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Transcript of OHS Schoolkit
Occupational Health and Safety
SCHOOLKIT
w o r k s a f e s a s k . c a
For Saskatchewan School Divisions K-12
Contents
Introduction and LegislationIntroduction 1Legislation 3
Managing Occupational Health and Safety Throughout the School YearSECTION 1: August-September/Getting Started 8SECTION 2: October-November/Identifying Hazards &Assessing Risks 12SECTION 3: December-January/Controlling Hazards 20SECTION 4: February-March/OHS Orientation and Training 25SECTION 5: April-May/Inspecting the Workplace 29SECTION 6: June/Planning for Emergencies and Incident Investigations 33SECTION 7: Beyond Year One 38
Glossary 39
Appendices APPENDIX 1: SampleOccupationalHealthandSafetyPolicy
andResponsibilitiesStatementAPPENDIX 2: KeyLegislationRequirementsAPPENDIX 3: HazardAssessmentandControlProcessAPPENDIX 4: SampleJobInventoryAPPENDIX 5: SampleCustodianWorkInventoryAPPENDIX 6: SampleCustodianHazardAssessmentandControlFormAPPENDIX 7: SampleTeacherHazardAssessmentandControlFormAPPENDIX 8: SampleEducationAssistantHazardAssessmentandControlFormAPPENDIX 9: SampleAdministrativeAssistantHazardAssessmentandControlFormAPPENDIX 10: HazardAssessmentandControlForm–TemplateAPPENDIX 11: SampleEmployeeHealthandSafetyOrientationChecklistAPPENDIX 12: SampleInspectionChecklistAPPENDIX 13: SampleHazard/IncidentReportFormAPPENDIX 14: SampleIncidentInvestigationFormAPPENDIX 15: SampleWitnessStatementAPPENDIX 16: SampleWCBInjuryReportForms
ThisOccupational Health and Safety Schoolkitisanothersteptowardenhancingthehealthandsafetywithinschooldivisions.ThisSchoolkitsupportssection85(1)(w)oftheSaskatchewan Education Act (1995),whichstatesthatoneofthedutiesoftheBoardofEducationistoprescribeprocedureswithrespecttothedesign,maintenanceandsupervisionoftheschoolforthepurposesofmaintainingsatisfactorystandardsofcomfort,safetyandsanitationforthepupilsandotherusersoftheschool.Whenstaffmodelsafeandhealthybehaviour,wepromoteaculturethatvaluessafety.Thispositivelyaffectstheentirelearningenvironment.
ThisSchoolkitintroducesThe Occupational Health and Safety Act, 1993(theAct)andThe Occupational Health and Safety Regulations, 1996 ofSaskatchewantoschoolboards,directorsofeducation,divisionadministratorsandschooladministrators.
TheSchoolkitdescribesyourrolesandresponsibilitiesundertheAct.Itfollowstheschoolyear,breakingyourtasksintosevenmanageablesections.
Eachsectionintroducesataskandthenoffersto-dolistsandready-mademessagestohelpyoucommunicatetheimportanceofoccupationalhealthandsafety,alongwithacommitmenttomakeyourschoolsanddepartmentshealthyandsafeplacestowork.TheSchoolkitthenprovidessuggestionsabouthowtocarryyourhealthandsafetyprogramforwardafterthefirstyear.Italsoprovidestemplatesandsampleformsforyoutouse.
TheSchoolkitwasfirstdevelopedbyanAlbertaadvisorycommitteewithrepresentationfromthe:n AssociationofIndependentSchoolsandCollegesofAlbertan CollegeofAlbertaSchoolSuperintendentsn TheAssociationofAlbertaPublicCharterSchoolsn SchoolPlantOfficials’SocietyofAlbertan AssociationofSchoolBusinessOfficialsofAlbertan AlbertaEmploymentandImmigrationn AlbertaEducationn AlbertaSchoolBoardsAssociation
IthasbeenadaptedforuseinSaskatchewanbyanadvisorycommitteewithrepresentationfromthe:n LeagueofEducationalAdministrators,DirectorsandSuperintendentsofSaskatchewan(LEADS)n SaskatchewanSchoolBoardsAssociationn SaskatchewanAssociationofSchoolBusinessOfficials
Introduction 1
Introduction
n PrairieSouthSchoolDivisionn GoodSpiritSchoolDivisionn ReginaPublicSchoolDivisionn PrairieValleySchoolDivisionn ReginaCatholicSchoolDivision
TheSchoolkitcommitteewouldalsoliketothankWorkSafeSaskatchewan(WSS),apartnershipbetweentheSaskatchewanWorkers’CompensationBoard(WCB)andtheMinistryofLabourRelationsandWorkplaceSafety(LRWS).LRWS’sOccupationalHealthandSafetyDivision(OHS)isresponsiblefordevelopingandenforcingoccupationalhealthandsafetylegislation.TheSchoolkitdoesnotchangeorreplaceanylegislation.Asanemployer,youareresponsibleforensuringthattheworkplaceishealthyandsafe,andthisSchoolkitoffersguidelinestohelpyouinterpretandapplythatlegislation.
WSSandOHScanprovideyouwithmanyadditionalhealthandsafetyresources,includinglegislation,formsandguides.Youcanvisitwww.worksafesask.caorcontactLRWSatwww.lrws.gov.sk.caorbyphone:
Saskatchewan Ministry of Labour Relations and Workplace SafetyRegina 1870AlbertStreetS4P4W1Inquiry:(306)787-4496Tollfree:1-800-567-7233(SAFE)
SaskatoonEighthfloor,1223rdAvenueNorthS7K2H6Inquiry:(306)933-5052Tollfree:1-800-667-5023
Introduction 2
Legislation
InSaskatchewan, The Occupational Health and Safety Act, 1993(legislation)existstopromotehealthyandsafeworkplaces.Youcanfindacopyofthelegislationatwww.lrws.gov.sk.caorthroughtheSaskatchewanQueen’sPrinteratwww.qp.gov.sk.ca.
WalterScottBuildingB19–3085AlbertStreetRegina,SKS4S0B1Phone:(306)787-6894TollfreeinSaskatchewan:1-800-226-7302Fax:(306)798-0835E-mail:[email protected]
Underthelegislation,“worker”meansapersonwhoisengagedinanoccupationintheserviceofanemployer.Thismeanseveryoneintheserviceoftheschoolboardisconsidereda“worker”.
TheWCBinsuresmanyofthepeopleworkinginaschool.Allsupportstaff,custodialstaffandcontractorsworkinginoronschooldivisionpropertyorworkingforaschooldivisionhaveWCBcoverage.
Teachers,however,donothaveWCBcoverage.TheircoverageisthroughtheSaskatchewanTeachers’FederationIncomeContinuancePlan(ICP).
Saskatchewanlegislationappliestoallworkersinschoolsregardlessoftheinsurer.TheonlysituationwhereSaskatchewanlegislationwouldnotapplyisiftheschoolorpartoftheschoolfallsunderfederaljurisdiction.Inthistypeofsituation,theschoolmustcomplywithsafetyandhealthundertheCanada Labour Code.ThisdocumentwilloutlineresponsibilitiesofschoolsfallingunderSaskatchewanlegislation.
Worker Rights and Responsibilities
Saskatchewanlegislationprovideseveryworker’srighttoasafeandhealthyworkplace.Thedutyforcreatingandmaintainingahealthyandsafeworkplacefallsoneverypersonintheworkplace–tothedegreetheyhavetheauthorityandabilitytodoso.Therefore,employersandworkersshareresponsibilityforhealthandsafety.
Thelegislationgrantsworkersthreefundamentalrights.Theyare:• Theright to knowaboutworkplacehazards,includinghowtoidentifyhazardsandprotect themselvesfromthosehazards,andabouttherightsaffordedtoworkersundertheAct.• Theright to participateindecisionsrelatedtooccupationalhealthandsafety,freeofreprisal fortheirparticipation.Participationisachieved,inpart,throughconsultationwiththeoccupational healthcommittee(OHC)oranoccupationalhealthandsafetyrepresentative.• Theright to refuseworktheybelievetobeunusuallydangerous.
Legislation 3
Workershavearesponsibilityto:• Takereasonablecaretoprotecttheirhealthandsafetyandthatofotherworkers.• Cooperatewithemployers,supervisors,OHCmembersandrepresentatives.• Usesafeworkprocedures,safeguardsandpersonalprotectiveequipment.• Reporthazards(suchasunsafesituationsandactivities)totheemployerimmediately.• Refrainfromparticipatingintheharassmentofanotherworker.• Participateintrainingandhealthandsafetymeetings.• Knowandcomplywithhealthandsafetyrequirements.
UnderSection23oftheAct,eachemployeehastherighttorefuseworkthatheorshebelievesisunusuallydangerous.Theunusualdangermaythreatentheworkerorothersandcouldinclude:
• Adangerthatisnotnormalforthejob• Adangerthatwouldnormallystopwork,or• Asituationforwhichtheworkerisn’tproperlytrained,equippedorexperienced.
Forexample,theprincipalhasaskedateachertogoandretrieveballsontheschool’sroof.Theroofis5.5metresabovegroundlevel.A4.95metreladderhasbeensuppliedtogainaccesstotheroof.Theteacherhasnotrainingorexperiencetoperformthistask.Theemployerhasnotprovidedanyfallprotectionequipmenttotheteacherandnoneisinstalledontheroof.
Doestheteacherinthissituationhavetherighttorefusethiswork?Isthisjobnormalforateachertoperform?Hastheteacherbeenproperlytrainedtodothisjob?Hasthenecessarysafetyequipmentandtrainingtousetheequipmentbeengiventotheteacher?Theanswertothesequestionsis“no”.Inthissituation,theteacherhastherighttorefusethiswork.However,ifprovidedproperequipmentandtraining,theteachercouldbeaskedtosafelydothisjob.
Whenasituationleadstoaworkerrefusingtoperformataskorseriesoftasks,theworkermustinformthesupervisoroftherefusalandhowitisbasedonhealthandsafety.Iftherefusingworkerandsupervisorcannotresolvetheconcern,involvetheOHCco-chairpersons.Iftherefusingworkerisnotsatisfied,havetheOHCinvestigate,holdameetingandvoteontherefusal.Iftherefusingworkerisstillnotsatisfied,contactOHSandanoccupationalhealthofficerwillbeassignedtopresentaruling.
Keepingeveryoneintheworkplaceinformedaboutwhatishappeninginregardstoarefusalisveryimportant.Thisdoesnotmeanprovidingnamesofspecificindividualsordetails,butgeneralknowledgeaboutwhatistakingplace.Arulingonarefusalcouldaffectotherworkersthatdothesamejob.Arefusaltoworkisarightofanindividual.Agroupofworkerscannotrefuseworktogether;theymustrefuseasindividuals.Inthiscase,refusalwouldbeconsideredforeachworker.
Whilethisprocessistakingplace,therefusingworkercanbere-assignedtootherworkonatemporarybasis.Anotherworkercanbeaskedtocompletethetaskinquestion,aslongastheemployerinformsthereplacementworkerinwritingthataworkerhasrefused,thereasonfortherefusalandwhytheemployerfeelsthereplacementworkercancompletethetask.Thereplacementworkeralsohastherighttorefuse.
Iftherefusalisforlegitimatehealthandsafetyreasons,aworkerislegallyprotectedfromdisciplineorotherpunishmentforrefusingtodounusuallydangerouswork.Therefusingworkerisprotectedfromdiscriminatoryaction,asdefinedinSubsection2(1)(g)anddescribedinSection27oftheAct.
Legislation 4
Employer Responsibilities
Theschooldivisionistheemployer.However,theemployercandesignatearepresentative,whothenbecomestheemployer’srepresentative.
Theschooldivisiondesignatesthedirectorofeducation,whointurndesignatesprincipals,supervisorsanddepartmentmanagersasrepresentatives.Thedivision,directorofeducation,principals,supervisorsandmanagersrepresenttheemployer,andareresponsibleforhealthandsafetyintheareastheycontrol.
“Reasonably practicable”meanspracticableunlessthepersononwhomadutyisplacedcanshowthatthereisagrossdisproportionbetweenthebenefitofthedutyandthecost,intime,troubleandmoney,ofthemeasurestosecuretheduty.Forexample,duringwintermonths,coldsandfluarecommoninschools.Theultimatewaytoprotectanemployee’shealthmightbetoprohibitallcontactwithstudentsortobuildclassroomswhereemployeesareisolatedfromthestudents.Thesestepsmaypreventemployeesfromcatchingviruses,buttheywouldpreventemployeesfromdoingtheirjobseffectively.Thesestepsarenotreasonablypracticableasperthedefinitioninthelegislation.
Anemployerhasmanyresponsibilitiesunderthelegislation.Theemployermust:•ProvideacopyofThe Occupational Health and Safety Act, 1993andThe Occupational Health and Safety Regulations, 1996forreference•Provideahealthyandsafeworkenvironment•Putfirst-aidandemergencyplansinplace•PromptlyreportseriousincidentstoOHS,and•Knowandfollowtheappropriatelegislationfortheindustry.
Theemployermusttrainworkersinallmattersthatarenecessarytoprotecttheirhealthandsafetybeforetheystartwork,areassigneddifferentdutiesoraremovedtoanewworksite.Also,theemployermustpayworkerswhiletheyreceivetrainingregardingoccupationalhealthandsafety.Thetrainingmustinclude:
• Safetypolicies,safeworkprocedures,andprecautionstoprotectworkersagainsthazards• First-aidlocationsandproceduresintheeventoffireandotheremergencies• Identificationofprohibitedorrestrictedareas• Hazardreportingprocedures,and• Everyone’sresponsibilitiesforhealthandsafety.
Theemployermustprovidesufficientandcompetentsupervision.Ifworkersareuncertainabouttheworktheyhavebeenassigned,theyshouldaskquestions,whichmayleadtoadditionaltrainingtoprotecttheirhealthandsafety.
Legislation 5
As an employer, you must comply with the legislation. The Act requires every employer to ensure, insofar as is reasonably practicable, the health, safety and welfare at work of all of the employer’s workers.
Everyworkplace,largeorsmall,shouldhaveasysteminplacetoidentifyhazards,assesstherisksofthosehazardsandmakethenecessarychangestocontrolthehazardsandrisks.Theemployershouldtakeallprecautionsthatarereasonableunderthecircumstancestocontrolhazardsandtheirrisks.Thisisknownasanemployerexercisingduediligence.Thebestwaytoexerciseduediligenceistocomplywithlegislation,butseveralfactors,includingpredictability,preventabilityandthepossibilityofcontrol,arealsoimportant.
n Predictabilityasksifareasonablepersoncouldhaveforeseenthatsomethingcouldgowrong.Predictabilitydoesnotexcuseignorance.Reasonableemployersareawareofthehazardsassociatedwiththeirbusiness.
n Preventabilityasksiftherewasanopportunitytopreventtheinjuryorincident.Preventabilitymeansto:• Identifyhazardsandassessrisks• Putinadequatecontrolstomanagethehazardsandrisks• Prepareandenforcesafeworkprocedures• Trainworkersinallmattersrelatedtotheirhealthandsafety,includingsafeworkpractices
andprocedures• Ensureallworkissufficientlyandcompetentlysupervised,and• Correctunsafebehaviourandsub-standardconditions.
Preventabilityalsoasksiftheemployerhasaprogressivedisciplinarypolicythatensurescontinuedcompliancewithsafetypoliciesandprocedures.
n Possibility of controllooksatwhethertheindividualhadanycontroloverthecircumstancesthatresultedintheincident.Theseverityofanincidentisanotherfactorthatmustbeconsidered.Highriskjobsneedmorescrutinyandgreatercontrols.Fromestablishingengineeringcontrolstoremovingthehazardandriskalltogether,tosafeoperatingprocedurestoreducetheriskofinjury.Howcontrolsareestablishedandwhohasthegreatestdegreeoverthosecontrolsbecomesanotherintegralpartofduediligence.
IncidentsWorkersmustreportwork-relatedincidentsinvolvinginjuries,illnessandnearmissestotheiremployerimmediately.Workersmustreporteveryinjury,regardlessoftheseverity.
Eachincidentindicatesthereisahazardintheworkplace.Reportinginjuriesallowstheemployertheopportunitytoassesstherisksassociatedwiththehazardanddeterminewhetherornotcontrolsneedtobeputinplacetominimizetherisks.
Ifaworkplaceincidentorinjuryoccurs,workersmustimmediately:• Seekmedicalattentionasrequired• Reporttheincidenttotheirsupervisororemployer,and• Recordtheinjuryontheappropriatedocumentation(first-aidorincidentform).Workers
areentitledtoacopyofthisdocumentation.See Appendix 13 for a sample form.
Legislation 6
Ifaworkplaceincidentorinjuryoccurs,theemployershall:• ReporttheincidentasrequiredbylegislationtoOHS(Regulations8and9)assoon
asisreasonablypossible• Reporttheinjuryorillness(within5days)totheWCBorotherinsuranceprovider
whenapplicable• Reportanylost-timeinjuryattheworkplacethatresultsinaworkerreceivingmedical
treatmenttotheOHCco-chairpersonsandallowreasonableopportunityforreview• WhereapplicableallowtheOHCtoconductaninvestigationasrequiredbylegislation
(Regulations29and31),and• Investigate,correctifnecessaryanddocumentthesituation,keepingacopyofthereportfor
futurereference.See Appendix 13 for a sample hazard/incident report form and Appendix 14 for a sample incident investigation form.
SeeAppendix 2forkeysectionsofThe Occupational Health and Safety Regulations, 1996thatfocusonreportingandinvestigatingincidents.
Legislation 7
SECTION 1 August-SeptemberGetting Started
SECTION 1|August-September|Getting Started 8
Asystem-wideoccupationalhealthandsafetyprogramwillprotectthehealthandsafetyofallworkersandhaveapositiveinfluenceonstudentsandthecommunity.Theprogramstartswiththeschoolboarddemonstratingacommitmenttooccupationalhealthandsafety.Schooladministratorsseethiscommitmentandthenreinforceitwithintheirschools.
