IG2 Group Exercises

NEBOSH INTERNATIONAL GENERAL CERTIFICATE
– UNIT IG2
Management of Health and Safety
GROUP EXERCISES
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© RRC International
Element 5: Physical and Psychological Health
1. Group exercise:
A noise survey has been carried out and

there are two work areas of concern:
• Machine shop - noise levels 83 dB(A)

throughout the shift.
• Wood-working area - noise levels 90

dB(A) throughout the shift.
Discuss the actions that would need to be

taken in each area.
Answers:
Machine Shop
Lower Exposure Action Value: 80 dB(A):
 Noise assessment.
 Information, instruction and training.
 Provide hearing protection but workers do not have to wear it.
Wood Working Area
Upper Exposure Action Value: 85 dB(A):
 Noise assessment.
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 Reduce noise exposure by engineering means SFRP.
If noise is still above 85 dB(A):
 Mandatory hearing protection zone.
 Information, instruction and training.
 Provide hearing protection and enforce use.
 Health surveillance.
2. Group exercise
Discuss the relative advantages and

limitations of ear defenders (muff type) and
ear plugs as forms of hearing protection.
Answers:
Don’t enclose the sound - only protects one person.
Rely on:
 Use for all exposure time - logarithmic scale means short exposure without them has
big effect on dose received.
 Uncomfortable.
 Require supervision.
 Require maintenance.
 May interfere with communications, alarms, etc.
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Muffs:
 Muffs may be incompatible with other PPE.
 Good fit - no facial hair, jewellery, etc. for muffs.
Ear plugs:
 Must be fitted properly into ear canal.
 May introduce infection.
 Not easy to supervise - can’t see them.
 May be wrong frequency type or attenuation level.
3. Group activity
Identify occupations at risk from noise-

induced hearing loss and the potential
causes.
Answer:
Use your knowledge of the subject to discuss

answers that are suggested among the group
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4. End of Module 5.1 Exercise
1. What are the health effects of

exposure to high levels of noise?
2. There are three main ways of

reducing noise (fill in the blanks):
• Reduce noise at
________________.
• Interrupt the __________from

source to receiver.
• Protect the ________ through

engineering controls or PPE.
3. What types of PPE are available?

What are the pros and cons of each?
Answers:
Answer 1:
• Temporary reduction in hearing sensitivity as a result of short duration

exposure to excessively loud noise.
• Temporary ringing in the ears as a result of short duration exposure to

excessively loud noise.
• Noise-Induced Hearing Loss (NIHL) - permanent loss of hearing as a result of

repeated exposure to excessively loud noise.
• Tinnitus - persistent ringing in the ears as a result of repeated exposure to

excessively loud noise.
• Stress effects caused by irritating nuisance/background noise.
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Answer 2:
• Reduce the noise at source (through equipment selection or engineering

controls).
• Interrupt the pathway from source to receiver. (through engineering

controls).
• Protect the receiver (through engineering controls or PPE).
Answer 3:
Ear defenders
Advantages of Ear Defenders
 Easy to supervise and enforce use as visible.
 Less chance of ear infections.
 Higher level of protection possible through all sound frequencies; bone transmission
is reduced.
 Can be integrated with other PPE, e.g. hard hats.
 Re-usable.
Limitations
 Uncomfortable when worn for a long time.
 Must be routinely inspected, cleaned and maintained.
 Efficiency may be reduced by long hair, spectacles or earrings.
 Incompatible with some other items worn (e.g. spectacles).
 Needs dedicated storage facility.
Ear Plugs
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Advantages of Ear plus
 Cheap and easy to use.
 Disposable.
 Available in a range of types and designs.
 Often more comfortable to wear.
 Do not interfere with any other items worn (e.g. PPE).
Limitations
 Difficult to see when fitted, so supervision and enforcement difficult.
 Risk of infection if dirty or if cross-contaminated when inserted.
 Need to be correctly sized to fit the individual.
 Effectiveness decreases with usage.
 Interfere with communication.
5. Group exercise
You are going on holiday to a hot country

