PSC Safety Training Services

Accreditation No. 1030-091619-115

LOSS CONTROL
MANAGEMENT

Presented by
Fernando Crisosto

PHILIPPINE SAFETY COUNCIL

History and Philosophy of Loss Control
Objective:

To help the reader in learning lessons on the development of loss control solutions.

Introduction:

The extensive use of power machinery was

initially imported from England during the
Industrial Revolution in a period of work deaths
and disability never seen before.

While it began around 1837, the greatest upsurge

in industrial growth occurred around 1880 with
the rapid increase of steel production. During
these years, new weaving machines and
equipment, first powered by steam & later by
electricity, replaced slow hand- production
methods of the home or small handicraft systems.

The Industrial Revolution 1760 – 1800s

Before the Industrial Revolution began in 1760, it was the norm to make a living through
agriculture or the making and selling of products from the home. People flocked to the cities for
work where there were increased opportunities for employment in the new mills and factories.

The vast number of people looking for work, and the need for cheap labor, led to poor pay,
hazardous factory conditions and an increase in child labor. Hours were long and conditions
dangerous, with many losing their lives at work.

Machine was designed with little or no consideration for the SAFETY or convenience of the
operator. Since available labor was untrained and unskilled in the use of this new unguarded
machinery, injuries increased greatly. As the source of power change from manpower to
horsepower of steam and electricity. The number of crippling injuries also climbed rapidly.

The Worker’s Plight

The number of circumstances that existed around 1900 provided strong motivation for groups that
would soon highlight the need for improvement in conditions for the industrial worker. Workday

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operations averaging 11 to 13 hours increased exposure to potential accident .Facilities for
emergency were horribly inadequate, and professional medical help was seldom available.

Disabled or injured workers seldom received enough compensation for bare existence, and the
general practice was for the company to pay only certain doctor bills and medical expenses. The
Company generally paid the funeral expenses and presented a donation to the widow and the
dependents. Fellow workers usually made cash gift, obtained by collection within their group.

While recourse to obtain benefits through legal action was an open possibility to worker during
this period, worker seldom sought compensation through this route for several reasons .The biggest
reason was probably the jeopardy his very fob if he brought suit against his company . He also
knew he bore burden of proof that the employer was at fault. Accepted court practices around the
world were quite similar at this time, and usually gave protection to the employer if proof existed
that the injured worker’s own negligence contributed to the accident’s occurrence. Courts operated
under the theory that the worker accepted all customary risks associated with all these one-sided
factors was fear of job loss that strongly influenced any fellow worker who might be called as a
witness by the injured person or his family.

Common Law

 The Employee contributed to the cause of the accident

 Another employee contributed to the cause of the accident
 The employee knew of the hazards involved in the accidents before the
injury was sustained and still agreed to work in the condition for pay.
 There was no employer negligence.

Early Attitude on Safety

Let’s examine the thinking and attitudes of employers at the turn of the century (1900) in order to
better understand why such unbelievable conditions existed. A number of leaders in the Safety and
Fire protection fields have documented excerpts from numerous periodicals, reports and surveys
written then, which give considerable insight into the subject.

Comments made during this period by employers have been reported to reflect their attitudes:

 ‘’Some people are just accident prone and no matter what you do , they’ll
hurt themselves someway.’’
 ‘’…90% if all accidents are caused by just plain carelessness’’
 ‘’We are not in business for Safety’’
 ‘’…I just can’t see wasting money on Safety’’
 ‘’’Safety is just a matter of luck.’’
 ‘’I don’t have money for frills like Safety’’

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Milestones

The first true compensation act was passed by the British Parliament in 1897. While this law could
be abused by providing that the employees were injured because of their own misconduct. It
brought about automatic compensation to many workers who would have received little or nothing
a few years earlier. The British Act of 1907 also served as a model for the first compensation law
in the US (in 1908) that covered employees of the federal government.

The year 1910 was quite significant. A commission to study compensation laws throughout the
world was appointed by the Ontario government; in the same year, in the US, the state of New
York passed its first compensation act, providing certain benefits to employees injured in twelve
occupations referred to as dangerous.

