Asphalt Training Matrix User Guide

Transcription

1 Asphalt Training Matrix User Guide The Asphalt Training Matrix is a user-friendly program to help you keep track of who needs what training on any site or project. The purpose of the program is to help your company make sure all crewmembers on a project have the training they need to work safely. The Matrix identifies training requirements and generates training forms to help your organization track the completion of required training for individual crewmembers depending on their occupations. If you are in charge of planning for a project or for crew training, this program will help your company meet its occupational health and safety requirements with enhanced professionalism. Acknowledgements The program was created through the BCCSA s Asphalt Technical Advisory Committee (ATAC). ATAC identified training topics for each occupation in the industry and supporting training modules. If you don t already have a copy, download the Asphalt Training Matrix from the BC Construction Safety Alliance website: 1

2 What you will see when you open the file This is what you should see when you open the file. Once you enter information into the various blank fields, and identify each crewmember s occupation(s) the matrix will produce a training form for each crewmember. The Matrix tool and the forms it generates are almost self-explanatory. This 5-Minute guide describes the various elements of the Matrix tool and includes instructions for using the forms on your site. 2

3 How to use the Asphalt Safety Training Matrix Step 1: Save the matrix tool under a new name The program allows the user to enter project specific information that may overwrite hidden default references. If you want the matrix to work perfectly the next time you use it, save it under a different name. Ideally, this name would allow you to easily identify the project and can be identical to the Project Name/ID (see step 2) Step 2: Choose a Project Name or other Identifier Choose a name to identify the project or contract the Matrix applies to. This might be the name of the person or organization that hired your company, the location of the site, or any other name to distinguish this project from others. Note that the current version of the Matrix can only list 13 crewmembers at a time. We recommend that you open and save new Matrix files to accommodate larger crews. Step 3: State who is responsible for what The Matrix will produce a training form for each crewmember. Someone will need to ensure the crewmembers have their training and someone needs to sign off. Enter the name of the person who will sing off on the completed forms next to Submit completed forms to. Enter the name of the person responsible for ensuring that all crewmembers get their training next to Forms to be submitted by. Step 4: Complete remaining fields that apply Assign a project start date if applicable and due date for completion of the forms. 3

4 Step 5: Enter the names and select jobs/occupations of crewmembers Select all occupations/jobs that apply to each crewmember. Step 6: Complete the forms for each crewmember The training form for each crewmember can be found by clicking on the corresponding numbered tab 4

5 Notice that the information from the Matrix is automatically entered into the form, which contains further instructions for the person responsible for using to form to ensure that the crewmembers have completed the training they need. Also note that the current data and time will appear as a print date. Make sure your computer is displaying the correct date, or simply overwrite this field with the actual date. The contents of the form can be overwritten. For example, if form/tab one is to be completed by someone other than Supervisor Jones, that person s name can be entered in its place. 5

6 Step 7: Print the forms and forward to those responsible Those receiving the forms for completion may assign or delegate the responsibility to another person. For example, Supervisor Jones may delegate Tab 2 to a foreman. It is recommended that the person completing the Matrix print the forms to ensure that only one copy of each is circulated. However, it is possible to circulate the Matrix and assign various tabs/forms to different persons. If more than one copy is in circulation they will need to be reconciled manually. Remember: If you manually enter further information into the forms you may overwrite hidden default references. It s best to start a new project with a new Matrix rather than re-using old forms. Step 8: Ensure that recipients use the Asphalt risk profiles to compete site specific risk assessments The Asphalt Technical Advisory Committee has produced a collection of hazard profiles forms for various job tasks and occupations. These are excellent resources and are designed to help crewmembers identify and evaluate site specific hazards to ensure that unacceptable risks are brought under control. You will find these at: Note: The hazard profiles are intended to be printed off and completed by the worker as part of his job safety training. Step 9: Sign off on completion of each form The person responsible for signoff should review each training form for completion, flag any training expiry dates and file them with training records. Help us improve this tool BCCSA is currently piloting this tool and invites your feedback. If you have any comments or recommendations please send them to info@bccsa.ca. We welcome your feedback! 6