with long hours of sunshine.
Discuss how you will protect yourself from

sunburn from the UV light.
Answer:
Time:
 Reduce time in the sun.
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 Avoid mid-day.
Distance:
 Not useful in this context.
Shielding:
 Stay inside.
 Parasol.
 Clothing.
 Hats.
 Sunglasses.
 Sun cream.
6. Group exercise
A pregnant woman is in need of an X-ray for

a suspected broken bone.
Discuss the control measures in the X-ray

department of a hospital using:
• Time
• Distance
• Shielding
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Answers:
Time:
• Minimise exposure time (dose proportionate to time).
Distance:
• Not applicable.
Shielding:
• Booths for radiographer.
• Relatives stay outside.
• Lead shield for pregnant women.
• Film badge.
• Training.
• Supervision.
7. Group exercise
Discuss what can cause stress at work.
Answer:
Answers on next slide of the presentation.
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8. End of module exercise
1. What is “stress”?
2. What are the three categories of

health effect that can result from
stress?
3. What are the causes of workplace

stress?
Answers:
1 - The adverse reaction that people have to excessive pressure or other demands placed on
them.
2-
• Psychological: anxiety, low self-esteem, depression.
• Physical: sweating, fast heartbeat, high blood pressure, skin rashes, muscle tension,
headache, dizziness.
• Behavioural: sleeplessness, inability to concentrate, poor decision-making ability,

mood swings, irritability, increased alcohol consumption, drug misuse, increased
absence from the workplace.
3 - Answers can be shaped to fit around the following:
• Demands - excessive demands of the job in terms of workload (too much or too
little), speed of work and deadlines, as well as working hours (excessively long) and
work patterns (e.g. changing shift patterns). Also consider the nature of the job:
some jobs are inherently difficult (e.g. air traffic control) and some expose workers
to highly emotional situations (e.g. social work).
• Control - lack of control over work, especially where the work is demanding. Control
means control over what work is to be done, how it is to be done, the priorities
involved and even simple things like control over the working environment (light
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levels, temperature, background noise, etc.).
• Support - lack of support in terms of information, instruction and training to do the

work and having no-one to turn to when pressure increases.
• Relationships - poor workplace relationships and in particular bullying and

harassment (whether by managers, peers or even subordinates).
• Role - lack of clarity about an individual’s role, what responsibilities and authority
they have, and how they fit in to the larger organisational structure.
• Change - the threat of change and the change process itself, whether it is a change
that affects just one worker (e.g. demotion, re-assignment) or the whole
organisation (e.g. redundancies, management takeover). This can create huge
anxiety and insecurity.
9. Group exercise
What occupations are most at risk of work-

related violence?
Why? What are the risk factors that mean

these occupations are more at risk of work-
related violence?
Answers:
Depends much on individual company policy definitions, they often differ widely and no
definition in law.
Aggression often taken to be threat, verbal, aimed at an individual.
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Violence often taken to be anger, etc. resulting in physical contact of any kind.
Occupations most at risk:
 Hospital A&E staff.
 Police.
 Social workers.
 Bus and taxi drivers.
 Fire-fighters and paramedics.
 Traffic wardens.
 Railway staff.
 Estate agents.
Risk factors i.e. ‘why?’:
• Cash handling.
• Lone working.
• Representing authority.
• Wearing a uniform.
• Dealing with people under stress.
• Dealing with people under the influence.
• Censuring or saying "no".
10. Group exercise
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• What sorts of substances might
workers abuse that might have
consequences at work?
• What signs might you see that a

person has a problem?
• Why is this a health and safety

concern?
• What can an organisation do about

this issue?
Answers:
Answers on following slides:
Effects on safety performance:
• Sensory impairment.
• Skewed perception.
• Impaired motor control.
• Fatigue and drowsiness.
Increased risk for:
• Driving.
• Operating machinery.
• Making decisions.
They would affect the workplace:
• Late attendance.
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• Increased absenteeism.
• Poor work quality.
• Reduced output.
• Dishonesty.
• Theft.
• Mood swings.
• Poor relationships.
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Element 6: Musculoskeletal Health
1. Group exercise:
What aspects of a DSE workstation would

