OCCUPATIONAL

HEALTH AND SAFETY -

BASIC CONCEPTS

Authors: Ph.D.Stefan Gabriel Kovacs

M.D.Alina Trifu
INCDPM ”Alexandru Darabont”,
Bucharest, Romania, Bv.Ghencea 35 A,sect. VI, code: 061692
e-mail:safetyinknowledge@gmail.com
About
 From the ancient times, work was
including also unexpected things and
events- incidents and accidents at work
were recorded at the building of pyramids
or of ancient temples. Occupational
accidents, loss and the distrubance have
accompanied work till now. This
presentation shows some significant
aspects regarding the main concepts of
OHS- that were developed to protect the
worker.
What is the image of an occupational
accident ?
 Warning- the next pictures are
sometimes gory- and also had a sure
emotional impact. They are pictures
of occupational accidents.Certainly
they are not looking good. Nor at
least normal. Accident is an
unexpected and traumatic event.
Occupational Accidents
Occupational Accidents
Occupational Accidents
Occupational Accidents
 Piper Alfa- 1981-81 deaths
Occupational Accidents

 Bhopal-1984- 20.000 ! deaths

Occupational Accidents

Mihăilești, Romania- 2004. 18

deaths.
Occupational Accidents
 Deepwater Horizon- Louisiana 2010-19 deaths
Occupational Accidents
 Colectiv club- Romania 2015- 64 deaths
Occupational Accidents
 No, we are very sorry but the
accident victim is not feeling well. Nor
are feeling well his/hers work
colleagues, his family, not even his
managers. Occupational accidents are
trauma bound events that could
affect a lot more things.
Mr. Presenter
GENERAL ASPECTS

REGARDING SAFETY
Why Occupational Safety and Health ? Why train the young ?
As anyone knows- in order to make money- you must work. Even
if you are a banker or a lathe worker- every workplace has
specific risks.

In order to live 100 years in health and safety

you must know about your work, be trained in
order to avoid risks, wear Personal Protective
Equipment (only when needed) and know
How to use safety devices.

If you are a pirate it would also help to drink a lot of rum.

This is all about Occupational Safety
and Health folks, ask for your money back. Or not all ?
As
Aseveryone
everyonethatthatisisperforming
performingsafety
safetytraining
trainingknows-
knows-things
things
must
mustbe besomehow
somehowconnected,
connected,ififyou
youarearenot
nottrained
trainedyou
youwill
will
not
notknow
knowwhatwhatPPEPPEto towear,
wear,howhowtotomanage
managesafetysafetydevices,
devices,
etc.
etc.
so
sothat
thatthe
thetrainee
trainee(if(ifstrong
strongenough
enoughandandnot
notrunning
running totosave
save
his/hers life after the first class) should have a global image
his/hers life after the first class) should have a global image
regarding
regardingthethesafety
safety domain.
domain.
This
Thisimage
imageisisplotted
plottedin inour
ourexperience
experiencebybythe
thefollowing
followingstructure:
structure:

Hazard->Risk->Incident/Accident-
Hazard->Risk->Incident/Accident-
>Accident
>Accident Analysis
Analysis
Training->Organization
Training->Organization (of
(of the
the Work
Work In
In
safety)->
safety)->
Personal
Personal Protective
Protective Devices->Safety
Devices->Safety
Devices
Devices
Starting up OHS
Starting up OHS
Starting up OHS

 When ?
 Why ?
 Where ?- Incident/Accident Data
 How ? -- Root Cause Analysis- 5
Why Method
 ----------------------------------------
--------------
 Whose blame is it ?
Starting up OHS

 Documents to have and to read

 National Law of OHS (Law 319/2006 in

Romania);
 ALARP document (HSE law 1973);
 OHSAS 18001 (British Standard concerning OHS
management);
 ISO 31000 (RISK management and implications
for OHS- new 2010);
 ISO 31010 (RISK assessment methods);
 ISO 9001 (Connection with quality)
We should add here:

-Safety Culture Safety ManagementAny

Other Thing (Ergonomics, Designing in Safety, etc.)
VULNERABILITY,RISK,
INCIDENT,ACCIDENT
RISK

RIS INCIDENT/ACCIDENT
K
Causes
and TRAINING
effects
ORGANIZATION

Ways to mitigate/ PERSONAL PROTECTIVE DEVICES

eliminate the
causes
SAFETY DEVICES
RISK
Vulnerability is a „pre-state” for risks. When an enterprise is vulnerable- it
could lead to the development of a lot of ugly things....
RISK
RISK
RISK
RISK
RISK