Anumberofresearchstudieshaveshownthatcultureimpactsworkplacehealthandsafety–goodandbad.Theresearchalsoshowsthattheleaderswhovaluehealthandsafetyhavethemostsignificantimpactonwhetherornottheotherpeopleinanorganizationwillalsoholdthosevalues.
Thedegreetowhichemployersvaluehealthandsafetydeterminesthesuccessofasafetyprogram.Achievingatrulysafeenvironmentforstaff,studentsandvisitorsrequiresasincereandvisiblecommitmentfromtheleaderswithinthesystem.
Afterdeclaringthiscommitment,theemployerneedstoprovideresourcesandpersonneltohelpcoordinatehealthandsafetyactivities.
Asaguide,Regulation22ofThe Occupational Health and Safety Regulations, 1996 (theRegulations)outlinesagreatmodelofhowsafetyprogramscanbeorganizedanddelivered.Takingthetime,resourcesandefforttocreatethehealthandsafetyprogramwillhavemanybenefitsnowandinthefuture,notonlyforthehealthandsafetyofworkers,buttheorganizationasawhole.
Employersmustestablishanoccupationalhealthcommittee(OHC)ineachworkplacethathas10ormoreworkers,whethertheworkersarefull-time,part-timeorboth.Committeescanhavebetweentwoand12members,dependingonthesizeoftheworkplace,andatleasthalfmustrepresentworkers.TheOHCallowsworkerstoparticipateintheirhealthandsafetyattheworkplace.Itpromotescooperativeinvolvementoflabourandmanagement,combiningworkers’in-depthpracticalknowledgeofspecificjobswithmanagement’slargeroverviewofjobinterrelationships,generalcompanypoliciesandprocedures.
Forexample,acontractorisrequiredtoestablishanOHCataconstructionsiteatwhich10ormoreworkersorself-employedpersonsarelikelytoworkformorethan90days.Thiswouldbethecaseforaschoolboardwhichhascontractedamajorprojectataschoolthatmeetsthelegislatedrequirements.Basedonthedefinitionofcontractorinthelegislation,theschoolboardbecomesthecontractorandwouldbetheonerequiredtoestablishtheOHCforthatconstructionproject.
ThedutiesofanOHCare:(a) Toparticipateintheidentificationandcontrolofhealthandsafetyhazardsinorattheplace ofemployment;(b) Toco-operatewiththeoccupationalhealthandsafetyservice,ifany,establishedfortheplace ofemployment;(c) Toestablish,promoteandrecommendthemeansofdeliveryofhealthandsafetyprograms fortheeducationandinformationofworkers;
SECTION 1|August-September|Getting Started 9
(d)TomaintainrecordswithrespecttothedutiesoftheOHCpursuanttothissection;(e) ToinvestigateanymattermentionedinSection23ofThe Occupational Health and Safety Act, 1993 (theAct);(f) Toreceive,considerandresolvemattersrespectingthehealthandsafetyofworkers;and(g)TocarryoutanyotherdutiesthatarespecifiedinthisActorprescribedintheRegulations.
Basedontheaboveduties,themainroleoftheOHCisto:• Helpidentifyhazardsthroughactivitieslikeworkplaceinspections.• Participateinthecontrolofhealthandsafetyhazardsintheworkplace.• Investigatecertainworkplaceincidents,whichincludesworkrefusals.• Assistworkerstobringforwardconcerns.• Dealwithworkerconcernsaboutworkplacehealthandsafety.
Regulation46(2)requirestheemployerorcontractortoensuretheOHCco-chairpersonsaretrainedinthedutiesandfunctionsofanOHC.Itisagoodideatotrainallcommitteemembers.TrainingforOHCmembersandanyonetakingaleadershiproleinhealthandsafetyprogramsmightinclude:
• Hazardidentificationandriskassessment.• Developingandimplementingcontrols.• Workplaceinspections.• Incidentinvestigations.
Ahealthandsafetyprogramstartswithapolicydocumentthatdeclarestheemployer’scommitmenttohealthandsafetyanddescribesthebasicrolesandresponsibilitiesofeveryone,includingthe:
• Board• Directorofeducation(ordesignate)• Principalsandotherseniorworkers,supervisorsandmanagers,and• Workers.
You can find a sample health and safety policy and description of responsibilities in Appendix 1.
Astheschoolyearstarts,newworkersandthosewhohavemovedintonewrolesorareaswillneedorientation,includinghealthandsafety.Inaddition,allstaffcanalwaysusearefresherthatfocusesonwheretheyareworking,whathazardsarepresentandwhatcanbedonetoeliminateorreducethehazards.Formoreinformationaboutworkerorientationandtraining,pleaserefertoSection4oftheSchoolkit.
School division, board or administrationCommunicateyoursystem’scommitmenttohealthandsafetyandmakesureeveryoneknowsaboutit.
1. Establishwhoisresponsibleforcoordinatingthevarioushealthandsafetyactivitieswithinyourschoolsystemandensuretheyhavethesupportandtrainingtodotheseactivities.
2. Develop(orupdate)yourhealthandsafety-relatedpolicy.
3. Ensureeveryplaceofemploymentwith10ormoreworkershasestablishedanOHCasperSection15oftheAct.
4. PostacopyofthehealthandsafetypolicyandOHCminutesinaconspicuouslocationateachworksite,includingeachschool,centraloffice,busgarageandmaintenancearea.
5. Adviseallschoolandsystemadministratorsthattheycanfindacopyofthelegislationat:www.lrws.gov.sk.caorwww.qp.gov.sk.caandmakesuretheyhavereadyaccess.
6. Adviseallschoolandsystemadministratorswheretofindyourschooldivisionformsandchecklists.
School and system administrators1. EnsuretheOHCmeetseverythreemonthsasrequiredbyRegulation41.Thedutiesofthe
OHCinclude:a. Toparticipateintheidentificationandcontrolofhazards;b. TocooperatewiththeOHSserviceifanyestablished;c. Toestablish,promoteandrecommendthedeliveryofhealthandsafetyprogramsforeducation andinformationofworkers;d. TomaintainrecordswithrespecttothedutiesoftheOHC;e. Toinvestigateanymatterinarefusal-to-work,Section23oftheAct;f. Toreceive,considerandresolvemattersrespectingaworker’shealthandsafety,andg. AnyotherdutiesasrequiredbytheActorRegulations.
2. Establishahealthandsafetyrecordkeepingsystemwhereyoucankeepandeasilyretrievecopiesofallhealthandsafetydocumentation.
3. Makesureallnecessaryformsarereadilyavailabletostaff.Usetheappendicesinthisdocumenttodevelopyourownforms.
4. Ensurenewworkersandthosechangingjobshavereceivedahealthandsafetyorientation.See Appendix 11 for a sample employee health and safety orientation checklist.
5. Determinewhohascurrentfirst-aidtraining.Ensureenoughpeoplearetrainedinfirstaidandcommunicatetostaffwhotheyare.PartIVoftheRegulations,includingTables1and9intheAppendix,outlinesresponsibilitiesforfirstaid,includingtraining.InthisdocumentseeSection6formoreinformationontraining.
SECTION 1|August-September|Getting Started 10
Things to do
6. Informworkersofthelocationoffirst-aidandotheremergencyresponseequipment,suchasfireextinguishers.Regulation360outlinestheemployer’sresponsibilityfordevelopmentandimplementationofafiresafetyplanthatprovidesforsafetyintheeventoffireorotheremergencies.
7. Establishaprocessformanagingthepresenceofvisitorsandcontractorsateachworksite.
8. Informworkersoftherequirementto:a. Reporthazardsorunsafeconditions.b. Reportwork-relatedinjuryorillnessandnearmisses.
9. Makesurethoseworkerswhoaretakingaleadroleinthehealthandsafetyprogramhavetrainingto:a. Inspecttheworksite.b. Conducthazardidentificationandriskassessment,includingdevelopmentandimplementation
ofcontrols.c. Investigateincidents.
Your Messages
Thefollowingmessageswillshowyourcommitmentasaleadertooccupationalhealthandsafety,andhelpeveryonecommunicatethiscommitment:
» We(nameofschoolboard)arecommittedtoprovidingasafeandhealthyworkplace.» Weallshareresponsibilityforhealthandsafety.Everyone’sinvolvementiscriticaltothesuccess ofourhealthandsafetyprogram.» Work-relatedinjuriesandillnessesarepredictableandpreventable.» Wewillmakehealthandsafetypartofourdailyactivities.» Ourworkplacewillmeetorexceedallapplicablehealthandsafetylegislation.» Weallhavetherighttoknowaboutworkplacehazardsandhowtoprotectourselvesfrom thosehazards.» Weallhavetherighttoparticipateinourhealthandsafety.OHCsaretheprimarymechanisms foremployersandworkerstoworktogetherinidentifyingandresolvinghealthandsafetyconcerns.» Everyonehastherighttorefuseworkthattheybelieveisunusuallydangeroustothemselves orothers.» Everyonehasadutytoreporthazards,unsafeconditionsandwork-relatedinjuriesandillnesses.» Everyoneplaysakeyroleinensuringfellowstaffmembersareawareoftheirinherent responsibilitytohealthandsafetywithintheworkenvironment.
SECTION 1|August-September|Getting Started 11
Hazardsexistinallworkplaces.Ahazardisanyactivity,situationorsubstancethatcancauseharm.Theinjuryorillnesscanbeimmediate(acute)ordevelopovertime(chronic).Theschoolenvironmentpresentsafullrangeofhazards,including:
• Chemicalhazardsinscienceroomsandcaretakerareas.• Highnoiselevelsinthegymorassemblyroom.• Iceandsnowbuildupinthewinter.• Unevengroundintheschoolyard.• Violence.
Occupationalhazardsaredividedintotwobroadcategories:healthhazardsandsafetyhazards.Generallyhealthhazardscauseoccupationalillnesses(e.g.,respiratoryproblemscausedbyexposuretochemicalsubstances,noiseinducedhearingloss,repetitivestraininjuries).Safetyhazardscausephysicalharmsuchascuts,brokenbones,strainsandsprains.
Asafetyhazardisanyforcestrongenoughtocauseinjuryinanincident.Aninjurycausedbyasafetyhazardisusuallyobvious.Safetyhazardscauseharmwhenworkplacecontrolsarenotadequate.
Ahealthhazardisanymaterialorconditionthatmaycauseoccupationalinjuriesand/orillness.Itmayproduceseriousandimmediate(acute)effectsand/orlongterm(chronic)problems.Someonewithanoccupationalillnessmaynotrecognizethesymptomsimmediately.Occupationalhealthhazardsinclude:
• Chemicals(e.g.,cleaningsupplies,solvents).• Biologicalhazards(e.g.,bacteria,viruses,dusts,moulds).• Physicalagents(e.g.,energysourcesstrongenoughtoharmthebody,suchaselectriccurrents, heat,light,vibration,noise,radiation).• Ergonomichazards(e.g.,poorworkdesignorexecution).• Otherstressagents(e.g.,violenceandharassment).
Seethechartonpage19forexamplesofthesehazards.
Akeypartofthehealthandsafetyprograminvolvesidentifyinghazardsandassessingrisks,sowecantakethenextkeystepandeliminate/reduceorcontrolthehazardtoreducetherisk.
SECTION 2|October-November|Identifying Hazards 12
SECTION 2 October-NovemberIdentifying Hazards & Assessing Risks
SECTION 2|October-November|Identifying Hazards 13
Assistant
STEP 1
Thefirststepistogroupworkersaccordingtothejobstheydo.Forexample,youmayhaveacustodialandmaintenancegroup,anadministrativeassistantgroupanddifferentgroupsofspecialistteachers.Youcanuseyourorganizationalchartorstafflistingtohelpidentifydifferentworkgroups.
STEP 2
Thesecondstepistoidentifythetasksforeachworkgrouporposition.Asexamples,westartthehazardidentificationprocessfora:
» Custodian» KindergartenTeacher» ScienceTeacher» AdministrativeAssistant» EducationAssistant
STEP 1 STEP 2
Group workers Identify each group’s tasks (partial list provided)according to their jobs
1. Custodian a) Maintain floors by sweeping, mopping, polishing
b) Remove garbage and recyclables
c) Clean up hazardous spills
d) Change and replace lights and ceiling tiles
2. Kindergarten a) Update curriculum Teacher b) Prepare classroom materials and displays
c) Deliver lesson plans
3. Science Teacher a) Prepare chemical solutions and dispense
b) Demonstrate and provide instruction
c) Deliver safety instructions and monitor students
4. Administrative a) Desk and computer work
b) Use office machines
c) Answer the phone and take messages
a) Participate in physical activities
b) Assist special needs students with personal care
c) Assist in the classroom with lesson delivery
d) Participate in extracurricular activities
5. Education Assistant
STEP 3
Thethirdstepistoidentifythehazardsassociatedwitheachgroup’stasks.
STEP 1 STEP 2 STEP 3
Group workers Identify each Identify existing or potential hazards according to their jobs group’s tasks (Partial list provided) (Partial list provided)
1. Custodian a) Maintain floors Chemical exposure to cleaning products, such as strippers, waxes, dust, carbon monoxide from propane machines
Slips and falls on wet floors
Noise and electrical hazards from equipment
Physical injury from: • lifting and moving heavy items• awkward postures (pushing, pulling, bending wrists)• maintaining machines
2. Kindergarten a) Update curriculum Use of computers and other resources
Fatigue from preparing lessons at home or working alone after hours
Eye, neck, shoulder, arm and wrist strain from:• prolonged sitting• repetitive motions• awkward postures• poorly designed furniture and workstations
Transporting materials from home, vehicles, and storage rooms by hand or cart
3. Science Teacher a) Prepare chemicals Acute and chronic exposure to chemicals, solutions and wastes (acids, bases, solvents, flammables, compressed gases)
Cuts from glassware, dissection tools, etc.
SECTION 2|October-November|Identifying Hazards 14
4. Administrative Assistant
a) Desk and computer work
Awkward and repetitive postures
Improperly adjusted chair
Poorly organized workspace
Exposure to high noise levels from whistles, student activities
Potential for physical injury (bruises, lacerations, overexertion, etc.)
Exposure to blood and body fluids from student injuries
4. Education Assistant
a) Physical activities
Teacher
STEP 4
Thefinalconsiderationwhenassessingtherisksassociatedwitheachhazardistoprioritizethemaccordingto:» Thelikelihoodsomethingwillgowrong.» Theimpactiftheincidentoccurs(theseverityoftheconsequencesifitdoesgowrong).
Theriskmatrixcanhelpyoudeterminethelikelihoodsomethingwillhappenandtheimpactiftheincidentoccurs.
Very likely Medium2
High3
Extreme5
Likely Low1
Medium2
High3
Unlikely Low1
Low1
Medium2
Minor Moderate Major
Foreachhazard,determinethefrequencyofthehazard.Nextconsidertheimpactifsomethingdoesoccur.Usingtheriskmatrix,thespecificriskvalue(extreme,high,mediumorlow)ofeachhazardcanbedetermined.Considerallfactorsthatcontributetothedegreeofriskforeachhazardpresentedtoeachgroupofworkers.Thefollowingfactorsmustbeconsideredtodeterminelikelihoodandimpact.
» People:worker’scapability,attitude,skillandexperience.» Equipment:Isitmaintained?Isitrightforthejob?» Materials:Isithazardous?Shouldtherebepersonalprotectiveequipmentworn?
Isitingoodcondition?» Environment:housekeeping,light,temperature,weather,indoors,outdoors,etc.
Becauseallworkplaceshavemanyhazards,wheredoesonestart?Hazardscanbecategorizedusingtheabovemethod–startwithextremehazards,movetohighriskhazards,thenmovetomoderateriskhazardsandendwithlowriskhazards.Hazardsthatrateextremebecomeyournumberonepriority.
SECTION 2|October-November|Identifying Hazards 15
What is thechance it
will happen?
Impact
Like
lihoo
d
SECTION 2|October-November|Identifying Hazards 16
STEP 1
Group workers according to their jobs
STEP 2
Identify each group’s tasks
STEP 3
Identify existing or potential hazards
STEP 4
Assess risks and prioritize hazards using risk matrix
1. Custodian Maintain floors by sweeping, mopping, stripping, waxing, scrubbing, polishing
Chemical exposure to cleaning products, such as strippers, waxes, dust, carbon monoxide from propane machines
Likelihood:Very likelyCustodians are exposed on a regular basis
Impact:MajorThe exposure could cause lost time injuries or death
This would be an extreme risk which would be a high priority for control.
Calculated using the risk matrix below.
Thistaskwouldbeconsideredanextremeriskjobwhichwouldbeahighpriorityforcontrol.Thefinalstepistodeterminehowtoeliminateorreducethehazardbyestablishingcontrols.
Oncethecontrolsareestablished,findasolution.Youmayneedtopurchasepersonalprotectiveequipment,sendaworkerfortraining,orconductanergonomicassessmentandchangeaworkstationorworkprocess.Forsometasks,youwillneedtocreateastep-by-stepsafeoperatingprocedurethatcontainsthecontrolswithineachstep.
Trainworkersonhazardidentificationandriskassessment.Alsoconducttrainingonnewstep-by-stepsafeoperatingprocedures.Reinforcetrainingwithclosesupervisiontoassessthatsafeoperatingproceduresareworking.Finally,ensureworkersfollowtheprocedures.Keepcommunicationopenandrevisesafeoperatingproceduresasnecessary.
SECTION 2|October-November|Identifying Hazards 17
Oneveryimportantpointinthehazardandriskprocessistoensureworkersareinvolvedintheentireexercise.Workerstypicallyknowthehazardsandrisksoftheirwork.Theyalsohavegreatideasonhowtocontrolsthehazards.
Inadditiontoconductingproactivehazardassessments,encourageworkerstoreporthazardstheydiscoverduringtheirwork.
Oneofthemostimportantrolesoftheoccupationalhealthcommittee(OHC)ishelpingtheemployeridentify,assessandcontrolhazards.TheOHCauditsthehazardcontrolprocessintheemployer’shealthandsafetymanagementsystemtoensureitiseffective,andhelpstheemployerandworkersimprovehealthandsafetyintheworkplacebyhelpingtoidentifyandresolveconcerns.
