MARCH 15, 2023

Test-2

GROUP-7
STUDENTS NAME: ANUDEEP KAUR PANDHER (A00160372)
KULJEET KAUR(A00160207)
SAMIKSHA(A00158701)
COURSE CODE- HRP106-OCCUPATIONAL HEALTH AND SAFETY
SUBMITTED TO- DR. IRAM ASIF
1. Define and distinguish among violence, aggression, and harassment .

AGGRESSION:

All individuals exhibit aggression, manifesting as abusive language, destruction of property and
items, self- and other-abuse, and violent threats to others manifests as abusive language, destruction of
property and items, self- and other-abuse, and violent threats to other people. Aggression
encompasses all actions that have the capacity to cause harm to others. Physical harm, psychic harm,
and even property damage are all examples of this harm. The key concept in defining aggression is
intentional behaviour meant to cause harm to others, which means that aggression is more about
purpose than actual action. For example: When a dog barks at someone, he is not acting violently.
Instead, he uses aggression to frighten the dog away, demonstrating using aggression to frighten the
dog away, which demonstrates his desire to hurt another canine.

VIOLENCE:

It is described as a violent injury with the purpose of hurting or injuring another person. However, not
all hostility results in violence; rather, violence still stems from the desire to cause damage to others.
Predators engaging in hunting behaviour exhibit violence that is unrelated to rage. Abuse of children
by parents and other carers is the most harmful type of violent conduct. This phenomenon has resulted
in a rise in youth violence, which is a problem. Psychologists have been researching the causes of a
rise in violent behaviour, but they believe that there are more complex causes at play than just child
abuse.

HARASSMENT:

Harassment is defined as any unnecessary sexual, verbal, or implied behaviour that would reasonably
cause someone to feel uneasy, humiliated, or distressed. In an abuse lawsuit, many factors are
considered. the aggressor's desire to irritate, terrorize or degrade the target. The frequency and
seriousness of the inappropriate behaviour.

The distinction between harassment, violence, and aggression:

1) Even though anger can lead to aggression, not all violence is a consequence of anger,
according to psychologists and scientists.
2) The most crucial aspect of aggression is the desire to cause damage or injury to other
people. As I mentioned Even a canine who displays aggression by baring his teeth may
not actually attack another dog.
3) Self-harm or self-destruction are other outcomes of aggression. It is primarily brought on
by a sense of despair.
 4) There are many variables at work that lead to violence than aggression and harassment.

2. Identify the risk factors for workplace violence. Also explain the idea
of imminent risk. Discuss ways to reduce the risk of workplace
violence. 

Several elements that could make violent occurrences more likely to occur can be considered risk
factors for workplace violence. They may consist of:

 Working in stressful areas, such as the healthcare or emergency services

 Having a solitary or isolating profession, such as a night-time retail or security position
 Handling cash or other assets in a job that involves a bank or similar institution.
 In customer service or social services roles, dealing with clients or customers who may be
combative or hostile.
 Working in places where there has been violence or aggressiveness in the past, like
prisons or mental health facilities.
 Addiction or substance abuse among clients or employee.

When there is a direct threat of violence, the situation is said to have imminent risk. It's possible that
someone in this circumstance is acting violently, threatening you, or carrying a weapon. Clear policies
and processes for handling the problem and safeguarding personnel are crucial in these circumstances.

Organizations can do several things to lessen the danger of violence in the workplace, such as:

 For handling threatening or violent conduct, establish explicit policies and procedures. An
organised mechanism for reporting and handling workplace violence events should be part
of this.
 Employees should receive instruction on how to identify and diffuse potentially violent
situations. Both verbal de-escalation tactics and, if necessary, physical self-defence
techniques should be covered in this training.
 Install security measures including alarms, panic buttons, and cameras to monitor the area.
This can serve to discourage aggressive behaviour and offer prompt action in the event of
an occurrence.
 Employees who might be experiencing traumatic or stressful conditions should receive
mental health support. This can include having access to employee support programmes or
counselling services.
  Encourage a respectful, inclusive, and open communication-oriented working atmosphere.
By encouraging a friendly and secure workplace, this can aid in the prevention of violent
occurrences at work.

By implementing these actions, businesses can lessen the possibility of workplace violence and give
their employees a safer and more secure work environment.

3. Define sexual harassment. Discuss what organizations should do to

reduce the incidence of workplace sexual harassment . 

