MOS5101 Columbia Southern Hazard Assessment and Training Journal VII Journal VII Instructions If you were the safety manager in a manufacturing environme

MOS5101 Columbia Southern Hazard Assessment and Training Journal VII Journal VII

Instructions

If you were the safety manager in a manufacturing environment, which hazard assessment tool do you believe would be the most effective for identifying hazards and assessing risk? Why would you recommend this method over the others?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Assessment:

Question 1
Discuss why you do or do not believe that management participation is important in promoting safety in the workplace. What are some ideas that you would use to increase management participation in promoting safety?

Your answer must be at least 200 words in length.
Question 2
Compare a preliminary hazard analysis with a more detailed hazard analysis. Discuss in what situations you might use each type of hazard analysis.

Your answer must be at least 200 words in length.
Question 3
Summarize the differences between using incentives, competition, and teamwork for promoting safety. Which of the three methods do you believe would be the most effective in promoting safety?

Your answer must be at least 200 words in length.
Question 4
Define the term safety culture. What actions would you take to develop a participative culture in the workplace?

Your answer must be at least 200 words in length
Unit Journal VIII
Instructions
Identify a task that you would need to perform in your current career or future career, and explain how you would apply the knowledge you have learned in this course to succeed at performing the task in a real-word scenario.Your journal entry must be at least 200 words in length. No references or citations are necessary.
Unit VIII PowerPoint Presentation
Weight: 14% of course grade
Grading Rubric
Instructions
The industrial plant where you work is expanding its operations and building a facility that will employ 200 new workers. Management has tasked you with creating a training program for the new workers. They want you to investigate a specific hazard or safety topic and create a PowerPoint presentation explaining the hazard/topic and how you will handle training the employees. Choose one of the following hazards/topics and prepare a PowerPoint presentation for management:
hearing protection;
the use of half-mask air purifying respirators (APRs);
lock-out/tag-out of a hydraulic press; or
HazCom for a location that just uses acetone, toluene, and isopropyl alcohol.
As part of this scenario, you are free to include additional details about the hazard/topic you choose. For instance, if you choose hearing protection, you can include information about the manufacturing equipment and the decibel levels in the area. Include the following components in your PowerPoint presentation.
Evaluate the hazard, and discuss any regulations pertaining to the hazard/environment.
Explain any additional hazard abatement strategies and safety and health management strategies that were taken to mitigate the effects of the hazard (e.g., substitution, engineering controls).
Prepare a brief description of steps you will take to involve the students in the training.
Discuss if you will use any hands-on training and how you will perform the hands-on training if you use it.
Create two slides that you will use in your actual training program with employees. Explain these to management to convince them that the training is beneficial.
Discuss how managers will play a role in the effectiveness of training and how leadership is necessary to help get employee buy-in for the training.
Discuss how you will evaluate the effectiveness of the training.
Use the speaker notes section to explain the material that you present on each of the slides.Your PowerPoint presentation should be a minimum of 10 slides, not counting the title and reference slides. You are required to use at least two outside sources, one of which must come from the CSU Online Library. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations. UNIT VII STUDY GUIDE
Management Programs and Safety
Promotion
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
4. Assess leadership principles related to occupational safety and health.
4.1 Discuss how management can promote safety by example.
5. Evaluate common workplace hazards.
5.1 Determine the appropriate uses of a preliminary hazard analysis and a detailed hazard
analysis.
7. Formulate effective safety and health management strategies for mitigating occupational injuries and
illnesses.
7.1 Discuss the steps necessary to create a participative safety culture.
7.2 Evaluate the different methods that can be used to promote safety in a workplace.
Course/Unit
Learning Outcomes
4.1
5.1
7.1
7.2
Learning Activity
Unit Lesson
Chapter 28, pp. 623–639
Unit VII Assessment
Unit Lesson
Chapter 27, pp. 601–620
Unit VII Assessment
Unit Lesson
Chapter 28, pp. 623–639
Unit VII Assessment
Unit Lesson
Chapter 28, pp. 623–639
Unit VII Assessment
Reading Assignment
Chapter 27: Hazard Analysis/Prevention and Safety Management, pp. 601–620
Chapter 28: Promoting Safety, pp. 623–639
Unit Lesson
So far in the course, we discussed performing a preliminary hazard analysis and risk assessment. These
assessments will probably be sufficient for the majority of the hazards you will deal with in your jobs.
However, sometimes you run into a hazard that is much too complex to assess using the simple hazard
assessment procedures we have discussed to date. The more complex hazards may require the use of more
sophisticated hazard assessment tools. Some of those hazard assessment tools are discussed in Chapter 27
of the textbook. They include failure mode and effects of analysis (FMEA), hazard and operability review
(HAZOP), human error analysis (HEA), technique of operations review (TOR), fault tree analysis (FTA), and
layer of protection analysis (Goetsch, 2019).
Which of the above techniques you might use will depend on the operations you have and the hazards
