COMPETENCY BASED LEARNING MATERIAL

Sector: ELECTRONICS

Qualification: COMPUTER SYSTEMS SERVICING NCII

Unit of Competency: PRACTICE OCCUPATIONAL HEALTH AND SAFETY

PROCEDURES

Module Title: PRACTICING BASIC HOUSEKEEPING PROCEDURES

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 (COMPUTER SYSTEMS SERVICING NCII)
COMPETENCY-BASED LEARNING MATERIALS

List of Competencies

No. Unit of Competency Module Title Code

 Participating n 500311105
Participate in workplace
1. workplace
communication
communication

 Observing gender
sensitivity in the
Work in a team workplace 500311106
2.
environment
 Working in a team
environment

 Demonstrating work
value & gender
Practice career sensitivity 500311107
3.
professionalism
 Practicing career
professionalism

 Practicing basic
housekeeping
Practice occupational procedures 50011108
4. health & safety
procedures  Practicing
occupational health
& safety procedures

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UNIT OF COMPETENCY: PRACTICE OCCUPATIONAL HEALTH AND SAFETY
PROCEDURES

UNIT CODE: 500311108

MODULE TITILE: Practicing basic housekeeping procedures

MODULE DESCRIPTOR: This unit covers the knowledge skills and attitudes in basic
housekeeping knowledge.

NOMINAL DURATION: 5 hours

QUALIFICATION LEVEL: NCII

PREREQUISITE: NONE

SUMMARY OF LEARNING OUTCOMES:

Upon the learning of this module, the trainee/student must be able to:

LO 1: Sort and remove unnecessary items

LO 2: Arrange items

LO 3: Maintain work areas, tools and equipment

LO4: Follow standardized work process and procedures

LO5: Perform work spontaneously

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LO1: Sort and remove unnecessary items

Assessment Criteria:

1. Avoiding hazards in the workplace

2. Cutting, puncturing or tearing the skin of hands or other parts of the body or
projecting nails, wire or steel strapping
3. Striking against projecting, poorly stacked, items or misplaced materials.
Content:

 Practice of personal hygiene

 Hazards/risks identification and control skills
 Interpersonal skills
 Communication skills

Condition:
 Writing materials
o Hand outs
o Visual aids
 PPE
o Mask
o Gloves
o Goggles
o Face masks
o Ear muffs
o Anti static suits

Methodology/Training Delivery:

 Discussion
 Plant tour
 Symposium
Assessment Method:
 Portfolio Assessment
 Interview
 Case study/situation

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 Learning Outcomes

LEARNING OUTCOME 1: Sort and remove unnecessary items

Learning Activities Special Instructions

1. Read Information sheet 4.1.1-1 The focus of this learning outcome is to

about 5’s provide knowledge and skills on how to
clean equipment’s and supplies and to
2. Answer Self Check 4.1.1-1 and provide knowledge about 5’s
compare your answers with the answer
key 4.1.1-1

The output of this learning outcome is

for you to be aware of the importance of
each usage. This material is based on
the session plan the trainers develop.

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 INFORMATION SHEET 4.1.1-1
5S
After reading this INFORMATION SHEET you must be able to
1. What are the five primary phases
2. Additional S
5S is the name of a workplace organization method that uses a list of five Japanese words:
seiri,seiton,seiso,seiketsu, and shitsuke.Transliterated or translated into English, they all
start with the letter "S".[1] The list describes how to organize a work space for efficiency and
effectiveness by identifying and storing the items used, maintaining the area and items, and
sustaining the new order. The decision-making process usually comes from a dialogue
about standardization, which builds understanding among employees of how they should
do the work.

The 5 S's

There are five primary 5S phases: They can be translated from the Japanese as Sort,
Systematize, Shine, Standardize and Self-Discipline. Other translations are possible.

1. Seiri (整理?, Sort)

 Remove unnecessary items and dispose of them properly
 Make work easy by eliminating obstacles

 Provide no chance of being disturbed with unnecessary items

 Prevent accumulation of unnecessary items

2. Seiton (整頓?, Systematize)

 Arrange necessary items in order so they can be easily picked for use
 Prevent loss and waste of time

 Make it easy to find and pick up necessary items

 Ensure first-come-first-serve basis

 Make work flow smooth and easy

 Can also be translated as "set in order"

3. Seiso (清掃?, Shine)

 Clean your workplace completely
 Use cleaning as inspection

 Prevent machinery and equipment deterioration

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  Keep workplace safe and easy to work

 Can also be translated as "sweep"

4. Seiketsu (清潔?, Standardize)

 Maintain high standards of housekeeping and workplace organization at all times
 Maintain cleanliness and orderliness

5. Shitsuke (躾?, Sustain)

 To keep in working order
 Also translates to "Self-Discipline" meaning to do without being told

Additional S

Other phases are sometimes included e.g. safety, security, and satisfaction. These however
do not form a traditional set of "phases" as the additions of these extra steps are simply to
clarify the benefits of 5S and not a different or more inclusive methodology.

Safety

The phase, "Safety", is sometimes added.[2] There is debate over whether including this sixth
"S" promotes safety by stating this value explicitly, or if a comprehensive safety program is
undermined when it is relegated to a single item in an efficiency-focused business
methodology.

Security

The phase, "Security", can also be added. To leverage security as an investment rather than
an expense, the seventh "S" identifies and addresses risks to key business categories
including fixed assets (PP&E), material, human capital, brand equity, intellectual property,
information technology, assets-in-transit and the extended supply chain. Techniques
adapted from those detailed in Total security management (TSM) or the business practice of
developing and implementing comprehensive risk management and security practices for a
firm’s entire value chain.

The Origins of 5S

5S was developed in Japan and was identified as one of the techniques that enabled Just in
Time manufacturing.

Two major frameworks for understanding and applying 5S to business environments have
arisen, one proposed by Osada, the other by Hirano.[4][5] Hirano provided a structure for
improvement programs with a series of identifiable steps, each building on its predecessor.
As noted by John Bicheno,[6] Toyota's adoption of the Hirano approach, was '4S', with Seiton
and Seiso combined. However, Toyota now uses the 5S as a standard.

