Competency at all levels

Whilst the standards familiar to us such as IEC 60079 Parts 14, 17 and 19 concentrates on roles associated with equipment selection, design, installation, maintenance, inspection and repair, it occurred to me that there are other roles that play a vital part in the safe functioning of a site or facility. This includes painters, scaffolders, laggers, welders, riggers, FLT drivers, and cleaning personnel. When we consider the hazards associated with explosive atmospheres, what training and competencies are required for these roles, how is this achieved and ultimately how is it measured and recorded? If we are to nurture a robust safety culture throughout an organisation then we must ensure there are well defined competencies across all roles, tasks and functions.

Examining those aspects that relate to explosive atmospheres, workers must possess a fundamental understanding of what an explosive atmosphere is; the most common method employed being the fire triangle. From this basic principle, workers should; alongside examples, be able to understand what constitutes an ignition source, what an explosive atmosphere is, how it is defined through hazardous area classification and zoning, and what measures are employed to identify such areas. This basic level of understanding should be sufficient to appreciate the risks present, and why control measures supported by documented processes are utilised to, for example, apply appropriate restrictions on fixed and portable equipment or why access to certain areas is restricted or controlled.

Typically, specific to a site or organisation, and building on these fundamental principles, workers need to have a knowledge of the safety procedures that may be applied to control any task performed on site, this includes but is not limited to:

• Permit to work and the importance of documented procedures such as isolations, (process/electrical and mechanical), hot work and confined space entry.
• Risk assessments (including those applied at the point of work).
• Method statements used to define the work being undertaken and the safety measures proposed.
• Personal protective equipment (PPE) requirements including issues surrounding electrostatic hazards.
• Controls (and restrictions) applied to personal items such as lighters, vapes, mobile phones, key fobs, smart watches, etc.
• Emergency response and procedures including recognising alarms and understanding their meanings, knowing evacuation routes and the correct muster points.
• Lines of authority including designated persons and methods of reporting.

Readers of Hazardex will understand the significance of selecting the right Ex-equipment for the area or location and that such equipment must be installed, maintained and inspected correctly. Whilst it would be unreasonable to expect a worker such as a painter or scaffolder to possess a detailed understanding of the types of protection such as flameproof or intrinsic safety, possessing a basic awareness of the restrictions imposed on Ex-equipment and the importance of this equipment being undamaged and fit for purpose will allow workers to spot and report issues promptly. As described above this awareness also extends to personal items, knowing what restrictions apply and importantly why certain items cannot be taken into a hazardous area, or location re-enforces positive attitudes and behaviours.

All workers should possess a basic awareness of the hazards and risks; they should be sufficiently competent to notice occasions or incidents that are unusual or even potentially dangerous. Unfamiliar sights such as a visible gas or dust cloud, or unusual smells or noises could all be a sign of something wrong. Similarly, noticing another worker or even a colleague acting or working unsafely could increase the risk of an explosion. Developing situational awareness is key so that workers know what steps to take and importantly who to report to. Workers should be encouraged to stop and report an unsafe work activity or someone acting unsafely.

So how are measures such as those described above communicated? What are the training and competency requirements? In addition to site inductions, formal Ex-awareness training following a short course format could be delivered; this could be face-to-face training or online e-learning. To ensure understanding throughout the learning, formative questions should be posed alongside a final summative assessment used to evaluate the learning at the end of the course. Successful learners should receive some form of recognition that the organisation/employer can use to track completion. This could be a simple training record or via an organisations competency management system.

Is this enough? The training and assessment of competency can be assured through on-going methods such as toolbox talks, bite size on-line learning, role specific briefings for specialist tasks as well as more formal refresher training.

The competencies required for explosive atmospheres go beyond common workplace safety practices. They encompass a unique blend of hazard awareness, adherence to strict procedures and behavioural commitment. Committing to a comprehensive training and competency assessment program, alongside a supportive safety culture, organisations can ensure that all on site personnel can contribute to maintaining a safe workplace.