FAL IIIG

Ins-eruc-eor'sOu-eline Chap-eer 2 .

LEARNING OBJECTIVEThe learner will use the SAFE Way to identify problems and implement safety checks to:.Prevent falls in areas in which he/she works.

. Prevent lifting injuries in areas in which he/she works.

LESSON OUTLINE

1. Discuss each item on the SAFE Way Checklist. Involve learners by asking

questions to get their ideas. (copy pages 14 and 15)

2. Discuss what to do "When An Emergency Happens." (see pages 16 and 17)

3. Safety Activity - Give a copy of the SAFE Way Plan to Prevent Falls and

Lifting Injuries to each learner. Go over the directions (see page 18) and allow

time for learners to complete the planning activity. (copy page 19)

4. Video Lesson - Show the video lesson, Prevent Falls and Lifting Injuries.

5. Discuss the correct lifting procedure on pages 24 and 25. You may wish to

copy page 25 for a handout or a mini-poster.

6. Safety Activity - Part 1. Allow learners to practice the two lifting procedures.

Part 2. Lead a group discussion using the situations and following the

guidance in the activity. (pages 20 and 21)

7. Summary - Discuss the important points of the lesson, and ask how learners

will use what they have learned in their jobs.

MATERIALS NEEDED1. VCR and TV monitor

2. Copies ofthe SAFE Way Checklist (pages 14 and 15)

3. Copies of the SAFE Way Plan to Prevent Falls and Lifting Injuries

4. Copies of Practice Working Safely handout (pages 22 - 24)

(page 19)

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Directions: Each SAFE Way Checklist will help you find ways to make changes for safety. Thischecklist can be used to inspect the kitchen and dining area for changes that need to be made toprevent falls and lifting injuries.

PREVENT FALLS YES

DOESNOT

APPLYNO

9. Equipment is placed over or adjacent to water, gas, or. electricalconnections that protrude from the wall or floor, or theconnection is recessed.

10. Drain lids fit tight to the floor.

11. Mops and brooms are stored away from traffic areas and off the floor.

12. Spills are cleaned immediately.

13. The "Caution" or "Wet Floor" sign is always used whenfloors have been mopped.

14. Carts or dollies are used at all times to move heavy loads,hot pans/pots, and several items at one time.

15. Rolling equipment is pushed rather than pulled.

16. Employees wear closed-toe, skid-resistant, leath~r shoes.

17. Employees walk, never run.

Handout

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1. There is enough light in the kitchen and storeroom to see every0 0 0part of the room clearly.

2. Stairways are well lighted and marked clearly. 0 0 0

3. Aisles and stairways are free from clUtter. 0 0 0

4. Electrical cords do not obstruct walkways. 0 0 0

5. All food and supplies are stored on pallets or sturdy shelves. 0 0 0

6. Ladders and step stools are sturdy and in good repair. 0 0 0

7. Milk crates or wooden boxes are never used as step stools or chairs. 0 0 0

8. Non-skid rubber mats are used wherewater or liquids could be on floors. 0 0 0

0 0 00 0 00 0 00 0 0

0 0 0

0 0 00 0 00 0 00 0 0

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Handout

NotionalFoodServiceManagementInstitute. Working SAFE-Accident Prevention for Child Nutrition Programs

DOESNOT

PREVENT LIFTING INJURIESYES NO APPLY

18. The aisles in the storeroom are wide enough to lift0 0 0and carry cases without hitting shelves.

19. Heavy loads are stored about waist high for easier lifting. 0 0 0

20. Extra-heavy or bulky loads are marked so personnel0 0 0can plan a safe lift.

21. Enough carts and dollies are available when needed. 0 0 0

22. Trays are loaded with the heaviest items in the middle. 0 0 0

23. Every employee has been trained on how to use the0 0 0squat lift for heavy loads.

24. Employees work together to lift heavy loads. 0 0 0

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The American Red Cross reports that falls are the second leading cause of unintentional deaths,

after motor-vehicle accidents. Falls in a foodservice department can happen because someone hastripped, slipped, or fallen off a ladder or stool. They can also happen because of sudden illness,fainting, or a seizure. If you see someone fall, you should immediately go to the person.

