Table of Contents
Occupational Safety & Health Standards
1
Communication in Safety
3
Roles of Supervisors in Training
6
Employee Safety Training
8
Fundamentals of Industrial Hygiene
9
Occupational Health Hazards
10
Environmental Monitoring
16
Machine Safeguarding
20
Electrical Safety & Lock Out /Tag Out
23
Materials Manual Handling Safety
27
Fire Safety
30
Safety Inspection
33
Accident Investigation
35
Human elements in Safety
38
Behavior Motivation
40
First Aid
43
Personal Protective Equipment
46
Job Hazard Analysis
49
Safety Management System
52
Fundamental of Adult Learning
54
Emergency Preparedness
57
Re-Entry Program
60
The Occupational Health & Safety Program
63
Workshop Materials
65
OCCUPATIONAL SAFETY & HEALTH STANDARDS Objective: Objective:
To fami familia liariz rize e the the partic particip ipan antt with with the BWCBWC-DO DOLE LE OSH OSH stan standar dards ds
Occupational Safety and Health Standards Promulgated under Article 162, Book IV, P.D. 442 otherwise known as the “Labor Code of the Philippines” First Issue (1978) Second Issue (1989) Scope of OSH Standards The OSH Standards shall cover all places of employment except land, sea, air transportation and safety in mines. OSH Standards RESPONSIBILITIES OF EMPLOYERS Furnish his workers a place of employment free from hazardous conditions that are causing or likely to cause death, illness or physical harm to his workers; Use only approved devices and equipment in his workplace; Give complete job instructions to all his workers, especially to those entering the job for the first time, including relating to the familiarization with their work environment, hazards to which the workers are exposed to and steps taken in case of emergency; and Comply with the requirements of these Standards.
RESPONSIBILITIES OF WORKERS Cooperate with the employer in carrying out the provisions of the OSH Standards. Report to his supervisor, hazards found in his workplace. Use safeguards and safety devices. Follow instructions given by the employer in accordance with the standards. Content of OSH Standards General Provisions Other Safety Rules Registration Training of Personnel in OSH Health and Safety Committee Notif otific icat atio ion n & Keep eeping ing of Recor ecords ds of Accidents and/or Occupational Illnesses Premises of Establishments Occupational Health & Environmental Control •
PPE Hazardous Materials Gas & Elec lectric tric Weldin lding g Operations Hazardous Workplaces Explosives Materials Handling & Storage Boiler Unfired Pressure Vessels Machine Guarding
and
Cuttin ting
OSH STANDARDS Enforcing Authority The OSH Standards are enforced by the fourteen (14) Regional Labor Offices and their District Offices of the Department of Labor and Employment (DOLE) in different parts of the country. Penal Provision All violations of the provisions of this OSH Standards shall be subject to the applicable penalties provided for in the Labor Code, P.D. 442 as amended. Definition of Terms Accid Accident: ent: An unplann unplanned, ed, undesir undesired ed event, event, not necessa necessarily rily injuriou injurious s or damagin damaging, g, that that disrupts the completion of an activity.
OCCUPATIONAL SAFETY & HEALTH STANDARDS Objective: Objective:
To fami familia liariz rize e the the partic particip ipan antt with with the BWCBWC-DO DOLE LE OSH OSH stan standar dards ds
Occupational Safety and Health Standards Promulgated under Article 162, Book IV, P.D. 442 otherwise known as the “Labor Code of the Philippines” First Issue (1978) Second Issue (1989) Scope of OSH Standards The OSH Standards shall cover all places of employment except land, sea, air transportation and safety in mines. OSH Standards RESPONSIBILITIES OF EMPLOYERS Furnish his workers a place of employment free from hazardous conditions that are causing or likely to cause death, illness or physical harm to his workers; Use only approved devices and equipment in his workplace; Give complete job instructions to all his workers, especially to those entering the job for the first time, including relating to the familiarization with their work environment, hazards to which the workers are exposed to and steps taken in case of emergency; and Comply with the requirements of these Standards.
RESPONSIBILITIES OF WORKERS Cooperate with the employer in carrying out the provisions of the OSH Standards. Report to his supervisor, hazards found in his workplace. Use safeguards and safety devices. Follow instructions given by the employer in accordance with the standards. Content of OSH Standards General Provisions Other Safety Rules Registration Training of Personnel in OSH Health and Safety Committee Notif otific icat atio ion n & Keep eeping ing of Recor ecords ds of Accidents and/or Occupational Illnesses Premises of Establishments Occupational Health & Environmental Control •
PPE Hazardous Materials Gas & Elec lectric tric Weldin lding g Operations Hazardous Workplaces Explosives Materials Handling & Storage Boiler Unfired Pressure Vessels Machine Guarding
and
Cuttin ting
OSH STANDARDS Enforcing Authority The OSH Standards are enforced by the fourteen (14) Regional Labor Offices and their District Offices of the Department of Labor and Employment (DOLE) in different parts of the country. Penal Provision All violations of the provisions of this OSH Standards shall be subject to the applicable penalties provided for in the Labor Code, P.D. 442 as amended. Definition of Terms Accid Accident: ent: An unplann unplanned, ed, undesir undesired ed event, event, not necessa necessarily rily injuriou injurious s or damagin damaging, g, that that disrupts the completion of an activity.
Haza Hazard rd:: Is any pote potenti ntial al or exis existin ting g condi conditio tion n in the the work workpla place ce that, that, by itself itself or by interacting with other variables, can result in death, injuries, property damage, and other losses. Hazard Control: Hazard control involves developing a program to recognize, evaluate, and eliminate (or at least reduce) the destructive efforts of hazards arising from human errors and from conditions in the workplace. Loss Loss Control Control:: Is accide accident nt prevent prevention, ion, achiev achieved ed throug through h a complet complete e safety safety and health health control program. Safety: The control of hazards to attain an acceptable level of risk. Control: To regulate or restrain. Risk: Chance of physical or personal loss. Incident: An event that may or may not result to loss. Immediate Causes of Accidents 1. Unsafe Acts – 80 - 98% Behaviors which can permit permit the occurrence of accidents or incidents. Deviation from standard operating procedures. Examples: Servicing equipment in operation Making safety devices inoperative 2. Unsafe Conditions – 2 - 20% Physical conditions of equipment, materials or work environment that can permit accidents or incidents to occur. Examples: Inadequate guards or barriers Radiation exposures Loss Control Programs Leadership and Administration Management Training Planned Inspections Task Analysis and Procedures Accident/Incident Investigation Task Observation Emergency Preparedness Organizational Rules Accident/Incident Analysis Employee Training •
Personal Protective Equipment Health Control Program Evaluation System Engineering Controls Personal Communications Group Meetings General Promotion Hiring and Placement Purchasing Controls Off-the-Job Safety
Manager’s Area of Responsibility Production Quality Cost Accident/Illness Safety Responsibilities of everyone Responsibility is having to answer to higher management for activities and results.
COMMUNICATION IN SAFETY Objective: To understand the principles and techniques in communication Communication A process in which a message (information, beliefs, feelings, ideas) is sent from one person to another A relationship set up by the sending and receiving of messages; involves a connection/linkage between people/2 parties based on their mutual understanding of what is happening Communication is what we do to give and get understanding. •
•
•
Elements/Components of the Communication Process Sender Receiver Message Channel Feedback Environment • • • • • •
Basic Psychology of Communication Six different Messages involved in Communication 1. What you mean to say 2. What you actually say 3. What the other person hears 4. What the other person thinks he hears 5. What the other person says 6. What you think the other person says Guiding principles A. Professional Management Principles 1.
Motivation to accomplish results tends to increase as people are informed about the matters affecting the results.
2.
Principles of Line Loss – the effectiveness of a communication tends to vary inversely with its extension.
3.
Principles of Emotional Appeal – appeals to emotion are communicated more readily than appeal o a person.
4.
Principles of application – the more communication is applied (put to work), the better it is understood and remembered.
F I D O Principles Frequency……………..How often? Intensity………………..How vivid? Duration………………..How long? Over Again…………….How recurrent?
1.
Principles of Frequency – the more often the message is repeated, the more likely it is to be remembered.
2.
Principles of intensity - the more vivid, enthusiastic, personalized, and positive the communication is, the better it will be remembered.
3.
Principles of duration - shorter messages are more likely to get the attention, understanding and retention required for good communication.
4.
Over Again Principles -learning is enhanced and strengthened by spaced repetition, messages are stamped into the mind bit by bit.
5. The KISS Principles – Keep it Simple…….Sir/Sister/Sweetheart o
Keep it Clear. Keep it understandable.
Supervisor – as the key member of the management The supervisor is the key management communicator for his group; he has he closest, most frequent contact with the workers. Group meetings, properly conducted, help to create a cooperative communication climate. Group meetings allow the most economical use of time in giving the same information to everyone in the group. Group meetings permit participation by all concerned; they help give people a chance to contribute ideas, suggestions and reactions. Fairly frequent, short group meetings are excellent tools for continuing communication, education and motivation. •
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•
•
•
To be most efficient and effective, these meetings must be conducted well. Supervisors must know how to talk to groups; how to make group presentations; how to communicate (give and get understanding) with whole team. How to give safety talks? By using the “Five P” Plan - Prepare Pinpoint Personalized Picturize Prescribe Prepare THINK – about the subject WRITE – things down READ - related materials LISTEN – to others’ ideas and attitudes ORGANIZE – and outline your talks PRACTICE – practice, practice Pinpoint
Concentrate on
-
Emphasize on
-
-
one safety rule one accident analysis one first aid hint
-one house keeping item -one unsafe practice
one fire preventive one damage control hint one safety improvement one practice device
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one training tip
Personalize Establish common ground with your listeners Zero-in on one idea…… that you can state in a single sentence Aim for a communication bull’s eye • • •
Picturize • • • •
Create clear mental pictures for your listeners Appeal to both their ears and their eyes Help them to really “see what you mean” Use visual aids
Prescribe • • • •
In closing your talk, answer the question the listeners always have: “So What?” Tell them what to do Ask for special action Give a prescription
Requirements of an Effective Communicator Feedback • •
•
Verbal or non verbal response indicating of receiver’s reaction to the senders massage A receiver may give feedback to let the sender know that he or she has been understood; to agree or disagree to the sender’s message, or to indicate a need for more information. Communicators must constantly be alert for cues/clues to whether or not they are understood (facial expression, head nods, etc.)
Traits of an Effective Communicator Enjoys communicating Really cares about how others receive the message (feedback) Possesses a high energy level (dynamic) Communicate to people, not at mass audience Pleasant to be with and make others feel important Uses body language well Presents ideas clearly Employs vocal variety Uses correct grammar and pronunciation • • • • • • • • •
Effective communication
Loo k Out
.
What ?
ROLES OF SUPERVISORS IN SAFETY Objective: To develop and equip focal workers to carry out their duties with regard safety and health in the workplace.
What makes a supervisor? The supervisor is management on the front line. They directly influence the quality and quantity of goods and services produced. He must be an employee relations man, a production man, an instructor and a quality control man. He has to be both friendly and at the same time disciplinarian.
To fulfill his responsibility to management and employees, he must learn to be at the right place at the right time. That means he has to be a planner not only for today, but tomorrow, next week, next month. He has to anticipate demands and meet schedules in a manner, which will benefit the company and its employees. Being at the right place at the right time means the supervisor has to be, at times, a salesman, father confessor, engineer, public and community relations man, spokesman for management, arbiter and many other things. Among the troublesome aspects of a supervisor’s job is the matter of discipline. But most of them agree that discipline cannot be brought about by the use of threats or punishment. The type of discipline that is built on fear is fast disappearing in industry today. Supervisors are getting far more satisfactory results by building the morale of their employees. Discipline situations arise less frequently when employees are happy in their jobs. POINTERS ON HOW TO BOOST MORALE OF THE WORKERS
Have as few rules as possible, but see to it that they are observed. Involve workers to develop minimum workable rules. Remember that workers are people and that they prefer to be led. Avoid playing favorites – treat all workers alike. Speak to offenders privately. Make sure the worker is aware of and knows the rules he broke, if not, see that he is informed about it and that all workers know about it.
BASIC PRINCIPLES OF SUPERVISION It would be difficult to establish a hard and fast set of rules that a supervisor should go – by in every situation with which he may be confronted. There are, however, certain principles that are applicable to almost all conditions and situations, provided a person understands how to apply them. A man who fully understands all of his responsibilities and duties as well as his authority, he will obtain better cooperation from his fellow supervisors and his employees. It would be to his advantage to have a clear understanding of company policies and to know how to explain them to the workers. He should assume the responsibility not only for the quantity and quality of the production efforts of his employees, but also for the actions of his employees.
