Uc7-Practice Occupational Safety and Health Policies and Prcedures

COMPETENCY BASED LEARNING MATERIAL
SECTOR : TOURISM
QUALIFICATION : FOOD AND BEVERAGE SERVICES NC II
UNIT OF : PRACTICE OCCUPATIONAL HEALTH AND

COMPETENCY SAFETY PROCEDURES
MODULE TITLE : PRACTICING OCCUPATIONAL HEALTH AND

SAFETY PROCEDURES
HOW TO USE THIS COMPETENCY-BASED LEARNING
MATERIAL
The unit of competency, “Practice occupational health and safety

procedures”, is one of the competencies of Food and Beverage Services NC
II, a course which comprises the knowledge, skills, and attitudes required
for a TVET trainee to possess.
The module, Practicing occupational health and safety procedures,

covers the knowledge, skills and attitude required in researching general
information on food and beverage cocktails, and sharing in.
In this module, you are required to go through a series of learning

activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-checks, Operation Sheets, Task Sheets,
and Job Sheets. Follow and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheet and complete the self-checks.

 Perform the Task Sheets, Operation Sheets, and Job Sheets until you
are confident that your outputs conform to the Performance Criteria
Checklists that follow the said work sheets.
 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets
to your facilitator for evaluation and recording in the Achievement
Chart. Outputs shall serve as your portfolio during the Institutional
Competency Evaluation. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you. The results of
your assessment will be recorded in your Achievement Chart and
Progress Chart.
You must pass the Institutional Competency Evaluation for this

competency before moving to another competency. A Certificate of
Achievement will be awarded to you after passing the evaluation.
FOOD AND BEVERAGE Document No.

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QA System Developed by: Page 1 of 54
OCCUPATIONAL HEALTH
AND SAFETY
PROCEDURES Revision # 00
FOOD AND BEVERAGE SERVICES NC II
COMPETENCY BASED LEARNING MATERIALS
LIST OF BASIC COMPETENCIES
No. Unit of Competency Module Title Code
1. Participate in workplace Participating in workplace 400311210

communication communication
2. Work in a team Working in a team 400311211

environment environment
3. Solve/address general Solving/addressing general 400311212

workplace problems workplace problems
4. Develop career and life Developing career and life 400311213

decisions decisions
5. Contribute to workplace Contributing to workplace 400311214

innovation innovation
6. Present relevant Presenting relevant 400311215

information information
7. Practice occupational Practicing occupational 400311216

safety and health safety and health
policies and procedures policies and procedures
8. Exercise efficient and Exercising efficient and 400311217

effective sustainable effective sustainable
practices in the practices in the workplace
workplace
9. Practice entrepreneurial Practicing entrepreneurial 400311218

skills in the workplace skills in the workplace

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MODULE CONTENT
UNIT OF COMPETENCY : Practice occupational health and safety

procedures
MODULE TITLE : Practicing occupational health and safety

procedures
MODULE DESCRIPTOR : This unit covers the knowledge, skills and

attitudes required to identify OSH
compliance requirements, prepare OSH
requirements for compliance, perform
tasks in accordance with relevant OSH
policies and procedures
NOMINAL DURATION :
At the end of this module, you MUST be able to:

1. Identify OSH compliance requirements
2. Prepare OSH requirements for compliance
3. Perform tasks in accordance with relevant OSH policies
and procedures

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COMPETENCY SUMMARY
QUALIFICATION TITLE : Food and Beverage Services NC II
UNIT OF COMPETENCY : Practice occupational health and safety

procedures
MODULE TITLE : Practicing occupational health and safety

procedures
INTRODUCTION
This unit covers the knowledge, skills and attitudes required

to identify OSH compliance requirements, prepare OSH
requirements for compliance, perform tasks in accordance with
relevant OSH policies and procedures
LEARNING OUTCOME
Upon completion of this module, the trainees must be able to:
1. Identify OSH compliance requirements
2. Prepare OSH requirements for compliance
3. Perform tasks in accordance with relevant OSH policies
and procedures
ASSESSMENT CRITERIA
1. Relevant OSH requirements, regulations, policies and procedures
are identified in accordance with workplace policies and procedures
2. OSH activity non-conformities are conveyed to appropriate
personnel
3. OSH preventive and control requirements are identified in
accordance with OSH work policies and procedures
4. OSH work activity material, tools and equipment requirements are
identified in accordance with workplace policies and procedures
5. Required OSH materials, tools and equipment are acquired in
accordance with workplace policies and procedures
6. Required OSH materials, tools and equipment are arranged/ placed
in accordance with OSH work standards
7. Relevant OSH work procedures are identified in accordance with
workplace policies and procedures
8. Work Activities are executed in accordance with OSH work
standards
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9. Non-compliance work activities are reported to appropriate
personnel

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LEARNING OUTCOME # 1 Identify OSH compliance requirements.
CONTENTS:
1. Hazard and risks identification and control
2. Occupational safety and health protocol
ASSESMENT CRITERIA:
1. Relevant OSH requirements, regulations, policies and procedures

are identified in accordance with workplace policies and
procedures
2. OSH activity non-conformities are conveyed to appropriate
personnel
3. OSH preventive and control requirements are identified in
accordance with OSH work policies and procedures
CONDITIONS:
The students/ trainees must be provided with the following:
1. Workplace
2. PPE
3. Learning Guides
4. Hand-outs
 Organizational Safety and Health Protocol
 OHS Indicators
 Threshold Limit Value
 Hazards/Risk Identification and Control
4. CD’s, VHS tapes, transparencies
METHODOLOGIES
1. Interactive -lecture
2. Simulation
3. Symposium
4. Group Dynamics
ASSESSMENT METHODS:

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Competency in this unit may be assessed through:
1. Written test
2. Practical performance test
3. Interview

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Learning Experiences
Learning Outcome # 1 - Identify OSH compliance requirements
Learning Activities Special Instructions

Read Information sheet 7.1.-1 Read and understand the information
on “Hazard and risks sheet and check yourself by answering
identification and control” the self-check. You must answer all the
Answer Self-Check 7.1-1 questions correctly before proceedings to
(Trainee checks answers the next activity
against the answer key)
Read information sheet 7.1-2 Refer to Task sheets, it will help you
on “Occupational safety and practice your skills.
health protocol”
Answer Self-Check 7.1-2 The performance criteria checklist will
(Trainee checks answers guide and help you evaluate your work
against the answer key) as you are practicing your skills.
Evaluate your own performance using

the performance criteria checklist. When
you are ready, present your work to your
trainer for final evaluation and recording.
If you have questions and clarification

fell free to ask your trainer.

