coach’s guide workplace hazardsworkplace hazards — coach’s guide needs to know what role...

Workplace Hazards module ________________________________

COACH’S GUIDE

Workplace Hazards

© Commonwealth of Australia 2007

Workplace Hazards — Coach’s Guide ________________________________

© Commonwealth of Australia 2007 2


Contents

Introduction 4

Roles and Responsibilities of a Coach 4

About the Module 5

Overview of Content 5 Learner Assistance 6

LEARNER RESOURCE – WORKPLACE HAZARDS 7

Safety concepts 7

Hazard 7 Safety audit (or hazard audit) 7 Risk Assessment 7

Hierarchy of Control 8

Useful websites 9

Guidelines for Coaches – Workplace Learning and Assessment Activity 10

Hazard checklist 10 Hierarchy of Control 10 Problem Solving 10

WORKPLACE LEARNING and ASSESSMENT ACTIVITY 11

Hazard checklist 11 Workplace Hazard Checklist 12 Hierarchy of Control 21 Problem Solving 22

THIRD PARTY REPORT 23



Introduction

This booklet provides all the coach’s material for the module Workplace

Hazards. Coaches will need to be familiar with this material in order to

fulfil their role in the workplace learning process.

The Coach’s Guide consists of the following:

Advice to coaches;

The Learner Resource - reference material provided to the learner that

covers the module;

Guidelines to coaches, relating to the Workplace Learning and

Assessment Activities;

The Workplace Learning and Assessment Activity - the key

workplace activity that consolidates the learners’ understanding of the

module content;

A Third Party Report - a coach or supervisors report about the learner,

based on the competencies required in the module.

Roles and Responsibilities of a Coach

A Coach is a critical component of this essential training for production

operators within food processing.

As a coach you have the following responsibilities:

• be a mentor and coach to the learner;

• have a good understanding of the content of this guide;



• have a good understanding of workplace policies and procedures;

• provide guidance and advice to the learner and be able to either

answer any questions they may have or, if appropriate, direct them

to alternate sources of information. i.e. Production Manager,

Quality Assurance Manager, etc;

• monitor the learner’s progress;

• be able to assess the level of assistance required, particularly in

regard to the Workplace Learning and Assessment Activities;

• in conjunction with management, allocate sufficient time for both

on-line training and workplace activities;

• complete a Third Party Report on the learner;

• liaise with management and provide feedback for the entire

process; and

• any other tasks as requested by the Training Coordinator.

About the Module

Overview of Content

The module Workplace Hazards is part of the Occupational Health

and Safety Subject inside the Food Processing Compliance

Package. The module provides the learner with an understanding of

what the word ‘hazard’ means and the tool used to assess risk and control

hazards; the Hierarchy of Control. The learner needs to be familiar with

various kinds of hazards and how they might be controlled. At Certificate

II level the learner is not responsible for risk assessment and control, but



needs to know what role he/she can play in helping to identify hazards,

provide suggestions and problem solve by participating in team meetings.

Learner Assistance

The learner should try to complete the on-line component of the module

with minimal supervision. The learner can download the Learner

Resource in order to have a written record of the module’s key concepts.

The Learner Resource is included next for your reference. You will also

need to be familiar with the Workplace Learning and Assessment

Activity. It is likely that the learner will require the most assistance

with this activity as it requires considerable workplace consultation to

complete.



LEARNER RESOURCE – WORKPLACE HAZARDS

Safety concepts

Hazard

A hazard is something that may cause an accident in future. It is

important, and a legal requirement, to report anything that may be

dangerous. If something is hazardous there is a risk of an accident.

Safety audit (or hazard audit)

People from within an organization or from outside an organization need

to check how safe the workplace is. A safety audit involves someone

checking what hazards are to be found. It may also involve someone

checking that correct signs, systems and paper work exist.

Risk Assessment

Risk assessment is the method of considering hazards to see the

likelihood of an accident or injury happening and how bad it could be. It

is a fairly complex process. If a hazard has been reported, we can think

about how risky it is and how likely it is, and then we can try to stop its

potential harm. We think of solutions to try to prevent harm to people or

property. This is called risk management. Employers must, by law, have a

system for managing risks. Employees are important in this because they

have first-hand knowledge of what is going on in the workplace and how

jobs are being done. Using a Job Safety Analysis worksheet is one way of

going through the steps in risk assessment.



Hierarchy of Control

The Hierarchy of Control is a tool for thinking about how to control

hazards. It involves a series of ways of making changes to control the risk.