The Compensation Law of Wisconsin (passed 1911) became generally acknowledged as the first
significant legislation enacted in the US. The US department of Labor was created in the year
(1913) to foster, promote, and develop the welfare of wage earner of the US, ‘’to foster their
working conditions and to advance their opportunities for profitable employment’’.

The Worker men’s Compensation Act of Ontario, which came into effect on January 1, 1915, made
provisions for employers to form associations for the purpose of education in accident prevention.

It was until 1970 that the US Congress passed a comprehensive national safety law known as the
Occupational Safety and Health Act of 1970(OSHA)… ‘’ to assures so far as possible every
working man and woman in the nation safe and healthful working conditions and to preserve our
human resources..’’ The law is enforced by OSHA compliance officers (inspectors) who visit
workplaces to determine whether or no standards are being met.

Positive Attitude

 Safety doesn’t require extra time. On the other hand, unsafe practices, particularly resulting
to injuries and property damage are time consuming and costly.

 The main reason for success in safety is the day to day and hour by hour consistency in
which you apply the principles of the Safety Program.

Learned Lesson

 Past efforts were narrow

 Progress has been made
 System approach.
 Performance and Result.

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Sources: Google Internet Search ‘’ The Industrial Revolution’’, ’’The workers Plight’’

Occupational Safety and Health Act of 1970

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BEHAVIOR MOTIVATION
OBJECTIVES

 To improve EHS culture among workers, staff and management through motivated
behavior.
 To make EHS as the responsibility and duty of everybody.
 To implement EHS Standards or rules even w/o being
watched or monitored.
 To assure of continuous and efficient operations w/o
accidents to both personnel or other physical assets of the
company.
 To implement the “Role Model” concept among all its
personnel specially the Managers, Supervisors and Foremen.

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Human Behavior
 Activators, what needs to be done; can be a person, thing or event that happens before a
behavior takes place that encourages a person to perform that behavior. Set the stage for
behavior or performance.
 Competence, how it needs to be done [equipped w/ knowledge, skill & experience].
 Consequences [results], what happens if it’s done?

Human Behavior is, observable & measurable, so it can be managed

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To improve specific safety performance areas or general safety culture. Performance
management measure options should include:

• Objective measures, such as a sound or dust levels or temperature readings;

• Subjective measures, such as opinions about the quality of housekeeping or maintenance,

or the adequacy of how "safe" a particular work application may be being carried out, in
the absence of no work method standard;

• Quantitative measures, such as an audit score, or an alternative measurement score that

uses a standard set of numbers, or scale of numbers. These measures need to be accurate
for an assessment of performance over time; and

• Qualitative measures, such as a description of a condition or situation like the

effectiveness of management meetings or a training course with a rating scale.

Some applicable Laws of Teamwork

 Law of Significance, each individual makes a significant contribution to a team that

when merged w/ others, forms a synergy that conquers.
 Law of Assessment, each team member must be assessed according to his/her strengths
that will enable each to maximize value add, i.e. right person in the right place.
 Law of Catalyst, winning teams have players who make things happen- catalysts who
are naturally communicative, passionate, creative, talented and who take the initiative.
 Law of Bad Attitude, rotten attitudes ruin a team and the first place to start is ourselves
– pride, failure to acknowledge mistakes, individualism.
 Law of Sacrifice, the team reaches its full potential when members pay the price-
sacrifice, time commitment, personal development, unselfishness.
 Law of Improvement, great teams have great depth, i.e. good starters backed up by good
substitutes and each member continually improves.
 Law of Communication, interaction fuels action- constant talking and listening to each
other with consistency, clarity and courtesy; members disagree openly but with respect.
 Law of high Morale, the team with a high morale can effectively deal with failure and
damaging criticisms hurled at them.

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Foundation of a company-wide safety attitude
• Plant the Seed, Start at the very beginning. As soon as a new employee walks in the door and
before they can even set foot in the plant, give them a thorough safety orientation

• Share the Responsibilities, Managers and supervisors work with the employees on the front line
every day and therefore can have the most consistent impact by:

• Setting an example [role-model role]; Your safety attitude must be contagious. You must be seen
not as the enemy trying to impede the process, but as someone dedicated to a safer work
environment, fighting for everyone's safety every day.

• Carrying out the established safety guidelines and policies throughout the company; and

• Providing feedback for prevention and solutions to safety-related issues and problems.

