riicom201d communicate in the workplace learner guide … · 2017-02-27 · 3.2. ask questions of...

DRILLING • MINING • QUARRYING • CIVIL INFRASTRUCTURE

RIICOM201D Communicate in the workplace

LEARNER GUIDE

Learner Name:

SkillsDMC ©

Copyright

© SkillsDMC. All rights reserved

SkillsDMC (Resources and Infrastructure Industry Skills Council Ltd)

Tower 1, Level 1, Suite 2, 475 Victoria Avenue, Chatswood, NSW 2067

Telephone: +61 (02) 9324 8600

Facsimile: +61 (02) 9324 8699

Email: [email protected]

Web: www.skillsdmc.com.au

Published by: SkillsDMC (Resources and Infrastructure Industry Skills Council Ltd)

Tower 1, Level 1, Suite 2, 475 Victoria Avenue, Chatswood, NSW 2067 AUSTRALIA

First published: 2015

Disclaimer:

SkillsDMC is the owner of all copyright and other intellectual property rights in the products and any modifications made by SkillsDMC to the materials (parent document issued to you at point of sale and as reflected in the invoice). You acknowledge that, apart from the limited licence granted under these Terms of Sale, you have no right, title or interest (including intellectual property rights) in the products. You will do anything reasonably required to give effect to SkillsDMC’s ownership of the products (parent document).

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ContentsUnit of Competency 4

Unit Descriptor 6

Topics 6

Recognition of Prior Learning 6

Learning activities 7

Introduction 8

Types of communication 14

Communication methods and equipment 20

Tags 23

Flashing lights 25

Radio communication 28

Emergency communication 33

Check Your Understanding 35

Knowledge questions 36

Practical Activities 38

Answers to Learning activities 40

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Unit of Competency

RIICOM201D Communicate in the workplace

Application This unit describes a participant’s skills and knowledge required to communicate in the workplace within the Resources and Infrastructure Industries. This unit is appropriate for those working in operational roles.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Element Performance Criteria

Elements describe the essential outcomes of a unit of competency

Performance Criteria describe the required performance needed to demonstrate achievement of the element.

1. Plan and prepare for workplace communication using equipment and systems

1.1. Access, interpret and apply communication site documentation and ensure the work activity is compliant

1.2. Identify and access communication equipment and system components

1.3. Establish and maintain communication with others

1.4. Access and apply communication equipment and systems safety procedures

2. Communicate using communication equipment and systems

2.1. Identify and select the most appropriate method of com-munication

2.2. Use communication equipment and systems

2.3. Acknowledge and respond to communication

2.4. Take, confirm and pass messages on promptly to the others

2.5. Pass communications in a clear and concise manner

2.6. Follow safety procedures, including the passing of reports and observance of local communications and emergency procedures

2.7. Identify and report faults in communication equipment

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3. Carry out face-to-face routine communication

3.1. Speak clearly and listen carefully to promote understanding

3.2. Ask questions of the audience and confirm meaning of information

3.3. Maintain communication processes with others to assist flow of work activities

3.4. Use site approved signalling methods to convey information

3.5. Participate in discussion to obtain information and clarify meaning

3.6. Communicate cooperatively and effectively with others

4. Complete written documentation

4.1. Complete written documentation clearly, concisely and on time

4.2. Use approved documents

4.3. Pass on written information to others

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Unit DescriptorThis unit covers communicating in the workplace in the resources and infrastructure industries. It includes identifying and accessing site communication equipment and systems; communicating using site equipment and systems; carrying out face-to-face routine communication; and completing written documentation.

TopicsThe main topics covered in this Learning Guide are:

• planning and preparing for workplace communication using equipment and systems in the resources and infrastructure industries

• communicating using site equipment and systems

• carrying out face-to-face routine communication

• completing written documentation

Recognition of Prior LearningIf you think you can satisfactorily complete the assessment for this section, check your knowledge and skills as follows:

I can:

• identify and explain the equipment and methods involved with communication in the resources and infrastructure industries

• identify and explain the value of communication in the workplace and how it can be used

• identify and explain safety requirements related to communication equipment and systems in the workplace

Learning Activities

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Learning activitiesAs you work through this Learning Guide you will complete the following activities:

• Identify four steps to promote effective and efficient communication in the resources and infrastructure industries

• Rate communication skills exercises

• Identify safety signs and their messages

• Identify tags and the information they provide

• Identify meanings of different colour coding

• Provide examples of past experience with audible alarms

• Answer questions on workplace two-way radio and phone communication and complete accident report

What workplace experience do I need?

