ohs schoolkit

Occupational Health and Safety

SCHOOLKIT

w o r k s a f e s a s k . c a

For Saskatchewan School Divisions K-12

Contents

Introduction and LegislationIntroduction 1Legislation 3

Managing Occupational Health and Safety Throughout the School YearSECTION 1: August-September/Getting Started 8SECTION 2: October-November/Identifying Hazards &Assessing Risks 12SECTION 3: December-January/Controlling Hazards 20SECTION 4: February-March/OHS Orientation and Training 25SECTION 5: April-May/Inspecting the Workplace 29SECTION 6: June/Planning for Emergencies and Incident Investigations 33SECTION 7: Beyond Year One 38

Glossary 39

Appendices APPENDIX 1: SampleOccupationalHealthandSafetyPolicy

andResponsibilitiesStatementAPPENDIX 2: KeyLegislationRequirementsAPPENDIX 3: HazardAssessmentandControlProcessAPPENDIX 4: SampleJobInventoryAPPENDIX 5: SampleCustodianWorkInventoryAPPENDIX 6: SampleCustodianHazardAssessmentandControlFormAPPENDIX 7: SampleTeacherHazardAssessmentandControlFormAPPENDIX 8: SampleEducationAssistantHazardAssessmentandControlFormAPPENDIX 9: SampleAdministrativeAssistantHazardAssessmentandControlFormAPPENDIX 10: HazardAssessmentandControlForm–TemplateAPPENDIX 11: SampleEmployeeHealthandSafetyOrientationChecklistAPPENDIX 12: SampleInspectionChecklistAPPENDIX 13: SampleHazard/IncidentReportFormAPPENDIX 14: SampleIncidentInvestigationFormAPPENDIX 15: SampleWitnessStatementAPPENDIX 16: SampleWCBInjuryReportForms

ThisOccupational Health and Safety Schoolkitisanothersteptowardenhancingthehealthandsafetywithinschooldivisions.ThisSchoolkitsupportssection85(1)(w)oftheSaskatchewan Education Act (1995),whichstatesthatoneofthedutiesoftheBoardofEducationistoprescribeprocedureswithrespecttothedesign,maintenanceandsupervisionoftheschoolforthepurposesofmaintainingsatisfactorystandardsofcomfort,safetyandsanitationforthepupilsandotherusersoftheschool.Whenstaffmodelsafeandhealthybehaviour,wepromoteaculturethatvaluessafety.Thispositivelyaffectstheentirelearningenvironment.

ThisSchoolkitintroducesThe Occupational Health and Safety Act, 1993(theAct)andThe Occupational Health and Safety Regulations, 1996 ofSaskatchewantoschoolboards,directorsofeducation,divisionadministratorsandschooladministrators.

TheSchoolkitdescribesyourrolesandresponsibilitiesundertheAct.Itfollowstheschoolyear,breakingyourtasksintosevenmanageablesections.

Eachsectionintroducesataskandthenoffersto-dolistsandready-mademessagestohelpyoucommunicatetheimportanceofoccupationalhealthandsafety,alongwithacommitmenttomakeyourschoolsanddepartmentshealthyandsafeplacestowork.TheSchoolkitthenprovidessuggestionsabouthowtocarryyourhealthandsafetyprogramforwardafterthefirstyear.Italsoprovidestemplatesandsampleformsforyoutouse.

TheSchoolkitwasfirstdevelopedbyanAlbertaadvisorycommitteewithrepresentationfromthe:n AssociationofIndependentSchoolsandCollegesofAlbertan CollegeofAlbertaSchoolSuperintendentsn TheAssociationofAlbertaPublicCharterSchoolsn SchoolPlantOfficials’SocietyofAlbertan AssociationofSchoolBusinessOfficialsofAlbertan AlbertaEmploymentandImmigrationn AlbertaEducationn AlbertaSchoolBoardsAssociation

IthasbeenadaptedforuseinSaskatchewanbyanadvisorycommitteewithrepresentationfromthe:n LeagueofEducationalAdministrators,DirectorsandSuperintendentsofSaskatchewan(LEADS)n SaskatchewanSchoolBoardsAssociationn SaskatchewanAssociationofSchoolBusinessOfficials

Introduction 1

Introduction

n PrairieSouthSchoolDivisionn GoodSpiritSchoolDivisionn ReginaPublicSchoolDivisionn PrairieValleySchoolDivisionn ReginaCatholicSchoolDivision

TheSchoolkitcommitteewouldalsoliketothankWorkSafeSaskatchewan(WSS),apartnershipbetweentheSaskatchewanWorkers’CompensationBoard(WCB)andtheMinistryofLabourRelationsandWorkplaceSafety(LRWS).LRWS’sOccupationalHealthandSafetyDivision(OHS)isresponsiblefordevelopingandenforcingoccupationalhealthandsafetylegislation.TheSchoolkitdoesnotchangeorreplaceanylegislation.Asanemployer,youareresponsibleforensuringthattheworkplaceishealthyandsafe,andthisSchoolkitoffersguidelinestohelpyouinterpretandapplythatlegislation.

WSSandOHScanprovideyouwithmanyadditionalhealthandsafetyresources,includinglegislation,formsandguides.Youcanvisitwww.worksafesask.caorcontactLRWSatwww.lrws.gov.sk.caorbyphone:

Saskatchewan Ministry of Labour Relations and Workplace SafetyRegina 1870AlbertStreetS4P4W1Inquiry:(306)787-4496Tollfree:1-800-567-7233(SAFE)

SaskatoonEighthfloor,1223rdAvenueNorthS7K2H6Inquiry:(306)933-5052Tollfree:1-800-667-5023

Introduction 2

Legislation

InSaskatchewan, The Occupational Health and Safety Act, 1993(legislation)existstopromotehealthyandsafeworkplaces.Youcanfindacopyofthelegislationatwww.lrws.gov.sk.caorthroughtheSaskatchewanQueen’sPrinteratwww.qp.gov.sk.ca.

WalterScottBuildingB19–3085AlbertStreetRegina,SKS4S0B1Phone:(306)787-6894TollfreeinSaskatchewan:1-800-226-7302Fax:(306)798-0835E-mail:[email protected]

Underthelegislation,“worker”meansapersonwhoisengagedinanoccupationintheserviceofanemployer.Thismeanseveryoneintheserviceoftheschoolboardisconsidereda“worker”.

TheWCBinsuresmanyofthepeopleworkinginaschool.Allsupportstaff,custodialstaffandcontractorsworkinginoronschooldivisionpropertyorworkingforaschooldivisionhaveWCBcoverage.

Teachers,however,donothaveWCBcoverage.TheircoverageisthroughtheSaskatchewanTeachers’FederationIncomeContinuancePlan(ICP).

Saskatchewanlegislationappliestoallworkersinschoolsregardlessoftheinsurer.TheonlysituationwhereSaskatchewanlegislationwouldnotapplyisiftheschoolorpartoftheschoolfallsunderfederaljurisdiction.Inthistypeofsituation,theschoolmustcomplywithsafetyandhealthundertheCanada Labour Code.ThisdocumentwilloutlineresponsibilitiesofschoolsfallingunderSaskatchewanlegislation.

Worker Rights and Responsibilities

Saskatchewanlegislationprovideseveryworker’srighttoasafeandhealthyworkplace.Thedutyforcreatingandmaintainingahealthyandsafeworkplacefallsoneverypersonintheworkplace–tothedegreetheyhavetheauthorityandabilitytodoso.Therefore,employersandworkersshareresponsibilityforhealthandsafety.

Thelegislationgrantsworkersthreefundamentalrights.Theyare:• Theright to knowaboutworkplacehazards,includinghowtoidentifyhazardsandprotect themselvesfromthosehazards,andabouttherightsaffordedtoworkersundertheAct.• Theright to participateindecisionsrelatedtooccupationalhealthandsafety,freeofreprisal fortheirparticipation.Participationisachieved,inpart,throughconsultationwiththeoccupational healthcommittee(OHC)oranoccupationalhealthandsafetyrepresentative.• Theright to refuseworktheybelievetobeunusuallydangerous.

Legislation 3

Workershavearesponsibilityto:• Takereasonablecaretoprotecttheirhealthandsafetyandthatofotherworkers.• Cooperatewithemployers,supervisors,OHCmembersandrepresentatives.• Usesafeworkprocedures,safeguardsandpersonalprotectiveequipment.• Reporthazards(suchasunsafesituationsandactivities)totheemployerimmediately.• Refrainfromparticipatingintheharassmentofanotherworker.• Participateintrainingandhealthandsafetymeetings.• Knowandcomplywithhealthandsafetyrequirements.

UnderSection23oftheAct,eachemployeehastherighttorefuseworkthatheorshebelievesisunusuallydangerous.Theunusualdangermaythreatentheworkerorothersandcouldinclude:

• Adangerthatisnotnormalforthejob• Adangerthatwouldnormallystopwork,or• Asituationforwhichtheworkerisn’tproperlytrained,equippedorexperienced.

Forexample,theprincipalhasaskedateachertogoandretrieveballsontheschool’sroof.Theroofis5.5metresabovegroundlevel.A4.95metreladderhasbeensuppliedtogainaccesstotheroof.Theteacherhasnotrainingorexperiencetoperformthistask.Theemployerhasnotprovidedanyfallprotectionequipmenttotheteacherandnoneisinstalledontheroof.

Doestheteacherinthissituationhavetherighttorefusethiswork?Isthisjobnormalforateachertoperform?Hastheteacherbeenproperlytrainedtodothisjob?Hasthenecessarysafetyequipmentandtrainingtousetheequipmentbeengiventotheteacher?Theanswertothesequestionsis“no”.Inthissituation,theteacherhastherighttorefusethiswork.However,ifprovidedproperequipmentandtraining,theteachercouldbeaskedtosafelydothisjob.

Whenasituationleadstoaworkerrefusingtoperformataskorseriesoftasks,theworkermustinformthesupervisoroftherefusalandhowitisbasedonhealthandsafety.Iftherefusingworkerandsupervisorcannotresolvetheconcern,involvetheOHCco-chairpersons.Iftherefusingworkerisnotsatisfied,havetheOHCinvestigate,holdameetingandvoteontherefusal.Iftherefusingworkerisstillnotsatisfied,contactOHSandanoccupationalhealthofficerwillbeassignedtopresentaruling.

Keepingeveryoneintheworkplaceinformedaboutwhatishappeninginregardstoarefusalisveryimportant.Thisdoesnotmeanprovidingnamesofspecificindividualsordetails,butgeneralknowledgeaboutwhatistakingplace.Arulingonarefusalcouldaffectotherworkersthatdothesamejob.Arefusaltoworkisarightofanindividual.Agroupofworkerscannotrefuseworktogether;theymustrefuseasindividuals.Inthiscase,refusalwouldbeconsideredforeachworker.

Whilethisprocessistakingplace,therefusingworkercanbere-assignedtootherworkonatemporarybasis.Anotherworkercanbeaskedtocompletethetaskinquestion,aslongastheemployerinformsthereplacementworkerinwritingthataworkerhasrefused,thereasonfortherefusalandwhytheemployerfeelsthereplacementworkercancompletethetask.Thereplacementworkeralsohastherighttorefuse.

Iftherefusalisforlegitimatehealthandsafetyreasons,aworkerislegallyprotectedfromdisciplineorotherpunishmentforrefusingtodounusuallydangerouswork.Therefusingworkerisprotectedfromdiscriminatoryaction,asdefinedinSubsection2(1)(g)anddescribedinSection27oftheAct.

Legislation 4

Employer Responsibilities

Theschooldivisionistheemployer.However,theemployercandesignatearepresentative,whothenbecomestheemployer’srepresentative.

Theschooldivisiondesignatesthedirectorofeducation,whointurndesignatesprincipals,supervisorsanddepartmentmanagersasrepresentatives.Thedivision,directorofeducation,principals,supervisorsandmanagersrepresenttheemployer,andareresponsibleforhealthandsafetyintheareastheycontrol.

“Reasonably practicable”meanspracticableunlessthepersononwhomadutyisplacedcanshowthatthereisagrossdisproportionbetweenthebenefitofthedutyandthecost,intime,troubleandmoney,ofthemeasurestosecuretheduty.Forexample,duringwintermonths,coldsandfluarecommoninschools.Theultimatewaytoprotectanemployee’shealthmightbetoprohibitallcontactwithstudentsortobuildclassroomswhereemployeesareisolatedfromthestudents.Thesestepsmaypreventemployeesfromcatchingviruses,buttheywouldpreventemployeesfromdoingtheirjobseffectively.Thesestepsarenotreasonablypracticableasperthedefinitioninthelegislation.

Anemployerhasmanyresponsibilitiesunderthelegislation.Theemployermust:•ProvideacopyofThe Occupational Health and Safety Act, 1993andThe Occupational Health and Safety Regulations, 1996forreference•Provideahealthyandsafeworkenvironment•Putfirst-aidandemergencyplansinplace•PromptlyreportseriousincidentstoOHS,and•Knowandfollowtheappropriatelegislationfortheindustry.

Theemployermusttrainworkersinallmattersthatarenecessarytoprotecttheirhealthandsafetybeforetheystartwork,areassigneddifferentdutiesoraremovedtoanewworksite.Also,theemployermustpayworkerswhiletheyreceivetrainingregardingoccupationalhealthandsafety.Thetrainingmustinclude:

• Safetypolicies,safeworkprocedures,andprecautionstoprotectworkersagainsthazards• First-aidlocationsandproceduresintheeventoffireandotheremergencies• Identificationofprohibitedorrestrictedareas• Hazardreportingprocedures,and• Everyone’sresponsibilitiesforhealthandsafety.

Theemployermustprovidesufficientandcompetentsupervision.Ifworkersareuncertainabouttheworktheyhavebeenassigned,theyshouldaskquestions,whichmayleadtoadditionaltrainingtoprotecttheirhealthandsafety.

Legislation 5

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

Everyworkplace,largeorsmall,shouldhaveasysteminplacetoidentifyhazards,assesstherisksofthosehazardsandmakethenecessarychangestocontrolthehazardsandrisks.Theemployershouldtakeallprecautionsthatarereasonableunderthecircumstancestocontrolhazardsandtheirrisks.Thisisknownasanemployerexercisingduediligence.Thebestwaytoexerciseduediligenceistocomplywithlegislation,butseveralfactors,includingpredictability,preventabilityandthepossibilityofcontrol,arealsoimportant.

n Predictabilityasksifareasonablepersoncouldhaveforeseenthatsomethingcouldgowrong.Predictabilitydoesnotexcuseignorance.Reasonableemployersareawareofthehazardsassociatedwiththeirbusiness.

n Preventabilityasksiftherewasanopportunitytopreventtheinjuryorincident.Preventabilitymeansto:• Identifyhazardsandassessrisks• Putinadequatecontrolstomanagethehazardsandrisks• Prepareandenforcesafeworkprocedures• Trainworkersinallmattersrelatedtotheirhealthandsafety,includingsafeworkpractices

andprocedures• Ensureallworkissufficientlyandcompetentlysupervised,and• Correctunsafebehaviourandsub-standardconditions.

Preventabilityalsoasksiftheemployerhasaprogressivedisciplinarypolicythatensurescontinuedcompliancewithsafetypoliciesandprocedures.

n Possibility of controllooksatwhethertheindividualhadanycontroloverthecircumstancesthatresultedintheincident.Theseverityofanincidentisanotherfactorthatmustbeconsidered.Highriskjobsneedmorescrutinyandgreatercontrols.Fromestablishingengineeringcontrolstoremovingthehazardandriskalltogether,tosafeoperatingprocedurestoreducetheriskofinjury.Howcontrolsareestablishedandwhohasthegreatestdegreeoverthosecontrolsbecomesanotherintegralpartofduediligence.

