Sept 26 - Class 4.pptx

Class 4 Safety Aspects of OHS Part II • Why and how do we control risk? • How do we best prepare for emergencies? 1 Learning objectives for today 1)Apply the source-path-human model of risk control 2)Describe the levels of the hierarchy of risk control and their importance 3)Outline the 5-stage...

Class 4 Safety Aspects of OHS Part II • Why and how do we control risk? • How do we best prepare for emergencies? 1 Learning objectives for today 1)Apply the source-path-human model of risk control 2)Describe the levels of the hierarchy of risk control and their importance 3)Outline the 5-stage crisis management model and the 3 stages of intervention for emergency prepareness Discuss details and how to prepare for midterm 2 Risk Control 3 Risk Assessment Risk assessment process includes 3 core steps: 1) Hazard identification (last class) 2) Risk analysis (last class) 3) Risk control 4 Risk Assessment Step 1: hazard identification The systematic means of identifying and recording hazards in the workplace 5 Risk Assessment Step 2: risk analysis The systematic means of determining the risk level (probability x consequence) of an injury or incident associated with a hazard or hazards 6 Risk Assessment Risk assessment process includes 3 core steps: 1) Hazard identification (last class) 2) Risk analysis (last class) 3) Risk control 7 Risk Assessment Step 3: risk control The program or process used to establish preventive and corrective measures as the final stage of the risk assessment process 8 Risk Assessment Consider the following situation: The best control for a hazard is prohibitively expensive. What should an organizations do to manage? 9 Step 3: Risk Control Risk assessment Various methods of risk control All involve a systematic process for determining where and when a control is necessary and determines what types of control(s) would be best Source–path–human is one such model 10 Source-Path-Human Controls Hazards can be controlled or eliminated by identifying and attacking the: 11 Hierarchy of Control Program or process used to establish preventive and corrective measures 12 Hierarchy of Control Elimination & substitution controls Elimination Process of removing a hazard • Most effective approach Substitution Replacing or changing equipment, materials, or work processes for less hazardous ones 13 Hierarchy of Control Engineering controls Engineering controls Modification or designing/redesigning of work environments, processes, equipment, and materials to reduce exposure to hazards • Ideally built into the design of the work itself • Meant to isolate people from the hazard 1st & most preferred way to deal with hazards 14 Hierarchy of Control Engineering controls When evaluating engineering controls for equipment, machine, or ventilation systems, ask the following questions: • Is it part of the original design? • Do they remove or block the hazard at the source before it comes into contact with the worker? (think source-path!) • Do they prevent users from modifying or interfering with the control? • Do they need minimal user input for the controls to work? • Do they operate correctly without interfering with the work process or making the work process more difficult? • More “Yes” responses  more effective control 15 Hierarchy of Control Engineering controls Engineering controls Modification or designing/redesigning of work environments, processes, equipment, and materials to reduce exposure to hazards 16 Hierarchy of Control Administrative controls Administrative Control Changes to work practices, policies, procedures, training, and rules to direct or provide guidance on the safest method for completing a job or task • Goal is to protect individuals and is the second level of priority for worker protection after engineering controls • Challlenges: Relatively more complex as they involve various individuals, requiring coordination and resources • E.g., management involvement, training of employees, rotation of employees, environmental sampling, medical surveillance, 17 Hierarchy of Control Administrative controls Employees should receive training in: • Safe operating and emergency procedures • Use and care of PPE • Handling and control of agents (e.g., WHMIS training) Training must be conducted on an ongoing basis • New hazards (e.g., solvents and other agents) are continually entering the workplace 18 WHMIS A case of administrative control Workers must be familiar with WHMIS WHMIS is a comprehensive communication system outlining the safe use of hazardous products via: • Product labels • Safety data sheets (SDS) o Outlining products and potentially hazardous materials • Worker education and training 19 WHMIS A case of administrative control Hazards classes and categories • All hazardous