If you are employed in the industry, complete the unit activities using your workplace as an example.

If you are not employed in the industry, your trainer can assist you to demonstrate the application of this unit of competency in a number of ways:

• you will undertake a work placement so you can experience a real work situation

• you can work through case studies or other examples, provided by your trainer

• you can visit as many worksites as possible to further assist with your assessment

How will I be assessed for this unit?

Assessment for this unit will comprise of both practical and theory components. Details of the methods, location and times of these assessments will be provided to you by your assessor.

Throughout this Learner Guide you will see the term trainer. This is the person who will be guiding you through this unit of competency. It could be a workplace supervisor, mentor, trainer, instructor or tutor.

When the term assessor is used it refers to the person who will make the final judgement of your competency in this unit. Sometimes the trainer and assessor will be the same person. In some cases they will differ.

The assessor will collect a range of evidence which shows how you meet the outcomes of the unit of competency.

There is a section at the end of this Learner Guide that gives you the chance to test your own understanding of the content of this Unit before being assessed formally by your assessor. The Learning Activities and the Check your Understanding section of this Learner Guide are not formal assessments for this Unit.

What resources will I need to complete this unit?

To complete this unit, certain resources are required. These resources are easily found in a workplace. If you are not in a workplace, your trainer will make sure you can obtain the required resources, and experience a real workplace environment.

Here is a suggested list of resources. Your trainer may also add any other relevant resources.

• examples of communication system documentation, procedures and instructions

• examples of relevant signs, tags, markers and tapes

• examples of workplace communication documentation that provides instructions on use of audible alarms and lights

• two-way radio facilities

• examples of workplace written documentation that are required to be completed for specific tasks

• examples of workplace equipment and systems operating procedures, emergency rules, site specific procedures, fault finding procedures

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IntroductionThis unit introduces communication in the workplace. Communication is the way people share ideas, information and messages. Communication plays an important role in the day-to-day operations of a workplace. Methods of communication include:

• telephone

• computer

• public address system

• lights

• intercom system

• audible signals (bells, whistles and sirens)

• approved hand signals

• signs, tags, markers, tape

• written documents such as previous shift reporting, forms and reports

• face-to-face individual and group verbal communication

• non-verbal communication such as body language and gestures

The basic principle that links all methods of communication is that their purpose is to transmit information and ideas from one person or place to another person or place, as clearly and accurately as possible.

Communication must be understood correctly to achieve its purpose.

If communication is not precise and easy to understand then confusion occurs. Confusion can lead to an accident in the workplace or wasting time. To avoid such negative outcomes, it is very important that you have the skills to communicate properly.

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Communication in the workplace

In each state and territory there are regulations, standards and legislation that require all practical steps to be taken to protect the health and safety of employees at the workplace.

Effective communication is one of the many factors that can improve the safety of a workplace, and companies need to have communication systems in place that enable all employees to work safely, effectively and efficiently.

When you are in the workplace you must be familiar with the methods of communication types of communications equipment that are used in that workplace.

This Guide will help you to identify the main features and methods of communication commonly found in resources and infrastructure workplaces. Remember though, each workplace is different, which means that there will be different methods of communication used, and different types of communications equipment used.

You should always take the time to become familiar with how to communicate effectively on each worksite where you are based.

Effective communication

Communicating effectively is an essential skill to have. It must be developed and continually improved as you work at new jobs and tasks.

Effective communication helps to provide:

• greater productivity

• increased safety

• the rapid notification of emergencies

• the tracking and control of machines

• awareness of employee location

• the spread of work-related information between employees

Effective communication is one of the many factors that can improve the safety of a workplace.

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Stages in Effective Communication

While there are many different ways to communicate with someone, all communication follows the communication process.

