COMPETENCY-BASED

LEARNING MATERIAL

Sector:

ELECTRONICS
Qualification:

ELECTRONIC PRODUCTS ASSEMBLY AND SERVICING

NCII
Unit of Competency:
PRACTICE OCCUPATIONAL HEALTH & SAFETY
Module Title:

PRACTICING OCCUPATIONAL HEALTH & SAFETY

 HOW TO USE THIS COMPETENCY- BASED LEARNING
MATERIALS

Welcome!

The unit of competency, “PRACTICE OCCUPATIONAL HEALTH & SAFETY”, is one

of the basic competencies of “Electronic Products Assembly and Servicing NC II”, a
course which comprises the knowledge, skills and attitudes required for a TVET trainer
to possess.

The module, “PRACTICING OCCUPATIONAL HEALTH & SAFETY”, contains training

materials and activities related to “Obtain and convey workplace information”,
“Complete relevant work-related document”, and “Participate in workplace meeting and
discussion” for you to complete.

In this module, you are required to go through a series of learning activities in order to
complete each learning outcome. In each learning outcome are Information Sheets, Self-
Checks, Operation Sheets and Task/Job Sheets. Follow and perform the activities on
your own. If you have questions, do not hesitate to ask for assistance from your
facilitator.

Remember to:
• Work through all the information and complete the activities in each section.
• Read information sheets and complete the self-check. Suggested references are
included to supplement the materials provided in this module.
• Most probably, your trainer will also be your supervisor or manager. He is there to
support you and show you the correct way to do things.
• You will be given plenty of opportunities to ask questions and practice on the job.
Make sure you practice your new skills during regular work shifts. This way, you will
improve your speed, memory and your confidence.
• Use the Self-Checks, Operation Sheets or Task or Job Sheets at the end of each section
to test your own progress. Use the Performance Criteria Checklist or Procedural
Checklist located after the sheet to check your own performance.
• When you feel confident that you have had sufficient practice, ask your Trainer to
evaluate you. The results of your assessment will be recorded in your Progress Chart
and Accomplishment Chart.

You need to complete this module before you can perform the next module,
“ORIENT ONESELF TO ENVIRONMENTALLY SUSTAINABLE
WORK STANDARDS”
 ELECTRONIC PRODUCTS ASSEMBLY AND SERVICING NC II
COMPETENCY-BASED LEARNING MATERIALS

List of Basic Competencies

No. Unit of Competency Module Title Code

Participate in Participating in
workplace workplace
1.
communication communication
Work in a team Working in a team
2. environment environment
Practice career Practice career
3. professionalism professionalism
Practice Practicing
occupational health occupational health
4. and safety and safety procedure
procedures
Orient oneself to Orienting oneself to
environmentally environmentally
5. sustainable work sustainable work
standards standards
Adopt Entrepreneurial Adopting
Mindset in the Entrepreneurial
6. Workplace Mindset in the
Workplace
 MODULE CONTENT

UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND

SAFETY PROCEDURES
MODULE TITLE : PARTICIPATING IN WORKPLACE
COMMNUNICATION
MODULE DESCRIPTOR : This module covers the knowledge, skills and
attitudes required to comply with the regulatory and
organizational requirements for occupational health
and safety such as identifying, evaluating and
maintaining occupational health and safety (OHS)
awareness.

NOMINAL DURATION : 16 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Identity hazards and risks

LO2. Evaluate hazards and risks

LO3. Control hazards and risks

LO4. Maintain occupational health and safety awareness

ASSESSMENT CRITERIA:

1. Workplace hazards and risks are identified and clearly explained.

2. Hazards/risks and its corresponding indicators are identified in
with the company procedures.
3. Contingency measures are recognized and established in
accordance with organizational procedures.
4. Terms of maximum tolerable limits are identified based on
threshold limit values (TLV)
5. Effects of hazards are determined.
6. OHS issues and concerns are identified in accordance with
workplace requirements and relevant workplace OHS legislation.
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7. OHS procedures for controlling hazards and risk are strictly
followed.
8. Procedures in dealing with workplace accidents, fire and
emergencies are followed in accordance with the organization‟s
OHS policies.
9. Personal protective equipment (PPE) is correctly used in
accordance with organization‟s OHS procedures and practices.
10. Procedures in providing appropriate assistance in the event of
workplace emergencies are identified in line with the established
organizational protocol.
11. Procedures in emergency related drill are strictly followed in line
with the established organization guidelines and procedures.
12. OHS personal records are filled up in accordance with
workplace requirements.
13. PPE are maintained in line with organization guidelines and
procedures.

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 LEARNING OUTCOME 1
IDENTIFY HAZARDS AND RISKS
ASSESSMENT CRITERIA:

1. Workplace hazards and risks are identified and clearly explained.

2. Hazards/risks and its corresponding indicators are identified in
with the company procedures.
3. Contingency measures are recognized and established in
accordance with organizational procedures.