You can find a summary of the hazard assessment and control process in Appendix 3.
SECTION 2|October-November|Identifying Hazards 18
Things to do
School division, board or administration 1. Remindschoolanddivisionadministratorsthat:
a. Occupationalhealthandsafetyisimportant.b. Hazardidentificationandriskassessmentarethefirststepsinpreventinginjuriesandincidents.c. Eachschoolorworksiteshouldhaveaccesstotraininginworkplacehazardidentification
andriskassessmentandcontrol.d. Eachschoolandworksitemustassesstherisksassociatedwithhazardstoallworkers.
2. Ensureinformationrelatedtohazardidentificationandriskassessmentissubmittedtotheappropriatecontactandthesystemofficereviewstheassessments.
School and system administrators 1. Identifygroupsofworkerswhoareperformingsimilarfunctions.
2. Usingsampletemplates,reviewordevelopahazardidentificationandriskassessmentformforeachgroupofworkers.See Appendix 10 for template.
3. Conductorupdatehazardidentificationandriskassessmentsforeachgroupofworkers.
4. Ensureworkersparticipate.Theyarekeytotheprocess.
5. Keepcopiesofcurrenthazardidentificationandriskassessmentsinyourdocumentationbinder.
6. Makesurethatworkersknowhowtoreportanyhazardsthattheycomeacross.
7. TheOHCconductsinspectionsoftheworkplace,thisbecomesthecommittee’sopportunitytoidentifyhazardsandtalktoworkersaboutanyoccupationalhealthandsafetyconcerns.
Health and Safety Messages
Thefollowingmessagesshouldhelpcommunicatetheimportanceofidentifyinghazardsandtherisksassociatedwiththem:
» Worksitesmustbeassessedtodeterminewhathazardsexist,socontrolscanbeestablishedtoeliminateorreducethehazards.
» Worksitescontainmanydifferenttypesofhazards.Theycanbephysical,ergonomic,chemical,biologicalandpsychosocial.
» Oncehazardsareidentified,plansmustbeestablishedtocontrolthehazardsandriskstopreventincidents,injuriesandillnesses.
» Hazardsevolveandchange,andwemustreviewhazardidentificationandriskassessmentswhenappropriate(oratleasteveryyear)andupdatethemifnecessary.
» TalkwiththeOHCnexttimetheyareinyourareaconductinganinspection.
SECTION 2|October-November|Identifying Hazards 19
Physical » Tripping hazards (e.g., cables across the floor and poorly maintained floors, driveways and walkways) » Electricity, including poor wiring and frayed cords » Falls from elevated platforms or roofs » Noise exposure (e.g., in shops or music rooms or from
handtools or compressors) » Vibration » Extreme temperatures, thermal stress » Fire » Falls from ladders » Moving machine parts » Poor housekeeping and clutter in storage areas » Pressurized systems, such as vessels and boilers » Vehicles, including forklifts, trucks and pavers » Ionizing/non-ionizing radiation exposure (e.g., radiation
from the sun or microwave oven) » Violence
» Dusts and fibres (e.g., wood dust in carpentry shops, asbestos from a removal project) » Fumes (e.g., from welding or soldering) » Gases, including compressed oxygen, nitrogen and natural gas » Liquids, including battery acids, solvents, cleaners and mercury » Mists and vapours (e.g., from metal working liquids, pesticides
or spray painting operations)
» Viruses, bacteria moulds, fungi, etc., found in blood and body fluids, food, sewage and contaminated building materials
» Awkward postures » Static body positions » Repetitive motions » Excessive forces » Voice strain » Lighting (poor or glaring) » Vibration (vibration and lighting can exacerbate the three main
factors related to MSI injuries)
» Workload and work pace » Role stressors » Career concerns » Work scheduling » Interpersonal relations » Job content and control
Chemical
Biological
Ergonomic
Psychosocial
Sample Workplace Hazards
SECTION 3 December-JanuaryControlling Hazards
SECTION 3|December-January|Controlling Hazards 20
AftercompletingSection2youwillhaveacollectionofcompletedhazardassessmentsthatdescribesworkplacehazardsforeachareaandgroupofworkers.Ideallywewouldliketoeliminateeveryhazard;however,thatisn’talwayspossible,soournextoptionistoreducethepotentialhazard.Teachingbiologyandchemistryinvolveshandlingpotentiallyhazardoussubstances.Maintainingaschoolinvolvesworkingonroofsandinconfinedspaces.Attimesmanyofusmayneedtoworkalone.Eachindividualsituationrequiresitsownsetofcontrolsforhazards.
Therearethreebasicstepsincontrollingtherisksfromthosehazards:
1. Eliminate hazardsposedbyequipmentandworkprocessesattheirsource(e.g.,redesigntheworkprocess,substituteasaferchemicalforahazardouschemical,usenewequipment).
2. Ifitisnotpracticaltoeliminatehazards,control the hazardtoreducetherisktoworkers(e.g.,machineguards,noiseenclosures,ventilationtodilutetheconcentrationofahazardoussubstance).
Thereareseveralwaystodothis.Forexamplewecanuseengineeringcontrolslike:» Atrolleytomovematerials.» Afumehoodforchemistryexperiments.» Guardstocoverpinchpointsonmachinery.
3. Ifitisnotpracticaltocontrolthehazard,protect workers from the hazardbyusingtoolssuch asadministrativecontrols,safeworkprocedures,effectivesafetytraining,propersupervision orpersonalprotectiveequipment.
Wecanuseadministrativecontrolssuchas:» Trainingworkerstousetheequipmentsafely.» Usingprotocolsandprocedurestodescribehowtomanageahazardoussituation.» Varytasksandlimitthetimeanyworkerspendsexposedtoahazard(chemical,ergonomic,etc.).
Finallywecanusepersonalprotectiveequipment(PPE),suchassafetyglasses,respiratorsorgloves,toreducetheriskandseverityofaninjury.WhenusingchemicalstheMaterialSafetyDataSheet(MSDS)willspecifywhatPPEisrequiredwhileworkingwitheachchemical.
Whenweusepersonalprotectiveequipment,weneedtomakesuretheequipmentiswellmaintained,rightforthehazardandfitstheworker.Itisanemployer’sresponsibilityto:
» PurchasethecorrectPPE» Ensureitfitstheworker» TraintheworkeronthePPE,and» EnsuretheworkerwearsthePPEintheappropriatemanner.
SECTION 2
SECTION 3|December-January|Controlling Hazards 21
Followingtheemployer’sresponsibilityitnowbecomestheworker’sresponsibilitytoproperlywearthePPEintheappropriatemannerinthecircumstanceswherethePPEisrequired.Workersalsoneedtounderstandthehazardidentificationandriskassessmentprocess.Theyalsoneedtoknow:» Howtocontrolthehazardsproperly(throughtrainingfromtheemployer),and» Howtousethecontrols(Thisisnotanoption.Thereareconsequencesfornotfollowing
therules).
OHSlegislationgiveseveryone,includingworkers,aresponsibilitytocontrolhazards.Forexample:whenasectionofthelegislationrequiresaworkertowearspecificPPE,theworkerhasaresponsibilitytoabidebythelegislationtoensuretheirhealthandsafety.
Section87(4)ofThe Occupational Health and Safety Regulations, 1996 (theRegulations)states:AworkerwhoisprovidedwithPPEequipmentbyanemployerorcontractorshall:(a) UsethePPE,and(b) TakereasonablestepstopreventdamagetothePPE.
Youcanfindexamplesofthedifferenttypesofcontrolsonpage22.Samples of completed hazardassessment and control forms are found in Appendices 6-9.Theseformsshowhowtoidentify,prioritizeandcontrolhazards.
Breaking the Chain
SECTION 3|December-January|Controlling Hazards 22
The flu is a biological hazard that we often simply accept. We think it is part of nature and part of working in a school. However, identifying the flu as a potential hazard helps us find ways to control it.
As an employer, you can encourage staff to get a flu shot, and you can make the process easy by paying for shots and arranging for workers to receive them at the work site.
During flu season, workers can also help control the hazard by:
» Practicing social distancing by staying at least two metres from students and other workers whenever possible, especially when students and co-workers are coughing and sneezing.
» Limiting equipment sharing with co-workers and students. Keep your pens and art supplies to yourself.
» Wiping hard surfaces, supplies and equipment daily (regular household cleaners are sufficient).
» Thinking before touching your mouth, eyes and nose, so viruses don’t spread from your hands.
» Covering your mouth and nose when coughing and sneezing.
» Throwing away used tissues.
» Sneezing and coughing into the crook of your elbow, when you don’t have a tissue.
» Washing hands frequently, and always after coughing, sneezing or using a tissue.
Things to do
School division, board or administration 1. Remindschoolanddivisionadministratorsthat:
a. Schoolshavearesponsibilitytoidentify,eliminateand/orcontrolhazards.b. Supervisorsareresponsibleforensuringworkersuseappropriatehazardcontrols.c. Workersareresponsibletofollowhazardcontrols.
2. Ensurethateachschoolandworksitedocumentshazardcontrolsandsubmitsacopytothesystemoffice.
School and system administrators 1. Discussthetypesofhazardcontrolswithsupervisorsandworkers.
2. Askeachsupervisortoworkwithstaffto:a. Determinewhichcontrolswouldeliminate,reduceandcontrolidentifiedhazards.b. Wherenecessary,developoperatingproceduresincludingsafetystepsforanyjobthat
isn’tadequatelycontrolledthroughothermeans.
3. Ensurehazardcontrolsareimplemented.
Your Messages
Thefollowingmessagesshouldhelpyoucommunicatetheimportanceofcontrollinghazards:
» Engineeringcontrols,administrativecontrolsandpersonalprotectiveequipmenthelpeliminateandreducehazards.
» Everyonehasaresponsibilitytousethehazardcontrolsidentifiedforeachtask.
» Ifyouthinkacontrolwon’tworkforaspecifichazard,talktoyoursupervisor.
SECTION 3|December-January|Controlling Hazards 23
SECTION 3|December-January|Controlling Hazards 24
Eliminating and Controlling Hazards (listed in order of preference)
Elimination » Eliminate the need to perform the hazardous task. For example, a library could install Radio Frequency Identification, a wireless scanning system that eliminates the repetitive motion of handling each book and scanning each barcode.
Engineering controls
» Substitute the hazardous material with something safer. For example, use a less toxic chemical or smaller packages to reduce the weight of items that have to be manually handled.
» Isolate the hazard. For example:
Soundproof barriers to reduce noise levels Create an enclosed spray booth for spray painting Use remote control systems to operate machinery
» Use trolleys or hoists to move heavy loads
» Place guards around moving parts of machinery
» Provide local exhaust ventilation (e.g., a fume hood or exhaust hose)
Administrativecontrols
» Safe work procedures
» Training and supervision for workers
» Regular maintenance of machinery and equipment
» Job rotation to reduce exposures
» Keeping minimum quantities of chemicals on site
Personal Protective Equipment
» Hard hats
» Respirators
» Gloves
» Ear plugs
» Goggles or glasses
» Footwear
A combination » Sometimes combinations of controls may be required to properly control a hazard. When eliminating or reducing a hazard, the closer you establish the control at the source, the more effective the control becomes. While PPE works very effectively, consider it a last alternative. The problem with PPE is it allows the energy from the hazard to come right to the worker. For example: there is a noisy air compressor in the shop area caused by a worn-out bearing on the belt system from the electric motor to the pulley. One way to protect a worker from the noise would be give them hearing protection, like ear muffs or ear plugs. The problem with this solution, however, is the noise from the worn-out bearing is getting right to the worker. If the ear muffs or earplugs don’t work well, or the worker does not wear them, the worker is still exposed to the noise. The best solution is to eliminate the noise right at its source by fixing the noisy bearing. This way, no energy (noise) is getting to the worker.
SECTION 4 February-MarchOHS Orientation and Training
SECTION 4|February-March|OHS Orientation and Training 25
Effectivetrainingisessentialtogoodhealthandsafety.Remember,healthandsafetyisabouthowyourorganizationfunctions.Itisaboutdoingjobsrightthefirsttime.Workerorientationandtrainingareessentialpartsofaneffectivehealthandsafetyprogram.Youroccupationalhealthandsafetyprogramwillnotworkunlesssupervisorsandworkersknowwhattodoandhowtodoit.Regulation19ofThe Occupational Health and Safety Regulations, 1996 (theRegulations)speaksdirectlytotrainingofworkers.Workersmustbetrainedinallmattersthatarenecessarytoprotecttheirhealthandsafety.Trainingmustbedeliveredbeforetheybeginworkataplaceofemploymentorworkersaremovedfromoneworkactivityorworksitetoanotherthatdifferswithrespecttohazards,facilitiesorprocedures.ThetrainingrequiredperRegulation19mustinclude:» Procedurestobetakenintheeventofafireoremergency;» Thelocationoffirst-aidfacilities;» Identificationofprohibitedorrestrictedareas;» Precautionstobetakenfortheprotectionoftheworkerfromphysical,chemicalorbiologicalhazards;» Anyprocedures,plans,policiesandprogramsrequiredbythelegislation;and» Anyothermattersnecessarytoprotecttheworkershealthandsafetyatwork.
Worker’stimespenttoattendtrainingperRegulation19iscreditedtotheworkerastimeatwork,andtheworkerdoesnotlosepayorotherbenefitswithrespecttothattime.
Youmustensurenoworkerispermittedtoperformworkunlesstheworkerhasbeentrainedandhassufficientexperiencetoperformtheworksafelyorisundercloseandcompetentsupervision.AsareferenceRegulation22(g)requires…a plan for training workers and supervisors in safe work practices and procedures, including any procedures, plans, policies or programs that the employer is required to develop pursuant to the Act or any regulations made pursuant to the Act that apply to work of the workers and supervisors.Theobjectiveofyourtrainingprogramistohelpbuildhealthandsafetyprecautionsintoeveryjobandtoincreasethelevelofhealthandsafetyknowledge.Theprogrammustdeterminehowhealthandsafetytrainingwillbedevelopedanddeliveredandbywhom.
Thefirststageineveryhealthandsafetyprogrambeginswithhealthandsafetyeducationandtrainingduringworkerorientation,whenanewworkerstartswiththeorganization,orwhenaworkeristransferredtoadifferentjob.Onthefirstdayofwork,newworkersmustlearncriticalinformation.Anorientationmustcoveranytopicrelevanttothehealthandsafetyoftheworkerincluding:emergencyprocedures,first-aidfacilities,anyrestrictedareas,precautionsrequiredtoprotectworkersfromhazardsandanyotherhealthandsafetyprocedures,plans,policiesandprogramsthatapplytotheworker.
Workerswhochangejobsneedthesameorientationandtrainingassomeonewhohasjuststarted.Someonewhotransfersfromoneworkplacetoanothermayrequireadditionalorientationandspecificworksitetraining.Theymayknowtheworksite,buttheyarestillnewtothejob.
SECTION 4|February-March|OHS Orientation and Training 26
Workerswhodealwithanytypeofhazardmustreceivetraininginproperpracticesandproceduresbeforeperformingthetasks.Trainingisneededtosafelyuseequipment,materials,productionprocessesorprocedurespresentintheworkplace.
Alljobscontainhazards.Asanemployer,youmustensurethateachworkeristrainedordeemedcompetentwhererequiredbylegislation.Thelegislationstatesthat“training”meanstogiveinformationandexplanationtoaworkerwithrespecttoaparticularsubject-matterandrequireapracticaldemonstrationthattheworkerhasacquiredknowledgeorskillrelatedtothesubjectmatter.
Healthandsafetytrainingshouldbebuiltintoworkers’dutiesandresponsibilities,aswellastrainingonhowtodospecificworktasks.Whenyoustartatrainingprogram,youneedaclearideaofthecompetenciesrequiredforeachjob.Trainingneedstobeconsistentsothateveryonedoingajobisdoingittothesamestandards.
» “Competent”meanspossessingknowledge,experienceandtrainingtoperformaspecificduty» A“competentworker”meanswithrespecttoaparticulartaskordutyandincludesaworkerwhoisbeingtrainedtoperformthattaskorcarryoutthatdutywhileundercloseandcompetentsupervisionduringthattraining.
Differentjobswillrequiredifferenttraininganddifferentlevelsofcompetencies.
SECTION 4|February-March|OHS Orientation and Training 27
Things to do
School division, board or administration 1. Communicatetheimportanceofhealthandsafetytrainingtodivisionandschooladministrators.
Makesuretheyunderstandthatallworkersmusthaveadequatequalifications,trainingandexperience.
2. Informdivisionandschooladministratorswherestaffcanreceiveorientationandtraining.
3. Developatrainingbudgetandschedulesoallworkerswillhavetheabilitytodeveloptheorientation,trainingandlevelofcompetenciesrequiredtodotheirjobssafely.
School and system administrators 1. Developanemployeehealthandsafetyorientationchecklist.See Appendix 11 for a sample
checklist.
2. Developalistofskillsrequiredforeachjobcategory.Thehazardassessmentscouldbeusefulinthisprocess.
3. Determinewhohastrainingandwhoneedstraining.
4. Askemployeestoidentifyanyadditionalhealthandsafetytrainingtheymayneed.
5. Askeachsupervisortodevelopahealthandsafetyorientationforhisorherarea.
6. Askeachsupervisortomakesureeachstaffmembergetstheorientationandtrainingrequiredtodotheirjobwhichincludesanycompetencyrequirementsasperthelegislation.
7. DetermineifanyoneattheworksiteneedsspecializedtrainingsuchasTransportationofDangerousGoods(TDG)training.Workerswhoship,transportorreceivedangerousgoodsshouldhaveTDGtrainingandrenewtheircertificateseverythreeyears.
8. DeterminewhoneedsWorkplaceHazardousMaterialsInformationSystem(WHMIS)training.Everyworker(forexamplecustodial,scienceandCTSteachers)whoworkswithcontrolledchemicalproductsrequiresWHMIStraining.
