Topic Communicating
8 the Need for
Better OSH
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Explain the approaches to briefing staff on the importance of OSH;
2. Explain the hazard communication standards;
3. Explain the methods of communication; and
4. Discuss the benefits of hazard communication.
INTRODUCTION
A safe work environment is a main concern for every person at work. This needs
actual know-how, not just assurance and good intentions. Disasters, accidents
and ill-fated health associated with work lead not only to unnecessary pain and
sorrow but to massive costs and loss of business stability. Sometimes it could also
lead to lawsuits and libel.
A simple scenario example; you are assigned to work as a Sound System
Engineer during a company dinner event. That day you have to rush as you are
the only senior staff while the rest of your team are mostly juniors who not only
need you to lead, but also need you to tell them what to do. In your excitement,
you end up carrying two big cases of sound equipment two floors down from
your office. Due to lack of focus, you misjudge the distance of one step to the
other, which made you slip and fall, end up in the hospital with a snapped
ligament, and have to undergo a major operation, and six months of painful
recovery.
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TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH 183
On top of that you forgot to punch your card in on that fateful morning, thus you
need to chase a lot of paper trail in order to keep the record straight and your
insurance claim to be approved.
Thinking back on the accident, what do you think you could have done?
Accidents can happen in a split second, even after all the measures are taken into
consideration and all the necessary steps were made to prevent them. Thus
briefing the staff is very important to ensure that everyone pays attention not to
act hastily.
If you are a leader, owner or chief of a company, you will gain benefit if you are
universally competent to lead the organisation safely. Thus, you must
comprehend the significance of being methodical in making sure that your
workersÊ work environment is safe.
This topic will discuss the need for communication for the betterment of OSH.
We will be looking into explanations on the approaches to briefing staff on the
importance of OSH. We will also discuss hazard communication as well as
different methods of communication. Lastly, we will discuss the benefits of
hazard communication.
8.1 MAKE OSH A PRIORITY IN YOUR
WORKPLACE
The promotion of occupational safety and health is an organisational investment
for the future (Alli, 2008). We must think of others, thus there are many reasons
for making OHS a priority, such as:
(a) Public beliefs that organisations have an obligation for those that work for
them;
(b) Insurable expenses such as workersÊ reimbursement premium that are
linked to OHS performance;
(c) Expenses to the public, such as health amenities, recuperation and loss of
skilled labour;
(d) Non-insurable expenses such as lost time damage and reduced output,
extra staff, reskilling expenses as well as loss of business status;
(e) Expenses to workers over reduced value for life as a result of place of work
injury and disease, reduced revenue for the wounded and their household
and misery for everyone involved; and
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184 TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH
(f) Legal commitments.
An organisation should communicate to their employee to take sensible
precaution for the well-being and safety of themselves and others and to
cooperate with any direction and procedure.
8.1.1 Communicating the Importance of OSH
It is the managementÊs responsibility to make available any kind of information,
training, preparation and regulation necessary to make sure „so far as is
reasonably practicable‰, the well-being and safety of their workers and others
affected by their actions. The starting point is risk evaluation and identifying
threats and the procedures required to control risk. Training is also a measure of
the combination to ensure employees know the threats and recognise their part
in undertaking them.
8.1.2 Enforcement
When inspectors are examining an accident, they will need to discern that the
management is being referred brings the issues and would require proof. Up to
date records that show initiation training, exercise and skill training will be
required. Failure to capitalise in training can tip the enforcement to notices or can
be a key factor in any persecution under law, if workers seek compensations for
grievance sustained at work, claiming the organisation negligence. Thus the
organisation needs to show that they are taking reasonable action and
measurable practice to protect their workers.
8.1.3 Find the Needs
To ensure that the investment of our limited resources brings the best results,
consider the role of the following:
(a) Board of directors;
(b) Senior managers;
(c) Middle managers;
(d) Team leaders;
(e) Supervisors;
(f) Key function role (HR, IT, Procurement, Finance staff etc.);
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(g) Key skill groups (designers, craftsmen, maintenance staff, drivers, admin
staff etc.);
(h) Trainees, part-timers, odd-job workers;
(i) Safety representatives;
(j) Visitors;
(k) Neighbours; and
(l) Community.
We must ensure that we equip the entire key workforce with the necessary skills
and understanding to perform their part in averting accidents and ill health at the
workplace.
8.1.4 Developing a Planned Approach to
Communicate OSH
OHS is not a once-in-a-lifetime application. It has to be put together into an on-
going company administration. We need to think ahead and prioritise, tackling
our most significant gaps first and build training plan well in advance. Thus we
need to:
(a) Establish our assurance to guarantee health and safety proficiency;
(b) Refer workers and their representatives on their need;
(c) Search for expert guidance;
(d) Have a clear policy on training in OSH and policy statement;
(e) Create health and safety proficiency, obligation, roles and accountabilities;
(f) Ensure OSH requirements are constructed into job descriptions and into
employment and selection;
(g) Cultivate training course, design, inform the outcome of risk evaluations
and job safety investigation and create a medium of worker training
requirements;
(h) Trainees, part-timers, odd-job workers look for external assistance, as well
as suitable training providers;
(i) Contemplate selections for provision (in-house session, one-to-one
instruction and etc.);
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186 TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH
(j) Implement and deliver the programme, track development against goals;
(k) Assess success of the training; and
(l) Review programme periodically to identify areas for improvement.
8.1.5 Communicating OSH to Non-Employees,
Customers, Visitors, etc.
Even when the people involved are not under the office management and
payroll, correct action needs to be taken for them. These people, such as odd-job
workers, guests, pedestrians, are not employees but they are in or nearby the
business environment. Indirectly they are under the organisation control and
from a legal point of view they must be treated as if they are working in the
workplace. In other words, we need to take suitable actions to care for them and
in doing this we must take into account providing of information, preparation
and control.
We have a legal responsibility to liaise with other companies to warrant
agreement with OSH law. Competency of these individuals towards OSH
prerequisite must always be measured at the tender period.
8.2 THE NEED TO INVEST IN SAFETY
TRAINING
Competence is more than having attended a safety training course. Experience is
key too. There must also be an establishment of the procedures to ensure that the
organisation has the right people with the right knowledge and skills to manage
occupational risks. It is too risky to just trust on luck.
All businesses have a legal obligation to make available material, training and
regulation to workers to support them to carry out their work without harm, not
just to front-line employees but also to bosses, executives and those in other key
roles. Of course, this will cost money and time where both are probably to be in
short supply, but think of, the many benefits to be added from safety training. If
we can cut down on mishaps by ensuring flawless processes, safety training can
create a main influence to the achievement of your profession. The first step is to
look at how to:
(a) Support employees to detect hazards and implement safe and healthy
operational practices;
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(b) Assist in evading the pain, suffering and monetary costs that accidents and
ill health cause;
(c) Bring up constructive values of health and safety, in which hazardous and
harmful working environment are not accepted;
(d) Allow your workers to promote habits to increase health and safety
organisation;
(e) Facilitate supervisors to meet legal duty to look after the health and safety
of workers and others; and
(f) Communicate the importance of OSH.
8.3 THE HAZARD COMMUNICATION
STANDARDS
The hazard communication standard is a performance standard which means
that it describes objectives that must be met, but without specifying the method
for accomplishing those objectives (Anton, 1989).
First and foremost the organisation needs to communicate the guideline. These
guidelines should add to the protection of everyone from threats and eradicate
work-related injuries, ill health, illnesses, occurrences and demise.
8.3.1 The OSH Programme
The OSH programme is a strategy of action intended to avoid mishaps and work-
related illness, including those that are obligatory by the health and safety
legislation as the least requirement. As every business is different, the
programme of one organisation is not necessarily the same as another. For
example, if you are in a retail industry such as retail shop or convenient store,
your requirement will be different from a restaurant or a car dealer shop even
when all three are located in the same building.
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188 TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH
The guideline should (see Figure 8.1):
Figure 8.1: Guidelines to create OSH policy
The employer should put in writing an OSH policy that includes the following.
