OHS Schoolkit

Occupational Health and Safety

SCHOOLKIT

For Saskatchewan School Divisions K-12

worksafesask.ca

Contents Introduction and Legislation Introduction

1

Legislation

3

Managing Occupational Health and Safety Throughout the School Year SECTION 1: August-September/Getting Started

8

SECTION 2: October-November/Identifying Hazards & Assessing Risks

12

SECTION 3: December-January/Controlling Hazards

20

SECTION 4: February-March/OHS Orientation and Training

25

SECTION 5: April-May/Inspecting the Workplace

29

SECTION 6: June/Planning for Emergencies and Incident Investigations

33

SECTION 7: Beyond Year One

38

Glossary

39

Appendices APPENDIX 1:

Sample Occupational Health and Safety Policy and Responsibilities Statement

APPENDIX 2:

Key Legislation Requirements

APPENDIX 3:

Hazard Assessment and Control Process

APPENDIX 4:

Sample Job Inventory

APPENDIX 5:

Sample Custodian Work Inventory

APPENDIX 6:

Sample Custodian Hazard Assessment and Control Form

APPENDIX 7:

Sample Teacher Hazard Assessment and Control Form

APPENDIX 8:

Sample Education Assistant Hazard Assessment and Control Form

APPENDIX 9:

Sample Administrative Assistant Hazard Assessment and Control Form

APPENDIX 10: Hazard Assessment and Control Form – Template APPENDIX 11: Sample Employee Health and Safety Orientation Checklist APPENDIX 12: Sample Inspection Checklist APPENDIX 13: Sample Hazard/Incident Report Form APPENDIX 14: Sample Incident Investigation Form APPENDIX 15: Sample Witness Statement APPENDIX 16: Sample WCB Injury Report Forms

Introduction This Occupational Health and Safety Schoolkit is another step toward enhancing the health and safety within school divisions.

This Schoolkit supports section 85(1)(w) of the Saskatchewan Education Act (1995), which states that one of the duties of the Board of Education is to prescribe procedures with respect to the design, maintenance and supervision of the school for the purposes of maintaining satisfactory standards of comfort, safety and sanitation for the pupils and other users of the school. When staff model safe and healthy behaviour, we promote a culture that values safety. This positively affects the entire learning environment.

This Schoolkit introduces The Occupational Health and Safety Act, 1993 (the Act) and The Occupational Health and Safety Regulations, 1996 of Saskatchewan to school boards, directors of education, division administrators and school administrators.

The Schoolkit describes your roles and responsibilities under the Act. It follows the school year, breaking your tasks into seven manageable sections.

Each section introduces a task and then offers to-do lists and ready-made messages to help you communicate the importance of occupational health and safety, along with a commitment to make your schools and departments healthy and safe places to work. The Schoolkit then provides suggestions about how to carry your health and safety program forward after the first year. It also provides templates and sample forms for you to use.

The Schoolkit was first developed by an Alberta advisory committee with representation from the: n

Association of Independent Schools and Colleges of Alberta

n

College of Alberta School Superintendents

n

The Association of Alberta Public Charter Schools

n

School Plant Officials’ Society of Alberta

n

Association of School Business Officials of Alberta

n

Alberta Employment and Immigration

n

Alberta Education

n

Alberta School Boards Association

It has been adapted for use in Saskatchewan by an advisory committee with representation from the: n

League of Educational Administrators, Directors and Superintendents of Saskatchewan (LEADS)

n

Saskatchewan School Boards Association

n

Saskatchewan Association of School Business Officials

Introduction

1

n

Prairie South School Division

n

Good Spirit School Division

n

Regina Public School Division

n

Prairie Valley School Division

n

Regina Catholic School Division

The Schoolkit committee would also like to thank WorkSafe Saskatchewan (WSS), a partnership between the Saskatchewan Workers’ Compensation Board (WCB) and the Ministry of Labour Relations and Workplace Safety (LRWS). LRWS’s Occupational Health and Safety Division (OHS) is responsible for developing and enforcing occupational health and safety legislation. The Schoolkit does not change or replace any legislation. As an employer, you are responsible for ensuring that the workplace is healthy and safe, and this Schoolkit offers guidelines to help you interpret and apply that legislation.

WSS and OHS can provide you with many additional health and safety resources, including legislation, forms and guides. You can visit www.worksafesask.ca or contact LRWS at www.lrws.gov.sk.ca or by phone: Saskatchewan Ministry of Labour Relations and Workplace Safety Regina 1870 Albert Street S4P 4W1 Inquiry: (306) 787-4496 Toll free: 1-800-567-7233 (SAFE) Saskatoon Eighth floor, 122 3rd Avenue North S7K 2H6 Inquiry: (306) 933-5052 Toll free: 1-800-667-5023

Introduction

2

Legislation In Saskatchewan, The Occupational Health and Safety Act, 1993 (legislation) exists to promote healthy and safe workplaces. You can find a copy of the legislation at www.lrws.gov.sk.ca or through the Saskatchewan Queen’s Printer at www.qp.gov.sk.ca.

Walter Scott Building B19 – 3085 Albert Street Regina, SK S4S 0B1 Phone: (306) 787-6894 Toll free in Saskatchewan: 1-800-226-7302 Fax: (306) 798-0835 E-mail: qprinter@gov.sk.ca Under the legislation, “worker” means a person who is engaged in an occupation in the service of an employer. This means everyone in the service of the school board is considered a “worker”.

The WCB insures many of the people working in a school. All support staff, custodial staff and contractors working in or on school division property or working for a school division have WCB coverage.

Teachers, however, do not have WCB coverage. Their coverage is through the Saskatchewan Teachers’ Federation Income Continuance Plan (ICP).

Saskatchewan legislation applies to all workers in schools regardless of the insurer. The only situation where Saskatchewan legislation would not apply is if the school or part of the school falls under federal jurisdiction. In this type of situation, the school must comply with safety and health under the Canada Labour Code. This document will outline responsibilities of schools falling under Saskatchewan legislation.

Worker Rights and Responsibilities Saskatchewan legislation provides every worker’s right to a safe and healthy workplace. The duty for creating and maintaining a healthy and safe workplace falls on every person in the workplace – to the degree they have the authority and ability to do so. Therefore, employers and workers share responsibility for health and safety.

The legislation grants workers three fundamental rights. They are: • The right to know about workplace hazards, including how to identify hazards and protect themselves from those hazards, and about the rights afforded to workers under the Act. • The right to participate in decisions related to occupational health and safety, free of reprisal for their participation. Participation is achieved, in part, through consultation with the occupational health committee (OHC) or an occupational health and safety representative.

• The right to refuse work they believe to be unusually dangerous.

Legislation

3

Workers have a responsibility to: • Take reasonable care to protect their health and safety and that of other workers.

• Cooperate with employers, supervisors, OHC members and representatives.

• Use safe work procedures, safeguards and personal protective equipment.

• Report hazards (such as unsafe situations and activities) to the employer immediately.

• Refrain from participating in the harassment of another worker.

• Participate in training and health and safety meetings.

• Know and comply with health and safety requirements.

Under Section 23 of the Act, each employee has the right to refuse work that he or she believes is unusually dangerous. The unusual danger may threaten the worker or others and could include: • A danger that is not normal for the job • A danger that would normally stop work, or • A situation for which the worker isn’t properly trained, equipped or experienced.

For example, the principal has asked a teacher to go and retrieve balls on the school’s roof. The roof is 5.5 metres above ground level. A 4.95 metre ladder has been supplied to gain access to the roof.

The teacher has no training or experience to perform this task. The employer has not provided any fall protection equipment to the teacher and none is installed on the roof.

Does the teacher in this situation have the right to refuse this work? Is this job normal for a teacher to perform? Has the teacher been properly trained to do this job? Has the necessary safety equipment and training to use the equipment been given to the teacher? The answer to these questions is “no”.

In this situation, the teacher has the right to refuse this work. However, if provided proper equipment and training, the teacher could be asked to safely do this job.

When a situation leads to a worker refusing to perform a task or series of tasks, the worker must inform the supervisor of the refusal and how it is based on health and safety. If the refusing worker and supervisor cannot resolve the concern, involve the OHC co-chairpersons. If the refusing worker is not satisfied, have the OHC investigate, hold a meeting and vote on the refusal. If the refusing worker is still not satisfied, contact OHS and an occupational health officer will be assigned to present a ruling.

Keeping everyone in the workplace informed about what is happening in regards to a refusal is very important. This does not mean providing names of specific individuals or details, but general knowledge about what is taking place. A ruling on a refusal could affect other workers that do the same job. A refusal to work is a right of an individual. A group of workers cannot refuse work together; they must refuse as individuals. In this case, refusal would be considered for each worker.

While this process is taking place, the refusing worker can be re-assigned to other work on a temporary basis. Another worker can be asked to complete the task in question, as long as the employer informs the replacement worker in writing that a worker has refused, the reason for the refusal and why the employer feels the replacement worker can complete the task. The replacement worker also has the right to refuse.

If the refusal is for legitimate health and safety reasons, a worker is legally protected from discipline or other punishment for refusing to do unusually dangerous work. The refusing worker is protected from discriminatory action, as defined in Subsection 2(1)(g) and described in Section 27 of the Act.

Legislation

4

Employer Responsibilities The school division is the employer. However, the employer can designate a representative, who then becomes the employer’s representative.

The school division designates the director of education, who in turn designates principals, supervisors and department managers as representatives. The division, director of education, principals, supervisors and managers represent the employer, and are responsible for health and safety in the areas they control.

As an employer, you must comply with the legislation. The Act requires every employer to ensure, insofar as is reasonably practicable, the health, safety and welfare at work of all of the employer’s workers.

“Reasonably practicable” means practicable unless the person on whom a duty is placed can show that there is a gross disproportion between the benefit of the duty and the cost, in time, trouble and money, of the measures to secure the duty. For example, during winter months, colds and flu are common in schools.

The ultimate way to protect an employee’s health might be to prohibit all contact with students or to build classrooms where employees are isolated from the students. These steps may prevent employees from catching viruses, but they would prevent employees from doing their jobs effectively. These steps are not reasonably practicable as per the definition in the legislation.

An employer has many responsibilities under the legislation. The employer must: • Provide a copy of The Occupational Health and Safety Act, 1993 and The Occupational Health and Safety Regulations, 1996 for reference • Provide a healthy and safe work environment • Put first-aid and emergency plans in place • Promptly report serious incidents to OHS, and • Know and follow the appropriate legislation for the industry.

The employer must train workers in all matters that are necessary to protect their health and safety before they start work, are assigned different duties or are moved to a new worksite. Also, the employer must pay workers while they receive training regarding occupational health and safety. The training must include: • Safety policies, safe work procedures, and precautions to protect workers against hazards • First-aid locations and procedures in the event of fire and other emergencies • Identification of prohibited or restricted areas • Hazard reporting procedures, and • Everyone’s responsibilities for health and safety.

The employer must provide sufficient and competent supervision. If workers are uncertain about the work they have been assigned, they should ask questions, which may lead to additional training to protect their health and safety.

Legislation

5

Every workplace, large or small, should have a system in place to identify hazards, assess the risks of those hazards and make the necessary changes to control the hazards and risks. The employer should take all precautions that are reasonable under the circumstances to control hazards and their risks. This is known as an employer exercising due diligence. The best way to exercise due diligence is to comply with legislation, but several factors, including predictability, preventability and the possibility of control, are also important. n

Predictability asks if a reasonable person could have foreseen that something could go wrong.

Predictability does not excuse ignorance. Reasonable employers are aware of the hazards associated with their business.

n

Preventability asks if there was an opportunity to prevent the injury or incident. Preventability means to:

• • • • • •

Identify hazards and assess risks Put in adequate controls to manage the hazards and risks Prepare and enforce safe work procedures Train workers in all matters related to their health and safety, including safe work practices and procedures Ensure all work is sufficiently and competently supervised, and Correct unsafe behaviour and sub-standard conditions.

Preventability also asks if the employer has a progressive disciplinary policy that ensures continued compliance with safety policies and procedures.

n

Possibility of control looks at whether the individual had any control over the circumstances that resulted in the incident. The severity of an incident is another factor that must be considered. High risk jobs need more scrutiny and greater controls. From establishing engineering controls to removing the hazard and risk all together, to safe operating procedures to reduce the risk of injury. How controls are established and who has the greatest degree over those controls becomes another integral part of due diligence.

Incidents Workers must report work-related incidents involving injuries, illness and near misses to their employer immediately. Workers must report every injury, regardless of the severity.

Each incident indicates there is a hazard in the workplace. Reporting injuries allows the employer the opportunity to assess the risks associated with the hazard and determine whether or not controls need to be put in place to minimize the risks.

If a workplace incident or injury occurs, workers must immediately:

• • •

Legislation

Seek medical attention as required Report the incident to their supervisor or employer, and Record the injury on the appropriate documentation (first-aid or incident form). Workers are entitled to a copy of this documentation. See Appendix 13 for a sample form.

6

If a workplace incident or injury occurs, the employer shall:

• • • • •

Report the incident as required by legislation to OHS (Regulations 8 and 9) as soon as is reasonably possible Report the injury or illness (within 5 days) to the WCB or other insurance provider when applicable Report any lost-time injury at the workplace that results in a worker receiving medical treatment to the OHC co-chairpersons and allow reasonable opportunity for review Where applicable allow the OHC to conduct an investigation as required by legislation (Regulations 29 and 31), and Investigate, correct if necessary and document the situation, keeping a copy of the report for future reference. See Appendix 13 for a sample hazard/incident report form and Appendix 14 for a sample incident investigation form.

See Appendix 2 for key sections of The Occupational Health and Safety Regulations, 1996 that focus on reporting and investigating incidents.

Legislation

7

SECTION 1

August-September

Getting Started

A system-wide occupational health and safety program will protect the health and safety of all workers and have a positive influence on students and the community. The program starts with the school board demonstrating a commitment to occupational health and safety. School administrators see this commitment and then reinforce it within their schools.

A number of research studies have shown that culture impacts workplace health and safety – good and bad. The research also shows that the leaders who value health and safety have the most significant impact on whether or not the other people in an organization will also hold those values.

The degree to which employers value health and safety determines the success of a safety program.

Achieving a truly safe environment for staff, students and visitors requires a sincere and visible commitment from the leaders within the system.

After declaring this commitment, the employer needs to provide resources and personnel to help coordinate health and safety activities.

As a guide, Regulation 22 of The Occupational Health and Safety Regulations, 1996 (the Regulations) outlines a great model of how safety programs can be organized and delivered. Taking the time, resources and effort to create the health and safety program will have many benefits now and in the future, not only for the health and safety of workers, but the organization as a whole.

Employers must establish an occupational health committee (OHC) in each workplace that has 10 or more workers, whether the workers are full-time, part-time or both. Committees can have between two and 12 members, depending on the size of the workplace, and at least half must represent workers. The OHC allows workers to participate in their health and safety at the workplace. It promotes cooperative involvement of labour and management, combining workers’ in-depth practical knowledge of specific jobs with management’s larger overview of job interrelationships, general company policies and procedures.

For example, a contractor is required to establish an OHC at a construction site at which 10 or more workers or self-employed persons are likely to work for more than 90 days. This would be the case for a school board which has contracted a major project at a school that meets the legislated requirements.

Based on the definition of contractor in the legislation, the school board becomes the contractor and would be the one required to establish the OHC for that construction project.

