EXPLORATORY

TLE
Front Office Services
Module 6: MELC LO 2.
Identify Hazards and Risks
Week 4

Department of Education - MIMAROPA Region

TLE – Grade 7/8 Front Office Services
Alternative Delivery Mode
Module 6: LO2. Evaluate and Control Hazards and Risks
First Edition, 2020

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Published by the Department of Education-MIMAROPA Region

Regional Director: Benjamin D. Paragas
Assistant Regional Director: Suzette T. Gannaban-Medina
CLMD Chief: Mariflor B. Musa

Development Team of the Module

Writer: Mariza M. Quilit
Editors: Maricar M. Sales, Reylen S. Bating
Maria Dolores C. Baclig, Marichu C. Parado
Reviewers: Consolacion B. Salvio
Illustrator: Rona Mae E. Jalandoni
Layout Artist: Flaude Mae A. Primero
Management Team: Benjamin D. Paragas, CESO V, Regional Director
Suzette T. Gannaban-Medina, Asst. Regional Director
Roger F. Capa, Schools Division Superintendent
Arnaldo G. Ventura, Asst. Schools Division Superintendent
Mariflor B. Musa, CLMD Chief
Aurora L. Caguia, Regional EPS In-charge of EPP/TLE/TVL
Freddie Rey R. Ramirez, Regional EPS In-charge of LRMS
Raquel P. Girao, CID Chief
Consolacion B. Salvio, SDO EPS In-charge of EPP/TLE/TVL
Elizabeth T. Delas Alas, SDO EPS In-charge of LRMS
Jeruel I. Vasquez, Principal III
Printed in the Philippines by ________________________
Department of Education – MIMAROPA Region
Office Address: Meralco Avenue, cor. St. Paul Road, Pasig City, Philippines 1600
E-mail Address: mimaropa.region@deped.gov.ph
 EXPLORATORY

TLE
Front Office Services
Module 6: MELC LO 2.
Evaluate and Control
Hazards and Risks
Introductory Message
For the facilitator:

Welcome to the Technology and Livelihood Education for Grade 7/8 Alternative
Delivery Mode (ADM) Module on Evaluating and Controlling Hazards and Risks!

This module was collaboratively designed, developed, and reviewed by educators

both from public and private institutions to assist you, the teacher, or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into consideration their
needs and circumstances.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their learning. Furthermore, you are expected to encourage and assist the learners
as they do the tasks included in the module.

For the learner:

Welcome to the Technology and Livelihood Education for Grade 7/8 Alternative
Delivery Mode (ADM) Module on Evaluating and Controlling Hazards and Risks!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in the
What I Need to
module.
Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
What I Know
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

introduced to you in various ways; a story, a
What’s New
song, a poem, a problem opener, an activity,
or a situation.

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 This section provides a brief discussion of the
lesson. This aims to help you discover and
What is It
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the answers
What’s More
to the exercises using the Answer Key at the
end of the module.

What I Have This includes questions or blank

Learned sentences/paragraphs to be filled in to
process what you learned from the lesson.
This section provides an activity that will help
What I Can Do you transfer your new knowledge or skill in
real-life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.

Additional In this portion, another activity will be given

Activities to you to enrich your knowledge or skill of the
lesson learned.
This contains answers to all activities in the
Answer Key module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain a deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

Good day learners! This module is designed and written for you. The
scope of this module helps you to understand the significance of evaluating
and controlling hazards and risks in the workplace; the effects of hazards,
risk assessment, and hazard control. The lessons are arranged to follow the
standard sequence directed and also, several activities are provided that could
assist you to achieve the learning objectives or competencies.

Content Standard: The learner demonstrates the practice of occupational

health and safety procedures in FOS.

Performance Standard: The learner independently practices occupational

health and safety procedure at FOS in accordance
with standards.

Module 6: LO 2. Evaluate and Control Hazards and Risks

(TLE_HEFS7/80HS-0h-9)

After going through this module, you are expected to:

• 1.1 determine the effects of hazards

• 1.2 follow OHS procedures for controlling hazards/risks in the
workplace

I’m sure you are excited. To start our module, please turn the
next pages and be on your way up to the end of this lesson.

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 What I Know

Hello Front officers! I guess you are too busy entertaining your guests and

preparing for the arrival of new guests coming from different places. But despite your

heavy tasks, always be reminded to observe health and safety practices while

performing your duty.