(a) The policy statement
Policy statement (see Figure 8.2) is a universal guideline that works as a
guide for action. High-ranking management is dedicated to making sure
that the procedure is voted for with no exclusions by being:
(i) Specified in flawless, clear-cut, and undisputable terms;
(ii) Signed by the incumbent Chief Executive Officer;
(iii) Kept up-to-date;
(iv) Communicated to each employee; and
(v) Obeyed to in all work undertakings.
The policy statement should be incorporated with the following:
(i) OrganisationÊs obligation to care for the safety and health of
employees;
(ii) The objective;
(iii) The basic health and safety way of life;
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(iv) The person accountable for occupational health and safety plans;
(v) The overall responsibilities of all employees;
(vi) That health and safety will not be sacrificed for expediency; and
(vii) That unaccountable act of health and safety responsibilities will not be
endured.
Figure 8.2: The policy statement
(b) The programme elements
Even when each business is different, and need a different scope for specific
elements, the following is some basic items to be considered:
(i) Individual obligation;
(ii) Shared work-related health and safety committee;
(iii) Health and safety rubrics;
(iv) Accurate work procedures;
(v) Worker placement;
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190 TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH
(vi) Training;
(vii) Place of work inspections;
(viii) Reporting and scrutinising accidents;
(ix) Crisis procedures;
(x) Medical and first aid;
(xi) Health and safety campaign; and
(xii) Workplace specific items.
(c) Individual OSH accountabilities
OSH is the obligation of both organisation and employees, but management
is responsible for non-fulfillment to OSH regulation.
Accountability may be distinct as a person's commitment to convey out
allocated sense of duty. Authority indicates the right to make decisions and
the authority to direct. It is significant to note that, although some tasks can
be deputised, the superior remains liable for seeing that they are carried
out.
Individual responsibility relates to everyone in the place of work. Thus the
task and action are as specified in Table 8.1:
Table 8.1: Individual OSH Responsibility
Task Action
Distinguish what these Communication is compulsory by the management to ensure
duties are everyone understands them
Have adequate ability to Need to sort out the administrative issues
convey them out
Have the compulsory Need to provide training or qualifications necessary
skill and ability
Once it has been present, OSH performance can be measured by
individualÊs supervisor on a one and the same basis with other key job
features. It is not just an additional portion of a worker's job; it is a vital,
whole-time factor of each individualÊs duties.
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(d) Samples of workerÊs duties
Among the most common sample of workerÊs duties are:
(i) Using personal protection and safety equipment as required by the
employer;
(ii) Ensuring safe work processes;
(iii) Eloquent and obeying with all regulations;
(iv) Reporting any injury or sickness immediately;
(v) Reporting hazardous acts and dangerous circumstances; and
(vi) Play a part in joint health and safety committees or as the
representative.
The above does not look like much, but one mistake could create
unexpected effects. For example; you are working as a guard, one day
during your round, you notice the tip of one tree branch in front of your
factory touch the electrical power line, thinking that it is outside the
boundary someone will report them to the authority, and you keep quiet.
The next thing you know, your company loses a lot of money due to power
failure as the tree branch broke down when it was hit by lightning and
torrential rain.
(e) Instances of supervisorÊs accountabilities
The supervisorÊs responsibilities comprise of:
(i) Instructing employees to follow safe work practices;
(ii) Imposing health and safety guidelines;
(iii) Improving vulnerable acts and circumstances;
(iv) Making sure that only official, sufficiently qualified employees run
equipment;
(v) Reporting and investigating all accidents;
(vi) Inspecting working area and corrective accomplishment to reduce
and abolish hazards;
(vii) Ensuring equipment is appropriately sustained; and
(viii) Encouraging safety awareness.
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192 TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH
Supervisors need to be diligent in carrying out OHS. He needs to
consistently remind and lead by action to ensure the rest of his team
follows.
(f) Examples of managementÊs accountabilities
The management responsibilities include:
(i) Providing safe environment;
(ii) Establish and maintain OSH programme;
(iii) Training and certification;
(iv) Reporting accidents and cases to suitable authority;
(v) Providing health and first aid amenities;
(vi) Providing individual protective equipment;
(vii) Providing OSH information;
(viii) Supporting supervisor in OSH activities; and
(ix) Evaluating OSH performance of supervisors.
8.4 THE METHOD OF COMMUNICATION
An effective OSH programme depends on the involvement of management and
employees. It addresses hazards whether or not they are synchronised with
government principles. Government health and safety guidelines signify the
lowest prerequisite. In nearly all cases, organisations will have to supplement
these guidelines with precise procedures.
Instruction is needed to look after the health and safety of employees, however,
there are threats for having either insufficient or too many rule. Insufficient rules
can be interpreted as OSH as not significant, common wisdom is all that is
essential to attain them.
However, by having too many rules, the employees may think that the employer
is not treating them as thinking adults and maybe more difficult to enforce. Thus
follow this rule of thumb:
(a) Guidelines must be exact to OSH concern in the place of work;
(b) The shared OSH committee must contribute in their design;
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(c) Rules ought to be clear and easy to understand terms;
(d) Rules should be positive;
(e) The reason for the rules are explained;
(f) Rules are enforceable;
(g) Rules have to be accessible to all workers in printed form, in easily
understandable language; and
(h) Rules ought to be every so often revised, appraise and change to improve
effectiveness.
Violators of the rules should be dealt with. Procedures for adjusting hazardous
actions and breach of rules should be made available. Among them are:
(a) All employees are mindful of the rule;
(b) Make sure that workers are not stimulated, forced or required to disobey
rule by colleague;
(c) All guidelines are to be observed;
(d) No abuse will be permissible;
(e) Education is to encourage discipline, not punishment;
(f) Action is taken promptly;
(g) Some flexibility is required since each situation will differ in its situations;
and
(h) The action is taken in private and documented.
ACTIVITY 8.1
The next time you are at your office, look around you and try to list out
what could cause you injuries or affect your health and safety.
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8.4.1 Written Hazard Communication Programme /
Hazard Statements
Place of work where workers are unprotected to hazardous substance must have
a written plan that defines the standards that will be applied in that facility (see
Figure 8.3). Written communication allows for much more complex messages to
be sent and understood because they can be reread and carefully weighed. It also
forms a permanent record for future reference (Ridley & Channing, 2003).
Figure 8.3: Example of hazard statement
Hazard declarations are defined as the nature of the hazard, such as chemical
and other hazardous substance. For example, „cause harm to kidneys through
lengthy contact when absorbed through the skin‰. Hazard declarations may be
collective where appropriate to increase readability.
Precaution statements are the suggested procedures that must be taken to reduce
or avert adverse effects ensuing from contact. For example: „Do not breathe
dust‰.
8.4.2 Material Safety Data Sheets (MSDSs)
Manufacturers and distributors are usually required to obtain or improve MSDs
for each hazardous chemical being produced or imported. Distributors are in
charge of making sure that their customers are provided with a copy of the
documents. Employers must have MSDs for each hazardous chemical they use.
This document is an important element of product stewardship, occupational
safety and health, and spill-handling procedures. The formats can vary from
source to source depending on the country of origin requirement. MSDs are used
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as a system for categorisation evidence on chemicals, chemical compounds and
chemical mixtures, including instruction for the safe use of the materials.
It is vital to use MSDs to fit with specific nation states and providers as even
though they are identical products, e.g. Citric Acid (C6H8O7) with matching
trademark, they may have different preparations in different countries.
Some companies offer the service of gathering or writing and reviewing, data
sheets to certify that they are updated and accessible for their subscribers and
users. Certain jurisdictions also enforce and clear duty of care that each
document is frequently updated every three to five years.
What information should be available in MSDs?
(a) Identification including product identifier; manufacturer, distributor name,
address, phone number, emergency phone number, recommended use,
restriction;
(b) Hazards identification including all hazards regarding the substance
required label elements;
(c) Composition/information on ingredients;
(d) First aid measures;
(e) Accidental release measures;
(f) Handling and storage;
(g) Exposure control;
(h) Personal protection;
(i) Physical and chemical properties;
(j) Stability and reactivity;
(k) Toxicological information;
(l) Ecological information;
(m) Disposal considerations;
(n) Transport information;
(o) Regulatory information; and
(p) Other information including date of preparation or last version.
