Communicating Safety and Health Training in the Workplace

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Exercise 5.1: Lesson Plan

• Demonstration of the course learning outcome;
• Communication of health and safety training;
• A lesson plan will be developed;
• Enable learners to demonstrate learning objectives;
• Lesson plan usually encompasses reading tasks;
• Will entail at least two sources.

This assignment offers the chance for the demonstration of the course learning outcome. It is based on the creation of practices for the communication of health and safety training in the place of work. In the assignment, a lesson plan will be developed for the presentation of the topic to students. The task will enable learners to demonstrate learning objectives. A lesson plan usually encompasses reading tasks. Therefore, this exercise will entail at least two sources which attendees will read for the training.

Exercise 5.2: Brief Description of the Location

• Take place at Carter’s discussion room;
• Is equipped with necessary technical devices;
• The participants to sit around table;
• Contribute to achievement of overall goals;
• The setting will concentrate welders’ attention;
• Enhance productiveness of the educational activities.

The training will take place at Carter’s discussion room available for all workers involved in the training course. The room is equipped with necessary technical devices that will enable using video and audio materials, as well as visualize the discussed information on the board. The setting will allow all the participants to sit around the table and engage in discussions of the critical educational issues. The location will contribute to the achievement of the overall goals of all workers’ inclusion in the training process. Moreover, the specific setting of the discussion room will help concentrate the welders’ attention on the learning materials without distractions, which will enhance the productiveness of educational activities.

Exercise 5.3: Who Should Conduct the Training?

• Training to succeed and meet objectives;
• A well prepared and experienced trainer;
• Have proper practical and theoretical knowledge (Mahyuni & Sinaga, 2018);
• Person should have good leadership qualities;
• Engage all participants in meaningful discussions;
• Be involved in the welding profession.

For the training to be successful and the main objectives met, a session should be conducted by a well-prepared and experienced trainer. Such a person should have proper practical and theoretical knowledge of the difficulties and the importance of preserving the safety measures in welding (Mahyuni & Sinaga, 2018). In addition, the person should have good leadership qualities to guide the training process and engage all participants in meaningful discussions and learning activities. Importantly, the trainer should be involved in the welding profession to provide insider information and relate to the trainees.

Exercise 5.4: Initial Details

• Safety measures to prevent workplace injuries;
• Length of lesson is120 minutes;
• To enhance and improve welders’ knowledge;
• Facilitate welders’ knowledge about safety equipment;
• Educate the participants about scaffold usage;
• Train usage of types of PPE.

Name of the lesson/presentation: Enhanced safety measures for welders to prevent workplace injuries.

Expected length of lesson/presentation (Time): 120 minutes

List relevant learning objective(s):

• General objective: to enhance and improve welders’ knowledge and practical usage of safety measures in the workplace.

Specific objectives:

• To facilitate welders’ knowledge about and use of safety equipment to prevent burns;
• To educate the participants about scaffold usage and adherence to measures for avoiding back injuries;
• To train welders’ usage of different types of PPE to promote eyes and face protection;
• To discuss the importance and train on the proper usage of respirators to avoid breathing problems.
• Will consist of three learning activities;
• To be conducted in a classroom;
• Presented with several video materials, hand-outs;
• Participants will engage in group discussions;
• The trainer will guide the participants;
• Maintain appropriate learning environment in classroom.

Provide a brief description of the lesson/presentation and how it would be delivered:

The lesson will consist of three learning activities designed for the participant to be conducted in a classroom or a workplace setting. The group of welders will be gathered in the discussion room and presented with several video materials, hand-outs, samples of PPE, and informational materials. According to each of the designed activities, the participants will engage in group discussions, peer feedback, and practical learning to meet both theoretical and practical learning outcomes. The trainer will guide the participants across the training process, provide the necessary information, answer questions, and maintain the appropriate learning environment in the classroom.

Exercise 5.5: A Classroom Activity that Involves Peer Learning

• Activity: Burns prevention and safety measures;
• Expected length of activity: 25 minutes;
• Prevalence of burns in welding workplace;
• Learn safety measures to prevent burns;
• Identification of proper and improper protection;
• First aid tips to manage burns.

Activity 1

Name of the activity: Burns prevention and safety measures.

Expected length of activity (Time): 25 minutes.

List relevant learning objective(s):

• To inform the students about the prevalence of burns in the welding workplace;
• To learn safety measures to prevent burns;
• To facilitate the identification of proper and improper protection from burns;
• To learn first aid tips to manage burns.

Provide a brief description of the activity, including how students would participate, how students would interact, how the trainer would prepare, what type of equipment is required, and the knowledge or skill gained:

In this classroom activity, the students will be introduced with a brief graphic demonstrating the health-related issues and statistical data indicating burns prevalence in the welding departments. Then, the video on how to use masks and other protective equipment will be displayed with the following group discussion. Next, hands-on experience will be provided, during which volunteers will demonstrate the usage of protecting equipment as they memorized from the video, and the rest of the group will provide their feedback on the correctness of the volunteers’ demonstration. In such a manner, peer learning will contribute to the training process.

• Hand-out material given to the students;
• Students will work in small groups;
• Trainer to prepare for the activity;
• The apparatus needed includes protective equipment;
• Knowledge is expected to be gained;
• Skills targeted include anti-burn PPE usage.