you need to consider to carry out a risk
assessment?
Answer:
The workstation:
• The display screen.
• Lighting.
• Noise.
• Leg room.
• Window.
• Software.
• Keyboard.
• Work surface.
• Work chair.
• Footrest.
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The job.
Special needs.
1. What factors increase the risk of

musculoskeletal injuries?
2. What health effects can arise due to

the use of DSE?
3. What control measures should be

implemented to reduce the risk of
DSE injuries? (NB not the contents of
a DSE assessment.)
Answer:
1-
• Repetition - the need for repetitive movements when carrying out the task (e.g.
typing for several hours).
• Force - the physical force required to perform the task and the strain this puts on the
body (e.g. closing stiff catches on a machine).
• Posture - any requirement to adopt an awkward posture (e.g. stooping over into a
bin to pick out contents).
• Twisting - any twisting action required by the task (e.g. twisting the wrist when using
a screwdriver).
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• Rest - the potential for the worker to rest and recover from any fatigue (e.g. a
worker on a production line cannot stop the line; they have to keep working even
when fatigued).
2 - WURLDs, eye strain, back pain, fatigue and stress.
3-
• Carry out a workstation assessment of the user’s workstation to ensure that the
equipment and environment meet minimum standards and that the workstation can
be adjusted to suit the user.
• Provide basic DSE workstation equipment that meets minimum standards in terms
of good ergonomic design.
• Plan the user’s work routine so that they can take short, frequent breaks from
screen and keyboard use.
• Provide DSE users with a free eye test and, if required, spectacles for screen use.
• Provide information and training to users on the potential health risks of DSE use
and the preventive measures, in particular ergonomic use of the workstation.
3. Group exercise
What common injuries occur when carrying

out a manual handling task?
Answer:
Answers on next few slides in the

presentation.
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4. Group exercise
Identify the specific factors that would need

to be considered to carry out a manual
handling risk assessment.
Use the following general factor headings:
• Task.
• Individual.
• Load.
• Environment.
Answers:
Answers on the following slides:
Task:
• Height of load.
• Repetition of movement.
• Distance.
• Awkward position:
– Stooping.
– Twisting.
• Rest breaks.
• Vertical distance.
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• Distance of load from body.
Individual:
• Unusual ability required?
• Significant risks to vulnerable people?
– Pregnant workers.
– Workers with back pain.
Load:
• Weight.
• Size and bulk.
• Stability.
• Centre of gravity.
• Grip points.
• Is it hot, sharp, etc.?
Environment
• Space restrictions.
• Floor condition:
– Slippery?
– Uneven?
• Changes in level.
• Light levels.
• Temperature.
• Humidity.
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5. Group exercise
What accidents could occur with the use of a

forklift truck?
Answer:
6. Group exercise
What could go wrong with a mobile crane

during its operation?
Try to explain why.
Answer:
Answers on the next slide of the

presentation.
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What are the potential hazards arising from
the use of a manual pallet truck to move a
heavy load?
Answer:
• Manual handling risk associated with pushing or pulling the truck.
• Instability of the load causing the load to fall.
• Moving up, down or across slopes causing loss of control.
• Poor parking of the truck causing obstruction in a traffic route.
• Other pedestrians may be struck during manoeuvring.
• Trapped feet under the wheels or when lowering the load.
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Element 7: Chemical and Biological Agents
1. Group exercise:
How can a chemical or biological organism

enter the body?
Which is the highest risk route of entry and

why?
Answers:
Routes of entry (shown on next slide of the presentation).
Most harmful route of entry:
Inhalation - natural pump, thin mucous membranes into bloodstream, easy scarring of
membranes (WELs for airborne substances).
2. Group exercise
Safety Data Sheets:
Outline the type of information you would

