COMPETENCY-BASED

LEARNING MATERIAL

SECTOR:
TOURISM
QUALIFICATION:
HOUSEKEEPING NC II
UNIT OF COMPETENCY:
PRACTICE OCCUPATIONAL HEALTH AND
SAFETY PROCEDURES
MODULE TITLE:

Practicing Occupational Health

and Safety

HOW TO USE THIS MODULE

 Welcome to the Module “Practicing Occupational Health and
Safety”. This module contains training materials and activities for you to
complete.
The unit of competency “Practice Occupational Health and
Safety Procedures” contains knowledge, skills and attitudes required
for COOKERY NC II.
You are required to go through a series of learning activities in order
to complete each of the learning outcomes of the module. In each
learning outcome there are Information Sheets. Follow these activities
on your own and answer the Self-Check at the end of each learning
activity.
If you have questions, don’t hesitate to ask your teacher for
assistance.

Recognition of Prior Learning (RPL)

You may already have some of the knowledge and skills covered in
this module because you have:
o been working for some time
o already have completed training in this area.
If you can demonstrate to your teacher that you are competent in a
particular skill or skills, talk to him/her about having them formally
recognized so you don’t have to do the same training again. If you have a
qualification or Certificate of Competency from previous trainings show it
to your teacher. If the skills you acquired are still current and relevant to
this module, they may become part of the evidence you can present for
RPL. If you are not sure about the currency of your skills, discuss it with
your teacher.
After completing this module ask your teacher to assess your
competency. Result of your assessment will be recorded in your
competency profile. All the learning activities are designed for you to
complete at your own pace.
Inside this module you will find the activities for you to complete
followed by relevant information sheets for each learning outcome. Each
learning outcome may have more than one learning activity.

Date
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BASIC COMPETENCIES
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 Competency-Based Learning Material

List of Competencies
Basic Competencies NCII

No. Unit of Competencies Module Title Code

Participating in
Participate in Workplace
1. Workplace 500311105
Communications
Communications

Observing
Gender
Sensitivity in the
2. Workplace 500311106
Work in a Team
Environment Working in a
Team
Environment

Demonstrating
Work Values and
Gender
3. Practice Career Sensitivity 500311107
Professionalism
Practicing Career
Professionalism

Practicing Basic
Housekeeping
Procedures

4. Practice Occupational Practicing 500311108

Health and Safety Occupational
Procedures Health and
Safety
Procedures

Date
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BASIC COMPETENCIES
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 Date
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 MODULE CONTENT
Unit of Competency: Practice Occupational Health and Safety
Procedures

Module Title : Practicing Occupational Health and Safety

MODULE DESCRIPTOR:

This module covers the outcomes required to comply with

regulatory and organizational requirements for occupational health and
safety.

Nominal Duration: 7 hours

LEARNING OUTCOMES:

At the end of this module you MUST be able to:

1. Identify Hazards and risks

2. Evaluate hazards and risks
3. Control Hazards and Risks
4. Maintain Occupational health and safety awareness including
women’s issues/concerns relative to OHS.

ASSESSMENT CRITERIA:

 Safety regulations and workplace safety and hazard control

practices and procedures are clarified and explained based on
organization procedures
 Hazard/risks in the workplace and their corresponding indicators are
identified to minimize or eliminate risk to co-workers, workplace and
environment in accordance with organization procedures
 Contingency measures during workplace accidents, fire and other
emergencies are recognized and established in accordance with
organization procedures
 Terms of maximum tolerable limits which when exceeded will result
in harm or damage are identified based on threshold limit values
(TLV)
 Effects of the hazards are determined

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 OHS issues and/or concerns and identified safety hazards are
reported to designated personnel in accordance with workplace
requirements and relevant workplace OHS legislation
 Occupational Health and Safety (OHS) procedures for controlling
hazards/risks in workplace are consistently followed
 Procedures for dealing with workplace accidents, fire and
emergencies are followed in accordance with organization OHS
Policies.
 Personal Protective Equipment (PPE) is correctly used in accordance
with organization OHS procedures and practices
 Appropriate assistance is provided in the event of a workplace
emergency in accordance with established organization protocol
 Emergency-related drills and trainings are participated in as per
established organization guidelines and procedures
 OHS personal records are completed and updated in accordance
with workplace requirement

Date
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 LEARNING OUTCOME SUMMARY
Learning Outcome #1 : Identify Hazards and Risks
Contents:
 Identify Hazards and Risks
 Hazardous Materials
 Safety Regulations
 Contingency Measures

Assessment Criteria:
 Safety regulations and workplace safety and hazard control practices and
procedures are clarified and explained based on organization procedures
 Hazard/risks in the workplace and their corresponding indicators are
identified to minimize or eliminate risk to co-workers, workplace and
environment in accordance with organization procedures
 Contingency measures during workplace accidents, fire and other
emergencies are recognized and established in accordance with organization
procedures
Condition:
Resource Implications:
The following resources must be provided:
 Workplace or assessment location
 OHS personal records
 PPE
 Health records
Methodology:
 Group Discussion
 Interaction lecture
 Individual Reflection
 Film Viewing Case Study Group Sharing
Assessment Method:
Date
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 Written Test
 Interview Oral Questioning

LEARNING EXPERIENCES
Learning Outcome #1 : Identify Hazards and Risks

Learning Activities Special Instructions

1. Read Information Sheet 4.1-1
Hazards and Risks

2. Answer Self-Check 4.1-1 Compare answers with the

answer key.
3. Read Information Sheet 4.1-1
Hazards and Risks

4. Answer Self-Check 4.1-1 Compare answers with the

answer key.

