Hcs 3000

Introduction HCS3000: Workplace Safety Systems
Unit 1: Safety: From Past to Present

HCS3000: Workplace Safety Systems.... curriculum Learning Outcomes:
3. identify and incorporate legislation related to the workplace 3.2 develop a glossary of relevant workplace terms; e.g., employer, worker, contractor, joint health and safety committee, responsibilities, hazard, personal protective equipment, fall protection, scaffolding, incident, investigation, muster point, Certificate of Recognition (COR), Partners in Injury Reduction (PIR) 3.3 differentiate between the worker and employer 3.4 explain responsibilities, as identified in OHS legislation 3.5 describe the responsibilities of employers and workers After this unit, the learner will be able to Define the terms: - Safety - Accident - Incident. Explain the difference between past and present views of safety. Explain the difference between Direct Costs and Indirect Costs. List and describe 3 types of controls: - Engineering - Administrative - Basic/Point-of-Contact Describe the purpose of Safety Management Systems. 5-1
Job Safety Skills Society 2011
Key Ideas
Fact Sheet 1: Safety: From Past to Present
Safety is the control of accidental injury, damage, and/or loss. When workers are injured, there is loss and costs: 1. Direct costs include: Cost of medical treatment, benefits 2. Indirect costs include: Cost of property damage Loss of production Loss of profits In the past, safety was said to be freedom from injuries. Safety programs now focus on: 1. What management does. 2. How workers do their work. Health and safety management systems (HSMS) are designed to prevent: 1. Loss due to injuries 2. Loss of production 3. Damage to property. Today, effective HSMS have three levels of loss control: Engineering Controls Administrative Controls - management supports and encourages safe work practices Basic/Point-of-Contact Controls (i.e., Personal Protective Equipment)
5-2
5-3
Unit 1: Safety: From Past to Present Fact Sheet 1

afety programs have come a long way. Companies have studied the mistakes of the past and have used these lessons to improve safe practices. These improvements help to decrease the number of workplace injuries and deaths.
Learning from the Past

In the past, safety programs were designed to protect workers from injuries. Safety was defined as freedom from injuries. Accidents were considered to be an undesired event that resulted in harm to people. Incidents were seen as a near accident or a near miss. Most people believed that injuries were caused by workers performing unsafe acts. Therefore, safety programs focused on training workers to practice safe work habits, to reduce the number of unsafe acts. The focus was on workers and the solution was often to find someone to blame. For this reason, workers did not report incidents because they did not want to be blamed. Managers would provide safety programs but were not responsible for the outcome. They provided the program for the worker; it was now up to the worker to work safely.
Direct Costs: Costs related to injuries (e.g., medical and benefit costs to worker) Indirect Costs: Costs related to property damage, equipment damage, loss of productive work time, investigation time, hiring and training replacement workers, and loss of any business. Safety: Control of accidental loss. Safety Management System: A problem-solving approach to safety.
5-4
Organizations often viewed safety programs as an expense with the key outcome being a reduction in worker injuries. Based on this view, employers saw only the costs of providing safety programs and not the costs of having workers injured or killed on the job.
The definition of safety also changed from freedom of injuries to control of accidental loss. In this definition, accidents/incidents are caused not only by unsafe acts but also by unsafe conditions. The term unsafe act has also been replaced by the terms substandard practices and substandard conditions.
The focus on safety moved away from worker to management. This way of viewing safety becomes a safety management system --a problem-solving approach to safety.
Due to injuries this workplace is closed for inspection. Ironworker Foreman Crushed when Bridge Support Element Broke during Dismantling (Case Report: 05NY013) -- Occupational Health & Safety
Safety Today
Industries now work very hard to have a safe workplace. This reduces the number of accidents. It also helps a company run better. A worker who cannot work because of injuries is hard to replace. The tasks done by this worker may not be done until the worker returns. This lowers a companys productivity. That is, its ability to make profit.
The definition of accident and incident changed to mean an undesired event that results in unintended harm or damage to people, property, environment, and/or loss of process/production. Incidents are also still recognized as a near miss but if the near miss could have caused harm, then it is investigated as an accident.
5-5
Workplace safety has three basic steps: Hazard Identification: Knowing the things and actions that may lead to accidents. Hazard Evaluation: Being able to judge the risk of each hazard. Hazard Control: Finding ways to reduce or get rid of each hazard. Safety management systems have now become an essential part of many organizations and have greatly improved workplace safety.
Loss Control
Loss control is the term now used to describe actions taken in an organization to help prevent: Injury to people Damage to property Loss of productivity and profit
Direct/Indirect Costs
Organizations could now include the direct and indirect or hidden costs of injuries and deaths. Direct costs are related to injuries (e.g., medical and benefits to workers including compensation costs.) Indirect costs include property damage, equipment damage, loss of productive work time, investigation time, hiring and training replacement workers, environmental and insurance costs, and loss of any business.
There are 3 levels of loss control: 1. Engineering Controls: - Seeks to create a culture of safety in an organization. 2. Administrative Controls: - Includes the setting up of safety committees and ongoing safety training. 3. Basic Controls: - Includes the use of personal protective equipment (PPE). More information on Loss Control methods is contained in the following units. Regardless of the method of control used, each control method should be checked regularly to be sure that it is effective.
Safety Management Systems are now seen as an investment as they help reduce costs and increase productivity and profits.
5-6
Employers and Workers Responsibilities

The Alberta Occupational Health and Safety Act states: 2 (1) Every employer shall ensure, as far as it is reasonably practicable for the employer to do so. a) the health and safety of i) ii) workers engaged in the work of that employer, and those workers not engaged in the work of that employer but present at the work site at which that work is being carried out, and
b) that the workers engaged in the work of that employer are aware of their responsibilities and duties under this Act, the regulations and the adopted code. (2) Every worker shall, while engaged in an occupation, a) take reasonable care to protect the health and safety of the worker and of other workers present while the worker is working, and b) co-operate with the workers employer for the purposes of protecting the health and safety of i) the worker, ii) other workers engaged in the work of the employer, and iii) other workers not engaged in the work of that employer but present at the work site at which that work is being carried out.
5-7
Unit 1: Safety: From Past to Present Test 1

Use Unit 1: Safety: From Past to Present Fact Sheet 1 and other resources. Answer the following questions: 1. Define the following terms using a) their past meaning, and b) their present meaning. Term Accident Past Meaning Present Meaning
Safety
____/4
2. The following terms: unsafe acts and unsafe conditions were used in the past. a) What two terms tend to be used today? 1. __________________________________________________________ 2.__________________________________________________________ b) Why is each of the new terms more appropriate? ____________________________________________________________ ____________________________________________________________ 3. Describe the meaning of the indirect costs of accidents. _______________________________________________________________ _______________________________________________________________
____/4 ____/6
_______________________________________________________________
5-8
4. Why would safety programs that focus on reducing unsafe acts tend to place the blame on workers? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 5. Why would safety programs that focus on substandard practices and substandard conditions tend to place the focus on management instead of workers? _______________________________________________________________ _______________________________________________________________
____/4 ____/4
_______________________________________________________________ 6. How may accidents affect productivity? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 7. a) Why might some employers see safety management systems as an investment rather than a cost factor? _______________________________________________________________ _______________________________________________________________ b) Why might some employers see safety programs as a cost factor rather than an investment? _______________________________________________________________
____/4 ____/3
_______________________________________________________________
5-9
8. a) Describe the safety programs of the past, their advantages and disadvantages.
____/3
b) Describe the purpose of safety management systems, their advantages and possible disadvantages.
____/3
9. Describe each of the following types of controls: a) Engineering Controls __________________________________________ ___________________________________________________________ b) Administrative Controls ________________________________________ ___________________________________________________________ c) Basic/Point-of-Contact Controls __________________________________ ____________________________________________________________
___/15
Total: Safety: From Past to Present Test 1:
__/50
5-10
Unit 1: Safety: From Past to Present Answer Key: Test 1

1. Accident in the past meant an undesired event that resulted in harm to people. Accident today means an undesired event that resulted in unintended harm or damage to people, property, environment, and/or loss process/productivity. Safety in the past meant freedom from injuries. Safety today means control of accidental loss. 2. The terms used today for unsafe acts and unsafe conditions are substandard practices and substandard conditions. The new terms shift the focus on management rather than on workers alone. Hidden costs of accidents are: property damage, equipment damages, loss of productive work time, hiring and training replacement workers, environmental and insurance costs, and loss of business. Unsafe acts in workplaces are usually blamed on workers. Therefore, during investigations of unsafe acts, all the focus tends to be placed on workers. Placing the focus on substandard practices and substandard conditions causes managers to look at the overall workplace and not just at workers actions. Practices and conditions at the workplace are usually controlled more by management than by workers. It is considered to be managements responsibility to ensure practices, equipment, and property are up to certain standards, not the workers. Accidents can affect productivity because the workplace may be shut down for a period of time and no work can be done during that time. Experienced workers who are injured may also require time off to recover. The loss of experienced workers also affects productivity. The implementation of effective safety management systems can increase the productivity of a company and increase profits. As a result, safety management systems should be seen as an investment. Individual safety programs, however, tend to look only at the reduced number of injuries. For this reason, this latter approach does not show cost benefit to the organization. Safety programs are seen only as a cost to the organization, not an investment.
3.
4. 5.
6.
7.
5-11
8.
Sample Answers: 1. Safety programs of the past only tried to reduce the number of injuries. In reducing injuries, the safety programs looked at decreasing the number of unsafe acts. The primary disadvantage is that unsafe acts focused on the worker. Workers were reluctant to report accidents or incidents because the blame would often be placed on them. The primary advantage of these types of safety programs was fewer injuries. Safety programs were seen as an expense to the organization. 2. Safety management systems of today try to control loss. This includes reducing injuries, property damage, and loss of productive work time. To control loss, substandard practices and substandard conditions need to be reduced. This becomes more of a safety management system where management and workers, together, use a problem-solving approach to reduce accidents. All costs from accidents are included in calculating losses. This changes the outlook on individual safety programs from being a cost to being an investment. Safety management systems, not only reduce injuries and deaths, but increase a companys productivity and may increase the companys profits.
Note: Learners should be encouraged to reflect on both past and present safety programs and practices, and to present creative analysis regarding the advantages and disadvantages of each program. 9. Engineering: A management responsibility to remove hazards by changing the design of the worksite. Example: installing a permanent ladder instead of using a step ladder. Administrative: Changing the way a job is done in order to increase safety. Example: safe work procedures and permits for confined space entry. Basic/Point-of-Contact: Providing workers with protective equipment to reduce a hazard. Examples: steel-toed safety boots, wearing protective dust masks, hard hats, safety gloves.
5-12
Health & Safety Management Systems The 8 Elements
Unit 2: Health & Safety Management Systems: The 8 Elements

HCS3000:
1.
Workplace Safety Systems.... curriculum Learning Outcomes:
describe and explain workplace health and safety management systems 1.1 identify and describe the following eight elements of a health and safety management system: 1.1.1 management, leadership and organizational commitment 1.1.2 hazard identification and assessment 1.1.3 hazard control 1.1.4 ongoing inspections 1.1.5 qualifications, orientations and employee training 1.1.6 emergency response 1.1.7 incident reporting and investigations 1.1.8 health and safety management system administration 1.2 explain the workplace health and safety implications of each of the elements 1.3 identify, in samples taken from specific worksites or workstations, elements of health and safety management systems
3.
identify and incorporate legislation related to the workplace 3.2 develop a glossary of relevant workplace terms; e.g., employer, worker, contractor, joint health and safety committee, responsibilities, hazard, personal protective equipment, fall protection, scaffolding, incident, investigation, muster point, Certificate of Recognition (COR), Partners in Injury Reduction (PIR)
5-13

After this unit, the learner will be able to Identify and describe the 8 elements (key points) of a health and safety management system (HSMS). Explain why each part of a HSMS is important to workers. Identify and describe the HSMS in a selected workplace.
5-14
Key Ideas

A health and safety management system (HSMS) is a series of processes put in place to protect workers and others. A HSMS includes the following elements (processes/documents): 1. 2. 3. 4. 5. 6. 7. 8. Management commitment or policy Hazard identification and assessment Hazard controls Ongoing inspections Qualifications assessment and training Emergency Response Planning Incident Reporting and Investigation HSMS Administration.
An effective HSMS must include each of the 8 elements.

Element 2 Hazard Identification and Assessment
Element 1 Management Leadership and Organizational Commitment
Element 3 Hazard Control
Element 8 Program Administration
Health and Safety Management System

Element 5 Worker Competency and Training
Element 4 Ongoing Work Site Inspection
Element 7 Incident Reporting and Investigation
Element 6 Emergency Preparedness
5-15

(The following information has been accessed and modified from http://employment.alberta.ca/SFW/996.html)
Fact Sheet 2
health and safety management system is a process put in place by an employer to minimize the incidence of injury and illness to workers involved in their working operations. This is accomplished through identifying, assessing and controlling risks to workers in all operations of work. The scope and complexity of a health and safety management system will vary according to the type of workplace and the nature of operations carried out. To be effective, the following 8 components are considered to be essential and form the basis of the health and safety management system:
1. Management Commitment and Policies

A written health and safety policy stating the company's commitment, the overall goals and objectives for their health and safety program and the responsibilities of management, workers, visitors and contractors. The policy should be dated and signed by the senior operating manager and/or CEO for the work site. Hazard control: Things done to avoid or stop injury or loss. Hazard evaluation: Judging the level of risk for each hazard. Hazard identification: Being able to recognize things that could cause injury or loss. Lost-time claim: A report sent to the WCB when a workplace injury causes lost time.
2. Identify and assess hazards

Evaluate all equipment, machinery, work areas and work processes to identify and analyze all potential sources of harm to workers. A record of all hazards should be kept, along with the degree of risk and level of potential exposure for workers.
5-16
3. Hazards and Risk Controls

Control measures should be developed for each hazard identified. Typical control methods include: Engineering, Administrative and Basic Point of Contact - Personal Protective Equipment.
A serious emergency, such as an explosion, fire or flood could put any company out of business. Even the best health and safety program cannot protect from all natural or unexpected disasters. However, a good emergency response plan that is in place and practiced regularly can reduce the risk of injury and loss.
Records of safe work practices and procedures for hazardous operations should be readily available and all workers trained.
7. Incident Reporting and Investigation

When an incident occurs, it is important to report it to a supervisor. The supervisor should: Investigate cause make sure previously uncontrolled hazards do not remain a risk prevent the recurrence of similar incidents determine if training or changes in control methods, such as personal protective equipment and procedures, need to be changed to make the workplace safer or healthier.
4. Workplace Inspection Program

To ensure that hazard control measures are in place and effectively protect workers, a regular inspection program is important. Inspection tours provide important information, including information about hazards or potential hazards that have not been noted before and a check that controls to eliminate or reduce risks of known hazards are in place and working. Records of all inspections should be kept, including the checklist used.
All incidents must be investigated as soon as possible.
5. Worker competency and training:

Worker training is an essential phase of an effective health and safety program. Workers need to know how to do their jobs safely and without risk to their health. New and/or young workers need special consideration. New worker orientation should be completed within the first week on the job and critical information must be covered on the first day. All training should be documented.
8. HSMS Program Administration
6. Emergency Response Planning
HSMS program administration ensures that all parts of a health and safety management system are properly documented and communicated to employees. Records help to ensure that the program is effective in reducing the risk of injury and ill health at the workplace.
5-15
Evaluation/Audits
A comprehensive review of the employer's health and safety management system is carried out through a workplace safety audit.
Alberta Employment and Immigrations Partnerships recognizes the efforts of employers who meet provincial standards by issuing of a Certificate of Recognition (COR).
To qualify for a COR, a safety audit must be carried out by a qualified auditor. The auditor must use an audit instrument that is approved for Partnerships use and is acceptable to a Certifying Partner.
The audit will cover the basic elements of a health and safety management system and will include interviews, documentation review and observation technique.
5-16
Unit 2: Health & Safety Management Systems The 8 Elements Test 2

Use Unit 2 Health & Safety Management Systems: The 8 Elements Fact Sheet 2 and other resources. Answer the following questions: 1. Describe the purpose of a Health and Safety Management System (HSMS). _______________________________________________________________ _______________________________________________________________
____/5
_______________________________________________________________
2. Explain the purpose of each of the following HSMS elements. 1) Management Commitment and Policies _______________________________________________________________ _______________________________________________________________
____/5
_______________________________________________________________ 2) Hazard and Risk Identification and Assessment _______________________________________________________________ _______________________________________________________________

____/5
_______________________________________________________________ 3) Hazard and Risk Controls _______________________________________________________________ _______________________________________________________________

____/5
_______________________________________________________________
5-17
4) Workplace Inspections _______________________________________________________________ _______________________________________________________________

____/5
_______________________________________________________________ 5) Worker Competency Assessment and Training _______________________________________________________________ _______________________________________________________________

____/5
_______________________________________________________________ 6) Emergency Response Planning _______________________________________________________________ _______________________________________________________________

____/5
_______________________________________________________________ 7) Incident Reporting and Investigations _______________________________________________________________ _______________________________________________________________

____/5
_______________________________________________________________ 8) HSMS Program Administration _______________________________________________________________ _______________________________________________________________

____/5
_______________________________________________________________ 3. Using the Template I: HSMS Elements Identification found on next page, identify the HSMS elements found at a selected workplace.
____/5
Total: Health and Safety Management Systems: The 8 Elements Test 1:
___/50
5-18
Template I Learners Name: ____________________
Health and Safety Management Systems Elements Identification

Workplace Name: __________________________________________ Type of Work Performed: _____________________________________ 1. Visit the workplace. Explain why you are visiting. Ask questions about health and safety. 2. List and describe each element identified that relates to a Health and Safety Management System (HSMS). # 1 2 3 4 5 6 7 8 Comments: Element Description
5-19
Unit 2: Health & Safety Management Systems: The 8 Elements Answer Key: Test 2
1. A health and safety management system is a series of processes put in place to protect workers and others. 2. The following are the 8 elements: 1) Management Commitment and Policies An employer/managements written statement of commitment stating that everything possible will be done to protect workers health and safety. Policies identify how health and safety is to be protected and the responsibilities of employer/ management, workers, visitors, and others. 2) Hazard Identification and Risk Assessment The process of checking all equipment, tools, work areas and work processes to identify things or situations that could cause an injury or other loss. 3) Hazard and Risk Controls The use of engineering, administrative and basic/point-of-contact controls to prevent or minimize risk of injuries and other types of loss. 4) Workplace Inspections The regular checking of a workplace to ensure that appropriate controls are in place to prevent injury, damage or loss. 5) Worker Competency and Training Ensuring that each worker is properly trained to perform assigned tasks and use equipment, tools and materials correctly and safely. 6) Emergency Response Planning (ERP) A plan that all workers understand and know what to do when an emergency occurs. An ERP should be regularly reviewed, practiced and updated as needed. 7) Incident Reporting and Investigations Reporting any kind of injury, loss or near miss to a supervisor starts the process of investigating what happened, why it happened, and how to prevent a similar incident from occurring in the future. 8) HSMS Program Administration A collection/combination of written policies, processes, and practices that ensure that an employers HSMS is in place, operating correctly, and regularly reviewed and reinforced. 3. Completed Template I. Answers will vary depending on workplace interviewed.
5-20
Hazards What Are They?
Unit 3: Hazards: What are They?