The Supervisor and Employee Motivation The Supervisor and Job Economics Organizational Communication Employee Training
The Supervisor and Accident Prevention SAFETY RESPONSIBILITY OF THE LINE SUPERVISOR The largest share of responsibility in the substantial reduction of accidents and injuries on the job falls on the shoulders of the supervisor, not because it has been arbitrarily assigned to him, but because accident prevention and production control are closely associated to supervisory functions. Whether or not a company has a safety program, the supervisor has these principal responsibilities:
Establish Work Methods Giving Job Instructions Assigning People to Jobs Supervising People at Work Maintaining the Equipment and the Workplace Instill Safety Consciousness Proper Safety Equipment Education Program
SUPERVISOR’S ROLE IN ACCIDENT PREVENTION The supervisor should know all there is to know about preventing accidents, especially as such knowledge relates to the work in his own department. In these days of changing technologies, new equipment and materials, it is not always possible to know all there is about safety and prevention of accidents. But the supervisor should be interested in safety and should have it in the high beam, must have as a minimum, general knowledge of the basic elements necessary for an effective safety program. It is a must for a supervisor to know: Something about the general principles of machine guarding and how to recognize a hazard against unreasonable mechanical safeguards can be built. Needless to say, this knowledge is of little value to a supervisor who thinks that an occasional safety inspection of his department is a regular job for somebody else. That no manufacturing or processing operation can be made foolproof. What personal protective equipment is being use in his department.
How to investigate an accident and to apply corrective action so that this will not recur. Something about the general principles of fire prevention. The basic role which good housekeeping plays, not only in eliminating accidents, but also in fire prevention and in occupational health and protection of personnel. What mishaps occurred in his department over the past few years. The safety regulations, which apply to the operations and personnel in his department. Basic needs of his personnel and the value of human relations and proper job instructions. That the modern management concept of planning, organizing, training and controlling are most important to safety and every phase of his work.
These ten points are by no means represent all that a supervisor might reasonably be expected to know in accident prevention. They, however, give a broad coverage and some control of the People-Equipment-Machine and Environment concept so necessary to the achievement of a successful safety program
Supervisors Role in Accident Prevention
EMPLOYEE SAFETY TRANING Objective: To be able to develop safety training modules, and give proper instructions to employees, regarding safe procedure. One of the more positive actions you can take a supervisor in accident is to provide training for your workers. The effects of these efforts are observable and measurable, which can serve as a positive evaluation of your accident prevention work. Under the OSH Standards, employers must provide the following: Employee Training and education programs Pertinent information about the job Proper working conditions and precautions All hazards employees are exposed on the job. Symptoms of toxic exposure to substances used in the workplace. Emergency treatment procedures • • • • • •
The test of a good safety program is whether the employee’s new awareness regarding safety results is observable improvements in job safety performance. The test for management is higher employee productivity and an improved safety record. Four steps in changing employee behavior regarding safety are: Providing orientation and training Promoting safety skills Developing “safety awareness” seminar Modeling good safety practices (supervisor and upper management) • • • •
Many studies have been made to determine why people fail to follow safety procedures or to take reasonable precautions on the job. Some of the reasons that workers have: Not been given specific instructions in the operation Misunderstood the instruction Not listening to the instruction Considered the instruction either unimportant or unnecessary Disregarded the instruction • • • • •
Any of the above lapses can result in an accident. To prevent such an occurrence, it is essential that safety-training work be conducted efficiently. Every person who conducts safety training has the following qualities: Thorough knowledge of the subject Desire to instruction Friendly and cooperative attitude Leadership qualities Professional attitude and approach Exemplary behavior to set an example for others The employee safety-training program is an integrated process consisting of a series of coordinated activities directed towards the control of unsafe personal act and unsafe working conditions. • • • • • •
Major Elements of Safety Plan 1. Safety Policy Plan 2. Safety Training Department 3. Safety Committee 4. Safety Rules and Regulations 5. System, Guidelines and Procedures 6. Safety Records Managements
7. Safety Training 8. Comprehensive Health Control/Services 9. Safety Promotion Campaign 10. Community Awareness and Public Employee Safety Training
Safety
Safety Training Coverage Safety Orientation and Initial Training for New Employees Performance Improvement for Existing Personnel Methods/Technique Updating and sustaining the Performance Improvement Program. • • •
Safety Orientation and Initial Training for New Employees Safety orientation should be given to all newly - hired employees regardless of previous experience. This familiarization training shall include, but not limited to the following subjects: Proper conduct and Attitude Towards Safety Emergency Procedures Accidents Reporting Personal Protective Equipment Health and Sanitation • • • • •
FUNDAMENTALS of INDUSTRIAL HYGIENE Objective: To explain the basics of accident prevention and safety promotion Industrial Hygiene It is the identification, evaluation and control of hazards in the workplace. Safety Freedom from accidents; Freedom from harm, injury and loss It is the control of Hazards and Accidents in the workplace Accidents - An accident is usually the result of contact of man with a source of energy above the threshold limit of the body or structure. An occurrence that interrupts the normal and orderly progress of any activity Results in physical harm, damage to property, delay in operation Causes of Accidents are classified as: Unsafe Condition - seen as a physical or chemical property in the material Unsafe Act - a violation of safe procedure Act of omission Act of commission Three Steps to Control Hazards and Accidents (Industrial Hygiene) Identify Evaluate Correct 1. Identify the hazard Inspection before) Investigation (after) 2. Evaluate Compare what you identified against normal standards of Occ. Health & Safety Standards, OEL, TLV, PEL, NIOSH, others 3. Correct the hazard Engineering control
Administrative control Personal protective equipment
a. Engineering Methods – eliminate or reduce the hazard through Isolation (Place) Initial design specification Ventilation Substitution Change the process 2. Administrative Methods - control of employees exposure Isolation (Time) Increased breaks Medical Exams SOP’s Workplace monitoring Scheduled reduced work hours in contaminated areas 3. Personal Protective Equipment Use of a protective barrier to protect the worker from the hazard Please classify the following methods of control: (write Engineering, Administrative, PPE) 1. 2.
3. 4. 5.
6. 7. 8. 9. 10. 11. 12.
Substitution of non-toxic or less-toxic for one which is harmful to health (lead in paint pigments with zinc, barium or titanium oxide) Change in the process to improve working condition (spray paint to dipping or brushing) Isolation or enclosure of a process or work operation to reduce the number of employees exposed. Wet methods to reduce generation of dust. Local exhaust ventilation at the point of generation or dispersion of contaminants. Dilution ventilation to provide a safe, healthful atmosphere. Special clothing, eye or respiratory protection. Good housekeeping, including cleanliness of workplace, waste disposal, adequate washing, toilet and eating facilities. Administrative exposure controls, including adjusting work schedules or rotating job assignments so no employee receives an overexposure. Special control methods for specific hazards, such as shielding, monitoring devices, and continuous sampling with preset alarms. Medical controls to detect evidence of absorption of toxic materials. Training and education to supplement engineering controls.
OCCUPATIONAL HEALTH HAZARDS Objective: To describe the different hazards and explain their effect on workers. Occupational Health – it is the promotion & maintenance of the highest degree of physical, mental & social well-being of workers in all occupations (ILO- 1950) AIMS OF OCCUPATIONAL HEALTH Promotion and maintenance of the physical, mental and social well being of workers; Prevention of illness Protection of workers from risks at work Placement and maintenance of workers in an occupational environment appropriate to his capacity TYPES OF HAZARDS 1. Physical Hazards Chemical Hazards
Biological Hazards Ergonomic Hazards
PHYSICAL HAZARDS 1. Noise
Vibration
Extremes of temperature Illumination CHEMICAL HAZARDS A) Forms: Liquids Solids Gas BIOLOGIC HAZARDS 1) Bacteria Viruses
Pressure
Route Of Entry Inhalation Ingestion Dermal Eye Contamination Fungi Insects/Parasites
ERGONOMIC HAZARDS - Mismatch between the worker and his work Improper Tools and Equipment Design Unnecessary and Unusual Lifting or Reaching Repetitive Motions Stress at Work I. PHYSICAL HAZARDS 1. NOISE – harmful sound, which has 3 characteristics (of Sound): Frequency - measured in (Hertz) cycles per second Loudness - intensity of the sound, measured in Decibel (dB) Duration – continuous, intermittent, burst, waxing / waning PERMISSIBLE NOISE EXPOSURE (OSHA 1981) Duration/day Sound Level (hours) (dB) 8 90 4 93 2 96 1 99 0.5 102 0.25 or less 105 ADVERSE HEALTH EFFECTS OF NOISE Acute Effects: Acoustic Trauma (Explosion, gunshot) Temporary Threshold shift (Disco) Poor communication ADVERSE HEALTH EFFECTS OF NOISE Chronic or Long term effects: Permanent Threshold shift (Noise induced hearing loss) Hypertension and stress Psychosomatic effects CONTROL OF NOISE PROBLEMS IN THE WORKPLACE Administrative Control - Engineering methods Job rotation/breaks Purchase new equipment PPE Preventive maintenance Ear plugs/ ear muffs Isolation/damping 2. HEAT STRESS Exposure settings:
High temperature High humidity •
Poor ventilation Multiple heat sources
Thermoregulatory Mechanism - Heat is first removed from the organs producing it (metabolic heat) to the skin by the circulating blood to maintain a temp of 37’C Acute Health Effects of Heat Prickly heat - immature sweat glands Heat fatigue - bad mood (water loss) Heat cramps - muscle spasm(water + salts) Heat exhaustion - fatigue, dehydration, diaphoresis, nausea, vomiting salts + electrolytes) Heat stroke - overheating, seizure, coma (failure of thermoregulatory system) CONTROL OF HEAT PROBLEMS Engineering control Ventilation Water sources (fountains/showers) Administrative control Job •
(water +
rotation/breaks PPE Cotton clothes, multiple changes
3. COLD STRESS Exposure settings: Ice plants , Broadcast Industry, Semiconductor Industry Food processing plants, Ice Cream plants, Deep sea diving, Laboratories, Acute Health effects of Cold Hypothermia Frostbite Trench foot
Chronic health effects Bradycardia Skin scaling Callous formation
4. VIBRATION continuous low frequency oscillation that is more likely felt than heard affects the body through direct contact exposure settings: hand held grinding tools, jack hammer, chainsaw, transportation Health Effects of Vibration Inflammation (wrist, elbow, shoulder) Carpal tunnel syndrome Tenosynovitis Fatigue PREVENTION & TREATMENT Tool redesign maintenance of equipment/tools •
isolation gloves, dampers
5. ILLUMINATION Visibility of a workplace as a result of light: natural or artificial lumens or lux Importance of Illumination OSH standards production line active storage clerical work
High illumination fine movement work Acute effects eye strain dizziness
headache neck pains Subsequently - accidents happen leaning close to machinery loose clothing gets caught
teary eyes
loss of leg balance loss of arm support inhale particulate matter
•
6. PRESSURE This is the atmospheric force that is constantly applied on the body, as a result of normal changes in altitude or artificially induced conditions. Pressure changes cause body stress ACUTE EFFECTS: Fatigue Dizziness Incoordination Headaches Apprehension Disorientation Excitability Tremors Paresthesias Convulsions
Depressed Sensorium Narcosis Pulmonary Edema Death
Additional Effects Reduced oxygen Lowered temperature • •
Control methods Pre-employment screening Training (Pre-event) Scheduled work duration Exercise (During event) •
Decompression chamber Rehabilitation (Post-event) Medications Medical monitoring •
II. CHEMICAL HAZARDS No chemical is entirely without risk, but there are safe ways of using them Present in our everyday life, May be inconspicuous in the workplace Exposure settings Oil and fuel •
Solvents Metal welding fumes Acids and Alkalis
Lead (organic & inorganic) Dust (Silica, Asbestos)
4 Routes of Entry: SKIN ABSORPTION Important “accidental” route of entry, Health effects of chemicals on skin: skin acts as protective barrier local irritation generalized reaction (sensitization or allergic reaction) absorption is increased with high temperature and perspiration EYE CONTAMINATION – enters thru contamination of the eye
INGESTION not widespread in industry accidental swallowing from eating in contaminated area
smoking on the job with contaminated fingers and hands ingestion of inhaled materials INHALATION most important route of industrial chemical exposure Determinants: concentration in the air duration of exposure amount of air inhaled Organ systems of the body that are affected: Skin Liver Lung Blood CNS Heart Kidney General Health effects Disorientation Euphoria Light headedness Confusion •
Unconsciousness Headache Nausea, vomiting Paralysis, convulsion, death
III. BIOLOGIC HAZARDS These are the factors that cause infectious and contagious diseases. These are common problems among health care workers and laboratory personnel handling biologic specimens. They can reproduce / are living creatures
Tuberculosis
AIDS Hepatitis A, B, C, E Chicken pox
URTI Sore eyes Sexually Transmitted diseases Skin Diseases
IV. ERGONOMIC HAZARDS Ergonomics is a technique that brings together several disciplines to solve problems arising from work and the working environment. Anatomy Physiology Psychology Engineering Sciences
Anthropometry – the basis of Ergonomics
Ergonomics increases productivity, reduces pains felt by workers In handling, reduces lost time.