Types of Hazards
RISK
RISK
Nation
al
Safety
Policy

EMPLOYER Health and Safety Specific

RISK ?
RESPONSIBILITY Enterprise Mechanisms

Former Worker Comitees

Experien
ce
Enterprise Safety Specialists
RISK ?
 Risk is associated with the presence of a
situation or, the eventuality that is produced at
the workplace, during the work process, an
unwanted or negative outcome (loss, incidents,
accidents).
 Risk produce damage. Damage could be
defined as a negative consequence of an
individual or collective life of people as the
result of risk.
 Risk is defined in Romanian law as the
combination of frequency or probability and
consequences (severity) that could be derived
from danger
HazardRiskAccidents

 Theory states that for different

workplaces there are distinct
hazards- that could be removed only by
the total changement of technology or
by total automation, excluding the
worker from the workplace. Hazards
are manifesting themselves through
specificity, exposure,frequency and
severity. Risk is an intermediary notion.
RISK

RISK Identification Assessment Management

Hazard
(actually)
RISK
 In accordance with the previous definitions, the
following groups will classify worker risk factors:
 1. Safety and Health: factors or conditions of
safety, where conditions that influence the
probability of injuries are included. factors of
environment conditions, whether it be physical,
chemical, or biologic in origin.
 2. Ergonomics and Psychosociall: factors
derived from the characteristics of work, including
the demands that the task imposes to the individual
that carries them out; factors derived from the
organization of work, considering the characteristics
of the organization and those depending on the
work task. In our way of work 2 is included in 1.
We are speaking about Safety and health at Work,
including also Ergonomics and Psychosocial factors.
EVALUATING
RISKS
EVALUATING RISKS

Risk
Assessment
Method
Statements
EVALUATING RISKS

Particularisation
for a pollutant
Evaluating RISK

 The process for evaluating risks

includes:
 1. The identification of the hazard and
analysis of the risk.
 2. The assessment of the risk and/or
the conjoined action of risks, which
will permit one to say if the risks
detected turns out to be tolerable.
Evaluating RISK
Evaluating RISK

Workplace
Workplace
Risks before Aprioric stRISK analysis
analysis
accident ASSESSMENTudy

Models
Models and
and
scenarios
scenarios

Risks after Post-mortem

Post-mortem
accident study
study
Evaluating RISK
THE OCCUPATIONAL
(WORK) ACCIDENT
WORK ACCIDENT

 -Violent injury of the body;

 -Happening during the work process
or fulfilling work tasks;
 -More than 3 days of work incapacity,
invalidity or death
 (Romanian Law)
WORK ACCIDENT

 In the Accident Investigation Manual

of the National Safety Council (2001),
an accident is “an act not planned,
nor wanted that resulted in a
personal injury or property
damage.” Introduction of loss or
property damage into the definition of
accident is going to improve it.
WORK ACCIDENT MODELS

 Swiss Cheese
 Butterfly
 Other (industry specific)
SAFETY TRAINING
TRAINING

 Training is a very complex problem.

Bad
training Good training
could be a is just simply
killer ! training
TRAINING

No one is recognizing my
activity
I am not been paid properly
Students are not
understanding what I am
saying
TRAINING

Safety
Safety isis boring.
boring.
Safety
Safety isis not
not required
required ifif you
you
learn
learn the
the technology.
technology.
Safety
Safety isis more
more about
about
abstract
abstract aspects.
aspects.
Safety
Safety isis boring…….
boring…….
TRAINING

Safety Training could be

rewarding if:
-You are a real teacher and
love to teach and to improve
your teaching;
-You are really interested in
Safety and not just
performing a job for money;
-You want to improve
something and do it right;
TRAINING

Safety Training is a
merchandise;
Safety Training could
be sold for good
money;
TRAINING

In order to sell it safety

training should be
performed and performed
well
TRAINING

Don t when: Need to be:

-tired; -aware;
-not interested; -social conscious;
-not -involved in the
understanding; community;
-not ready; -smart;
TRAINING

Need to learn ?
If asked, perhaps we
cope
If explained, perhaps
we do it
TRAINING