• Workers, Once you have the buy-in and support from managers and supervisors, the workers on
the sites need to be involved. Create a plant-wide safety committee program with representatives
from all areas and shifts in the facility, so that everyone has a voice in safety issues.

• Safety Committee, How many safety committees just meet, talk and complain? How many more
propose ideas, solutions, changes and actions, but have no authority or commitment to follow
through and implement any of their proposals? The ineffectiveness of a committee will quickly
undermine your progress. And it's much more difficult to win back the support and confidence

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 lost along the way. A good safety committee must be consistent and active and it must produce
visible results

Factors affecting human behavior

1. Genetics – affects and governs the individual's tendencies toward certain directions.
2. Attitude – the degree to which the person has a favorable or unfavorable evaluation of
the behavior in question.
3. Social norms – the influence of social pressure that is perceived by the individual
(normative beliefs) to perform or not perform a certain behavior.
4. Perceived behavioral control – the individual's belief concerning how easy or difficult
performing the behavior will be.
5. Core faith - The person’s set of beliefs, like religion, philosophy, etc. Provided,
sometimes subconsciously, by his or her family, peers, social media, and the society he or
she lives in.
6. Emotional stability-the capacity to maintain ones emotional balance under stressful
circumstances.
7. Experience -the apprehension of an object, thought, or emotion through the senses or
mind.

Genetics affect one's tendencies to make choices based on their core beliefs and attitudes.

Individual differences and similarities- in spite of the fact that no two

Individuals are not exactly the same, but they do have certain things in common.

GOALS/NEEDS ------MOTIVES/DRIVES ------ACHIEVEMENT

o Needs produce motives which lead to the accomplishment of goals.

o Needs are caused by deficiencies which can either be physical or psychological/ emotional

o Motive- An emotion, desire, physiological need or similar impulse that acts as an

incitement to action.

o Achievement- Something accomplished successfully, especially by means of exertion,

skill, practice, or perseverance.

GENERATIVE CULTURE
In such a culture people

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  Are always alert to expect the unexpected

 Fully understand what they should do

 Are open for suggestions

 Believe their actions make a difference to themselves and others and,

 Managers do not just manage, but show genuine leadership.

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Human Factor Formula
• Safe Performance = Competence [knowledge, skill & experience] + Job Procedure
[S.O.P.] + Motivation

• Motivation, willingness to exert energy to achieve a goal or a reward.

• Motives, implies action to satisfy a want or a drive.

• Drive, a condition which inspires a person to respond to a stimulus; or react to given

instructions.

• Want, basic necessities in life [food, clothing, shelter]; acceptance to a group i.e. amongst
co-workers, being appreciated for accomplishments beyond routine day to day efforts etc.

Theories in Motivation
• Understanding why people choose to do certain things rather than others & with what
factors causes people to put extra efforts or the reverse into their work activities.

• Need Theories, due to necessities in life or their way of living [standard] people are forced
to pursue something.

• Being Equal Theory, based on premise that individuals compare themselves to one another
on the basis of the ratio of outcomes to inputs. Outcomes they receive & inputs they
provide. Feeling of not being treated equally.

• Expectancy theory, motivation is determined by:

1. Perception that efforts lead to performance.

2. Perception that performance leads to outcome.

3. The extent of anticipated personal satisfaction in the course of attaining an outcome.

Principles in understanding People

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 • Human Behavior is caused. The supervisor must determine the root causes of such
negative behavior to be able to correct them.

• Actions of rational human beings are goal oriented.

• Motives are always present in every behavior, whether one is aware or not aware of such
behavior.

• Some motives have priority over others.

• Motives are often disguised or concealed.

• Individuals defer in so many aspects.

Role of Supervisor in Motivation

• Focus on the positive aspect of a workers rather than the negative [his strengths rather
than his weaknesses]

• Trust & respect personnel as individuals [10 commandments of good human relations]

• Offer sincere recognition for job well done. If job was not well done, give a one on one
couching & emphasize that there will be 2nd time to do it right.

• Give growth opportunities through delegation, training etc.

• Provide participation, everybody’s involved & has a part to perform as a TEAM.

• Communicate with them.

• Develop the feeling that one’s work is respected and of value.

• Develop attitude on being proud to do one’s work.

