Research in Safety Management

Midterm

Ann Genne Liz M. Santiago SAFE 002 - IE32FA1 B13

Mr. Clarence Angelo Palisoc Safety Management Professor

February 14, 2014

Emergency Response Procedures

Purpose The purpose of this document is to assist departments and crown corporations in developing and implementing their workplace emergency response procedures. 1. Fire In all circumstances, protecting the life and personal safety of staff, clients and visitors during a fire emergency takes precedence over protecting property. The purpose of this procedure is to outline what to do in the event of a fire. Procedure Sounding the Alarm:

If you detect fire or smoke, shout "Fire! Fire! Fire! and pull the nearest fire alarm. Call 911 (or appropriate numbers for Police, Fire, Ambulance, etc.) if it is safe to do so. If you are not in imminent danger report all details of the fire to the Building Warden as quickly as possible. Begin evacuating the building without delay.

Evacuation Evacuate the building as outlined in the Emergency Evacuation Procedure. After Hours Alarms If you hear or activate the fire alarm outside regular working hours, briefly check the floor for other people before you evacuate. Do not re-enter the building until authorized by the Fire Department. Controlling and Extinguishing the Fire Do not attempt to control or extinguish a fire unless you are trained and have no other course of action to evacuate the building. The personal safety of staff is more important than any property loss. 2. Medical Emergency A medical emergency refers to any situation in which a person(s) requires medical intervention or where a death has occurred. Medical emergencies include complications from medical conditions, work injuries, violent incidents, or other unforeseen events. Having trained staff and effective emergency response procedures will reduce the impact of a medical emergency on the individual and the organization. Procedures Training:

The DM/President will ensure there are the required number of trained First Aid Attendants available at all times. Names of First Aid Attendants will be posted in prominent places (Health and Safety Bulletin Board, kitchen) and near the First Aid kits.

First Aid Kits:

There are (insert the number of first aid kits) available for First Aid Attendants to administer first aid. One kit will is located (insert the location) and the second kit is located (insert the location). First Aid Kits will be maintained by the on-call First Aid Attendant. First Aid Attendants will request replacement items for the first aid kits from (determine whom and insert the position name). The (determine whom and insert the position name) will forward replacement items to the First Aid Attendant for restocking of the First Aid Kit.

If you are the first person on the scene of a medical emergency:

Ensure your own safety as you approach the scene by making sure that there is no hazard to you. Once you consider the scene safe, administer first aid if qualified to do so. If you are not qualified to administer first aid yell for help. When help arrives, ask them to call the First Aid Attendant and report back to confirm that the First Aid Attendant is on his/her way. If you believe at any time during the medical emergency that the person needs emergency medical services, call 9-911 (or appropriate numbers for Police, Fire, Ambulance, etc) as outlined in the emergency reporting procedure. Stay with the person until the First Aid Attendant arrives. Follow instructions of the First Aid Attendant. Call 9-911 (or appropriate numbers for Police, Fire, Ambulance, etc) according to the emergency reporting procedure if requested by the First Aid Attendant and not done already. Report back to the First Aid Attendant to confirm that an ambulance is on its way. Complete a "MINOR or SERIOUS Incident and Near Miss Investigation and Reporting" form (type to be determined based on the incident) after you are no longer needed by the First Aid Attendant or Ambulance Attendant.

First Aid Attendant:

When called, retrieve the First Aid Kit and go to the scene as quickly as possible. Assess and control any hazards. Administer first aid and call for emergency medical services, as required. Report relevant information to the Ambulance Attendant, as required. Log the incident in the First Aid book and complete any other required reporting (e.g., Workers' Report of Injury in the case of a workplace injury). Meet with other First Aid Attendants after any emergency to debrief.

All Other Staff:

Stay away from the area. Await instructions.

First Aid Book:

A first aid book will be kept with the on-call First Aid Attendant. Entries will be made by the on-call First Aid Attendant only. Information in the first aid book is considered confidential and to be reviewed only by those authorized to do so (i.e., other First Aid Attendants, Safety Committee members and management personnel).

3. Violent Incidents and Threats Injuries from violent incidents and threats are a serious hazard that we face working at YG (insert department/crown Corporation). The majority of potential violent situations will be managed using skills acquired through training and safe work practices and/or safe job procedures. Unfortunately, there may be some situations that cannot be controlled where staff will be faced with threats and violence. These procedures focus on how to recognize when a person has crossed the line and how to safely disengage from that violent person. Definitions Incident An incident is an event or series of events that:

causes an individual to feel that personal safety is compromised; or results in physical harm or loss to an individual.

Threat A threat can be an implied or can be an actual act or behavior intended to inflict injury or pain. Physical Violence

Violence is characterized through acts of aggression, intimidation, abuse, and outrage, resulting in physical force being unlawfully exercised or an act tending to cause bodily injury or damage to property. Incidents of violence may include assault, damage of property, display and/or use of weapon and extortion. Procedures Who to call:

Physical violence and threats are violations of the criminal code and must be reported to the police. If safe to do so, immediately report the incident to your supervisor who will contact the police. Contact 9-911 (or appropriate numbers for Police, Fire, Ambulance, etc) using the Emergency Reporting Procedure at any time that you feel your personal safety is compromised.

Behaviour and signs to consider in every contact situation: Evaluate each situation for the following behaviours for the potential of escalating violence:

Upset over recent event(s). Recent major change in behaviour, demeanor or appearance. Recently withdrawn from normal activities, family, friends or coworkers. Intimidating, verbally abusive, harasses or mistreats. Challenges/resists authority. Blames others for problems in life, work; suspicious, holds grudges. Use/abuse of drugs and/or alcohol. Unwelcome obsessive romantic attention. Stalking. Makes threatening references to other incidents of violence. Makes direct or veiled threats to harm self, others or property. Has known history of violent behaviour. Has communicated specific proposed act(s) of disruption or violence.

