Master's Course in Process Safety and Loss Prevention Covers Human Behavior and Error Analysis

Master in
science
PROCESS SAFETY &
LOSS PREVENTION
ASSOC. PROF. DATIN DR. SITI ASLINA HUSSAIN
DEPARTMENT OF CHEMICAL & ENVIRONMENTAL
ENGINEERING
FACULTY OF ENGINEERING
UNIVERSITI PUTRA MALAYSIA
COURSE TITLE
Human Behaviour &

human error
(PERLAKUAN & RALAT MANUSIA)
COURSE CODE: ech5514
CREDIT: 3+0 (42hrs)
ECH5514/datindrctaslina 2
COURSE Learning
Outcomes
1 Analyze future employee selection, placement and
training based on physical and human psychology.
2 Design system by considering human factor,

physiological aspect and ergonomics.
3 Evaluate qualitatively and quantitatively on human

credibility to evaluate and manage risk in decision-
making process.
4 Evaluate relationship between decision maker and

risks in risk management and communication.
COURSE
CONTENTS
Contents
Chapter 1 Employee selection, placement and training.
Chapter 2 Physiological and ergonomics aspects.
Chapter 3 Human factor in system design.
Chapter 4 Human credibility: Qualitative and quantitative assessment.
Chapter 5 Risk assessment in health and occupational safety.
Chapter 6 Risk management and communication-Risk and decision maker.
Course
Assessment
Continuous Assessment – Case 60%
Study & Presentation, Quizzes,
Mid-Term, Individual & Group
Assignment
Final Examination 40%
Total 100%
Course
Assessment
PO1 PO2 PO5 PO6
Pengetahuan lanjutan\ Menunjukkan Kemahiran menganalisis dan menilai Kemahiran berkomunikasi \ Pembangunan profesional
COURSE OUTCOMES (CO) Melapor penemuan teknikal berterusan \ Mengiktiraf
pengetahuan lanjutan dan berterusan masalah/
serta mempunyai keupayaan untuk mengemukakan penyelesaian dalam bentuk tulisan dan lisan; keperluan pembangunan
terus membangun atau menggunakan \ Menganalisis dan menilai masalah secara individu dan/atau profesional yang berterusan
berkumpulan
pengetahuan tersebut dalam situasi dalam disiplin secara kritikal dalam
baru atau dalam konteks pelbagai situasi yang maklumatnya terhad dan
disiplin mengemukakan penyelesaian menerusi
aplikasi instrumen dan teknik yang
sesuai
1
C5 C5
Analyse future employee selection, FINAL EXAM 5% FINAL EXAM 5%
placement and training based on QUIZ 5% MID-TERM 5%
physical and human psychology
2
C5 C5
Design system by considering human
factor, physiological aspect and FINAL EXAM 5% FINAL EXAM 5%
ergonomics QUIZ 5% MID-TERM 5%
3
Evaluate qualitatively and C5 C5
quantitatively on human credibility to FINAL EXAM 5% FINAL EXAM 5% ORAL PRESENTATION 5% PROJECT 5%
evaluate and manage risk in decision- QUIZ 5% MID-TERM 5%
making process
4
C5 C5
Evaluate relationship between FINAL EXAM 5% FINAL EXAM 5% PROJECT 5%
ORAL PRESENTATION 5%
decision maker and risks in risk QUIZ 5% MID-TERM 5%
management and communications
TOTAL 40 40 10 10
“Safety rules are your best tools”
“Safety can distinguish you. Lack of safety can extinguish you”
Chapter 1: Employee
selection, placement
and training
Chapter 1: Employee
selection, placement and
training
Introduction
 Engineers and ergonomics specialists design systems that involve
people and design systems.
 Perhaps this issues provide an opportunity to modify the human

element that will improve human performance.
 Simply put, all organization to bring the right people, put them in
appropriate jobs, and train them.
 To achieve this goal, it is necessary to develop methods of selecting,

placing, and training both economically and legally defendable.
 With these, necessitates a scientific basis for making personnel

decisions.
Chapter 1: Employee
training
Personnel Selection and Placement
 Personnel selection and placement involves many
decisions.
 A job application evokes an interrelated decision series
that included the following options:
 Should the applicant be selected as an employee of this
company?
 If selected, what type of job should be recommend?
 When an applicant is selected for a particular class of
jobs, what type of training is required?
Chapter 1: Employee
training
Personnel Systems
 In smaller companies, personnel management is the
duty of each individual supervisor.
 As company grow, these activities become the
responsibility of the Human Resources Department
(HRD), which receives employment application,
screen applicants, arranges for interviews and other
tests, maintains non-payroll personnel records,
operates training programs, and generally assists the
company in personnel selection, placement, and
training.
Chapter 1: Employee
training
 Some applicants are hired and others are rejected. After
hired personnel are trained formally or on-the-job,
 They assigned to specific jobs in the company-known as job
placement or job selection.
 Some personnel are re-assigned to other jobs. Why?
 Sometime errors occur occasionally in matching people to
jobs, or employees find, there is an outflow of people who
quit or who are fired. (Testing Method)
 Most companies conduct an exit interview to determine the
reasons for resignations.
Chapter 1: Employee
training
Economic Considerations in Personnel Selection
 A good methods of personnel selection such as improved

productivity, lower costs training, and less employee
turnover, can potentially provide many benefits to an
organization.
 These potential benefits must be balanced against the

administrative costs incurred during the personnel selection
process.
 Rule of thumb – “The validity of the selection criteria or

testing methods used can be thought of as quality measure”.
Chapter 1: Employee
training
Training
 Training is an alternative strategy that can supplement personnel
selection to help ensure a skilled and knowledgeable work force. List
training method that you have in mind!
 One of method is lecturing. The lecture method is often to different

in the introductory safety training programs because it can be
adapted easily to different plant practices.
 Other method is referred to as “Go Sit by Nellie”- the trainee is to

watch an experienced person and imitate that person. However, if the
person is not performing the job correctly and the trainee learns
incorrect procedures. Right?
 Programmed training using computer interactive/simulator another

most favorable method nowadays.
Chapter 1: Employee
training
Designing a Training Program by Rouse (1991)
***Answer for BEST Training Strategies***:
1) Define the tasks and duties of personnel, particularly those that need to be certified through a
simulation.
2) Identify existing knowledge and skills in the target population that are needed to operate the
system.
3) Define the training requirements by determining the additional training that should be
included in the training program.
4) Define the methods for developing the required knowledge and skills.
5) Identify the training equipment and simulation required to support the training curriculum.
6) Prepare the course material.
7) Evaluate the course by presenting it formally.

