iosh supervising safely - rrc · pdf fileiosh supervising safely. sample ... − discuss...

IOSH Supervising Safely

Sample Trainer Pack

RRC Trainer Packs are designed to aid delivery of face-to-face, or classroom-taught, courses by tutors approved by the relevant awarding body (e.g. NEBOSH, IOSH, IEMA).The full pack –of which this is a sample – includes the following resources:

• An electronic copy of the RRC student textbook (course notes) for the course, supplied for use by the tutor as reference only.

• A ‘helicopter’ plan (MS Word) – an overview of how the course will be delivered over its duration. • Daily lesson plans (MS Word) – a suggested breakdown of how the detailed subjects specified in the qualification

syllabus will be covered on each day of the course • Slides (MS PowerPoint) – full-colour slides addressing the subjects specified in, and following the structure of, the

qualification syllabus. • Depending on the course, some Packs also contain additional resources, to be used at the tutor’s discretion.

Some third-party resources may be suggested in the Lesson Plans, or in the notes to the slides – for example, video footage, further reading, etc. These are not essential and they are not included as part of the licensed Trainer Pack – it is up to the tutor to source the suggested material, should he or she wish to do so.

This ‘Sample Trainer Pack’ contains a selection of pages from a lesson plan, a number of corresponding slides, and the relevant pages from the course textbook. These pages and slides are representative of the presentation, design and language of the full materials.

If you like what you see and wish to order a complete Trainer Pack for the course you want to deliver, please contact RRC’s customer advisors on +44 208 944 3100, or e-mail [email protected]

Supervising Safely - Lesson Plan

Day 2

Time Topic Delivery and Key Points Delegate Activity Aids

09:00 Day 1 review Q and A

09:30 (include 15 min break)

Module 2: Hazards, Risks and Control Measures (continued…)

Managing Risk Exercise • Step 4: Record the assessment and implement the actions identified (simple

format + action plans) • Step 5: Review and up-date the assessment (discuss circumstances that may

require assessment to be reviewed) − Discuss risk control options and their choice / effectiveness − Discuss the supervisors’ role in the risk assessment process

Review revision questions at end of module

Group discussion Individual or group

Presentation, flip chart and course book Revision Questions and Suggested Answers for review

Module 3: Improving Safety Performance

• Discussion of key learning objectives • Discuss health and safety inspections; the ‘4 Ps’ approach and the use of

inspection checklists • Discuss the provision of information, instruction and training and the need for

workers to receive essential health and safety I, I and T. • Discuss supervision and the enforcement of standards of safety-related

behaviour

Group discussion Presentation, flip chart and course book

12:30 LUNCH

13:30 (include 15 min break)

Module 3: Improving Safety Performance (continued…)

• Discuss the requirements for reporting accidents and incidents including statutory requirements under RIDDOR and provide examples of the types of incidents, etc. that form each of the reporting categories

• Explain, again with examples, what should be reported, who reports should be made to, when and how reports should be made and the penalties for not reporting

• Discuss internal accident / incident / near-miss reporting systems, i.e. specific

Group discussion

Presentation, flip chart and course book HSE Incident Reporting web-site

© RRC International RRC SAMPLE MATERIAL

Supervising Safely - Lesson Plan

procedures at delegates’ workplaces – likely to be a wide range of approaches

• Discuss the reasons why we investigate accidents? i.e. so that we can identify and implement measures to avoid further similar occurrences

• Outline a simple process for investigating accidents: − The immediate response (e.g. first aid, make safe) − Gathering information (e.g. evidence from the scene, witnesses,

measurements, photos, human factors) − Analysing the facts to determine of events and causes − Determining corrective action − Planning corrective action

Note: Discuss why it is important to identify the root / underlying causes of accidents and incidents. Provide basic accident scenarios and ask delegates to identify immediate causes and possible underlying causes • Explain the importance of supervisors in the accident investigation process Review revision questions at end of module

Individual or group

Revision Questions and Suggested Answers for review

Module 4: Communication

• Discussion of key learning objectives • General discussion of the different forms of workplace communication, the

different ways in which a Supervisor communicates, how to ensure effective communication and identifying or overcoming common barriers

Group discussion Presentation, flip chart and course book

16:30 Questions and close

© RRC International RRC SAMPLE MATERIAL

Supervising Safely


RRC SAMPLE MATERIAL

© RRC International

On completion of this module you should be able to: • Plan an inspection of the workplace and record

details. • Assess existing health and safety conditions and

procedures against set standards. • Appreciate the importance of a commitment to

continuous improvement. • Understand the procedure for reporting

accidents, incidents and near misses.