The employer must ensure that MSDs are readily accessible to employees.
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196 TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH
8.4.3 Label
OSHA has adopted chemical labelling requirement as part of its Standard and
aligned it with the United NationsÊ Globally Harmonized System of
Classification and Labelling of Chemicals (GHS).
Labels provide significant information for anyone who handles, uses, stores and
transports them. All hazardous chemical shipped after June 1, 2015, must be
labelled with specified elements including pictograms, signal words and hazards
and cautionary statements.
Labels (see Table 8.4) are groups of written, published or graphic information
regarding hazardous substance that are printed on or attached to the
instantaneous container or the outside packaging. Hazardous substance
containers need to be labelled, tagged or marked with the following information
prior to shipping out.
Table 8.4: Labels for hazardous substance
Labels For Hazardous Substance
Name
Address
Telephone Number
Product Identifier
Signal Words
Hazards Statement
Precautionary Statement
Pictograms
The manufacturer may also make available supplementary information or
instruction that it considers obliging, such as the percentage of ingredients of
unknown acute toxicity. Pictograms or graphic symbols are also used to indicate
the method of handling such as „Fragile‰ or even to use „goggles‰. Examples of
pictograms are as in Figure 8.5:
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Figure 8.5: Examples of pictograms for hazardous substance
8.4.4 Hazard Tags
There are many hazard tags markings that exist in the workplace that employees
need to be aware for their own safety. Hazard (Figure 8.5) tags are usually affixed
to just about anything and the source of any hazard can be easily identified.
Figure 8.6: Example of hazard tags
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198 TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH
Transporters, generators and users anywhere depend on these tags for quick
information on the method of handling. Therefore a person well-informed with
the generation of the substance should complete the tags. Among the information
needed are as follows:
(a) Write out the complete chemical name. Chemical formulas are not
acceptable;
(b) Include ppm or percentage for each component, which should add up to
100%;
(c) If identity and quantity is completely unknown, mark this on the tag;
(d) Use back of tag if more space is needed;
(e) Do not tape tags to container;
(f) Date submitted is date is pick up;
(g) Write clearly and complete all fields except those that are shaded; and
(h) Tags must be signed and dated.
Strict regulation must be enforced to avoid unnecessary accidents, even if
employees find it tedious to tag each and every material being used.
8.4.5 Hazardous Material Marking
Markings are supplementary identifiers that further designate a package. They
are added in addition to labels and placards. The importance of markings are:
(a) To identify materials and specify handling ă marking provide information
to supplement hazards or handling labels. Carriers and consignees refer to
markings when accepting hazardous materials to ensure proper handling
as well as regulatory compliance.
(b) To comply with hazmat transport regulation ă incorrect identification is a
serious infraction. Many penalties and fines are forced for marking
violations
(c) As an emergency responder ă just like labels and placards, marking
provided additional information for what safety precaution needed to be
taken. Marking are references on emergency response guidebook.
Hazard marking (see Figure 8.6) proper shipping names and the marking will
identify the materials using other descriptions required in the regulations. No
specific size, shape or colour, unlike labels and placards, marking are not
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TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH 199
specified to a certain style or trend. However, they have a sharply contrasting
background and must not be covered by labels or anything else that will reduce
its effectiveness.
Figure 8.6: Example of Hazmat Marking
This marking is placed in a different place depending on the materials and
transportation type, as there are various types of marking used for a different
form of material transport.
ACTIVITY 8.2
1. Next time you do your grocery shopping, look at the label of
locally produced items you are buying. Try to find as many
hazard tags as you can and identify their difference and similarity
to indicate the different functions.
2. Compare and contrast your finding with those goods imported
from overseas? Do you find them different? Which type do you
prefer?
3. What do you think of the way labels and hazard tags are written,
do you find them useful? Should it be changed?
8.4.6 Audio Visual Aids
Audio visual aids are usually used for training. Whatever the method of
instruction, the method of media can include the use of lectures, charts,
diagrams, slide, PowerPoint slides, and videos that could supplement the
instruction. Many organisations have found that audiovisual aids such as videos
and slides make lectures much more engaging.
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200 TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH
Videos permit same images to be played to large numbers of people at many
locations. And these videos can be shot in-house to reflect site-specific operation.
But the displays are limited to the size of monitor, equipment standards which
are not uniform worldwide. Furthermore, commercially available programmes
are not relevant.
8.4.7 Electronic Communication
One of the most dramatic changes in the last decade is the use of electronic mail,
the Internet, computer and electronics board. This has enormously speeded up
communication and expanded the options for presentation, but it has also
increased the problem of overload (Ridley & Channing, 2003). This method also
has the advantage that it is less limited in time and space than face to face or
telephone communication.
8.5 THE BENEFITS OF HAZARD
COMMUNICATION
Knowledge acquired will help owners provide a safer place of work for their
employees. When employees have information about the chemicals being used,
they can take steps to diminish exposures, substitute less hazardous materials,
and establish proper work practices. These efforts will help prevent the existence
of work-related illnesses and injuries caused by chemicals.
The standard itself is long and some parts are technical, but the basic concepts
are simple. In fact, the requirements reflect what many companies have been
doing for years. You may find that you by now, basically, conform to many of the
provisions and will simply have to adjust your existing programmes somewhat.
One difference between this rule and many others adopted by OSHA is that this
one is performance-oriented. That means you have the flexibility to acclimatise
the rule to the needs of your place of work, rather than having to follow specific
rigid requirements. It also means that you have to exercise more judgment to
implement an appropriate and effective programme.
Benefits of a safe work environment are (see Figure 8.7):
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Figure 8.7: Benefits of a safe work environment
SELF-CHECK 8.1
1. Describe the necessary information that needs to be included on
the package when you do marking for hazardous substance for
export to overseas.
2. Where should you place the label for hazardous substances?
3. What colour should be used to indicate that the item you are
shipping is dangerous?
• A safe work environment is the main concern for each person at work.
• Disasters, accidents and ill-fated health associated with work leads not just
to unnecessary pain and sorrow but to massive costs and loss of business
stability or maybe even a lawsuit.
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202 TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH
The promotion of occupational safety and health is an organisational
investment for the future.
It is the managementÊs responsibility to make available any kind of
information, training, preparation and regulation necessary.
The hazard communication standard is a performance standard which
means that it describes objectives that must be met, but without specifying
the method for accomplishing those objectives
The OSH programme is a strategy of action intended to avoid mishaps and
work-related illness, including those that are obligatory by the health and
safety legislation as the least requirement.
A policy statement is a universal guideline for action.
As effective OSH programme depends on the involvement of management
and employees. It addresses hazards whether or not they are synchronised
with government principles.
Audiovisual Material safety data sheet
Communication OSH Programme
Electronic communication Policy statement
Enforcement Programme element
Hazard communication programme Safety data cards and booklet
Label Tags
Marks
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TOPIC 8 COMMUNICATING THE NEED FOR BETTER OSH 203
Alli, B. O. (2008). Fundamental Principles of Occupational Health and Safety.
International Labour Organization (2nd Ed.). Retrieved from
http://medcontent.metapress.com/index/A65RM03P4874243N.pdf\nhttp:
/ /dspace.cigilibrary.org/jspui/handle/123456789/21581
Anton, T. J. (1989). Occupational Safety and Health Management. McGraw-Hill
Ridley, J., & Channing, J. (2003). Safety at Work. Butterworth-Heinemann (Vol.
6th Ed.). http://doi.org/10.1016/S0003-6870(02)00077-7
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Topic OSH Training
9 and Welfare
Services
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Explain the need for OSH training;
2. Distinguish the physical situation for the training;
3. Evaluate the attitude of the employee in need for training;
4. Explain the need for custom tailored training; and
5. Discuss the responsibilities of the employer and the employee.
INTRODUCTION
One of the areas that many managers and occupational safety and health (OSH)
experts engross in is finding the best way for the employees to continuously
behave according to instructions, rules and guidelines drafted by their superiors
and OSH experts. This topic aims at shifting the focus of attention, from a teacher
based or a boss commanding individuals or groups to what we know as learning
and training. Continuous competence advancement and learning within the
organisation have turned out to be of competitive advantage for an organisation.