9. Keepcopiesofthetrainingrecordsintheoccupationalhealthandsafetyfile.
10. Keeptrackoftrainingcoursesthatrequirere-certification(e.g.,TDGandfirstaid).
11. MakeMaterialSafetyDataSheets(MSDS)availablewhereverchemicalsareusedorstored.
12. Ensuretheoccupationalhealthcommittee’s(OHC)dutytoestablish,promoteandrecommendthemeansofdeliveryofhealthandsafetyprogramsfortheeducationandinformationofworkersisongoing.
Health and Safety Messages
Thefollowingmessagesshouldhelpyoucommunicatetheimportanceofoccupationalhealthandsafetytraining:
» InSaskatchewan,The Occupational Health and Safety Act, 1993,theRegulations,andourhealthandsafetyprogram-widepolicyandproceduressetspecificorientationandtrainingrequirements.
» Withorientation,educationandtraining,wecankeepourworkplacesafe.
» Wemustconstantlyrenewandupdateourtraining.
» Weallneedtheorientationandtraining,whichincludesrequiredcompetencies,todoourjobsafely.
» Safetyintheworkplaceisavalueforallofus.
SECTION 4|February-March|OHS Orientation and Training 28
SECTION 5 April-MayInspecting the Workplace
SECTION 5|April-May|Inspecting the Workplace 29
Withintheschoolsystem,anoccupationalhealthandsafetyprogramfocusesonallworksites,notjusttheclassroom.Theentireoperationmustbehealthyandsafe.InSection2,welookedatdifferentjobsandtasksandtriedtoidentifythehazardsforeachjob.Anotherimportantaspectofahealthandsafetyprogramistheinspection.
Weneedtotakephysicaltourstoinspecttheworksiteandlookathowwedoourwork.Muchlikethescheduledmaintenanceofavehicle,inspectionsareroutinecheckswhichalertustopotentialproblemsandallowustospotunsafeconditionsandunsafebehavioursthatcouldleadtoinjuryorillness.
Inspectionsmustberoutineandongoing.Howoftenyouinspectdependsonthenumberofpotentialhazardsintheworkarea.Theimportantthingistoschedulearegulartimetocompleteinspections.Forexample,youcouldplantoinspectshopclassroomsorsciencelabseveryday.Makeitaroutineandinvolvestudentsintheinspection.Mechanicalroomsormaintenanceareasmayneedmonthlyinspections,whileadministrativeareasmayonlyneedinspectionstwiceayear.
Inspectionsgivetheemployer/contractoranopportunitytotalktoworkersandgettheirinput.Inspectionsworkbestwhentheyarepartofateameffortthatinvolvesthepersonwhoworksintheareamostofthetime,asupervisorandsomeonefromoutsidethearea.Teaminspectionsareveryeffectivebecausetheybringdifferentperspectives.Theycanalsohelpopenlinesofcommunication.Theinspectionteamgetstoknowtheworksite,andworkershavetheabilitytoconnectback.Byincludingadministrators,supervisorsandworkers,yougiveeveryoneafairchancetoidentify,assessandcontrolthehazardsintheworkplace.Inspectionsalsoraisetheprofileofthehealthandsafetyprogram.Ahealthandsafetyinspectiondemonstratesyourcommitmentthattheworkers’healthandsafetyareofutmostimportance.
Generallyspeakingtherearetwotypesofinspections:informalinspectionsandformal,plannedinspections.
Informal inspections–Thesereallyboildowntoconsciousawarenessofhealthandsafetyhazardsandcontrolsaspeopledotheirjobs.Informalinspectionsareanimportantpartofaneffectivesystemofhazardidentificationandcontrolthatshouldbedonebyworkers,supervisorsandmanagers.Sinceworkersareoftenthefirsttoseethingshappen,theyshouldberequiredandencouragedtoreporthazards.Twoimportantstepsforencouragingthisaretakingconcernsseriously,andkeepingworkersinformedaboutthestatusofremedialaction(whenandhowthecorrectionwillbemade,orwhythecorrectiveactionhasbeendelayedordenied).
Formal, planned inspections–Aformalinspectionisaplannedwalk-throughorexaminationofaworkplace,selectedworkareaorparticularhazards,machinery,tools,equipmentandworkpractices.Formalinspectionsmustincludeaninspectionofworkprocessesandprocedurestoensuretheadequacyofsafeworkprocedures.
SECTION 5|April-May|Inspecting the Workplace 30
Regulation23ofThe Occupational Health and Safety Regulations, 1996 (theRegulations)requirestheemployertoarrangeforregularexaminationsofanyplantunderthecontroloftheemployer.Regulation28requirestheemployertoenabletheoccupationalhealthcommittee(OHC)toinspecttheplaceofemploymentatreasonableintervals.TheOHSDivisionrecommendsthatyourcommitteeinspecttheworkplacebeforeeachregularlyscheduledmeeting.Takethetimetodoitthoroughly.Dividetheworkplaceintozonesandthoroughlyinspectonezonebeforeeachmeeting.
Documentationisthefinalkeystepintheinspectionprocess.DocumentationcanincludethechecklistsandrecordingformsusedtoconducttheOHCinspection.Completingafinalinspectionreport,includinganyrecommendationstocorrecttheunsafeacts,substandardconditionsorcontraventionsofthelegislationandanyaspectsoftheemployer’shealthandsafetymustgototheappropriatepersonintheorganization.
ThefinalOHCinspectionreporthasbeendelivered.Atthispointit’snowuptoyoutotakecorrectiveactiontoensurethehealthandsafetyofyourworkers.YoucanfollowtheOHCrecommendationsofthereportorcomeupwithyourownwaytocorrecttheunsafeacts,substandardconditionsorcontraventionsidentifiedbytheinspectionreport.Thebottomlineistheworkers’healthandsafetymustbeprotected.
Appendix 12 contains a sample inspection form.
Things to do
School division, board or administration
1. Ensureschoolandsystemadministratorsunderstandandsupporttheimportanceofregularworksiteinspections.
2. Provideresourcesandtimeforinspectionteamstoconductinspections.
3. Workwithschoolandsystemadministrators,supervisorsandworkersindevelopinginspectionchecklistsforappropriatelocations.(Youmaywantdifferentchecklistsfordifferentareas).See Appendix 12 for a sample.
4. Provideappropriateinspectioncheckliststoallworksitesandschools.
5. Reviewinspectionreports.
6. Ensurehealthandsafetyconcernsfrominspectionreportsaredealtwithinatimelymanner.
7. Ensurecompletedinspectionreportsaresubmittedtotheauthorityoffice.
School and system administrators 1. Provideabriefoverviewoftheinspectionprocesstoallstaff.
2. Ensureinspectionteamshavethenecessarytraining,resourcesandtimetoconductinspections.
3. Plananinspectionschedulewithstaff.
4. Inspecttheworkplacebasedonthehazardassessmentsforeachspecificarea.Inspectallareasoftheschoolorworksiteatleasttwiceperyear.
5. Takepartininspections.
6. Ensuretheinspectionsarecompletedaccordingtoyourschedule.
7. Reviewandsignoffinspectionreports.
8. Communicateinspectionresultstotheappropriatepeople,alongwithappropriaterecognition,recommendationsandfollow-upactions,toallworkers.
9. Keepacopyofallinspectionreportsinthehealthandsafetyfile,andsubmitcopiestotheschoolauthorityoffice.
SECTION 5|April-May|Inspecting the Workplace 31
SECTION 5|April-May|Inspecting the Workplace 32
Health and Safety Messages
Thefollowingmessagesshouldhelpyoucommunicatetheimportanceofinspectingtheworksite:
» Everyoneintheschooldivisionisaworkerandfacesoccupationalhealthandsafetyhazards.
» Inspectionshelpusidentifywhatisworkingwell,aswellaswhatneedstobecorrectedorchanged.
» Everyoneisresponsibletoparticipateinregularandcontinuousworksiteinspections.
» Inspectionsareanopportunitytobuildteamsandopenlinesofcommunication.
» Inspectionshelpcreateacultureofhealthandsafety.
SECTION 6JunePlanning for Emergencies and Incident Investigations
SECTION 6|June|Planning for Emergencies and Incident Investigations 33
Emergency Response PlanningAsyourhealthandsafetyprogramstrengthens,yourschoolsystemwillseefeweremergenciesandincidents.Whenanemergencydoesoccur,yourabilitytorespondquicklyandappropriatelywilllessentheimpact.
Mostschoolshavemodelemergencyresponseplansforstudents.Regularfiredrillsareoneexampleofhowschoolsidentifyapossibleemergency,putaplaninplaceandthentesttheplan.Ahealthandsafetyprogramaddressesresponseplansforallpotentialemergencies.
Allworksites,includingcentralofficesandmaintenanceareas,musthaveanemergencyresponseplanforeachpotentialemergency.Theplanwoulddescribethenecessarystepsandwhoisresponsibleforeachstep.Inanemergency,thefirststepistoattendtoinjuriesandsecurethelocation.Youremergencyresponseplanshoulddescribehowtorespondtoinjuredworkerswhomayrequireanythingfromfirstaidtooffsitetreatment.
Steps in Emergency Response Planning: • Identify possible types of emergencies.
• Develop a plan to deal with each type.
• Provide training. The level of training will depend on the person’s role.
• Purchase the necessary equipment, including first-aid supplies. Ensure supplies are up-to-date and remain stocked.
• Test the plans (e.g., conduct drills).
• Debrief and modify the plans as needed.
Types of Emergencies:Facility: power outages, fires, water line breaks, natural gas leaks, etc.
Natural and man-made disasters: tornadoes, winter storms, train derailments, ammonia leaks, disasters in neighbouring buildings, etc.
Medical emergency: work-related or student injury, illness, etc.
Violence and threats of violence: bomb threats, intruders, co-worker or student violence, etc.
Incident InvestigationOncetheemergencyisundercontrol,aninvestigationoftheincidentmusttakeplace.Thepurposeofaninvestigationisnottoassignblame,buttodeterminethefactsofwhathappenedandwhy,andmakerecommendationssotheincidentnevertakesplaceagain.Theinvestigationisconductedtodetermineallthecausesandidentifyallthehazards,sowecancontroloreliminatethemandpreventfutureincidentsoremergencies.
Anincidentisanyunplanned,unwantedeventthatmayormaynotcausedamage,injuryorillness.Theincidentmighthaveresultedinaninjury,illnessordamage,oryoumighthaveonlyhadanearmissorwhat’scalleda“dangerousoccurrence”inthelegislation.
Experiencesuggeststhateffectiveincidentinvestigationspreventrecurrencesandmaketheworkplacesaferandhealthier.ThatiswhyThe Occupational Health and Safety Act, 1993 (theAct) and The Occupational Health and Safety Regulations, 1996 (theRegulations)requirethatcertainaccidentsanddangerousoccurrencesbeinvestigatedandthatthereportcontainspecificinformation.
“Accidents causing serious bodily injury”(Regulation8)and“Dangerous occurrences”(Regulation9)arethetermsusedinthelegislationtopointoutwhatincidentsmustbereported(whichincludesaninvestigation)totheOHSDivision.
“Investigation of certain accidents”(Regulation29)and“Investigation of dangerous occurrences”(Regulation31)arethetermsusedthatrequireinvestigations.
Investigationsareconductedtofindandcorrecttheunderlying/rootcausesoftheincident,checktheemployer’shealthandsafetyprogramandsuggestrecommendationsorimprovements(whererequired),sotheincidentneveroccursintheworkplaceagain.
WhenyoureviewRegulations8,9,29and31,allfourrequireaninvestigationtoproperlyreporttheincidenttotheappropriatepeople(includingOHSDivision).Leadingemployersinvestigateanyincidentthatcauses,orcouldhavecaused,injuryorloss.Theyusetheinvestigationasatooltopreventare-occurrence,hopefullybeforesomeoneelseisinjured.Theytakeareactivesituationandturnitintoaproactiveopportunity.
IntheIntroductiontothisdocumentRegulations8,9,29and31werelistedsoyoucanunderstandwhatanincidentis,whenitmustbereported,towhomitmustbereportedandwhomustconductthenecessaryinvestigations.Anincidentinvestigationisatoolintheemployer’shealthandsafetyprogramtodeterminethespecificsofanincidentandputcontrolsinplacesoitneverhappensagain.Akeytotheinvestigationistodeterminewhathappenedandwhy.Usingthewho,what,where,when,howandwhyquestionswillgatherenoughevidencetoproperlydeterminethecausesoftheincident.Incidentsusuallyhavemanyfactors;determiningthefactorsinvolvedwillalsohelptodeterminethecauses.Factorslikeequipment,materials,people,chemicals,procedures,etc.,allhaveaneffectontheincident.
Theemployerisultimatelyresponsiblefortheeffectivenessofincidentinvestigations.Tomakeincidentinvestigationsmoreeffective,theemployercanintegratethemintotheorganization’shealthandsafetyprogram(emergencyplanningandsoforth),andprovidetheinvestigationteamwithappropriatetrainingandresources.
SECTION 6|June|Planning for Emergencies and Incident Investigations 34
SECTION 6|June|Planning for Emergencies and Incidents 35
Theemployer’shealthandsafetyprogrammustidentifywhatincidentsrequireaninvestigation,includingtheprocesstofollow.Incidentinvestigationisaskill,andthoseindividualswhohavealeadroleinyourhealthandsafetyprogramshouldreceivespecificincidentinvestigationtraining.Allworkersmustknowtheproceduresforreportingincidents,andthosetrainedinincidentinvestigationwilltaketheleadinconductingtheinvestigation.
TheAppendicescontainseveralforms:
» Appendix 13 – Hazard/Incident Report form (This simple form is completed by anyone involved in an incident). » Appendix 14 – Incident Investigation form (Completed for more serious incidents. The person
completing the investigation should receive training). » Appendix 15 – Witness Statement (Completed by anyone who saw or has useful information
about the incident). » Appendices 17 and 18 – WCB forms.
Occupational health committee (OHC) training is available from the Ministry of Labour Relations and Workplace Safety.
This training covers the duties and functions of OHCs, as well as how to conduct inspections and investigations.
The Workplace Incident Investigation and Workplace Inspection Training courses are available online at worksafesask.ca.
Things to do
School division, board or administration 1. Determinethepotentialemergenciesanddeveloporupdateemergencyplansforeachsituation.
2. Providecopiesoftheplanstoalldistrictschoolsandworksites.
3. Ensurethenecessaryresourcesandtimeareavailabletodevelopemergencyresponseplansandinvestigations.
4. Ensureyourhealthandsafetyprogramincludesincidentinvestigationprocedures.
5. Remindschooladministratorsoftheimportanceofincidentinvestigationandfollow-up.
School and system administrators 1. Developorupdateemergencyplanssotheyarereadyforthenextschoolyear.
2. Makesuretheworkplacehasanappropriatenumberofworkerstrainedinfirstaid.
3. Makesureatleasttheco-chairsofyourOHCaretrainedinincidentinvestigation.
4. Makesuretheworkplacehasadequatefirst-aidsupplies.
5. Appointapersontocreateandlookafteraconfidentialfirst-aidrecordsfilingsystem.Keeprecordsforatleastthreeyears.
6. Reviewallfirst-aidandinjuryresponseprocedures.
7. SeniormanagementandtheOHCmembersshouldreviewallincidentinvestigationprocedures.
8. Schedulefireandsecurityalertdrillstotesttheemergencyresponseplan.
9. Setupalogbooktokeeptrackofallemergencydrillsandactualresponsesituations.
SECTION 6|June|Planning for Emergencies and Incident Investigations 36
SECTION 6|June|Planning for Emergencies and Incident Investigations 37
Health and Safety Messages
Thefollowingmessagesshouldhelpyoucommunicatetheimportanceofplanningforemergenciesandincidents.
» Wemusthaveappropriateemergencyresponsesuppliesandequipment.
» Wemusthaveappropriatefirst-aidsuppliesandworkerstrainedinfirstaid.
» Workersneedtoreportallincidents,nomatterhowminor.
» Wemustbepreparedtorespondtoanemergency,fromprovidingfirstaidtolockingdown.
» Supervisorsmustimmediatelyrecordeverywork-relatedillnessorinjuryonthefirst-aidreportform(theserecordsaretobekeptconfidential).
» TheemployershallreporttotheOHCco-chairsanytimelossinjurythatresultsinaworkerreceivingmedicaltreatmentandallowtheco-chairsreasonableopportunitytoreviewtheinjury.
» WemustimmediatelyreportallseriousinjuriestotheOHSDivisionandtheWCBorotherinsurerinthetimeperiodestablishedbyeachorganization.
» Investigationsofincidentsarenottolayblame,buttopreventrecurrences.Turnareactivesituationintoaproactiveopportunity.
SECTION 7 Beyond Year One
SECTION 7|Beyond Year One 38
ThisSchoolkithastakenyouthroughtheschoolyear,promptingyoutotakeasystematicapproachtointroducinganoccupationalhealthandsafetyprogram.YearTwocouldlookverysimilartoyourfirstyear.Rememberthateachnewyearbringsnewstaff.Althoughyouarefamiliarwithhealthandsafetyprocedures,formanyworkersthisisanewworksitewithmanyunknowns.Returningstaffcanalsodeepentheirhealthandsafetyunderstanding.Thegoalisthateveryonewithinyourorganizationcontinuestoincreasehisorherunderstandingofoccupationalhealthandsafety.
Begineveryschoolyearbymeetingto:» Renewandreinforceyourcommitmenttoahealthyandsafeworkplacewithyourstaff.» Assesseachworkarea’sorientationandtrainingneeds.
UseOctoberandNovembertoreassessthehazardsandrisks.Lookfornewhazardsthathaveenteredtheworksite.ReviewyourhazardcontrolsduringDecemberandJanuary.Thisisagoodtimetopulloutthehazardassessmentsand:» Determinewhetherthecontrolsareeffective.» Updatesafetyproceduresasnecessary.» Reviewthecontrolsandprocedureswithworkersduringhealthandsafetymeetings.
