Management of International

Health and Safety

Element 3: Health and Safety
Management Systems - DO

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 Learning Outcomes
• Outline the health and safety roles and responsibilities of
employers, managers, supervisors, workers and other
relevant parties.
• Explain the concept of health and safety culture and its
significance in the management of health and safety in an
organisation.
• Outline the human factors that influence behaviour at work in
a way that can affect health and safety.
• Explain how health and safety behaviour at work can be
improved.
• Explain the principles and practice of risk assessment.
• Explain the preventive and protective measures.

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 Learning Outcomes
• Identify key sources of health and safety information.
• Explain what factors should be considered when
developing and implementing a safe system of work
for general activities.
• Explain the role and function of a permit-to-work
system.
• Outline the need for emergency procedures and the
arrangements for contacting emergency services.
• Outline the requirements for, and effective provision
of, first aid in the workplace.

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 Unit IGC1: Element 3.1

ORGANISATIONAL HEALTH AND

SAFETY ROLES AND
RESPONSIBILITIES

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 Standards for Organising

Responsibility for ensuring that the workplace

is safe and free of health risk rests with the
employer.
As we noted earlier, this responsibility is
made clear in:
• ILO Convention C155.
• ILO Recommendation R164.

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 Reminder – What are the Employer’s
Four Duties?

Safe Place of Work

Safe Plant and Equipment

Safe System of Work

Training and Supervision

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 Organisational Health and Safety
Roles and Responsibilities
• Employer.
• Directors and senior managers.
• Middle managers and supervisors.
• Safety specialists.
• Workers.
• Controllers of premises.
• Self-employed.
• Suppliers, manufacturers, designers.
• Contractors.
• Joint occupiers of premises.
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 Employer

The employer carries

ultimate responsibility for
ensuring that the workplace
is safe and free of health and
safety risks.

Ensures the safety of workers

and “others”, e.g. visitors and
contractors.

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 Directors and Senior Managers

Directors and senior managers:

– Give an organisation its direction.
– Set its priorities.
– Allocate resources and appoint competent
persons.
– Allocate responsibilities.
– Are responsible for ensuring that all of the legal
requirements are met.
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 Directors and Senior Managers

Directors and senior managers can have

enormous influence over their organisation
and its priorities.

The way they are perceived by those lower in

the management hierarchy is very important;
they must demonstrate clear commitment
and leadership with regard to health and
safety.

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 Middle Managers and Supervisors
Middle managers and supervisors are involved in the
day-to-day operational running of the organisation so
are responsible for the health and safety standards
within the operations under their control.

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 Safety Specialists
Safety specialists (or
practitioners) are responsible
for giving correct advice to the
organisation so that the
organisation can meet its legal
obligations and achieve its
policy aims.

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 Group Discussion

What are the typical responsibilities of a

health and safety specialist?

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 Group Discussion
Typical responsibilities include:
– Providing advice and guidance on health and
safety standards.
– Promoting a positive culture.
– Advising management on accident prevention.
– Developing and implementing policy.
– Overseeing the development of adequate risk
assessments.
– Identifying training needs.
– Monitoring health and safety performance.
– Overseeing accident-reporting and
investigations.
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 Workers
Workers have a responsibility
to take reasonable care of
their own health and safety
and that of other people who
might be affected by what
they do (or don’t do).

Workers must also

co-operate with their
employer on matters of
health and safety.

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 Controllers of Premises
To the extent that they have
control, controllers of
premises are responsible for
ensuring that the premises
are safe to use as a
workplace, and that there is
safe access to it and egress
from it.

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 The Self-Employed

The self-employed have

responsibilities that are similar
to employees’:
• To take reasonable care of
their own health and safety
and the health and safety of
others who might be affected
by their acts or omissions.

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 Suppliers, Manufacturers, Designers

Designers, manufacturers,
importers and suppliers of
items and substances form
the “supply chain”.
They have responsibilities
to ensure their products are
safe.

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 Clients and Contractors

If a client can be held responsible for an injury

caused by a contractor working for the client
then it must be in the client’s own best
interests to ensure that contractors do not
endanger workers or others.

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 Clients and Contractors
The way that a client manages contractors can be
broken down into four key areas:

• Selecting the contractor.

• Planning the work.

• Co-ordinating the work.

• Monitoring the work.

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 Selecting the Contractor
Things you should check:
• Health and safety policy.
• Risk assessments.
• Qualifications and training records.
• Membership of a professional organisation.
• Maintenance and equipment testing.
• Previous or current clients.
• Accident records.
• Enforcement action.
• Adequate resources.
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 Planning the Work
Information to be shared between client and
contractor:

• Hazards posed by the site and work carried out.

• Hazards posed by the contractor’s activities.
• Risk assessments.
• Method statements.

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 Co-ordination of Work
Arrangements between the client and contractor
include:

• Ensuring activities don’t conflict.