7 Asphalt Training Manual How to Use the Manual The information in this manual corresponds to an Asphalt Industry Training Matrix that is available online. You can find the matrix on the BC Construction Safety Alliance s Website: The Training Matrix helps managers and supervisors determine what training workers need in order to do their jobs safely. By selecting from a list of job tasks that crew members perform, users can produce customized training checklists to ensure everyone has the training they need to work safely. 7

8 ASPHALT TRAINING MANUAL TABLE OF CONTENTS Section 1: General OHS Training Module Elements 1-1 WHMIS TDG Trainers Guide 1-1 WHMIS TDG Training Module Elements 1-2 Lockout Trainers Guide 1-2 Lockout Training Module Elements 1-3 First Aid Training Module Elements 1-4 Fire Extinguishers and Suppression Trainers Guide 1-4 Fire Extinguishers and Suppression Training Module Elements 1-5 Confined Space Training Module Elements 1-6 General PPE Training Module Elements 1-7 Life-jackets Training Module Elements 1-8 Respirators Training Module Elements 1-9 Hearing Conservation Trainers Guide 1-9 Hearing Conservation Training Module Elements 1-10 Heat Stress Trainers Guide 1-10 Heat Stress Training Module Elements 1-11 Seat Belts Training Module Elements 1-12 Emergency Procedures Training Module Elements 1-13 Cold Stress Trainers Guide 1-13 Cold Stress Training Module Elements Section 2: Special Equipment Training Module Elements 2-1 Safe Fuelling Training Module Elements 2-2 Conveyor Safety Trainers Guide 2-2 Conveyor Safety Training Module Elements 2-3 Lowering Equipment and Rigging Training Module Elements 2-4 Manlift Training Module Elements 2-5 Forklift Trainers Guide 2-5 Forklift Training Module Elements 2-6 Air Endorsement Trainers Guide 2-6 Air Endorsement Training Module Elements Section 3: Yard Hazards Training Module Elements 3-1 Dust Suppression Training Module Elements 3-2 Working Around Machinery Trainers Guide 3-2 Working Around Machinery Training Module Elements 3-3 Visibility Night Work Trainers Guide 3-3 Visibility Night Work Training Module Elements 3-4 General Housekeeping Trainers Guide 3-4 General Housekeeping Training Module Elements 3-5 Stockpiles Training Module Elements 3-6 Electrical Hazards Trainers Guide 3-6 Electrical Hazards Training Module Elements 3-7 Barge Loading Facilities Training Module Elements

9 Section 4: Working at Heights Training Module Elements 4-1 Ladders Trainers Guide 4-1 Ladders Training Module Elements 4-2 Fall Protection Trainers Guide 4-2 Fall Protection Training Module Elements Section 5: Working Alone Training Module Elements 5-1 Working Alone Trainers Guide 5-1 Working Alone Training Module Elements Section 6: MSIs and Ergonomics Training Module Elements 6-1 Early Signs of MSIs Trainers Guide 6-1 Early Signs of MSIs Training Module Elements 6-2 Lifting and Carrying Training Module Elements 6-3 Shovelling Training Module Elements Section 7: Hazard ID and Control Training Module Elements 7-1 Hazard ID and Control Training Module Elements 7-2 Inspections Training Module Elements 7-3 Emergency Response Planning Trainers Guide 7-3 Emergency Response Planning Training Module Elements 7-4 Accident Investigation Trainers Guide 7-4 Accident Investigation Training Module Elements Section 8: Legislation Training Module Elements 8-1 Rights and Responsibilities for Workers Trainers Guide 8-1 Rights and Responsibilities for Workers Training Module Elements 8-2 Rights and Responsibilities for Supervisors Trainers Guide 8-2 Rights and Responsibilities for Supervisors Training Module Elements