Chapter 1: Employee
training
Training Principles
***Answer for Principle of Training***
1) Motivation
2) Freedom form distraction and peer pressures
3) Practice – cliché ‘practice makes perfect’, receive feedback or knowledge of results (KOR).
4) Reinforcement schedule
5) Rehearsal
6) Reduction of concurrent task loads
7) Analogy or metaphor
8) Accuracy in the criteria and similarity in the job situation.
Chapter 1: Employee
training
Transfer of Training
 As we know objective of training - to improve employee
performance in order to justify training employee, thus the skills
developed by trainee in the training must therefore transfer over
the job.
 In some cases, monitoring a group of employees with no training

until their ‘performance time on a collection of tasks’ has
reached a standard level.
 Can uses method-time measurement (MTM) as a standard

performance.
 MTM can be fit to a learning curve (Singley and Anderson, 1989).
Chapter 1: Employee
training
To be fit to learning curve, for example, a a group of persons without
training took 100 working hours (12.5days with 8 h shifts) to reach
that standard. This time to criterion (TOC) is 100 h. Another group
of personnel, were given G hours of training before going on the job.
Afterward, the person with training were observed and a learning
curve was fit to their performance. This group achieved standard
performance more quickly, then the savings in performance time
could attributed to the transfer of training to a learning situation.
Average person in the group with training achieved standard time
performance within 80 working hours. Thus the percentage of
transfer is
% transfer = control transfer TOC-training group TOC
control group TOC
Chapter 1: Employee
training
 If a training group takes longer hours than the control group, then
exhibits negative transfer.
 Transfer effectiveness ration (TER) by Povenmire and Roscoe

(1973)
TER = control transfer TOC - training group TOC
control group TOC
(how long it tasks to reach level of proficiency)
 TERs describe how effective the training program is.
Chapter 1: Employee
training
Job aids
1) Something that enables a person to perform a task without
training.
2) Some examples instructions for repairing a bicycle that is
partially assembled, a tape recording instructions,
computer diagnostics, job setup instructions and etc.
3) Job aids can also reduce the complexity of a task when
they take the form of a transformation table.
4) If the job aid will do as well or well enough, then adequate
skills are developed with lower costs.
Chapter 1: Employee
training
WHAT ARE MY DUTIES AS AN EMPLOYER?
1) As an employer, you have duties to your employees and to persons other

than your employees.
2) The general duties of employers and self-employed persons are stated in

Part IV of the Occupational Safety and Health Act 1994.
3) If you contravene this provision of the Act, you will be liable to a fine not
exceeding RM50,000 or 2 years imprisonment or to both.
4) Among others, you have a duty to ensure, so far as is practicable, the safety,
health and welfare at work for all your employees.
5) Obligation to ensure that existing plant is up to the necessary standards with

respect to safety and risk to health and that, when new plant is installed,
latest practice in safety and health are taken into account.
Chapter 1: Employee
training
6) Ensure a safe system at the workplace and minimize operations that present danger of injury or
health impairment - special systems of work, such as the "permit to work" system.
7) Regularly monitor the work environment - known health hazards are present, protection conforms
to current health standards, including medical surveillance of workers.
8) Make arrangement for ensuring safety and health in connection with the use or operation,
handling, storage and transportation of plants and substances.
9) No charge is levied on any employee for anything done or provided to meet any specific
requirement for safety and health at work.
10) Prepare a written statement of general policy, organization and arrangements for safety and health
at work, keep it up-to-date by revision and inform all employees of the notice and revision to the
policy where applicable. This policy must be implemented at workplace.
11) Provide information, instruction, training and supervision in safe work practices and consider
specific training needs of your organization with particular reference to processes with special
hazards.
Chapter 1: Employee
training
12) Additionally, you must conduct your activities, so as to ensure that people other than
your employees are not exposed to risks to safety and health.
13) You shall notify the nearest Department of Occupational Safety and Health office of
any accident, dangerous occurrence, occupational poisoning or occupational disease
which has occurred or is likely to occur at the place of work.
14) You shall provide the Safety an Health Officer adequate facilities including
appropriate information and training equipment to enable Safety and Health Officer
to conduct his duties. In any investigation conducted by the Safety and Health Officer,
you shall direct one ore more supervisor to assist.
15) You cannot discriminate against your employee or dismiss an employee, injure him in
his employment or alter his position to his detriment by reason only that the employee
makes a complaint about a matter which he considers is not safe or is a risk to health.
16) If you contravenes the above provisions of the Act, you shall be guilty of an offence
and shall, on conviction, be liable to a fine not exceeding RM10,000 or to a term of
imprisonment not exceeding 1 year or to both.
Chapter 1: Employee
training
WHAT ARE MY DUTIES AS AN EMPLOYEE ?
1) It shall be your duty as an employee while at work :

1) to take reasonable care at work for the safety of yourself and other persons
2) to cooperate with your employer or any other person in the discharge of any duty, under
3) the Act or Regulations
4) to wear or use at all times any protective equipment and clothing provided by your
5) employer for the purpose of preventing risks to your safety and health
6) to comply with any instruction or measure on occupational safety and health as required
7) under the Act or Regulations
2) If you contravene this provision of the Act, you shall be guilty of an offence and shall, on
conviction, be liable to a fine not exceeding RM1,000 or to imprisonment for a term not
exceeding 3 months or to both.
3) If you intentionally, recklessly or negligently interferes with or misuses anything provided or

done in the interests of safety, health and welfare in pursuance of the Act, you shall be guilty
of an offence and shall, on conviction, be liable to a fine not exceeding RM20,000 or to
imprisonment for a term not exceeding 2 years or to both.
Chapter 1: Employee
training
Human Factor
Accidents
Unsafe Acts
Chapter 1: Employee
training
Human Factors
Theory of Accident Causation
Chain of events caused by human error consists of:
1. Overload
3. 2.
Inappropriate Inappropriate
activities response
Human
Error
Factors
Chapter 1: Employee
training
Overload
 Imbalance between a person’s capacity at any given time
and the load that person is carrying in a given state.
 Capacity factors: natural ability, training, state of mind,
fatigue, stress, physical condition.
 Load: tasks + environmental factors (such as noise,
distractions), internal factors (personal problems,
emotional stress, worry), and situational factors (level of
risk, in-clear instructions).
Chapter 1: Employee
training
Inappropriate Response and Incompatibility
 How a person responds in a given situation can cause or
prevent an accident.
 Inappropriate responds:
 Detects a hazardous condition but does nothing to
correct it.
 Removes a safeguard from a machine in an effort to
increase output
 Disregards an established safety procedure.
 Workstation compatibility:
 With regard to size, force, reach, feel, and similar
factors.
Chapter 1: Employee
training
Inappropriate Activities
 Performing tasks without the requisite training.

 Misjudging the degree of risk involved with a
given task.
Chapter 1: Employee
training
Personal Characteristic and Accidents
Types of
Predisposing Incidence of
Personal Behaviors in
Behavior Specific
Characteristics Specific
Tendencies Accident
Circumstances
Inattention
Forgetfulness
Undesirable
Personality Misperception
Attitudes and
Intelligence Failure to
Habits Probability Rate
Motivation Follow
Lack of Specific of Individual’s
Sensory Skills Procedures
Abilities Accident
Motor Skills Inadequate
Tendency to Behaviors
Experience Performance
Assume Risk,
Etc Assuming
etc
Excessive Risk,
Etc.
How Personal Factors May Influence Employee Accident Behavior?
Chapter 1: Employee
training
What Traits Characterize “Accident-
Prone” People?
 Accident proneness is situational, not universal. E.g. emotional
stability may distinguish accident-prone workers on jobs
involving risk
 Human traits related to accident repetition:
 Vision – machine operators who have high visual skills
have fewer injuries than those who do not.
 Perceptual vs Motor Skills – “where a worker’s perceptual
skill is equal to, or higher than, his motor skill, the
employee is a relatively safe worker. But where the
perception level is lower than the motor level, the
employee is accident prone and his accident proneness
becomes greater as this difference increases.” Meaning, a
worker who reacts more quickly than he or she can
perceive is more likely to have accidents.
Chapter 1: Employee
training
 Vocational interests – “adventuresomeness” vs
“cautiousness”. It is possible to use psychological
tests to identify individuals who will be accident
prone on specific jobs.
 Age – accident most frequent between 17 – 28, and
low in the late 50s and 60s.
 Summary: for specific jobs it seems to be possible to
identify accident-prone individuals and to screen
them out
Chapter 1: Employee
training
How to Prevent Accidents?
 Reducing unsafe conditions.