Date
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BASIC COMPETENCIES
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Developed by:
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 INFORMATION SHEET 4.1-1
Hazard and Risks

Learning Objectives:
After reading this information sheet, you MUST be able to:
1. Identify Hazards and Risks.
2. Identify Hazardous Materials

Hazard is a situation that poses a level of threat to life, health, property,

or environment. Most hazards are dormant or potential, with only a
theoretical risk of harm; however, once a hazard becomes "active", it can
create an emergency situation. A hazardous situation that has come to
pass is called an incident. Hazard and possibility interact together to
create risk.[1]

Risk is the potential of losing something of value. Values (such

as physical health, social status, emotional well being or financial wealth)
can be gained or lost when taking risk resulting from a given action,
activity and/or inaction, foreseen or unforeseen. Risk can also be defined
as the intentional interaction with uncertainty. Risk perception is the
subjective judgment people make about the severity and/or probability of
a risk, and may vary person to person. Any human endeavor carries some
risk, but some are much riskier than others.[1]

HAZARDOUS MATERIALS
Following shall mean as follows:
(1) "Hazardous materials or substances" mean substances in solid, liquid
or gaseous forms known to constitute poison, fire, explosion or health
hazard.

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(2) "Corrosive” when referred to the action on inanimate surface such as
metal, glass or wood means that a substance will cause the wearing away.
(3) "Hot" means that a material or substance possesses or is
characterized by a relatively high temperature.
(4) "Gases" means normally aeroform fluid.
(5) "Fumes" means suspended solid particles, which are generated by
condensation from gaseous state, generally after volatilisations from
molten metals.
(6) "Vapor" means gaseous form of substances which are normally in the
liquid or solid state, and which can be changed to these states either by
increasing the pressure or decreasing the temperature.
(7) "Mists" means suspended liquid droplets generated by condensation
from the gaseous to the liquid state or by breaking up of a liquid into a
dispersed state, such as by atomizing, foaming or splashing.
(8) "Fibers" means any tough solid substance composed of thread-like
tissue, whether of mineral, vegetable or animal origin.
(9) "Dust" means solid particles capable of being blown about or
suspended in the air. generated by handling, crushing, cutting, drilling,
grinding, rapid impact, spraying, detonations, or disintegration of
inorganic or organic materials and are of a composition similar to the
substance or substances from which derived.
(10) "Toxic" means acting or likely to act as a poison, or may chemically
produce injurious or deadly effect.
(11) ”Irritating" means causing undue sensitiveness of an organ or part of
the body.
Hazards/Risks

1. Physical Hazards – impact, illumination, pressure, noise,

vibration, temperature, radiation
2. Biological Hazards – bacteria, viruses, plants, parasites, mites,
molds, fungi, insects
3. Chemical Hazards – dusts, fibers, mists, fumes, smoke, gasses,
vapors
4. Ergonomics

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 a. Psychological factors – over exertion/excessive force,
awkward/static positions, fatigue, direct pressure, varying
metabolic cycles
b. Physiological factors – monotony, personal relationship,
work out cycle

SELF-CHECK 4.1-1
1. Situation that poses a level of threat to life, health, property,
or environment.
a. Risks
b. Hazard
c. Hazardous Materials
2. The potential of losing something of value. Values (such
as physical health, social status, emotional well being or financial
wealth) can be gained or lost when taking risk resulting from a
given action, activity and/or inaction, foreseen or unforeseen.
a. Risks
b. Hazard
c. Hazardous Materials
3. Substances in solid, liquid or gaseous forms known to constitute
poison, fire, explosion or health hazard.
a. Risks
b. Hazard
c. Hazardous Materials
4. Considered as Physical Hazard, except one.
a. Impact
b. Illumination
c. Bacteria
5. Considered as Biological Hazard, except one.
a. Molds
b. Fungi
c. Noise
6. Considered as Chemical Hazard, except one.
a. Dusts
b. Fibers
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 c. Viruses

ANSWER KEY 4.1-1

1. B
2. A
3. C
4. C
5. C
6. C

Date
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 INFORMATION SHEET 4.1-2
Contingency Measures

Learning Objectives:
After reading this information sheet, you MUST be able to:
1. Identify Safety Regulations
2. Identify Contingency Measures

Safety Regulations
1. Clean Air Act
2. Building Code
3. National Electrical and Fire Safety Codes
4. Waste Management statutes and rules
5. Philippine Occupational Safety and Health Standards
6. DOLE regulation on safety legal requirements
7. ECC regulations

Clean Air Act

This Act shall be known as the “Philippine Clean Air Act of 1999.

The Clean Air Act outlines the government’s measures to reduce air
pollution and incorporate environmental protection into its developement
plans.
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Building Code

This Decree shall be known as the "National Building Code of the

Philippines" and shall hereinafter be referred to as the "Code".
Section 102.

It is hereby declared to be the policy of the State to safeguard life, health,

property, and public welfare, consistent with the principles of sound
environmental management and control; and to this end, make it the
purpose of this Code to provide for all buildings and structures, a
framework of minimum standards and requirements to regulate and
control their location, site, design quality of materials, construction, use,
occupancy, and maintenance.

