Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .
Enter the email address you signed up with and we'll email you a reset link.
- We're Hiring!
- Help Center
Health and safety assignment
Helen Bridgewater Develop Health and safety and risk management policies, procedures and practices in Health and Social Care or children and young people settings. Learning Outcome 1 1. Explain the legislative framework for health, safety and risk management in work setting. Health and Safety at work act (HSW Act) The Act was introduced in 1974 and is the main piece of the health and safety legislation in Great Britain. Before this Act was introduced, health and safety with regards to workplaces tended to be industry-specific, and was largely reactive instead of proactive, meaning that new legislation was only introduced after a serious accident had taken place. Prior to the Health and Safety at Work Act 1974 being introduced, existing health and safety legislation concentrated more on ensuring that the equipment being used was safe, rather than raising the awareness of employees to work safely and take responsibility for occupational health and safety. Although the Act is dated 1974, it is still current. The health and safety at Work Act 1974 is an enabling Act, allowing further laws (regulations) to be made without the need to pass another Act. Some regulations apply across all industries, for example Manual Handling, but others cover hazards which are unique to certain industries such as construction or mining. Inspectors work either for the health and Safety Executive (HSE) or the Local Authority, and have a number of rights, including the right to: • Enter premises at any reasonable time • Examine and investigate the premises, as well as require it to be left undisturbed and as it is. • Take samples and photographs, and remove equipment or substances if deemed necessary • Require the production of relevant documentation • Seize, destroy or render harmless any article or hazardous substance if deemed necessary • Issue an enforcement notice and initiate a prosecution. As well as the rights listed above the inspectors have a number of actions available to them once they have concluded their findings. These range from taking no action, to giving verbal or written advice, to serving a prohibition notice or even commencing prosecution proceedings if there is sufficient evidence and it is considered to be in the public interest. Tragic events can happen when the legal aspects of care are either ignored or treated with disdain. Failure to uphold the law can lead to devastating consequences not only to the clients but to staff, visitors and even the care establishment as a whole. There are many laws in place here are a few: Health and Safety (first aid) regulations 1981: The purpose is to ensure that everyone has access to immediate first aid care in the workplace. It is my responsibility to ensure that designated first aiders have sufficient training and that it is maintained. All first aid boxes must be checked and supply resources. Personal protective Equipment at Work Regulations (1992) PPE: The purpose is to minimise cross infection in the workplace. It is my responsibility to ensure that staff are aware of infection control procedures and are trained in dealing with potential cross infection and to supply work wear and PPE. Provision and use of Work Equipment 1998 (PUWER): the purpose is to minimise the risks due to the use of equipment. It is my responsibility to ensure that all staff are trained in equipment they use and that it is maintained and safe to use.
- We're Hiring!
- Help Center
- Find new research papers in:
- Health Sciences
- Earth Sciences
- Cognitive Science
- Computer Science
- Academia ©2024
An official website of the United States government.
Here’s how you know
The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.
The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.
Recommended Practices for Safety and Health Programs
New: safety and health programs step-by-step guide.
The Safety and Health Programs Step-by-Step Guide is under development. The primary purpose of this field test is to obtain feedback on usefulness and how the worksheets can be improved. The content has not been fully reviewed or approved by OSHA and is subject to change. [Full Disclaimer]
These resources support the OSHA Recommended Practices for Safety and Health Programs and are actionable tools for employers to use in their workplaces. The Recommended Practices break down the components of a safety and health program into core elements. The worksheets will provide context for each core element, followed by an activity with action steps to help employers tailor the content and advance their safety and health program.
OSHA has developed the following worksheets as a tool for employers who want to start or improve a safety and health program in their workplace. The worksheets provide a step-by-step guide that organizations can use to move at their own pace and work on what matters most to them as they implement their program. The worksheets are currently set in order of the seven elements contained in OSHA's Recommended Practices for Safety and Health Programs, but do not necessarily have to be completed in the order set forth below. OSHA believes a safety and health program must have the three basic elements of management leadership, worker participation, and a systematic approach to finding and fixing hazards to be effective.
These worksheets are for starting or improving a basic safety and health program. More advanced worksheets are under development and will be released at a later date.
Sign up to receive updates on these worksheets and related materials.
How to Provide Feedback
OSHA is requesting feedback from users of these worksheets on a voluntary basis. If you would like to answer a few specific questions regarding these worksheets, please click the "feedback form" button below. Alternately, if you have questions or comments about this field test, the Step-by-Step Guide and its products, or safety and health programs, send an email to [email protected] . All feedback is confidential and will be used to improve and adjust these worksheets where necessary.
Explore the Worksheets
To use these worksheets, simply download and begin. You can take a guided journey to complete 10 steps to get your program started, chart your own path by prioritizing the core element you'd like to work on most, or download all the worksheets at once. Each worksheet provides a brief topic description, followed by an activity with actionable steps employers can take to advance their safety and health program.
Option 1: Explore by Step | Option 2: Explore by Core Element
Download all worksheets
Option 1: Explore by Step
Follow these 10 steps to get your program started:
- Establish safety and health as a core value. Building Your Case For A Safety And Health Program
- Lead by example. Assign Roles And Responsibilities
- Implement a reporting system. Reporting Safety And Health Concerns
- Provide training. Hazard Identification And Control Training
- Conduct inspections. Inspect The Workplace For Hazards
- Collect hazard control ideas. Review Hazard Information From Workers
- Implement hazard controls. Identify Control Options
- Address emergencies. Identify Potential Emergencies
- Seek input on workplace changes. Involve Workers In All Aspects Of Your Program
- Make improvements. Verify Program Operation
Option 2: Explore by Core Element
Expand each of the core elements below to find corresponding worksheets that can help you implement, assess, and improve your safety and health program.Not sure which element to start with? Users may find the following resource helpful when deciding.
Download the "Starting Your Journey" resource .
- Building Your Case For A Safety And Health Program
- Write A Safety And Health Policy
- Share Your Safety And Health Policy
- Define Program Goals
- Commit To Achieve Program Goals
- Defining Resources Needed
- Allocate Resources
- Assign Roles and Responsibilities
- Expect Performance
- Worker Participation In Your Safety And Health Program
- Workers' Rights
- Opportunities To Participate In Your Program
- Time And Resources To Participate
- Reporting Safety And Health Concerns
- Access To Safety And Health Information
- Involve Workers In All Aspects Of Your Program
- Remove Barriers To Participation
Hazard Identification and Assessment
- Review Hazard Information from Workers
- Review Hazards From Other Sources
- Inspect The Workplace for Hazards
- Conduct Incident Investigations
- Identify Potential Emergencies
- Identify Nonroutine Activities
- Prioritize Hazards For Control
Hazard Prevention and Control
- Identify Control Options
- Select Controls
- Develop An Emergency Action Plan
- Develop A Hazard Control Plan
- Implement Selected Controls
- Follow Up On Effectiveness
Education and Training
- Program Awareness
- Assess Current Training Needs
- Assess Job Specific Training Needs
- Understanding Program Roles
- Hazard Prevention and Controls Training
Program Evaluation and Improvement
- Monitor Performance
- Verify Program Operation
- Correct and Improve Your Program
Communication and Coordination for Host Employers, Contractors, and Staffing Agencies
- Communication and Coordination
Back to Explore Worksheets
Back to Feedback Instructions
Thank you for your interest in safety and health programs (SHPs) and management systems. These draft worksheets are part of a field test version of OSHA's SHP step-by-step guide which is still in its development phase. The beta and associated worksheets are provided “as is” and may contain errors. The content is in draft form and has not been fully approved by OSHA or USDOL.