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Information Sheet 7.1-1
Hazard and risks identification and control
After reading this information sheet, you must be able to
1. Define hazard
2. Understand the modes of hazard
3. Identify the types of hazard
4. Understand hazard risks and control
A hazard is a situation that poses a level of threat to life, health, property, or

environment. Most hazards are dormant or potential, with only a theoretical
risk of harm; however, once a hazard becomes "active", it can create an
emergency situation. A hazardous situation that has come to pass is called
an incident. Hazard and possibility interact together to create.
Modes of a hazard
Hazards are sometimes classified into three modes:
 Dormant—The situation has the potential to be hazardous, but no

people, property, or environment is currently affected by this. For
instance, a hillside may be unstable, with the potential for a landslide,
but there is nothing below or on the hillside that could be affected.
 Armed—People, property, or environment are in potential harm's way.
 Active—A harmful incident involving the hazard has actually occurred.

Often this is referred to not as an "active hazard" but as an accident,
emergency, incident, or disaster.
Types of Hazard
Hazards are generally labeled as one of five types:
 Physical hazards are conditions or situations that can cause the body
physical harm or intense stress. Physical hazards can be both natural
and human made elements.

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 Chemical hazards are substances that can cause harm or damage to
the body, property or the environment. Chemical hazards can be both
natural or human made origin.
 Biological hazards are biological agents that can cause harm to the
human body. These some biological agents can be viruses,
parasite,bacteria, food, fungi, and foreign toxin.
 Psychological hazards are created during work related stress or a

stressful environment.
 Radiation hazards are those which cause harm or damage to the

human body by affecting the cell directly.
Classifying hazards
By its nature, a hazard involves something that could potentially be harmful

to a person's life, health, property, or the environment. One key concept in
identifying a hazard is the presence of stored energy that, when released,
can cause damage. Stored energy can occur in many forms: chemical,
mechanical, thermal, radioactive, electrical, etc. Another class of hazard
does not involve release of stored energy, rather it involves the presence of
hazardous situations. Examples include confined or limited egress spaces,
oxygen-depleted atmospheres, awkward positions, repetitive motions, low-
hanging or protruding objects, etc
There are several methods of classifying hazard, but most systems use some
variation on the factors of "likelihood" of the hazard turning into an incident
and the "seriousness" of the incident if it were to occur. (This discussion
moved away from hazard to a discussion of risk.)
A common method is to score both likelihood and seriousness on a

numerical scale (with the most likely and most serious scoring highest) and
multiplying one by the other in order to reach a comparative score.
Risk = Hazard × Vulnerability − Capacity
This score can then be used to identify which hazards may need to be
mitigated. A low score on likelihood of occurrence may mean that the hazard

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is dormant, whereas a high score would indicate that it may be an "active"
hazard.
An important component of "seriousness if incident occurred" is "serious to

whom?" Different populations may be affected differently by accidents. For
example, an explosion will have widely differing effects on different
populations depending on the distance from the explosion. These effects can
range from death from overpressure or shrapnel to inhalation of noxious
gases (for people downwind) to being exposed to a loud noise.
Prioritization of hazards
Hazards can be identified and prioritized using the SMUG model. The SMUG
model provides a means for prioritizing hazards based on the risk they
present during an emergency. The SMUG model stands for Seriousness,
Manageability, Urgency, and Growth.
Hazard Identification, Risk Assessment and Risk Control
There are three steps used to manage health and safety at work:
1. Spot the Hazard (Hazard Identification)

2. Assess the Risk (Risk Assessment)
3. Make the Changes (Risk Control)
At work you can use these three Think Safe steps to help prevent accidents.
Using the Think Safe steps
1. Spot the Hazard
Key Point
A hazard is anything that could hurt you or someone else.
Examples of workplace hazards include:
 frayed electrical cords (could result in electrical shock)

 boxes stacked precariously (they could fall on someone)
 noisy machinery (could result in damage to your hearing)

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During work experience, you must remain alert to anything that may be
dangerous. If you see, hear or smell anything odd, take note. If you think it
could be a hazard, tell someone.
2. Assess the Risk
Key Point
Assessing the risk means working out how likely it is that a hazard will
harm someone and how serious the harm could be.
Whenever you spot a hazard, assess the risk by asking yourself two
questions:
 how likely is it that the hazard could harm me or someone else?

 how badly could I or someone else be harmed?
Always tell someone (your employer, your supervisor or your health and
safety representative) about hazards you can't fix yourself, especially if the
hazard could cause serious harm to anyone.
For example:
 ask your supervisor for instructions and training before using

equipment
 ask for help moving or lifting heavy objects
 tell your supervisor if you think a work practice could be dangerous
If you are not sure of the safest way to do something on work experience,
always ask your work experience supervisor.
3. Make the Changes
Key Point
It is your employer's responsibility to fix hazards. Sometimes you may be

able to fix simple hazards yourself, as long as you don't put yourself or
others at risk. For example, you can pick up things from the floor and put
them away to eliminate a trip hazard.

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The best way to fix a hazard is to get rid of it altogether. This is not always
possible, but your employer should try to make hazards less dangerous by
looking at the following options (in order from most effective to least
effective):
 Elimination - Sometimes hazards - equipment, substances or work

practices - can be avoided entirely. (e.g. Clean high windows from the
ground with an extendable pole cleaner, rather than by climbing a
ladder and risking a fall.)
 Substitution - Sometimes a less hazardous thing, substance or work
practice can be used. (e.g. Use a non-toxic glue instead of a toxic
glue.)
 Isolation - Separate the hazard from people, by marking the

hazardous area, fitting screens or putting up safety barriers. (e.g.
Welding screens can be used to isolate welding operations from other
workers. Barriers and/or boundary lines can be used to separate
areas where forklifts operate near pedestrians in the workplace.)
 Safeguards - Safeguards can be added by modifying tools or

equipment, or fitting guards to machinery. These must never be
removed or disabled by workers using the equipment.
 Instructing workers in the safest way to do something - This means

developing and enforcing safe work procedures. Students on work
experience must be given information and instruction and must follow
agreed procedures to ensure their safety.
 Using personal protective equipment and clothing (PPE) - If risks

remain after the options have been tried, it may be necessary to use
equipment such as safety glasses, gloves, helmets and ear muffs. PPE
can protect you from hazards associated with jobs such as handling
chemicals or working in a noisy environment.
Sometimes, it will require more than one of the risk control measures above
to effectively reduce exposure to hazards.

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Self-Check 7.1-1 (Identification)
1. Give the three steps used to manage health and safety at work
2. Is a situation that poses a level of threat to life, health, property,
or environment
3. It means working out how likely it is that a hazard will harm
someone and how serious the harm could be.
4. Give the five types of hazards
5. Hazards are sometimes classified into three modes, name the
three modes.