IncidentsWorkersmustreportwork-relatedincidentsinvolvinginjuries,illnessandnearmissestotheiremployerimmediately.Workersmustreporteveryinjury,regardlessoftheseverity.

Eachincidentindicatesthereisahazardintheworkplace.Reportinginjuriesallowstheemployertheopportunitytoassesstherisksassociatedwiththehazardanddeterminewhetherornotcontrolsneedtobeputinplacetominimizetherisks.

Ifaworkplaceincidentorinjuryoccurs,workersmustimmediately:• Seekmedicalattentionasrequired• Reporttheincidenttotheirsupervisororemployer,and• Recordtheinjuryontheappropriatedocumentation(first-aidorincidentform).Workers

areentitledtoacopyofthisdocumentation.See Appendix 13 for a sample form.

Legislation 6

Ifaworkplaceincidentorinjuryoccurs,theemployershall:• ReporttheincidentasrequiredbylegislationtoOHS(Regulations8and9)assoon

asisreasonablypossible• Reporttheinjuryorillness(within5days)totheWCBorotherinsuranceprovider

whenapplicable• Reportanylost-timeinjuryattheworkplacethatresultsinaworkerreceivingmedical

treatmenttotheOHCco-chairpersonsandallowreasonableopportunityforreview• WhereapplicableallowtheOHCtoconductaninvestigationasrequiredbylegislation

(Regulations29and31),and• Investigate,correctifnecessaryanddocumentthesituation,keepingacopyofthereportfor

futurereference.See Appendix 13 for a sample hazard/incident report form and Appendix 14 for a sample incident investigation form.

SeeAppendix 2forkeysectionsofThe Occupational Health and Safety Regulations, 1996thatfocusonreportingandinvestigatingincidents.

Legislation 7

SECTION 1 August-SeptemberGetting Started

SECTION 1|August-September|Getting Started 8

Asystem-wideoccupationalhealthandsafetyprogramwillprotectthehealthandsafetyofallworkersandhaveapositiveinfluenceonstudentsandthecommunity.Theprogramstartswiththeschoolboarddemonstratingacommitmenttooccupationalhealthandsafety.Schooladministratorsseethiscommitmentandthenreinforceitwithintheirschools.

Anumberofresearchstudieshaveshownthatcultureimpactsworkplacehealthandsafety–goodandbad.Theresearchalsoshowsthattheleaderswhovaluehealthandsafetyhavethemostsignificantimpactonwhetherornottheotherpeopleinanorganizationwillalsoholdthosevalues.

Thedegreetowhichemployersvaluehealthandsafetydeterminesthesuccessofasafetyprogram.Achievingatrulysafeenvironmentforstaff,studentsandvisitorsrequiresasincereandvisiblecommitmentfromtheleaderswithinthesystem.

Afterdeclaringthiscommitment,theemployerneedstoprovideresourcesandpersonneltohelpcoordinatehealthandsafetyactivities.

Asaguide,Regulation22ofThe Occupational Health and Safety Regulations, 1996 (theRegulations)outlinesagreatmodelofhowsafetyprogramscanbeorganizedanddelivered.Takingthetime,resourcesandefforttocreatethehealthandsafetyprogramwillhavemanybenefitsnowandinthefuture,notonlyforthehealthandsafetyofworkers,buttheorganizationasawhole.

Employersmustestablishanoccupationalhealthcommittee(OHC)ineachworkplacethathas10ormoreworkers,whethertheworkersarefull-time,part-timeorboth.Committeescanhavebetweentwoand12members,dependingonthesizeoftheworkplace,andatleasthalfmustrepresentworkers.TheOHCallowsworkerstoparticipateintheirhealthandsafetyattheworkplace.Itpromotescooperativeinvolvementoflabourandmanagement,combiningworkers’in-depthpracticalknowledgeofspecificjobswithmanagement’slargeroverviewofjobinterrelationships,generalcompanypoliciesandprocedures.

Forexample,acontractorisrequiredtoestablishanOHCataconstructionsiteatwhich10ormoreworkersorself-employedpersonsarelikelytoworkformorethan90days.Thiswouldbethecaseforaschoolboardwhichhascontractedamajorprojectataschoolthatmeetsthelegislatedrequirements.Basedonthedefinitionofcontractorinthelegislation,theschoolboardbecomesthecontractorandwouldbetheonerequiredtoestablishtheOHCforthatconstructionproject.

ThedutiesofanOHCare:(a) Toparticipateintheidentificationandcontrolofhealthandsafetyhazardsinorattheplace ofemployment;(b) Toco-operatewiththeoccupationalhealthandsafetyservice,ifany,establishedfortheplace ofemployment;(c) Toestablish,promoteandrecommendthemeansofdeliveryofhealthandsafetyprograms fortheeducationandinformationofworkers;


(d)TomaintainrecordswithrespecttothedutiesoftheOHCpursuanttothissection;(e) ToinvestigateanymattermentionedinSection23ofThe Occupational Health and Safety Act, 1993 (theAct);(f) Toreceive,considerandresolvemattersrespectingthehealthandsafetyofworkers;and(g)TocarryoutanyotherdutiesthatarespecifiedinthisActorprescribedintheRegulations.

Basedontheaboveduties,themainroleoftheOHCisto:• Helpidentifyhazardsthroughactivitieslikeworkplaceinspections.• Participateinthecontrolofhealthandsafetyhazardsintheworkplace.• Investigatecertainworkplaceincidents,whichincludesworkrefusals.• Assistworkerstobringforwardconcerns.• Dealwithworkerconcernsaboutworkplacehealthandsafety.

Regulation46(2)requirestheemployerorcontractortoensuretheOHCco-chairpersonsaretrainedinthedutiesandfunctionsofanOHC.Itisagoodideatotrainallcommitteemembers.TrainingforOHCmembersandanyonetakingaleadershiproleinhealthandsafetyprogramsmightinclude:

• Hazardidentificationandriskassessment.• Developingandimplementingcontrols.• Workplaceinspections.• Incidentinvestigations.

Ahealthandsafetyprogramstartswithapolicydocumentthatdeclarestheemployer’scommitmenttohealthandsafetyanddescribesthebasicrolesandresponsibilitiesofeveryone,includingthe:

• Board• Directorofeducation(ordesignate)• Principalsandotherseniorworkers,supervisorsandmanagers,and• Workers.

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

Astheschoolyearstarts,newworkersandthosewhohavemovedintonewrolesorareaswillneedorientation,includinghealthandsafety.Inaddition,allstaffcanalwaysusearefresherthatfocusesonwheretheyareworking,whathazardsarepresentandwhatcanbedonetoeliminateorreducethehazards.Formoreinformationaboutworkerorientationandtraining,pleaserefertoSection4oftheSchoolkit.

School division, board or administrationCommunicateyoursystem’scommitmenttohealthandsafetyandmakesureeveryoneknowsaboutit.

1. Establishwhoisresponsibleforcoordinatingthevarioushealthandsafetyactivitieswithinyourschoolsystemandensuretheyhavethesupportandtrainingtodotheseactivities.

2. Develop(orupdate)yourhealthandsafety-relatedpolicy.

3. Ensureeveryplaceofemploymentwith10ormoreworkershasestablishedanOHCasperSection15oftheAct.

4. PostacopyofthehealthandsafetypolicyandOHCminutesinaconspicuouslocationateachworksite,includingeachschool,centraloffice,busgarageandmaintenancearea.

5. Adviseallschoolandsystemadministratorsthattheycanfindacopyofthelegislationat:www.lrws.gov.sk.caorwww.qp.gov.sk.caandmakesuretheyhavereadyaccess.

6. Adviseallschoolandsystemadministratorswheretofindyourschooldivisionformsandchecklists.

School and system administrators1. EnsuretheOHCmeetseverythreemonthsasrequiredbyRegulation41.Thedutiesofthe

OHCinclude:a. Toparticipateintheidentificationandcontrolofhazards;b. TocooperatewiththeOHSserviceifanyestablished;c. Toestablish,promoteandrecommendthedeliveryofhealthandsafetyprogramsforeducation andinformationofworkers;d. TomaintainrecordswithrespecttothedutiesoftheOHC;e. Toinvestigateanymatterinarefusal-to-work,Section23oftheAct;f. Toreceive,considerandresolvemattersrespectingaworker’shealthandsafety,andg. AnyotherdutiesasrequiredbytheActorRegulations.

2. Establishahealthandsafetyrecordkeepingsystemwhereyoucankeepandeasilyretrievecopiesofallhealthandsafetydocumentation.

3. Makesureallnecessaryformsarereadilyavailabletostaff.Usetheappendicesinthisdocumenttodevelopyourownforms.

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

5. Determinewhohascurrentfirst-aidtraining.Ensureenoughpeoplearetrainedinfirstaidandcommunicatetostaffwhotheyare.PartIVoftheRegulations,includingTables1and9intheAppendix,outlinesresponsibilitiesforfirstaid,includingtraining.InthisdocumentseeSection6formoreinformationontraining.


Things to do

6. Informworkersofthelocationoffirst-aidandotheremergencyresponseequipment,suchasfireextinguishers.Regulation360outlinestheemployer’sresponsibilityfordevelopmentandimplementationofafiresafetyplanthatprovidesforsafetyintheeventoffireorotheremergencies.

7. Establishaprocessformanagingthepresenceofvisitorsandcontractorsateachworksite.

8. Informworkersoftherequirementto:a. Reporthazardsorunsafeconditions.b. Reportwork-relatedinjuryorillnessandnearmisses.

9. Makesurethoseworkerswhoaretakingaleadroleinthehealthandsafetyprogramhavetrainingto:a. Inspecttheworksite.b. Conducthazardidentificationandriskassessment,includingdevelopmentandimplementation

ofcontrols.c. Investigateincidents.

Your Messages

Thefollowingmessageswillshowyourcommitmentasaleadertooccupationalhealthandsafety,andhelpeveryonecommunicatethiscommitment:

» We(nameofschoolboard)arecommittedtoprovidingasafeandhealthyworkplace.» Weallshareresponsibilityforhealthandsafety.Everyone’sinvolvementiscriticaltothesuccess ofourhealthandsafetyprogram.» Work-relatedinjuriesandillnessesarepredictableandpreventable.» Wewillmakehealthandsafetypartofourdailyactivities.» Ourworkplacewillmeetorexceedallapplicablehealthandsafetylegislation.» Weallhavetherighttoknowaboutworkplacehazardsandhowtoprotectourselvesfrom thosehazards.» Weallhavetherighttoparticipateinourhealthandsafety.OHCsaretheprimarymechanisms foremployersandworkerstoworktogetherinidentifyingandresolvinghealthandsafetyconcerns.» Everyonehastherighttorefuseworkthattheybelieveisunusuallydangeroustothemselves orothers.» Everyonehasadutytoreporthazards,unsafeconditionsandwork-relatedinjuriesandillnesses.» Everyoneplaysakeyroleinensuringfellowstaffmembersareawareoftheirinherent responsibilitytohealthandsafetywithintheworkenvironment.


Hazardsexistinallworkplaces.Ahazardisanyactivity,situationorsubstancethatcancauseharm.Theinjuryorillnesscanbeimmediate(acute)ordevelopovertime(chronic).Theschoolenvironmentpresentsafullrangeofhazards,including:

• Chemicalhazardsinscienceroomsandcaretakerareas.• Highnoiselevelsinthegymorassemblyroom.• Iceandsnowbuildupinthewinter.• Unevengroundintheschoolyard.• Violence.

Occupationalhazardsaredividedintotwobroadcategories:healthhazardsandsafetyhazards.Generallyhealthhazardscauseoccupationalillnesses(e.g.,respiratoryproblemscausedbyexposuretochemicalsubstances,noiseinducedhearingloss,repetitivestraininjuries).Safetyhazardscausephysicalharmsuchascuts,brokenbones,strainsandsprains.

Asafetyhazardisanyforcestrongenoughtocauseinjuryinanincident.Aninjurycausedbyasafetyhazardisusuallyobvious.Safetyhazardscauseharmwhenworkplacecontrolsarenotadequate.

Ahealthhazardisanymaterialorconditionthatmaycauseoccupationalinjuriesand/orillness.Itmayproduceseriousandimmediate(acute)effectsand/orlongterm(chronic)problems.Someonewithanoccupationalillnessmaynotrecognizethesymptomsimmediately.Occupationalhealthhazardsinclude:

• Chemicals(e.g.,cleaningsupplies,solvents).• Biologicalhazards(e.g.,bacteria,viruses,dusts,moulds).• Physicalagents(e.g.,energysourcesstrongenoughtoharmthebody,suchaselectriccurrents, heat,light,vibration,noise,radiation).• Ergonomichazards(e.g.,poorworkdesignorexecution).• Otherstressagents(e.g.,violenceandharassment).

Seethechartonpage19forexamplesofthesehazards.

Akeypartofthehealthandsafetyprograminvolvesidentifyinghazardsandassessingrisks,sowecantakethenextkeystepandeliminate/reduceorcontrolthehazardtoreducetherisk.

SECTION 2|October-November|Identifying Hazards 12

SECTION 2 October-NovemberIdentifying Hazards & Assessing Risks


Assistant

STEP 1

Thefirststepistogroupworkersaccordingtothejobstheydo.Forexample,youmayhaveacustodialandmaintenancegroup,anadministrativeassistantgroupanddifferentgroupsofspecialistteachers.Youcanuseyourorganizationalchartorstafflistingtohelpidentifydifferentworkgroups.

STEP 2

Thesecondstepistoidentifythetasksforeachworkgrouporposition.Asexamples,westartthehazardidentificationprocessfora:

» Custodian» KindergartenTeacher» ScienceTeacher» AdministrativeAssistant» EducationAssistant

STEP 1 STEP 2

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

1. Custodian a) Maintain floors by sweeping, mopping, polishing

b) Remove garbage and recyclables

c) Clean up hazardous spills

d) Change and replace lights and ceiling tiles

2. Kindergarten a) Update curriculum Teacher b) Prepare classroom materials and displays

c) Deliver lesson plans

3. Science Teacher a) Prepare chemical solutions and dispense

b) Demonstrate and provide instruction

c) Deliver safety instructions and monitor students

4. Administrative a) Desk and computer work

b) Use office machines

c) Answer the phone and take messages

a) Participate in physical activities

b) Assist special needs students with personal care

c) Assist in the classroom with lesson delivery

d) Participate in extracurricular activities

5. Education Assistant

STEP 3

Thethirdstepistoidentifythehazardsassociatedwitheachgroup’stasks.

STEP 1 STEP 2 STEP 3

Group workers Identify each Identify existing or potential hazards according to their jobs group’s tasks (Partial list provided) (Partial list provided)

1. Custodian a) Maintain floors Chemical exposure to cleaning products, such as strippers, waxes, dust, carbon monoxide from propane machines

Slips and falls on wet floors

Noise and electrical hazards from equipment

Physical injury from: • lifting and moving heavy items• awkward postures (pushing, pulling, bending wrists)• maintaining machines

2. Kindergarten a) Update curriculum Use of computers and other resources

Fatigue from preparing lessons at home or working alone after hours

Eye, neck, shoulder, arm and wrist strain from:• prolonged sitting• repetitive motions• awkward postures• poorly designed furniture and workstations

Transporting materials from home, vehicles, and storage rooms by hand or cart

3. Science Teacher a) Prepare chemicals Acute and chronic exposure to chemicals, solutions and wastes (acids, bases, solvents, flammables, compressed gases)

Cuts from glassware, dissection tools, etc.