Although the origins of the 5S methodology are in manufacturing, it can also be applied to
knowledge-economy work, with information, software, or media in the place of physical
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product.

SELF CHECK 4.1.1-1

Please read the questions carefully

1. What are the five primary phases

2. Additional S

ANSWER KEY SELF CHECK 4.1.1-1

Please read the questions carefully

1. What are the five primary phases

ANSWER:
 Sort
 Systematize
 Shine
 Standardize
 Sustain

2. Additional S
ANSWER:
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  Safety
 Security

LO2: Arrange items

Assessment Criteria:

1. Accurately identified and selected or ordered supplies for trolleys in sufficient

numbers in accordance with establishment procedures.
2. Safely loaded trolleys with adequate supplies in accordance with establishment
procedures.
3. Arrange all items in a orderly and organize manner
Content:

 Practice of personal hygiene

 Hazards/risks identification and control skills
 Interpersonal skills
 Communication skills

Condition:
 Writing materials
o Hand outs
o Visual aids
 PPE
o Mask
o Gloves
o Goggles
o Face masks
o Ear muffs
o Anti static suits
Methodology/Training Delivery:
 Discussion
 Plant tour
 Symposium
Assessment Method:

 Portfolio Assessment
 Interview

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  Case study/situation
LEARNING OUTCOME 2. Arrange items
Learning Activities
1. Read Information sheet 4.2.1-1
about arrangement of items
2. Answer Self Check 4.2.1-1 and
compare your answers with the answer
key 4.2.1-1
Computer Systems
Servicing
NC II
Learning Outcomes
Special Instructions
The focus of this learning outcome is to
provide knowledge and skills on how to
clean equipment’s and supplies and to
provide knowledge about arrangement of
items
The output of this learning outcome is
for you to be aware of the importance of
each usage. This material is based on
the session plan the trainers develop.
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 INFORMATION SHEET 4.2.1-1
Arrangement of Items

After reading this Information sheet you must be able to

1. Know about how to arrange things
For many people, there are not enough hours in the day. With full schedules, there are daily problems that will
occur and will need immediate attention. This means that other tasks will have to be put to the side. Impromptu
meetings, employee absences, employee issues, and other situations can make getting through the workday
almost impossible. Staying organized and having a plan for when your time is being used for another purpose
are essential if you want to stay on task and complete a project or assignment on time. If leading a team, you
will have to know what the other members of the team are working on and when they will be done also. This
way, you will be able to delegate additional responsibilities when necessary. The following tips will help you
and your team stay on track even when other situations present themselves.

· Invest in a calendar with big blocks so that you can write down not only your schedule, but also your team
members schedules. Have a hard copy of this schedule in case the computers are down. No one can predict
when the system will crash or when files are erased. A calendar can be used to keep track of projects,
assignments, and team member availability.

· Have phone numbers handy in case of emergencies. You should have a place to put these numbers other than
on your computer. They should be in some type of order so that you can find the numbers you are looking for
quickly.

· Keep files separate. Make sure you file all material in the designated folder. Each day, take out what will be
needed and keep it close by. If giving a presentation, have all materials ready to go and in your bag so that you
don’t forget anything.
You should do this when traveling also.

· Make lists of daily tasks and mark them off as you complete them. This will help you stay on track and if you
need to handle another problem, you will know where you left off.

· Try to give as much notice as possible for team meetings. Your team members have other job responsibilities
as well. Respect the fact that they are busy and try to plan meetings ahead of time.

· Create a list of your team members and their strengths and skills in a particular area. When planning a project,
refer to the list when deciding which roles people will fill. If a team member specifically asks for a role, write it

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down on their list so that next time, you will remember to consider them for it.

It is important that while you should be organized at work, you should also plan time into your day to spend
with family, work on a hobby, or spend some quiet time alone. Finding a balance between work and free time
will help keep stress levels low. If you are taking work home everyday, then you may want to look at where you
are spending your time during the day. Taking home work is fine occasionally, if it becomes a habit, then more
planning will need to be done.

Learning how to organize and plan your workday may take some time. You will have to devote some time to
making lists, filling calendars, and creating team member skill sheets. But this preparation will help on days
when there isn’t enough time. Unfortunately, you will not be able to plan for everything. There will always be
some situation at work that you will have to handle or fix. Having a schedule will help during these times.

SELF CHECK 4.2.1-1

Please read the questions carefully

1. How to organize work

ANSWER KEY SELF CHECK 4.2.1.-1

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Please read the questions carefully

1. How to organize work

ANSWER: It is important that while you should be organized at work, you should also plan time into your day
to spend with family, work on a hobby, or spend some quiet time alone. Finding a balance between work and
free time will help keep stress levels low. If you are taking work home everyday, then you may want to look at
where you are spending your time during the day. Taking home work is fine occasionally, if it becomes a habit,
then more planning will need to be done.

LO3: Maintain work areas, tools and equipment

Assessment Criteria:

1. Selected equipment according to type of cleaning to be done.

2. Checked all equipment if clean and in safe working condition prior to use.
3. Selected and prepared suitable dry and wet cleaning agents and chemicals in
accordance with manufacturer’s and relevant occupational health and safety
requirements

Content:

 Practice of personal hygiene

 Hazards/risks identification and control skills
 Interpersonal skills
 Communication skills

Condition:
 Writing materials
o Hand outs
o Visual aids
 PPE
o Mask
o Gloves
o Goggles
o Face masks
o Ear muffs
o Anti static suits
Methodology/Training Delivery:
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  Discussion
 Plant tour
 Symposium
Assessment Method:
 Portfolio Assessment
 Interview
 Case study/situation

Learning Outcomes

LEARNING OUTCOME 3: Maintain work areas, tools and equipment

Learning Activities Special Instructions

1. Read Information sheet 4.3.1-1 The focus of this learning outcome is to

about how arrange items
2. Answer Self Check 4.3.1-1 and
compare your answers with the answer
key 4.3.1-1
provide knowledge and skills on how to
clean equipment’s and supplies and to
provide knowledge about how to arrange
items

The output of this learning outcome is

for you to be aware of the importance of
each usage. This material is based on
the session plan the trainers develop.