Are you ready front officer? Let’s check what you already know about

evaluating and controlling hazards and risks in the workplace by accomplishing the

task that follows. The result of this pre-assessment will determine your prior

knowledge of our topic.

Let’s start!

Activity 6.1: Match the Effect

As a newly hired employee, Yong is experiencing different work-related

hazards. Through answering this activity, you can help him to know the possible

effects of those hazards he is experiencing by matching Column A with Column B.

Write the letter of your answer in your activity notes.

Column A Column B
( Types of hazard ) ( Effects of hazard )
a.
1. Chemical hazard

b.

2. Physical hazard

c.

3. Biological hazard

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 d.

4. Ergonomic hazard

e.

5. Psychological hazard

Activity 6.2: Name What I Am Wearing!

Mythos, a Front Officer is wearing different personal protective equipment

while he is on duty. Are you familiar with those PPEs he is wearing? Name it and

write your answer in your activity notebook.

1.
2. 1.

3.

4.

5.

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 Occupational Health and
Safety Procedures in FOS

What’s In

Activity 6.3: Correct Me If I’m Wrong!

Do you still remember the different types of hazards and their corresponding

indicators that we tackled in our previous lesson? For a refresher, kindly read the

statement below and determine whether it is correct or wrong. Write the word TRUE

if the statement is correct and write the word FALSE if the statement is wrong, then

give the correct word. Do this in your activity notebook.

1. A hazard is something or condition that causes harm to life, property, or

environment.

2. Unclean restrooms, insect bites, bacteria, and viruses can cause a

psychological hazard to man.

3. Poor workplace design can develop a long term health problem for the

employees.

4. Psychological problems like anxiety and stress help to upgrade employee’s

performance.

5. Prolonged chemical exposure is hazardous to man.

You are doing great! You learned a lot from our previous topic about the types of
hazards and risks and their corresponding indicators.
Keep your enthusiasm to learn as you go along with the next lesson.
Happy learning!

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 What’s New

Activity 6.4: Create and Post!

COVID 19 is a scary pandemic. Nobody can tell how, when, and where an

individual will be infected. But the good thing is, fast spread and contamination can

be controlled and prevented. As an employee of a hotel, how can you help to make

your workplace free and safe from COVID 19?

Give at least five (5) activities that you can do to make your workplace free

and safe from COVID 19. Write your answers in a colored and decorative cut of paper

and post it in your activity notebook.

Your output will be rated using the scoring rubric below.

SCORE CRITERIA
5 Done creatively and neatly showing much relevance
4 Done creatively and neatly enough with relevance
3 Done creatively and neat enough but no relevance
2 Done simply and neat enough but no relevance
1 Done poorly with erasures and irrelevant

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 What is It

EFFECTS OF HAZARDS IN THE WORKPLACE

1. Chemical hazard

Adverse health effects ranging from mild irritations to cancer and even death

are caused by chemical exposure in the workplace.

Factors of chemical exposure that may cause adverse health effects:

• Type of chemical

• The dosage (the amount or level of a chemical a person was exposed

to)

• The duration ( how long did the exposure occur )

• The frequency ( how many times the person was exposed )

2. Physical hazard

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 Sources and health effects of physical hazards

Sources Health Effects

Noise Hearing loss, stress, annoyance
Back disorders, a wide range of
Whole-body vibration
health condition
Heatstroke, heat syncope
Hot environment
(fainting )
Cold environment Hypothermia, frostbite, trench foot
High-pressure environment Bends, joint pains, ear disorder
Lungs disorder, headache, nausea,
Low pressure
vomiting
Skin cancer, eye damage, retinal
Ultraviolet
damage
Light, lasers Retinal damage
fire Burns, inhalation of toxic fumes
Injury of the body, broken bones,
Slips, trips, falls
permanent disability

3. Biological hazard

The capacity of organic risks to travel from one place to another and to

transmit from one individual to another makes it difficult to oversee in all open

ranges and work environments.

Biological hazards can be easily spread in the workplace.