• Permit-to-work system to control activities.
• Key contacts, e.g. works foreman identified to
ensure continuity.

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 Monitor and Control
Clients must:
• Monitor the work to ensure
safety.
The client can:
• Stop the work if it involves
unsafe practices.

Auditing against agreed method

statements is a good technique.

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 Joint Occupiers of Premises
• ILO Convention C155 – Article 17
• ILO Recommendation R164 – Article 11
• Employers in shared facilities should communicate to
develop appropriate health and safety standards and
appropriate policies and procedures.

• This may include:

- Sharing of procedures, e.g. fire and emergency
response.
- Sharing of risk assessments.
- Joint management-committee meetings.
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 End-of-Section Quiz

1. To whom does an employer owe a duty

with regard to health and safety?
2. How can directors influence health and
safety?
3. What are the key worker responsibilities?
4. What would you look for/check when
selecting a contractor?

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 Unit IGC1: Element 3.2

THE CONCEPT AND SIGNIFICANCE

OF HEALTH AND SAFETY CULTURE

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 Group Discussion

What do we mean by the term “health and

safety culture”?

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 Definition of Culture

The safety culture of an organisation is the

shared attitudes, values, beliefs and
behaviours relating to health and safety.
Influenced by:
• Management.
• Communication.
• Worker competence.
• Co-operation.

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 Relationship Between Culture and
Performance
In organisations with a positive safety culture:
• Health and safety is important to everyone.
• There is strong policy and leadership.
• Managers and directors lead on safety and
workers believe in it.
• Health and safety performance is good:
– People work safely.
– There are fewer accidents and ill-health events.

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 Relationship Between Culture and
Performance
In organisations with a negative safety culture:
• Most feel safety isn’t important.
• There is a lack of competence.
• Safety is low priority.
• Safety conscious workers are in minority.
• Health and safety performance is poor:
– There is a lack of attention to detail and
procedure.
– Lack of care and poor behaviour
results in accidents.
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 Relationship Between Culture and
Performance
Group Discussion Point
What indicators would you look at in order to
determine the safety culture of an
organisation?

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 H&S Culture Indicators
Poor health and safety culture leads to poor performance.
The following things need to be spotted early:
Accident records.
Sickness rates.
Absenteeism.
Staff turnover.
Compliance with safety rules.
Worker complaints.
Staff morale.
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 The Influence of Peers

In groups, a hierarchy naturally forms:

– Pressure is exerted from the top down.
– Can happen in informal groups, or formal
team.
Peer-group pressure can result in:
– “Good people” breaking rules to fit in.
– “Bad people” coming into line and working
safely!
Key is to get the influential people on board:
– E.g. through training.
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 Group Syndicate Activity

What factors could result in the deterioration

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

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 Factors Promoting a
Negative Culture
• Lack of leadership from management.
• Presence of a blame culture.
• Lack of management commitment to safety.
• Health and safety a lower priority than other issues.
• Organisational changes.
• High staff turnover rates.
• Lack of resources, e.g. too few workers, low investment.
• Lack of worker consultation.
• Interpersonal issues, e.g. peer-group pressure, bullying.
• Poor management systems and procedures.
• External influences, e.g. economic climate.
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 Summary
There is a link between safety culture and
performance.
Safety culture can be assessed by looking at
indicators.
Certain factors promote a negative safety culture.
Peer-group pressure can result in the individuals
changing their behaviour to fit in with the group.

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 End-of-Section Quiz

1. Give a definition of health and safety

culture.
2. What factors could result in the
deterioration of the health and safety
culture of an organisation?
3. What indicators can be used to assess the
health and safety culture?
4. What is “peer pressure”?

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 Unit IGC1: Element 3.3

FACTORS INFLUENCING
SAFETY-RELATED BEHAVIOUR

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 Safety-Related Behaviour
Three significant factors influence worker behaviour:
The individual:
– Personal characteristics.
The job:
– Nature of the job.
The organisation:
– Characteristics of the business.

Graphic taken from HSG48 from

www.hse.gov.uk/pubns/books/hsg48.htm

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 Organisational Factors
• Safety culture of the organisation.
• Policies and procedures.
• Commitment and leadership from
management.
• Levels of supervision.
• Peer-group pressure.
• Consultation and worker
involvement.
• Communication.
• Training.
• Work patterns.

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 Job Factors

• Task.
• Workload.
• Environment.
• Displays and controls.
• Procedures.

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 Individual Factors
Attitude.
Competence.
Motivation.
Risk perception.

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 Attitude, Competence and Motivation

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

Motivation:
– A person’s drive towards a goal; what makes
them do what they do.
– Particular care needed with the use of
financial incentives!

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 Changing Attitude

• Education and
training.

• High-impact
intervention
("aversion therapy").

• Enforcement.