2. recognize and incorporate hazard identification, assessment and control 2.1 predict and list hazards within a work environment particular to a variety of worksite/workstation locations; e.g., office, retail, restaurant; theatre, TV studio, film location; child care, health centre, fitness centre; construction, warehousing, manufacturing; oil well site, forestry lease, mine 2.2 distinguish between the five types of hazards; e.g., chemical, physical, ergonomic, biological, psychosocial) and provide examples of each from home, school or work 2.3 explore types of hazards commonly found in a specific occupational area or workplace 2.4 explain and apply terms related to hazard identification, assessment and control; e.g., hazard, risk, exposure, incident, injury, monitor 2.6 demonstrate ability to communicate information appropriately about a hazard and hazard prevention practices to others; e.g., fellow learners or workers, other employees, supervisor, teacher, parent, employer 2.7 predict potential consequences of hazards left unattended 2.9 develop a plan to control potential hazards identified in a selected workplace Teachers/instructors having instructional time available should consider adding the Optional Unit, Unit 11: Hazardous Materials (WHMIS). Note: Unit 11: Hazardous Materials is a required area of safety in HCS 3010: Workplace Safety Practices.
5-21
Unit 3: Hazards: What are They?

After this unit, the learner will be able to Define and describe the term Hazards. Explain the importance of identifying workplace hazards. Identify the 5 major types of hazards and give examples for each type. Identify and list hazards found in a selected workplace.
5-22
Key y I Ideas
Unit 3: Hazards: What Are They?
A safe place would have no hazards. Hazards can be found everywhere: at home, in school, in all workplaces. Hazards in the workplace can cause: - injuries/death - loss of income - property damage - environmental damage - loss of production and profits. Most hazards cant be removed. They can only be controlled and the risk of injury reduced. Types of hazards include: - Physical - Chemical - Biological - Ergonomic - Psychological/Mental Health. Hazard control means reducing risk of injury, damage or loss. If a hazard is not controlled, its only a matter of time before someone is injured.
5-23
Unit 3: Hazards: What Are They? Fact Sheet 3
safe workplace would have no hazards. There would be no machines, equipment or materials that could harm people. However, there are no safe workplaces. An important part of workplace safety is being able to identify hazards before someone gets injured. Identifying hazards is the first step in reducing risk or injury.
Incidents/Accidents
An incident may be a hit or near miss. It is an event that has or could have caused an injury. Accidents are incidents that have caused one or more of: Injuries to workers Property damage Environmental damage Loss of product
Environmental Damage: Damage to the air, trees or plants, etc. Hazard: An activity, event or condition that could create an incident that causes damage, injury or illness. Paramedic: Persons trained to give basic medical aid. Reducing: Making less.
Reducing the number of accidents and incidents improves workplace safety.
If a hazard is not controlled, its only a matter of time before someone is injured.
5-24
Hazards: What Are They?

A hazard is an activity, event or condition that could cause an accident or incident that results in injury or illness to people and/or damage to property.
Remember
To prevent an accident or incident, hazards must be identified and controlled.
A hazard can be something as simple as a ladder left lying around. It can also be something like a chemical substance used in a workplace.
5-25
Types of Hazards
Hazard types include: Physical Chemical Biological Ergonomic Psychological/mental health
Physical Hazards include:

Using equipment, machines and tools Working in extreme temperatures Personal movement and moving things
Types of physical hazards: Noisy equipment Vibrating equipment jack hammers, driving vehicles Being run over, crushed, or pinned. Being caught in equipment, machinery Using the same tool in the same position all day long Working in extreme cold or hot conditions Frayed electrical cords Overhead power lines Items lying on the floor Working from heights
Ergonomic and psychological/ mental health hazards are described in Unit 4 Ergonomics: Fitting the Workplace to You, Fact Sheet 4 and Unit 5 Hazard Risk and Assessment and Controls, Fact Sheet 5. Each industry has its own hazards. Industries often use labels to describe different types of hazards.
Chemical Hazards include:

Chemical mists, vapors, gases, dusts or fumes Types of chemical hazards: Using strong cleaning products Oil-based paint Working in area with lots of dust Being exposed to asbestos Using hazardous materials
5-26
Biological Hazards include:

Insects, fungi mold viruses, and Working with plant material
Ergonomic Hazards include:

Inappropriate job and workstation design Improperly adjusted work benches, desks, keyboards. Harvesting crops by hand. Poor lighting Repetitive Strain, i.e., operating machinery for long periods of time, i.e., combines, tractors, jackhammers
Types of biological hazards: Insect stings Some plants, fungi or mold, e.g., poison ivy Wet or damp materials that could grow fungi or mold, e.g., greenhouses, granaries Contact with other people or things carrying viruses or bacteria
Psychological (mental health;

psychosocial) include:
Workplace-induced and other stressors Excessive work hours and/or shift work Challenging personal /Interpersonal relationships Discrimination and harassment
Can this person improve his safety?
Yes!!
Remember -- Wear Personal Protective Equipment (PPE)!

5-27
(See Recommended Unit 12: Personal Protective Equipment (PPE).

Unit 3: Hazards: What Are They? Test 3

Use Unit 3 Hazards: What Are They? Fact Sheet 3 and other resources. Answer the following questions: 1. Complete each sentence: A hazard is ________________________________________________ __________________________________________________________. An accident is ______________________________________________ __________________________________________________________. An incident is_______________________________________________ __________________________________________________________. An injury occurs when________________________________________
____/4
_________________________________________________________. 2. List 3 types of hazards and a workplace where each hazard may be found. Hazard Workplace
____/6
3.
A worker cant find the small step ladder used to place supplies on a high shelf. The worker uses a chair instead. What type of hazard is this? _______________________________________________________________
____/2
4.
A greenhouse worker has to clean up a pile of bags. They have been there for a long time and are damp and moldy. What type of hazard is this? _______________________________________________________________
____/2
5-28
5.
A worker has to take material to an office on the other side of the building. To save time, the worker walks through an area of the building that is being rebuilt. A piece of wood falls and hits him. What type of hazard is this? _______________________________________________________________
____/2
6.
A janitor uses a very strong floor cleaner that has a very strong smell. What type of hazard is this? _______________________________________________________________
____/2
7.
A worker uses the same tool in the same position all day? What type of hazard is this? _______________________________________________________________
____/2
8.
Using Template 2: Hazard Identification, identify hazards and controls found in a selected workplace. _______________________________________________________________
____/5
Total: Hazards: What Are They? Test 3:
___/25
5-29
Template 2 Learners Name: ____________________
Hazards Identification
Workplace Name: __________________________________________ Type of Work Performed: _____________________________________ Hazards and Controls Identified (provide list of those found): Type Chemical Hazard(s) Description Control(s)
Physical
Ergonomic
Biological
PsychoSocial
Comments:
5-30
Unit 3: Hazards: What Are They? Answer Key: Test 3

1. Hazard an activity, event or condition that could create an accident or incident that may cause injury, damage or illness. Accident an unplanned, unwanted event that results in an injury, damage, or various kinds of loss. Incident an unplanned, unwanted event that has the potential to cause injury, damage, and various kinds of loss. Injury any type of body harm, including scratches, bruises, cuts, sprains, fractures, breaks, etc. 2. Sample learner answers: Physical construction site; oil rigs. Biological lawn care; greenhouse. Chemical painter; health care worker; kitchen; drycleaners. 3. Physical. 4. Biological. 5. Physical. 6. Chemical. 7. Physical. 8. Assessment based on information provided by learner.
5-31
Ergonomics: Fitting the Workplace to You

Unit 4: Ergonomics: Fitting the Workplace to You
2. recognize and incorporate hazard identification, assessment and control 2.1 predict and list hazards within a work environment particular to a variety of worksite/workstation locations; e.g., office, retail, restaurant; theatre, TV studio, film location; child care, health centre, fitness centre; construction, warehousing, manufacturing; oil well site, forestry lease, mine 2.2 distinguish between the five types of hazards; e.g., chemical, physical, ergonomic, biological, psychosocial) and provide examples of each from home, school or work
After this unit, the learner will be able to Define Ergonomics. Describe the role of ergonomics in the workplace. Identify and describe ergonomic-related hazards found in various workplaces. Explain the connection between repetitive strain injuries (RSIs) and ergonomics .
5-32
Ke ey Ideas
Fact Sheet 4: Ergonomics: Fitting the Workplace to You

A good fit between worker and workplace improves worker health and safety. Ergonomics is concerned with: - how work is done e.g. sitting standing, - what work is done e.g. lifting, typing - using proper tools and equipment for the job - work area shape, size and space - lighting (dark, light, glare) - temperature (hot or cold) - reducing stress. Tasks done many times during the work day can cause a repetitive strain injury. Breaks from work can help stop repetitive strain (ergonomic) injuries.
5-33
Unit 4: Ergonomics: Fitting the Workplace to You Fact Sheet 4

rgonomics is the study of the fit between people and their jobs. The main goal of ergonomics is to improve: the well-being of workers the activity of workers reduce risk of injury. Adjustable: Something that can be made to fit or be used in many different ways by many different people. Designers: People who make things to fit tasks and to meet peoples needs. Ergonomics: Fitting the workplace to the worker. Ergonomic Hazard: Any hazard that can cause injury or harm to a body part or system. Focusing: Keeping your mind and eyes on what you are doing. Repetitive Strain Injuries: Injuries caused by doing the same task over and over again each and every day.
5-34
When setting up a workplace, this question should be asked and answered: How can the workplace be set up so that each worker can do the job well, with the most comfort, and with the least risk of injury?
Most new equipment and furniture can be adjusted so it can fit people with different sizes, shapes and needs.
The Goal of Ergonomics

The goal of ergonomics is to improve the workers health and comfort. Workers who feel well work better. Worker well-being can be improved by: having a healthy and safe workplace reducing worker stress increasing job satisfaction enhancing the quality of work life reducing repetitive strain injuries. Ergonomics looks at how: people work with people people work with equipment people use furniture people work in different workplaces.
Ergonomics measures: body sizes and shapes body functions (muscle and sensory systems -sound, sight, smell, etc.) mental activity (problem solving, decision-making).
Work can be checked to see which of these measures has the most effect on a worker.
How People Function

Because each persons body is shaped differently, it is important to make workplaces that will fit (are adjustable) to any worker.
Checking for Ergonomic Fit

To check workplace fit ask: What task(s) needs to be done? What tools and equipment are needed? Is a lot of physical work needed?
5-35
Is a lot of mental work needed? Is paying attention important to the work?
Each workspace must be large enough for larger as well as smaller sized workers. Furniture Office furniture can be made to fit different body sizes. Furniture designers now make chairs that can be adjusted. These chairs can be used by people of all shapes and sizes. Chairs can also be custom-made to fit unusual body sizes. However, custommade chairs are much more expensive to buy. Office furniture and equipment should adjust to fit most body shapes and sizes.
Fitting the Workplace to:

People
How can workplaces meet the needs of all workers? Ergonomic specialists divide people into three height and size ranges: low average high. This information is used in designing the workplace. This ensures that equipment, fixtures, and furniture are usable by as many people as possible. The best design is one that can be adapted to fit everyone. Lighting Ergonomic specialists try to put in proper lighting for the job. Just like furniture and equipment, lighting should be adjustable. A workplace that is too light or too dark can cause eye strain and headaches. Workspace
Peoples Abilities
People differ in how their muscles work and how their senses work. Thats how eyes see, ears hear, and noses smell. Some people: are stronger than others. are more flexible. have a stronger sense of smell. have better hearing. have good eyesight. Knowing the limits of most physical and sensory systems can help in fitting a workplace to its workers. For example: In a factory where heavy objects must be moved, a conveyor belt or trolley could be used to reduce lifting hazards. If a workplace needs workers to hear a danger signal, then the sound should be loud enough for all workers to hear.
5-36
In some cases, special needs can be met. For example: If a worker needs a quiet work area, special screens can be put around the work area. If a worker requires more lighting, then a desk lamp may be added to the work area.
People react quickly to symbols that they see and recognize. This is why road signs use symbols. Regular work breaks help people relax and be more focused when they return to their work.
Mental Tasks
Many jobs involve a lot of mental activity. For example, jobs that require workers to: Receive information Quickly assess it Make a decision Take action.
The Workplace
If it Doesnt Fit
There can be a number of signs that a workplace is not fitted to a worker. For example: Aches in the same area of the body during or after each work day. Stress headache from focusing too long and too hard on a specific job. Backache or pain that is constant from lifting objects at work.
These jobs can be very stressful as the mental work may affect lives (e.g., air traffic controllers, pilots.) Ergonomic specialists plan workplaces and systems that lessen the chance of mental errors. To do this, they have to know how people get information and what they do with it. These specialists help workers get information and make decisions as quickly and as easily as possible. For example: People hear a danger signal better if there is no background noise. People react better if they recognize different workplace sounds.
5-37
RSIs: What To Do
RSIs, such as, pains in the same body part every day should be reported. If the pain is a result of an ergonomic hazard, the employer must try to control the ergonomic hazard. Many ergonomic type injuries are called Repetitive Strain Injuries (RSIs). RSIs are caused by work needing long hours of the same movement (e.g., typing). They can also be caused by work that requires holding a body in a fixed position for long periods (e.g., holding shoulders in a fixed position while painting overhead). The workplace should be adjusted to fit the worker. A desk or table may not be the right height for the worker. Workers can also be given breaks more often or asked to perform other tasks for short periods.
5-38
Unit 4: Ergonomics: Fitting the Workplace to You Test 4

Use Unit 4 Ergonomics: Fitting the Workplace to You Fact Sheet 4 and other resources. Answer the following questions: 1. What is ergonomics? _______________________________________________________________ _______________________________________________________________ 2. Why is ergonomics important? _______________________________________________________________ _______________________________________________________________ 3. What does ergonomics try to do? _______________________________________________________________ _______________________________________________________________ 4. Describe three ergonomic factors used to measure people: a) ___________________________________________________________ b) ___________________________________________________________
____/3 ____/2 ____/2 ____/2
c) ___________________________________________________________ 5. What areas of a workplace does ergonomics usually study? _______________________________________________________________ _______________________________________________________________
____/2
5-39
6. What changes should be made to a workplace to fit a tall workers needs? _______________________________________________________________
____/4
_______________________________________________________________ 7. A factory worker is 1.6m tall. For most of the day, the worker is at a table packing boxes for shipping. At the end of the day, the worker complains of aching shoulders and an ache in the neck.
a) What ergonomic principle was not used in designing this workplace? ____________________________________________________________ b) What should be done to control this hazard? ____________________________________________________________ 8. A control room operator has sat and watched controls for five hours. The operator didnt get a break because one of the other workers was away sick. The operator gets tired and makes a mistake reading one of the controls. a) What ergonomic principle was not followed? ____________________________________________________________ b) What should be done to control this hazard? ____________________________________________________________
___/5 ___/5
__/25 5-40
Total: Ergonomics: Fitting the Workplace to You Test 4:
5-41
Unit 4: Ergonomics: Fitting the Workplace to You Answer Key: Test 4

1. Ergonomics is about workplace design and improving the fit between people and their jobs.
2. Ergonomics is important because it can result in fewer injuries, more comfortable, and more productive workplaces. 3. The overall goal of ergonomics is to improve the well-being of workers. 4. Ergonomics measures people using three factors: body sizes and shapes body functions (muscle and sensory systems - sound, sight, smell, etc.) mental activity (problem solving, decision-making). 5. Ergonomics looks at the layout of the workplace, the type of tasks workers do, how workers perform tasks, the time taken to do the task, and how often tasks are repeated. 6. The height of any equipment or furniture would have to be adjusted to fit the worker. 7. Fitting the workplace to suit workers with different physical shapes and sizes. The table should be adjusted to suit the worker or the worker should be provided with a stool. 8. Arrange work times based on mental activity. Getting breaks can help workers concentration. Another worker should have replaced the sick worker. Someone should have given the worker time for a break.
5-42
Hazard and Risk Assessment And Controls

Unit 5: Hazard and Risk Assessment and Controls
2. recognize and incorporate hazard identification, assessment and control 2.2 distinguish between the five types of hazards; e.g., chemical, physical, ergonomic, biological, psychosocial) and provide examples of each from home, school or work 2.3 explore types of hazards commonly found in a specific occupational area or workplace 2.4 explain and apply terms related to hazard identification, assessment and control; e.g., hazard, risk, exposure, incident, injury, monitor 2.5 differentiate between hazard and risk After this unit, the learner will be able to Describe the process of hazard and risk assessment. Explain the relationship among hazard identification, hazard assessment and hazard controls. Describe how each of the 5 types of hazards may be assessed. Explain and give examples of how hazards may be eliminated or controlled.
5-43
Ke ey Ideas
Fact Sheet 5: Hazard and Risk Assessment and Controls

A hazard is anything that can cause injury or loss. To reduce accidents, injuries and loss: - be able to identify hazards. - know if a hazard is a high, medium or low risk. - know what to do to control the hazard. Hazard identification, assessment and control can help prevent injuries. - Identification is seeing a hazard and knowing what it is. - Assessment is knowing the risk of each hazard. - Control is what may be done to limit the hazard from causing harm or loss. Types of hazards: - chemical, e.g. gas, acid, - physical, e.g. noise, electricity - biological, e.g. animals, viruses, bacteria - ergonomic, e.g. tools, equipment, work area - psychological, e.g. stress.
5-44
Unit 5: Hazard and Risk Assessment and Controls Fact Sheet 5

ouldnt it be great if we were warned before an injury occurred? For example, if we knew that a worker was going to be badly cut while using a saw, we could give the worker safety training before the incident. However, we dont always know when incidents are going to happen. But we can reduce the number of incidents by assessing hazards and reducing the risk of injury.
Allergic Reaction: When the body doesnt like the touch or smell of something, it may result in a rash, sneezing, spots (e.g., poison ivy, dust, mold). Environment: The space around us. An environment can be good or bad, hot or cold, light or dark... Incident: Something that has or could have caused harm, injury or loss. If no one is injured, its a near miss. Psychological: How your mind works. Reduce: Make less. Risk Factor: Amount of danger. Stress: The way your body reacts to things it doesnt like. Toxic: Harmful, poisonous. Viruses and bacteria: Types of germs that can affect your health.
5-45
Hazard assessment includes: Hazard identification: finding hazards that could cause accidents in the workplace. Hazard assessment: judging the degree of danger that the hazard poses to workers (the risk factor) Hazard control: developing a plan to reduce or remove a hazard before it causes accidents
It can also be chemicals that a worker may have to use. Reporting all incidents is important for reducing hazards. It helps improve the safety of all workers doing similar jobs. Reporting incidents, including near misses, is just as important as reporting injuries. The next time, the same hazard that once caused a near miss could result in an injury or fatality if it goes unreported.
An incident is often referred to as a near miss or an event that could have led to an accident. Accidents may result in injuries to: Workers Property damage Environmental damage Loss of process. Accidents include minor injuries (e.g., cut finger) as well as fatalities (death).
Identifying and Monitoring Hazards