Components of Ergonomics: JOB the task needed to achieve a result governed by guidelines designed to prevent muscle overload requires learning, training and skill
WORKSTATION place of deployment where duties are carried out where equipment are located •
machines are the tools 8 hours are spent most accidents happen
TOOL integral part of the man-machine system it is powerful, fast, tireless enables man to accomplish his job with reduced effort an extension of man’s body increases man’s strength and versatility enables him to handle other less-structured equipment reduces the risk of associated hazards MAN an integral part of the man-machine-system. intelligent, adaptive and versatile the basis of existence - survival •
Risk Factors: Position Wrists straight, Shoulders relaxed Back and neck as close to their natural alignment as possible Elbows near the side, bent at a 90’ angle to reach the work. a) Keep materials close to the body when carrying b) Don’t twist, bend, reach Force Use as little force as allowable. c) Push a cart, don’t pull. d) Seek assistance from others e) Don’t exceed 25kgs when lifting Frequency Reduce the repetitions of movements in activities f) Rest breaks Task interruption Job enlargement Job rotation • •
Exercise Walk a straight path
ENVIRONMENTAL MONITORING OBJECTIVE: To qualitatively and quantitatively evaluate the environmental agents that may pose as health hazards in the work place. Work environmental monitoring is carried out to evaluate occupational hazards resulting from exposure to the following agents:
Physical agents Chemical agents Biological agents THREE BASIC COMPONENTS 1. Identify 2. Evaluate 3. Control RECOGNITION Involves knowledge and understanding of the several types of workplace environmental stresses and the effect of these upon the health of the worker. EVALUATION The decision-making process resulting in an opinion as to the degree of health hazard that exists from chemical of physical agents from industrial exposure. CONTROL Engineering Control Administrative Control Personal protective Equipment SOURCES OF DATA 1. Walk-Through Survey 2. Chemical Inventory 3. Process and Equipment Review
4. Plant Layout
1. WALK-THROUGH SURVEY This is done to pinpoint the location of the existing health hazard so that proper corrective actions can be taken and to identify potential health hazards under normal and abnormal conditions. MONITORING EQUIPMENT Nose Eyes Skin Ears •
Feet Brain
Stomach Mouth
2. CHEMICAL INVENTORY 1. MSDS-Material Safety Data Sheet - raw materials (available to anyone who requests for it; should accompany any delivery or storage material) 2. PSDS-Product Safety Data Sheet - finished products (normally written on the labels of the products themselves) contains the necessary information about: description physical data structural formula fire and explosion data hazard/toxicity classification emergency first aid •
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•
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3. PROCESS AND EQUIPMENT REVIEW Go around the plant (walk through survey) and note down the entire process from start to finish. By examining the processes, you can determine the possible injuries, health effects or accidents that are related here. A study of the equipment used in each process will result in the same. PURPOSE: To determine levels of exposure among workers to various atmospheric contaminants and physical agents;
To assess the effectiveness of control measures; To investigate complaints; To determine compliance with state regulations. MONITORING TYPES Ambient Monitoring - total workplace atmospheric contents Biological Monitoring Exposure Monitoring - detect presence of substances in the worker even in low quantities; possibly no health effects seen yet Effect Monitoring - you are detecting the presence of materials in the workers through the complaints or visible physical changes in the workers health ( the damage has been done) Health Surveillance - based on analysis of complaints from workers, or annual summary of Clinic cases, you establish epidemiological relationships that give evidence to harmful substances in the workplace. MONITORING Is a systematic, continuous, or repetitive health related activity designed to lead to corrective actions, if necessary. Questions to be answered: o What environmental and biological Whom to sample When to Sample samples to take How long to sample Where to sample How many sample to take BASIC STEPS: Review of workplace condition Exposure measurements Health monitoring
GENERAL CONSIDERATIONS WHERE to sample - Samples should be collected at or near the workers breathing zone or near the vicinity of the source WHEN to sample- Samples should be collected during each shift pre- and post-shift single repeated. WHOM to sample - Sampling must be done to the most highly exposed employee with consideration of the open doors and windows ventilation booths size and shape of the work area air supply index
HOW MANY samples to take: It depends on the purpose of the sampling Sufficient quantity of the sample must be collected to determine minute amounts of the air contaminants The sensitivity, accuracy, and reproducibility of the instruments must also be considered HOW LONG to sample - sampling usually takes a complete cycle of operation, however, for air sampling, air-borne contaminants of toxic substances may vary from each shift due to: air currents within a room process variations
change in work practice by an operator variation in emission rate of a contaminant FREQUENCY OF MONITORING Single or repeated Pre- and Post-shift Variability and intensity of exposure Pharmacologic half-life
Toxicity Invasiveness of Test Expense Availability
A. AMBIENT (GENERAL) MONITORING It measures the concentration of contaminants in the workroom wherein the measurement device is placed adjacent to the workers normal work station goal is to: reduce individual exposure to acceptable levels practicable in terms of engineering concept not to create other risks to allow continuous operation of the process to be cost-effective USES It detects and quantifies exposures for legal purposes It detects source of exposure Ideal if there is no substance in tissue phase, or in certain effects like cancer TYPES OF AIR SAMPLING Personal - sampling device positioned as close as possible to the breathing zone Area/ general - taken at fixed location in the work place Grab- asses concentration at a particular point in time Integrated- one or a series of samples taken for the full or partial duration of the time averaging the period B. BIOLOGICAL MONITORING detects early health changes assesses effectiveness of protective equipment and practice assesses individual variations in absorption, metabolism and distribution measures all exposures, both occupational and non- occupational, and all exposure routes FACTORS TO BE CONSIDERED: Required accuracy and sensitivity of equipment and sampling methods Reliability of laboratory techniques and procedures Cost of monitoring ENVIRONMENTAL MONITORING measures workplace exposure harm may already come to subject
specific exposure routes measured may be used for legal basis indirect gauge of equipment leak
AIR SAMPLING Purpose of sampling Availability of appropriate equipment and their regular maintenance. Environmental conditions Nature of the contaminant DUST SAMPLING Detect dust sources and determine their magnitude Check the efficiency of preventive measures adopted Monitor the exposure of personnel to air borne dust
BIOLOGICAL STANDARDS Purpose: To determine body burdens Amount circulating in blood Amount being excreted as Unchanged substances Metabolites Enzymatic changes SPECIMENS TAKEN
Noise mapping
Blood Urine Exhaled air Hair Nails Feces Tissue EVALUATION The decision making process resulting in an opinion as to the degree of health hazard that exists from chemical or physical agents from industrial exposure Identification, measurement and assessment of occupational hazards is necessary, and the extent of the hazard is compared against guidelines such as exposure standards or threshold limit values (TLV) Time Weighted Average (TLV-TWA) - 40 hours Short Time Exposure Level (TLV-STEL) -15 minutes Ceiling (TLV-C) - should never be exceeded at any given time • • •
EXAMPLES OF O.H. INSTRUMENTS/ EQUIPMENT A. Physical agents 1. noise/sound (sound level meters, -waveband analyzers, audiometer) 2. light (photometer, illumination meter) 3. heat and stress (heat stress monitor) 4. radiation (radiation survey meter) B. Chemical agents - gas/dust contaminants (indicator tubes , stationary and personal samplers) C. Biological agents (microscope, microbial samplers) D. Other equipment (atomic absorption spectrophotometer, gas chromatograph)
MECHANICAL HAZARDS (MACHINE SAFEGUARDING) Objective: To give detailed description on mechanical hazards, and safe use of machines through guarding and safeguarding Mechanical Hazards – these are hazards that involve moving parts, either motorized or manually operated. Any machine part, function, or process which may cause injury must be safeguarded WHERE MECHANICAL HAZARDS OCCUR Point of operation Power transmission apparatus Other moving parts POINT OF OPERATION The point in the machine where work is performed on the material. Examples: Cutting, shaping, boring or forming stock. POWER TRANSMISSION APPARATUS All components of the mechanical system which transmit energy to the part of the machine performing the work. Examples: Flywheels, pulleys, belts, couplings, gears. OTHER MOVING PARTS All parts of the machine which moves while the machine is working. Examples: Reciprocating, rotating, and transverse moving parts. HAZARDOUS MECHANICAL MOTIONS • • •
Rotating (including in-running nip points) Reciprocating Transversing
ROTATING MOTION Rotating motion can be dangerous: smooth, slowly rotating shafts can grip clothing mere skin contact can force an arm or hand into the dangerous position Examples: Collars, couplings, shaft ends. • •
3 TYPES OF IN-RUNNING NIP POINT Type 1 - Parts rotate in opposite direction while axes are parallel to each other. Type 2 - Between rotating and tangentially moving parts. Type 3 - Between rotating and fixed parts which create a shearing, crushing or abrading action. • • •
RECIPROCATING MOTION Back-and-forth motion or Up-and-down motion. Danger: Struck by or caught between a moving and a stationary part. TRANSVERSE MOTION Movement in a straight continuous line. Danger: Struck by or caught in a pinch or shear points.
1.
2.
HAZARDOUS MECHANICAL MOTION CUTTING ACTION Involve rotating, reciprocating, or transverse motion. Dangers: Direct contact, flying chips or scrap materials. Examples: Band saws, circular saws, boring or drilling machines PUNCHING ACTION Result when power is applied to a slide (ram) for the purpose of blanking, drawing, stamping metal or other materials. Dangers: Point of operation, where where stock is inserted, held and withdrawn by hands. (Example: Power presses) 3.
4.
SHEARING ACTION Involves applying power to a slide or knife in order to trim or shear metal or other materials. Dangers: Point of operation, where stock is inserted, held and withdrawn by hands. Examples: Mechanically, hydraulically, or pneumatically powered shears.
BENDING ACTION Power is applied to a slide in order to draw or stamp metal or other materials. Dangers: Point of operation, where stock is inserted, held and withdrawn by hands. Examples: Power presses, press brakes, and tubing benders. Protection from mechanical hazards: 1) Mach Machin ine e Guar Guardi ding ngs s and and 2) Mach Machin ine e Saf Safeg egua uard rds s Machine guarding – These are static protective devices that prevent access to moving parts of machines Machine safeguarding – These are dynamic protective devices that activate or deactivate machines when accessed Examples of guards: Location/Distance Fences Shields Grills Covers
Examples of safeguards: Presence sensing Two-hand control Interlocked Automatic feed/ejection
Robotics
DEVICES Presence Sensing Uses systems of light. Princi Principle ple of operatio operation: n: When When the light beam is broken, broken, machine machine will not start to cycle cycle or stopping mechanism will be activated. Interlocked When When the guar guard d is opene opened d or remov removed, ed, the tripp trippin ing g mech mechani anism sms s and/ and/or or powe powerr shut shut off off or disengage and the machine cannot cycle or be started until the guard is back in place. Two Hand Control Requires constant, concurrent pressure by the operator to activate the machine. Fixed Guards
Permanent part of the machine and not dependent upon moving parts to perform its intended function.
LOCATION/DISTANCE Dangerous parts located high enough to be out of the normal reach of any worker. Operator location at safe distance from the hazardous parts of machine.
FEEDING AND EJECTING METHOD Automatic Feed
Stock fed by chutes, hoppers or conveyors, movable dies. Enclosure will not admit any part of the body.
Automatic Ejection
Work pieces are ejected by air or other mechanical means. Enclosure will not admit any part of the body.
MISCELLANEOUS AIDS Supplement to the protection that other safeguards provide. Use of push stick or block when feeding stock.
MINIMUM GENERAL REQUIREMENTS Prevent contact Secure Protect from falling objects Create no new hazards Create no interference Allow safe lubrication
OPERATOR TRAINING
Prevent contact with moving parts
A description of hazards associated with particular machine. The safeguards themselves, how they provide protection, and the hazards for which they are intended. How to use the safeguards and why. How and under what circumstances safeguards may be removed and by whom. What to do if safeguard is damaged, missing, or unable to provide adequate protection.