Learning Outcomes

RRC SAMPLE MATERIAL



Workplace Inspections Providing Information, Instruction and Training

Ensuring Standards Accident Reporting and Investigation

RRC SAMPLE MATERIAL


Inspections – Four Ps

Premises: • Access/escape. • Housekeeping. • Working environment. • Workplace transport. Plant and substances: • Machinery guarding. • Local exhaust

ventilation. • Storage and use of

hazardous substances.

Procedures: • Permits-to-work • Use of personal

protective equipment • Procedures followed

People: • Health surveillance. • People's behaviour. • Appropriate

authorised persons.

RRC SAMPLE MATERIAL


The scope and frequency of all types of workplace inspection should be determined by: • The risk associated with the task or workplace. • The ability of staff to identify and rectify faults as

and when they occur. • The findings of previous inspections. Over-frequent inspections can lead to complacency. Infrequent inspections may result in faulty equipment or unsafe conditions being accepted as the norm.

Inspections

RRC SAMPLE MATERIAL


Basic requirements for an inspection checklist: • Area, section or department, etc. to be

inspected. • Date of inspection and name(s) of persons

involved. • Type of inspection e.g. workplace, records,

documents, etc. • General topic under inspection e.g. CoSHH, fire,

workplace, etc. • Any specific issues being addressed e.g fire exits,

storage, etc. ...

Inspection Checklist

RRC SAMPLE MATERIAL


... • Adequacy of the arrangements, e.g. Yes, No or

‘Not Applicable’. • Deficiencies, non-compliances, additional

hazards, etc. observed. • Remedial actions required (including timescales) • Person responsible for the remedial actions. Note: Examples of good practice should also be recorded and given appropriate recognition.

Inspection Checklist (continued)

RRC SAMPLE MATERIAL


Inspection Checklist – Example

RRC SAMPLE MATERIAL

© RRC International Safety for Supervisors - Module 3: Improving Safety Performance | 3-13-PB | Safety for Supervisors - Module 3: Improving Safety Performance © RRC International

LEARNING OUTCOMES

On completion of this module, you should be able to:

Plan an inspection of the workplace and record details.

Assess existing health and safety conditions and procedures against set standards.

Appreciate the importance of a commitment to continuous improvement.

Understand the procedure for reporting accidents, incidents and near misses.

IMPROVING SAFETY PERFORMANCEMODULE

3RR

C SA

MPL

E M

ATER

IAL

Contents

3-2 | Safety for Supervisors - Module 3: Improving Safety Performance © RRC International

IMPROVING SAFETY PERFORMANCE 3-3

Workplace Inspections 3-3Providing Information, Instruction and Training 3-5Ensuring Standards 3-6Accident Reporting and Investigation 3-6Accident Investigation 3-7Supervisor’s Involvement in Accident Investigation 3-8Revision Questions 3-8

SUMMARY 3-9

RRC

SAM

PLE

MAT

ERIA

L

Improving Safety Performance

© RRC International Safety for Supervisors - Module 3: Improving Safety Performance | 3-3

Supervisors can influence the safety performance of their organisations at a local level in many different ways. In this module we will focus on four areas where the supervisor plays an important role; workplace inspections, training, enforcement of standards and accident reporting.

WORKPLACE INSPECTIONS In the first part of this module we focus on routine safety inspections as a way of improving performance and ensuring that acceptable standards are maintained.

Inspections can focus on the four Ps:

• Plant – machinery, equipment and vehicles.

• Premises – the workplace and the work environment.

• People – working methods and behaviour.

• Procedures – safe systems of work, method statements, permits-to-work, etc.

An inspection might concentrate on one, several or all four of these areas. For example, in a warehouse there might be a daily inspection regime where forklift truck drivers inspect their own vehicles at the start of each shift (plant) and a weekly inspection regime where supervisors check warehouse housekeeping (premises).