New hazards can appear at any time even after hazards have been identified, assessed, and controlled. For example, equipment and Personal Protective Equipment (PPE) will wear out over time. Workers may not return equipment to its proper place. So, checking for hazards must be ongoing.
Hazards Defined
A hazard is an act or condition that could cause an incident that may end in injury, illness or loss. A hazard can be a ladder or tool left lying on the ground and not returned to its proper place.
A workplace safety program must include regular checks for workplace hazards.
Types of Hazards
Some examples for each of the five types of hazards include:
Physical Hazards
5-46
Most injuries are the result of physical hazards, such as: Noise Noisy equipment or a noisy workplace can lead to hearing loss. Temperature extremes Working in cold or hot conditions can lead to freezing/ loss of heat or burning/too much heat. Radiation The rays from the sun or other radioactive materials can cause cancer and other illnesses. Vibration Shaking movements from equipment, such as jack hammers, can lead to many kinds of injuries. Pressure Changes in air pressure, such as working with power tools, or working as a diver, or mountain climbers can result in injury. Mechanical Any type of equipment, machine or tool can be a mechanical hazard. Workers can be caught in, pinned between, or run over.
Electrical Any type of electrical equipment can become a hazard and cause injury or death. Gravitation Objects or people falling and being pulled to the ground by gravity (the earths pull).
Biological Hazards
Biological hazards include: Insects may cause allergic reactions. Plant material may cause an allergic reaction. Fungi and mold may cause allergic reactions or infections. Wet or damp materials that grow, for example, in greenhouses or granaries. Viruses and bacteria may cause viral or bacterial infections or illnesses, e.g., the flu is a viral illness.
5-47
Chemical Hazards
Chemical hazards include chemical mists, vapours, gases, dusts of fumes. Chemical hazards may be in: Cleaning products. Paint materials. Dust/dirt. Asbestos. Hazardous chemicals.
Risk Factor
Risk is the chance of injury, harm or loss. Once a hazard is identified, the risk factor or level for that hazard can be assessed by figuring out: How likely is it that the incident will occur? If the incident occurs, how bad will be the injury, harm or loss?
Ergonomic Hazards
Ergonomic hazards are things in the workplace that do not fit with a workers needs, such as: Desks, chairs, and tables that do not fit the workers body shape and size. Equipment and tools not adaptable to a workers shape and size. Workplaces that are not suited to the task (e.g., trying to answer the phone in a very noisy area.)
The risk factor is greater when a hazard is known to have caused harm, injury or loss in the past. Knowing how often a worker is in contact with a hazard helps to identify the risk factor. If a worker is exposed to a hazard several times a day, then the risk factor is probably high.
Psychological Hazards
Psychological hazards include: Work-related stress. Deadlines or sales targets. Harassment in the workplace. Stress from personal life (e.g., divorce, moving, death)
Each person may react in a different way to different psychological hazards.
Worksite should be kept clean and free of debris, trip hazards and fire hazards. Also, there is no fire extinguisher on this site.
5-48
If the result of an injury incident needs only minor First Aid, then the risk factor is low. If it leads to a serious injury or death, then the risk factor is high. A graph below shows how the risk factor can be assessed. How severe are the consequences?
FATAL FREQUENT MINOR INJURY
How often are workers exposed to the hazard?
Hazard Elimination and Control

Hazard Elimination means to remove the hazard so that it no longer is a hazard. Hazard control means having a plan to reduce the risk of a hazard causing injury, harm or loss. Knowing a hazards risk factor can lead to the control of the hazard. There are 3 main types of hazard controls: Engineering controls. Administrative controls. Basic controls (Personal protective equipment). Engineering controls includes changing the working conditions. Examples: Improve ventilation (more air flow) to remove bad air. Set up signs and/or barriers to keep workers from going into harmful areas. Adjusting work areas to fit workers. Administrative controls direct the tasks of workers, but do not remove a hazard. They may reduce the workers contact with the hazard. Examples: Training workers to work safely. Training workers to properly use equipment, tools and materials.
NEVER
5-49
Basic controls (Personal Protective Equipment (PPE) does not reduce or get rid of hazards. They reduce the risk of injury from certain hazards. Examples of PPE are: Hard hats Eye goggles Hearing protection Air-filter mask Steel-toed boots Specialty coveralls. NOTE: PPE is a control of last resort. Engineering and administrative controls are essential to making a workplace safer.
Types of Hazard Controls

1. Control at the Source Gets rid of or changes the hazard, e.g., replacing an older, unsafe machine. Change the layout of the workplace or job to reduce an ergonomic hazard. 2. Control along the path from the hazard to the worker Barriers or equipment guards protect workers from contact with moving parts. Screens to block welding flash. Baffles to block or absorb noise. Proper ventilation to remove toxic gases or dust. 3. Control at the level of the worker
A good control meets four standards: 1. It prevents the hazard from causing harm, injury or loss. 2. It protects those who could be harmed by the hazard. 3. It must not create new hazards or problems. 4. It must not create a hazard to the environment or public outside the workplace.
Provide proper training in: o Safe work practices and procedures o Emergency procedures (how to handle fires or chemical spills) Proper support and supervision.
5-50
Unit 5: Hazard and Risk Assessment and Controls Test 5

Use Unit 5 Hazard and Risk Assessment and Controls Fact Sheet 5 and other resources. Answer the following questions: 1. Define the following terms: 1) hazard _______________________________________________________ 2) risk __________________________________________________________ 3) incident ______________________________________________________ 4) injury ________________________________________________________ 2. What must be done to assess hazards? _______________________________________________________________ _______________________________________________________________
____/3 ____/4
_______________________________________________________________ 3. What two factors are used when checking a hazards risk factor? _______________________________________________________________
____/2
_______________________________________________________________ 4. List 3 types of controls used to reduce or get rid of hazards. _______________________________________________________________ _______________________________________________________________
____/3
_______________________________________________________________ 5. List 5 types of hazards and give a workplace example for each type. Hazard Workplace Example
____/5
5-51
6. For each statement below, name the hazard type and the control that can be used to reduce or get rid of the hazard. 1. A worker has been moved to a new office. After sitting at the desk all day, the worker has back pains at the end of the day. Hazard Control
2. An office worker is always under pressure to meet deadlines. The worker has not been feeling well and is taking more sick days. Hazard Control
3. A warehouse site has a steep set of stairs leading up to a storage room. A number of workers have tripped on the stairs. Hazard Control
4. A beekeeper is stung by a bee and has an allergic reaction. Hazard Control
5. A carpet installer has to use strong and toxic carpet glue when laying carpets. Hazard Control
___/10
7. PPE is the control of last resort. What does this mean? _______________________________________________________________ 8. Inspect an area of the school and: a) Identify hazards: _______________________________________________ b) Identify controls in place:_________________________________________ Total: Hazard and Risk Assessment and Controls Test 5
____/3
___/10
__/4 0
5-52
Unit 5: Hazard and Risk Assessment and Controls Answer Key: Test 5
1. Hazard a circumstance or condition that may cause an incident that may result in injury, damage, or illness. Risk a chance of loss. Incident a near miss or an undesirable event that led or could have led to an injury, harm or loss. Injury damage, harm or hurt to a person requiring treatment of any kind. 2. Hazards must be identified. Their risk factor should be assessed and a control found for each hazard. 3. Two factors in finding the risk of danger are: the type of injury or loss and how likely the injury or loss will occur. 4. Engineering controls, administrative controls, and basic controls (personal protective equipment (PPE). 5. Sample answer: Physical noise from a jack hammer used in construction. Biological worker using a weed trimmer, hitting a wasp nest and being stung. Chemical a painter inhaling paint fumes. Ergonomic worker with a computer keyboard not adjusted properly causing a Repetitive Strain Injury. Psychological a person moving into a new position with increased responsibilities. 6. a) Ergonomic hazard. Engineering control. b) Psychological hazard. Administrative control. c) Physical hazard. Engineering control. d) Biological hazard. PPE (e.g., bee net, gloves) e) Chemical hazard. PPE and Administrative controls. 7. PPE is a control of last resort because it does not reduce or remove the hazard. 8. Assessment based on information provided by learner. 5-53
Incident Investigation and Injury Prevention
Unit 6: Incident Investigation and Injury Prevention

2. recognize and incorporate hazard identification, assessment and control 2.6 demonstrate ability to communicate information appropriately about a hazard and hazard prevention practices to others; e.g., fellow students or workers, other employees, supervisor, teacher, parent, employer 2.7 predict potential consequences of hazards left unattended 2.8 apply the progressive steps in a prevention strategy; e.g., hazard, exposure, incident, injury 2.9 develop a plan to control potential hazards identified in a selected workplace After this unit, the learner will be able to Explain the purpose of an incident investigation. Describe the key components of an incident investigation. Conduct and report on a real or mock injury/incident investigation. Explain how and why incident investigations can help prevent injuries.
Instructional time permitting, teachers/instructors may also choose to provide instruction using Optional Unit 13: Safety Audits.
5-54
Key Ideas
Fact Sheet 6: Incident Investigation and Injury Prevention

Every injury or incident should be investigated. Investigations help: identify the causes of the injury incident. prevent a similar incident in the future.
Management and trained staff should conduct each investigation. The investigation procedure should include: Collecting information. Analyzing causes of the incident. Recommending actions to prevent similar incidents. Following up to check that recommended actions were put in place. Writing an incident report.
5-55
Unit 6: Incident Investigation and Injury Prevention Fact Sheet 6
ncident investigations are an important part of any health and safety management system. All incidents that occur on a worksite should be investigated.
The purpose of an incident investigation is to help an organization make changes to prevent a recurring incident.
Certain reports must be submitted to the Workers Compensation Board and to Alberta Employment and Immigrations Workplace Health and Safety.
The submitted information is used to record the type of injuries and fatalities that occur in various industries and to improve worker health and safety regulations.
Investigation: Search for reasons. Incident: An unintended event that has or could have caused injury, damage or loss. Near Miss: An unplanned event that could have caused an incident or accident.
A 15-year-old trainee (Newnan GA) was killed when the forklift he was operating suddenly went into reverse, ran through the loading-dock gates, flipped over and plunged four feet onto a concrete floor.
All incidents, including near misses should be recorded, reported and investigated to eliminate and/or control the identified hazard.
5-56
Effective Investigations
An incident investigation should include: Describing what happened witnesses may provide conflicting evidence. After receiving the information, an investigation will provide a detailed statement of what really happened. Identifying or supposing the causes of the incident. Determining the risks some basis for establishing whether the incident will occur again and the potential for major loss must be included. Identifying controls new or improved controls must be identified and put in place to reduce or eliminate the chance of the incident happening again. Defining trends there should be enough detailed information in the report so trends can be identified by looking at all injury reports. Demonstrating concern for other workers, incidents threaten their wellbeing. Management knows the workers and the conditions they work in, therefore, much of the information can be provided by the supervisor. Management also knows the workers who would be able to provide the pertinent information. Management will be responsible for implementing any recommended changes. Management must be involved with all investigations, especially those that result from a major loss or a high potential incident. If it is a high loss situation, government, the public, and the owners will also be involved. Key decisions on new or improved controls and work practices may need to be made by higher levels of management.
Who Should Investigate?

Management has the primary responsibility for completing each investigation.
5-57
Investigation Procedure
There are many tasks to completing an investigation. While the tasks may vary with each situation, investigations should include: Responding to the emergency promptly and positively a management representative/ supervisor should go to the scene immediately upon being notified of an incident. Incident or Emergency Response instructions should be given to specific people. Keep unneeded workers out of the area. Management/supervisor must decide whether emergency personnel are required and whether workers should return to work or evacuate the site. Collecting information about the incident management/supervisor needs to ask questions to collect required information.
Causation Model
The following model attempts to illustrate that the causes of any incident can be grouped into five categories - task, material, environment, personnel, and management. When this model is used, possible causes in each category should be investigated.
Investigation Questions What has happened? Who should be interviewed? What is missing that should be at
the scene? What is at the scene that should not be there? What things might have failed or malfunctioned? What information is needed about training, repair, maintenance, and other things that are kept on record?
Analyze significant causes: Determine the injuries or losses, Define the energy transfers, Identify substandard practices or conditions, and Identify the basic causes. Develop and take safe actions: Management/supervisor identifies what immediate actions are required to ensure another incident does not occur. Barriers, clean-up, or lock-out procedures are used, if required? The investigation may also identify changes required to provide new and/or better controls to ensure the incident does not occur again.
5-58
Review findings and recommendations Every investigation report should be reviewed by the next higher level of management. This is to ensure that nothing has been overlooked and to identify other people who should read the report. Follow-up Follow-up ensures that the recommendations are being acted upon and that these actions are having the desired results.
Writing the Report

All information requested on the report should be completed. The report should include: Name of worker(s) involved. Department and job titles. Location, date and time of incident. Description of incident. Identification of substandard practices and conditions. Identification of causes. What worked well in the emergency response plan. Recommended actions to prevent a similar incident from occurring.
Investigation Reports
The incident report details the total investigation and recommends new and/ or better controls. Most organizations have a standard incident reporting form. Using a standard form: ensures that key procedures are followed. ensures key questions are answered. provides consistent reporting, and helps follow-up on recommended actions.
Injury Prevention Knowledge of the causes and consequences of past incidents, including near misses, help to prevent future injury incidents.
5-59
SAMPLE Incident Investigation Report

SUPERVISOR INCIDENT INVESTIGATION REPORT
(Please Fill Out Form Completely) Date of Injury: Co-worker(s): NAME OF INJURED WORKER: Department/Area Name:
John Jones vehicle servicing
August 15, 2011 11:45 am Katherine Brown [ ] 6 mos. to 5 yrs. [ ] More than 5 yrs. [ ] Temporary [ ] Seasonal
1. 3.
WORKERS USUAL OCCUPATION
Mechanic
TIME IN OCCUPATION AT TIME OF INJURY/INCIDENT
[ ] Less than 1 mo. [ X] 6 mos. to 5 yrs. [ ] 1-5 mos. [ ] More than 5 yrs. 4b. EMPLOYMENT CATEGORY [ X] 1st shift [ ] 2nd shift [ ] 3rd shift
TIME OF INJURY/INCIDENT
2. LENGTH OF EMPLOYMENT [ ] Less than 1 mo. [X] 1-5 mos. 4a. EMPLOYMENT CATEGORY [X] Regular, full time [ ] Regular, part time [ ] Student
5.
NAMES OF OTHERS INJURED in SAME INCIDENT Katherine Brown
7. PHASE OF Time
WORKERS WORKDAY AT TIME OF INJURY/INCIDENT
A. within shift
[ ] Before 1st Break [X] Before Lunch [ ] Before 2nd Break [ ] After 2nd Break
8. SPECIFIC LOCATION OF INJURY/INCIDENT Service Bay 3 9. TASK AND ACTIVITY AT TIME OF INJURY/INCIDENT
A. General type of task: __engine repairs_________ B. Specific activity _______________________ C. Worker was working: [ ] Alone [X]With co-worker(s) [ ] Other, specify:
B. Length of shift
[ ] <8 hrs [ ] 12 hours [ ] 8 hrs [ ] 16 hours [X]10 hrs [ ] ____ Other
10. Accident Reported to:
[ ] During rest period [ ]Working overtime [ ]Entering or leaving work [X] Performing work duties [ ]Other, specify
___________________________
11. Accident Reported to:
Joe MacDonald, Supervisor 12.
Larry James, Regional OH&S Officer
DESCRIBE HOW THE INJURY/INCIDENT OCCURRED John Jones, 20, was in his second month at this job, with some experience. His duties included servicing engines. John received no orientation or training, and had a minimum of experience working in an automotive repair shop. At 10:30 am, Joe asked John to clean some grease from an engine block. Joe gave John an unmarked five-gallon pail and told him to pour some gasoline from an approved container into the pail and use that to clean the engine block. Katherine Brown, a licensed mechanic, was working on a truck in the stall closest to where John was working. Katherine turned on a cutting torch to remove a rusted bolt from the truck. An explosion ensued, engulfing John in flames. Katherines overalls started on fire, but she quickly put out the flames, and then turned off the cutting torch. Katherine put out the fire with a fire extinguisher and administered first aid to John. Joe called an ambulance, which arrived within five minutes and took John to the hospital. John received second degree burns to his face, neck and hands, and third degree burns to his lower arms.
13.
Conditions at time of accident (weather, status of job, housekeeping, etc.) Working space was quite clean. Tools were well organized and kept clean. A number of dirty engine parts were sitting in one corner waiting to be cleaned (see diagram). All three hoists were occupied and trucks were being serviced. Overhead doors were closed. Ventilation was turned on. Cold, windy, rainy day (6 C). 5-60
14. What were the causes of the accident? Immediate: Substandard practice: failing to warn workers, using equipment/material improperly Substandard condition: inadequate warning system, fire and explosion hazard. Basic: Lack of knowledge and skills (training) Inadequate supervision Inadequate purchasing handling and storing of materials Inadequate work standard no standards for working with flammable material Inadequate ventilation 15. Recommended Actions: Immediate Additional training for supervisor and training for worker Switching materials used to clean parts Proper containers and labeling for all flammable materials Long-term: Installation of barrier isolating welding equipment Improved ventilation Additional monitoring by supervisor of new standards
Person(s) responsible for implementing corrective action(s) Injuries Person Injured
Joe MacDonald John Jones, 155-15 Street, Buckwheat, AB T0Z 0Z3 DOB: June 13, 1991
Witnesses
Henry Battle (mechanic), Joe Fixes Trucks (555-8992) Susan Fisher (customer), Delta Super A Foods (555-7722)
Yes. By Katherine Brown, co-worker. Yes by Delta Response Ltd. to Cornpatch County Hospital. Seen by Dr. Marianne Mitchell (Emergency Room) ADDITIONAL SPACE FOR COMMENTS and/or DIAGRAM
Was First Aid given? Was injured transported to medical aid? (IF MORE SPACE IS NEEDED, PLEASE ATTACH A SHEET OF PAPER)
SUPERVISORS NAME: Joe MacDonald SUPERVISORS SIGNATURE Follow-up re: recommended actions
DATE By: Larry James, Regional OH&S Officer
Joe Fixes Trucks 134 Industrial Way, Delta, AB T0Z 0Z0 555-8992
5-61
***TO SUPERVISOR: KEEP A COPY FOR YOUR RECORD***