The primary purpose of this field test is to obtain feedback on usefulness and how the worksheets can be improved. Feedback for these draft worksheets is welcome and confidential and can be submitted via webform or to: [email protected] .
- It is the responsibility of the user to read and evaluate content limitations especially with regard to intended use. It is the responsibility of the employer to provide a safe and healthy workplace. Establishing and enacting a safety and health program (SHP) in their workplace is voluntary at the Federal level.
- Download worksheet(s), read, and complete the activity, as necessary, to implement or improve your SHP. To the best of OSHA's knowledge, the information on these SHP worksheets is as accurate as possible, but no warranty expressed or implied is made regarding the accuracy or utility of the information for general or other purposes, nor shall the act of distribution constitute any such warranty. OSHA does not collect or keep any information on visitors who download or use these worksheets.
- OSHA reserves the right to change the information at any time without public notice. Any errors or omissions may be reported to OSHA at [email protected] . We are always happy to hear your feedback and may use that feedback for future enhancements.
FREE K-12 standards-aligned STEM
curriculum for educators everywhere!
Find more at TeachEngineering.org .
- Engineering Safety
Hands-on Activity Engineering Safety
Grade Level: 8 (6-8)
(can be split into two 45-minute sessions)
Expendable Cost/Group: US $5.00
Group Size: 4
Activity Dependency: None
Subject Areas: Science and Technology
Engineering connection, learning objectives, materials list, worksheets and attachments, pre-req knowledge, introduction/motivation, vocabulary/definitions, investigating questions, activity extensions, activity scaling, additional multimedia support, user comments & tips.
Safety engineers develop procedures, systems, products and regulations to keep people safe at their workplaces. They influence lives on a daily basis by preventing construction workers from falling, keeping hospital workers from contracting infectious diseases, preventing office workers from developing compressed nerves while working on computers, and more. Engineers’ safety rules apply to school labs and workshops as well. For instance, technology and engineering (TE) students must learn procedures associated with lab safety before they may use the machinery and equipment in TE labs. This activity teaches students vital safety rules in order to be successful and safe in engineering labs. This activity also teaches students to analyze and evaluate existing systems and procedures—skills that are central to engineering.
After this activity, students should be able to:
- Safely learn in a classroom that doubles as an engineering or “shop” workspace.
- Safely interact with classroom tools.
- Create a “safety culture” in which they work towards preserving their own safety and the safety of their classmates.
Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .
International technology and engineering educators association - technology.
View aligned curriculum
Do you agree with this alignment? Thanks for your feedback!
Utah - math.
Each group needs:
- writing utensils, one per student
- poster board
- Lab Safety Rules Assessment , two each per student
- Health and Safety Engineering Handout , one per student
- Workplace Safety Poster Rubric , one per team
To share with the entire class:
- whiteboard or poster-sized piece of butcher paper
- tape or push pins, to hang the posters
- computer and projector to show the class the Safety Engineers Presentation , a PowerPoint® file
This activity is designed as an introductory exercise. No prior knowledge is necessary.
Have you ever been injured? Or have you ever witnessed an injury? Have you or your parents ever been injured at the workplace? Think back and consider the circumstances. Could anything have been done to prevent the injury? If you could go back in time, could somebody have done something differently to prevent the injury? By considering these changes, you are already thinking like a safety engineer!
Safety engineers develop procedures, systems, products and regulations for keeping people safe. If you think about it, every job runs the risk of different types of injuries. An office worker who sits at a desk and works on a computer all day may compress his nerves if his body posture is incorrect, and a nurse might catch an infectious disease from a patient and injure her back while trying to help a patient move off of a bed. The list of possible workplace injuries is very long, and it includes the types of injuries that you just mentioned that you and your families have experienced.
Safety engineers identify possible hazards and take steps to protect people from injuries. For instance, health and safety engineers have developed rules related to hand washing and clothing in order to keep nurses, other hospital workers and patients from being exposed to diseases. Safety engineers partner with other engineers to develop products that keep people safe as well. For instance, safety engineers and mechanical engineers have designed ergonomic keyboards to help prevent people from developing compressed nerves from typing, while safety engineers and mechanical engineers have designed lifts to help nurses safely move sick patients out of bed.
Many safety engineers also study accidents in order to prevent them from happening in the future. They also analyze procedures and equipment in order to keep people safe. As a young engineer, your first job is to analyze a lab and then develop some safety procedures to keep yourself and your classmates safe in the lab.
Before the Activity
- Gather materials and make copies of the Lab Safety Rules Assessment , Health and Safety Engineering Handout and Workplace Safety Poster Rubric . The assessment is a pre/post quiz, so make two copies per student.
- Prepare the classroom by setting up the seven-slide Safety Engineers Presentation , a PowerPoint® file, to show the class. The slides are animated so clicking the mouse or keyboard brings up the next item.
- Administer the Lab Safety Rules Assessment to determine what students already know about lab safety.
With the Students
- Present to the class the Introduction/Motivation section.
- (Slide 1) Introduce students to the job of safety engineers: In kitchens, on construction sites, using building tools and machinery, and in all sorts of other situations—safety is a concern for health and safety engineers. This presentation will inform you about what safety engineers do, and prepare you to act as one in order to make your classroom a safer place to work.
- (Slide 2) Present examples of safety engineers: Safety engineers design rules and procedures for workers to follow in order to keep them safe. For instance, consider these welders. Their job working on this pipe can be very dangerous because they use flame in close proximity to gas. Safety engineers designed these rules to help them do their job safely: wear eye and clothing protection, and throw a spark into the pipe before welding to make sure no live gas is in the pipe.
- (Slide 3) Here is another example. Although this person is not working with open flames, as an industrial laundry worker in a hospital, he is also exposed to hazards when handling dirty laundry. The materials he comes into contact with every day might be contaminated by any number of biological agents. Safety engineers designed a few procedures to help keep this worker safe: wear glove and clothing protection that you leave in the workplace to avoid spreading any bacteria or viruses outside of the laundry
- Ask students: How many of you have ever had a family member or friend get injured at a workplace? As students share examples, list on the classroom board their examples of threats to safety.
- Distribute the handout. Read aloud the paragraph about safety engineers.