National Electrical and Fire Safety Codes

FIRE PROTECTION AND CONTROL

1941:General Provisions:
(1) All buildings for occupancy used shall be located in areas provided for
by applicable zoning regulations of the locality.
(2) Specific standards in design and construction, occupancy and use of
buildings and facilities shall be those prescribed by the Building Code of
the Philippines.
(3) Fire tests of building materials and fire protection equipment used in
any place of employment shall be those provided for the Fire Code of the
Philippines.
(4) Standards for the design and installation of Indoor, outdoor general
storage, sprinkler system and fire protection system shall be those
provided for by Chapter 9 of the Philippine Society of Mechanical
Engineers (PSME) Code.

Waste Management statutes and rules

Philippine Occupational Safety and Health Standards

GENERAL PROVISION
1001: Purpose and Scope:

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(1) The objective of this issuance is to protect every workingman against
the dangers of injury, sickness or death through safe and healthful
working conditions, thereby assuring the conservation of valuable
manpower resources and the prevention of loss or damage to lives and
properties, consistent with national development goals and with the
State’s commitment for the total development of every worker as a
complete human being.
(2) This Standards shall apply to all places of employment except as
otherwise provided in this Standard.

Contingency measures

1. Evacuation
2. Isolation
3. Decontamination
4. Calling Emergency Personnel

Evacuation

1. Temporary but rapid removal of people

from building or disaster (or threatened) area as a rescue or
precautionary measure. If the removal extends to more than a
few months or becomes permanent, it is called 'relocation.'

Isolation

: the state of being in a place or situation that is separate from others :

the condition of being isolated
: the act of separating something from other things : the act of isolating
something

Decontamination
is the process of cleansing an object or substance to
remove contaminants such as micro-organisms or hazardous materials,
including chemicals,radioactive substances, and infectious diseases.

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Decontamination is sometimes abbreviated as "decon", "dcon" or
"decontam".
The purpose of decontamination is to prevent the spread of micro-
organisms and other contaminants[1] that may threaten
the health of human beings or animals or damage the environment.

SELF-CHECK 4.1-2
1. Measures to reduce air pollution and incorporate environmental
protection into its development plans.
a. Clean Air Act
b. Building Code
c. National Electrical and Fire Safety Codes
2. Code to provide for all buildings and structures, a framework of
minimum standards and requirements to regulate and control their
location, site, design quality of materials, construction, use,
occupancy, and maintenance.
a. Clean Air Act
b. Building Code
c. National Electrical and Fire Safety Codes
3. Fire tests of building materials and fire protection equipment used in
any place of employment.
a. Clean Air Act
b. Building Code
c. National Electrical and Fire Safety Codes
4. A contingency measure that performs temporary but
rapid removal of people from building or disaster (or threatened)
area as a rescue or precautionary measure.
a. Evacuation
b. Isolation
c. Decontamination
5. State of being in a place or situation that is separate from others.
a. Evacuation
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 b. Isolation
c. Decontamination

ANSWER KEY 4.1-2

1. A
2. B
3. C
4. A
5. B

Date
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 LEARNING OUTCOME SUMMARY
Learning Outcome #2 : Evaluate Hazards and Risks
Contents:
 (TLV) Threshold Limit Values
 Terms of Maximum Tolerable Limits
 Effects of Hazards
 Health Records/OHS Records Reported to assigned personnel.

Assessment Criteria:
 Terms of maximum tolerable limits which when exceeded will result
in harm or damage are identified based on threshold limit values
(TLV)
 Effects of the hazards are determined
 OHS issues and/or concerns and identified safety hazards are
reported to designated personnel in accordance with workplace
requirements and relevant workplace OHS legislation
Conditions:
The following resources must be provided:
 Workplace or assessment location
 OHS personal records
 PPE
 Health records
Date
Developed: Document No.:

2017
BASIC COMPETENCIES
Issued by:
NCII
Developed by:
UNKNOWN Revision No.:

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Methodology:
 Group Discussion
 Interaction Lecture
 Individual Reflection
 Film Review
 Case Study
 Group Sharing
Assessment Method:
 Written Test
 Interview
 Oral Questioning

LEARNING EXPERIENCES
Learning Outcome #2 : Evaluate Hazards and Risks

Learning Activities Special Instructions

1. Read Information Sheet 4.2-1
Evaluate Hazard and Risks

2. Answer Self-Check 4.2-1 Compare answers with the

answer key.

Date
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UNKNOWN Revision No.:

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 INFORMATION SHEET 4.2-1
Evaluate Hazards and Risks

Learning Objectives:
After reading this information sheet, you MUST be able to:
1. Define (TLV) Threshold Limit Values and the Maximum
Tolerable Limit Terminology.
2. Identify the Effects of Hazards
3. Identify Health Records/OHS Records Reported to assigned
personnel.

Threshold limit value (TLV)

Definition
ACGIH term for airborne concentration of a substance below which
all workers are believed to be protected while exposed to it day after day
for 8-hour periods.

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For gases and vapors, TLV is stated as parts per million (PPM) of
surrounding air, and for fumes, mists, and dusts as milligrams per cubic
meter (mg/m3) of surrounding air.