09/2011
5-62
Unit 6: Incident Investigation and Injury Prevention Test 6

Use Unit 6 Incident Investigation and Injury Prevention Fact Sheet 6 and other resources. Answer the following questions: 1. In an organization, who should investigate incidents? Why? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 2. List the steps in an incident investigation. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3. What information should be included in an incident investigation report? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 4. What are the benefits of proper incident investigations? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
____/2
____/6
____/5
____/3
5-63
5. How do incident investigation reports help other organizations to improve their safety programs? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 6. Refer to the sample completed Incident Investigation Report and answer the following: a) Briefly describe the incident. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ b) What were the injuries and property damage? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ c) What is the chance of this incident happening again? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ d) What is the severity of loss potential from this type of incident? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
____/5
____/3
____/3
____/3
____/3
5-64
e) List the immediate causes. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ f) List the causes. After each cause, identify if it is a personal or a job factor. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ g) Identify the action (immediate or long-term) that will be taken to provide better controls for the identified causes. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 7. Develop a plan to control hazards in a selected workplace. Use Template 3.
__/20 ____/6 ____/3 ____/3
__/65
Total: Incident Investigation and Injury Prevention Test 6:
5-65
Job Safety Skills Society Incident Investigation
Awareness Change Teach Initiate Observe Notify

Compliance
Department/Area Date: Time: Select all involved:
Rules/Procedures Other (specify) Housekeeping Tools/Equip/Bldg Vehicles/Mobile Equip/Road PPE
Non Compliance/At Risk

Location Observer: Operating Company
Near Miss
Hazardous
Not Operating
What did you observe?
Use other side if more space is needed
What action did you take?
5-66
Template 3 Learners Name: ____________________
Incident Investigation and Injury Prevention A Plan to Control Hazards

Name of Workplace: __________________________________________ Type of Work Performed: ______________________________________ With permission from teacher/instructor and the employer, visit and inspect a selected workplace. Explain why you are visiting, and complete the information below. 1. Hazards Identified Chemical Physical Biological Ergonomic Psycho-social 2. For each hazard identified, describe existing control(s) in place. Hazard Existing Control(s) in place.
3. For each hazard identified, suggest a new and/or improved control. Hazard New and/or Improved Control(s)
Comments:
5-67
Unit 6: Incident Investigation and Injury Prevention Answer Key: Test 6

1. Management/supervisors should investigate each incident unless it involves a major loss or requires higher level decisions. In these cases, higher management should conduct the investigation. 3. 4. 5. The steps of an investigation are: Respond to the emergency promptly and positively, Collect pertinent information about the incident and prepare written report, Analyze all significant causes, Develop and take remedial action, Review findings and recommendations, and Follow-up on the effectiveness of the recommended actions. The following information should be included in investigation reports: Type of losses, The immediate and basic causes, Loss potential, Probability of occurrence, Description of incident, and Actions required to ensure it doesnt happen again. The benefits of good investigations are: Having detailed information about incidents, Identifying causes of incidents, Identifying trends for incidents, Providing information about accidents so equipment, tools, materials, and programs can be more easily designed.
2.
The information provided on incident investigation reports can be used to gather data about the types of injuries that occur most often, so measures can be taken to prevent or reduce the number of similar incidents happening at other workplaces or in other industries. a) A worker was using gasoline close to a cutting torch. The gasoline ignited, causing an explosion. One worker received second and third degree burns. Another worker used a fire extinguisher to put out the fire. b) The worker received second degree burns to his face, neck and hands; and third degree burns to his lower arms. Property damage was minimal. c) Low to medium risk of the incident occurring again.
6.
5-68
d) High severity of loss potential. e) Substandard practices: failing to warn workers, using equipment/material improperly. Substandard conditions: inadequate warning systems, fire and explosion hazard. f) Lack of knowledge and skill (training) personal factor Inadequate supervision job factor Inadequate purchasing job factor Inadequate work standards job factor
g) Lack of knowledge and skill additional training for workers Inadequate supervision additional training for supervisors, additional monitoring by supervisor Inadequate purchasing proper containers and labeling of flammable materials, switching to a less flammable material to clean engine parts Inadequate work standards installation of a barrier to isolate welding equipment, improved ventilation. 7. Answers will vary depending on learners documentation of visit.
5-69
Job Safety And The Law
Unit 7: Job Safety and The Law

3. identify and incorporate legislation related to the workplace 3.1 research and summarize workplace legislation particular to a worksite/workstation, including: 3.1.1 Occupational Health and Safety (OHS) Act, Regulation and Code 3.2 develop a glossary of relevant workplace terms; e.g., employer, worker, contractor, joint health and safety committee, responsibilities, hazard, personal protective equipment, fall protection, scaffolding, incident, investigation, muster point, Certificate of Recognition (COR), Partners in Injury Reduction (PIR) 3.3 differentiate between the worker and employer 3.4 explain responsibilities, as identified in OHS legislation 3.5 describe the responsibilities of employers and workers After this unit, the learner will be able to Define the terms employer and worker. Discuss the rights and responsibilities regarding safety for employers. Discuss the rights and responsibilities regarding safety for workers. Explain the meaning of Imminent Danger. Explain why you can refuse to do unsafe work and not be fired.
5-70
K ey I Ideas
Unit 7: Job Safety and The Law
The Occupational Health and Safety Act (OH&S ACT) sets rules for ensuring workplace safety. The OH&S Act covers most occupations, workers and employers. Most farming operations are exempt under the OH&S Act, except for food processing; greenhouses; mushroom farms; nurseries; landscaping; sod farms; pet breeders which are covered. Employers must look after the safety of workers. Its against the law for:
anyone to force you to do work that you think is unsafe. an employer to run an unsafe business. you to work if you think there is imminent danger.
You cant lose your job for refusing to do work you think is an imminent danger.
5-71
Unit 7: Job Safety and The Law Fact Sheet 7
id you know that it is against the law for anyone to force you to do work that you think is unsafe (i.e., if there is imminent danger to yourself or to other workers)? Did you also know that it is against the law for an employer to operate an unsafe business?
Occupational Health & Safety Act

Each province in Canada has an Occupational Health and Safety (OH&S) Act. Each OH&S Act specifies the safety standards designed to protect the health and safety of workers. The OH&S Act includes the rights and duties of employers, workers and others with the workplace.
Employers: A person who hires one or more workers, or a person who works for themself. Imminent Danger: Any danger not normally found in the job, or a danger under which a person doing that job would not normally carry out the work. Worker: Any person working in a job as defined by the OH&S Act.
It is important that you know the rights and responsibilities of both employers and workers.
5-72
Employers and Workers

The first step to knowing the OH&S Act is to know the meaning of the terms, Employers and Workers as defined in the OH&S Act. An employer is a person who employs one or more workers, or a person who is selfemployed. A worker is any person working at a job.
Who is Covered by the OH&S Act?

The OH&S Act covers most workers and employers, except: Domestic workers, such as nannies or housekeepers Federal government workers Workers in industries regulated by the federal government (banks, national transportation companies, television and radio broadcasters) Farmers and other agricultural workers.
You May Be a Worker or an Employer?

The OH&S Act is important because: If you work for someone else, you are a worker. You need to know your rights and what can be expected of you. If you decide to start your own business and hire others, you are an employer. If you are paid for mowing lawns or painting a house, you are selfemployed.
What the OH&S Act Says About Employers

In both employers and workers a) thefor health and safety of workers are responsible engaged in the work of that employer, safety in the workplace.
and b) that the workers are aware of their responsibilities and duties under this Act and the regulations. In other words, your employer must
Section 2(1) of the OH&S Act states that every employer shall ensure, as far as it is Alberta, reasonable for him/her to do so:
5-73
look after your safety. The OH&S Act also states that employers must: make sure workers are competent. In other words, they must make sure workers have the training to do their job well. provide safety equipment and training. ensure workers have personal safety equipment and that they know how to use it. tell workers about all safety hazards. make sure workers are trained to handle dangerous products. investigate accidents that cause serious injuries and any incidents that could cause serious injuries.
Each worker is responsible for taking care of both themself and other workers in the workplace.
What the OH&S Act Says About Workers

Section 2(2) states that every worker shall: a) take reasonable care to protect his/her own health and safety as well as the other workers present while at work, and b) co-operate with the employer to protect the health and safety of self and other workers at the workplace.
5-74
The OH&S Act also states that workers must: use safety equipment and follow all safety procedures outlined by the employer. know the hazards of the job. make sure all equipment, including safety equipment, is working properly. wear personal protective equipment, when needed, and use it properly. be familiar with emergency equipment, know where it is and how to use it.
Refusing Unsafe Work

What do you do if you are told to do dangerous work? Section 27(1) states, no worker shall: a) do any work if he/she believes that there is an imminent danger to the health or safety of that worker, b) carry out any work if he/she believes that it will cause imminent danger to the health or safety of that worker or another worker present at the workplace, or c) operate any tool, appliance or equipment if he/she believes that it will cause an imminent danger to the health or safety of that worker or another worker.
IT IS AGAINST THE LAW FOR YOU TO WORK IF YOU THINK THERE IS IMMINENT DANGER!
5-75
What is Imminent Danger?

The regulations say the imminent danger is any danger that is not normally found in the job, or a danger under which a person doing that job would not normally carry out his/her work.
You must tell your employer/supervisor right away that something is unsafe. Section 27 (4) then states that the employer/supervisor must check your concern(s), and whenever necessary, fix the danger.
Tell your Employer

If you think that something at work is unsafe, what must you do? Section 27(3) states that a worker who: b) c) refuses to carry out work, or refuses to operate a tool, appliance or equipment
Wait a minute! Youre thinking, If I tell my boss that I think a job is unsafe, I will get fired. Right?
WRONG!!!
shall, as soon as possible, notify the employer at the workplace of the refusal and the reason for the refusal.
You Cant Be fired for refusing to perform an unsafe task.

The Act also has that covered! Section 28 states: No person shall dismiss or take any other disciplinary action against a worker because that person did what this Act told them to do.
You cannot be fired for doing the right thing!!!
5-76
The Law Works For You!!!

The purpose of the OH&S Act is to protect you at work. Always remember:
No one can force you to do something at work that you think is unsafe.
If you refuse to do work that you think is unsafe and are fired, the following actions may be taken: Section 28.1 (OH&S Act) The worker files a complaint with a Workplace Health and Safety (WHS) officer at any Alberta Employment, Immigration and Industry office. The WHS officer will obtain the facts from the worker and conduct an investigation that includes information from the employer. If the WHS officer determines, through the investigation, that the claim is valid, a report stating what action needs to be taken by the employer is written and copies go to both the employer and the complainant. If either party wishes, they may request a review of the investigation by the Workplace Health and Safety Council within 30 days of receiving a copy of the investigating officers report. The WHS Council may choose not to review the claim or they may require re-instatement of the worker and/or cessation of disciplinary action and/or payment of money equivalent to what the worker would have received if the worker had not been dismissed and/or remove reprimand from the workers work file.
5-77
Unit 7: Job Safety and The Law Test 7

Use Unit 7 Job Safety and The Law Fact Sheet 7 and other resources. Answer the following questions: 1. What is the OH&S Act? What is the purpose of the Act? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. The OH&S Act names two main groups of people. Who are they? __________________________________________________________
____/2 ____/2
__________________________________________________________
Name 3 groups of workers NOT covered by the OH&S Act. 1. __________________________________________________________ 2. __________________________________________________________ 3. __________________________________________________________
____/3
4. Can learners be employers? How? _______________________________________________________________

____/3
_______________________________________________________________ 5. You see a co-worker using a tool unsafely. What does the OH&S Act tell you to do? _______________________________________________________________
____/4
5-78
6. You work for a roofing company. Your employer wants you to wear a shirt at all times and to wear long pants and steel-toed boots. Other workers like to take off their shirts and wear shorts and sneakers. Do you have to listen to your employer? Why or why not? _______________________________________________________________ _______________________________________________________________ 7. What is imminent danger? Give one example of imminent danger. _______________________________________________________________ _______________________________________________________________ 8. Why cant an employer fire you for refusing to do work that you think is dangerous? _______________________________________________________________ _______________________________________________________________ 9. You and two friends decide to start a lawncare company. You are the boss. You find the work and they do the lawncare. The OH&S Act makes you responsible for your workers safety. List 4 things you should do to keep your workers safe. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
____/4 ____/2 ____/2 ____/4
5-79
10.
You are working at a lumber yard. Your supervisor has asked you to use the table saw to cut some boards. You have never used a table saw. You heard some other workers saying that the blade was getting dull and that boards were being thrown by the blade while they were being cut. According to the OH&S Act: a) Do you have to cut the board? ___________________________________ b) What should you do?__________________________________________ ____________________________________________________________ c) What does your employer have to do?_____________________________ ____________________________________________________________
____/6
Total: Job Safety and The Law Test 7:
___/32
5-80
Unit 7: Job Safety and The Law Answer Key: Test 7

1. Albertas OH&S Act is a law passed by the Alberta Government to set rules for health and safety in the workplaces, and to define the roles and responsibilities of both employers and workers. The two main groups discussed in the Act are: 1. Employers 2. Workers Farmers, domestic workers, and federal government workers are not covered by the Alberta OH&S Act. If a person is self-employed or hires others to do work, the person is designated an employer. The OH&S Act states workers are responsible for their personal safety and the safety of co-workers. If possible, a worker must stop another worker from having an accident. The OH&S Act states the worker must use equipment and follow safety procedures set by the employer. Imminent danger is a danger that is not normal for the job, or a danger under which a person doing the job would not normally work. Examples will vary. The OH&S Act states that no worker shall be dismissed for pointing out an imminent danger and refusing to complete jobs which he/she feels are dangerous. Answers will vary. Sample answers: Be sure workers use hearing protection, wear work boots and proper clothing. Check to be sure all equipment is working properly and all safety equipment is in place. Workers must know how to mow lawns and how to safely handle all equipment. Workers must understand their responsibility to work safely and to ensure the safety of other workers.
2.
3. 4. 5.
6. 7. 8.
9.
10. a) No, you do not have to cut the board. If you feel you are in danger, dont do it. b) Tell your employer immediately. c) I) Check the blade and make sure the saw is working properly. The saw should be shut down until it is repaired. 2) Report the repairs done to the worker that reported the imminent danger. 3) Train the new worker in proper methods for using a table saw.
5-81
The Workers Compensation Act
Unit 8: The Workers Compensation Act

3. identify and incorporate legislation related to the workplace 3.1 research and summarize workplace legislation particular to a worksite/workstation, including: 3.1.2 Workers Compensation Act 3.2 develop a glossary of relevant workplace terms; e.g., employer, worker, contractor, joint health and safety committee, responsibilities, hazard, personal protective equipment, fall protection, scaffolding, incident, investigation, muster point, Certificate of Recognition (COR), Partners in Injury Reduction (PIR) 3.3 differentiate between the worker and employer 3.5 describe the responsibilities of employers and workers After this unit, the learner will be able to Explain the key features of the Workers Compensation Act and what it offers to workers and employers. Describe what to do if you are injured on a job covered by the Workers Compensation Act.
5-82
Ke ey y Id e ea as
Fact Sheet 8: The Workers Compensation Act
The Workers Compensation Act enabled the Workers Compensation Board (WCB) to be established. The WCB offers no-fault insurance to employers. When insured by the WCB, neither the worker or the employer can sue each other. WCB insurance covers costs, if necessary, of medical treatments, lost wages, job re-training, pension. If you are injured on the job: - a Workers Report of Injury form must be completed by you. - an Employers Report of Injury form must be completed by your employer. Both forms must be sent to the WCB within 72 hours of the injury.
5-83
Unit 8: The Workers Compensation Act Fact Sheet 8

hat would happen if you were badly injured at work. How would you pay special medical bills? Who would pay your salary? Who will pay if you need training for a new job? If you can no longer work, can you get a pension?
Injured Workers in the Past

The industrial revolution occurred during the 19 th century. Inventions like the steam engine let industries and businesses grow very quickly. There were many jobs in these new industries. Workers faced very poor working conditions. For the first time, workers used power-driven machinery. Accidents were very common. When workers were injured they received little or no help. Many employers thought workplace injuries and deaths were not their concern. To get help from employers, injured workers and their families had to go to court to prove the employer was at fault. Few could afford to go to court. Many injured workers were forced to rely on public charity. Industrial Revolution: A time in history when new machines were developed and used. Invention: A new tool created to perform a task. No-Fault Insurance: The blame for an injury is not placed on either the employer or the worker. Neither the injured worker nor the employer cannot sue each other. Premiums: Money paid each year to buy an insurance policy.
5-84
In the early 20th Century, Canadian law makers realized that workers needed to be protected. They knew some form of pay had to be available for injured workers and for the families of workers killed on the job.
The first Workmens Compensation Act was passed in Ontario in 1915. It gave protection to workers and employers through insurance. Several other provinces passed their own Acts soon after.
Workers Compensation Act

Each Canadian province has a similar Workers Compensation Act. Each Act permits the setting up of a Workers Compensation Board (WCB); an organization that manages the workers compensation insurance business to protect employers and workers when workplace injuries happen.
5-85
Workers compensation is based on the following principles: No-fault insurance: A worker injured while at work and employed in an industry protected by the Act can get benefits. It does not matter who caused the incident. The injured worker and employer cannot sue each other. Collective liability: All employers who operate in industries covered by the Act pay the cost of the insurance. The provincial government does not fund the WCB. Employers pay all premiums. Fair compensation: Workers receive benefits based on the type of workrelated injury, the seriousness of the injury, and how it affects their ability to earn wages. First payer: The WCB is responsible for compensating injured workers for work-related injuries even though they may receive benefits from other sources (e.g., Canada Pension Plan). Exclusive jurisdiction: Across Canada, each WCB governs, manages and decides matters related to its provinces Workers Compensation Act.
What Should You Do If You Are Injured At Work?

1. Tell you employer. Give details about the injury as soon as possible. After you report the injury, your employer has 72 hours to send an Injury Report Form to the WCB. Tell your doctor that you were injured at work. Your doctor has 48 hours to file a report with the WCB. Tell the WCB. Complete and send a Workers Report of Injury form to the WCB as soon as possible. You can get these forms from your employer, doctor or the WCB.
2.
3.
Because of the Workers Compensation Act, employers must pay workers for workrelated injuries. Most Canadian workers are protected by this law.
WCB staff review the forms to see what benefits and services you may be able to receive. If you arent satisfied with the WCBs decision about your benefits or services, you can appeal the decision.
5-86
How does Workers Compensation Help Workers?

