Contents

Introduction 5

Overview 5

Health and safety learning outcomes 6

Reading, writing and speaking outcomes 6

Where will trainees come across these concepts in their workplace? 6

Questions your trainees might ask you 7

Word list 7

Resources 8

How to write new examples 8

Training strategies you can use in this session 8

Indicators trainees could have literacy and numeracy issues 8

Websites 10

Before the training session 10

Trainer session plan 11

Introduction

This trainer guide gives you information so you can deliver a training session for Workbook 4 in this series of four workbooks.

The series of workbooks not only provide information about health and safety but also contain a number of activities to develop trainees’ reading, writing, speaking, listening and some numeracy skills. These skills are essential when dealing with health and safety at work. Trainees have to read safety instructions, fill in hazard forms, speak to team mates about health and safety and listen at health and safety meetings.

The workbooks have been designed to be used as a self-paced resource by trainees who have the reading and writing skills to go through the workbook. The trainees you are working with will have lower level skills and need assistance to go through the workbook or they might be a mixed group – some needing assistance and some able to read the workbook easily. Both situations are covered in this guide.

When trainees complete all four workbooks, they should have evidence for assessment against:

·  health and safety units standards (for example Unit Standard 497 Demonstrate knowledge of workplace health and safety requirements (version 7) Level 1, 3 credits)

·  Unit Standard 25060 Independently read texts for practical purposes and to gain knowledge (version 1) Level 1, 6 credits

·  Unit Standard 3490 Complete an incident report (version 5) Level 1, 2 credits.

Overview

This trainer guide contains:

·  health and safety learning outcomes for the workbook

·  reading, writing and speaking outcomes for the workbook

·  a word list of specialised words used in the workbook and their meanings

·  resources required for the training session

·  training strategies you can use that help with developing reading, writing, speaking and listening skills

·  information to help you work out when trainees might have reading, speaking or listening needs and what you can do

·  websites that you could use in this training session.

For more information on adult literacy and numeracy in New Zealand, please visit www.literacyandnumeracyforadults.org.nz

Health and safety learning outcomes

By the end of this training session, trainees will be able to identify:

·  different types of hazards

·  how to identify hazards

·  how to assess hazards

·  how to manage hazards

·  how to control hazards

·  how to report accidents and incidents in writing.

Reading, writing and speaking outcomes

By the end of this training session, trainees will be able to:

·  identify and locate text features in their workbook

·  record what they already know about hazards

·  review ways they can check understanding when listening

·  review ways they can check understanding when reading

·  learn new words to do with health and safety

·  review features of information and instruction documents.

Where will trainees come across these concepts in their workplace?

·  Every day when they are doing their job.

·  Understanding the health and safety rules at work.

·  Participating in health and safety meetings.

Questions your trainees might ask you

·  We need more training on our equipment - how can we get that?
(You need to work out what training you need and why, and talk to [person’s name] about it.)

·  We want to change the employee participation system – what can we do about that?
(The system we have has been agreed between the company and the union – you need to talk to your health and safety reps about it.)

·  We don’t have a participation system – how can we set it up?
(You need to talk to [person within company] about it.)

Word list

Here are some specialised words we use in Workbook 4 and what those words mean.

Word / Means
Accident / Something that happens and then someone gets hurt.
Assembly point / Where you have to go to when you evacuate your work area.
Employee participation / Employees take part in something.
Evacuation / Leaving a dangerous place.
Evacuation route / The way you have to evacuate your work area.
Good faith / Means employer and employees don’t do anything to mislead each other.
Monitoring / Keeping track of.
Plant / Machinery and equipment including vehicles such as forklifts and trucks.
System / Set of interconnected parts.

Learning new words takes a lot of practice. It is not enough to go over a new word once or twice. There is research that says you need to see or hear a word at least 40 times before it becomes part of your vocabulary. So during your training session, make sure you emphasise words your trainees don’t know and reinforce what those words mean.

Resources

You will need a whiteboard or flipchart for this training session. The other resources you will need are listed in the session plan.

Before you deliver the training session, collect actual examples of workplace documents used in this training session. You can also rewrite the examples used in the workbook so they are more relevant to your workplace.

How to write new examples

Look at any examples in the workbook. Think about the purpose of each example. Think of a similar situation in your workplace. Think about the trainees you are writing your example for. Make sure you don’t use language that is too difficult and don’t make the example too long. If you can, find a picture from your workplace that links to the example.

Training strategies you can use in this session

·  Modelling – demonstrating and role-plays.

·  Prompting – make links with what trainees already know, use reminders such as “How do you know that?” and “What did you do last time?”