If this is smart and cool and

we feel it and we feel that
we are empowered by it-
perhaps we learn
TRAINING

If we could turn it into a play and

could be (at least for ten
minutes) the main players-
perhaps we learn
TRAINING

“GIVE THEM CONTENT ! ” says the

Safety creator
-content should be goal oriented;
-content should be focused;
-content should be richly illustrated;
-content should be full-proof;
-content should be easy anchored
with real cases;
-content should be live;
TRAINING

 „Give them schedule” says the Safety

creator
 Schedule should take care of:
 The work schedule of those who are
trained;
 The possibilities to participate to the
training;
 The degree of tiredness of the trainees;
TRAINING

 „Give them ways to disseminate

content” says the Safety creator
 And he invented eduknowledge
(educational tailored knowledge) and
blended learning...
TRAINING

Necessary
Necessary

Understan
Understan Retaina
CONTENT
dable
dable ble

Likable
Likable
TRAINING

 The second grade learners:

 Should became aware of the problem-
accidents as a moral impact;
 Should became aware of the fact that
they would enter into some kind of work
in order to gain their living- and so they
would be exposed to risks;
 Should became aware that the wrong
approaches could affect not just them-
but also their colleagues, the community
and the environment
TRAINING

Initial On the work Retirement

training training training

General Specific safety Lessons

safety rules rules learned
TRAINING

 Who (is doing it)

• Objectives (informal, immediate
protection, obtaining a specific degree)-Key
Performance Indexes
• Ways (to perform)
• Results (connected with KPI would show
the efficiency of training)
 Targets
 Level of understanding
TRAINING

 Fundamentals Programs: These

programs involve instruction in prevention of
work related injury and illness through proper
use and maintenance of tools, equipment,
materials; knowledge of emergency
procedures; personal hygiene measures; needs
for medical monitoring; and use of personal
protective equipment for non-routine
operations or as an interim safeguard until
engineering controls can be implemented.
TRAINING

 Recognition Programs: These

programs include instruction emphasizing
awareness of workplace hazards; knowledge of
methods of hazard elimination or control;
understanding right-to-know laws and ways for
collecting information on workplace hazards;
recognizing symptoms of toxic exposures; and
observing and reporting hazards or potential
hazards to appropriate bodies.
TRAINING
 Problem-Solving Programs: Instruction is aimed at
giving workers the information and skills enabling
them to participate in hazard recognition and control
activities; to help identify/solve problems through
teamwork, to use union and management means, and
to exercise rights to have outside agencies investigate
workplace hazards when warranted. Inviting worker
input in company planning or in design of new
operations or processes is recognized as a viable
means for improving productivity, quality of products,
and worker motivation. Extending this approach to
hazard control seems reasonable especially since
workers, owing to their everyday job work
experience, possess an intimate knowledge of the
hazards connected with their jobs and could be a rich
source for corrective ideas
TRAINING
 Empowerment Programs: These programs
provide instruction to build and broaden worker
skills in hazard recognition and problem-solving
skills much like that noted above. Emphasis,
however, is on worker activism with the goal of
ensuring their rights to an illness-and injury-free
workplace Hence, the program aims at enabling
workers to effect necessary control measures
through educating co-workers and supervisors, and
through use of committee processes or in
health/safety contract negotiations. This approach
is in accord with the current “Total Quality
Management” philosophy — having rank-and-file
workers along with their supervisors share greater
roles in and be more accountable for addressing
workplace hazard control needs.
TRAINING