WCB helps workers when they are injured on the job by providing benefits including: Wage replacement: Injured workers get money to replace lost pay due to injury. For example, disabled workers can receive up to 90 per cent of their net pay up to a maximum amount. This benefit is based on the amount of money workers earned at the time they were injured. Medical expenses: All medical costs related to the workplace accident are paid by the WCB. Return to work planning: WCB case managers talk to injured workers, their employers and health care providers. The managers then make decisions about: the type of work injured workers can do whether or not workers can return to the job they were going before being injured. If a worker dies from workplace injuries, the WCB will help pay funeral costs. The dead workers family will also get the money that the worker would have received if still living. If a worker can perform the same job, the case manager arranges treatment to help the injured worker recover. A case manager can also ask an employer if an injured worker can: - work less hours - perform fewer or different tasks - return to work earlier. Vocational services: If injured workers cannot return to their jobs because of their injuries, the WCB helps these workers learn other types of work. Workers may get job search training, academic and job training. Fatality benefits:
5-87
How does Workers Compensation Work For Employers?

Most industries are required by law (Workers Compensation Act) to have workers compensation coverage for their workers. Compulsory Coverage All employers in compulsory industries must open a WCB or similar account within 15 days of employing their first worker(s). The WCB charges employers premiums based on the total wages of their workers for the year and the risk of injury in their industry. For example, forestry companies usually pay higher WCB premiums than engineering firms because forestry workers have a higher risk of accidents than do engineers. Voluntary Coverage Employers in industries not covered by the WCB Act can apply to have workers compensation insurance protect their workers. For example, most farmers are not required to have workers compensation coverage but may decide to provide Voluntary Coverage for workers. Personal Coverage Business owners (individuals, partners, and directors) are not covered automatically by the WCB for work-related injuries. Business owners can buy workers compensation insurance. This type of insurance is called Personal Coverage. Personal Coverage gives business owners the same insurance benefits workers get when they are injured on the job. For example, a business owner with 10 workers, covered by workers compensation, pays premiums for 10 workers and can also choose to buy Personal Coverage for him/herself.
5-88
What Should You Do About Workers Compensation Insurance If You Are An Employer?
1. Call the WCB to find out if you are working in an industry that is required by law to have workers compensation insurance coverage. If so, open an account with the WCB. The WCB will determine the cost of your premiums. You must do this within 15 days of hiring your first worker. 2. If your business is not required by law to have workers compensation insurance, you can choose Voluntary Coverage for your workers. 3. If you are a business owner, you must decide if you would like to purchase Personal Coverage for yourself. 4. If you have an account with the WCB and one of your workers is injured, write down all possible information about the accident. Complete and submit an Employers Report of Injury form to the WCB. You must send this form to the WCB within 72 hours of becoming aware of the injury.
5-89
Unit 8: The Workers Compensation Act Test 8

Use Unit 8 The Workers Compensation Act Fact Sheet 8 and other resources. Answer the following questions: 1. What benefits did injured workers receive during the Industrial Revolution? Why? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. What do the letters WCB stand for? What does this organization do? ______________________________________________________________ ______________________________________________________________ 3. Why was the first Workmens Compensation Act created in 1915?. _______________________________________________________________ _______________________________________________________________ 4. No-fault insurance and collective liability are two basic principles of workers compensation. Explain the meaning of each term. No-fault insurance_______________________________________________ _______________________________________________________________ Collective liability _______________________________________________ _______________________________________________________________
____/4 ____/1 ____/4 ____/2
5-90
5. Describe 3 steps workers must take if they are injured on the job. 1) _____________________________________________________________ 2) _____________________________________________________________ 3) _____________________________________________________________ 6. List 5 benefits injured workers can get from the WCB. 1) _____________________________________________________________ 2) _____________________________________________________________ 3) _____________________________________________________________ 4) _____________________________________________________________
____/5 ____/3
5) _____________________________________________________________ 7. What should a new employer do when starting a business? _______________________________________________________________

____/1
_______________________________________________________________ 8. Who should consider purchasing Voluntary Coverage from the WCB? _______________________________________________________________
____/1
_______________________________________________________________ 9. Who may need Personal Coverage? Why? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
____/4
_______________________________________________________________
5-91
10. What should employers do if an worker is injured on the job? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 11. You have been working for Rightway Trucking for two years. For the last three weeks you have been unloading tires at a local tire store. Near the end of a shift, you felt a sharp pain in your lower back. You finished your shift and went home to rest. The next day your back felt worse so you went to see a doctor. The doctor tells you to take it easy for a few days and to stay away from lifting. To protect your rights to possible benefits, what should do? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
____/6 ____/2
______________________________________________________________ 12. Follow your instructors advice and complete each of these forms: a) Workers Report of Injury Form b) Employers Report of Injury Form
___/12
Total: The Workers Compensation Act Test 8:
___/45
5-92
Unit 8: The Workers Compensation Act Answer Key: Test 8

1. Injured workers and their families had to go to court to prove the employer was at fault when an accident happened. Many were too poor to go to court so they couldnt sue their employers. As a result, many injured workers become very poor and had to rely on charity to survive. WCB stands for Workers Compensation Board. The WCB manages the workers compensation insurance business to protect the interests of employers and workers after a workplace injury. The Workmens Compensation Act was created to provide workers and employers protection through insurance. No-fault insurance means injured workers receive benefits no matter who is at fault in a workplace accident. It also means that: - Workers cannot sue their employers - Employers cannot sue their workers. Tell their employer as soon as possible after the accident happens. Tell their doctor how they were injured at work. Tell the WCB by completing and sending a Workers Report of Injury form. Five compensation benefits the WCB provides: 1) wage replacement; 2) medical expenses; 3) return to work planning; 4) vocational services; and 5) death benefits. A new employer should call the WCB to find out if the industry is required by law to have WCB insurance. If it is, an account must be opened with the WCB. A new employer has 15 days from the time their first workers are hired to make this call. Employers in industries that arent required by law to have workers compensation insurance may apply for voluntary coverage. Business owners (individuals, partners or directors) may need Personal Coverage because they are not covered by the WCB. Personal Coverage gives business owners the same compensation benefits as injured workers when they are injured on the job.
2.
3. 4.
5.
6. 7.
8. 9.
10. Employers should write down all information about the accident. Then complete and send an Employers Report of Injury form to the WCB within 72 hours of being told of the injury. 11. Since the injury occurred at work, tell your doctor how and where the injury happened. The doctor should give you a Workers Report of Injury form to fill out and send to the WCB. (If the doctor does not have a form, you can get one from the WCB or from your employer.) After you see the doctor, you should tell your employer you were injured at work and you are making a workers compensation claim. Ask your employer to complete and send an Employers Report of Injury form to the WCB. 12. Check the forms to see if they are completed properly.
5-93
Workplace Injuries: Are You Covered?
Unit 9: Workplace Injuries: Are You Covered?

3. identify and incorporate legislation related to the workplace 3.1 research and summarize workplace legislation particular to a worksite/workstation, including: 3.1.2 Workers Compensation Act 3.2 develop a glossary of relevant workplace terms; e.g., employer, worker, contractor, joint health and safety committee, responsibilities, hazard, personal protective equipment, fall protection, scaffolding, incident, investigation, muster point, Certificate of Recognition (COR), Partners in Injury Reduction (PIR) 3.3 differentiate between the worker and employer 3.4 explain responsibilities, as identified in OHS legislation 3.5 describe the responsibilities of employers and workers
After this unit, the learner will be able to Identify occupations that are covered/excluded under the WCB Act . Identify employer and worker responsibilities when an injury occurs.
5-94
K ey I Ideas
Fact Sheet 9: Workplace Injuries: Are You Covered?
A worker is anyone who works for an employer: full-time or part-time. People who hire others to work for them are employers. Self-employed people who do not hire others are not employers according to the WCB. Employers can be fined for not reporting a workers injury. Injured workers can receive WCB benefits as long as they cannot return to work. A worker is still insured by the WCB if an employer does not pay the premiums.
5-95
Unit 9: Workplace Injuries: Are You Covered? Fact Sheet 9

o understand how workers compensation coverage works, it is important to understand how the WCB defines the terms: worker employer accident. Personal Protective Equipment.
Worker
A worker is anyone who works for an employer: full time part time on a temporary or casual basis on contract, unless they are operating under a limited company or they have their own WCB account. Is this worker being safe?
Labour Sharing: Two or more people sharing the same job, e.g., one works 2 days a week, the other works 3 days. Voluntary Coverage: Insurance an employer chooses to take for workers.
The WCB does not have an age limit for coverage. If workers are injured, they will be covered no matter what their age. The WCB also covers workers no matter how they are paid. If wages are paid in cash, goods or labour sharing (barter) instead of by cheque or direct bank deposit, the WCB will cover workers if they can show they reported this pay to the Canada Revenue Agency in the tax year they earned it.
No!
This worker should be using Personal Protective Equipment (PPE). See Optional Unit 12:
5-96
Employer
An employer is an individual, firm, association or company that has one or more workers in his/her or its service. In other words, if people are working for another person or for a company, the person or company is an employer. People who are working for themselves and hire no other workers are NOT employers. They are self-employed. For example, if a person starts their own painting company but does not hire anyone, they are not an employer. Under the Workers Compensation Act, employers in some industries are required by law to provide workers compensation coverage for their workers. This is known as compulsory coverage. If employers do not pay their premiums for their workers are still covered when a workplace injury happens. Workers do not have to suffer if their employers do not get workers compensation insurance. All injured workers still receive benefits until they are fit to return to some type of work. The WCB will make employers pay premiums they owe. It is illegal for employers that must have coverage to refuse to file an injury claim with the WCB. Employers can be fined if they tell and reward a worker to not report an injury.
Workers employed in industries that do not require coverage are NOT covered by the WCB. If workers are injured in a noncovered workplace, they will not receive benefits from the WCB unless their employers buy Voluntary Coverage. Most industries and businesses must open an account with the WCB.
For example: Primary Industries: Forestry, mining, petroleum development, logging, oil well drilling Processing and packaging: Light fixture assembly, meat processing, bakeries Manufacturing: Metal work, sawmills, concrete mixing plants Construction Trades: Oil field maintenance, water well drilling, residential construction
5-97
Transportation, communication and utilities: Trucking services, warehousing, movie theatres Wholesale and retail: Grocery stores, clothing stores, book stores, car dealers Retail trade services: Hardware stores, service stations, car repair shops Government departments and agencies Business, personal and professional services: Staffing agencies, veterinary clinics, hair salons, restaurants, hotels
Businesses that do not require workers compensation coverage include: Animal grooming services Museums Baby sitting services Banks Accounting services Domestic help Golf courses Modeling agencies Telemarketing Farming (exempt from OH&S) Real estate agencies Travel agencies Medical offices
5-98
To learn more about industries covered and not covered, call the WCBs Contact Centre at (780) 498-3999 or email contactcentre@wcb.ab.ca
Accident
Under the Workers Compensation Act, an accident is defined as an incident injury caused by: Physical or natural causes (e.g., a logger is killed by lightning) Willful and intentional acts by someone other than the worker (e.g., a worker pulls a chair out from under a co-worker on purpose) Disablement (e.g., a worker has a seizure on the job and injures his/her head) Conditions caused by occupational diseases (e.g., health care worker is pricked by a dirty needle)
The WCB considers these definitions to determine whether workers will be able to receive benefits when they are injured and to help employers decide what type of workers compensation coverage is needed.
5-99
Unit 9: Workplace Injuries: Are You Covered? Test 9

Use Unit 9 Workplace Injuries: Are You Covered? Fact Sheet 9 and other resources. Answer the following questions: 1. Define the terms: worker________________________________________________________ employer______________________________________________________ accident______________________________________________________ 2. Do workers have to be a certain age to be covered by workers compensation insurance? _______________________________________________________________ _______________________________________________________________ 3. Are workers covered by workers compensation insurance if they are paid in cash, work for goods, or share labour in exchange for another persons labour? _______________________________________________________________ _______________________________________________________________ 4. Which of the following businesses do NOT require WCB coverage under OH&S legislation? (Circle the correct answers) Babysitting Modeling agencies Farming operations Veterinary services Medical offices Bakeries Grocery stores Service stations Oil field maintenance Banks
____/5 ____/1 ____/1 ____/3
5-100
5.
A company that must have WCB insurance does not open an account and make any payments. Are injured workers of that employer covered? Why or Why not? ______________________________________________________________ ______________________________________________________________
____/2
______________________________________________________________ 6. Read the following two case studies and answer the questions. a) You are a learner. During the summer, you work for your father who owns a cabinet-making factory. You are paid $700 per week in cash. On July 15th the saw guide jams. Your right index finger is cut off. It takes two operations to put your finger back. As a result, you spend the rest of the summer in the hospital. Are you covered for workers compensation insurance? Why or why not? __________________________________________________________ __________________________________________________________ __________________________________________________________ b) You work part time (20 hours a week) at McDougalls Burgers. While cleaning the grill, you touch it with your left wrist and get a severe burn. Your boss pays you for the time you miss from work and offers you a $1.00 an hour raise if you dont report the injury to the Workers Compensation Board. Is this the right thing to do? Why or why not? __________________________________________________________ __________________________________________________________
____/3 ____/3
__________________________________________________________
5-101
7. Read each case study below. Each case study is about learners becoming employers. For each one, circle Yes if WCB coverage is required and No if it is not required. Explain why it is or is not required. a) You are a college learner starting your own painting business for the summer. Twenty of your friends are looking for jobs. You hire them at $10.00 per hour. Homeowners are your customers. ______________Yes_____________________ No__________________ ___________________________________________________________ ___________________________________________________________ b) You are short of money. You have lawn equipment, such as a lawn mower, hedge trimmer, and a weed eater. You decide to go into business. Using your computer, you make a flyer advertising your business. You deliver the flyers to local homes. Soon, you are very busy. You charge between $10.00 and $20.00 per lawn. ______________Yes_____________________ No__________________ ___________________________________________________________
____/3 ____/3
___________________________________________________________ c) You own a 1979 truck and advertise in the local newspaper that you are willing to haul garbage to the dump. Your first job is to haul old beds from the Goodwill Hospital. Since the job would be too difficult to do on your own, you get your brother to help. You are not paying your brother any wages. ______________Yes_____________________ No__________________ ___________________________________________________________
____/3
___________________________________________________________ d) You are enrolled in business education courses and start a temporary service to help businesses with staff on summer holidays. You hire several people and offer: receptionist, typist, filing clerk, and other office services. ______________Yes_____________________ No__________________ ___________________________________________________________ ___________________________________________________________
____/3
5-102
e) You and your friend offer babysitting services in your house during the summer months and on weekends. You baby-sit four to six children. You and your friend share the money at the end of each week. ______________Yes_____________________ No__________________ ___________________________________________________________
____/3
___________________________________________________________
Total: Workplace Injuries: Are You Covered Test 9:
___/33
5-103
Unit 9: Workplace Injuries: Are You Covered? Answer Key: Test 9

1. A worker is anyone who works for an employer: full time, part time, on a temporary or casual basis, on contract (unless they are operating under a limited company or they have their own WCB account.) An employer is an individual, association, or corporation that has one or more workers. If people are working for another person or company, the person or company is an employer. People who are working for themselves and hire no other workers are NOT employers as defined by the WCB. According to the WCB, an accident is an incident or injury caused by physical or natural causes. 2. No. The WCB does not have an age limit for coverage. 3. Yes. Workers are covered if they can show the WCB they reported cash or goods pay to the Canada Revenue Agency in the tax year it was earned. 4. Babysitting services, medical offices, modeling agencies, banks, farming operations. 5. Yes. Even though the company did not pay its WCB premiums, its workers would be covered if they were injured. The company is an industry that must have workers compensation coverage. Workers shouldnt be made to suffer when employers do not pay workers compensation insurance. 6. Worker case studies: a) Yes. You are covered under the WCB legislation. However, the WCB will have a difficult time deciding what to pay you if there is no record of cash payments. b) No. It is illegal under the Workers Compensation Act for your employer to pay you not to file a claim. Both you and your employer MUST file Incident Reports of Injury with the WCB. It is important for you to file a claim. You can receive benefits until you are able to return to the same or other work.
5-104
7. a) Yes. Workers compensation coverage is required. You are an employer and painting is an industry that must have workers compensation insurance coverage. As the owner of the company, you are not personally covered. If you will be doing a lot of painting, you should consider buying Personal Coverage to allow you to receive benefits if you are hurt on the job. b) No. A WCB account is not needed. Although lawn care is covered by the WCB legislation, you do not have workers so you do not need workers compensation insurance. You can, however, apply for Personal Coverage. c) Yes. You need to have workers compensation coverage for your brother. Family members are workers if they are giving service to the company. If your brother was not working for you, you would need to hire someone else and pay them. Therefore, your brother is an worker and needs to be covered. d) Yes. Workers compensation coverage is needed because temporary staffing agencies are an industry that must provide workers compensation coverage for workers. e) No. Babysitting is not an industry included in the WCB legislation. Since you and your friend are partners in the business, neither of you are workers so coverage is not needed. However, each of you can apply for Personal Coverage.
5-105
Employment Standards Code and Regulations
Unit 10: Employment Standards Code and Regulations

3. identify and incorporate legislation related to the workplace 3.1 research and summarize workplace legislation particular to a worksite/workstation including: 3.3 differentiate between the worker and employer After this unit, the learner will be able to Identify legislation relating to employment standards of young persons and adults. Employment Standards Code. Employment Standards Regulations. Employment Standards Guide (provides highlights from Code and Regulations).
Describe key items in the Employment Standards Code and Regulations. Minimum wages. Hours of work. Holidays and holiday pay. Employment of person(s) (under 18 years).
Identify and describe Employment Standards relating to: Employment of adolescents (12 to 14 years). Employment of young persons (15 to 17 years).
Link key items of the Code to a selected workplace.
5-106
Key Ideas
Fact Sheet 10: Employment Standards Code and Regulations
(The following information has been accessed and modified from http://employment.alberta.ca/SFW/996.html)
Employment Standards identify the minimum standards of employment for adults, adolescents and young persons. An adult is anyone over the age of 18 years. A young person is anyone aged 15 17 years. An adolescent is anyone aged 12 14 years.
Know the minimum wage for each age group. Know their rights to holidays, holiday pay, and leave. Jobs in construction, heavy lifting occupations and working with moving equipment are not considered appropriate for adolescents. Persons under 16 years of age cannot be employed during normal school hours.
5-107
Unit 10: Employment Standards Code and Regulations Fact Sheet 10

mployment standards define minimum standards of employment for employers and workers in the workplace. In Alberta, our employment standards are contained in the Employment Standards Code and the Employment Standards Regulation. Through these laws, minimum standards of employment have been established. Workers under age 18 and their employers share rights and responsibilities under Albertas employment standards and occupational health and safety laws.
Under the legislation, Adolescents are persons aged1 2, 13, and 14. Under the legislation, Young Persons are those aged 15, 16 or 17. Persons 18 years or older are classified as Adults. Where legislated standards do not fit the unique circumstances of a workplace, it may be necessary to obtain a permit for a variation or relief from a standard.
Employment Standards: Minimum standards of employment for employers and workers in the workplace. Adolescents: Persons aged 12, 13, 14 Young Persons: Persons aged 15, 16 or 17 Adults: Persons 18 or older
Minimum standards such as general holidays, vacations, minimum wage and termination apply to all workers regardless of age. There are some restrictions placed on workers under 18 years old.
5-108
5-109
Employment Standards Guide