Sexual harassment is a type of sex-based prejudice. The Ontario Human Rights Code  contains
sections that specifically address sexual assault and prohibits all types of sex-based discrimination.
Sexual harassment can make it more difficult for someone to obtain employment, housing, schooling,
feel safe and secure, and engage in other aspects of society. A subcategory or a type of sexual
harassment known as gender-based harassment is becoming more widely accepted.

The Law establishes equal rights and chances for everyone in Ontario, free from discrimination, while
also recognizing the inherent dignity and worth of every individual. For each person to feel a part of
society and capable of contributing to it, code provisions are intended to foster an atmosphere of
understanding and mutual respect for the worth and dignity of everyone. Everybody should be able to
live and work without fear of being harassed because of something that the Law forbids.

what enterprises can do to lessen the prevalence of workplace sexual abuse:

1. Make it abundantly clear that preventing sexual harassment is a company priority:

As a result, there is an increasing understanding of the necessity of being assertive at
work. Businesses must take action to teach and inform employees about the kinds of
conduct that will not be acceptable at work. Companies should continuously review their
harassment laws.
2. Ensure That Management and Workers Are Aware of Sexual Harassment: Although
it might seem clear what sexual harassment at work is, managers must take steps to make
sure that employees are aware of the precise types of actions and behaviours that are
unacceptable. This goes beyond particularly offensive instances of inappropriate bodily
contact. Making explicit sexual jokes, showing or watching offensive content, and other
objectionable and undesirable behaviours and actions are all included in the definition of
sexual harassment.
3. Good reinforcement should be used during sexual harassment prevention training.:
Optimistic messaging that presumes staff members want to do the right thing engages
them to be a part of the solution to workplace harassment and inspires them to help
 promote a respectful culture can be much more effective at motivating employee conduct
than a "stick" approach that focuses on inappropriate behaviour and repercussions to be
prevented.
4. Encourage staff members to help maintain a harassment-free workplace:
Supervisors, managers, and HR leaders cannot continuously watch harassment.
Companies can, however, increase the likelihood that incidents or warning signs of
mistreatment will be noticed, reported, and dealt with—and even prevented—by enlisting
the assistance of their workers. Sexual abuse at the office cannot be stopped by HR.
5. As problems arise, take prompt and decisive action: Employees will stop reporting
sexual harassment incidents if they believe that nothing will be done in the event that a
problem arises, which may encourage those employees who might cause damage to
continue acting aggressively. Therefore, it is crucial that employers act swiftly to handle
complaints of sexual harassment in the workplace, conduct an exhaustive and unbiased
review or investigation, apply appropriate sanctions, and notify the journalist that they
have accomplished so.

4. Discuss the importance of occupational health and safety training.

Identify the components of a training program.

To safeguard the health and welfare of workers, avoid accidents and injuries, and guarantee
compliance with legal requirements, occupational health and safety training is crucial. Training
programmes give employees the knowledge and skills they need to do their jobs safely as well as
assist them in understanding the risks related to their job duties,

Some of the main justifications for why occupational health and safety training is essential in
any job include the following:

 Improved Safety: Improvements in safety are made possible by training programmes that
teach staff members how to detect and reduce the risks and hazards that come with their
occupations. The number of accidents and injuries sustained at work can be greatly
decreased with this knowledge.
 Productivity increases: Workers are more likely to be effective and productive when they
feel secure in their roles.
 Cost savings: Injuries and accidents at work can be expensive for employers due to missed
productivity, medical expenditures, and insurance premiums. Training programmes can
lower these expenses by reducing the likelihood of accidents and injuries.
  Compliance: Many regulatory organisations demand that employers teach their staff
members in occupational health and safety. Penalties and fines may apply if these rules are
not followed,

An efficient occupational health and safety training programme should contain the following:

1. Identification of hazards: The programme should list the risks involved in each job
assignment and give staff members the information they need to identify these risks.
2. Risk assessment: Workers should be taught how to evaluate the risks connected to their job
duties and choose the best course of action to reduce these risks.
3. Control measures: Employees should learn about the control measures that can be used to
lower the risks associated with their job duties from the programme.
4. Emergency procedures: Emergency response, evacuation plans, and other emergency
procedures should all be covered in the programme.
5. Record-keeping: Employers must keep a record of all occupational health and safety
training given to their staff, including the subjects covered, the training date, and the names
of those who attended.
6. Continuous training: To make sure that personnel are informed of the most recent dangers
and safety controls, occupational health and safety training should be a continuous activity.