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Answers to Self-Check 7.1-1
1. Spot the Hazard (Hazard Identification), Assess the Risk (Risk

Assessment), Make the Changes (Risk Control)
2. Hazard
3. Assessing the risk
4. Physical hazards, chemical hazards, biological hazards,

psychological hazards, radiation hazards
5. Dormant, Armed, Active

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Occupational safety and health protocol
After reading this information sheet, you must be able to
1. Define hazard
2. Understand the modes of hazard
3. Identify the types of hazard
4. Understand hazard risks and control
Occupational Health and Safety
1. The Occupational Health and Safety (OHS) Program administered by

Ministerial and Parliamentary Services (M&PS) provides OHS support
services including employee assistance and workplace rehabilitation
services to MOP(S) Act employees. The MOPS intranet provides
information and resources on the OHS Program. MOP(S) Act
employees with concerns about OHS issues in the workplace should
discuss them with their OHS Site Officer or contact the M&PS Staff
Help Desk.
Workplace hazards and risks
2. Employees must assist the employing Member and OHS Site Officer to
identify potential workplace hazards and, where practicable, reduce
risks.
3. Workplace hazards and risks must be reported to the relevant OHS

Site Officer, the M&PS State or Territory Manager or the Staff Help
Desk. To assist employees in their duty to take reasonable care for
their own health and safety, all employees in the workplace should be
notified as soon as is practicable of anything that presents an
immediate OHS risk.
Workplace accidents or incidents
4. Workplace incidents include (but are not limited to):

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a. near misses (incidents that may have resulted in injury, if a
mitigating effect, action or system had not been in place);
b. incidents requiring first aid treatment or external medical
treatment;
c. time lost (incidents requiring time off work);
d. psychological injury or any injury associated with work-related
stress);
e. decreased capacity (unable to perform part of, or all of, normal
duties); and
f. repeat or recurrent injury.
5. In the event of a workplace incident, MOP(S) Act employees are

required to report the incident to the OHS Service Provider as soon as
practicable (or at least within 24 hours). If a MOP(S) Act employee
who is involved in an incident is unable to report it, then the OHS Site
Officer, a colleague or supervisor should call the OHS Service Provider
on the injured employee’s behalf. Information on the OHS Service
Provider, including contact details, is available on the MOPS intranet.
6. The OHS Service Provider will record details of the incident and, if
required, arrange for a workplace assessment or other response to
assist the employee’s return to work. Information on the OHS service
provider is available on the MOPS intranet.
Workplace assessments
7. Assessments of workstations, work practices and equipment in the

workplace are available. For assistance, employees should obtain
approval from the employing Member then contact the OHS Service
Provider to organise an assessment. This assessment aims to identify
risks at the workplace and make recommendations in order to
prevent, eliminate or reduce any ongoing symptoms or discomfort.
Workers’ Compensation and Rehabilitation
8. All Workers’ Compensation matters are managed in accordance with

the Safety Rehabilitation and Compensation Act 1988 (SRC Act) and
administered by Comcare. If you have been injured at work you must
call the OHS Service Provider as soon as practicable. If you think you

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may be entitled to Workers’ Compensation please contact the Staff
Help Desk for advice and copies of the relevant forms.
Flu vaccinations
9. An annual flu vaccination is available for each employee.

Participation is entirely optional and the decision whether or not to
participate rests with each employee. M&PS advises employees of the
arrangements for annual flu vaccinations through circulars.
Office equipment
10. Electorate offices are provided with Commonwealth owned or leased

equipment and facilities necessary for the operation of the office for
purposes related to parliamentary, electorate or official business.
Employees required to use the equipment and facilities should do so
for work purposes only and refrain from:
a. removing equipment;
b. using the photocopier, fax machine or postage meters for private
use; and
c. changing or amending computer applications/programs without
prior approval from the Electorate Office IT team.
11. To prevent laptops being stolen, laptops should be securely attached

to an immovable object with the provided security cable at all times in
the office and whenever the laptop is unattended (for example, in a
car). Other portable and attractive items (for example, mobile
telephones, remote access tokens and mobile broadband cards)
should be kept in a secure place when not in use.
12. If an electorate office is broken into, or if any suspicious incident

occurs, employees should contact the police immediately and, as soon
as practicable, advise the relevant M&PS State Manager, so that
necessary action may be taken to secure the premises.
Information technology
14. Internet and intranet services are provided to all employees to assist
them with their day to day responsibilities. Employees, in accordance
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with Departmental Circular 2008/21 - Guidelines For Acceptable Use of
the Internet by MOP(S) Act Employees, should refrain from:
a. visiting sites that contain offensive material or material that is
related to illegal drugs, criminal activity, organisations or
individuals espousing hate, racism and bigotry, online
gambling, pornography, or use of violence unless a research
requirement is authorised by the employing Member;
b. transmitting any material that is defamatory or which is

intended to offend, annoy, harass or intimidate another person
or persons;
c. transmitting any material that is potentially libellous,

slanderous, misleading or mischievous, whether or not intended
to cause embarrassment or harm to a third party; and
d. expressing any personal opinions as being representative of the

employing Member without the authorisation of the Member.

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Self-Check 7.1-2 (True or False)
1. All Workers’ Hazard matters are managed in accordance
with the Safety Rehabilitation and Compensation Act
1988 (SRC Act) and administered by Comcare.
2. If you have been injured at work you must call the OHS
Service Provider as soon as practicable.
3. Employer must assist the employing Member and OHS

Site Officer to identify potential workplace hazards and,
where practicable, reduce risks.
4. Workplace hazards and risks must be reported to the

relevant OHS Site Officer, the M&PS State or Territory
Manager or the Staff Help Desk.
5. The OHS Service Provider will record details of the

incident and, if required, arrange for a workplace
assessment or other response to assist the employee’s
return to work.

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1. False
2. True
3. False
4. True
5. True

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LEARNING OUTCOME # 2 Prepare OSH requirements for
compliance
CONTENTS:
1. Safety regulation
2. Contingency measures and procedures
ASSESMENT CRITERIA:
1. OSH work activity material, tools and equipment requirements are

identified in accordance with workplace policies and procedures
2. Required OSH materials, tools and equipment are acquired in
accordance with workplace policies and procedures
3. Required OSH materials, tools and equipment are arranged/
placed in accordance with OSH work standards
CONDITIONS:
The students/trainees must be provided with the following
Hand outs on
 Safety Regulations
- Clean Air Act
- Electrical and Fire Safety Code
- Waste management
- Disaster Preparedness and Management
 Contingency Measures and Procedures
OHS Personal Records

PPE
METHODOLOGIES
2. Simulation
3. Symposium
4. Group Dynamics
ASSESSMENT METHODS:

2. Interview
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Learning Outcome # 2 – Prepare OSH requirements for compliance

Read Information sheet 7.32-1 Read and understand the information
on “Safety regulations” sheet and check yourself by answering
Answer Self-Check 7.2-1 the self-check. You must answer all the
(Trainee checks answers questions correctly before proceedings to
against the answer key) the next activity
Read information sheet 7.2-2
on “Contingency measures and Refer to Task sheets, it will help you
procedures” practice your skills.
Answer Self-Check 7.2-2
(Trainee checks answers The performance criteria checklist will
against the answer key) guide and help you evaluate your work
as you are practicing your skills.