The duties of an OHC are: (a) To participate in the identification and control of health and safety hazards in or at the place of employment; (b) To co-operate with the occupational health and safety service, if any, established for the place of employment; (c) To establish, promote and recommend the means of delivery of health and safety programs for the education and information of workers;

SECTION 1 | August-September | Getting Started

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(d) To maintain records with respect to the duties of the OHC pursuant to this section; (e) To investigate any matter mentioned in Section 23 of The Occupational Health and Safety Act, 1993 (the Act); (f) To receive, consider and resolve matters respecting the health and safety of workers; and (g) To carry out any other duties that are specified in this Act or prescribed in the Regulations.

Based on the above duties, the main role of the OHC is to: • Help identify hazards through activities like workplace inspections.

• Participate in the control of health and safety hazards in the workplace.

• Investigate certain workplace incidents, which includes work refusals.

• Assist workers to bring forward concerns.

• Deal with worker concerns about workplace health and safety.

Regulation 46(2) requires the employer or contractor to ensure the OHC co-chairpersons are trained in the duties and functions of an OHC. It is a good idea to train all committee members. Training for OHC members and anyone taking a leadership role in health and safety programs might include: • Hazard identification and risk assessment.

• Developing and implementing controls.

• Workplace inspections.

• Incident investigations.

A health and safety program starts with a policy document that declares the employer’s commitment to health and safety and describes the basic roles and responsibilities of everyone, including the: • Board • Director of education (or designate) • Principals and other senior workers, supervisors and managers, and • Workers.

You can find a sample health and safety policy and description of responsibilities in Appendix 1.

As the school year starts, new workers and those who have moved into new roles or areas will need orientation, including health and safety. In addition, all staff can always use a refresher that focuses on where they are working, what hazards are present and what can be done to eliminate or reduce the hazards. For more information about worker orientation and training, please refer to Section 4 of the Schoolkit.

SECTION 1 | August-September | Getting Started

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Things to do School division, board or administration Communicate your system’s commitment to health and safety and make sure everyone knows about it.

1. Establish who is responsible for coordinating the various health and safety activities within your school system and ensure they have the support and training to do these activities.

2. Develop (or update) your health and safety-related policy.

3. Ensure every place of employment with 10 or more workers has established an OHC as per Section 15 of the Act. 4. Post a copy of the health and safety policy and OHC minutes in a conspicuous location at each work site, including each school, central office, bus garage and maintenance area.

5. Advise all school and system administrators that they can find a copy of the legislation at: www.lrws.gov.sk.ca or www.qp.gov.sk.ca and make sure they have ready access.

6. Advise all school and system administrators where to find your school division forms and checklists.

School and system administrators 1. Ensure the OHC meets every three months as required by Regulation 41. The duties of the OHC include: a. To participate in the identification and control of hazards; b. To cooperate with the OHS service if any established; c. To establish, promote and recommend the delivery of health and safety programs for education and information of workers; d. To maintain records with respect to the duties of the OHC; e. To investigate any matter in a refusal-to-work, Section 23 of the Act; f. To receive, consider and resolve matters respecting a worker’s health and safety, and g. Any other duties as required by the Act or Regulations.

2. Establish a health and safety record keeping system where you can keep and easily retrieve copies of all health and safety documentation.

3. Make sure all necessary forms are readily available to staff. Use the appendices in this document to develop your own forms.

4. Ensure new workers and those changing jobs have received a health and safety orientation.

See Appendix 11 for a sample employee health and safety orientation checklist.

5. Determine who has current first-aid training. Ensure enough people are trained in first aid and communicate to staff who they are. Part IV of the Regulations, including Tables 1 and 9 in the Appendix, outlines responsibilities for first aid, including training. In this document see Section 6 for more information on training.

SECTION 1 | August-September | Getting Started

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6. Inform workers of the location of first-aid and other emergency response equipment, such as fire extinguishers. Regulation 360 outlines the employer’s responsibility for development and implementation of a fire safety plan that provides for safety in the event of fire or other emergencies.

7. Establish a process for managing the presence of visitors and contractors at each work site.

8. Inform workers of the requirement to: a. Report hazards or unsafe conditions. b. Report work-related injury or illness and near misses.

9. Make sure those workers who are taking a lead role in the health and safety program have training to: a. Inspect the work site. b. Conduct hazard identification and risk assessment, including development and implementation of controls. c. Investigate incidents.

Your Messages The following messages will show your commitment as a leader to occupational health and safety, and help everyone communicate this commitment: »» We (name of school board) are committed to providing a safe and healthy workplace. »» We all share responsibility for health and safety. Everyone’s involvement is critical to the success of our health and safety program. »» Work-related injuries and illnesses are predictable and preventable. »» We will make health and safety part of our daily activities. »» Our workplace will meet or exceed all applicable health and safety legislation. »» We all have the right to know about workplace hazards and how to protect ourselves from those hazards.

»» We all have the right to participate in our health and safety. OHCs are the primary mechanisms for employers and workers to work together in identifying and resolving health and safety concerns. »» Everyone has the right to refuse work that they believe is unusually dangerous to themselves or others. »» Everyone has a duty to report hazards, unsafe conditions and work-related injuries and illnesses. »» Everyone plays a key role in ensuring fellow staff members are aware of their inherent responsibility to health and safety within the work environment.

SECTION 1 | August-September | Getting Started

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SECTION 2

October-November

Identifying Hazards & Assessing Risks

Hazards exist in all workplaces. A hazard is any activity, situation or substance that can cause harm.

The injury or illness can be immediate (acute) or develop over time (chronic). The school environment presents a full range of hazards, including: • Chemical hazards in science rooms and caretaker areas.

• High noise levels in the gym or assembly room.

• Ice and snow build up in the winter.

• Uneven ground in the school yard.

• Violence.

Occupational hazards are divided into two broad categories: health hazards and safety hazards. Generally health hazards cause occupational illnesses (e.g., respiratory problems caused by exposure to chemical substances, noise induced hearing loss, repetitive strain injuries). Safety hazards cause physical harm such as cuts, broken bones, strains and sprains.

A safety hazard is any force strong enough to cause injury in an incident. An injury caused by a safety hazard is usually obvious. Safety hazards cause harm when workplace controls are not adequate.

A health hazard is any material or condition that may cause occupational injuries and/or illness. It may produce serious and immediate (acute) effects and/or long term (chronic) problems. Someone with an occupational illness may not recognize the symptoms immediately. Occupational health hazards include: • Chemicals (e.g., cleaning supplies, solvents).

• Biological hazards (e.g., bacteria, viruses, dusts, moulds).

• Physical agents (e.g., energy sources strong enough to harm the body, such as electric currents, heat, light, vibration, noise, radiation).

• Ergonomic hazards (e.g., poor work design or execution).

• Other stress agents (e.g., violence and harassment).

See the chart on page 19 for examples of these hazards.

A key part of the health and safety program involves identifying hazards and assessing risks, so we can take the next key step and eliminate/reduce or control the hazard to reduce the risk.

SECTION 2 | October-November | Identifying Hazards

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STEP 1 The first step is to group workers according to the jobs they do. For example, you may have a custodial and maintenance group, an administrative assistant group and different groups of specialist teachers.

You can use your organizational chart or staff listing to help identify different work groups.

STEP 2 The second step is to identify the tasks for each work group or position. As examples, we start the hazard identification process for a: »» »» »» »» »»

Custodian Kindergarten Teacher Science Teacher Administrative Assistant Education Assistant

STEP 1

STEP 2

Group workers Identify each group’s tasks (partial list provided) according to their jobs 1. Custodian

a) Maintain floors by sweeping, mopping, polishing b) Remove garbage and recyclables c) Clean up hazardous spills d) Change and replace lights and ceiling tiles

2. Kindergarten Teacher

a) Update curriculum b) Prepare classroom materials and displays c) Deliver lesson plans

3. Science Teacher

a) Prepare chemical solutions and dispense b) Demonstrate and provide instruction c) Deliver safety instructions and monitor students

4. Administrative Assistant

a) Desk and computer work b) Use office machines c) Answer the phone and take messages

5. Education Assistant

a) Participate in physical activities b) Assist special needs students with personal care c) Assist in the classroom with lesson delivery d) Participate in extracurricular activities

SECTION 2 | October-November | Identifying Hazards

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STEP 3 The third step is to identify the hazards associated with each group’s tasks.

STEP 1

STEP 2

STEP 3

Group workers Identify each according to their jobs group’s tasks

(Partial list provided)

(Partial list provided)

Identify existing or potential hazards

1. Custodian a) Maintain floors

Chemical exposure to cleaning products, such as strippers, waxes, dust, carbon monoxide from propane machines Slips and falls on wet floors Noise and electrical hazards from equipment Physical injury from: • lifting and moving heavy items • awkward postures (pushing, pulling, bending wrists) • maintaining machines

2. Kindergarten a) Update curriculum Teacher

Use of computers and other resources Fatigue from preparing lessons at home or working alone after hours Eye, neck, shoulder, arm and wrist strain from: • prolonged sitting • repetitive motions • awkward postures • poorly designed furniture and workstations Transporting materials from home, vehicles, and storage rooms by hand or cart

3. Science Teacher a) Prepare chemicals Acute and chronic exposure to chemicals, solutions

and wastes (acids, bases, solvents, flammables,

compressed gases) Cuts from glassware, dissection tools, etc.

4. Administrative Assistant

a) Desk and computer work

Awkward and repetitive postures Improperly adjusted chair Poorly organized workspace

4. Education Assistant

a) Physical activities

Exposure to high noise levels from whistles, student activities Potential for physical injury (bruises, lacerations, overexertion, etc.)

Exposure to blood and body fluids from student injuries

SECTION 2 | October-November | Identifying Hazards

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STEP 4 The final consideration when assessing the risks associated with each hazard is to prioritize them according to: »»

The likelihood something will go wrong.

»»

The impact if the incident occurs (the severity of the consequences if it does go wrong).

Likelihood

The risk matrix can help you determine the likelihood something will happen and the impact if the incident occurs.

Very likely

Medium 2

High 3

Extreme 5

Likely

Low 1

Medium 2

High 3

Unlikely

Low 1

Low 1

Medium 2

What is the chance it will happen?

Minor

Moderate

Major

Impact

For each hazard, determine the frequency of the hazard. Next consider the impact if something does occur. Using the risk matrix, the specific risk value (extreme, high, medium or low) of each hazard can be determined. Consider all factors that contribute to the degree of risk for each hazard presented to each group of workers. The following factors must be considered to determine likelihood and impact. »»

People: worker’s capability, attitude, skill and experience.

»»

Equipment: Is it maintained? Is it right for the job?

»»

Materials: Is it hazardous? Should there be personal protective equipment worn?

Is it in good condition?

»»

Environment: housekeeping, light, temperature, weather, indoors, outdoors, etc.

Because all workplaces have many hazards, where does one start? Hazards can be categorized using the above method – start with extreme hazards, move to high risk hazards, then move to moderate risk hazards and end with low risk hazards. Hazards that rate extreme become your number one priority.

SECTION 2 | October-November | Identifying Hazards

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STEP 1

STEP 2

STEP 3

STEP 4

Group workers according to their jobs

Identify each group’s tasks

Identify existing or potential hazards

Assess risks and prioritize hazards using risk matrix

1. Custodian

Maintain floors by sweeping, mopping, stripping, waxing, scrubbing, polishing

Chemical exposure to cleaning products, such as strippers, waxes, dust, carbon monoxide from propane machines

Likelihood: Very likely Custodians are exposed on a regular basis Impact: Major The exposure could cause lost time injuries or death

This would be an extreme risk which would be a high priority for control.

Calculated using the risk matrix below.

This task would be considered an extreme risk job which would be a high priority for control. The final step is to determine how to eliminate or reduce the hazard by establishing controls.

Once the controls are established, find a solution. You may need to purchase personal protective equipment, send a worker for training, or conduct an ergonomic assessment and change a workstation or work process. For some tasks, you will need to create a step-by-step safe operating procedure that contains the controls within each step.

Train workers on hazard identification and risk assessment. Also conduct training on new step-by-step safe operating procedures. Reinforce training with close supervision to assess that safe operating procedures are working. Finally, ensure workers follow the procedures. Keep communication open and revise safe operating procedures as necessary.

SECTION 2 | October-November | Identifying Hazards

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One very important point in the hazard and risk process is to ensure workers are involved in the entire exercise. Workers typically know the hazards and risks of their work. They also have great ideas on how to controls the hazards.

In addition to conducting proactive hazard assessments, encourage workers to report hazards they discover during their work.

One of the most important roles of the occupational health committee (OHC) is helping the employer identify, assess and control hazards. The OHC audits the hazard control process in the employer’s health and safety management system to ensure it is effective, and helps the employer and workers improve health and safety in the workplace by helping to identify and resolve concerns.

You can find a summary of the hazard assessment and control process in Appendix 3.

SECTION 2 | October-November | Identifying Hazards

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Things to do School division, board or administration 1. Remind school and division administrators that: a. Occupational health and safety is important. b. Hazard identification and risk assessment are the first steps in preventing injuries and incidents. c. Each school or work site should have access to training in workplace hazard identification and risk assessment and control. d. Each school and work site must assess the risks associated with hazards to all workers.

2. Ensure information related to hazard identification and risk assessment is submitted to the appropriate contact and the system office reviews the assessments.

School and system administrators 1. Identify groups of workers who are performing similar functions.

2. Using sample templates, review or develop a hazard identification and risk assessment form for each group of workers. See Appendix 10 for template.

3. Conduct or update hazard identification and risk assessments for each group of workers.

4. Ensure workers participate. They are key to the process.

5. Keep copies of current hazard identification and risk assessments in your documentation binder.

6. Make sure that workers know how to report any hazards that they come across.

7. The OHC conducts inspections of the workplace, this becomes the committee’s opportunity to identify hazards and talk to workers about any occupational health and safety concerns.

Health and Safety Messages

The following messages should help communicate the importance of identifying hazards and the risks associated with them: »»

Work sites must be assessed to determine what hazards exist, so controls can be established to eliminate or reduce the hazards.

»»

Work sites contain many different types of hazards. They can be physical, ergonomic, chemical, biological and psychosocial.

»»

Once hazards are identified, plans must be established to control the hazards and risks to prevent incidents, injuries and illnesses.

»»

Hazards evolve and change, and we must review hazard identification and risk assessments when appropriate (or at least every year) and update them if necessary.

»»

Talk with the OHC next time they are in your area conducting an inspection.

SECTION 2 | October-November | Identifying Hazards

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Sample Workplace Hazards Physical

»»

»» »» »»

»» »» »» »» »» »» »» »» »»

»»

Tripping hazards (e.g., cables across the floor and poorly maintained floors, driveways and walkways) Electricity, including poor wiring and frayed cords Falls from elevated platforms or roofs Noise exposure (e.g., in shops or music rooms or from handtools or compressors) Vibration Extreme temperatures, thermal stress Fire Falls from ladders Moving machine parts Poor housekeeping and clutter in storage areas Pressurized systems, such as vessels and boilers Vehicles, including forklifts, trucks and pavers Ionizing/non-ionizing radiation exposure (e.g., radiation from the sun or microwave oven) Violence

Chemical

»»

»» »» »» »»

Dusts and fibres (e.g., wood dust in carpentry shops, asbestos from a removal project) Fumes (e.g., from welding or soldering) Gases, including compressed oxygen, nitrogen and natural gas Liquids, including battery acids, solvents, cleaners and mercury Mists and vapours (e.g., from metal working liquids, pesticides or spray painting operations)

Biological

»»

Viruses, bacteria moulds, fungi, etc., found in blood and body fluids, food, sewage and contaminated building materials

Ergonomic

»» »» »» »» »» »» »»

Awkward postures Static body positions Repetitive motions Excessive forces Voice strain Lighting (poor or glaring) Vibration (vibration and lighting can exacerbate the three main factors related to MSI injuries)

Psychosocial

»» »» »» »» »» »»

Workload and work pace Role stressors Career concerns Work scheduling Interpersonal relations Job content and control

SECTION 2 | October-November | Identifying Hazards

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SECTION 3

December-January

Controlling Hazards

After completing Section 2 you will have a collection of completed hazard assessments that describes workplace hazards for each area and group of workers. Ideally we would like to eliminate every hazard; however, that isn’t always possible, so our next option is to reduce the potential hazard. Teaching biology and chemistry involves handling potentially hazardous substances. Maintaining a school involves working on roofs and in confined spaces. At times many of us may need to work alone. Each individual situation requires its own set of controls for hazards.