associated with those operations. While you might not use any of the techniques in your safety career, you
should still review the techniques and obtain a basic understanding of how they are used. Understanding the
MOS 5101, Safety and Accident Prevention
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basic concepts will place you ahead of the curve if you ever run into a situationUNIT
where
their use
is required.
x STUDY
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Also, if you plan on taking the examination for the Associate Safety Professional
(ASP), or the Certified Safety
Title
Professional (CSP) designations, you will most likely see questions about one or more of the techniques on
the examination.
Of the techniques that are presented in the textbook, you are probably most familiar with fault tree analysis.
Many of you have seen a fault tree analysis with the different symbols. One of the main things you need to
understand with a fault tree analysis is what the different symbols mean. The most commonly used symbols
are the And gate and the Or gate. The main difference between the two is that all inputs to the And gate must
be present before the next event can occur, while only one of the inputs to the Or gate must be present before
the next event can occur. The use of one versus the other can be very important when developing redundant
systems for safety.
We briefly discussed control methods to reduce risk in previous units. In this unit, you will see a little more
detailed discussion of hazard control methods. The textbook presents a summary on page 612. The summary
contains elements from a basic approach that OSHA uses called the hierarchy of controls (Goetsch, 2019).
An example of the triangle representing the hierarchy of controls is shown below. The triangle was actually
developed by the National Institute for Occupational Safety and Health (NIOSH), but it has been cited by
OSHA on numerous occasions. If you look at the triangle, you can see that the most effective methods are at
the top of the triangle and the least effective methods are at the bottom of the triangle. OSHA requires
employers to attempt to reduce risk to an acceptable level using the more effective controls and show they
are not feasible prior to utilizing less effective methods, such as personal protective equipment (PPE), as the
primary control method.
NIOSH hierarchy of controls used by OSHA
(NIOSH, n.d.)
The controls presented in the hierarchy of controls follow a common-sense approach to reducing risks
associated with workplace hazards. As safety professionals, it is important to understand the goals associated
with this approach.
1. Prevent the exposure from occurring (no harm occurs).
2. If exposure occurs, reduce the level of risk to a point where no harm occurs.
3. If harm occurs, reduce the harm to acceptable levels.
If we apply the controls from the hierarchy of controls, we can see that the first two controls, elimination and
substitution, accomplish the first goal of preventing an exposure. Both of the controls completely remove a
hazard from the workplace, which prevents employee exposure to the hazard. This means there is now no
risk associated with those hazards. Substitution is slightly less effective than elimination because you
introduce a new hazard into the work area, which also introduces a new level of risk.
MOS 5101, Safety and Accident Prevention
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An example of this is the use of styrene to strip paint from regional jets prior toUNIT
repainting.
TheGUIDE
process
x STUDY
produced high airborne concentrations of styrene in the work area, requiring the
use of supplied air
Title
respirators. The company substituted a solution containing hydrogen peroxide. The new solution worked with
a little “soaking” time required. However, the air concentrations of hydrogen peroxide were less than the
OSHA permissible exposure limit (PEL).
Engineering controls are very commonly used to achieve the second goal of reducing the risk to a hazard. In
many cases, elimination and substitution are not options that can be considered. For example, many
processes are driven by customer specifications that may include the use of specific materials in the
manufacturing process. For example, many aircraft manufacturing specifications require the use of paint
containing hexavalent chromium. Therefore, you could not eliminate the hexavalent chromium from the paint
or substitute a paint that does not contain hexavalent chromium. The option that is most commonly used is an
engineering control called ventilation. Most of you are familiar with ventilation controls.
There are two basic types of ventilation, general dilution ventilation and local exhaust ventilation (LEV).
General dilution ventilation basically means you move clean air into the area and mix it with the contaminated
air to dilute the concentration of the contaminant in the air. You typically see this as a large fan in the ceiling
of the workplace or fans penetrating the outer walls of the workplace. This type of ventilation can work well in
general manufacturing to reduce the concentrations of compounds to levels where most workers would not be
affected. However, this type of ventilation is not protective enough for all operations, including the aircraft
painting operations we discussed above. For those operations, an LEV is typically used. An LEV pulls air from
the area of the operation and moves it somewhere else (Goetsch, 2019). The air may be filtered, treated, or
simply exhausted outside, depending on its makeup and the concentrations of contaminants. An example
would be a side-draft ventilation system inside the paint booth where the air goes through filters that are
periodically changed. Another example you will see a lot is the snorkel type LEVs used for welding
operations.
Administrative controls can be effective in meeting the second goal for some hazards. As you can see from