Three types of TLVs for chemical substances are defined:

1. Threshold limit value

Time weighted average (TLV-TWA):

 average exposure on the basis of a 8h/day, 40h/week

work schedule

2. Threshold limit value

Short-term exposure limit (TLV-STEL)

 spot exposure for a duration of 15 minutes, that cannot

be repeated more than 4 times per day with at least 60
minutes between exposure periods

3. Threshold limit value

Ceiling limit (TLV-C)

 absolute exposure limit that should not be exceeded at

any time

There are TLVs for physical agents as well as chemical substances. TLVs
for physical agents include those
for noise exposure, vibration, ionizing and non-ionizing radiation exposure
and heat and cold stress.
 The TLVs and most other occupational exposure limits
are based on available toxicology and epidemiology
data to protect nearly all workers over a working
lifetime.
Date
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  Exposure assessments in occupational settings are most
often performed by Occupational / Industrial
Hygiene (OH/IH) professionals who gather "Basic
Characterization" consisting of all relevant information
and data related to workers, agents of concern,
materials, equipment and available exposure controls.
 The exposure assessment is initiated by selecting the
appropriate exposure limit averaging time and "decision
statistic" for the agent. Typically the statistic for
deciding acceptable exposure is chosen to be the
majority (90%, 95% or 99%) of all exposures to be
below the selected occupational exposure limit.
 For retrospective exposure assessments performed in
occupational environments, the "decision statistic" is
typically a central tendency such as the mean or
geometric mean or median for each worker or group of
workers.

Tolerable exposure limits (TELs)

Tolerable exposure limits (TELs) limit public exposure to toxic substances.

They do not apply to a place of work if the public does not have access to
that place.

'Toxic substances' are those with a HSNO classification.

A TEL is the maximum concentration of a hazardous substance legally

allowable in a particular environmental medium.

Hazard Effects.

What are the risks from electricity?

Harm can be caused to any person when they are exposed to ‘live parts’
that are either touched directly or indirectly by means of some conducting

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 object or material. Voltages over 50 volts AC or 120 volts DC are
considered hazardous.

Electricity can kill. Each year about 1000 accidents at work involving
electric shocks or burns are reported to the Health and Safety Executive
(HSE). Around 30 of these are fatal, most of them arising from contact
with overhead or underground power cables.

Shocks from faulty equipment can cause severe and permanent injury and
can also lead to indirect injuries, due to falls from ladders, scaffolds, or
other work platforms.

Faulty electrical appliances can also lead to fires. As well as causing

injuries and loss of life, fires cause damage to plant, equipment and
property

Fire risks and the workplace

Fire presents significant risk to businesses. It can kill or seriously injure

employees or visitors and can damage or destroy buildings, equipment
and stock.

Organizations operating from single premises are particularly vulnerable

as loss of premises may completely disrupt their operations. Many
businesses fail to continue trading following a severe fire.

Fire may have a more significant impact on businesses that:

 stock combustible materials including flammable liquids or gases

 use heat processes

 have people working alone in parts of the building

 have poorly maintained equipment or electrical circuits

 have public access (i.e. are at risk from arson)

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 have poor housekeeping standards.

However, any organization may be affected at any time.

The risks of using gas

When gas does not burn properly, or is used in an area without adequate
ventilation, it produces excess carbon monoxide (CO) – a colourless, odour
less gas. This can happen regardless of the type of gas being burned,
whether from bottles or from a mains supply.

When inhaled, carbon monoxide binds with the haemoglobin in the blood.
This reduces the blood's ability to carry oxygen, starving the body of
oxygen and poisoning it.

Symptoms of carbon monoxide poisoning include tiredness, drowsiness,

headaches, nausea and chest and stomach pains.

In extreme cases, carbon monoxide poisoning can kill within a matter of

hours.
There is a risk of carbon monoxide poisoning:

 if there is inadequate ventilation in the room where the appliance is

located

 if the flue or chimney is blocked and cannot vent the system properly

 if the appliance has not been regularly maintained by a competent

person

 if you use an inexperienced engineer not registered with the Gas Safe
Register (external site)

What are the risks of excessive noise?

Excessive noise causes permanent damage to hearing. Loud noises can

cause hearing loss either progressively, or by exposures over a long
period of time.

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 Damage can be caused immediately by exposure to peak sound waves
produced by explosive sounds such as gunfire, explosions or cartridge
operated tools.

Anyone can be exposed to excessive noise levels. Those working in noisy

workplaces, factories, foundries, working with power tools, plant and
machinery, and in noisy environments such as road works, airports and
construction sites are among those most at risk.

Effects of skin and respiratory sensitisers

Symptoms vary depending on which body system is affected.

Effects on the respiratory system can be the runny, itching eyes and nose
typical of hay fever. These may be followed by more severe symptoms
typical of asthma such as:

 wheezing

 tightness of the chest

 breathlessness

 coughing.

Symptoms of the skin can be itchy, dry, red and cracked skin typical of
irritation. These may be followed by more severe dermatitis symptoms
such as:

 bleeding

 spread of symptoms to other body parts.

OHS SAMPLE REPORT

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 SELF-CHECK 4.2-1

True or Flase

___________
1. Exposure to peak sound waves produced by
explosive sounds such as gunfire, explosions or
cartridge operated tool won’t produce damage.
___________ [Link] noise causes permanent damage to
hearing

___________ 3. Fire presents significant risk to businesses.

___________ 4. Electricity can kill.

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___________ [Link]-Tolerable exposure limits (TELs) limit public
exposure to toxic substances.

___________
6. A TEL is the minimum concentration of a hazardous
substance legally allowable in a particular
environmental medium.
___________
7. Exposure assessments in occupational settings are
most often performed by Occupational / Industrial
Hygiene (OH/IH) professionals.
___________
8. Occupational / Industrial Hygiene (OH/IH)
professionals who gather "Basic Characterization"
consisting of all relevant information and data related
to workers, agents of concern, materials, equipment
and available exposure controls.
___________ 9. Short-term exposure limit is an absolute exposure
limit that should not be exceeded at any time
___________ [Link]-term exposure limit: average exposure on the
basis of a 8h/day, 40h/week work schedule.