There are three basic steps in controlling the risks from those hazards: 1. Eliminate hazards posed by equipment and work processes at their source (e.g., redesign the work process, substitute a safer chemical for a hazardous chemical, use new equipment).

2. If it is not practical to eliminate hazards, control the hazard to reduce the risk to workers (e.g., machine guards, noise enclosures, ventilation to dilute the concentration of a hazardous substance).

There are several ways to do this. For example we can use engineering controls like: »»

A trolley to move materials.

»»

A fume hood for chemistry experiments.

»»

Guards to cover pinch points on machinery.

3. If it is not practical to control the hazard, protect workers from the hazard by using tools such as administrative controls, safe work procedures, effective safety training, proper supervision or personal protective equipment.

We can use administrative controls such as: »»

Training workers to use the equipment safely.

»»

Using protocols and procedures to describe how to manage a hazardous situation.

»»

Vary tasks and limit the time any worker spends exposed to a hazard (chemical, ergonomic, etc.).

Finally we can use personal protective equipment (PPE), such as safety glasses, respirators or gloves, to reduce the risk and severity of an injury. When using chemicals the Material Safety Data Sheet (MSDS) will specify what PPE is required while working with each chemical.

When we use personal protective equipment, we need to make sure the equipment is well maintained, right for the hazard and fits the worker. It is an employer’s responsibility to: »»

Purchase the correct PPE

»»

Ensure it fits the worker

»»

Train the worker on the PPE, and

»»

Ensure the worker wears the PPE in the appropriate manner.

SECTION 3 | December-January | Controlling Hazards

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Following the employer’s responsibility it now becomes the worker’s responsibility to properly wear the PPE in the appropriate manner in the circumstances where the PPE is required. Workers also need SECTION 2 to understand the hazard identification and risk assessment process. They also need to know: »»

How to control the hazards properly (through training from the employer), and

»»

How to use the controls (This is not an option. There are consequences for not following the rules).

OHS legislation gives everyone, including workers, a responsibility to control hazards. For example: when a section of the legislation requires a worker to wear specific PPE, the worker has a responsibility to abide by the legislation to ensure their health and safety.

Section 87(4) of The Occupational Health and Safety Regulations, 1996 (the Regulations) states: A worker who is provided with PPE equipment by an employer or contractor shall: (a) Use the PPE, and (b) Take reasonable steps to prevent damage to the PPE. You can find examples of the different types of controls on page 22. Samples of completed hazard assessment and control forms are found in Appendices 6-9. These forms show how to identify, prioritize and control hazards.

SECTION 3 | December-January | Controlling Hazards

21

Breaking the Chain The flu is a biological hazard that we often simply accept. We think it is part of nature and part of working in a school. However, identifying the flu as a potential hazard helps us find ways to control it.

As an employer, you can encourage staff to get a flu shot, and you can make the process easy by paying for shots and arranging for workers to receive them at the work site.

During flu season, workers can also help control the hazard by: »» Practicing social distancing by staying at least two metres from students and other workers whenever possible, especially when students and co-workers are coughing and sneezing. »» Limiting equipment sharing with co-workers and students. Keep your pens and art supplies to yourself. »» Wiping hard surfaces, supplies and equipment daily (regular household cleaners are sufficient). »» Thinking before touching your mouth, eyes and nose, so viruses don’t spread from your hands. »» Covering your mouth and nose when coughing and sneezing. »» Throwing away used tissues. »» Sneezing and coughing into the crook of your elbow, when you don’t have a tissue. »» Washing hands frequently, and always after coughing, sneezing or using a tissue.

SECTION 3 | December-January | Controlling Hazards

22

Things to do School division, board or administration 1. Remind school and division administrators that: a. Schools have a responsibility to identify, eliminate and/or control hazards. b. Supervisors are responsible for ensuring workers use appropriate hazard controls. c. Workers are responsible to follow hazard controls.

2. Ensure that each school and work site documents hazard controls and submits a copy to the system office.

School and system administrators 1. Discuss the types of hazard controls with supervisors and workers.

2. Ask each supervisor to work with staff to: a. Determine which controls would eliminate, reduce and control identified hazards. b. Where necessary, develop operating procedures including safety steps for any job that isn’t adequately controlled through other means.

3. Ensure hazard controls are implemented.

Your Messages The following messages should help you communicate the importance of controlling hazards:

»» Engineering controls, administrative controls and personal protective equipment help eliminate and reduce hazards. »» Everyone has a responsibility to use the hazard controls identified for each task. »» If you think a control won’t work for a specific hazard, talk to your supervisor.

SECTION 3 | December-January | Controlling Hazards

23

Eliminating and Controlling Hazards (listed in order of preference) Elimination

»» Eliminate the need to perform the hazardous task. For example, a library could install Radio Frequency Identification, a wireless scanning system that eliminates the repetitive motion of handling each book and scanning each barcode.

Engineering controls

»» Substitute the hazardous material with something safer. For example, use a less toxic chemical or smaller packages to reduce the weight of items that have to be manually handled. »» Isolate the hazard. For example: Soundproof barriers to reduce noise levels Create an enclosed spray booth for spray painting Use remote control systems to operate machinery »» Use trolleys or hoists to move heavy loads »» Place guards around moving parts of machinery »» Provide local exhaust ventilation (e.g., a fume hood or exhaust hose)

Administrative controls

»» Safe work procedures »» Training and supervision for workers »» Regular maintenance of machinery and equipment

»» Job rotation to reduce exposures

Personal Protective Equipment

»» Hard hats

»» Keeping minimum quantities of chemicals on site

»» Respirators »» Gloves »» Ear plugs »» Goggles or glasses »» Footwear

A combination

»» Sometimes combinations of controls may be required to properly control a hazard. When eliminating or reducing a hazard, the closer you establish the control at the source, the more effective the control becomes. While PPE works very effectively, consider it a last alternative. The problem with PPE is it allows the energy from the hazard to come right to the worker. For example: there is a noisy air compressor in the shop area caused by a worn-out bearing on the belt system from the electric motor to the pulley. One way to protect a worker from the noise would be give them hearing protection, like ear muffs or ear plugs.

The problem with this solution, however, is the noise from the worn-out bearing is getting right to the worker. If the ear muffs or earplugs don’t work well, or the worker does not wear them, the worker is still exposed to the noise. The best solution is to eliminate the noise right at its source by fixing the noisy bearing.

This way, no energy (noise) is getting to the worker.

SECTION 3 | December-January | Controlling Hazards

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SECTION 4

February-March

OHS Orientation and Training

Effective training is essential to good health and safety. Remember, health and safety is about how your organization functions. It is about doing jobs right the first time. Worker orientation and training are essential parts of an effective health and safety program. Your occupational health and safety program will not work unless supervisors and workers know what to do and how to do it. Regulation 19 of The Occupational Health and Safety Regulations, 1996 (the Regulations) speaks directly to training of workers.

Workers must be trained in all matters that are necessary to protect their health and safety. Training must be delivered before they begin work at a place of employment or workers are moved from one work activity or worksite to another that differs with respect to hazards, facilities or procedures. The training required per Regulation 19 must include: »» Procedures to be taken in the event of a fire or emergency; »» The location of first-aid facilities; »» Identification of prohibited or restricted areas; »» Precautions to be taken for the protection of the worker from physical, chemical or biological hazards; »» Any procedures, plans, policies and programs required by the legislation; and »» Any other matters necessary to protect the workers health and safety at work.

Worker’s time spent to attend training per Regulation 19 is credited to the worker as time at work, and the worker does not lose pay or other benefits with respect to that time.

You must ensure no worker is permitted to perform work unless the worker has been trained and has sufficient experience to perform the work safely or is under close and competent supervision. As a reference Regulation 22(g) requires… a plan for training workers and supervisors in safe work practices and procedures, including any procedures, plans, policies or programs that the employer is required to develop pursuant to the Act or any regulations made pursuant to the Act that apply to work of the workers and supervisors. The objective of your training program is to help build health and safety precautions into every job and to increase the level of health and safety knowledge. The program must determine how health and safety training will be developed and delivered and by whom.

The first stage in every health and safety program begins with health and safety education and training during worker orientation, when a new worker starts with the organization, or when a worker is transferred to a different job. On the first day of work, new workers must learn critical information.

An orientation must cover any topic relevant to the health and safety of the worker including: emergency procedures, first-aid facilities, any restricted areas, precautions required to protect workers from hazards and any other health and safety procedures, plans, policies and programs that apply to the worker.

Workers who change jobs need the same orientation and training as someone who has just started.

Someone who transfers from one workplace to another may require additional orientation and specific worksite training. They may know the work site, but they are still new to the job.

SECTION 4 | February-March | OHS Orientation and Training

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Workers who deal with any type of hazard must receive training in proper practices and procedures before performing the tasks. Training is needed to safely use equipment, materials, production processes or procedures present in the workplace.

All jobs contain hazards. As an employer, you must ensure that each worker is trained or deemed competent where required by legislation. The legislation states that “training” means to give information and explanation to a worker with respect to a particular subject-matter and require a practical demonstration that the worker has acquired knowledge or skill related to the subject matter.

Health and safety training should be built into workers’ duties and responsibilities, as well as training on how to do specific work tasks. When you start a training program, you need a clear idea of the competencies required for each job. Training needs to be consistent so that everyone doing a job is doing it to the same standards. »» “Competent” means possessing knowledge, experience and training to perform a specific duty »» A “competent worker” means with respect to a particular task or duty and includes a worker who is being trained to perform that task or carry out that duty while under close and competent supervision during that training.

Different jobs will require different training and different levels of competencies.

SECTION 4 | February-March | OHS Orientation and Training

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Things to do School division, board or administration 1. Communicate the importance of health and safety training to division and school administrators.

Make sure they understand that all workers must have adequate qualifications, training and experience.

2. Inform division and school administrators where staff can receive orientation and training.

3. Develop a training budget and schedule so all workers will have the ability to develop the orientation, training and level of competencies required to do their jobs safely.

School and system administrators 1. Develop an employee health and safety orientation checklist. See Appendix 11 for a sample checklist.

2. Develop a list of skills required for each job category. The hazard assessments could be useful in this process.

3. Determine who has training and who needs training.

4. Ask employees to identify any additional health and safety training they may need.

5. Ask each supervisor to develop a health and safety orientation for his or her area.

6. Ask each supervisor to make sure each staff member gets the orientation and training required to do their job which includes any competency requirements as per the legislation.

7. Determine if anyone at the work site needs specialized training such as Transportation of Dangerous Goods (TDG) training. Workers who ship, transport or receive dangerous goods should have TDG training and renew their certificates every three years.

8. Determine who needs Workplace Hazardous Materials Information System (WHMIS) training.

Every worker (for example custodial, science and CTS teachers) who works with controlled chemical products requires WHMIS training.

9. Keep copies of the training records in the occupational health and safety file.

10. Keep track of training courses that require re-certification (e.g., TDG and first aid).

11. Make Material Safety Data Sheets (MSDS) available wherever chemicals are used or stored.

12. Ensure the occupational health committee’s (OHC) duty to establish, promote and recommend the means of delivery of health and safety programs for the education and information of workers is ongoing.

SECTION 4 | February-March | OHS Orientation and Training

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Health and Safety Messages The following messages should help you communicate the importance of occupational health and safety training: »» In Saskatchewan, The Occupational Health and Safety Act, 1993, the Regulations, and our health and safety program-wide policy and procedures set specific orientation and training requirements. »» With orientation, education and training, we can keep our workplace safe. »» We must constantly renew and update our training. »» We all need the orientation and training, which includes required competencies, to do our job safely. »» Safety in the workplace is a value for all of us.

SECTION 4 | February-March | OHS Orientation and Training

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SECTION 5

April-May

Inspecting the Workplace

Within the school system, an occupational health and safety program focuses on all work sites, not just the classroom. The entire operation must be healthy and safe. In Section 2, we looked at different jobs and tasks and tried to identify the hazards for each job. Another important aspect of a health and safety program is the inspection.

We need to take physical tours to inspect the work site and look at how we do our work. Much like the scheduled maintenance of a vehicle, inspections are routine checks which alert us to potential problems and allow us to spot unsafe conditions and unsafe behaviours that could lead to injury or illness.

Inspections must be routine and ongoing. How often you inspect depends on the number of potential hazards in the work area. The important thing is to schedule a regular time to complete inspections.

For example, you could plan to inspect shop classrooms or science labs every day. Make it a routine and involve students in the inspection. Mechanical rooms or maintenance areas may need monthly inspections, while administrative areas may only need inspections twice a year.

Inspections give the employer/contractor an opportunity to talk to workers and get their input.

Inspections work best when they are part of a team effort that involves the person who works in the area most of the time, a supervisor and someone from outside the area. Team inspections are very effective because they bring different perspectives. They can also help open lines of communication.

The inspection team gets to know the work site, and workers have the ability to connect back. By including administrators, supervisors and workers, you give everyone a fair chance to identify, assess and control the hazards in the workplace. Inspections also raise the profile of the health and safety program. A health and safety inspection demonstrates your commitment that the workers’ health and safety are of utmost importance.

Generally speaking there are two types of inspections: informal inspections and formal, planned inspections.

Informal inspections – These really boil down to conscious awareness of health and safety hazards and controls as people do their jobs. Informal inspections are an important part of an effective system of hazard identification and control that should be done by workers, supervisors and managers. Since workers are often the first to see things happen, they should be required and encouraged to report hazards. Two important steps for encouraging this are taking concerns seriously, and keeping workers informed about the status of remedial action (when and how the correction will be made, or why the corrective action has been delayed or denied).

Formal, planned inspections – A formal inspection is a planned walk-through or examination of a workplace, selected work area or particular hazards, machinery, tools, equipment and work practices.

Formal inspections must include an inspection of work processes and procedures to ensure the adequacy of safe work procedures.

SECTION 5 | April-May | Inspecting the Workplace

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Regulation 23 of The Occupational Health and Safety Regulations, 1996 (the Regulations) requires the employer to arrange for regular examinations of any plant under the control of the employer. Regulation 28 requires the employer to enable the occupational health committee (OHC) to inspect the place of employment at reasonable intervals. The OHS Division recommends that your committee inspect the workplace before each regularly scheduled meeting. Take the time to do it thoroughly. Divide the workplace into zones and thoroughly inspect one zone before each meeting.

Documentation is the final key step in the inspection process. Documentation can include the checklists and recording forms used to conduct the OHC inspection. Completing a final inspection report, including any recommendations to correct the unsafe acts, substandard conditions or contraventions of the legislation and any aspects of the employer’s health and safety must go to the appropriate person in the organization.