(The information below has been accessed from http://employment.alberta.ca/documents/WRR/WRR-ES-PUB_ESGuide.pdf)
The Employment Standards Code can be accessed at the following website:

http://www.qp.alberta.ca/574.cfm?page=E09.cfm&leg_type=Acts&isbncln=9780779725663
Alberta Standards Regulation may be accessed at the following website:

http://www.qp.alberta.ca/574.cfm?page=1997_014.cfm&leg_type=Regs&isbncln=9780779733927
Albertas Employment Standards Code sets out the minimum standards that apply to workers and employers under provincial jurisdiction.
An adolescent (12, 13 or 14 years old) employed on a day when required to attend school, part-time workers in certain non-profit recreation or athletic programs, and school bus drivers are entitled to not less than 2 hours pay at the minimum wage if they are employed for less than 2 hours. All other workers are entitled to not less than 3 hours at the minimum wage if they are employed for less than 3 hours and they are available to work for the full 3 hours. A deduction for a meal or lodging cannot reduce the minimum wage by more than the following amounts: $2.89 per meal consumed and $3.82 per day of lodging.
The Employment Standards guide was prepared to highlight key employment standards. Minimum Wages (as of August, 2010) The general minimum wage is $8.80 per hour. For certain salespersons the minimum wage is $352.00 per week.
Payment of Earnings Workers must be paid not later than 10 days after the end of each pay period.
5-110
When employment ends: 1. If the employer terminates an workers employment: a) with notice and/or pay in lieu of notice - pay is due not later than 3 days after the last day of work; b) and no termination notice is required to be given - pay is due not later than 10 days after the last day of work. 2. If the worker terminates their own employment: a) by giving a termination notice - pay is due not later than 3 days after the last day of work; b) and no termination notice is required to be given - pay is due not later than 10 days after the last day of work; c) and fails to give the required termination notice - pay is due not later than 10 days after the date on which the notice would have expired had it been given. Statement of Earnings and Deductions Workers must receive a detailed written statement of earnings and deductions for their retention each pay period. An employer may deduct from a workers earnings amounts permitted by an Act, regulation, judgment, order of a court or amounts personally authorized in writing by a worker. No deduction can be made from a workers earnings for (i) faulty workmanship, or (ii) cash shortages or loss of property if anyone other than the worker had access to the cash or property.
Hours of Work Hours of work must be within a period of 12 consecutive hours in any one day. An exception to this requirement exists for workers in the geophysical exploration and oil well servicing industries. Hours of Rest
An employer must provide at least one day of rest in each week. Rest days may be accumulated for up to 4 weeks and given as consecutive days off within this 4 week period. Workers must receive a 1/2 hour rest period, paid or unpaid, during each shift in excess of 5 consecutive hours of work. Some exceptions apply. 5-111
Overtime and Overtime Pay
Workers employed less than 1 year receive 4% of their regular wages for vacation pay on termination of employment. Vacation pay may be paid at any time, but not later than the next scheduled pay day after the worker starts vacation. On written request of a worker, the employer may grant a workers annual vacation in periods of not less than 1 day. The employer has final say over the time when the annual vacation is to be taken. Workers in the construction or brush clearing industries are subject to different rules. For more information contact: Alberta Employment and Immigration, Employment Standards.
In each week, hours worked in excess of 8 per day must be totaled and the number of hours worked in excess of 44 must be calculated. The greater of the two numbers is the number of hours to be paid at the overtime rate. An employer must pay a worker overtime pay of at least 1.5 times the workers wage rate for overtime hours. Note: Some exceptions apply. Refer to the Employment Standards Regulation. Overtime Agreements Workers and employers may enter into a written overtime agreement. With an agreement, instead of overtime pay, workers receive time off with regular pay equal to the number of overtime hours worked. Vacations and Vacation Pay Workers are entitled to a minimum of 2 weeks' vacation with pay after 1 year of employment and 3 weeks' vacation with pay after 5 years of employment with an employer. Monthly paid workers are entitled to vacation pay based on their current salary. Workers paid other than by the month are entitled to 4% of their regular wages for vacation pay. After 5 years this increases to 6%.
5-112
General Holidays and General Holiday Pay In Alberta the following are general holidays: New Years Day; Alberta Family Day; Good Friday; Victoria Day; Canada Day; Labour Day; Thanksgiving Day; Remembrance Day; Christmas Day; and any other day designated as a general holiday by the employer. Alternatively, they may be paid their regular rate for each hour worked on the holiday and receive another regular working day off with pay. If a worker is on a regular day off and is required to work on the holiday, the worker will receive 1.5 times the regular rate of pay for all hours worked. If a general holiday falls during an workers annual vacation, the employer must extend the workers vacation by one day with pay. Alternatively, by agreement, the employer must provide an additional day off with pay before the workers next annual vacation. Workers in the construction or brush clearing industries are subject to different rules.
Workers who have worked for an employer 30 days in the 12 month period before the holiday are entitled to general holidays and general holiday pay. If a worker works an irregular schedule and there is doubt about whether a general holiday falls on a day that would normally have been a work day, review the 9-week period preceding the work week in which the general holiday occurs. If the worker worked on the same day of the week as the day that the general holiday falls in at least 5 of the 9 weeks, the general holiday is to be considered a day that would normally have been a work day for the worker. When the holiday falls on a regular work day and the worker is not required to work, the worker will receive a regular days pay. If workers are required to work on the holiday and the holiday is a normal day of work, they must receive 1.5 times their regular rate of wages for each hour worked in addition to receiving a regular days pay.
5-113
Termination of Employment Workers wishing to terminate their employment must give the employer a written termination notice of at least: 1 week, if employed more than 3 months but less than 2 years 2 weeks, if employed 2 years or more.
Note: Employers and workers are not required to provide notice if the worker is employed for 3 months or less. Maternity and Parental Leave The Employment Standards Code provides mothers, fathers and adoptive with parental leave. In addition, birth mothers are eligible for maternity leave.
Employers wishing to terminate the employment of a worker must give the worker a written termination notice of at least: 1 week, if employed more than 3 months but less than 2 years 2 weeks, if employed 2 years but less than 4 years 4 weeks, if employed 4 years but less than 6 years 5 weeks, if employed 6 years but less than 8 years 6 weeks, if employed 8 years but less than 10 years 8 weeks, if employed over 10 years, OR the wages the worker would have earned for the applicable period of notice, OR a combination of written notice and the wages the worker would have earned for the applicable period of notice. Some exceptions apply. Eligibility Requirements Workers must have 52 weeks of continuous employment with their employer to be eligible for maternity or parental leave. This applies both to full and part-time employment. If a pregnant worker has less than 52 consecutive weeks of employment, and is therefore not entitled to maternity leave, an employer cannot arbitrarily lay her off, terminate her employment, or require her to resign because of pregnancy or child birth. Under human rights law, employers are required to accommodate the health-related consequences of a worker's pregnancy and childbirth up to the point of undue hardship, regardless of how long she has worked for the employer. Contact the Alberta Human Rights and Citizenship Commission for further information on these rights and responsibilities. Employment Standards Guide (2) 5-114
Length of Leave Birth mothers can take up to 52 weeks of unpaid, job-protected leave from employment, made up of 15 weeks of maternity leave and 37 weeks of parental leave. Fathers and adoptive parents are eligible for 37 weeks of unpaid, job-protected parental leave. Adoptive parents can take parental leave when they adopt a child under the age of 18. If both parents are workers, the 37 weeks of parental leave may be taken entirely by one of the parents, or can be shared between the mother and father. If the leave is to be shared, the employer must be notified. Notice Requirements Workers must give their employers at least six weeks written notice to start maternity or parental leave. Workers must provide at least four weeks written notice to return to work or to change the date they will be returning to work. This notice must be provided at least four weeks before the end of the leave to which workers are entitled. If a worker fails to provide the required notice or fails to report to work the day after the leave ends, the employer does not have to reinstate the worker unless the failure to notify the employer is due to unforeseen or unpreventable circumstances.
Employment of Adolescents and Young Persons Adolescents are 12, 13 and 14 years old . They may be employed to: make deliveries for a retail store, deliver newspapers or flyers, be a clerk in an office or retail store, or perform some jobs in the restaurant and food services industry, if the employment is not injurious to the adolescent's life, health, education or welfare.
The parent or guardian of any adolescent must agree to the employment and provide written consent to the employer. Adolescents can only work 2 hours on a school day and a maximum of 8 hours on a non-school day. They cannot work between the hours of 9:00 pm and 6:00 am.
5-115
Young persons are 15, 16 and 17 years old . They must work with one or more adults between 9:00 pm and midnight and cannot be employed between midnight and 6:00 am at, or in connection with: any retail store selling food or beverages or any other merchandise, a retail business selling gasoline or other petroleum products, or a motel, hotel, inn, etc. Young persons can be employed in any other business between midnight and 6:00 am but must be in the continuous presence of one or more adults and the employer must have the written permission of the young persons parent or guardian.
5-116
Albertas Employment Standards Frequently asked Questions

(The imformation below was accessed and modified from http://www.employment.alberta.ca/SFW/1476.html)
Questions
How old must a person be to work? Do workers under age 18 have the same rights as other workers? Why do workers under age 18 need to know about their rights and responsibilities at work?
Answers
Workers ages 15, 16 and 17 are allowed to work in any jobs. These workers are called young persons in the legislation. Workers ages 12, 13 or 14 are allowed to work in approved jobs. These workers are called adolescents in the legislation. Yes, workers under age 18 have the same rights and the same responsibilities as adult workers. They are entitled to vacation pay, overtime, minimum wage, general holiday pay and all other rights under the Employment Standards Code and Employment Standards Regulation. All employers and workers need to know their rights and obligations before they agree to an employment arrangement. Young people can be vulnerable in a new job and knowing their rights stops them from being taken advantage of in the workplace. Employers have certain responsibilities, but employment agreements also put responsibilities on workers. The legislation protects workers and it also protects employers when workers do not meet their obligations. Coming to work when scheduled, following instructions at work and giving proper notice to end a job are all worker obligations. People under 16 years old are required to attend school and may not be employed during normal school hours, unless they are enrolled in an offcampus education program provided under the School Act. Young persons may work at any type of job, but if they are employed at: any retail business selling food or beverages, whether alcoholic or not, any retail business selling any other commodities, goods, wares or merchandise, any retail business selling gasoline, diesel fuel, propane or any other product of petroleum or natural gas, or any hotel, motel or other place that provides overnight accommodation to the public, they must be in the continuous presence of at least one individual aged 18 or older between 9:00 p.m. and 12:01 a.m. Young people are not allowed to work at all in these businesses between 12:01 a.m. and 6:00 a.m. If a young person is working in a business that is not listed above, they may only work between 12:01 a.m. and 6:00 a.m. if: Their parent/guardian provides written consent to the employment, and The young person is in the continuous presence of at least one other individual 18 years old or older. Adolescents may work in the following approved jobs: Delivery person for flyers, newspapers and handbills Delivery person for small goods and merchandise for a retail store Clerk or messenger in an office Clerk in a retail store Certain jobs in the restaurant and food services industry (there are
Can people under age 18 be employed during normal school hours? Are there restrictions on where and when young persons (ages 15 to 17) can work?
Where can adolescents (ages 12 to 14) work?
5- 117
What about jobs not on the approved list?
specific restrictions for these jobs) If a proposed job is not on the approved list the adolescent must have a permit before they can begin work. The employer, worker and the workers parent or guardian may jointly apply for a permit from Employment Standards. The employer must obtain the parent or guardians written consent to the employment before the adolescent may begin work. The employer must make sure the employment is not, or is not likely to be, harmful to the life, health, education or welfare of the adolescent.
Are there restrictions on when adolescents can work?
Adolescents may not work: More than two hours on a school day More than eight hours on a non-school day Between 9:00 p.m. and 6:00 a.m. Adolescents may only perform the following duties in a restaurant or food service business: host/hostess duties, cashier duties, dish washing, bussing tables, waiting tables, providing customer service, assembling orders or cleaning. Adolescents may not use deep fryers, grills, sharp knives, or slicers. They may not work in areas where this equipment is in operation or where smoking is allowed. The employer must make sure adolescent workers are in the continuous presence of another worker aged 18 or over. The Safety Checklist for Adolescent Workers in Restaurant or Food Services has to be completed and signed by the employer, worker and the parent or guardian. A copy of the form must be kept at the worksite and another copy must be submitted to Employment Standards.
What are the restrictions on employing adolescents in the restaurant and food service industry?
Why do some jobs require an employment permit? What types of jobs are usually considered potentially harmful to adolescents?
The permit system gives parents or guardians, employers, and Employment Standards a chance to investigate if the employment could harm the life, health, education or well-being of the adolescent, before the employment starts. Jobs in the construction industry Jobs requiring heavy lifting Jobs working with or near moving vehicles and equipment (including forklifts), Jobs working with potentially hazardous equipment, such as pneumatic drills, conveyors for bulk materials, hand grinders, welding equipment, hammers, blowtorches, deep fryers, grills, slicers, or sharp knives, etc.
How do I apply for a permit to employ an adolescent?
What happens to the permit if the job changes?
Historically, permits have not been granted for these types of jobs. Complete and submit an Application for a Permit to Employ an Adolescent. The application requires information from the applicant, the parent or guardian, and the employer. The application will be reviewed and a response will be sent to both the employer and the worker. The adolescent may not begin work unless the application is approved and a permit is received. The permit may include conditions such as always working with an adult, or receiving specific training. The permit specifies the job duties the adolescent worker is allowed to do. In some cases, job duties may change after the employment begins. The employer must call Employment Standards to update the information on the permit. Because permits are approved for a specific job with a specific employer, workers looking for a new job with a new employer must apply for a new
5- 118
permit, even if the job tasks and hours will be the same.
5- 119
Unit 10: Employment Standards Code and Regulations Test 10

Use Unit 10 Employment Standards Code and Regulations Fact Sheet 10 and other resources. Answer the following questions: 1. Describe the purpose of the Employment Standards Code and Regulations. ______________________________________________________________ ______________________________________________________________
____/4
______________________________________________________________ 2. List 3 key items found in the Employment Standards Code and Regulations. ______________________________________________________________ ______________________________________________________________
____/3
______________________________________________________________ 3. List the number of hours a 12-14 year old can work on: a) A school day _______________________________________________ b) A non-school day____________________________________________ 4. List 3 types of work considered potentially harmful to adolescents. ______________________________________________________________ ______________________________________________________________
____/3 ____/2
______________________________________________________________ 5. Complete the following sentences: a) b) c) d) Young persons are those aged _______ to ________. Young persons are allowed to work _________ _______ types of jobs. Young persons have the _______ rights as adult workers. An adult is any person _______ years of age or older.
____/2 ____/2 ____/1 ____/1
5- 120
6. Adolescents may work in each of the following jobs. True or False a) b) c) d) e) Delivering flyers. Retail store clerk. Welding helper. Trainee forklift operator. General office work. ______ ______ ______ ______ ______
____/5
7. Fill in the blank spaces: Young persons are not allowed to work between the hours ______ and _____ Unless their parent/guardian provides _________ __________ and they are In the ________________ _________________ of at least one other person _________ years old or older. 8. Identify how the Employment Standards Code and Regulations relate to employment at a selected workplace. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
____/5 ____/7
___/35
Total: Employment Standards Code and Regulations Test 10:
5- 121
Unit 10: Employment Standards Code and Regulations Answer Key: Test 10
1. Both are sets of laws that set the minimum standards of employment for adults, young persons, and adolescents. 2. Any three of the following: Hours of work. Hours of rest. Overtime/overtime pay. Vacations/vacation pay. Leaves (maternity/parental). Employment Standards for adolescents. Employment Standards for young persons.
3. a) no more than 2 hours. b) no more than 8 hours. 4. Any three of the following: Construction jobs. Heavy lifting jobs. Work near moving vehicles. Work with hazardous equipment. Work with deep fryers, slicers, sharp knives.
5. a) 15 to 17 b) in all c) same d) 18 6. a) True b) True c) False d) False e) True 7. 12:01 am and 6: am; written consent; continuous presence; 18 8. Assess students response based on clarity and correct link(s) to the Employment Standards Code and Regulations (award 1 to 5 marks)
5- 122
Hazardous Materials (WHMIS)
(Optional Unit)
Unit 11: Hazardous Materials (WHMIS)

(Note: WHMIS is a required unit in HCS 3010: Workplace Safety Practices.)