Evaluate each situation for the following signs of potential violence:

Hands - made into fists, wringing or holding hands behind back. Eyes - bloodshot, dilated pupils or "1000 yard stare". Feet - tapping, fidgeting or "drag and set".

Opening space - opens space between them and you. Closing space - invades personal or intimate space. Natural movements - use of natural movements to distract just prior to violence.

If you are threatened or fear your personal security:

Maintain your professional face (don't show personal emotion). Maintain a bladed stance (staggered stance with feet shoulder width apart) and a safe distance. Explain to the person that what they are asking for is beyond your authority. Tell them you know where your supervisor is and that you can get them to come and speak to the person. Ask for their cooperation.

If the individual refuses to cooperate:

Explain that you are required to call police. Give them options on how to leave. Tell them:

It would be ideal if they left now and police can question them privately. It would be embarrassing to have them escorted out by police or in handcuffs. To leave now and without any further incident as it would be good for everyone.

If the individual cooperates:

Leave the area. Go get your supervisor and inform them of the situation. Call 9-911 (or appropriate numbers for Police, Fire, Ambulance, etc) following emergency reporting procedures. The supervisor will go see the client, introduce themselves, explain the police have been contacted, and give options around how the person can leave. The supervisor may offer to schedule a meeting for another time. If the individual agrees to cooperate, the supervisor must escort the person to the door.

If individual continues to refuse or if you are attacked physically:

Defend yourself from the attack. Leave the room as quickly as possible. Warn others in the area of the problem as you leave the area for a safe place.

Shout for someone to call 9-911 (or appropriate numbers for Police, Fire, Ambulance, etc) or if necessary, do it yourself when it is safe to do so.

If you are threatened or attacked and prevented from leaving the room:

This situation is considered a hostage taking. Follow the procedures for being held hostage (number 4. in this document).

If you witness a coworker being threatened or being physically attacked:

Immediately contact 9-911 (or appropriate numbers for Police, Fire, Ambulance, etc), as quickly and discretely as possible. Warn others in the area to leave to a safe place. Approach the interview room or office and offer support to your colleague if it is safe to do so.

All other staff:

Leave the area and go to a safe place. Do not gather around the situation to observe. Do not stand and overlook the area from a distance.

After a threat or violent incident:

Report all incidents of threats and violence using the "SERIOUS" incident and near miss reporting process. DM/President/Senior Management (each department or Crown Corporation to determine) will coordinate follow-up actions with the police.

4. Hostage Taking Hostage situations may occur from spontaneous escalations of difficult situations between staff and emotionally disturbed clients, coworkers or family members. Hostage taking is a situation in which a person(s) is (are) detained against their will by another person(s). The outcome of a hostage taking incident can range from surrender without incident to death of the hostage and hostage taker. This procedure is designed to provide guidelines on how to respond to hostage situations that will offer the highest level of protection to staff. Procedures If you are taken hostage:

Do everything the hostage taker tells you. Remain calm, and be patient. Observe both the hostage-taker(s) and any other hostages. Tell the hostage-taker(s) if you require any special medication. If the hostage-taker(s) orders you to make or answer phone calls, be brief.

At the first opportunity following release, report to your Supervisor or the President. Immediately record all incident details, being objective, detailed and descriptive. Such written documentation could be of great assistance for investigative purposes. Await instructions - be prepared to cooperate with authorities.

Behavioral Guidelines for Hostage Victims:

Speak only when spoken to. Be courteous and genuine. Do not use humor or sarcasm. Do not show your emotions. Maintain face to face contact, unless otherwise directed. Be patient. Even though it may appear that little is being done, the police and others will be working hard to have you (and others) released, unharmed.

If you become aware that a person(s) has been taken hostage:

Under no circumstances shall an employee, who has knowledge of any person(s) having been taken hostage, deal with a hostage taker alone. Immediately contact 9-911 (or appropriate numbers for Police, Fire, Ambulance, etc) according to the emergency reporting procedures. Provide all known incident details (location, number of people involved, any weapons involved, etc.). Notify your Supervisor or the DM/President or Senior Manager, and no one else.

Notified Supervisor:

Notify the DM/President/Senior Manager. Ensure 9-911 (or appropriate numbers for Police, Fire, Ambulance, etc) has been called. Await instructions and follow them. Be prepared to evacuate and cooperate with authorities.

DM/President/Senior Manager:

Meet with emergency service personnel to determine the best plan of action to deal with the hostage situation and the safety of the rest of the staff. Cooperate with authorities. Keep other staff informed. Notify the Minister. Arrange critical incident stress management intervention.

All other staff:

Stay away from the affected area and wait for instructions. Be prepared to evacuate.

After the incident:

All staff including those directly and indirectly involved will require some level of critical incident stress management. Professional intervention will be arranged or delegated by the DM/President/Senior Manager.

