required.

2. Warden Safety glasses. These

are the most common safety
spectacles used in multiple kinds of
industries from lawn mowing to
construction to tree trimming. The
lenses tend to be bigger than the

Figure 2.2 Warden Safety Glass

normal size and are surprisingly lighter in weight.
Since they are made up of polycarbonate material, these glasses
provide excellent protection to the eyes. These versatile safety spectacles
come with an added foam nose pad that provides non-slip grip and they also
feature small ear pieces for optimum comfort and security.

3. Forensic glasses. Scientists or doctors working in a forensic lab require

special kind of glasses designed for forensic activities. These glasses are
called forensic spectacles that help the
wearer in their investigations. However,
the kind of forensic glasses to be used
will depend on the kind of material
being investigated, the surface the
material is on, the type of substance of
the material, and the lighting conditions
of the environment. When an
investigator has to exclude the
unnecessary light that may hinder them
from inspecting their subject, they wear Figure 2.3 Forensic Glass
forensic glasses.

4. Safety goggles. Safety goggles

are personal protective equipment
that can be worn by anyone,
especially by those workers that
need eye protection in their
workplace. You can use these safety
glasses in any of the varied lenses
be it clear, polarized, tinted, or anti-
fog.
Some of the most common
occupations that have a great risk of Figure 2.4 Safety Goggles
eye injury include carpentry,
construction, electrical work, plumbing, medical care, welding, and auto
repair. If your main industry is not mentioned here, there might be some
departments that require the regular use of goggles. For example, repairing a
machine used for your business.

5. Face shields. A face shield is a

type of protective wear that not
just shields the eyes but the entire
face as well. This safety eye and
face wear protects the wearer
from hazards such as flying
objects, debris, chemical
splashes, or infectious materials.
Some of the face shields come
with spectacles and goggles too
which further helps in the
protection of the wearer’s eyes.
Figure 2.5 Face Shield
 The most common application of face shields includes metalworking or
during welding, grinding, or cutting equipment. A welder’s face is shielded
against intense heat, harmful radiation, and sparks. Welding face shields are
specifically constructed from tinted glass or auto-darkening surface to protect
the wearer.

6. Hair Restraints. Serious accidents can occur if long hair becomes tangled
in drill presses, saws or other turning equipment. In this case, hair restraints
are of very much help.

Woolen hat Head band Hairnet

Figure 2.6 Different Kinds of Hair Restraints

7. Coveralls. Coveralls are

the most versatile and all-
around item of clothing for
agricultural mechanics.
Coveralls protect the arms,
body and legs. They can be
buttoned and zipped to the
neck for maximum protection.
Coveralls should fit well and
be easily removable.
Coveralls have the advantage
of many pockets for pencil,
pads, small tools, and objects Figure 2.7 Coveralls

the worker uses.

8. Aprons. Heavy cloth or leather aprons provide

good protection for the front of the body and upper
legs. Aprons are recommended only for limited shop
work at benches or as additional covering over
coveralls.
Vinyl or rubber aprons should be worn when
liquids are used. Aprons are economical to buy and
easy to use.
Figure 2.8 Aprons
9. Shop Coats. Shop coats have the benefits of
aprons plus additional body protection. The arms,
body, and upper legs are protected for most work
where the operator is standing. The shop coat is easy
to put on.

10. Leather shoes with steel toes are recommended

when working in a machine shop and when using
machinery. Leather is the preferred material for
footwear because of its strength, durability, and
comfort. The ability of leather to Figure 2.9 Shop Coats
breath explains why it is more
healthful, cool and comfortable than other materials.
Farmers, ranches, foresters, carpenters,
plumbers, and all who handle heavy or hot objects need
this kind of sturdy shoes. On the other hand, the popular
soft, lightweight vinyl or canvas shoes that many wear
for casual activities are not safe for agricultural work.

Figure 2.10 Leather Shoes

with Steel Toes9. Hardhats. Hardhats are
needed when working where
objects are above head level or flying objects could be
encountered. Hardhats are made from special lightweight
and impact resistant materials. It is important that
hardhats to be used are approved based on the
standards set by Occupational Safety and Health Figure 2.11 Hardhats
Administration (OSHA).