This significant reason is the catalyst for managers and leaders, OSH-experts and
for workers, to develop an understanding of the processes and conditions of
experiential learning. Therefore, this topic is about learning at the workplace and
it is of practical use and able to contribute to the development of the
organisationsÊ healthy workplaces as the result of a competent work
environment.
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TOPIC 9 OSH TRAINING AND WELFARE SERVICES 205
9.1 THE BENEFITS OF OSH TRAINING
A healthy job is probably the one where the pressures on employees are
appropriate/acceptable in relation to their abilities and resources, to the amount
of control they have over their work and to the support they receive from people
who matter to them.
Hence, if the employee is assigned to jobs of a constrictive nature there is a
definite risk of negative learning. Constrictive situation occurs when the
employee is given an unsuitable job either higher or lower than their experience
and knowledge. This situation will lower their interest and self-reliance and
cramp their personalities. When this happens, the potential for constructive
participation in corporate development by the employee is reduced.
Learning and training is obviously a fundamental facet of everyday work tasks.
Experiential learning is paramount and of great importance. Managers should
make use of this knowledge and organise the business for learning. OSH-experts
need to understand and act accordingly to learning principles for them to rely on
participative methods to reduce accident risks or improve the work environment.
Overall, qualifying experiences and skill enhancement among employees will
add value to the organisation. Refraining from competence development will
reduce an organisation's prospects of coping with future challenges and demands
and subsequently reduces its competitive advantage.
ACTIVITY 9.1
Discuss how OSH training can benefit your organisation.
9.2 TRAINING FOR OSH
Workplace learning effects employee development throughout all of his working
life and in every aspect of his life as he spends most of his time at work. Learning
comprises of both lifelong and life-wide elements and is very much dependent
on the learning that is acquired when performing the tasks at work. Both work
tasks and work conditions provide a suitable platform for employees to learn and
advance their competencies. These competencies of the employees will be the
major factors for the organisationÊs competitive advantage if developed properly.
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The potential of employee development may be limited if learning conditions in
a workplace are not suitable or favourable. Among the reasons why the learning
conditions are not suitable are that the tasks may be too narrow and limited or
staff reduction resulting in high work intensity. Thus, the organisation as a whole
will suffer from having less capability to deal with change. The employee's
involvement in carrying out an organisational change may be a starting point for
the development of the employee and the organisation as a whole.
By definition, training is practical education or learning to do, usually under
specific administration within a profession. However, the majority of the teachers
are not prepared or ready to promote the knowledge and attitudes of OSH.
Teachers with knowledge and experience from working in industry or having
good contacts with industry may include OSH practices in the academic
curriculum.
The main objective of OSH training is imparting knowledge and processes
needed on how to prevent risks of occupational accidents and diseases. These
accidents may happen to many employees. To achieve the objective, the training
programme planned must be based on the needs of the specific country and not
just following other countries requirement. The training must also not just
blindly following all the recommendations in textbooks but must be based on the
real situations and the actual environment in each country. The facts presented in
the training should stimulate actions by the target audience. A few positive
instances of what can be done and what has been done is worth much more than
a very detailed analysis of what is difficult or impossible to achieve.
OSH training is also an important part of managing workplace hazards and risks.
Such training may involve instruction on identifying occupational risks and how
to control them, learning about safe workplace practices and how to properly use
personal protective equipment. Businesses want to know whether training can
meet the goals of decreasing workplace injuries and illness and whether the cost
of training programmes can be justified.
Workplace education and training programmes have a positive impact on OHS
practices of workers. The two aspects of learning outcome are visible signs of
learning and individual learning. For visible signs of learning, good learning
outcomes are when employees change to the better ways of performing the tasks.
As for the individual learning, the outcome is expressed as able to construct and
reconstruct the employeeÊs cognitive structures. Cognitive structures are the
understanding and know-how an employee has concerning something specific.
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ACTIVITY 9.2
Read „Effectiveness of OSH education and training‰ accessible at
https://www.iwh.on.ca/sbe/effectiveness-of-ohs-education-and-
training
SELF-CHECK 9.1
1. Explain how OSH training can improve the employee
competencies?
2. What are the two outcome envisaged in learning?
3. Elaborate on those two outcomes and how they affect
organisations.
9.3 KNOW THE TOTAL PHYSICAL SITUATION
OSH training should be prepared based on the initial part of any training
preparation activities which is training needs analysis. The training needs
analysis must be focused on the target groupÊs basic knowledge and main tasks.
The training needs are the additional knowledge required to match the current
and future needs for knowledge and skills minus existing knowledge and skills.
Certain professions require specific vocational training that consists of the
practical parts of the education. This condition presents the opportunities for
integrating OSH issues in the teaching of different subjects. It is necessary to
establish a special course on OSH issues for the traditional teaching institutions
to include in their teaching curriculum.
Technical professions such as technicians and engineers require special education
and training. This is because they have a direct influence on other employeesÊ
work and their own work as well as an influence towards the work environment
which include occupational risks.
The vast majority of studies that have examined the hazard-stress-harm
relationship have focused on psychosocial hazards and the social context of the
work environment and have tended to omit reference to and examination of
physical work hazards. There is, however, growing interest and research
examining the interaction between characteristics of the physical work
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environment and work-related stress and its association to workerÊs well-being,
satisfaction with work and performance. It is important to consider the social and
organisational context in relation to the physical work environment and the
contributory role of personal resources and psychological processes there within.
It is important for an organisation to be able to understand and apply the
association between the physical work environment and well-being and the
observed direct and indirect mechanisms underpinning this relationship. It has
been noted that the relationship between stress and all characteristics of the
physical work environment. Physical work environment does indeed have a
marked and measurable impact upon employeeÊs well-being and behaviour. It is
important to note that research exploring other characteristics of the physical
work environment have found conceptually similar findings linking the physical
work environment to employee health and behaviour.
9.4 DETERMINING THE ATTITUDE OF THE
EMPLOYEES
Every employee should be familiar with the main hazards of his job and how
these are controlled. From the starting of a new job or shifting to new work tasks,
the employee should be taught that the right way to do a job is the safe way and
to practise occupational safety and health at all times. The formation of
awareness and pledge to safety and health among workers should, therefore, be
an important goal in training activities of organisations. It should be preceded
and supported by equal awareness and commitment among policymakers,
managers and specialists in order to make it successful.
Large organisation may have a special training department and OSH specialists
who can organise and carry out the training activities. Its supervisors and
managers may have been trained and exposed to knowledge about OSH issues.
A smaller organisation may have greater risks of occupational accidents and
health than a big organisation, but might not aware of them and might have no
resources for preventing them. Occupational Health and Safety consultant has
listed several discussions of employee attitudes towards several areas of concern
in OSH (Occupational Health and Safety). Some of the discussions are listed in
Figure 9.1:
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Figure 9.1: Several discussions of employee attitudes towards several areas
of concern in OSH
(a) Employee attitudes on safety culture
Attitude by definition is a personÊs manner and the thinking or feeling
tendency about a certain issue. In other words, it is their way of thinking
and feeling about certain things and very closely related to value. In terms
of attitude towards safety culture, it does not happen immediately. The
culture needs to be cultivated and nurtured with the right behaviour. The
transformation towards the safety culture happens slowly when all
employees hold safety culture dearly by participating in the process and
accepting their new safety responsibilities and they believe that they are
making a difference in their organisation. The responsibility and the feeling
of ownership for safety culture in an organisation are crucial in creating a
safe environment. When this culture is embraced fully, the organisation is
on its way to an effective safety programme.
(b) Examining employee behaviour
The behaviour of the employee is possibly one of the paramount factors in
workplace safety. This is even more crucial when the employees are directly
involved with various safety issues. Thus, workplace safety and injury
prevention very much depended on their behaviour. But, what actually
determines the employeeÊs behaviour? This is the difficult part because
every employee has their own unique behaviour and it might change every
day. It all depends on the attitude of the employee.