As you move down the levels, the solution is weaker. It looks like this:

Elimination

Substitution

This is an explanation:

1. Eliminate the hazard - remove the hazard entirely

2. Substitute the hazard for a process that is not so

dangerous

3. Engineering control - a guard or safety switch or barrier to

isolate the hazard so that it is locked away from workers.

4. Administrative controls - rules about when and who can

operate the machine

5. Personal Protective clothing and equipment (PPE)

Engineering

Administration

Personal Protective Equipment



Useful websites

ng website has useful information about occupational health

and safety:

The followi

http://www.workcover.vic.gov.au/wps/wcm/connect/WorkSafe

You may be interested to view the WorkSafe handbook for detailed

guidance on Controlling OHS hazards and risks. At the same website

there is also an example of a Job Safety Analysis Worksheet that may be

downloaded.



Guidelines for Coaches – Workplace Learning and Assessment Activity

Hazard checklist

You need to read the questions in the Workplace Learning and

Assessment Activity. The first exercise is to do a workplace safety audit,

present it to the team and then discuss with the coach or supervisor. It is

necessary to inform the learner’s team leader or management that a

hazard checklist is to be completed and help negotiate a convenient time

to do this. It may be useful to discuss some of the terms used in the

checklist and provide examples to explain them.


As a coach you will need to know a recent hazard identified in the

learner’s work area, how it was controlled and which level of the

Hierarchy of Control was used. It would help learning if you could explain

why other controls were not used. You should consult with key staff prior

to the learner so that they are aware of the activity and to ensure you also

have the required understanding. For example: the Occupational Health

and Safety manager would most likely be responsible for documenting the

method of control.

Problem Solving

The focus of the final part of the Workplace Learning and Assessment

Activity is on ‘Plan, Do, Check, Act’ in solving OHS problems. You need to

check how this has been used and recorded in the learner’s area.

If you have any questions, please refer them to your training coordinator.



WORKPLACE LEARNING and ASSESSMENT ACTIVITY

Print this activity then complete it and keep it as evidence in

your folder, or portfolio.

Hazard checklist

(a) Do a workplace safety audit in your area by using the checklist and

identifying any potential hazards.

(b) When you have finished, present your checklist to your team at a

regular meeting.

(c) Decide which three aspects of your job have the most potential to be a

hazard. Discuss your findings with your supervisor or coach.



Workplace Hazard Checklist

This Checklist is a guide to the identification and reporting of workplace

hazards and contains some of the questions you should ask to help

identify hazards arising from equipment. It is adapted from the

Equipment Hazard Checklist published by WorkSafe Victoria.

The following are examples of hazards identified and recorded in

checklists:

• someone’s fingers may get caught between the two rollers of the paper

processing machine

• the pipe containing high pressure fluids in the stamping machine may

burst

• people may trip over the electric power lead for the bench grinder

When completing the checklist, consider the hazards that may affect:

• equipment operators or

• anyone working, or near the equipment

• others who could be affected, such as visitors, contractors, etc.



If “yes” is the answer to a question in the checklist, a description of the hazard/situation should be written in the space provided.

A. ENTANGLEMENT

Can anyone’s hair, clothing, gloves, necktie, jewellery, cleaning brushes, rags or other materials become entangled with moving parts of the equipment, or materials in motion?

B. CRUSHING

Can all or part of anyone be crushed due to:

a. material falling off or from the equipment?

b. uncontrolled or unexpected movement of the equipment or its load?

c. lack of capacity for the equipment to be slowed, stopped or immobilised?

d. the equipment tipping or rolling over?

e. parts of the equipment collapsing?

f. coming in contact with moving parts of the equipment during testing, inspection, operation, maintenance, cleaning or repair?

g. being thrown off or under the equipment?



h. being trapped between the equipment and materials or fixed structures?

i. other factors not mentioned?

C. CUTTING, STABBING AND PUNCTURING

Can anyone be cut, stabbed or punctured

due to:

a. coming in contact with sharp or flying objects?

b. coming in contact with moving parts of the plant during testing, inspection, operation, maintenance, cleaning or repair of the plant?

c. the equipment, parts of the equipment or work pieces disintegrating?

d. work pieces being ejected?

e. mobility of the equipment?

f. uncontrolled or unexpected movement of the equipment or material handled by the equipment?