4. Administrative Assistant

a) Desk and computer work

Awkward and repetitive postures

Improperly adjusted chair

Poorly organized workspace

Exposure to high noise levels from whistles, student activities

Potential for physical injury (bruises, lacerations, overexertion, etc.)

Exposure to blood and body fluids from student injuries

4. Education Assistant

a) Physical activities

Teacher

STEP 4

Thefinalconsiderationwhenassessingtherisksassociatedwitheachhazardistoprioritizethemaccordingto:» Thelikelihoodsomethingwillgowrong.» Theimpactiftheincidentoccurs(theseverityoftheconsequencesifitdoesgowrong).

Theriskmatrixcanhelpyoudeterminethelikelihoodsomethingwillhappenandtheimpactiftheincidentoccurs.

Very likely Medium2

High3

Extreme5

Likely Low1

Medium2

High3

Unlikely Low1

Low1

Medium2

Minor Moderate Major

Foreachhazard,determinethefrequencyofthehazard.Nextconsidertheimpactifsomethingdoesoccur.Usingtheriskmatrix,thespecificriskvalue(extreme,high,mediumorlow)ofeachhazardcanbedetermined.Considerallfactorsthatcontributetothedegreeofriskforeachhazardpresentedtoeachgroupofworkers.Thefollowingfactorsmustbeconsideredtodeterminelikelihoodandimpact.

» People:worker’scapability,attitude,skillandexperience.» Equipment:Isitmaintained?Isitrightforthejob?» Materials:Isithazardous?Shouldtherebepersonalprotectiveequipmentworn?

Isitingoodcondition?» Environment:housekeeping,light,temperature,weather,indoors,outdoors,etc.

Becauseallworkplaceshavemanyhazards,wheredoesonestart?Hazardscanbecategorizedusingtheabovemethod–startwithextremehazards,movetohighriskhazards,thenmovetomoderateriskhazardsandendwithlowriskhazards.Hazardsthatrateextremebecomeyournumberonepriority.


What is thechance it

will happen?

Impact

Like

lihoo

d


STEP 1

Group workers according to their jobs

STEP 2

Identify each group’s tasks

STEP 3

Identify existing or potential hazards

STEP 4

Assess risks and prioritize hazards using risk matrix

1. Custodian Maintain floors by sweeping, mopping, stripping, waxing, scrubbing, polishing

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

Likelihood:Very likelyCustodians are exposed on a regular basis

Impact:MajorThe exposure could cause lost time injuries or death

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

Calculated using the risk matrix below.

Thistaskwouldbeconsideredanextremeriskjobwhichwouldbeahighpriorityforcontrol.Thefinalstepistodeterminehowtoeliminateorreducethehazardbyestablishingcontrols.

Oncethecontrolsareestablished,findasolution.Youmayneedtopurchasepersonalprotectiveequipment,sendaworkerfortraining,orconductanergonomicassessmentandchangeaworkstationorworkprocess.Forsometasks,youwillneedtocreateastep-by-stepsafeoperatingprocedurethatcontainsthecontrolswithineachstep.

Trainworkersonhazardidentificationandriskassessment.Alsoconducttrainingonnewstep-by-stepsafeoperatingprocedures.Reinforcetrainingwithclosesupervisiontoassessthatsafeoperatingproceduresareworking.Finally,ensureworkersfollowtheprocedures.Keepcommunicationopenandrevisesafeoperatingproceduresasnecessary.


Oneveryimportantpointinthehazardandriskprocessistoensureworkersareinvolvedintheentireexercise.Workerstypicallyknowthehazardsandrisksoftheirwork.Theyalsohavegreatideasonhowtocontrolsthehazards.

Inadditiontoconductingproactivehazardassessments,encourageworkerstoreporthazardstheydiscoverduringtheirwork.

Oneofthemostimportantrolesoftheoccupationalhealthcommittee(OHC)ishelpingtheemployeridentify,assessandcontrolhazards.TheOHCauditsthehazardcontrolprocessintheemployer’shealthandsafetymanagementsystemtoensureitiseffective,andhelpstheemployerandworkersimprovehealthandsafetyintheworkplacebyhelpingtoidentifyandresolveconcerns.

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


Things to do

School division, board or administration 1. Remindschoolanddivisionadministratorsthat:

a. Occupationalhealthandsafetyisimportant.b. Hazardidentificationandriskassessmentarethefirststepsinpreventinginjuriesandincidents.c. Eachschoolorworksiteshouldhaveaccesstotraininginworkplacehazardidentification

andriskassessmentandcontrol.d. Eachschoolandworksitemustassesstherisksassociatedwithhazardstoallworkers.

2. Ensureinformationrelatedtohazardidentificationandriskassessmentissubmittedtotheappropriatecontactandthesystemofficereviewstheassessments.

School and system administrators 1. Identifygroupsofworkerswhoareperformingsimilarfunctions.

2. Usingsampletemplates,reviewordevelopahazardidentificationandriskassessmentformforeachgroupofworkers.See Appendix 10 for template.

3. Conductorupdatehazardidentificationandriskassessmentsforeachgroupofworkers.

4. Ensureworkersparticipate.Theyarekeytotheprocess.

5. Keepcopiesofcurrenthazardidentificationandriskassessmentsinyourdocumentationbinder.

6. Makesurethatworkersknowhowtoreportanyhazardsthattheycomeacross.

7. TheOHCconductsinspectionsoftheworkplace,thisbecomesthecommittee’sopportunitytoidentifyhazardsandtalktoworkersaboutanyoccupationalhealthandsafetyconcerns.

Health and Safety Messages

Thefollowingmessagesshouldhelpcommunicatetheimportanceofidentifyinghazardsandtherisksassociatedwiththem:

» Worksitesmustbeassessedtodeterminewhathazardsexist,socontrolscanbeestablishedtoeliminateorreducethehazards.

» Worksitescontainmanydifferenttypesofhazards.Theycanbephysical,ergonomic,chemical,biologicalandpsychosocial.

» Oncehazardsareidentified,plansmustbeestablishedtocontrolthehazardsandriskstopreventincidents,injuriesandillnesses.

» Hazardsevolveandchange,andwemustreviewhazardidentificationandriskassessmentswhenappropriate(oratleasteveryyear)andupdatethemifnecessary.

» TalkwiththeOHCnexttimetheyareinyourareaconductinganinspection.


Physical » Tripping hazards (e.g., cables across the floor and poorly maintained floors, driveways and walkways) » Electricity, including poor wiring and frayed cords » Falls from elevated platforms or roofs » Noise exposure (e.g., in shops or music rooms or from

handtools or compressors) » Vibration » Extreme temperatures, thermal stress » Fire » Falls from ladders » Moving machine parts » Poor housekeeping and clutter in storage areas » Pressurized systems, such as vessels and boilers » Vehicles, including forklifts, trucks and pavers » Ionizing/non-ionizing radiation exposure (e.g., radiation

from the sun or microwave oven) » Violence

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

or spray painting operations)

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

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

factors related to MSI injuries)

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

Chemical

Biological

Ergonomic

Psychosocial

Sample Workplace Hazards

SECTION 3 December-JanuaryControlling Hazards

SECTION 3|December-January|Controlling Hazards 20

AftercompletingSection2youwillhaveacollectionofcompletedhazardassessmentsthatdescribesworkplacehazardsforeachareaandgroupofworkers.Ideallywewouldliketoeliminateeveryhazard;however,thatisn’talwayspossible,soournextoptionistoreducethepotentialhazard.Teachingbiologyandchemistryinvolveshandlingpotentiallyhazardoussubstances.Maintainingaschoolinvolvesworkingonroofsandinconfinedspaces.Attimesmanyofusmayneedtoworkalone.Eachindividualsituationrequiresitsownsetofcontrolsforhazards.

Therearethreebasicstepsincontrollingtherisksfromthosehazards:

1. Eliminate hazardsposedbyequipmentandworkprocessesattheirsource(e.g.,redesigntheworkprocess,substituteasaferchemicalforahazardouschemical,usenewequipment).

2. Ifitisnotpracticaltoeliminatehazards,control the hazardtoreducetherisktoworkers(e.g.,machineguards,noiseenclosures,ventilationtodilutetheconcentrationofahazardoussubstance).

Thereareseveralwaystodothis.Forexamplewecanuseengineeringcontrolslike:» Atrolleytomovematerials.» Afumehoodforchemistryexperiments.» Guardstocoverpinchpointsonmachinery.

3. Ifitisnotpracticaltocontrolthehazard,protect workers from the hazardbyusingtoolssuch asadministrativecontrols,safeworkprocedures,effectivesafetytraining,propersupervision orpersonalprotectiveequipment.

Wecanuseadministrativecontrolssuchas:» Trainingworkerstousetheequipmentsafely.» Usingprotocolsandprocedurestodescribehowtomanageahazardoussituation.» Varytasksandlimitthetimeanyworkerspendsexposedtoahazard(chemical,ergonomic,etc.).

Finallywecanusepersonalprotectiveequipment(PPE),suchassafetyglasses,respiratorsorgloves,toreducetheriskandseverityofaninjury.WhenusingchemicalstheMaterialSafetyDataSheet(MSDS)willspecifywhatPPEisrequiredwhileworkingwitheachchemical.

Whenweusepersonalprotectiveequipment,weneedtomakesuretheequipmentiswellmaintained,rightforthehazardandfitstheworker.Itisanemployer’sresponsibilityto:

» PurchasethecorrectPPE» Ensureitfitstheworker» TraintheworkeronthePPE,and» EnsuretheworkerwearsthePPEintheappropriatemanner.

SECTION 2


Followingtheemployer’sresponsibilityitnowbecomestheworker’sresponsibilitytoproperlywearthePPEintheappropriatemannerinthecircumstanceswherethePPEisrequired.Workersalsoneedtounderstandthehazardidentificationandriskassessmentprocess.Theyalsoneedtoknow:» Howtocontrolthehazardsproperly(throughtrainingfromtheemployer),and» Howtousethecontrols(Thisisnotanoption.Thereareconsequencesfornotfollowing

therules).

OHSlegislationgiveseveryone,includingworkers,aresponsibilitytocontrolhazards.Forexample:whenasectionofthelegislationrequiresaworkertowearspecificPPE,theworkerhasaresponsibilitytoabidebythelegislationtoensuretheirhealthandsafety.

Section87(4)ofThe Occupational Health and Safety Regulations, 1996 (theRegulations)states:AworkerwhoisprovidedwithPPEequipmentbyanemployerorcontractorshall:(a) UsethePPE,and(b) TakereasonablestepstopreventdamagetothePPE.

Youcanfindexamplesofthedifferenttypesofcontrolsonpage22.Samples of completed hazardassessment and control forms are found in Appendices 6-9.Theseformsshowhowtoidentify,prioritizeandcontrolhazards.

Breaking the Chain


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

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

During flu season, workers can also help control the hazard by:

» Practicing social distancing by staying at least two metres from students and other workers whenever possible, especially when students and co-workers are coughing and sneezing.

» Limiting equipment sharing with co-workers and students. Keep your pens and art supplies to yourself.

» Wiping hard surfaces, supplies and equipment daily (regular household cleaners are sufficient).

» Thinking before touching your mouth, eyes and nose, so viruses don’t spread from your hands.

» Covering your mouth and nose when coughing and sneezing.

» Throwing away used tissues.

» Sneezing and coughing into the crook of your elbow, when you don’t have a tissue.

» Washing hands frequently, and always after coughing, sneezing or using a tissue.

Things to do

School division, board or administration 1. Remindschoolanddivisionadministratorsthat:

a. Schoolshavearesponsibilitytoidentify,eliminateand/orcontrolhazards.b. Supervisorsareresponsibleforensuringworkersuseappropriatehazardcontrols.c. Workersareresponsibletofollowhazardcontrols.

2. Ensurethateachschoolandworksitedocumentshazardcontrolsandsubmitsacopytothesystemoffice.

School and system administrators 1. Discussthetypesofhazardcontrolswithsupervisorsandworkers.

2. Askeachsupervisortoworkwithstaffto:a. Determinewhichcontrolswouldeliminate,reduceandcontrolidentifiedhazards.b. Wherenecessary,developoperatingproceduresincludingsafetystepsforanyjobthat

isn’tadequatelycontrolledthroughothermeans.

3. Ensurehazardcontrolsareimplemented.

Your Messages

Thefollowingmessagesshouldhelpyoucommunicatetheimportanceofcontrollinghazards:

» Engineeringcontrols,administrativecontrolsandpersonalprotectiveequipmenthelpeliminateandreducehazards.

» Everyonehasaresponsibilitytousethehazardcontrolsidentifiedforeachtask.

» Ifyouthinkacontrolwon’tworkforaspecifichazard,talktoyoursupervisor.



Eliminating and Controlling Hazards (listed in order of preference)

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

Engineering controls

» Substitute the hazardous material with something safer. For example, use a less toxic chemical or smaller packages to reduce the weight of items that have to be manually handled.

» Isolate the hazard. For example:

Soundproof barriers to reduce noise levels Create an enclosed spray booth for spray painting Use remote control systems to operate machinery

» Use trolleys or hoists to move heavy loads

» Place guards around moving parts of machinery

» Provide local exhaust ventilation (e.g., a fume hood or exhaust hose)

Administrativecontrols

» Safe work procedures

» Training and supervision for workers

» Regular maintenance of machinery and equipment

» Job rotation to reduce exposures

» Keeping minimum quantities of chemicals on site

Personal Protective Equipment

» Hard hats

» Respirators

» Gloves

» Ear plugs

» Goggles or glasses

» Footwear

A combination » Sometimes combinations of controls may be required to properly control a hazard. When eliminating or reducing a hazard, the closer you establish the control at the source, the more effective the control becomes. While PPE works very effectively, consider it a last alternative. The problem with PPE is it allows the energy from the hazard to come right to the worker. For example: there is a noisy air compressor in the shop area caused by a worn-out bearing on the belt system from the electric motor to the pulley. One way to protect a worker from the noise would be give them hearing protection, like ear muffs or ear plugs. The problem with this solution, however, is the noise from the worn-out bearing is getting right to the worker. If the ear muffs or earplugs don’t work well, or the worker does not wear them, the worker is still exposed to the noise. The best solution is to eliminate the noise right at its source by fixing the noisy bearing. This way, no energy (noise) is getting to the worker.

SECTION 4 February-MarchOHS Orientation and Training

SECTION 4|February-March|OHS Orientation and Training 25

Effectivetrainingisessentialtogoodhealthandsafety.Remember,healthandsafetyisabouthowyourorganizationfunctions.Itisaboutdoingjobsrightthefirsttime.Workerorientationandtrainingareessentialpartsofaneffectivehealthandsafetyprogram.Youroccupationalhealthandsafetyprogramwillnotworkunlesssupervisorsandworkersknowwhattodoandhowtodoit.Regulation19ofThe Occupational Health and Safety Regulations, 1996 (theRegulations)speaksdirectlytotrainingofworkers.Workersmustbetrainedinallmattersthatarenecessarytoprotecttheirhealthandsafety.Trainingmustbedeliveredbeforetheybeginworkataplaceofemploymentorworkersaremovedfromoneworkactivityorworksitetoanotherthatdifferswithrespecttohazards,facilitiesorprocedures.ThetrainingrequiredperRegulation19mustinclude:» Procedurestobetakenintheeventofafireoremergency;» Thelocationoffirst-aidfacilities;» Identificationofprohibitedorrestrictedareas;» Precautionstobetakenfortheprotectionoftheworkerfromphysical,chemicalorbiologicalhazards;» Anyprocedures,plans,policiesandprogramsrequiredbythelegislation;and» Anyothermattersnecessarytoprotecttheworkershealthandsafetyatwork.