- (Slide 4) Direct students to analyze the seven pictures in the handout by circling anything that might be unsafe, dangerous or potentially lead to injuries.
- (Slide 5) Next, ask students to act as safety engineers by writing two rules or procedures for the lab where prompted on the handout (bottom of page 5). Then, ask them to write these same two rules on a poster board so that the entire class can see. Have students hang their poster boards somewhere in the room.
- Next, have students to turn to the “Technology Lab Safety Rules” section of the handout (page 6). Read aloud the list of rules as students follow along. As you read, have students put a check by each safety rule that they (or their classmates) came up with from looking at the handout pictures and circle the rules that they and their classmates did not come up with from examining the lab pictures.
- Afterward, praise students for coming up with (some of) the same rules as the safety engineers. Consider the differences between student safety recommendations and the safety rules on the list. Ensure that students understand the purpose for any rules that were new to them.
- (Slide 6) Finally, turn to the “Promoting Safety through Workplace Poster” section of the handout (page 7). Organize the class into groups of four students each. Assign each safety engineering team one of the hazards from the construction worker fatalities table and ask them to brainstorm ways workers could safely work around the hazard. Ask them to create a workplace poster to display in order to remind workers of good safety protocols. The slide shows one example of a workplace safety poster about cleaning chemicals. You may want to show students additional examples of workplace posters on the OSHA website listed in the Additional Multimedia Support section.
- (Slide 7) Hand out the rubric and go through it with students so they know the poster grading expectations. Later, use the rubric to evaluate teams’ workplace posters.
- Administer the assessment again to determine whether students improved in their understanding of lab safety rules.
analyze: To study and consider carefully.
evaluate: To determine the significance of an idea.
lab: An informal term for a laboratory. A place where research and experimentation takes place.
prediction: An educated guess about a possible outcome.
procedure: A standard list of steps to follow in order to stay safe.
safety engineer: An engineer who designs systems and/or procedures that keep people safe.
Pre-Assessment: Before starting the activity, administer the 10-question multiple-choice Lab Safety Rules Assessment to determine what students already know about lab safety. Adjust the content presented accordingly. This is a pre/post quiz that will be given again at activity end.
Activity Embedded Assessment
Handout: The Health and Safety Engineering Handout guides students through the activity, including the examination of seven photographs to analyze unsafe procedures and practices. Review students’ circled items and answers to gauge their engagement and depth of comprehension.
Poster Rubric: Assign each team a different construction worker fatality from the table on the Health and Safety Engineering Handout and direct them to each create a workplace poster that provides appropriate safety rules and procedures. Use the Workplace Poster Rubric to evaluate students’ posters in order to gauge their understanding of the activity concepts and content.
Post-Assessment: Administer the Lab Safety Rules Assessment again and compare pre/post scores to determine whether students improved in their understanding of lab safety rules.
Today, you are going to be safety engineers. Safety engineers think of ways to keep people safe. What could you do to help keep people be safe at your school?
Instead of using the pictures provided in the Health and Safety Engineering Handout , take photographs of your school’s lab equipment and ask students to develop safety rules and procedures specific to their lab spaces. You may want to modify the Health and Safety Engineering Handout to include the rules that are associated with your specific safety tests.
Have students analyze photographs of unsafe practices at various real-world workplaces and make recommendations for improving those workplaces. They could compare their recommendations to procedures established by the U.S. Department of Labor’s Occupational Health and Safety Administration (OSHA).
Assign students to research common workplace injuries or hazards, and the procedures that OSHA has established in order to protect people from those injuries.
- For lower grades, provide students with more guidance. It may help to model for students how to analyze several pictures before having them work in pairs to analyze the pictures themselves.
- For higher grades, encourage students to think of more than two safety rules. Spend more time critically evaluating the differences between student conceptions of safety and the “Safety Rules” list. Identify different ways in which safety engineers might keep people safe beyond the context of school laboratories.
You may want to show students additional examples of workplace posters on the OSHA website at https://www.osha.gov/pls/publications/publication.AthruZ?pType=Types&pID=5 .
Haynie III, W. J. (2009). Safety and Liability in the New Technology Laboratory. Technology Teacher , 69(3), p 31-36. http://eric.ed.gov/?id=EJ861083
Lazaros, Edward. J., and Shackelford, Ray. (2009). Safety Awareness: Empowering Students to Be Technologically Literate. Technology Teacher, 68(8), p 5-11. http://eric.ed.gov/?id=EJ838913
Supporting program, acknowledgements.
This material is based upon work supported by the National Science Foundation CAREER award grant no. DRL 1552567 (Amy Wilson-Lopez) titled, Examining Factors that Foster Low-Income Latino Middle School Students' Engineering Design Thinking in Literacy-Infused Technology and Engineering Classrooms. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Last modified: August 21, 2018
An official website of the United States government
The .gov means it's official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.
The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.
- Account settings
- Browse Titles
NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.
National Research Council (US) and Institute of Medicine (US) Committee on the Health and Safety Needs of Older Workers; Wegman DH, McGee JP, editors. Health and Safety Needs of Older Workers. Washington (DC): National Academies Press (US); 2004.
Health and Safety Needs of Older Workers.
- Hardcopy Version at National Academies Press
9 Conclusions and Recommendations
- KEY CONCLUSIONS AND RECOMMENDATIONS
To permit effective examination of the relationship between health and employment and work-related factors among older workers it is necessary to create new, longitudinal data sets containing detailed information on workers' employment histories and the specific demands of the job, as well as objective information on the health and safety risks to workers in the job. Such data sets do not currently exist because they are costly to create.
An ideal longitudinal data set would contain baseline information on the health status and previous work histories of a representative sample of older Americans, with overrepresentation of minority and other high-risk groups. The survey that collects these data would periodically gather from respondents and their employers data that provide researchers with consistent, reliable, and continuous information on respondents' employment and earnings, the risk factors associated with employment, including work organization and job demands on physical and mental capacity, and exposure to risk factors such as harmful chemicals. These data are needed to follow work and retirement patterns in aging cohorts of workers and to assess the effects of work on health. These data are also needed to assess the effects of health, workplace health risks, family obligations, and other causal factors on employment in later life. The old Retirement History Survey and newer Health and Retirement Study, as well as other longitudinal surveys now available, do not contain reliable or continuous information on the risk factors to which workers are exposed in their jobs.
Creating an ideal data set would be very costly, but it may represent the only strategy likely to produce sufficient data to elucidate completely the relationship between workplace risk factors and workers' health and employment patterns in later life. A more limited and less expensive alternative is to modify existing longitudinal and nonlongitudinal surveys so they contain crucial information about workplace health risks. Another alternative is to collect information on a convenience sample for which longitudinal record gathering is less costly in contrast to a nationally representative, random sample with periodic in-person or telephone survey updates. One possibility is to conduct thorough baseline interviews in a cohort of workers and recent retirees from a large national employer, such as the U.S. government. Personnel and other administrative records and less frequent in-person interviews would be used to construct lifetime work histories and measure subsequent employment and retirement patterns in the cohort. The size of the government workforce would also permit targeted sampling for better assessment of demographic subgroups. It would likely, however, exclude the possibility of assessing a full range of occupations.