Sources Illness or Disorder

People Colds, flu, pink eyes, hair lice,

hepatitis, meningitis
Animals Flea bites, rabies, hantavirus,
pinworms

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 Insects West Nile virus, allergies (stings),
Lyme disease (ticks )
Plants Food or pollen allergies, poisonous
plants, berries, seeds
Unsafe food and water Giardiasis, infections from e coli, or
salmonella bacteria
4. Ergonomic hazards

Exposure to ergonomic hazards leads to Musculoskeletal Disorders (MSDs)

Stages of MSDs

▪ Mild

• Joint pain

• Swelling

• Acute lower back pain

▪ Serious

• Epicondylitis ( tennis elbow )

• Raynaud’s phenomenon ( white finger )

• Thoracic outlet syndrome

• Carpal tunnel syndrome

• Chronic lower back pain

• Tears ( rotator cuff is common )

Parts of the body affected by MSD

• Arms

• Hands

• Fingers

• Neck

• Back

• Wrists

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 • Legs

• Shoulders

5. Psychological hazards

Exposure of workers to psychological hazards can give a negative impact on

physical and mental health. When people have poor or negative coping behaviors

dealing with psychological hazards they can have further psychological distress such

as alcohol or drug abuse which or possibly lead to addictions. When psychological

hazards are not effectively managed, these can harm the worker’s health and safety

like:

• Work-related bullying

• Work-related fatigue

• Work-related stress

• Work-related violence

OCCUPATIONAL HEALTH AND SAFETY PROCEDURES FOR

CONTROLLING HAZARDS/RISKS IN THE WORKPLACE

A. Controlling Hazards and Risks

Distinctive strategies can be implemented to secure employees from being

unprotected to all working environment risks. In some cases, a specific risk control

strategy isn't effective. Applying a combination of strategies gives a more secure

working environment than depending on only one. There are cases that the cheaper

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control strategies guarantee a more effective way than the costly one. The

Occupational Health and Safety Act legislation is part of the employer’s obligation to

supply and keep a working environment that is secure and without danger to the

safety of the workers. Making a secure place is way better than depending on an

individual’s wearing defensive clothing or ‘behaving safely’. Control measures are

applied when the risk has been identified and has been evaluated. The hierarchy

control can be utilized as a control measure.

The hierarchy of control comprises the following:

1. Elimination

Removing the hazard completely to the workplace. Changing the procedure

and eliminating hazardous substances are the most effective ways of making

the workplace safe.

Example:

• Imposed hard lockdown to a certain barangay to stop the

spread of COVID 19.

• Getting rid of noisy equipment

• Work from home during the pandemic.

2. Substitution

Replacing one perilous operator or work prepared with a less unsafe one.

Example:

• Use a vacuum cleaner rather than a broom and dustpan.

• Shifting of personnel who will work in a week.

• Provide a foot bathtub instead of a simple doormat.

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 3. Isolation

Separating the hazardous or risky process or substance from the person,

either through distance or through using barriers to avoid exposure.

Example:

• Place hazardous substances away out of reach of children.

• Isolate the virus-infected patient away from the other patient.

• Lock dangerous items or substances away out of reach of an unauthorized

person.

4. Engineering control

Changing a bit of machinery or a work handle to play down introduction to

danger or to stifle the event of danger within the workplace.

Example:

• Install exhaust fans to decrease tidy and smoke.

• Renovate workplace layout for the comfort of staff.

• Install harsh tiles to avoid slip occurrence within the comfort

room.

5. Administrative control

It is safe to work practices that help to reduce or minimize employee exposure

to risk. The effectiveness of administrative controls depends on the full

cooperation of employees. Extensive consultation during the development and

implementation is essential.

Example:

• Provide accurate work instructions and methods of work (SOP).

• Mandate skeletal staffing during the pandemic.

• Vary work practice like job rotation.

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 • Provide sanitizing or disinfecting areas.

6. Personal Protective Equipment ( PPE ) and Clothing

Generally, the utilization of PPE is the least effective way to control risk and

hazards. It is being utilized to maintain a strategic distance from risk or in

case can’t minimize by utilizing other control until more effective control can

be implemented. Employees who are utilizing PPE must be properly oriented

and trained so that they are situated why and how to utilize it effectively.

All Personal Protective Equipment (PPE) should:

• Meet the important Security Measures of the country

• Appropriate to its application

• Issued independently and not shared

• Properly kept and cleaned

Here are the following Personal Protective Equipment (PPE) and clothing.