In conclusion, training in occupational health and safety is essential for safeguarding workers' health
and welfare and guaranteeing compliance with legal obligations. A thorough training programme
should involve record-keeping, danger identification, risk assessment, control measures, and
emergency procedures.

5. Explain the role of a needs analysis when designing a training

program. Discuss issues that arise in training design and delivery.

A need analysis is a crucial first step in creating a training programme that works. It entails
identifying the performance, knowledge, and skill gaps among the personnel who will take part in the
training. A need analysis can be carried out using a variety of techniques, including surveys, focus
groups, interviews, and work task observation. The primary advantages of performing a needs
analysis while creating a training programme are as follows:

 Finding the knowledge and skill gaps that require training: A requirements analysis aids
in finding the knowledge and skill gaps that require training.
 Tailoring the training course to the students: By considering the learners' previous
knowledge, abilities, and experience, the needs analysis ensures that the training programme
is created to fit their needs.
  Increasing engagement and motivation: The training programme is more likely to engage
and motivate the learners when it is tailored to their needs.
 Optimizing return on investment: The training programme is more likely to give the
organisation a strong return on investment if it focuses on the knowledge and skill shortages
that the needs analysis discovered.

Yet, there may be certain problems with how a training programme is designed and delivered. The
effectiveness of the training programme may suffer because of these problems. The following are
some frequent problems that occur in the planning and delivery of training:

I. Lack of relevance: If the training programme is not adapted to the needs of the learners, they
may believe it is unrelated to the activities they must complete at work, which may cause
them to lose interest and motivation.
II. Bad instructional design: The success of the training programme can be considerably
impacted by the instructional design. Confusion, disengagement, and subpar learning results
can result from improperly designed training materials.
III. Insufficient resources: A shortage of resources, such as training equipment or materials,
might limit the learners' capacity to apply their new knowledge and abilities to their job
activities and hamper the success of the training programme.
IV. Insufficient trainer abilities: Trainers are essential to the success of the training programme.
The efficiency of the training programme may be hampered if the trainers lack the required
knowledge or experience.
V. Lack of follow-up and reinforcement: To ensure that trainees can apply their new
knowledge and abilities to their work activities, training is a process that necessitates
continuing reinforcement and follow-up. The training program's effectiveness may be
constrained without follow-up and reinforcement.

In conclusion, carrying out a needs analysis is essential for creating a training programme that is
effective. It assists in determining the learners' knowledge and skill gaps so that the training
programme can be tailored to their requirements. The design and implementation of the training
programme, however, may run into several problems, including a lack of relevancy, bad instructional
design, insufficient resources, insufficient trainer skills, and a lack of follow-up and reinforcement. To
optimise the training program's effectiveness, these problems must be resolved.

6. Describe various options for the delivery of health and safety training
programs.

Adult learners learn best when their training requirements are considered. Understanding how adults
learn best is a necessary component of being a successful instructor because adults offer their own
motives, hopes, and knowledge to a lesson. Adults bring a wealth of situations to a learning
environment. The new learning setting shouldn't disregard or minimize these lessons. The instructor
should design exercises that let students apply their knowledge and expertise.

Adult learners focus more on solving problems than studying specific subjects. If they think that
learning something will aid them in performing a job or resolving a present issue, they will be more
motivated to do so. When giving the training, the instructor should avoid being overly theoretical and
should instead prepare for immediate implementation of the lesson material.

Before beginning the learning process, adults must understand why they need to acquire something.
What are their benefits? The instructor should tailor the lesson to the students' wants and hobbies.

Types:

Induction training:

New hires receive induction training to assist them in adjusting to the new work setting and tasks. The
new hires will learn the basics of the company and the services it offers through this fundamental
training. Employees will benefit from having help getting accustomed to their new work
surroundings, co-workers, and processes.

You should cover a variety of subjects in your introduction training, including.

Fire protection and emergency protocols in the workplace

Health and safety and first assistance (such as risk assessments or accident reporting procedure)

Support establishments

Risk evaluations for the secure use of working tools, machinery, and equipment.

Preserving or keeping personal safety apparatus.

Refresher training:

Employees receive refresher training under the premise that their previous knowledge has become
outmoded or no longer applies. This might be a result of technological progress or just human
forgetfulness.

Employee knowledge and skills should be updated regularly because workers' complacency with
safety protocols could result in mistakes or errors.