need to know about a domestic weed killer in
order to assess the risks.
Answer:
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3. End of Section 7.2 Exercise
1. What are the four main routes of

entry chemicals can take into the
body?
2. How is the respiratory system

defended?
3. What information would you find on a

safety data sheet?
Answers:
Answer 1: Inhalation, absorption, ingestion, injection.
Answer 2: The respiratory system is protected by the following defences:
• The sneeze reflex.
• Filtration in the nasal cavity (which has a thick mucus lining that particles stick to).
This is very effective at removing large particles; only particles less than 10 microns
in diameter pass through.
• Ciliary escalator - the bronchioles, bronchi and trachea are lined with small hairs
(cilia). Mucus lining these passages is gradually moved by these cilia up out of the
lungs. Any particles trapped in this mucus are cleaned out of the lungs by this
mechanism. This filtration mechanism is effective at removing all particles larger
than 7 microns in diameter.
• Macrophages - scavenging white blood cells that attack and destroy particles that
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lodge in the alveoli (where there are no cilia to extract them).
• Inflammatory response - any particles that cannot be removed by macrophages are

likely to trigger an inflammation response. This causes the walls of the alveoli to
thicken and become fibrous. This can be temporary or may result in permanent
scarring (as with silicosis).
Answer 3: Safety data sheets contain the following information:
1. Identification of the substance and of the company - including name, address and
emergency contact phone numbers.
2. Hazards identification - a summary of the most important features, including

adverse health effects and symptoms.
3. Composition/information on ingredients - chemical names.
4. First-aid measures - separated for the various risks, and specific, practical and easily
understood.
5. Fire-fighting measures - emphasising any special requirements.
6. Accidental release measures - covering safety, environmental protection and clean-

up.
7. Handling and storage - recommendations for best practice, including any special
storage conditions or incompatible materials.
8. Exposure controls/personal protection - any specific recommendations, such as

particular ventilation systems and PPE.
9. Physical and chemical properties - physical, stability and solubility properties.
10. Stability and reactivity - conditions and materials to avoid.
11. Toxicological information - acute and chronic effects, routes of exposure and
symptoms.
12. Ecological information - environmental effects, which could include effects on

aquatic organisms, etc.
13. Disposal considerations - advice on specific dangers and legislation.
14. Transport information - special precautions.
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15. Regulatory information - overall classification of the product and any specific
legislation that may be applicable.
16. Other information - any additional relevant information, (e.g. explanation of

abbreviations used).
1. What are OELs? What are they known

as in the UK?
2. What is the difference between:
An 8-hour TWA?
A 15-minute STEL?
Answers:
Answer 1: “The maximum concentration of an airborne substance averaged over a

reference period, to which employees may be exposed by inhalation” and this may be
enforced in national law.
Answer 2:
An 8hr TWA is intended to control longer term exposure to lower levels of a substance to
prevent chronic effects.
A 15 min STEL is intended to control short term exposure to high levels of substance to
prevent acute effects.
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5. Group exercise
A gardener is spraying a weed killer in a

domestic garden in windy conditions.
The gardener has no means of washing his

hands, etc., and the house owners have
children and a dog.
The weed killer is an organophosphate

labelled ‘toxic’.
Using the ‘hierarchy of control’, discuss how

the risk may be reduced.
Answer:
Elimination or substitution:
– Eliminate process, e.g. do not treat the lawn or pave the area.
– Substitute hazardous for non-hazardous, e.g. toxic to non-hazardous weed killer or

use granules.
Process change:
– Don’t spray in windy conditions, rearrange appointment.
– Use watering can instead of spray.
– Keep children and animals inside.
Provide portable boiler and washing facilities on the van.
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PPE - face visor, gauntlets, long sleeves.
Information about the risks.
Communication means.
6. Group exercise
Discuss how the effectiveness of LEV may be