Worker’stimespenttoattendtrainingperRegulation19iscreditedtotheworkerastimeatwork,andtheworkerdoesnotlosepayorotherbenefitswithrespecttothattime.

Youmustensurenoworkerispermittedtoperformworkunlesstheworkerhasbeentrainedandhassufficientexperiencetoperformtheworksafelyorisundercloseandcompetentsupervision.AsareferenceRegulation22(g)requires…a plan for training workers and supervisors in safe work practices and procedures, including any procedures, plans, policies or programs that the employer is required to develop pursuant to the Act or any regulations made pursuant to the Act that apply to work of the workers and supervisors.Theobjectiveofyourtrainingprogramistohelpbuildhealthandsafetyprecautionsintoeveryjobandtoincreasethelevelofhealthandsafetyknowledge.Theprogrammustdeterminehowhealthandsafetytrainingwillbedevelopedanddeliveredandbywhom.

Thefirststageineveryhealthandsafetyprogrambeginswithhealthandsafetyeducationandtrainingduringworkerorientation,whenanewworkerstartswiththeorganization,orwhenaworkeristransferredtoadifferentjob.Onthefirstdayofwork,newworkersmustlearncriticalinformation.Anorientationmustcoveranytopicrelevanttothehealthandsafetyoftheworkerincluding:emergencyprocedures,first-aidfacilities,anyrestrictedareas,precautionsrequiredtoprotectworkersfromhazardsandanyotherhealthandsafetyprocedures,plans,policiesandprogramsthatapplytotheworker.

Workerswhochangejobsneedthesameorientationandtrainingassomeonewhohasjuststarted.Someonewhotransfersfromoneworkplacetoanothermayrequireadditionalorientationandspecificworksitetraining.Theymayknowtheworksite,buttheyarestillnewtothejob.


Workerswhodealwithanytypeofhazardmustreceivetraininginproperpracticesandproceduresbeforeperformingthetasks.Trainingisneededtosafelyuseequipment,materials,productionprocessesorprocedurespresentintheworkplace.

Alljobscontainhazards.Asanemployer,youmustensurethateachworkeristrainedordeemedcompetentwhererequiredbylegislation.Thelegislationstatesthat“training”meanstogiveinformationandexplanationtoaworkerwithrespecttoaparticularsubject-matterandrequireapracticaldemonstrationthattheworkerhasacquiredknowledgeorskillrelatedtothesubjectmatter.

Healthandsafetytrainingshouldbebuiltintoworkers’dutiesandresponsibilities,aswellastrainingonhowtodospecificworktasks.Whenyoustartatrainingprogram,youneedaclearideaofthecompetenciesrequiredforeachjob.Trainingneedstobeconsistentsothateveryonedoingajobisdoingittothesamestandards.

» “Competent”meanspossessingknowledge,experienceandtrainingtoperformaspecificduty» A“competentworker”meanswithrespecttoaparticulartaskordutyandincludesaworkerwhoisbeingtrainedtoperformthattaskorcarryoutthatdutywhileundercloseandcompetentsupervisionduringthattraining.

Differentjobswillrequiredifferenttraininganddifferentlevelsofcompetencies.


Things to do

School division, board or administration 1. Communicatetheimportanceofhealthandsafetytrainingtodivisionandschooladministrators.

Makesuretheyunderstandthatallworkersmusthaveadequatequalifications,trainingandexperience.

2. Informdivisionandschooladministratorswherestaffcanreceiveorientationandtraining.

3. Developatrainingbudgetandschedulesoallworkerswillhavetheabilitytodeveloptheorientation,trainingandlevelofcompetenciesrequiredtodotheirjobssafely.

School and system administrators 1. Developanemployeehealthandsafetyorientationchecklist.See Appendix 11 for a sample

checklist.

2. Developalistofskillsrequiredforeachjobcategory.Thehazardassessmentscouldbeusefulinthisprocess.

3. Determinewhohastrainingandwhoneedstraining.

4. Askemployeestoidentifyanyadditionalhealthandsafetytrainingtheymayneed.

5. Askeachsupervisortodevelopahealthandsafetyorientationforhisorherarea.

6. Askeachsupervisortomakesureeachstaffmembergetstheorientationandtrainingrequiredtodotheirjobwhichincludesanycompetencyrequirementsasperthelegislation.

7. DetermineifanyoneattheworksiteneedsspecializedtrainingsuchasTransportationofDangerousGoods(TDG)training.Workerswhoship,transportorreceivedangerousgoodsshouldhaveTDGtrainingandrenewtheircertificateseverythreeyears.

8. DeterminewhoneedsWorkplaceHazardousMaterialsInformationSystem(WHMIS)training.Everyworker(forexamplecustodial,scienceandCTSteachers)whoworkswithcontrolledchemicalproductsrequiresWHMIStraining.

9. Keepcopiesofthetrainingrecordsintheoccupationalhealthandsafetyfile.

10. Keeptrackoftrainingcoursesthatrequirere-certification(e.g.,TDGandfirstaid).

11. MakeMaterialSafetyDataSheets(MSDS)availablewhereverchemicalsareusedorstored.

12. Ensuretheoccupationalhealthcommittee’s(OHC)dutytoestablish,promoteandrecommendthemeansofdeliveryofhealthandsafetyprogramsfortheeducationandinformationofworkersisongoing.


Thefollowingmessagesshouldhelpyoucommunicatetheimportanceofoccupationalhealthandsafetytraining:

» InSaskatchewan,The Occupational Health and Safety Act, 1993,theRegulations,andourhealthandsafetyprogram-widepolicyandproceduressetspecificorientationandtrainingrequirements.

» Withorientation,educationandtraining,wecankeepourworkplacesafe.

» Wemustconstantlyrenewandupdateourtraining.

» Weallneedtheorientationandtraining,whichincludesrequiredcompetencies,todoourjobsafely.

» Safetyintheworkplaceisavalueforallofus.


SECTION 5 April-MayInspecting the Workplace

SECTION 5|April-May|Inspecting the Workplace 29

Withintheschoolsystem,anoccupationalhealthandsafetyprogramfocusesonallworksites,notjusttheclassroom.Theentireoperationmustbehealthyandsafe.InSection2,welookedatdifferentjobsandtasksandtriedtoidentifythehazardsforeachjob.Anotherimportantaspectofahealthandsafetyprogramistheinspection.

Weneedtotakephysicaltourstoinspecttheworksiteandlookathowwedoourwork.Muchlikethescheduledmaintenanceofavehicle,inspectionsareroutinecheckswhichalertustopotentialproblemsandallowustospotunsafeconditionsandunsafebehavioursthatcouldleadtoinjuryorillness.

Inspectionsmustberoutineandongoing.Howoftenyouinspectdependsonthenumberofpotentialhazardsintheworkarea.Theimportantthingistoschedulearegulartimetocompleteinspections.Forexample,youcouldplantoinspectshopclassroomsorsciencelabseveryday.Makeitaroutineandinvolvestudentsintheinspection.Mechanicalroomsormaintenanceareasmayneedmonthlyinspections,whileadministrativeareasmayonlyneedinspectionstwiceayear.

Inspectionsgivetheemployer/contractoranopportunitytotalktoworkersandgettheirinput.Inspectionsworkbestwhentheyarepartofateameffortthatinvolvesthepersonwhoworksintheareamostofthetime,asupervisorandsomeonefromoutsidethearea.Teaminspectionsareveryeffectivebecausetheybringdifferentperspectives.Theycanalsohelpopenlinesofcommunication.Theinspectionteamgetstoknowtheworksite,andworkershavetheabilitytoconnectback.Byincludingadministrators,supervisorsandworkers,yougiveeveryoneafairchancetoidentify,assessandcontrolthehazardsintheworkplace.Inspectionsalsoraisetheprofileofthehealthandsafetyprogram.Ahealthandsafetyinspectiondemonstratesyourcommitmentthattheworkers’healthandsafetyareofutmostimportance.

Generallyspeakingtherearetwotypesofinspections:informalinspectionsandformal,plannedinspections.

Informal inspections–Thesereallyboildowntoconsciousawarenessofhealthandsafetyhazardsandcontrolsaspeopledotheirjobs.Informalinspectionsareanimportantpartofaneffectivesystemofhazardidentificationandcontrolthatshouldbedonebyworkers,supervisorsandmanagers.Sinceworkersareoftenthefirsttoseethingshappen,theyshouldberequiredandencouragedtoreporthazards.Twoimportantstepsforencouragingthisaretakingconcernsseriously,andkeepingworkersinformedaboutthestatusofremedialaction(whenandhowthecorrectionwillbemade,orwhythecorrectiveactionhasbeendelayedordenied).

Formal, planned inspections–Aformalinspectionisaplannedwalk-throughorexaminationofaworkplace,selectedworkareaorparticularhazards,machinery,tools,equipmentandworkpractices.Formalinspectionsmustincludeaninspectionofworkprocessesandprocedurestoensuretheadequacyofsafeworkprocedures.


Regulation23ofThe Occupational Health and Safety Regulations, 1996 (theRegulations)requirestheemployertoarrangeforregularexaminationsofanyplantunderthecontroloftheemployer.Regulation28requirestheemployertoenabletheoccupationalhealthcommittee(OHC)toinspecttheplaceofemploymentatreasonableintervals.TheOHSDivisionrecommendsthatyourcommitteeinspecttheworkplacebeforeeachregularlyscheduledmeeting.Takethetimetodoitthoroughly.Dividetheworkplaceintozonesandthoroughlyinspectonezonebeforeeachmeeting.

Documentationisthefinalkeystepintheinspectionprocess.DocumentationcanincludethechecklistsandrecordingformsusedtoconducttheOHCinspection.Completingafinalinspectionreport,includinganyrecommendationstocorrecttheunsafeacts,substandardconditionsorcontraventionsofthelegislationandanyaspectsoftheemployer’shealthandsafetymustgototheappropriatepersonintheorganization.

ThefinalOHCinspectionreporthasbeendelivered.Atthispointit’snowuptoyoutotakecorrectiveactiontoensurethehealthandsafetyofyourworkers.YoucanfollowtheOHCrecommendationsofthereportorcomeupwithyourownwaytocorrecttheunsafeacts,substandardconditionsorcontraventionsidentifiedbytheinspectionreport.Thebottomlineistheworkers’healthandsafetymustbeprotected.

Appendix 12 contains a sample inspection form.

Things to do

School division, board or administration

1. Ensureschoolandsystemadministratorsunderstandandsupporttheimportanceofregularworksiteinspections.

2. Provideresourcesandtimeforinspectionteamstoconductinspections.

3. Workwithschoolandsystemadministrators,supervisorsandworkersindevelopinginspectionchecklistsforappropriatelocations.(Youmaywantdifferentchecklistsfordifferentareas).See Appendix 12 for a sample.

4. Provideappropriateinspectioncheckliststoallworksitesandschools.

5. Reviewinspectionreports.

6. Ensurehealthandsafetyconcernsfrominspectionreportsaredealtwithinatimelymanner.

7. Ensurecompletedinspectionreportsaresubmittedtotheauthorityoffice.

School and system administrators 1. Provideabriefoverviewoftheinspectionprocesstoallstaff.

2. Ensureinspectionteamshavethenecessarytraining,resourcesandtimetoconductinspections.

3. Plananinspectionschedulewithstaff.

4. Inspecttheworkplacebasedonthehazardassessmentsforeachspecificarea.Inspectallareasoftheschoolorworksiteatleasttwiceperyear.

5. Takepartininspections.

6. Ensuretheinspectionsarecompletedaccordingtoyourschedule.

7. Reviewandsignoffinspectionreports.

8. Communicateinspectionresultstotheappropriatepeople,alongwithappropriaterecognition,recommendationsandfollow-upactions,toallworkers.

9. Keepacopyofallinspectionreportsinthehealthandsafetyfile,andsubmitcopiestotheschoolauthorityoffice.




Thefollowingmessagesshouldhelpyoucommunicatetheimportanceofinspectingtheworksite:

» Everyoneintheschooldivisionisaworkerandfacesoccupationalhealthandsafetyhazards.

» Inspectionshelpusidentifywhatisworkingwell,aswellaswhatneedstobecorrectedorchanged.

» Everyoneisresponsibletoparticipateinregularandcontinuousworksiteinspections.

» Inspectionsareanopportunitytobuildteamsandopenlinesofcommunication.

» Inspectionshelpcreateacultureofhealthandsafety.

SECTION 6JunePlanning for Emergencies and Incident Investigations

SECTION 6|June|Planning for Emergencies and Incident Investigations 33

Emergency Response PlanningAsyourhealthandsafetyprogramstrengthens,yourschoolsystemwillseefeweremergenciesandincidents.Whenanemergencydoesoccur,yourabilitytorespondquicklyandappropriatelywilllessentheimpact.

Mostschoolshavemodelemergencyresponseplansforstudents.Regularfiredrillsareoneexampleofhowschoolsidentifyapossibleemergency,putaplaninplaceandthentesttheplan.Ahealthandsafetyprogramaddressesresponseplansforallpotentialemergencies.

Allworksites,includingcentralofficesandmaintenanceareas,musthaveanemergencyresponseplanforeachpotentialemergency.Theplanwoulddescribethenecessarystepsandwhoisresponsibleforeachstep.Inanemergency,thefirststepistoattendtoinjuriesandsecurethelocation.Youremergencyresponseplanshoulddescribehowtorespondtoinjuredworkerswhomayrequireanythingfromfirstaidtooffsitetreatment.

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

• Develop a plan to deal with each type.

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

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

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

• Debrief and modify the plans as needed.

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

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

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

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

Incident InvestigationOncetheemergencyisundercontrol,aninvestigationoftheincidentmusttakeplace.Thepurposeofaninvestigationisnottoassignblame,buttodeterminethefactsofwhathappenedandwhy,andmakerecommendationssotheincidentnevertakesplaceagain.Theinvestigationisconductedtodetermineallthecausesandidentifyallthehazards,sowecancontroloreliminatethemandpreventfutureincidentsoremergencies.

Anincidentisanyunplanned,unwantedeventthatmayormaynotcausedamage,injuryorillness.Theincidentmighthaveresultedinaninjury,illnessordamage,oryoumighthaveonlyhadanearmissorwhat’scalleda“dangerousoccurrence”inthelegislation.

Experiencesuggeststhateffectiveincidentinvestigationspreventrecurrencesandmaketheworkplacesaferandhealthier.ThatiswhyThe Occupational Health and Safety Act, 1993 (theAct) and The Occupational Health and Safety Regulations, 1996 (theRegulations)requirethatcertainaccidentsanddangerousoccurrencesbeinvestigatedandthatthereportcontainspecificinformation.

“Accidents causing serious bodily injury”(Regulation8)and“Dangerous occurrences”(Regulation9)arethetermsusedinthelegislationtopointoutwhatincidentsmustbereported(whichincludesaninvestigation)totheOHSDivision.

“Investigation of certain accidents”(Regulation29)and“Investigation of dangerous occurrences”(Regulation31)arethetermsusedthatrequireinvestigations.