* http://www.cdc.gov/niosh/docs/98-
145/pdfs/98-145.pdf
TRAINING(General vs. Safety
Training)
 In general, training refers to instruction and
practice for acquiring skills and knowledge of
rules, concepts, or attitudes necessary to
function effectively in specified task situations.
With regard to OS&H, training can consist of
instruction in hazard recognition and
control measures, learning safe work
practices and proper use of personal
protective equipment, and acquiring
knowledge of emergency procedures and
preventive actions
TRAINING
 Performance represents observable actions or behaviours
reflecting the knowledge or skill acquired from training to
meet a task demand. With regard to OS&H, performance
can mean signs of complying with safe work practices, using
protective equipment as prescribed, demonstrating
increased awareness of hazards by reporting unsafe
conditions to prompt corrective efforts, and executing
emergency procedures should such events occur.
 Motivation refers to processes or conditions that can
energize and direct a person’s behaviours in ways intended
to gain rewards or satisfy needs. Setting goals for
performance coincident with learning objectives and use of
feed-back to note progress have motivational value. With
regard to OS&H, motivation can mean one’s readiness to
adopt or exhibit safe behaviours, take precautions, or carry
out self-protective actions as instructed. Bonuses, prizes, or
special recognition can act as motivational incentives or
rewards in eliciting as well as reinforcing these behaviours
when they are displayed.
TRAINING-Critical
Needs Assessment Training goals presuppose:
1) consistency with organizational goals,
2) the presence of jobs designed to yield performance
outputs that meet the organization’s goals,
3) performance levels dependent on knowledge of the
job tasks, skill, attentiveness to the work or factors
where training can make a difference. On the last point,
expecting training to solve problems related to internal
organizational conflicts or to overcome deficiencies in
equipment or work methods is unrealistic. Job analyses
determine which of the relevant performance factors
comprise the highest priority training needs either now or
in the future. The process includes defining the tasks
involved, their order of importance (in terms of
frequency, criticality, complexity), and details of the
steps necessary to accomplish them.
TRAINING-Critical

1.Establishing Training Objectives

The needs assessment provides the information to
establish the objectives of the training program.
These are stated as observable behaviours
expected of the trainee after the instruction, and
they may acknowledge the conditions under which
they should be performed and the required level
of proficiency.
TRAINING-Critical
 2.Specifying Training Content and Media
Content represents the knowledge or skill that
the trainee must master to be able to meet the
behavioural objectives. The judgement of those
who know the job demands is the most common
approach to specifying training contents. Other
approaches may be the products of problem-
solving exercises, or be based on mistakes
people make in using a skill such as to design
corrective learning measures. Much depends on
the specific training needs, makeup of trainee
group and other factors. Why or how a particular
method facilitates learning and how it can be
made more effective are issues requiring further
study.
TRAINING-Critical
 3. Accounting for Individual
Differences
 Effective training should take account of the
characteristics or attributes of the trainees.
Aside from differences in aptitude, literacy, or
pre-training skill levels, how trainees view the
training program in terms of improving their
job performance or self-efficacy may dictate
variable approaches. The kind and level of
training for new job applicants versus long-
term or older workers reassigned to the same
tasks also has to be addressed.
TRAINING-Critical
 4. Specifying Learning Conditions
 In general, instructional events comprising the
training method should not inhibit, conflict with, or be
unrelated to the processes that lead to mastery.
Training methods should require the trainee to use
the training content in active or productive ways, e.g.,
restating or applying principles rather than just
recalling them, or adapting the information to new
situations rather than mere repetition in the same
one. Using learning events that require productive
behaviour or that provide appropriate feedback
(positive/accurate/credible) and opportunities for
practice under conditions that promote transfer to the
actual job are ideal.
TRAINING-STEPS

 Establish a general objective

 Establish specific objectives
 Collect data
 Transform data into knowledge
(production rules if possbleBest
Practice Procedures)
 Save the body of knowledge for reuse
TRAINING-STEPS

 Define targets
 Establish target level of
understanding
 Establish target availability
 Establish immediate rewards
(certificates, promotions, job
opennings, etc.)
 Considering the target analysis
establish what to show from the body
of knowledge)
TRAINING-STEPS

 Considering target analysis establish

how to do the training (at class,
 on-line, hands-on approach)
 Develop a curricula
 Process your training chunks (so as to
remain something after)
 Develop testing methods
 Develop specific tests (more likely
individual projects to do)
TRAINING-STEPS