Proper operator training – use of the 2hand push button to keep fingers out of the machine
ELECTRICAL SAFETY Objective: Objective: To deliver the basic safety in dealing with electricity and electric equipment Electricity usually does not look hazardous. Many people have been electrocuted when they thought they knew what they were doing. Today almost all industries and manufacturing relies on electricity in the workplace – from lighting to operating complex machinery Our personal safety depends on understanding and practicing three (3) things: Basic principles of electrical safety Safe work practices Correct response to emergencies BASIC ELECTRICAL TERMS: VOLTAGE (E) The difference in potentials between points (measured in volts) CURRENT (I) The movement or flow of electric charges (measured in amperes). RESISTANCE (R) The property of material which opposes the flow of electric current (measured in ohms). OHM’S LAW The current flowing in a circuit is directly proportional to the voltage and inversely proportional to the resistance. CONDUCTOR Permits electrons or electric current to flow through it. INSULATOR Used to provide barrier around a conductor (to prevent accidental contact).
Insulators have a very high resistance to the flow of electricity and are used to cover wiring and other electrical components Conductors have low resistance to electricity and are used for wires, switches and electrical connections Semiconductors can change their resistance to act as either a conductor or an insulator. They are used to make computer microchips.
ELECTRIC CIRCUIT Any Any combin combinatio ation n of a conduc conductor tor and a source source of electric electricity ity connec connected ted togethe togetherr to permit permit electrons to travel in a continuous stream. Electricity may take multiple paths, flowing through all possible circuits. The greatest amount of current will flow through the path of least resistance, or lowest impedance.
Any part of your body that accidentally bridges the gap between two different voltage levels creates a new electrical circuit, and your body may provide the path of least resistance to the ground. Equipment grounding connects all conductive materials that enclose electrical lines. Bypassing grounds or careless handling of grounding connections can result in electrical fires and fatal accidents.
A circuit-protection device (CPD) protects against circuit malfunction by preventing too much current from passing from the power source through the rest of the circuit. If current flow exceeds a CPD’s rated max amp, the device will stop the flow by melting, tripping or opening to break the circuit. Circuit-protection devices: Fuses Circuit breakers Ground-fault circuit-interrupters (GFCIs) A GFCI is a supersensitive, rapid-action power switch which breaks a circuit when there is more than 5 milliamps difference between the hot wire and the neutral or grounded conductors. Current Overload:
equipment malfunctions or overheats
too many electrical appliances are on the same circuit
there is a temporary power surge in the circuit from lightning or electric motor start up
insulation between two conductors melts or wears through, creating a short circuit back to the power source Resetting Circuit-Protection Devices:
replace the fuse or reset the breaker
wait a while to see if the power stays on
check for any smoke, heat or unusual odor. If you notice anything out of order, deenergize the circuit ASAP. don’t replace the fuse or reset the breaker a second time until you find and correct the problem.
Rules for Circuit Protection
do not create an octopus connection
never bypass, bridge nor disable any circuit protection device
never replace any circuit-protection device in an energized or live circuit always be sure that the power is safely off replace a fuse with an exact duplicate; same rating. Too high – do not protect the circuit; too low – could explode and shower you with pieces of glass or metal use fuse pliers to remove fuses wear safety glasses for added protection be sure the markings on the old and new fuses match.
LOCKOUT is blocking the flow of energy from the power source to the equipment – and keeping it blocked out. Lockout/tag out protects you from the unexpected start-up of machines or release of stored energy during service or maintenance In a lockout, place a lock on a disconnect switch, circuit breaker, valve handle to make sure it cannot be moved from the OFF or closed position. In a tag out, you attach a written warning tag at the place where the equipment would be energized, such as at the ON switch or on a valve that opens a supply line.
LOCKS or TAGS?? OSHA considers using a lock safer than just using a tag. The OSHA standard allows a tag in the place of a lock only if the tag-out provides the equivalent protection of a lockout. Your Safety and that of your co-workers – depends on the proper recognition and use of locks or tags. So remember: Never use your LO/TO for locking personal or unauthorized items Never lend or borrow a lock or tag Never remove someone else’s lock or tag ENERGY SOURCES
Electrical – can be a direct source
Hydraulic – uses fluid under pressure
Pneumatic – uses air under pressure
Kinetic – the energy created in a moving object
Potential – stored energy such as the energy in capacitors, compressed air, hydraulics and springs Pressurized liquids or gases – including steam and chemicals present in pipes and supply lines or mechanical energy, gravity, pressurized systems and elevated parts . Any other energy – including thermal
Maintenance activities on equipment include: Constructing Inspecting Installing Modifying Setting up Maintaining Adjusting Servicing
Lock Out Tags
Employees Responsibilities
Authorized employee – a person who locks out or tags our machinery or equipment in order to service or maintain it.
Affected employee – an employee whose work involves use or operation of equipment under lockout/tag out or who works in the area where service is being performed.
6 STEPS TO LOCKOUT/TAGOUT 1. PREPARATION – know the equipment /its energy source before working on it 2. SHUTDOWN – turn off the equipment 3. ISOLATION – find and isolate every form of energy that the machine uses. This includes pulling fuses, throwing disconnects and capping any secondary sources of energy. 4. APPLICATION – anything that might restore the flow of energy to the work area must be locked out. In situations where multiple pieces of equipment are being locked, an authorized employee places all keys in a lock box to which each employee attaches his or her personal lock. 5. CONTROL – even after equipment is locked out, you must control stored energy.
Relieve, disconnect or restrain any residual hazardous energy that could be present
Check that all moving parts have stopped
Relieve trapped pressure
Install ground wires to discharge electrical capacitors
Block or support elevated equipment
Check continuously if energy build-up is possible
6. VERIFY
energy source is shut down, blocked off, controlled and locked out
warn everyone in the lockout area and be sure they are moved to a safe place.
activate controls that might restore power to the machine you are working on.
if equipment does not start, restore all controls to the OFF position and begin to work. 3 STEPS TO REMOVAL and RE-ENERGIZING a system 1. Restore Work Area
Remove all tools
Double-check all equipment components
Replace all safety features, such as machine guards
Close access panels that were opened to perform service on equipment
2. Notify Personnel Notify all employees that LOTO devices are being removed. Remove employees from the area or make sure they are a safe distance from the equipment, 3. Remove LOTO Devices The person who placed each device must be the one to remove it. If someone who placed a LOTO device is not present, notify your supervisor who will follow specific procedures. Never remove it yourself. After all devices are removed, tell involved employees that LOTO is ended and that the equipment is being re-energized.
RESTARTING THE EQUIPMENT: ELECTRICAL EMERGENCIES The passage of electrical current through your body is felt as shock. Even if shock doesn’t cause direct injury, reflex action by your muscles may cause falls or sudden moves into other hazards. The degree of injury from shock depends on the:
amount of current, or amperage
length of time exposed
path the current takes
Electricity passing through your body can disrupt the tiny electrical signals in your nerves and cause your heartbeat or breathing to stop. FIRST AID PROCEDURES Mild Shock
have the worker sit down
be sure muscle movement is normal
check for loss of feeling in any part of the body
check pulse rate and breathing
if there is no severe pain, the worker can return to work
Continuous Shock - remove the contact of the worker from energized source using
wooden chair
plastic pipe
broom handle
rope
When you have freed the victim from the power source,
assess the victim’s condition checking the airway, breathing and pulse.
activate medical assistance: if –B, +P do AR / if –B, -P do CPR if knowledgeable to do so. Always bring to the doctor for medical attention after first aid
ELECTRICITY is a silent, invisible force that can kill without warning if its dangers are ignored. Treat this powerful energy with caution and respect, and you need not fear it.
MATERIALS HANDLING SAFETY OBJECTIVE: After the training, participants will be able to demonstrate with confidence the proper and safe materials handling in accordance to the Occupational Safety and Health Standards, thus, completing the job with pride. There is now substantial international acceptance of both the scale of the manual handling problem and methods of prevention. Modern medical and scientific knowledge stresses the importance of an ergonomic approach in removing or reducing the risk of manual handling injury. Ergonomics is sometimes described as “fitting the job to the person, rather than the person to the job’. The ergonomic approach therefore looks at manual handling as a whole, taking into account a range of relevant factors including the nature of the task, the load, the working environment and individual capability. FACTS TO BE CONSIDERED: Sprains and strains arise from the incorrect application and/or prolongation of bodily force. Poor posture and excessive repetition of movement can be important factors in their onset. Many manual handling injuries are cumulative rather than being truly attributable to any single handling incident. A full recovery is not always made; the result can be physical impairment or even permanent disability. The Regulation establishes a clear hierarchy of measures: Avoid hazardous manual handling operations so far as is reasonably practicable – this may be done by redesigning the task to avoid moving the load or by automating or mechanizing the process; Make a suitable and sufficient assessment of any hazardous manual handling operations that cannot be avoided; and Reduce the risk of injury from those operations so far as is reasonably practicable – particular consideration should be given to the provision of mechanical assistance but where this is not reasonably practicable then other improvements to the task, the load and the working environment should be explored. USE THE RIGHT TECHNIQUES IN LIFTING When moving things from high places: Use a stool or platform Push the load to check how heavy and stable it is See if you can break the load into smaller pieces • • •
• •
Get help if you think you might need it Slide the load towards you, grip, then slide it down
FOR A TWO-PERSON LIFT, work with height Have one person say when to lift and move. Count 1,2,3, lift. Lift and raise together, with load level Move together and unload together
someone about your
• • •
USE EQUIPMENT TO MAKE YOUR JOB EASIER: Material handling equipment can help you move and lift more – if you use it correctly. DOLLIES AND HAND TRUCKS Choose the right truck for the job – a curved-bed truck for drums for instance Place heavy objects on the bottom with load forward over axles – but not so high that you can’t see over it. Secure any bulky, awkward, or delicate items. Get a firm grip. Keep buttocks out, back in its natural curve and knees bent. Lean in the direction you’re going. Only walk backwards it it’s necessary to get into a tight place. Walk – don’t run. Keep the load ahead of you and under control when going downhill. • •
• • •
• •
HINT: Pushing is much easier than pulling. The truck carries the load, not you CROWBARS Choose the right type and size for the job. Don’t straddle a crowbar; position it so it can’t pinch or crust you if it slips. • •
HOOKS Keep in good condition and shield sharp points when not it use. •
ROPES Know what a particular rope can handle, and don’t overload it. To keep a rope in good condition: Don’t let it kink or bend. Cover sharp corners with a pad. Replace if fibers are broken, look dry, or there’s not much give. Clean and dry before storing. • • • •
FORKLIFT FOR MOVING AND LIFTING MATERIALS DO’s inspect the forklift daily and have any problems fixed before you use it. Refuel or recharge only in designated areas Keep loads low and balance with the mast tilted slightly back Keep wide loads centered Wear hard hat if required Travel with the load uphill on inclines Drive in reverse if the load blocks your vision except on grades Back out slowly after unloading, checking over your shoulder Others can be injured or killed if they walk under the load, trip over the forks, or are hit by forks or improperly loaded materials.
DON’T… carry passengers or lift people load beyond rated capacity carry load so high that it can cause the forklift to tip over raise or lower loads while you’re moving travel with forks raised when unloaded Follow common sense traffic and driving rules: don’t speed stay on the lookout for pedestrian slow down for turns and on wet or slippery floor surfaces stop and blow your horn at crossings, blind corners or before reversing
POWERED VEHICLES Don’t use a powered hand truck unless you’ve been trained and have permission. Follow manufacturer’s instructions and these guidelines: Face the direction you’re traveling, keep one hand on the handle. Walk, don’t run. Lead the truck from the right or left of the handle and don’t walk in front of it. Keep your arms, legs and clothes away from moving parts. Don’t ride the truck or take on riders unless it’s designed for that purpose. Stop at corners, doorways, etc. and always give pedestrians the right of way. ELEVATORS Be sure the elevator is in place and level before entering. Use controls, not blocks, wedges, or your body to hold doors open. Don’t overload beyond rated capacity. CONVEYORS Use only conveyors if you’re trained and authorized to do so and; Go around not over or under, a conveyor. Keep body parts and clothing away from moving parts. Never wear loose clothing or long hair. Watch out for materials that could fall from belts or rollers. Know where emergency stop switches are located. Never let anyone ride a conveyor. PROTECT YOUR EYES, HANDS AND FEET (Wear PPE as instructed) EYES Wear safety glasses or other eye protection when needed. Watch out for wire, cable or straps that could poke your eyes. HANDS Wear gloves or other hand protectors and follow these safety guidelines: Check for splinters and rough, pointed, or jagged edges, or slippery surfaces before you pick up items. Keep your fingers away from pinch points. Use handles, holders or other aids whenever possible. FEET Don’t get your toes or feet crushed: Wear steel-toed safety shoes – with nonskid soles.
