| Toolbox talks are designed to be a | | | | 6. Hazardous hand-held implements - proper |
| comprehensive course in safety, while not | | | | usage, inspecting equipment and dealing with |
| sounding like a "course" at all. The talks take the | | | | accidentsa. Power toolsb. Abrasive or cutting |
| form of a discussion where workers are | | | | toolsc. Cartridge tools |
| encouraged to tell their own stories, convey their | | | | 7. Other hazardous circumstances - identifying the |
| own ideas on safety, and express their doubts | | | | first signs of distress, rules about adequate safety |
| and queries. However, it is necessary to include | | | | gear, and remedying health problems or |
| some useful information about hazardous | | | | accidentsa. Laser exposureb. Vibrationsc. |
| situations, safety equipment, legal regulations and | | | | Excessive sunlight exposured. Cemente. Weldingf. |
| emergency protocol. | | | | Information about the "Control of Substances |
| A typical outline for toolbox talks includes the | | | | Hazardous to Health" or COSHH regulations |
| following - | | | | 8. Working with large lifting machines or mobile |
| 1. Preliminaries:a. Laws governing health and | | | | plantsa. Basic usage guidelinesb. Reversing and |
| safetyb. Responsibilities of workersc. | | | | towing large mobile plantsc. Inspection of cranes, |
| Responsibilities of employersd. Safety signs and | | | | mobile plants etcd. Traffic control |
| what they mean | | | | 9. Fire prevention and extinguishing |
| 2. On-site rulesa. First aid provisions and trainingb. | | | | 10. Site cleanliness, efficiency and housekeepinga. |
| Reporting accidents or "close shaves" to a safety | | | | This can prevent easily avoidable freak accidents |
| officerc. Rules regarding adequate hygiene and | | | | of any magnitude, from simple trips to fatal slipsb. |
| comfort of on-site workers | | | | Checking quality of equipment and working |
| 3. Protective gear and clothinga. Protective clothing | | | | platforms before commencing work |
| for separate sets of hazardous circumstances - | | | | 11. How to handle, carry and store materials |
| loose stone, heat, water etcb. Separate sections | | | | Toolbox talks - which may be conducted in ten to |
| on protective gear for the head, eyes, ears, face, | | | | fifteen minute weekly sessions on longer and less |
| hands, feet and so on | | | | frequent ones - should be made as interesting as |
| 4. Working in areas prone to mechanical accidents, | | | | possible for the delegates present at the sessions. |
| evaluating safety levels at such sites and dealing | | | | The outline is part of the educator's spadework, |
| with potential or actual accidentsa. Working at a | | | | and should not become an obvious part of the |
| heightb. Performing excavationsc. Working near | | | | lecture. Since the sessions need to drive their |
| railway tracksd. Underground cable systems, | | | | points across in a relatively short time period with |
| sewers, water pipese. Dealing with nearby gas | | | | no way to test how much of the message gets |
| mains | | | | through, it is imperative that the talks stay |
| 5. Working in areas at risk of chemical accidents, | | | | spontaneous, yet targeted and relevant. |
| evaluating risk and knowing the safety protection | | | | Such talks will generate safety awareness among |
| due to the workersa. Working in minesb. Working | | | | workers, and this will eventually lead to less |
| in closed spacesc. Knowing commonly found gases | | | | accidents. Workers tend to carry out discussions |
| and being able to identify themd. Handling chemical | | | | on their own, long after the talks have been |
| fumes and knowledge of adequate protection as | | | | completed. |
| well as remedial measures | | | | |