Investigationsareconductedtofindandcorrecttheunderlying/rootcausesoftheincident,checktheemployer’shealthandsafetyprogramandsuggestrecommendationsorimprovements(whererequired),sotheincidentneveroccursintheworkplaceagain.

WhenyoureviewRegulations8,9,29and31,allfourrequireaninvestigationtoproperlyreporttheincidenttotheappropriatepeople(includingOHSDivision).Leadingemployersinvestigateanyincidentthatcauses,orcouldhavecaused,injuryorloss.Theyusetheinvestigationasatooltopreventare-occurrence,hopefullybeforesomeoneelseisinjured.Theytakeareactivesituationandturnitintoaproactiveopportunity.

IntheIntroductiontothisdocumentRegulations8,9,29and31werelistedsoyoucanunderstandwhatanincidentis,whenitmustbereported,towhomitmustbereportedandwhomustconductthenecessaryinvestigations.Anincidentinvestigationisatoolintheemployer’shealthandsafetyprogramtodeterminethespecificsofanincidentandputcontrolsinplacesoitneverhappensagain.Akeytotheinvestigationistodeterminewhathappenedandwhy.Usingthewho,what,where,when,howandwhyquestionswillgatherenoughevidencetoproperlydeterminethecausesoftheincident.Incidentsusuallyhavemanyfactors;determiningthefactorsinvolvedwillalsohelptodeterminethecauses.Factorslikeequipment,materials,people,chemicals,procedures,etc.,allhaveaneffectontheincident.

Theemployerisultimatelyresponsiblefortheeffectivenessofincidentinvestigations.Tomakeincidentinvestigationsmoreeffective,theemployercanintegratethemintotheorganization’shealthandsafetyprogram(emergencyplanningandsoforth),andprovidetheinvestigationteamwithappropriatetrainingandresources.


SECTION 6|June|Planning for Emergencies and Incidents 35

Theemployer’shealthandsafetyprogrammustidentifywhatincidentsrequireaninvestigation,includingtheprocesstofollow.Incidentinvestigationisaskill,andthoseindividualswhohavealeadroleinyourhealthandsafetyprogramshouldreceivespecificincidentinvestigationtraining.Allworkersmustknowtheproceduresforreportingincidents,andthosetrainedinincidentinvestigationwilltaketheleadinconductingtheinvestigation.

TheAppendicescontainseveralforms:

» Appendix 13 – Hazard/Incident Report form (This simple form is completed by anyone involved in an incident). » Appendix 14 – Incident Investigation form (Completed for more serious incidents. The person

completing the investigation should receive training). » Appendix 15 – Witness Statement (Completed by anyone who saw or has useful information

about the incident). » Appendices 17 and 18 – WCB forms.

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

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

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

Things to do

School division, board or administration 1. Determinethepotentialemergenciesanddeveloporupdateemergencyplansforeachsituation.

2. Providecopiesoftheplanstoalldistrictschoolsandworksites.

3. Ensurethenecessaryresourcesandtimeareavailabletodevelopemergencyresponseplansandinvestigations.

4. Ensureyourhealthandsafetyprogramincludesincidentinvestigationprocedures.

5. Remindschooladministratorsoftheimportanceofincidentinvestigationandfollow-up.

School and system administrators 1. Developorupdateemergencyplanssotheyarereadyforthenextschoolyear.

2. Makesuretheworkplacehasanappropriatenumberofworkerstrainedinfirstaid.

3. Makesureatleasttheco-chairsofyourOHCaretrainedinincidentinvestigation.

4. Makesuretheworkplacehasadequatefirst-aidsupplies.

5. Appointapersontocreateandlookafteraconfidentialfirst-aidrecordsfilingsystem.Keeprecordsforatleastthreeyears.

6. Reviewallfirst-aidandinjuryresponseprocedures.

7. SeniormanagementandtheOHCmembersshouldreviewallincidentinvestigationprocedures.

8. Schedulefireandsecurityalertdrillstotesttheemergencyresponseplan.

9. Setupalogbooktokeeptrackofallemergencydrillsandactualresponsesituations.




Thefollowingmessagesshouldhelpyoucommunicatetheimportanceofplanningforemergenciesandincidents.

» Wemusthaveappropriateemergencyresponsesuppliesandequipment.

» Wemusthaveappropriatefirst-aidsuppliesandworkerstrainedinfirstaid.

» Workersneedtoreportallincidents,nomatterhowminor.

» Wemustbepreparedtorespondtoanemergency,fromprovidingfirstaidtolockingdown.

» Supervisorsmustimmediatelyrecordeverywork-relatedillnessorinjuryonthefirst-aidreportform(theserecordsaretobekeptconfidential).

» TheemployershallreporttotheOHCco-chairsanytimelossinjurythatresultsinaworkerreceivingmedicaltreatmentandallowtheco-chairsreasonableopportunitytoreviewtheinjury.

» WemustimmediatelyreportallseriousinjuriestotheOHSDivisionandtheWCBorotherinsurerinthetimeperiodestablishedbyeachorganization.

» Investigationsofincidentsarenottolayblame,buttopreventrecurrences.Turnareactivesituationintoaproactiveopportunity.

SECTION 7 Beyond Year One

SECTION 7|Beyond Year One 38

ThisSchoolkithastakenyouthroughtheschoolyear,promptingyoutotakeasystematicapproachtointroducinganoccupationalhealthandsafetyprogram.YearTwocouldlookverysimilartoyourfirstyear.Rememberthateachnewyearbringsnewstaff.Althoughyouarefamiliarwithhealthandsafetyprocedures,formanyworkersthisisanewworksitewithmanyunknowns.Returningstaffcanalsodeepentheirhealthandsafetyunderstanding.Thegoalisthateveryonewithinyourorganizationcontinuestoincreasehisorherunderstandingofoccupationalhealthandsafety.

Begineveryschoolyearbymeetingto:» Renewandreinforceyourcommitmenttoahealthyandsafeworkplacewithyourstaff.» Assesseachworkarea’sorientationandtrainingneeds.

UseOctoberandNovembertoreassessthehazardsandrisks.Lookfornewhazardsthathaveenteredtheworksite.ReviewyourhazardcontrolsduringDecemberandJanuary.Thisisagoodtimetopulloutthehazardassessmentsand:» Determinewhetherthecontrolsareeffective.» Updatesafetyproceduresasnecessary.» Reviewthecontrolsandprocedureswithworkersduringhealthandsafetymeetings.

InFebruaryandMarch,evaluateyourprogressandexamineyourbudgettomakesureyouhavetheresourcesfornextyear’strainingandotherhealthandsafetyneeds.Inthespring,reviewyourinspectionscheduleandyouremergency,first-aidandincidentinvestigationprocedures.

Possiblenextsteps:» Trackstatistics(WCBorotherinsurance)forwork-relatedinjuriesandlookfortrends.» Developaprocessformanagingcontractorhealthandsafety.» Incorporatehealthandsafetyintoothersystems,forexample:

• Transportationandbusing.• Fieldtrips.• Professionaldevelopment.• Facilityenvironmentissues(e.g.,airquality,mould,asbestos,etc.).

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

Glossary

Accident. Amoreappropriatetermis“incident”.Anunplanned,unwantedeventthatcauses,orcouldhavethepotentialtocause,damage,injuryorillness.Theterm“accident”suggeststheseeventsareoutofourcontrol.However,theseeventsareonlyoutofcontrolbecausewehavefailedtointroducepropertraining,inspections,proceduresandhazardcontrols.

Administrative control. Policies,procedures,safeworkpracticesandtrainingthatmanagehowworkershandleworkplacehazards.Developingadministrativecontrolsreducesthefrequency,severityandlikelihoodofincidents,workerinjuriesandillness,butdoesnoteliminateorphysicallycontrolthehazard.Examplesofadministrativecontrolsinclude:• Rotatingworkersduringsevereweatherconditions;• Planningjobproceduresforjobswhichhavespecialhazards;• Purchasingtoolswithsafetyfeatures,and• Purchasinglesstoxicproducts,etc.

Due diligence. Apersonhasalegaldutytotakeeveryreasonableprecautioninthecircumstancestoavoidbothharmandanoffenceagainstthelaw.Itisthelevelofjudgement,care,prudence,determinationandactivitythatreasonablywouldbeexpectedunderparticularcircumstances.Appliedtooccupationalhealthandsafety,duediligencemeansthatemployersshalltakeallreasonableprecautionstopreventinjuriesorincidentsintheworkplace.Toexerciseduediligence,anemployermustimplementaplantoidentifypossibleworkplacehazardsandcarryouttheappropriatecorrectiveactiontopreventincidentsorinjuriesarisingfromthesehazards.

Employee. Seedefinitionof“worker”.

Employer. Aperson,firm,associationorbodythathas,inconnectionwiththeoperationofaplaceofemployment,oneormoreworkersintheserviceoftheperson,firm,associationorbody.Withineveryschoolsystem,theemployeristheschoolboard.Theemployercandesignatearepresentativewhothenactsontheemployer’sbehalf.

Engineering control. Engineeringcontrolprovidesthehighestdegreeofworkerprotectionbecauseiteliminatesorcontrolsthehazardatitssource.Nexttoelimination,engineeringcontrolsarethepreferredmethodforcontrollinghazards.Someexamplesofengineeringcontrolsare: • Installingguardsaroundmovingparts;• Rolloverprotection(ROPS)forheavyequipment(e.g.,forklifttruck);and• Providingventilationequipmenttoremovetoxicvapours.

Hazard. Ahazardisanyactivity,situationorsubstancethatcancauseharm.Ahazardhasthepotentialtocauseaninjury,illnessordamage.

Hazard assessment. Aprocessthatlooksatwhathazardsandrisksexistintheworkplaceandwhatcontrolscouldbeestablishedtoeliminateorreducethehazardsandrisks.

Glossary 39

Incident. Anyunplanned,unwantedevent,whichmayormaynotcauseinjury,illnessordamage.Theterm“incident”isusedinabroadsensetoincludeaccidents,dangerousoccurrencesandnear-missincidents.

Incident investigation. Theprocessofsystematicallygatheringandanalyzinginformationaboutanincident.Thisisdoneforthepurposeofidentifyingcausesandmakingrecommendationstopreventrecurrence.Incidentinvestigationsarealsodonetomeetanyregulatoryrequirementsregardingincidentinvestigation,reportwritingorrecordkeeping.Sometimescalledaccidentinvestigations.

Inspection. Aprocesstoobserveworkplaceconditionsandactivities,andtomonitortheeffectivenessofhazardcontrols.Inspectionsshouldbedocumentedandcompletedonaregularbasis.

Medical aid injury. Anyinjurythatrequiresmedicalattention,butallowstheinjuredpersontoreturntothejobonthesamedayofinjury.

Minor injury. Anyinjurythatdoesnotresultinabsencefromwork,includingthosethatdonotrequirefirstaid.

Near miss. Anincidentthatcouldhaveresultedinaninjury,illnessordamage,butdidnot.

Occupational health and safety. Thepromotionandmaintenanceofthehighestdegreeofphysical,mentalandsocialwell-beingofworkers;thepreventionamongworkersofillhealthcausedbytheirworkingconditions;theprotectionofworkersintheiremploymentfromfactorsadversetotheirhealth;theplacingandmaintenanceofworkersinworkingenvironmentsthatareadaptedtotheirindividualphysiologicalandpsychologicalconditions;andthepromotionandmaintenanceofaworkingenvironmentthatisfreeofharassment.

Occupational health committee. Acommitteeestablishedataworkplacebyanemployerandconsistsoflabourandmanagementrepresentativeswhomeetonaregularbasistodealwithhealthandsafetyissues,includingworkers’concerns.Thecommitteecombinesworkers’in-depthpracticalknowledgeofspecificjobsandmanagement’slargeroverviewofjobinterrelationships,generalcompanypoliciesandprocedures.

Occupational health and safety program. Adocumentthatdeclarestheemployer’scommitmenttohealthandsafety,anddescribeseveryone’shealthandsafetyrolesandresponsibilities.Amaingoaloftheoccupationalhealthandsafetyprogramistoidentify,assessandcontrolhazardstoworkersinallworkplaceoperations.Thescopeandcomplexityofahealthandsafetyprogramwillvaryaccordingtothetypeofworkplaceandthenatureofoperationscarriedout.

Personal protective equipment (PPE). Anyclothing,deviceorotherarticlewornorusedbyaworkertopreventinjuryorfacilitaterescue.

Safe operating procedures. Aformofadministrativecontrol.Written,step-by-stepinstructionsofhowtodoajobfromstarttofinishinasafemannerwithconsiderationofthehazardsandrisksassociatedwiththejob.Jobproceduresareusedtotrainnewworkersandworkerswhohavemovedtonewjobs.Asafeoperatingprocedurecontainstheappropriatesafeworkpracticesandhighlightssafetypoints.Commonlyreferredtoassafeworkpractices,jobsafetyanalysis.

Glossary 40

Psychosocial hazards. Thehazardsthataffectuspsychologicallyandemotionallyandoccurbetweenpeople.Harassmentandstressareexamplesofpsychosocialhazards.

Reasonably practicable. Practicableunlessthepersononwhomadutyisplacedcanshowthatthereisagrossdisproportionbetweenthebenefitofthedutyandthecost,intime,troubleandmoney,ofthemeasurestosecuretheduty.

Task. Asetofrelatedstepsthatmakeupadiscretepartofajob.Everyjobisacollectionoftasks.Forexample,answeringaphoneorenteringdataintoacomputeraretasksofanadministrativejob.

Time loss injury. Anyinjurywhereaworkerisnotabletoreturntotheirnextscheduledshift.

Unusual Danger. Adangerthat’snotnormalforthejob.Adangerthatwouldnormallystopwork.Anysituationwhereaworkerisnotproperlytrained,equippedorexperienced.

Work site. Anareaataplaceofemploymentwhereaworkerworksorisrequiredorpermittedtobepresent.

Worker. Apersonwhoisengagedinanoccupationintheserviceofanemployer.

Workers’ Compensation Board. Workers’compensationisadisabilityinsurancesystemthatprotectsbothemployersandworkersagainsttheimpactofworkinjuries.Itcompensatesinjuredworkersforlostincome,healthcareandothercostsrelatedtoaworkrelatedinjury.Itprotectsemployersfrombeingsuedbyworkersiftheyareinjuredonthejob.Thissystembringsstabilityandprotectiontotheworkplacebyprovidingcoverageatacostsharedbyallemployers.Italsoprotectsemployersandworkersagainsttherisksandexpensesofinjuryandtheuncertaintiesoflitigation.SomeschoolemployeesarecoveredbytheWCBwhileothersarecoveredbyanotherinsuranceagency,suchastheSaskatchewanTeachers’FederationIncomeContinuancePlan(ICP).