Normally the term safety inspection refers to the routine examination of a workplace to determine if general standards of health and safety are acceptable or if corrective action is necessary. The frequency of inspections will vary depending on the nature of the workplace and the level of risk. For example, a general workplace inspection might be conducted in an office once a month, but once a week in an engineering workshop.

Checksheets are valuable tools for use during the inspection process. Checksheets ensure that:

• All points are covered by the inspector.

• There is a consistency of approach to the inspection.

• There is a written record of the inspection and its findings.

However checksheets do have their weaknesses, the most important being that an inspector may only deal with the points on the sheet and ignore other issues that exist in the workplace but are not included.

KEY INFORMATION

• Routine safety inspections are a common way of improving performance and ensuring that acceptable standards are maintained. Such inspections frequently focus on the four Ps: Plant, Premises, People and Procedures.

• Checksheets are a useful tool for ensuring consistency of approach and that topics are not missed during safety inspections.

• Workers must be given appropriate information, instruction and training so that they fully understand the hazards and risks associated with their work and the workplace precautions and rules to be applied.

• Supervisors play a critical role in ensuring that this information, instruction and training is delivered in an understandable format and for ensuring that worker behaviour meets the standards expected.

• Workers must report accidents and incidents at work in line with company policy.

• Accident investigation is a four-step process for discovering the facts and causes of accidents so that action can be taken to prevent recurrence:

– Step 1: Gather factual information about the event.

– Step 2: Analyse that information and draw conclusions about the immediate and root causes.

– Step 3: Identify suitable control measures.

– Step 4: Plan the remedial actions.

RRC

SAM

PLE

MAT

ERIA

L



If a checksheet is going to be used then there are some basic bits of information that must be included on it:

• Area, section, department, etc. to be inspected.

• Date of inspection and name(s) of persons involved.

• Type of inspection, e.g. workplace, equipment, work activity, etc.

• General topics for inspection, e.g. fire, workplace environment, etc.

• Any specific issues being addressed, e.g. fire exits, lighting, etc.

• Adequacy of the arrangements, e.g. ‘Yes’, ‘No’ or ‘Not Applicable’.

• Deficiencies, non-compliances, additional hazards, etc. observed.

• Remedial actions required (including timescales).

• Person responsible for the remedial actions.

CASE STUDY

Example of a completed inspection checksheet

Workplace Inspection Area / Section / Dept: Print-room

Date of Inspection: 1 Feb 2014 Conducted by: T. BradenItem Topic Yes, No, N/A Comments / Actions1. Fire Safety Arrangements: -1.1 All fire exits available and unobstructed Yes Satisfactory1.2 Escape routes clearly signed Yes Satisfactory1.3 Fire extinguishers ‘in date’ No Extinguisher adjacent to

door to be tested a.s.a.p2. First Aid Arrangements: -2.1 Name of First Aider clearly displayed No Sign to be displayed3 Hazardous Substances: -3.1 All substances stored in appropriate and marked containers Yes Satisfactory3.2 Assessments readily available for all hazardous substances No MSDS & assessment

required for toner

RRC

SAM

PLE

MAT

ERIA

L


© RRC International Safety for Supervisors - Module 3: Improving Safety Performance | 3-5

TOPIC FOCUSTypical topic headings that might feature in a generic inspection checksheet include:

• Fire safety – including emergency escape routes, signs and extinguishers.

• Housekeeping – general tidiness and cleanliness.

• Working environment issues – such as lighting, temperature, ventilation and noise.

• Traffic routes – safety of both vehicle and pedestrian routes.

• Chemical safety – appropriate use and storage of hazardous substances.

• Machinery safety – such as correct use of machine guards and interlocks.

• Electrical safety – such as portable electrical appliance safety.

• Welfare facilities – the suitability and state of.

PROVIDING INFORMATION, INSTRUCTION AND TRAINING In order to work safely, workers must be given appropriate information, instruction and training. If they are not given these things then they will either work by doing what they think is best (i.e. they will make up their working methods) or they will copy other people’s work methods (which may not be correct).

GLOSSARY

INFORMATION, INSTRUCTION AND TRAINING

Information refers to any information in any format that is passed on to the worker that can help them to understand the hazards and risks associated with the work that they are doing and the correct workplace precautions and methods that they have to adopt. Information can be provided in written form (e.g. a company handbook containing the general safety rules), graphic form (e.g. a safety sign) or verbally (e.g. information about how to report an accident).