Recommendation 1: New longitudinal data sets should be developed that contain detailed information on workers' employment histories and the specific demands of their jobs, as well as objective information on the health and safety risks to workers in the job. If cost makes it impossible to create a nationally representative, longitudinal survey focused on workplace health and safety, a less expensive alternative is to create a new longitudinal data set using a convenience sample in which information gathering is less costly, for example, a representative sample of workers at a large national employer, such as the U.S. government.
The risk of workplace injury or illness or disorder varies both across and within occupation and industry, and workers' exposure to such risks varies across the course of their lives. Therefore, analyses that attempt to explain life course health outcomes or that use health characteristics as variables to help explain major life course transitions such as retirement should have good information on these health and safety risks.
However, otherwise richly detailed socioeconomic surveys such as the Health and Retirement Study or the Panel Study of Income Dynamics, which contain detailed information on the health characteristics of their respondents, lack information on the health and safety risks that workers face in their current or past jobs. A National Research Council (2001) report has strongly encouraged longitudinal research to disentangle and illuminate the complex interrelationship among work, health, economic status, and family structure. Without capturing the independent effects of the work environment on these factors, however, it will be difficult to fully achieve this goal.
Regular population-based information on the distribution of common workplace exposures that can be assessed by interview is essential to our understanding of their relationship to the detailed health information in the Health and Retirement Study and the Panel Study of Income Dynamics, and also of the ways these exposures affect labor force exits.
Recommendation 2: Ongoing longitudinal surveys (for example, the Health and Retirement Study and the Panel Study of Income Dynamics) should either increase the information they gather on health and safety risk factors of the workplace or develop periodic modules to do so.
Accurate occupational injury and illness or disorder data are important to the development of public policy concerning older workers. However, there is evidence-based concern that occupational illnesses or disorders and occupational injuries may be underreported; a number of studies have raised concern about how well these data represent the full complement of work-related illness or disorder and injury experiences of older workers. There is insufficient knowledge of trends in under-ascertainment of both work-related injuries and illnesses or disorders, generally and with regard to older workers, and of the contribution of various factors to under-ascertainment (e.g., decline in unionization, increase in immigrant workforce, growth in precarious employment, incentive systems affecting reporting, and the features of workers' compensation systems).
The primary assessment of trends has been directed at how well industries are reporting those injuries and illnesses or disorders of which they are aware. Inadequate attention, however, has been given to the barriers that may interfere with individual workers' documenting of work-related injuries and the even greater barriers to recognizing that their illness or disorder episodes may be work related. The Bureau of Labor Statistics (BLS) has undertaken and needs to continue efforts to evaluate and improve the Occupational Safety and Health Administration (OSHA) based reporting of occupational injury and illnesses or disorders. In addition, new approaches are necessary to cast a broader net in order to describe the full extent of work-related injury and illness or disorder burden among older workers. Approaches should include new initiatives in several areas. Community-based studies that focus on older workers, with particular attention to immigrant and minority workers, should be undertaken to add important new information to that provided solely from current workplace audits. Surveys of workers should be used to complement audits of employer records, with particular attention to small and medium-sized firms where the audits have suggested problems may exist. Research collaborations should be developed with a variety of nongovernmental groups such as workers' compensation insurance carriers, industry associations, labor/management health and welfare funds, and other private groups with direct or indirect access to sources of work-related injury and illness or disorder data.
Recommendation 3: The National Institute for Occupational Safety and Health should collaborate with the Bureau of Labor Statistics in conducting a comprehensive review and evaluation of occupational injury and illness or disorder reporting systems, examining the extent of and trends in underreporting and underascertainment. This effort should include filling in important knowledge gaps through innovative research approaches and should be complemented by research directed at understanding trends and barriers to reporting, especially for older workers. Studies of incentives/disincentives to injury and illness or disorder reporting should be conducted with the end in mind of surveillance system reform.
To monitor the importance of the job environment on morbidity and mortality in nationally available data sets such as the National Health Interview Survey and National Health and Nutrition Examination Survey, it is necessary to have consistent, reliable, and continuous information on the risk factors associated with jobs. This information must be available at a sufficiently detailed level of industry and occupation (for example, at least as detailed as the three-digit categories defined by the Standard Industrial Classification and the Standard Occupational Classification systems). Currently, when work risk factors are assessed it is most common to consider them in a very limited fashion using job title or industry group only.
Little detail on the nature of work exposures over a broad range of occupations is currently available for linkage to health-based national or representative data sets. Data that characterize the full range of all types of work exposures are needed to permit assessment and tracking of relationships between these exposures and the prevalence or incidence of health conditions.
These exposure data should be structured in a way that allows easy linkage to data sets (both administrative records and surveys) that provide individual information on health and socioeconomic characteristics. Previously the National Institute of Occupational Safety and Health (NIOSH) has carried out surveys focusing only on chemical and a limited set of physical hazards (National Occupational Hazards Survey, National Occupational Exposure Survey). A more comprehensive assessment of work exposures is required associated with regular revisions to accommodate the evolution of existing occupations and the development of new ones.
Recent organizational developments related to stressful systems or features of work organization (e.g., job strain, effort-reward imbalance, and extended work hours) have been associated with increased risk of cardiovascular disease, already a major cause of disability among older workers. Although tools exist to assess organizational factors in etiologic research, they are not necessarily easily adapted to population surveys. In order to characterize exposures associated with work organization for use in such surveys, research will be needed to identify components or factors related to work organization that provide adequate sensitivity, specificity, and ease of use.
Recommendation 4: NIOSH should be provided sufficient funds to develop a database that characterizes types and levels of exposures associated with work. Exposures considered should include chemical, physical, biomechanical, and psychosocial factors. The database should be organized in a manner that permits the assignment of a full range of exposures to detailed occupation and industry groups and in a form that permits linkage to population health data sets. The database should be revised and updated periodically, at least every decade.
As first cataloged by Shock and others decades ago, populations undergo age-related decrements in the functioning of organs and of the human as a whole. While occupational health research has documented many adverse health effects of specific worksite environmental exposures, there is almost no research on the impact of these and other exposures on the trajectory of normal aging throughout the life span. Similarly, there is little research on how later-life workplace exposures affect age-related processes that are already altered by a variety of earlier occupational exposures. Approaches are needed to these issues at the general population level, as well as for cohorts with specific workplace exposures. Additional issues requiring investigation include how these cumulative and age-dependent exposures affect later-life physical, cognitive, and social function, and the occurrence and natural history of the major disabling diseases of older persons, such as heart disease, stroke, cancer, and degenerative arthritis. An emphasis on the effect of workplace exposures on mental health and function is also needed, particularly those related to workplace social stresses and changing work demands and organization.