Glossary 41

Saskatchewan Ministry of Labour Relations and Workplace Safety

Regina 1870 Albert StreetRegina SK S4P 4W1Inquiry (306) 787-4496Toll free 1-800-567-7233 (SAFE)

SaskatoonEighth floor, 122 3rd Avenue North Saskatoon SK S7K 2H6 Inquiry (306) 933-5052Toll free 1-800-667-5023

Online www.lrws.gov.sk.ca

Saskatchewan Workers’ Compensation Board

Head Office200-1881 Scarth StreetRegina SK S4P 4L1

Saskatoon Office115-24th Street EastSaskatoon SK S7K 1L5

Phone (306) 787-4370Toll free 1-800-667-7590Fax (306) 787-4311Toll free fax 1-888-844-7773Online www.wcbsask.com

Appendix 1: Sample Occupational Health and Safety Policy and Responsibilities Statement

Position school board logo here

School or work site:

Address/city/postal code:

Contact name/number:

Health and Safety Policy: (Insert school division here) is committed to the protection of our employees, contractors, volunteers and the students we serve. In fulfilling this commitment, the school administration will provide and maintain a safe and healthy work environment in accordance with industry standards and in compliance with legislative requirements, and will strive to eliminate any foreseeable hazards which may result in injury, illness or damage. We are all responsible for preventing incidents within our facilities and are each expected to comply fully with all applicable health and safety laws, rules and regulations. Incidents can be prevented through good management in combination with active employee involvement. Participation in the safety and health program is the direct responsibility of all employees. All employees will perform their jobs in compliance with established safe work practices. The information in this policy does not take precedence over OHS legislation. All employees should be familiar with The Occupational Health and Safety Act, 1993 (the Act) and The Occupational Health and Safety Regulations, 1996. A copy of the legislation is available in every school office. To ensure that this policy continues to meet our needs, this school division will review it each year. Signed:

Director of education School division Date






Responsibilities: Everyone within the operations of the (insert school division here) has responsibilities to help create and maintain a safe working environment for themselves and others. Clear expectations are necessary to ensure that everyone is aware of their rights and obligations. This will enable the (insert school division here)’s health and safety management system to operate effectively. Everyone has the right to work in a safe and healthy environment. Therefore, the (insert school division here) will clearly describe the roles and responsibilities of all levels within the operations, including the board or division, management (principal or system administrators), workers, volunteers, contractors and students. These expectations will be a condition of employment and must be followed. Board or division responsibilities:

Provide a healthy and safe workplace.

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

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

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

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






Principal and system administrator responsibilities:

Implement a heath and safety program in the facilities.

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

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

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

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

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

Regularly inspect conditions and correct those that are substandard.

Ensure all incidents and near misses are reported and investigated.

Ensure proper maintenance of equipment and tools.

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

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

Ensure workers are not exposed to harassment. Worker responsibilities:

Know and follow all aspects of the health and safety program.

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

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

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

Refuse to perform work when unsafe conditions exist or when not trained adequately to do the job, in accordance with Section 23 of the Act.

Know the locations and operations of the emergency safety equipment.

Be familiar with emergency response protocol.

Participate in occupational health and safety training and activities.

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






Contractor responsibilities:

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

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

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

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

Comply with all legislated requirements pertaining to your scope of work. Visitor, parent, guest and volunteer responsibilities:

Report to the main office prior to entering the facility.

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

Provide all clearances required for the position.

Appendix 2: Key Legislation Requirements





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

Accidents causing serious bodily injury

8(1) An employer or contractor shall give notice to the division as soon as is reasonably

possible of every accident at a place of employment that:

(a) causes or may cause the death of a worker; or

(b) will require a worker to be admitted to a hospital as an in-patient for a period

of 72 hours or more.

(2) The notice required by subsection (1) must include:

(a) the name of each injured or deceased worker;

(b) the name of the employer of each injured or deceased worker;

(c) the date, time and location of the accident;

(d) the circumstances related to the accident;

(e) the apparent injuries; and

(f) the name, telephone number and fax number of the employer or contractor or

a person designated by the employer or contractor to be contacted for additional

information.

(3) An employer or contractor shall provide each co-chairperson or the representative

with a copy of the notice required by subsection (1).

4 Oct 96 cO-1.1 Reg 1 s8.

Dangerous occurrences

9(1) In this section, “dangerous occurrence” means any occurrence that does not result

in, but could have resulted in, a condition or circumstance set out in subsection 8(1),

and includes:

(a) the structural failure or collapse of:

(i) a structure, scaffold, temporary falsework or concrete formwork; or

(ii) all or any part of an excavated shaft, tunnel, caisson, coffer dam, trench

or excavation;

(b) the failure of a crane or hoist or the overturning of a crane or unit of powered

mobile equipment;

(c) an accidental contact with an energized electrical conductor;

(d) the bursting of a grinding wheel;

(e) an uncontrolled spill or escape of a toxic, corrosive or explosive substance;

(f) a premature detonation or accidental detonation of explosives;

(g) the failure of an elevated or suspended platform; and

(h) the failure of an atmosphere-supplying respirator.

(2) An employer, contractor or owner shall give notice to the division as soon as is

reasonably possible of any dangerous occurrence that takes place at a place of

employment, whether or not a worker sustains injury.

(3) A notice required by subsection (2) must include:

(a) the name of each employer, contractor and owner at the place of employment;

(b) the date, time and location of the dangerous occurrence;

(c) the circumstances related to the dangerous occurrence; and

(d) the name, telephone number and fax number of the employer, contractor or

owner or a person designated by the employer, contractor or owner to be

contacted for additional information.

(4) An employer, contractor or owner shall provide each co-chairperson or the

representative with a copy of the notice required by subsection (2).

4 Oct 96 cO-1.1 Reg 1 s9.

Investigation of certain accidents

29(1) Subject to section 30, an employer shall ensure that every accident that causes or

may cause the death of a worker or that requires a worker to be admitted to a hospital as

an in-patient for a period of 24 hours or more is investigated as soon as is reasonably

possible by:

(a) the co-chairpersons or their designates;

(b) the employer and the representative; or

(c) where there is no committee or representative, the employer.

(2) After the investigation of an accident, an employer, in consultation with the co-

chairpersons or their designates, or with the representative, shall prepare a written report

that includes:

(a) a description of the accident;

(b) any graphics, photographs or other evidence that may assist in determining the

cause or causes of the accident;

(c) an explanation of the cause or causes of the accident;

(d) the immediate corrective action taken; and

(e) any long-term action that will be taken to prevent the occurrence of a similar

accident or the reasons for not taking action.

4 Oct 96 cO-1.1 Reg 1 s29.

Investigation of dangerous occurrences

31(1) An employer, contractor or owner shall ensure that every dangerous occurrence

described in subsection 9(1) is investigated as soon as is reasonably possible by:

(a) the co-chairpersons or their designates;

(b) the employer, contractor or owner and the representative; or

(c) where there is no committee or representative, the employer, contractor or owner.

(2) After the investigation of a dangerous occurrence, an employer, contractor or owner,

in consultation with the co-chairpersons or their designates or with the representative,

shall prepare a written report that includes:

(a) a description of the dangerous occurrence;

(b) any graphics, photographs or other evidence that may assist in determining the

cause or causes of the dangerous occurrence;

(c) an explanation of the cause or causes of the dangerous occurrence;

(d) the immediate corrective action taken; and

(e) any long-term action that will be taken to prevent the occurrence of a similar

dangerous occurrence or the reasons for not taking action.

4 Oct 96 cO-1.1 Reg 1 s31.

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

Appendix 3: Hazard Assessment and Control Process

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

2. Identify tasks (work inventory) for each group List the work-related activities in each work group.

3. Identify hazards for each task

Assess the hazards for each task/work-related activity. » Consider associated people, equipment, materials

and environment. » Include all psychosocial, chemical, physical, ergonomic,

biological, machine, energy, material handling and safe work responsibilities.

4. Assess the risk associated with each hazard

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

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

6. Identify and develop hazard controls

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

7. Implement hazard controls & follow up

» Put the controls in place to reduce the risk of each hazard to a level as low as reasonably achievable. Provide training and coaching in the use of the controls and communicate control measures to affected employees.

» Conduct regular work site inspections; monitor controls.

» Investigate incidents; determine if controls are working.

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Appendix 4: Sample Job Inventory





Location: Date:

Department:

# Job Title Number of Employees

Performing Task

Hazard Assessment Completion Date

1 Board

2 CEO

3 Principal

4 Vice Principal

5 Administrative Assistant

6 Librarian

7 Library Associate

8 Teacher

9 School Community Council

10 Volunteer

11 Education Assistant

12 Coach

13 Assistant Coach and Manager

14 Maintenance and Custodial

15

16

17

18

19

20

Appendix 5: Sample Custodian Work Inventory





Location: Date:

Department:

Type of Work: Custodian

1 Maintain floor and carpets

2 Remove garbage and recyclables

3 Pressure wash walls and furniture

4 Clean and disinfect washrooms

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

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

7 Change or replace lights and ceiling tiles

8 Move furniture and equipment

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

10 Inspect and clean up buildings and grounds

11 Cut grass and maintain flower beds

12 Remove snow or ice and sand walkways

13 Perform routine maintenance and repair power equipment

14 Perform boiler water testing, treat boiler water, relight pilots

15 Monitor condition of building materials

16 Lubricate fan motor or bearings and replace filters

17 Prepare (take down) boilers for inspection

18 Conduct security checks and unlock or lock building

19 Assist in budget planning, prepare cleaning schedules, perform appraisals

20 Supervise or train custodial staff

21 Order stock and maintain custodial supplies

22 Obtain MSDS updates and label chemicals for WHMIS compliance

23 Prepare or monitor maintenance service requests

24 Monitor or assist with community use of building

25 Liaise with rental groups, facilities staff, contractors, regulatory agencies (e.g. fire or health

inspectors)

26 Receive or pick up supplies using personal vehicle and stock items

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

Appendix 6: Sample Custodian Hazard Assessment and Control Form

Step 1 – Group workers according to their job

SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: Responsible for the care,

cleaning and security of the building and grounds, safe operation and maintenance of heating and mechanical equipment and oversight of custodial staff functions in the building

ASSESSED BY: DATE COMPLETED:

STAFF GROUP:

Step 2 Step 3 Step 4 Identify and Implement Hazard Controls

List types of work and work-related activities


Assess risk and prioritize hazards using risk matrix

Engineering controls administrative controls

personal protective equipment

Corrective action

Typ

e o

f W

ork

Related tasks or activities

People, equipment, material, environment

(PEME)

Hazard types: physical, chemical, biological,

ergonomic, psychosocial

Summary of recommended hazard controls Eliminate the hazard Control the hazard Protect workers from the hazard

In place Comments

Yes No

Cleaning

or

Building

Mainte

nanc

e

Maintain floors by

sweeping, mopping,

stripping, waxing,

scrubbing, polishing

Brooms, mops, buckets, floor

machines

High 3 *

* Address quickly due to high level

of risk

Provide properly designed

equipment and tools

Ergonomic training

Chemical exposure to cleaning

products, strippers, waxes,

dust

Extreme 5 *

* Address very quickly due to

extreme level of risk

Look for less toxic

products

Current Material Safety

Data Sheets (MSDS)

on site for all chemicals

WHMIS and TDG

training

Use approved personal

protective equipment

(e.g., gloves, chemical

cartridge respirator,

dust masks)

Slips or falls on wet floors

High 3 *

* Address quickly due to high

frequency of occurrence as seen in

injury stats

Inspect mops and

machines to find ways

to keep floor as dry

as possible

Wear non-slip footwear

Cleaning

or

Building

Mainte

nanc

e

Noise from equipment Medium 2



(e.g., hearing protection)

Electrical hazards from

equipment

Medium 2

Inspect machines prior to

use

Maintain machines

regularly

Physical injury (sprains and

strains) from:

Moving, heavy items and

furniture

Awkward postures

(bending, twisting,

pushing, pulling, bending

wrists, kneeling on hard

floors)

Lifting water buckets

into sinks or floor drains

Working with improperly

maintained machines

High 3 *



injury stats

Avoid pressing handles

into palms

Avoid twisting and

bending motions

Ergonomic training

Back injury prevention

training

Supply enough machines

per wing or floor to

reduce carrying or lifting

distances

Supply dollies and carts

Regular and preventative

maintenance of machines

Maintain carpets by cleaning, vacuuming or

spot cleaning

Use of extractors, bonnet

machines, upright, canister

and backpack vacuums

High 3 *


of risk

Maintain machines

regularly

Training in safe work

practices and procedures

Alternate with other

tasks to use different

muscle groups

Lifting furniture and vacuums

High 3 *



injury stats

Provide mechanical aids,

dollies and carts


training

Safe work procedures

for lifting and handling

loads

Cleaning

or

Building

Mainte

nanc

e

Awkward postures (bending,

twisting, pushing, pulling,

reaching), repetitive motions

High 3 *



injury stats

Avoid awkward motions

Ergonomic training


tasks which use different

motions

Exposure to dust and moulds

High 3 *


of risk

Take mould and dust

abatement measures



(e.g., respiratory

protection)

Noise from equipment Medium 2

When new machines are

purchased take noise

level into consideration



(e.g., hearing protection)

Remove garbage and

recyclables Strains or sprains from

carrying bags and lifting out

of carts or cans and into

dumpsters. Awkward postures

(e.g., stooping, kneeling,

reaching over shoulder ,

lifting heavy lids) High 3 *


of risk

Ergonomic evaluation

Ergonomic work practices

education

Explore different

methods of garbage

collection and disposal

Provide mechanical

assistive devices such as

carts and dollies

Move the dumpster

Weight limits on bags



loads

Slips or falls on ice or uneven

surfaces High 3 *



injury stats

Explore different

methods of garbage

disposal

Fix uneven surfaces

Remove ice and snow

more frequently


Cleaning

or

Building

Mainte

nanc

e

Physical injury to hands

or fingers if lid falls Medium 2

Keep lid-closing

mechanism in good repair

Wear gloves

Pressure wash walls

and furniture

Injury to eyes and skin from

high pressure Medium 2



(e.g., gloves, respirator,

eye protection)

Exposure to chemicals and

degreasers

Medium 2

Look for less toxic

products


Data Sheets (MSDS) on

site for all chemicals

WHMIS training




eye protection)

Clean and disinfect

washrooms

Exposure to chemical

disinfectants, acid bowl

cleaners, glass cleaners and

poor ventilation

Extreme 5 *

* Address very quickly due to

extreme level of risk

Look for less toxic

products




WHMIS training




eye protection)

Assess ventilation and

suggest improvements as

appropriate

Exposure to blood and body

fluids

Medium 2



(e.g., gloves)

Safe work practices and

training

Cleaning

or

Building

Mainte

nanc

e

Slips and falls High 3 *



injury stats

Keep floor as dry as

possible


Muscle strains from bent

wrists, hand wringing of cloths

and forceful scrubbing

High 3 *



injury stats

Ergonomic evaluation

Ergonomic work practices

education

Safe work practices

Provide appropriate tools

and equipment

Clean up hazardous

spills such as blood or

body fluids, mouse or

bird droppings and

chemicals

Exposure to hazardous

chemicals, bacteria, viruses

Low 1

Procedures for handling

blood and body fluids and

hanta virus on site

Blood-borne pathogens

training




eye protection)

General cleaning:

desks, walls, chalk or

white boards, windows

or glass, etc.

White board cleaners, neutral

and glass cleaners

Medium 2

Look for less toxic

products




WHMIS training



(e.g., respirator, eye

protection)

Awkward postures, repetitive

motions High 3 *



injury stats

Avoid awkward motions

Ergonomic training


tasks which use different

motions

Cleaning

or

Building

Mainte

nanc

e

Glass cleaning may involve

working from heights or

ladders

Medium 2

Use the proper tools

(window washers) and

equipment (ladders, fall

arrest devices)

Fall arrest/ working at

heights training


Change and replace

lights and ceiling tiles

Asbestos

Medium 2

Ensure safe work

procedures and controls

to prevent the release

of asbestos when possible



(e.g., overalls, gloves,

footwear, respiratory


Training on procedures

and use of controls

Working from heights,

ladders, geni-lifts

Medium 2


heights devices and

training


Inspect and maintain

equipment

Risk of electrocution

Medium 2

Proper tools

Safe work practices

Appropriate training and

skills

Move furniture and

equipment (tables,

benches, desks,

cabinets, TVs,

entrance mats, floor

machines, etc.)