 Implement on a protoype/pilot
 Test
 Re-test
 Ask for user feedback;
 Ask for any other person (in the
domain) feedback;
 Implement
 WORK ORGANISED IN
SAFETY
ORGANIZATION
 Organizational culture emerged
from organizational
studies and management to describe the
attitudes, perceptions, beliefs and
values of an organization. The key
issue in the organisational context is the
way the process of management of safety
risk handles changes to the existing
infrastructure, processes, technology or
other elements and how communications
regarding potential accident scenarios are
handled and are seen in an integrated
way. These changes might have unseen or
adverse safety critical impacts. There are
several concepts available to guide
understanding in the area of safety.
ORGANIZATION
 Safety culture can be defined as the
product of individual and group
attitudes, perceptions, and values about
workplace behaviours and processes
that collectively result safety work units
and reliable organizational products ().
In essence, safety culture describes the
organizational attributes that reflect safe
work environments .This concept is
deeply rooted in social systems where
comprehensive analysis of errors
exposed organizational, system process
and human failures responsible for most
preventable adverse outcomes.A proper
safety culture could give the safety
organization of the work place.
ORGANIZATION
 Organizational safety is a contemporary discipline
of study and research developed from the works of
James Reason, creator of the Swiss Cheese Model,
and Charles Perrow author of Normal Accidents.
These scholars demonstrated the complexity and
system coupling inherent in organizations, created
by multiple process and various people working
simultaneously to achieve organizational objectives,
is responsible for errors ranging from small to
catastrophic system failures. The discipline crosses
professions, spans industries, and involves multiple
academic domains. As such, the literature is
disjointed and the associated research outcomes
vary by study setting. Organizational activities could
also boost safety, by:
 -planning for safety;
 -allocating safely the resources;
 -optimise the work towards a safe ending;
 -performing controls for safety;
 -recompensing safety behaviours;
ORGANIZATION
Organisation- Need to Know
PPE(PERSONAL
PROTECTIVE EQUIPMENT)
PERSONAL PROTECTIVE
EQUIPMENT
 Personal protective equipment (PPE) refers to
protective clothing, helmets, goggles, or other
garments or equipment designed to protect the
wearer's body from injury or infection. The hazards
addressed by protective equipment include physical,
electrical, heat, chemicals, biohazards, and airborne
particulate matter. Protective equipment may be worn
for job-related occupational safety and
health purposes, as well as for sports and
other recreational activities. "Protective clothing" is
applied to traditional categories of clothing, and
"protective gear" applies to items such as pads,
guards, shields, or masks, and others.
 The purpose of personal protective equipment is to
reduce employee exposure to hazards when
engineering and administrative controls are not
feasible or effective to reduce these risks to
acceptable levels. PPE is needed when there are
hazards present. PPE has the serious limitation that it
does not eliminate the hazard at source and may
result in employees being exposed to the hazard if
the equipment fails
PERSONAL PROTECTIVE
EQUIPMENT
PERSONAL PROTECTIVE
EQUIPMENT
PERSONAL PROTECTIVE
EQUIPMENT
PERSONAL PROTECTIVE
EQUIPMENT

A way to
give the
needed
information
about PPE
PERSONAL PROTECTIVE
EQUIPMENT
PPE-Need to Know
SAFETY DEVICES
SAFETY DEVICES
SAFETY DEVICES

Safety devices are the best that could be expected in

technical safety assurance.A wide world of specific devices that
are keeping the worker well and healthy- if functioning.
From this very wide game of devices we have selected
some more interesting for us.
SAFETY DEVICES
SAFETY DEVICES
n ,
tio an
t ec hum
pro n
al do
n ic re
c h nte
Te t ce Machine
no

Process
Are
prot
ectin
g
Whole line of
manufacturing
SAFETY DEVICES

A dead-man's vigilance device is a railroad safety device that

operates in the case of incapacitation of the engineer.
It is a hybrid between a dead-man's switch and a vigilance
control.
The main safety failing with the basic dead-man's control system
is the possibility of the operating device being permanently
held in position, either deliberately or accidentally.
SAFETY DEVICES

A Safe Load Indicator (SLI) or an Automatic Safe Load Indicator

(ASLI) is a device which is installed on mobile or portal cranes
to alert the operator if the lift is exceeding the safe operating
range of the machinery.
In some cases, the device will physically lock the machinery in
circumstances it determines to be unsafe. SLI systems are
usually composed of a microprocessor connected to various
sensors on the crane itself.
A safe load indicator has the capability of detecting the angle,
weight of load lifted, and ground radius of any lifting device.
It controls the lifting equipment to the level that it tries to
keep the machinery functioning as per the manufacturer's
suggested safety charts..
SAFETY DEVICES

A flashback arrestor or flash arrestor is a special gas safety device most

commonly used in oxy-fuel welding and cutting to stop the flame or
reverse flow of gas back up into the equipment or supply line and it
prevents the user and equipment from damage or explosions.
These devices are mainly used in different industrial processes where
oxy-fuel gas mixtures are handled and used. Flashback arrestors as safety
products are essential to secure the workplaces and working environment.
In former times there were also wet flashback arrestors used.
Today the industry standard is to use dry flashback arrestors with at least
two safety elements.