The final OHC inspection report has been delivered. At this point it’s now up to you to take corrective action to ensure the health and safety of your workers. You can follow the OHC recommendations of the report or come up with your own way to correct the unsafe acts, substandard conditions or contraventions identified by the inspection report. The bottom line is the workers’ health and safety must be protected.

Appendix 12 contains a sample inspection form.

SECTION 5 | April-May | Inspecting the Workplace

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Things to do School division, board or administration 1. Ensure school and system administrators understand and support the importance of regular work site inspections.

2. Provide resources and time for inspection teams to conduct inspections.

3. Work with school and system administrators, supervisors and workers in developing inspection checklists for appropriate locations. (You may want different checklists for different areas).

See Appendix 12 for a sample.

4. Provide appropriate inspection checklists to all work sites and schools.

5. Review inspection reports.

6. Ensure health and safety concerns from inspection reports are dealt with in a timely manner.

7. Ensure completed inspection reports are submitted to the authority office.

School and system administrators 1. Provide a brief overview of the inspection process to all staff.

2. Ensure inspection teams have the necessary training, resources and time to conduct inspections.

3. Plan an inspection schedule with staff.

4. Inspect the workplace based on the hazard assessments for each specific area. Inspect all areas of the school or work site at least twice per year.

5. Take part in inspections.

6. Ensure the inspections are completed according to your schedule.

7. Review and sign off inspection reports.

8. Communicate inspection results to the appropriate people, along with appropriate recognition, recommendations and follow-up actions, to all workers.

9. Keep a copy of all inspection reports in the health and safety file, and submit copies to the school authority office.

SECTION 5 | April-May | Inspecting the Workplace

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Health and Safety Messages The following messages should help you communicate the importance of inspecting the work site: »» Everyone in the school division is a worker and faces occupational health and safety hazards. »» Inspections help us identify what is working well, as well as what needs to be corrected or changed. »» Everyone is responsible to participate in regular and continuous work site inspections. »» Inspections are an opportunity to build teams and open lines of communication. »» Inspections help create a culture of health and safety.

SECTION 5 | April-May | Inspecting the Workplace

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SECTION 6

June

Planning for Emergencies and Incident Investigations

Emergency Response Planning As your health and safety program strengthens, your school system will see fewer emergencies and incidents. When an emergency does occur, your ability to respond quickly and appropriately will lessen the impact.

Most schools have model emergency response plans for students. Regular fire drills are one example of how schools identify a possible emergency, put a plan in place and then test the plan. A health and safety program addresses response plans for all potential emergencies.

All work sites, including central offices and maintenance areas, must have an emergency response plan for each potential emergency. The plan would describe the necessary steps and who is responsible for each step. In an emergency, the first step is to attend to injuries and secure the location. Your emergency response plan should describe how to respond to injured workers who may require anything from first aid to offsite treatment.

Steps in Emergency Response Planning: • Identify possible types of emergencies.

• Develop a plan to deal with each type.

• Provide training. The level of training will depend on the person’s role.

• Purchase the necessary equipment, including first-aid supplies. Ensure supplies are up-to-date and remain stocked.

• Test the plans (e.g., conduct drills).

• Debrief and modify the plans as needed.

SECTION 6 | June | Planning for Emergencies and Incident Investigations

Types of Emergencies: Facility: power outages, fires, water line breaks, natural gas leaks, etc.

Natural and man-made disasters: tornadoes, winter storms, train derailments, ammonia leaks, disasters in neighbouring buildings, etc.

Medical emergency: work-related or student injury, illness, etc.

Violence and threats of violence: bomb threats, intruders, co-worker or student violence, etc.

33

Incident Investigation Once the emergency is under control, an investigation of the incident must take place. The purpose of an investigation is not to assign blame, but to determine the facts of what happened and why, and make recommendations so the incident never takes place again. The investigation is conducted to determine all the causes and identify all the hazards, so we can control or eliminate them and prevent future incidents or emergencies.

An incident is any unplanned, unwanted event that may or may not cause damage, injury or illness.

The incident might have resulted in an injury, illness or damage, or you might have only had a near miss or what’s called a “dangerous occurrence” in the legislation.

Experience suggests that effective incident investigations prevent recurrences and make the workplace safer and healthier. That is why The Occupational Health and Safety Act, 1993 (the Act) and The Occupational Health and Safety Regulations, 1996 (the Regulations) require that certain accidents and dangerous occurrences be investigated and that the report contain specific information.

“Accidents causing serious bodily injury” (Regulation 8) and “Dangerous occurrences” (Regulation 9) are the terms used in the legislation to point out what incidents must be reported (which includes an investigation) to the OHS Division.

“Investigation of certain accidents” (Regulation 29) and “Investigation of dangerous occurrences” (Regulation 31) are the terms used that require investigations.

Investigations are conducted to find and correct the underlying/root causes of the incident, check the employer’s health and safety program and suggest recommendations or improvements (where required), so the incident never occurs in the workplace again.

When you review Regulations 8, 9, 29 and 31, all four require an investigation to properly report the incident to the appropriate people (including OHS Division). Leading employers investigate any incident that causes, or could have caused, injury or loss. They use the investigation as a tool to prevent a re-occurrence, hopefully before someone else is injured. They take a reactive situation and turn it into a proactive opportunity.

In the Introduction to this document Regulations 8, 9, 29 and 31 were listed so you can understand what an incident is, when it must be reported, to whom it must be reported and who must conduct the necessary investigations. An incident investigation is a tool in the employer’s health and safety program to determine the specifics of an incident and put controls in place so it never happens again. A key to the investigation is to determine what happened and why. Using the who, what, where, when, how and why questions will gather enough evidence to properly determine the causes of the incident. Incidents usually have many factors; determining the factors involved will also help to determine the causes. Factors like equipment, materials, people, chemicals, procedures, etc., all have an effect on the incident.

The employer is ultimately responsible for the effectiveness of incident investigations. To make incident investigations more effective, the employer can integrate them into the organization’s health and safety program (emergency planning and so forth), and provide the investigation team with appropriate training and resources.

SECTION 6 | June | Planning for Emergencies and Incident Investigations

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The employer’s health and safety program must identify what incidents require an investigation, including the process to follow. Incident investigation is a skill, and those individuals who have a lead role in your health and safety program should receive specific incident investigation training. All workers must know the procedures for reporting incidents, and those trained in incident investigation will take the lead in conducting the investigation.

The Appendices contain several forms: »» Appendix 13 – Hazard/Incident Report form (This simple form is completed by anyone involved in an incident). »» Appendix 14 – Incident Investigation form (Completed for more serious incidents. The person completing the investigation should receive training). »» Appendix 15 – Witness Statement (Completed by anyone who saw or has useful information about the incident). »» Appendices 17 and 18 – WCB forms.

Occupational health committee (OHC) training is available from the Ministry of Labour Relations and Workplace Safety.

This training covers the duties and functions of OHCs, as well as how to conduct inspections and investigations.

The Workplace Incident Investigation and Workplace Inspection Training courses are available online at worksafesask.ca.

SECTION 6 | June | Planning for Emergencies and Incidents

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Things to do School division, board or administration 1. Determine the potential emergencies and develop or update emergency plans for each situation.

2. Provide copies of the plans to all district schools and work sites.

3. Ensure the necessary resources and time are available to develop emergency response plans and investigations.

4. Ensure your health and safety program includes incident investigation procedures.

5. Remind school administrators of the importance of incident investigation and follow-up.

School and system administrators 1. Develop or update emergency plans so they are ready for the next school year.

2. Make sure the workplace has an appropriate number of workers trained in first aid.

3. Make sure at least the co-chairs of your OHC are trained in incident investigation.

4. Make sure the workplace has adequate first-aid supplies.

5. Appoint a person to create and look after a confidential first-aid records filing system.

Keep records for at least three years.

6. Review all first-aid and injury response procedures.

7. Senior management and the OHC members should review all incident investigation procedures.

8. Schedule fire and security alert drills to test the emergency response plan.

9. Set up a logbook to keep track of all emergency drills and actual response situations.

SECTION 6 | June | Planning for Emergencies and Incident Investigations

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Health and Safety Messages The following messages should help you communicate the importance of planning for emergencies and incidents. »» We must have appropriate emergency response supplies and equipment. »» We must have appropriate first-aid supplies and workers trained in first aid. »» Workers need to report all incidents, no matter how minor. »» We must be prepared to respond to an emergency, from providing first aid to locking down. »» Supervisors must immediately record every work-related illness or injury on the first-aid report form (these records are to be kept confidential). »» The employer shall report to the OHC co-chairs any time loss injury that results in a worker receiving medical treatment and allow the co-chairs reasonable opportunity to review the injury. »» We must immediately report all serious injuries to the OHS Division and the WCB or other insurer in the time period established by each organization. »» Investigations of incidents are not to lay blame, but to prevent recurrences. Turn a reactive situation into a proactive opportunity.

SECTION 6 | June | Planning for Emergencies and Incident Investigations

37

SECTION 7

Beyond Year One

This Schoolkit has taken you through the school year, prompting you to take a systematic approach to introducing an occupational health and safety program. Year Two could look very similar to your first year. Remember that each new year brings new staff. Although you are familiar with health and safety procedures, for many workers this is a new work site with many unknowns. Returning staff can also deepen their health and safety understanding. The goal is that everyone within your organization continues to increase his or her understanding of occupational health and safety.

Begin every school year by meeting to: »» Renew and reinforce your commitment to a healthy and safe workplace with your staff. »» Assess each work area’s orientation and training needs.

Use October and November to reassess the hazards and risks. Look for new hazards that have entered the work site. Review your hazard controls during December and January. This is a good time to pull out the hazard assessments and: »» Determine whether the controls are effective. »» Update safety procedures as necessary. »» Review the controls and procedures with workers during health and safety meetings.

In February and March, evaluate your progress and examine your budget to make sure you have the resources for next year’s training and other health and safety needs. In the spring, review your inspection schedule and your emergency, first-aid and incident investigation procedures.

Possible next steps: »» Track statistics (WCB or other insurance) for work-related injuries and look for trends. »» Develop a process for managing contractor health and safety. »» Incorporate health and safety into other systems, for example: • Transportation and busing.

• Field trips.

• Professional development.

• Facility environment issues (e.g., air quality, mould, asbestos, etc.).

Thank you for working towards Mission: Zero in our schools!

SECTION 7 | Beyond Year One

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Glossary Accident. A more appropriate term is “incident”. An unplanned, unwanted event that causes, or could have the potential to cause, damage, injury or illness. The term “accident” suggests these events are out of our control. However, these events are only out of control because we have failed to introduce proper training, inspections, procedures and hazard controls.

Administrative control. Policies, procedures, safe work practices and training that manage how

workers handle workplace hazards. Developing administrative controls reduces the frequency, severity and likelihood of incidents, worker injuries and illness, but does not eliminate or physically control the hazard. Examples of administrative controls include:

• • • •

Rotating workers during severe weather conditions; Planning job procedures for jobs which have special hazards; Purchasing tools with safety features, and Purchasing less toxic products, etc.

Due diligence. A person has a legal duty to take every reasonable precaution in the circumstances

to avoid both harm and an offence against the law. It is the level of judgement, care, prudence, determination and activity that reasonably would be expected under particular circumstances.

Applied to occupational health and safety, due diligence means that employers shall take all reasonable precautions to prevent injuries or incidents in the workplace. To exercise due diligence, an employer must implement a plan to identify possible workplace hazards and carry out the appropriate corrective action to prevent incidents or injuries arising from these hazards.

Employee. See definition of “worker”.

Employer. A person, firm, association or body that has, in connection with the operation of a place

of employment, one or more workers in the service of the person, firm, association or body. Within every school system, the employer is the school board. The employer can designate a representative who then acts on the employer’s behalf.

Engineering control. Engineering control provides the highest degree of worker protection because it eliminates or controls the hazard at its source. Next to elimination, engineering controls are the preferred method for controlling hazards. Some examples of engineering controls are:

• Installing guards around moving parts; • Rollover protection (ROPS) for heavy equipment (e.g., forklift truck); and • Providing ventilation equipment to remove toxic vapours.

Hazard. A hazard is any activity, situation or substance that can cause harm. A hazard has the potential to cause an injury, illness or damage.

Hazard assessment. A process that looks at what hazards and risks exist in the workplace and what controls could be established to eliminate or reduce the hazards and risks.

Glossary

39

Incident. Any unplanned, unwanted event, which may or may not cause injury, illness or damage.

The term “incident” is used in a broad sense to include accidents, dangerous occurrences and near-miss incidents.

Incident investigation. The process of systematically gathering and analyzing information about an

incident. This is done for the purpose of identifying causes and making recommendations to prevent recurrence. Incident investigations are also done to meet any regulatory requirements regarding incident investigation, report writing or record keeping. Sometimes called accident investigations.

Inspection. A process to observe workplace conditions and activities, and to monitor the effectiveness of hazard controls. Inspections should be documented and completed on a regular basis.

Medical aid injury. Any injury that requires medical attention, but allows the injured person to return to the job on the same day of injury.

Minor injury. Any injury that does not result in absence from work, including those that do not require first aid.

Near miss. An incident that could have resulted in an injury, illness or damage, but did not.

Occupational health and safety. The promotion and maintenance of the highest degree of physical,

mental and social well-being of workers; the prevention among workers of ill health caused by their working conditions; the protection of workers in their employment from factors adverse to their health; the placing and maintenance of workers in working environments that are adapted to their individual physiological and psychological conditions; and the promotion and maintenance of a working environment that is free of harassment.

Occupational health committee. A committee established at a workplace by an employer and consists of labour and management representatives who meet on a regular basis to deal with health and safety issues, including workers’ concerns. The committee combines workers’ in-depth practical knowledge of specific jobs and management’s larger overview of job interrelationships, general company policies and procedures.

Occupational health and safety program. A document that declares the employer’s commitment

to health and safety, and describes everyone’s health and safety roles and responsibilities. A main goal of the occupational health and safety program is to identify, assess and control hazards to workers in all workplace operations. The scope and complexity of a health and safety program will vary according to the type of workplace and the nature of operations carried out.

Personal protective equipment (PPE). Any clothing, device or other article worn or used by a worker to prevent injury or facilitate rescue.

Safe operating procedures. A form of administrative control. Written, step-by-step instructions

of how to do a job from start to finish in a safe manner with consideration of the hazards and risks associated with the job. Job procedures are used to train new workers and workers who have moved to new jobs. A safe operating procedure contains the appropriate safe work practices and highlights safety points. Commonly referred to as safe work practices, job safety analysis.

Glossary

40

Psychosocial hazards. The hazards that affect us psychologically and emotionally and occur between people. Harassment and stress are examples of psychosocial hazards.

Reasonably practicable. Practicable unless the person on whom a duty is placed can show that there is a gross disproportion between the benefit of the duty and the cost, in time, trouble and money, of the measures to secure the duty.

Task. A set of related steps that make up a discrete part of a job. Every job is a collection of tasks.

For example, answering a phone or entering data into a computer are tasks of an administrative job.

Time loss injury. Any injury where a worker is not able to return to their next scheduled shift.

Unusual Danger. A danger that’s not normal for the job. A danger that would normally stop work.

Any situation where a worker is not properly trained, equipped or experienced.

Work site. An area at a place of employment where a worker works or is required or permitted to be present.

Worker. A person who is engaged in an occupation in the service of an employer.