2. recognize and incorporate hazard identification, assessment and control 2.1 predict and list hazards within a work environment particular to a variety of worksite/workstation locations; e.g., office, retail, restaurant; theatre, TV studio, film location; child care, health centre, fitness centre; construction, warehousing, manufacturing; oil well site, forestry lease, mine 2.2 distinguish between the five types of hazards; e.g., chemical, physical, ergonomic, biological, psychosocial) and provide examples of each from home, school or work 2.3 explore types of hazards commonly found in a specific occupational area or workplace 2.4 explain and apply terms related to hazard identification, assessment and control; e.g., hazard, risk, exposure, incident, injury, monitor 2.5 differentiate between hazard and risk.
Note: The content of this unit is not included in the HCS 3000: Workplace Safety Systems curriculum. (The topic is included in HCS 3010: Workplace Safety Practices. Teachers may choose, if instructional time permits, to include this unit when instructing students about hazards in general and chemical hazards in particular.
5- 123
Unit 11: Hazardous Materials (WHMIS)

(Note: WHMIS is a required unit in HCS 3010: Workplace Safety Practices.) After this unit, the learner will be able to Define and explain the purpose of Workplace Hazardous Materials Information System (WHMIS). Identify the 3 parts of WHMIS. Identify 6 classes of controlled substances. Identify basic labels used in WHMIS. Describe the information provided on a Material Safety Data Sheet (MSDS). Locate specific information on a MSDS. Identify possible entry routes of hazardous materials into the body. Describe employers responsibility for providing WHMIS education and training.
5- 124
K ey I Ideas
Fact Sheet 11: Hazardous Materials (WHMIS)

WHMIS stands for the Workplace Hazardous Materials Information System. Every Canadian province has WHMIS legislation. WHMIS protects workers from materials, if not properly handled, that can cause harm, injury or death.
WHMIS consists of: - Labels. - Material Safety Data Sheets (MSDS). - Education and training in handling hazardous/controlled materials.
5- 125
Unit 11: Hazardous Materials (WHMIS) Fact Sheet 11

HMIS stands for the Workplace Hazardous Materials Information System. WHMIS is a Canadian hazard information system. It was started to help workers know about hazardous materials and to help them use and handle these materials safely.
Assessed: Make a judgment: see what something is made of. Controlled Product: A material that is harmful. Hazardous Material: A product that could be dangerous to people, animals, and/or the environment. Ingredients: What something is made of. Legislation: Laws, regulations, policies.
WHMIS is the law.
Every province in Canada has a WHMIS. WHMIS is similar to the information provided on food products. For example, food packages list: Supplier (name brand), Ingredients of the product, Provide information on how to cook or use the product. In WHMIS, containers of hazardous material must: Identify the supplier, List the hazardous ingredients, Provide information on how to use the material safely. WHMIS provides very detailed information about each Controlled Product.
5- 126
5- 127
Controlled Products
In WHMIS, products are first assessed to see if they are hazardous and to identify the type of hazard posed by the product. If a product is hazardous, it is called a controlled product and must become part of the WHMIS. There are six classes of controlled products: A: B: C: D: E: F: compressed gas flammable and combustible material (things that can and will burn) oxidizing material (releases oxygen that helps other materials burn) poisonous and infectious (bacteria, viruses) material corrosive material dangerously reactive material
Symbols for Controlled Products:

A: Compressed Gas
B:
Flammable and Combustible Material

Division 1 Division 2 Division 3 Division 4 Division 5 Division 6 Flammable Gas Flammable Liquid Combustible Liquid Flammable Solid Flammable Aerosol Reactive Flammable Material
C: D:
Oxidizing Material Poisonous and Infectious

Division 1 Materials Causing Immediate and Serious Toxic Effects
Division 2 Materials Causing Other Toxic Effects
Division 3 Biohazardous Infectious Materials
E:
Corrosive Material
F:
Dangerously Reactive Material
5- 128
WHMIS has three major parts:

labels Materials Safety Data Sheets (MSDS), Worker education and training
Labels
WHMIS labels provide information a worker needs to handle a product safely. There are two types of labels: supplier labels and worksite labels. Supplier labels are put on controlled products by the suppliers of hazardous materials. They, like the label below, are easy to recognize because they have a slash-marked border.
SEE Material Safety Data Sheet

ABC CHEMICAL COMPANY 123 Sample Road, Testville, AB1 C2D
5- 129
There are seven pieces of information on supplier labels: Product name Supplier name Hazard symbols Risk information Precautionary measures First aid treatment Reference to the MSDS
Workplace labels are used only by employers and workers. Workplace labels must be placed on containers that hold controlled products.
Workplace labels must give workers information they need to handle each product safely. There is no standard form for workplace labels but each label must provide the following information: Product name Information for the safe use of the product Reference to the MSDS
As an example
TOLU-SOLV All Purpose Cleaner Flammable: Keep away from all sources of heat, sparks and open flame. Toxic: When handling, use organic vapour respirator, goggles and neoprene gloves. See MSDS for further information.
5- 130
Material Safety Data Sheet (MSDS)

A MSDS provides more detailed and more technical information than found on WHMIS labels. A MSDS must be completed for each controlled product at the workplace. Each MSDS must be kept in a place that is both known to workers and easy to access. An MSDS should include the following information: Product information names the product, supplier, and the manufacturers address and phone number Description and ingredients provides a description, lists the ingredients in the controlled product, and provides information about exposure limits Physical data details information about the controlled product Fire or explosion hazard identifies if the controlled product is flammable or explosive Reactivity data lists other products that the controlled substance can react with Health data identifies how the controlled product can enter the body and how it affects the body First Aid measures identifies the First Aid treatment required if a worker comes in contact with the controlled product Preventive measures identifies what workers must do to ensure they do not come in contact with the controlled product (e.g., types of personal protective equipment to be used) Preparation data identifies when the MSDS was prepared and the person who prepared it.
An outline of a MSDS is shown on the next 2 pages.
5- 131
Sample MSDS
MATERIAL SAFETY DATA SHEET

SECTION 1: PRODUCT INFORMATION Product Identifier: Product Code: Manufacturer's Name and Address: Business No.: Emergency No.: Supplier's Name and Address: Business No.: Emergency No.: Product Use: SECTION 2: HAZARDOUS INGREDIENTS Ingredients: CAS #: LC50 (species and route): LD50 (species and route): SECTION 3: PHYSICAL DATA Physical State (gas, liquid or solid): Odour and Appearance: Odour Threshold: Specific Gravity: Vapour Pressure: Vapour Density: Evaporation Rate: Boiling Point: Freezing/Melting Point: pH: Coefficient of Oil/Water Distribution: May also include other properties, e.g. Solubility in water: Specific Gravity: SECTION 4: FIRE AND EXPLOSION HAZARD Conditions of Flammability: Flash Point and Method of Determination: Lower Flammable (Explosive) Limit (LFL/LEL): Upper Flammable (Explosive) Limit (UFL/UEL): Auto-ignition Temperature: Means of Extinction: Hazardous Combustion Products: Explosion Data - Sensitivity to Mechanical Impact: Explosion Data - Sensitivity to Static Discharge: SECTION 5: REACTIVITY DATA Unstable: [ ] yes [ ] no If unstable, under which conditions? Incompatible Materials: Conditions of Reactivity: Hazardous Decomposition Products: SECTION 6: TOXICOLOGICAL PROPERTIES / HEALTH HAZARD DATA Routes of Entry/Exposure: [ ] Skin Contact [ ] Skin Absorption [ ] Eye Contact [ ] Inhalation [ ] Ingestion LD50: LC50: Job Safety Skills Society 2011
5- 132
Effects of Acute Exposure to Product: Effects of Chronic Exposure to Product: Exposure Limits: Irritancy of Product: Sensitization to Product: Carcinogenicity: Reproductive Toxicity: Teratogenicity: Mutagenicity: Names of Toxicologically Synergistic Materials: SECTION 7: FIRST AID MEASURES Inhalation: Skin: Eyes: Ingestion: SECTION 8: PREVENTIVE MEASURES Engineering Controls: Personal Protective Equipment: Protective Clothing: Eye Protection: Respiratory Protection: Storage Requirements: Handling Procedures and Equipment: Leak/Spill Clean-up: Waste Disposal: Special Shipping Information: SECTION 9: PREPARATION INFORMATION Prepared by (Person, Group, Department, etc.) Phone #: Preparation Date:
5- 133
Worker Education
Worker education and training are very important parts of the WHMIS. Workers must learn how to identify hazardous materials and be competent to handle them safely WHMIS worker education and training includes: Checking the workplace for hazardous materials Recognizing and understanding WHMIS labels Recognizing and understanding labels used at the workplace
Reading and understanding Material Safety Data Sheets (MSDS) used at the workplace Handling, storing and disposing of controlled products Handling controlled product emergencies.
Every employer must provide new workers with WHMIS training specific to the controlled products handled, used and/or stored in their workplace.
A WHMIS credential issued by another employer or earned online is not valid when the worker changes employers. The new employer must provide site-specific WHMIS education and training.
5- 134
Unit 11: Hazardous Materials (WHMIS) Test 11

Use Unit 11 Hazardous Materials Fact Sheet 11 and other resources. Answer the following questions: 1. What do the letters WHMIS stand for? _______________________________________________________________ 2. What is the purpose of WHMIS legislation? _______________________________________________________________ _______________________________________________________________ 3. What are the 3 parts of the WHMIS system? a)_____________________________________________________________ b)_____________________________________________________________
____/3 ____/2 ____/2
c)_____________________________________________________________ 4. What materials are covered under the WHMIS system called?
____/2
________________________________________________________________ 5. Write the name of the class of hazard beside each symbol.
a) __________________
d) __________________
b) __________________
e) __________________
____/6
c) __________________
f) ___________________
5- 135
6. What two types of labels are used in WHMIS? _______________________________________________________________ _______________________________________________________________ 7. What do the letters M S D S stand for? _______________________________________________________________ 8. What does WHMIS education and training include? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 9. Are WHMIS labels and the labels found on food products the same? Why? Or Why Not? _______________________________________________________________ _______________________________________________________________
____/3 ____/6 ____/1 ____/2
_______________________________________________________________ 10. Why are there two different types of WHMIS labels? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
____/3
5- 136
11. Name any 5 parts of a MSDS. See the Sample Material Safety Data Sheet (MSDS) in Fact Sheet 11. 1) _____________________________________________________________ 2) _____________________________________________________________ 3) _____________________________________________________________ 4) _____________________________________________________________ 5) _____________________________________________________________ 12. Explain why a worker must receive WHMIS education and training when starting work with a new employer, where controlled products are handled, used and/or stored. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
___/15 ____/5
_______________________________________________________________
Total: Hazardous Materials (WHMIS) Test 11:
__/50
5- 137
Unit 11: Hazardous Materials (WHMIS) Answer Key: Test 11

1. WHMIS stands for Workplace Hazardous Materials Information System. 2. The purpose of WHMIS legislation is to help workers identify materials that can cause injury and to help them understand how to use them in a safe manner. 3. The three areas covered by WHMIS are: labels Materials Safety Data Sheets (MSDS), Worker education and training
4. Materials under WHMIS are called controlled products. 5. a) b) c) d) e) f) compressed gas flammable and combustible oxidizing material poisonous and infectious material corrosive material dangerously reactive material.
6. The two types are: supplier labels and workplace labels. 7. MSDS stands for Material Safety Data Sheets. 8. Worker education and training covers: Checking the workplace for hazardous materials Recognizing and understanding WHMIS labels Recognizing and understanding labels used at the workplace Reading and understanding Material Safety Data Sheets (MSDS) used at the workplace Handling, storing and disposing of controlled products Handling controlled product emergencies. 9. WHMIS and food product labeling are similar because they both provide information about whats in the product, who supplied it, and how to use it. 10. One type is used by suppliers. Controlled products are often put in different containers when they arrive at a workplace, and a workplace label is then needed.
5- 138
11. Any five of the following sections of a Material Safety Data Sheet: section 1: product information section 2: hazardous ingredients section 3: physical data section 4: fire and explosion hazard section 5: reactivity data section 6: toxicological properties / health hazard data section 7: first aid measures section 8: preventive measures section 9: preparation information 12. By legislation, workers must be provided with WHMIS education and training with a focus on the specific controlled products used, handled and/or stored at their workplace. When a worker changes employers, the new employer must assume and treat the workers as if he/she has no previous WHMIS education and training.
5- 139
Personal Protective Equipment (PPE) (Optional Unit)

Unit 12: Personal Protective Equipment (PPE)
3. identify and incorporate legislation related to the workplace 3.1 research and summarize workplace legislation particular to a worksite/workstation, including: 3.1.1 Occupational Health and Safety (OHS) Act, Regulation and Code 3.1.2 Workers Compensation Act 3.1.3 Employment Standards Code 3.2 develop a glossary of relevant workplace terms; e.g., employer, worker, contractor, joint health and safety committee, responsibilities, hazard, personal protective equipment, fall protection, scaffolding, incident, investigation, muster point, Certificate of Recognition (COR), Partners in Injury Reduction (PIR) Note: The content of this unit is not included in the HCS 3000: Workplace Safety Systems curriculum. However, time permitting, teachers/instructors may choose to include this unit when instructing students about hazard controls. After this unit, the learner will be able to Explain the purpose of personal protective equipment. List 7 types of personal protective equipment. Identify the personal protective equipment used in 5 different types of jobs.
5- 140
K ey I Ideas
Fact Sheet 12: Personal Protective Equipment (PPE)
Personal Protective Equipment is often called PPE. PPE includes protection for many parts of the body and body systems including: - head - hands - eyes - feet - ears/hearing - legs PPE reduces the chance of injury. PPE is the hazard control of last resort. Special training may be needed before using some PPE, e.g. respirators/air tanks.
5- 141
Unit 12: Personal Protective Equipment (PPE) Fact Sheet 12

ersonal Protective Equipment (PPE) is equipment used to reduce injuries from some types of hazards. PPE is the last control used to reduce hazards. Examples of PPE include hard hats, gloves, goggles, steel-toed boots, and respirators. About half of all workplace injuries are to the head, eyes, feet, hands and face. In most cases, if PPE was used, the injury might not have been as bad or would not have taken place. PPE can protect: eyes head feet limbs and other body parts ears air passage and lungs from some falls.
Abrasive: A material with a rough or course surface. Airborne contaminant: Any harmful thing or gas carried in the air. Concentration: The amount of something contained in something else measured in volume, e.g., the amount of salt in salt water. Control measure: An action or thing that reduces or removes a hazard. Corrosive: The rotting or wearing down of something, i.e., acid or rust on metal. Hazard: An activity, event or condition that could create an accident or incident that may cause damage, injury or illness. Injury: Any type of body harm. Radiation: Giving out radiant energy, e.g., radioactivity. Solvent: A chemical that dissolves another 5- 142
Eye Protection
Type
Goggles Shields Masks/helmets Full face respirators
Purpose
Reduce chance of things entering the eye Protect eyes from sharp flying objects Protect eyes from large objects and dangerous forms of light Protect eyes from harmful chemicals
Industry Use
Construction, pulp and paper, electrical Lumber Logging, athletics, welding Emergency response teams for chemical accidents, fire fighters
Head Protection
Type
Hard hats
Purpose
Protect head from falling objects or from walking into objects
Industry Use
Construction, refineries, drilling rigs, electrical, logging and pulp and paper
5- 143
Foot Protection
Type
Boots with steel toes and shanks Metal or plastic shields to wear over boots
Purpose
Protect feet from objects falling on or piercing them Protect feet from objects falling on or cutting them
Industry Use
Construction, drilling rigs, electrical, pulp and paper, lumber
Limb and Body Protection

Type
Leggings Gloves
Purpose
Protect legs from sharp or rough materials Protect hands and arms from rough objects, chemicals and solvents, sharp objects, hot or burning objects, electrical hazards, and slippery materials Protect body from flying objects, radiation and chemicals Protect body from fire, hazardous or corrosive chemicals Logging
Industry Use
Meat cutting, construction, working with hazardous chemicals, metal work, mining, drilling rigs, logging, pulp and paper Radiation technicians, nuclear power, work with hazardous chemicals Fire fighters, work with hazardous or corrosive chemicals
Aprons Body suits
5- 144
Respiratory/Breathing Protection
Respiratory protection lessens the chance of injury to the lungs. Picking the proper protection to wear for each job needs careful care. Workers may come in contact with dusts, chemicals or lower levels or oxygen. Each of these can affect the lungs and make breathing a problem. There are two major types of respirators: 1. air purifying, and 2. atmosphere supplying. To choose the best type of respirator, consider: whats in the air, e.g., chemical, dust particles the level of chemicals or dust in the air the oxygen level of the air, e.g., can a person breathe safely
Anything that affects the quality of the air we breathe is called an airborne contaminant.
Type
Air purifying respirators Atmosphere supplying respirators
Purpose
Filter air and other materials entering the lungs Supplies air so workers can breathe clean air
Industry Use
Lawn care, construction, automotive body work, laboratories, farmers Emergency response teams for chemical accidents, fire fighters, workers in some confined spaces
5- 145
Fall Protection
Type
Safety belts and harnesses
Purpose
Protect worker from falling
Industry Use
Electric utility line person, loggers, refinery workers climbing stacks or tanks, construction, working in silos Mountain rescue teams, window cleaners, silo workers
Lifelines
Protect worker from falling
Hearing Protection
Type
Ear muffs or plugs
Purpose
Protect ears from noises that could harm hearing
Industry Use
Ground crews for airlines, lawn care workers, farmers, logging, construction, electrical, drilling rigs
5- 146
Unit 12: Personal Protective Equipment (PPE) Test 12

Use Unit 12 Personal Protective Equipment (PPE) Fact Sheet 12 and other resources. Answer the following questions: 1. List 7 types of Personal Protective Equipment. _______________________________ _______________________________ _______________________________ _______________________________ 2. How is the head protected with a hard hat? _______________________________________________________________ _______________________________________________________________ 3. List 2 types of eye protection. a)_____________________________________________________________ b)_____________________________________________________________ 4. List 2 types of breathing/respiratory protection. a)_____________________________________________________________
____/2 ____/2 ____/2
___________________________ ___________________________ ___________________________

____/7
b)_____________________________________________________________ 5. What types of industries require hearing protection? ______________________________________________________________ 6. What type of PPE can protect feet from injury?
____/1 ____/2
_______________________________________________________________
5- 147
7.
Why must special care be taken when choosing respiratory equipment? _______________________________________________________________
____/2
8.
In what occupation/jobs are lead aprons commonly used? _______________________________________________________________ _______________________________________________________________

____/2
9.
Equipment found in a workshop is listed in Column 1. Related hazards for each type of equipment are listed in Column 2. In Column 3, list the type of PPE that should be worn.
Column 1
Equipment Table Saw High Speed Drill Band saw Sanders Wood lathe Metal lathe Welders USIM compressed air Automotive body work (sanding and painting)
Column 2
Hazard Flying wood particles Splinters Flying wood shavings Flying wood particles Flying wood particles and fine wood dust Flying wood particles Flying metal particles Dangerous forms of light Sparks Flying particles, debris Tissue damage Flying metal particles, fine dust Paint fumes
Column 3
Personal Protective Equipment
___/10
Total: Personal Protective Equipment Test 12:
__/30
5- 148
Unit 12: Personal Protective Equipment (PPE) Answer Key: Test 12

1. Head, foot, eye, limb and body, ear, breathing, and fall. 2. A hard hat protects the head from being injured by a falling object or from unexpected contact with a hard surface. 3. Goggles and shields. 4. Two types of respirators are air purifiers and supplied air. 5. Industries requiring hearing protection are: airline ground crews, construction, electric generators, logging (chainsaw operators), drilling rigs, lawn mowing. 6. Foot protection protects feet from sharp or falling objects. 7. Choosing respirators requires care, i.e., the type of airborne toxins, the level of toxin in the air and the amount of oxygen available. 8. For x-ray technicians and people who are being x-rayed. 9.
Column 1
Equipment Table Saw High Speed Drill Band saw Sanders Wood lathe Metal lathe Welders USIM compressed air Automotive body work (sanding and painting)
Column 2
Hazard Flying wood particles Splinters Flying wood shavings Flying wood particles Flying wood particles and fine wood dust Flying wood particles Flying metal particles Dangerous forms of light Sparks Flying particles, debris Tissue damage Flying metal particles, fine dust Paint fumes
Column 3
Personal Protective Equipment Goggles, face shields, gloves Goggles, face shields, gloves Goggles, face shields, gloves Goggles Goggles, gloves Goggles, gloves Face shields, apron, gloves Gloves, face shields Face shields, respirators
5- 149
Safety Audits (Optional Unit)