materials are organized by group, class, category, and type • 3 hazard groups: physical, health, environmental • Hazard class organized by similar properties • (e.g., flammable gasses, aerosols, gases under pressure) • If necessary, hazards are categorized by number within classes • Category 1 more dangerous than category 2, 2 more than 3, etc. • If further grouping needed, this is done by type and is assigned a letter. • Type A, Type B 20 WHMIS 1 A case of administrative control 3 WHMIS Two specific types of labels: 4 5 • Supplier • Workplace labels 6 2 21 WHMIS A case of administrative control 22 WHMIS A case of administrative control WHMIS Safety Data Sheets: • Identify potentially harmful materials • Present information about the nature of materials and their harmful effects • Provide guidance on how to handle safely 23 Hierarchy of Control Exercise #1 Administrative controls Examples: • Safety awareness programs • Visible reminders • Special events • Awards and incentives • Housekeeping • Preventive maintenance • Lockout procedures • Work permits • Confined space entry procedures • Permits • Monitoring, auditing, and record keeping Awareness about working safely Motivation to work safely Opportunity to work safely 24 Hierarchy of Control PPE controls Personal protective equipment Point-of-contact control that consists of clothing, helmets, goggles, and other devices to protect individual from specific hazards • Sometimes necessary as it is not always possible to fully protect individuals by applying engineering and administrative controls • Least preferred means of controlling hazards • “Backup” to other methods of control • Should never be sole means of protecting workers from hazards 25 Monitoring & Auditing Controls Monitoring • Important part of hazard control Audits • Ensure hazard controls are functioning effectively and identify new hazards 26 Monitoring & Auditing Controls Audit program should: • Ensure safety programs are carried out without restrictions • Ensure safety programs are up to date and deficiencies documented • Be carried out by people with understanding of both audit methods and material being examined • Stimulate discussion among all managers and workers, and ultimately produce conclusions and recommendations • Be conducted annually by high-risk hazards companies • Include all documentation (e.g., WSIB/WCB statements, Ministry of Labour citations) 27 Record Keeping • Information obtained at all stages of hazard control process should be stored in a database • Records identify frequency of events as well as trends in hazards • Information source on worker training and equipment maintenance 28 Hazard control at your work List a hazard at your workplace (or a workplace you are familiar with). List all the approaches you could take to control or minimize the hazard. Try to think of at least one example from each of the controls within the hierarchy of control. Exercise #2 29 Emergency Planning 30 Recent Examples of Emergencies 31 Emergency Preparedness Emergency: a sudden, generally unexpected occurrence or set of circumstances demanding immediate action • We are generally more concerned with emergencies that either cause, or threaten to cause, the loss of or damage to life or property Emergencies can be: • Naturally occurring (e.g., disease epidemics, weather) • Caused by humans (e.g., explosions, accidents, fires, chemical and oil spills, riots, terrorism, and acts of workplace violence) 32 Organizational response First, local emergency organizations (e.g., municipal emergency services, emergency measures organizations) respond. Second, each province and territory has an emergency measures organization (EMO) that is tasked with managing large-scale emergencies. Third, the federal government and its agencies may become involved in emergency response efforts, depending on the nature of the disaster. 33 Organizational response Organizations must consider possibility of a disaster • Potential for loss is very high Safety programs need a planned response to threat of disaster Two central aspects of emergency planning in organizations: • Emergency preparedness • Response to emergency 34 Organizational response Video #1 35 Emergency Preparedness Emergency planning involves: • Anticipating and planning for emergencies • Putting plans into action as needed and then: • Getting back to work • Refining plans in light of new learning Emergency plan goals: • Reduce injuries and property damage • Restore organization to its normal operations 36 5-Stage crisis management model Signal Detection Preparati on Damage Containm ent Recovery Learning 37 Emergency preparedness 5-Stage Crisis Management Process Stage 1: Signal Detection • Targeted at prevention • Recognizing an emergency is possible or imminent Stage 2: Preparation • Senior management adopts a crisis management mindset • Creation of a response plan • Introduction of response training 38 Emergency preparedness Stage 3: Damage Containment • Consumes most crisis management resources • Literature on organizational communication, organizational support, employee assistance programs (EAPs), stress interventions focuses largely on activities at this stage Stage 4: Recovery • Involves developing short- and long-term plans to resume normal business Stage 5: Learning • Assessing the incident with a view to improving operations and procedures 39 Futureproofing “Futureproofing” is an integrated approach to emergency preparedness Based on the notion that organizations have to anticipate and assess the potential risk and consequences of a wide range of emergencies Approach is based on “graceful degradation” and “agile restoration,” which are based on: • • • • Ability to identify an event Determine the event’s consequences Establish minimal functionality Begin timely restoration 40 Emergency preparedness In emergency planning, it is useful to think about 3 stages of intervention: precontact-contact-postcontact (similar to the source-path-human model) Precontact stage: • Assessing hazards and planning potential responses Contact stage: • Evacuation, caring for the injured, and ensuring emergency response Postcontact stage: • Dealing with emotional trauma of an emergency and issues regarding the orderly return to work 41 Emergency preparedness Precontact Necessary elements in managing emergencies include: An Emergency Plan • Hazard evaluation • Emergency response plan • Evacuation plan • Notification of authorities • Supplies and drills 42 Emergency preparedness Precontact Hazard Evaluation: • HR and safety professionals evaluate the hazards that could cause an emergency (e.g., storage of flammable solvents near static electricity or ignition sources) Emergency Response Plan should be written, published, and posted • There must be good alarm facilities with emergency communication devices, and everyone in the plant must be familiar with their locations and use Evacuation Plan must also be in place • Employees and clients must know what actions need to take place in response to a building evacuation. • Generally, people must know at least two evacuation routes, where to assemble, and who needs assistance. No one should be allowed to re-enter a building until all personnel are accounted for, debriefed, and emergency personnel have confirmed it is safe to re-enter. 43 Emergency preparedness Contact First Aid and Medical Attention • Each jurisdiction has its own set of requirements for first aid and medical aid facilities • These requirements include anything from first aid kits to a fully equipped hospital Regulations specify: • The number of trained first aiders (QC = 1 for first 50 ppl + 1 per 100 ppl) • Level of training required • Amount and type of equipment (“adequate” “near by” “clean & orderly”) 44 Emergency preparedness Contact Exercise #3 Imagine we’re having our typical in-person lecture this week and you suddenly hear what sounds like gun shots. What should you do? Would you have time to think about it? Fortunately, this isn’t happening, so you do now. Review Concordia’s active shooter response plan ( https://www.concordia.ca/campus-life/security/emergency/procedures/act ive-shooter-armed-intruder.html 45 ) and provide a brief summary of how you would take the three possible Emergency preparedness Postcontact Stress One approach to crisis response is critical incident stress debriefing (CISD) • Focused on providing victims with an opportunity to discuss experiences and reactions to a traumatic event • May involve psychologists providing assistance immediately following a traumatic event 46 Emergency preparedness Postcontact Getting Back to Normal • Not as straightforward as a return to work • Individuals may continue to experience stress reactions • Individuals may also continue to live with the effects of the emergency (e.g., damaged housing, loss of income, transportation) long after its acute phase has passed • Employers should display tolerance • Adjusting to normal work may take some time 47 Learning objectives for today 1)Apply the source-path-human model of risk control 2)Describe the levels of the hierarchy of risk control and their importance 3)Outline the 5-stage crisis management model and the 3 stages of intervention for emergency prepareness 48 For next class… It’s time for the midterm. • Covers topics from classes 1 to 4 • 50 multiple choice questions, 1 hour Some tips on preparing for the midterm • Study the slides and readings • Focus on material covered in slides and across both • Focus on key concepts and ideas, practice applying them to examples 49