Physical injury from awkward

posture, heavy lifting,

overexertion repetitive

motions, bending, twisting,

carrying up and down stairs,

foot or hand hazards

High 3 *



injury stats


dollies and carts


training

Safe work procedures for

lifting and handling loads

Work on rooftops Vent checks, ball retrieval,

flag adjustments, changing

security lights

Medium 2

Fall arrest/ working

at heights devices

and training


Follow work-alone

procedures with

check-in protocol


equipment

Mainta

in b

uilding

or g

roun

ds

Building or grounds

inspections, clean up

Needles, condoms, broken

glass, blood and body fluids.

Cuts or lacerations

Low 1

Procedures for handling

blood and body fluids

Blood-borne pathogens

training


protective equipment (e.g.,

gloves, puncture resistant

gloves, eye protection)

Bitten by stray animals,

insects

Low 1




(e.g., gloves, long sleeves)

Insect repellant

Encounters with threatening

strangers Low 1

Follow working-alone

protocol

Grass cutting,

maintain grounds

and flower beds

Hand and foot hazards from

contact with moving lawn

mower and equipment parts

Medium 2

Safe operating procedures



(e.g., steel toe boots,

eye protection)

Gasoline stored outdoors in

approved shed and

approved metal container

Written procedures for

dispensing gasoline

Noise exposure, sun exposure,

insects

High 3 *

* Address quickly due to high risk

level

Make machines as quiet as

possible


protective equipment (e.g.,

hearing protection, hats,

long sleeves/pants,

sunscreen, insect

repellant)

Avoid working outside when

UV index is high

Mainta

in b

uilding

or g

roun

ds

Stooping, bending, kneeling High 3 *



injury stats

Ergonomic assessment

and training


Take breaks to do other

work

Use proper equipment

(knee pads)

Winter snow or ice

removal, sanding

walkways

Shovels, snow blowers,

flammable materials, noise Medium 2

Follow snow shoveling and

snow blower guidelines

Heavy snow, heavy repetitive

lifting, bending or awkward

postures, pushing equipment

over uneven terrain, fatigue

High 3 *


level


and training


Take breaks to do other

work

Use the proper equipment

Physical injury from flying

debris, moving machinery

parts

Medium 2

Follow snow shoveling and

snow blower guidelines

Slips or falls

Medium 2

Keep sidewalks and

parking lots as clean and

ice free as possible

Use of ice melt products


Routine maintenance

or initiate repairs

on power equipment

Snow blowers, burnishers,

lawn mowers, contact with

moving parts

Low 1

Send for repair

Mainta

in P

hysica

l Plant

Perform boiler water

testing, treatment

Caustic or corrosive

chemicals, asbestos, high

heat, burns, fire or explosion

High 3 *


level

Ensure safe work




Use the safest possible

chemicals





protective equipment,

eye protection)

Safe work practices

and training

Confined spaces High 3 *


level

Confined space

procedures

Confined space training

Mainta

in P

hysica

l Plant

Monitor condition of

building materials

Exposure to asbestos, mould

Medium 2

Remove visible mould

when possible

Ensure safe work








protective equipment)


and use of controls



level

Confined space

procedures


Lubricate fan motor

or bearings and

replace filters

Moving parts Low 1

Follow safe work

procedures



level

Confined space

procedures


Prepare (take down)

boilers for inspection

Work at height, ladders

Medium 2


heights devices and

training



equipment

Dust, brushes, filters

Low 1

Follow safe work

procedures






Cuts

Low 1

Follow safe work

procedures



(e.g., gloves)

Trip and fall High 3 *



injury stats

Follow safe work

procedures


Mainta

in P

hysica

l Plant

Ladders, heights

Medium 2


heights devices and

training



equipment



level

Confined space

procedures


Dust, asbestos

Low 1

Ensure safe work




Good housekeeping to

decrease dust







and use of controls

Superheated water

Medium 2


training



(e.g., gloves)

Secu

rity

Conduct security

checks, unlock or lock

building, check

security and fire

safety alarm systems

Intruders, violent encounters

High 3 *


level


training for working alone

Security checks done

from inside the building

Communications system

in place in the event of

an emergency

Slips or falls High 3 *



injury stats

Keep walking surfaces as

clean and dry as possible

Ensure lighting is

adequate


Exposure to elements if

outside Medium 2

Dress appropriately for

weather conditions

Administr

ative

Assist in budget

planning, prepare

cleaning schedules,

performance

appraisals

Stress associated with work

demands Low 1 Employee Assistance

Program

Sitting for long periods

Medium 2

Ergonomically good work

station set-up

Good ergonomic work

habits

Supervise or train

custodial staff

Low 1 Knowledge and training

in safe work practices

Order stock, maintain

custodial supplies

Use of a computer, STARS

system, telephone Low 1


station set-up

Good ergonomic work

habits

Obtain MSDS

updates, label

chemicals for

WHMIS compliance

Use of computer and

telephone to get new MSDS Low 1 Good ergonomic work

habits

Possible exposure to chemicals Low 1 Use approved personal


Prepare or monitor

maintenance service

requests

Use of a computer, STARS

system. Low 1


station set-up

Good ergonomic work

habits

Oth

er

Monitor or assist with

community use of

building

After hours or weekend work Low 1


training for working alone

Liaise with rental

groups, facility staff,

contractors,

regulatory agencies

(fire or health

inspectors)

Building tours, speaking,

possible language barriers

Low 1

Appropriate footwear

for walking

Identify possible risks

in working with the public

and implement controls

Receive or pick up

supplies using personal

vehicle, stocking

items

Cleaning or boiler chemicals,

gasoline Medium 2



Use approved containers

TDG training

Heavy lifting

High 3 *



injury stats


dollies and carts


training



loads

Oth

er

Motor vehicle collisions

Medium 2 Follow road safety rules


vehicle in good running

order

Set up or dismantle

stage equipment, gym

floor mats or tarps,

set up desks or chairs

for exams or special

events

Heavy lifting, repetitive

motions High 3 *



injury stats


dollies and carts


training



loads

Change filters and

dust collectors



level

Confined space

procedures


Possible exposure to asbestos

Low 1

Ensure safe work










and use of controls

Heights, climbing ladders

Medium 2

Fall arrest/ working

at heights devices

and training



equipment

Contact with other

staff, students and

the public

Verbal and physical threats,

aggression, violence and injury

Medium 2

Identify potential risks

Implement violence

prevention and control

strategies

Educate staff

Ensure all incidents are

reported and investigated

Develop and publicize

non-violence policy

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

Appendix 6: Sample Custodian Hazard Assessment and Control Form SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: Responsible for the care,

cleaning and security of the building and grounds, safe operation and maintenance of heating and mechanical equipment and oversight of custodial staff functions in the building


STAFF GROUP:

Step 5 1) Types of work: Include a description of the broad general nature of the work carried out (e.g., office work, classroom preparation, cleaning). Work-related activities: The specific activities carried out within each type of work starting with an action verb (e.g., operating office equipment, using computers, planning lessons, vacuuming floors). 2) Hazards can be identified using several methods including personal experience or intuition, physical observations, task or job analysis or incident investigation. 3) Engineering controls: Preferred method. Reduces exposure by removing or isolating hazard from worker. Examples are elimination, ventilation, substitution, redesign, guarding, enclosure, automation, mechanical aids. 4) Administrative controls: Practices that reduce likelihood of exposure by altering the time or way a task is performed (e.g., training or education, safe work procedures, purchasing standards, supervision, signage, job rotation or scheduling, housekeeping, etc.). 5) Personal protective equipment (PPE): Not to be used as primary control unless engineering or administrative controls are not feasible. Examples are safety glasses, safety footwear, gloves, respiratory protection, hearing protection. 6) Documents or procedures referenced in this template are available from the OHS Division.

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

Step 6 Review assessment annually and update as necessary

Review Dates

Appendix 7: Sample Teacher Hazard Assessment and Control Form SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: ASSESSED BY: DATE COMPLETED:

STAFF GROUP:







Corrective action

Typ

e o

f W

ork



(PEME)




In place

Comments

Yes No

Class

room

Plann

ing

Prepa

ration

and

Mana

gement

Update curriculum

knowledge and

establish program

goals

Establish classroom

rules and routines

Develop individual

program plans for

special needs students

Research and develop

lesson, unit and

student growth plans

Use computers, internet and

curriculum resources.

Prepare at home or work alone

after school hours and on

weekends.

Eye, neck, shoulder, arm and

wrist strain from prolonged

sitting, repetitive motions,

awkward postures, and poorly

designed and positioned

furniture and workstations

Transport bags and boxes of

materials from home, personal

vehicles, storage rooms, etc.,

by hand or using carts

Low 1

Take micro-breaks:

alternate from standing

to seated positions

regularly

Working alone procedures

for school staff (including

security and door locking

procedures), posting

of parent and student

expectations for

behaviour

Employee Assistance

Program (EAP)

Safe work practices for


Use mechanical aids

(dolly) for transporting

loads

Potential for violent

encounters with intruders if

working alone or in isolated

schools locations

Stress from changing work and

grade assignments that may

vary from year to year,

integration of special needs

children

Review ladder safety

checklist

Basic health and safety

inspection checklist

Class

room

Plann

ing

Prepa

ration

and

Mana

gement

Prepare classroom

materials and unit

displays

Type assignments, use

computers, photocopiers,

laminators, paper cutters,

scissors, filing cabinets, step

ladders, shelves etc.

Falls from portable ladders or

makeshift climbing aids such

as boxes, chairs, desks

Strains and sprains from

moving desks and chairs or

transporting books from

resource rooms

Physical injury from unstable

furniture or limited storage

space and cluttered work

areas

Cuts and bruises from sharp

edges on desks and cabinets,

unstable shelving, AV

equipment, and unsecured

and improperly stacked

or protruding materials

Fire hazards from student

artwork, teaching aids and

other combustible materials

Medium 2

Take micro-breaks:


to seated positions

regularly






expectations for

behaviour

Employee Assistance

Program (EAP)



Use mechanical aids


loads

Review ladder safety

checklist

Basic health and safety

inspection checklist

Artwork and teaching

aids do not exceed 20%

of wall or ceiling surface

Rou

tine

Class

room

and

Teach

ing

Ins

truc

tion

Deliver lesson plans

using variety of

learning tools and

resources

Use auditory, print and visual

media, overhead projectors,

chalkboards, whiteboards and

computers

Awkward postures, muscle

strain and fatigue from using

equipment and from prolonged

standing and walking when

assisting students

Trips and falls from cords

Electrical hazards from cords

and AV equipment

Voice loss from repetitive use

of voice

Exposure to chalk dust,

solvent markers, whiteboard

cleaners, air contaminants and

allergens from building

materials and occupants and

from cleaning and maintenance

or renovation activities (e.g.,

moulds, cleaning products,

perfumes, exhaust emissions)

Uncomfortable temperatures

and humidity, odours, poor

lighting and ventilation

Potential exposure to

communicable diseases

(viruses, bacteria, lice, etc.)

and contact with pests (e.g.,

mice, ants, flies)

High 3 *


of risk

Use of anti-fatigue

matting or cushioning

insoles

Electrical safety tips

FM sound systems for

voice projection

Indoor air quality tips

Procedures for blood and

body fluids

Flu immunization program

Promptly report all

incidents of workplace

violence

Rou

tine

Class

room

and

Teach

ing

Ins

truc

tion

Stress from large class sizes,

limited space and resources,

language barriers with

students, parents and

integration of special needs

students where support

systems may be limited

Physical injury from unstable

furniture or sharp edges,

or created by limited storage

space and cluttered work

areas

Cuts and bruises from sharp

edges on desks and cabinets,

or unsecured, improperly

stacked or protruding

materials

Physical or verbal abuse from

students

Physica

l Educ

ation

Demonstrate and

supervise indoor and

outdoor physical

activities and spot

students who are using

equipment

Exposure to high noise levels

from whistles, student

activities

Potential for physical injury

(e.g., bruises, lacerations,

strains and sprains, back or

overexertion injuries)


fluids from student injuries

High 3 *


of risk

Hearing protection

First-aid training

Procedures for blood and

body fluids

Safety guidelines for

physical activity

Physica

l Educ

ation

Set up and take down

and inspect various

gym equipment


lifting, carrying, moving heavy

and awkward gymnastics

equipment, mats, benches,

volleyball nets, etc.

Physical injury from structural

failure of wall-mounted

equipment (e.g., backstops,

climbing walls etc.)

Exposure to sun and pests

(e.g., bees, wasps) during

outdoor activities and field

events

Low 1

Anaphylaxis Handbook

for School Boards

(Health Canada)

Sun safety procedures

Wear light coloured,

long-sleeved clothing

Mus

ic P

rogr

ams

Set up equipment

and instruments

Set up risers for

assemblies

Clean musical

instruments


moving pianos, lifting and

carrying instruments and audio

equipment, etc., on and off

shelves, moving tables,

benches and risers

Uneven floor surfaces, trips

and falls on stairs and risers

Chemical exposure to products

used to clean and sanitize

instruments and mouthpieces

Medium 2



Store heavier

instruments on shelves

between knuckle and

shoulder height

Material Safety Data

Sheets for chemical

products

Music instruction

Use rhythm instruments,

recorders, piano

Voice fatigue (singing, talking)

Possible high noise exposure

from instruments

Medium 2

Noise testing and CSA

approved hearing

protection if levels

exceed occupational

exposure limits

Mus

ic P

rogr

ams

Muscle strain from repetitive

hand and arm motions (e.g.,

conducting) and moving heavy

instruments

Awkward postures working

with younger students on floor

Stu

dent

Ass

ess

ment

Mark tests and

assignments

Enter data into

computer

Working after hours and

weekends at work or from

home.

Extensive reading, muscle and

visual fatigue and strain

Eye, neck, shoulder, arm and

wrist strain from prolonged

sitting, repetitive motions,

awkward postures and poorly

designed and positioned

furniture and workstations

Fatigue and stress from

working extended hours and

interruptions to family and

personal time

Medium 2

Take micro-breaks:


to seated positions

regularly






expectations for

behaviour

Employee Assistance

Program (EAP)

FM sound systems for

voice projection

Prepare interim

reports and report

cards

Low 1

Sta

keholder

Com

mun

ication

Conduct student and

parent conferences

Liaise with social

services, school

councils, colleagues,

councillors, health

care providers, etc.

Use telephones, email, student

agendas, interviews

Potential verbal abuse and

threats of physical abuse

Parents may call teachers

after hours at their home

numbers (angry or threatening

calls)

Medium 2






expectations for

behaviour

Employee Assistance

Program (EAP)

Non-violent crisis

intervention training


Oth

er

Delivery of minor first

aid and medications

Possible contact with blood or

body fluids, needles, epi-pens

Low 1

First-aid training

Procedures for blood

and body fluids

Guidelines for providing

medications to students

Employee Assistance

Program (EAP)

Provide

extracurricular

coaching, volunteer

clubs, special events

(dances, choir, bingos,

casinos)

Pick up classroom

supplies

Risk of physical injury from

activities and equipment

Motor vehicle collisions from

use of personal and school

vehicles to attend events

or transport students

Exposure to second-hand

smoke, noise

Stranded during inclement

weather

Low 1






expectations for

behaviour



Use mechanical aids


loads

Defensive driving

Contact with other

staff, students and

the public


aggression, violence and injury Medium 2


Implement violence


strategies

Educate staff




non-violence policy

Appendix 7: Sample Teacher Hazard Assessment Control Form SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: Education of students

following the “Guide to Education” and “Teaching Quality Standard.”