Recommendation 5: Substantial research is needed on the physiological, pathological, and functional effects of common and potentially harmful worksite exposures—physiochemical, biological, biomechanical, and psychosocial—on older workers. This research should include determining how these environmental exposures may affect the trajectory of normal age-related human and organ function, including the cumulative effects of various prior workplace exposures, and the net impact on the pathogenesis of age-related chronic illnesses or disorders.
Many older workers have existing chronic illness or disorder and disease risk factors that are under various levels of personal and clinical management and control, including mental illnesses or disorders. Research is needed on how potentially adverse workplace exposures—physiochemical, biological, biomechanical, and psychosocial—affect the status, control, and outcomes of these chronic conditions. For example, these exposures may have direct, toxic effects on already diseased organs, interact pharmacologically with medications used to treat existing conditions, or distract and impede older workers from timely disease management interventions. Outcomes that might be studied include longevity and mortality, changes in disease and illness or disorder severity, changes in physical functional status, social effects on the individual and families, interactions with the health care system, and overall quality of life. Chronic conditions that are high priority for consideration in such investigations include cardiovascular disease and musculoskeletal disorders.
Recommendation 6: A research program should be conducted to provide systematic and substantial understanding of the effects of potentially harmful workplace exposures on individual and population outcomes among older workers with existing chronic conditions, both during periods of employment and after retirement.
A variety of public policy interventions have been designed to enable workers to remain in the labor market while minimizing or preventing occupationally caused morbidity. These include polices that operate directly through regulation of workplace hazards (Occupational Safety and Health Act, Mine Safety and Health Act) or indirectly through intervention in more general employment practices that impact older or disabled workers (Americans with Disabilities Act, Age Discrimination in Employment Act, Family and Medical Leave Act). Little is known about the effectiveness of these laws in achieving their goals for older workers. For example, there are insufficient data regarding whether the Americans with Disabilities Act has resulted in increased job accommodation, and therefore greater work longevity, for aging workers with qualifying disabilities. There has been no systematic evaluation of the combined and independent effectiveness of the Age Discrimination in Employment Act, the Americans with Disabilities Act, or the Family and Medical Leave Act in assisting aging workers to remain in the workforce and to obtain new employment when they are dislocated. Further study is also needed to assess whether these laws create barriers for continued and safe employment or reemployment of aging workers.
Recommendation 7: Evaluation research is needed to determine the degree to which public policies intended to enable workers to remain at work safely and productively have met these objectives specifically with regard to older workers. Policies that should be the subject of such evaluation research include the Occupational Safety and Health Act and other health and safety laws; the Americans with Disabilities Act; the Age Discrimination in Employment Act; the Family and Medical Leave Act; and related state laws.
Many existing intervention programs have demonstrated at least some efficacy for workers generally, and some for older workers, specifically. In principle, effective workplace interventions address hazards as close to the source as possible. Therefore, job design, including redesign and engineering to improve the exposures and accommodations for older workers, deserves the highest level of attention. There are design approaches to address a variety of age-related changes in vision, hearing, and physical strength and capacity and approaches that address work-related musculoskeletal disorders that are anticipated to be an important problem for aging workers. There is evidence for the effectiveness of a limited number of interventions to address cardiovascular disease by improving work organization and job design and by reducing job stressors. Many effective interventions also involve changing the social climate in the workplace (e.g., empowering workers), introducing better work practices (e.g., ergonomic interventions to improve body posture for bending and lifting), improving physical fitness with exercise, and substituting machine work for human exertion. Training is an intervention that seems particularly relevant for older workers, who are likely to be the most distant from initial professional training and from initial job training. Access to training, however, is often too limited.
Accommodations for workers with impairments and return-to-work programs are important interventions for older workers, who are more likely to bring impairments into the workplace and to be out of work longer than their younger colleagues after an injury at work. Modified work programs have been clearly shown to facilitate the return to work of workers with temporary or permanent impairments.
Attention to general health promotion programs is relevant for older workers, in part because chronic illness or disorder rates are higher at older ages. It is important to add, however, that general health promotion programs directed at workers appear to be more effective when tied to environmental controls in the workplace. Factors known to result in shortening the duration of disability consistently include medical and vocational rehabilitation interventions, organizational level employer factors, and employer-and insurer-based disability prevention and disability management interventions. Although most employee assistance programs (EAPs) have not emphasized employee needs related to aging, they have strong potential as a support for older workers in relation to occupational health and safety concerns. EAPs can also assist workers challenged by the need to provide eldercare support, plan for retirement or outplacement, and address substance abuse and emotional distress.
For each of these interventions there is need for research on the prevalence of the intervention (which firms and older workers use them), on the effectiveness of the intervention (the degree to which it protects older workers' health and safety), and on the costs of the intervention (how it compares with the benefits obtained).
For instance, ergonomic job designs have the potential to create workplaces that are suitable for the widest range of worker abilities. Workplace accommodations may permit older adults with a variety of impairments to work safely and productively. It is important to assess prevalence in part to determine whether an efficacious practice is not being employed as well as to assess the extent to which interventions not determined to be efficacious or ones known to be ineffective are being employed.
Although many intervention programs have at least some demonstrated efficacy, nearly all have been incompletely evaluated. For instance, weaknesses in existing evaluations of job design and training interventions include the use of small and unrepresentative samples in a small set of occupations. In addition, intermediate outcome measures such as changes in posture or self-ratings of work ability need to be complemented by direct measures of illness or disorder, injury, and symptom syndromes.
Few of the interventions and even fewer of the evaluations of those programs have tested their effectiveness specifically for older workers. Moreover, studies have not routinely included samples representative of the workforce of the future that will include increasing proportions of women and minority workers. Past research has focused on a limited set of occupations and workplace environments, and little is currently known about those that will in the future be employing increasing proportions of older workers. For instance, computer workstations have been introduced in many job settings, and yet there has been little evaluation of the adequacy of their design for older users. Such research can lead to the creation of guidelines and best practices that will lead to safer, healthier, and more productive workplaces.
Recommendation 8: For promising job design, training, and workplace accommodation interventions, research should be conducted to determine the prevalence, effectiveness, and associated costs of intervention. The resulting data should be used to perform evaluations and benefit-cost analyses to guide the implementation of future interventions.
There are gaps in our knowledge about how socioeconomic and demographic variables (e.g., minority or immigration status, low literacy, low-education level, lack of fluency in English, lack of continuous connection to the formal labor market) might increase health and safety risks for subpopulations of older workers, and about the degree to which these variables predict employment in hazardous occupations and industries. There are also gaps in our knowledge about variables that may lead some older workers to stay in the workforce despite declining health (e.g., income insecurity, low-income levels, gaps in health insurance coverage, barriers to access to other public and private benefit programs).
A separate research effort is needed to collect data about these high-risk older workers, given that this population may be less readily identified through standard sampling procedures. To assure comparability with findings from other studies, it is important that standard instruments be used when feasible.