·  Discussion – promote and acknowledge trainees talking about things, get trainees more involved in the training.

·  Questioning – plan your questions, use both open and closed questions, wait for trainees to think and then answer you. Don’t just use who, why, what etc, also use “what if” etc. Use follow-up questions when trainees are speaking such as “Then what happened?”

·  Giving feedback – tell trainees what they are doing well and what they need to improve on.

·  Explaining – fill any gaps trainees may have in their knowledge, give clear directions and instructions.

Indicators trainees could have literacy and numeracy issues

Here are some signs that show a trainee may have literacy or numeracy issues, based on the trainee’s writing:

·  Hard to read handwriting that is mix of printing and writing.

·  Words are written in a mixture of upper and lower case letters (e.g. haZArd).

·  Spelling of common words is phonetic (e.g. cubberd for cupboard).

·  Lack of basic punctuation (e.g. no capital letters at the beginning of sentences, no full-stops, no spaces between words).

·  Lack of sentence structure (e.g. sentence doesn’t make sense, words in the wrong places, key words missing).

·  Very short answers given when longer answers would have been more appropriate

You may also observe some other things that show a trainee may have literacy or numeracy issues. Make sure you observe these things yourself – don’t rely on what other people tell you.

A trainee may:

·  give reasons that mean they don’t have to read or write something (e.g. broke or forgotten glasses, pen has run out, sprained wrist)

·  panic or become aggressive in situations where they are asked to read or write something (e.g. becomes fidgety, sweats a lot, makes fun of the task)

·  make excuses to leave a situation where they are asked to read or write something (e.g. another appointment, important job forgotten, got to make afternoon tea)

·  get ready to write but never put pen to paper (e.g. holds pen as if to write, holds pen in a very awkward manner that would make writing very difficult)

·  not show any understanding during a training session – understanding is shown through things such as nodding at appropriate times, participating in discussions, maintaining eye contact (unless culturally inappropriate)

·  give vague answers to questions and not ask any questions to check their understanding.

Sometimes a trainee might tell you that they can’t read or write or spell. Telling you this is a big deal for that trainee. If they want to improve their reading, writing, speaking and listening skills, encourage them to speak to someone at work who won’t make fun of them or use the information in the wrong way (e.g. tell other people so it stops the trainee getting a promotion).

You could encourage your trainee to talk to:

·  their supervisor or team leader

·  union delegate or health and safety representative or learning representative

·  HR manager.

You could also contact your ITO and find out how they can help.

Websites

Here are some websites that relate to the topics in this session plan. Have a look at the websites before your training session. Choose the ones that suit your trainees.

You could use some of these websites with any trainees who have better reading, writing, speaking and listening skills than the rest of your group.

·  http://legislation.govt.nz/act/public/1992/0096/latest/DLM279288.html – Section 25 of the Act – recording and notification of accidents and serious harm. Section 25–28 covers details of steps taken when there is a workplace accident.

·  http://legislation.govt.nz/act/public/1992/0096/latest/DLM279250.html – Section 19D of the Act –Failure of employer and/or employee participation.

·  http://legislation.govt.nz/act/public/1992/0096/latest/DLM279248.html – Section 19C of the Act – Development of employee participation system.

·  http://legislation.govt.nz/act/public/1992/0096/latest/DLM279228.html – Section 13 of the Act for adequate training and supervision of employees.

·  www.osh.dol.govt.nz/order/catalogue/forms.shtml – The accident and serious harm form that needs to be filled in when there is an accident or near miss.

·  www.acc.co.nz/publications/ – ACC: A general reference for the tutor.

·  www.maritimenz.govt.nz/Publications-and-forms/Accidents-and-investigations/Accident-reports/Amaltal-Columbia-96346-mnz-accident-report2004.pdf – A real-life accident and consequences for a worker using a water blaster.

·  http://worksafereps.org.nz/toolkit – A good guide to the law.

Before the training session

·  Go through the workbook so you know what it covers.

·  Go through the session plan so you know what you have to do.

·  Collect protective clothing, equipment and pictures of signs.

·  Highlight the extension activities you are going to use.


Best wishes for your training session.