D. SHEARING

Can anyone’s body parts be sheared

a. between two parts of the equipment,

b. or between a part of the equipment and a work piece or structure?



E. FRICTION

Can anyone be burnt due to contact with moving parts or surfaces of the equipment, or material handled by the equipment?

F. STRIKING

Can anyone be struck by moving objects due to:

a. uncontrolled or unexpected movement of the equipment or material handled by the equipment?

b. the equipment, parts of the equipment or work pieces disintegrating?

c. work pieces being ejected?

d. mobility of the equipment?

e. other factors not mentioned?

G. HIGH-PRESSURE FLUID

Can anyone come into contact with fluids under high pressure, due to equipment failure or misuse of the equipment?



H. ELECTRICAL

Can anyone be injured by electrical

shock or burnt due to:

a. the equipment contacting live electrical conductors?

b. the equipment working in close proximity to electrical conductors?

c. overload of electrical circuits?

d. damaged or poorly maintained electrical leads and cables?

e. damaged electrical switches?

f. water near electrical equipment?

g. lack of isolation procedures?

h. other factors not mentioned?



I. EXPLOSION

Can anyone be injured by explosion of gases, vapours, liquids, dusts or other substances, triggered by the operation of the equipment or by material handled by the equipment?

J. SLIPPING, TRIPPING AND FALLING

Can anyone using the equipment, or in the vicinity of the equipment, slip, trip or fall due to:

a. uneven or slippery work surfaces?

b. poor housekeeping, e.g. waste in the vicinity of the equipment, spillage not cleaned up?

c. obstacles being placed near the equipment?

d. other factors not mentioned?

e. lack of proper stairs or ladders?

f. lack of guardrails or other suitable edge protection?

g. unprotected holes, penetrations or gaps?

h. poor floor or walking surfaces, such as the lack of a slip-resistant surface?



i. steep walking surfaces?

j. collapse of the supporting structure?

K. ERGONOMIC /MANUAL HANDLING

Can anyone be injured due to:

a. poorly-designed seating?

b. repetitive body movement?

c. constrained body posture or the need for excessive effort?

d. design deficiency causing mental or psychological stress?

e. inadequate or poorly placed lighting?

f. lack of consideration given to human error or human behaviour?

g. mismatch of the equipment with human traits and natural limitations?




L. SUFFOCATION

Can anyone be suffocated due to lack of

oxygen, or atmospheric contamination?

M. HIGH TEMPERATURE OR FIRE

Can anyone come into contact with

objects at high temperatures?

Can anyone be injured by fire?

N. TEMPERATURE (THERMAL COMFORT)

Can anyone suffer ill-health due to exposure to high or low temperatures?

O. OTHER HAZARDS

Can anyone be injured or suffer ill-health from exposure to:

a. chemicals?

b. toxic gases or vapours?

c. fumes?

d. dust?



e. noise? Does the noise annoy you? Do you need to raise your voice when talking?

f. vibration?

g. radiation?





(d) Find out which level of the Hierarchy of Control was used on a hazard

identified in your work area. The hazard may have occurred in the past,

so you may need to talk to your team leader, safety representative or OHS

professional, or coach. Write the details below.

What was the hazard?

How was it controlled?

Which level of the Hierarchy of Control is that?



Problem Solving

(d) Find out an Occupational Health and Safety example of effective

problem solving. How and when has the ‘Plan, Do Check, Act’ cycle

been used in your workplace? You may need to talk to your team

leader, coach or safety specialist. Describe the example below.




THIRD PARTY REPORT

Integrated units of competence FDFCORWCM2A Present & apply workplace information FDFCORHS2A Implement occupational health and safety systems and procedures

Name of employee in training

Registered Training Organisation

Name of supervisor/manager

Position

As part of the assessment for the Certificate II in Food Processing we are seeking a report from a third party/supervisor who works closely with the candidate. We value your contribution and ask that you answer the following questions honestly.

Does the candidate consistently: Yes Not yet

Not able to comment

• Check work area and machine routinely before starting work?

• Identify, control and report OHS hazards?

• present information to suit workplace and audience requirements, for example, bring up safety concerns in morning meetings or bring up ideas for improving safety?

• respond to information requests?

• use and maintain workplace information, for example fill out the team boards on safety ?

Signed by the supervisor/team leader: .................................................

Date: .............................

Please provide comments to support your responses (as appropriate). In particular, we would appreciate feedback on any areas requiring further personal development to meet all the needs of the company. Notes on feedback to candidate:

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