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 INFORMATION SHEET 4.3.1-1
Arrangement of Items

After reading this Information sheet you must be able to

1. Know about how to arrange things
For many people, there are not enough hours in the day. With full schedules, there are daily problems that will
occur and will need immediate attention. This means that other tasks will have to be put to the side. Impromptu
meetings, employee absences, employee issues, and other situations can make getting through the workday
almost impossible. Staying organized and having a plan for when your time is being used for another purpose
are essential if you want to stay on task and complete a project or assignment on time. If leading a team, you
will have to know what the other members of the team are working on and when they will be done also. This
way, you will be able to delegate additional responsibilities when necessary. The following tips will help you
and your team stay on track even when other situations present themselves.

· Invest in a calendar with big blocks so that you can write down not only your schedule, but also your team
members schedules. Have a hard copy of this schedule in case the computers are down. No one can predict
when the system will crash or when files are erased. A calendar can be used to keep track of projects,
assignments, and team member availability.

· Have phone numbers handy in case of emergencies. You should have a place to put these numbers other than
on your computer. They should be in some type of order so that you can find the numbers you are looking for
quickly.

· Keep files separate. Make sure you file all material in the designated folder. Each day, take out what will be
needed and keep it close by. If giving a presentation, have all materials ready to go and in your bag so that you
don’t forget anything.
You should do this when traveling also.

· Make lists of daily tasks and mark them off as you complete them. This will help you stay on track and if you
need to handle another problem, you will know where you left off.

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· Try to give as much notice as possible for team meetings. Your team members have other job responsibilities
as well. Respect the fact that they are busy and try to plan meetings ahead of time.

· Create a list of your team members and their strengths and skills in a particular area. When planning a project,
refer to the list when deciding which roles people will fill. If a team member specifically asks for a role, write it
down on their list so that next time, you will remember to consider them for it.

It is important that while you should be organized at work, you should also plan time into your day to spend
with family, work on a hobby, or spend some quiet time alone. Finding a balance between work and free time
will help keep stress levels low. If you are taking work home everyday, then you may want to look at where you
are spending your time during the day. Taking home work is fine occasionally, if it becomes a habit, then more
planning will need to be done.

Learning how to organize and plan your workday may take some time. You will have to devote some time to
making lists, filling calendars, and creating team member skill sheets. But this preparation will help on days
when there isn’t enough time. Unfortunately, you will not be able to plan for everything. There will always be
some situation at work that you will have to handle or fix. Having a schedule will help during these times.

SELF CHECK 4.3.1-1

Please read the questions carefully

1. How to organize work

ANSWER KEY SELF CHECK 4.3.1.-1

Please read the questions carefully

1. How to organize work

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 ANSWER: It is important that while you should be organized at work, you should also plan time into your day
to spend with family, work on a hobby, or spend some quiet time alone. Finding a balance between work and
free time will help keep stress levels low. If you are taking work home everyday, then you may want to look at
where you are spending your time during the day. Taking home work is fine occasionally, if it becomes a habit,
then more planning will need to be done.

LO4: Follow standardized work process and procedures

Assessment Criteria:
1. Cleaned work areas in correct order and with minimum disruption to guests.
2. Clean and checked all furniture, fixtures and fittings in accordance with
establishment procedures and hygiene/safety guidelines.
3. Reset all items in accordance with establishment standards.
Content:

 Practice of personal hygiene

 Hazards/risks identification and control skills
 Interpersonal skills
 Communication skills

Condition:
 Writing materials
o Hand outs
o Visual aids
 PPE
o Mask
o Gloves
o Goggles
o Face masks
o Ear muffs
o Anti static suits

Methodology/Training Delivery:
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  Discussion
 Plant tour
 Symposium

Assessment Method:
 Portfolio Assessment
 Interview
 Case study/situation

INFORMATION SHEET 4.4.1.1

Standardized work

After reading this INFORMATION SHEET you must be able to:

1. Know three elements of standard work
Standardized work is one of the most powerful but least used lean tool. By documenting the current best
practice, standardized work forms the baseline for kaizen or continuous improvement. As the standard is
improved, the new standard becomes the baseline for further improvements, and so on. Improving standardized
work is a never-ending process.

Basically, standardized work consists of three elements:

 Takt time, which is the rate at which products must be made in a process to meet customer demand.
 The precise work sequence in which an operator performs tasks within takt time.

 The standard inventory, including units in machines, required to keep the process operating smoothly.

Establishing standardized work relies on collecting and recording data on a few forms. These forms are used by
engineers and front-line supervisors to design the process and by operators to make improvements in their own
jobs. In this workshop, you'll learn how to use these forms and why it will be difficult to make your lean
implementations "stick" without standardized work

The benefits

The benefits of standardized work include documentation of the current process for all shifts, reductions in
variability, easier training of new operators, reductions in injuries and strain, and a baseline for improvement

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activities.

Standardizing the work adds discipline to the culture, an element that is frequently neglected but essential for
lean to take root. Standardized work is also a learning tool that supports audits, promotes problem solving, and
involves team members in developing poka-yokes.
At the end of this workshop, you will be able to:

 Understand the fundamentals of standardization and its importance in the foundation of a lean system.
 Prepare standardized work forms.

 Introduce standardization techniques to improve:

 Training

 Waste elimination

 Sustainability of improvements

 Predictability of results

Who Should Attend:

Those who would benefit from this workshop include:

 Operators (by understanding the importance of following standardized work rigorously and how they
can make improvements through kaizen)
 Line supervisors (by learning how to observe people's cycle times, movements, and process steps)

 Engineers and lean leaders (by understanding how to introduce, support, and teach standardization)

 Managers (by understanding how to audit for adherence)

 Organizations at any stage in a lean transformation that are struggling with:

 Failures to sustain the results from past kaizen events

 Problems training new employees

 Inability to work within takt time or consistent cycle times

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 SELF CHECK 4.4.1-1

Please read the questions carefully

1. What are the three elements of standard work

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 ANSWER KEY SELF CHECK 4.4.1-1

Please read the questions carefully

1. What are the three elements of standard work

ANSWER: Take time, which is the rate at which products must be made in a process to meet customer demand.
The precise work sequence in which an operator performs tasks within takt time. The standard inventory,
including units in machines, required to keep the process operating smoothly.

