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Revision History
00 Rev Dec12 Date G van Heerden Revised By Initial issue Revision Detail
CONTENTS
1 2 3 4
5 6
REFERENCES ATTACHMENTS
Page 2 of 10
DEFINITIONS
2.1 Competence: A combination of related abilities, commitments, knowledge, and skills that enable a person to act effectively in a job or situation. Training: That which prepares people to perform their work correctly or to improve the effectiveness with which they do their work. Awareness: That which acquaints people with the responsibilities, policy, objectives and procedures contained in the Liviero SHERQ management system. Qualified: Refers to the status given to an individual when the capability of fulfilling specified requirements has been demonstrated.
2.2
2.3
2.4
RESPONSIBILITIES
3.1 Managers: For ensuring that employees under their management have adequate knowledge of the companys SHE policy, objectives, procedures, legal and other requirements, as well as work-related skills and competence to effectively perform their required tasks. SHEQ Co-ordinator: For providing inductions to all employees. HR Co-ordinator: For ensuring that all employee records pertaining to training are properly completed, maintained and updated as required and in accordance with this procedure.
3.2 3.3
PROCEDURE
4.1 Identifying Training Needs a) To identify training needs the company will determine the difference between what people actually do in a job and what people should do (desired performance). The most common reasons why a training needs may be necessary is that employees:i) ii) iii) iv) c) d) Do NOT know what to do. DO know what to do but DO NOT have the skills. HAVE the skills and knowledge but are NOT performing at the standard the company requires. Do NOT care about work performance.
b)
Training needs are identified and analysed using a Training Needs Analysis form (See form PR_08_F01). The workplace manager should use the Tables in Appendix 2 to identify the training required to fill the gap between current knowledge and skills of employees and the mandatory training required to satisfy both the generic and applicable hazard specific competencies.
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b)
c)
d)
e)
f)
Training programs must include or take into account:i) ii) Risk Differences in learning abilities, language, literacy and numeracy skills of employees, and responsibility levels.
h)
Task specific training may include SHERQ manuals; codes of practice, safe work procedures; specialist instruction; computer assisted learning; on the job demonstration and supervision; or other resources essential to achieving competency or licencing. Differences in language and literacy can be accommodated by ensuring that diagrams, photos and symbols are included in safe work procedures (if applicable). Task specific training shall be delivered by any person previously deemed competent or deemed to have sufficient experience in the task being conducted. Delivery of the Generic and Hazard Specific training courses must be provided by persons with appropriate knowledge, skills and qualifications.
i)
j)
k)
4.3
Evaluate effectiveness of training a) Competency assessment methods may include but are not limited to:i) ii) iii) iv) v) b) Planned task observation (PTO); suitable for assessing competence in safe work procedures. Verbal, written or oral assessment. Completion of an assignment. Demonstration of learning; e.g. successfully reporting a hazard through the near-miss reporting system. Qualification or licence; e.g. demonstration of prior learning.
Where task specific training is indicated for attaining competency, there are a variety of methods available (including the above) to undertake the assessment. The person assessing the competency should choose appropriate item(s) according to the nature of the competency.
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4.4
Create awareness a) Employees shall be competent to perform tasks that impact on safety, health, environment and quality in the workplace. Therefore, procedures have been established to ensure that all employees working at each relevant function and level of the company are made aware of:i) ii) iii) iv) v) vi) The consequences of each individuals work activities (during meetings, inductions and toolbox talks). The benefits of improved personal performance Employee roles and responsibilities Importance of achieving conformity / compliance to policies, procedures, legal and other requirements Emergency preparedness and response requirements Potential consequences of departure from specified standards / requirements
b)
REFERENCES
OHSAS 18001 Clause 4.3.3 ISO 14001 Clause 4.3.3
APPENDICES
PR_05_F01 Training Needs Assessment Template PR_05_F02 Training Process Flowchart PR_05_F03 Training Requirements Matrix Template PR_05_F04 Competency Assessment Checklist PR_05_F05 Training Attendance Register
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PR_05_F01
Medicals Induction (Customer) Induction (Liviero) Induction (Workplace) Life-threatening Protocols Defensive Driving SHE Representative Incident Management First Aid Level 1 First Aid Level 2 Lockout & Isolation SHE Awareness HIRA Legal Liability Snake Handling Course ABET Mini Risk Assessment Fall Arrest and Height Safety Fire Fighting & Emergency Flag Person HIV/Aids & TB Awareness Management of Change Visible Field Leadership Scaffold Erectors Rope Rescue Working at Heights Root Cause Analysis
TRAINING FLOWCHART
PR_05_F02
Training Plan
Delivery of Training
Assessment of Competency
Training Records
Use of Competency Matrix to identify generic and risk specific competencies. Task specific training competencies identified by needs analysis, safe work procedures, legislative requirements, incident history
Generic and risk-specific training plan prepared by the SHERQ department and HR; Training plan prepared for Task specific training requirements.
Training delivered as required by training plan / schedule and needs basis; Generic and risk specific training courses organised by SHERQ department and HR; Task specific training delivered locally by units.
Generic and risk specific training competency assessment conducted according to training outline for course; Assessment of competency for Task specific training conducted; Assessment of competency conducted in accordance with Section 6.3.
Generic and risk specific training recorded and kept by HR; Task specific training recorded using Training Register form by workplaces.
Please Note: This matrix is designed to assist with Training Needs Analysis. It shows the basic requirements. Additional SHEQ training may be required for specific tasks. These should be identified through an assessment of the hazards and risks arising from the activities undertaken and added to the matrix for the area concerned. Retraining may be required where there is a change to legislative requirements or company procedures. Further advice is available from the SHEQ Department. Requirements
Hazardous Chemicals
Awareness (Toolbox)
Mechanical Safety
Manual Handling
Positions
Directors Managers Supervision Administrative Staff Technical Staff Support Staff Operatives SHEQ Staff
Mandatory
Computer Work
Electrical Safety
Emergency Preparedness
Induction
First Aid
Fire
TRAINING ASSESSMENT
PR_05_F04
ASSESSMENT METHOD(S)
Workplace observation Practical demonstration Oral / written questions Oral presentation Written assessment Procedure assessment
10
Competent
SIGN-OFF SIGNATURES
Trainee: .. Assessor: .. Workplace Manager: ..
Subject Detail: Location: Trainer: Subject: Induction Awareness Risk Consultation Date: In-House Training External Other:
Name
ID No / COY No
Signature