Transcript Comprehensibility where to - United Nations Institute for

Comprehensibility Testing and its role
in the implementation of the GHS
Background
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No hazard communication system is
intuitively obvious
Training is a key factor in the successful
implementation of any national GHS program
Promoting training and awareness
Integrating comprehensibility testing in the
introduction of National GHS programs
No hazard communication system is
intuitively obvious
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Confusion between certain symbols e.g.
oxidising and flammable
Understanding of colour sequences in
agriculture have to be learnt
Labels key source on obtaining instructions
on how to use chemical rather than
accessing safety information
Training is a key factor in the
successful implementation of any GHS
introduction
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Carefully directed information and training materials
will have to be developed to assist in the uptake of
GHS
Prioritisation of key methods e.g. symbols
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Comprehensbiity testing plays key role in identification of
those areas of confusion e.g oxidising/flammable.
Similarly the effectiveness of colour sequences in
agriculture
Language – need to develop simpler wording.
Use of translation
Use of alternate methods of communication
Linking awareness and comprehension
of GHS & goal of appropriate safety
procedures protecting the individual,
other workers, public and environment
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Any training materials covering GHS need to include
general sections on chemical hazards, exposures,
exposure prevention for the GHS system to be
understood and applied
Need to develop mechanisms that inform workers
and consumers what the intended meanings and
behavioural outcomes are.
Once off training and communication not enough
Targeting other support and
information sources
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Testing showed that workers seek information from
each other and immediate supervisors
Occupational Health services at the workplace can
provide useful information
Labour union focus on OHS and need to include
GHS elements
NGOs provide support to consumers and workers
Standardising and harmonising
training
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Need for portable skills
Where training standards and qualifications
exist can provide useful basis for
incorporation of GHS into training standards
Possible access to funding
Incorporation into school syllabi
Developing alternative and innovative
training methodologies
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Existing training focuses on the workplace
Need to develop techniques that address
wide audience
Alternate media examples are comic books,
radio infomercials, utilisation of existing TV
shows, both drama and learning channels
Developing appropriate games
What is the most appropriate time for
comprehensibility testing
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As part of the Situational Analysis ?
Only during the implementation stage ?
Provides key information for
implementation strategy
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Key to establish baselines and identify what current
training capacity exists throughout country (including
both formal and informal)
Identify key possible role players
Identify institutional structures that would support
training
Provides crucial information on gaps and needs for
this crucial leg of the GHS
Provides information to the regulatory authority on
certain of the discretionary elements within the GHS
Simplifying the Comprehensibility Tool
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Simplifying and shortening the test
Reviewing data from SA testing
Identifying most sensitive tests
Incorporating those in revised model
Reviewing guidance material to simplify.
Conclusion
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Training key to GHS
Comprehensibility testing provides essential
information on what needs to be done and
who can play crucial roles.
On international level comprehensibility
testing should be done before any new
symbols, precautionary statements finalised