ANSWER KEY 4.2-1

1. False
2. True
3. True
4. True
5. False
6. False
7. True
8. True

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 9. False
10. False

LEARNING OUTCOME SUMMARY

Learning Outcome #3 : Control Hazards and Risks
Contents:
 (PPE) Personal Protective Equipment
 OHS Procedures
 Workplace Accidents, Fire and Emergency Procedures

Assessment Criteria:
 Occupational Health and Safety (OHS) procedures for controlling

Date
Developed: Document No.:

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BASIC COMPETENCIES
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Developed by:
UNKNOWN Revision No.:

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 hazards/risks in workplace are consistently followed
 Procedures for dealing with workplace accidents, fire and
emergencies are followed in accordance with organization OHS
Policies.
 Personal Protective Equipment (PPE) is correctly used in accordance
with organization OHS procedures and practices
 Appropriate assistance is provided in the event of a workplace
emergency in accordance with established organization protocol
Resource Implications:
The following resources must be provided:
 Workplace or assessment location
 OHS personal records
 PPE
 Health records
Methodology:
 Group Discussion
 Interaction Lecture
 Individual Reflection/ Case Study/Group Sharing
 Film Review
Assessment Method:
 Written Test
 Interview
 Oral Questioning

LEARNING EXPERIENCES
Learning Outcome #3 : Control Hazards and Risks

Learning Activities Special Instructions

1. Read Information Sheet 4.3-1
Hazard and Risks Control
2. Answer Self-Check 4.3-1 Compare answers with the
answer key.
Date
Developed: Document No.:

2017
BASIC COMPETENCIES
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NCII
Developed by:
UNKNOWN Revision No.:

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 INFORMATION SHEET 4.3-1
Hazard and Risks Control

Learning Objectives:
After reading this information sheet, you MUST be able to:

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 c. Identify (PPE) Personal Protective Equipment and its
functions.
d. OHS Procedures
e. Workplace Accidents, Fire and Emergency Procedures

Personal Protective Equipment (PPE)

1. Mask
2. Gloves
3. Googles
4. Hair net / cap / bonnet
5. Face mask/shield
6. Ear muffs
7. Apron/Gown/Coverall/jump suit
8. Anti-static suits

PERSONAL PROTECTIVE EQUIPMENT AND DEVICES

1081: General Provisions:
1081.01: Every employer as defined in 1002:
 Shall at his own expense furnish his workers with protective
equipment for the eyes, face, hands and feet, protective shields and
barriers whenever necessary by reason of the hazardous nature of
the process or environment, chemical or radiological or other
mechanical irritants or hazards capable of causing injury or
impairment in the function of any part of the body through
absorption, inhalation or physical contact.
 All personal protective equipment shall be of the approved design
and construction appropriate for the exposure and the work to be
performed.
 The employer shall be responsible for the adequacy and proper
maintenance of personal protective equipment used in his
workplace.
 No person shall be subjected or exposed to a hazardous
environmental condition without protection

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Eye and Face Protection:
 Eyes and face protective equipment shall be required where there is
reasonable probability of exposure to such hazards. In such cases,
the employer shall furnish a type of protective equipment suitable
for the work to be performed and the employees shall use such
equipment. Eye protection shall be provided where the processes or
operations present hazards of flying objects, liquids, injurious
radiation, glare or a combination of these hazards.
 Eye and face protective equipment shall conform with the following
minimum requirements:
 provide adequate protection against the particular
hazard for which they are designed or intended;
 be reasonably comfortable to use;
 fit snugly and shall not unduly interfere with the
movements of the user;
 be durable, easily cleaned and capable of being
disinfected;
 be kept clean and in good condition, and
 be of the approved type.
 Whenever eye protection is needed, persons whose
visions require the use of corrective lenses shall wear
goggles or spectacles of any of the following types:
 spectacles which provide optical correction;
 goggles that can be worn over corrective spectacles
without disturbing the adjustment of the spectacles; or
 goggles that incorporate corrective lenses mounted
behind the protective lenses.

 Limitations and precautions indicated by the manufacturer shall be

transmitted to the user and care shall be taken to ensure that such
limitations and precautions are strictly followed and observed.
 National Standards for Occupational Eye and Face Protection
Equipment (ANSI z87.1-1968) is adopted.

Respiratory Protection:
 The primary corrective measure in the control of occupational
diseases caused by harmful dusts, fogs, fumes, mists, gases,
smokes, sprays or vapors shall be to prevent atmospheric
contamination. This shall be accomplished through the use or
application of accepted engineering control measures, like
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 enclosure or confinement of the operation, general and local
ventilation and substitution of less toxic materials or a combination
of these. When effective engineering control measures are not
feasible or while they are in process of being instituted, appropriate
respirators shall be used.
Respiratory Protective Program:
 In order to effectively implement the provisions of Rule 1083, the
employer shall institute a respiratory protective program which shall
include the following:
 Proper selection of respirators on the basis of the
hazards to which the workers exposed;
 Sufficient instruction and training in the proper use and
the limitations of respirators;
 When practicable, the assignment of respirators to
individual workers for their exclusive use;
 Regular cleaning and disinfecting of the respirators.
Respirators issued for the exclusive use of one worker
shall be cleaned after each day's use or as often as
necessary. Those used by two or more workers shall be
thoroughly cleaned and disinfected after each use;
 Appropriate examination and testing of the conditions
of the work area in order to assure that the allowable
degree of employee exposure is maintained, and to
determine the effectiveness of the control measures
Selecting of Respirators:
 For purposes of proper selection, design, construction, testing and
use of respirators, the American
 National Standards Practices for Respiratory Protection (ANSI z88.-
21059) is adopted.
Use of Respirators:
 Standard procedures shall be developed for the use of respirators.
These should include all information and guidance necessary for
their proper selection, use and care. Possible emergency uses of
respirators should be anticipated and planned for.
 Written procedures shall be prepared covering safe use of
respirators in dangerous atmospheres that might be encountered in
normal operations or in emergencies. All personnel shall be familiar
with these procedures and the available respirators to use.