10. Masks and Respirators.

Masks that cover the nose and
mouth are needed to filter out the
particles of dust or spray paint.
Such materials irritate the nostrils
and sinuses. Continuous inhaling of
dust leads to lung diseases such as
black lung and cancer. Effective Figure 2.12 Mask and Respirator
dust masks are not expensive and
should be worn when sanding, painting, welding,
mixing soil, shoveling grain, or whenever dust is
encountered. On the other hand, operations such
as pesticide application require specific type of
respirators as prescribed by the pesticide
manufacturer.

11. Ear muffs and Ear Plugs. Ear Protection is

recommended when working in certain types and
levels of noise. Equipment such as the radial arm
saw, planer, chain saw, tractor and lawn mower can Figure 2.13 Ear muffs
produce noise that may damage the ears and
cause a hearing impairment.

Ear muffs or plugs are recommended when the intensity, frequency, or

duration of noise reaches certain levels. Noise intensity refers to the energy
in the sound waves. Noise duration refers to the length of time a person is
exposed to a sound. Distance has great effect on sound pressure or intensity.
A person standing 5 feet from a machine can reduce the sound pressure to 25
percent by moving away another 5 feet. Decibel (dB) is used as the standard
unit for measuring sound intensity (see APPENDIX B for more details).

Application
I. Review the safety colors that were presented in this lesson. Use them in
labelling parts of your house in order to inform, warn or emphasize safety to
the household members. Take the pictures of your outputs and present them
below. Explain each picture in exactly two sentences. You should have a
minimum of 10 pictures.
II. Answer the following questions concisely.

1. How do you see the importance of safety colors when working with tools
and machines in agriculture?

2. Why is it important to know about the different types of protective clothing?

 Module 2:
Maintaining Safety in Agricultural Mechanics

Lesson 2:
Reducing Hazards in Agricultural Mechanics

Learning Outcomes:
At the end of this lesson, the students are expected to:
 Reduce hazards in agricultural mechanics.
 State the three conditions necessary for combustion.
 Identify classes of fires.
 Match appropriate types of fire extinguisher to each class of fire.
 Interpret labels on hazardous materials.

Time Frame: 3 days

Introduction

Working in agricultural
mechanics exposes the students
to possible dangers such as fire,
toxic chemicals and vehicular
accidents in the farm. Hence, it is
necessary for the students to be
always prepared whenever these
kind dangers occur to prevent
injuries.

In this lesson, you will be taught on the

precautionary measures to prevent the
occurrence of fire and on how to deal with
different types of fire. You will also be
oriented on the necessary information placed by
the manufacturers on the labels of their chemical
products.
 Activity
Read the scenario being described below and answer the following
questions carefully.
Consider an agricultural machine shop setting where different kinds of
machines, tools and other electrical devices are present.

a. Give ten (10) common causes of accidents in an agricultural

machine shop.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

b. Give ten (10) precautionary measures to prevent accidents in an

agricultural machine shop.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
 Analysis
Read and answer the following questions below.

1. In case of a fire outbreak in a machine shop, what is the most common way
to put out the fire? Does that method work in all kinds of situation? Why or
why not?

2. What information should a pesticide manufacturer include in labelling their

products? Why is it important?
 Abstraction

The Fire Triangle and Fire Tetrahedron

Figure 2.14 The Fire Triangle

In order to generate fire, there are three (3) things that must be present
at the same time. The figure above is what we call the fire triangle where
oxygen, heat and fuel are presented as the components of fire. This means
that whenever one of these three is not present, fire cannot be produced.

Fuel refers to any combustible material. Most common fuels used in

generating fire are gasoline, kerosene, diesel fuel, wood, paper, acetylene,
and propane.

Heat in this context refers to a type of energy that causes the

temperature to rise. If the temperature of a room is changed from 50 degrees
to 70 degrees, it is done by using heat.

On the other hand, oxygen is a gas in the atmosphere. It is not a fuel

but must be present for fuels to burn. It is nearly always present except in
airtight conditions. Most materials will burn if they are made hot enough in the
presence of oxygen.

All three components must be present to have a fire. Fire will burn until
one or more of the components are removed. Traditional fire extinguishing
methods involve removing the fuel, heat, or oxygen.