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Safety Regulation
After reading this information sheet, you must be able to:
1. Understand the safety regulations implemented by the

Philippine government through different government agencies
Clean Air Act
The Clean Air Act outlines the government’s measures to reduce air
pollution and incorporate environmental protection into its development
plans. It relies heavily on the polluter pays principle and other market-based
instruments to promote self-regulation among the population. It sets
emission standards for all motor vehicles and issues registration only upon
demonstration of compliance. It also issues pollutant limitations for
industry. Polluting vehicles and industrial processes must pay a charge. Any
individual, enterprise, corporation or groups that installed pollution control
devices or retrofitted its existing facilities to comply with the emissions
standards in the Act can apply for tax incentives of accelerated depreciation,
deductibility of R&D expenditures or tax credits on the VAT of the
equipment and are exempt from real property tax on the machinery or
equipment used to comply. It also establishes a R&D program for air
pollution reduction mechanisms and technologies. It bans incineration and
smoking in public places. At the local and municipal levels, governments are
allowed to set emission quotas by pollution source, and the development of
recycling programs is encouraged.
A building code, or building control, is a set of rules that specify the
minimum standards for constructed objects such as buildings and
nonbuilding structures. The main purpose of building codes are to protect
public health, safety and general welfare as they relate to the construction
and occupancy of buildings and structures. The building code becomes law
of a particular jurisdiction when formally enacted by the appropriate
governmental or private authority.
Building codes
Building codes are generally intended to be applied by architects, engineers,

constructors and regulators but are also used for various purposes by safety
inspectors, environmental scientists, real estate developers, subcontractors,

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manufacturers of building products and materials, insurance companies,
facility managers, tenants, and others. Codes regulating the design and
construction of structures where adopted into law. Codes in developed
western nations can be quite complex and exhaustive. They began in
ancient times and have been developing ever since. In the USA the main
codes are the International Commercial or Residential Code [ICC/IRC],
electrical codes and plumbing, mechanical codes. Fifty states and the
District of Columbia have adopted the I-Codes at the state or jurisdictional
level. [1] Other codes may include fire, health, transportation,
manufacturing, and other regulations/regulators/testers such as UL;
Underwriters Labs. In essence they are minimum standards of design and
implementation. Designers use ICC/IRC standards out of substantial
reference books during design. Building departments review plans
submitted to them before construction, issue permits [or not] and inspectors
verify compliance to these standards at the site during construction.
There are often additional codes or sections of the same building code that
have more specific requirements that apply to dwellings or places of
business and special construction objects such as canopies, signs,
pedestrian walkways, parking lots, and radio and television antennas.
Types of building codes
"Sutyagin's skyscraper" (Небоскрёб Сутягина) - supposedly world's tallest

wooden single-family house - found to be in violation of fire codes by the city
of Arkhangelsk, Russia, and was demolished.[1][8][9]
The practice of developing, approving, and enforcing building codes varies

considerably among nations. In some countries building codes are developed
by the government agencies or quasi-governmental standards organizations
and then enforced across the country by the central government. Such
codes are known as the national building codes (in a sense they enjoy a
mandatory nation-wide application).
In other countries, where the power of regulating construction and fire

safety is vested in local authorities, a system of model building codes is
used. Model building codes have no legal status unless adopted or adapted
by an authority having jurisdiction. The developers of model codes urge
public authorities to reference model codes in their laws, ordinances,
regulations, and administrative orders. When referenced in any of these
legal instruments, a particular model code becomes law. This practice is
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known as adoption by reference. When an adopting authority decides to
delete, add, or revise any portions of the model code adopted, it is usually
required by the model code developer to follow a formal adoption procedure
in which those modifications can be documented for legal purposes.
There are instances when some local jurisdictions choose to develop their
own building codes. At some point in time all major cities in the United
States had their own building codes. However due to ever increasing
complexity and cost of developing building regulations, virtually all
municipalities in the country have chosen to adopt model codes instead. For
example, in 2008 New York City abandoned its proprietary 1968 New York
City Building Code in favor of a customized version of the International
Building Code.[10] The City of Chicago remains the only municipality in
America that continues to use a building code the city developed on its own
as part of the Municipal Code of Chicago.
In Europe, the Eurocode is a pan-European building code that has

superseded the older national building codes. Each country now has
"country annexes" to localize the contents of the Eurocode.
Similarly, in India, each municipality and urban development authority has
its own building code, which is mandatory for all construction within their
jurisdiction. All these local building codes are variants of a National Building
Code, which serves as model code proving guidelines for regulating building
construction activity.
Scope
The purpose of building codes are to provide minimum standards for safety,
health, and general welfare including structural integrity, mechanical
integrity (including sanitation, water supply, light, and ventilation), means of
egress, fire prevention and control, and energy conservation. [11][12]
Building codes generally include:
 Standards for structure, placement, size, usage, wall assemblies,
fenestration size/locations, egress rules, size/location of rooms,
foundations, floor assemblies, roof structures/assemblies, energy
efficiency, stairs and halls, mechanical, electrical, plumbing, site
drainage & storage, appliance, lighting, fixtures standards, occupancy
rules, and swimming pool regulations.
 Rules regarding parking and traffic impact

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 Fire code rules to minimize the risk of a fire and to ensure safe
evacuation in the event of such an emergency
 Requirements for earthquake (seismic code), hurricane, flood, and
tsunami resistance, especially in disaster prone areas or for very large
buildings where a failure would be catastrophic[citation needed]
 Requirements for specific building uses (for example, storage of
flammable substances, or housing a large number of people)
 Energy provisions and consumption
 Grandfathering provisions: Unless the building is being renovated, the
building code usually does not apply to existing buildings.
 Specifications on components
 Allowable installation methodologies
 Minimum and maximum room and exit sizes and location
 Qualification of individuals or corporations doing the work
 For high structures, anti-collision markers for the benefit of aircraft
Building codes are generally separate from zoning ordinances, but exterior
restrictions (such as setbacks) may fall into either category.
Laws that Govern Solid Waste
It is the main department of the Philippine government responsible for

supervising and managing the different programs and implementing rules
governing the use and development of the country’s natural resources.
It is a line bureau of the DENR mandated to implement environmental laws.