I. CHECK*Check the scene to see if it is safe. Some things in the kitchen that might make itunsafe to approach someone who has fallen are electrical lines, spilled chemicals,and/or escaping steam. If you cannot go to the victim safely, call the emergencynumber immediately.

If you did not see the fall, ask what happened. If the victim is unconscious or

cannot talk to you, call an ambulance. Look for other signs that could tell youthat there is a life-threatening emergency. (See page 7 for a list of life-threateningsigns that mean you should immediately call 911.)

2. CALLFollow your school/school district's emergency procedure. If there is anotherperson available, tell the person to call 911 or another number, while you staywith the victim.

3. CAREFollow the standard procedures for giving basic care.

. Remember not to move the victim sincea fallcould havecauseda head or spinal injury.

. Ask the victim to tell you if there is pain and to describe the pain.

. Watch for changes in breathing and consciousness.

. Keep the victim from getting cold or hot.

. Reassure the victim that help is on the way.

In case of an accident, follow your school/school district's procedures. Know the precautions

to take to prevent contact with blood or other potentially infectious body fluids.

*Three emergency steps, courtesy of rhe American Red Cross. All rights reserved in all countries.

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FAL IIiG

Lifting injuries can happen when a person is lifting a load of any size. Lifting incorrectly cancause a back strain. A back strain can be serious and require hospital treatment, or it may betreated with rest. Follow the directions of a medical professional for treating back strains.

A strain of the back causes damage to blood vessels that bleed. Nerve endings become irritated

and painful. Applying ice or a cold pack to the site of the strain helps ease the pain and slowsbleeding of blood vessels at the injured site. For basic strains, applying ice periodically for 72hours helps reduce swelling. After that time period, heat can be applied.

I. CHECK*If you did not see the accident, try to find out what happened. Ask the victimwhat happened. Talk to the victim to find out if emergency help should be called.

2. CALLFollow your school/school district's emergency procedure. If there is another

person available, tell the person to call 911 or another number while you staywith the victim.

3. CAREFollow the standard procedures for giving basic care..Remember not to move the victim since a lifting injury can be serious..Ask the victim to tell you if there is pain and to describe the pain.. Keep the victim from getting cold or hot.

. Reassure victim that help is on the way.

In case of an accident, follow your school/school district's procedures. Know the precautions

to take to prevent contact with blood or other potentially infectious body fluids.

*Three emergency sreps, courresy of rhe American Red Cross. All righrs reserved in all counrries.

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Directions for the Instructor1.

2.

Give each person a copy of the SAFE Way Plan on page 19.

Explain the four-step SAFE Way process using page 4 in Chapter 1 and the exampleshown below in the box.

3.

4.

5.

Allow time for the learners to work together to complete the SAFE Way Plan for their area.

Lead a discussion so learners can share their plans.

After showing the videotape in the next part of the lesson, learners may want to add moreto their SAFE Way Plan.

Encourage learners to keep their SAFE Way Plan to check themselves on how well they areusing what they learned.

6.

7. Follow-up on how well employees are using their SAFE Way Plan on the job.

STEP I

STEP 4

SELECT AREAS WHERE ACCIDENTS COULD OCCUR

Example of an area where a fall or lifting injury could happen: Dishroom.

ASSESS POTENTIAL CAUSES

Example: Cause of a fall - A drain cover that does not fit tight to the floor.

Example: Cause of a lifting injury - Bending over and using back muscles topick up a rack of trays.

FIND WAYS TO MAKE CHANGES FOR SAFETY

Example: Change to prevent the fall - Check to make sure drain cover fits tight to the floor.

Example: Change to prevent the lifting injury - Lift the safe way.

EXPECT SAFETY

Example: Act safely to prevent a fall - Remember to check drain covers.

Example: Act safely to prevent a lifting injury - Do not be in such a hurry to pick up an

object that you forget the potential for an injury.

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~Discuss your SAFE Way Plan with other co-workers and the manager. In the weeks after the lesson, get feedback on how wellyou are using the SAFE Way to prevent falls and lifting injuries in the areas where you work.

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falls or lifting injuries could CAUSES. CHANGES FOR SAFETY. Ways I will show I expectoccur. Areas I work in where Potential causes of fall or Changes I will make in my safety and work safely:falls or lifting injuries might lifting injury in each area area to prevent a fall or ahappen: identified: lifting injury:

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DIRECTIONS FOR THE INSTRUCTOR

The purpose of these activities is to practice working safely. They shouldbe done after the videotape has been shown.