 Reducing unsafe acts through selection and placement.
 Reducing unsafe acts through posters and other
propaganda.
 Reducing unsafe acts through training.
 Reducing unsafe acts through incentive programs and
positive reinforcement.
 Reducing unsafe acts through top-management
commitment.
Chapter 1: Employee
training
 Reducing unsafe acts by emphasizing safety.

 Reducing unsafe acts by establishing a safety policy.
 Reducing unsafe acts by setting specific loss control
goals.
 Reducing unsafe acts by conducting safety and health
inspections.
 Reducing unsafe acts by monitoring work overload and
stress.
 Safety beyond the plant gate.
Chapter 1: Employee
training
Reducing Unsafe Acts Through Selection and
Placement
 Screen out accident prone people before they are hired.
 Identify the human trait (e.g. visual skill) related to
accidents on the specific job in question, for examples
 Emotional stability and personality tests –
administered under disturbing and distracting
conditions.
 Measures of muscular coordination.
 Tests of visual skills.
 Employee reliability tests e.g. emotional maturity,
conscientiousness, safe job performance, and
courteous job performance.
Chapter 1: Employee
training
Of great practical importance is the fact that there is a

definite relationship between these accident-proneness
tests and proficiency on the job. By selecting employees
who do well – that is, score low- on accident-
proneness tests, managers can reduce accidents and
improve the caliber of the employees at the same time
- Prof. Norman Maier
Chapter 1: Employee
training
Reducing Unsafe Acts Through Training
 Safety training can reduce accidents.
 Appropriate for new employees.
 Instruct them in safe practices and procedures, warn them
of potential hazards and work on developing their
predisposition toward safety.
 For example, Suburu-Isuzu automotive plant has
employees engage in a series of exercises before starting
work, including touching their toes, twisting their torsos,
swinging their arms, stretching exercises, to help
minimize work-related injuries.
Chapter 1: Employee
training
ABUSE IN THE WORKPLACE
Chapter 1: Employee
training
Alcoholism and Substance Abuse
 Drugs and alcohol are the root cause of many accidents on the job every year.
 Safety professionals need to be on guard for employees who are drug and
alcohol abusers.
 Many companies implement drug-free workplace programs : drug-free
workplace policy, supervisory training, employee education, employee
assistance programs, alcohol and drug testing.
 Establishing the programs are the responsibility of the human resources dept.,
but safety and health professionals should be aware of the workplace
problems that can be caused by alcohol and drug abuse.
Chapter 1: Employee
training
Others:
 Option of a mandatory professional assessment / termination.
 3-strikes-and-you’re-out – warning notification + permission to
test the employee at any time in 5 years, mandatory substance
abuse rehabilitaiton program, immediate termination.
 Supervisory training.
 Company policy.
 Conducting workplace inspections (searching for illegal
substances).
 Using undercover agents (last resort).
Chapter 1: Employee
training
Substance Abuse in the Workplace: Key Signs To Watch
For!
Substance abuse in the workplace is a very serious issue.
Employees with substance abuse issues not only present a
danger to themselves, they can seriously impact the safety of
all workers on a site. Indicator to substance abuse problem,
there are four general areas:
1. Performance: An employee with an abuse problem may
show work performance problems.
 excessive or unexplained absenteeism or tardiness;
 degrading work quality;
 decreases in productivity and
 an increase in missed deadlines.
Chapter 1: Employee
training
2. Behavioral: Changes in behavior can result from a worker being under the influence
of drugs or alcohol, but can also occur when the employee is suffering from 'hangover'.
 change in attitude or morale,
 arguments with coworkers,
 forgetfulness, indecision and
 noticeable changes in appearance or dress.
3. Physical: The physical changes in a worker with a drug abuse problem are often the
first signs that are recognized by an employer.
 bloodshot or watery eyes;
 runny or irritated nose;
 a cough that won't go away;
 tremors or jittery movements;
 poor coordination and slurred speech
 can exhibit either constant fatigue or excitability depending on the substance being
used.
4. Paraphernalia: . If found, items such as needles, balloons, foil wraps, pipes and
lighters (by known non-smokers) are reasonable grounds to initiate a full investigation.
Chapter 1: Employee
training
 It is important to remember that none of these signs

are proof of an abuse issue; they can only assist an
employer in identifying workers who are potentially
participating in at-risk behaviors.
 Being aware of these indicators will allow supervisors

to follow the guidelines of their Drug and Alcohol
Policy, and ensure that both the workplace and the
employee are protected from the potential safety risks
associated with substance abuse.
Chapter 1: Employee
training
Workplace Substance Abuse
 The vast majority of drug users are employed, and when they arrive for work, they
don't leave their problems at the door. Of the 17.2 million illicit drug users aged 18
or older in 2005, 12.9 million (74.8 percent) were employed either full or part time.
 Furthermore, research indicates that between 10 and 20 percent of the nation's

workers who die on the job test positive for alcohol or other drugs.
 In fact, industries with the highest rates of drug use are the same as those at a high
risk for occupational injuries, such as construction, mining, manufacturing and
wholesale.
 OSHA recognizes that impairment by drug or alcohol use can constitute an

avoidable workplace hazard and that drug-free workplace programs can help
improve worker safety and health and add value to American businesses.
 OSHA strongly supports comprehensive drug-free workforce programs, especially

within certain workplace environments, such as those involving safety-sensitive
duties like operating machinery.
Chapter 1: Employee
training
 A comprehensive drug-free workforce approach includes five
component: a policy, supervisor training, employee education,
employee assistance, and drug testing.
 Such programs, especially when drug testing is included, must be
reasonable and take into consideration employee rights to privacy.
 OSHA understands that many workers with substance abuse
problems can be returned safely to the workplace provided they
have access to appropriate treatment, continuing care and
supportive services.
 OSHA works closely with Department of Labor's Working for an
Alcohol- and Drug-Free Workplace program to help employers
ensure their health and safety plans are enhanced through
workplace drug prevention.
Chapter 1: Employee
training
Code of Practice on Prevention and Eradication of Drug, Alcohol and
Substance Abuse in the Workplace, 2005.
Definition:
Alcohol: A distillate or fermentation spirit which contains ethanol or methanol which

include in drinks such as beer, wine and spirit.
Material/Substance: any substance that sniffed or classified as material that can effect root
nervous system such as butene gas, solvent, petrol and ethyl alcohol.
Drugs can be classified as the following categories:

Opiates: incl. opium, heroine, morphine, codeine, pethidine and methadone etc.
Cannabis: incl. ganja, hashish and marijuana etc.
Depressants: incl. barbiturate and anti depressant that can cause drowsy
Stimulant: incl. amphetamine and cocaine
Hallucinogen: incl. lysergic Diethyl Amide Acid (AMD), Mescaline and psilocybin
Drug produced from analog group chemical substance containing pharmacological effects
such as Ecstasy, MDM etc.
Chapter 1: Employee
training
Drug abuse, alcohol and material: drug usage, alcohol and
substance which could cause danger to physical, psychological
and society and law subscription on consumer individual and
other people that affected by the behavior of drug, alcohol and
the substance addict.
Objective of the Code:

Aiming to provide guideline to employers and employee on
internal programme procurement way to prevent and eradicate
drug, alcohol and substance abuse at workplace.
Chapter 1: Employee
training
Employer’s Responsibility
 Under Section 16 of Employment Health and Safety Act, 1994,
employer is required to hold a written policy on employees’ health
and safety. In keeping with this need, employers too should hold
policy on drug, alcohol and substance abuse to protect the health
and safety of the employees.
 To ensure that the policy can be implemented effectively,

employer needs to create a prevention programme on drug,
alcohol and substance abuse.
Chapter 1: Employee
training
Employee’s Responsibility
 Full cooperation and take part to any prevention on drug,
alcohol and substance abuse programmed organized by the
employer.
 Capable to work
 Self preventing from drinking excessive alcohol during social

event - safety
 Report to employer if co-worker fail to work safely due to

drug, alcohol and substance abuse.
Chapter 1: Employee
training
Understanding Employees’ Needs
 One of the keys to being a successful manager is the ability
to motivate employees to perform at their best. When
employees aren't interested in their work or they're bored,
employee motivation is low and productivity drops.
Generally, employees are willing and able to work if they
feel their job is important and they are appreciated. When
motivating employees there are two main types of rewards,
intrinsic reward and extrinsic reward.
 People are motivated in different ways, one of which is by
intrinsic reward. Intrinsic rewards or intrinsic motivation
primarily deals with the feelings an employee has when
they have done a good job.
Chapter 1: Employee
training
In order to better understand how to motivate employees you must
first understand how motivation works. According to Abraham
Maslow, people are motivated by unmet needs. Maslow's hierarchy
of needs:
1. Psychological needs - these are your basic survival needs, like
food, water, and shelter.
2. Safety needs - employees want to feel secure at work.
3. Social needs - the need to feel accepted and part of the group.
4. Esteem needs - the need for acknowledgement and recognition
from others.
5. Self-actualization needs - the need to develop to your fullest
potential.
Chapter 1: Employee
training
Specific Steps for Working With Disabled Employees
 Show support. Demonstrate emotional and social support
by creating an environment that is caring and supportive.
 Co-workers may offer assistance with child care, meals,
rides to medical appointments and fundraisers.
 Maintain contact. Keep in touch with phone calls and
cards. This is especially important for direct supervisors but
something coworkers can do as well.
 Help the disabled employee keep their benefits. Look for
ways to enable disabled employees to keep their benefits as
long as possible, especially health and disability insurance.
Chapter 1: Employee
training
 Provide accommodations. Flexible schedules, part-time
work, decreased travel, working from home, temporarily
reduced responsibilities, and having a private rest area in the
workplace can all help ill employees.
 If an employee is diagnosed with cancer, weakness and
fatigue may be prominent when employees receive
chemotherapy or radiation.
 Workstation or workplace accommodations such as
adaptive office equipment and furniture.
 Parking close to the building and having a wheelchair or
motorized scooter available in the workplace can also be
beneficial.
Chapter 1: Employee
training
 Welcome the employee back. Make an effort to

welcome them back in a way that’s significant to them
whenever possible.
 For example, some co-workers have shaved their heads

for the benefit of “Locks of Love” or worn hats to
show their support of ill employees who have lost their
hair as a result of cancer treatments.
Chapter 1: Employee
training
Various techniques used to deal with these problems
 Substance abuse testing: following an accident of if there’s
reasonable cause / random testing program / regular, periodic
alcohol testing.
 Disciplining short of discharge – more often to alcoholics than
drug problems.
 In-house counseling – for alcoholics and emotion disorder
workers – by HR dept. / medical staff / immediate supervisors
with special training.
 Referral to an outside agency – e.g. A.A., psychiatrists, clinics.
ECH5514/datindrctaslina 55 55
Chapter 1: Employee
training
Job Stress
 Alcoholism and drug abuse may result from stress.
 Job-related factors: overwork, relocation, problems with customers
 Two main sources of job stress:
 Environmental: work schedule, pace of work, job security, route
to and from work, number and nature of customers or clients,
noise.
 Personal: Type A personalities (workaholics), tolerance for
ambiguity, patience, self-esteem, health and exercise, work and
sleep patterns
Chapter 1: Employee
training
 Job stress has consequences to employer and employee
 To human: anxiety, depression, anger, cardiovascular
disease, headaches, accidents
 To organization: reductions in quantity and quality of
job performance, increased absenteeism and turnover,
increased grievances, higher health care costs.
 Yet, stress is not necessarily dysfunctional. WHY?
Chapter 1: Employee
training
 Modest level of stress may lead to more creativity if a

competitive situation results in new ideas being
generated.
 Some people work well only when under a little stress.
 Some people find they are more productive as a

deadline approaches.
Chapter 1: Employee
training
Reducing Job Stress
 Build rewarding, pleasant, cooperative relationships with as
many of your colleagues and employees as you can.
 Don’t bite off more than you can chew.
 Build an especially effective and supportive relationship
with your boss.
 Find time every day for detachment and relaxation.
 Make a noise survey of your office area and find ways to
reduce unnecessary noise.
 Negotiate with your boss for realistic deadlines on
important projects.
Chapter 1: Employee
training
 The total depletion of physical and mental resources
caused by excessive striving to reach an unrealistic
work-related goal.
 Signs of impending burnout include:
 You’re unable to relax.
 You identify so closely with your activities that
when they fall apart you do too.
 The positions you worked so hard to attain often
seem meaningless now.
 Your would describe yourself as a workaholic and
constantly strive to obtain your work-related goals
to the exclusion of almost all outside interest.
Chapter 1: Employee
training
How To Overcome?
 Break your patterns – the more well rounded your life

is, the better protected you are
 Get away from it all periodically – to seek a perspective
on where you are and where you are going
 Re-assess your goals in terms of their intrinsic worth
 Think about your work
Chapter 1: Employee
training
Depression and Accident Causation
 People suffering from clinical depression are seriously

impaired, and pose a clear and present safety risk to
themselves, fellow workers and their employer.
 Common causes: biological (too few or too many of the
brain chemicals known as neurotransmitters), cognitive
(negative thought processes), genetic (family history of
depression), and concurring illnesses (strokes, cancer, heart
disease, Alzheimer’s).
 Results in lost workdays, absenteeism, lost of productivity,
workers more prone to accidents, lack of concentration,
fatigue, failing memory and slow reaction time.
Chapter 1: Employee
training
Warning Signs
 Persistent dreary moods (sadness, anxiety, nervousness).
 Signs of too little sleep.
 Sleeping on the job or persistent drowsiness.
 Sudden weight loss or gain.
 General loss of interest, especially in areas of previous
interest.
 Restlessness, inability to concentrate, or irritability.
 Chronic physical problems (headaches, digestive disorders)
 Forgetfulness or an inability to make simple decisions.
 Persistent feelings of guilt.
 Feelings of low self-worth.
 Focus on death or talk of suicide.
Chapter 1: Employee
training
Responds:
 Get them into the hands of competent mental
health professionals.
 Approach the employee’s supervisor and
recommend that he or she refer the employee to
the organization’s employee assistance program.
Chapter 1: Employee
training
Obesity and Accident Causation