LO5: Perform work spontaneously

Assessment Criteria:
1. Terms of maximum tolerable limits which when exceeded will result in harm or
damage is identified based on threshold limit values.
2. Appropriate assistance is provided in the event of a workplace emergency in
accordance with established organization protocol.
3. Personal interaction is carried out clearly and concisely.
Content:

 Practice of personal hygiene

 Hazards/risks identification and control skills

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  Interpersonal skills
 Communication skills

Condition:
 Writing materials
o Hand outs
o Visual aids
 PPE
o Mask
o Gloves
o Goggles
o Face masks
o Ear muffs
o Anti static suits

Methodology/Training Delivery:

 Discussion
 Plant tour
 Symposium

Assessment Method:
 Portfolio Assessment
 Interview
 Case study/situation

INFORMATION SHEET 4.5.1.1

Spontaneous Work

After reading this Information sheet you must be able to:

1. Know The spontaneous process
A spontaneous process is the time-evolution of a system in which it releases free energy (usually as heat) and
moves to a lower, more thermodynamically stable energy state.[1][2] The sign convention of changes in free
energy follows the general convention for thermodynamic measurements, in which a release of free energy from
the system corresponds to a negative change in free energy, but a positive change for the surroundings.

Depending on the nature of the process, the free energy is determined differently. For example, the Gibbs free
energy is used when considering processes that occur under constant pressure and temperature conditions
whereas the Helmholtz free energy is used when considering processes that occur under constant volume and
temperature conditions.

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A spontaneous process is capable of proceeding in a given direction, as written or described, without needing to
be driven by an outside source of energy. The term is used to refer to macro processes in which entropy
increases; such as a smell diffusing in a room, ice melting in lukewarm water, salt dissolving in water, and iron
rusting.

The laws of thermodynamics govern the direction of a spontaneous process, ensuring that if a sufficiently large
number of individual interactions (like atoms colliding) are involved then the direction will always be in the
direction of increased entropy (since entropy increase is a statistical phenomenon).

Overview

For a reaction at constant temperature and pressure, ΔG in the Gibbs free energy is:

The sign of ΔG depends on the signs of the changes in enthalpy (ΔH) and entropy (ΔS), as well as on the
absolute temperature (T, in kelvins). ΔG changes from positive to negative (or vice versa) where T = ΔH/ΔS.

For heterogeneous systems where all of the species of the reaction are in different phases and can be
mechanically separated, the following is true.

When ΔG is negative, a process or chemical reaction proceeds spontaneously in the forward direction.

When ΔG is positive, the process proceeds spontaneously in reverse.

When ΔG is zero, the process is already in equilibrium, with no net change taking place over time.

We can further distinguish four cases within the above rule just by examining the signs of the two terms on the
right side of the equation.

When ΔS is positive and ΔH is negative, a process is always spontaneous

When ΔS is positive and ΔH is positive, a process is spontaneous at high temperatures, where exothermicity
plays a small role in the balance.

When ΔS is negative and ΔH is negative, a process is spontaneous at low temperatures, where exothermicity is
important.

When ΔS is negative and ΔH is positive, a process is not spontaneous at any temperature, but the reverse
process is spontaneous.

For Homogeneous systems where all of the species of the reaction are in the same phase, ΔG cannot accurately
predict reaction spontaneity.

The second law of thermodynamics states that for any spontaneous process the overall ΔS must be greater than
or equal to zero, yet a spontaneous chemical reaction can result in a negative change in entropy. This does not
contradict the second law, however, since such a reaction must have a sufficiently large negative change in

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enthalpy (heat energy) that the increase in temperature of the reaction surroundings (considered to be part of the
system in thermodynamic terms) results in a sufficiently large increase in entropy that overall the change in
entropy is positive. That is, the ΔS of the surroundings increases enough because of the exothermicity of the
reaction that it overcompensates for the negative ΔS of the system, and since the overall ΔS = ΔSsurroundings +
ΔSsystem, the overall change in entropy is still positive.

Another way to view the fact that some spontaneous chemical reactions can lead to products with lower entropy
is to realize that the second law states that entropy of an isolated system must increase (or remain constant).
Since a negative enthalpy change in a reaction means that energy is being released to the surroundings, then the
'isolated' system includes the chemical reaction plus its surroundings. This means that the heat release of the
chemical reaction sufficiently increases the entropy of the surroundings such that the overall entropy of the
isolated system increases in accordance with the second law of thermodynamics.

Spontaneity does not imply that the reaction proceeds with great speed. For example, the decay of diamonds into
graphite is a spontaneous process occurs very slowly, taking millions of years. The rate of a reaction is
independent of its spontaneity, and instead depends on the chemical kinetics of the reaction. Every reactant in a
spontaneous process has a tendency to form the corresponding product. This tendency is related to stability.
Stability is gained by a substance if it is in a minimum energy state or is in maximum randomness. Only one of
these can be applied at a time. e.g. Water converting to ice is a spontaneous process because ice is more stable
since it is of lower energy. However, the formation of water is also a spontaneous process as water is the more
random state.

SELF CHECK 4.5.1.1

Please read the questions carefully

1. What is spontaneous process

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 ANSWER KEY 4.5.1-1

Please read the question carefully

1. What is spontaneous process

ANSWER: A spontaneous process is capable of proceeding in a given direction, as written or described, without
needing to be driven by an outside source of energy. The term is used to refer to macro processes in which
entropy increases; such as a smell diffusing in a room, ice melting in lukewarm water, salt dissolving in water,
and iron rusting.