PART I. PRACTICE LIFTING SAFELYYou may copy pages 22 and 23 to give to learners for the discussion, or

you may choose to read the directions for the lift to the group. When practicing the squatlift, it will be helpful for learners to have a copy of, or be able to see, the Safety Tip onpage 25 (How to Use the Squat Lift for Heavy Objects).

PART 2. PRACTICE WORKING SAFELYFor each situation, lead a discussion about how an employee should work safely in the sitUa-tion. Learners should refer to the SAFE Way Checklist to Prevent Falls and Lifting Injuries

and also use what they have learned in the lesson. This is a good time to emphasize safetyprocedures for your school and school district.

ANSWERS FOR PART 2. PRACTICE WORKING SAFELY

SITUATION 1.

Mary Jane is a new employee who is eager to do a good job. She is in the storeroomloading a cart with cans for use in the production area. George is working in thestoreroom. He notices that MaryJane is struggling to pull the loaded cart back to thekitchen. What should George do to act safely?

ANSWER:

Working safely means using the safety guidelines described in the SAFE Way

Checklist for your own safety and the safety of others. George should stop what he isdoing and go to Mary Jane. He should suggest to her that the safe way to move acart is by pushing it instead of pulling it. Carts should not be overloaded and theweight should be evenly distributed. (See Checklist Item 15)

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DIRECTIONS FOR THE INSTRUCTOR, continued

SITUATION 2.

George continues to work to get the items just received put on theshelves. He looks around for the step ladder that is used in the storeroom, but it's gone. He notices a stack of milk crates in the corner.What should George do to act safely?

ANSWER:

George should not use a milk crate to stand on. It is unsafe and can lead to a fall. Heshould find the step ladder. (See Checklist Item 7)

SITUATION 3.

George is storing casesof No. 10 cans that were receivedin the order.To work safely,at what height should the cases be stored on shelves in the storeroom?

ANSWER:

Heavy loads, like a case of No.1 0 cans, should be stored on shelves about waist highfor easier lifting. If adeguate shelving at that height is not available, use lowershelves for the cases but not higher ones. (See Checklist Item 19)

SITUATION 4.

Last week, Nina had a bad fall in the production area and will be out of work with aback injury for several weeks. The manager has asked everyone to come to a shortmeeting to talk about changes that should be made so this kind of accident will nothappen again. If this accident had happened in your kitchen, whatchanges would need to be made to prevent a fall?

ANSWER:

Learners should refer to the SAFE Way Checklist to Prevent Falls and Lifting

Injuries for suggestions on changes to make. The,changes suggested should be specificto their kitchen.

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PRACTICE WORKING SAFELY

Part 1. Practice Lifting Safe!y

Practice Using the $quat Lift for Heavy ObjectsWorking with a partner, practice lifting using the squat lift for heavy objects. Practice

using a Number 10 can or another object that you typically have to lift in your daily

work. Using page 25, review the steps of the lift with your partner. Practice the lift wi th

your partner watching. Explain each step of the lift as you demonstrate it to your

partner. Your partner should use page 25 to check each step as you demonstrate it. After

you have practiced the lift correctly, your partner should practice in the same way.

Handout

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FALICHAPTER21

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PRACTICE WORKING SAFELY

Part 2. Practice Working Safely Situations

1. Mary Jane is a new employee who is eager to do a good job. She is in the storeroom

loading a cart with cans for use in the production area. George is working in the

storeroom. He notices that Mary Jane is struggling to pull the loaded cart back to the

ki tchen. What should George do to act safely?

2. George continues to work to get the items just received put on the shelves. He looks

around for the step ladder that is used in the storeroom, but it's gone. He notices a

stack of milk crates in the corner. What should George do to act safely?

3. George is storing cases of No. 10 cans that were received in the order. To work safely,

at what height should the cases be stored on shelves in the storeroom?

4. Last week, Nina had a bad fall in the production area andwill be out of work with a back injury for several weeks. Themanager has asked everyone to come to a short meeting totalk about changes that should be made so this kind ofaccident will not happen again. If this accident hadhappened in your kitchen, what changes wouldneed to be made to prevent a fall?