the triangle, administrative controls are used to change the way people work (Goetsch, 2019). A good
example is the protection of workers from heat hazards. Heat illness can rapidly occur in hot, humid
environments. Many workers are required to meet certain quotas during their work shift, so they do not take
breaks very often. This can lead to heat illness when temperatures and humidity rise during summer months.
An administrative control would be to require employees to take periodic breaks with required intake of liquids
and establishment of a work/rest regiment. Another administrative control would be to rotate workers in and
out of the hot environment on a set schedule to limit the amount of time one worker spends in the hazardous
environment.
The use of PPE is the least effective control method because it does nothing to remove the hazard from the
workplace or to reduce the level of the hazard in the workplace. For example, increased ventilation can
reduce the levels of hexavalent chromium in a paint booth to below the OSHA PEL. Issuing a respirator can
reduce the exposure to hexavalent chromium inside the respirator facepiece but will not reduce the actual
level of the compound in the work environment. Most safety professionals know that employees do not always
use their PPE properly, so the protective factor is decreased. For example, when we fit test an individual with
a respirator, we can show that the respirator fits and that the approved fit factor will allow the employee to
wear the PPE in a certain environment, sometimes called the maximum use concentration. However, if the
employee does not don the respirator properly or does not maintain it properly, the respirator may not provide
the same level of protection, and harm may occur.
These concerns make it more important for the safety professional to establish an effective safety
management program. Goetsch (2019) discusses safety management concerns starting on page 617.
Another excellent source of information on implementing and maintaining an effective safety management
program is the OSHA document that is in the Suggested Reading for this unit.
Safety culture is a very important concept for the safety professional. Developing a good, strong safety culture
at a facility can greatly enhance your safety efforts and reduce occupational injuries and illnesses. Safety
culture can be very apparent at a facility. In some instances, you can walk into facilities and immediately
notice that the workers are involved with the safety officer, discussing perceived safety hazards, reporting
efforts that they have taken, and discussing safety meetings. In other facilities, you may notice a definite lack
MOS 5101, Safety and Accident Prevention
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of cooperation, with workers ignoring the required use of safety equipment likeUNIT
safety
glasses GUIDE
and hearing
x STUDY
protection. What causes these differences in safety cultures?
Title
Developing a safety culture can be tricky. However, one constant for developing a good safety culture is
commitment from the individuals who workers perceive to be management. This should start with the safety
professional. If workers perceive that the safety officer is not dedicated to the safety culture, they will be less
likely to put forth efforts to improve the safety culture. In some plants, the safety officer is rarely out in the
production areas. In these types of facilities, you can walk through the facility and half the employees may not
even know who the safety officer is, and the safety officer would certainly not know the names of any
employees. These locations would most likely have a poor safety culture. You can walk through other facilities
and tell the safety officer is deeply involved. Almost every employee addresses the safety officer by name and
the safety officer knows their names. Walking through these facilities, employees may also pull the safety
officer aside to discuss safety concerns. These types of facilities have highly successful safety cultures,
including low injury and illness rates.
The best way to get employees committed to safety is to involve them in the
development of all phases:
implementation
monitoring
follow-up
Employees should be involved in safety development programs.
(Goetsch, 2019)
Many facilities attempt to promote safety using either a rewards or punishment system. Many of you have
participated in these programs. Divisions are sometimes rated on the number of injuries, illnesses, and nearmisses over a specified period of time, and the winner receives a prize like a free lunch, shirts, or a bonus.
While OSHA does endorse one method over another, they do have concerns about this type of program
because it can lead to underreporting of near-misses, injuries, and illnesses. Basically, peer pressure can be
applied to not report incidents because of the desire to “win.” Likewise, a program where individuals are
punished for infractions can lead to underreporting for fear of reprisals.
The bottom line on safety promotion is that there is no one-program-fits-all. Promotion programs must be
tailored to the facility where you work. Whichever program helps promote safe practices at a facility while still
encouraging the open exchange of reporting of safety concerns is effective. One constant is that team
approaches tend to work better than individual methods.
References
Goetsch, D. L. (2019). Occupational safety and health for technologists, engineers, and managers (9th ed.).
New York, NY: Pearson.
National Institute for Occupational Safety and Health. (n.d.). Hierarchy of controls [Image]. Retrieved from
https://www.cdc.gov/niosh/topics/hierarchy/
Suggested Reading
In order to access the following resources, click the links below.
In the health and safety field, we are familiar with different ways to measure outcomes. For example, we
can compare air-sampling results to published permissible exposure limits. How would you measure your
MOS 5101, Safety and Accident Prevention