A hand-out material will be given to the students to familiarize them with first aid tips on how to manage burns before a healthcare worker arrives. Students will work in small groups and roleplay first aid scenarios. For the trainer to prepare for the activity, a statistical graph, a video, and a hand-out material should be prepared in advance. The apparatus needed includes a device to demonstrate a graph and a video, several sets of protective equipment to prevent burns, and a first aid kit to practice burns management. The knowledge that is expected to be gained upon the completion of this activity includes statistical data, precaution measures, and first aid importance. As for the skills, the following are targeted: anti-burn PPE usage, first aid skills to manage burns.

Exercise 5.6: Additional Activity 2

• Activity name: scaffold usage safety measures;
• Expected length of activity: 15 minutes;
• A list of relevant learning objectives;
• Learn the safety measures for working;
• First aid skills manage back injuries.

Activity 2

Name of the activity: Scaffold usage safety measures.

Expected length of activity (Time): 15 minutes.

List relevant learning objective(s):

• To learn the safety measures for working with scaffolding;
• To acquire first aid skills to manage back injuries.

• A brief description of the activity;
• Including how the trainer would prepare;
• Involve students watching presentation of slides;
• Answer the questions to facilitate learning;
• Identify a correct and incorrect way;
• Students will obtain first aid information.

Provide a brief description of the activity, including how students would participate, how students would interact, how the trainer would prepare, what type of equipment is required, and the knowledge or skill gained:

The activity will primarily involve students watching a presentation of slides concerning the most common mistakes when using scaffolding in welding and the proper ways of its usage. The students will then answer the questions to facilitate learning and do an exercise, in which they will be required to identify a correct and an incorrect way of working with scaffolding as portrayed in the pictures. At the end of the activity, the students will obtain first aid information on managing back injuries.

• The students will interact by responding;
• peer learning through small group discussions;
• trainer will need to design a presentation;
• pictures of proper and improper scaffolding;
• Equipment for demonstrating a presentation needed;
• Acquire the skills of proper scaffolding.

The students will interact by responding to other students’ answers when answering the questions. Additionally, they will engage in peer learning through small group discussions when working on the exercise. A trainer will need to design a presentation of slides, a set of questions to the information presented in the slides, and the pictures of proper and improper scaffolding usage for the exercise. Equipment for demonstrating a presentation and the images will be needed. The student will acquire the skills of proper scaffolding usage and first aid for back injuries in welding.

Exercise 5.6: Additional Activity 3

• Name: Face, eyes, and breathing protection;
• Expected length of activity: 20 minutes;
• Listing of the relevant learning objectives;
• PPE for face and eyes protection;
• To learn how to use respirators;
• Skills for problems related to eyes.

Name of the activity: Face, eyes, and breathing protection in welding.

Expected length of activity (Time): 20 minutes.

List relevant learning objective(s):

• To learn how to use PPE for face and eyes protection;
• To learn how to use respirators;
• To acquire first aid skills for problems related to eyes, face, and breathing.
• Provide a brief description of activity;
• Type of equipment and knowledge required;
• Article on face and eye protection (Fatmasari et al., 2019);
• Given PPE for eyes and face;
• Providing feedback to the responders’ actions;
• Demonstrated by trainer, repeated by students.

Provide a brief description of the activity, including how students would participate, how students would interact, how the trainer would prepare, what type of equipment is required, and the knowledge or skill gained:

The students will be required to have read the article on the face and eye protection in welding before the training session (Fatmasari et al., 2019). The students will be given PPE for eyes and face, as well as different kinds of respirators, and demonstrate their correct usage. The group will interact when providing feedback to the responders’ actions, which will ensure peer learning. Finally, the first aid actions will be demonstrated by the trainer and repeated by the students.

• Trainer will need to provide article;
• Prepare the first aid action plan;
• Bring the necessary PPE for practice;
• Will be the only equipment needed;
• The students will acquire the skills;
• First aid in case of injuries.

The trainer will need to provide the students with the article before the lesson, prepare the first aid action plan, and bring necessary PPE for practice. These will be the only equipment needed for the activity. The students will acquire the skills of proper face, eyes, and respiratory protection and the methods of first aid in the cases of injuries.

Exercise 5.7: Documentation of Attendees

• List of workers who need training;
• Students sign attendance in the list;
• The training details will be specified;
• Will demonstrate who attained the training;
• Information forwarded to human resources department;
• Further measures in disseminating safety training.

The list of all workers who need training will be retrieved from the human resources office before the class. At the beginning of the training session, each student will sign his or her attendance in the list. A separate training attendance sheet will be created, in which the training details will be specified, and the participants will be listed with their names and contact information. This document will demonstrate who attained the training. The information will then be forwarded to the human resources department to inform the responsible individuals about the absentees to encourage further measures in disseminating safety training in all workers involved in the welding department performance and who are at risk of workplace injuries.

References

Awosan, K. J., Makusidi, M. A., Ibrahim, M. T. O., Suleiman, A., Magaji, T. G., & Mbatifuh, F. G. (2017). Knowledge and safety practices related to exposure to physical and chemical hazards among welders in Sokoto, Nigeria. Asian Journal of Medicine and Health, 9(1), 1-11.

Fatmasari, I. F. F., Musyarofah, S., & Widjasena, B. (2019). The relationship between compliance use PPE eyes with metal welding chips in eyes welders in the welding workshop in Boja. JurnalFormil (Forum Ilmiah) KesMasRespati, 4(2), 121-128.

Mahyuni, E., & Sinaga, M. M. (2018). Engagement of occupational safety and health at Mahkamah’s welding worker Medan. Journal of Saintech Transfer, 1(1), 48-53.

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