UNIT OF COMPETENCY: PRACTICE OCCUPATIONAL HEALTH AND

SAFETYPROCEDURES

UNIT CODE: 500311108

MODULE TITILE: Practicing occupational health and safety procedures

MODULE DESCRIPTOR: This unit covers the knowledge skills and attitudes in promoting
career growth and development.

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NOMINAL DURATION: 6 hours

QUALIFICATION LEVEL: NCII

PREREQUISITE: NONE

SUMMARY OF LEARNING OUTCOMES:

Upon the learning of this module, the trainee/student must be able to:

LO 1: Identify hazards and risks

LO 2: Evaluate hazards and risks

LO 3: Control hazards and risks

LO4: Maintain occupational health and safety awareness including women’s

issues/concerns relative to OSH.

LO 1: IDENTIFY HAZARDS AND RISKS

Assessment Criteria:

1. Terms of maximum tolerable limits which when exceeded will result in harm or
damage are identified based on threshold limit values.
2. Effects of the hazards are determined.

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 3. OHS Issues and/or concerns and identified safety hazards are reported to
designated personnel in accordance with workplace requirements and relevant
workplace OHS legislation.

Content:

 Practice of personal hygiene

 Hazards/risks identification and control skills
 Interpersonal skills
 Communication skills

Condition:
 Writing materials
o Hand outs
o Visual aids
 PPE
o Mask
o Gloves
o Goggles
o Face masks
o Ear muffs
o Anti static suits
Methodology/Training Delivery:
 Discussion
 Plant tour
 Symposium
Assessment Method:
 Portfolio Assessment
 Interview
 Case study/situation

INFORMATION SHEET 4.1.1-1

Identify Hazards
After reading this Information sheet you must be able to
1. Know the tips on how to identify hazards

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First you need to work out how people could be harmed. When you work in a place
everyday it is easy to overlook some hazards, so here are some tips to help you identify the
ones that matter:

 Walk around your workplace and look at what could reasonably be expected to
cause harm.
 Ask your employees or their representatives what they think. They may have
noticed things that are not immediately obvious to you. For information on how you
can do this please visit our worker involvement pages.

 Visit the HSE website. HSE publishes practical guidance on where hazards occur
and how to control them. There is much information on the hazards that might
affect your business.

 If you are a member of a trade association, contact them. Many produce very
helpful guidance.

 Check manufacturers’ instructions or data sheets for chemicals and equipment as

they can be very helpful in spelling out the hazards and putting them in their true
perspective.

 Have a look back at your accident and ill-health records – these often help to
identify the less obvious hazards.

 Remember to think about long-term hazards to health (eg high levels of noise or
exposure to harmful substances) as well as safety hazards.

Step 2:Decide who might be harmed and how

Step 2: Decide who might be harmed and how

For each hazard you need to be clear about who might be harmed; it will help you identify
the best way of managing the risk. That doesn’t mean listing everyone by name, but rather
identifying groups of people (eg ‘people working in the storeroom’ or ‘passers-by’).

Remember:

 some workers have particular requirements, eg new and young workers , migrant
workers , new or expectant mothers and people with disabilities may be at
particular risk. Extra thought will be needed for some hazards;
 cleaners, visitors, contractors, maintenance workers etc, who may not be in the
workplace all the time;

 members of the public, if they could be hurt by your activities;

 if you share your workplace, you will need to think about how your work affects
others present, as well as how their work affects your staff – talk to them; and

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  ask your staff if they can think of anyone you may have missed.

In each case, identify how they might be harmed, i.e. what type of injury or ill health might
occur. For example, ‘shelf stackers may suffer back injury from repeated lifting of boxes’.

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 SELF CHECK 4.1.1.1

Please read the questions carefully:

1. Tips on how to identify hazards

ANSWER KEY SELF CHECK 4.1.1.1

Please read the questions carefully:

1. Tips on how to identify hazards

Answer:
 Walk around your workplace and look at what could reasonably be expected to
cause harm.
 Ask your employees or their representatives what they think. They may have
noticed things that are not immediately obvious to you. For information on how you
can do this please visit our worker involvement pages.

 Visit the HSE website. HSE publishes practical guidance on where hazards occur
and how to control them. There is much information on the hazards that might
affect your business.

 If you are a member of a trade association, contact them. Many produce very
helpful guidance.

 Check manufacturers’ instructions or data sheets for chemicals and equipment as

they can be very helpful in spelling out the hazards and putting them in their true
perspective.

 Have a look back at your accident and ill-health records – these often help to
identify the less obvious hazards.

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  Remember to think about long-term hazards to health (eg high levels of noise or
exposure to harmful substances) as well as safety hazards.

LO2: EVALUATE HAZARDS AND RISKS

Assessment Criteria:

1. Terms of maximum tolerable limits which when exceeded will result in harm or
damage are identified based on threshold limit values.
2. Effects of the hazards are determined.
3. OHS Issues and/or concerns and identified safety hazards are reported to
designated personnel in accordance with workplace requirements and relevant
workplace OHS legislation.

Content:

 Practice of personal hygiene

 Hazards/risks identification and control skills
 Interpersonal skills
 Communication skills

Condition:
 Writing materials
o Hand outs
o Visual aids
 PPE
o Mask
o Gloves
o Goggles
o Face masks
o Ear muffs
o Anti static suits
Methodology/Training Delivery:
 Discussion
 Plant tour
 Symposium
Assessment Method:
 Portfolio Assessment
 Interview
 Case study/situation

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 INFORMATION SHEET 4.1.2.1

Evaluate the risks an decide on precaution

After reading this Information sheet you must be able to:

Evaluate the risks an decide on precautions

Having spotted the hazards, you then have to decide what to do about them. The law requires you to do
everything ‘reasonably practicable’ to protect people from harm. You can work this out for yourself, but the
easiest way is to compare what you are doing with good practice.

First, look at what you’re already doing, think about what controls you have in place and
how the work is organised. Then compare this with the good practice and see if there’s more
you should be doing to bring yourself up to standard. In asking yourself this, consider:

 Can I get rid of the hazard altogether?