It is the main department of the Philippine government responsible for
supervising and managing the different programs and implementing rules
governing the use and development of the country’s natural resources.
It is a line bureau of the DENR mandated to implement environmental laws.
Republic Act No. 8749 – Philippine Clean Air Act of 1999
It is an act providing for a comprehensive air pollution control policy

and for other purposes.
SECTION 20- BAN ON INCINERATION

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Burning of municipal, bio-medical, and hazardous wastes, which
process emits poisonous and toxic fumes is called Incineration and is
hereby prohibited. Provided, however, That the prohibition shall not
apply to traditional small-scale method of community/neighborhood
sanitation “siga”, traditional, agricultural, cultural, health, and food
preparation and crematoria: Provided, further. That existing
incinerators dealing with bio-medical wastes shall be phased out
within 3 (3) years after the effectivity of this Act: Provided, finally, That
in the interim, such units shall be limited to the burning of
pathological and infectious wastes, and subject to close monitoring by
the Department.
Local government units are hereby mandated to promote, encourage

and implement in their respective jurisdiction a comprehensive
ecological waste management that includes waste segregation,
recycling and composting.
With due concern on the effects of climate change, the Department
shall promote the use of state-of-the-art, environmentally-sound and
safe non-burn technologies for the handling, treatment, thermal
destruction, utilization, and disposal of sorted, unrecycled,
uncomposted municipal, bio-medical and hazardous wastes.
This act was signed on June 23, 1999 by former President Joseph
Estrada which makes the Philippines the first country in the world to
approve a nationwide ban on waste burners which spew extremely
harmful pollutants into the atmosphere.
Greenpeace toxics campaigner Von Hernandez said that “The decision

by the government to ban incinerators is a positive step to stop a
definite source of toxic pollution. Moreover, it is an inspired move
which recognizes that development in the new millennium must be
founded on sustainable and non-polluting processes and industries.
In addition, the incinerator ban puts the country on the road to a
dioxin-free future and would make the country less vulnerable to
pollution related disasters such as the recent Belgian food scandal
which resulted in a massive global ban on dioxin contaminated
chicken, dairy and meat products from Belgium and other European
Union countries “.
Republic Act No. 9003 – Ecological Solid Waste Management Act

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It is an ace providing for an ecological solid waste management program,
creating the necessary institutional mechanisms and incentives, declaring
certain acts prohibited and providing penalties, appropriating funds
therefor, and for other purposes.
7 Chapters which is subdivided into 66 sections:
Chapter 1 – Basic Policies

Section 1: Short Title. – This Act shall be known as the
“Ecological Solid Waste Management Act of 2000”.
Section 2: Declaration of Policies.
Section 3: Definition of Terms.
Chapter 2 – Institutional Mechanism

Sections 4-13
Chapter 3 – Comprehensive Solid Waste Management

Sections 14-44
Chapter 4 – Incentives
Section 45
Chapter 5 – Financing Solid Waste Management

Sections 46-47
Chapter 6 – Penal Provisions

Section s 48-50
Chapter 7 – Miscellaneous Provisions

Sections 51-66
National Solid Waste Management Commission (NSWMC)

Executive Director: Emelita C. Aguinaldo
Composed of 14 members from the government sector and 3 members from

the private sector:
 Department of Environment and Natural Resources (DENR)
 Department of Interior and Local Government (DILG)
 Department of Science and Technology (DOST)
 Department of Public Works and Highways (DPWH)
 Department of Health (DOH)
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 Department of Trade and Industry (DTI)
 Department of Agriculture (DA)
 Metro Manila Development Authority (MMDA)
 League of provincial governors
 League of city mayors
 League of municipal mayors
 Association of barangay councils
 Technical Education and Skills Development Authority (TESDA)
 Philippine Information Agency
The private sector shall be represented by the following:
 A representative from nongovernment organizations (NGOs)

 A representative from the recycling industry
 A representative from the manufacturing or packaging industry;
POWERS & FUNCTIONS OF NSWMC
 prepare the national SWM Framework

 develop a model provincial, city & municipal SWM plans
 assist LGU SWM Boards in the preparation, modification &
implementation of waste management plans
 assist LGUs in source reduction programs
 assist LGUs in the identification of markets for materials
 develop a mechanism for the imposition of sanctions for violations
 manage the SWM fund
 develop and prescribe procedures for permits & clearances
 review incentives scheme
 formulate IEC campaign strategies
 develop safety nets & alternative livelihood programs for small
recyclers
 establish tipping rates for SWM facilities & technologies
 formulate a list of non-environmentally-acceptable materials
 encourage private sector initiatives, community participation &
investments
 study & review criteria and guidelines for siting, design, operation &
maintenance of SWM facilities
Role of the DENR

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 Provide technical and other capability building assistance and support
to LGUs and other private sectors
 recommend policies to eliminate barriers to waste reduction programs
 exercise visitorial and enforcement powers to ensure strict compliance
 issue rules and regulations
Role of the LGU/Local Government Unit
 Primarily responsible for the implementation and enforcement of the
provisions of this Act within their respective jurisdictions
 Barangay level shall conduct segregation and collection of solid waste
for biodegradable, compostable and reusable wastes
 Municipality or city shall be responsible for the collection of non-
recyclable materials and special wastes
COMPLIANCE with RA 9003

 Sec 21 – Segregation at Source
 Sec 23 – Segregated Collection
 Sec 33 - Recovery/Recycling Systems
 Sec 37 – Closure/Conversion of Open Dumps to CD
Controlled Disposal Facilities
Final Disposal Systems
Sec 21 – Segregation at Source

 The most indispensable element of any effective ESWM Program
 Proven by the enactment of an Ordinance that mandates at Municipal
Solid Wastes (MSW) must be segregated at source and placed in at
least 3 separate containers, (a) Compostables, (b) Recyclables, and (c)
Residuals
 Compliance is monitored through Barangay Level Monitoring Systems
Sec 23 – Segregated Collection

 This is the backbone of any effective ESWM Program
 Ground-Level Enforcement Method through “No Segregation-No
Collection”
 Proven through the same Ordinance for Sec 21 but capable of ground
verification
 Separate days and/or hours; Separate trucks or chambers
 Socio-civic Trust Fund for the maintenance of garbage collection
trucks to ensure efficiency of collection and prevention of backslide.
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1. The Clean Air Act outlines the government’s measures to reduce

air pollution and incorporate environmental protection into its
development plans.
2. The purpose of building codes are to provide minimum
standards for safety, health, and general welfare
3. Socio-civic Trust Fund for the maintenance of garbage collection
trucks to ensure efficiency of collection and prevention of
backslide.
4. Burning of municipal, bio-medical, and hazardous wastes,
which process emits poisonous and toxic fumes is called
Incineration and is hereby encourage.