 Extremely obese people are more likely than
normal-weight people to injure themselves.
 The more people sit at desks during the workday, the
more likely they are to be overweight.
 Obese: BMI above 30, associated with chronic
diseases as high blood pressure, coronary heart
disease, diabetes, certain types of cancer, and
workplace injuries.
 Common causes: overexertion and falls.
Chapter 1: Employee
training
Epilepsy
When questions about epilepsy come up, be prepared to provide
answers.
Give straightforward facts
Raise awareness Community
Those close to you
Answer common questions
Talking about epilepsy at work

 A personal matter and a personal choice.
 Disclosing that you have epilepsy may help dispel misconceptions.
 The Americans With Disabilities Act (ADA) was designed to protect people
with disabilities from discrimination so they would be hired for their skills
and not be prevented from working.
 A personal decision - is a matter of safety.
 Describe for them what happens during a seizure and how they should
respond.
Chapter 1: Employee
training
Tips for making your workplace safer:

 Use carpeting or rubber matting on the floor of your
workspace.
 If you use a desk chair, choose one with armrests to
prevent falls.
 Have a buddy at work who knows how to help you if
you have a seizure .
 Take breaks when you need them .
 Use the elevator instead of the stairs .
 Avoid shift work or get plenty of rest. Lack of sleep
can cause seizures .
Chapter 1: Employee
training
Common questions?
What is a seizure?
 Result of changes in the normal electrical activity in the brain.
 This causes different symptoms, depending on the location of the seizure and
how it spreads.
 It can last a few seconds or several minutes.
 There are many types of seizures, with symptoms ranging from rapid blinking
and staring to loss of consciousness, falls to the ground, and jerking of the
muscles.
Who gets epilepsy?

 People with epilepsy experience repeated seizures.
 A person is diagnosed with epilepsy only after he or she has experienced two or
more seizures that can't be explained by other medical conditions like fever or
withdrawal.
Chapter 1: Employee
training
What is the difference between seizures and epilepsy?
 Seizures are a symptom of epilepsy.
 Having a single seizure does not necessarily mean a person has epilepsy.
What causes epilepsy?

 For some people, there is a clear cause, such as a birth defect or brain injury.
 But a single cause of epilepsy cannot be found for half of all people with
epilepsy. This is sometimes called "idiopathic epilepsy"—which just means
that we don't know the reason.
Are there treatments for epilepsy?

 The goal of treatment is to become seizure free, and people with epilepsy
work closely with neurologists to find the right medication or combination of
medications that will help them achieve better seizure control—which may
allow them to experience more seizure-free days.
Chapter 1: Employee
training
 The different causes of epilepsy usually happen at different times of life.
 A birth defect or brain injury during pregnancy or after birth is likely to lead to seizures
in childhood.
 Strokes, heart attacks, and other conditions that deprive the brain of oxygen also can
cause epilepsy, including approximately one in three cases among elderly people.
 A head injury can lead to a seizure disorder at any age.
 Epilepsy can also develop as a result of brain damage from another disorder.
 Connections in the brain may be changed by brain tumors, alcoholism, or Alzheimer's

disease.
 Meningitis, AIDS, viral encephalitis, and other infectious diseases can cause fluid to
build up in the brain, leading to changes that make seizures more likely.
Chapter 1: Employee
training
What causes a seizure?
Many things that cause seizures are common parts of everyday life. These include:
 Lack of sleep
 Stress
 Hormone changes (such as those that occur during a woman's menstrual cycle)
 Drinking alcohol
 Overdoses of medicine or exposure to other drugs
 Exposure to lead, carbon monoxide, or other poisons
 Flashing lights
Chapter 1: Employee
training
Planning Ahead For Safety Outside The Home
Driving
 For many people with epilepsy, the risk of seizures restricts
their independence, in particular the ability to drive.
 The Epilepsy Foundation offers a state-by-state database of
driving restrictions and regulations on its website. Find out
more about driving and epilepsy.
Participating in activities
 Have someone with you who knows how to manage a seizure.
 Wearing head protection when you participate in a contact
sport that might cause you to fall or hit your head.
Chapter 1: Employee
training
 Tips for picking the right physical activities when you are living with
epilepsy:
 If seizures usually occur at a certain time, plan activities when seizures are less
likely to happen
 Avoid extreme heat when exercising and keep hydrated with plenty of water to
reduce seizure risks
 Check with your neurologist before starting any new exercise program
 Some activities may be restricted if you have uncontrolled seizures

including:
 Swimming alone
 Climbing to unsafe heights
 Riding a bike in traffic
 Questions for your Neurologist
Chapter 1: Employee
training
 If you are concerned about your epilepsy and employment, there are some
things that you should know. There is two times an increase in unemployment
rates among those with epilepsy, but it does not need to be that way. A person
with epilepsy can be productive at a lot of different jobs. Many people with
epilepsy who want to work are confronted with employers who are afraid of
the potential effects of a seizure on the job. The potential employer can be
worried about liability, missed work, or a customer witnessing a seizure.
While the potential of one of these things happening is there, it is not a
reason for an employer to not hire the person.
 Employers who hire for specific jobs such as pilots, bus drivers, fire fighters,
roofers, and tree cutters have a valid reason for not hiring a person with
epilepsy. These jobs could put the employee or others around them in danger.
If you are a person with epilepsy, you should also avoid jobs that involve
driving, working under water or other dangerous places, spending long
periods of time near fire, dangerous machinery, or chemicals. Jobs can be
done well by people with epilepsy 90% of the time.
Chapter 1: Employee
training
Chapter 1: Employee
training
Anxiety
What employer wouldn't want an employee with these qualities?
 Shows extraordinary job commitment
 Pays strong attention to details
 Exhibits a high degree of selflessness
 Yet many mental health professionals agree that it is often people with these same
perfectionist traits that have a tendency to suffer from panic and anxiety disorder (PAD).
 PAD manifests itself in sudden attacks of anxiety and may include such symptoms as
trembling, difficulty breathing, rapid heartbeat, sweating, numbness and nausea.
 During an attack, the employee may fear she's having a heart attack or becomes so
overwhelmed by panic that she feels compelled to escape to a place where she feels safe.
Chapter 1: Employee
training
 Workplace stress can initiate or heighten anxiety, but even tension
outside the job sphere may harm the employee's performance.
 Ashamed of and isolated by the disorder, she is constantly

terrorized by thoughts of having an attack at in the presence of a
boss or co-workers.
Chapter 1: Employee
training
Considerations for the Workplace Environment:

 Warm fluorescent lights seem to help in place of cold.
The worker with Panic-Anxiety Disorder (PAD) may benefit even if these
lights are installed over just the one work station.
 Move an anxious employee's desk away from high-traffic and noisy
locations.
 Save a seat near a doorway in a meeting so the worker may exit the room
quickly and unobtrusively if need be.
 Music (classical, New Age, etc.) played at low volume can soothe frayed
nerves. Allow the worker a place to keep and play a cassette deck if
relaxation tapes are helpful.
 Provide, if possible, a quiet, relatively private place where a worker can
practice relaxation and breathing skills. A crowded "staff room" or public
restroom are not appropriate settings.
Chapter 1: Employee
training
Some suggestions on how you can have a positive impact:
 Encourage the person with Panic-Anxiety Disorder (PAD) to seek
medical treatment first to rule out any underlying medical
condition. If possible, put her in touch with the company's
Human Resource Director or Employee Assistance Program.
 Assure the PAD sufferer that it is fine to enlist a couple of co-
workers with whom she feels comfortable to act as support givers
in the event of distress. If she is dizzy or having trouble catching
her breath, she may fear being alone.
 Help her combat catastrophic thoughts by replacing them with
positive ones. For instance, encourage her to change a thought
like: "I'm going to collapse" to "I've never collapsed before, so
there is no precedent that I'm going to collapse now.“
Chapter 1: Employee
training
 Try to design assignments to maximize the PAD sufferer's effectiveness
without adding additional stress. If there are jobs she can complete at home
and that is where she feels safe, perhaps in time of distress she may be allowed
to work at home.
 Don't insist that a worker with a "social-situation phobia" attend lunch

meetings in restaurants or staff parties that will increase her anxiety.
 Discuss assignments with the affected worker before imposing them. Involve
herein setting expectations.
 Don't underestimate the healing power of compassion and compassionate

humor. One employee with PAD says she and her co-workers laugh together
each morning when they gather around the coffeemaker and she is given only
1/2 cup of decaffeinated because they don't want to have to take her to the
Dizzy Clinic. "For me," she says, "a serious approach with a touch of humor
make my work environment a delightful place to be."
Chapter 1: Employee
training
 Understand that a worker with PAD may need to be excused from work-
related travel or find someone to drive her to and from work or therapy
appointments.
 PAD sufferers often avoid confined places such as automobiles, trains,
busses, subways and airplanes. She fears being "trapped" in a location or
setting from which "escape" may be difficult. She's also anxious about what
other people will think of her if they witness her having an attack.
 Invite an employee afflicted with PAD to make up her own First Aid
Kit: a list of potential workplace remedies that can be realistically and
readily adopted.
 Don't treat the worker as if she's a child or her complaints are "made up"
or "all in her head.”
 PAD is a real disorder and it is estimated it affects some 15 million North
Americans alone. Although a child can suffer from PAD, your worker is not
one and deserves to be treated with dignity, the same as you would treat a
worker with a chronic illness such as diabetes.
Chapter 1: Employee
training
POLICY
 The law requires that the written health and safety policy should entail:
 H&S policy statement which includes the H&S aims and objective of the organisation.
 H&S organizational structure – H&S responsibilities and their duties
 H&S arrangements in place in terms of systems and procedures.
 Key elements of a H&S policy
1. Policy Statement
 Should be written by the organisation and not by external consultants. Why?

It needs to address the specific H&S issues and hazards within the organisation.
 Statement should be signed and dated by the most senior person in the organisation.
Chapter 1: Employee
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 Following points should be included or considered when a H&S policy statement is
drafted:
 Aims should cover H&S, welfare and relevant environmental issues
 Position of the senior person in the organisation – responsible for H&S (e.g. Chief
Exec.)
 Names of H&S adviser and any safety representatives
 A commitment to the basic requirements of the H&S at Work Act - access, egress risk
assessment, safe plant and system of work, use, handling, transport and handling of
articles and substances, information, training and supervision.
 A commitment to additional requirements of the Management of H&S at Work
Regulation
 Risk assessment and employment of competent person
 Duties towards the wider general public and others
 Principal hazards in the organisation
 Specific policies of the organisation - e.g. smoking policy, violence to staff, etc
 A commitment to employee consultation – a safety committee or plant council
 Duties of employees – Management of H&S at Work Regulation
 Specific targets for the immediate and long-term future
Chapter 1: Employee
training
2. Organisation of Health and Safety
Defines the names, positions, and duties of those within the organisation who have a
responsibility for H&S. This includes:
 Managers – e.g. directors works managers, human resource manager and supervisors.
 Specialists – e.g. H&S advisor, occupational nurses, first aiders, fire officer, chemical
 analyst and electrician.
 Employee representatives.
It is also important that certain key functions are included in the organisation structure:
 Accident investigation and reporting.
 H&S training and information.
 H&S monitoring and audit.
 Health surveillance.
 Monitoring of plan and equipment and its maintenance.
 Liaison with external agencies.
 Management an/or employee safety committee – monitor day to day problems and any
concern.
Chapter 1: Employee
training
3. Arrangement for Health and Safety
Comprises details of the means used to carry out the policy statement. Includes
H&S rules and procedures and the provision of facilities, e.g. first aid room and
wash rooms. Also, include risk assessment – COSHH, manual handling and PPE
Assessment.
More common items included in the arrangement section of the H&S policy:
 Employee H&S code of practice.
 Accident and illness reporting and investigation procedures.
 Emergency procedures, first aid.
 Electrical equipment – maintenance and testing.
 Control of hazardous substances, manual handling, PPE.
 Machinery safety.
 Permits to work procedures.
 H&S inspection and audit procedures.
 Procedures for contractors and visitors.
 Catering and food hygiene procedures.
 Terms of reference and constitution of the safety committee.
Chapter 1: Employee
training
Review of Health and Safety Policy
 Important that the H&S policy is monitored and reviewed on a regular basis.
 Benchmarks are defined by comparison with the H&S performance of other
parts of the organisation or national performance of the occupation group of
the organisation.
 H&S exec. publishes an annual report, statistics and bulletins. Typical
benchmarks include accident rates per employee and accident or disease
causation.
A positive promotion of H&S performance will achieve far more than simply
preventing accidents and ill-health. It will:
 Support the overall development of personnel.
 Improve communication and consultation throughout the organisation.
 Minimize financial losses due to accidents and ill-health and other incidents.
 Directly involve senior managers at all levels of organisation.
 Improve supervision, to those on occupational training courses.
 Improve production processes.
 Improve the public image of the organisation/company.
Chapter 1: Employee
training
LAWS GOVERNING
EMPLOYMENT IN MALAYSIA &
OTHER COUNTRIES?
Chapter 1: Employee
training
WHAT ARE THE LAWS GOVERNING EMPLOYMENT IN MALAYSIA & OTHER
COUNTRIES?
The principal legislation governing the labour market and employment relationship in Malaysia is the
Employment Act 1955. However, the application of these rules to Sarawak and Sabah references made
under the Act shall be substituted by references to the Sarawak Labour Ordinance (Cap. 76) and Sabah
Labour Ordinance (Cap. 67) or other written laws in force in Sarawak or Sabah, as the case may be.
Some other legal regulations include :
1. Pensions Act 1980
For the administration of pensions, gratuities and other benefits for officers in the public service and their
dependants.
2. Employees Social Security Act 1969 (ESSA)
For social security protection to all employees and their dependants as well as the employers. This Acts is
administered by the Social Security Organization (SOCSO) or Pertubuhan Keselamatan Social
(PERKESO), Malaysia.
Chapter 1: Employee
training
3. Employees Provident Fund Act 1951
For the provision of financial security to its members particularly after retirement, through
a compulsory savings scheme. This Act is administered by the Employees Provident Fund
(EPF) or Kumpulan Wang Simpanan Pekerja (KWSP), Malaysia.
4. Occupational Safety and Health Act 1994 (OSHA)
For the safety, welfare and health of persons of workplaces or in the operation of high risk
machinery against risks to safety or health. This Act is administered by the Department of
Occupational Safety and Health or Jabatan Keselamatan dan Kesihatan Pekerjaan,
Malaysia.
5. Private Employment Agencies Act 1981
This Act is administered by the Manpower Department, Ministry of Human Resources or