CONTENTS:
 Hazards and risks identification and control
 Threshold limit value (TLV)

CONDITIONS:
The students/ trainees must be provided with the following:
 Workplace
 Personal protective equipment (PPE)
 Learning guides
 Hand-outs
- Organizational safety and health protocol
- OHS indicators
- Threshold limit value
- Hazards/risk identification and control
 CD‟s, VHS tapes, transparencies

METHODOLOGIES:
 Self-paced learning / Modular
 Lecture/ Discussion
 Simulation
 Symposium
 Group dynamics

ASSESSMENT METHODS:
 Situation analysis
 Interview
 Practical examination
 Written examination

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 LEARNING EXPERIENCES

LEARNING OUTCOME 1
IDENTIFY HAZARDS AND RISKS

Learning Activities Special Instructions

Read Information Sheet 4.1-1 Read and understand the information sheet. If
on Hazards and risks you cannot understand the contents of the
identification and control information sheet or any part of it you may ask
assistance from your facilitator.
Answer Self-Check 4.1-1 Compare answers to Answer Key 4.1-1
You must at-least answer 85% of the questions
correctly. If not, go over and read the
information sheet again.
Listen / Participate in the lecture / discussion
on Hazards and risks identification and control
Read Information Sheet 4.1-2 Read and understand the information sheet. If
on Threshold limit value you cannot understand the contents of the
(TLV) information sheet or any part of it you may ask
assistance from your facilitator
Compare answers to Answer Key 4.1-2
You must at-least answer 85% of the questions
correctly. If not, go over and read the
Answer Self-Check 4.1-2
information sheet again.
Listen / Participate in the lecture / discussion
on Threshold limit value (TLV)
Read Information Sheet 4.1-3 Read and understand the information sheet. If
on OHS indicators you cannot understand the contents of the
information sheet or any part of it you may ask
assistance from your facilitator
Compare answers to Answer Key 4.1-3
You must at-least answer 85% of the questions
correctly. If not, go over and read the
Answer Self-Check 4.1-3
information sheet again.
Listen / Participate in the lecture / discussion
on OHS indicators
After you are done with these activities, you
may proceed to the next Learning Outcome –
LO2 “EVALUATE HAZARDS AND RISK”

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 INFORMATION SHEET 4.1-1
HAZARDS AND RISKS IDENTIFICATION AND CONTROL

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Define Hazard
2. Explain how to maintain safety at work

Hazard
A hazard is any agent that can cause harm or damage to humans, property,
or the environment.

Hazard identification, risk assessment and risk control

There are three steps used to manage health and safety at work.
 Spot the Hazard (Hazard Identification)
 Assess the Risk (Risk Assessment)
 Make the Changes (Risk Control)

At work you can use these three Think Safe steps to help prevent accidents.

Using the Think Safe steps

1. Spot the hazard

Key point: A hazard is anything that could hurt you or someone
else.
Examples of workplace hazards include:
 frayed electrical cords (could result in electrical shock)
 boxes stacked precariously (they could fall on someone)
 noisy machinery (could result in damage to your hearing)

During work experience, you must remain alert to anything that

may be dangerous. If you see, hear or smell anything odd, take
note. If you think it could be a hazard, tell someone

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2. Assess the risk
Key point: Assessing the risk means working out how
likely it is that a hazard will harm someone and how serious the
harm could be.
Whenever you spot a hazard, assess the risk by asking yourself two
questions:

 How likely is it that the hazard could harm me or someone else?

 How badly could I or someone else be harmed?

Always tell someone (your employer, your supervisor or

your health and safety representative) about hazards you can't
fix yourself, especially if the hazard could cause serious harm to
anyone.

For example:
 ask your supervisor for instructions and training before using
equipment
 ask for help moving or lifting heavy objects
 tell your supervisor if you think a work practice could be
dangerous

If you are not sure of the safest way to do something on work

experience, always ask your work experience supervisor.
3. Make the changes

Key point: It is your employer's responsibility to fix hazards.

Sometimes you may be able to fix simple hazards yourself, as long
as you don't put yourself or others at risk. For example, you can
pick up things from the floor and put them away to eliminate a trip
hazard.

The best way to fix a hazard is to get rid of it altogether. This

is not always possible, but your employer should try to make
hazards less dangerous by looking at the following options (in order
from most effective to least effective):

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 Elimination - Sometimes hazards - equipment, substances or
work practices - can be avoided entirely. (e.g. Clean high windows
from the ground with an extendable pole cleaner, rather than by
climbing a ladder and risking a fall.)
Substitution - Sometimes a less hazardous thing,
substance or work practice can be used. (e.g. Use a non-toxic glue
instead of a toxic glue.)