(c) Understanding and changing attitudes
Attitude is the key to understanding employee behaviour and if we could
understand the behaviour, this might prevent on-the-job injuries. The
employees must be instilled with the notion that workplace accidents and
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injury could happen and could happen to them. Only then, any safety
programme can be instituted. Before this attitude change could happen, the
organisation must embrace a cultural change from the top of the
organisation hierarchy to the lowest in the hierarchy. The core element in
this cultural change is the sense that safety at the workplace is a top priority
and nothing else is more important than employee welfare.
(d) Attitude to the rescue
The management of an organisation must realise that each and every one of
the employees has their own unique attitudes. The key is to ensure that
safety programmes emphasise proper attitudes so the behaviour is
constructive. Organisations with an advanced and intact safety culture can
consider monitoring the employeeÊs behaviour through various tools such
as peer observations, data analysis or surveys.
Long-serving employees over time become complacent and are unable to learn
and acquire new knowledge. Training is a motivation for employees to perform
consistantly in their current position. The employees must be reminded through
training that accidents and injury could happen anytime and anywhere.
European Foundation for the Improvement of Living and Working Conditions
(Eurofound, 2016) explains that employees usually have their own perceptions
towards OSH and those perceptions are:
(a) The employees expect more cooperation from management in ensuring
good working conditions, improving OSH inspections and allocating more
resources for OSH.
(b) Managers should provide more information to employees about OSH
activities within the company. They should also be more open to
employeesÊ suggestions with regard to improving working conditions and
work organisation.
(c) Most of the employeeÊ attitude towards OSH is very positive. Most
employees perceive OSH as an important element in positively affecting
employeesÊ performance levels and the prosperity and image of the
organisation.
(d) The employees understand their responsibilities for OSH at their own
workplace. The majority of the employees believe that an employee who is
not in a managerial position can significantly influence OSH at the
workplace.
(e) The employees also express a willingness to get involved in improving their
working conditions but only a small number of employees actually submit
proposals for improving OSH.
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(f) Employees are partially satisfied with information about organisation
policy and activities on OSH. Insufficient activity and lack of
communication skills on the part of employee representatives were the
main weaknesses identified.
(g) Employees are mostly satisfied with the content of training in OSH but they
suggested that the training be focused more on issues directly related to
their work and on stress prevention.
(h) The lowest satisfaction levels of the employees are pertained to working
conditions leading to a high psychological load, stress and to physical
demands. The employees also highlighted poor personal relations,
insufficient maintenance and inadequate personal protective equipment.
ACTIVITY 9.3
Compare the experiences among your course mates on employee
attitude issues in your respective organisation.
SELF-CHECK 9.2
1. Discuss the effects of employee attitudes towards occupational
safety and health efforts in an organisation.
2. What are usually the perceptions of employees towards OSH?
9.5 CUSTOM TAILORED TRAINING TO SUIT
THE PHYSICAL AND BEHAVIOURAL
SITUATION
Behavioural Based Safety (BBS) is a process designed to influence employeesÊ
actions toward safer outcomes, ideally by preventing an accident or injury before
it occurs. BBS training will help organisation implementing a behavioural-based
safety in the most comprehensive way to promote safety, eliminate hazards and
prevent injuries. BBS by definition is a process that creates a safety partnership
between management and employees that continually focuses people's attentions
and actions on theirs as well as others on daily safety behaviour. BBS focuses on
what people do, analyses why they do it and then applies a research-supported
intervention strategy to improve what people do.
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In a safety management system based upon the hierarchy of hazard control, BBS
may be applied to internalise hazard avoidance strategies or administrative
controls but should not be used in preference to the implementation of
reasonably practicable safety measures further up the hierarchy.
All parties must be involved in order to make BBS a successful programme. All
parties include employees from the front line workers to the CEO as well as the
contractors and sub-contractors. Decision makers must support the changes
needed in the behaviour, policy, procedures and systems of the organisation to
make it successful.
Therefore, the quality of the work task will make a difference for the BBS
programme. Unfavourable conditions at the workplace as well as inadequate
work tasks will produce inertia and sub-standard performance among the
employees. It is important for the individual and the enterprise to support and
strengthen each other. Various elements must be integrated into the work task
such as communication, quality checking, meeting participation, problem-solving
and customer demand and satisfaction.
Not many organisations can afford to provide OSH training needs to all
important target groups. The resources available for this kind of training
activities are always limited compared to the needs. One of the most prevalent
issues of the limited resources is the availability of competent teachers. The
management must set the priorities right since there are many needs are
requiring the limited resources. OSH training is one of very many needs
competing for resources.
There is a crucial connection between learning that results from the experience of
work-related tasks and the development of workerÊs life span. It is important not
to reduce the workers learning experiences and development by giving easy and
simple work tasks. To transform the way of thinking and habits demands work
tasks that sometimes consist of chaos, pain and crisis. This kind of learning will
challenge the basic values and will transform the behaviour of the workers.
All related parties must understand how work satisfaction, safety and health are
related to production, organisation, costs and work efficiency. They must also
understand that their actions are of importance for their fellow workersÊ health,
safety and work satisfaction. Knowledge of this kind requires familiarity with the
nature of work and has to be attained in practice, in the process of learning oneÊs
duties and profession.
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Training OSH specialists requires the personnel to have prior direct or indirect
work experience. It is possible to train the personnel with less experience, but it
will take longer and needs to include practical elements. The training could be
offered as basic professional training or even offered as postgraduate courses.
ACTIVITY 9.4
Read and discuss the Occupational Safety and Health Training
accessible at https://www.osha.gov/dep/facosh/osha_training_
guidelines2014.pdf.
9.6 MOTIVATE AND EVALUATE
CONTINUOUSLY
Understanding the individual and collective learning processes is an important
aspect for managers and OSH experts in preparing customised training suitable
for the organisations. Among the information required are changed views,
revised stances and expansion of knowledge from the employeeÊs perspectives.
These information will then provide the managers and experts with the input
they need to prepare a comprehensive training programme to induce the
employees to participate and practice the newly acquired knowledge. This
knowledge of learning processes is clearly relevant when dealing with
occupational prevention and making decisions concerning safety and health
issues.
Learning is considered successfully connected to OSH issues when employees
are unconsciously dealing with risk and safety while working, focusing and
carrying out ordinary work tasks. When individuals and work teams are
increasingly supposed to function with responsibility and autonomy, this is the
knowledge of learning processes and an ability to manage conflict between
learning and control logics.
9.6.1 Continuous Motivation
A supervisor must be able to motivate people, whether it is from a production,
quality, or safety standpoint. To be an effective motivator, supervisors should
understand why people act the way they do. Personal factors that should be
considered when motivating and training workers include (see Table 9.1):
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Table 9.1: Personal Factors that Should be Considered when Motivating
and Training Workers
Personal factors Description
Lack of knowledge or Workers are unaware of safe practices or unskilled in the
skill job they are assigned.
Physical impairment Impaired hearing or vision, previously î injured back, drug
and/or alcohol use and etc.
Improper attitude Stubbornness, vanity, wilful disregard of procedures and
rules, showing off, chance taking.
These undesirable personal factors can be overcome through a combination of
positive motivation and training. The three basic ways to motivate people are by
fear, by desire and by belief.
Workers who believe in safe work rules and procedures, and have confidence in
their own abilities and those of their supervisor, will perform their job efficiently and
safely. Supervisors who have confidence in their workers and their abilities will
successfully accomplish corporate goals and objectives. It is important to remember
that a supervisor is only as good (or as successful) as the people working for him.
One of the great advantages of training as a tool for motivating employees is that
it creates multiple benefits for both employee and employer. In addition to the
employee feeling more engaged and thus more motivated, that employee also
gains new skills. At the same time, the employer benefits not just from a more
motivated employee but also from one who is now better equipped to perform
their duties. Employees who have the opportunity to pursue training that teaches
them skills that are useful at work in the short and the long term will be more
engaged and have a greater sense of loyalty toward their employer.