1. Eye protection – goggles

2. Respiratory protection

3. Gloves and gauntlets

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 4. Safety shoes and boots – including ‘clogs’ for kitchen workers

5. Protective clothing

6. Head protection – hard hats.

Combination of controls

The most effective method of controlling risks is usually a combination of the

above options.

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 Slips are hazards in the cafeteria kitchen, but we cannot eliminate the

kitchen floor, so the only possible way is to always keep it dry to avoid slipperily.

However we can substitute work practices – for example, clean only when

there is minimal foot traffic through the kitchen.

We can control the risk by proper engineering – for example, by using non-

slip matting.

We can make an administrative arrangement– for example, direct staff not

to enter the kitchen during service and cleaning, and training to raise awareness of

the problem.

We can also use personal protective equipment such as the provision of

rubber sole shoes. We can also put ‘caution signs’.

This shows that there is often more than one option in dealing with an

identified workplace hazard.

Identifying appropriate controls

Now that we have already explored the various types of control, it is important

to decide which method/s of control to be applied to each risk in the workplace.

It takes time but the process is simple. This can be done through the use of

‘Risk Control Identification Cards’.

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EXAMPLE

Hazard: Smoking in bar

Elimination: Impose laws to ban smoking.

Substitution: N/A

Engineering Controls: Air purifiers/ventilation systems/airflow design

Isolation: Designated smoking areas

Administrative Controls: No smoking policy/ “No Smoking” signage

Personal Protective equipment: N/A

What’s More

Activity 6.5: Tell Me the Effect!

Oh! It is sad to know that our health is at risk every time we are exposed

to different types of hazards. Knowing the possible negative effects of exposure could

make us cautious and alarmed. Can you tell me at least three ( 3 ) adverse health

effects of different types of hazards listed below? Write your answers in your activity

notebook.

1. Chemical hazards

a.

b.

c.

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 2. Physical hazards

a.

b.

c.

3. Biological hazards

a.

b.

c.

4. Ergonomic hazards

a.

b.

c.

5. Psychological hazards

a.

b.

c.

Activity 6.6: Measure to Control!

Oops! It’s not yet over. To practice more and gain deeper understanding,

another activity will be given to you about the OHS procedure to control hazards and

risks in the workplace. Identify the control measure based on the activities

conducted. Write your answers in your activity notebook.

Conducted Activities Control Measures
Using ultrasonic as a cleaning agent avoids the need for
1.
the use of a chemical in the workplace.
Physically stop customers/guests from coming into
2.
establishment.
Move hazardous items to some distant location. 3.
Impose a skeletal workforce during the pandemic. 4.
Construct a ventilated working area for the employees. 5.

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 What I Have Learned

Tell the Thoughts!

More! More! More! How are you, my dear young front officer with our

journey of learning? At this time, you are already determining the effects of

hazards and the different OHS procedures to control hazards and risks in the

workplace. Let’s try to check how much have you learned from the different

activities you did through answering the following questions:

1. What parts of the body are usually affected by ergonomic hazards?

2. If psychological hazards cannot be addressed effectively, what would

be the negative impact on worker’s health and safety?

3. Which among the hierarchy of control measures is the most effective

way of making the workplace safe? Why is this so?

4. Why do you think it is necessary to address and control the different

hazards in the workplace?

5. How does the use of PPE help control the hazards and risks?

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 What I Can Do

Hi guys! I have another exciting activity for you. You already know the

hierarchy of control measures. It is your time to decide what measure to apply to

control the hazards and risks in your workplace by performing this activity. Copy

and fill out the Risk Control Identification Card template in your activity notebook.

Risk Control Identification Cards

Template

Hazard:
Irritating sound from generator set
Elimination:

Substitution:

Isolation:

Engineering Controls:

Administrative Controls:

Personal Protective equipment:

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 Assessment

How did you find the lesson? Is it an informative and helpful topic that

everyone must learn? So, to assess how much you learned the lesson, you have to

answer the following:

I. Directions: Read the questions carefully and write the letter of the correct

answer in your activity notebook.

1. What is the mild negative health effect of chemical exposure?

A. Permanent disability

B. Pink eye

C. Retinal damage

D. Skin irritation

2. Why are biological hazards in the workplace difficult to address or control?

A. because it takes time to detect

B. because it damages the total well-being of affected individuals

C. because it’s adverse effects vary depending on the factor of exposure

D. because it can transfer from one place to place and transmit from one

person to another

3. Different workplace hazards have different negative health effects. How can

you determine if someone is exposed to the psychological hazard?