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1. True
2. True
3. True
4. False

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Contingency measures and procedures
After reading this information sheet, you must be able to:
1. Define PPE
2. Understand and explain the use of PPE
What is personal protective equipment?
Personal protective equipment, commonly referred to as "PPE", is equipment

worn to minimize exposure to serious workplace injuries and illnesses.
These injuries and illnesses may result from contact with chemical,
radiological, physical, electrical, mechanical, or other workplace hazards.
Personal protective equipment may include items such as gloves, safety
glasses and shoes, earplugs or muffs, hard hats, respirators, or coveralls,
vests and full body suits.
Personal protective equipment (PPE)
Personal protective equipment (PPE) is clothing, equipment or substances

designed to be worn by someone to protect them from risks of injury or
illness. PPE can include:
 hearing protective devices, such as ear muffs and ear plugs

 respirators
 eye and face protection, such as goggles
 safety helmets and sun hats
 gloves and safety boots
 clothing, such as high visibility vests or life jackets.
PPE is the least effective method of controlling a safety risk and does not
control the hazard at the source. Because of this, the control of exposure to
risks should be secured by one or more measures other than the provision
of personal protective equipment.
PPE should only be used:
 where there are no other practical higher order control measures

available (i.e. as a last resort)

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 as an interim measure until a more effective way of controlling the
risk can be used
 to supplement higher level control measures (as a backup).
Where PPE is to be used, the person conducting a business or undertaking

(PCBU) who directs the work to be undertaken must ensure the worker is
provided with PPE, or ensure that PPE is provided by another PCBU.
When choosing appropriate PPE, consider how the equipment will protect
the worker. Relying on PPE alone is not likely to reduce the risk of injuries,
but it could reduce the severity of any potential injury.
As an employer, you must ensure that the PPE provided is:
 suitable to the nature of the work and any associated hazards

 suitable in size and fit and reasonably comfortable for the worker who
is to use or wear it
 maintained, repaired or replaced to ensure it is in good working order,
and clean and hygienic
 used/worn by the worker so far as is reasonably practicable.
A worker must be provided with information, training and instruction in

relation to the safe use, storage and maintenance of the PPE and must use
the PPE in accordance with the information, training or reasonable
instruction.
What can be done to ensure proper use of personal protective

equipment?
All personal protective equipment should be of safe design and construction,

and should be maintained in a clean and reliable fashion. It should fit well
and be comfortable to wear, encouraging worker use. If the personal
protective equipment does not fit properly, it can make the difference
between being safely covered or dangerously exposed. When engineering,
work practice, and administrative controls are not feasible or do not provide
sufficient protection, employers must provide personal protective equipment
to their workers and ensure its proper use. Employers are also required to
train each worker required to use personal protective equipment to know:
 When it is necessary
 What kind is necessary

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 How to properly put it on, adjust, wear and take it off
 The limitations of the equipment
 Proper care, maintenance, useful life, and disposal of the equipment
If PPE is to be used, a PPE program should be implemented. This program

should address the hazards present; the selection, maintenance, and use of
PPE; the training of employees; and monitoring of the program to ensure its
ongoing effectiveness.
Personal protective equipment is addressed in OSHA standards for

Construction, General Industry, Shipyard Employment, Marine Terminals,
and Longshoring. OSHA requires that many categories of personal protective
equipment meet or be equivalent to standards developed by the American
National Standards Institute (ANSI).
PPE by type
Personal protective equipment can be
categorized by the area of the body protected,
by the types of hazard, and by the type of
garment or accessory. A single item, for
example boots, may provide multiple forms of
protection: a steel toe cap and steel insoles for
protection of the feet from crushing or
puncture injuires, impervious rubber and lining for protection from water
and chemicals, high reflectivity and heat resistance for protection from
radiant heat, and high electrical resistivity for protection from electric shock.
The protective attributes of each piece of equipment must be compared with
the hazards expected to be found in the workplace.
Respirators
Respirators serve to protect the user from breathing in
contaminants in the air, thus preserving the health of one's
respiratory tract. There are two main types of respirators. One
type of respirator functions by filtering out chemicals and
gases or airborne particles from the air breathed by the user. [2]
Gas masks and particulate respirators are examples of this
type of respirator. A second type of respirator protects users by providing
clean, respirable air from another source. This type includes airline
respirators and self-contained breathing apparatus (SCBA). In work
environments, respirators are relied upon when adequate ventilation is not

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available or other engineering control systems are not feasible or
inadequate.[2]
Skin protection
Occupational skin diseases such as contact
dermatitis, skin cancers, and other skin
injuries and infections are the second most
common type of occupational disease and can
be very costly. Skin hazards, which lead to
occupational skin disease, can be classified
into four groups.
 Chemical agents can come into contact
with the skin through direct contact
with contaminated surfaces, deposition
of aerosols, immersion or splashes.
 Physical agents such as extreme
temperatures and ultraviolet or solar
radiation can be damaging to the skin
over prolonged exposure.
 Mechanical trauma occurs in the form of
friction, pressure, abrasions, lacerations and contusions.
 Biological agents such as parasites, microorganisms, plants and
animals can have varied effects when exposed to the skin.
Any form of PPE that acts as a barrier between the skin and the agent of
exposure can be considered skin protection. Because a lot of work is done
with the hands, gloves are an essential item in providing skin protection.
Some examples of gloves commonly used as PPE include rubber gloves, cut-
resistant gloves, chainsaw gloves and heat-resistant gloves. For sports and
other recreational activities, many different gloves are used for protection,
generally against mechanical trauma.
Other than gloves, any other article of clothing or protection worn for a
purpose serve to protect the skin. Lab coats for example, are worn to protect
against potential splashes of chemicals. Face shields serve to protect one's
face from potential impact hazards, chemical splashes or possible infectious
fluid.
Eye protection
Each day, about 2000 US workers have a job-

related eye injury that requires medical

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attention.[6] Eye injuries can happen through a variety of means. Most eye
injuries occur when solid particles such as metal slivers, wood chips, sand
or cement chips get into the eye.[6] Smaller particles in smokes and larger
particles, such as broken glass also account for particulate matter causing
eye injuries. Blunt force trauma can occur to the eye when excessive force
comes into contact with the eye. Chemical burns, biological agents, and
thermal agents, from sources such as welding torches and UV light also
contribute to occupational eye injury.
While the recommended usage of eye protection varies by occupation, the

