Working safely presentation

Editor's Notes

• #2: This presentation is designed to assist team leaders, supervisors and trainers explain and reinforce to supported employees within the organisation why working safely is important and how the organisation and they can ensure they work safely. The accompanying Trainers Guide contains tips on different ways to use this presentation to maximise relevance and impact for participants. As a trainer your aim should be to ensure examples, pictures and graphics are relevant to the participants’ workplace and work activities. While the presentation is designed for use with employees with an intellectual disability, it can be used with any supported employees in a business service.
• #3: In developing the resource we have attempted to ensure that the OH&S core competencies covered in most wage assessment tools including the Business Services Wage Assessment Tool have been addressed. The questions that people with a disability must answer in relation to OH&S include: identifying and using protective clothing or equipment appropriately carrying out basic safety checks on equipment prior to operation setting up and organising the work station in accordance with OH&S standards following safety instructions performing manual handling tasks to recommended safety practice disposing of waste safety in accordance with the requirements of the workplace and OH&S standards knowing what to do if they or someone else hurts themselves at work knowing the importance of using/wearing protective clothing or equipment knowing what a hazard is taking appropriate action when they notice something is unsafe at work taking appropriate action if the fire alarm goes off knowing why it is important to follow evacuation procedures using appropriate methods to move objects in the workplace.
• #4: Ask participants for some examples of the safety rules in their work area Note: You need to click the mouse to bring each example up on the slide. Typical examples of safety rules could be: staying on designated walkways observing the hygiene signs wearing protective clothing If necessary, explain the term PPE and provide examples– this is also covered in a later slide
• #5: An activity could be to select a couple of relevant safety rules and discuss why they are rules. For example, ‘what might happen if people in the kitchen didn’t wash their hands regularly?’ Or ‘what might happen if we didn’t have designated walkways?’ Reiterate the message on the slide about people not getting hurt. Using examples is always useful in training activities however it is important to make the example as relevant as possible to the experience of the participants. If there have been recent incidents of people being hurt because they have not followed the safety rules, they will be pparticularly useful.
• #6: Prior to the session: insert a picture of the team leader on the slide if you use another term (like supervisor or job coach) or reports of injuries need to be made to someone else, change the text on the slide Show participants a copy of the workplace injury notification form. Discuss filling out workplace forms, why this needs to be done and who can help.
• #7: An important training tip to remember is the more relevant the examples are, the more meaningful training is to the participants. There is also more chance of the material being remembered.
• #9: Explain that safety takes priority over everything else. Ask the participants for examples of where work is being done safely. In some workplaces a graph with injury free days can be an ongoing reminder about safety in the workplace. It may even be possible to set a goal of injury free days and reward workers when this is achieved.
• #10: At the beginning of this session take a few minutes to reflect on the areas covered in the previous session. Remind participants about safety rules and why working safely is important.
• #11: Prior to the session make a list of hazards relevant to the work of the people who will be in the group. Before displaying the answer to the main question, discuss with participants what they think a hazard is. Ask them to give examples of some hazards in their workplace.
• #12: When displaying this slide and the seven which follow, ask one or two participants to name a hazard of the particular type. When identifying hazards remember to consider Equipment (eg box cutters) Product (eg paper) Furniture and fittings (eg broken glass, a sharp edge on a metal shelf)
• #13: Identify the hazards that can trip people in your workplace (eg air hoses, power cables, loose carpet etc).
• #14: Identify the hazards that can cause burns in your workplace (eg electric heaters, oxy acetylene cutting equipment, hot water etc).
• #15: Identify the hazards that can crush people in the workplace (eg forklifts, pallet jacks, large sliding doors etc).
• #16: Identify the loud noises that can damage hearing in the workplace, (eg grinders, air tools, lawn mowers, hammering etc).
• #17: Identify the hazards that can damage their eyes in the workplace (eg grinding sparks, welding flash, compressed air, chemical sprays, flying objects etc).
• #18: Identify the hazards that can make you sick in your workplace (eg chemicals, gas).
• #19: Identify the hazards that can cause pain in your workplace (eg repetition of tasks without a break, incorrect posture).
• #20: Before the session, change the picture in this slide to one of significant hazards in the participants’ work area. Ask the participants to identify the hazards in each picture. When the hazard has been identified work through the safe working behaviours and PPE required to reduce the hazard. For example in the picture provided the hazard/s are: box cutting knife blade exposed The safe working behaviours are: using appropriate PPE when using the knife Tips for removing photographs and inserting new ones are included in the trainer’s guide.
• #21: Before the session, change the picture in this slide to one of significant hazards in the participants’ work area. Ask the participants to identify the hazards in each picture. When the hazard has been identified work through the safe working behaviours and PPE required to reduce the hazard. For example in the picture provided the hazard/s are: Packaging left on the floor is a trip hazard The safe working behaviours are: Keeping the workplace tidy Tips for removing photographs and inserting new ones are included in the trainer’s guide
• #22: Before the session, change the picture in this slide to one of significant hazards in the participants’ work area. Ask the participants to identify the hazards in each picture. When the hazard has been identified work through the safe working behaviours and PPE required to reduce the hazard. For example in the picture provided the hazard/s are: noise sparks The safe working behaviours are: using appropriate PPE working behind welding screens Tips for removing photographs and inserting new ones are included in the trainer’s guide.
• #23: Before the session, change the picture in this slide to one of significant hazards in the participants’ work area. Ask the participants to identify the hazards in each picture. When the hazard has been identified work through the safe working behaviours and PPE required to reduce the hazard. For example in the picture provided the hazard/s are: sparks arc flash spatter heat radiation The safe working behaviours are: wearing appropriate PPE using welding screens Tips for removing photographs and inserting new ones are included in the trainer’s guide.