reduced.
Answer:
7. Group exercise
How was asbestos used in industry and

buildings?
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Answer:
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Element 8: General Workplace Issues
1. Group exercise:
What basic welfare facilities would you

expect an employer to provide for the
following groups of people?
• Accident and emergency nurse.
• Construction worker.
• Office-based accountant.
Answers:
Toilets:
• Clean, adequately lit and ventilated.
• Adequate number, separate facilities unless lockable, clean and orderly.
Wash facilities:
• As above.
• In vicinity of toilets/changing rooms.
• Soap, towels, hot and cold water.
• Showers if necessary.
Drinking water:
• Marked, readily accessible, sufficient cups or a jet.
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Accommodation for clothing and changing facilities:
• Adequate number, suitable and secure.
• Drying facilities.
• Readily accessible, sufficient capacity.
• Seating and privacy.
Facilities to rest and eat meals:
• Adequate number, readily accessible, seating, no smoking areas.
• Can be work area if no risk of contamination.
• Area to obtain / prepare hot drink, heat food.
• Canteens - no obligation to buy food.
• Rest facilities pregnant and nursing mothers.
Disabled Workers:
• Doors, passageways, stairs, etc.
2. Group exercise
What are the health issues associated with

working in:
• Hot environments?
• Cold environments?
How can these health risks be controlled?
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Answer:
3. Group exercise
What are the hazards of working at height for

a window cleaner?
Discuss the most effective way(s) to reduce

the risk.
Answers:
Answers on next few slides.
Hazards:
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• Falling off the ladder.
• Ladder slipping.
• Dropping objects.
Controls - hierarchy:
• Avoid work at height - non-smear glass technology, use high reach equipment (only
suitable for two-storey buildings).
• Prevent falls - cradles, etc.
• Minimise the distance and consequences - fall arrest harnesses.
Answers may include a mixture of the following:
• Nature and duration of task.
• Competence.
• Training.
• Planning and supervision.
• Suitability of equipment, maintenance.
• Working platforms.
• PPE, e.g. harnesses and helmets.
• Fall arrest systems.
• Weather.
• Health of workers.
• Compliance with regulations.
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4. Group exercise
Suggest the control measures for the safe use

of ladders.
Answer:
Answers on next two slides of the presentation.
5. Group discussion
A scaffold has collapsed in a busy town

centre.
Give reasons why this might have happened.
Answer:
This is to elicit discussion only as we have yet to

cover the material. But the group will come up
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with many of the key points.
6. End of Section 8.2 Exercise
1. What are the main hazards when

carrying out roof work?
2. What are the steps in the hierarchy of

control when working at height?
3. What are the main safety precautions

when using ladders?
4. What factors might cause the collapse

of an independent tied scaffold?
Answers:
Answer 1:
Working on or near fragile surfaces, working on pitched roofs, deterioration of materials,

unprotected edges, unstable or poorly maintained access equipment, weather conditions,
falling materials.
Answer 2:
The work at height risk prevention hierarchy:
• Avoid work at height.
• Use work equipment or other measures to prevent falls where work at height
cannot be avoided.
• Use work equipment or other measures to minimise the distance and consequences
of a fall where the risk of a fall cannot be eliminated.
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Answer 3:
• Do not site or handle near live overheads.
• Site on a solid, flat base so that the feet do not sink into the ground. Weight should
only be supported on the styles, never on the rungs.
• Angle of the ladder should ideally be 75° to the horizontal or at a ratio of 1:4
distance away from the wall to height (1 out: 4 up).
• Top of the ladder must rest against a solid support.
• Ideally the ladder should be secured at the top.
• If this is not possible, then guy ropes should be attached and secured to firm
supports.
• If this is not possible, ladder should be “footed” by someone standing on the bottom
rung.
Answer 4:
Factors that might cause the collapse of an independent tied scaffold:
• Overloaded work platform.
• Scaffold built on soft ground without use of adequate sole boards.
• Scaffold not tied adequately to building.
• Insufficient bracing incorporated into scaffold.
• Standards not upright.
• Standards bent, buckled or heavily corroded.
• High winds.
• Incorrect couplers used to join tubes together.
• Scaffold struck by mobile plant.
• Scaffold erected by incompetent workers.
• Scaffold not inspected prior to use.
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7. Group exercise
What is the difference between:
• slip hazard?
• trip hazard?
Give examples of each.
Answers:
Slip - low friction co-efficient.
Slip on something, e.g.:
• Ice.
• Slippery floor.
• Powder.
• Granules.
• Mud, etc.
Trip over an obstruction, e.g.:
• Broken tile.
• Poorly fitted carpet.
• Training wire.
• Uneven steps, etc.
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8. Group exercise
What could cause a forklift truck to overturn?
Answer:
9. Group exercise
What controls could reduce the risks in areas