10 Purpose of the Manual Every worksite is different. For asphalt workers, especially those involved in road construction, conditions are always changing. New and moving jobsites, new equipment and technologies, better regulations and constantly improving health and safety information means that ongoing worker training is an industry necessity. This manual is designed to give employers and supervisors the means to ensure that everyone gets the safety training they need. Giving workers training that enables them to stay safe at work is every employer s legal responsibility. But there s more at stake than compliance with the law. Now, more than ever before, all industries are discovering that safety culture and business success go hand in hand. A strong safety culture means that a commitment to safety is reflected in all the work done by all the people in an organization. Safety culture starts at the top, with owners, managers and CEOs who not only ensure that worker safety is supported by policies and resource management, but who also model safety, sincerely and consistently, in their own actions. Their commitment filters through the whole company, reaching workers through their personal examples, through open communication and information exchange, and through the provision of top-notch training and persistent supervision. When companies are fully committed to the safety of workers, their communities, and the environment, the benefits are numerous. They include: Improved morale and individual responsibility A consistent workforce of trained, competent, healthy people who want to stay with the company Reduced injuries and illnesses resulting in fewer compensation claims and lower insurance premiums Better community relationships and improved public perception Fewer damages to equipment and assets These are just a few examples of what positive safety culture can do. In BC, the Occupational Health and Safety Regulation sets out the rights and responsibilities of all workers, supervisors and employers as well as those of contractors. Every worker has the right to a safe workplace and every employer has the duty to provide it. If workers don t feel safe, they can refuse to work until conditions are improved but workers are ultimately responsible for contributing to their employer s efforts to help keep them safe. Because employers are legally accountable for safety, they need to be aware of their due diligence requirements. Due diligence means taking all reasonable precautions to protect the health and safety of workers and co-workers. In BC, if there is a workplace accident, the employer is assumed to be guilty of an offense unless they can prove that they were duly diligence in their efforts to prevent such an accident through a due diligence defense. If the defense fails, the employer can be held liable and, in extreme cases, be sent to jail. How can employers prove due diligence? In a court of law, an organization would have to be able to show that it: Complies with Occupational Health and Safety (OHS) legislation Has a written, implemented OHS policy and program Has taken the necessary steps to eliminate or control specific hazards Has written safe work procedures that are understood and followed by workers 9

11 Has implemented known industry best practices Has provided workers with the necessary training, instruction and supervision to work safely Actively enforces and promotes workplace health and safety That s why it is so important to train workers, make sure they understand their training, and follow up to ensure that the training sticks. This manual will help employers to fulfill their legal obligations regarding training. On Training When do workers need training? Some of the times at which workers need training include: When they are newly hired When the work environment or jobsite changes significantly. A new location or significant change can mean that workers need to be trained in, for example, applicable emergency procedures, specific hazards such as heat and cold stress, dust suppression, night work and/or traffic control When there is new equipment such as machinery or Personal Protective Equipment (PPE) When there are new safe work procedures such as a safer way of doing an established task When there is new health and safety information such as new WHMIS legislation or new health and safety information regarding contact with hazardous materials Training is an ongoing effort. It s not a one-time thing. Learning to master a procedure may take repetition and practice. Sometimes workers need to be reminded of safety messages and procedures through communication and refresher training. Training needs to be reinforced regularly until it truly sinks in. In other words, training has to be coupled with ongoing supervision. Before you start delivering any training session it makes sense to be prepared. Consider these three questions: What training is needed? Training topics need to be relevant and applicable to peoples work or they are a waste of time. Figuring out what training is actually needed, as opposed to what seems needed, is sometimes called a training needs analysis. A quick, methodical look at training needs doesn t have to take a long time. Following these steps will help to make the process quick and efficient: 1. Do an environmental scan. What are the regulatory requirements? For example, what does the OHS Regulation say about this topic? Has WorkSafeBC issued any orders or penalties related to this topic? Have there been any other problems related to the topic? For example, have there been any accidents, incidents, or near misses? 2. Look at what workers already know. What do they do well? Give them credit. There is no point in giving special training in areas that are already under control. 10