Flashback arrestors
from XIX Century
SAFETY DEVICES

Heat detectors are a very important category of safety devices-

as the recent accident at club Colectiv had shown us.
A 'heat detector is a fire alarm device designed to respond when the
converted thermal energy of a fire increases the temperature of a heat
sensitive element. The thermal mass and conductivity of the element
regulate the rate flow of heat into the element. Heat detectors have two
main classifications of operation, "rate-of-rise" and "fixed temperature.„.
In the case in question, a heat detector should have activated a network of
sprinklers (that were not in place).Some flame detectors mounted like
video camers are shown below.
SAFETY CRITICAL SYSTEM

There are plenty of definitions of the term safety-critical system

but the intuitive notion actually works quite well.
The concern both intuitively and formally is with the consequences
of failure. If the failure of a system could lead to consequences
that are determined to be unacceptable, then the
system is safety-critical. In essence, a system is safety-critical
when we depend on it for our well being.
LIFE CRITICAL SYSTEM

A life-critical system or safety-critical system is a system

whose failure or malfunction may result in one (or more) of the
following outcomes:
-death or serious injury to people
-loss or severe damage to equipment/property
-environmental harm
Risks of this sort are usually managed with the methods and tools
of safety engineering. A life-critical system is
designed to lose less than one life per billion (10 9) hours of
operation.
Safety Devices- Need to Know
OHS MANAGEMENT
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT
OCCUPATIONALДиалог HEALTH AND
SAFETY
Щелкните MANAGEMENT
кнопку Диалог для редактирования этого диалога
OCCUPATIONAL HEALH AND
SAFETY MANAGEMENT
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT
OCCUPATIONAL HEALTH AND
Диалог
SAFETY
Щелкните MANAGEMENT
кнопку Диалог для редактирования этого диалога
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT
 Safety Management- the lords part of
safety and health.
 1.Re-vise the existing safety and health structure
inside the enterprise;
 2.Write up specific document templates for the main
thing;
 3. Name a safety manager !
 4. Enjoy !
 5.Implement safety management into total quality
management (here the safety manager dies)
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT
Identify where you are. Identify the
existing work done on OHS and its results
till now. Are there any
significant/reported
loss/incidents/accidents ?
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT

Identify the actual safety needs. Are they satisfied ?

(If so, do nothing and call it a functional safety
system).Retain the good parts of jobe done till now
in best practice procedures.
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT

Develop a model ! Your safety inside the

enterprise is probably specific. Build a
general safety model and add the specific
parts. Test the model. Is it similar to
reality > Could some aspects be omitted
by the model ?Could expenses be
exagerated ?If the model is OK validate it
and share it with your management body.
Be sure that the General Manager will
receive a copy (even if he is not reading
it)
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT

Share your model (together with your

expriences) widely. Sharing in safety
is goooood ! Your enemies will die
from envy and eventually, till they die-
will improve the safety in their
enterprises.
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT

Implement a good set of safety rules- IN

WRITING ! Name them after you – or
better- after the content (Rules for smoking
in safety when looking to a gorgeous
blonde and nearby is a deposit full of
kerosene). Distribute the rules and verify
that every supervisor shall get one copy.
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT

Read and understand ISO 31.000. It

will change your life. Forever
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT
Identify the victims of
incidents/accidents (even there is a
simple bruise). Be compasionate. Ask
them for every detail the could give.
Develop lessons learned from every
story. Update and upgrade your
rules(Rule not to smoke near a kerosene
deposit if you want to live).
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT

Be angry not on the producers of the

accident (if they are not acting with
intention) but on not respecting the rules.
Use the case to develop an use case (Don t
do that !) keeping out real names.
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT

Give rewards for good safety behaviours.

Popularise the example (here you could give
names).
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT

Write everything significant down and

organise your notices (preferably into an
IT document that uses keywords and is
indexable). People are forgetting-
writing remains.
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT

Punish repeated bad

(dangerous) behaviours.There
are employees that would never
learn. Better fire them than
involve them in a situation that
could become a catastrophe.
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT

Ask continously for resources. Safety

is an expensive thing. If your
bossess would a safe enterprise they
should pay.
OCCUPATIONAL HEALTH AND
SAFETY MANAGEMENT

„Trust is good, control is better” V.I.Lenin

Be in doubt on the reported informations-

when needed. Never ever let significant
things to happen without controlling them
personally.
Thanks for your attention