However, in order to be truly effective as a motivational tool, training must be
done right. Here are five tips to ensure that training results in employees having
enhanced skills as well as making them more motivated (see Figure 9.2).
Figure 9.2: Tips to ensure that training results in employees that have enhanced skills as
well as making them more motivated
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(a) Contextualise your staffÊs work
Depending on the type of work employees do, some may feel as though
their day-to-day duties are far removed from the overall mission statement
of the company. An employee may feel unimportant as an individual and
that the job could be done by anyone. Training presents an opportunity to
demonstrate each employeeÊs value and to show where their good work is
of benefit to the company overall.
(b) Use training to improve workflow
Most people who have been in the workforce long enough have had the
experience of integrating new systems or ways of doing things that actually
impeded productivity. While all new processes present a learning curve
and may temporarily make employees less efficient, the ultimate aim of
training should be to improve workflow. Managers who keep open
communication with employees will have a good sense of where workflow
could be improved and how training can help with this.
(c) Identify employee strengths
Training can be a terrific opportunity for an employee whose manager has
identified specific skills that can be enhanced. For example, an employee
who is particularly good at written communication or with numbers might
be given the opportunity to develop those skills further in training. The
corollary to this is that employees should be offered training that is
interesting and relevant to their work.
(d) Strengthen employee bonds
Training that includes components in which employees work together to
problem solve and develop solutions can strengthen bonds between
employees more effectively than bonding exercises designed exclusively to
promote team-building because the training has a bigger real world
component to it.
Employees can work on a common goal during training that will have a
positive effect on their day-to-day work life, and they may return to their
daily routine with a new appreciation for their colleaguesÊ strengths and
contributions.
(e) Enhance long-term career development
Employers can demonstrate their commitment to employees and enhance
employee motivation by showing that they care about employeesÊ careers
over the long term. This type of development can be approached by
working with employees to map out their goals and work on training that
can help them achieve these goals. This may range from short-term training
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sessions during the workday to paying for an employeeÊs formal education
such as mastersÊ degrees in engineering or business. Such learning could be
enhanced using the job enlargement and enrichment, which creates
opportunities for more problems and question marks to solve and learn
from. Variation in work tasks and communication around them makes it
possible to identify differences and deviations. Another strategy is through
the employeeÊs involvement and participation in the organisation with
some small and concrete changes to the work environment might invite
employees to engage in fruitful collaboration.
Workplace safety procedures establish your expectations for your
employees, but you need them to actively participate and pay attention to
the procedures to maintain a safe workplace. Engage your employees in
safety awareness activities on a regular basis to keep the safety procedures
fresh in their minds. A safer workplace helps reduce accidents and lower
worker's compensation claims. Kaj Elgstrand and Nils F. Petersson of Royal
Institute of Technology, Sweden in their book Occupational Safety for
Development listed several ways to increase motivation for safety
(Elgstrand & Petersson, 2009):
(i) Zero-tolerance
A zero-tolerance policy on workplace violence and safety violations
establishes an emphasis on safety within the workplace culture. Make all
employees aware that violations of safety procedures are not tolerated.
Create a way for employees to report violations. Take all reports
seriously when it comes to employees not following procedures or
reports of harassment that threaten the safety of your staff.
(ii) Safety week
A safety week gives all employees a chance to focus on the
significance of workplace safety. Kick off the week with a breakfast
that includes speakers on various safety topics. Speaker ideas include
your own safety liaison, employees with stories to share about safety
or professionals from outside the organisation who are able to address
safety as experts. Include special activities throughout the week, both
educational and enjoyable. For example, you might host a trivia game
with safety-related questions or set up an area for chair massages to
promote stress relief so employees are able to focus better.
(iii) Training
Ongoing safety training refreshes your employees on the procedures
necessary to prevent injuries. Customise the training for different
divisions of the company to specifically address the potential safety
issues for those employees. For example, the warehouse staff of a
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factory would need training on heavy machinery and safely store
items in the warehouse. Incorporate not only the safety procedures
but the reasoning behind those procedures. Understanding the
reasoning may help motivate your employees to take a more active
role in keeping the workplace safe.
(iv) Incentives
Motivate employees to stay safe by offering incentives for those who
use the proper procedures. The number of injuries or accidents
reported is not the only factor in these incentive programmes. When
you focus only on the number of accidents as a way to reward
employees you may make employees afraid to come to you with
issues, causing an unsafe work environment. Instead, catch employees
following proper procedures. Involve supervisors in identifying
employees who consistently behave with safety in mind. Incentive
ideas include time off, monetary rewards or an award presented in
front of other employees.
9.6.2 Continuous Evaluation
The effectiveness of safety training programme needs non-stop assessment and
devotion. The big question is whether your organisationÊs training is sufficient
and current. Safety Pro Resources (2016), a consulting company in OSH explains
the steps to evaluate safety training programme. Those steps (see Figure 9.3) are:
Figure 9.3: The steps to evaluate safety training programme
Source: Safety Pro Resources (2016)
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(a) Safety training needs assessment
A safety training needs assessment is defined as a method that appraises
the organisationÊs operations and risk. The outcome of the assessment is
used to determine if there are any gaps in your safety training programmes.
(b) Evaluate the costs and benefits
Next, we need to evaluate the costs and the benefits of the safety training
programme. Cost and benefit analysis is a process to compare the costs of
running the training programme against the benefits of correcting
deficiencies that can be achieved through safety training.
(c) Were your objectives being met?
Before any training programme is executed, the objectives of the training
must be set. The objective of the training must define what knowledge that
the employee could acquire and learn. After the training, assess whether the
employees manage to acquire the relevant knowledge to help them in their
work. Assess also whether the training objectives are aligned with the
organisationÊs goals.
(d) Are your training methods effective?
Employees demand to keep on changing because the environment they are
working is changing rapidly. Therefore, the training provided to them must
also very effective to give the satisfaction to them. Here are a few options to
consider for your safety training programme to make it more effective:
(i) Classroom workshop style safety training. A classroom creates a
comfortable environment that allows your workerÊs space to take
notes and ask questions;
(ii) On-site training will allow you to demonstrate proper safety
protocols. Live demonstrations also create higher engagement and
better retention of the information presented;
(iii) Video is a cost effective way to host multiple safety training sessions;
and
(iv) Web-based training is convenient because webinars can be recorded
and shown at later times. Live webinars allow for question and
answer period.
(e) Are your presentation materials effective?
There are several components involved in creating an effective presentation
for your safety training programme.
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(i) Develop a script for the presenter. A script will ensure that all key
points, regulations and other critical information are properly
presented.
(ii) Develop electronic presentations, along with printed and promotional
material that support the training programme objectives. These
materials should be used in conjunction with the presenterÊs script.
(iii) On-site demonstrations should be utilised when appropriate.
(iv) Videotape the presentations. This videotape can be used as an
evaluation tool and also shown to workers who may have missed the
training.
(f) Did Your Company Culture Promote Safety?
Effective safety training allows your workers to implement what they
learned in a supportive environment. A supportive environment can be
created through coaching, behavioural observation, and creating
accountability with your workers, managers and supervisors.
(g) Evaluate the results of your training efforts
There are several methods that you can use to measure the effectiveness of
your safety training programme.
(i) Survey your employees at the end of training. Surveys can evaluate
the presenter, material provided and the value in the safety training;
(ii) Test the knowledge of your workers before and after the safety
training. This can help gauge how much was learned as a result of
safety training. Testing also provides information on strengths and
weaknesses of the certain topics within the presentation; and
(iii) Measure performance improvement through analysis of your accident
records.
One of the main reason organisation needs to evaluate its training effectiveness is
for the organisation to identify areas that need improvement. The evaluation may
also reveal the insight on ways to improve the training as well, to be able to make
adjustments or improvements to the next class. Occupational Health and Safety,
an organisation in the United States discusses several reasons why training
evaluation if used properly, provides advantages to the organisations
(Occupational Health and Safety, 2016):
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(a) Using reaction surveys wisely
At the end of training, a survey most probably will be conducted to gauge
the perception and the reaction of the participants. In order to ensure that
the survey will provide good information, it depends on the relevancy of
the questions. However, how the information is going to help you if the
information given after the training finishes? Therefore, it is good if the
information or the expectations of the participants are made known before
the beginning of the training. Most of the times, the instructor cannot do
much to change the setting of the training if the information is provided at
the end of the training.