Workers’ Compensation Board. Workers’ compensation is a disability insurance system that

protects both employers and workers against the impact of work injuries. It compensates injured workers for lost income, health care and other costs related to a work related injury. It protects employers from being sued by workers if they are injured on the job. This system brings stability and protection to the workplace by providing coverage at a cost shared by all employers. It also protects employers and workers against the risks and expenses of injury and the uncertainties of litigation. Some school employees are covered by the WCB while others are covered by another insurance agency, such as the Saskatchewan Teachers’ Federation Income Continuance Plan (ICP).

Glossary

41

Saskatchewan Ministry of Labour Relations and Workplace Safety

Saskatchewan Workers’ Compensation Board

Regina 1870 Albert Street Regina SK S4P 4W1 Inquiry (306) 787-4496 Toll free 1-800-567-7233 (SAFE)

Head Office 200-1881 Scarth Street Regina SK S4P 4L1

Saskatoon Eighth floor, 122 3rd Avenue North Saskatoon SK S7K 2H6 Inquiry (306) 933-5052 Toll free 1-800-667-5023 Online www.lrws.gov.sk.ca

Saskatoon Office 115-24th Street East Saskatoon SK S7K 1L5 Phone (306) 787-4370 Toll free 1-800-667-7590 Fax (306) 787-4311 Toll free fax 1-888-844-7773 Online www.wcbsask.com

Appendix 1: Sample Occupational Health and Safety Policy and Responsibilities Statement School or work site:

Position school board logo here

Address/city/postal code: Contact name/number:

Health and Safety Policy: (Insert school division here) is committed to the protection of our employees, contractors, volunteers and the students we serve.

In fulfilling this commitment, the school administration will provide and maintain a safe and healthy work environment in accordance with industry standards and in compliance with legislative requirements, and will strive to eliminate any foreseeable hazards which may result in injury, illness or damage.

We are all responsible for preventing incidents within our facilities and are each expected to comply fully with all applicable health and safety laws, rules and regulations.

Incidents can be prevented through good management in combination with active employee involvement. Participation in the safety and health program is the direct responsibility of all employees. All employees will perform their jobs in compliance with established safe work practices.

The information in this policy does not take precedence over OHS legislation. All employees should be familiar with The Occupational Health and Safety Act, 1993 (the Act) and The Occupational Health and Safety Regulations, 1996. A copy of the legislation is available in every school office.

To ensure that this policy continues to meet our needs, this school division will review it each year.

Signed:

Director of education School division Date

Appendix 1: Sample Occupational Health and Safety Policy and Responsibilities Statement School or work site:

Position school board logo here

Address/city/postal code: Contact name/number:

Responsibilities: Everyone within the operations of the (insert school division here) has responsibilities to help create and maintain a safe working environment for themselves and others.

Clear expectations are necessary to ensure that everyone is aware of their rights and obligations. This will enable the (insert school division here)’s health and safety management system to operate effectively.

Everyone has the right to work in a safe and healthy environment.

Therefore, the (insert school division here) will clearly describe the roles and responsibilities of all levels within the operations, including the board or division, management (principal or system administrators), workers, volunteers, contractors and students.

These expectations will be a condition of employment and must be followed.

Board or division responsibilities: Provide a healthy and safe workplace.

Inform all employees of their occupational health and safety rights and obligations.

Ensure that the health and safety program is created, operating and maintained as intended by actively overseeing, participating in and maintaining control of the program.

Establish policies and procedures for the health and safety management system.

Ensure adequate resources are available to successfully build and implement this system.

Appendix 1: Sample Occupational Health and Safety Policy and Responsibilities Statement School or work site:

Position school board logo here

Address/city/postal code: Contact name/number:

Principal and system administrator responsibilities: Implement a heath and safety program in the facilities.

Inform all employees of their occupational health and safety rights and obligations.

Inform employees of any hazards specific to their location or nature of their work.

Ensure all employees perform their duties in accordance with applicable legislation.

Ensure all employees are aware of and comply with all aspects of the health and safety program.

Ensure all employees are competent by providing adequate and necessary training in a timely manner.

Regularly inspect conditions and correct those that are substandard.

Ensure all incidents and near misses are reported and investigated.

Ensure proper maintenance of equipment and tools.

Ensure all contractors and workers are aware of (insert school division here)’s expectations.

Identify troubled or impaired workers and ensure they are looked after appropriately.

Ensure workers are not exposed to harassment.

Worker responsibilities: Know and follow all aspects of the health and safety program.

Report all incidents, including near misses, injuries, unsafe acts or conditions and infractions, no matter how small.

Wear all personal protective equipment required by safe job procedures, regulations or policies.

Take every reasonable precaution to ensure the safety of yourself, other workers and students.

Refuse to perform work when unsafe conditions exist or when not trained adequately to do the job, in accordance with Section 23 of the Act. Know the locations and operations of the emergency safety equipment.

Be familiar with emergency response protocol.

Participate in occupational health and safety training and activities.

Refrain from causing or participating in the harassment of another worker.

Appendix 1: Sample Occupational Health and Safety Policy and Responsibilities Statement School or work site:

Position school board logo here

Address/city/postal code: Contact name/number:

Contractor responsibilities: Present proof of good standing with the Saskatchewan Workers’ Compensation Board and provide proof of insurance before working on any (insert school division here) job location.

Follow all aspects of (insert school division here)’s health and safety program.

Take work hazards seriously and protect yourself and others from danger.

Report all hazards, near misses, injuries or incidents that occur while working at a (insert school division here) facility.

Comply with all legislated requirements pertaining to your scope of work.

Visitor, parent, guest and volunteer responsibilities: Report to the main office prior to entering the facility.

Wear personal protective equipment when required and follow the instructions and rules of the location.

Provide all clearances required for the position.

Appendix 2: Key Legislation Requirements School or work site:

Position school board logo here

Address/city/postal code: Contact name/number:

The following are key sections of the Occupational Health and Safety Regulations, 1996 that focus on reporting and investigating incidents.

Accidents causing serious bodily injury

8(1) An employer or contractor shall give notice to the division as soon as is reasonably possible of every accident at a place of employment that: (a) causes or may cause the death of a worker; or (b) will require a worker to be admitted to a hospital as an in-patient for a period of 72 hours or more.

(2) The notice required by subsection (1) must include: (a) the name of each injured or deceased worker; (b) the name of the employer of each injured or deceased worker; (c) the date, time and location of the accident; (d) the circumstances related to the accident; (e) the apparent injuries; and (f) the name, telephone number and fax number of the employer or contractor or a person designated by the employer or contractor to be contacted for additional information.

(3) An employer or contractor shall provide each co-chairperson or the representative with a copy of the notice required by subsection (1).

4 Oct 96 cO-1.1 Reg 1 s8.

Dangerous occurrences

9(1) In this section, “dangerous occurrence� means any occurrence that does not result in, but could have resulted in, a condition or circumstance set out in subsection 8(1), and includes: (a) the structural failure or collapse of: (i) a structure, scaffold, temporary falsework or concrete formwork; or (ii) all or any part of an excavated shaft, tunnel, caisson, coffer dam, trench or excavation;

(b) the failure of a crane or hoist or the overturning of a crane or unit of powered mobile equipment; (c) an accidental contact with an energized electrical conductor; (d) the bursting of a grinding wheel; (e) an uncontrolled spill or escape of a toxic, corrosive or explosive substance; (f) a premature detonation or accidental detonation of explosives; (g) the failure of an elevated or suspended platform; and (h) the failure of an atmosphere-supplying respirator.

(2) An employer, contractor or owner shall give notice to the division as soon as is reasonably possible of any dangerous occurrence that takes place at a place of employment, whether or not a worker sustains injury.

(3) A notice required by subsection (2) must include: (a) the name of each employer, contractor and owner at the place of employment; (b) the date, time and location of the dangerous occurrence; (c) the circumstances related to the dangerous occurrence; and (d) the name, telephone number and fax number of the employer, contractor or owner or a person designated by the employer, contractor or owner to be contacted for additional information.

(4) An employer, contractor or owner shall provide each co-chairperson or the representative with a copy of the notice required by subsection (2).

4 Oct 96 cO-1.1 Reg 1 s9.

Investigation of certain accidents

29(1) Subject to section 30, an employer shall ensure that every accident that causes or may cause the death of a worker or that requires a worker to be admitted to a hospital as an in-patient for a period of 24 hours or more is investigated as soon as is reasonably possible by: (a) the co-chairpersons or their designates; (b) the employer and the representative; or (c) where there is no committee or representative, the employer.

(2) After the investigation of an accident, an employer, in consultation with the cochairpersons or their designates, or with the representative, shall prepare a written report that includes: (a) a description of the accident; (b) any graphics, photographs or other evidence that may assist in determining the cause or causes of the accident;

(c) an explanation of the cause or causes of the accident; (d) the immediate corrective action taken; and (e) any long-term action that will be taken to prevent the occurrence of a similar accident or the reasons for not taking action.

4 Oct 96 cO-1.1 Reg 1 s29.

Investigation of dangerous occurrences

31(1) An employer, contractor or owner shall ensure that every dangerous occurrence described in subsection 9(1) is investigated as soon as is reasonably possible by: (a) the co-chairpersons or their designates; (b) the employer, contractor or owner and the representative; or (c) where there is no committee or representative, the employer, contractor or owner.

(2) After the investigation of a dangerous occurrence, an employer, contractor or owner, in consultation with the co-chairpersons or their designates or with the representative, shall prepare a written report that includes: (a) a description of the dangerous occurrence; (b) any graphics, photographs or other evidence that may assist in determining the cause or causes of the dangerous occurrence; (c) an explanation of the cause or causes of the dangerous occurrence; (d) the immediate corrective action taken; and (e) any long-term action that will be taken to prevent the occurrence of a similar dangerous occurrence or the reasons for not taking action.

4 Oct 96 cO-1.1 Reg 1 s31.

Consult your copy of The Occupational Health and Safety Act, 1993 and The Occupational Health and Safety Regulations, 1996 for additional sections that address reporting and investigating responsibilities.

Appendix 3: Hazard Assessment and Control Process

1. Identify work groups

=

Describe the type of work carried out in the work site and segregate working groups where possible.

2. Identify tasks (work inventory) for each group

=

List the work-related activities in each work group.

3. Identify hazards for each task

=

Assess the hazards for each task/work-related activity. »» Consider associated people, equipment, materials and environment. »» Include all psychosocial, chemical, physical, ergonomic, biological, machine, energy, material handling and safe work responsibilities.

4. Assess the risk associated with each hazard

=

Evaluate the risk factors of each hazard, including the likelihood and impact, using the risk matrix.

5. Eliminate hazards

=

Starting with the higher-risk hazards, eliminate hazards whenever it is reasonably practicable to do so.

=

Identify controls for the hazards that cannot be eliminated in the following order: »» Engineering controls. »» Administrative controls. »» Personal protective equipment.

=

»» Put the controls in place to reduce the risk of each hazard to a level as low as reasonably achievable.

Provide training and coaching in the use of the controls and communicate control measures to affected employees. »» Conduct regular work site inspections; monitor controls. »» Investigate incidents; determine if controls are working.

6. Identify and develop hazard controls

7. Implement hazard controls & follow up

Appendix 4: Sample Job Inventory School or work site:

Position school board logo here

Address/city/postal code: Contact name/number:

Location:

Date:

Department:

#

Job Title

1

Board

2

CEO

3

Principal

4

Vice Principal

5

Administrative Assistant

6

Librarian

7

Library Associate

8

Teacher

9

School Community Council

10

Volunteer

11

Education Assistant

12

Coach

13

Assistant Coach and Manager

14

Maintenance and Custodial

15 16 17 18 19 20

Number of Employees Performing Task

Hazard Assessment Completion Date

Appendix 5: Sample Custodian Work Inventory School or work site:

Position school board logo here

Address/city/postal code: Contact name/number:

Location:

Date:

Department:

Type of Work: Custodian 1

Maintain floor and carpets

2

Remove garbage and recyclables

3

Pressure wash walls and furniture

4

Clean and disinfect washrooms

5

Clean up hazardous spills, such as blood or body fluids, mouse or bird droppings and chemicals

6

Perform general cleaning of desks, walls, chalk or whiteboards, windows or glass, etc.

7

Change or replace lights and ceiling tiles

8

Move furniture and equipment

9

Work on rooftops to check vents, retrieve balls, adjust flags, change security lights

10

Inspect and clean up buildings and grounds

11

Cut grass and maintain flower beds

12

Remove snow or ice and sand walkways

13

Perform routine maintenance and repair power equipment

14

Perform boiler water testing, treat boiler water, relight pilots

15

Monitor condition of building materials

16

Lubricate fan motor or bearings and replace filters

17

Prepare (take down) boilers for inspection

18

Conduct security checks and unlock or lock building

19

Assist in budget planning, prepare cleaning schedules, perform appraisals

20

Supervise or train custodial staff

21

Order stock and maintain custodial supplies

22

Obtain MSDS updates and label chemicals for WHMIS compliance

23

Prepare or monitor maintenance service requests

24

Monitor or assist with community use of building

26

Liaise with rental groups, facilities staff, contractors, regulatory agencies (e.g. fire or health inspectors) Receive or pick up supplies using personal vehicle and stock items

27

Identify, label and ensure asbestos containing materials are in good repair

25

Appendix 6: Sample Custodian Hazard Assessment and Control Form Step 1 – Group workers according to their job SCHOOL OR WORK SITE: STAFF GROUP:

Step 2

Cleaning or Building Maintenance

Type of Work

List types of work and work-related activities

Related tasks or activities

Maintain floors by sweeping, mopping, stripping, waxing, scrubbing, polishing

JOB OR POSITION SUMMARY: Responsible for the care, cleaning and security of the building and grounds, safe operation and maintenance of heating and mechanical equipment and oversight of custodial staff functions in the building

Step 3 Identify existing or potential hazards

Step 4 Assess risk and prioritize hazards using risk matrix

People, equipment, material, environment (PEME)

ASSESSED BY:

Identify and Implement Hazard Controls Engineering controls administrative controls personal protective equipment Summary of recommended hazard controls 

Hazard types: physical, chemical, biological, ergonomic, psychosocial

 

Brooms, mops, buckets, floor machines

High 3 * * Address quickly due to high level of risk

Chemical exposure to cleaning products, strippers, waxes, dust

Extreme 5 * * Address very quickly due to extreme level of risk

Slips or falls on wet floors

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats

DATE COMPLETED:

Eliminate the hazard Control the hazard Protect workers from the hazard Provide properly designed equipment and tools Ergonomic training Look for less toxic products Current Material Safety Data Sheets (MSDS) on site for all chemicals WHMIS and TDG training Use approved personal protective equipment (e.g., gloves, chemical cartridge respirator, dust masks) Inspect mops and machines to find ways to keep floor as dry as possible Wear non-slip footwear

Corrective action

In place Comments Yes

No

Noise from equipment

Cleaning or Building Maintenance

Electrical hazards from equipment Physical injury (sprains and strains) from: Moving, heavy items and furniture Awkward postures (bending, twisting, pushing, pulling, bending wrists, kneeling on hard floors) Lifting water buckets into sinks or floor drains Working with improperly maintained machines Maintain carpets by cleaning, vacuuming or spot cleaning

Medium 2

Medium 2

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats

Use of extractors, bonnet machines, upright, canister and backpack vacuums

High 3 * * Address quickly due to high level of risk

Lifting furniture and vacuums

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats

Use approved personal protective equipment (e.g., hearing protection) Inspect machines prior to use Maintain machines regularly Avoid pressing handles into palms Avoid twisting and bending motions Ergonomic training Back injury prevention training Supply enough machines per wing or floor to reduce carrying or lifting distances Supply dollies and carts Regular and preventative maintenance of machines Maintain machines regularly Training in safe work practices and procedures Alternate with other tasks to use different muscle groups Provide mechanical aids, dollies and carts Back injury prevention training Safe work procedures for lifting and handling loads

