Whs inspection common errors (self guided).ppt
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The document outlines common errors seen in students' health and safety assessments. It provides 5 key points to improve assessments: 1) Clearly identify the actual hazard, 2) Use assessment columns correctly, 3) Fix issues easily, 4) Avoid overestimating risk, 5) Focus on risks, not general tidiness. Following these points can eliminate most errors by being clear, using the proper format, addressing easy fixes, applying appropriate risk analysis, and keeping assessments focused on workplace health and safety risks.
Whs inspection common errors (self guided).ppt
- 1. Common Errors This slide show is designed to highlight common errors I have seen when marking students’ assessment tasks. (it is related to the situation based on https://www.youtube.com/watch?v=D1ZH3k9ORBc.)
- 2. Common mistakes Often, students list items that are not actually a hazard- they just describe the physical space, they don’t state what the hazard is. HAZARD OR ISSUE IDENTIFIED Boxes stacked on fridge
- 3. Common mistakes The reader is left to guess what the hazard is: • Are the boxes a potential back injury? • Are they likely to fall? • Are they biological or radioactive hazards? • Is there something about the fridge that makes them a hazard? HAZARD OR ISSUE IDENTIFIED Boxes stacked on fridge
- 4. Common mistakes HAZARD OR ISSUE IDENTIFIED Boxes stacked on fridge Electrical extension cords on floor Similarly, are these extension cords a trip hazard? Or are they an electrical hazard?
- 5. Common mistakes HAZARD OR ISSUE IDENTIFIED Boxes stacked on fridge Electrical extension cords on floor Kettle next to toaster (it also helps on those occasions where I haven’t got a clue what you think the problem is)
- 6. Common mistakes HAZARD OR ISSUE IDENTIFIED Boxes stacked on fridge, which could fall if the fridge is opened quickly Electrical extension cords on floor are a potential trip hazard POINT 1: Be clear on what the actual hazard is
- 7. Sometimes, people explain the ‘risk’ in the ‘action item’ column HAZARD OR ISSUE IDENTIFIED ACTION ITEM Three chairs in a small room If these chairs are moved, it would be difficult to get out of the room in a hurry
- 8. Sometimes, people explain the ‘risk’ in the ‘action item’ column HAZARD OR ISSUE IDENTIFIED ACTION ITEM Three chairs in a small room If these chairs are moved, it would be difficult to get out of the room in a hurry (I think this is because that column is bigger, so we feel comfortable writing more in that space than the previous one)
- 9. HAZARD OR ISSUE IDENTIFIED ACTION ITEM Three chairs in a small room- doorways would be blocked in an emergency Immediately remove at least one chair from the room, shift chairs away from doorways Consider different styled furniture or room layout long term if additional seating is required. Remember, the person reading this is often looking mainly at the ‘action items’ column as a list of things that need to be done.
- 10. HAZARD OR ISSUE IDENTIFIED RISK ACTION ITEM Power cord on floor a c 2 There should be immediate action to remove this hazard, because it can cause serious bodily injury. Again, this is an action column- the previous columns already told us the degree of risk and priority rating
- 11. HAZARD OR ISSUE IDENTIFIED RISK ACTION ITEM Power cord on floor a c 2 There should be immediate action to remove this hazard, because it can cause serious bodily injury. Again, this is an action column- the previous columns already told us the degree of risk and priority rating More words than necessary- “move the power cord” would do nicely.
- 12. POINT 1: Be clear on what the actual hazard is POINT 2: Use the correct columns. If a small column needs lots of information, fill it up anyway.
- 13. HAZARD OR ISSUE IDENTIFIED RISK ACTION ITEM Power cord on floor a c 2 (has been moved to safer position) Sometimes, it is easier and quicker to just address the issue, than it is to request the changes.
- 14. POINT 1: Be clear on what the actual hazard is POINT 2: Use the correct columns. If a small column needs lots of information, fill it up anyway. POINT 3: If it is easier to just fix the problem, just do so.
- 15. HAZARD OR ISSUE IDENTIFIED Cons eque ces likeli hood RISK ACTION ITEM Power cord on floor a b 2 (has been moved to safer position) Often, people massively overestimate the likelihood of severe injury.
- 16. HAZARD OR ISSUE IDENTIFIED Cons eque ces likeli hood RISK ACTION ITEM Power cord on floor a b 2 (has been moved to safer position) Often, people massively overestimate the likelihood of severe injury. Is it really highly likely that someone would trip and injure themselves?