5. Bomb Threat and Finding Suspicious Parcels Bomb threats are a risk to a public organization. There are three likely explanations for receiving a bomb threat. First, the caller has definite knowledge or believes that an explosive or incendiary device has been or will be placed in an area and wants to minimize personal injury or property damage. The caller may be the person who placed the device or someone else who has become aware of such information. Second, the caller wants to create an atmosphere of anxiety and panic, which will possibly result in disruption of the normal activities at the target area. When a threat has been received, there will be a reaction to it. If the call is directed to a target area where a vacuum in leadership exists or where there has been no organized advance planning to handle such a threat, the call may well result in panic. Finally, the caller wants to bring about or amplify a lack of confidence in existing leadership or programs. By injecting panic into normal operational situation through fear of the known or unknown, the caller may achieve his or her ultimate goals; i.e., an increased potential for personal injury, property damage, evacuation or shutdown which results in economic loss to the organization. Organization and planning efforts must be conducted in advance to handle bomb threats, confusion and panic. If we are prepared, bomb threats and finding suspicious parcels can be resolved with a minimum of exposure to personal injury and property damage. Procedures Person receiving a bomb threat by phone:

It is important for the person receiving the call to attempt to keep the caller on the telephone as long as possible, listen carefully to all information provided and to make note of any voice characteristics, accents or background noise. A bomb threat checklist has been devised to assist staff when receiving a bomb threat. The "Bomb Threat Checklist" must be kept where you can easily reach it when you are on the telephone. Follow the instructions outlined in the Bomb Threat Checklist. Immediately after the call is terminated contact 9-911 (or appropriate numbers for Police, Fire, Ambulance, etc) according to the "Emergency Reporting Procedures.

Notify your Supervisor. If not available contact the Director of your Branch. Do not tell anyone else until instructed to do so by your Supervisor or Director. If instructed to evacuate, follow "Emergency Evacuation Procedures."

Characteristics of suspicious packages and envelopes Look for inappropriate or unusual labeling characteristics:

Excessive postage Handwritten or poorly typed addresses Misspellings of common words Strange return address or no return address Incorrect titles or title without a name Not addressed to a specific person Marked with restrictions such as "Personal," "Confidential," or "Do not x-ray" Marked with any threatening language Postmarked from a city or other location that does not match the return address

Look for unusual pack appearance characteristics:

Powdery substance felt through or appearing on the package or envelope Oily stains, discolorations, or odor Lopsided or uneven envelope Excessive packaging material such as masking tape, string, etc

Look for other suspicious signs:

Excessive weight Ticking sound Protruding wires or aluminum foil

Person finding a suspicious parcel General Duties:

Under no circumstances will any YG employee attempt to touch, move or dispose of a suspicious object on YG premises.

Do not shake or empty the contents of any suspicious package or envelope. Do not carry the package or envelope, show it to others or allow others to examine it. Put the package or envelope down on a stable surface; do not sniff, touch, taste, or look closely at it or at any contents which may have spilled. Alert others in the area about the suspicious package or envelope. Leave the area, close any doors, and take actions to prevent others from entering the area. If possible, shut off the ventilation system. WASH hands with soap and water to prevent spreading potentially infectious material to face or skin. Seek additional instructions for exposed or potentially exposed persons. Notify your Supervisor so the reception area may be closed to minimize any risk to the public. Await instructions. If told to evacuate, follow specific instructions, as the usual evacuation procedures may not apply. You may be asked to take your briefcase, purse or other personal belongings with you.

Specific Duties:

Notified Supervisor:

Notify the DM/President/Senior Manager. Await instructions. If instructed to evacuate, follow "Emergency Evacuation Procedures."

DM/President/Senior Manager:

Meet with emergency services personnel to determine the best course of action. Instruct staff according to directions of emergency personnel. If instructed to evacuate, follow evacuation procedures.

All YG Employees:

Stay in your work area, unless instructed otherwise by your Supervisor. Look around your work area for any suspicious packages. If you find something do not touch it. Report anything unusual to the Floor Warden, your supervisor or emergency personnel. If instructed to evacuate, follow "Emergency Evacuation Procedures."

Building and Floor Wardens:

Await instructions.

If instructed to evacuate, follow "Emergency Evacuation Procedures."

Employees who agree to assist in a bomb search: Employees asked to assist in the bomb search have the "right to refuse" under Yukon OHS Act, Section 15. Employees who agree must follow these instructions, unless other instructions are given at the time:

Begin on the floor (carpet) and search the rooms perimeter clockwise up to waist level. Continue in a clockwise direction to above your head until the entire area has been searched. Search with your eyes only. Notify your Supervisor if you discover anything suspicious or out of the ordinary. (Remain in your work area.) Wait for further instructions. Do not evacuate until and unless you are instructed to do so. Keep all personal briefcases, knapsacks, parcels and purses with you.

6. Earthquake Whitehorse lies on a combination of fault lines, or continental plate boundaries, which ultimately puts Whitehorse at a major risk for earthquakes, according to Emergency Preparedness Canada. If the epicenter of the earthquake is very close, a loud crack may be heard as the earth shifts. If it is farther away, there may be a loud noise or rumbling, like the rushing of a train. Typically, the initial swaying is followed by the shaking, then a rolling motion that rotates up, down and sideways. It can last from seconds to minutes. The actual movement of the ground seldom causes injuries, but rather the falling objects and debris cause most casualties. Aftershocks frequently occur, often hours to days later, as the earth adjusts to the initial shift. Procedures Preparedness:

Keep large or heavy objects close to the floor. Anchor all shelving and large items to the wall, where possible. Ensure that pictures and mirrors are secured to the walls. Ensure all cabinets have latches that will keep the door closed during shaking. Be aware of the safe spots in your department, such as the stable desks or tables, and locations away from potential falling objects.

Duties:

If you are inside during the shaking:

Stay inside. Do not attempt to exit. Move away from windows and mirrors that may shatter, and objects that may fall, such as file cabinets, unattached shelving, bookcases, etc. Crawl under a strong table, counter or desk if possible. Do not stand in a doorway if there is the possibility that the door will slam/close on you. Drop to your knees and cover your head and neck with your hands. Do not use the elevator.

If you are outside during the shaking:

Stay outside. Move away from the building and power lines. Avoid overhanging structures. Remain in your location until the shaking stops.

After the shaking:

Expect aftershocks. Check for fire, electrical and other hazards. Follow the usual procedure for fire (as per #1. of this document). Call (determine appropriate person and insert job title) to inform them of electrical problems or other building related problems. Account for all staff and visitors. If someone is missing, the Building Warden will search as soon as it is safe to do so. The Building Warden is to check for people who may be trapped, inspect all rooms, starting with offices and bathrooms. Leave doors to rooms open (unless there is a fire). Assess if anyone is injured and provide medical assistance where required. Check telephone lines and notify Information Systems if there are problems. Minimize telephone and cell use. Do not evacuate, but check to ensure the routes are clear. Conserve water. Do not flush the toilets. Assess further damage in your unit. Use caution when opening doors to rooms or cupboards, as objects may fall. Post signs indicating dangerous areas and notify your Supervisor of unsafe situations.

If you are NOT at Work:

Ensure your family is safe. Listen to any radio station for information.

7. Flood Whitehorse is built on a flood plain of the Yukon River downstream of a hydro-electric dam. In most cases, the dam controls the flow of water and will protect us from the potential of seasonal flooding from ice jams or unusual weather patterns. In the extreme event of a dam failure a flood will happen. A flood is a community emergency. The Yukon Emergency Measures Organization (EMO) is the lead agency when a flood occurs. They will provide leadership and direction on how to respond. Procedures

Warning:

Any staff that learns of a flood emergency will immediately contact the DM/President or designate.

Duties: The DM/President/Designate:

Assign the EMO coordinator to contact EMO for information. Assemble staff and inform them of the situation and what is being done. Assess the situation according to information available from EMO and make the decision for staff to stay or to evacuate to higher ground. Assemble staff in a suitable location to instruct staff on how to proceed.

EMO Coordinator:

Contact EMO at 667-5220 for information about the flood. Relay info to the DM/President/Designate as quickly as possible.

Employees:

Assemble as quickly as possible to the location identified by the President. Await instructions. Obey any orders to evacuate. Assist other staff who may need transportation if the order to evacuate is given.

8. Active Shooter

An "Active Shooter" is an individual actively engaged in killing or attempting to kill people in a confined and populated area. Prior to the arrival of police personnel, how you respond to an active shooter will be dictated by the specific circumstances of the encounter. If you find yourself in an active shooter situation, try to remain as calm as possible and use these suggested actions to help you plan a strategy for survival. Keep in mind, the entire area is still a crime scene. Active Shooter Outside Building:

Go to a room that can be locked or barricaded by using available material. Close the window blinds, turn off the lights and get everyone down of the floor so that no one is visible from outside the room. Spread out and seek concealment behind walls, desks, file cabinets, etc. Have someone call 9-911 (or appropriate number for Police, Fire, Ambulance, etc) when you reach the dispatcher, follow the Emergency Reporting Procedure. Be aware that the 911 system will most likely be overwhelmed. Remain in place until police give the 'All Clear.' Unfamiliar voices may be the shooter attempting to lure victims from their safe space; do not respond to any voice commands until you can verify with certainty that they are being issued by a police officer.

Active Shooter Inside Building:

If possible, secure the room you are in by either locking or barricading the door using available material and follow the same procedures described above. If you cannot secure the room, determine if there is a nearby location that you are able to reach safely and then secure or if you can safely exit the building.

Active Shooter Inside Room:

If the active shooter enters your office or classroom, there are no set procedures. The decision to flee or seek shelter inside the room can only be made by you and is dependent upon the circumstances. Try to remain calm, it will aid you in decision making. Call 9-911 (or appropriate number for Police, Fire, Ambulance, etc) if possible, and alert police to the shooter's location. If you can't speak, leave the line open so the dispatcher can hear what is taking place. Usually the location of a caller can be determined without speaking. If there is absolutely no opportunity of escape or concealment and the shooter is not actively firing on victims it might be possible to negotiate with the shooter. If the shooter has fired on victims you are faced with a life or death situation; only you can consider your next course of action.

After all other options have been exhausted, you may be faced with the decision to overpower the shooter with force by whatever means necessary.

Active Shooter Leaves Room

If the shooter leaves the area and the environment appears safe, proceed immediately to a safer place. Do not touch anything that was in the area of the shooter because of the possibility of explosives being left and the destruction of crucial evidence.

What You Should Do:

Make sure you have an escape route in mind. Do not attempt to carry anything in your hands while fleeing; move quickly. Keep your hands visible, and follow instructions given by any police officers you may encounter. If you know where the shooter is located, tell the officers. Remain at the designated assembly point until you have been released. Do not leave until told it is safe to do so by police. Do not try to move any injured people; leave them where they are and notify authorities of their location as soon as possible.

What You Should Expect:

Responding police officers are trained to proceed immediately to the area where the shots were last heard; their purpose is to stop the shooting as quickly as possible. The first officers to arrive will not stop to aid injured victims; rescue teams composed of additional officers will follow the first team into secured areas and remove injured persons. Do as the officers tell you and do not be afraid of them.

9. Chemical Incident The response to a chemical spill or an accidental release of a hazardous substance will be determined by Management. Any response shall be based on an assessment of the threat to health and safety of building personnel and shall include reference to the appropriate WHMIS Material Safety Data Sheets. If you discover a chemical accident:

Do not go near the chemical. Warn other employees in the immediate vicinity. Inform your Director/Manager and your Building Marshal. Evacuate to the Marshalling Area and await further instructions.

If you discover a chemical accident after hours:

Call the Spill Line at 9-667-7244. Speak slowly and clearly. Tell them what you have discovered. Evacuate the building using the nearest safe exit stairwell. Call the Whitehorse Fire Department at 9-911 (or appropriate number for Police, Fire, Ambulance, etc) and follow the "Emergency Reporting Procedure."

If a chemical fire occurs:

Remain calm Pull the fire alarm If the fire is small and you are appropriately trained, put it out with a fire extinguisher - DO NOT jeopardize your or your co-workers personal safety. NEVER allow the fire to come between you and the exit. Evacuate the area. Building Marshals will sweep the workplace - they are trained to do so. If you evacuate the area, close doors and windows behind you to confine the fire, if it is safe to do so. Go to the designated Muster Location

DO NOT:

break windows as oxygen will fuel the fire return to your office to retrieve your possessions leave the muster area until instructed to do so return to the building until instructed to do so speak to the media unless you are assigned to the task

10. Power Failure If the power goes out:

Remain calm. Emergency lighting will come on. Turn off non-essential equipment. Time permitting, save documents and shut-down computers. Remain at work unless instructed otherwise.

11. Explosion If an explosion occurs in the vicinity of your work station:

Take immediate shelter. Tables, desks, or other objects will offer protection against flying glass or debris. Protect your face and head with your arms.

Remain under cover until the effects of the explosion have subsided. Activate the nearest fire alarm pull station. Notify the Fire Department at 9-911(or appropriate number for Police, Fire, Ambulance, etc). Check to ensure the exit stairwell is free of obstruction & evacuate the building. If you require special assistance, make your way to your predetermined rendezvous point. You will be assisted.

If an explosion occurs on another floor: Remain at your work station until alarm bells sound or until ordered to evacuate the building by your Building Marshal. If an explosion occurs after hours: Follow the same procedures as you would during normal working hours. 12. Demonstrations The response to a demonstration in this building will vary according to the number of participants and the atmosphere in which it occurs. If a demonstration occurs outside the building:

Do not involve yourself with the demonstration either verbally or physically. If the demonstrators bar your entry to the building, withdraw and inform your supervisor, according to your units business communication plan, that you cannot enter the building. Wait until the police arrive to clear a path through the demonstrators.

If the building is occupied by the demonstrators:

Immediately lock up any security-classified and designated material or other valuables according to your units business continuity plan. Do not say or do anything that will agitate the occupiers. Do not attempt to physically restrain the occupiers. Wait for instructions from your supervisor or manager

http://www.healthandsafety.gov.yk.ca/safety-plan-element/emergency-preparedness/emergencyresponse-procedures

Planning for emergencies

The planning process may bring to light deficiencies, such as the lack of resources (equipment, trained personnel, supplies), or items that can be rectified before an emergency occurs. In addition an emergency plan promotes safety awareness and shows the organization's commitment to the safety of workers. The lack of an emergency plan could lead to severe losses such as multiple casualties and possible financial collapse of the organization. Objectives of the Plan preventing fatalities and injuries; reducing damage to buildings, stock, and equipment; and accelerating the resumption of normal operations. Elements of Emergency Planning all possible emergencies, consequences, required actions, written procedures, and the resources available detailed lists of personnel including their home telephone numbers, their duties and responsibilities floor plans, and large scale maps showing evacuation routes and service conduits (such as gas and water lines). Development of the plan begins with a vulnerability assessment

Vulnerability assessment Although emergencies by definition are sudden events, their occurrence can be predicted with some degree of certainty. The first step is to find which hazards pose a threat to any specific enterprise. When a list of hazards is made, records of past incidents and occupational experience are not the only sources of valuable information. Since major emergencies are rare events, knowledge of both technological (chemical or physical) and natural hazards can be broadened by consulting with fire departments, insurance companies, engineering consultants, and government departments. This results of the study will show: how likely a situation is to occur what means are available to stop or prevent the situation and what is necessary for a given situation.

Series of events or decisions that should be considered

Having identified the hazards, the possible major impacts of each should be itemized, such as:

sequential events (for example, fire after explosion) evacuation casualties damage to plant infrastructure loss of vital records/documents damage to equipment disruption of work

Based on these events, the required actions are determined. For example:

declare emergency sound the alert evacuate danger zone close main shutoffs call for external aid initiate rescue operations attend to casualties fight fire

The final consideration is a list and the location of resources needed:

medical supplies auxiliary communication equipment power generators respirators chemical and radiation detection equipment mobile equipment emergency protective clothing fire fighting equipment ambulance rescue equipment

trained personnel

http://www.ccohs.ca/oshanswers/hsprograms/planning.html

Rationale for Disaster prevention and loss control

Rationale The reasoning or principle that underlies or explains something, or a statement setting out this reasoning or principle. Disaster Disaster, in this article, refers to a sudden, accidental event that causes many deaths and injuries. Most disasters also result in significant property damage. Common natural causes of disasters include earthquakes, floods, hurricanes and typhoons, and tornadoes. Tsunamis (popularly, but incorrectly, known as tidal waves), volcanic eruptions, wildfires, and landslidesand avalanches rank among the other natural forces that sometimes create disasters. Not all disasters are produced by the forces of nature. Many modern-day disasters involveaccidents aboard passenger-carrying airplanes, ships, or railroads. Other man-made disasterscan be traced to the collapse of buildings, bridges, tunnels, and mines, as well as to explosionsand fires unintentionally triggered by humans.Although acts of war and terrorism also inflict death and destruction, these events areintentional rather than accidental, and therefore are not considered disasters in the context of thisarticle. Prevention Activities conceived to ensure a permanent protection against a disaster. Theses includeengineering, physical protection measures, legislative measures for the control of land use andcodes of construction. These activities reduce the physical vulnerability and/or exposure to risksthrough infrastructures (e.g. dams, flood barriers, building of refuges) and through improvingexisting infrastructures (e.g. restoring original flood patterns of rivers in order to avoid excessivefloods downstream) and sustainable development practices (e.g. no deforestation in upstreamareas, active reforestation). Loss Control Also termed mitigation, refers to the measures taken before disasters which intend toreduce or eliminate their impact on society and environment. These measures reduce the physicalvulnerability of existing infrastructures or of vulnerable sites which endanger directly the populations (e.g. retrofitting of buildings, reinforce "lifeline" infrastructure). Preparedness Organizational activities which ensure that the systems, procedures and resources required in confronting a natural disaster are available in order to provide timely assistance to those affected, using existing mechanisms wherever possible (e.g. training, awareness raising, establishment of disaster plans, evacuation plans, pre-positioning of stocks, early warning mechanisms, strengthening indigenous knowledge)

Disaster Prevention & Mitigation

Mitigation and Prevention are used as synonyms. Some prefer to drop the term Mitigation and use only Prevention. The term Mitigation can be comprised in the term Prevention. Mitigation means to reduce the severity of the human and material damage caused by the disaster. Prevention is to ensure that human action or natural phenomena do not result in disaster or emergency. Primary prevention is to reduce -avert- avoid the risk of the event occurring, by getting rid of the hazard or vulnerability, e.g. to avoid overcrowding, deforestation and to provide services. Principal Objectives of Mitigation The objective of prevention is to reduce the risk of being affected by a disaster. Even if the hazard cannot be removed, vulnerability can be decreased and in case of an impact, the capacity to withstand, to respond and to recover will be stronger. MITIGATION Permanent reduction of the risk of disaster

Primary Mitigation: reducing the PRESENCE of the Hazard

reducing Vulnerability Secondary Mitigation: reducing the EFFECTS of the Hazard (Preparedness) Principal Objectives Of Mitigation Save lives Reduce economic disruption Decrease vulnerability/increase capacity Decrease chance/level of conflict RISK REDUCTION

http://www.who.int/disasters/repo/5514.pdf

Off-the-job Safety (residences & public places)

The off-the-job safety statistics are staggering. Employees are safer at their jobs than when they leave work. Nine out of 10 deaths and two-thirds of disabling injuries suffered by workers in 2004 occurred off the job. Off-the-job injuries to workers cost the nation at least $193.6 billion in 2004 compared with $142.2 billion for workplace injuries. Some costs are paid directly in the form of wages to absent workers and the cost of hiring and train- ing replacement workers. Some of the cost is hidden: lost production, lost sales, late deliveries and ultimately, lost customers. And some of the cost is hidden even deeper. Growing community accidents result in increased insurance costs, taxes and welfare contributions. Off-the-job injuries and fatalities are numerous and varied. They occur in the home, in public, during recreational activities and while on the road. These injuries and fatalities are classified as off-thejob because they do not arise out of, nor in the course of, employment. Employers care about off-the-job safety? Its the right thing to do. While companies have a legal responsibility to prevent occupational injuries and deaths, they have a moral responsibility to try to prevent injuries away from the job. It creates good will and good publicity. A company that cares for its employees after they leave work is showing a commitment to the community which reflects well on the company. It offers a recruiting edge. Off-the-job safety is an additional benefit that can be used to attract and retain employees. It saves money. Operating costs and production schedules are affected as much when employees are injured away from work as when they are injured on the job. FACTORS THAT ENCOURAGE WORKERS TO REPORT OFF-THE-JOB INJURIES: Mandatory reporting company policy, disciplinary action Voluntary reporting training and re-training of employees, continuing verbal and written communication, demonstrating the cost of off-the-job injuries FACTORS THAT DISCOURAGE WORKERS FROM REPORTING OFF-THE-JOB INJURIES: Fear of retribution/disciplinary action Fear of discovery or being singled out Indifference Peer pressure Privacy concerns Loss of income or benefits Lack of communication between workers and management

WHY DONT ALL COMPANIES OFFER OFF-THE-JOB SAFETY PROGRAMS?

 Lack of resources Lack of interest Lack of awareness Lack of information

Public and employee relations In addition to the associated cost savings, an off-the-job safety program can be an excellent public relations tool. Community residents witness that company management is serious about its commitment to employee safety and that this commitment extends to employees families as well. The result can be improved acceptance of the company in the community. An off-the-job safety program also can enhance the communication between employee and supervisor. In turn, this can reinforce good employee morale and encourage a positive safety attitude on the job. The result is improved safety awareness on the job. This is especially true when off-the-job and workplace safety programs operate side by side. In fact, it is recommended that off-the-job and occupational safety efforts be integrated. While many companies are building outstanding occupational safety records, their employees continue to suffer disabling injuries and deaths while off the job. As with workplace accidents, off-thejob accidents affect production and schedules. For the most beneficial results, occupational and off-thejob safety should be integrated.

Value Based Safety & Off-the-job Safety

Value-Based or Behavior-Based Safety With these changes in management methods and the success that they achieved, safety management methods derived from or related to the general methods emerged that can be summarized as behavior-based safety methods. Much has been written about this aspect of safety management. Just as with the general shift in management methods, some organizations are more successful than others in implementing behavior-based safety. As a result, the work group and organization experiences a cultural change and safer work records. Different authors have dened behavior-based safety somewhat differently. In general, behavior-based safety techniques focus on work processes. In analyzing work processes, the workgroup identies behaviors that are critical to safe process performance. They measure how well the group completes safe behaviors. Measurement typically requires observation. Analysis of performance provides feedback to the participants. Participants also identify and resolve other process elements that impact the ability to perform safely as part of the continuous improvement process. To be effective, those in the workgroup need training on hazard recognition, evaluation, and control as well as learning how behaviors that are part of the process can con- tribute to the safety of the work. The participants may need to change their approach to how safety is handled in the process. It requires a shift from a top-down management style. It requires broad participation and collaboration among members of a work group. It requires shared leadership within a work team. Instead of placing blame for wrong behavior, it works to change the process and to ensure that those engaged in the process under- stand the role that their behavior plays in the success of the process. It works in concert with other safety methods, which all contribute to continuous improvement of the processes. Off-the-Job Safety From childhood on, people gain knowledge, skill, and understanding through training. Training can take on many forms and may involve a variety of media. Training is essential for learning how to formulate safe decisions and take safe actions. Through training, people learn to minimize errors that lead to accidents and injuries. Principles of Learning Planning and development of training begin with an understanding of how people learn and what contributes to learning. The following list summarizes some principles of learning. 1. Stimulate multiple senses. We receive most information through vision. Hearing processes a lot of information, but cannot handle information at the same rate as visual input. Incorporating visual materials into training helps the learning process. 2. Identify the need for training. The trainee will understand what is being learned better if objectives and strategy for training are presented clearly. 3. Organize the content logically. It is better to conduct training in small modules rather than large ones. What constitutes logical order depends on the material being taught. One form of order is

proper sequence, where early modules establish the background for later modules. Another form of order is level of difculty, where easy material progresses to that which is more difcult. 4. Teach principles with procedures. People will understand procedures better and retain them longer if the principle or objective for the procedures is presented rst. 5. Teach the whole process rst, then detailed parts. Trainees should learn the whole procedure rst. They need to see what each step leads to. Then they can go through the details of the process 6. Make sure trainees have time to practice, but keep practice periods short. When trainees are learning skills and the criterion for success is meeting some performance standard, trainees need time to practice. Short practice periods with breaks are more effective than long practice sessions. 7. Ensure participation when performance is the goal. When training occurs in group arrangements, some trainees hold back from participating. An instructor must watch for this and nd ways to involve everyone. 8. Give trainees knowledge of results. Trainees need to know how they are doing. It is better to evaluate trainees in small increments and give them results of evaluations, rather than delay evaluation and results. 9. Reward correct performance. There are many forms of feedback. Positive is generally better than negative. Praise and verbal comments can be used when trainees do things correctly. Accurate and immediate feedback is better than delayed and general feedback. 10. Keep trainees interested and challenged. Instructors can use various techniques to increase participation and interest in subject materials. Ask questions and stimulate discussion, and when there are skills involving several people, role playing exercises help maintain interest. 11. Simulation should duplicate actual conditions. When procedures and settings are simulated, they should accurately represent real situations as much as possible. Unrealistic simulation can lead to incorrect behavior in real contexts. 12. Unique or unusual material is retained longest. Use of examples and real situations helps people visualize what is taught. Dramatic and exotic style may be entertaining, but care must be given to make sure such activity is meaningful. 13. Provide relearning to sustain knowledge and skill. The idea of a learning curve tells us that the more skilled a person becomes, the slower the rate of improvement. After training, the knowledge or skill achieved by the end of training decays with time. Creating opportunities to relearn, update, or evaluate skills and knowledge will help keep performance at desired levels. 14. Fit training to individual needs. The knowledge or skill of each trainee can be assessed through pretests, interviews, and other evaluations. When there is too great a range in knowledge and skill in the same training session, few trainees are well served. With self-paced instruction and criterionbased training, individuals can achieve the desired level of knowledge or skill at their own pace. Slow learners or those with elementary skills are not intimidated by others who are advanced. Computerbased instruction and training systems allow for customized instruction and repeating of sessions to match the needs of individuals.

Contingency Training in Safety Too often, people learn how to do a job or operate some equipment by being taught only the procedures for normal operations or conditions. They never receive instructions about what to do when things are not normal or when an activity, like maintenance and cleaning, are not part of normal production operations. When things go wrong, people are left to make their own decisions about what is wrong and what to do. Errors in critical methods can be disastrous. Training programs must teach about contingenciesanything out of the ordinary. Typically, maintenance, repair, and cleaning are not activities performed during production. A contingency occurs when machines start to produce faulty parts or when feed and ejection elements do not work right. A contingency occurs when something breaks, when a process overheats or pressure becomes too high, or when equipment does not work correctly. Contingencies are events and conditions that are not ordinary or routine. Contingencies must be included in procedures and training programs. People have difculty recognizing the symptoms of things going wrong and often fail to recognize what is happening and why it occurs. After they recognize that something is wrong and what it is, they need to know what actions are appropriate and safe, and they need the authority to act with safety for themselves and others. Too often, they place the importance of doing a good job above the importance of safety. Too often, production is paramount to safety. Training Techniques There are many training methods. The method to use depends on the content of and ability to deliver training. For example, there are limited ways to reach the public or product users. Sometimes only a warning sign or user manual are available; sometimes advertisements or radio and television talk shows can be used. By capturing the desired audience of trainees, the methods can be expanded. Standard audiovisual presentations may work well. Stand-up lectures, role playing, case studies, problem solving, special training facilities, computer-assisted instruction, and other techniques are useful. Which one to use depends on whether one is trying to convey general knowledge or to develop skills to a measurable level of performance? Selection also is limited by cost. If a person has a job that plays an important role in personal safety and the safety of others, signicant time, money, and facilities may be needed. A common, low-cost way to reinforce training with workers is to conduct periodic sessions with small work groups. The supervisor conducts the session with employees. Some call these sessions tailgate or toolbox safety meetings. Various techniques may be used. Typically, the group addresses one or two topics, uses a discussion format, and reviews hazards, controls, and safe procedures. A key to making these sessions effective is selecting topics that deal with particular hazards for the group, not just general ones. Training Aids For safety, there are many training aids and materials. Several companies produce very good training materials in a wide variety of formats and media. Information about them are found in safety and health periodicals and journals and in safety product directories. NIOSH has many safety training materials available for purchase.

Safety as a value vs. Safety as a Compliance

Safety as a value The idea of working collaboratively on improving management processes to reduce errors (including incidents and accidents) and to shorten process times to the benet of external and internal customers of a work group forms much of the foundation for behavior-based safety techniques. There are two main advocates for these techniques. One can refer to their writings for details about applying this approach. The approach can be effective. The approach has also been somewhat controversial. The general idea is to help workers gain insight into behaviors and to avoid behaviors that may lead to incidents and accidents. There are a number of methods for achieving this objective. The effectiveness is likely to vary with the work management methods in place and within which this approach is applied. The management context is likely to impact the effectiveness of engaging workers in understanding and applying information about human behavior in incidents and accidents. In some work environments, workers were assumed to be contractors, and thus, responsible for their own safety. This implies that the worker must be able to control both unsafe conditions and unsafe acts. Management left them on their own. A century ago, this approach was common in mining. Under the legal philosophies that preceded workers compensation being a no-fault process, workers were responsible for their own behavior with regard to risk and safety and also had some responsibility for their behavior as it may impact a fellow workers safety. The theories of assumption of risk, contributory negligence by employers, and the fellow servant rule all placed responsibility for behavior on the individual. Under a top-down management philosophy, a supervisor evaluates a workers performance based on behaviors exhibited during the evaluation period. Then the supervisor establishes performance goals for the next rating period. Some early approaches to monitoring safe work behavior11 were formal and some were informal. A more informal approach involved handing out a card to a worker observed performing a task correctly and safely as a means of positive feedback. In a collaborative environment that focuses on continuously improving the overall process performance, the emphasis is on changing the process through policy, technology, procedures, materials, and other means. In achieving safety, there is a need to analyze many things. Included in the analysis are behaviors associated with the process changes and the risks and dangers that they may pose. There is a need to document how the process is to work and to train everyone engaged in the process about how to perform each task correctly. There is a need to understand what can go wrong and how incorrect task performance may contribute to the resulting errors (including incidents and accidents). The approach may involve simulations of various kinds, encouraging feedback among all participants and even establishing methods for measuring process performance, including individual behavior by participants. Approaches for changing worker behavior that do not use effective feedback techniques, that operate in work climates with top-down management environments, and do not have clearly dened processes for doing things correctly are less likely to achieve measurable changes in safety performance. Collaborative work environments that engage everyone in the work group in improving processes and

the overall performance for customers have a better chance for success with behavior-based safety methods, because work behaviors are simply a component of the processes that are the focus of the group. Safety as a compliance Workplace Safety is emerging as one of the key risk management and regulatory compliance focus areas among many global companies. As a result of this trend, traditional workplace safety compliance systems, which were designed to be point solutions at a plant-level, are giving way to enterprise-wide safety management systems. Such systems need to comply with the OSHA 29CFR regulations and support the OSHAS 18001 framework, while providing enterprise-wide visibility into incidents and trends, corrective actions and process metrics. This paper highlights the requirements of next generation systems for workplace safety compliance.

Safety as related to health practices

Employers have responsibilities for the health and safety of their employees. They are also responsible for any visitors to their premises such as customers, suppliers and the general public. Risk assessments Your employer has a 'duty of care' to ensure, as far as possible, your health, safety and welfare while you're at work. They should start with a risk assessment to spot possible health and safety hazards. They have to appoint a 'competent person' with health and safety responsibilities usually one of the owners in smaller firms, or a member of staff trained in health and safety. For businesses employing five or more people, there must also be:

an official record of what the assessment finds (your employer has to put plans in place to deal with the risks)

a formal health and safety policy which includes arrangements to protect your health and safety (you should be told what these are) All employers, whatever the size of the business, must:

make the workplace safe prevent risks to health ensure that plant and machinery is safe to use ensure safe working practices are set up and followed make sure that all materials are handled, stored and used safely provide adequate first aid facilities tell you about any potential hazards from the work you do - chemicals and other substances used by the firm - and give you information, instructions, training and supervision as needed

set up emergency plans make sure that ventilation, temperature, lighting, toilet, washing and rest facilities all meet health, safety and welfare requirements

check that the right work equipment is provided and is properly used and regularly maintained prevent or control exposure to substances that may damage your health take precautions against the risks caused by flammable or explosive hazards, electrical equipment, noise and radiation

avoid potentially dangerous work involving manual handling (and if it can't be avoided, take precautions to reduce the risk of injury)

provide health supervision as needed provide protective clothing or equipment free of charge (if risks can't be removed or adequately controlled by any other means)

ensure that the right warning signs are provided and looked after report certain accidents, injuries, diseases and dangerous occurrences to either the Health and Safety Executive for Northern Ireland or the local authority, depending on the type of business So that the work premises provide a safe and healthy place to work, your employer should:

make sure that are properly ventilated, with clean and fresh air keep temperatures at a comfortable level (a minimum of 13 degrees Centigrade where the work involves physical activity; 16 degrees Centigrade for 'stinter' like offices - there's no maximum limit

light premises so that employees can work and move about safely keep the workplace and equipment clean ensure that areas are big enough to allow easy movement (at least 11 cubic metres per person) provide workstations to suit the employees and the work keep the equipment in good working order make floors, walkways, stairs, roadways safe to use protect people from falling from height or into dangerous substances store things so they're unlikely to fall and cause injuries fit openable windows, doors and gates with safety devices if needed provide suitable washing facilities and clean drinking water if necessary, provide somewhere for employees to get changed and to store their own clothes set aside areas for rest breaks and to eat meals, including suitable facilities for pregnant women and nursing mothers

let employees take appropriate rest breaks and their correct holiday entitlement make sure that employees who work alone, or off-site, can do so safely and healthily