Cleaning or Building Maintenance

Awkward postures (bending, twisting, pushing, pulling, reaching), repetitive motions

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats

Exposure to dust and moulds

High 3 * * Address quickly due to high level of risk

Noise from equipment

Remove garbage and recyclables

Strains or sprains from carrying bags and lifting out of carts or cans and into dumpsters. Awkward postures (e.g., stooping, kneeling, reaching over shoulder , lifting heavy lids)

Slips or falls on ice or uneven surfaces

Medium 2

High 3 * * Address quickly due to high level of risk

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats

Avoid awkward motions Ergonomic training Alternate with other tasks which use different motions Take mould and dust abatement measures Use approved personal protective equipment (e.g., respiratory protection) When new machines are purchased take noise level into consideration Use approved personal protective equipment (e.g., hearing protection) Ergonomic evaluation Ergonomic work practices education Explore different methods of garbage collection and disposal Provide mechanical assistive devices such as carts and dollies Move the dumpster Weight limits on bags Safe work procedures for lifting and handling loads Explore different methods of garbage disposal Fix uneven surfaces Remove ice and snow more frequently Wear non-slip footwear

Physical injury to hands or fingers if lid falls Pressure wash walls and furniture

Injury to eyes and skin from high pressure

Medium 2

Medium 2

Cleaning or Building Maintenance

Exposure to chemicals and degreasers

Medium 2

Clean and disinfect washrooms

Exposure to chemical disinfectants, acid bowl cleaners, glass cleaners and poor ventilation Extreme 5 * * Address very quickly due to extreme level of risk

Exposure to blood and body fluids Medium 2

Keep lid-closing mechanism in good repair Wear gloves Use approved personal protective equipment (e.g., gloves, respirator, eye protection) Look for less toxic products Current Material Safety Data Sheets (MSDS) on site for all chemicals WHMIS training Use approved personal protective equipment (e.g., gloves, respirator, eye protection) Look for less toxic products Current Material Safety Data Sheets (MSDS) on site for all chemicals WHMIS training Use approved personal protective equipment (e.g., gloves, respirator, eye protection) Assess ventilation and suggest improvements as appropriate Use approved personal protective equipment (e.g., gloves) Safe work practices and training

Slips and falls

Cleaning or Building Maintenance

Muscle strains from bent wrists, hand wringing of cloths and forceful scrubbing

Clean up hazardous spills such as blood or body fluids, mouse or bird droppings and chemicals

Exposure to hazardous chemicals, bacteria, viruses

General cleaning: desks, walls, chalk or white boards, windows or glass, etc.

White board cleaners, neutral and glass cleaners

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats

Low 1

Medium 2

Awkward postures, repetitive motions

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats

Keep floor as dry as possible Wear non-slip footwear Ergonomic evaluation Ergonomic work practices education Safe work practices Provide appropriate tools and equipment Procedures for handling blood and body fluids and hanta virus on site Blood-borne pathogens training Use approved personal protective equipment (e.g., gloves, respirator, eye protection) Look for less toxic products Current Material Safety Data Sheets (MSDS) on site for all chemicals WHMIS training Use approved personal protective equipment (e.g., respirator, eye protection) Avoid awkward motions Ergonomic training Alternate with other tasks which use different motions

Glass cleaning may involve working from heights or ladders

Cleaning or Building Maintenance

Change and replace lights and ceiling tiles

Medium 2

Asbestos

Medium 2

Working from heights, ladders, geni-lifts Medium 2

Risk of electrocution Medium 2 Move furniture and equipment (tables, benches, desks, cabinets, TVs, entrance mats, floor machines, etc.)

Physical injury from awkward posture, heavy lifting, overexertion repetitive motions, bending, twisting, carrying up and down stairs, foot or hand hazards

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats

Use the proper tools (window washers) and equipment (ladders, fall arrest devices) Fall arrest/ working at heights training Safe work procedures Ensure safe work procedures and controls to prevent the release of asbestos when possible Use approved personal protective equipment (e.g., overalls, gloves, footwear, respiratory protective equipment Training on procedures and use of controls Fall arrest/ working at heights devices and training Safe work procedures Inspect and maintain equipment Proper tools Safe work practices Appropriate training and skills Provide mechanical aids, dollies and carts Back injury prevention training Safe work procedures for lifting and handling loads

Work on rooftops

Vent checks, ball retrieval, flag adjustments, changing security lights Medium 2

Building or grounds inspections, clean up

Needles, condoms, broken glass, blood and body fluids.

Cuts or lacerations Low 1

Bitten by stray animals, insects

Maintain building or grounds

Low 1

Grass cutting, maintain grounds and flower beds

Encounters with threatening strangers Hand and foot hazards from contact with moving lawn mower and equipment parts

Low 1

Medium 2

Noise exposure, sun exposure, insects High 3 * * Address quickly due to high risk level

Fall arrest/ working at heights devices and training Safe work procedures Follow work-alone procedures with check-in protocol Inspect and maintain equipment Procedures for handling blood and body fluids Blood-borne pathogens training Use approved personal protective equipment (e.g., gloves, puncture resistant gloves, eye protection) Safe work procedures Use approved personal protective equipment (e.g., gloves, long sleeves) Insect repellant Follow working-alone protocol Safe operating procedures Use approved personal protective equipment (e.g., steel toe boots, eye protection) Gasoline stored outdoors in approved shed and approved metal container Written procedures for dispensing gasoline Make machines as quiet as possible Use approved personal protective equipment (e.g., hearing protection, hats, long sleeves/pants, sunscreen, insect repellant) Avoid working outside when UV index is high

Maintain building or grounds

Stooping, bending, kneeling

Winter snow or ice removal, sanding walkways

Shovels, snow blowers, flammable materials, noise Heavy snow, heavy repetitive lifting, bending or awkward postures, pushing equipment over uneven terrain, fatigue

Physical injury from flying debris, moving machinery parts Slips or falls

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats

Medium 2

High 3 * * Address quickly due to high risk level

Medium 2

Medium 2

Snow blowers, burnishers, lawn mowers, contact with moving parts Caustic or corrosive chemicals, asbestos, high heat, burns, fire or explosion

Maintain Physical Plant

Routine maintenance or initiate repairs on power equipment Perform boiler water testing, treatment

Low 1

High 3 * * Address quickly due to high risk level

Confined spaces

High 3 * * Address quickly due to high risk level

Ergonomic assessment and training Safe work procedures Take breaks to do other work Use proper equipment (knee pads) Follow snow shoveling and snow blower guidelines Ergonomic assessment and training Safe work procedures Take breaks to do other work Use the proper equipment Follow snow shoveling and snow blower guidelines Keep sidewalks and parking lots as clean and ice free as possible Use of ice melt products Wear non-slip footwear Send for repair

Ensure safe work procedures and controls to prevent the release of asbestos when possible Use the safest possible chemicals Use approved personal protective equipment (e.g., overalls, gloves, footwear, respiratory protective equipment, eye protection) Safe work practices and training Confined space procedures Confined space training

Monitor condition of building materials

Exposure to asbestos, mould

Medium 2

Maintain Physical Plant

Confined spaces

Lubricate fan motor or bearings and replace filters

Moving parts

Prepare (take down) boilers for inspection

Work at height, ladders

Confined spaces

High 3 * * Address quickly due to high risk level Low 1 High 3 * * Address quickly due to high risk level

Medium 2

Dust, brushes, filters

Low 1

Cuts Low 1

Trip and fall

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats

Remove visible mould when possible Ensure safe work procedures and controls to prevent the release of asbestos when possible Use approved personal protective equipment (e.g., overalls, gloves, footwear, respiratory protective equipment) Training on procedures and use of controls Confined space procedures Confined space training Follow safe work procedures Confined space procedures Confined space training Fall arrest/ working at heights devices and training Safe work procedures Inspect and maintain equipment Follow safe work procedures Use approved personal protective equipment (e.g., overalls, gloves, footwear, respiratory protective equipment) Follow safe work procedures Use approved personal protective equipment (e.g., gloves) Follow safe work procedures Wear non-slip footwear

Ladders, heights Medium 2

Confined spaces

High 3 * * Address quickly due to high risk level

Maintain Physical Plant

Dust, asbestos

Low 1

Superheated water Medium 2

Security

Conduct security checks, unlock or lock building, check security and fire safety alarm systems

Intruders, violent encounters High 3 * * Address quickly due to high risk level

Slips or falls

Exposure to elements if outside

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats Medium 2

Fall arrest/ working at heights devices and training Safe work procedures Inspect and maintain equipment Confined space procedures Confined space training Ensure safe work procedures and controls to prevent the release of asbestos when possible Good housekeeping to decrease dust Use approved personal protective equipment (e.g., overalls, gloves, footwear, respiratory protective equipment Training on procedures and use of controls Safe work practices and training Use approved personal protective equipment (e.g., gloves) Safe work practices and training for working alone Security checks done from inside the building Communications system in place in the event of an emergency Keep walking surfaces as clean and dry as possible Ensure lighting is adequate Wear non-slip footwear Dress appropriately for weather conditions

Other

Administrative

Assist in budget planning, prepare cleaning schedules, performance appraisals Supervise or train custodial staff Order stock, maintain custodial supplies

Stress associated with work demands Sitting for long periods

Low 1

Medium 2

Low 1 Use of a computer, STARS system, telephone

Obtain MSDS updates, label chemicals for WHMIS compliance

Use of computer and telephone to get new MSDS Possible exposure to chemicals

Prepare or monitor maintenance service requests

Use of a computer, STARS system.

Monitor or assist with community use of building Liaise with rental groups, facility staff, contractors, regulatory agencies (fire or health inspectors) Receive or pick up supplies using personal vehicle, stocking items

After hours or weekend work

Low 1

Low 1 Low 1

Low 1

Low 1

Building tours, speaking, possible language barriers Low 1

Cleaning or boiler chemicals, gasoline

Medium 2

Heavy lifting High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats

Employee Assistance Program Ergonomically good work station set-up Good ergonomic work habits Knowledge and training in safe work practices Ergonomically good work station set-up Good ergonomic work habits Good ergonomic work habits Use approved personal protective equipment Ergonomically good work station set-up Good ergonomic work habits Safe work practices and training for working alone Appropriate footwear for walking Identify possible risks in working with the public and implement controls Use approved personal protective equipment Use approved containers TDG training Provide mechanical aids, dollies and carts Back injury prevention training Safe work procedures for lifting and handling loads

Motor vehicle collisions Medium 2

Set up or dismantle stage equipment, gym floor mats or tarps, set up desks or chairs for exams or special events

Heavy lifting, repetitive motions

Change filters and dust collectors

Confined spaces

High 3 * * Address quickly due to high frequency of occurrence as seen in injury stats High 3 * * Address quickly due to high risk level

Possible exposure to asbestos

Other

Low 1

Heights, climbing ladders Medium 2

Contact with other staff, students and the public

Verbal and physical threats, aggression, violence and injury

Medium 2

Follow road safety rules Inspect and maintain vehicle in good running order Provide mechanical aids, dollies and carts Back injury prevention training Safe work procedures for lifting and handling loads Confined space procedures Confined space training Ensure safe work procedures and controls to prevent the release of asbestos when possible Use approved personal protective equipment (e.g., overalls, gloves, footwear, respiratory protective equipment) Training on procedures and use of controls Fall arrest/ working at heights devices and training Safe work procedures Inspect and maintain equipment Identify potential risks Implement violence prevention and control strategies Educate staff Ensure all incidents are reported and investigated Develop and publicize non-violence policy

** Disclaimer – this list is not meant to include all work tasks, hazards or controls. No suggested controls are guaranteed to work in all situations.

Appendix 6: Sample Custodian Hazard Assessment and Control Form SCHOOL OR WORK SITE: STAFF GROUP:

JOB OR POSITION SUMMARY: Responsible for the care, cleaning and security of the building and grounds, safe operation and maintenance of heating and mechanical equipment and oversight of custodial staff functions in the building

Step 5 Review and communicate assessment with applicable staff (List staff below and have staff initial document)

ASSESSED BY:

DATE COMPLETED:

1) Types of work: Include a description of the broad general nature of the work carried out (e.g., office work, classroom preparation, cleaning).

Work-related activities: The specific activities carried out within each type of work starting with an action verb (e.g., operating office equipment, using computers, planning lessons, vacuuming floors).

2) Hazards can be identified using several methods including personal experience or intuition, physical observations, task or job analysis or incident investigation.

3) Engineering controls: Preferred method. Reduces exposure by removing or isolating hazard from worker. Examples are elimination, ventilation, substitution, redesign, guarding, enclosure, automation, mechanical aids.

Step 6 Review assessment annually and update as necessary Review Dates

4) Administrative controls: Practices that reduce likelihood of exposure by altering the time or way a task is performed (e.g., training or education, safe work procedures, purchasing standards, supervision, signage, job rotation or scheduling, housekeeping, etc.).

5) Personal protective equipment (PPE): Not to be used as primary control unless engineering or administrative controls are not feasible.

Examples are safety glasses, safety footwear, gloves, respiratory protection, hearing protection.

6) Documents or procedures referenced in this template are available from the OHS Division.

Appendix 7: Sample Teacher Hazard Assessment and Control Form SCHOOL OR WORK SITE:

JOB OR POSITION SUMMARY:

ASSESSED BY:

DATE COMPLETED:

STAFF GROUP:

Step 2

Classroom Planning Preparation and Management

Type of Work

List types of work and work-related activities

Related tasks or activities

Update curriculum knowledge and establish program goals Establish classroom rules and routines Develop individual program plans for special needs students Research and develop lesson, unit and student growth plans

Step 3 Identify existing or potential hazards

Step 4 Assess risk and prioritize hazards using risk matrix

People, equipment, material, environment (PEME)

Identify and Implement Hazard Controls Engineering controls administrative controls personal protective equipment Summary of recommended hazard controls 

Hazard types: physical, chemical, biological, ergonomic, psychosocial

 

Use computers, internet and curriculum resources.

Prepare at home or work alone after school hours and on weekends.

Eye, neck, shoulder, arm and wrist strain from prolonged sitting, repetitive motions, awkward postures, and poorly designed and positioned furniture and workstations Transport bags and boxes of materials from home, personal vehicles, storage rooms, etc., by hand or using carts

Low 1

Eliminate the hazard Control the hazard Protect workers from the hazard Take micro-breaks: alternate from standing to seated positions regularly Working alone procedures for school staff (including security and door locking procedures), posting of parent and student expectations for behaviour Employee Assistance Program (EAP) Safe work practices for lifting and handling loads Use mechanical aids (dolly) for transporting loads

Corrective action

In place Comments Yes

No

Potential for violent encounters with intruders if working alone or in isolated schools locations

Review ladder safety checklist Basic health and safety inspection checklist

Classroom Planning Preparation and Management

Stress from changing work and grade assignments that may vary from year to year, integration of special needs children Type assignments, use computers, photocopiers, laminators, paper cutters, scissors, filing cabinets, step ladders, shelves etc.