Handout

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SAFETYTIP

USING BACKBELTS

The Back Belt WotkingGroup of the NationalInstitute for Occupational

Safety and Health reviewedmany studies related to theuse of back belts. They con-cluded that "the effectiveness

of using back belts to lessenthe risk of back injury

among uninjured workersremains unproved." They donot recommend the use of

back belts to prevent injuriesamong uninjured workersand they do not consider

back belts to be personal pro-tective equipment. Theirreport emphasized that backbelts have not been proven toreduce the hazards that

workers may encounter when

they are involved in repeatedlifting, pushing, pulling,twisting, or bending. TheBack Belt Working Grouprecommended that the best

way to limit the possibilityof back injury was to learn

the correct way to lift and to

use the body in a safe way.

I CHAPTER21

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HOW TO LIFT LOADS SAFELY

In some foodservice operations, employees may lift loads

weighing up to 50 pounds. It is important to know how to lift

loads safely in order to prevent a back injury. Whatever object

you are lifting, use these general guidelines for protecting your

back and lifting in a safe way.

GUIDELINES FOR PROTECTING YOUR BACKWHEN LIFTING

1. Read the carton, box, or bag for weight of contents todetermine if you can lift the load alone or need to get help.

2. Plan the way you will walk with the load. Avoid stairswhen possible.

3. Make sure you have firm footing before beginning the lift.

4. Never bend over an object to pick it up.

5. Use the large muscles of your thighs and stomach when

you lift rather than the small muscles of your back.

6. When you lift, tighten your stomach and buttock muscles.

They act as an internal girdle to give your back extra support.

7. Balance the load in the center of your body.

8. Hold the load close to your body. Always keep your back as

straight as possible.

9. Avoid twisting when you lift. Turn around with your feet.

10. Set the load down by bending your knees, not bendingover from the waist.

11. Be smart, use a cart:

Handout

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I CHAPTER 21

HOW TO USE THE SQUAT LIFT FOR HEAVY OBJECTS

1. CHECK WEIGHT - Read the carton, box, or

bag for weight of contents to determine if youcan lift the load alone or need to get help.

SAFETYTIP

2. STAND CLOSE - Stand close to the object with your feet

apart about shoulder width. Place one foot slightly in frontof the other.

3. SQUAT - Squat down by bending your knees. Test theweight of the object by lifting a corner. If it seems tOoheavy, get help.

4. GRIP WITH HANDS - Place your hands underthe load, not just your fingertips. Pull the object close toyour body.

5. STRAIGHTEN YOUR BACK - Still in the squatting

position, pull your shoulders back, stick your chest out,

and tighten your stomach muscles. This helps to

straighten your back.

6. LIFT WITH YOUR LEGS - Push up with your thighmuscles. Keep your back straight. Use a smooth movement.

7. STAND AND WALK STRAIGHT - Do not twist yourbody while holding the load. To turn, move your feet. Keepyour back straight.

8. SET LOAD DOWN BY SQUATTING - Reversethemovements to set the load down. Set down one corner,

remove your hand, then set the rest of the load down.

Squat

Straighten your back

Walk and stand straight

Handout

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FAL IIiG

Referencesfor Chapter2

The Educational Foundation of the National Restaurant Association. (1997).

Preventing lifting and carrying injuries. A WARE: Employeeand customersafety

program. Chicago: Author.

Greater Houston Area Chapter of the American Red Cross. (1994). Protect

your back. Houston: The American Red Cross.

Payne-Palacio,]., Harger, V, Shugart, G., & Theis, M. (994). West'sand Wood's

introduction tofoodservice.New York: Macmillan.

\ J

Robinson, A. E., Hankins, B.]., & Baugh, C. (996). DECIDE to succeed:

Safety in the kitchen. Raleigh, NC: North Carolina Department of Education,

Child Nutrition Programs.

u.S. Department of Agriculture, Food and Consumer Service. (996). Serving it

safe: A manager's tool kit (PCS -29 5). Washington, DC: Author.

u.S. Department of Health and Human Services, Public Health Service, Centers

for Disease Control and Prevention, National InstitUte for Occupational Safety

and Health. (1994). Workplaceuse of back belts-reviewand recommendations.

Cincinnati, OH: Publications Dissemination, DSDTT, National Institute for

Occupational Safety and Health.

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