1. Idea

The sender has an idea they want to communicate

Before you can communicate any information, you need to be sure of what it is that you want to say. If you aren’t sure about the message before you send it, then chances are the receiver will not understand it either.

Before you initiate communication, try to be clear in your own mind about what you want to achieve with the communication. If you have time to think before communicating, such as when you are writing something down, it might be useful to write down some ideas first.

2. Encoding

The sender decides how to send that idea to the receiver(s)

Encoding is the process of turning an idea that is in your head into something that another person can understand.

Usually, this is turning that idea into words that can be spoken or written down, but especially on a traffic control site, this might also be turning an idea into signals, such as those made with your hands, with flags or signs or with lights and sounds – you will need to know what these signals mean on your worksite in order to use them.

When you are encoding your messages, it is important to think about the person who you are going to be communicating with – as the sender of information, it is your job to send that information in a way that is appropriate to the type of communication and that the other person will understand.

For instance, you would probably encode a message intended for your friends at a party differently to how you would encode information you are giving in a job interview. Additionally, if the person you are communicating with has difficulty with English, you might need to encode your information differently again. These kinds of factors are discussed in more detail later in this workbook.

1. Idea

The sender has an idea they want to communicate

2. Encoding

The sender decides how to send that idea to the receiver(s)

3. Transmitting

The message is sent

4. Decoding

The receiver(s) decodes the communication

5. Meaning

The receiver(s) interprets the meaning of the communication

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3. Transmitting

The message is sent

At this stage of communication, the message is sent from the sender to the receiver using a medium of communication. Usually, this will mean that the sender speaks the message and the receiver receives the message by listening. Other mediums of transmission could be e-mail, signs, written reports or forms, etc. Different kinds of mediums for communication will be discussed in more detail later in this workbook.

4. Decoding

The receiver(s) decodes the communication

After a person has received a message, they will need to decipher it before they can understand it and respond to it.

Most of the time, this is automatic – your brain knows for example that when it sees the letters “d o g” that those symbols, when grouped together, say “dog” and that a dog is a furry, four-legged mammal that many people have as a pet.”

Sometimes however it is not automatic. If for example, you are communicating through signals, or through an actual code (like Morse Code), the receiver may need to work out what the signals or code is saying before they can understand the meaning in the communication.

This might be the same for someone who has learned English as a Second Language or for a young child, where the process of seeing groups of letters and knowing what words are on a page might not be as fast or automatic as an adult who has spoken English their entire life.

5. Meaning

The receiver(s) interprets the meaning of the communication

Even after a person has received and decoded the information, they still need to make sense of what has been communicated. Sometimes, the receiver will understand the communicated information in a way that is different to what the sender intended.

The following short communication is a good

example of this:

Sender: Can you open the door? [trying to get the receiver to actually open the door]

Receiver: Yes I can. [providing information, but not opening the door]

In this case, the sender meant to issue a polite command to the receiver (to open the door), but the receiver interpreted this communication as a request for information, even though the receiver decoded the words correctly.

This highlights the importance of clarifying that the receiver has correctly understood the message you are trying to send.

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What does this mean for communicating information at work?

In this process, there are a few steps in between you as the sender of information knowing what it is you want to say and the person you are communicating with actually understanding it.

That means that there are many opportunities for your communication to be misunderstood. Effective communicators are able to minimise the chances of their communication being misunderstood by

When sending a message to someone there are three important steps that you should take:

1. Identify the message that needs to be sent and select the most appropriate

communication method for that message.

You should also take into account any workplace policies or procedures

that govern how communication should take place.

2. Send the message in the way that is most likely to be understood correctly,

and the way that is most efficient.

3. Confirm that the receiver of your message has understood your message

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LEARNING ACTIVITY 11.1. Effective communication helps to promote efficiency and safety in the workplace. List the four

steps you should try to take when communicating with someone.

1.

2.

3.

4.

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Types of communicationIn the workplace there are many circumstances when information and/or instructions are communicated. This includes:

• verbal reports

• meetings

• two-way radio

• landline, mobile

• intercom systems

• communication between personnel

The quality of communication between people is fundamental to the workplace. Good communication skills can provide a pleasant work environment and contribute to the safety and efficiency of the job.