• Consultation.
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 What is “Competence”?

A combination of:
• Knowledge.
• Ability.
• Training.
• Experience.

A competent person isn’t just one who is

trained:
– Nor is it someone who has been there a long
time!
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 Perception of Risk

Perception – the way a person interprets

information detected by their senses:

• Sight.
• Hearing.
• Smell.
• Taste.
• Touch.
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 Perception - Activity

On the following slide there is a graphic.

You are asked to count the number of
squares.
Remember that you can combine squares to
make squares!

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 Activity

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 Perception of Risk

Factors that can affect perception of hazards

and risk include:
• Illness.
• Stress.
• Fatigue.
• Drugs and alcohol.
• Previous experiences.
• Training and education.
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 Group Discussion Point

How can workers’ hazard perception be

improved?

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 Improving Hazard Perception

• Understand why hazards are not noticed by

talking to workers.
• Awareness campaigns/training.
• Highlight hazards, e.g. signs.
• Ensure adequate lighting is available.
• Reduce distractions, e.g. noise.
• Avoid excessive fatigue.

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 End-of-Section Quiz

1. What three key factors influence a

worker’s behaviour? Give examples of
each.
2. What is “competence”?
3. How can an organisation inadvertently
motivate people to behave unsafely?
4. Suggest reasons why two people may
perceive hazards differently.

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 Unit IGC1: Element 3.4

IMPROVING HEALTH AND SAFETY

BEHAVIOUR

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 Management Commitment and
Leadership
Securing management commitment is
essential:
– Senior managers provide leadership and
motivation.
– Needs clear policy, priorities and targets.
Commitment cascades down through the
organisation.
Requires visible leadership.

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 Group Syndicate Exercise

In groups, discuss the leaders that you have

worked with. What made them good (or bad)
leaders, particularly on health and safety?

From here, think about what managers can do

to demonstrate their commitment to health
and safety.

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 Visible Leadership

Demonstrated by:
– Behaving safely themselves.
– Involvement in the day-to-day management of
safety - e.g. attending safety meetings.
– Taking part in safety tours and audits.
– Promoting activities to improve safety.
– Enforcing the rules.

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 Disciplinary Procedures

Sometimes rules are broken.

Employees may endanger themselves or
others.
Ignoring issues can result in injuries.
Sometimes it is necessary to use discipline to
enforce the rules.

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 Who Would You Discipline?

A supervisor who orders the team to cut

corners to save time?
A reckless forklift-truck driver?
A persistent prankster?
An office worker who repeatedly fails to wear
PPE when in the factory area?
A maintenance worker who doesn’t isolate a
machine because the job was only 10
minutes?

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 Competent Staff

Competence:
– Knowledge, ability, training, experience.
Competent managers:
– Understand the implications of their decisions
on health and safety.
– Often a weakness!
Competent staff:
– Enables job to be done safely.

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 Keeping Up To Date

Essential to be up to date:
– Especially with law.
Various methods, including:
– HSE newsletters – www.hse.gov.uk
– EU law – http://osha.europa.eu/en/legislation
http://osha.europa.eu/en/oshnetwork/focal-points
– Websites – www.osha.gov/
www.commerce.wa.gov.au/WorkSafe/
– Practitioner publications and subscriptions.
– Conferences.
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 Effective Communication
Group Activity

List some specific examples of communicating in

the workplace as you can think of, splitting your list
into:
● Verbal communication.
● Written communication.
● Graphic communication.

What are the advantages and disadvantages of

each method?
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 Verbal Communication
Limitations Merits
Language barrier. Personal.
Jargon. Quick.
Strong accent/dialect. Direct.
Background noise. Check understanding.
Poor hearing. Feedback.
Ambiguity. Share views.
Misinformation. Additional information (body
Forget information. language).
No record.
Poor quality (telephone or
PA).

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 Written Communication
Limitations Merits
Indirect. Permanent record.
Time. Reference.
Jargon/abbreviations. Can be written carefully for clarity.
Impersonal. Wide distribution relatively
Ambiguous. cheaply.
May not be read.
Language barriers.
Recipient may not be able to
read.
No immediate feedback.
Cannot question.
Impaired vision.

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 Graphic Communication
Limitations Merits
Very simple. Eye-catching.
Expensive. Visual.
May not be looked at. Quick to interpret.
Symbols or pictograms may be unknown. No language barrier.
Feedback. Jargon-free.
No questions. Conveys a message to a wide
Impaired vision. audience.

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 Broadcasting Methods
How to get the message across:
Notice boards.
Posters and videos.
Digital media
Company Intranet
Toolbox talks.
Memos and e-mails.
Worker handbooks.

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 Co-operation and Consultation

• Often a legal requirement to consult with

workers.
• Consultation is a two-way process:
– Managers inform workers of plans, etc.
and listen to employee concerns.

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 Methods of Consultation

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

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 Typical Issues to Consult on

Introduction of new measures affecting

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

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 Co-operation and Consultation

Negative Culture:
Informing.
Dictatorial approach.

Positive Culture:
Consultation.
Worker involvement.

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 Training
What is Training?
Training (in the context of health and safety)
is:
“…. The planned, formal process of acquiring
and practising knowledge and skills in a
relatively safe environment.”
Training is a key component of competence.

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 Training
Dramatic effect on safety-related behaviour.
Without training, workers try to do their jobs by:
– Copying others (including their bad habits).
– Doing the job the way they think is best.

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 Training

Helps workers understand:

• Hazards and risks.
• Rules and precautions.
• Emergency procedures.
• Limitations and restrictions.

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 Training Opportunities:
When Do You Need to Train?
Induction − For new employees.
training
Job change − New hazards following a change in
job.
Process change − New hazards associated with new
ways of working.
New technology − New hazards associated with plant and
machinery.
New legislation − Implications of the new legislation.

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 Training Needs Analysis

Factors to be considered include the:

– Type and function of the organisation.
– Hazard and risk profile.
– Accident history of the organisation. There
may be statutory training requirements.
– Level of training previously provided,
together with the detail of which employees
have been trained and when.

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 Post-Training Activities

Maintain training records:

– Who attended which sessions and when.
Carry out evaluation of effectiveness:
– Look for indicators such as:
– Reduced incidents.
– Increased awareness.
– Improved compliance with rules.

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 Group Activity

Design a health and safety induction training

programme for new starters. Consider the
following:
• What topics should be included?
• In what order?
• How long should the induction take?
• When are you going to do it?
• What problems might be involved in doing
it?

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 New Employee Induction Topics
• Health and safety policy.
• Emergency procedures.
• First aid.
• Welfare facilities.
• Safe movement.
• Accident and incident-reporting.
• Consultation arrangements.
• Safety rules.
• Personal protective equipment.
• Safe working and permits.
• Risk assessment system.
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 End-of-Section Quiz

1. How can directors/managers demonstrate

their commitment to health and safety?
2. What are the 3 different communication
methods that are used?
3. What is the difference between
“consulting” and “informing”?

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 Unit IGC1: Element 3.5

PRINCIPLES AND PRACTICE OF

RISK ASSESSMENT

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 Legal Requirements

ILO Convention C155 Article 15.

Imposes a duty to ensure a workplace is,
so far as is reasonably practicable, without
risk to employees.

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 Reasonable Practicability

“Reasonable practicability”:
– Balance of cost vs risk of harm.
– Cost is time, effort and money.

Basis of a risk assessment.

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 Hazard and Risk

Hazard – something with the

potential to cause harm.

Risk – the likelihood that a

hazard will cause harm,
together with its severity.

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 Whole Group Activity

In 5 minutes, identify as many hazards as

possible present in the training environment.

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 Hazard Categories
Physical:
– E.g. electricity, noise, vibration, radiation,
machinery.
Chemical:
– E.g. mercury, solvents, carbon monoxide.
Biological:
– E.g. legionella bacteria, hepatitis.
Ergonomic:
– E.g. manual handling, repetitive tasks.
Psychological:
– E.g. stress, violence.
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 Objectives of Risk Assessment

Prevent:
• Death and personal injury.
• Other types of loss incident.
• Breaches of statute law,
which might lead to
enforcement action and/or
prosecution.
• The direct and indirect costs
that follow on from
accidents.
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 Risk-Assessors
• Competent people:
– Training, knowledge, experience.

• Team approach is beneficial:

– Workers familiar with tasks.
– H&S specialists.
– Technical specialists.
– Line managers.
– Worker safety representatives.

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 Suitable and Sufficient
Risk Assessment
State the name/competence of assessor.
Identify significant hazards and risks.
Identify persons at risk.
– Workers and others, e.g. visitors and vulnerable.
Evaluate effectiveness of current controls.
Identify additional controls.
Enable employer to prioritise controls.
Record significant findings.
Appropriate to nature of work.
Proportionate to risks.
State validity period.
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 The 5 Steps to Risk Assessment

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 Step 1: Identify the Hazards
Safety Health
Physical injury: Occupational disease or
• Slips, trips and falls. ill health:
• Falling objects. • Physical.
• Collisions. • Chemical.
• Trapping/crushing. • Biological.
• Machinery. • Ergonomic.
• Electricity. • Psychological.
• Transport.
• Chemicals.
• Drowning.
• Asphyxiation.
• Fire/explosion.
• Animals.
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 Hazard Identification

• Inspections of the workplace.

• Task analysis:
– Analyses job components before
the job starts.
• Legislation:
– Standards, guidance documents.
• Manufacturers’ information:
– Safe use, maintenance, cleaning.
• Incident data:
– Accidents, near-misses,
ill health.
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 Task Analysis

S elect the task.

R ecord the stages of the task.
E valuate risks associated with each stage.
D evelop the safe working method.
I mplement the safe working method.
M onitor to ensure effectiveness.

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 Step 2: Identify the People at Risk
• Workers/operators.
• Maintenance staff.
• Cleaners.
• Contractors.
• Visitors.
• Members of the public
(also trespassers).

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 Vulnerable Groups

People at special risk:

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

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 Step 3: Evaluate the Risk

What is risk?
It is a measure of the likelihood of harm
occurring and the severity of that harm.

Or, to put it more simply:

Risk = Likelihood × Severity

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 Step 3: Evaluate the Risk

The risk evaluation can be:

• Qualitative (based on
opinion)
Uses words to describe
likelihood and severity, e.g.
high, medium, low, etc.
• Semi-Quantitative
Uses words and numbers to
describe likelihood and
severity.
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 Step 3: Evaluate the Risk

Likelihood Severity

1 = extremely unlikely 1 = very minor

2 = unlikely 2 = first-aid injury

3 = possible 3 = lost-time injury

4 = likely 4 = hospital treatment

5 = very probable 5 = disabling injury

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 Risk Assessment Matrix

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 Hierarchy of Control

• Elimination.
• Substitution.
• Engineering controls.
• Administrative
controls.
• Personal Protective
Equipment (PPE).

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 Guidance and Legal Standards
What does national law require?
• Sometimes, there are very clear
regulations and codes of practice
to be met.
• Often, there is no set standard in
law – but guidance may be
available.
• Can you think of who might
provide guidance?

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 Guidance and Legal Standards

• International
standards.
• National legislation.
• Industry standards.
• Guidance from
regulators.

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 Residual, Acceptable and
Tolerable Risk
If risk is unacceptable, more action is needed.
If risk is lower, it may be tolerable for a short
period of time.
If risk is acceptable, the risk is adequately
controlled.

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 Priorities and Timescales

High-risk = high-priority actions.

Low-risk = low priority.

BUT risk and timescale are not the same:

Low-cost, easy actions should be taken, even
if low priority.
Medium priority still needs rapid action.

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 Step 4: Record Significant Findings

Typical content:
• Activity/area assessed and hazards.
• Groups at risk.
• Evaluation of risks and adequacy of existing
control measures.
• Action plans for further precautions needed.
• Date and name of
competent person.
• Review date.
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 Step 5: Review
Significant change in:
• Process.
• Substances.
• Equipment.
• Workplace environment.
• Personnel.
• Law.
If it is no longer valid:
• Accident.
• Near-miss.
• Ill health.
Periodically, e.g. annually.
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 Group Syndicate Exercise
Lawn-mowing
Using task analysis, prepare a brief risk
assessment suggesting control measures to
reduce the risks involved with this activity.
Use the 5x5 risk matrix we covered earlier.

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 Alternative Group Syndicate
Exercise
In groups, carry out a risk assessment on
these premises:
• Use Steps 1 to 4.
• Use a quantitative scoring system.
Present your findings to the other groups in
20 minutes.

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 Young Persons
• Under 18 (national law).
• Lack of experience.
• Physical and mental maturity.
• Poor risk perception.
• Influenced by peer group.
• Eager.
• Control measures:
• Prohibit certain high-risk activities, e.g. high-risk
machinery.
• Restrict work patterns and hours, e.g. no overtime.
• Train and supervise.
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 Expectant Women and Nursing
Mothers
Hazards:
• Certain chemicals, e.g. lead.
• Certain biological agents, e.g. rubella virus.
• Manual handling.
• Temperature extremes.
• Whole-body vibration.
• Ionising radiation.
• Night shifts.
• Stress.
• Violence.
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 Disabled Workers

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

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 Lone Workers

Workers especially
vulnerable and more at risk:
• Of violence:
– E.g. prison officer, mental-
health nurse.
• If they are injured or ill:
– E.g. confined-space entry.

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 End-of-Section Quiz

1. Define “hazard” and “risk”.

2. Define “accident”, “injury accident” and
“near-miss”.
3. What are the 5 steps to risk assessment?
4. What should a suitable and sufficient risk
assessment contain?
5. Who should be considered in a risk
assessment?
6. How is risk evaluated?

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 Unit IGC1: Element 3.6

PREVENTIVE AND PROTECTIVE

MEASURES

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 General Control Hierarchy
• Remove the source of the risk -
Eliminate the hazard. the most effective option.

• Engineering solutions provide

Create a safe place. physical protection.
• Safe working methods - relies
Create a safe person. heavily on safe behaviour.

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 Hierarchy of Control
Elimination.
Substitution.
Engineering controls:
– Isolation, total enclosure.
– Separation, segregation.
– Partial enclosure.
– Safety devices.
Administrative controls:
– Safe systems of work.
– Reduced exposure.
– Reduced time of exposure, dose.
– Information, instruction, training and
supervision.
Personal Protective Equipment (PPE).
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 Worked Example – Cleaning the
Oven
Current chemical is corrosive (burns):
– Eliminate – don’t clean the oven? Buy a new
oven? Don’t use chemicals?
– Substitute the corrosive chemical for a less
hazardous one?
– Isolate – keep others out of the kitchen.
– Procedures – follow instructions on tin.
– PPE – wear gloves as per instructions.

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 Group Syndicate Activity

You are the manager of a large, commercial

bakery. You have recently discovered that
flour dust can be harmful to the health of
your workers.
Flour is currently added by hand from sacks.
Assume no other controls are present.
Using the hierarchy of control, identify
possible controls to reduce the risk of dust
inhalation.

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 Alternative
Group Syndicate Activity
• You are the manager of a domestic
window-cleaning company.
• You are concerned by the potential for
injuries due to falls from height.
• Using the hierarchy of control, identify
possible controls to reduce the risk of falls.

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 Safety Signs

Prohibition Warning Mandatory

Safe Condition Fire-Fighting Equipment

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 Personal Protective Equipment (PPE)
Employers should:
• Supply suitable PPE:
• Appropriate for risk.
• Ergonomic.
• Fits the wearer.
• Doesn’t increase overall risk.
• Complies with standards.
• Ensure compatibility of items.
• Suitable storage.
• Information, instruction and training.
• Enforce use of PPE.
• Replace or repair damaged or lost
items.
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 Whole Group Exercise

Discuss the benefits and limitations of

PPE as a risk-control method.

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 Personal Protective Equipment (PPE)
Benefits of PPE Limitations of PPE
• Interim control. • Doesn’t remove hazard.
• Some situations – only • Only protects the wearer.
control option. • Requires good fit.
• Relies on wearer.
• Emergency back-up.
• Requires training.
• Cheap (short-term). • Uncomfortable.
• Immediate protection. • May increase overall risk.
• Incompatibility.
• Unpopular, so often unworn.
• Fails to danger.
• No good if wrongly selected.
• Contamination.
• Expensive long-term.

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 End-of-Section Quiz

1. Outline the general hierarchy of control.

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 Unit IGC1: Element 3.7

SOURCES OF HEALTH AND SAFETY

INFORMATION

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 Sources of Information

Sources can be
• internal, and
• external
to the organisation.

List all the internal and external sources you

can think of and discuss them.

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 Sources of Information
Internal External
• Accident records. • National legislation.

• Medical records. • Safety data sheets.

• Codes of practice.
• Risk assessments.
• Guidance notes.
• Maintenance reports. • Operating instructions.
• Safety inspections. • Trade associations.
• Audit reports. • Safety publications.
• Safety-committee minutes.
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 Source Organisations
International Labour Organisation (UN)
www.ilo.org

Occupational Safety and Health Administration (USA)

www.osha.gov

European Agency for Safety and Health at Work (EU)

http://agency.osha.eu.int

Health and Safety Executive (UK)

www.hse.gov.uk

Worksafe (Western Australia)

www.commerce.wa.gov.au/WorkSafe
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 End-of-Section Quiz

1. What internal sources of health and safety

information are there within an
organisation?
2. What external sources of information are
there?

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 Unit IGC1: Element 3.8

DEVELOPING AND IMPLEMENTING

SAFE SYSTEMS OF WORK

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 Safe System of Work

Formal Systematic
Recorded Examination of work

Hazards Safe Methods

Identified Defined

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 Roles and Responsibilities

Responsibility of the employer:

– Ensure SSoW are available for activities that
create significant risk, e.g. maintenance.
Role of competent persons:
– Developed by people who can identify and
control hazards.
Workers involvement:
– Active part in development of SSoW.
– Gains commitment, helps culture.

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 Group Discussion Point

Why do you think it may be beneficial to have

written procedures?

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 Written Procedures

Written procedures:
– Ensure consistency.
– Provide a basis for training.
– Establish a standard (can be checked).
– Provide a written record for incident
investigations/regulatory inspections.
Can be in many forms:
– Checklists.
– Short notes.
– Detailed manuals.
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 Technical, Procedural and
Behavioural Controls
SSWs require the integration of controls:
Technical:
– Equipment and engineered solutions.
Procedural:
– Safe systems of work, procedures, permits.
Behavioural:
– Training, awareness, competence.

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 Developing SSoW - PEME

People – competence, ability.

Equipment – plant, equipment, PPE.
Materials – substances, articles, waste.
Environment – space, lighting, heating.

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 Developing Safe Systems of Work

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

For each step:

– First identify the hazards.
– Then identify the controls.

So, Step 1 (changing wheel) might have:

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

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 Group Discussion Activity

Suggest hazards and controls for each step of

the worked example “changing a wheel”.

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 Introducing Controls and
Formulating Procedures
Often most difficult stage!

Consultation and engagement helps gain

buy-in from workers.

Allow concerns to be raised and addressed

during development.

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 Instruction, Training and
Monitoring
Information, Instruction, Training and
Supervision (IITS)

May need detailed training in the SSoW.

Must monitor to ensure:

– SSoW is being applied correctly.
– SSoW is as safe as was intended!

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 Optional Group Syndicate Activity

Using SREDIM, develop a simple safe system

of work for the task allocated to your group:
– Making a cup of tea.
– Making a batch of cement with a cement-
mixer.
– Painting a ceiling (emulsion).

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 Specific Examples of SSoW

Confined spaces.

Using PEME
Lone working. principles,
what should
be included in
a SSoW for
each?

Travelling abroad.

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 Confined Space
• Enclosed in nature
(ventilation will be
restricted and access/
egress may be difficult).
• One or more foreseeable
specified risks exist:
– Fire or explosion.
– Loss of consciousness from gas, fumes, vapour, lack of
oxygen.
– Drowning.
– Asphyxiation from free-flowing solid.
– Loss of consciousness from temperature.

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 Confined-Space Control Measures
Do not work inside a confined space if possible.
Carry out a risk assessment.
Develop safe system of work.
Emergency arrangements.
Permit-to-work.
Trained personnel.

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 Safe System of Work for
Confined Spaces
• Supervision. • Isolation, lock off of
• Competency. electrical/mechanical
hazards.
• Communication.
• Atmospheric • PPE.
testing/monitoring. • Access/egress.
• Ventilation. • Fire prevention.
• Removal of residues. • Lighting.
• Isolation, lock off of • Suitability of
in-feeds and out-feeds. individuals.
• Emergency/rescue
procedures.

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 Lone Workers

“Workers who are separated from their work

colleagues.”
Lack assistance if things go wrong.
Communication with colleagues more difficult, i.e:
– Out of eyesight.
– Out of earshot.

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 Group Discussion

Give as many examples of lone workers as

you can in 1 minute.

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 Lone Working Examples
Maintenance workers.
Service engineers, e.g. gas, appliance.
Garage forecourt attendants.
Trainers/tutors.
Security guards.
Receptionists (sometimes).
Social workers/carers.
Health visitors/district nurses.
Painters/decorators.
Sales representatives (on the road).
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 Safe System of Work for Lone
Working
No lone working for high-risk activities, e.g. confined spaces.
Remote supervision.
Logging workers’ locations.
Mobile phones or radios.
Lone-worker alarm systems.
Procedures for lone workers.
Emergency procedures.
Training for workers.

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 Working and Travelling Abroad

Not the same as a holiday!

– Brings additional hazards.
Risks when travelling related to:
– Security.
– Health.
Workers may also be “lone workers”.
Some areas are not recommended for travel –
see local websites, e.g. FCO at:
www.fco.gov.uk/en/travel-and-living-abroad/travel-advice-
by-country
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 Working Abroad
Employers have a duty to workers whom they send
to work abroad and should provide:
• Pre- and post-visit briefings.
• Insurance.
• Health advice and vaccinations.
• Financial arrangements.
• Security training and advice.
• Cultural requirements advice.
• Accommodation.
• In-country travel.
• Emergency arrangements.

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• 24-hour contacts.
 Standards for Safe Systems of Work

Safe Work in Confined Spaces

UK HSE ACoP L101

Safety in the Global Village

IOSH information sheet (1999)

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 End-of-Section Quiz
1. What is a safe system of work?
2. Who is responsible for developing safe
systems of work?
3. What are the advantages of a written
procedure over a verbal one?
4. What are the key steps in carrying out a
task analysis before developing a safe
system of work (SREDIM)?
5. What controls might be implemented to
ensure the safety of lone-working social
workers?
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 Unit IGC1: Element 3.9

PERMIT-TO-WORK SYSTEMS

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 Permit-to-Work Systems
A formal, documented safety procedure, forming
part of a safe system of work.

Typical applications:
• Hot work (involving naked flames,
or creation of ignition sources).
• High-voltage electrical systems.
• Confined-space entry.
• Operational pipelines.
• Excavation near buried services.
• Complex machinery.
• Working at height.

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 Permit-to-Work

Consists of 4 elements:
1. Issue.

2. Receipt.

3. Clearance/return to
service.

4. Cancellation.

May also be an extension.

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 Permit-to-Work System

• Issue – Pre-Job Checks

– Description of work to be carried out.
– Description of plant and location.
– Identify hazards and assess risks.
– Identification of controls.
– Additional permits, e.g. hot work.
– Isolation of services.
– PPE.
– Emergency procedures.