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  a. Workers in enclosed toxic or oxygen-deficient
atmosphere shall be assisted in case of accident by at
least one additional worker stationed in an area
unaffected by the incident and provided with proper
rescue equipment to assist the other(s) in case of
emergency. Communication (visual, voice or signal
line) shall be maintained among the individuals
present;
 b. When self-contained breathing apparatus or hose
masks with blowers are used in atmospheres
dangerous to life or health, standby men must be
present with suitable rescue equipment;
 c. Persons using air line respirators in atmospheres
hazardous to life or health, shall be equipped with
safety harnesses and safety lines for lifting or removing
persons from hazardous atmospheres or other
equivalent provisions for the rescue of persons. A
standby man or men with suitable self-contained
breathing apparatus shall be at the nearest fresh air
base for emergency rescue.
 For the safe use of any respirator, the user shall be properly
instructed in its selection, use and maintenance.
Maintenance and Care of Respirators:
 A program for the maintenance and care of respirators shall be
adopted to the type of plant, working conditions, and hazards
involved and shall include the following basic services:
 inspection for defects (including leak check),
 cleaning and disinfecting, and
 repair and storage.

Head Protection:
 Hard hats for the protection of workers from impact penetration
from falling and flying objects, blows, and from limited electric
shock and burns shall be provided where there is reasonable
probability of exposure to such hazards.
Hair Protection:
 All persons with long hair employed around machinery shall
completely cover their hair with well fitting caps or other equivalent
protection.
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BASIC COMPETENCIES
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Developed by:
UNKNOWN Revision No.:

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  Caps shall be of materials not easily flammable and sufficiently
durable to withstand regular laundering, disinfecting and cleaning.
Hand and Arm Protection:
 When selecting gloves, consideration should be given to the hazards
to which the wearer may be exposed to and the ease and free
movement of the fingers.
Safety Belts, Life Lines and Safety Nets:
 Workmen working in unguarded surface above open pits or tanks,
steep slopes, moving machinery and similar locations, or working
from unguarded surfaces six (6) meters (20 ft.) or more above water
or ground, temporary or permanent floor platform, scaffold
construction or where otherwise exposed to the possibility of falls
hazardous to life or limb, shall be secured by safety belts and life
lines. In situations where safety belts and life lines in guarded
platforms and scaffolds or temporary floors are not feasible, safety
nets shall be provided and installed.
Safety Shoes:
 Workers shall be provided with approved safety shoes and leg
protection whenever necessary as determined by the nature of
work.

Control of Processes:
Any one or a combination of the following methods shall be used:
(1) Hazardous processes shall be carried on in separate rooms or building
with a minimum number of workers equipped with suitable protective
equipment and trained thoroughly in safety practices for daily operations
and for emergencies.
(2) The process or operation shall be carried out in an air-tight enclosure
to prevent personal contact with the harmful substances and the escape
of dusts, fibers, fumes, gases, mists, or vapors into the air or room in
which persons work.
(3) Where airtight enclosures or apparatus cannot be used, harmful dusts,
fibers, fumes, gases, mists, or vapors shall be removed at or near their
point or origin by means of fume chambers or suction hoods properly
connected to efficient exhaust system, and

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(4) Control by general ventilation to provide a continual inflow of fresh air
to keep the concentration of contaminants within safe limits.

Hazardous Workplaces:
For purposes of this Standards, the following are considered "hazardous
workplaces:"
 Where the nature of work exposes the workers to dangerous
environmental elements, contaminants or work conditions including
ionizing radiation, chemicals, fire, flammable substances, noxious
components and the like;
 Where the workers are engaged in construction work, logging, fire
fighting, mining, quarrying, blasting, stevedoring, dock work, deep-
sea fishing and mechanized farming;
 Where the workers are engaged in the manufacture or handling of
explosives and other pyrotechnic products;
 Where the workers use or are exposed to power driven or explosive
powder actuated tools;
 Where the workers are exposed to biologic agents such as bacteria,
fungi, viruses, protozoas, nematodes, and other parasites.

SELF-CHECK 4.3-1

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Enumeration.
Give at least 5 (PPE) Personal Protective Equipment.

ANSWER KEY 4.3-1

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Personal Protective Equipment (PPE)

1. Mask
2. Gloves
3. Googles
4. Hair net / cap / bonnet
5. Face mask/shield
6. Ear muffs
7. Apron/Gown/Coverall/jump suit

LEARNING OUTCOME SUMMARY

Learning Outcome #4 : Maintain OHS awareness including
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women’s
Issues/concerns relative to OHS.
Contents:
 Emergency-Related Drills and Trainings
 Fire Drill
 Earthquake Drill
 OHS Personal Records.