- 17. LIKELIHOOD: How likely is it that it will occur? CONSEQUENCES: How severely could it hurt someone? EXTREME (a) MAJOR (b) MODERATE (c) MINOR (d) VERY LIKELY (a) 1 1 2 3 LIKELY (b) 1 2 3 4 UNLIKELY (c) 2 3 4 5 VERY UNLIKELY (d) 3 4 5 6 The risk matrix is designed to stop us from considering issues from only one perspective
- 18. LIKELIHOOD: How likely is it that it will occur? CONSEQUENCES: How severely could it hurt someone? EXTREME (a) MAJOR (b) MODERATE (c) MINOR (d) VERY LIKELY (a) 1 1 2 3 LIKELY (b) 1 2 3 4 UNLIKELY (c) 2 3 4 5 VERY UNLIKELY (d) 3 4 5 6 5-6 not a priority
- 19. LIKELIHOOD: How likely is it that it will occur? CONSEQUENCES: How severely could it hurt someone? EXTREME (a) MAJOR (b) MODERATE (c) MINOR (d) VERY LIKELY (a) 1 1 2 3 LIKELY (b) 1 2 3 4 UNLIKELY (c) 2 3 4 5 VERY UNLIKELY (d) 3 4 5 6 3-4 act as soon as possible
- 20. 1-2 must act immediately- i.e. likely that there would be a serious injury LIKELIHOOD: How likely is it that it will occur? CONSEQUENCES: How severely could it hurt someone? EXTREME (a) MAJOR (b) MODERATE (c) MINOR (d) VERY LIKELY (a) 1 1 2 3 LIKELY (b) 1 2 3 4 UNLIKELY (c) 2 3 4 5 VERY UNLIKELY (d) 3 4 5 6
- 21. 1-2 must act immediately- i.e. likely that there would be a serious injury LIKELIHOOD: How likely is it that it will occur? CONSEQUENCES: How severely could it hurt someone? EXTREME (a) MAJOR (b) MODERATE (c) MINOR (d) VERY LIKELY (a) 1 1 2 3 LIKELY (b) 1 2 3 4 UNLIKELY (c) 2 3 4 5 VERY UNLIKELY (d) 3 4 5 6 You probably shouldn’t even leave the workspace without doing something to fix it if you can, in case someone is injured.
- 22. POINT 1: Be clear on what the actual hazard is POINT 2: Use the correct columns. If a small column needs lots of information, fill it up anyway. POINT 3: If it is easier to just fix the problem, just do so. POINT 4: Beware of overestimating risk and consequence- the matrix is there for a reason.
- 23. HAZARD OR ISSUE IDENTIFIED RISK ACTION ITEM Untidy cables at rear of computer Sometimes, issues are raised that I just don’t think are genuine hazards.
- 24. HAZARD OR ISSUE IDENTIFIED RISK ACTION ITEM Untidy cables at rear of computer Sometimes, issues are raised that I just don’t think are genuine hazards. (when asked, students have said that they just think it looks untidy, so it should be changed)
- 25. HAZARD OR ISSUE IDENTIFIED RISK ACTION ITEM Untidy cables at rear of computer, likely to be played with if children are in this space. May also catch on worker’s feet. Bundle cables together with cable ties, arrange so they cannot be reached by children or accidentally unplugged. You might have to justify your tidiness issues in terms of them being a real hazard.
- 26. POINT 1: Be clear on what the actual hazard is POINT 2: Use the correct columns. If a small column needs lots of information, fill it up anyway. POINT 3: If it is easier to just fix the problem, just do so. POINT 4: Beware of overestimating risk and consequence- the matrix is there for a reason. POINT 5: It is a risk assessment, not a just general chance to tidy up.
- 27. POINT 1: Be clear on what the actual hazard is POINT 2: Use the correct columns. If a small column needs lots of information, fill it up anyway. POINT 3: If it is easier to just fix the problem, just do so. POINT 4: Beware of overestimating risk and consequence- the matrix is there for a reason. POINT 5: It is a risk assessment, not a just general chance to tidy up. If you follow these points, you are eliminating most of the errors students are making in their WHS inspections:
Editor's Notes
- #18: 1, 2 or 3...Do something about these risks immediately 4 or 5...Do something about these risks as soon as possible 6 or 7...These risks may not need immediate attention
- #19: 1, 2 or 3...Do something about these risks immediately 4 or 5...Do something about these risks as soon as possible 6 or 7...These risks may not need immediate attention
- #20: 1, 2 or 3...Do something about these risks immediately 4 or 5...Do something about these risks as soon as possible 6 or 7...These risks may not need immediate attention
- #21: 1, 2 or 3...Do something about these risks immediately 4 or 5...Do something about these risks as soon as possible 6 or 7...These risks may not need immediate attention
- #22: 1, 2 or 3...Do something about these risks immediately 4 or 5...Do something about these risks as soon as possible 6 or 7...These risks may not need immediate attention