In more recent years, a fourth component – the uninhibited chain

reaction – has been added to explain fire. This chain reaction is the feedback
of heat to the fuel to produce the gaseous fuel used in the flame. In other
words, the chain reaction
provides the heat necessary to
maintain the fire. The addition of
this fourth component (which
forms what is called the "fire
tetrahedron ") more accurately
describes the mechanism for fire
suppression by clean agent
halon replacements which break
up the uninhibited chain reaction
of combustion.
Figure 2.15 The Fire Tetrahedron
A halon may be any of a
group of organohalogen compounds containing bromine and fluorine and one
or two carbons. The effectiveness of halons in extinguishing fires arises from
their action in interrupting chain reactions that propagate the combustion
process.

In case of fire outbreak, the first thing to remember is that fire can be
controlled by eliminating one of its components. In a farm shop, some of the
common preventive measures for fire-related accidents are the following:
 store fuels in approved containers
 store fuels away from other materials that burn easily
 store materials in areas that are cooler than their combustion
temperature
 use fire only in safe surroundings
 put out fires by removing one or more elements in the fire triangle.

Classes of Fires
To effectively extinguish fire, it is helpful to know what class it falls
under. Fires are categorized in different classes based on the kind of fuel it
came from. The following shows the difference between the 5 classes of fires.

 Class A: Generated from ordinary combustible materials, such as

wood, cloth, paper, rubber and many plastics. They burn with an ember
and leave an ash. This type of fire could be extinguished by cooling the
fuel to a temperature that is below the ignition temp. Use of water and
other extinguishing agents are also effective.

 Class B: Created through the presence of flammable liquids (burn at

room temperature) and combustible liquids (require heat to ignite).
Examples of these are petroleum greases, tars, oils, oil-based paints,
solvents, lacquers, alcohols, and flammable gases. This class of fire
may not be extinguished easily with water. Creating a barrier between
the fuel and the oxygen such as using layer of foam is the best way to
control class B fire.
  Class C: Fire of this class could be generated through fuels used in
creating either Class A or B fire. However, Class C fire involves the
presence of electricity. Special techniques and agents, most commonly
carbon dioxide or dry chemical agents, are required to extinguish this
kind of fire. Use of water is very dangerous because water conducts
electricity.

 Class D: Fire ignited from combustible metals, such as magnesium,

titanium, zirconium, sodium, lithium and potassium. Most cars contain
numerous such metals. Because of extremely high flame temperatures
of Class D fire, water can break down into hydrogen and oxygen,
enhancing burning or exploding. This could be extinguished with
special powders based on sodium chloride or other salts. Clean dry
sand also works.

 Class K: Fires in cooking appliances that involve combustible cooking

media (vegetable or animal oils and fats) falls under this category. Wet
chemicals are used to control class K fires.

Types of Fire Extinguishers

1. Water and Foam

Water and Foam fire extinguishers extinguish the fire

by taking away the heat element of the fire triangle. Foam
agents also separate the oxygen element from the other
elements. Water extinguishers are for Class A fires only -
they should not be used on Class B or C fires. The discharge
stream could spread the flammable liquid in a Class B fire or
could create a shock hazard on a Class C fire.

2. Carbon Dioxide Figure 2.16

Carbon Dioxide fire extinguishers Water/Foam
extinguish fire by taking away the oxygen Extinguishers
element of the fire triangle and also by
removing the heat with a very cold discharge.
Carbon dioxide can be used on Class B & C fires.
They are usually ineffective on Class A fires.

Figure 2.17 3. Dry Chemical

Carbon Dioxide
Fire Extinguishers Dry Chemical fire extinguishers extinguish
the fire primarily by interrupting the chemical
reaction of the fire triangle. Today's most widely used type of
fire extinguisher is the multipurpose dry chemical that is
effective on Class A, B, and C fires. This agent also works by Figure 2.18 Dry
creating a barrier between the oxygen element and the fuel chemical
Extinguishers
element on Class A fires. Ordinary dry chemical is for Class B & C fires only.
It is important to use the correct extinguisher for the type of fuel! Using the
incorrect agent can allow the fire to re-ignite after apparently being
extinguished successfully.

4. Wet Chemical

Wet Chemical is a new agent that extinguishes the fire

by removing the heat of the fire triangle and prevents re-
ignition by creating a barrier between the oxygen and fuel
elements. Wet chemical of Class K extinguishers was
developed for modern, high efficiency deep fat fryers in
commercial cooking operations. Some may also be used on
Class A fires in commercial kitchens.