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safety management system? The following article explores some metrics that UNIT
can be
for GUIDE
safety
x used
STUDY
management systems.
Title
Esposito, P. A. (2018). Safety metrics: Corporate & site-level scorecards. Professional Safety, 63(6), 30–33.
Retrieved from https://search-proquestcom.libraryresources.columbiasouthern.edu/docview/2050596108?accountid=33337
OSHA sometimes provides recommendations for implementing certain programs. The following document
summarizes OSHA’s recommendations for establishing an effective safety and health program.
Occupational Safety and Health Administration. (2016). Recommended practices for safety and health
programs (OSHA Publication No. 3885). Retrieved from
https://www.osha.gov/shpguidelines/docs/OSHA_SHP_Recommended_Practices.pdf
Creating an effective safety culture can be difficult. In many ways, the safety culture of an organization is a
mirror of the safety professional supervising the process. The following article discusses how the safety
professional can improve safety culture by infusing vitality into the process.
Pater, R. (2018). Generating vitality in a safety culture. Professional Safety, 63(3), 27–29. Retrieved from
https://search-proquestcom.libraryresources.columbiasouthern.edu/docview/2010638783?accountid=33337
Leadership is an important variable in promoting safety at a workplace. The following article discusses how, at
times, managing can get in the way of leadership and safety. The article is a good summary of the differences
between managing and leading.
Wells, K. (2018). Is managing getting in the way of leading? Professional Safety, 63(3), 58–59. Retrieved from
https://search-proquestcom.libraryresources.columbiasouthern.edu/docview/2010638996?accountid=33337
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
OSHA publishes training videos on multiple safety topics. Click the link below, and view the two videos on
safety and health programs.
Occupational Safety and Health Administration. (n.d.). OSHA videos. Retrieved from
https://www.osha.gov/video/
Based on the contents of the videos, what changes could you make that would help improve your current
safety and health program or one that you are familiar with?
MOS 5101, Safety and Accident Prevention
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UNIT VIII STUDY GUIDE
Training
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
2. Apply occupational safety and health concepts to workplace scenarios.
3. Evaluate the regulatory environment related to occupational safety and health.
4. Assess leadership principles related to occupational safety and health.
5. Evaluate common workplace hazards.
6. Formulate hazard abatement strategies for common workplace hazards.
7. Formulate effective safety and health management strategies for mitigating occupational injuries and
illnesses.
8. Examine effective means of communicating safety and health issues in the workplace.
8.1 Discuss how a training program will be evaluated.
Course/Unit
Learning Outcomes
2
3
4
5
6
7
8.1
Learning Activity
Unit VIII PowerPoint Presentation
Unit VIII PowerPoint Presentation
Unit VIII PowerPoint Presentation
Unit VIII PowerPoint Presentation
Unit VIII PowerPoint Presentation
Unit VIII PowerPoint Presentation
Unit Lesson
Chapter 12, pp. 256–282
Unit VIII PowerPoint Presentation
Reading Assignment
Chapter 12: Safety and Health Training, pp. 256–282
Unit Lesson
One of the most important variables in establishing and implementing an effective safety and health
program is training. Training provides the information necessary for workers to perform their jobs safely
and helps establish the safety culture of the organization. A major decision that you will have to make is
the form of training you use. Today’s workforce is so diverse that effective methods for all workers are
sometimes difficult to find.
You probably already know that there are many topics for which the Occupational Health and Safety
Administration (OSHA) requires training. Probably the topic that most safety professionals think about
when training comes up is Hazard Communication (HazCom) training required by 29 CFR 1910.1200. In
MOS 5101, Safety and Accident Prevention
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addition to the preliminary training requirements, some safety topics also require
on-going,
updated
UNIT
x STUDY
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training, either annually or based on another time period established by OSHA.
Title
HazCom training is one of the more important training topics required by OSHA regulations. HazCom
training helps ensure that employees are aware of the hazards that are present in their work area, know
how to evaluate the risks associated with those hazards, and understand what protective measures are
available for reducing those risks. Most companies include HazCom training as an integral part of their
new hire training program. It is very typical for new hires to sit through a HazCom training session right
after receiving training on human resources (HR) issues like pay, vacation, and benefits.
Some safety professionals may not be familiar with the details of HazCom training. For example, many
safety professionals mistakenly believe that OSHA requires employees to be trained on every individual
chemical that is present in the work area. While this approach may be the most comprehensive, it may
not be feasible for work areas with large numbers of chemicals. Therefore, OSHA allows the training to
cover categories of chemicals instead of individual chemicals. As an example, if a quality assurance
(QA) or quality control (QC) laboratory at a manufacturing facility uses over 100 different solvents (e.g.,
benzene, toluene, acetone), the HazCom training could cover the broader topic of solvents, or you could
break the training into categories like aromatic solvents and aliphatic hydrocarbons.
Another misconception is that OSHA requires annual HazCom refresher tra…
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