 If not, how can I control the risks so that harm is unlikely?

When controlling risks, apply the principles below, if possible in the following order:

 try a less risky option (eg switch to using a less hazardous chemical);
 prevent access to the hazard (eg by guarding);

 organise work to reduce exposure to the hazard (eg put barriers between pedestrians
and traffic);

 issue personal protective equipment (eg clothing, footwear, goggles etc); and

 provide welfare facilities (eg first aid and washing facilities for removal of
contamination).

Improving health and safety need not cost a lot. For instance, placing a mirror on a
dangerous blind corner to help prevent vehicle accidents is a low-cost precaution
considering the risks. Failure to take simple precautions can cost you a lot more if an
accident does happen.

Involve staff, so that you can be sure that what you propose to do will work in practice and
won’t introduce any new hazards.

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Review your risk assessment and update if necessary

Few workplaces stay the same. Sooner or later, you will bring in new equipment, substances and procedures that
could lead to new hazards. It makes sense therefore, to review what you are doing on an ongoing basis.

Look at your risk assessment and think about whether there have been any changes? Are there improvements
you still need to make? Have your workers spotted a problem? Have you learnt anything from accidents or near
misses? Make sure your risk assessment stays up to date.

When you are running a business it’s all too easy to forget about reviewing your risk assessment – until
something has gone wrong and it’s too late. During the year, if there is a significant change, don’t wait: check
your risk assessment and where necessary, amend it. If possible, it is best to think about the risk assessment
when you’re planning your change – that way you leave yourself more flexibility.

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 SELF CHECK 4.1.2.1

Please read the questions carefully

1.How to evaluate the risks

ANSWER KEY SELF CHECK 4.1.2-1

1. How to evaluate risks

Answer: First, look at what you’re already doing, think about what controls you have in
place and how the work is organised. Then compare this with the good practice and see if
there’s more you should be doing to bring yourself up to standard. In asking yourself this,
consider:

 Can I get rid of the hazard altogether?

 If not, how can I control the risks so that harm is unlikely?

When controlling risks, apply the principles below, if possible in the following order:

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  try a less risky option (eg switch to using a less hazardous chemical);
 prevent access to the hazard (eg by guarding);

 organise work to reduce exposure to the hazard (eg put barriers between pedestrians
and traffic);

 issue personal protective equipment (eg clothing, footwear, goggles etc); and

 provide welfare facilities (eg first aid and washing facilities for removal of
contamination).

LO3: CONTROL HAZARDS AND RISKS

Assessment Criteria:

1. Occupational Health and Safety (OHS) procedures for controlling hazards/risks in

workplace are consistently followed
2. Procedures for dealing with workplace accidents, fire and emergencies are followed
in accordance with organization OHS policies
3. Personal protective equipment (PPE) is correctly used in accordance with
organization OHS procedures and practices
Content:

 Practice of personal hygiene

 Hazards/risks identification and control skills
 Interpersonal skills
 Communication skills

Condition:
 Writing materials
o Hand outs
o Visual aids
 PPE
o Mask
o Gloves
o Goggles
o Face masks
o Ear muffs
o Anti static suits
Methodology/Training Delivery:
 Discussion
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  Plant tour
 Symposium
Assessment Method:
 Portfolio Assessment
 Interview
 Case study/situation

INFORMATION SHEET 4.1.3-1

Control measures
After reading this information sheet you must be able to
1. Know the tips of control hazard risks

Control measures include actions that can be taken to reduce the potential of exposure to the hazard, or the
control measure could be to remove the hazard or to reduce the likelihood of the risk of the exposure to that
hazard being realised. A simple control measure would be the secure guarding of moving parts of
machinery eliminating the potential for contact. When we look at control measures we often
refer to the hierarchy of control measures.

1. Eliminate the Elimination of the hazard is not always achievable though it does totally remove
hazard the hazard and thereby eliminates the risk of exposure. An example of this
would be that petrol station attendants in Ireland are no longer exposed to the
risk of chronic lead poisoning following the removal of lead from petrol products
sold at forecourts.

2. Substitute the Substituting the hazard may not remove all of the hazards associated with the
hazard with a lesser process or activity and may introduce different hazards but the overall harm or
risk health effects will be lessened. In laboratory research, toluene is now often used
as a substitute for benzene. The solvent-properties of the two are similar but
toluene is less toxic and is not categorised as a carcinogen although toluene can
cause severe neurological harm.

3. Isolate the hazard Isolating the hazard is achieved by restricting access to plant and equipment or
in the case of substances locking them away under strict controls. When using
certain chemicals then a fume cupboard can isolate the hazard from the person,
similarly placing noisy equipment in a non-accessible enclosure or room isolates
the hazard from the person(s).

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4. Use engineering Engineering Controls involve redesigning a process to place a barrier between
controls the person and the hazard or remove the hazard from the person, such as
machinery guarding, proximity guarding, extraction systems or removing the
operator to a remote location away from the hazard.

5. Use administrative Administrative controls include adopting standard operating procedures or safe
controls work practices or providing appropriate training, instruction or information to
reduce the potential for harm and/or adverse health effects to person(s).
Isolation and permit to work procedures are examples of administrative
controls.

6. Use personal Personal protective equipment (PPE) include gloves, glasses, earmuffs, aprons,
protective equipment safety footwear, dust masks which are designed to reduce exposure to the
hazard. PPE is usually seen as the last line of defence and is usually used in
conjunction with one or more of the other control measures. An example of the
weakness of this control measure is that it is widely recognised that single-use
dust masks cannot consistently achieve and maintain an effective facepiece-to-
face seal, and cannot be adequately fit-tested and do not offer much, if any real
protection against small particulates and may lead to a false sense of security
and increase risk. In such instances an extraction system with fitted respirators
may be preferable where the hazard may have significant health effects from
low levels of exposure such as using isocyante containing chemicals.