where vehicles are reversing?
Answer:
10. Group exercise
What factors would you need to consider

when carrying out a risk assessment for a
specific work-based driving task?
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Answers:
Driver
• Competency.
• Fitness and health.
• Training.
Vehicle
• Suitability condition/safety.
• Ergonomics.
• Safety equipment in the vehicle.
• Driver should understand safety-critical information.
Journey
• Time.
• Distance.
• Weather.
• Routes.
• Scheduling.
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Element 9: Work Equipment
1. Group exercise:
Maintenance is often seen as a “high-risk”

activity.
What is it about maintenance work that

increases the risk?
Answer:
2. Group exercise
Discuss:
• What accidents can occur with hand-

held tools, and
• How the tools became damaged.
Answer:
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3. Group exercise
What are the non-mechanical hazards which

are associated with machinery?
Answer:
Answers on the next slide of the presentation.
1. Identify the mechanical hazards.
2. Identify the non-mechanical hazards.
Answer:
1 - Answer: Mechanical hazards:
• Abrasion on contact with rotating abrasive wheel.
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• Drawing in at nip-point between wheel and tool rest.
• Ejection of parts of the wheel during normal use or if it bursts.
• Entanglement with the spindle on which the wheel is mounted.
2 - Non-mechanical hazards:
• Electricity.
• Hot parts caused by friction (especially the workpiece being ground).
• Fire (caused by sparks).
• Health hazard from dust.
• Noise and vibration.
5. Group exercise
Apart from the mechanical hazards, what

hazards can fixed guards provide protection
against?
Answer:
Answer on next slide in the presentation.
• Electricity.
• Radiation.
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• Hot surfaces.
• Noise.
• Ejection of swarf or dust.
6. Group exercise
Choose one of the ‘specific machines’ and

outline:
• The hazards (mechanical and non-

mechanical).
• Control measures.
Answer:
Answers on next slides in the presentation.
Identify the types of guards and protective

devices.
Answer:
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Fixed guard - sharp-eyed students may spot the unlocked padlock so you can open up a
discussion about suitability of guards and problems with people!!
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Element 10: Fire
1. Group exercise
Suggest common causes of fire in the

workplace.
Answer:
Answer on next slide of the presentation.
1. What three things are needed for a

fire to start?
2. What are the methods of fire spread?
3. Suggest common causes of workplace

fire in an office.
Answers:
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Answer 1: Heat/ignition source, fuel, oxygen.
Answer 2: Conduction, convection, radiation, direct burning.
Answer 3: Electrical equipment (overloading/covering vents on computers, etc.), intentional

ignition, smoking materials, kitchen appliances, heating appliances (covering fan heaters).
3. Group exercise
Consider the storage of flammable liquids,

e.g. acetone, petrol, etc.
Discuss safe storage arrangements if such

substances were used at work.
Answer:
• Use minimum quantities.
• Clearly labelled.
• Metal container.
• Self closing lid.
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• Spill tray.
• No ignition sources.
• Good ventilation.
• Always return to store.
1. What are the different ways of