Jabatan Tenaga Rakyat, Kementerian Sumber Manusia, Malaysia.
6. Human Resources Development Act 1992
This Act is administered by the Human Resources Development Council or Majlis

Pembangunan Sumber Manusia, Malaysia.
Chapter 1: Employee
training
7. Factories and Machinery Act 1967
This Act is administered by the Department of Occupational Safety and Health or

Jabatan Keselamatan Dan Kesihatan Pekerjaan, Malaysia.
8. Petroleum (Safety Measure) Act 1984
This Act is administered by the Department of Occupational Safety and Health or

Jabatan Keselamatan Dan Kesihatan Pekerjaan, Malaysia.
9. Trade Unions Act 1959
This Act is administered by the Trade Union Affairs Department or Jabatan Hal
Ehwal Kesatuan Sekerja, Malaysia.
10. Workmen's Compensation Act 1952
For compensation to foreign workers injured in the course of their employment and
to worker's dependents in the event of fatal accident. This Act is administered by the
Department of Labour or Jabatan Buruh - Peninsular Malaysia, Sabah and
Sarawak.
Chapter 1: Employee
training
11. Industrial Relations Act 1967
An Act which governs the relationship between employers and workmen or employees and their trade
unions and generally deal with trade disputes. This Act is administered by the Industrial Relations
Department or Jabatan Perhubungan Perusahaan, Malaysia.
12. Wages Council Act 1947
This Act is administered by the Department of Labour or Jabatan Buruh - Peninsular Malaysia, Sabah
and Sarawak.
13. Employment Information Act 1953
This Act provides the Department of Labour with power to obtain and collect information and data
on employment, terms and conditions relating to an employment, from any industries in the private
sector. This Act is administered by the Department of Labour or Jabatan Buruh - Peninsular Malaysia,
Sabah and Sarawak.
14. Employment (Restriction) Act 1968
This Act is administered by the Department of Labour or Jabatan Buruh Peninsular Malaysia.
Chapter 1: Employee
training
15. Worker's Minimum Standards of Housing and Amenities Act 1990
This Act is administered by the Department of Labour or Jabatan Buruh Peninsular

Malaysia.
16. Weekly Holidays Act 1950

Malaysia.
17. . Children and Young Persons (Employment) Act 1966

Malaysia.
Chapter 1: Employee
training
WHAT IS OCCUPATIONAL SAFETY
AND HEALTH ACT ?
The legislative framework to secure the

safety, health and welfare among all
Malaysian workforce and to protect others
against risks to safety or health in
connection with the activities of persons at
work.
This Act was gazette on 24th February

1994 and may be cited as the Occupational
Safety and Health Act 1994.
This Act is a practical tool superimposed on

existing safety and health legislation.
Chapter 1: Employee
training
The aims of this Act are:
 to secure the safety, health and welfare of persons at work against
risks to safety or health arising out of the activities of persons at
work
 to protect person at a place of work other than persons at work
against risks to safety or health arising out of the activities of
persons at work
 to promote an occupational environment for persons at work
which is adapted to their physiological and psychological needs
 to provide the means whereby the associated occupational safety
and health legislation may be progressively replaced by a system
of regulations and approved industry codes of practice operating
in combination with the provisions of this Act designed to
maintain or improve the standards of safety and health.
Chapter 1: Employee
training
The provision of the Occupational Safety and Health Act 1994 are
based on the self- regulation scheme.
Its primary responsibility is to ensure safety and health of work lies

with those who create the risks and those who work with the risks.
Through self-regulating scheme that is designed to suit the particular

industry or organization, this Act also aims to establish effective
safety and health organization and performance.
The concept of self-regulation encourages cooperation, consultation

and participation of employees and management in efforts to
upgrade the standards of safety and health at the workplace.
Chapter 1: Employee
training
Department of Occupational Safety and Health (DOSH) will
ensure through enforcement and promotional works that
employers, self-employed persons, manufacturers, designers,
importers, suppliers and employees always practise safe and
health work culture, and always comply with existing
legislation, guidelines and codes of practice.
Department of Occupational Safety and Health (DOSH) will

also formulate and review legislation, policies, guidelines and
codes of practice pertaining to occupational safety, health and
welfare as a basis in ensuring safety and health at work.
Department of Occupational Safety and Health (DOSH) is

also the secretariat to National Council for Occupational
Safety and Health, a council established under section 8 of the
Occupational Safety and Health Act 1994.
The National Council for Occupational Safety and Health

shall have power to do all things expedient or reasonably
necessary for or incidental to the carrying out of the objects of
this Act.
Chapter 1: Employee
training
How Does The Act Affect Me ?
 All employers with more than 5 employees are required by the legislation to
formulate a written Safety and Health Policy.
 The object of the Safety and Health Policy is to demonstrates the company's
commitment and concern to ensure safety and health at place of work.
 When making decision or performing work activities of the organization,

issues on safety and health stated in the policy must be taken into account.
 The Occupational Safety and Health Act 1994 specifies the general duties of
employers, self-employed persons, manufacturers, designers, suppliers and
employees.
 Among the provisions of the Act is the establishment of the safety and health
committee, the appointment of a safety and health officer and the
enforcement, investigation and offenses.
Chapter 1: Employee
training
What Should Be Included In The Written Safety And Health Policy ?
The following describes the essential ingredients for the written Safety and Health Policy as required
by law.
The written policy is divided into 3 main parts, namely :