provision of safety furnished by said piece of equipment can be generalized.
Safety glasses provide minimum protection from external debris, and are
recommended to provide side protection via a wrap-around design or via
side shields.[7] Goggles provide better protection than safety glasses, and are
effective in preventing eye injury from chemical splashes, impact, dusty
environments and welding.[7] It is recommended that goggles with high air
flow be used, in order to prevent fogging. [7] Face shields are a useful form of
additional protection to be worn over the standard eyewear, and provide
protection from impact, chemical, and blood-borne hazards. [7] Full-facepiece
respirators are considered the best form of eye protection when respiratory
protection is needed as well, but may be less effective against potential
impact hazards to the eye.[7] Eye protection used for welding operations is
shaded to different degrees, depending on the specific operation.
Hearing protection
Industrial noise is often overlooked as an occupational hazard, as it is not

visible to the eye. Overall, about 22 millions workers in the United States are
exposed to potentially damaging noise levels each year. [8] Occupational
hearing loss accounted for 14% of all occupational illnesses in 2007, with
about 23,000 cases significant enough to cause permanent hearing
impairment.[8] About 82% of occupational hearing loss cases occurred to
workers in the manufacturing sector. [8] The Occupational Safety and Health
Administration establishes occupational noise exposure standards. [9] NIOSH
recommends that worker exposures to noise be reduced to a level equivalent
to 85 dBA for eight hours to reduce occupational noise-induced hearing
loss.
PPE for hearing protection consists of earplugs and earmuffs. Workers who
are regularly exposed to noise levels above the NIOSH recommendation

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should be furnished hearing protection by the employers, as they are a low-
cost intervention.
Protective clothing and ensembles

This form of PPE is all-encompassing and
refers to the various suits and uniforms worn
to protect the user from harm. Lab coats worn
by scientists and ballistic vests worn by law
enforcement officials, which are worn on a
regular basis, would fall into this category.
Entire sets of PPE, worn together in a
combined suit, would also fall into this category.
Ensembles
Below are some examples of ensembles of personal protective equipment,

worn together for a specific occupation or task, to provide maximum
protection for the user.
 Chainsaw protection (especially a helmet with face guard, hearing

protection, kevlar chaps, anti-vibration gloves, and chainsaw safety
boots). Specific information about chainsaw protection appears in the
chainsaw safety clothing article.
 Bee-keepers wear various levels of protection depending on the

temperament of their bees and the reaction of the bees to nectar
availability. At minimum most bee keepers wear a brimmed hat and a
veil made of hardware cloth similar to window-screen material. The
next level of protection involves leather gloves with long gauntlets and
some way of keeping bees from crawling up one's trouser legs. In
extreme cases, specially fabricated shirts and trousers can serve as
barriers to the bees' stingers.
 Diving equipment, for underwater diving, constitute of equipment

such as a diving mask, an underwater breathing apparatus, a diving
suit or wetsuit, and flippers.
 Firefighters wear PPE designed to provide protection against fires and

various fumes and gases. PPE worn by firefighters include bunker
gear, self-contained breathing apparatus, a helmet, safety boots, and
a PASS device
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Self-Check 7.2-2 (Identification)
1. What is often overlooked as an occupational hazard, as it is not

visible to the eye.
2. PPE that serve to protect the user from breathing in
contaminants in the air, thus preserving the health of one's
respiratory tract.
3. Is a clothing, equipment or substances designed to be worn by
someone to protect them from risks of injury or illness.
4. Skin hazards, which lead to occupational skin disease, can be
classified into four groups. Name the four groups.
5. How would you categorized personal protective equipment?

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1. Industrial noise
2. Respirators
3. Personal Protective Equipment
4. Chemical agents, physical agents, mechanical trauma,
and biological agent
5. by the area of the body protected, by the types of hazard,
and by the type of garment or accessory

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LEARNING OUTCOME # 3 Perform tasks in accordance with
relevant OSH policies and procedures
CONTENTS:
1. Operational health and safety procedure, practices and regulations
2. Emergency – related drills and training
ASSESMENT CRITERIA:
1. Relevant OSH work procedures are identified in accordance with

workplace policies and procedures
2. Work Activities are executed in accordance with OSH work
standards
3. Non-compliance work activities are reported to appropriate
personnel
CONDITIONS:
The students/trainees must be provided with the following
1. Workplace
2. PPE
3. OHS personal records
4. CD’s, VHS tapes, transparencies
5. Health record
METHODOLOGIES
2. Simulation
3. Symposium
4. Group Dynamics
ASSESSMENT METHODS:

2. Interview

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Learning Outcome # 3 – Perform tasks in accordance with relevant OSH

policies and procedures

Read Information sheet 7.3-1 Read and understand the information
on “Operational health and sheet and check yourself by answering
safety procedures, practices the self-check. You must answer all the
and regulations” questions correctly before proceedings to
Answer Self-Check 7.3-1 the next activity
(Trainee checks answers
against the answer key) Refer to Task sheets, it will help you
Read information sheet 7.3-2 practice your skills.
on “Emergency-related drills
and training” The performance criteria checklist will
Answer Self-Check 7.3-2 guide and help you evaluate your work
(Trainee checks answers as you are practicing your skills.
against the answer key)


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Operational health and safety procedure, practices and regulations
Learning Objectives:
After reading this information sheet, the student/ trainee should be
able to:
1. Maintain PPE in line with organization guidelines and procedures.
PERSONAL PROTECTIVE EQUIPMENT (PPE) Personal should only be
used as a last resort. PPE is
for short term solutions only.
PPE protects an employee's
body from hazards. PPE
must be provided free of
charge and maintained by
the employer. Employers are
also required to ensure that
workers are trained in the
proper use of PPE.
Employees have a responsibility to use PPE in accordance with their training

and safe usage requirements. For example
 wear earplugs in noisy areas

 wear eye protection when working with hazardous chemicals
 wear gloves to protect against infection.
Specific controls to reduce risks

Select controls from as high up the hierarchy table as you can. The
`elimination' method is the safest solution. In many cases you may need a
combination of controls to reduce the level of risk. For example
 workplace design changes or task modification

 substituting an extremely hazardous chemical with a less hazardous
one
 using a fume cupboard when handling the chemical
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 ensuring exposure time is limited
 providing PPE to employees.
Reducing risk to an acceptable minimum will ensure optimum risk

reduction for all.