Figure 2.19 Wet

Chemical
5. Clean Agent Extinguishers

Halogenated or Clean Agent extinguishers include the

halon agents as well as the newer and less ozone depleting
halocarbon agents. They extinguish the fire by interrupting the
chemical reaction and/or removing heat from the fire triangle.
Clean agent extinguishers are effective on Class A, B and C
fires.

Figure 2.20 Clean

Agent
Extinguishers
6. Dry Powder

Dry Powder extinguishers are similar to dry chemical

except that they extinguish the fire by separating the fuel from
the oxygen element or by removing the heat element of the fire
triangle. However, dry powder extinguishers are for Class D or
combustible metal fires, only. They are ineffective on all other
classes of fires.
Figure 2.21 Dry
Powder
Extinguishers

7. Water Mist
Water Mist extinguishers are a recent development that
extinguish the fire by taking away the heat element of the fire
triangle. They are an alternative to the clean agent
extinguishers where contamination is a concern. Water mist
extinguishers are primarily for Class A fires, although they are
safe for use on Class C fires as well.
Figure 2.22 Water
Mist Extinguishers
 Fire extinguishers are marked according to the class or classes of fires
on which they will safely work (See APPENDIX C for more details).

Location and Use of Fire Extinguishers

The location of fire extinguishers is very important as it affects the
quickness of our response during unexpected fire outbreak. Few seconds lost
in looking for the right type of fire extinguishers and it could make the fire out
of control.
Class A extinguishers should be placed where class A fires are
expected to occur and so with the other classes. Also, they must be situated
on clean, dry locations near exits within easy reach. The extinguisher should
be hung on the wall so the top of it will not be 3 ½ to 5 feet above the floor.
The bottom should also be at least 4 inches above the floor.

Most fire extinguishers operate using the P.A.S.S. technique as

explained below:

1. PULL... Pull the pin. This will also break

the tamper seal.

2. AIM... Move within 6 to 10 feet of the fire

and aim low, pointing the extinguisher nozzle (or
its horn or hose) at the base of the fire.

NOTE: Do not touch the plastic discharge

horn on CO2 extinguishers, it gets very cold and
may damage skin.

3. SQUEEZE... Squeeze the handle to

release the extinguishing agent.

4. SWEEP... Sweep from side to side at the

base of the fire until it appears to be out. Watch
the area. If the fire re-ignites, repeat steps 2 - 4.

If you have the slightest doubt about your ability

to fight a fire EVACUATE IMMEDIATELY!

Figure 2.23 The P.A.S.S. Technique

Slow Moving Vehicle Emblem

Source: https://agsafety.osu.edu/smv-emblem
Figure 2.24 Slow Moving Vehicle Emblem

A very important sign for safety on the highway is the slow moving
vehicle (SMV) emblem. This is a reflective-type emblem consisting of an
orange triangle with a red strip on each of the three sides. It grows brightly
when only a small amount of light hits it. Therefore, it is generally the first item
to be seen on a vehicle. When operators of fast-moving vehicles know the
meaning of the emblem, they will be warned to slow down before running up
on slow vehicles. SMV emblems are required on all vehicles that travel at a
maximum speed of 25 miles per hour (about 40 kilometres per hour) on public
roads.

Package Labels
One of the important parts of most commercial products is the package
label. Customers obtain vital information about the products on the label. For
example, food product labels tell about nutrient content, whereas repair parts
come with instructions for installation. Paint labels name the components and
clothing labels tell how they are to be cleaned.

Package labels are more than essential on hazardous products as it

could be a matter of life and death in the event of accident. Products such as
turpentine and kerosene are poisonous if taken internally. Agricultural
pesticides are products designed to be poisonous to pests, however they may
also cause illness and deaths to humans in not used properly.

Pesticide labels contain information as shown in the Figure 2.25.

Figure 2.25 Information found in Agricultural Chemical Labels
 Application

I. Fire Extinguisher Inspection

Look for a fire extinguisher that can be found near your locality and take a
picture from it. Print the picture and identify the parts of the fire
extinguisher as well as the information found in its label. Consequently,
write a conclusion about the current condition of the fire extinguisher on the
box at the bottom of the next page. Present your final output below.
Conclusion:
II. Pesticide Label
Look for any agricultural chemical containers having its label clear enough to
be read. Take pictures from it and paste those pictures here. After which,
identify all the information that you can get from the label and present it (using
this page and the succeeding one) along with the pictures.