Unit 13: Safety Audits (Optional Unit)
2. recognize and incorporate hazard identification, assessment and control 2.1 predict and list hazards within a work environment particular to a variety of worksite/workstation locations; e.g., office, retail, restaurant; theatre, TV studio, film location; child care, health centre, fitness centre; construction, warehousing, manufacturing; oil well site, forestry lease, mine 2.2 distinguish between the five types of hazards; e.g., chemical, physical, ergonomic, biological, psychosocial) and provide examples of each from home, school or work 2.3 explore types of hazards commonly found in a specific occupational area or workplace 2.4 explain and apply terms related to hazard identification, assessment and control; e.g., hazard, risk, exposure, incident, injury, monitor 2.5 differentiate between hazard and risk 2.6 demonstrate ability to communicate information appropriately about a hazard and hazard prevention practices to others; e.g., fellow students or workers, other employees, supervisor, teacher, parent, employer 2.7 predict potential consequences of hazards left unattended 2.8 apply the progressive steps in a prevention strategy; e.g., hazard, exposure, incident, injury 2.9 develop a plan to control potential hazards identified in a selected workplace
5- 150
Unit 13: Safety Audits (Optional Unit)

3. identify and incorporate legislation related to the workplace 3.1 research and summarize workplace legislation particular to a worksite/workstation, including: 3.1.1 Occupational Health and Safety (OHS) Act, Regulation and Code 3.1.2 Workers Compensation Act 3.1.3 Employment Standards Code 3.2 develop a glossary of relevant workplace terms; e.g., employer, worker, contractor, joint health and safety committee, responsibilities, hazard, personal protective equipment, fall protection, scaffolding, incident, investigation, muster point, Certificate of Recognition (COR), Partners in Injury Reduction (PIR) 3.3 differentiate between the worker and employer 3.4 explain responsibilities, as identified in OHS legislation 3.5 describe the responsibilities of employers and workers Note: The content of this unit is not included in the HCS 3000: Workplace Safety Systems curriculum. However, time permitting, teachers/ instructors may choose to include this unit when instructing students about injury investigation and injury prevention.
After this unit, the learner will be able to Identify the safety audit process. Prepare an outline for a health and safety program. Draft a basic health and safety policy. Conduct hazard assessment in the workplace. Identify hazard controls. Identify safety training needs. Prepare and Emergency Response Plan. Conduct and report on a safety audit.
Sample documents are provided in the Copy Masters section for:
5- 151
Sample Safety Inspection Workplace Health and Safety: Basic Practices Checklist.
5- 152
Key Ideas
Fact Sheet 13: Safety Audits

Every workplace should have a Health and Safety Program. Every workplace should have a regular safety audit. A health and safety program should include: A Health and Safety Policy. Known hazards in the workplace. Hazard controls in- place. Ways to identify new hazards. Plan to train workers in health and safety. An Injury Incident investigation procedure. Follow-up procedure for Injury Incident Investigation recommendations, and Ways of offering the health and safety program. A safety audit should include a review of all the above items.
5- 153
Unit 13: Safety Audits Fact Sheet 13

very workplace should have an upto-date health and safety program, and a regular safety audit. A health and safety program helps employers and workers work together to develop a concrete, step-by-step, complete plan for ensuring the safety of all workers in that workplace. During the development of a safety program, employers and workers meet, discuss, and agree on workplace safety policies and practices. In this unit, you may be developing a safety program for a workplace. Your safety program should include nine sections: 1. A company safety policy and management commitment statement. 2. The health and safety hazards in the workplace. 3. Hazard control measures to eliminate or reduce hazards. 4. Programs to identify new hazards and monitor the effectiveness of hazard controls. 5. Safety training programs for workers. 6. An emergency response plan. 7. A process for injury incident investigations. 8. A procedure for following up on injury incident investigation recommendations 9. A process for administering the safety program. The purpose of an occupational health and safety program is to
Health and Safety Program: A plan to ensure workers safety. Health and Safety Policy: A statement of principles and rules that serve as a guide for action. Hazard Control: A plan to reduce the risk of a hazard causing injury, harm or loss. Responsibility: A persons obligation to carry out assigned tasks. Safety Audit: A process for seeing if a
5- 154
prevent injuries and occupational disease in a workplace. Under occupational health and safety legislation in most Canadian jurisdictions, some form of a health and safety program is required. Many businesses differ due to size, type, number of workers, etc. For this reason, each companys program may be different but should include the elements required by health and safety legislation as a minimum. Because smaller companies may not have the resources, it is even more important that all workers be involved in health and safety activities. The more comprehensive the program is, the more worker involvement can be expected.
Company Health and Safety Policy and Management Commitment

For any health and safety program to be effective, management must show commitment to the program.
The first step in a safety program is to write the companys health and safety policy and expectations. The safety policy should contain: A statement of the companys commitment to workplace health and safety. Goals and objectives of the companys health and safety program. Descriptions of the tasks of management, workers and contractors regarding health and safety at the workplace.
Doing the job safely must be as important as working efficiently and effectively.
The safety policy should be signed and dated by the current employer (Chief Executive Officer (CEO)/ President. All workers, especially new workers, should be made aware of the policy and its meaning. The health and safety policy should be reviewed and updated regularly.
5- 155
It is very important for employers to show they are 100 per cent behind the health and safety program through their actions as well as through their words. This demonstration allows management to show they are committed to health and safety in their workplace.
SAMPLE HEALTH AND SAFETY POLICY

Checkers Unlimited
January 1, 2011 At Checkers Unlimited the safety and health of our workers comes first. Management is committed to doing everything possible to prevent injuries and to maintain a healthy environment. To this end: 1. all supervisors are responsible for ensuring that their workers are trained in approved work procedures to obtain optimal output without accidents/incidents and injuries and to ensure that workers follow safe work methods and all related regulations; 2. all staff are required to support the Health and Safety Program and make safety and health a part of their daily routine and to ensure that they are following safe work methods and relevant regulations; 3. all staff will be held accountable for implementing this program; and 4. all relevant laws and regulations are incorporated in our program as minimum standards. Bud Simpson, CEO/President
5- 156
What are individual OH&S responsibilities?

Individual responsibilities apply to every worker in the workplace, including the Chief Executive Officer (CEO)/President. All workers should know exactly what is expected of each individual in health and safety terms. To carry out individual responsibilities, people must: Know what their responsibilities are (communication required) Have sufficient authority to carry out their responsibilities (organizational issue) Have the required ability and competence (training or certification required)
How do you establish correct work procedures?

Correct work procedures are the safest way of doing a job, job instruction, monitoring performance, and incident investigation. Job safety analysis is the first step in developing the correct procedure for doing the job. Each task of a specific job is examined to identify hazards and to determine the safest way to do the job. Job safety analysis involves the following steps: 1. select the job 2. break down the job into a sequence of steps 3. identify the hazards 4. define preventive measures The analysis should be conducted on all critical tasks or jobs as a first priority. Critical jobs include:

When these conditions have been met, safety performance can be assessed by each individual's supervisor on an equal basis with other key job elements.
Health and safety is NOT just an extra part of the job: It is a key part an ongoing component of each person's responsibilities.
those where frequent accidents and injuries occur those where severe accidents and injuries occur those with a potential for severe injuries new or modified jobs infrequently performed jobs, such as maintenance
Job safety analysis is generally carried out by observing a worker doing the job. The reason for the exercise must be clearly explained to the worker, stressing that the job, not the individual, is being studied. Another approach, useful in the analysis of infrequently-performed or new jobs, is group discussion.
5- 157
Sample: Job Safety Analysis Worksheet

Industry: construction Operation: Road repair Job: Pavement repair
Task Operating jack-hammer Who does it Joe Doe Hazards - noise - vibration How to prevent injury/accident - ear protectors - vibration absorbing gloves
Applicable Legislation: OH&S Act and Regulations___________ (refer to the act and regulations in your jurisdiction) Date: __________________________ Developed by: ________________________________
Why is worker education important?

Health and safety education should start with worker orientation when a worker joins the organization or is transferred to a new job. Items related to health and safety that should be included are:

emergency procedures location of first aid stations health and safety responsibilities, including those specified by legislation reporting of injuries, unsafe conditions and acts use of personal protective equipment right to refuse hazardous work hazards, including those outside own work area reasons for each health and safety rule
New, inexperienced or transferred workers should be encouraged to ask questions at any time when doubt exists as to correct procedures.
The new worker orientation may include a set of questions, such as the following: What are the hazards of the job? Is job safety training available? What safety equipment do I need to do my job? Do I need to wear personal protective equipment (PPE)? Will I receive training on how to use the PPE? What do I do in case of fire or another emergency? Where do I find fire extinguishers, first aid kits, first aid rooms and emergency assistance? What are my responsibilities regarding health and safety? If I notice something wrong, to whom should I report? Who is responsible for answering safetyrelated questions? What do I do if I get injured or have an accident? Workers should be assessed on their understanding of the items discussed. In this way, both the quality of training and the level of understanding can be evaluated. 5- 158
Emergency Response Plan (ERP)

A workplace emergency is an unforeseen situation that threatens workers, contractors, visitors, and the public; disrupts or shuts down your operations; or causes physical or environmental damage. An Emergency Response Plan (ERP) is a list of actions that must be taken by all persons in a workplace in the event of an emergency situation, such as: fire hazardous chemical leak power outage serious injury.
Emergency response experts can be hired to develop emergency response plans, or management and workers can develop their own emergency response plan. Compiling an emergency checklist is the first step in developing an emergency response plan. The checklist identifies the actions the company is already taking and other tasks that require some action to be taken. Important steps in the emergency response plan: Ensuring workers know the phone numbers for emergency contacts. Ensuring workers have easy access and knowledge of emergency response equipment. An emergency response plan should be checked regularly to ensure that it is working properly. (See Sample1: Emergency Response Checklist and Sample 2: Emergency Contact List) Individuals responsible for emergency situations should be properly trained in procedures and emergency techniques, such as: evacuation first aid use of fire extinguishers other areas as determined by their duties and responsibilities.
Emergency response plans do not reduce the change of incidents. However, they do reduce the extent of loss that could mean the difference between: injury or death minor or major property damage minor interruption in work time or being closed down for a long time.
Responding to emergencies requires quick responses. What workers do in the first few minutes in an emergency situation is critical to reducing the extent of the loss.
5- 159
Safety Audit
A safety audit is a process for checking that a workplace is safe and operates safely. A safety audit might include the checking of a companys: Health and Safety Policy Hazard and hazard controls in the companys workplace(s) Health and Safety training provided to workers Emergency Response Plan Incident/Injury Reporting Procedure Checklists are often used to record items that are checked. An audit report is then written describing both the positives and the negatives identified by the audit.
The final part of the report should include recommendations for improving the health and safety of the companys workplace(s).
Certificate of Recognition and Partners in Injury Reduction

Businesses that meet the requirements of the Government of Alberta and the Alberta Workers Compensation Board may qualify to be recognized as a member of the Partners in Injury Reduction (PIR) Program. Businesses in the PIR that meet safety audit requirements may earn a Certificate of Recognition (COR).
5- 160
Sample 1: Emergency Response Checklist

Item
To what types of disasters or emergencies will the business most likely have to respond? Have procedures been developed to respond to the above disasters or emergencies? Have all the workers received training on the emergency response plan? Is the emergency response plan included in new worker training? Is the emergency response plan posted in visible locations? Is there an evacuation plan for workers and visitors? Are master points established as meeting points, so workers and visitors can be counted after an evacuation? Are fire alarms, smoke detectors, or automatic sprinkler systems installed? Are fire extinguishers located throughout the workplace? Are workers trained on how to use them? Are First Aid kits located throughout the workplace? Are they in good working order? Do they meet requirements? Are workers assigned specific tasks to perform during an emergency? How many workers are appropriately trained in First Aid? Do other workers know who these workers are? Are emergency drills practiced? Is all emergency equipment checked on a regular basis?
Workplace Description
5- 161
Sample 2: Emergency Contact List

Emergency Contact Emergency Response: Fire Ambulance Police/RCMP Disaster Services Hospital Doctor Poison Control Company Senior Manager Safety Coordinator Government Agencies Occupational/Workplace Health & Safety Environmental Protection Infrastructure Transportation (TDG) Energy & Utilities Board Natural Resources Conservation Board Other, as appropriate Power Company Telephone Company Gas Company Railway Aviation Safety Local Residents (for evacuation Media Relations (as designated) Phone Number
5- 162
Unit 13: Safety Audits Test 13

Use Unit 13 Safety Audits Fact Sheet 13 and other resources. Answer the following questions: 1. Why is it important for every business to develop a health and safety program? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 2. List the elements (using the legislation in your province) of a health and safety program? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
____/8 ____/4
_______________________________________________________________ 3. List three elements that should be considered in a health and safety policy. _______________________________________________________________ _______________________________________________________________
____/3
_______________________________________________________________ 4. Why is a health and safety policy an important part of a health and safety program? _______________________________________________________________ _______________________________________________________________
____/5
_______________________________________________________________
5- 163
Follow the steps below to develop a health and safety policy for a selected workplace. 5. Meet with the employer or supervisor at the workplace. Introduce yourself and explain that you are completing JobSafe program. Explain that your assignment is to develop a health and safety program for the selected workplace. Explain that you will be providing copies of the information that you develop for the workplaces health and safety program. Explain the purpose of a health and safety policy. Discuss your contacts view on the importance of health and safety at this workplace. Draft a health and safety policy for the company. Include the three parts listed in the fact sheet. Deliver the policy to the employer or supervisor. Have this person review it and offer suggestions. Incorporate the suggestions into the policy. When complete, give the policy to your instructor/supervisor. After it has been reviewed, make a copy of the policy and offer it to your workplace contact.
___/20
Total: Safety Audits Test 13:
___/40
5- 164
Unit 13: Safety Audits Answer Key: Test 13

1. In developing a health and safety program, employers and workers work together to make the workplace safer. A health and safety program is an important part of workplace safety. 2. The elements of a health and safety program include: Health and safety policy Identifying hazards Controlling hazards Safety inspection checklists Training programs Emergency response planning Injury incident investigations Collecting data 3. Three elements that should be contained in a health and safety program policy are: Declaration of companys commitment Overall goals and objectives of the health and safety program Responsibilities of management, workers, and contractors. 4. An important step in workplace safety is for management to show they are 100 per cent committed to worker safety. 5. Evaluation Criteria: The policy contains: - a declaration of companys commitment - overall goals and objectives of the health and safety program - responsibilities of management, workers and contractors. The learner can show that he/she met with the employer/supervisor of the workplace to discuss the policy. The policy is clear, concise, and well written.
5- 165

Hcs 3000

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Hcs 3000

Uploaded by

Copyright:

Available Formats

Introduction HCS3000: Workplace Safety Systems

Unit 1: Safety: From Past to Present

Job Safety Skills Society 2011

Job Safety Skills Society 2011

Job Safety Skills Society 2011

Unit 1: Safety: From Past to Present Fact Sheet 1

Learning from the Past

Job Safety Skills Society 2011

Job Safety Skills Society 2011

Job Safety Skills Society 2011

Employers and Workers Responsibilities

Job Safety Skills Society 2011

Unit 1: Safety: From Past to Present Test 1

Job Safety Skills Society 2011

Job Safety Skills Society 2011

Total: Safety: From Past to Present Test 1:

Job Safety Skills Society 2011

Unit 1: Safety: From Past to Present Answer Key: Test 1

Job Safety Skills Society 2011

Job Safety Skills Society 2011

Health & Safety Management Systems The 8 Elements

Unit 2: Health & Safety Management Systems: The 8 Elements

Workplace Safety Systems.... curriculum Learning Outcomes:

Job Safety Skills Society 2011

Unit 2: Health & Safety Management Systems: The 8 Elements

Job Safety Skills Society 2011

Unit 2: Health & Safety Management Systems: The 8 Elements

An effective HSMS must include each of the 8 elements.

Element 1 Management Leadership and Organizational Commitment

Element 3 Hazard Control

Element 8 Program Administration

Health and Safety Management System

Element 4 Ongoing Work Site Inspection

Element 7 Incident Reporting and Investigation

Element 6 Emergency Preparedness

Job Safety Skills Society 2011

Unit 2: Health & Safety Management Systems: The 8 Elements

1. Management Commitment and Policies

2. Identify and assess hazards

Job Safety Skills Society 2011

3. Hazards and Risk Controls

7. Incident Reporting and Investigation

4. Workplace Inspection Program

All incidents must be investigated as soon as possible.

5. Worker competency and training:

8. HSMS Program Administration

6. Emergency Response Planning

Job Safety Skills Society 2011

Job Safety Skills Society 2011

Unit 2: Health & Safety Management Systems The 8 Elements Test 2

_______________________________________________________________ 2) Hazard and Risk Identification and Assessment _______________________________________________________________ _______________________________________________________________

_______________________________________________________________ 3) Hazard and Risk Controls _______________________________________________________________ _______________________________________________________________

Job Safety Skills Society 2011

4) Workplace Inspections _______________________________________________________________ _______________________________________________________________

_______________________________________________________________ 5) Worker Competency Assessment and Training _______________________________________________________________ _______________________________________________________________

_______________________________________________________________ 6) Emergency Response Planning _______________________________________________________________ _______________________________________________________________

_______________________________________________________________ 7) Incident Reporting and Investigations _______________________________________________________________ _______________________________________________________________

_______________________________________________________________ 8) HSMS Program Administration _______________________________________________________________ _______________________________________________________________

Total: Health and Safety Management Systems: The 8 Elements Test 1:

Job Safety Skills Society 2011

Template I Learners Name: ____________________

Health and Safety Management Systems Elements Identification

_______________________________ 2) Hazard and Risk Identification and Assessment _ _________________________________

_______________________________ 3) Hazard and Risk Controls _ _________________________________

4) Workplace Inspections _ _

_______________________________ 5) Worker Competency Assessment and Training _ _________________________________

_______________________________ 6) Emergency Response Planning _ _________________________________

_______________________________ 7) Incident Reporting and Investigations _ _________________________________

_______________________________ 8) HSMS Program Administration _ _________________________________