12 3. Figure out what training will fill the gap between what workers already know and what they need to know. What is the best way to deliver the training? Once you ve decided what the training should cover, the next step is to decide on the best way to deliver it. There are two main ways to deliver training: Theory and method training focuses on communicating knowledge. This delivery style makes use of both verbal and visual instruction. It works best for topics involving understanding regulations and knowing how to make workplaces safer. Practice training focuses on communicating procedures. This includes on the job training and is best for demonstrating ways of working safely. On the job training is very different from classroom training and can be the most effective choice for adults because: It may have been a long time since the participants have been in a classroom and that reminds them of school. A lot people have negative memories of school It gives people a chance to do things rather than just sit and listen It is obviously relevant to their work It encourages participation and discussion How will you know if the training worked? Decide how the results of effective training should look. What should the training enable workers to do? What behaviours should they demonstrate after training? What is the standard of performance you would like them to meet? Will you give a test at the end? Will you be able to supervise workers or check on them periodically to make sure they are following instructions? Let the learners know what you expect. Training Tips Regardless of the method of delivery, people learn best when they are actively involved in the learning process. Studies show that most people remember ten per cent of what they read and fifty per cent of what they see and hear. But ninety per cent of people remember when they both say and do things at the same time. Knowing how to work safety involves gathering facts and learning some theory. Don t just use the lecture style of teaching. Adults will learn faster and better if you use a variety of styles and approaches to getting the message across. For example, get them thinking, talking, and coming up with their own ideas. Try describing a problem scenario and having them work in groups to find a solution. If you plan to show them how to look for hazards, try having them do their own site inspection first, then do a thorough inspection with them to show what they may have missed. Have them think of ways they can apply the concepts you teach in different settings, so that they grasp the principle you are trying to get across. Applying the knowledge and working safely takes practice and the development of good habits. It requires repetition of actual work processes and ongoing attention to detail. For example, if you are providing hands-on instruction in the safe use of equipment: 11

13 Motivate by talking about the potential consequences of operating the machine improperly, or without guards in place. Tell them step-by-step how to operate the machine properly Show them how it is done correctly and safely Test their knowledge by asking them to repeat the process. Have them repeat the process until it is done top-to-bottom without mistakes Come back two hours later to check if it is still being done correctly. Return again in two days, etc. Don t forget to give people credit for getting it right. If they don t have it right, point it out to them and encourage them to try again. Tips for effective adult safety training Adults learn best when they are actively involved in determining what, how and when they learn People are more likely to believe something if they arrive at the idea themselves Learning doesn t really happen until it changes habits and behavior People have different ways of learning, but everyone needs certain things such as: Respect Everyone needs to feel that they have something to contribute and that they are more than just a person who doesn t know something yet. Immediacy Effective learning builds on past experience and clearly shows people what is expected of them. Experience People need to be able to try doing things themselves and have input into the learning process. This helps to show how the training is relevant to their work. Doing and discussing are very effective techniques for making learning stick. Effective Communication The better the trainer is able to respond to the participants rates and styles of learning, the better the results will be. Here are a few tips for communicating your message effectively: - Keep to the point. Keep it simple and focused so you don t get side-tracked. - Make sure you re giving accurate information. - Don t just lecture; get people talking, thinking and doing. - Listen to the participants and make sure they understand each point before you move on to the next one. Don t assume people understand because they nod their heads. Get them to demonstrate or articulate what they ve learned in their own words. - Get feedback. Ask people to contribute their own experiences and examples. - Summarize the key points at the end of the session. 12