CAUTION! Wear laboratory gloves on both of your hands when holding the
container as it may contain toxic residues that may harm your health.
 Module 2:
Maintaining Safety in Agricultural Mechanics

Lesson 3: 5S Principles

Learning Outcomes:
After finishing this lesson, the students are expected to:

 State each of the components of 5S principle.

 Differentiate each of the 5S principle.
 Apply 5S in school and in home.

Time Frame: 2 days

Introduction

Most works in agricultural mechanics require time and focus. These

factors are vital in completing the job efficiently. However, minor situations -
lost and misplaced equipment, unexpected machine trouble, out of fuel
engine, and many more - consume considerable time that delays the progress
of your activity.
In this lesson, you will encounter the 5S principle which has been
proven effective in maximizing efficiency in any nature of work. You will also
be taught on how to apply these principles in your own home.
 Activity

Direction: Use the picture given below to answer the questions that
follow.

1. Write five (5) statements that describes the picture above.

1.
2.
3.
4.
5.

2. List five (5) reasons that make this place not conducive for work.

1.

2.

3.

4.

5.
 Analysis

Direction: Read the following questions carefully and answer them

based on the previous activity.

1. Based on the situation depicted on the picture of the previous activity, what
could be the appropriate measures that must be done to improve the
condition of the work place? Give five (5) reasons.

2. If you are the owner of the workplace, what could be the challenges that
you could encounter if you will apply the measures that you mentioned
above?
 Abstraction

What is 5S?

5S (read as “Five es”) refers to five Japanese terms used to describe

the steps of the 5S system of visual management. Each term starts with an S.
In Japanese, the five S's are Seiri, Seiton, Seiso, Seiketsu, and Shitsuke. In
English, the five S's are translated as Sort, Set in Order, Shine, Standardize,
and Sustain, respectively.

The 5S methodology originated in Japan and was first implemented by

the Toyota Motor Corporation. The methodology was developed as a way to
make just in time (JIT) manufacturing possible. This type of manufacturing
intends to produce only the amount of a product that is needed, when it is
needed. Having an organized workplace that utilizes visual cues to maintain
itself allows JIT manufacturing to proceed more smoothly; in this type of
environment, it's easier to see problems and move materials efficiently.

The 5S Principles

The following discusses each of the components of the 5S system and

the activities involved in each part.

1. Sort (Seiri) - The first step in the 5S process is Sort, or

“seiri,” which translates to “tidiness.” The goal of the Sort
step is to eliminate clutter and clear up space by
removing things that don’t belong in the area.

Activities involved in the sort step re the following:

 Clearing the work area - Items that are necessary or useful for the work
being done should be kept while everything else should be removed.

 Red-tagging the unknown items – This step involves temporarily

attaching a highly-visible tag to valuable or usable items with unknown
ownership. The tag contains where the item was found and when. Red-
tagged items from all work areas are collected in a single location: a
“lost and found” for tools, materials, and equipment.

 Reassigning tagged items – Red-tagged items may be left in the

collection space for thirty days. After that, owners may claim the item
for their own work area. If nobody wants it after another week, the item
can be removed from the facility entirely. Sell it, recycle it, or throw it
away. Usable items within the work place can be placed on separate
storage.
2. Set in Order (Seiton) - The second step is called
“seiton,” which translates to “orderliness.” The goal of this
step is to organize the work area. Each item should be
easy to find, use, and return: a place for everything, and
everything in its place.

This step includes the following:

 Building a 5S map - A 5S map is a diagram or floor plan that provides

an overview of a work area, process, or station. It provides a visual
reference to show where the tools, supplies, workers, and travel paths
are, and how they relate to each other. A good map may also include a
description of the work that happens in the area shown.
 Communicate the plan - Once storage locations are assigned, each
storage area should be labeled. Label the outside of cabinet doors to
help workers quickly identify what’s inside each one. Then, label any
interior shelves to show where different supplies belong. The same
ideas extend to rack labels, bins, and other storage systems.