Recommendation 9: Targeted research should be undertaken to identify the extent to which, and mechanisms whereby, socioeconomic and demographic variables are related to health and safety risks of older workers; the degree to which these variables predict employment in hazardous occupations and industries; and how they may be associated with retirement decisions and barriers.
- ADDITIONAL CONCLUSIONS AND RECOMMENDATIONS
According to an agreement with OSHA, the BLS annually collects and analyzes workplace injury and illness or disorder statistics. The employer survey instrument required by OSHA, however, does not seek demographic information on employees at risk of injury or illness or disorder. Consequently, much of the data on workplace injury and illness or disorder are presented only as counts or proportions. Denominator data can be developed using occupation and injury data available in the Current Population Survey. The necessary compromises needed to apply Current Population Survey data to this purpose are minor compared with the benefits that result from detailed rate-based data reporting. It has already been determined that it is feasible to determine quite accurate death rates by this method.
Recommendation 10: The Bureau of Labor Statistics should initiate reporting of workplace injury and illness or disorder rates according to demographic characteristics (for age, gender, and ethnicity at a minimum) based on Current Population Survey reports of total number of hours worked by people in subpopulations defined by age, gender, industry, and occupation.
Worksite health promotion programs and employee assistance programs have demonstrated benefits for workers' health, but their effectiveness, specifically for older workers, has not been studied. Worksites can promote the health of older workers through health promotion programs that aim to reduce risk-related behaviors (e.g., tobacco use, physical inactivity) and promote screening for early detection and treatment of illness or disorder and disease (e.g., ambulatory blood pressure monitoring at work to detect hidden workplace hypertension). While there is evidence that the integration of health promotion programs with work risk reductions is successful in reducing risky behaviors, little research has been conducted to identify effective ways to tailor these programs to older workers' needs or strategies to maximize worker participation in programs. In addition, there is need for research to assess the efficacy of these interventions, specifically for older workers.
Employee assistance programs can also play a useful role in protecting and promoting the health and safety of older workers, and they may offer support services specifically tailored for older workers, such as preretirement planning, substance abuse interventions customized for older workers, or family care programs. Research is needed to develop and assess the effectiveness of such services as well.
Another domain of prevention and health promotion programs at the worksite is the possibility of disease management programs for older workers. These programs help manage disease risk factors or physiological domains that can prevent disease progression. Examples include diabetes, hypertension, and asthma management. Evaluation is needed to assess the feasibility, cost, and maintenance of these worker health programs. Simultaneously, the overarching problem of maintaining confidentiality or worker medical conditions needs to be considered.
In addition, particular attention is needed to develop strategies for extending these interventions to small business settings, where they are often lacking.
Recommendation 11: Research should be conducted to assess the effectiveness, benefits, and costs of worksite health promotion programs and employee assistance interventions tailored to older workers in both small and large worksites.
The Department of Labor has been developing and validating a system called O*NET™ intended to advance information useful in describing the nature and scope of job characteristics that can be collected for use in a number of settings, most particularly in the BLS statistical systems. The O*NET database, when complete, will provide a valuable description of the knowledge, skills, and abilities required for various jobs; that information will permit detailed comparison of job requirements with the developing knowledge of the capacities of older workers. The O*NET is a large undertaking, and progress on this valuable resource has been slow.
Recommendation 12: This committee endorses the recommendation, defined in the 1999 National Research Council report The Changing Nature of Work , that the O*NET system be developed as a fully operational system. A sense of urgency should be applied: efforts should be devoted to achieving a comprehensive, interactive O*NET database as quickly as possible.
Development of information on the individual, family, and societal costs of occupational injuries and illnesses or disorders is necessary to allow policy makers to place a proper priority on the problem and determine the necessary level of effort for prevention efforts focused on this older worker population. Much of the necessary data to carry out such studies is available from the Health Care Financing Administration, the National Hospital Discharge Survey, the Healthcare Cost and Utilization Project, the Health and Retirement Study, and the Ambulatory Care Visits Study, along with data from the BLS that provides age-specific rates on all categories of occupational injuries and illnesses or disorders, including days away from work, restricted workdays, and events with no lost or restricted time.
Recommendation 13: Research should be undertaken to assess the full (direct and indirect) costs of older workers' occupational injuries and illnesses or disorders to individuals, families, and society.
The National Health Interview Survey (NHIS) is the principal source of information on the health of the civilian noninstitutionalized population of the United States. The main objective of the NHIS is to monitor the health of the U.S. population through the collection and analysis of data on a broad range of health topics. A major strength of this survey lies in its ability to display these health characteristics by many demographic and socioeconomic characteristics. To date, only the 1988 survey included substantial information about population exposure to work-related risk factors and detailed assessment of the occupational nature of selected conditions. Regular population-based information on the distribution of common workplace exposures that can be assessed by interview is essential to understanding the relationship of these risk factors to health data contained within NHIS.
Recommendation 14: The National Center for Health Statistics and the National Institute for Occupational Safety and Health should develop a survey supplement on work risk factors and occupational disorders for periodic inclusion in the National Health Interview Surveys. Additional funds should be devoted to support this effort.
The National Health and Nutrition Examination Survey (NHANES) is a continuous annual survey designed to examine public health issues that can best be addressed through physical and laboratory examinations of the U.S. population. Currently over 100 environmental chemicals are measured in either blood or urine specimens for various subpopulations.
Recommendation 15: The National Center for Health Statistics and the National Institute for Occupational Safety and Health should collaborate in an effort to identify, using the National Health and Nutrition Examination Survey, subpopulations of older workers where chemical exposure is likely to be an important work risk factor and to develop a list of chemicals to be included in surveys of such populations in the future. Additional funds should be devoted to support this effort.
In the 1970s, the BLS carried out national Quality of Employment Surveys to describe the prevalence of and trends in job characteristics and other workplace risk factors. These nationally representative databases proved a valuable resource for assessing prevalence and trends for work risk factors. For example, the surveys were central to the development of the Job Content Questionnaire.
Recommendation 16: The National Institute for Occupational Safety and Health and the Department of Labor should collaborate and be funded to develop a survey instrument and periodically conduct surveys to describe the prevalence of and trends in job characteristics and other workplace risk factors in a manner similar to the Quality of Employment Surveys.
- Cite this Page National Research Council (US) and Institute of Medicine (US) Committee on the Health and Safety Needs of Older Workers; Wegman DH, McGee JP, editors. Health and Safety Needs of Older Workers. Washington (DC): National Academies Press (US); 2004. 9, Conclusions and Recommendations.
- PDF version of this title (5.5M)
In this Page
- Conclusions and Recommendations - Health and Safety Needs of Older Workers Conclusions and Recommendations - Health and Safety Needs of Older Workers
Your browsing activity is empty.
Activity recording is turned off.