 General Policy Statement
 Organization
 Arrangements
The General Policy Statement concerns with the overall intent of the employer to look after the
safety and health of the workforce. This statement can be simple and brief.
Essentially it should:
Point out that the management accept responsibility for safety and health of the employees and
others who may be affected by the work activities a summary of the policy's goals emphasize the
importance of safety and health to overall business performance include a reference to other parts of
the policy document which go into more details and be dated and signed by the person at the top
management in the organization such as the Chairman or Managing Director.
Chapter 1: Employee
training
 The second part of the policy on organization should
describe the safety and health responsibilities. This is
primarily about the role of each person. Among others it
should include:
 the list of safety and health responsibilities of all levels of
management
 the role of employees in the implementation of the policy. It is
the duty of each employee not to endanger himself or others by
his actions or omissions, and to cooperate in all measures
provided for his safety and health.
 the structure and role of safety and health committees and
other in-house safety and health organization, if any.
Chapter 1: Employee
training
 The arrangements or final part of the written policy concerns with practical
systems and procedures. It deals mainly with potential hazards and measures to be
taken to solve the problem. Essentially it should specify detailed arrangements for
ensuring that the policy is being implemented including :
 the arrangement for training and instructions

 information about hazards that may be in certain processes, the control measures and the
 ways in which employees should cooperate for their own safety and health
 explain the company's safe system of work including procedures and rules
 scheme for the issuance, use and maintenance of personal protective equipment (P.P.E.)
 the procedure for investigation and reporting of accidents and
 emergency measures such as first aid and fire arrangements.
 It is important that contents of the policy be made known to employees during

induction course and job training. The policy statement should be displayed at
strategic locations in the workplace.
Chapter 1: Employee
training
EMPLOYEE HANDBOOK
Chapter 1: Employee
training
EMPLOYEE HANDBOOK
 Definition: A compilation of the policies, procedures, working conditions, and

behavioral expectations that guide employee actions in a particular workplace.
 Also include information about the company, employee compensation and

benefits, and additional terms and conditions of employment.
 Employers use the policies in an employee handbook to protect themselves from

lawsuits, such as harassment claims, wrongful termination claims, and
discrimination claims.
 Contain a code of conduct for employees that sets guidelines around appropriate
behavior for the individual workplace.
 Progressive discipline and procedures for making a complaint

At-will employment statement in locations where at-will employment exists.
Chapter 1: Employee
training
So, what does an employee should do?

 Expected to review and be familiar with the contents of the employee
handbook.
 A majority of employers ask employees to sign a statement to

demonstrate that the employee has read the employee handbook,
agrees to abide by the contents.
 Additionally, the statement contains a disclaimer, similar to the

disclaimer in the actual employee handbook, that the employee
understands that the contents are simply policies and guidelines, not a
contract or implied contract with employees.
Chapter 1: Employee
selection, placement
and training
Employee Handbook Contents:
Overview and Employment Relationship

Introduction and Purpose of the Handbook
Welcome Message from the President/CEO Company History
Company Vision
Company Mission
Company Values
Company Overall Goals
Company Commitment to Employees
Code of Conduct and Business Ethics
Employee and Employer Confidentiality Agreement
Non-compete Agreement
Employee Handbook Disclaimer
Employment Relationship: At Will Employment
Employee Signoff Signifying Receipt of the Handbook, the At-will Statement, and
Employee Acknowledgement That He or She Understands and Will Abide by the
Contents
Chapter 1: Employee
training
General Employment Information:
Equal Employment Opportunity Policy

Accommodation for People With Disabilities
Employment Eligibility
Internal Employee Application Process
Promotions
Employment of Relatives
Rehiring Policy
Open Door Policy
Personnel File Policy
Access to Personnel Records
Harassment and Discrimination
Harassment and Discrimination Reporting Procedure Harassment Investigation
Process
Office Romances
Chapter 1: Employee
training
Attendance at Work:
Exempt and Non-exempt Employee Definitions Working Hours and Overtime

Break and Lunch Periods
Attendance Expectations and Policy
Severe Weather and Emergency Closings Telecommuting Policy
Workplace Professionalism and Company Representation:
Work Dress Code

Smoke Free Workplace
Drugs and Alcohol: Drug Free Workplace Workplace Violence
Weapons at Work
Safety and Security
Parking
Workplace Visitors
Conflicts of Interest
Accepting and Giving Entertainment or Gifts Travel for Business Policy
Mileage Reimbursement

Master's Course in Process Safety and Loss Prevention Covers Human Behavior and Error Analysis

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Master's Course in Process Safety and Loss Prevention Covers Human Behavior and Error Analysis

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Master in

Human Behaviour &

2 Design system by considering human factor,

3 Evaluate qualitatively and quantitatively on human

4 Evaluate relationship between decision maker and

“Safety can distinguish you. Lack of safety can extinguish you”

 Perhaps this issues provide an opportunity to modify the human

 To achieve this goal, it is necessary to develop methods of selecting,

 With these, necessitates a scientific basis for making personnel

 A good methods of personnel selection such as improved

 These potential benefits must be balanced against the

 Rule of thumb – “The validity of the selection criteria or

 One of method is lecturing. The lecture method is often to different

 Other method is referred to as “Go Sit by Nellie”- the trainee is to

 Programmed training using computer interactive/simulator another

***Answer for BEST Training Strategies***:

6) Prepare the course material.

7) Evaluate the course by presenting it formally.

2) Freedom form distraction and peer pressures

6) Reduction of concurrent task loads

8) Accuracy in the criteria and similarity in the job situation.

 In some cases, monitoring a group of employees with no training

 Can uses method-time measurement (MTM) as a standard

 MTM can be fit to a learning curve (Singley and Anderson, 1989).

% transfer = control transfer TOC-training group TOC

control group TOC

 Transfer effectiveness ration (TER) by Povenmire and Roscoe

TER = control transfer TOC - training group TOC

control group TOC

(how long it tasks to reach level of proficiency)

 TERs describe how effective the training program is.

1) As an employer, you have duties to your employees and to persons other

2) The general duties of employers and self-employed persons are stated in

5) Obligation to ensure that existing plant is up to the necessary standards with

1) It shall be your duty as an employee while at work :

3) If you intentionally, recklessly or negligently interferes with or misuses anything provided or

Theory of Accident Causation

Chain of events caused by human error consists of:

 Performing tasks without the requisite training.

 Reducing unsafe conditions.

 Reducing unsafe acts by emphasizing safety.

Of great practical importance is the fact that there is a

ABUSE IN THE WORKPLACE

 It is important to remember that none of these signs

 Being aware of these indicators will allow supervisors

 Furthermore, research indicates that between 10 and 20 percent of the nation's

 OSHA recognizes that impairment by drug or alcohol use can constitute an

 OSHA strongly supports comprehensive drug-free workforce programs, especially

Alcohol: A distillate or fermentation spirit which contains ethanol or methanol which

Drugs can be classified as the following categories:

Objective of the Code:

 To ensure that the policy can be implemented effectively,

 Self preventing from drinking excessive alcohol during social

 Report to employer if co-worker fail to work safely due to

 Welcome the employee back. Make an effort to

 For example, some co-workers have shaved their heads

 Yet, stress is not necessarily dysfunctional. WHY?

 Modest level of stress may lead to more creativity if a

 Some people work well only when under a little stress.

 Some people find they are more productive as a

 Break your patterns – the more well rounded your life

 People suffering from clinical depression are seriously

Answer for BEST Training Strategies: