OHS106 - Occupational Health and Safety

Subject Title
Occupational Health and Safety

Subject Description
This course introduces participants to the broad and ever-changing field of occupational health and safety, an inherently technical subject area. The multiple dimensions of the various issues--technical, legislative, political, and personal--are a required part of the training for a professional in this field or for someone who is involved withies kind of operation. Major topic areas include the Occupational Health and Safety Act, WCB, WHMIS, transportation of dangerous goods, accident prevention and investigation, physical and biological agents, and the management of Occupational Health and Safety programs

Credit Status
Successful completion of this required course provides one credit towards the Workplace Safety and Prevention Program Diploma.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. Explain the importance of Occupational Health & Safety, its impact on both the worker and the workplace.

1. Explain the economic, legal, technical and moral impacts, both direct and indirect, of workplace injuries
2. Explain the elements common to all Canadian health and safety legislation.
3. Explain the legal requirement for a safe workplace under the Occupational Health and Safety Act and the legal term for this requirement. 
4. Explain how the media can affect changes to Occupational Health and Safety, and some of the barriers to implementation of OHS programs.
5. Name three purposes of an occupational health and safety program.

2. Explain the roles of the key players/stakeholders - employers, supervisor, workers, unions, and government.

1. Define the key stakeholders, employers, workers, unions, media professionals, and governments, in the Occupational Health & Safety system. 

3. Describe how the Occupational Health and Safety Act of Ontario applies to duties and responsibilities of employers, supervisors, workers, joint health and safety committees, and certified members, and the work refusals process.

1. Explain what role standards and codes play in OHS regulations. 
2. Explain "Due Diligence" and "Internal Responsibility System". 
3. Define the duties of employers, supervisors, workers, and explain how Joint Health and Safety Committees can contribute to a safer workplace.
4. Describe the procedures for refusing to do unsafe work.

4. Explain the scope of the Workplace Hazardous Materials Information System and the three key elements -labels, MSDS's, and training.

1. Explain WHMIS (Workplace Hazardous Material Information System), what it is, what is covered, who is involved, and how is it used. 
2. Name the three key elements of the WHMIS legislation.
3. Name the two types of WHMIS labels and the information required on each.
4. Name the categories of information required on material Safety Data Sheets. 

 
5. Describe what role the Workers Compensation Board plays and what methods are utilized to determine assessment rates for different workplaces. Explain the duties of both employers and injured workers, and how those duties apply to rehabilitation. 

1. Describe the history of WSIB; what it is and its purpose, how is it used, why was it formed and who is covered.
2. Explain the WSIB responsibilities with respect to injured workers.
3. Explain the methods that are used to determine the WSIB workplace assessment rates.
4. Name the three types of worker rehabilitation under the Act. 
5. Explain how industrial diseases and workplace stressors can differ from injuries.
6. Outline strategies for management of workplace disabilities.
7. Explain "Experience Rating" and the three main rating programs operated by WSIB.
8. Name the different categories of injury classification.

6.  Describe hazard identification, assessment, and control; explain the relevance of hazard control (precontact, contact, and post-contact) source, path, and analysis. [C]

1. Name the components of a Hazard Identification Program.
2. Explain hazard analysis and its main purpose.
3. Give examples of pre-contact control.

7. Explain the purpose of accident/incident investigation and the investigative process. Be able to calculate injury frequency and severity rates.

1. Explain three critical factors that influence accident investigations.
2. Describe the Root Cause Investigation process.
3. Calculate accident frequency and severity rates using the WSIB formula 

8. Describe the purpose of an emergency and evacuation plan.

1. Name the basic elements of an emergency plan and key players who should be involved in development. 
2. Name the basic requirements of a good emergency evacuation plan.

9. Explain the difference between chemical and biological agents. Explain TLVs. safe work practices, personal protective equipment, and medical surveillance.

1. Define chemical agents and biological agents and give example of each 
2. Name the four main routes of entry by chemicals
3. Explain the difference between acute toxicity and chronic toxicity
4. Define flash point, lower and upper explosion limits, and auto ignition temperature.
5. Explain why asbestos and silica are considered hazardous.
6. Define threshold limit value, time-weighted average, and short-term exposure limit.

 10. Describe physical agents - noise, vibration, thermal stress, and radiation, and the use of Personal Protective Equipment.

1. Explain the difference between skin absorption and skin penetration.
2. Explain physical agents and give some common examples.
3. Define threshold of hearing and the hearing frequency range of the human ear.
4. Explain two reasons why vibration is considered a health hazard, and how the body is affected at low and high vibration frequencies.
5. Name three methods of heat transfer that apply to the body and give examples.
6. Name some strategies that can be implemented to control heat stress.

 
11. Define "Ergonomics" and the effects of proper workplace design.

1. Define: hazard, event, incident, accident, and injury. 
2. Define ergonomics, its goal, and explain why it has become such a major focus in workplace environments. 
3. Define "Repetitive Strain Injury" and give some common examples. 
4. Name four general conditions that can contribute to RSIs.
5. Describe how hand tools could contribute to preventing RSIs.

12. Review the Industrial Regulations and their role in the workplace.

1. Explain the Workwell program, its evaluation process, and its two main purposes.

13. Explain how auditing, safety committees, education, training, and standard operating procedures factor into the OHS System. Explain the benefits of employee assistance and wellness programs.

1. Explain what role standards and codes play in OHS regulations.
2. Name the components of an effective employee-training program.
3. Explain the advantages of safe work permits for high-risk work such as confined spaces. 
4. Name key strategies that could influence worker health and safety.
5. Name the common elements of a well-planned OHS program and explain their significance to the ultimate success of the total program. 
6. Describe the goals of workplace health promotion programs.
7. Explain the various types of programs and how "Employee Assistance Programs" can help employees with problems that may interfere with worker production.

14. Describe how psychological approaches such as Behaviour-Based Safety and Pre-Task Analysis programs can impact safety, and how the Internal Responsibility System can encourage participation and communication. 

1. Explain the three-stage reaction to stressors and the different factors that determine an individual's capacity to handle those stressors. 
2. Explain the difference between intrinsic and extrinsic occupational stressors. 
3. Name six common sources of occupational stress in an organization. 
4. Give examples of contact control and explain its limitation. 
5. Give examples of post-contact control
6. Explain the concept of behaviour-based safety programs. 
7. Know how to design a comprehensive workplace health and safety program.

15.  Discuss Workplace Violence and Harassment Legislation.

1. Explain stressor and give example of biological and psychological stressors.

 


 

Essential Employability Skills

    •  Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience.

    •  Execute mathematical operations accurately.

    •  Apply a systematic approach to solve problems.

    •  Use a variety of thinking skills to anticipate and solve problems.

    •  Analyze, evaluate, and apply relevant information from a variety of sources.

    •  Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

    •  Take responsibility for one's own actions, decisions, and consequences.

Academic Integrity
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Please visit the Academic Integrity website http://open2.senecac.on.ca/sites/academic-integrity/for-students to understand and learn more about how to prepare and submit work so that it supports academic integrity, and to avoid academic misconduct.

Discrimination/Harassment
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecapolytechnic.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Accessibility Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

Camera Use and Recordings - Synchronous (Live) Classes
Synchronous (live) classes may be delivered in person, in a Flexible Learning space, or online through a Seneca web conferencing platform such as MS Teams or Zoom. Flexible Learning spaces are equipped with cameras, microphones, monitors and speakers that capture and stream instructor and student interactions, providing an in-person experience for students choosing to study online.

Students joining a live class online may be required to have a working camera in order to participate, or for certain activities (e.g. group work, assessments), and high-speed broadband access (e.g. Cable, DSL) is highly recommended. In the event students encounter circumstances that impact their ability to join the platform with their camera on, they should reach out to the professor to discuss. Live classes may be recorded and made available to students to support access to course content and promote student learning and success.

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