Turn recording back on
Connect with NLM
National Library of Medicine 8600 Rockville Pike Bethesda, MD 20894
Web Policies FOIA HHS Vulnerability Disclosure
Help Accessibility Careers
How to do a health and safety assignment
Make sure you understand the task
If you want to complete your assignment perfectly, you need to be confident that you understand the task. Be sure you are acknowledged with the topic and have enough information in your mind to explain it. If you have the task to complete a health and safety assignment, you are supposed to have considerable knowledge about health and safety.
Health and safety study field is focusing on the concepts of the employee’s safety on the working places within all jobs and industries. It is a rather wide sphere of studying and one of the most important. Being a qualified professional is really great, but if you do not know anything about the health and safety concepts that refer specifically to your occupation, you may come in trouble. Health and safety knowledge can help you to estimate the risk for your health that might appear at your working place and take action to improve the situation.
Don’t waste your time! Order your assignment!
As you can see, the sphere of health and safety study is rather wide. However, your assignment should not be written in general. Your task will require from you analyzing one specific branch or phenomenon connected with this theme. Read the title of your assignment and then an introduction to it. Try to distinguish what is the specific topic of your assignment and what kind of information it requires.
Define the kind of assignment and its specifics
You probably ask yourself: “How should I create this assignment?” There are lots of kinds of the assignment, and each of them has its specifics. They differ in size and the way of structuring. Some of them should be written in an objective tone only, and others require your personal attitude to the problem. They can also differ in the way of formatting. In order to understand how to complete your safety assignment, define what type it is. They can be:
- Analytical or critical review
- Research essay
- Project report
- Practical report
Look carefully in the instruction to your assignment, and you might see there what type is yours. If you find it difficult to define what type of assignment you need to complete, you can get in touch with your instructor and ask him about it. Do not start your work until you are completely sure that you know what to write.
After having cleared up the type, you need to be sure that you know all the specifics of it. Be sure you have already known how to structure your type of assignment and how to organize your ideas in it. Study all the requirements that are stated to the specific kind of an assignment that you are supposed to complete. Such knowledge will help you to avoid unnecessary mistakes.
After you have cleared up what exactly you are supposed to write you can start your writing. However, before you put your pen on the paper, you need to have a plan. The process of creating any kind of assignment is rather complicated but be sure you can manage this task. Study the following steps that will help you to organize your working process and not to omit anything.
- Analyze the question. You are supposed to have already done this step as we were talking about it previously. You need to know your topic deeply and understand the theme you are going to complete an assignment on.
- Create an outline. This is a great benefit for you. The process of creating an outline itself is not so easy, but it makes considerably easier the process of creating a whole assignment later. This step will picture for you a specific line of ideas that you should develop and will help you to omit unnecessary ones. An outline is like a guide that creates a focus and does not let to fly away from the topic. After having completed it, you will clearly understand what the parts of your assignment are and what to include in each of them.
- Find information. Be sure that have enough information to do your health assignment. If you feel that there is not enough data, you have to do research. Find all the materials that will help you and prepare enough facts and examples to support your ideas while writing. Omit that data that does not fit in your outline and try to stick to your plan.
- Write. It is the exact time to put your pen on the piece of paper and write. Do not procrastinate as you need to note down your fresh ideas. Try to avoid any distraction and make a focus only on your work. In order to avoid the condition of the terrible exhaustion, make short breaks after intensive work to let your mind relax.
- Edit your assignment. Do not forget about this last but not least important step. Your assignment should be perfectly organized and should not include any mistake. Make a short break to let your mind and body take rest. After that, take your assignment and reread it from the beginning to the end. Improve all that you want to be improved and make your assignment perfect.
- Reaction paper for occupational safety and health Assignment
- Health & Safety Issues in Garments Industry of Bangladesh Assignment
- How to write an assignment for college
- How to write an assignment in the first person guidelines
Haven't Found The Paper You Want?
For Only $13.90/page
Ask a question from expert
Occupational Health And Safety Assignment
Added on 2020-02-18
Added on 2020-02-18
End of preview
Want to access all the pages? Upload your documents or become a member.
Report on Safety and Health Regulation in the Aircraft lg ...
Occupational safety and health risks in confined spaces lg ..., hazardous chemical management and whs monitoring processes lg ..., occupational health management lg ..., risk assessment for occupational exposure essay lg ..., occupational safety - remond mechanical company lg ....
Example on Health and safety at work Fetac Level 5 Assignment
Qqi Level is a short-term course certified by NFQ, Ireland. The course includes care support, skills, health and management at work, childcare, old age care, behavior management, and many more. Talking about Health and safety at work Qqi Level 5, the course helps the students to understand the consequence of maintaining health and safety at the workplace. The students come to know about the risks and dangers faced by the employee and employers at the worksite. The assignments assigned encourage the students to research preventive measures and ways to support health and safety at work.
Health and safety at work Qqi Level 5 help the students to analyze the responsibilities of the employee and employers. The students can find out what is the role of communication in promoting health and safety in the workplace. It becomes vital for the students to inspect the critical issues related to emergency procedures, infection control, symptoms, conditions promoting the development of microorganisms, and many more. Moreover, exploring the associated risks of health and safety issues related to dust and noise becomes the main concern for students.
Buy Health And Safety At Work Final Exam Assessment Answers At Economical Price
What if students do not prepare for health and safety at work qqi level 5 assignments.
Health and safety at the workplace ensure that the workplace is safe for the perseverance of the better health management of employees as well as employers. The assignments assigned to workplace health and safety help the students to study the various hazards occurring in the workplace. However, if the students do not work on Health and safety at work Qqi Level 5 assignments then they can face serious consequences:
- Qqi Level 5 assignments demand realistic awareness along with theoretical knowledge. The students not working on workplace health and safety assignments will lack in gaining practical experience.
- The students will not be able to acknowledge the issues arising in the workplace.
- Not preparing assignments makes the students incapable to recognize the underlying factors that help in enhancing the importance of health and safety.
How can students prepare for Health and safety at work Qqi Level 5 assignments?
Maintaining safety at the workplace is vital not only to enhance business productivity but also to promote the health of the employees. The students can focus on the given below steps to prepare a knowledgeable and informative Qqi Level 5 assignment on health and safety at work:
- The students should research ways to promote a safe work environment that is crucial for the employee and employer’s safety.
- Searching for the safety laws issued by the workplace is beneficial to include facts and evidence.
- Instead of dealing with all the safety-related issues at the same time, it’s beneficial to make a rough list. After that, the students can prepare for safety and health-promoting measures at the workplace.
Get Paid For Your Health And Safety At Work Semester End Exam
Sample on health and safety at work qqi level 5 assignment.
Title : What health and safety hazards are commonly found in workplaces? Dust, fumes, and noise are the dangers commonly faced by the employees and employers at the worksite. Several workers get exposed to noise hazards every year that leads to hearing loss. Moreover, exposure to noise hazards at the workplace can cause everlasting hearing loss and cannot be prevented by any hearing aid. Additionally, noise hazards can create psychological and physical stress, lessens productivity, and can affect concentration skills. Dust and fumes can lead to various infections in the workplace. However, these infections are controllable by focusing on certain preventive measures at the worksite.