InFebruaryandMarch,evaluateyourprogressandexamineyourbudgettomakesureyouhavetheresourcesfornextyear’strainingandotherhealthandsafetyneeds.Inthespring,reviewyourinspectionscheduleandyouremergency,first-aidandincidentinvestigationprocedures.
Possiblenextsteps:» Trackstatistics(WCBorotherinsurance)forwork-relatedinjuriesandlookfortrends.» Developaprocessformanagingcontractorhealthandsafety.» Incorporatehealthandsafetyintoothersystems,forexample:
• Transportationandbusing.• Fieldtrips.• Professionaldevelopment.• Facilityenvironmentissues(e.g.,airquality,mould,asbestos,etc.).
Thank you for working towards Mission: Zero in our schools!
Glossary
Accident. Amoreappropriatetermis“incident”.Anunplanned,unwantedeventthatcauses,orcouldhavethepotentialtocause,damage,injuryorillness.Theterm“accident”suggeststheseeventsareoutofourcontrol.However,theseeventsareonlyoutofcontrolbecausewehavefailedtointroducepropertraining,inspections,proceduresandhazardcontrols.
Administrative control. Policies,procedures,safeworkpracticesandtrainingthatmanagehowworkershandleworkplacehazards.Developingadministrativecontrolsreducesthefrequency,severityandlikelihoodofincidents,workerinjuriesandillness,butdoesnoteliminateorphysicallycontrolthehazard.Examplesofadministrativecontrolsinclude:• Rotatingworkersduringsevereweatherconditions;• Planningjobproceduresforjobswhichhavespecialhazards;• Purchasingtoolswithsafetyfeatures,and• Purchasinglesstoxicproducts,etc.
Due diligence. Apersonhasalegaldutytotakeeveryreasonableprecautioninthecircumstancestoavoidbothharmandanoffenceagainstthelaw.Itisthelevelofjudgement,care,prudence,determinationandactivitythatreasonablywouldbeexpectedunderparticularcircumstances.Appliedtooccupationalhealthandsafety,duediligencemeansthatemployersshalltakeallreasonableprecautionstopreventinjuriesorincidentsintheworkplace.Toexerciseduediligence,anemployermustimplementaplantoidentifypossibleworkplacehazardsandcarryouttheappropriatecorrectiveactiontopreventincidentsorinjuriesarisingfromthesehazards.
Employee. Seedefinitionof“worker”.
Employer. Aperson,firm,associationorbodythathas,inconnectionwiththeoperationofaplaceofemployment,oneormoreworkersintheserviceoftheperson,firm,associationorbody.Withineveryschoolsystem,theemployeristheschoolboard.Theemployercandesignatearepresentativewhothenactsontheemployer’sbehalf.
Engineering control. Engineeringcontrolprovidesthehighestdegreeofworkerprotectionbecauseiteliminatesorcontrolsthehazardatitssource.Nexttoelimination,engineeringcontrolsarethepreferredmethodforcontrollinghazards.Someexamplesofengineeringcontrolsare: • Installingguardsaroundmovingparts;• Rolloverprotection(ROPS)forheavyequipment(e.g.,forklifttruck);and• Providingventilationequipmenttoremovetoxicvapours.
Hazard. Ahazardisanyactivity,situationorsubstancethatcancauseharm.Ahazardhasthepotentialtocauseaninjury,illnessordamage.
Hazard assessment. Aprocessthatlooksatwhathazardsandrisksexistintheworkplaceandwhatcontrolscouldbeestablishedtoeliminateorreducethehazardsandrisks.
Glossary 39
Incident. Anyunplanned,unwantedevent,whichmayormaynotcauseinjury,illnessordamage.Theterm“incident”isusedinabroadsensetoincludeaccidents,dangerousoccurrencesandnear-missincidents.
Incident investigation. Theprocessofsystematicallygatheringandanalyzinginformationaboutanincident.Thisisdoneforthepurposeofidentifyingcausesandmakingrecommendationstopreventrecurrence.Incidentinvestigationsarealsodonetomeetanyregulatoryrequirementsregardingincidentinvestigation,reportwritingorrecordkeeping.Sometimescalledaccidentinvestigations.
Inspection. Aprocesstoobserveworkplaceconditionsandactivities,andtomonitortheeffectivenessofhazardcontrols.Inspectionsshouldbedocumentedandcompletedonaregularbasis.
Medical aid injury. Anyinjurythatrequiresmedicalattention,butallowstheinjuredpersontoreturntothejobonthesamedayofinjury.
Minor injury. Anyinjurythatdoesnotresultinabsencefromwork,includingthosethatdonotrequirefirstaid.
Near miss. Anincidentthatcouldhaveresultedinaninjury,illnessordamage,butdidnot.
Occupational health and safety. Thepromotionandmaintenanceofthehighestdegreeofphysical,mentalandsocialwell-beingofworkers;thepreventionamongworkersofillhealthcausedbytheirworkingconditions;theprotectionofworkersintheiremploymentfromfactorsadversetotheirhealth;theplacingandmaintenanceofworkersinworkingenvironmentsthatareadaptedtotheirindividualphysiologicalandpsychologicalconditions;andthepromotionandmaintenanceofaworkingenvironmentthatisfreeofharassment.
Occupational health committee. Acommitteeestablishedataworkplacebyanemployerandconsistsoflabourandmanagementrepresentativeswhomeetonaregularbasistodealwithhealthandsafetyissues,includingworkers’concerns.Thecommitteecombinesworkers’in-depthpracticalknowledgeofspecificjobsandmanagement’slargeroverviewofjobinterrelationships,generalcompanypoliciesandprocedures.
Occupational health and safety program. Adocumentthatdeclarestheemployer’scommitmenttohealthandsafety,anddescribeseveryone’shealthandsafetyrolesandresponsibilities.Amaingoaloftheoccupationalhealthandsafetyprogramistoidentify,assessandcontrolhazardstoworkersinallworkplaceoperations.Thescopeandcomplexityofahealthandsafetyprogramwillvaryaccordingtothetypeofworkplaceandthenatureofoperationscarriedout.
Personal protective equipment (PPE). Anyclothing,deviceorotherarticlewornorusedbyaworkertopreventinjuryorfacilitaterescue.
Safe operating procedures. Aformofadministrativecontrol.Written,step-by-stepinstructionsofhowtodoajobfromstarttofinishinasafemannerwithconsiderationofthehazardsandrisksassociatedwiththejob.Jobproceduresareusedtotrainnewworkersandworkerswhohavemovedtonewjobs.Asafeoperatingprocedurecontainstheappropriatesafeworkpracticesandhighlightssafetypoints.Commonlyreferredtoassafeworkpractices,jobsafetyanalysis.
Glossary 40
Psychosocial hazards. Thehazardsthataffectuspsychologicallyandemotionallyandoccurbetweenpeople.Harassmentandstressareexamplesofpsychosocialhazards.
Reasonably practicable. Practicableunlessthepersononwhomadutyisplacedcanshowthatthereisagrossdisproportionbetweenthebenefitofthedutyandthecost,intime,troubleandmoney,ofthemeasurestosecuretheduty.
Task. Asetofrelatedstepsthatmakeupadiscretepartofajob.Everyjobisacollectionoftasks.Forexample,answeringaphoneorenteringdataintoacomputeraretasksofanadministrativejob.
Time loss injury. Anyinjurywhereaworkerisnotabletoreturntotheirnextscheduledshift.
Unusual Danger. Adangerthat’snotnormalforthejob.Adangerthatwouldnormallystopwork.Anysituationwhereaworkerisnotproperlytrained,equippedorexperienced.
Work site. Anareaataplaceofemploymentwhereaworkerworksorisrequiredorpermittedtobepresent.
Worker. Apersonwhoisengagedinanoccupationintheserviceofanemployer.
Workers’ Compensation Board. Workers’compensationisadisabilityinsurancesystemthatprotectsbothemployersandworkersagainsttheimpactofworkinjuries.Itcompensatesinjuredworkersforlostincome,healthcareandothercostsrelatedtoaworkrelatedinjury.Itprotectsemployersfrombeingsuedbyworkersiftheyareinjuredonthejob.Thissystembringsstabilityandprotectiontotheworkplacebyprovidingcoverageatacostsharedbyallemployers.Italsoprotectsemployersandworkersagainsttherisksandexpensesofinjuryandtheuncertaintiesoflitigation.SomeschoolemployeesarecoveredbytheWCBwhileothersarecoveredbyanotherinsuranceagency,suchastheSaskatchewanTeachers’FederationIncomeContinuancePlan(ICP).
Glossary 41
Saskatchewan Ministry of Labour Relations and Workplace Safety
Regina 1870 Albert StreetRegina SK S4P 4W1Inquiry (306) 787-4496Toll free 1-800-567-7233 (SAFE)
SaskatoonEighth floor, 122 3rd Avenue North Saskatoon SK S7K 2H6 Inquiry (306) 933-5052Toll free 1-800-667-5023
Online www.lrws.gov.sk.ca
Saskatchewan Workers’ Compensation Board
Head Office200-1881 Scarth StreetRegina SK S4P 4L1
Saskatoon Office115-24th Street EastSaskatoon SK S7K 1L5
Phone (306) 787-4370Toll free 1-800-667-7590Fax (306) 787-4311Toll free fax 1-888-844-7773Online www.wcbsask.com
Appendix 1: Sample Occupational Health and Safety Policy and Responsibilities Statement
Position school board logo here
School or work site:
Address/city/postal code:
Contact name/number:
Health and Safety Policy: (Insert school division here) is committed to the protection of our employees, contractors, volunteers and the students we serve. In fulfilling this commitment, the school administration will provide and maintain a safe and healthy work environment in accordance with industry standards and in compliance with legislative requirements, and will strive to eliminate any foreseeable hazards which may result in injury, illness or damage. We are all responsible for preventing incidents within our facilities and are each expected to comply fully with all applicable health and safety laws, rules and regulations. Incidents can be prevented through good management in combination with active employee involvement. Participation in the safety and health program is the direct responsibility of all employees. All employees will perform their jobs in compliance with established safe work practices. The information in this policy does not take precedence over OHS legislation. All employees should be familiar with The Occupational Health and Safety Act, 1993 (the Act) and The Occupational Health and Safety Regulations, 1996. A copy of the legislation is available in every school office. To ensure that this policy continues to meet our needs, this school division will review it each year. Signed:
Director of education School division Date
Appendix 1: Sample Occupational Health and Safety Policy and Responsibilities Statement
Position school board logo here
School or work site:
Address/city/postal code:
Contact name/number:
Responsibilities: Everyone within the operations of the (insert school division here) has responsibilities to help create and maintain a safe working environment for themselves and others. Clear expectations are necessary to ensure that everyone is aware of their rights and obligations. This will enable the (insert school division here)’s health and safety management system to operate effectively. Everyone has the right to work in a safe and healthy environment. Therefore, the (insert school division here) will clearly describe the roles and responsibilities of all levels within the operations, including the board or division, management (principal or system administrators), workers, volunteers, contractors and students. These expectations will be a condition of employment and must be followed. Board or division responsibilities:
Provide a healthy and safe workplace.
Inform all employees of their occupational health and safety rights and obligations.
Ensure that the health and safety program is created, operating and maintained as intended by actively overseeing, participating in and maintaining control of the program.
Establish policies and procedures for the health and safety management system.
Ensure adequate resources are available to successfully build and implement this system.
Appendix 1: Sample Occupational Health and Safety Policy and Responsibilities Statement
Position school board logo here
School or work site:
Address/city/postal code:
Contact name/number:
Principal and system administrator responsibilities:
Implement a heath and safety program in the facilities.
Inform all employees of their occupational health and safety rights and obligations.
Inform employees of any hazards specific to their location or nature of their work.
Ensure all employees perform their duties in accordance with applicable legislation.
Ensure all employees are aware of and comply with all aspects of the health and safety program.
Ensure all employees are competent by providing adequate and necessary training in a timely manner.
Regularly inspect conditions and correct those that are substandard.
Ensure all incidents and near misses are reported and investigated.
Ensure proper maintenance of equipment and tools.
Ensure all contractors and workers are aware of (insert school division here)’s expectations.
Identify troubled or impaired workers and ensure they are looked after appropriately.
Ensure workers are not exposed to harassment. Worker responsibilities:
Know and follow all aspects of the health and safety program.
Report all incidents, including near misses, injuries, unsafe acts or conditions and infractions, no matter how small.
Wear all personal protective equipment required by safe job procedures, regulations or policies.
Take every reasonable precaution to ensure the safety of yourself, other workers and students.
Refuse to perform work when unsafe conditions exist or when not trained adequately to do the job, in accordance with Section 23 of the Act.
Know the locations and operations of the emergency safety equipment.
Be familiar with emergency response protocol.
Participate in occupational health and safety training and activities.
Refrain from causing or participating in the harassment of another worker.
Appendix 1: Sample Occupational Health and Safety Policy and Responsibilities Statement
Position school board logo here
School or work site:
Address/city/postal code:
Contact name/number:
Contractor responsibilities:
Present proof of good standing with the Saskatchewan Workers’ Compensation Board and provide proof of insurance before working on any (insert school division here) job location.
Follow all aspects of (insert school division here)’s health and safety program.
Take work hazards seriously and protect yourself and others from danger.
Report all hazards, near misses, injuries or incidents that occur while working at a (insert school division here) facility.
Comply with all legislated requirements pertaining to your scope of work. Visitor, parent, guest and volunteer responsibilities:
Report to the main office prior to entering the facility.
Wear personal protective equipment when required and follow the instructions and rules of the location.
Provide all clearances required for the position.
Appendix 2: Key Legislation Requirements
Position school board logo here
School or work site:
Address/city/postal code:
Contact name/number:
The following are key sections of the Occupational Health and Safety Regulations, 1996 that focus on reporting and investigating incidents.
Accidents causing serious bodily injury
8(1) An employer or contractor shall give notice to the division as soon as is reasonably
possible of every accident at a place of employment that:
(a) causes or may cause the death of a worker; or
(b) will require a worker to be admitted to a hospital as an in-patient for a period
of 72 hours or more.
(2) The notice required by subsection (1) must include:
(a) the name of each injured or deceased worker;
(b) the name of the employer of each injured or deceased worker;
(c) the date, time and location of the accident;
(d) the circumstances related to the accident;
(e) the apparent injuries; and
(f) the name, telephone number and fax number of the employer or contractor or
a person designated by the employer or contractor to be contacted for additional
information.
(3) An employer or contractor shall provide each co-chairperson or the representative
with a copy of the notice required by subsection (1).
4 Oct 96 cO-1.1 Reg 1 s8.
Dangerous occurrences
9(1) In this section, “dangerous occurrence” means any occurrence that does not result
in, but could have resulted in, a condition or circumstance set out in subsection 8(1),
and includes:
(a) the structural failure or collapse of:
(i) a structure, scaffold, temporary falsework or concrete formwork; or
(ii) all or any part of an excavated shaft, tunnel, caisson, coffer dam, trench
or excavation;
(b) the failure of a crane or hoist or the overturning of a crane or unit of powered
mobile equipment;
(c) an accidental contact with an energized electrical conductor;
(d) the bursting of a grinding wheel;
(e) an uncontrolled spill or escape of a toxic, corrosive or explosive substance;
(f) a premature detonation or accidental detonation of explosives;
(g) the failure of an elevated or suspended platform; and
(h) the failure of an atmosphere-supplying respirator.
(2) An employer, contractor or owner shall give notice to the division as soon as is
reasonably possible of any dangerous occurrence that takes place at a place of
employment, whether or not a worker sustains injury.
(3) A notice required by subsection (2) must include:
(a) the name of each employer, contractor and owner at the place of employment;
(b) the date, time and location of the dangerous occurrence;
(c) the circumstances related to the dangerous occurrence; and
(d) the name, telephone number and fax number of the employer, contractor or
owner or a person designated by the employer, contractor or owner to be
contacted for additional information.
(4) An employer, contractor or owner shall provide each co-chairperson or the
representative with a copy of the notice required by subsection (2).
4 Oct 96 cO-1.1 Reg 1 s9.
Investigation of certain accidents
29(1) Subject to section 30, an employer shall ensure that every accident that causes or
may cause the death of a worker or that requires a worker to be admitted to a hospital as
an in-patient for a period of 24 hours or more is investigated as soon as is reasonably
possible by:
(a) the co-chairpersons or their designates;
(b) the employer and the representative; or
(c) where there is no committee or representative, the employer.
(2) After the investigation of an accident, an employer, in consultation with the co-
chairpersons or their designates, or with the representative, shall prepare a written report
that includes:
(a) a description of the accident;
(b) any graphics, photographs or other evidence that may assist in determining the
cause or causes of the accident;
(c) an explanation of the cause or causes of the accident;
(d) the immediate corrective action taken; and
(e) any long-term action that will be taken to prevent the occurrence of a similar
accident or the reasons for not taking action.
4 Oct 96 cO-1.1 Reg 1 s29.
Investigation of dangerous occurrences
31(1) An employer, contractor or owner shall ensure that every dangerous occurrence
described in subsection 9(1) is investigated as soon as is reasonably possible by:
(a) the co-chairpersons or their designates;
(b) the employer, contractor or owner and the representative; or
(c) where there is no committee or representative, the employer, contractor or owner.
(2) After the investigation of a dangerous occurrence, an employer, contractor or owner,
in consultation with the co-chairpersons or their designates or with the representative,
shall prepare a written report that includes:
(a) a description of the dangerous occurrence;
(b) any graphics, photographs or other evidence that may assist in determining the
cause or causes of the dangerous occurrence;
(c) an explanation of the cause or causes of the dangerous occurrence;
(d) the immediate corrective action taken; and
(e) any long-term action that will be taken to prevent the occurrence of a similar
dangerous occurrence or the reasons for not taking action.
4 Oct 96 cO-1.1 Reg 1 s31.
Consult your copy of The Occupational Health and Safety Act, 1993 and The Occupational Health and Safety Regulations, 1996 for additional sections that address reporting and investigating responsibilities.
Appendix 3: Hazard Assessment and Control Process
1. Identify work groups Describe the type of work carried out in the work site and segregate working groups where possible.