Isolation - Separate the hazard from people, by marking the

hazardous area, fitting screens or putting up safety barriers. (e.g.
Welding screens can be used to isolate welding operations from
other workers. Barriers and/or boundary lines can be used to
separate areas where forklifts operate near pedestrians in the
workplace.)
Safeguards - Safeguards can be added by modifying tools or
equipment, or fitting guards to machinery. These must never be
removed or disabled by workers using the equipment.
Instructing workers in the safest way to do something - This
means developing and enforcing safe work procedures. Students on
work experience must be given information and instruction and
must follow agreed procedures to ensure their safety.
Using personal protective equipment and clothing (PPE) - If
risks remain after the options have been tried, it may be necessary
to use equipment such as safety glasses, gloves, helmets and ear
muffs. PPE can protect you from hazards associated with jobs such
as handling chemicals or working in a noisy environment.

Sometimes, it will require more than one of the risk controls

measures above to effectively reduce exposure to hazards.

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 SELF-CHECK 4.1-1
HAZARDS AND RISKS IDENTIFICATION AND CONTROL

Enumeration:
Give the three steps used to manage health and safety at work

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 ANSWER KEY 4.1-1
HAZARDS AND RISKS IDENTIFICATION AND CONTROL
Enumeration:
1. Spot the Hazard (Hazard Identification)
2. Assess the Risk (Risk Assessment)
3. Make the Changes (Risk Control)

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 INFORMATION SHEET 4.1-2
THRESHOLD LIMIT VALUE (TLV)
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Define Threshold Limit Value
2. List down the types of TLVs for chemical subtance
The threshold limit value (TLV) of a chemical substance is believed to
be a level to which a worker can be exposed day after day for a working
lifetime without adverse effects. Strictly speaking, TLV is a reserved term of
the American Conference of Governmental Industrial Hygienists (ACGIH).
TLVs issued by the ACGIH are the most widely accepted occupational
exposure limits both in the United States and most other countries.[1]
However, it is sometimes loosely used to refer to other similar concepts used
in occupational health and toxicology, such as acceptable daily intake (ADI)
and tolerable daily intake (TDI). Concepts such as TLV, ADI, and TDI can be
compared to the no-observed-adverse-effect level (NOAEL) in animal testing,
but whereas a NOAEL can be established experimentally during a short
period, TLV, ADI, and TDI apply to human beings over a lifetime and thus
are harder to test empirically and are usually set at lower levels. TLVs, along
with biological exposure indices (BEIs), are published annually by the
ACGIH.

WHAT IS TLV?
The TLV is an estimate based on the known toxicity in humans or
animals of a given chemical substance, and the reliability and accuracy of
the latest sampling and analytical methods. It is not a static definition since
new research can often modify the risk assessment of substances and new
laboratory or instrumental analysis methods can improve analytical
detection limits. The TLV is a recommendation by ACGIH, with only a
guideline status. As such, it should not be confused with exposure limits
having a regulatory status, like those published and enforced by the
Occupational Safety and Health Administration (OSHA).

The TLV for chemical substances is defined as a concentration in air,

typically for inhalation or skin exposure. Its units are in parts per million
(ppm) for gases and in milligrams per cubic meter (mg/m3) for particulates
such as dust, smoke and mist. The basic formula for converting between
ppm and mg/m3 for gases is ppm = (mg/m^3) * 24.45 / molecular weight.
This formula is not applicable to airborne particles.
Three types of TLVs for chemical substances are defined:

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 1. Threshold limit value − time-weighted average (TLV-TWA): average
exposure on the basis of a 8h/day, 40h/week work schedule
2. Threshold limit value − short-term exposure limit (TLV-STEL): A 15-
minute TWA exposure that should not be exceeded at any time during
a workday, even if the 8-hour TWA is within the TLV-TWA.
3. Threshold limit value − ceiling limit (TLV-C): absolute exposure limit
that should not be exceeded at any time

There are TLVs for physical agents as well as chemical substances. TLVs for
physical agents include those for noise exposure, vibration, ionizing and
non-ionizing radiation exposure and heat and cold stress.

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 SELF-CHECK 4.1-2
THRESHOLD LIMIT VALUE (TLV)

Enumeration:
Give the 3 types of TLVs for chemical substance

Essay:
Define TLV

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 ANSWER KEY 4.1-2
THRESHOLD LIMIT VALUE (TLV)

Enumeration:
1. Threshold limit value − time-weighted average (TLV-TWA)
2. Threshold limit value − short-term exposure limit (TLV-STEL)
3. Threshold limit value − ceiling limit (TLV-C)

Essay:
The TLV is an estimate based on the known toxicity in humans or
animals of a given chemical substance, and the reliability and accuracy of
the latest sampling and analytical methods

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 LEARNING OUTCOME 2
EVALUATE HAZARDS AND RISKS

ASSESSMENT CRITERIA:
1. Terms of maximum tolerable limits are identified based on
threshold limit values (TLV)
2. Effects of hazards are determined.
3. OHS issues and concerns are identified in accordance with
workplace requirements and relevant workplace OHS legislation.

CONTENTS:
 Philippine OHS standards
 Ergonomics

CONDITIONS:
The students/trainees must be provided with the following
 Handouts on
- Philippine OHS standards
- Effects of hazards in the workplace
- Ergonomics
- ECC regulations
 TLV table
 CD‟s, VHS tapes, transparencies

METHODOLOGIES:
 Self-paced learning / Modular
 Lecture/ Discussion
 Situation analysis
 Symposium
 Film viewing
 Group dynamics

ASSESSMENT METHODS:

 Interview
 Written examination
 Simulation

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 LEARNING EXPERIENCES

LEARNING OUTCOME 2
EVALUATE HAZARDS AND RISKS

Learning Activities Special Instructions

Read Information Sheet Read and understand the information sheet. If
4.2-1 on Philippine OHS you cannot understand the contents of the
standards information sheet or any part of it you may ask
assistance from your facilitator.
Answer Self-Check 4.2-1 Compare answers to Answer Key 4.2-1
You must at-least answer 85% of the questions
correctly. If not, go over and read the information
sheet again.
Listen / Participate in the lecture / discussion on
Philippine OHS standards
Read Information Sheet Read and understand the information sheet. If
4.2-2 on Effects of you cannot understand the contents of the
hazards in the workplace information sheet or any part of it you may ask
assistance from your facilitator
Compare answers to Answer Key 4.2-2
You must at-least answer 85% of the questions
correctly. If not, go over and read the information
Answer Self-Check 4.2-2
sheet again.
Listen / Participate in the lecture / discussion on
Effects of hazards in the workplace
Read Information Sheet Read and understand the information sheet. If
4.2-3 on Ergonomics you cannot understand the contents of the
information sheet or any part of it you may ask
assistance from your facilitator
Compare answers to Answer Key 4.2-3
You must at-least answer 85% of the questions
Answer Self-Check 4.2-3 correctly. If not, go over and read the information
sheet again.
Listen / Participate in the lecture / discussion on
Ergonomics
After you are done with these activities, you
may proceed to the next Learning Outcome –
LO3 “CONTROL HAZARDS AND RISK”

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 INFORMATION SHEET 4.2-1
PHILIPPINE OHS STANDARDS
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Define OHS
2. List barriers to effective communication
3. Practice communicating effectively

The Occupational Safety and Health Standards Act will protect the
health of workers in the Philippines.

The World Health Organization (WHO) congratulates the Philippine

government for passing the Occupational Safety and Health Standards Act
or the Republic Act (RA) 11058. Once implemented, this significant
legislation will help curb the increasing cases of diseases and injuries in the
work environment that confront the country.

According to the Philippine Statistics Authority, the total cases of

occupational diseases in workplaces reached over 125,000 in 2015. Back
pain is the most common type of occupational disease, making up 32.8% of
the reported cases. This is followed by essential hypertension (11.5%) and
neck and shoulder pain (11.4%). Meanwhile, the riskiest industry for
workers was found to be in administrative and support service activities
(34.3%) and manufacturing industry (31.1%), jointly comprising almost two
thirds of the total cases of occupational diseases in 2015.

With the RA 11058, employers are now required to comply with

occupational safety and health standards including informing workers on all
types of hazards in the workplace and having the right to refuse unsafe
work, as well as providing facilities and personal protective equipment for
the workers, among others.

With this law, the Philippines comes closer to achieving the

Sustainable Development Goal 8.8 to protect the labour rights and promote
safe and secure working environments for all workers. It also boosts the
implementation of the WHO-supported Occupational Health and Safety
Sector Plan under the National Environmental Health Action Plan (2017-
2022).

WHO commends the efforts of all stakeholders who supported the

passage of this law to protect the health of workers in the Philippines.

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What is an occupational health and safety (OH&S) program?

A health and safety program is a definite plan of action designed to

prevent accidents and occupational diseases. Some form of a program is
required under occupational health and safety legislation in most Canadian
jurisdictions. A health and safety program must include the elements
required by the health and safety legislation as a minimum.

Because organizations differ, a program developed for one

organization cannot necessarily be expected to meet the needs of another.
This document summarizes the general elements of a health and safety
program. This approach should help smaller organizations to develop
programs to deal with their specific needs.

What is a policy statement?

An organization's occupational health and safety policy is a statement

of principles and general rules that serve as guides for action. Senior
management must be committed to ensuring that the policy is carried out
with no exceptions. The health and safety policy should have the same
importance as the other policies of the organization.

The policy statement can be brief, but it should mention:

 Management's commitment to protect the safety and health of

employees.
 The objectives of the program.
 The organization's basic health and safety philosophy.
 Who is accountable for occupational health and safety programs
 The general responsibilities of all employees.
 That health and safety shall not be sacrificed for expediency.
 That unacceptable performance of health and safety duties will not be
tolerated.

The policy should be:

 Stated in clear, unambiguous, and unequivocal terms.

 Signed by the incumbent Chief Executive Officer.
 Kept up-to-date.
 Communicated to each employee.
 Adhered to in all work activities.

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 SELF-CHECK 4.2-1
PHILIPPINE OHS STANDARDS
Essay:
Explain OH&S

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 ANSWER KEY 4.2-1
PHILIPPINE OHS STANDARDS
Essay:
OH&s is a multidisciplinary field concerned with the safety, health, and
welfare of people at work.

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 INFORMATION SHEET 4.2-2
ERGONOMICS
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Define ergonomics
2. Explain the benefits of workplace ergonomics

Ergonomics
“Ergonomics is the scientific discipline concerned with the
understanding of interactions among humans and other elements of a
system, and the profession that applies theory, principles, data and methods
to design in order to optimize human well-being and overall system
performance.”

The terms „ergonomics‟ and „human factors‟ can be used interchangeably,

although „ergonomics‟ is often used in relation to the physical aspects of the
environment, such as workstations and control panels, while „human
factors‟ is often used in relation to wider system in which people work. On
this site we generally use the term that fits most closely with the research or
the industry that we are discussing.

Ergonomics is a science-based discipline that brings together knowledge

from other subjects such as anatomy and physiology, psychology,
engineering and statistics to ensure that designs complement the strengths
and abilities of people and minimize the effects of their limitations. Rather
than expecting people to adapt to a design that forces them to work in an
uncomfortable, stressful or dangerous way, ergonomists and human factors
specialists seek to understand how a product, workplace or system can be
designed to suit the people who need to use it.

Workplace ergonomics is the science of designing the workplace, keeping in mind the
capabilities and limitations of the worker. Poor worksite design leads to fatigued, frustrated
and hurting workers. This rarely leads to the most productive worker. More likely, it leads to
a painful and costly injury, lower productivity and poor product quality.

A workplace ergonomics improvement process removes risk factors that lead to

musculoskeletal injuries and allows for improved human performance and productivity.

By making improvements to the work process, you are removing barriers to maximum safe
work performance. You are providing your workers with a job that is within their body’s
capabilities and limitations. And (as you’ll see throughout this series) you’ll be contributing
to your company’s bottom line.
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Done well, an ergonomics improvement process can be a key contributor to your company’s
competitiveness in the marketplace and provide a better work experience for your people.

But where do you get started?

What are other companies doing with respect to ergonomics and what do their results look
like? How can you find the time and resources to execute this process at your facility?

These are some of the questions you may be asking about ergonomics. We’ve put together
this tutorial to help you answer these questions (and more) and to help you get your
ergonomics process off the ground.

Benefits of Workplace Ergonomics

An effective ergonomics process can benefit your organization in a number

of different ways.

1. Ergonomics reduces costs.

By systematically reducing ergonomic risk factors, you can prevent costly

MSDs. With approximately $1 out of every $3 in workers compensation
costs attributed to MSDs, this represents an opportunity for significant cost
savings. Also, don‟t forget that indirect costs can be up to twenty times the
direct cost of an injury.

2. Ergonomics improves productivity.

The best ergonomic solutions will often improve productivity. By designing a

job to allow for good posture, less exertion, fewer motions and better heights
and reaches, the workstation becomes more efficient.

3. Ergonomics improves quality.

Poor ergonomics leads to frustrated and fatigued workers that don‟t do their
best work. When the job task is too physically taxing on the worker, they
may not perform their job like they were trained. For example, an employee
might not fasten a screw tight enough due to a high force requirement which
could create a product quality issue.

4. Ergonomics improves employee engagement.

Employees notice when the company is putting forth their best efforts to
ensure their health and safety. If an employee does not experience fatigue
and discomfort during their workday, it can reduce turnover, decrease
absenteeism, improve morale and increase employee involvement.
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5. Ergonomics creates a better safety culture.

Ergonomics shows your company‟s commitment to safety and health as a

core value. The cumulative effect of the previous four benefits of ergonomics
is a stronger safety culture for your company. Healthy employees are your
most valuable asset; creating and fostering the safety & health culture at
your company will lead to better human performance for your organization.

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 SELF-CHECK 4.2-2
ERGONOMICS
Enumeration:
Give 5 benefits of workplace ergonomics

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 ANSWER KEY 4.2-2
ERGONOMICS

Enumeration:

1. Ergonomics reduces costs.

2. Ergonomics improves productivity.
3. Ergonomics improves quality.
4. Ergonomics improves employee engagement.
5. Ergonomics creates a better safety culture.

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 LEARNING OUTCOME 3
CONTROL HAZARDS AND RISKS

ASSESSMENT CRITERIA:
1. OHS procedures for controlling hazards and risk are strictly
followed.
2. Procedures in dealing with workplace accidents, fire and
emergencies are followed in accordance with the organization‟s
OHS policies.
3. Personal protective equipment (PPE) is correctly used in
accordance with organization‟s OHS procedures and practices.
4. Procedures in providing appropriate assistance in the event of
workplace emergencies are identified in line with the established
organizational protocol.

CONTENTS:
 Safety regulations
 Contingency measures and procedures

CONDITIONS:
The students/trainees must be provided with the following:
 Handouts on
- Safety Regulations
- Clean air act
- Electrical and fire safety code
- Waste management
- Disaster preparedness and management
- Contingency measures and procedures
 OHS personal records
 PPE
 CD‟s, VHS tapes, transparencies

METHODOLOGIES:
 Self-paced learning / Modular
 Lecture/ Discussion
 Symposium
 Film viewing
 Group dynamics
 Self-paced instruction
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ASSESSMENT METHODS:

 Written examination
 Interview
 Case/situation analysis
 Simulation

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 LEARNING EXPERIENCES

LEARNING OUTCOME 3
CONTROL HAZARDS AND RISKS

Learning Activities Special Instructions

Read Information Sheet 4.3-1 on Read and understand the information
Safety regulations sheet. If you cannot understand the
contents of the information sheet or any
part of it you may ask assistance from
your facilitator.
Answer Self-Check 4.3-1 Compare answers to Answer Key 4.3-1
You must at-least answer 85% of the
questions correctly. If not, go over and
read the information sheet again.
Listen / Participate in the lecture /
discussion on Safety regulations
Read Information Sheet 4.3-2 on Read and understand the information
Contingency measures and sheet. If you cannot understand the
procedures contents of the information sheet or any
part of it you may ask assistance from
your facilitator
Compare answers to Answer Key 4.3-2
You must at-least answer 85% of the
questions correctly. If not, go over and
Answer Self-Check 4.3-2 read the information sheet again.
Listen / Participate in the lecture /
discussion on Contingency measures
and procedures
After you are done with these
activities, you may proceed to the
next Learning Outcome – LO4
“MAINTAIN OCCUPATIONAL HEALTH
AND SAFETY AWARENESS”

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 INFORMATION SHEET 4.3-1
SAFETY REGULATIONS
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
3. Identify the different effective communication skills
4. List barriers to effective communication
5. Practice communicating effectively

In Safety Regulations

Safety regulations are defined as mandatory requirements that aim to

prevent or reduce injury. They include laws and regulations, such as
prohibiting the sale of fireworks, and mandatory standards, such as
specifying that children's nightwear be fire resistant. Table 1 presents
examples of safety regulations that fall into a number of categories.

Environments for Safety Regulations

A common factor in whether regulation is used is the seriousness of

the outcome being addressed in terms of human health. For this reason
regulation is more common in transportation and the workplace, where the
potential for fatal injury is perceived to be relatively great, and less common
in the home and in sports environments, where the potential for fatal injury
is perceived to be less. Regulations are often introduced in situations where
the actions of one person can injure other persons who do not have the
ability or opportunity to decide whether to accept the risks associated with
those actions. The most common examples relate to regulations protecting
the safety of children and of workers.

Even where a person's actions are likely to cause injury only to

herself, regulation may be introduced if the costs of injury to that person are
largely borne by the public. Perhaps the most contentious among this class
of regulations in the United States are mandatory motorcycle helmet and
safety belt laws. The overall effectiveness of safety regulations depends on
whether the requirement being mandated is capable of preventing or
reducing the target injury and on whether the process of regulation is
effective. Some of the factors that influence the effectiveness of the process
of regulation include: (1) whether the regulation requires active or passive
compliance; (2) the effectiveness of enforcement; (3) public awareness of the
regulation; and (4) public support for the regulation.

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Regulations can require active compliance by the person being protected, for
example putting on a safety belt, or they can provide passive protection, for
example the temperature of hot water systems being preset before leaving
the factory. Compliance with passive protection is generally much greater
and there is less need for enforcement activity at the level of the individual
when this approach to regulation is adopted.

To be effective the process of regulation requires sufficient public

knowledge about the regulation and adequate enforcement. Promotion of
voluntary compliance to achieve a level of community support before
regulating has been an effective paradigm in countries such as Australia
with respect to issues such as the mandatory use of safety belts and bicycle
helmets. Once there is a high degree of public acceptance, there is less need
for widespread enforcement and greater potential to focus enforcement on
the nonconforming minority.

The most productive role of enforcement is to increase compliance,

rather than detect noncompliance. Public education about the regulation
that stresses the likelihood of detection has been found to increase
compliance with drunk driving and speeding laws. There is little evidence
that very large penalties produce significantly greater compliance by
individuals than sizable, but not extreme, penalties. For companies,
penalties are generally larger to minimize noncompliance based on
commercial reasons. Selective enforcement of regulations can lead to
ineffectiveness of the regulations for the group that is not being enforced
and concerns about victimization from those groups being enforced. The
police generally enforce traffic safety regulations. In the workplace, the
enforcement role is sometimes undertaken by labor unions or by
government workplace safety bodies.

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 SELF-CHECK 4.3-1
SAFETY REGULATIONS
Enumeration:
Give 5 aims of safety regulation

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 ANSWER KEY 4.3-1
SAFETY REGULATIONS
Enumeration
1. Limit access to dangerous products or activities
2. Limit levels of harmful substance
3. Require the use or installation of particular protective devices
4. Prescribe protective performance
5. Require information to be provided to consumers about likely hazard

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 INFORMATION SHEET 4.3-2
CONTINGENCY MEASURES AND PROCEDURES
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Define contingency plan
2. Identify measures for contingency plan

CONTINGENCY MEASURES AND PROCEDURES

A contingency plan is a written emergency procedures plan which
describes what actions must be taken to minimize hazards from fires,
explosions or unplanned releases of hazardous waste or hazardous waste
constituents to air, soil or water.
What Must a Contingency Plan Include?
A description of the emergency procedures to be followed by facility
personnel in response to fires, explosions, or any unplanned sudden or non-
sudden release of hazardous waste or hazardous waste constituents to the
air, soil or water;
A description of arrangements agreed to by local police departments, fire
departments, hospitals, contractors, and state and local emergency response
teams; an up-to-date list of names, addresses and phone numbers (office
and home) of all persons qualified to act as emergency coordinator. When
more than one person is listed, one must be designated as primary
emergency coordinator and the others must be listed in the order in which
they will assume responsibility as alternates; An up-to-date list of all
emergency equipment at the facility, including the location and physical
description of each item, along with a brief outline of its capabilities.
Examples of emergency equipment include, but are not limited to, fire
extinguishing systems, communications and alarm systems, personnel
protective equipment, spill containment or clean-up equipment, and
decontamination equipment; and
An evacuation plan for facility personnel.
Evacuation is the immediate and rapid movement of people away from the
threat or actual occurrence of a hazard. Examples range from the small
scale evacuation of a building due to a bomb threat or fire to the large scale
evacuation of a district because of a flood, bombardment or approaching
weather system. In situations involving hazardous materials or possible
contamination, evacuees may be decontaminated prior to being transported
out of the contaminated area.
Isolation refers to various measures taken to prevent contagious diseases
from being spread from a patient to other patients, health care workers, and
visitors, or from others to a particular patient. Various forms of isolation
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exist, some of which contact procedures are modified, and others in which
the patient is kept away from all others.

Forms of Isolation
 Strict isolation is used for diseases spread through the air and in
some case by contact.
 Contact isolation is used to prevent the spread of diseases that can be
spread through contact with open wounds.
 Respiratory isolation is used for diseases that are spread through
particles that are exhaled.
 Blood and body fluids precaution is used when there is concern about
communicable diseases found in a patient's body fluid.
 Reverse isolation is a method to prevent a patient in a compromised
health situation from being contaminated by other people or objects.
 Decontamination is the reduction or removal of chemical agents. It
may be accomplished removal of these agents by physical means or by
chemical neutralization or detoxification.

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 SELF-CHECK 4.3-2
CONTINGENCY MEASURES AND PROCEDURES
Essay:
Explain what is contingency plan

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 ANSWER KEY 4.3-2
CONTINGENCY MEASURES AND PROCEDURES
Essay:
A contingency plan is a written emergency procedures plan which
describes what actions must be taken to minimize hazards from fires,
explosions or unplanned releases of hazardous waste or hazardous waste
constituents to air, soil or water.

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 LEARNING OUTCOME 4
MAINTAIN OCCUPATIONAL HEALTH AND SAFETY
AWARENESS

ASSESSMENT CRITERIA:

1. Procedures in emergency related drill are strictly followed in line

with the established organization guidelines and procedures.
2. OHS personal records are filled up in accordance with workplace
requirements.
3. PPE are maintained in line with organization guidelines and
procedures.

CONTENTS:
 Emergency-related drills and training

CONDITIONS:
The students/trainees must be provided with the following
 Workplace
 PPE
 OHS personal records
 CD‟s, VHS tapes, transparencies
 Health record

METHODOLOGIES:
 Self-paced learning / Modular
 Lecture/ Discussion
 Simulation
 Symposium
 Film viewing
 Group dynamics

ASSESSMENT METHODS:
 Demonstration
 Interview
 Written examination
 Portfolio assessment

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 LEARNING EXPERIENCES

LEARNING OUTCOME 4
MAINTAIN OCCUPATIONAL HEALTH AND SAFETY
AWARENESS

Learning Activities Special Instructions

Read Information Sheet 4.4-1 on Read and understand the information
Emergency-related drills and sheet. If you cannot understand the
training contents of the information sheet or any
part of it you may ask assistance from
your facilitator
Compare answers to Answer Key 4.4-1
You must at-least answer 85% of the
questions correctly. If not, go over and
Answer Self-Check 4.4-1 read the information sheet again.
Listen / Participate in the lecture /
discussion on Emergency-related drills
and training
After you are done with these
activities, you may proceed to the
next Unit of Competency – “ORIENT
ONE SELF TO ENVIRONMENTALLY
SUSTAINABLE WORK STANDARDS”

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 INFORMATION SHEET 4.4-1
EMERGENCY-RELATED DRILLS AND TRAINING
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Identify the different effective communication skills
2. List barriers to effective communication
3. Practice communicating effectively

Emergencies, such as fires and explosions, immediately threatening

the health of the workers, cannot be ruled out in most companies. In order
to minimize the impact, it is necessary that every person in such a situation
knows exactly what to do. This requires repeated exercises or drills.
Planning and execution of these exercises has to be based on the experience
of real scenarios, it has to involve the workers, and the performance has to
be evaluated. The drills have to be performed frequently to ensure that no
one forgets the processes.

Definitions, role and necessity of emergency drills and training

Companies and institutions have to conduct risk assessments. Such

assessments examine all possible hazards, analyses them carefully, and
evaluate them according to their likelihood of causing injury and damage
and according to the possible severity of the impact. The professionals first
concentrate on those events that are fairly likely or very likely to occur, and
may cause moderate to extreme harm. They identify preventive and
protective measures.

However, they also need to address two more aspects:

 What should be done in case prevention and protection fail?

 What should be done in those cases where an event is very unlikely
but may cause extreme harm?

Even if an event is unlikely, it does not mean it will never happen, and the
company must also study these remaining risk cases. The company needs to
be prepared (emergency preparedness) and to have mitigation measures
implemented.

An emergency is defined as an incident that:

 Is immediately threatening to life, health, property or environment.

 Has already caused loss of life, health detriments, property damage or
environmental damage.
 has a high probability of escalating to cause immediate danger to life,
health, property or environment
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Emergency Evacuation Drills

Evacuation drills include alarm activation to ensure fire protection and

reliability, along with an orderly, disciplined evacuation, followed by a
thorough inspection of the building to immediately rectify any code related
issues. Finally, an on-site discussion is held with students, staff and faculty
to evaluate and improve, when necessary, the performance and efficacy of
these drills.

Specifically, upon activation of a building fire alarm system, the evacuation

drill is designed to reinforce the message of immediately moving “out and
away” from a building to the predetermined Building Area of Refuge (BAR) so
that an accountability process can begin for all occupants. Before and
during an emergency evacuation drill, the building administrator, building
emergency coordinator and alternate, emergency team leaders and
emergency team members collaborate with each other as part of a building‟s
Penn Emergency Team (PET).

Shelter-in-Place Drills

Shelter-in-place drills are a tactical response to a possible chemical,

biological, radiological, nuclear or natural disaster. They are designed to
provide a place of refuge for people and to give them a level of physical,
emotional and mental comfort. During a shelter-in-place drill, building
occupants are directed to pre-designated “shelter areas” within a building.

The building administrator, building emergency coordinator and alternate,

emergency team leaders, and emergency team members, similar to
emergency evacuation drills, work as a team to assess the status of all
building occupants and when necessary, relay emergency communications
from the Division of Public Safety to the people sheltering.

Three Types of Emergency Preparedness Drills

Tabletop Drill
A facilitated analysis of an emergency situation in an informal, stress-
free environment. It is designed to elicit constructive discussion as
participants examine and resolve problems based on existing operational
plans and identify where those plans need to be refined.

The success of the exercise is largely determined by group participation in

the identification of problem areas. There is minimal attempt at simulation
in a tabletop exercise. Equipment is not used, resources are not deployed,
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and time pressures are not introduced. This is the simplest type of exercise
to conduct in terms of planning, preparation, and coordination.

Functional Drill
This type of drill simulates an emergency in the most realistic manner
possible, short of moving real people and equipment to an actual site. As the
name suggests, its goal is to test or evaluate the capability of one or more
functions in the context of an emergency event.

Full-Scale Drill
As close to the real thing as possible, a full-scale drill is a
comparatively lengthy event that takes place on location using in as much
as is possible equipment and personnel that would be called upon in a real
event.

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 SELF-CHECK 4.4-1
EMERGENCY-RELATED DRILLS AND TRAINING
Enumeration:

Three Types of Emergency Preparedness Drills

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 ANSWER KEY 4.4-1
EMERGENCY-RELATED DRILLS AND TRAINING

1. Tabletop Drill
2. Functional Drill
3. Full-Scale Drill

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 REFERENCES

https://en.wikipedia.org/wiki/Hazard
http://bwc.dole.gov.ph/index.php/forms?layout=edit&id=53
https://ehs.unc.edu/workplace-safety/ergonomics/
https://whatis.techtarget.com/definition/contingency-plan
https://worksmart.org.uk/health-advice/health-and-safety/employer-
duties/what-are-safety-regulations

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