Hire Qqi Level writers and score good marks in health and safety assignments
The students who want to submit quality Health and safety at work Qqi Level 5 assignments can take help from expert writers. Irelandassignments.com offers the students with the best assignment writing solutions at affordable prices. The students asking can they complete their homework on time should consult an expert team of writers. The experienced and trained Qqi Assignment writers deliver quality assignments and enhance the educational performance of the students.
Achieve Your Goals By Hire Healthcare Assignment Writers For Health And Safety At Work Individual Assessment
- Structures & Governance in Healthcare Assignment Sample Ireland
- RDGY10090 Healthcare Imaging and Information Systems UCD Assignment Sample Ireland
- SMGT10150 Health, Fitness and Nutrition UCD Assignment Sample Ireland
- MDSA40040 Repro Psych & Child Medicine UCD Assignment Sample Ireland
- AY104 Introduction to Financial Accounting NUIG assignment sample Ireland
- AR347 Palaeoecology – Reconstructing Past Environments NUIG assignment sample Ireland
- AN225 Human Gross Anatomy NUI assignment sample Ireland
- ACC20010 Financial Accounting 2 Assignment Sample Ireland
- ACC1071D An Introduction to Financial Accounting Information Assignment Sample Ireland
- BUU33530 Financial Accounting Assignment Example TCD Ireland
- AC4002 Managerial Accounting Assignment Example UL Ireland
- ACC40020 Management Accounting Assignment Example UCD Ireland
- Advancing Recovery in Ireland (ARI) Essay Example
- Pharmaceutical Analysis Essay Sample Ireland
- Impact of Covid-19 on Employment in Ireland Essay Example
Submit Your Assignment
Occupational Health and Safety Intern
Advertised on behalf of.
Type of Contract :
Starting date :.
Application Deadline :
24-Feb-24 (Midnight New York, USA)
Post Level :
Duration of initial contract :, time left :, languages required :.
Expected Duration of Assignment :
UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence. UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.
UN Women, grounded in the vision of equality enshrined in the Charter of the United Nations, works for the elimination of discrimination against women and girls; the empowerment of women; and the achievement of equality between women and men as partners and beneficiaries of development, human rights, humanitarian action and peace and security.
The Security and Safety services team provides Professional Security and Occupational Health and Safety advice and guidance in order for the entity to carry out its mandate.
The Security and Safety Services team seeks to enlist a full-time intern to support the team in the development of OHS products and processes
The position is located within the UN Women Department of Management and Administration, Office of Security and Safety Services. The Occupational Health and Safety Intern will report to the UN Women Occupational Health and Safety Manager.
Duties and Responsibilities
In line with the approved UN Women Security and Safety Services Section Biannual Work Plan (BWP), the Occupational Health and safety Intern will provide direct coordination and support to the development of outputs, whilst also scoping internal UN Women programme delivery security requirements.
The Intern will be responsible for the following:
- Support reviewing and updating the current UN Women OSH Strategy, Policy and organizational roles and responsibilities.
- Support OHS Manager in responding to workplace incidents.
- Support the OHS Manager in maintaining accident statistics.
- Support defining and developing proposed OSH competencies, learning objectives and topics for an education/onboarding programme for UN Women OSH Focal Points and Managers based on their established roles and responsibilities.
- Support OHS Manager in developing the UN Women OSH Intranet pages.
- Continually review ‘Mental Health Strategies’.
- Liaise and coordinate with UN Women Security Regional Specialist regarding country office’s security and safety compliance.
- Liaise and coordinate with appropriate units, divisions and sections internally, regarding OSH components.
The internship programme offers unique learning opportunities for interns, exposing them to the work of the United Nations, and enriching their educational experience through practical work in an international organization, with a focus on gender equality.
- Increased understanding of UN Women’s work and the UN
- Increased understanding of occupational health and safety
- Increased understanding of UN Security Management System
- Meeting and networking with UN Women colleagues in other units and colleagues in other UN Security Management System organizations
- Work as a team member in a multicultural setting
- Respect for Diversity
- Awareness and Sensitivity Regarding Gender Issues
- Creative Problem Solving
- Effective Communication
- Inclusive Collaboration
- Stakeholder Engagement
- Leading by Example
Please visit this link for more information on UN Women’s Core Values and Competencies :
- Approaches work with energy and a positive, constructive attitude;
- Develops clear goals that are consistent with agreed strategies;
- Offers new and different options to solve problems;
- Ability to gather and interpret data, reach logical conclusions and present findings;
- Familiarity with gender issues
- Self-starter; organized; able to multitask and balance multiple responsibilities.
Required Skills and Experience
- Be enrolled in a graduate school programme (second university degree or equivalent, or higher); Be enrolled in the final academic year of a first university degree programme (minimum Bachelor's level or equivalent);
- Be enrolled in a mandatory national service programme of which the internship may form a part;
- Have graduated with a university degree and, if selected, must commence the internship within a two-year period of graduation.
- Excellent communication skills (written and oral) in English are required;
- Working knowledge of another UN language is an advantage. (French/Spanish)
Interns who are not in receipt of financial support from other sources such as universities or other institutions will receive a stipend from UN Women to partially subsidize their basic living costs for the duration of the internship.
- All applicants must submit a completed and signed P.11 form with their application.
- Due to the high volume of applications received, we can ONLY contact successful candidates.
- Successful candidates will be required to provide proof of enrollment in a valid health insurance plan at the duty station of the internship, proof of school enrollment or degree, a scanned copy of their passport/national ID and a copy of a valid visa (as applicable).
- A selected candidate unable to report to the advertised duty station due to the impact of the ongoing COVID-19 pandemic may be approved to undertake this internship remotely.
In July 2010, the United Nations General Assembly created UN Women, the United Nations Entity for Gender Equality and the Empowerment of Women. The creation of UN Women came about as part of the UN reform agenda, bringing together resources and mandates for greater impact. It merges and builds on the important work of four previously distinct parts of the UN system (DAW, OSAGI, INSTRAW and UNIFEM), which focused exclusively on gender equality and women's empowerment. At UN Women, we are committed to creating a diverse and inclusive environment of mutual respect. UN Women recruits, employs, trains, compensates, and promotes regardless of race, religion, color, sex, gender identity, sexual orientation, age, ability, national origin, or any other basis covered by appropriate law. All employment is decided on the basis of qualifications, competence, integrity and organizational need. If you need any reasonable accommodation to support your participation in the recruitment and selection process, please include this information in your application. UN Women has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UN Women, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. All selected candidates will be expected to adhere to UN Women’s policies and procedures and the standards of conduct expected of UN Women personnel and will therefore undergo rigorous reference and background checks. (Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.)