It’s up to you – to prevent materials handling accidents and injuries Be alert for hazards. Follow company safety regulations / Take your time and don’t take chances. Use proper lifting techniques, like using your legs not your back to lift. Get help or mechanical assistance if in doubt. Wear protective gear. Operate dollies, forklifts, and other mechanical aids safely. Keep an eye on what others are doing. Let other workers know what you’re doing.
FIRE SAFETY Objective: This topic aims to inform the employee in the hazards of fire and how to prevent it from causing accidents and destruction. FIRE – the result of the chemical combination of a combustible material (fuel) with oxygen in the presence of enough heat. Characteristics and Behavior of Fire It is virtually impossible to predict exactly when a fire will occur and, upon its inception, the extent of its destructive potential. However, through scientific knowledge of ignition, the combustibility of solids, liquids, and gases, and the products of combustion, effective ways to control the dangers of fire and explosion can be determined. Ordinary fire (one that can be extinguished by ordinary extinguishing agents) results from combustion of fuel, heat and oxygen. When a substance that will burn is heated to a certain critical temperature called its “ignition temperature”, it will ignite and continue to burn as long as there is fuel, the proper temperature, and a supply of oxygen. For many years, the three-sided figure of the fire triangle has adequately been used to explain and describe the combustion and extinguishing theory. If anyone of the three elements is removed, a fire cannot exist. A new theory has developed to explain combustion and extinguishments further. This is the transition form the plain geometric triangular figure, which we recognize as the fire triangle, to a four-sided geometric figure, a tetrahedron, which resembles a pyramid. Basic Chemistry of Fire 1. Fuel or Combustible material – a material, which contains chemical elements that will react with oxygen, and under proper conditions, produce fire. 2. Oxygen – we need 16% oxygen to sustain fire. 3. Sufficient heat to raise the temperature of the fuel surface to a point where chemical union of the fuel and oxygen occurs. 4. Chemical Chain Reaction – vapors of gases, which are distilled during burning process of a material, are carried into the flame. 3 Methods of Heat Transfer 1. Conduction – direct conduct of heat from one body to another. 2. Convention – the circulating medium of heat transfer, occurs upward. 3. Radiation – when energy travels though space or material in waves. Products of Combustion When a fuel burns, it undergoes chemical changes and there are four products of combustion: 1. Fire Gases – refers to the vaporized products of combustion. 2. Flame – is the visible luminous body of a burning gas, which becomes hotter and less luminous when it is mixed with increased amounts of oxygen. 3. Heat – is a form of energy, which is measured in degrees of temperature to signify its intensity. It is responsible for the spread of fire. 4. Smoke – is a visible product of incomplete combustion. Phases of Burning 1. Incipient Phase or Beginning Phase 2. Flame Producing Phase or Free-Burning Phase 3. Smoldering Phase
Fire Extinguishing Method
1. 2. 3. 4.
Isolation – by eliminating the combustible material Smothering – by cutting of the oxygen supply Quenching – by cooling to a point below the ignition temperature Inhibition – by inhibiting the rapid oxidation of the fuel
CLASSIFICATION OF FIRES AND EXTINGUISHING METHODS Class A Fires – Fires involving ordinary combustible materials, such as wood, cloth, paper, rubber and many plastics. Class A Extinguishment – water is used in cooling or quenching effect to reduce the temperature of the burning material below its ignition temperature. Class B Fires – Fires involving flammable liquids, greases and gases Class B Extinguishment – The smothering or blanketing effect of oxygen exclusion is most effective. Other extinguishing methods include removal of fuel and temperature reduction. Class C Fires – Fires involving energized electrical equipment. Class C Extinguishment – This fire can sometimes be controlled by non- conducting extinguishing agent. The safest procedure is always to attempt to de-energized high voltage circuits and treat as Class A or B fire depending upon the fuel involved. Class D Fires – Fires involving combustible metals, such as magnesium, titanium, zirconium, sodium and potassium. Class D Extinguishment – The extremely high temperature of some burning metals makes water and other common extinguishing agents ineffective. There is no agent available that will effectively control fires in all combustible metals. Special extinguishing agents are available for control of fire in each of the metals and are marked specifically for that metal. Fire Extinguisher Most fires are relatively small when they start, they can be easily handled with portable fire extinguishers. Therefore, industrial firefighters should be familiar with the types and location of fire extinguisher distributed throughout the plant. Brigade members should know: how fire extinguisher work, how they are used, and how they are maintained. Proper Use of Fire Extinguisher - P A S S Pull the pin Aim over the fire Squeeze the handle Sway the nozzle to blanket the fire. Requirements for Fire Extinguisher Be kept fully charge and in their designated places Be located along normal paths of travel Not be obstructed or obscured from view Not be mounted higher than 5 ft. or 1.5 m. to the top of the extinguisher if they weigh 40 lbs. Or 80 kg. Or less. Be inspected by management or a designated employee at least monthly to make sure that they are in their designated places, they have not tampered with or actuated and they do not have corrosion or other impairments. Be examined at least yearly and/or re-charged or repaired to ensure operability and safety. A tag must be attached to show the maintenance or re-charged date and signature or initials of the person performing the service. • • • •
•
•
•
Tank should be hydrostatically tested every 5 years
After Use •
• •
•
• •
Have your extinguisher re-charged or replace immediately even if only partially discharged. A momentary discharged could cost total lost pressure. Bring your extinguisher to a qualified fire extinguisher service agency for recharging, repair or test. Non-refillable extinguishers should be identified and a replacement should be obtained immediately for continued fire protection. Do not dispose used fire extinguisher by throwing on fire. Do not refill your extinguisher with any material other than that specified on the nameplate. This may cause damage to the extinguisher causing to rapture, resulting to bodily injuries.
RESCUE Rescue Operation is the careful removal of victim from the unsafe place of safety.
And the best way to prevent a fire is to HAVE NO FIRE AT ALL
Gauge
Pin Handle Fire Extinguisher
Nozzle
Tank
Heat Heat
Tetrahedron of Fire Chain reaction
Fuel
Oxygen
SAFETY INSPECTION Objective: To instruct the participant to identify unsafe acts & conditions in the workplace Hazardous conditions cause injury, illness, property damage and environmental stress These must be identified ! Comprehensive Inspections are time consuming. So divide hazards into different categories and focus inspection individually … CHECKLISTS Creating Checklists: 1. Write down every potential hazard within the category that you know exists in your work area 2. Check the written sources you have available to add any hazards that you did not think of 3. Examine the work area itself to see if you overlooked any conditions that need to be checked, and note the locations of the hazards already listed. 4. Have employees review your list to make sure you have included all the hazards and identified the locations of each one Written records: Previous inspection reports JHA Maintenance records MSDS Accident investigation reports Work environment monitoring •
Scheduling 1. Determine how much time is required for each type of inspection 2. Inspect as often as possible. 3. Make sure each inspection is thorough 4. If conditions don’t improve, or if hazards occur between inspections, increase the frequency 5. If no hazardous conditions are found, do not decrease the frequency of inspections. 6. Stick to the schedule Involving Employees Increases total manpower Increases the chance that the hazards are corrected quickly Increases the amount of attention to SHE conditions in the area A sketch or layout allows you to distinguish between similar pieces of equipment similar safety devices other checklist items Conducting the Inspection Stay on the task, Take notes Complete and specific remarks make your useful in the future as a health and safety resource Inspect systematically (look top to bottom, left to right) •
Recommending Corrective Actions
inspection efforts
Aimed toward reducing or eliminating the hazard Priority-based Patterned as: What to do (Action Plan) Who is responsible (Accountability) When is it due (Target Date) What to expect (Output) Communicating Inspection Results Discuss them at safety meetings Post the completed checklists Post maintenance requests Hazard Recognition Physical hazards- Those that affect the quality of the general work environment Biological – those that cause infectious disease 1) Ergonomic hazards – those that cause muscle pains and aches Mechanical Hazards- Those associated with the operation of machinery Electrical hazards - Those associated with electric circuits and components Chemical hazards- Those related to the storage, transfer, production or use of chemicals
Physical hazards Noise Light Temperature extremes Radiation Housekeeping Mechanical hazards Points of operation Power transmission In-running Nip points Shear points Other moving parts Biological hazards Spoiled food in garbage Contaminated food processing Diseased poultry, travelers from infected countries • • •
Electrical hazards Wiring Grounding / Bonding Power Panels Outlets / Switches
Ergonomic hazards Manual handling of heavy equipment Repetitive tasks Incorrect postures Incorrect use of equipment or tools
Chemical hazards Injuries and illnesses Fire and explosion Environmental contamination
Corrosives Irritants Sensitizers
•
• • • •
Summary Routine inspection and Follow-up on corrective actions make for an effective Safety Inspection
Program Keys to effective inspection Create checklists Schedule inspections Focus on one hazard at a time Modify checklists as needed
Follow-up corrective actions Communicate & Involve Employees Acknowledge participation
ACCIDENT INVESTIGATION Objective:
To teach the participant to conduct investigations systematically
Accidents are the result of: Hazardous Acts Hazardous Conditions … which comes first? Investigations are conducted to : Prevent recurrence Comply with policies and regulatory requirements Improve Supervisor’s Management Approach Maintain employee awareness - HSE Prevention is the reason for conducting an Accident Investigation Unless the unsafe acts/conditions are: Identified, Eliminated or Controlled… similar mishaps will occur. All accidents must be investigated: LTI Non-LTI Property Damage Near Misses
Near-Miss is an accident that: Did not happen Could happen … it is still investigated
Accident Investigations are usually considered a Supervisors responsibility . Advantages of Supervisors over other investigators: More familiar with the people involved Better understanding of the operations and equipment Personal interest in Investigations What to Report LTI Non-LTI Near Misses Unsafe Acts / Unsafe Conditions
Hazards Property Damage Production Delay Theft
Managing the Accident Scene Two Priorities: Care & Treatment of the Injured Elimination or control of Remaining Hazards Isolate the site To protect people from further injury
Volatile chemicals
To preserve evidence and valuable clues Investigate immediately, because: Operations are disrupted Memories fade Employees are at risk Conducting the Investigation Gather information Analyze the facts Make recommendations STEP ONE – Gather Information (Preliminary Facts) NOI, POI, DOI, TOI personnel involved property damage environmental harm Sources of Information Witnesses Physical evidence at the scene Existing records Witnesses Victim and onlookers Those who heard what happened Saw area prior to incident Others with info about involved individuals, equipment or circumstances Interviewing 1. Reassure the witness 2. Let the witness tell the story 3. Begin with open-ended questions 4. Don’t ask leading questions
5. 6. 7. 8.
Summarize Ask for recommendations Get written statements Close on a positive note
A Healthy tip in asking Questions When you ask questions, pretend you are relating it to someone on the telephone, and you want to paint a picture in his/her mind. Physical Evidence These are material objects that have physical structure. These provide information about an accident that witnesses may overlook or take for granted Sketches To record important details at the accident site for later study Include everything that could be important: Floor plan from overhead view Location of involved man, machine, tool Size/location of transient evidences (spills, dust, footprints, skid marks) Photographs capture detail When taking Photographs, follow some tips General area
color differences complex shapes difficult to recall
Detailed shots Show scale on small objects Indicate reference point Better to take too many than too few Examining :Materials, Machines, Environment Machines & Equipment Physical condition Position of switches/levers
Reading of gauges Safeguards Warning devices
Material Position and condition can indicate Misuse Abuse
Disuse Improper handling Damage
•
Material - Chemical If chemicals are involved: correct item used correct concentration
Environment (Work) Weather conditions Illumination
expired contaminated MSDS availability
Noise Housekeeping
If items have to be removed from the scene for detailed examination: Log and Label Secure storage & transport Avoid contamination Guard against tampering and loss Appropriate HSE warnings Existing Records Employee records Equipment records Job or Task records Previous Accident Investigation reports STEP TWO – Analyze the Facts Fault trees Process safety review Change analysis- Compares how a job was actually performed with the way it should have been performed STEP THREE – Recommending Corrective Actions Engineering Control Administrative Control Personal Protective Equipment • •
Recommendations should be SMART Specific
Measurable Attainable Realistic Time-bound Remember to Follow-up It’s the best way to ensure that recommendations are carried out Documenting an Accident Investigation Report forms require four basic types of information General information A Summary An Analysis Recommendations Summary Accident Investigation is not just for incidents involving serious injury, its for ANY occurrence that has even the POTENTIAL of causing harm. NOTE: Please refer to DOLE/BWC/OHSD/IP-6, other wise known as the “ Employees Work Accident / Illness Report” form on page 89 or to your OSH Standards
HUMAN ELEMENTS in SAFETY Objective: practice
To understand mans different backgrounds and the relationship of these to safe
All attempts at improving safety performance at work improve targets. The most effective is in understanding the human elements in safety. These motivate people to focus their attention and action to try harder and to persist until a desired future state has been reached. The amount of effort and energy that people use to reach a target depends on how much of a challenge the target represents. People will be reluctant to try and reach a goal that they think is unrealistic or is impossible to achieve •
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A specific challenging target clarifies what constitutes good performance and removes ambiguity
Certain human elements will affect target achievement: Peoples knowledge and ability The level of achievement people aspire to How committed people are to reaching a target Peoples self belief that they can reach a target Being informed about how well people are doing • • • • •
Target setting with workgroups takes place after a workshops observer has established a baseline. Baseline is a period of time which observers try to find out the current levels of safety performance. Target setting meetings: Run by workgroups observer •
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Takes only 30 – 45 minutes
Targets are set for a fixed period of time ( 4 – 6 months) Participatively set targets are more effective than those assigned by others Target setting meetings include: • • • • • • • •
The purpose of the meeting How the observation checklists were developed How the % safe score was calculated Informing the workgroup of their % safe baseline score Highlighting any improvements that could be made Setting a challenging but achievable target Stressing no disciplinary action for not achieving a target Thanking everybody for their time and effort
In combination, goals and feedbacks are more powerful than either one alone: Targets inspire people to achieve Feedbacks tell people how well they are doing • •
Three forms of feedback used in Behavioral Safety Process: Verbal – at the point of observation Graphical – in the workplace Weekly discussion meetings • • •
How to give verbal feedback: Focus on the positive Explore the negative Finish on a positive • • •
Golden rule: treat people as though you would want to be treated – with respect
Safety meetings that work
BEHAVIOR MOTIVATION Objective: To improve safety performance through behavior motivation Behavior motivation is a safety observation process that: Involves significant workforce participation Targets specific unsafe behaviors Is based on observational data collection Involves data-driven decision making processes Involves a systematic observational improvement intervention Involves regular focused feedback about ongoing performance Requires visible ongoing support from all management levels • • • • • • •
Creating the safety observation process 1. Address the scope of the project Which business departments will be involved? Who will be involved? Management o o Employees Contractors o Who will run the project? o Employee-led project team Employee led steering committee o What resources are required? Fully furnished office, observers, remedial action resources, time o • •
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It is important to get managements agreement on these issues a) Get buy-in from workforce (inclusive of all levels of management) b) Conduct briefings with everyone (all levels, all shifts) Ask people to identify safety problems, and log, and deal with them as soon as possible. Show them you are serious about improving safety. • •
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Publicize
2. Pinpoint safe practices A. Peruse previous accident records Sort by location Types of inquiry Place on the body Examine Standard Operating Procedure Examine risk Assessments Brainstorm with Personnel • • • • • •
B. Identify Job-Specific Practices (e. g Key is always removed when forklift is parked) General Safety Practices (e. g Wearing protective equipment) Safety Conditions (e. g Area free from spills; No potholes in road, etc. • • •
Golden Rule: Everything Must be Observable
3. Draft & Revise Observation Checklist • •
Only include Safe practices on the checklists Categorize behaviors (e. g Housekeeping. PPE, Forklift Driving)
Do not provide any means to records people names Consider the following: ach items importance to safety Each items frequency of occurrence Each items observability Each items overlap with others on the checklist Each items acceptability to the workgroup The overall number of items • • • • • •
Creating the Safety Observation Process Example Observation Checklist Safe Material Handling Objects are clamped Personal Protective Equipment Personnel are wearing hard hats Housekeeping Personnel are clearing up spills Total
Unsafe
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Golden Rule: Everything Must be Observable % Safe=Safe/Safe + Unsafe X 100 e. g 2/2+2=2/4=0.5x100=50% 4. Developing an Observable Procedure Consider the following: How observers will be identified? Whether observers should/should not announce their presence? How often observations will be conducted? When observations will be conducted? Whether observers should/should not walk though an area or pause to watch? Whether contract personnel should be observed? That observers will provide verbal feedback? How should observers provide feedback? What happens once an observation is completed? How to clarify management’s role? How to ensure lone workers or those in remote areas are observe? • • • • • • • • • • •
Trained observers (Only takes One Day Maximum ) A. Include How to observe How to use checklist How to calculate % safe score How to give verbal feedback Practical onsite Field Observation • • • • •
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Feedback about Checklist/Observation Process
B. Purpose Fine tune checklist Allows observers to practice their observation skills Ensure inter-observer reliability (Strive for >95%) Check mechanism for picking up / dropping of checklists • • • •
Development and Implementation Issues Known Problems A. Participation Lack of workforce buy-in The behaviors on the checklists are not acceptable to the workforce, as they have not been consulted about them. • •
B. Underlying Philosophy People’s names, where there were working, what was said to them, and their responses are recorded when observed are being unsafe. People are disciplined for not behaving safety in accordance with the behavioral items on the observation checklist. •
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C. Checklists The observation checklist are not targeting the accident causing behaviors The unsafe behaviors have not been defined with sufficient precision. The observation checklists focus on unsafe condition’s not unsafe behaviors • • •
D. Observations The percentage safe scores do not reflect reality on the shop floor because people are trying to convey an optimistic picture of safety in their work area Observations take place at the same time everyday •
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E. Process Safety improvement target-setting meeting, or Kick-off meetings are not conducted There is lack of regular feedback sessions There is lack of ongoing management support Remedial actions are not being closed • • • •
F. Logistics There is no standardized process/ procedure for people to hand in their completed observation checklists to those running the project on a daily basis. There is no computerized means to calculate and analyze the observation scores. •
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FIRST AID Objective: To give initial aid when and where it is needed in order to save victims, prevent complications, and reduce debilitating injuries. First Aid – is an immediate care given to a person who has been injured or suddenly taken ill. It includes self-help and home care when medical assistance begins. ROLES OF FIRST AID 1. Bridge that fills the gap between the victim and the physician. 2. It is not intended to complete with or to take the place of the services of the physician. 3. It ends when medical assistance begins. OBJECTIVES: 1. To alleviate suffering. 2. To prevent added or further injury or danger. 3. To prolong life. EMERGENCY ACTION PRINCIPES 1. Survey the scene. 2. Do a Primary Survey of the Victim.
3. Active Medical Assistance or Transfer Facility. 4. Do a Secondary Survey of the Victim.
Survey the Scene : Is the scene safe? What happened? How many people are injured? Are there bystanders who can help? If you are a trained first aider, identify yourself as one. • • •
Primary Survey of the Victim. A – Airway Do the head tilt/chin lift maneuver. •
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Is the victim conscious or unconscious?
B – Breathing •
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Do the LLF (Listen, Look and Feel) Is the victim breathing?
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It is shallow or deep? Is he cyanotic?
C – Circulation Check the carotid pulse. Is the victim’s heart beating? Assess the pulse. Is he severely bleeding? • • • •
Activate Medical Assistance or Transfer Facility Information to be relayed: What happened? Number of persons injured. Extend of injury and First Aid given. The telephone number from where you are calling. Persons who activate medical assistance must drop the phone last. Do a Secondary Survey of the Victim Interview the victim Check vital signs Do the head-to-toe examination • • • • •
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GOLDEN RULES OF EMERGENCY CARE What to do: 1. Obtain consent, whenever possible. 2. Think the worst. 3. Call or send for HELP. 4. Identify yourself to the victim. 5. Provide comfort and emotional support. 6. Respect victim’s modesty and physician privacy. 7. Care for the most serious injuries first. 8. Assist the victim with his or her prescribed medication. 9. Keep onlookers away from the injured person. 10. Loosen all tight clothing. What not to do: 1. Do not harm by trying to arouse an unconscious victim. - Administering fluids/alcoholic drink 2. Do not let victim see his own injury. 3. Do not leave the victim except to get HELP. 4. Do not assume that the victim’s obvious injuries are the only ones. 5. Do not deny a victim’s physical or emotional coping limitations. 6. Do not make unrealistic promises. 7. Do not trust the judgment of a confused victim. 8. Do not require the victim to make the decision. CHARACTERISTICS OF A GOOD FIRST AIDER: 1. Observant – should notice all signs 2. Resourceful – should make the best use of things at hand. 3. Gentle – should not cause pain 4. Tactful – should not alarm the victim 5. Sympathetic – should be comforting RESPIRATORY ARREST – breathing stops, pulse and circulation may continue for sometime. CARDIAC ARRST – circulation stops, the pulse disappears and breathing stops at the same time or soon thereafter. Clinical Death 0-4 minutes 4-6 minutes
brain damage not likely damage probable
Biological death Wounds – a break in the continuity of the tissue First Aid for closed wounds I – Ice application – to vasoconstrict and slow bleeding C – Compression - manual compression over the wound to stop bleeding E – elevation – elevate the injured part to reduce the bleeding S – Splinting – immobilizing the soft tissue to with a splint to stop the bleeding How to stop the bleeding: D – direct pressure – pressure is directly applied over the wound (except if it is the eye) E – elevation raise the body part above the level of the victims heart – just be sure there is no fracture P – Pressure point bleeding control – pressure on the supplying artery. T - Tourniquet
Place the number on the type of wound 1) Abrasion 2) Incision 3) Laceration 4) Puncture 5) Avulsion
First Aid is the immediate assistance given to victims. The first aid kit should not contain any medicines because medications can only be dispensed by doctors. Remember – you are a first aider. Know your limits. Contents: A first aid kit should contain enough materials to treat at least 10% of the number of people in one workplace. It should be inspected monthly and be accompanied with the training for First Aiders. Item Sanitary napkins Mediplast tape (1inch) Elastic bandage (4 inches) Sanitizer Scissors Ban-aid strips Bottled water Bag with straps (not handles)
Quantity per bag 10 1 roll 2 rolls 1 bottle 1 pair 100 1liter 1
Always bring the victim to a hospital, emergency room, clinic or nearby doctor after administering First Aid
PERSONAL PROTECTIVE EQUIPMENT Objective: Given that PPE’s are the last line of defense, this module instructs the participant on understanding, developing and implementing a PPE Program. Rationale: Risk to health and safety may occur whenever there is exposure to chemical, physical or biological hazard. The degree of risk depends on the severity of the hazard, and the degree of exposure. PPE is the last line of defense in Industrial Hygiene control; it does not eliminate the hazard; it aids in controlling individual exposure. Options for Control Risk Evaluation 1. Hazards Identification 2. Choice of control options 3. Determination of control needs
Eye protection
1. Determination of Control Needs Know the hazards in the workplace associated with specific jobs Consider normal operations, maintenance activities, foreseeable emergencies Know the risk to persons doing those jobs • • •
2. Hazard Identification Agent Physical Characteristic Route of Entry Effect from exposure • • •
Ear protection
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3. Risk Evaluation For any particular j ob, know: Nature and degree of exposure Magnitude of exposure Increased level of exposure Length of exposure Frequency of exposure occurrence Related circumstances Result of exposure • •
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Local or systemic effect Short or long term effect Reversibility or otherwise Acceptable level of exposure Standards Accurate measurement Variations in concentration of contaminant Overall level of risk to the worker
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Control Options selected should: Reduce individual exposure to an acceptable level Be acceptable to the potentially exposed workforce Be practicable in terms of engineering concepts Role of Management Development of PPE Program Implementation Evaluation based on guidelines, standards Revision, refinement • • •
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Industrial Hygiene Control Engineering Administrative • •
Foot protection
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Personal Protective Equipment
Limitations of PPE It does not reduce or eliminate the hazard. If PPE is defective, the wearer may be exposed to the hazard without knowledge of it. Protection afforded to wearer only •
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Management of PPE Programs Ultimate responsibility of a PPE Program rests at Management level It should be supported by a written procedure and controlled by a responsible person • •
PPE Program is composed of the following elements: 1) Selection 2) Fitting 3) Health Aspects 4) Issue 5) Proper Use 6) Compatibility 7) Maintenance 8) Disposal 9) Information & Training 10) Supervision 11) Reviews 12) Checklist
Respiratory Protection
Selection To be done by a suitably trained person with adequate information of the task, hazards, personnel, materials, etc. •
Fitting When first issued, the user should also be trained to check the fit whenever the equipment is used. Ensure an adequate fit under supervision •
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1. Health Aspects Use of PPE can have an impact on an employees health (e.g. skin irritation, heat stress) A number of medical conditions may make it difficult to use certain equipment •
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2. Compatibility If more than one type of PPE is required to be worn simultaneously, then the harmony of the individual items needs to be evaluated. The PPE also needs to be compatible with the task involved •
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Issue Provision should be made to control the issue of PPE to employees, remembering that several types of equipment may be available. PPE should be issued on a personal basis to individual employees. Apart from hygiene considerations, employees are then more willing to accept responsibility for the care and maintenance of the equipment. A system requiring employees to sign for certain types of equipment is recommended and can provide another check on the use of correct equipment. •
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Proper Use PPE is effective if worn properly for the appropriate task Use of PPE by Supervisor encourages employees & enforces PPE programs Equipment that can provide complete protection, but which is not properly used, may provide no protection at all Employees should be prevented from taking used PPE for domestic purposes • • •
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Maintenance (Cleaning and Storage) Depending on type of equipment used, procedures need to be established for its cleaning and maintenance when necessary Exempted here are single use (disposable) items Occasionally, during use, PPE may become contaminated with toxic materials. Provision should be made to prevent contamination with other areas of the workplace or employees engaged in cleaning or maintenance activities. Respirators can be placed in suitably labeled containers until sent for cleaning. •
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Disposal Used PPE can be contaminated with toxic agents and disposal procedures need careful consideration. Depending on the circumstances, equipment may need to be treated as toxic waste •
Information and Training Employees have to be given sufficient information and proper training about the hazards associated with their jobs to enable them to work safely with minimal risk to health. Employees who are fully aware of the hazards and the need for protection will be more ready to accept such difficulties and use the equipment provided Supervisors should be alert to any changes in the requirements of the job and any limitations placed on the employee by the. PPE, ensuring that appropriate feedback is given to the Safety Advisers, Occupational Health Personnel or Hygienist •
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Supervision A PPE program is unlikely to be successful unless the first line supervisory personnel are knowledgeable and held accountable for effective use of PPE Supervisors must set an example by wearing PPE as appropriate and ensure its use by others as required •
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Reviews Periodic evaluation to confirm that the agreed procedures are appropriate and being followed: Formal audit carried out by a third party with specialist advisers •
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Checklist to ensure use of properly fitted, effective PPE for specific jobs It must be remembered that PPE is the last line of defense, hence, its effectiveness may be crucial to the health of the workers • •
Different Types of PPE 1. Protection from direct physical injuries (flying / falling objects, burns, abrasive and sharp edges)
2. Protection from, biological, chemical hazards and indirect physical injuries (noise, heat)
JOB HAZARD ANALYSIS Objective: To teach the participant how to analyze jobs in the workplace and spot possible sources of accidents in these different tasks. Accidents can occur when: Work is performed incorrectly Workers use hazardous materials Work under hazardous conditions The process of determining the hazards associated with a job is often referred to as a JHA or a Job Hazard Analysis. For proper ESH mgmt all jobs should include a JHA Hazards that present risks to: Environment Safety Health Uses of a JHA Create / improve SOP’s Guide in observing employee performance Accident investigation Safety inspection Prioritizing JHA’s High Frequency of Accidents Increase occurrence of Near-Misses History of Serious Accidents / Fatalities Potential for Serious Harm New Jobs Changes in Procedures or Standards JHA Team High Accident Frequency Supervisor Employee most familiar with the job Other employees who perform the job Experts or specialists (maintenance personnel, occupational hygienists, ergonomists or engineers) JHA Steps 1. Identify basic steps of a job; 2. Determine associated hazards 3. Make recommendations to control the hazards 1. Identify the Basic Job Steps: Watch carefully as a worker performs the entire job at least once As the operator performs the job again, list the individual steps on the left-hand column. Using simple action phrases that are short and to the point Steps should always be numbered to indicate the order Most common errors: Describing the job in too much detail, or Describing the job in too little detail. Solution:
List as steps only those tasks that would be described to someone being trained to perform the job 2. Determine the Hazards: Identify all of the existing or potential actions or conditions that could lead to an injury or illness, or harm to the environment. Hazard Guide: The physical actions required for that specific step. The materials used. The equipment used. The conditions under which the step is normally performed. Physical Action: Force (weight) Frequency (repetition) Posture (prolonged) Position (distance)
Materials: Chemicals Corrosive Flammable Volatile
Equipment Mechanical hazard Electrical hazard
Conditions Noisy environment Temperatures extremes Vibration present Poor or high Illumination Pressure (atmospheric force) Prolonged hours
"What if” Questions Anticipate hazardous situations Abnormal operating conditions Incorrect or out of sequence
Additional attachments Replacements / alternatives Consequences
3. Recommending Corrective Measures: should be developed at the job site whenever possible should be developed in sequence, beginning with the first hazard must be specific Correcting the hazards Engineering control Administrative control Personal Protective Equipment 4 factors to identify hazards Physical action Material Equipment Condition Physical Actions Modifying Rearranging Combining actions Materials
Change the process Training Use of PPE
Substitution of materials Machine guarding Safeguarding
Limit employee exposure Use of PPE
Equipment Installation of machine guards Use automatic safeguard devices, Replacement of a particular piece of equipment. Training, experience, skills Use of PPE should also be considered Work Area Conditions Improved housekeeping procedures Installation of additional lighting Use ventilation system
Work Area Conditions Relocation (isolation by place) Rescheduling (isolation by time) Redesign of the work area.
Noise reduction systems Vibration damping Use of PPE
Height Weight Distance
USES OF A JOB HAZARD ANALYSIS” 1. Develop / improve SOP’s To constantly improve / develop written procedures to perform the job in the safest & healthiest way possible. 2. Employee Training Ensuring that each job step is performed safely & efficiently To point out particular job steps / hazards that require special precautions. Refresher training (infrequent jobs) Increase awareness on hazards 3. Employee Observations Guide in employee performance observations Allows supervisors to focus on especially hazardous steps Ensures employee is performing steps according to SOP 4. Inspections When developing inspection checklists, supervisors can use JHA’s to help identify hazardous conditions that may need to be included. 5. Accident Investigations To determine if the job was being performed incorrectly To tell if a hazard was overlooked in the initial analysis. To perform an accurate & complete JHA : Select the job to be analyzed; Assemble a team JHA’s - a simple step to safety
SAFETY MANAGEMENT SYSTEM Objectives: 1) 2) 3) 4)
To develop and implement a strategic plan to safety management system; To convince management and workers’ commitment to safety; To develop supervisory efforts leading to adherence to safety mgmt system To have a close monitoring on its progress.
It is noticeable nowadays that a number of companies considered safety management system as equally important as productivity and quality. They begin to understand that safety, productivity and quality are inseparable and that they represent totality of what job is all about. The application of safety commitment on the same business management principles, will effectively control the onset of incidents, illnesses and environmental damage. Presentation of this topic will touch more on the management principles and the related activities serving as a building block for a comprehensive program for safety management system. This is only attainable should there be a full support and commitment from both the management and the workers that will surely lead to eliminating, if not, minimizing the effects of accident at the workplace. It is a strong statement to the management that workers have the right to work in a safe, healthy and environmentally right workplace. They cannot do away with this for this is contained within the Occupational Safety and Health Standards. Safety is everybody’s business or concern. Everyone who works in a company has a individual roles to play.. positive attitudes results to profit.. negative attitude results to losses. HUMAN COSTS. The effect of accident to a worker entails a lot of losses in terms of Disability (temporary or permanent); Pain and suffering; Loss of income; Loss of earning capacity; Change in social life; the worst is.. Death. • • • •
ECONOMIC COSTS. The economic cost of incidents and illnesses are far greater than most people . realize. Direct Costs: Medical costs Insurance premium Employee compensation Regulatory penalties Indirect Costs Investigation of the incident Cleaning up of incident site Disruption in production Repair/replacement of damaged materials/equipment Training of new/replacement employees Poor employee morale leading to low production Environmental litigation Ecological remediation
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Marketing efforts to project image
It is an accepted fact that effective implementation of safety management system is a big factor to earn more profit (safety is more of an investment). If you think safety is an expense, try accident. ROOT CAUSE OF ACCIDENT >>>> Hazardous Acts and Hazardous Conditions HAZARDOUS ACTS >>>> Unaware, Unable and Unmotivated HAZARDOUS CONDITIONS >>>> Unidentified and Uncorrected Incident and illnesses do not just happen. They are caused. FOR PREVENTION, Safety Management System include but should not be limited to : Safety Training Inspection / Audits JHA Focused Observation Coaching and Discipline Regular Safety Meetings • • • • • •
Just the same with other business establishment, Safety Management System requires (POLC): •
PLANNING what has to be done
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ORGANIZING the resources
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LEADING employees towards the set goals
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CONTROLLING process efficiently
The PLANNING PHASE of the management process involves: Identifying what you are to achieve; Developing a strategy to achieve it; Deciding what specific actions are needed • • •
In ORGANIZING, we need to have specific action plans with corresponding ownership and target date of which to accomplish for monitoring purpose, citing: Exactly what is involved in each activity Make effective use of resources Systematically measure progress • • •
LEADING means providing clear, understandable direction and motivation for workers to cooperate and support the safety management system. CONTROLLING the flow of activities is like orchestrating all the management programs and initiatives conducted to improve the safety performance of an organization.
Fundamental Concepts & Methodologies of Adult Learning OBJECTIVE: Recognize learning steps and instructional events for each part of a lesson. Based upon adult learner characteristics, determine appropriate instructional techniques for effective training. Introduction: Learning is a complex process. An awareness of how people learn is helpful to planning instructional events that make learning easier and encourage recall. In addition, adult students have specific characteristics that affect what an instructor does in the classroom to promote learning. An awareness of these characteristics can help the instructor respond in a way that will motivate trainees and create a positive learning environment.
DEFINITION: LEARNING is a change in behavior that can be seen and measured. LEARNING PROCESS STEPS (accdg. To the Gagne Briggs model of the learning process) Attention Practice Motivation Feedback Encoding Transfer Storage and Recall •
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LEARNING STEPS AND INSTRUCTIONAL EVENTS Learning Steps Instructional Events Attention Direct Selective Perception Use focused training aids Emphasize important aspects Motivation Establish a State of Expectancy Establish relevance State objectives Relate the new to the old Recall Cue Retrieval of Previous Learning Provide practice activities Use questioning • •
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Encoding & Storage Structure content Use examples Use analogies
Assist Encoding and Storage Use memory aids Provide a meaningful context
Feedback Evaluate performance Diagnose strengths/weaknesses
Reinforce Correct Knowledge/Skills
Transfer
Enhance Retention and Transfer
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Apply to different situations Reinforce job-related applications ADULT LEARNING PRINCIPLES LEARNING IS: A transformation that takes place over time. A continuous cycle of action and reflection. Most effective when it addresses issues relevant to the learner. Is most effective when people learn with others. Occurs best in a supportive and challenging environment •
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ADULT LEARNER CHARACTERISTICS: They have EXPERIENCE through: Education Job Real world • • •
They minimize RISK Lack of Confidence No Recent Schooling Need for Self Esteem Anxious in New Situations
They are TASK ORIENTED Goal Directed Organized Application-Based • • •
They are RESISTANT TO CHANGE
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They want INVOLVEMENT Success/Advancement Recognition Participation Job/Personal Improvement • • • •
TECHNIQUES TO MOTIVATE ADULT LEARNERS: Show a need Develop an intent to learn Maintain interest Encourage early success
What They Know / Do How They Learn How They View Things
ADULT LEARNERS have DIFFERENCES: Physical Differences Emotional Differences Intellectual Differences Learning Style Differences • • • •
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Give recognition and credit Avoid emotional response Use honest praise and avoid blame Be professional
GAINING RESPECT FROM ADULT LEARNERS: 1. Display genuine interest Lesson preparation
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2. Have a positive attitude toward learners Maturity
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3. Be responsive to learners needs Pace of Class Individual Differences/Learning Styles Relevance of Material 4. Be intellectually honest in response to questions 5. Be consistent and objective 6. Avoid sarcasm or ridicule • • •
Exercises for Adult Learning EXERCISE – A Analyze and prescribe the best thing to do to alleviate the problem: Scenario One of the trainees in a fire safety course is a volunteer fireman with many years of experience. The remainder of the class participants are unfamiliar with the course content. The experienced trainee has a tendency to show off by constantly challenging the instructor’s knowledge and by monopolizing class time with arguments about trivial details related to fire safety. Characteristic(s) Exhibited: 1. 2. 3. Steps to alleviate the problem: 1. 2. 3. EXERCISE – B
What should the response be for each characteristic? Characteristic 1.
Experienced –
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Task Oriented –
Response???
3. Risk Minimizers – 4. Resistant to Change – 5.
Involved –
EXERCISE – C Read the examples below and list at least one step in the learning process that could result. (Attention, Motivation, Encoding, Storage & Recall, Practice, Feedback, Transfer) __________ 1. Trainees work through scenarios with troubleshooting problems. __________ 2. The instructor reviews Ohm’s Law before beginning a lesson on Kirchoff’s Law for electric circuits.