• Get the best from the man w/ a 50% ability only.

• Make the workers feel that they are working in an environment where people can make
mistakes [not pre-meditated or maliciously done]; and grow [learn from this mistake]

Motivational Problems
Condition Exist:

1. Employees’ know-how to perform assigned work properly.

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 2. Doesn’t follow proper work procedure.

- using unsafe procedure

- not using safety equipment

- using defective or improvised tools or equipment

Solution: the supervisor must be able to impart the required know-how & behavioral culture
training or job-coaching on:

 Sequence of basic job steps that he must go through.

 Identify potential hazards or accidents associated with each step.

 Relate the recommended safe job procedures associated with each potential accident or
hazard.

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Business success or failure factors
• Success = good performance [efficient & quality service or products] delivered on time

• Failure = bad performance

• Performance = the combined results of a series of behaviors.

Quote: Aubrey Daniels, author & behavioral psychologist.

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Critical Behaviors, what’s safe & what’s at risk?

• Focus on relevant behaviors that has a direct impact on losses.

• Many of these behaviors are unconscious behaviors that happen quickly.

• Select critical behaviors to focus on through actual observation of people at

work [job observation]

Resources: en.wikipedia.org/wiki/Human_behaviorpsychology.wikia.com

www.thefreedictionary.com/motive

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Trainer's Training Technique
Questions to Ask Teaching Staff

* What model of instruction are you presently using in the classroom?

* Cite the researcher

* Does your model promote learning?

* Does your model increase achievement?

Art of Teaching

Art Form - work of living art to be shared and passed along

Artists First - Technicians second

Steps in the Teaching Act

1. Introduce the lesson in a manner calculated to arouse student interest.

2. Clearly state the objectives for the lesson
3. Teach to the objective.
4. Illustrate or model the concept or skill learned.
5. Check for student understanding during the course of the lesson.
6. Provide students with guided practice and feedback on the concept or skill.
7. Provide students with independent practice in the concept or skill they have learned.
8. Bring lesson to closure.

ESSENTIAL ELEMENTS OF INSTRUCTION

Use Principles of Learning

Principles of learning are propositions that have been proven to increase the rate and degree with
which we learn. Throughout the lesson teachers consider and employ theories of:

 Motivation
 Reinforcement
 Practice
 Retention
 Modeling
 Wait Time
 Active Participation
 Anticipatory Set
 Closure

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Instructional Theory into Practice

TEACHING: A series of professional decisions that influence student learning

3 Areas

1. Content
What to teach, Objective, Task Analysis
2. Learning Behavior
What student will do or say to show they have learned, demonstrate his/her learning
3. Specific Teacher Behaviors
What teacher can do to increase learning
o Emphasizes planning by objectives
o Improves teacher presentation
o Emphasizes checking for understanding

CHECK FOR COMPREHENSION

“I TAUGHT THE LESSON BUT THE STUDENTS DID NOT LEARN IT”

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“INSPIRE -- NOT PERSPIRE”

THREE COMMON ERRORS:

1. ”OK - LET’S MOVE ON!”

2. ”ANY QUESTIONS”
3. “YOU UNDERSTAND, DON’T YOU”

* SIGNALED ANSWERS

o *FINGERS
o *THUMBS UP

* CHORAL RESPONSES

o PROBLEMS: COAT TAILS, SOME DON’T ANSWER

*SAMPLING

o BEAM TO WHOLE CLASS

o BRIGHT
o AVERAGE
o SLOW

*WRITE SHORT RESPONSE

GUIDED PRACTICE

*KNOWING HOW SOMETHING SHOULD BE DONE AND BEING ABLE TO DO IT

1. Help student be correct

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2. How to improve performance

* FEEDBACK - “Am I correct?”

1. What needs to be improved

2. How to improve performance

* NEW LEARNING - Wet Cement- Can be easily damaged!

*Minimize chance of error

OPPORTUNITIES FOR CLOSURE:

*At the end of the lesson.

* At the point of transition between two learning's.

* At the beginning of a lesson to check retention.

* After an interruption

SUPER 3

*CHECK FOR COMPREHENSION

*SAMPLING - POSE QUESTION TO THE WHOLE GROUP

*SIGNALED RESPONSES - USE FINGERS, THUMBS UP OR DOWN OR TO THE SIDE

*INDIVIDUAL PRIVATE RESPONSE - WRITTEN OR WHISPERED TO THE TEACHER.