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 Permit-to-Work System

Receipt – handover of permit:

– Competent and authorised person issues
permit to workers.
– Workers sign to say they accept controls.
Work can now start:
Plant is now under the control of the workers.

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 Permit-to-Work System

Clearance – return to service:

– Workers sign to say they have left the
workplace in safe condition, work is complete
and operations can resume.

Cancellation:
– Authorised person accepts plant back and can
remove isolations, etc. Cancels permit.
Plant is now returned to the control of the
“site”.

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 Importance of Permit Control
Poorly-implemented
permits are useless.
Piper Alpha disaster was
the failure of a permit-to-
work system.
Government Licence v1.0
People must be trained in (www.nationalarchives.gov.uk/doc/o
pen-government-licence/)
use.
Permits never issued from
a desk.
System must be
monitored.
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 Hot-Work Controls

Remove flammable materials.

Fire-retardant blankets/screens.
Floor swept of debris.
Floors damped down, if necessary.
Fire extinguishers at hand.
“Fire-watcher” present.
Post-work checks to ensure
no smouldering embers.

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 Work on Live Electrical Systems

Work must be justified:

– Not possible to work dead.
Precautions are in place.
Workers are competent.

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 Confined Spaces

Risk assessment by competent person.

Controls implemented (already covered).
Safe system of work.
Emergency arrangements.

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 Machinery Maintenance

Work is carefully planned and controlled:

– May be several people working.
Hazards are communicated.
Services are isolated and locked off.
Stored energy is released.
Workers are competent.

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 Work at Height

Avoidance, if possible.
Prevention of falls by using:
– Safe platform with adequate edge-protection.
Minimise distance and consequence of fall:
– PPE and fall-arrest devices.
Weather conditions considered:
– Wind, ice/snow.

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 End-of-Section Quiz

1. What types of work require a permit-to-

work?
2. What are the key features of a permit-to-
work document?
3. What are the main limitations of a permit-
to-work system?

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 Unit IGC1: Element 3.10

EMERGENCY PROCEDURES

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 Emergency Procedures

Why do we need them?

Because despite all of the precautions, things
can still go wrong!

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 Group Syndicate Activity

What emergency situations would the

following organisations have to consider
when developing emergency procedures?
– A primary school.
– A chemical-manufacturing plant.
– A shopping centre.

Be prepared to feed back to the group.

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 Group Syndicate Activity
Primary school:
– Fire, first aid, bomb threat (possibly), severe
weather, outbreak of disease.
Chemical-manufacturing plant:
– Fire, first aid (including multiple-casualty incident),
bomb threat, severe weather, outbreak of disease,
chemical release, toxic chemical exposure.
Shopping centre:
– Fire, first aid, terrorist threats including bomb
and/or suspect packages, multiple-casualty incident,
severe weather, crowd control/panic.

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 Emergency Procedures

The organisation needs to

arrange:
• Procedures to be followed.
• Suitable emergency equipment.
• Responsible staff.
• Training and information needs.
• Drills and exercises.

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 Contacting Emergency Services

Communication equipment:
– Phones, radios, etc.
Contact details:
– National and local emergency numbers.
Responsible individuals:
– ESSENTIAL to understand whose responsibility
it is!
– Must be trained.

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 End-of-Section Quiz

1. What types of emergency situation might

an organisation need to consider?
2. You are developing fire response
arrangements – what key things would you
include?

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 Unit IGC1: Element 3.11

FIRST AID

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 First Aid
An employer has a duty to make appropriate first-
aid provision for his employees, which include:
• Facilities:
– An appropriate location where first-aid

treatment can be given.

• Equipment:
– Suitably stocked first-aid kits and other
equipment.
• Personnel:
– Trained staff.

Must inform people of these arrangements.

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 'The 3 Ps'
Basic principle of first aid is to keep the injured
person alive until professional medical assistance
arrives, sometimes called 'The 3 Ps':

Preserve life.

Prevent deterioration.

Promote recovery.

Also provide treatment for minor injuries.

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 Personnel and Coverage
Trained personnel:
• First aider – full training.
• Appointed person – basic training only.

Coverage will depend on:

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

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 First-Aid Facilities
First-Aid Room (Possibly) Equipment
• Centrally located; First-aid boxes (minimum).
accessible by emergency Plus:
services. • Eye-wash stations.
• Clean and adequately • Emergency showers.
heated, ventilated and lit.
• Blankets.
• Hand-wash facilities,
chair, clinical-waste bin, • Splints.
etc. • Resuscitation equipment.
• Stretchers.
• Wheelchairs.
• Other equipment, as
required.
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 End-of-Section Quiz

1. What is the basic function of a first aider?

2. What should be considered when
determining the number of first aiders on
site?
3. What other factors should be considered
when evaluating the overall level and type
of first-aid provision for a site.

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