2. Identify tasks (work inventory) for each group List the work-related activities in each work group.
3. Identify hazards for each task
Assess the hazards for each task/work-related activity. » Consider associated people, equipment, materials
and environment. » Include all psychosocial, chemical, physical, ergonomic,
biological, machine, energy, material handling and safe work responsibilities.
4. Assess the risk associated with each hazard
Evaluate the risk factors of each hazard, including the likelihood and impact, using the risk matrix.
5. Eliminate hazards Starting with the higher-risk hazards, eliminate hazards whenever it is reasonably practicable to do so.
6. Identify and develop hazard controls
Identify controls for the hazards that cannot be eliminated in the following order: » Engineering controls. » Administrative controls. » Personal protective equipment.
7. Implement hazard controls & follow up
» Put the controls in place to reduce the risk of each hazard to a level as low as reasonably achievable. Provide training and coaching in the use of the controls and communicate control measures to affected employees.
» Conduct regular work site inspections; monitor controls.
» Investigate incidents; determine if controls are working.
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Appendix 4: Sample Job Inventory
Position school board logo here
School or work site:
Address/city/postal code:
Contact name/number:
Location: Date:
Department:
# Job Title Number of Employees
Performing Task
Hazard Assessment Completion Date
1 Board
2 CEO
3 Principal
4 Vice Principal
5 Administrative Assistant
6 Librarian
7 Library Associate
8 Teacher
9 School Community Council
10 Volunteer
11 Education Assistant
12 Coach
13 Assistant Coach and Manager
14 Maintenance and Custodial
15
16
17
18
19
20
Appendix 5: Sample Custodian Work Inventory
Position school board logo here
School or work site:
Address/city/postal code:
Contact name/number:
Location: Date:
Department:
Type of Work: Custodian
1 Maintain floor and carpets
2 Remove garbage and recyclables
3 Pressure wash walls and furniture
4 Clean and disinfect washrooms
5 Clean up hazardous spills, such as blood or body fluids, mouse or bird droppings and chemicals
6 Perform general cleaning of desks, walls, chalk or whiteboards, windows or glass, etc.
7 Change or replace lights and ceiling tiles
8 Move furniture and equipment
9 Work on rooftops to check vents, retrieve balls, adjust flags, change security lights
10 Inspect and clean up buildings and grounds
11 Cut grass and maintain flower beds
12 Remove snow or ice and sand walkways
13 Perform routine maintenance and repair power equipment
14 Perform boiler water testing, treat boiler water, relight pilots
15 Monitor condition of building materials
16 Lubricate fan motor or bearings and replace filters
17 Prepare (take down) boilers for inspection
18 Conduct security checks and unlock or lock building
19 Assist in budget planning, prepare cleaning schedules, perform appraisals
20 Supervise or train custodial staff
21 Order stock and maintain custodial supplies
22 Obtain MSDS updates and label chemicals for WHMIS compliance
23 Prepare or monitor maintenance service requests
24 Monitor or assist with community use of building
25 Liaise with rental groups, facilities staff, contractors, regulatory agencies (e.g. fire or health
inspectors)
26 Receive or pick up supplies using personal vehicle and stock items
27 Identify, label and ensure asbestos containing materials are in good repair
Appendix 6: Sample Custodian Hazard Assessment and Control Form
Step 1 – Group workers according to their job
SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: Responsible for the care,
cleaning and security of the building and grounds, safe operation and maintenance of heating and mechanical equipment and oversight of custodial staff functions in the building
ASSESSED BY: DATE COMPLETED:
STAFF GROUP:
Step 2 Step 3 Step 4 Identify and Implement Hazard Controls
List types of work and work-related activities
Identify existing or potential hazards
Assess risk and prioritize hazards using risk matrix
Engineering controls administrative controls
personal protective equipment
Corrective action
Typ
e o
f W
ork
Related tasks or activities
People, equipment, material, environment
(PEME)
Hazard types: physical, chemical, biological,
ergonomic, psychosocial
Summary of recommended hazard controls Eliminate the hazard Control the hazard Protect workers from the hazard
In place Comments
Yes No
Cleaning
or
Building
Mainte
nanc
e
Maintain floors by
sweeping, mopping,
stripping, waxing,
scrubbing, polishing
Brooms, mops, buckets, floor
machines
High 3 *
* Address quickly due to high level
of risk
Provide properly designed
equipment and tools
Ergonomic training
Chemical exposure to cleaning
products, strippers, waxes,
dust
Extreme 5 *
* Address very quickly due to
extreme level of risk
Look for less toxic
products
Current Material Safety
Data Sheets (MSDS)
on site for all chemicals
WHMIS and TDG
training
Use approved personal
protective equipment
(e.g., gloves, chemical
cartridge respirator,
dust masks)
Slips or falls on wet floors
High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Inspect mops and
machines to find ways
to keep floor as dry
as possible
Wear non-slip footwear
Cleaning
or
Building
Mainte
nanc
e
Noise from equipment Medium 2
Use approved personal
protective equipment
(e.g., hearing protection)
Electrical hazards from
equipment
Medium 2
Inspect machines prior to
use
Maintain machines
regularly
Physical injury (sprains and
strains) from:
Moving, heavy items and
furniture
Awkward postures
(bending, twisting,
pushing, pulling, bending
wrists, kneeling on hard
floors)
Lifting water buckets
into sinks or floor drains
Working with improperly
maintained machines
High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Avoid pressing handles
into palms
Avoid twisting and
bending motions
Ergonomic training
Back injury prevention
training
Supply enough machines
per wing or floor to
reduce carrying or lifting
distances
Supply dollies and carts
Regular and preventative
maintenance of machines
Maintain carpets by cleaning, vacuuming or
spot cleaning
Use of extractors, bonnet
machines, upright, canister
and backpack vacuums
High 3 *
* Address quickly due to high level
of risk
Maintain machines
regularly
Training in safe work
practices and procedures
Alternate with other
tasks to use different
muscle groups
Lifting furniture and vacuums
High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Provide mechanical aids,
dollies and carts
Back injury prevention
training
Safe work procedures
for lifting and handling
loads
Cleaning
or
Building
Mainte
nanc
e
Awkward postures (bending,
twisting, pushing, pulling,
reaching), repetitive motions
High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Avoid awkward motions
Ergonomic training
Alternate with other
tasks which use different
motions
Exposure to dust and moulds
High 3 *
* Address quickly due to high level
of risk
Take mould and dust
abatement measures
Use approved personal
protective equipment
(e.g., respiratory
protection)
Noise from equipment Medium 2
When new machines are
purchased take noise
level into consideration
Use approved personal
protective equipment
(e.g., hearing protection)
Remove garbage and
recyclables Strains or sprains from
carrying bags and lifting out
of carts or cans and into
dumpsters. Awkward postures
(e.g., stooping, kneeling,
reaching over shoulder ,
lifting heavy lids) High 3 *
* Address quickly due to high level
of risk
Ergonomic evaluation
Ergonomic work practices
education
Explore different
methods of garbage
collection and disposal
Provide mechanical
assistive devices such as
carts and dollies
Move the dumpster
Weight limits on bags
Safe work procedures
for lifting and handling
loads
Slips or falls on ice or uneven
surfaces High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Explore different
methods of garbage
disposal
Fix uneven surfaces
Remove ice and snow
more frequently
Wear non-slip footwear
Cleaning
or
Building
Mainte
nanc
e
Physical injury to hands
or fingers if lid falls Medium 2
Keep lid-closing
mechanism in good repair
Wear gloves
Pressure wash walls
and furniture
Injury to eyes and skin from
high pressure Medium 2
Use approved personal
protective equipment
(e.g., gloves, respirator,
eye protection)
Exposure to chemicals and
degreasers
Medium 2
Look for less toxic
products
Current Material Safety
Data Sheets (MSDS) on
site for all chemicals
WHMIS training
Use approved personal
protective equipment
(e.g., gloves, respirator,
eye protection)
Clean and disinfect
washrooms
Exposure to chemical
disinfectants, acid bowl
cleaners, glass cleaners and
poor ventilation
Extreme 5 *
* Address very quickly due to
extreme level of risk
Look for less toxic
products
Current Material Safety
Data Sheets (MSDS) on
site for all chemicals
WHMIS training
Use approved personal
protective equipment
(e.g., gloves, respirator,
eye protection)
Assess ventilation and
suggest improvements as
appropriate
Exposure to blood and body
fluids
Medium 2
Use approved personal
protective equipment
(e.g., gloves)
Safe work practices and
training
Cleaning
or
Building
Mainte
nanc
e
Slips and falls High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Keep floor as dry as
possible
Wear non-slip footwear
Muscle strains from bent
wrists, hand wringing of cloths
and forceful scrubbing
High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Ergonomic evaluation
Ergonomic work practices
education
Safe work practices
Provide appropriate tools
and equipment
Clean up hazardous
spills such as blood or
body fluids, mouse or
bird droppings and
chemicals
Exposure to hazardous
chemicals, bacteria, viruses
Low 1
Procedures for handling
blood and body fluids and
hanta virus on site
Blood-borne pathogens
training
Use approved personal
protective equipment
(e.g., gloves, respirator,
eye protection)
General cleaning:
desks, walls, chalk or
white boards, windows
or glass, etc.
White board cleaners, neutral
and glass cleaners
Medium 2
Look for less toxic
products
Current Material Safety
Data Sheets (MSDS) on
site for all chemicals
WHMIS training
Use approved personal
protective equipment
(e.g., respirator, eye
protection)
Awkward postures, repetitive
motions High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Avoid awkward motions
Ergonomic training
Alternate with other
tasks which use different
motions
Cleaning
or
Building
Mainte
nanc
e
Glass cleaning may involve
working from heights or
ladders
Medium 2
Use the proper tools
(window washers) and
equipment (ladders, fall
arrest devices)
Fall arrest/ working at
heights training
Safe work procedures
Change and replace
lights and ceiling tiles
Asbestos
Medium 2
Ensure safe work
procedures and controls
to prevent the release
of asbestos when possible
Use approved personal
protective equipment
(e.g., overalls, gloves,
footwear, respiratory
protective equipment
Training on procedures
and use of controls
Working from heights,
ladders, geni-lifts
Medium 2
Fall arrest/ working at
heights devices and
training
Safe work procedures
Inspect and maintain
equipment
Risk of electrocution
Medium 2
Proper tools
Safe work practices
Appropriate training and
skills
Move furniture and
equipment (tables,
benches, desks,
cabinets, TVs,
entrance mats, floor
machines, etc.)
Physical injury from awkward
posture, heavy lifting,
overexertion repetitive
motions, bending, twisting,
carrying up and down stairs,
foot or hand hazards
High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Provide mechanical aids,
dollies and carts
Back injury prevention
training
Safe work procedures for
lifting and handling loads
Work on rooftops Vent checks, ball retrieval,
flag adjustments, changing
security lights
Medium 2
Fall arrest/ working
at heights devices
and training
Safe work procedures
Follow work-alone
procedures with
check-in protocol
Inspect and maintain
equipment
Mainta
in b
uilding
or g
roun
ds
Building or grounds
inspections, clean up
Needles, condoms, broken
glass, blood and body fluids.
Cuts or lacerations
Low 1
Procedures for handling
blood and body fluids
Blood-borne pathogens
training
Use approved personal
protective equipment (e.g.,
gloves, puncture resistant
gloves, eye protection)
Bitten by stray animals,
insects
Low 1
Safe work procedures
Use approved personal
protective equipment
(e.g., gloves, long sleeves)
Insect repellant
Encounters with threatening
strangers Low 1
Follow working-alone
protocol
Grass cutting,
maintain grounds
and flower beds
Hand and foot hazards from
contact with moving lawn
mower and equipment parts
Medium 2
Safe operating procedures
Use approved personal
protective equipment
(e.g., steel toe boots,
eye protection)
Gasoline stored outdoors in
approved shed and
approved metal container
Written procedures for
dispensing gasoline
Noise exposure, sun exposure,
insects
High 3 *
* Address quickly due to high risk
level
Make machines as quiet as
possible
Use approved personal
protective equipment (e.g.,
hearing protection, hats,
long sleeves/pants,
sunscreen, insect
repellant)
Avoid working outside when
UV index is high
Mainta
in b
uilding
or g
roun
ds
Stooping, bending, kneeling High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Ergonomic assessment
and training
Safe work procedures
Take breaks to do other
work
Use proper equipment
(knee pads)
Winter snow or ice
removal, sanding
walkways
Shovels, snow blowers,
flammable materials, noise Medium 2
Follow snow shoveling and
snow blower guidelines
Heavy snow, heavy repetitive
lifting, bending or awkward
postures, pushing equipment
over uneven terrain, fatigue
High 3 *
* Address quickly due to high risk
level
Ergonomic assessment
and training
Safe work procedures
Take breaks to do other
work
Use the proper equipment
Physical injury from flying
debris, moving machinery
parts
Medium 2
Follow snow shoveling and
snow blower guidelines
Slips or falls
Medium 2
Keep sidewalks and
parking lots as clean and
ice free as possible
Use of ice melt products
Wear non-slip footwear
Routine maintenance
or initiate repairs
on power equipment
Snow blowers, burnishers,
lawn mowers, contact with
moving parts
Low 1
Send for repair
Mainta
in P
hysica
l Plant
Perform boiler water
testing, treatment
Caustic or corrosive
chemicals, asbestos, high
heat, burns, fire or explosion
High 3 *
* Address quickly due to high risk
level
Ensure safe work
procedures and controls
to prevent the release
of asbestos when possible
Use the safest possible
chemicals
Use approved personal
protective equipment
(e.g., overalls, gloves,
footwear, respiratory
protective equipment,
eye protection)
Safe work practices
and training
Confined spaces High 3 *
* Address quickly due to high risk
level
Confined space
procedures
Confined space training
Mainta
in P
hysica
l Plant
Monitor condition of
building materials
Exposure to asbestos, mould
Medium 2
Remove visible mould
when possible
Ensure safe work
procedures and controls
to prevent the release
of asbestos when possible
Use approved personal
protective equipment
(e.g., overalls, gloves,
footwear, respiratory
protective equipment)
Training on procedures
and use of controls
Confined spaces High 3 *
* Address quickly due to high risk
level
Confined space
procedures
Confined space training
Lubricate fan motor
or bearings and
replace filters
Moving parts Low 1
Follow safe work
procedures
Confined spaces High 3 *
* Address quickly due to high risk
level
Confined space
procedures
Confined space training
Prepare (take down)
boilers for inspection
Work at height, ladders
Medium 2
Fall arrest/ working at
heights devices and
training
Safe work procedures
Inspect and maintain
equipment
Dust, brushes, filters
Low 1
Follow safe work
procedures
Use approved personal
protective equipment
(e.g., overalls, gloves,
footwear, respiratory
protective equipment)
Cuts
Low 1
Follow safe work
procedures
Use approved personal
protective equipment
(e.g., gloves)
Trip and fall High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Follow safe work
procedures
Wear non-slip footwear
Mainta
in P
hysica
l Plant
Ladders, heights
Medium 2
Fall arrest/ working at
heights devices and
training
Safe work procedures
Inspect and maintain
equipment
Confined spaces High 3 *
* Address quickly due to high risk
level
Confined space
procedures
Confined space training
Dust, asbestos
Low 1
Ensure safe work
procedures and controls
to prevent the release
of asbestos when possible
Good housekeeping to
decrease dust
Use approved personal
protective equipment
(e.g., overalls, gloves,
footwear, respiratory
protective equipment
Training on procedures
and use of controls
Superheated water
Medium 2
Safe work practices and
training
Use approved personal
protective equipment
(e.g., gloves)
Secu
rity
Conduct security
checks, unlock or lock
building, check
security and fire
safety alarm systems
Intruders, violent encounters
High 3 *
* Address quickly due to high risk
level
Safe work practices and
training for working alone
Security checks done
from inside the building
Communications system
in place in the event of
an emergency
Slips or falls High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Keep walking surfaces as
clean and dry as possible
Ensure lighting is
adequate
Wear non-slip footwear
Exposure to elements if
outside Medium 2
Dress appropriately for
weather conditions
Administr
ative
Assist in budget
planning, prepare
cleaning schedules,
performance
appraisals
Stress associated with work
demands Low 1 Employee Assistance
Program
Sitting for long periods
Medium 2
Ergonomically good work
station set-up
Good ergonomic work
habits
Supervise or train
custodial staff
Low 1 Knowledge and training
in safe work practices
Order stock, maintain
custodial supplies
Use of a computer, STARS
system, telephone Low 1
Ergonomically good work
station set-up
Good ergonomic work
habits
Obtain MSDS
updates, label
chemicals for
WHMIS compliance
Use of computer and
telephone to get new MSDS Low 1 Good ergonomic work
habits
Possible exposure to chemicals Low 1 Use approved personal
protective equipment
Prepare or monitor
maintenance service
requests
Use of a computer, STARS
system. Low 1
Ergonomically good work
station set-up
Good ergonomic work
habits
Oth
er
Monitor or assist with
community use of
building
After hours or weekend work Low 1
Safe work practices and
training for working alone
Liaise with rental
groups, facility staff,
contractors,
regulatory agencies
(fire or health
inspectors)
Building tours, speaking,
possible language barriers
Low 1
Appropriate footwear
for walking
Identify possible risks
in working with the public
and implement controls
Receive or pick up
supplies using personal
vehicle, stocking
items
Cleaning or boiler chemicals,
gasoline Medium 2
Use approved personal
protective equipment
Use approved containers
TDG training
Heavy lifting
High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Provide mechanical aids,
dollies and carts
Back injury prevention
training
Safe work procedures
for lifting and handling
loads
Oth
er
Motor vehicle collisions
Medium 2 Follow road safety rules
Inspect and maintain
vehicle in good running
order
Set up or dismantle
stage equipment, gym
floor mats or tarps,
set up desks or chairs
for exams or special
events
Heavy lifting, repetitive
motions High 3 *
* Address quickly due to high
frequency of occurrence as seen in
injury stats
Provide mechanical aids,
dollies and carts
Back injury prevention
training
Safe work procedures
for lifting and handling
loads
Change filters and
dust collectors
Confined spaces High 3 *
* Address quickly due to high risk
level
Confined space
procedures
Confined space training
Possible exposure to asbestos
Low 1
Ensure safe work
procedures and controls
to prevent the release
of asbestos when possible
Use approved personal
protective equipment
(e.g., overalls, gloves,
footwear, respiratory
protective equipment)
Training on procedures
and use of controls
Heights, climbing ladders
Medium 2
Fall arrest/ working
at heights devices
and training
Safe work procedures
Inspect and maintain
equipment
Contact with other
staff, students and
the public
Verbal and physical threats,
aggression, violence and injury
Medium 2
Identify potential risks
Implement violence
prevention and control
strategies
Educate staff
Ensure all incidents are
reported and investigated
Develop and publicize
non-violence policy
** Disclaimer – this list is not meant to include all work tasks, hazards or controls. No suggested controls are guaranteed to work in all situations.