3. Shine (Seiso) - The third step of 5S is Shine, or “Seiso,” which

means “cleanliness.” While the first and second steps cleared
up space and arranged the area for efficiency, this step attacks
the dirt and grime that inevitably builds up underneath the
clutter, and works to keep it from coming back.
 Routine cleaning - Shine moves far beyond just
pushing a broom around every now and then. It
involves regular cleaning of every part of the work area — often a daily
wipe-down, and a more thorough cleaning each week. The benefits of
this approach are:
o Workers who are familiar with the area will quickly notice any
problems that arise
o Hazards or difficult situations will be understood and accounted
for
o Items that are out of place or missing will be recognized
o Workers will tend to keep their own workspaces cleaner during
normal operations

4. Standardize (Seiketsu) - The first three steps of 5S

cover the basics of clearing, organizing, and cleaning a
work space; on their own, those steps will provide short-
term benefits. The fourth step is Standardize, or
“seiketsu,” which simply means standardization. By
writing down what is being done, where, and by whom,
you can incorporate the new practices into normal work
procedure. This paves the way for long-term change
The following tools are helpful for standardizing:

 5S checklists – Listing the individual steps of a process makes it easy

for workers to follow that process completely. It also provides a simple
auditing tool to check progress later on.

 Job cycle charts – Identify each task to be performed in a work area,

and decide on a schedule or frequency for each of those tasks. Then,
assign responsibility to a particular worker (or job duty). The resulting
chart can be posted visibly to resolve questions and promote
accountability.

 Procedure labels and signs – Provide operating instructions, cleaning

steps, and preventative maintenance procedures right where that
information will be needed.

5. Sustain (Shitsuke) - The fifth step of a 5S program is

Sustain, or “shitsuke,” which literally means “discipline.”
The idea here is continuing commitment. It’s important
to follow through on the decisions that you’ve made —
and continually return to the earlier steps of 5S, in an
ongoing cycle.

The following shows the common elements in successfully sustaining a

5S program:

 Management support – Without visible commitment from managers,

the 5S processes won’t stick around. Supervisors and managers
should be involved in auditing the 5S work processes, and getting
feedback from workers. They also need to provide the tools, training,
and time for workers to get their jobs done right.

 Department tours – Bringing teams from one department to visit other

departments will help familiarize the entire workforce with the
processes of your facility. This type of “cross pollination” helps to
spread good ideas, and inspires people to come up with new ways to
improve the 5S implementation.

 Updated training – As time passes, there may be changes in your

workplace, such as new equipment, new products, or new work rules.
When this happens, revise your 5S work standards to accommodate
those changes, and provide training on the new standards.

 Progress audits – The standards that are created in the 5S program

should provide specific and measurable goals. Checking on those
goals with a periodic audit can provide important information and
guidance. Where is 5S working well? Where are teams falling behind?
  Performance evaluations – Once you know your goals are reasonable,
make performance part of each employee evaluation. When teams and
individuals perform well, celebrate it, and post overall results so each
team can see how they compare to the rest of the facility.

Recommended Readings:

 https://www.graphicproducts.com/articles/what-is-5s/
 https://www.5stoday.com/what-is-5s/

Application

I. Applying 5S at Home!
Study the different components of 5S and apply them in your home. Take
pictures on the five parts (living room, dining room, bathroom, bedroom and
kitchen) of your home BEFORE and AFTER applying 5S.
Note: Please sustain the changes that you’ve made after applying he 5S
principle at home. Your instructor will check your output via online media
platforms. Selection of students will be random; however, all students will be
assessed within the semester.
II. On your Own Perspective
On the scale of 1 to 10, how would you rate the difficulty in implementing the
5S principles in the workplace? Why?

References

Cooper, E. L. (1997). Agricultural Mechanics Fundamentals and Applications

(3rd ed.). Albany, New York: Delmar Publishers.

Graphic Products. (n.d.). OSHA and ANSI Safety Colors. Retrieved from
https://www.graphicproducts.com/articles/osha-and-ansi-safety-
colors/#:~:text=OSHA%20outlines%20two%20broad%20requirements,
and%20buttons%20on%20hazardous%20machines.

National Fire Protection Association. (n.d.). Reporter’s Guide: All about Fire.
Retrieved from
https://www.nfpa.org/News-and-Research/Publications-and-media/
Press-Room/Reporters-Guide-to-Fire-and-NFPA/All-about-fire

Safety Color Coding Labels and Tape. (n.d.). Retrieved from

https://www.grainger.com/content/qt-safety-color-coding-labels-tape-
202

The Ohio State University. (n.d.). SMV emblem. Retrieved from

https://agsafety.osu.edu/smv-emblem