SELF CHECK 4.1.3-1

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Please read the questions carefully

1. What are the tips for controlling hazards

ANSWER KEY SEF CHECK 4.1.3-1

1. What are the tips in controlling hazard

 Eliminate hazard
 Substitute the hazard with a lesser risk
 Isolate the hazard
 Use engineering controls
 Use administrative control
 Use personal protective equipment

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LO 4: MAINTAIN OCCUPATIONAL HEALTH AND SAFETY AWARENESS INCLUDING
WOMENS ISSUES/CONCERNS RELATIVE TO OSH

Assessment Criteria:

1. Emergency-related drills and trainings are participated in as per established

organization guidelines and procedures
2. OHS personal records are completed and updated in accordance with workplace
requirements

Content:

 Practice of personal hygiene

 Hazards/risks identification and control skills
 Interpersonal skills
 Communication skills

Condition:
 Writing materials
o Hand outs
o Visual aids
 PPE
o Mask
o Gloves
o Goggles
o Face masks
o Ear muffs
o Anti static suits

Methodology/Training Delivery:
 Discussion
 Plant tour
 Symposium
Assessment Method:
 Portfolio Assessment
 Interview
 Case study/situation

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 INFORMATION SHEET 4.1.4-1

Occupational safety and awareness

After reading this information sheet you must be able

Planners and policy-makers must be mindful of the major aspects of socially ascribed gender functions and the
specific needs of men and women. If development policies are to be sustainable, they must consider existing
gender disparities in employment, poverty, family life, health, education, the environment, public life and
decision-making bodies.

Work

Households in all societies differentiate various household activities and responsibilities by gender. For women,
production and reproduction are two interlinked activities, and much of the work women do, although
productive, is unpaid. Men have always played a minor role in domestic work; societies tending to assume that
they have paid work outside the home.

Gender disparities in access to economic resources, including credit, land and economic power-sharing, directly
affect women's potential for achieving the kind of economic autonomy they need to provide a better quality of
life for themselves and their dependants.5 Limited access to agricultural inputs, especially for food crops,
severely curtails women's potential productivity.

5
Sections A and B of the Beijing Platform for Action recognize women's lack of access to productive resources
and limited access to economic power-sharing as being major causes of poverty. The 1995 FAO Plan of Action
for Women in Development identifies women's lack of access to land and other agricultural inputs as one of the
major obstacles to productivity.
Discrimination against women in employment is also frequent outside the agricultural sector, and has an impact
on the kinds of work, careers and career advancement that women can expect. Over the past 20 years or so,
women all over the world have increased their participation in the labour market, but they continue to work in
less prestigious jobs, are paid less and have fewer opportunities for advancement. 6
6
UN. 1995. The world's women 1995: trends and statistics. Sales No. E.95.XVII.2. New York.
Women face a number of disadvantages in the labour market. As well as coping with sexist prejudices, they
must reconcile the twin roles of homemaker and money-maker. This often affects their work status, the length
and structure of their workday and their salary level. In addition, the employment sector offers less scope and
potential for women than for men, as well as lower pay for the same work.

Poverty

Poverty can be defined as the combination of uncertain or non-existent income and a lack of access to the
resources needed to ensure sustainable living conditions. It often goes hand-in-hand with hunger,
malnourishment, poor health, high mortality and morbidity rates, insufficient education and precarious and
unhealthy housing.

Studies have revealed an increasing feminization of poverty. Compared with men, the number of women living
below the poverty line increased between 1970 and 1980. By 1988, an estimated 60 percent of poor people were
women.7 As well as sexism in the employment sector, contributing factors included the economic restructuring
imposed on many countries, government budget cuts and the adoption of neo-liberal economic models. Women
have borne the brunt of cutbacks in civil service jobs, social services and benefits. Their workload has increased
as welfare structures have broken down, leaving them in sole charge of children and of elderly, ill and disabled
people who were previously looked after, at least partially, by the social services sector. While trying to cope
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with the impact of the crisis of the welfare state, women are also desperately trying to juggle their meager
resources. The feminization of poverty is much more visible among female-headed households. In a male-
headed household, both the man and the woman contribute to the family's welfare; the man brings in income
and the woman, in addition to the goods and services she provides the family, may also seek paid work outside
the home.8

8
The indices of even limited studies show that the status of female heads of household with dependent children
is comparable to that of older widows living alone - both tend to be poorer than men.

In rural areas, where services and job opportunities are even fewer than in urban areas, poverty is also more
acute. The situation is worse for women, who are less likely to have access to production factors, services and
resources such as credit, land, inheritance, education, information, extension services, technology and farm
inputs, as well as a say in decision-making.

Another reason for the persistence of female poverty is gender vulnerability within the home. When poor
families cannot afford to send all of their children to school, parents favour investing in the boy-children,
keeping the girls at home to help with domestic work or some income-generating activity.

2.3.3 Family life

In all societies women are the prime carers of children, the elderly and the ill, and do most of the domestic
tasks.9 Women's lives are greatly affected by reproduction, which has an incisive and direct impact on their
health and on their educational, employment and earning opportunities. In societies where women marry very
young and much earlier than men, wives defer more to husbands, and this has a substantial bearing on women's
chances of finding paid work and receiving an education.

9
Op. cit., footnote 6, p. 6.
Growing male migration in search of work has combined with unstable conjugal arrangements to increase the
number of female-headed households. There are also more widows then widowers because women tend to live
longer and men are more likely to remarry or seek alternative living arrangements. The 1990 censuses showed
that 21 percent of Latin American households were headed by women while, in the Caribbean, the figure was 35
percent - the highest of any region worldwide.10
10
Women in developing countries are estimated to do between two-thirds and three-quarters of the domestic
work (op. cit., footnote 6, p. 106). A study of three cities in Mexico showed that women spent an average of 56
hours per week on household tasks, while men spent seven hours. The sexes also did different tasks; men mostly
shopped and took the children to school and women did the remainder of the work in the home (Pedrero, M.
1996. "Organización familiar"; familias con futuro. Mexico, GEM.
The differences between female- and male-headed households usually have a bearing on all aspects of family
life: the size and composition of the family and how it is run; nutrition; raising children; and available income. 11
A single female head of household has a double responsibility - she must earn a living and, at the same time, run
a home.
11
Whoever bears the family name is usually listed as the head of household. Stereotypically, an adult male is
often automatically considered to be the head of the family even when a woman is economically and otherwise
responsible for that family. Most female-headed households are, therefore, also one-parent households. M.
Pedrero's study (op. cit., footnote 10) showed that only 1.4 percent of female heads of household lived with a
partner.