Assessment Criteria:
 Emergency-related drills and trainings are participated in as per
established organization guidelines and procedures
 OHS personal records are completed and updated in accordance
with workplace requirements
Resource Implications:
The following resources must be provided:
 Workplace or assessment location
 OHS personal records
 PPE
 Health records
Methodology:
 Group Discussion
 Interaction Lecture
 Individual Reflection
 Film Review
 Case Study
 Group Sharing
Assessment Method:
 Written Test
 Interview
 Oral Questioning

LEARNING EXPERIENCES
Learning Outcome #4 : Maintain OHS awareness including
Date
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women’s
Issues/concerns relative to OHS.
Learning Activities Special Instructions
1. Read Information Sheet 4.4-1
Maintain OHS awareness
2. Answer Self-Check 4.4-1 Compare answers with the
answer key.

INFORMATION SHEET 4.4-1

Date
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BASIC COMPETENCIES
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Developed by:
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 OHS awareness Maintenance

Learning Objectives:
After reading this information sheet, you MUST be able to:
1. Identify Emergency-Related Drills and Trainings
 Fire Drill
 Earthquake Drill
2. Identify OHS Personal Records.

TRAINING OF PERSONNEL IN OCCUPATIONAL SAFETY AND HEALTH

Training Programs:
 The Bureau, either directly or through accredited organizations,
shall conduct continuing programs to increase the supply and
competence of personnel qualified to carry out the provisions of this
Standards.
 The Bureau shall prescribe the required training programs, which
shall, in consultation with the UP
Institute of Public Health, World Health Organization and other technical
societies, contain provisions requiring the incorporation into the training
programs of the latest trends, practices and technology in occupational
safety and health.

Accreditation:
The Secretary may issue accreditation or authority to recognized
organizations or groups of persons to conduct occupational safety and
health training.

Criteria for Training:

 A Bureau-prescribed course of study shall be used or followed by
accredited organizations. Any deviation from the prescribed training
course must be with the previous approval of the Bureau.
 Provisions for adequate training facilities for the holding of training
including laboratory facilities, library, training rooms and equipment.

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  Training staff must be composed of persons recognized by the
Bureau, duly trained by and certified to as competent by the Bureau
or accredited training organizations.
Audit Systems:
 A regular audit shall be done by the Bureau to determine
compliance with the above criteria, the system and method of
training, and the quality and effectiveness of the training staff.
 Upon recommendation of the Director, the Secretary may cancel the
accreditation if the provisions of this Rule are not complied with.

Qualifications of a Safety Consultant:

(1) A qualified safety consultant shall mean one who has been a safety
and health practitioner for at least five (5) years and has taken the
necessary training prescribed by the Bureau.
(2) Safety practitioners with at least ten (1 0) years of experience in all
fields of occupational safety and health may not be required to undergo
the required training provided they secure from the Bureau a certification
attesting to their competence to qualify as consultants.
(3) All safety consultants or consulting organizations, shall be accredited
by the Bureau, and registered with the Regional Office concerned.

Prohibition in the Practice of Occupational Safety and Health:

No person or organization may be allowed hired or otherwise employed in
the practice of occupational safety and health unless the requirements of
this Rule are complied with.

Emergency-related drills and trainings

1. Fire Drill
2. Earthquake Drill
3. Basic Life Support / CPR
4. First Aid
5. Spillage Control
6. Decontamination of chemical and toxic
7. Disaster preparedness/management
Date
Developed: Document No.:

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BASIC COMPETENCIES
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Developed by:
UNKNOWN Revision No.:

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EARTHQUAKE DRILL

Level 1 – Simple: Drop, Cover, and Hold On Drill and Building Evacuation

Level 1 focuses on the basic earthquake drill and school evacuation

procedures. It teaches students, teachers,and staff exactly what to do
when the ground shakes: Drop, Cover, and Hold On. Evacuation as a part
of the ShakeOut is optional at this level, but it is a good idea to know what
to expect (and practice your response) inthe event of an earthquake.

 How to correctly perform Drop, Cover, and Hold On, wherever

teacher and/or students are. This includes dropping to the floor (to
prevent falling), making yourself as small a target as possible, and
protecting your head, neck and chest by taking cover under a sturdy
desk or table or near an interior wall, covering your head with your
hands and arms.

o Adapt these procedures for anyone who cannot take this position, and
for anyone in any unique locations or outdoors.

DURING the Drill

1. Via the public announcement (PA) system, alarms, or verbal direction

(in a real earthquake your signal willbe the beginning of shaking itself):

□ Announce that the earthquake drill has begun and to Drop, Cover, and
Hold On

□ (Optional) Play the audio recording (see paragraph 3 above) on your PA

or play it on a computer in each classroom

□ Suggest that while dropping under a sturdy desk or table, students and
teachers look around at what would be falling on them in a real
earthquake; these items could be secured or moved after the drill

2. If not using audio tape for sound effects, then after at least one minute,
announce that the shaking is over.

3. If you will be practicing school evacuation as part of your drill, have

teachers, students and staff follow evacuation procedures according to
the school disaster plan.
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4. During a real earthquake aftershocks may occur. If an aftershock
occurs, while you are exiting, Drop, Cover, and Hold On until the shaking
stops.

□ When the shaking has stopped (or when the all clear bell rings)
IMMEDIATELY and before you exit your room take ten seconds to look
around, make a mental note of damage and dangers, check to see if any
students are injured. If immediate help can be given to those with injuries,
to stop serious bleeding, or put out a small fire, do so. Ask responsible
students to assist the lightly injured. Non‐ambulatory injured should be
reassured and wait for treatment where they are, unless it is more
dangerous to remain.