Trainer session plan

Time / LN skills
being developed / Trainer activities
Welcome / 1.  Welcome trainees back. Congratulate them on finishing Workbook 3. Tell them you are looking forward to working with them on Workbook 4, the final workbook.
Review of action cards / 2.  Go to page 5 of the workbook. Get trainees to copy over their action cards from Workbook 3. Discuss with them what they said they would do and how they got on. Get them to complete the results part at the bottom of the page.
Review of the last three workbooks / 3.  Discuss with trainees what they have learnt over the last three workbooks. Write some key ideas up on the whiteboard. Ask trainees to go to page 6 and complete the activity on that page.
Review of text features / 4.  Ask trainees to go to page 7 and complete it. If they can’t remember the text features, suggest they look at previous workbooks.
Learning outcomes / 5.  Go to page 9 and go through outcomes with trainees.
Word list / 6.  Go through the word list with the trainees on page 10. Check what they have been doing to learn new words, completing the activity at the bottom of page 10.
Reviewing health and safety / 7.  Ask trainees to complete page 11. If they can’t remember the information, refer them back to Workbooks 2 and 3.
What is a system? / 8.  Ask trainees to go to page 12. Talk about a system being a series of interconnected parts. Discuss the land transport system with trainees. Get them to identify where they fit into this particular system (as drivers, bus passengers etc).
Health and safety system / 9.  Ask trainees to go to page 13. Explain that this is a health and safety system. Ask them what is the same as the system on page 12 and what is different. Explain to trainees that we are going to go through each part of the system separately.
Hazard management / 10.  Ask trainees to look at page 14. Get them to remind you about the three ways that hazards are controlled. Then get them to complete the activities on pages 14 and 15. Remind them that they did this in Workbook 3.
Workplace signs / 11.  Ask trainees to go to page 16 and complete the activity on that page. If necessary, put up the five words: prohibition, cautionary, mandatory, safety and fire to prompt them. Remind trainees that they learnt this in Workbook 1.
Emergency procedures / 12.  Ask trainees whose responsibility these are (the employer). Ask trainees who has the right to emergency procedures (employees). Ask trainees what emergency procedures they are aware of in their workplace. Get them to have a look at page 17 and add any other procedures that they are aware of to the list. Remind them, in Workbook 2, they learnt about differences between instruction and information documents. Ask trainees to remind you what those are and give examples of the different documents. Get them to complete the activity on page 17.
Get trainees to go to page 18. Remind them that procedures are instruction documents. Ask them to point out the words giving instructions in the procedure (those in the boxes). Ask trainees to go to page 19, read the procedure and then put it in the correct order. When trainees have done that, ask them to underline or circle the words that tell them what they have to do.
Extension activity for higher level trainees: Hand trainees a range of procedures that have been cut up. Ask them to rearrange them in the correct order and underline the instructional words.
Evacuation procedure / 13.  Brainstorm with trainees what they already know about evacuation procedures at work. Write these up on the board. Draw out particular words such as warden etc. Ask trainees to go to page 20 and read it. Ask them to also complete the activity at the bottom of the page.
Review – things you can do when you’re reading and can’t understand / 14.  Ask trainees to go to page 21 and complete this page. Remind them that this information is in Workbook 2.
Training and supervision / 15.  Remind trainees that we have covered this in Workbook 2. Ask trainees to have a look at page 22. Ask trainees who are still being trained at work to think about a situation where they’re being asked to operate a piece of equipment that they’re not familiar with. Have a discussion about what they would say.
Talking to your trainer / supervisor about health and safety / 16.  Ask trainees to go to page 24. Think about a situation where you have wanted to ask your supervisor for more training. Fill in the diagram on page 24. Ask a couple of trainees to share their example with the rest of the group.
Review – questions you can ask when you don’t understand when you’re listening / 17.  Ask trainees to go to page 25. Remind them that this was covered in both Workbooks 2 and 3. Ask them to complete the activity on page 25.
Incident and accident reporting / 18.  Ask trainees to go to page 26. Remind trainees that they completed accident reporting in Workbook 3. Ask them to complete the activity on page 26.
Employee participation / 19.  Get trainees to turn to page 27. Talk to them about the employee participation system at your workplace. In particular, cover the topics in the table on page 27 (health and safety reps etc). Answer any questions your trainees may have.
Review the workbooks / 20.  Write three headings on the board: Best thing we learnt in health and safety, Best thing we learnt in reading writing etc., One thing we need to learn more about. Give trainees five Post-it notes. Tell them they have five votes they can give for one or all headings. Get them to write on the Post-it notes and then put them under the headings. Discuss one of each trainee’s Post-it notes.
Action cards / 21.  Get trainees to fill in the action cards for this workbook on page 30.
Thank trainees and make arrangements to see them about assessment at a later date. Keep a record of the trainee reflection.
Trainer reflection / Write down:
·  what went well
·  what didn’t go so well
·  what you would change next time.
Write this up for future trainers or for future sessions. Make changes to session plan.

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