(b) Higher level evaluation
Training serves different purposes for different people and organisations
depending on their needs. The assessments of the training are designed to
fulfil these objectives. For example, a quiz is sufficient if the purpose of the
training is for the participants to retain information of they have learned.
However, for a higher level evaluation, a more effective measurement of
learning must be set up. This will include the setting up of scenarios, drills,
demonstrations, role-playing or some similar evaluation. If the setup very
closely resembles the real-world scenario, the possibility of getting a more
effective evaluation is very high.
(c) Training transfer
The purpose of training is to ensure that participants acquired a certain
level of competency. The success of the training transfer is determined by
looking at how well the knowledge acquired during the training is actually
transferred to the workplace and the changes of the behaviour for the
better. Usually, the people in the management or in the supervisory roles
are the ones who have control over the training transfer. Often, they are the
ones who have the greatest control over training transfer. It is always good
to involve the supervisor in the evaluation since they have the skill and the
appropriate qualifications to evaluate performance accurately.
(d) Calculating return on investment (ROI)
Most organisations require the training department to evaluate the
effectiveness of the training in terms of return on investment (ROI). Several
pieces of information is needed to calculate ROI such as the cost of the
training, inclusive of the time spent by all related parties and all other costs
involved. This total cost then needs to be compared to the savings
accumulated when the personnel manages to avoid mishap, accidents and
injuries in the workplace. It is acknowledged that it is not easy to obtain all
the costs involved to derive the ROI. However, there are abundant statistics
and data available to indicate the cost of workplace accidents. ROI may be
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complicated to calculate and come up with, but it can be very useful when
justifying training.
ACTIVITY 9.5
Download and read „Guide to Evaluating the Effectiveness of
Strategies for Preventing Work Injuries‰ accessible from
https://www.iwh.on.ca/evaluating-safety-programs
SELF-CHECK 9.3
1. Discuss the five points that could ensure the effectiveness of
training.
2. Explain the evaluation processes and what needs to be done to
improve training effectiveness.
9.7 WELFARE SERVICES
Occupational health and safety (OHS), occupational health or workplace health
and safety (WHS) is a multidisciplinary field concerned with the safety, health,
and welfare of people at work. The goals of occupational safety and health
programmes include fostering a safe and healthy work environment.
Occupational health and safety may also protect co-workers, family members,
employers, customers, and many others who might be affected by the workplace
environment.
All organisations have the duty to ensure that employees and any other person
who may be affected by the organisation's activities remain safe at all times.
Statute law may in addition impose other general duties, introduce specific
duties, and create government bodies with powers to regulate workplace safety
issues.
The Safety, Health and Welfare at Work Act 2005 was brought in to make further
provision for the safety, health and welfare of persons at work. This Act clarifies
and enhances the responsibilities of employerÂs, the self-employed, employees
and various other parties in relation to safety and health at work. The Act also
details the role and functions of the Health and Safety Authority, provides for a
range of enforcement measures that may be applied and specifies penalties that
Copyright © Open University Malaysia (OUM)
222 TOPIC 9 OSH TRAINING AND WELFARE SERVICES
may be applied for breach of occupational safety and health. The Act applies to
all employers, self-employed and employees in all places of work. It also places
duties on designers, suppliers, manufacturers and others concerned with work
activities.
The Safety, Health and Welfare at Work Act 2005 specify that the employer must
ensure that:
(a) All instruction, training and supervision is provided in a manner, form and
language that is reasonably likely to be understood;
(b) Employees receive, during time off from their work but without loss of pay,
adequate health, safety and welfare training including, in particular,
information and instruction relating to the specific task to be performed
and measures to be taken in an emergency;
(c) The employeeÂs capabilities in relation to safety, health and welfare are
taken into account;
(d) In the case of a class or classes of sensitive employees or groups of
employees exposed to risks expressly provided for in the relevant statutory
provisions, the employees are protected against the dangers that
specifically affect them;
(e) Training must be adapted to take account of new or changed risks in the
workplace;
(f) Training must be provided during the recruitment of an employee when an
employee is transferred or tasks change, on the introduction of new or
changed work equipment or work systems and on the introduction of new
technology;
(g) It is reasonably practicable to provide and maintain a working
environment;
(h) Maintain any place of work under his control, including the means of
access to, or egress from it, that is safe and without risks to health;
(i) They consult representatives of his employees who sit on the Safety
and Health Committee with a view to the making and maintenance
of arrangements which will enable him and his employees to
cooperate;
(j) They are effectively in promoting and developing measures to ensure
the safety and health at work of the employees, and in checking the
effectiveness of such measures;
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TOPIC 9 OSH TRAINING AND WELFARE SERVICES 223
(k) Provide such resources, as appropriate, having regard to the nature of
his activities and the size of his undertaking for the effective planning,
organisation, control, monitoring and review of the preventive and
protective measures required to be taken by him under this Act;
(l) Every employer shall establish appropriate procedures to be followed in
the event of a fire, explosion or accidental release of substances
hazardous to health or a dangerous occurrence specified in the Twelfth
Schedule; and
(m) Every employer shall ensure that none of his employees has access to any
area of the place of work to which it is necessary to restrict access on
grounds of safety and health unless the employee has received adequate
safety and health information, instruction and training.
The Act also specifies the duties of an employee and those duties are:
(a) To take reasonable safety and health measure for himself and other
persons;
(b) To co-operate with his employer or any other persons in the discharge of
any duty;
(c) To use and wear at all times, any protective equipment or clothing
provided by employer; and
(d) To comply with any instruction or measure on occupational safety and
health instituted by his employer.
(e) Report forthwith to his employer the loss or destruction of, or defect
in, the protective equipment or clothing entrusted to him;
(f) Use correctly safety devices provided under this Act;
(g) Report forthwith to the employer or his representative any situation which,
he has reason to believe, could present a risk to his safety and
health;
(h) Report forthwith to the employer any bodily injury sustained by him, as a
result of an accident arising out of, or in connection with, his work; and
(i) Report any person who wilfully or recklessly damages, interferes with
or misuses anything provided in the interest of safety, health or welfare in
pursuance of this Act shall commit an offence.
Copyright © Open University Malaysia (OUM)
224 TOPIC 9 OSH TRAINING AND WELFARE SERVICES
ACTIVITY 9.6
Discuss and compare with your coursemates the welfare provided for
employees by the different organisations each of you work for.
SELF-CHECK 9.4
1. Elaborate the responsibilities of an employer towards providing a
safe and healthy workplace.
2. Discuss what the responsibilities of an employee are in ensuring
occupational safety and health at work are.
Learning and training are fundamental in everyday work tasks and are of
great importance in improving the work environment to reduce accident
risks.
Workplace training programmes have a positive impact on employee OSH
practice.
It is important to consider all aspects in OSH such as the psychosocial and
physical work environment to have a complete social and organisational
context in training requirement.
Employee attitude plays a major role in controlling the risks of occupational
accidents and health.
Workplace training should be customised to suit the physical environment
and the behavioural situation of the employees.
Competitive advantages of an organisation could be achieved through
continuous motivation and evaluation of the training programmes.
Employers have the duty to ensure that employees as well as contractors are
safe at all times and are governed by Health and Welfare Act.
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TOPIC 9 OSH TRAINING AND WELFARE SERVICES 225
Behavioural Based Safety Return on Investment
Competence Advancement Student Based Learning
Competitive Advantage Teacher Based Learning
Constrictive Situation Vocational Training
Constructive Situation Workplace stress
Organisational Change
Elgstrand. Kaj & Petersson, Nils F. (2009). Occupational Safety and Health for
Development. Royal Institute of Technology: Stockholm, Sweden.