• #24: Before the session, change the next group of slides so that they show the hazard signs that are displayed in the participants’ work areas. As you show the slides: ask the group to tell you what hazard each sign is warning of. discuss how to avoid being hurt by these hazards. For example, the Forklift hazard sign lets us know that a forklift is operating in the area. To avoid being hurt by a forklift we need to keep to designated walkways, walk and not run and keep alert.
• #27: At the beginning of this session take a few minutes to reflect on the areas covered in the previous sessions. Remind participants about safety rules, why working safely is important and about hazards in the workplace
• #29: Prior to the session, check that the items of PPE included in this and the next four slides are relevant to the participants in your group. Insert further slides if needed or change the PPE shown. As each item of PPE appears ask participants: to identify what it is what it protects them from when they are expected to wear it For example goggles are to protect workers’ eyes from hazards including sparks from a machine. They need to be worn when the worker is using an angle grinder.
• #34: Insert a photo here of one of the workers wearing the right protective equipment and point out that a safe worker is a person wearing the right PPE
• #35: At the beginning of this session take a few minutes to reflect on the areas covered in the previous sessions. Remind participants about safety rules and why working safely is important.
• #36: Change the next group of slides to present the PPE signs that are posted in the workplace. Suggestions: ask participants where these signs are posted. ensure that workers know what they must DO when they see the sign – you want to be sure they can understand the safety requirement not just read or remember the words on the sign. ask participants what PPE is associated with this sign.
• #40: At the beginning of this session take a few minutes to reflect on the areas covered in the previous sessions. Remind participants about safety rules and why working safely is important. Explain the term ‘manual handling’
• #41: Ask participants why it is important to use the right equipment when moving something how things are lifted in their work area (i.e. what lifting equipment do they have?)
• #42: Explain the types of things that can be moved manually and the important aspects of lifting properly: location of feet location of hands position of the back lifting with the legs Demonstrate correct lifting technique Practice by asking each participant to show you how to lift properly
• #43: Change this slide and insert images of objects relevant to the participants’ work area(s). Explain the types of things that can be moved manually and the important aspects of lifting properly: location of feet location of hands position of the back lifting with the legs lifting together Demonstrate correct lifting technique Practice by asking pairs of participants to show you how to lift properly
• #44: Explain what sorts of things should be moved with a trolley Demonstrate the correct use of a trolley Practice by asking each participant to show you how to use a trolley properly.
• #45: Explain the types of things that should be moved with a pallet jack and point out the safety issues running over, into or crushing objects/people with a heavy load lowering heavy loads (watch your feet) demonstrate how to use a pallet jack. Practice by asking each participant to show you how to use a pallet jack properly
• #46: Explain the types of things that should be moved with a fork lift and that only people with a forklift licence may use the forklift Explain that you can ask a forklift operator to help you if you need to move something heavy
• #47: Use the next series of slides to present safe working behaviours identified as those that should be targeted in your training. Use the tips in the trainers guide to change the slides to identify the safe working behaviours in the participants’ workplace At the beginning of this session take a few minutes to reflect on the areas covered in the previous sessions. Remind participants about safety rules and why working safely is important.
• #48: Identify the machines used in the workplace with the participants Discuss the safety checks you need to complete to be working safely Have a list of basic safety checks for machines in the workplace, and a copy of the safety instructions for each machine. Ask participants what could happen if the various safety checks aren’t done As a follow up activity consider conducting a safety check with each participant at their individual work station. This activity could help reinforce the learning and/or provide you with an opportunity to go over the material again.
• #50: The next series of slides present hazards and solutions. You might like to change the pictures to present examples from your workplace. Suggestions: identify the hazard discuss what should be done
• #51: You might like to change the pictures to present examples from your workplace. Suggestions: identify the hazard discuss what should be done
• #52: You might like to change the pictures to present examples from your workplace. Suggestions: identify the hazard discuss what should be done
• #53: Ask participants to identify which of the two pictures represents the safer workplace and why.
• #54: You might like to change the pictures to present examples from your workplace. Suggestions: identify the hazard discuss what should be done
• #55: Discuss the rules for the workplace and how and when supported employees should report a hazard and/or when they could remove the hazards. Explain what hazards could be removed (eg an extension lead left out) and which hazards should be reported (eg oil leaking from a motor). Give examples of various hazards relevant to your workplace and ask participants what they would do.
• #56: Before the session, replace the picture with one of a supervisor from the participants’ work area. Explain the difference between fixing a hazard (eg a small spill, air hose left out, rubbish on the ground etc) and reporting a hazard (eg a loose hand rail, a broken window, sparks coming from a light switch etc) Consider taking small work teams on a safety inspection of their work area. Develop a safety checklist relevant for each work area, an example is provided in the trainers guide. Check you have explained to the participants the PPE they will need on the tour eg safety glasses eg safety boots
• #57: At the beginning of this session take a few minutes to reflect on the areas covered in the previous sessions. Remind participants about safety rules and why working safely is important.
• #58: Discuss with participants when it might be necessary to evacuate the workplace.
• #59: Explain and discuss the evacuation drill, identifying emergency exits and assembly points demonstrate the sound of the alarm if possible conduct an evacuation drill
• #60: Prior to the session insert photos of emergency exits from the participants’ work area(s)
• #61: Prior to the session insert photos of the assembly point(s) participants are expected to go to following an evacuation.