Appendix 6: Sample Custodian Hazard Assessment and Control Form SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: Responsible for the care,
cleaning and security of the building and grounds, safe operation and maintenance of heating and mechanical equipment and oversight of custodial staff functions in the building
ASSESSED BY: DATE COMPLETED:
STAFF GROUP:
Step 5 1) Types of work: Include a description of the broad general nature of the work carried out (e.g., office work, classroom preparation, cleaning). Work-related activities: The specific activities carried out within each type of work starting with an action verb (e.g., operating office equipment, using computers, planning lessons, vacuuming floors). 2) Hazards can be identified using several methods including personal experience or intuition, physical observations, task or job analysis or incident investigation. 3) Engineering controls: Preferred method. Reduces exposure by removing or isolating hazard from worker. Examples are elimination, ventilation, substitution, redesign, guarding, enclosure, automation, mechanical aids. 4) Administrative controls: Practices that reduce likelihood of exposure by altering the time or way a task is performed (e.g., training or education, safe work procedures, purchasing standards, supervision, signage, job rotation or scheduling, housekeeping, etc.). 5) Personal protective equipment (PPE): Not to be used as primary control unless engineering or administrative controls are not feasible. Examples are safety glasses, safety footwear, gloves, respiratory protection, hearing protection. 6) Documents or procedures referenced in this template are available from the OHS Division.
Review and communicate assessment with applicable staff (List staff below and have staff initial document)
Step 6 Review assessment annually and update as necessary
Review Dates
Appendix 7: Sample Teacher Hazard Assessment and Control Form SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: ASSESSED BY: DATE COMPLETED:
STAFF GROUP:
Step 2 Step 3 Step 4 Identify and Implement Hazard Controls
List types of work and work-related activities
Identify existing or potential hazards
Assess risk and prioritize hazards using risk matrix
Engineering controls administrative controls
personal protective equipment
Corrective action
Typ
e o
f W
ork
Related tasks or activities
People, equipment, material, environment
(PEME)
Hazard types: physical, chemical, biological,
ergonomic, psychosocial
Summary of recommended hazard controls Eliminate the hazard Control the hazard Protect workers from the hazard
In place
Comments
Yes No
Class
room
Plann
ing
Prepa
ration
and
Mana
gement
Update curriculum
knowledge and
establish program
goals
Establish classroom
rules and routines
Develop individual
program plans for
special needs students
Research and develop
lesson, unit and
student growth plans
Use computers, internet and
curriculum resources.
Prepare at home or work alone
after school hours and on
weekends.
Eye, neck, shoulder, arm and
wrist strain from prolonged
sitting, repetitive motions,
awkward postures, and poorly
designed and positioned
furniture and workstations
Transport bags and boxes of
materials from home, personal
vehicles, storage rooms, etc.,
by hand or using carts
Low 1
Take micro-breaks:
alternate from standing
to seated positions
regularly
Working alone procedures
for school staff (including
security and door locking
procedures), posting
of parent and student
expectations for
behaviour
Employee Assistance
Program (EAP)
Safe work practices for
lifting and handling loads
Use mechanical aids
(dolly) for transporting
loads
Potential for violent
encounters with intruders if
working alone or in isolated
schools locations
Stress from changing work and
grade assignments that may
vary from year to year,
integration of special needs
children
Review ladder safety
checklist
Basic health and safety
inspection checklist
Class
room
Plann
ing
Prepa
ration
and
Mana
gement
Prepare classroom
materials and unit
displays
Type assignments, use
computers, photocopiers,
laminators, paper cutters,
scissors, filing cabinets, step
ladders, shelves etc.
Falls from portable ladders or
makeshift climbing aids such
as boxes, chairs, desks
Strains and sprains from
moving desks and chairs or
transporting books from
resource rooms
Physical injury from unstable
furniture or limited storage
space and cluttered work
areas
Cuts and bruises from sharp
edges on desks and cabinets,
unstable shelving, AV
equipment, and unsecured
and improperly stacked
or protruding materials
Fire hazards from student
artwork, teaching aids and
other combustible materials
Medium 2
Take micro-breaks:
alternate from standing
to seated positions
regularly
Working alone procedures
for school staff (including
security and door locking
procedures), posting
of parent and student
expectations for
behaviour
Employee Assistance
Program (EAP)
Safe work practices for
lifting and handling loads
Use mechanical aids
(dolly) for transporting
loads
Review ladder safety
checklist
Basic health and safety
inspection checklist
Artwork and teaching
aids do not exceed 20%
of wall or ceiling surface
Rou
tine
Class
room
and
Teach
ing
Ins
truc
tion
Deliver lesson plans
using variety of
learning tools and
resources
Use auditory, print and visual
media, overhead projectors,
chalkboards, whiteboards and
computers
Awkward postures, muscle
strain and fatigue from using
equipment and from prolonged
standing and walking when
assisting students
Trips and falls from cords
Electrical hazards from cords
and AV equipment
Voice loss from repetitive use
of voice
Exposure to chalk dust,
solvent markers, whiteboard
cleaners, air contaminants and
allergens from building
materials and occupants and
from cleaning and maintenance
or renovation activities (e.g.,
moulds, cleaning products,
perfumes, exhaust emissions)
Uncomfortable temperatures
and humidity, odours, poor
lighting and ventilation
Potential exposure to
communicable diseases
(viruses, bacteria, lice, etc.)
and contact with pests (e.g.,
mice, ants, flies)
High 3 *
* Address quickly due to high level
of risk
Use of anti-fatigue
matting or cushioning
insoles
Electrical safety tips
FM sound systems for
voice projection
Indoor air quality tips
Procedures for blood and
body fluids
Flu immunization program
Promptly report all
incidents of workplace
violence
Rou
tine
Class
room
and
Teach
ing
Ins
truc
tion
Stress from large class sizes,
limited space and resources,
language barriers with
students, parents and
integration of special needs
students where support
systems may be limited
Physical injury from unstable
furniture or sharp edges,
or created by limited storage
space and cluttered work
areas
Cuts and bruises from sharp
edges on desks and cabinets,
or unsecured, improperly
stacked or protruding
materials
Physical or verbal abuse from
students
Physica
l Educ
ation
Demonstrate and
supervise indoor and
outdoor physical
activities and spot
students who are using
equipment
Exposure to high noise levels
from whistles, student
activities
Potential for physical injury
(e.g., bruises, lacerations,
strains and sprains, back or
overexertion injuries)
Exposure to blood and body
fluids from student injuries
High 3 *
* Address quickly due to high level
of risk
Hearing protection
First-aid training
Procedures for blood and
body fluids
Safety guidelines for
physical activity
Physica
l Educ
ation
Set up and take down
and inspect various
gym equipment
Strains and sprains from
lifting, carrying, moving heavy
and awkward gymnastics
equipment, mats, benches,
volleyball nets, etc.
Physical injury from structural
failure of wall-mounted
equipment (e.g., backstops,
climbing walls etc.)
Exposure to sun and pests
(e.g., bees, wasps) during
outdoor activities and field
events
Low 1
Anaphylaxis Handbook
for School Boards
(Health Canada)
Sun safety procedures
Wear light coloured,
long-sleeved clothing
Mus
ic P
rogr
ams
Set up equipment
and instruments
Set up risers for
assemblies
Clean musical
instruments
Strains and sprains from
moving pianos, lifting and
carrying instruments and audio
equipment, etc., on and off
shelves, moving tables,
benches and risers
Uneven floor surfaces, trips
and falls on stairs and risers
Chemical exposure to products
used to clean and sanitize
instruments and mouthpieces
Medium 2
Safe work practices for
lifting and handling loads
Store heavier
instruments on shelves
between knuckle and
shoulder height
Material Safety Data
Sheets for chemical
products
Music instruction
Use rhythm instruments,
recorders, piano
Voice fatigue (singing, talking)
Possible high noise exposure
from instruments
Medium 2
Noise testing and CSA
approved hearing
protection if levels
exceed occupational
exposure limits
Mus
ic P
rogr
ams
Muscle strain from repetitive
hand and arm motions (e.g.,
conducting) and moving heavy
instruments
Awkward postures working
with younger students on floor
Stu
dent
Ass
ess
ment
Mark tests and
assignments
Enter data into
computer
Working after hours and
weekends at work or from
home.
Extensive reading, muscle and
visual fatigue and strain
Eye, neck, shoulder, arm and
wrist strain from prolonged
sitting, repetitive motions,
awkward postures and poorly
designed and positioned
furniture and workstations
Fatigue and stress from
working extended hours and
interruptions to family and
personal time
Medium 2
Take micro-breaks:
alternate from standing
to seated positions
regularly
Working alone procedures
for school staff (including
security and door locking
procedures), posting
of parent and student
expectations for
behaviour
Employee Assistance
Program (EAP)
FM sound systems for
voice projection
Prepare interim
reports and report
cards
Low 1
Sta
keholder
Com
mun
ication
Conduct student and
parent conferences
Liaise with social
services, school
councils, colleagues,
councillors, health
care providers, etc.
Use telephones, email, student
agendas, interviews
Potential verbal abuse and
threats of physical abuse
Parents may call teachers
after hours at their home
numbers (angry or threatening
calls)
Medium 2
Working alone procedures
for school staff (including
security and door locking
procedures), posting
of parent and student
expectations for
behaviour
Employee Assistance
Program (EAP)
Non-violent crisis
intervention training
** Disclaimer – this list is not meant to include all work tasks, hazards or controls. No suggested controls are guaranteed to work in all situations.
Oth
er
Delivery of minor first
aid and medications
Possible contact with blood or
body fluids, needles, epi-pens
Low 1
First-aid training
Procedures for blood
and body fluids
Guidelines for providing
medications to students
Employee Assistance
Program (EAP)
Provide
extracurricular
coaching, volunteer
clubs, special events
(dances, choir, bingos,
casinos)
Pick up classroom
supplies
Risk of physical injury from
activities and equipment
Motor vehicle collisions from
use of personal and school
vehicles to attend events
or transport students
Exposure to second-hand
smoke, noise
Stranded during inclement
weather
Low 1
Working alone procedures
for school staff (including
security and door locking
procedures), posting
of parent and student
expectations for
behaviour
Safe work practices for
lifting and handling loads
Use mechanical aids
(dolly) for transporting
loads
Defensive driving
Contact with other
staff, students and
the public
Verbal and physical threats,
aggression, violence and injury Medium 2
Identify potential risks
Implement violence
prevention and control
strategies
Educate staff
Ensure all incidents are
reported and investigated
Develop and publicize
non-violence policy
Appendix 7: Sample Teacher Hazard Assessment Control Form SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: Education of students
following the “Guide to Education” and “Teaching Quality Standard.”
ASSESSED BY: DATE COMPLETED:
STAFF GROUP:
Step 5 1) Types of work: Include a description of the broad general nature of the work carried out (e.g., office work, classroom preparation, cleaning). Work-related activities: The specific activities carried out within each type of work starting with an action verb (e.g., operating office equipment, using computers, planning lessons, vacuuming floors). 2) Hazards can be identified using several methods including personal experience or intuition, physical observations, task or job analysis or incident investigation. 3) Engineering controls: Preferred method. Reduces exposure by removing or isolating hazard from worker. Examples are elimination, ventilation, substitution, redesign, guarding, enclosure, automation, mechanical aids. 4) Administrative controls: Practices that reduce likelihood of exposure by altering the time or way a task is performed (e.g., training or education, safe work procedures, purchasing standards, supervision, signage, job rotation or scheduling, housekeeping, etc.). 5) Personal protective equipment (PPE): Not to be used as primary control unless engineering or administrative controls are not feasible. Examples are safety glasses, safety footwear, gloves, respiratory protection, hearing protection. 6) Documents or procedures referenced in this template are available from the OHS Division.
Review and communicate assessment with applicable staff (List staff below and have staff initial document)
Step 6 Review assessment annually and update as necessary
Review Dates
Appendix 8: Sample Education Assistant Hazard Assessment and Control Form Step 1 – Group workers according to their job SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: Assist students with lessons and
activities under the direct supervision of a classroom teacher. ASSESSED BY: DATE COMPLETED:
STAFF GROUP:
Step 2 Step 3 Step 4 Identify and Implement Hazard Controls
List types of work and work-related activities
Identify existing or potential hazards
Assess risk and prioritize hazards using risk matrix
Engineering controls administrative controls
personal protective equipment
Corrective action
Typ
e o
f W
ork
Related tasks or activities
People, equipment, material, environment
(PEME) Hazard types: physical,
chemical, biological, ergonomic, psychosocial
Summary of recommended hazard controls Eliminate the hazard Control the hazard Protect workers from the hazard
In place
Comments
Yes No
Physica
l Act
ivities
Participate in and
supervise indoor and
outdoor physical
activities and assist
students using
equipment
Exposure to high noise levels
from whistles, student
activities
Potential for physical injury
(e.g., bruises, lacerations,
strains and sprains, back or
overexertion injuries)
Exposure to blood and body
fluids from student injuries
Medium 2
Hearing protection
First-aid training
Procedures for blood
and body fluids
Guidelines for physical
activity safety
Pers
onal Care
Delivery of minor
first aid and
medications
Possible contact with blood
or body fluids, needles,
epi-pens
Low 1
First-aid training
Procedures for blood
and body fluids
Guidelines for providing
medications to students
Employee Assistance
Program (EAP)
Pers
onal Care
Assisting with
feeding and toileting
Exposure to body fluids
Strains and sprains from
lifting and transferring
High 3 *
* Address quickly due to high level
of risk
Safe work practices for
lifting
Use mechanical aids
Procedures for blood
and body fluids
Rou
tine
Class
room
Assisting with lesson
delivery
Awkward postures, muscle
strain and fatigue from using
equipment and from
prolonged standing, sitting,
stooping, bending and walking
when assisting students
High 3 *
* Address quickly due to high level
of risk
Ergonomic assessment
of work duties and
practices
Alternate postures
regularly
Safe work practices
Physical or verbal abuse from
students
High 3 *
* Address quickly due to high level
of risk
Promptly report all
incidents of workplace
violence
Safe work procedures,
including posting of
parent and student
expectations for
behaviour
Employee Assistance
Program (EAP)
Extr
acu
rricular
Accompany students
on activities away
from school
Pick up and transport
students and
equipment
Risk of physical injury from
activities and equipment
Motor vehicle collisions
during use of personal and
school vehicles to attend
events or transport students
Exposure to second-hand
smoke, noise
Stranded during inclement
weather
Exposure to sun and pests
(e.g., bees, wasps) during
outdoor activities and field
events
Medium 2
Defensive driving
Safe work practices for
lifting and handling loads
Sun safety procedures
First-aid training
** Disclaimer – this list is not meant to include all work tasks, hazards or controls. No suggested controls are guaranteed to work in all situations. SASBO NEEDS TO REVIEW THIS AND PROVIDE INPUT TO ASSURE THAT IT IS AN ACCURATE REFLECTION OF THE ACTIVITIES OF AN EDUCATION ASSISTANT.
Oth
er
Contact with other
staff, students and
the public
Verbal and physical threats,
aggression, violence and
injury
High 3 *
* Address quickly due to high level
of risk
Identify potential risks
Implement violence
prevention and control
strategies
Educate staff
Ensure all incidents
are reported and
investigated
Develop and publicize
non-violence policy
Appendix 8: Sample Education Assistant Hazard Assessment Control Form
SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: Education of students
following the “Guide to Education” and “Teaching Quality Standard.”
ASSESSED BY: DATE COMPLETED:
STAFF GROUP:
Step 5 1) Types of work: Include a description of the broad general nature of the work carried out (e.g., office work, classroom preparation, cleaning). Work-related activities: The specific activities carried out within each type of work starting with an action verb (e.g., operating office equipment, using computers, planning lessons, vacuuming floors). 2) Hazards can be identified using several methods including personal experience or intuition, physical observations, task or job analysis or incident investigation. 3) Engineering controls: Preferred method. Reduces exposure by removing or isolating hazard from worker. Examples are elimination, ventilation, substitution, redesign, guarding, enclosure, automation, mechanical aids. 4) Administrative controls: Practices that reduce likelihood of exposure by altering the time or way a task is performed (e.g., training or education, safe work procedures, purchasing standards, supervision, signage, job rotation or scheduling, housekeeping, etc.). 5) Personal protective equipment (PPE): Not to be used as primary control unless engineering or administrative controls are not feasible. Examples are safety glasses, safety footwear, gloves, respiratory protection, hearing protection. 6) Documents or procedures referenced in this template are available from the OHS Division.
Review and communicate assessment with applicable staff (List staff below and have staff initial document)
Step 6 Review assessment annually and update as necessary
Review Dates
Appendix 9: Sample Administrative Assistant Hazard Assessment and Control Form Step 1 – Group workers according to their job
SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: Providing secretarial and administrative support to the Principal; communicating information to students, parents, staff and/or other districts; and supporting the broad array of services provided to students, parents, instructional and support employees.