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Self-Check 7.3-1
TRUE OF FALSE: Write True if the statement is correct and False if the
statement is incorrect.
1. Employees who believe PPE is not necessary for their work or who
consider it too uncomfortable to wear run the risk of leaving
themselves unprotected and vulnerable to occupational injuries.
2. The use of personal protective equipment (PPE) reduce employee
exposure to hazards.
3. PPE should only be used as a last resort.
4. Employees have a responsibility to use PPE in accordance with their
training and safe usage requirements
5. Do wear eye protection when working with hazardous chemicals

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1. True
2. True
3. True
4. True
5. False

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Emergency-related drills and training
Learning objective:
After reading this information sheet you must be able to know how to
handle emergency cases in the workplace.
Emergency Drills – are you doing them?
What is an 'emergency drill'?
An emergency drill is a
focused activity that allow
staff and students and
administrators to practice
specific functions. It is not a
fully stimulated activity like
a creation of hostage
situation as a simulation. It
is a fire drill, a shelter and
place drill, a lock down drill.
We are practicing a very specific function and getting a chance to test our
plans will allow our people to practice as life saving skills for what we call
functional protocols. Functions that need to be carried out during a variety
of types of emergency situations and an drill is a very important part of
overall preparedness strategy.
Think back to when you were a kid in school. Do

you remember the various hazard drills you had
to practice? Depending on where you lived there
were fire drills, tornado drills, earthquake drills,
intruder drills, etc. The idea was that if such an
incident were to happen, everyone would know
what to do without thinking about it. They would
just act.
Why is it that once we get into the working world, it seems these drills go
by the wayside? Whether you are just in an office building where you could
be threatened by fire or tornados, or a shop where there could be industrial
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accidents like chemical spills, why is it we don’t always think to conduct
these same ‘worst case’ scenario drills?
It’s time to reinstate the emergency drill. But this will not be just any
emergency drill. All businesses are different, and that means you will have
specific needs that have to be met. Think about what needs to be met in
your workplace in an emergency.
Possible Threats
In addition to the fire and nature-related threats already mentioned, are

there any specific threats that may impact your workplace (i.e. radiation
leaks, chemical spills, explosions from combustibles). If there are, you need
to train your personnel on how to deal with these situations were they to
arise.
Employee Safety
It is important to make sure your employees know where they need to go,
and how to get there, to be safe in an emergency situation.
Machine Shutdown
If you have a number of machines operating in your building, and some

need to be monitored or assisted while running so they don’t burn up or
cause more problems, you need a shut-down procedure that can be followed
quickly while still getting your employees to safety in an emergency
situation.
Materials Safety
If your workplace has a number of chemicals or other hazardous materials

in use, it is vital that you have measures in place to attempt to secure these
materials as an evacuation or other emergency operation is underway. Many
of these types of companies have special rooms where the chemicals are
kept which can be shut and sealed off as an evacuation is happening.
You should plan regular drills with your employees to make sure they know
what to do, when to do it, and how to do it in case of an emergency. While
you may not want to regularly close down all your operations for a drill, you
can go department by department, and make the employees do a mock

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incident, and monitor their reactions, noting any mistakes they make in the
process.
While it may seem like an inconvenience, the more prepared your company
is for the worst the better chance you will be able to safely shut down
operations and get everyone out alive and well if the worst were to happen.

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OCCUPATIONAL HEALTH
AND SAFETY
1. It is important to make sure your employees know where they

need to go, and how to get there, to be safe in an emergency
situation.
2. You should plan regular drills with your employees to make

sure they know what to do, when to do it, and how to do it in
case of an emergency
3. If your workplace has a number of chemicals or other

hazardous materials in use, it is vital that you have measures in
place to attempt to secure these materials as an evacuation or
other emergency operation is underway
4. An emergency drill is not a focused activity that allow staff and

students and administrators to practice specific functions. It is
not a fully stimulated activity like a creation of hostage situation
as a simulation
5. While it may seem like an inconvenience, the more prepared

your company is for the worst the better chance you will be able
to safely shut down operations and get everyone out alive and
well if the worst were to happen.

Date Developed:
CBLM ON PRACTICING
OCCUPATIONAL HEALTH
AND SAFETY
1. True
2. True
3. True
4. False
5. True

Date Developed:
CBLM ON PRACTICING
OCCUPATIONAL HEALTH
AND SAFETY

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COMPETENCY BASED LEARNING MATERIAL

QUALIFICATION : FOOD AND BEVERAGE SERVICES NC II

UNIT OF : PRACTICE OCCUPATIONAL HEALTH AND

MODULE TITLE : PRACTICING OCCUPATIONAL HEALTH AND

The unit of competency, “Practice occupational health and safety

The module, Practicing occupational health and safety procedures,

In this module, you are required to go through a series of learning

 Read information sheet and complete the self-checks.

You must pass the Institutional Competency Evaluation for this

FOOD AND BEVERAGE Document No.

LIST OF BASIC COMPETENCIES

No. Unit of Competency Module Title Code

1. Participate in workplace Participating in workplace 400311210

2. Work in a team Working in a team 400311211

3. Solve/address general Solving/addressing general 400311212

4. Develop career and life Developing career and life 400311213

5. Contribute to workplace Contributing to workplace 400311214

6. Present relevant Presenting relevant 400311215

7. Practice occupational Practicing occupational 400311216

8. Exercise efficient and Exercising efficient and 400311217

9. Practice entrepreneurial Practicing entrepreneurial 400311218

FOOD AND BEVERAGE Document No.

UNIT OF COMPETENCY : Practice occupational health and safety

MODULE TITLE : Practicing occupational health and safety

MODULE DESCRIPTOR : This unit covers the knowledge, skills and

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

FOOD AND BEVERAGE Document No.

QUALIFICATION TITLE : Food and Beverage Services NC II

UNIT OF COMPETENCY : Practice occupational health and safety

MODULE TITLE : Practicing occupational health and safety

This unit covers the knowledge, skills and attitudes required

FOOD AND BEVERAGE Document No.

1. Relevant OSH requirements, regulations, policies and procedures

FOOD AND BEVERAGE Document No.

FOOD AND BEVERAGE Document No.

Learning Outcome # 1 - Identify OSH compliance requirements

Learning Activities Special Instructions

Evaluate your own performance using

If you have questions and clarification

FOOD AND BEVERAGE Document No.

After reading this information sheet, you must be able to

A hazard is a situation that poses a level of threat to life, health, property, or

Hazards are sometimes classified into three modes:

 Dormant—The situation has the potential to be hazardous, but no

 Armed—People, property, or environment are in potential harm's way.

 Active—A harmful incident involving the hazard has actually occurred.

Hazards are generally labeled as one of five types:

FOOD AND BEVERAGE Document No.

 Psychological hazards are created during work related stress or a

 Radiation hazards are those which cause harm or damage to the

By its nature, a hazard involves something that could potentially be harmful

A common method is to score both likelihood and seriousness on a

Risk = Hazard × Vulnerability − Capacity

FOOD AND BEVERAGE Document No.

An important component of "seriousness if incident occurred" is "serious to

Hazard Identification, Risk Assessment and Risk Control

1. Spot the Hazard (Hazard Identification)

Using the Think Safe steps