__________ 3. The instructor questions trainees about past experiences when they have had to operate a computer. __________ 4. Different colored markers are used to pick out the various flow paths of a system. __________ 5. The instructor observes a group of trainees as they align a pump shaft. __________ 6. The instructor discusses the steps to follow when performing CPR and uses examples to describe some of the decisions that must be made during the process. __________ 7. The instructor teaches the hierarchy of algebra: Powers Roots Multiplication Division Addition Subtraction __________ 8. When teaching the quadratic formula, the math instructor tells a group of chemistry technicians they will use the formula when calculating ionization constants, solubility products constants, etc. IN SAFETY, THERE’S ONLY ONE WAY TO TEACH IT…. THE RIGHT WAY!!!
EMERGENCY PREPAREDNESS No matter how committed an industrial company may be in terms of occupational health and safety program implementation, the probability of an emergency may arise at the least expected scenario. Should this happen, do we know what to do? Are we aware of our very own emergency procedure? Objectives: This session will provide an avenue for all workers to be calm in emergencies because they know what to do. This will also help them to make decisions and take appropriate steps to keep a victim alive and keep injuries becoming worse until medical help arrives. EMERGENCY is a sudden, unexpected event demanding an immediate action. You may have the right word meaning from the dictionary, but it doesn’t tell you how to get out of it. Eventually, fear will overcome.. …this incident will determine your actions …actions that will determine the difference between life and death. PRO-ACTIVE SAFETY When a group of people becomes pro-active, it starts with a basic assumption that they can work in the workplace without accidents.. ..they believe they have the ability and capacity to work without suffering accidental damage to themselves or to the materials with which they work.
REACTIVE SAFETY When worker experienced an event that resulted to injuries or damage to materials, this is the only time that he will consider safety as a consequence only after the injuries or damage to properties occurred. HAZARD IDENTIFICATION Study shows that less time, effort and money are required to prevent accidents and illnesses than are required to react to the consequences. Accidents do not just happened, they are caused. What to look for identify hazards before they resulted to injuries or damage to properties: Chemical Hazards Physical Hazards Mechanical Hazards Biological Hazards Electrical Hazards Ergonomic Hazards •
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Are these hazards??? • • • • • • • •
The liquid is flammable. The knife is sharp. Two rolls create an in-running nip point. This chemical is toxic, if inhaled. The machine is very noisy. The electrical wire is energized. The drum contained heptane chemical. There is the presence of abrasive dust in the air.
ACCIDENT results from the two root causes – HAZARDOUS ACT AND HAZARDOUS CONDITIONS; HAZARDOUS ACT – unaware, unable, unmotivated. HAZARDOUS CONDITION – unidentified, uncorrected General Procedures In Response To Different Types Of Emergencies. FIRST AID – is the immediate care given to a victim who has been injured or suddenly taken ill. ROLE OF FIRST AIDER: 1. Serves as the bridge that fills the gap between the victim and the physician. 2. He is not to compete with nor take the place of the physician. 3. He will assist the physician when he arrives. OBJECTIVES IN GIVING FIRST AID : 1. To alleviate suffering of the victim. 2. To prevent added injury to the victim and to prevent further harm. 3. To prolong the life of the victim. EMERGENCY ACTION PRINCIPLE: 1. Survey the scene. 2. Do the primary survey of the victim. 3. Activate medical assistance or transfer facility. 4. Do the secondary survey of the victim. EARTHQUAKE - What to do:
Act quickly! Protect your body from falling debris by getting under a sturdy desk, table or doorway Keep away from glass windows and free standing furniture. When outside, stay away from tall buildings, move to an open field. At the end of initial shock, evacuate building when given clearance by the Chief Marshal Go to the assembly area assigned near your position.
FIRE EMERGENCY – If you discover a fire:
Activate fire alarm (break glass) Call for help, dial your hot line number Try to extinguish fire if knowledgeable to do so. Do not take any personal risks. Follow instructions of evacuation team guide. Proceed to the assembly area.
HOW TO OPERATE THE FIRE EXTINGUISHER :
Break seal / remove pin Release hose / nozzle from holder Test for good operation by squeezing lever briefly before approaching the fire Extinguish the fire to within 6-8 feet and aim at the base of the fire Sweep the nozzle back and forth until is completely extinguished
EVACUATION
On hearing the alarm signal, gather vital personal effects and go for the nearest exit near you. Go to the assembly area at the open field assigned near your present location If you are away from normal work floor, obey instructions from that floor. Do not attempt to return to your own floor Security will take any other action.
BOMB THREAT
If a bomb or suspicious object is discovered – do not touch it, clear the area Notify security office Prevent other personnel from going into the area Security will take any other action required
IF YOU RECEIVED A CALL…
Attract the attention of another staff member to ring your local hotline Record details of threat as per procedure given: do not hang up your phone Try to record exact words; keep the caller TALKING (try to obtain as much information as possible) Security will take further action required
QUESTIONS TO ASK… When is the bomb going to explode? Where is it right now? What does it look like? What kind of bomb is it? What will cause the bomb to explode? Who place the bomb? Why? Where are you? What is your name? DO NOT HANG UP THE PHONE SECURITY
Most Senior Security Officer on-duty shall respond when an emergency arising from fire, earthquake and explosions occurs upon notice given by the Chief Marshal The compound shall be cordoned to prevent unauthorized person’s entry Security Officers shall supervise crowd control to prevent employees and looters around the affected area. Follow the safe and orderly evacuations of employees to the assembly area.
Prepared at all times
RE-ENTRY PROGRAM Objectives: to introduce the BOSH participant into his role in the safety committee. Participants to the BOSH training are now tasked to apply what they learned. Our plan for their re-entry to the Safety & Health Committee is outlined as follows: I. Review
On their own, after completing the BOSH training, participants are enjoined to review their notes, manuals, workshop exercises and experiences. II. Application On return to company, they make a verbal or written report to their supervisor signifying their intention to apply the contents of the BOSH training. The simplest way to immediately use the material is by specific task, so as not to get overwhelmed by the project. 1. Inspection 2. Investigation Inspection If the new member intends to conduct his application by inspection, he may opt to be teamed up with another member, or conduct inspection alone. Workplace inspection is by far the best way to begin. It involves 3 steps: Identification of hazards Evaluation of hazards Control of hazards • • •
2) Identification the hazards: (1) Unsafe Act Act of Omission Act of Commission • •
(2) Unsafe Condition Physical Chemical Biological Ergonomic Mechanical Electrical • • • • • •
3) Evaluate the hazard: Indicate why you identified the act/condition to be unsafe by: Comparing against Company standards (OEL) International standards (TLV, PEL, OSHS) Conducting workplace monitoring procedures or simply determining what procedure to conduct • • • •
4) Control the hazard through any or a combination of three methods • • •
Engineering control Administrative control Personal Protective Equipment
5) Making an inspection report is carried out by an action plan directed toward the control of the hazard. A report is made that includes: Problem •
• • • •
Action plan Accountability Target date Output
Investigation If the new member intends to conduct his application by investigation, he may opt to be teamed up with another member or conduct investigation alone. Results and processes may be compared later. Steps to follow are: 1) Gather information 2) Analyze the facts 3) Make recommendation
1) Gathering information is initiated through A) Witness interview – follows the different techniques to elicit information and details of the events that transpired B) Physical evidence – done initially by sketching or taking pictures of the accident scene for reference. Should other materials be present that can contribute to explaining the accident, they must be logged and examined carefully C) Review of written records – referring to previous accident reports, maintenance records, and other data in the company’s file.
2) Analysis of the data, as discussed in the BOSH is by • • •
Change analysis Fault tree method Fish-bone analysis
• •
Process safety review Job safety analysis
3) Making recommendations is carried out by an action plan directed toward the primary and secondary causes of the accident. A report is made that includes: Problem Target date Action plan Output Accountability •
•
•
•
•
III. Implementation 1) Study / review Once the reports (inspection) have been made, they are submitted to the Safety Manager or counterpart for analysis. Feasibility is determined & the new member may be asked for a simple explanation for his report. The action plan is then put into effect in an experimental area, or may be applied directly to the act / condition in question After the target date is met, results of the implementation are noted and discussed •
•
•
IV. Evaluation 1) Scoring / ranking of the expected results is done to quantify / qualify the data. 2) Discussion of the results may be made by direct comparison. 3) Other forms may require more intricate analysis like that of determination of p-values in standard deviation 4) Depending on the outcome and the nearness/farness (proximity/distance) from the expected output, modifications can be made to tailor fit the action plan.
5) A final report is made to document the results and the action plan is applied to the greater part of the company’s workplace. V. Repeat process Next step is to increase / broaden the scope of responsibility of the new member. •
THE OCCUPATIONAL SAFETY & HEALTH PROGRAM Objective: To integrate all the seminar material in Basic Occupational Safety & Health into a program that serves to promote and protect employees at work. An OHP, just like the safety program, aims to uphold the health and well being of all individuals in the workplace paying much needed attention to work-related illness This is accomplished after conducting a plant inspection and job safety analysis with health hazard identification through the basics of Industrial Hygiene: Identification Evaluation Control Control can be achieved by fitting their solutions through objectives in the program. This systematizes the approach and coordinates efforts of responsible individuals to correct the health hazard... the goal being to achieve the highest form of health at work for workers. KEY ELEMENTS OF THE OCCUPATIONAL SAFETY PROGRAM A. Accident Prevention B. Safety Promotion KEY ELEMENTS OF THE OCCUPATIONAL HEALTH PROGRAM A. Health Protection B. Health Promotion 1. Health Risk Management at Work Health Hazard Identification Health Risk Assessment Control Measures Health Surveillance Record Keeping Health Hazard Identification To identify and make an inventory of the potential physical, chemical, biological, ergonomic and psychologic health hazards associated with the work and working environment. Health Risk Assessment To evaluate the risk to health associated with exposures to health hazards and then to decide on the action needed to remove or reduce those risks Control Measures To introduce appropriate measures to prevent or control the health risks Health Surveillance To monitor health where risk to health cannot be excluded Record Keeping
To keep proper exposure and health surveillance records; to identify health trends and problem areas for action to fulfill legal requirements and to safeguard the company against unjustified compensation claims B. HEALTH PROMOTION 1. Assessment of health risks associated with the living environment; A) To assess and prevent health risks associated with the living environment B) To provide employee information and assistance programs to prevent these health risks.
At the end of the year, recap your program and summarize. Modify OHS program for next year
Employees Work Accident / Illness Report Included in the OSH Standards is Rule 1050 : Notification and Keeping of Records of Accidents and/or Occupational Illnesses. Please refer to the Occupational Safety and Health Standards in your training kit. On page 202 you will see the Employees Work Accident/Illness Report. (Reference: DOLE/BWC/OHSD/IP-6 ) Aside from your company’s own report form, the DOLE/BWC requires that accidents and work related illness be reported using the above attached form. These are of use in statistical analysis of accidents & illnesses. Actual Loss Measurements (injuries): Disabling injury frequency rate (FR) Disabling injury severity rate (SR) Disabling injury index Serious injury frequency rate (FR) Non-LTI frequency rate (FR)
Disabling Injury FR =
# of disabling injuries employee hours of exposure
x 1,000,000
Disabling Injury SR =
total days charged employee hours of exposure
x 1,000,000
Disabling Injury Index = (disabling injury FR) x (disabling injury SR) 1,000 The other forms found in the appendix of your OSH standards will be discussed as needed.
JOB OR OPERATION TITLE
JOB HAZARD ANALYSIS
DEPARTMENT/DIVISION DATE PERFORMED
JOB LOCATION
TITLE OF EMPLOYEE DOING JOB
PERFORMED BY
VERIIFIED BY
SPECIAL OR PRIMARY HAZARDS
PERSONAL PROTECTIVE EQUIPMENT REQUIRED OR RECOMMENDED
BASIC JOB STEPS
EXISTING HAZARDS
AND
POTENTIAL
RECOMMENDED CORRECTIVE MEASURES
Basic Occupational Safety & Health Training Manual
PEME Consultancy, Inc. “We care for People Environment Materials & Equipment” Bureau of Working Conditions DOLE Accreditation No. 1030-070104-0035
103 Malumanay St. Teachers Village, Diliman, Quezon City 1101 02 5729288 02 9224497 www.peme.org
[email protected]
[email protected]
RE-ENTRY PLAN Name: _________________________ Company:_______________________ Problem / Concerns
Date:____________________ Action Plan
Accountability
Target Time
Remarks