*FEEDBACK - TEACHER TELLS THE STUDENT HOW THEY ARE DOING

*CHECKING - TEACHER OBTAINS INFORMATION

*RETEACH OR MOVE ON

BENEFITS OF CLOSURE

*Adds meaning to lesson.

*Check for understanding

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*Bring students back to tasks.

*Adds emphasis to the concept of students’ responsibility for their own learning.

WHAT IS AN EFFECTIVE TEACHER?

THREE CHARACTERISTICS:

1. An effective teacher has positive expectations for student success.

2. An effective teacher is an extremely good classroom manager.
3. An effective teacher knows how to design lessons for student mastery.

WHEN CLASS STARTS

*The students must have an assignment.

*They must know where to find the assignment.

*They must know why they are doing the assignment.

THE EFFECTIVE TEACHER

1. Has the discipline plan posted when the students arrive on the first day of school.
2. Posts a maximum of 3 to 5 rules or responsibilities.
3. Explains the posted rules and is willing to make changes as the class situation requires.

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System Safety- Engineering
 System Safety Engineering has been defined as an element of systems engineering
involving the application of scientific and engineering principles for the timely
identification of hazards and initiation of those actions necessary to prevent or control
hazards within the system.

 It draws upon professional knowledge and specialized skills in the mathematical, physical
and related scientific disciplines, together with the principles and methods of engineering
design and analysis to specify, predict and evaluate the safety of the system.

2 Basic and Interrelated aspects of System Safety Engineering

System Safety Analysis-

Employ the 3 basic elements of identification, evaluation and communication to facilitate the
establishment of cause.

Safety Management System -

Provides the framework wherein the findings and recommendation resulting from the application
of system safety analysis techniques can be effectively reviewed and implemented.

What is a safety management system?

A safety management system (SMS) for a mine is a tool that assists mine operators to
systematically achieve and maintain standards for managing safety and health. It brings together
the policies and procedures required to effectively mitigate (i.e. lessen the severity) the risks
associated with the mining operations.

Why is an SMS important?

An SMS allows the mine operator to demonstrate the effective management of health and safety
on site to:

 employees, contractors and others working at the mine site

 the regulator
 an external organization when seeking certification
 management when assessing the mine systems against recognized industry standards.

To maximize its effectiveness, the SMS needs to be:

 a documented system

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 be easily understood
 accessible.

The risks managed at all mining operations are dynamic and varied. The SMS is used to ensure
these risks are considered and strategies are documented so adequate controls are implemented
for the life of the mine.

While all mines have safety- and risk-related policies, plans and procedures in place, the SMS
ties these elements in a single integrated system.

Components of an SMS

Systematic approach

Australian Standard AS 4804 Occupational health and safety management systems -

General guidelines on principles, systems and supporting techniques describes a systematic
approach that can assist mines to both meet the minimum regulatory requirements and lead to
sustained improvement in safety and risk management performance.

The guidelines can assist an organization to establish its own SMS or improve an existing SMS.
They do not prescribe the type, format or style of SMS that should be used, and are aimed at a
mine of any size or type.

AS 4804 Occupational health and safety management systems - General guidelines on principles,
systems and supporting techniques is available from Standards Australia.

Key elements to consider

Some key elements of a mining SMS that may be included are listed below.

 Management framework
o health and safety systems framework
o sustainability
o corporate policies
 Leadership and accountability
o roles and accountabilities
o procedural requirements
o statutory appointments and positions
 Planning and performance
o health and safety objectives and targets
o performance measurement
o monitoring and review
 Implementation
o licenses and permits
o document and record control
 Compliance and document control

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o maintaining documents such as standard operating procedures (SOPs), safe work instructions
(SWIs) or safe work method statements (SWMSs)
 Operational risk management
o safety in design
o change management
o risk assessment tools
o workplace inspections
 Communication and consultation
o safety and health communication
o safety and health committees
 Behavioral safety, awareness and competence
o training plan and matrix
o fitness for work
o inductions
 Systems of work
o SOP, SWI or SWMS development and use
o Job safety analysis (JSA) or job hazard analysis (JHA)
o contractor management
 Incident investigation
o incident reporting
o investigation tools
o corrective action management
 Emergency management
o emergency response plan
o injury management
o crisis management
 Quality assurance, measurement and evaluation
o audit criteria

www.dmp.wa.gov.au/Safety/What-is-a-safety-management-4598.aspx

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Planned Safety Inspection
To conduct efficient Hazard Identification to prevent accident from occurring.