Falls from portable ladders or makeshift climbing aids such as boxes, chairs, desks

Prepare classroom materials and unit displays

Strains and sprains from moving desks and chairs or transporting books from resource rooms Physical injury from unstable furniture or limited storage space and cluttered work areas Cuts and bruises from sharp edges on desks and cabinets, unstable shelving, AV equipment, and unsecured and improperly stacked or protruding materials Fire hazards from student artwork, teaching aids and other combustible materials

Medium 2

Take micro-breaks: alternate from standing to seated positions regularly Working alone procedures for school staff (including security and door locking procedures), posting of parent and student expectations for behaviour Employee Assistance Program (EAP) Safe work practices for lifting and handling loads Use mechanical aids (dolly) for transporting loads Review ladder safety checklist Basic health and safety inspection checklist Artwork and teaching aids do not exceed 20% of wall or ceiling surface

Use auditory, print and visual media, overhead projectors, chalkboards, whiteboards and computers

Use of anti-fatigue matting or cushioning insoles Electrical safety tips FM sound systems for voice projection Indoor air quality tips Procedures for blood and body fluids Flu immunization program Promptly report all incidents of workplace violence

Routine Classroom and Teaching Instruction

Awkward postures, muscle strain and fatigue from using equipment and from prolonged standing and walking when assisting students Trips and falls from cords Electrical hazards from cords and AV equipment Deliver lesson plans using variety of learning tools and resources

Voice loss from repetitive use of voice Exposure to chalk dust, solvent markers, whiteboard cleaners, air contaminants and allergens from building materials and occupants and from cleaning and maintenance or renovation activities (e.g., moulds, cleaning products, perfumes, exhaust emissions) Uncomfortable temperatures and humidity, odours, poor lighting and ventilation Potential exposure to communicable diseases (viruses, bacteria, lice, etc.) and contact with pests (e.g., mice, ants, flies)

High 3 * * Address quickly due to high level of risk

Physical Education

Routine Classroom and Teaching Instruction

Stress from large class sizes, limited space and resources, language barriers with students, parents and integration of special needs students where support systems may be limited Physical injury from unstable furniture or sharp edges, or created by limited storage space and cluttered work areas Cuts and bruises from sharp edges on desks and cabinets, or unsecured, improperly stacked or protruding materials

Demonstrate and supervise indoor and outdoor physical activities and spot students who are using equipment

Physical or verbal abuse from students Exposure to high noise levels from whistles, student activities Potential for physical injury (e.g., bruises, lacerations, strains and sprains, back or overexertion injuries) Exposure to blood and body fluids from student injuries

High 3 * * Address quickly due to high level of risk

Hearing protection First-aid training Procedures for blood and body fluids Safety guidelines for physical activity

Physical Education

Strains and sprains from lifting, carrying, moving heavy and awkward gymnastics equipment, mats, benches, volleyball nets, etc.

Set up and take down and inspect various gym equipment

Set up equipment and instruments

Music Programs

Set up risers for assemblies Clean musical instruments

Music instruction

Physical injury from structural failure of wall-mounted equipment (e.g., backstops, climbing walls etc.)

Exposure to sun and pests (e.g., bees, wasps) during outdoor activities and field events Strains and sprains from moving pianos, lifting and carrying instruments and audio equipment, etc., on and off shelves, moving tables, benches and risers

Low 1

Medium 2

Uneven floor surfaces, trips and falls on stairs and risers Chemical exposure to products used to clean and sanitize instruments and mouthpieces Use rhythm instruments, recorders, piano Voice fatigue (singing, talking) Possible high noise exposure from instruments

Music Programs

Anaphylaxis Handbook for School Boards (Health Canada) Sun safety procedures Wear light coloured, long-sleeved clothing

Muscle strain from repetitive hand and arm motions (e.g., conducting) and moving heavy instruments Awkward postures working with younger students on floor

Medium 2

Safe work practices for lifting and handling loads Store heavier instruments on shelves between knuckle and shoulder height Material Safety Data Sheets for chemical products

Noise testing and CSA approved hearing protection if levels exceed occupational exposure limits

Mark tests and assignments

Student Assessment

Enter data into computer

Prepare interim reports and report cards

Working after hours and weekends at work or from home.

Medium 2

Extensive reading, muscle and visual fatigue and strain Eye, neck, shoulder, arm and wrist strain from prolonged sitting, repetitive motions, awkward postures and poorly designed and positioned furniture and workstations

Low 1

Stakeholder Communication

Fatigue and stress from working extended hours and interruptions to family and personal time Conduct student and parent conferences Liaise with social services, school councils, colleagues, councillors, health care providers, etc.

Use telephones, email, student agendas, interviews Potential verbal abuse and threats of physical abuse Parents may call teachers after hours at their home numbers (angry or threatening calls)

Medium 2

Take micro-breaks: alternate from standing to seated positions regularly Working alone procedures for school staff (including security and door locking procedures), posting of parent and student expectations for behaviour Employee Assistance Program (EAP) FM sound systems for voice projection

Working alone procedures for school staff (including security and door locking procedures), posting of parent and student expectations for behaviour Employee Assistance Program (EAP) Non-violent crisis intervention training

Other

Delivery of minor first aid and medications

Provide extracurricular coaching, volunteer clubs, special events (dances, choir, bingos, casinos) Pick up classroom supplies

Possible contact with blood or body fluids, needles, epi-pens

Low 1

Risk of physical injury from activities and equipment Motor vehicle collisions from use of personal and school vehicles to attend events or transport students

Low 1

Exposure to second-hand smoke, noise Stranded during inclement weather

Contact with other staff, students and the public

Verbal and physical threats, aggression, violence and injury

Medium 2

First-aid training Procedures for blood and body fluids Guidelines for providing medications to students Employee Assistance Program (EAP) Working alone procedures for school staff (including security and door locking procedures), posting of parent and student expectations for behaviour Safe work practices for lifting and handling loads Use mechanical aids (dolly) for transporting loads Defensive driving Identify potential risks Implement violence prevention and control strategies Educate staff Ensure all incidents are reported and investigated Develop and publicize non-violence policy

** Disclaimer – this list is not meant to include all work tasks, hazards or controls. No suggested controls are guaranteed to work in all situations.

Appendix 7: Sample Teacher Hazard Assessment Control Form SCHOOL OR WORK SITE: STAFF GROUP:

JOB OR POSITION SUMMARY: Education of students following the “Guide to Education” and “Teaching Quality Standard.”

Step 5 Review and communicate assessment with applicable staff (List staff below and have staff initial document)

ASSESSED BY:

DATE COMPLETED:

1) Types of work: Include a description of the broad general nature of the work carried out (e.g., office work, classroom preparation, cleaning).

Work-related activities: The specific activities carried out within each type of work starting with an action verb (e.g., operating office equipment, using computers, planning lessons, vacuuming floors).

2) Hazards can be identified using several methods including personal experience or intuition, physical observations, task or job analysis or incident investigation.

3) Engineering controls: Preferred method. Reduces exposure by removing or isolating hazard from worker. Examples are elimination, ventilation, substitution, redesign, guarding, enclosure, automation, mechanical aids.

Step 6 Review assessment annually and update as necessary Review Dates

4) Administrative controls: Practices that reduce likelihood of exposure by altering the time or way a task is performed (e.g., training or education, safe work procedures, purchasing standards, supervision, signage, job rotation or scheduling, housekeeping, etc.).

5) Personal protective equipment (PPE): Not to be used as primary control unless engineering or administrative controls are not feasible.

Examples are safety glasses, safety footwear, gloves, respiratory protection, hearing protection.

6) Documents or procedures referenced in this template are available from the OHS Division.

Appendix 8: Sample Education Assistant Hazard Assessment and Control Form Step 1 – Group workers according to their job SCHOOL OR WORK SITE:

JOB OR POSITION SUMMARY: Assist students with lessons and activities under the direct supervision of a classroom teacher.

ASSESSED BY:

DATE COMPLETED:

STAFF GROUP:

Step 2

Personal Care

Physical Activities

Type of Work

List types of work and work-related activities

Related tasks or activities

Participate in and supervise indoor and outdoor physical activities and assist students using equipment

Delivery of minor first aid and medications

Step 3 Identify existing or potential hazards

Step 4 Assess risk and prioritize hazards using risk matrix

People, equipment, material, environment (PEME)

Identify and Implement Hazard Controls Engineering controls administrative controls personal protective equipment

Summary of recommended hazard controls 

Hazard types: physical, chemical, biological, ergonomic, psychosocial

 

Exposure to high noise levels from whistles, student activities Potential for physical injury (e.g., bruises, lacerations, strains and sprains, back or overexertion injuries) Exposure to blood and body fluids from student injuries Possible contact with blood or body fluids, needles, epi-pens

Medium 2

Low 1

Eliminate the hazard Control the hazard Protect workers from the hazard

Hearing protection First-aid training Procedures for blood and body fluids Guidelines for physical activity safety

First-aid training Procedures for blood and body fluids Guidelines for providing medications to students Employee Assistance Program (EAP)

Corrective action

In place Comments Yes

No

Personal Care

Assisting with feeding and toileting

Strains and sprains from lifting and transferring

Routine Classroom

Assisting with lesson delivery

Awkward postures, muscle strain and fatigue from using equipment and from prolonged standing, sitting, stooping, bending and walking when assisting students

High 3 * * Address quickly due to high level of risk

Safe work practices for lifting Use mechanical aids Procedures for blood and body fluids

High 3 * * Address quickly due to high level of risk

Ergonomic assessment of work duties and practices Alternate postures regularly Safe work practices

Physical or verbal abuse from students High 3 * * Address quickly due to high level of risk

Accompany students on activities away from school

Extracurricular

Exposure to body fluids

Pick up and transport students and equipment

Risk of physical injury from activities and equipment Motor vehicle collisions during use of personal and school vehicles to attend events or transport students Exposure to second-hand smoke, noise Stranded during inclement weather Exposure to sun and pests (e.g., bees, wasps) during outdoor activities and field events

Medium 2

Promptly report all incidents of workplace violence Safe work procedures, including posting of parent and student expectations for behaviour Employee Assistance Program (EAP) Defensive driving Safe work practices for lifting and handling loads Sun safety procedures First-aid training

Other

Contact with other staff, students and the public

Verbal and physical threats, aggression, violence and injury High 3 * * Address quickly due to high level of risk

Identify potential risks Implement violence prevention and control strategies Educate staff Ensure all incidents are reported and investigated Develop and publicize non-violence policy

** Disclaimer – this list is not meant to include all work tasks, hazards or controls. No suggested controls are guaranteed to work in all situations.

SASBO NEEDS TO REVIEW THIS AND PROVIDE INPUT TO ASSURE THAT IT IS AN ACCURATE REFLECTION OF THE ACTIVITIES OF AN EDUCATION ASSISTANT.

Appendix 8: Sample Education Assistant Hazard Assessment Control Form SCHOOL OR WORK SITE: STAFF GROUP:

JOB OR POSITION SUMMARY: Education of students following the “Guide to Education” and “Teaching Quality Standard.”

Step 5 Review and communicate assessment with applicable staff (List staff below and have staff initial document)

ASSESSED BY:

DATE COMPLETED:

1) Types of work: Include a description of the broad general nature of the work carried out (e.g., office work, classroom preparation, cleaning).

Work-related activities: The specific activities carried out within each type of work starting with an action verb (e.g., operating office equipment, using computers, planning lessons, vacuuming floors).

2) Hazards can be identified using several methods including personal experience or intuition, physical observations, task or job analysis or incident investigation.

3) Engineering controls: Preferred method. Reduces exposure by removing or isolating hazard from worker. Examples are elimination, ventilation, substitution, redesign, guarding, enclosure, automation, mechanical aids.

Step 6 Review assessment annually and update as necessary Review Dates

4) Administrative controls: Practices that reduce likelihood of exposure by altering the time or way a task is performed (e.g., training or education, safe work procedures, purchasing standards, supervision, signage, job rotation or scheduling, housekeeping, etc.).

5) Personal protective equipment (PPE): Not to be used as primary control unless engineering or administrative controls are not feasible.

Examples are safety glasses, safety footwear, gloves, respiratory protection, hearing protection.

6) Documents or procedures referenced in this template are available from the OHS Division.

Appendix 9: Sample Administrative Assistant Hazard Assessment and Control Form Step 1 – Group workers according to their job SCHOOL OR WORK SITE: STAFF GROUP:

Step 2

Phones

Computer Workstation

Type of Work

List types of work and work-related activities

Related tasks or activities

Typing/Data entry on computer (keyboard)

JOB OR POSITION SUMMARY: Providing secretarial and administrative support to the Principal; communicating information to students, parents, staff and/or other districts; and supporting the broad array of services provided to students, parents, instructional and support employees.

Step 3 Identify existing or potential hazards

Step 4 Assess risk and prioritize hazards using risk matrix

People, equipment, material, environment (PEME)

ASSESSED BY:

Identify and Implement Hazard Controls Engineering controls administrative controls personal protective equipment Summary of recommended hazard controls 

Hazard types: physical, chemical, biological, ergonomic, psychosocial Repetitive movements and awkward postures on the computer

 

Medium 2

Improperly adjusted chair

Eliminate the hazard Control the hazard Protect workers from the hazard Ergonomic assessment Use ergonomically correct work practices Arrange workstation ergonomically Correctly fitted chair

Poorly organized workspace

Repetitive tasks with copy machines or printers

Repetitive movements and awkward postures using office equipment

Medium 2

Prolonged use of the phone Taking phone messages

Awkward postures on the phone

Low 1

DATE COMPLETED:

Ergonomic assessment Safe work procedures for using office equipment Organize tasks in a fashion that allows for breaks Take micro breaks Use headset for frequent and long calls

Corrective action

In place Comments Yes

No

Other

Contact with other staff, students and the public

Verbal and physical threats, aggression, violence and injury

Medium 2

Identify potential risks Implement violence prevention and control strategies Educate staff Ensure all incidents are reported and investigated Develop and publicize non-violence policy

** Disclaimer – this list is not meant to include all work tasks, hazards or controls. No suggested controls are guaranteed to work in all situations.

Appendix 9: Sample Administrative Assistant Hazard Assessment Control Form SCHOOL OR WORK SITE:

JOB OR POSITION SUMMARY:

ASSESSED BY:

DATE COMPLETED:

STAFF GROUP:

Step 5 Review and communicate assessment with applicable staff (List staff below and have staff initial document)

1) Types of work: Include a description of the broad general nature of the work carried out (e.g., office work, classroom preparation, cleaning).

Work-related activities: The specific activities carried out within each type of work starting with an action verb (e.g., operating office equipment, using computers, planning lessons, vacuuming floors).

2) Hazards can be identified using several methods including personal experience or intuition, physical observations, task or job analysis or incident investigation.

3) Engineering controls: Preferred method. Reduces exposure by removing or isolating hazard from worker. Examples are elimination, ventilation, substitution, redesign, guarding, enclosure, automation, mechanical aids.

Step 6 Review assessment annually and update as necessary Review Dates

4) Administrative controls: Practices that reduce likelihood of exposure by altering the time or way a task is performed (e.g., training or education, safe work procedures, purchasing standards, supervision, signage, job rotation or scheduling, housekeeping, etc.).

5) Personal protective equipment (PPE): Not to be used as primary control unless engineering or administrative controls are not feasible.

Examples are safety glasses, safety footwear, gloves, respiratory protection, hearing protection.

6) Documents or procedures referenced in this template are available from the OHS Division.