detecting fire and sounding the
alarm?
2. Name the different types of fire

extinguisher and the class of fire they
can be used on.
Answer:
1 - Visual detection by people and shout/sound a manual hand bell or air horn; manually
operated call points; interlinked smoke alarms; automatic fire alarms using smoke detectors
or heat detectors.
2-
• Water - suitable for Class A fires. Works by cooling the fire. Standard water
extinguisher is not suitable for use on Classes B, D or F fires or live electrical
equipment (risk of shock). Certain specialised water extinguishers are available for
use on Class B and F fires.
• Carbon dioxide - suitable for Class A and B fires, especially fires involving live
electrical equipment. Works by smothering the fire. Not suitable for use on Class D
fires. Must be used with care because the body of the extinguisher gets very cold
during use and can cause a freeze-burn injury.
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• Foam - suitable for Class A and B fires. Works by smothering the fire or by
preventing combustible vapours from mixing with air.
• Dry powder - suitable for all classes and use on live electrical equipment. Works by
smothering the fire. Can be very messy.
• Vaporising liquid - suitable for Class A and B fires, especially fires involving live
electrical equipment. Works by smothering the fire and interfering chemically with
the combustion process.
5. Group exercise
Under your tutor’s direction, take a tour of

an area of the building you are in.
Note:
• Fire compartment, e.g.

stairwells, fire doors, etc.
• Travel distances.
• Fire detection and alarms.
• Fire extinguishers, etc.
• Emergency lighting, signage.
Answer:
A guided tour is best here, pointing out specific issues, e.g.:
• Compartmentation, e.g. into a stairwell - no flammable wall coverings, no

obstructions, provision for disabled?
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• Fire doors - signed, three hinges, seal, etc.
• Travel distances - get an idea if they are within 45m (if 2 exits), etc.
• Fire extinguishers - position, height, signage.
• Emergency lighting - what areas it is in and why.
1. What general principles should be

applied when establishing means of
escape?
2. What is the purpose of emergency

lighting?
3. What might fire marshals do in the

event of an evacuation?
Answer
1-
• There should be a means of escape available to every person in a workplace,

whether they are in an office, workroom, plant room, basement, on the roof, or on a
scaffold on a construction site.
• The means of escape should allow an able-bodied person to travel the entire route
by their own unaided effort. They should not have to use machinery (such as a
passenger lift) except in special cases (when the machinery must be rated for escape
purposes).
• The means of escape must take a person from wherever they are in the workplace
to a place of safety outside the building where they are able to move away
unrestricted.
• Two or more separate escape routes may have to be provided so that if one route is
48
blocked there is another available. This is common in high occupancy multi-storey
buildings.
• The travel distance that a person has to cover from their location in the building to
the final exit out of the building should be as short as possible (and must normally
meet specific maximum distance criteria).
• The width of corridors, passageways and doors should be sufficient to allow the free
and fast movement of the numbers of people that might be anticipated (and must
normally meet specific minimum width criteria).
• The escape route should be clearly signed and appropriately lit.
• Emergency lighting should be provided where necessary (in case the mains power
supply fails).
• The route that a person has to take should be unimpeded by obstructions such as
stored material or inappropriate doors.
2 - To illuminate escape route, fire signs and equipment.
3-
• Check all areas in the building to ensure that everyone knows that an evacuation is
in progress and to help where necessary. This is common practice in buildings where
members of the public may be present (e.g. shopping malls).
• Give special assistance to the disabled and infirm. This may require the use of special
evacuation equipment such as an “evac-chair”.
• Investigate the site of the fire (as indicated by the fire alarm system controls).
49
Element 11: Electricity
1. Group exercise
Consider two appliances in your home with

different protection methods.
Explain how each works and the advantages

and limitations, e.g:
• An earthed washing machine.
• RCD and electric mower.
• Fuse on a small lamp.
• Double insulation on a laptop

transformer.
• Circuit breaker on main

electricity board.
Answer:
Answers explored on next slides in the

presentation.
50
2. Group exercise
What factors do you think should be

considered when selecting suitable electrical
equipment for use on a construction site?
Answer:
3. Group exercise
What action should be taken on finding a