Talking toolbox
An informal workplace safety gathering is a toolbox chat. These are meant to convey important safety
information to workers. The discussions will aid in facilitating health and safety debates and will
support an organization-wide safety mindset.

The lectures centre on a range of safety issues connected to job activities. You can use them, for
instance, to cope with risks safe work systems risk evaluations training requirements changes to
health and safety incidents and mishap inquiry new tools.

The discussions can take place in person, during shift changes, during prearranged huddles, or during
a brief lecture. They are frequently brief and can be conducted by managers, bosses, or even other
employees.

External instruction

A third party will offer exterior instruction to the organization.

It has the advantage of being objective, and it might provide a fresh perspective on how to handle
your company, suggesting fresh ideas you might not have thought of before.

A specialized practitioner will be knowledgeable in their field and should be current on any new
information that has recently become accessible.

The use of an outside practitioner has some drawbacks.

7. Discuss the role of evaluation in any training program.

Training assessment is the methodical process of gathering data and utilizing it to enhance your
training. The evaluation gives you information to determine whether your training produced the
desired results and aids in your decision-making regarding subsequent trainings.

Information Gathering

Any type of training—classroom, online, or VILT—can be successful if it is regularly expanded upon

or changed. But how is that carried out? From where do we start? These are a few of the most crucial
inquiries. Training evaluation is a method to gather such unprocessed data, feedback, and much more
crucial data about how learners access learning, how they advance, where they drop out, and other
things. This aids in figuring out what should be duplicated, what should be changed, and what should
be enhanced in a specific training program.

Getting Specific Responses

The solution to every financial conflict is ROI (Return on Invest). Why should we choose online
education? How will the instruction be beneficial? What upgrades still need to be made? What should
be altered? Who is the student who gains? All of these and many other issues have solutions that
come from good evaluation. The important stakeholders can be persuaded using this information, and
it can also be used to negotiate the training funding.

Evaluation of Training Effectiveness

Although it's possible that this is the main function of training evaluations and exams. When reports
are analysed, the larger image often becomes clear. With enough data, even learning trends can be
anticipated, which helps with the development of more intuitive training and the provision of
customized learning. When training data is correctly evaluated, many future business decisions can be
made.

8. Evaluate the measurement concerns surrounding organizational

measures of occupational safety training effectiveness.

Numerous methods of training assessment are available in the literature. Based on influential writers,
Fraccaroli and Vergani (2004) attempted to create a concise overview of these types of methods.
These writers observed a widespread agreement in categorizing various types of methods. While some
acknowledge the complexity of the assessment process and work to encourage a common perception
among the participants, others are highly structured and focused on problems of measurement
reliability.

The following are the primary methods mentioned:

a) “Classical” (as well as a focus on the attempts of the interpersonal plan and its achievements).
b) “Scientific” (evaluation as a testing approach, mostly based on numerical measures).
c) “Comparative” (ratio of expenses and benefits among distinct programs).
d) “Overall judgment” (qualitative evaluation of a program).
e) “Decision making” (the evaluation must produce data useful for decision-makers.
f) “Systemic” (analysing interactions between inputs and outcomes of a program to generate
better results).
g) “User-cantered” (giving data useful for people involved in the course, specially
h) stakeholders).
i) “Goal-free” (emphasis on the unplanned effects, not on pre-defined objectives); and
j) “Responsive” (focus on the relationship between members of the system being evaluated).
The final three versions, which are newer, are regarded as developing models.

Making Smart Use of Reaction Surveys

While impression studies can yield useful data, you should make sure the inquiries are pertinent.
Consider this: if the assessment is provided at the conclusion of the class, will being aware of your
comfort zone in terms of temperature be useful to you then? Prior to the start of the lesson, or at the
very least early on, this should be decided. The teacher frequently has no control over changing or
adjusting certain circumstances.

Higher-Level Assessments

A level two assessment looks to see if the subjects gained any new knowledge. This is frequently
accomplished by giving a test at the conclusion of a lesson, frequently right before the level one
impression survey. You might hear the teacher say, "After you finish the level 2 quiz, please finish the
level 1 evaluation. “The most frequently used assessment method is level two evaluation. Most
instructors view it as a means of proving the value of their instruction. If you simply inquire, "How do
you know the training was effective?" you will likely receive the collection of exams. For some items,
this degree of evaluation can be quite effective.