Safe@work 2 hazard identification

VCAL WORK RELATED SKILLS - SENIOR - Unit 1

Infosheet 2. Hazard Identification Risk assessment & risk control There are three steps used to manage health and safety at work: 1. Spot the hazard (Hazard Identification) 2. Assess the risk (Risk Assessment) 3. Make the changes (Risk Control)

At work you can use these three “ThinkSafe” steps to help prevent accidents.

USING THE THINKSAFE STEPS 1. Spot the Hazard

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.

2. Assess the Risk

Whenever you spot a hazard, assess the risk by asking yourself two questions: 1

VCAL WORK RELATED SKILLS - SENIOR - Unit 1

• 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

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):

• 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 nontoxic 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.

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VCAL WORK RELATED SKILLS - SENIOR - Unit 1 Â

• Using personal protective equipment and clothing (PPE) - If risks remain after the options above have been tried, it may be necessary to use PPE 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 control measures above to effectively reduce exposure to hazards.

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VCAL WORK RELATED SKILLS - SENIOR - Unit 1 Â

Worksheet Risk Assessment Activity 1. Choose an industry or type of workplace e.g. manufacturing, hairdressing salon

2. Make a list of hazards that may be present in that workplace e.g. slippery floors from spilt water, oil etc.; uneven floors from changing floor level.

3. Choose 3 or 4 hazards and list them on your Worksheet.

4. Read the Information Sheet and the relevant information from safe@work

5. Use the Risk Assessment Chart to assess the risk.

6. Write down ways to control the hazards on the Worksheet.

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VCAL WORK RELATED SKILLS - SENIOR - Unit 1

Worksheet Spot the Hazard

Assess the Risk

Make the Changes

A Hazard is anything that could

Work out how likely it is that the

Eliminate, substitute, isolate, add

hurt you or someone else

hazard will hurt someone and

safeguards, use safest way, use

how badly they could be hurt

protective equipment

Describe the risks

Suggest ways to control the risks

List the hazards •

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VCAL WORK RELATED SKILLS - SENIOR - Unit 1

Information Sheet TO CARRY OUT A BASIC RISK ASSESSMENT FOLLOW THE FOUR STEPS STEP 1: INFORMATION What information do you have on each hazard?

Gather information about each hazard identified.

STEP 2: LIKELIHOOD

Who will be exposed to the hazard and for how long?

Think about how many young people are likely to be exposed to each hazard and for how long.

You need to take into account the different situations/conditions that may exist in your workplace that may increase the likelihood, such as a change to operations, inspection, cleaning, maintenance, servicing and repair, new or inexperienced staff.

STEP 3: CONSEQUENCES

What will the consequences be if the hazard to health actually causes

AN Injury or harm to health?

Use the information to assess the consequences of each hazard.

• Fatality • Major injuries (significant long term effects) • Minor injuries (usually requiring several days off work) • Negligible injuries (maybe first aid) STEP 4: RATING THE RISK

How do you rate this risk?

Use the risk table on the next page to work out the risk associated with each hazard.

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VCAL WORK RELATED SKILLS - SENIOR - Unit 1

Risk Assessment Chart LIKELIHOOD OF INJURY OR HARM TO HEALTH

CONSEQUENCE OF ANY INJURIES OR HARM TO HEALTH

Insignificant e.g. no injuries

Minor e.g. first aid onsite only

Moderate e.g. medical treatment

Major e.g. extensive injuries

Very likely

SIGNIFICANT

SIGNIFICANT

HIGH

HIGH

HIGH

Likely

MODERATE

SIGNIFICANT

SIGNIFICANT

HIGH

HIGH

Moderate

LOW

MODERATE

SIGNIFICANT

HIGH

HIGH

Unlikely

LOW

LOW

MODERATE

SIGNIFICANT

HIGH

Highly unlikely (rare)

LOW

LOW

MODERATE

SIGNIFICANT

SIGNIFICANT

Catastrophic e.g. fatalities

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VCAL WORK RELATED SKILLS - SENIOR - Unit 1

Short Answer SPOT THE HAZARD If you spot something hazardous, what should you do?

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Simple hazard (e.g. boxes on the floor in the way)

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More complex hazard (e.g. frayed cords, damaged equipment)

ASSESS THE RISK What two main things should the person in charge or responsible for safety consider when assessing the risk?

MAKE THE CHANGES What sort of risk control measures (hierarchy of control) should they consider?

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VCAL WORK RELATED SKILLS - SENIOR - Unit 1 Â

Word Sleuth TASK: Find these words in the grid below

Acid

Current

Ear

Glue

Loud

RCD

Strain

Bending

Deaf

Earplug

Heavy

Noisy

Scaffold

Switch

Carry

Decibel

Frayed

Hoist

Poison

Shock

Tag

Chemical

Depth

Fuel

Ladder

Power

Slip

Trip

Climb

Electrocution

Gas

Lift

Roof

Solvents

Trolley

C

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