Appendix 10: Hazard Assessment and Control Form – Template Step 1 – Group workers according to their job SCHOOL OR WORK SITE:

JOB OR POSITION SUMMARY:

ASSESSED BY:

DATE COMPLETED:

STAFF GROUP:

Step 2

Type of Work

List types of work and work-related activities

Related tasks or activities

Step 3 Identify existing or potential hazards People, equipment, material, environment (PEME)

Step 4 Assess risk and prioritize hazards using risk matrix

Identify and Implement Hazard Controls Engineering controls administrative controls personal protective equipment Summary of recommended hazard controls 

Hazard types: physical, chemical, biological, ergonomic, psychosocial

 

Eliminate the hazard Control the hazard Protect workers from the hazard

Corrective action

In place Comments Yes

No

Appendix 10: Hazard Assessment Control Form – Template SCHOOL OR WORK SITE:

JOB OR POSITION SUMMARY:

ASSESSED BY:

DATE COMPLETED:

STAFF GROUP:

Step 5 Review and communicate assessment with applicable staff (List staff below and have staff initial document)

1) Types of work: Include a description of the broad general nature of the work carried out (e.g., office work, classroom preparation, cleaning).

Work-related activities: The specific activities carried out within each type of work starting with an action verb (e.g., operating office equipment, using computers, planning lessons, vacuuming floors).

2) Hazards can be identified using several methods including personal experience or intuition, physical observations, task or job analysis or incident investigation.

3) Engineering controls: Preferred method. Reduces exposure by removing or isolating hazard from worker. Examples are elimination, ventilation, substitution, redesign, guarding, enclosure, automation, mechanical aids.

Step 6 Review assessment annually and update as necessary Review Dates

4) Administrative controls: Practices that reduce likelihood of exposure by altering the time or way a task is performed (e.g., training or education, safe work procedures, purchasing standards, supervision, signage, job rotation or scheduling, housekeeping, etc.).

5) Personal protective equipment (PPE): Not to be used as primary control unless engineering or administrative controls are not feasible.

Examples are safety glasses, safety footwear, gloves, respiratory protection, hearing protection.

6) Documents or procedures referenced in this template are available from the OHS Division.

Appendix 11: Sample Employee Health and Safety Orientation Checklist Position School Board Logo Here

School or work site: Address/city/postal code: Contact name/number:

Name:

Date:

Position:

Location:

ORIENTATION ELEMENTS Health and safety policy

Completed

Incident reporting and investigations

       

Emergency response process



ADDITIONAL INFORMATION

Completed

Emergency contact information Location of PPE

 

Location of first-aid and emergency supplies



Roles and responsibilities General rules Job specific hazards Health and safety training Inspections/audits Refusal of unsafe work

Initials

Initials

Questions:

Comments:

Notes:

Supervisor name/signature:

Date:

Worker name/signature:

Date:

Date for orientation follow-up:

Appendix 12: Sample Inspection Checklist School or work site:

Position School Board Logo Here

Address/city/postal code: Contact name/number:

Location: Inspected by (staff):

Date:

INSPECTED ITEMS Priority Index: 1. Imminent danger 2. Serious 3. Minor 4. Acceptable 5. Not applicable (N/A) Yes No Priority Comment SECTION A – Slipping, Tripping and Falling Are hallways and classrooms free of obstructions to pedestrians?

Are classroom aisles free from debris and obstructions?

Are cords (phone/electrical) secured out of aisles, work areas?

Are there any spills that require cleaning?

Are wet floor “caution” signs available/in use?

Are step ladders available for staff to use to reach and hang decorations?

Are stepladders in good condition?

Do outside steps and walkways provide safe footing?

Have areas with high slip and fall potential (around water fountains, entryways, etc.,) been identified and hazards addressed?

SECTION B – Falling Objects Are materials stacked so that they cannot fall to a lower level?

Are shelves and cabinets free of overload?

Yes

No

Priority

Comment

Yes

No

Priority

Comment

Is ice buildup on roof edges removed?

SECTION C – Electrical Is there insulation on electrical cords?

Are appropriate plugs equipped with grounding prongs?

Are covers and cover plates in place?

Are equipment and lights free of loose connections?

Are electrical panels labelled and shut?

Are outlets free of overloads?

Are electrical tools and equipment inspected, maintained and in good working order?

Is emergency lighting tested and maintained?

SECTION D – Fire Prevention Are flammable liquids properly labelled, in approved containers and stored in approved cabinets?

Is waste disposed of properly?

Yes

No

Priority

Comment

Yes

No

Priority

Comment

Yes

No

Priority

Comment

Is equipment shut off at the end of the day?

Can employees explain the evacuation procedures?

Are evacuation signs and routes posted?

Are all exit signs illuminated?

Are personal space heaters, electric hot plates or coffee makers, etc., clear of flammable or combustible materials and from contact with people?

SECTION E – First Aid and Emergency Response Can employees explain the emergency response plan?

Are emergency contact numbers posted?

Can employees point out where first-aid kits are located?

Are first-aid kits regularly inspected and maintained?

Can employees point out where the eye wash stations are located?

Are eye wash stations regularly inspected and maintained?

Are MSDSs easily accessible where required?

Are emergency equipment and exits free of obstruction?

Are fire hoses, extinguishers and suppression systems maintained?

SECTION F - Miscellaneous Are there abrasion hazards such as sharp edges or corners of furniture or wall mounted fixtures?

Are the aisles free of any blind corners?

Is adequate light available?

Are work stations/work areas arranged in an ergonomically correct manner?

Are workers working in an ergonomically correct manner?

Can staff say where to access the health and safety policy?

Are there other concerns with your general working environment?

Is proper personal protective equipment (PPE) available in areas where it is required?

Is the use of PPE enforced?

Is PPE regularly inspected and in good repair?

Are machine guards in place?

Are safety signs posted on equipment?

Is asbestos-containing material identified and labelled?

Appendix 12: Sample Inspection Checklist School or work site:

Position school board logo here

Address/city/postal code: Contact name/number:

Location: Inspected by (staff):

Date:

CORRECTIVE ACTION SUMMARY (TO BE COMPLETED BY ADMINISTRATION) Description of deficiency

Corrective action

Responsible person

Due date

Completion date

Appendix 13: Sample Hazard/Incident Report Form

1/2

School or work site:

Position school board Address/city/postal code: logo here Contact name/number: Location of hazard/incident: Name of worker:

Date of incident:

Position:

Time of incident:

Phone:

Date reported:

Witnesses?

YES

o

NO

o

If YES, list and submit witness statements:

Type of incident: Near miss o

Property damage o

Injury (first aid, medical aid, time loss)

o

Environmental/spill o Hazard o

Was there an injury?

YES o If YES, describe (type and location) and WCB forms:

Other o NO

o

Description of hazard/incident (including events leading up to incident):

Immediate action taken:

Suggestions to correct hazard or prevent recurrence:

Signature:

Date:

Manager/principal name/signature:

Date:

Reasons to call the Ministry of Labour Relations and Workplace Safety (LRWS): when an incident causes serious, bodily injury or may cause the death of a worker; when a worker requires admittance to a hospital as an in-patient for 72 hours or more.

Dangerous occurences include: the structural failure or collapse of a structure, scaffold, temporary falsework or concrete formwork, all or any part of an excavated shaft, tunnel, caisson, coffer dam, trench or excavation; the failure of a crane or hoist; the overturning of a crane or unit of powered, mobile equipment that contacts an energized electrical conductor; the bursting of a grinding wheel; an uncontrolled spill or escape of a toxic, corrosive or explosive substance; a premature or accidental detonation of explosives; the failure of an elevated or suspended platform; and the failure of an atmosphere-supplying respirator.

Appendix 13: Sample Hazard/Incident Report Form

2/2

School or work site:

Position School Board Address/city/postal code: Logo Here Contact name/number: Draw out the incident scene. Be sure to include the locations of all witnesses, equipment, machinery, buildings, etc., in relation to the incident site.

Please describe the details of your drawing.

Appendix 14: Sample Incident Investigation Form School or work site:

Position School Board Logo Here

Address/city/postal code: Contact name/number:

Location of incident: Name of worker:

Date of incident:

Position:

Time of incident:

Phone:

Date reported:

Witnesses?

Yes 

No 

If YES, list and submit witness statements:

Type of incident:

Near miss 

Property damage 

Environmental/spill 

Time loss injury 

Other

Was there an injury?

Yes



Injured worker’s name, position and experience:

Describe (type and part/location of injury) and attach WCB forms (if applicable):

Description of incident (including events leading up to the incident):

No 



Appendix 14: Sample Incident Investigation Form School or work site:

Position School Board Logo Here

Address/city/postal code: Contact name/number:

Direct or immediate causes (substandard acts or conditions):

Indirect or underlying causes (personal or work factors):

Immediate action taken:

Recommended corrective measures:

Investigated by:

By whom

Completion date:

Signature:

Date:

Signature:

Date:

Comments:

Reviewed by: Comments:

Status:

Complete 

Monitor 

Requires further investigation 

Appendix 15: Sample Witness Statement

1/2

School or work site:

Position School Board Logo Here

Address/city/postal code: Contact name/number:

Name of witness:

Date of incident:

Position:

Contact information:

Please state in your own words what happened.

Signature:

Date:

Appendix 15: Sample Witness Statement

2/2

School or work site:

Position School Board Logo Here

Address/city/postal code: Contact name/number:

Draw out the incident scene. Be sure to include the locations of all witnesses, equipment, machinery, buildings, etc., in relation to the incident site.

Please describe the details of your drawing.

Appendix 16: WCB Injury Report Forms

How to report a work injury to the WCB: Once you are aware of a work-related injury that requires medical attention, you as an employer must report it to the WCB within five days by submitting the Employer’s Initial Report of Injury (E1) form. If you do not report within five days, you may be subject to a fine.

You should also make sure the worker submits a Worker’s Initial Report of Injury (W1) form. You are required to provide this form to any worker who is injured or who asks for it. You can get the forms online or from a WCB office.

There are several ways to report an injury: Online Go to www.wcbsask.com. Click Report an Injury. Complete the report on screen and click submit to send the report to the WCB automatically.

By phone Dial 1-800-787-9288. A WCB representative will fill out the E1 form with you over the telephone.

By fax or mail Download a copy of the E1 form from the Forms section of the WCB website www.wcbsask.com. You can complete the form on screen or complete it by hand.

You may also request an E1 form from the WCB office.

Use the fax number or mailing address on the form to send it in.

sAsKATCHEWAN WorKErs’ ComPENsATIoN BoArD

200 – 1881 scarth street regina, sK s4P 4L1

E1

Phone: (306) 787-4370 Toll free: 1-800-667-7590 fax: (306) 787-4311 Toll free fax: 1-888-844-7773

Employer’s Initial Report of Injury Reporting Options: (1) WCBTelefile 1-800-787-9288 Section A: Employer Information

WCB Claim No.: (2) WEB www.wcbsask.com

Type of Business: Phone Number: Contact Person: E-mail: Fax Number: WCB Firm No.:

Complete this form as soon as you are aware the injury.

Section B:ofWorker Information

(3) Fax

Industry Rate Code:

Specific Division (if applicable): Occupation:

You must complete this form if a worker seeks medical treatment for a work injury.

Social Insurance Number: Personal Health Number: Birthdate:

Sex:

Male

Female

Provide any information you have if you think Section C: Injury Information 1. Injury Date: 2. Reported to employer on: this may not be 3. a Province of Injury: 4. Area of body injured: 5. Name of healthcare provider: work injury.

Hire Date:

6. How did the injury happen?

7. Has the employee lost time from work, due to the injury, after the day of injury? Yes; If “yes”, go to question #8 8. First day off due to this injury: Time the employee left work: am :

No; If “no” go to Section E pm

9. Has employee returned to work?

Yes No If “yes”, what was the date the employee returned: 10. Do you have any reason to believe that this is not a work-related incident?

Yes No If “yes”, provide attachment(s) with explanation.

Section D: Wage and Employment Information 11. How is the employee paid? If Regular Salary: Hourly $

per hour,

hours per week; If Monthly $

per month

If Non-Regular: Piecework Sub-Contractor Owner/Operator Casual Other (explain): 12. Provide gross earnings for the 12 months preceding first day off work due to injury, starting with the most recent complete pay period. If less than 12 months, show earnings for actual period: Gross earnings $ from to 13. Time lost during the gross earning period due to: (a) Unpaid sickness days; (b) Prior WCB claims days; (c) Lack of work days; (d) Other days, explain 14. Normal working hours for employee: From am pm to am pm Shift work involved Yes No : : 15. Does the employee have regular days off? Yes No If “Yes”, check which days off: Sun Mon Tue Wed Thu Fri Sat If “No”, check the days off for the month of the injury, plus one before and one month after first day off due to injury.

1

2

3

4

5

6

7

8

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Month Before Injury Period Month Of The Injury Month After Injury Period 16. TD1 Exemptions: Single Spouse, If partial provide: Provincial amount $ Federal amount $ Other: $ No. Children 18 years or under 17. Should compensation payments be made to: Employee, OR Employer? 18. Will employee be paid for statutory holidays?

Section E: Declaration Date

Yes

I declare that all the information provided is true and correct to the best of my knowledge.

Name

Title

Signature

No

sAsKATCHEWAN WorKErs’ ComPENsATIoN BoArD

200 – 1881 scarth street regina, sK s4P 4L1

W1

Phone: (306) 787-4370 Toll free: 1-800-667-7590 fax: (306) 787-4311 Toll free fax: 1-888-844-7773

Worker’s Initial Report of Injury Reporting Options: (1) WCBTelefile 1-800-787-9288 Section A: Worker Information

WCB Claim No.: (2) WEB www.wcbsask.com

(3) Fax

Occupation: Social Insurance Number: Any questions?

Personal Health Number: Birthdate: Call WCB Telefile

Home Phone: at 1-800-787-9288 E-mail:

Sex:

Male

Female

Section B: Employer Information Employer contact person:

Phone number of contact:

Section C: Injury Information 1. Injury Date:

2. Reported to employer on:

4. Province of injury:

3. Reported to:

5. Area of body injured:

6. How did the injury happen?

7. Name of healthcare provider: 8. Name of hospital or clinic: Let us know about 9. Have you lost time from work, due to the injury, after the day of injury?

Yes…If “yes” go to Section D

any other employment Section D: Wage and Employment Information by the injury.

10. First day offaffected due to this injury: The time you left work:

:

No…if “no” go to Section F am

pm

11. Have you returned to work?

Yes No If “yes”…enter the date you returned: For fastest and most per hour, hours per week; If Monthly $ per month 12. How are you paid? If Regular Salary: Hourly $ secure If Non-Regular: Piecework Sub-Contractor Owner/Operator Casual Other (explain): payment – the 13. If you have regular days off, check which days: Sun Mon Tue Wed Thuworker Fri should Sat provide 14. Do you have other sources of employment income?

Yes No If “yes”…attach employer names and phone numbers. direct deposit information.

Yes No 15. Will you be paid by your employer for time loss due to injury?

Section E: Direct Deposit Information

If you wish to have compensation payments made directly to your bank account, please complete Part 1 of this section and attach a personalized cheque or deposit slip marked “VOID” OR complete Part 2 from your cheque. The Workers’ Compensation Board is authorized to credit payments to your account with the financial institution you have named.

Part 1 Part 2

Cheque Number (3-digit number)

Bank or Financial Institution Transit Number (5-digit number)

Branch Address Bank Number Account Number (3-digit number) (Maximum 12-digit number)

City

NOT REQUIRED

Section F: Declaration Date

I declare that all the information provided is true and correct to the best of my knowledge.

Name

Signature

The WCB will send you this form monthly if you have an injured worker who is away from work.

The injured worker will receive a Worker’s Progress Report (W3).