ASSESSED BY: DATE COMPLETED:
STAFF GROUP:
Step 2 Step 3 Step 4 Identify and Implement Hazard Controls
List types of work and work-related activities
Identify existing or potential hazards
Assess risk and prioritize hazards using risk matrix
Engineering controls administrative controls
personal protective equipment
Corrective action
Typ
e o
f W
ork
Related tasks or activities
People, equipment, material, environment
(PEME)
Hazard types: physical, chemical, biological,
ergonomic, psychosocial
Summary of recommended hazard controls Eliminate the hazard Control the hazard Protect workers from the hazard
In place
Comments
Yes No
Com
pute
r W
orkst
ation
Typing/Data entry on
computer (keyboard)
Repetitive movements and
awkward postures on the
computer
Improperly adjusted chair
Poorly organized workspace
Medium 2
Ergonomic assessment
Use ergonomically correct
work practices
Arrange workstation
ergonomically
Correctly fitted chair
Repetitive tasks with
copy machines or
printers
Repetitive movements and
awkward postures using office
equipment
Medium 2
Ergonomic assessment
Safe work procedures for
using office equipment
Organize tasks in a
fashion that allows for
breaks
Take micro breaks
Phon
es
Taking phone
messages
Prolonged use of the phone
Awkward postures on the
phone
Low 1
Use headset for frequent
and long calls
** Disclaimer – this list is not meant to include all work tasks, hazards or controls. No suggested controls are guaranteed to work in all situations.
Oth
er Contact with other
staff, students and
the public
Verbal and physical threats,
aggression, violence and injury Medium 2
Identify potential risks
Implement violence
prevention and control
strategies
Educate staff
Ensure all incidents are
reported and investigated
Develop and publicize
non-violence policy
Appendix 9: Sample Administrative Assistant Hazard Assessment Control Form
SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: ASSESSED BY: DATE COMPLETED:
STAFF GROUP:
Step 5 1) Types of work: Include a description of the broad general nature of the work carried out (e.g., office work, classroom preparation, cleaning). Work-related activities: The specific activities carried out within each type of work starting with an action verb (e.g., operating office equipment, using computers, planning lessons, vacuuming floors). 2) Hazards can be identified using several methods including personal experience or intuition, physical observations, task or job analysis or incident investigation. 3) Engineering controls: Preferred method. Reduces exposure by removing or isolating hazard from worker. Examples are elimination, ventilation, substitution, redesign, guarding, enclosure, automation, mechanical aids. 4) Administrative controls: Practices that reduce likelihood of exposure by altering the time or way a task is performed (e.g., training or education, safe work procedures, purchasing standards, supervision, signage, job rotation or scheduling, housekeeping, etc.). 5) Personal protective equipment (PPE): Not to be used as primary control unless engineering or administrative controls are not feasible. Examples are safety glasses, safety footwear, gloves, respiratory protection, hearing protection. 6) Documents or procedures referenced in this template are available from the OHS Division.
Review and communicate assessment with applicable staff (List staff below and have staff initial document)
Step 6 Review assessment annually and update as necessary
Review Dates
Appendix 10: Hazard Assessment and Control Form – Template Step 1 – Group workers according to their job
SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: ASSESSED BY: DATE COMPLETED:
STAFF GROUP:
Step 2 Step 3 Step 4 Identify and Implement Hazard Controls
List types of work and work-related activities
Identify existing or potential hazards
Assess risk and prioritize hazards using risk matrix
Engineering controls administrative controls
personal protective equipment
Corrective action
Typ
e o
f W
ork
Related tasks or activities
People, equipment, material, environment
(PEME)
Hazard types: physical, chemical, biological,
ergonomic, psychosocial
Summary of recommended hazard controls Eliminate the hazard Control the hazard Protect workers from the hazard
In place
Comments
Yes No
Appendix 10: Hazard Assessment Control Form – Template SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: ASSESSED BY: DATE COMPLETED:
STAFF GROUP:
Step 5 1) Types of work: Include a description of the broad general nature of the work carried out (e.g., office work, classroom preparation, cleaning). Work-related activities: The specific activities carried out within each type of work starting with an action verb (e.g., operating office equipment, using computers, planning lessons, vacuuming floors). 2) Hazards can be identified using several methods including personal experience or intuition, physical observations, task or job analysis or incident investigation. 3) Engineering controls: Preferred method. Reduces exposure by removing or isolating hazard from worker. Examples are elimination, ventilation, substitution, redesign, guarding, enclosure, automation, mechanical aids. 4) Administrative controls: Practices that reduce likelihood of exposure by altering the time or way a task is performed (e.g., training or education, safe work procedures, purchasing standards, supervision, signage, job rotation or scheduling, housekeeping, etc.). 5) Personal protective equipment (PPE): Not to be used as primary control unless engineering or administrative controls are not feasible. Examples are safety glasses, safety footwear, gloves, respiratory protection, hearing protection. 6) Documents or procedures referenced in this template are available from the OHS Division.
Review and communicate assessment with applicable staff (List staff below and have staff initial document)
Step 6 Review assessment annually and update as necessary
Review Dates
Appendix 11: Sample Employee Health and Safety Orientation Checklist
School or work site:
Address/city/postal code:
Contact name/number:
Name:
Position:
Date:
Location:
Position School Board Logo Here
ORIENTATION ELEMENTS Completed Initials
Health and safety policy
Roles and responsibilities
General rules
Job specific hazards
Health and safety training
Inspections/audits
Refusal of unsafe work
Incident reporting and investigations
Emergency response process
ADDITIONAL INFORMATION Completed Initials
Emergency contact information Location of PPE
Location of first-aid and emergency supplies
Questions:
Comments:
Notes:
Supervisor name/signature: Date:
Worker name/signature: Date:
Date for orientation follow-up:
Appendix 12: Sample Inspection Checklist
Position School Board Logo Here
School or work site:
Address/city/postal code:
Contact name/number:
Location:
Inspected by (staff): Date:
INSPECTED ITEMS
Priority Index: 1. Imminent danger 2. Serious 3. Minor 4. Acceptable 5. Not applicable (N/A)
SECTION A – Slipping, Tripping and Falling Yes No Priority Comment
Are hallways and classrooms free of obstructions to pedestrians?
Are classroom aisles free from debris and obstructions?
Are cords (phone/electrical) secured out of aisles, work areas?
Are there any spills that require cleaning?
Are wet floor “caution” signs available/in use?
Are step ladders available for staff to use to reach and hang decorations?
Are stepladders in good condition?
Do outside steps and walkways provide safe footing?
Have areas with high slip and fall potential (around water fountains, entryways, etc.,) been identified and hazards addressed?
SECTION B – Falling Objects Yes No Priority Comment
Are materials stacked so that they cannot fall to a lower level?
Are shelves and cabinets free of overload?
Is ice buildup on roof edges removed?
SECTION C – Electrical Yes No Priority Comment
Is there insulation on electrical cords?
Are appropriate plugs equipped with grounding prongs?
Are covers and cover plates in place?
Are equipment and lights free of loose connections?
Are electrical panels labelled and shut?
Are outlets free of overloads?
Are electrical tools and equipment inspected, maintained and in good working order?
Is emergency lighting tested and maintained?
SECTION D – Fire Prevention Yes No Priority Comment
Are flammable liquids properly labelled, in approved containers and stored in approved cabinets?
Is waste disposed of properly?
Is equipment shut off at the end of the day?
Can employees explain the evacuation procedures?
Are evacuation signs and routes posted?
Are all exit signs illuminated?
Are personal space heaters, electric hot plates or coffee makers, etc., clear of flammable or combustible materials and from contact with people?
SECTION E – First Aid and Emergency
Response Yes No Priority Comment
Can employees explain the emergency response plan?
Are emergency contact numbers posted?
Can employees point out where first-aid kits are located?
Are first-aid kits regularly inspected and maintained?
Can employees point out where the eye wash stations are located?
Are eye wash stations regularly inspected and maintained?
Are MSDSs easily accessible where required?
Are emergency equipment and exits free of obstruction?
Are fire hoses, extinguishers and suppression systems maintained?
SECTION F - Miscellaneous Yes No Priority Comment
Are there abrasion hazards such as sharp edges or corners of furniture or wall mounted fixtures?
Are the aisles free of any blind corners?
Is adequate light available?
Are work stations/work areas arranged in an ergonomically correct manner?
Are workers working in an ergonomically correct manner?
Can staff say where to access the health and safety policy?
Are there other concerns with your general working environment?
Is proper personal protective equipment (PPE) available in areas where it is required?
Is the use of PPE enforced?
Is PPE regularly inspected and in good repair?
Are machine guards in place?
Are safety signs posted on equipment?
Is asbestos-containing material identified and labelled?
Appendix 12: Sample Inspection Checklist
Position school board logo here
School or work site:
Address/city/postal code:
Contact name/number:
Location:
Inspected by (staff): Date:
CORRECTIVE ACTION SUMMARY (TO BE COMPLETED BY ADMINISTRATION)
Description of deficiency Corrective action Responsible
person Due date
Completion date
Location of hazard/incident:
Name of worker: Date of incident:
Appendix 13: Sample Hazard/Incident Report Form 1/2
Position school board
logo here
School or work site:
Address/city/postal code:
Contact name/number:
Injury (first aid, medical aid, time loss) o Hazard o Other o
Position:
Phone:
Time of incident:
Date reported:
Witnesses? YES o NO o
If YES, list and submit witness statements:
Type of incident:
Near miss o Property damage o Environmental/spill o
Was there an injury? YES o NO o
Immediate action taken:
If YES, describe (type and location) and WCB forms:
Description of hazard/incident (including events leading up to incident):
Signature:
Manager/principal name/signature: Date:
Date:
Suggestions to correct hazard or prevent recurrence:
Reasons to call the Ministry of Labour Relations and Workplace Safety (LRWS): when an incident causes serious, bodily injury or may cause the death of a worker; when a worker requires admittance to a hospital as an in-patient for 72 hours or more. Dangerous occurences include: the structural failure or collapse of a structure, scaffold, temporary falsework or concrete formwork, all or any part of an excavated shaft, tunnel, caisson, coffer dam, trench or excavation; the failure of a crane or hoist; the overturning of a crane or unit of powered, mobile equipment that contacts an energized electrical conductor; the bursting of a grinding wheel; an uncontrolled spill or escape of a toxic, corrosive or explosive substance; a premature or accidental detonation of explosives; the failure of an elevated or suspended platform; and the failure of an atmosphere-supplying respirator.
Draw out the incident scene. Be sure to include the locations of all witnesses, equipment, machinery, buildings,
etc., in relation to the incident site.
Please describe the details of your drawing.
Appendix 13: Sample Hazard/Incident Report Form 2/2
Position School Board
Logo Here
School or work site:
Address/city/postal code:
Contact name/number:
Appendix 14: Sample Incident Investigation Form
Position School Board Logo Here
School or work site:
Address/city/postal code:
Contact name/number:
Location of incident:
Name of worker: Date of incident:
Position: Time of incident:
Phone: Date reported:
Witnesses? Yes No
If YES, list and submit witness statements:
Type of incident: Near miss Property damage
Environmental/spill Time loss injury Other
Was there an injury? Yes No
Injured worker’s name, position and experience:
Describe (type and part/location of injury) and attach WCB forms (if applicable):
Description of incident (including events leading up to the incident):
Appendix 14: Sample Incident Investigation Form
Position School Board Logo Here
School or work site:
Address/city/postal code:
Contact name/number:
Direct or immediate causes (substandard acts or conditions):
Indirect or underlying causes (personal or work factors):
Immediate action taken:
Recommended corrective measures: By whom Completion date:
Investigated by: Signature: Date:
Comments:
Reviewed by: Signature: Date:
Comments:
Status: Complete Monitor Requires further investigation
Signature: Date:
Please state in your own words what happened.
Appendix 15: Sample Witness Statement 1/2
Name of witness: Date of incident:
Position: Contact information:
Position School
Board Logo Here
School or work site:
Address/city/postal code:
Contact name/number:
Appendix 15: Sample Witness Statement 2/2
Position School
Board Logo Here
School or work site:
Address/city/postal code:
Contact name/number:
Draw out the incident scene. Be sure to include the locations of all witnesses, equipment, machinery, buildings,
etc., in relation to the incident site.
Please describe the details of your drawing.
Appendix 16: WCB Injury Report Forms
How to report a work injury to the WCB: Once you are aware of a work-related injury that requires medical attention, you as an employer must report it to the WCB within five days by submitting the Employer’s Initial Report of Injury (E1) form. If you do not report within five days, you may be
subject to a fine. You should also make sure the worker submits a Worker’s Initial Report of Injury (W1) form. You are required to provide this form to any worker who is injured or who
asks for it. You can get the forms online or from a WCB office. There are several ways to report an injury:
Online Go to www.wcbsask.com. Click Report an Injury. Complete the report on screen
and click submit to send the report to the WCB automatically. By phone Dial 1-800-787-9288. A WCB representative will fill out the E1 form with you over
the telephone. By fax or mail Download a copy of the E1 form from the Forms section of the WCB website
www.wcbsask.com. You can complete the form on screen or complete it by hand. You may also request an E1 form from the WCB office.
Use the fax number or mailing address on the form to send it in.
sAsKATCHEWANWorKErs’ComPENsATIoNBoArD
200 – 1881 scarth streetregina, sK s4P 4L1
Phone: (306) 787-4370Toll free: 1-800-667-7590fax: (306) 787-4311Toll free fax: 1-888-844-7773
E1Employer’s Initial Report of Injury WCB Claim No.:Reporting Options: (1) WCBTelefile 1-800-787-9288 (2) WEB www.wcbsask.com (3) FaxSection A: Employer Information
Section B: Worker Information
Section C: Injury Information1. Injury Date: 2. Reported to employer on: 3. Province of Injury:4. Area of body injured: 5. Name of healthcare provider:6. How did the injury happen?
7. Has the employee lost time from work, due to the injury, after the day of injury? Yes; If “yes”, go to question #8 No; If “no” go to Section E8. First day off due to this injury: Time the employee left work: : am pm9. Has employee returned to work? Yes No If “yes”, what was the date the employee returned:10. Do you have any reason to believe that this is not a work-related incident? Yes No If “yes”, provide attachment(s) with explanation.
Section D: Wage and Employment Information11. How is the employee paid? If Regular Salary: Hourly $ per hour, hours per week; If Monthly $ per month
If Non-Regular: Piecework Sub-Contractor Owner/Operator Casual Other (explain):12. Provide gross earnings for the 12 months preceding first day off work due to injury, starting with the most recent complete pay period. If less than
12 months, show earnings for actual period: Gross earnings $ from to13. Time lost during the gross earning period due to: (a) Unpaid sickness days; (b) Prior WCB claims days;
(c) Lack of work days; (d) Other days, explain14. Normal working hours for employee: From : am pm to : am pm Shift work involved Yes No15. Does the employee have regular days off? Yes No If “Yes”, check which days off: Sun Mon Tue Wed Thu Fri Sat
If “No”, check the days off for the month of the injury, plus one before and one month after first day off due to injury.1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Month Before Injury PeriodMonth Of The InjuryMonth After Injury Period
16. TD1 Exemptions: Single Spouse, If partial provide: Provincial amount $ Federal amount $Other: $ No. Children 18 years or under
17. Should compensation payments be made to: Employee, OR Employer? 18. Will employee be paid for statutory holidays? Yes NoSection E: Declaration I declare that all the information provided is true and correct to the best of my knowledge.
Date Name Title Signature
Type of Business:Phone Number:Contact Person:E-mail:Fax Number:WCB Firm No.: Industry Rate Code:
Specific Division (if applicable):Occupation:Social Insurance Number:Personal Health Number:Birthdate: Sex: Male FemaleHire Date:
Complete this form as soon as you are aware of the injury.You must complete this form if a worker seeks medical treatment for a work injury.
Provide any information you have if you think this may noT be a work injury.
sAsKATCHEWANWorKErs’ComPENsATIoNBoArD
200 – 1881 scarth streetregina, sK s4P 4L1
Phone: (306) 787-4370Toll free: 1-800-667-7590fax: (306) 787-4311Toll free fax: 1-888-844-7773
W1Worker’s Initial Report of Injury WCB Claim No.:Reporting Options: (1) WCBTelefile 1-800-787-9288 (2) WEB www.wcbsask.com (3) FaxSection A: Worker Information
Section B: Employer Information
Section C: Injury Information1. Injury Date: 2. Reported to employer on: 3. Reported to:4. Province of injury: 5. Area of body injured:6. How did the injury happen?
7. Name of healthcare provider:8. Name of hospital or clinic:9. Have you lost time from work, due to the injury, after the day of injury? Yes…If “yes” go to Section D No…if “no” go to Section FSection D: Wage and Employment Information10. First day off due to this injury: The time you left work: : am pm11. Have you returned to work? Yes No If “yes”…enter the date you returned:12. How are you paid? If Regular Salary: Hourly $ per hour, hours per week; If Monthly $ per month
If Non-Regular: Piecework Sub-Contractor Owner/Operator Casual Other (explain):13. If you have regular days off, check which days: Sun Mon Tue Wed Thu Fri Sat14. Do you have other sources of employment income? Yes No If “yes”…attach employer names and phone numbers.15. Will you be paid by your employer for time loss due to injury? Yes No
Section E: Direct Deposit InformationIf you wish to have compensation payments made directly to your bank account, please complete Part 1 of this section and attach a personalized cheque or deposit slip marked “VOID” OR complete Part 2 from your cheque. The Workers’ Compensation Board is authorized to credit payments to your account with the financial institution you have named.Part 1
Bank or Financial Institution Branch Address CityPart 2 Cheque Number Transit Number Bank Number Account Number
(3-digit number) (5-digit number) (3-digit number) (Maximum 12-digit number)NOT REQUIRED
Section F: Declaration I declare that all the information provided is true and correct to the best of my knowledge.
Date Name Signature
Occupation:Social Insurance Number:Personal Health Number:Birthdate:Home Phone: Sex: Male FemaleE-mail:
Employer contact person:
Phone number of contact:
Any questions? Call WCB Telefile at 1-800-787-9288
Let us know about any other employment affected by the injury.
For fastest and most secure payment – the worker should provide direct deposit information.