Eurofound. European Foundation for the Improvement of Living and Working
Conditions. Retrieved on 7 July 2016 from http://www.eurofound.
europa.eu
Occupational Safety and Health. Retrieved on 7 July 2016 from https://
ohsonline.com/Home.aspx
Safety Pro Resources. Retrieved on 7 July 2016 from http://www.safety
proresources.com/
Copyright © Open University Malaysia (OUM)
Topic Issues in OSH
10
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Discuss how unions can strengthen its effort in OSH;
2. Describe MTUCÊs policy on OSH;
3. Explain OSH challenge in Malaysia;
4. Describe occupational health diseases;
5. Explain OSH best practices in Malaysia;
6. Discuss OSH and stress management; and
7. Explain legal issues in OSH.
INTRODUCTION
In this topic, we will discuss how a union can strengthen its effort in OSH and
describe the Malaysian Trades Union Congress (MTUCÊs) policy in OSH. Further,
we will explain the OSH challenge in Malaysia and describe the occupational
health diseases. Moving on, we will explain OSH best practices in Malaysia (past,
present, and challenges ahead). We will further discuss OSH and stress
management and finally, explain legal issues in OSH.
Copyright © Open University Malaysia (OUM)
TOPIC 10 ISSUES IN OSH 227
10.1 HOW UNIONS CAN STRENGTHEN THEIR
EFFORT IN OSH
The union representativeÊs or trade union representativeÊs roles are to make sure
that workers have a say in managerial decision-making when preventive and
protective measures are being developed. Therefore, the involvement of union
representatives in safety and health committee allows them to meet and discuss
safety and health issues and jointly influence safety and health performance in
the company.
In order to improve union representativeÊs or trade union representativeÊs
involvement or participation the following points should be considered and any
„No‰ answered should be reviewed.
(a) Is there a procedure for the union representativeÊs involvement?
(b) Are union representatives consulted about questions relating to safety and
health?
(c) Are union representatives involved in the drafting of procedures and
policies?
(d) Are union representatives involved in making decisions?
(e) Do audit teams include union representatives?
(f) Are union representatives involved in any investigation?
(g) Are union representatives permitted paid time off work to discuss matters
and provide feedback to the workers they represent?
(h) Are union representatives provided with proper assistance to support their
duties?
(i) Are union representatives properly trained in safety and health prevention?
SELF-CHECK 10.1
Discuss the unionÊs role in promoting occupational safety and health in
organisations.
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228 TOPIC 10 ISSUES IN OSH
10.2 MTUC’S POLICY ON OSH
Let us focus our attention on the MTUCÊs policy by looking at their vision and
mission (see Figure 10.1).
Figure 10.1: MTUCÊs vision and mission
Therefore, MTUC will (MTUC, 2002; Alwi Saad, 2011):
(a) Ensure the enforcement of Safety and Health Act and implementation of
International Labour Organization (ILO) Safety and Health Conventions
and recommendations;
(b) Maintain an active multilateral relationship to address OSH issues;
(c) Develop and strengthen the relationship with national and international
stakeholders ;
(d) Encourage members to include safety and health clauses in collective
agreements;
(e) Ensure workers have necessary education in OSH;
(f) Ensure that secondary schools and universities include OSH in their
curriculum;
(g) Include stress, tobacco, alcohol, drugs, HIV/AIDS, violence, and sexual
harassment as part of OSH issues; and
(h) Set up a database and a website on OSH.
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TOPIC 10 ISSUES IN OSH 229
In addition, the following is an example of MTUCÊs role on OSH:
MTUCÊs seeks heavier penalty for employers who neglect workersÊ safety
The Malaysian Trades Union Congress (MTUC) has urged the government to
impose a heavier penalty on employers who neglect their workers' safety, thus
leading to workplace accidents and the deaths of employees. Currently, an
errant employer was liable to a fine of up to RM50,000 or imprisonment for a
maximum of two years, or both, upon conviction. Further, MTUC proposal
was based on a case in Singapore where a construction company was fined
S$150,000 (RM380,000) for breach of safety rules that resulted in a worker
falling to his death. The fine was believed to be the highest imposed on an
employer for an offence under Section 12 of the Workplace Safety and Health
Act. MTUC said the Department of Occupational Safety and Health (DOSH)
should conduct thorough investigations on workplace accidents. ă Bernama
As reported by The Star Online 17 September, 2014
10.3 OSH CHALLENGES IN MALAYSIA
This subtopic will discuss further the OSH challenges in Malaysia with special
reference to the Occupational Safety and Health Master Plan for Malaysia 2015
(OSH-MP 15).
10.3.1 Aims and Objectives of OSH-MP 2015
The main aim and specific objectives of the OSH-MP 15 are (see Figure 10.2):
Figure 10.2: Main aim and specific objectives of OSH-MP 15
Source: OSH-MP (2015)
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230 TOPIC 10 ISSUES IN OSH
10.3.2 OSH Current Situation
The following are the current situations faced by OSH in Malaysia:
(a) Occurrence rates of occupational accidents and fatalities
According to OSH-MP 15, the rate of occupational accidents has
continuously dropped from 11.0 accidents per 1,000 workers in 2000 to
6.0accidents per 1,000 workers in 2007. However, the rates of occupational
fatalities have increased from 10.0 deaths per 100,000 workers in 2002 to
13.0 deaths per 100,000 workers in 2004, and have been stagnating around
the range of 12.0 ă 13.0 per 100,000 over the period of 2004 to 2007.
(b) Comparison between Malaysia and other East Asia countries on OSH
performance profiles
According to OSH-MP 15 and as reported by International Labour
Organization (ILO), based on national occupational accident trends for the
period 1995 to 2004indicates that Malaysia has in the long term shown a
reduction from 100 to 60, i.e. an improvement of 40%. This trend is almost
similar to Hong Kong and Japan.
(c) National Competitiveness Index (NCI) versus National Occupational
Fatality (NOF) Occurrence Rate
OSH-MP 15 asserts that MalaysiaÊs NCI is around 5.0 with a fatal accident
rate of about 13 workers deaths per 100,000 workers. This figure shows a
good workplace management, thereby promoting organisations efficiency
and productivity.
(d) OSH contribution to the Malaysian quality of life
According to OSH-MP 15, MalaysianÊs well-being and the quality of
working life recorded an increase of 22 points for the period from 1990 to
2002.
10.3.3 The Role of Stakeholders – Renewing The
Paradigm
The following are stakeholdersÊ (government agencies and social partners)
involvement in renewing the paradigm.
(a) The Government will remain as policy maker, regulator and enforcer.
Government agencies will, therefore, be OSH role models for the rest of the
country to aspire to.
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TOPIC 10 ISSUES IN OSH 231
(i) National Council of Occupational Safety and Health (NCOSH).
NCOSÊs responsibility is to provide guidance and direction on OSH
standards and promote activities with regard to the improvement of
the administration and enforcement of OSH legislation (OSH-MP,
2015).
(ii) Department of Occupational Safety and Health (DOSH).
DOSHÊs responsibility is to responses to public questions and
expectations in fulfilling its role as OSH regulator and enforcer (OSH-
MP, 2015).
(iii) National Institute of Occupational Safety and Health (NIOSH).
NIOSHÊs responsibility is to conduct training and education,
promotion and R&D (OSH-MP, 2015).
(iv) Social Security Organisation (SOCSO).
SOCSOÊs responsibility is to provide social insurance for Malaysian
workers (OSH-MP, 2015).
(v) Ministry of Health (MoH).
MoHÊs responsibility is to prevent and manage occupational diseases
through promotional activities, occupational disease surveillance and
provision of occupational health services (OSH-MP, 2015).
(vi) Other government agencies should where applicable integrate the
assessment of OSH performance into any contract involving their core
business.
(vii) Ministers, members of parliament and state assemblymen.
All of them have skills, talents, expertise and authority and therefore
should be exploited towards championing work safety and health
among their colleagues, the corporate world, the business community
which forms the employers, the employees, other social partners, as
well as the entire community of the country (OSH-MP, 2015).
(b) Social partners
(i) Employers, specifically the private sectors who create wealth for the
nation but at the same time they create the hazards and risks in the
working environment. Therefore, they are responsible for controlling the
hazards and managing the risks according to the OSH Act 1994 (OSH-
MP, 2015).
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