person suspected to have suffered an electric
shock?
Answer:
4. Group exercise
51
Consider the use of portable electric tools at
home or at work, e.g. iron, sander, drill, etc.
Discuss:
• How the tools, leads and plugs

become damaged.
• What you would look for if you were

checking that they are safe to use.
Answer:
Damaged by:
• Wires being pulled out of plug from tugging or carrying them by the lead.
• Wires being cut by walking over them, putting them close to hot surfaces, small cuts
from garage, etc. debris.
• Scorching from too much electricity being drawn through or by routing them under
an insulator, e.g. carpet.
• Poor storage or dropping tools causing cracks, etc. in protective housing of tool, etc.
At work:
• Vehicles travelling over the leads at work.
• Corrosive environments, etc.
52
Look for:
• Body of plug intact and secure.
• Outer flex sheath covers all inner wires.
• Plug and appliance cable clamp tight.
• Flex fully insulated - no splits or kinks.
• No damage to casing of equipment.
• No burns/scorch marks.
• Not soiled or wet.
5. Group exercise
What are the advantages and limitations of

PAT?
Answer:
53

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NEBOSH INTERNATIONAL GENERAL CERTIFICATE

A noise survey has been carried out and

• Machine shop - noise levels 83 dB(A)

• Wood-working area - noise levels 90

Discuss the actions that would need to be

Lower Exposure Action Value: 80 dB(A):

 Information, instruction and training.

 Provide hearing protection but workers do not have to wear it.

Wood Working Area

Upper Exposure Action Value: 85 dB(A):

If noise is still above 85 dB(A):

 Mandatory hearing protection zone.

 Information, instruction and training.

 Provide hearing protection and enforce use.

Discuss the relative advantages and

Don’t enclose the sound - only protects one person.

 May interfere with communications, alarms, etc.

 Muffs may be incompatible with other PPE.

 Good fit - no facial hair, jewellery, etc. for muffs.

 Must be fitted properly into ear canal.

 May introduce infection.

 Not easy to supervise - can’t see them.

 May be wrong frequency type or attenuation level.

Identify occupations at risk from noise-

Use your knowledge of the subject to discuss

1. What are the health effects of

2. There are three main ways of

• Interrupt the __________from

• Protect the ________ through

3. What types of PPE are available?

• Temporary reduction in hearing sensitivity as a result of short duration

• Temporary ringing in the ears as a result of short duration exposure to

• Noise-Induced Hearing Loss (NIHL) - permanent loss of hearing as a result of

• Tinnitus - persistent ringing in the ears as a result of repeated exposure to

• Stress effects caused by irritating nuisance/background noise.

• Reduce the noise at source (through equipment selection or engineering

• Interrupt the pathway from source to receiver. (through engineering

• Protect the receiver (through engineering controls or PPE).

Advantages of Ear Defenders

 Easy to supervise and enforce use as visible.

 Less chance of ear infections.

 Can be integrated with other PPE, e.g. hard hats.

 Uncomfortable when worn for a long time.

 Must be routinely inspected, cleaned and maintained.

 Efficiency may be reduced by long hair, spectacles or earrings.

 Incompatible with some other items worn (e.g. spectacles).

 Needs dedicated storage facility.

 Cheap and easy to use.

 Available in a range of types and designs.

 Often more comfortable to wear.

 Do not interfere with any other items worn (e.g. PPE).

 Difficult to see when fitted, so supervision and enforcement difficult.

 Risk of infection if dirty or if cross-contaminated when inserted.

 Need to be correctly sized to fit the individual.

 Effectiveness decreases with usage.

 Interfere with communication.

You are going on holiday to a hot country

Discuss how you will protect yourself from

 Reduce time in the sun.

 Not useful in this context.

A pregnant woman is in need of an X-ray for

Discuss the control measures in the X-ray

• Minimise exposure time (dose proportionate to time).

• Booths for radiographer.