Hazardous conditions cause injury, illness, property damage and environmental stress.

Divide Hazards in different categories & focus on inspection individually then use Safety
Inspection Checklist.

Written Records are:

Previous Inspection Reports

Job Hazard Analysis

Maintenance records

Safety Data Sheet

Accident Investigation Report

Work Environment monitoring

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Workplace Inspection

 A workplace inspection is a critical part of a comprehensive safety and health program

in which the workplace is examined closely on a regular basis for the purpose of:

 identifying and recording potential and actual hazards associated with buildings,
equipment, environment, processes, and practices

 identifying any hazards which require immediate attention, whether they are unsafe
conditions or unsafe acts

 ensuring that existing hazard controls are functioning adequately; and where appropriate,
recommending corrective action

Safety Program

 Within any safety program, there may in fact be a variety of types of inspections, for
example:

 spot inspections may be undertaken on a random basis as part of general safety

responsibilities;

 Pre-operation checks of special equipment or work processes are often necessary before
work is carried out;

 Critical parts inspections are regular planned inspections of those critical parts of a
machine, piece of equipment, or system which have a high potential for serious accidents.
They are often part of planned or preventive maintenance procedures, or hazard control
programs;

 new equipment inspections are thorough inspections and checks before operations begin;

 Regular planned inspections are done on a regular basis in a defined workplace and cover
all conditions including work practices and procedures.

Workplace Safety Inspections

 Workplace Safety Inspections as a Part of the Safety and Health Program

 Identifying and Recording Potential and Actual Hazards

 Ensuring That Existing Hazard Controls Are Functioning

Types of Inspections

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  Spot Inspections

 Pre-operation Checks

 New Equipment Inspections

 Regular Planned Inspections

Workplace Safety Inspections

Inspecting the Following:

 Review Related Safety Plans, Programs, Policies, and Procedures

 Site Specific

 Task Specific

 Machine Specific

 Person Specific

 Review Related Prior Inspection Reports

Verify Abatement

 Medical Requirements

 Sanitation

 Safety Training and Education

 Employer Posting

 Record-keeping

 Machine Guarding

 Power-operated Tools and Equipment

 Flammable and Combustible Liquids

 Abrasive Wheel Equipment and Grinders

 Personal Protective Equipment and Clothing (PPE)

 Portable Ladders

 Fixed Ladders

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  Welding, Cutting and Brazing

 Lockout and Tag- out Procedures

 Hazard Communication

 Housekeeping

 Safety Committees

 Electrical (General)

 Assured Equipment Grounding

 Scaffolds

 Scaffolds (Mobile)

 Scaffolds (Tubular Welded Frame)

 Scaffolds (Pump Jack)

 Scaffolds (Ladder Jack)

 Masonry Block Wall Construction

 Concrete Construction

 Demolition

 Fire Protection and Prevention

 Floor Holes and Wall Openings

 Stairs and Stair Railings

 Standard Guardrails

 Vehicles

 Forklifts (Powered Industrial Trucks)

 Fall Protection

 Blasting and Explosives

 Steel Erection

 Excavation

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  Competent Person Requirements

 Aluminum Hydraulic Shoring

 Shields

 Sloping

 Confined Spaces

 Scissor Lifts

 Aerial Lifts

 Traffic Control

 Cranes

 Slings

 Cranes and Personnel Platforms

 Framing of Residential-type Structures

 Layout/nailing of Floor, Roof, and Rim Joist

 Layout, Nailing, Tilting and Bracing of Walls

 Post and Beaming

 Steep-pitched Roofing

 Open-sided Floors, Platforms and Stairway Landings

 Roofing Work

 Warning-line Systems

 Safety-monitor Systems

 Safe Work Distances

 Control of Health Hazards

 Silica Exposure

 Asbestos

 Regulated Areas

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  Safety Inspection Forms

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