Instruction will normally refer to more explicit directions about what to do or not do when working. In many cases this would be provided as part of a work briefing or ‘tool-box talk’ before work commences. Instructions might be given verbally or in writing.

Training refers to a more formalised process where a worker is put though a systematic programme of instruction. Training will sometimes be on the job or may be done in a classroom type environment. It might involve theoretical knowledge or it might be very practically based. There would normally be some form of assessment or test at the end of the training process.

Supervisors play an important role in ensuring that workers have the necessary information, instruction and training that they need to be able to do their work safely.

The exact type of information, instruction and training that will be required will vary depending on the nature of the workplace and the workers. There are, however, some guiding principles that can be applied and supervisors must ensure that these principles are adhered to. Supervisors must:

• Not allow workers to carry out dangerous work unless they are sure that the workers have appropriate information, instruction and training to be able to work safely.

• Be aware of the minimum training requirements of each job that they are responsible for supervising.

• Ensure that all workers have been through appropriate induction training.

• Ensure that all workers receive appropriate refresher training and instruction when new processes and procedures are introduced.

RRC

SAM

PLE

MAT

ERIA

L



• Ensure that vulnerable workers, such as new and expectant mothers and young people, receive additional information, instruction and training as appropriate.

• Ensure that information, instruction and training is provided to workers in a format and language that the worker understands.

• Not train workers themselves, unless they are competent to do so.

On the last two points it is worth-while considering that often workers are supplied with information in a format that they cannot understand. For example, a worker may be supplied with a company handbook in a language that is not their mother tongue and that they may not be able to read. If that worker is asked to sign a receipt to say that they have received and understood the handbook they will, of course, sign - because they want to work. But they will not be able to understand the information in that book and it is essential that they do.

It is also worthwhile considering that supervisors often have a good working knowledge of how the job should be done. But that does not mean that they can train. To be able to train often requires a specific set of skills that relate to the ability to run a training course. An ability to do the job is just one of those skills. Therefore supervisors should obtain the skills required of a trainer before they supply any training.

ENSURING STANDARDS An important aspect of the supervisor’s role is inherent in the job title; supervisor. This implies that supervisors must oversee work and ensure that it is done to the correct standards. In the context of supervising safely, this means that supervisors must be able to recognise and enforce the correct safety standards. They must be able to praise and reward good behaviour and they must be able to challenge and correct poor safety-related behaviour. Workers must not be allowed to carry out their work unsafely without being challenged. If this is allowed to persist, the supervisor will quickly loose the ability to challenge any unsafe behaviour and will be unable to enforce discipline. Unfortunately, supervision does sometimes mean that workers have to be taken into formal disciplinary procedures. Sometimes worker behaviour is so bad that this results in dismissal for gross misconduct. Supervisors must have a clear understanding of the disciplinary procedure in their organisation and must ensure that they discipline their workers in an open, fair and consistent manner. Failure to follow the correct disciplinary procedure may mean employees can appeal against any disciplinary measures taken.

ACCIDENT REPORTING AND INVESTIGATION Accidents and incidents need to be internally reported within an organisation. Sometimes they have to be reported to the relevant enforcing authority as well. They should also be investigated so that the causes of the event can be identified and corrective action taken to prevent recurrence.

Accident Reporting Work-related accidents and incidents should be reported internally by workers to management. Supervisors must be aware of their organisation’s arrangements for this and should be aware of the internal accident/incident reporting or recording form to be used. They must ensure that their staff report accidents and incidents in line with company policy.

TOPIC FOCUSTypical contents of an accident report:

• Name and address of casualty.

• Date and time of accident.

• Location of accident.

• Details of injury.

• Details of treatment given.

• Description of event causing injury.

• Details of any equipment or substances involved.

• Witness names and contact details.

• Details of person completing the record.

• Signatures.

In the event of a serious accident or incident occurring there may be a legal requirement on the organisation to report the event to the relevant enforcing authority.

RRC

SAM

PLE

MAT

ERIA

L

iosh supervising safely - rrc · pdf fileiosh supervising safely. sample ... − discuss...

Documents