A. have skin irritation

B. anxious and stressed

C. suffering from hearing loss

D. suffering from back pain

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4. Which of the following causes of physical hazards has the health effect of

irritation and heat stroke?

A. Cold working environment

B. fire

C. Hot-working environment

D. Noise

5. The following are the mild stage effects of musculoskeletal disorder due to

the exposure to ergonomic hazard EXCEPT

A. Joint pain

B. Lower back pain

C. Swelling

D. Tears

6. Which of the following is NOT a factor of chemical exposure that may cause

adverse health effects?

A. Addiction to exposure

B. Duration of exposure

C. Frequency of exposure

D. Type of chemical

7. Roaming around wearing stilettos is Zenith’s normal routine as a hotel

supervisor. What part of her body is affected by the nature of her work?

A. Back

B. Legs

C. Neck

D. Shoulder

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8. If the first option is removing the dangerous items or substances

completely within the work premises, what control measure is being

applied?

A. Administrative control

B. Elimination

C. Engineering control

D. Isolation

9. Which of the following is an example of administrative control?

A. Getting rid of noise equipment

B. Imposing a skeletal workforce

C. Installing non-slip matting

D. Using floor polisher instead of scrub

10 . In this time of pandemic, close contact is not advisable. What PPE

should you wear since verbal communication is unavoidable?

A. Apron

B. Gloves

C. Goggles

D. Mask

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II. Direction: Fill the blank

Fill in the blank to complete the statement. Choose your answer from the list of

words inside the box and write it in your activity notebook.

Exposure Substitution Trained

Mental health Employer

11. Exposure of anybody to physical hazard can give negative impact to

physical and _________________.

12. To provide and maintain a working environment which is safe and

without risk to the physical and mental health of employees is the duty

of a/ an ________________.

13. Isolation can be done by separating dangerous process and substance

from people to avoid _______________.

14. To use the PPE effectively, employees wearing it must be oriented and

_________.

15. Replacing a hazardous process or substance with less dangerous one is

called _______________.

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 Additional Activities

You accomplished all the given activities in this module and actually,

you did it great. Applying your newly- learned competency could be a great help to

your daily living especially now that we are facing this trying time of the pandemic.

Illustrate a simple front office reception as a preparation for the next learning

session.

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 Answer Key

What I Know What I Know What’s In

Activity 2.1.1 Activity 2.1.2 Activity 2.2

1. A 1. Gloves
1. TRUE
2. D 2. Protective
3. E shoes 2. FALSE/
4. A 3. Hard hat biological
5. B 4. Mask
hazard
5. Eye protector
3. TRUE
4. FALSE
5. TRUE

What's More Assessment Assessment

Activity 2.4.2 Multiple Choice Fill in the Blank
1. Substitution 1. D 11. mental health
2. Elimination 2. D
12. employer
3. Isolation 3. B
4. Administrative 4. C 13. exposure
control 5. D 14. trained
5. Engineering 6. A
15. substitution
control 7. B
8. B
9. B
10. D

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References:

1. Alan Hickman of William Angliss Institute of TAFE. Copyright ASEAN

2012 “Trainee Manual Establish and maintain a safe and secure
workplace” pages 91-96

2. Bureau of EnvironmentalEpidemiology Missouri Department of

Health and Senior Services PO Box 570, Jefferson City, MO 65102
“Health Effects from Chemical Exposure” Accessed June 29, 2020.
https://health.mo.gov/living/environment/hazsubstancesites/

3. Canadian Centre of Occupational Health and Safety “ Parts of the Body

Affected by MSD” Accessed June 29, 2020 https://www.ccohs.ca/

4. Drake International “ Biological hazards in the workplace”. Accessed

June 30, 2020. https://www.slideshare.net/drakeintl/biological-
hazards-in-the-workplace/18?smtNoRedir=

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For inquiries or feedback, please write or call:

Department of Education – MIMAROPA Region

Meralco Avenue, corner St. Paul Road,

Pasig City, Philippines 1600

Telephone No: (02) 6314070

Email Address: mimaropa.region@deped.gov.ph

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