5. Take your classroom roll book and your emergency kit (including your
emergency notebook). Make sure these stay with the person actually
escorting the class to the Emergency Assembly Area (EAA).4

6. Use the BUDDY SYSTEM. Classes with teaching assistants should exit in
pairs with one teacher in front and one in the back. Take a few seconds to
check briefly with the teacher in the classroom to the left, to the right, and
across the hall to see if they need assistance. In the absence of a teaching
assistant, be prepared to take a class of a colleague while that teacher
assists with any injuries or in the duties assigned to them.

Escort your class(es) to their designated place in the EAA.

□ Use the suggested routes on your evacuation map or alternate route if

yours is blocked or unsafe

□ Everyone is to stay together and to quickly and quietly evacuate

following the evacuation rules

□ Select two responsible monitors to lead, carefully checking that the

evacuation route is clear. You bring up the rear, seeing that everyone is
together

□ Check that exit routes are clear. Move directly away from the building
when exiting. Children should cover their heads with their bag or book. Do
NOT use elevators.

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7. Include experiential activities for students in the course of your drill.
This is a teaching/learning moment!

8. Encourage students and teachers to discuss their experiences with one

another.

AFTER the Drill

1. Debrief together in your classes and staff meetings. Ask for feedback
on how the drill went.

2. Review your School Disaster Preparedness Plan and schedule your next
earthquake drill.

3. Go to [Link]/centralus to be part of the Post‐ShakeOut

Survey.

4. Share photos and stories at [Link]/centralus.

5. Encourage staff and students to prepare at home using the 7 Steps to

Earthquake Safety from “Putting

Down Roots in Earthquake Country” (see [Link])

CPR/Basic Life Support

1. CALL

Check the victim for unresponsiveness. If the person is

notresponsive and not breathing or not breathing normally. Call
911 and return to the victim. In most locations theemergency
dispatcher can assist you with CPR instructions.

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 2. PUMP
If the victim is still not breathing normally, coughing or moving,
begin chest compressions. Push down in the center of the
chest 2 inches 30 times. Pump hard and fast at the rate of at
least 100/minute, faster than once per second.

3. BLOW

Tilt the head back and lift the chin. Pinch nose and cover the
mouth with yours and blow until you see the chest rise. Give 2
breaths. Each breath should take 1 second.

Spillage Control Procedure

Small Spills
(e.g. less than approx. 40 liters or 2m2)
Large Spills
1. Identify the material(s) involved
2. Evacuate area from everybody not dealing with the emergency, keep
them upwind and prevent further access, remove ignition sources and, if
inside building, ventilate area as well as possible.
3. Notify supervision and others as necessary.
4. Put on personal protective equipment (suitable respiratory protection,
face and eye protection, protective suit, gloves and impermeable boots).

Date
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5. Control source of leakage (where applicable).
6. Dike the spill to prevent spreading and to contain additions of
decontaminating solution in steps 8 and 10. Prevent the material from
entering drains.
7. Estimate spill pool volume or area.
8. Absorb and decontaminate.
 Completely cover the spill with wet sand, wet earth,
vermiculite or other similar absorbent.
 Add neutralizer (suitable formulations: see below) to the
adsorbent materials (equal to that of estimated spill pool
volume). Intensify contact between spill, absorbent and
neutralizer by carefully mixing with a rake and allow to react
for 15 minutes
9. Shovel absorbent/decontaminant solution mixture into a steel drum.
10. Decontaminate surface.
 Pour an equal amount of neutralizer solution over
contaminated surface.
 Scrub area with a stiff bristle brush, using moderate pressure.
 Completely cover decontaminant with vermiculite or other
similar absorbent.
 After 5 minutes, shovel absorbent/decontamination solution
mixture into the same steel drum used in step 8.

11. Monitor for residual isocyanate. If surface is decontaminated, proceed

to next step. If contamination persists, repeat steps 10 and 11.
12. Place loosely covered drum (release of carbon dioxide) outside for at
least 72 hours. Label waste-containing drum appropriately. Remove waste
materials for incineration.
13. Decontaminate and remove personal protective equipment.
14. Return to normal operation.
15. Conduct accident investigation and consider measures to prevent
reoccurrence
OHS personal records

1. Medical/Health records
2. Incident reports

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 3. Accident reports
4. OHS-related training complete

Medical/Health Records Sample.

Accident Report.

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Incident Report.

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 SELF-CHECK 4.4-1

Enumeration.
1. Enumerate Emergency Related Drills and Trainings.
2. Enumerate OHS Personal Records.

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 ANSWER KEY 4.4-1
Emergency-related drills and trainings

1. Fire Drill
2. Earthquake Drill
3. Basic Life Support / CPR
4. First Aid
5. Spillage Control
6. Decontamination of chemical and toxic
7. Disaster preparedness/management

OHS personal records

1. Medical/Health records
2. Incident reports
3. Accident reports
4. OHS-related training complete

Date
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 Bibliography

[Link]
ART_ID=156#[Link]

[Link]

[Link]
occupational_safety_and_health_standards.pdf

[Link]
Environment,_health_and_safety#EHS_guidelines_of_the_international_fin
ance_corporation

[Link]
[Link]#ixzz3HxX3pIkP

[Link]
[Link]#ixzz3HyNFP3l4

Date
Developed: Document No.:

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BASIC COMPETENCIES
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Developed by:
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