STAFF GROUP:




Review Dates

Appendix 8: Sample Education Assistant Hazard Assessment and Control Form Step 1 – Group workers according to their job SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: Assist students with lessons and

activities under the direct supervision of a classroom teacher. ASSESSED BY: DATE COMPLETED:

STAFF GROUP:







Corrective action

Typ

e o

f W

ork



(PEME) Hazard types: physical,

chemical, biological, ergonomic, psychosocial


In place

Comments

Yes No

Physica

l Act

ivities

Participate in and

supervise indoor and

outdoor physical

activities and assist

students using

equipment

Exposure to high noise levels

from whistles, student

activities

Potential for physical injury

(e.g., bruises, lacerations,

strains and sprains, back or

overexertion injuries)


fluids from student injuries

Medium 2

Hearing protection

First-aid training


and body fluids

Guidelines for physical

activity safety

Pers

onal Care

Delivery of minor

first aid and

medications

Possible contact with blood

or body fluids, needles,

epi-pens

Low 1

First-aid training


and body fluids

Guidelines for providing

medications to students

Employee Assistance

Program (EAP)

Pers

onal Care

Assisting with

feeding and toileting

Exposure to body fluids


lifting and transferring

High 3 *


of risk


lifting

Use mechanical aids


and body fluids

Rou

tine

Class

room

Assisting with lesson

delivery

Awkward postures, muscle

strain and fatigue from using

equipment and from

prolonged standing, sitting,

stooping, bending and walking

when assisting students

High 3 *


of risk


of work duties and

practices

Alternate postures

regularly

Safe work practices

Physical or verbal abuse from

students

High 3 *


of risk

Promptly report all

incidents of workplace

violence

Safe work procedures,

including posting of

parent and student

expectations for

behaviour

Employee Assistance

Program (EAP)

Extr

acu

rricular

Accompany students

on activities away

from school

Pick up and transport

students and

equipment

Risk of physical injury from

activities and equipment

Motor vehicle collisions

during use of personal and

school vehicles to attend

events or transport students

Exposure to second-hand

smoke, noise

Stranded during inclement

weather

Exposure to sun and pests

(e.g., bees, wasps) during

outdoor activities and field

events

Medium 2

Defensive driving



Sun safety procedures

First-aid training

** Disclaimer – this list is not meant to include all work tasks, hazards or controls. No suggested controls are guaranteed to work in all situations. SASBO NEEDS TO REVIEW THIS AND PROVIDE INPUT TO ASSURE THAT IT IS AN ACCURATE REFLECTION OF THE ACTIVITIES OF AN EDUCATION ASSISTANT.

Oth

er

Contact with other

staff, students and

the public


aggression, violence and

injury

High 3 *


of risk


Implement violence


strategies

Educate staff

Ensure all incidents

are reported and

investigated


non-violence policy

Appendix 8: Sample Education Assistant Hazard Assessment Control Form

SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: Education of students

following the “Guide to Education” and “Teaching Quality Standard.”


STAFF GROUP:




Review Dates

Appendix 9: Sample Administrative Assistant Hazard Assessment and Control Form Step 1 – Group workers according to their job

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


STAFF GROUP:







Corrective action

Typ

e o

f W

ork



(PEME)




In place

Comments

Yes No

Com

pute

r W

orkst

ation

Typing/Data entry on

computer (keyboard)

Repetitive movements and

awkward postures on the

computer

Improperly adjusted chair

Poorly organized workspace

Medium 2


Use ergonomically correct

work practices

Arrange workstation

ergonomically

Correctly fitted chair

Repetitive tasks with

copy machines or

printers

Repetitive movements and

awkward postures using office

equipment

Medium 2


Safe work procedures for

using office equipment

Organize tasks in a

fashion that allows for

breaks

Take micro breaks

Phon

es

Taking phone

messages

Prolonged use of the phone

Awkward postures on the

phone

Low 1

Use headset for frequent

and long calls


Oth

er Contact with other

staff, students and

the public


aggression, violence and injury Medium 2


Implement violence


strategies

Educate staff




non-violence policy

Appendix 9: Sample Administrative Assistant Hazard Assessment Control Form

SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: ASSESSED BY: DATE COMPLETED:

STAFF GROUP:




Review Dates

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

SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: ASSESSED BY: DATE COMPLETED:

STAFF GROUP:







Corrective action

Typ

e o

f W

ork



(PEME)




In place

Comments

Yes No

Appendix 10: Hazard Assessment Control Form – Template SCHOOL OR WORK SITE: JOB OR POSITION SUMMARY: ASSESSED BY: DATE COMPLETED:

STAFF GROUP:




Review Dates

Appendix 11: Sample Employee Health and Safety Orientation Checklist




Name:

Position:

Date:

Location:

Position School Board Logo Here

ORIENTATION ELEMENTS Completed Initials

Health and safety policy

Roles and responsibilities

General rules

Job specific hazards

Health and safety training

Inspections/audits

Refusal of unsafe work

Incident reporting and investigations

Emergency response process

ADDITIONAL INFORMATION Completed Initials

Emergency contact information Location of PPE

Location of first-aid and emergency supplies

Questions:

Comments:

Notes:

Supervisor name/signature: Date:

Worker name/signature: Date:

Date for orientation follow-up:

Appendix 12: Sample Inspection Checklist





Location:

Inspected by (staff): Date:

INSPECTED ITEMS

Priority Index: 1. Imminent danger 2. Serious 3. Minor 4. Acceptable 5. Not applicable (N/A)

SECTION A – Slipping, Tripping and Falling Yes No Priority Comment

Are hallways and classrooms free of obstructions to pedestrians?

Are classroom aisles free from debris and obstructions?

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

Are there any spills that require cleaning?

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

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

Are stepladders in good condition?

Do outside steps and walkways provide safe footing?

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

SECTION B – Falling Objects Yes No Priority Comment

Are materials stacked so that they cannot fall to a lower level?

Are shelves and cabinets free of overload?

Is ice buildup on roof edges removed?

SECTION C – Electrical Yes No Priority Comment

Is there insulation on electrical cords?

Are appropriate plugs equipped with grounding prongs?

Are covers and cover plates in place?

Are equipment and lights free of loose connections?

Are electrical panels labelled and shut?

Are outlets free of overloads?

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

Is emergency lighting tested and maintained?

SECTION D – Fire Prevention Yes No Priority Comment

Are flammable liquids properly labelled, in approved containers and stored in approved cabinets?

Is waste disposed of properly?

Is equipment shut off at the end of the day?

Can employees explain the evacuation procedures?

Are evacuation signs and routes posted?

Are all exit signs illuminated?

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

SECTION E – First Aid and Emergency

Response Yes No Priority Comment

Can employees explain the emergency response plan?

Are emergency contact numbers posted?

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

Are first-aid kits regularly inspected and maintained?

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

Are eye wash stations regularly inspected and maintained?

Are MSDSs easily accessible where required?

Are emergency equipment and exits free of obstruction?

Are fire hoses, extinguishers and suppression systems maintained?

SECTION F - Miscellaneous Yes No Priority Comment

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

Are the aisles free of any blind corners?

Is adequate light available?

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

Are workers working in an ergonomically correct manner?

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

Are there other concerns with your general working environment?

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

Is the use of PPE enforced?

Is PPE regularly inspected and in good repair?

Are machine guards in place?

Are safety signs posted on equipment?

Is asbestos-containing material identified and labelled?

Appendix 12: Sample Inspection Checklist





Location:

Inspected by (staff): Date:

CORRECTIVE ACTION SUMMARY (TO BE COMPLETED BY ADMINISTRATION)

Description of deficiency Corrective action Responsible

person Due date

Completion date

Location of hazard/incident:

Name of worker: Date of incident:

Appendix 13: Sample Hazard/Incident Report Form 1/2

Position school board

logo here




Injury (first aid, medical aid, time loss) o Hazard o Other o

Position:

Phone:

Time of incident:

Date reported:

Witnesses? YES o NO o

If YES, list and submit witness statements:

Type of incident:

Near miss o Property damage o Environmental/spill o

Was there an injury? YES o NO o

Immediate action taken:

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

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

Signature:

Manager/principal name/signature: Date:

Date:

Suggestions to correct hazard or prevent recurrence:

Reasons to call the Ministry of Labour Relations and Workplace Safety (LRWS): when an incident causes serious, bodily injury or may cause the death of a worker; when a worker requires admittance to a hospital as an in-patient for 72 hours or more. Dangerous occurences include: the structural failure or collapse of a structure, scaffold, temporary falsework or concrete formwork, all or any part of an excavated shaft, tunnel, caisson, coffer dam, trench or excavation; the failure of a crane or hoist; the overturning of a crane or unit of powered, mobile equipment that contacts an energized electrical conductor; the bursting of a grinding wheel; an uncontrolled spill or escape of a toxic, corrosive or explosive substance; a premature or accidental detonation of explosives; the failure of an elevated or suspended platform; and the failure of an atmosphere-supplying respirator.

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

etc., in relation to the incident site.

Please describe the details of your drawing.

Appendix 13: Sample Hazard/Incident Report Form 2/2

Position School Board

Logo Here




Appendix 14: Sample Incident Investigation Form





Location of incident:

Name of worker: Date of incident:

Position: Time of incident:

Phone: Date reported:

Witnesses? Yes No

If YES, list and submit witness statements:

Type of incident: Near miss Property damage

Environmental/spill Time loss injury Other

Was there an injury? Yes No

Injured worker’s name, position and experience:

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

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

Appendix 14: Sample Incident Investigation Form





Direct or immediate causes (substandard acts or conditions):

Indirect or underlying causes (personal or work factors):

Immediate action taken:

Recommended corrective measures: By whom Completion date:

Investigated by: Signature: Date:

Comments:

Reviewed by: Signature: Date:

Comments:

Status: Complete Monitor Requires further investigation

Signature: Date:

Please state in your own words what happened.

Appendix 15: Sample Witness Statement 1/2

Name of witness: Date of incident:

Position: Contact information:

Position School

Board Logo Here




Appendix 15: Sample Witness Statement 2/2

Position School

Board Logo Here




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

etc., in relation to the incident site.

Please describe the details of your drawing.

Appendix 16: WCB Injury Report Forms

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

subject to a fine. You should also make sure the worker submits a Worker’s Initial Report of Injury (W1) form. You are required to provide this form to any worker who is injured or who

asks for it. You can get the forms online or from a WCB office. There are several ways to report an injury:

Online Go to www.wcbsask.com. Click Report an Injury. Complete the report on screen

and click submit to send the report to the WCB automatically. By phone Dial 1-800-787-9288. A WCB representative will fill out the E1 form with you over

the telephone. By fax or mail Download a copy of the E1 form from the Forms section of the WCB website

www.wcbsask.com. You can complete the form on screen or complete it by hand. You may also request an E1 form from the WCB office.

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

sAsKATCHEWANWorKErs’ComPENsATIoNBoArD

200 – 1881 scarth streetregina, sK s4P 4L1

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

E1Employer’s Initial Report of Injury WCB Claim No.:Reporting Options: (1) WCBTelefile 1-800-787-9288 (2) WEB www.wcbsask.com (3) FaxSection A: Employer Information

Section B: Worker Information

Section C: Injury Information1. Injury Date: 2. Reported to employer on: 3. Province of Injury:4. Area of body injured: 5. Name of healthcare provider:6. How did the injury happen?

7. Has the employee lost time from work, due to the injury, after the day of injury? Yes; If “yes”, go to question #8 No; If “no” go to Section E8. First day off due to this injury: Time the employee left work: : am pm9. Has employee returned to work? Yes No If “yes”, what was the date the employee returned:10. Do you have any reason to believe that this is not a work-related incident? Yes No If “yes”, provide attachment(s) with explanation.

Section D: Wage and Employment Information11. How is the employee paid? If Regular Salary: Hourly $ per hour, hours per week; If Monthly $ per month

If Non-Regular: Piecework Sub-Contractor Owner/Operator Casual Other (explain):12. Provide gross earnings for the 12 months preceding first day off work due to injury, starting with the most recent complete pay period. If less than

12 months, show earnings for actual period: Gross earnings $ from to13. Time lost during the gross earning period due to: (a) Unpaid sickness days; (b) Prior WCB claims days;

(c) Lack of work days; (d) Other days, explain14. Normal working hours for employee: From : am pm to : am pm Shift work involved Yes No15. Does the employee have regular days off? Yes No If “Yes”, check which days off: Sun Mon Tue Wed Thu Fri Sat

If “No”, check the days off for the month of the injury, plus one before and one month after first day off due to injury.1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Month Before Injury PeriodMonth Of The InjuryMonth After Injury Period

16. TD1 Exemptions: Single Spouse, If partial provide: Provincial amount $ Federal amount $Other: $ No. Children 18 years or under

17. Should compensation payments be made to: Employee, OR Employer? 18. Will employee be paid for statutory holidays? Yes NoSection E: Declaration I declare that all the information provided is true and correct to the best of my knowledge.

Date Name Title Signature

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

Specific Division (if applicable):Occupation:Social Insurance Number:Personal Health Number:Birthdate: Sex: Male FemaleHire Date:

Complete this form as soon as you are aware of the injury.You must complete this form if a worker seeks medical treatment for a work injury.

Provide any information you have if you think this may noT be a work injury.

sAsKATCHEWANWorKErs’ComPENsATIoNBoArD

200 – 1881 scarth streetregina, sK s4P 4L1

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

W1Worker’s Initial Report of Injury WCB Claim No.:Reporting Options: (1) WCBTelefile 1-800-787-9288 (2) WEB www.wcbsask.com (3) FaxSection A: Worker Information

Section B: Employer Information

Section C: Injury Information1. Injury Date: 2. Reported to employer on: 3. Reported to:4. Province of injury: 5. Area of body injured:6. How did the injury happen?

7. Name of healthcare provider:8. Name of hospital or clinic:9. Have you lost time from work, due to the injury, after the day of injury? Yes…If “yes” go to Section D No…if “no” go to Section FSection D: Wage and Employment Information10. First day off due to this injury: The time you left work: : am pm11. Have you returned to work? Yes No If “yes”…enter the date you returned:12. How are you paid? If Regular Salary: Hourly $ per hour, hours per week; If Monthly $ per month

If Non-Regular: Piecework Sub-Contractor Owner/Operator Casual Other (explain):13. If you have regular days off, check which days: Sun Mon Tue Wed Thu Fri Sat14. Do you have other sources of employment income? Yes No If “yes”…attach employer names and phone numbers.15. Will you be paid by your employer for time loss due to injury? Yes No

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

Bank or Financial Institution Branch Address CityPart 2 Cheque Number Transit Number Bank Number Account Number

(3-digit number) (5-digit number) (3-digit number) (Maximum 12-digit number)NOT REQUIRED

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

Date Name Signature

Occupation:Social Insurance Number:Personal Health Number:Birthdate:Home Phone: Sex: Male FemaleE-mail:

Employer contact person:

Phone number of contact:

Any questions? Call WCB Telefile at 1-800-787-9288

Let us know about any other employment affected by the injury.

For fastest and most secure payment – the worker should provide direct deposit information.

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

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

ohs schoolkit

Documents

safety act

safety regulations

school yearsection

novemberidentifying

januarycontrolling hazards

safetyschoolkitw o r

appendices appendix

incident investigations