2.3.4 Health and nutrition

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Biologically, men and women have different health needs, but lifestyles and socially ascribed roles arising from
prevailing social and cultural patterns also play a part in the health picture. Men are more likely to be the victims
of occupational diseases, accidents at work, smoking, alcohol and other forms of substance abuse. Men12 have a
higher incidence of cancer and of cardiovascular lesions and diseases (the principal cause of male mortality).
Women's health risks, which are mainly linked to reproduction, make them more vulnerable during pregnancy
to anemia, malnutrition, hepatitis, malaria, diabetes and other illnesses.

For a more detailed analysis of causes of mortality and morbidity, see: Murray, C.J.L. &López, A.D. 1994.
12

Global and regional cause-of-death patterns in 1990. WHO Bulletin, 72 (3): 447-480.
Women's life expectancy is greater than men's - women live for five to 12 years longer than men in Europe,
North America and some countries of Latin America. There are a number of hypothetical explanations for this
phenomenon, ranging from genetics and biology to environmental and social causes, but no definitive consensus
has yet emerged.13 Female life expectancy does not conform to this pattern in some Asian countries, where
cultural norms and religious precepts restrict women's access to medical care and health services.
13
Ibid, p. 65-66.
Despite the generally poor provision of health services, particularly in rural areas, there has been a surge of
interest in the family planning, maternal and child health care services offered by NGOs, which have benefited
mothers, children of both sexes and adult women in general.

Custom, social constraints and lack of resources also give rise to gender disparities among children in terms of
nutrition, morbidity and mortality. The two sexes do not receive equal attention and care; the
tendency being to favour boy-children. Males are also fed more and better.

The sharing of food among adult members of the family may also be unequal in some societies. Women often
serve the family first and eat whatever is left. They often do not get enough to eat, with grave consequences for
their health, especially when they are pregnant or breastfeeding. Women are the poorest of the poor, and even
women heads of household are often undernourished, denying themselves in order to feed their children.

Because food production in the rural zones of many countries is largely carried out at home by women, their
own and their families' nutritional status would benefit from women having greater access to the agricultural
credit, technology and services necessary for increased productivity.

2.3.5 Education14

14
"Education" here is taken to mean "schooling", as the word has connotations far beyond mere formal
instruction.
The increasingly competitive labour market demands ever-higher levels of education. People without it are at a
growing disadvantage.

At the same time, there is broad consensus that education can, in times of change, move marginalized, excluded
people into the mainstream. Despite this, socio-cultural barriers and prejudices that restrict women's access to
education persist in a number of societies.

More women than men are illiterate; and the lower a country's literacy rate, the wider the gap between the two
sexes. The United Nations Educational, Scientific and Cultural Organization (UNESCO) estimates that 41
percent of women in developing countries are illiterate, compared with 20 percent of men. In some countries,
the illiteracy rate of rural women between the ages of 15 and 24 years is twice to three times that of women in
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urban areas.15 Girls leave school earlier, especially in rural areas where they are needed to help with domestic
and productive work. The lack of transport or of schools located near the home widens the literacy gap by
directly affecting girls' school attendance, as parents tend to worry about the personal safety of their daughters.
In some societies, rigid cultural patterns and social rules restrict women's movements outside the home.

15
UNDP. 1995. Human Development Report. New York and London, Oxford University Press. See also op. cit.,
footnote 6.
In some parts of the world, such as the Caribbean and western Asia, the number of women enrolling in institutes
of higher learning is increasing, sometimes even exceeding male enrolments. However, the chosen fields of
study differ greatly. Cultural traditions, prejudices, stereotypes and family reluctance frequently result in the
exclusion of women from the scientific and technical fields, inducing many to opt for the more "feminine", but
less remunerative and less promising careers - a choice that aggravates segregation in the job market.

2.3.6 The environment

The impact of environmental degradation is gender-differentiated in terms of workloads and the quality of life;
women are the first to be affected by the depletion of natural resources. In rural areas in most developing
countries, women are responsible for the daily management and use of natural resources, as well as providing
for the family by raising food crops, gathering forest products and fetching wood and water. Widespread and
growing deforestation and the drying-up of water sources force women to range ever further afield, spending
more time and energy in producing and finding essential commodities and making it even harder for them to
engage in more productive, more lucrative activities.16

16
A series of case studies by the United Nations Population Fund (UNFPA) to evaluate the impact on women of
environmental degradation revealed the increasing difficulty of finding fuel and water. See UNFPA. 1995. State
of World Population 1995. New York. For data on women with respect to water and fuel scarcity, see also op.
cit., footnote 6.
Environmental degradation caused by poorly managed and utilized waste products and pollutants can have a
disproportionate impact on women, who seem to be more susceptible to the toxic effects of certain chemicals.
The health risk is even higher among the lower-income

strata of the population, who tend to live near industrial urban areas, or among rural people living near fields
that are sprayed from the air.

Consumption patterns and industrial production in developed countries are very detrimental to sustainable
development, natural resources and people everywhere. Global warming, the shrinking ozone layer and reduced
biodiversity are some of the better-known effects of environmental degradation.

In many countries the lives of rural people are wholly dependent on the availability of natural resources. Both
men and women overexploit natural resources in a struggle for survival in which soils are depleted, wildlife,
plant and marine resources destroyed, and the quality of water downgraded. Environmental degradation is most
keenly felt by the most vulnerable members of the community and those who rely heavily on nature's bounty.
For this reason, gender disparities in natural resource management and participation in policy-making must be
clearly understood.

Document No.
Date Developed:
01-18-2020
Computer Systems Issued by:
Servicing
NC II Developed by: Page 43 of 43

Revision # 1
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