Estimates vary, but it is generally understood that only:

• 7% of any message is passed on by words

• 38%of any message is passed on by vocal non-verbal communication (e.g. tone, volume, speed)

• 55% of messages are interpreted by face and body non-verbal communication (e.g. hand signals, smiling, nodding).

Good communication skills can provide a pleasant work environment and contribute to the safety and efficiency of the job.

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Body language

Non-verbal communication refers to the messages given and received through body language or movement. Non-verbal messages often convey more meaning than the spoken word.

The actions of a person will either reinforce verbal messages or give you an indication of their frame of mind. Body language, both your own and that of others, requires careful consideration.

Non-verbal communication covers:

• facial expressions

• eye contact

• tone of voice

• gestures and mannerisms

• posture

• personal space between individuals

• touch

When you are dealing with a person, the way you hold your body says a great deal about your attitudes and behaviour. You must be aware of your body language and use it to benefit your interaction with others. Some rules to follow include:

• use positive, friendly expressions

• don’t use threatening or aggressive actions

• look at the person talking to you

• don’t be defensive

• avoid distracting mannerisms, like playing with your hair or picking your fingernails

Facial expressions

Our faces show many of our feelings. For example, a frown or a smile gives a very clear message depending on how and when it is used. The expression on a person’s face is a good indicator of emotions including happiness, surprise, sadness, fear, anger, disgust, interest, and many more.

Different types of smiles send different non-verbal information. For example, a slight tilt at the corners of the mouth has a different meaning from a wide-open mouth showing great amusement or astonishment. Some people develop more control over their expressions than others.

Eye contact

There are many complicated customs regarding eye behaviour. The direction of the gaze and the length of time you look at someone also communicates a message.

For example, you will look at someone’s eyes less frequently and for shorter periods if you are lying, embarrassed, or if you dislike the person you are talking to. A longer gaze is more intimate and shows a sign of interest and attention.

Depending on the context and relationship, eye contact can be friendly, hostile, embarrassing and intrusive. Eye contact is very important and you must be aware of how to use it appropriately in communication.

Voice

Words can mean many different things, depending on how they are said. You can tell if a person is angry, happy or nervous by the tone and pitch of their voice.

The tone of voice used can tell us a lot about another person. It discloses the emotional state of the speaker, and conveys attitudes such as sarcasm. You should aim to:

• speak clearly and don’t rush

• use correct words and grammar

• use appropriate tone of voice

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Gestures and mannerisms

The gestures people use also have meaning, for example:

Waving Means saying hello or goodbye

Making a fist Means you’re angry

Thumbs up Means OK

In the workplace, this idea is extended to hand signals specifically designed for a clear way of communicating. Specific movements or gestures can indicate what a person wishes to convey to you. For example, in the workplace a person might hold up a hand with the palm outwards to signify ‘stop’ or use a beckoning gesture to call a person closer.

Posture

The way people stand or sit displays how they are feeling. For example a person sitting slumped in a chair with their arms firmly crossed and head turned away can give the negative message that they are not interested. This is a barrier to communication and it should be avoided.

When there are no barriers you will be perceived as someone who is interested and welcoming. For example, inclining the top half of the body towards the other person may indicate interest and involvement in what they are saying or doing.

Space

Personal space is the area directly surrounding each person. Each of us has a different personal space requirement because we have individual personalities and experiences. Certain situations and cultural backgrounds can influence the amount of personal space required.

Invading someone’s personal space can make a person feel uncomfortable and non-receptive. For example, standing close to and facing a person can invade their personal space. You should always respect people’s personal space.

Touch

This type of non-verbal communication is extremely powerful. In our society, it must be used with discretion. To be effective, touch must occur at the right moment and in the right context, otherwise it can be perceived as offensive and may even lead to charges of harassment.

In general, it is preferable not to be touched by other people at work.

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Listening

Communication is not only about sending a message for another person to receive.

You must keep in mind that receiving a message or listening is just as important. This means listening when the message is spoken, reading the message carefully if written, and being receptive to non-verbal messages.

There can be factors that interfere with the way a message is sent or received, and need to be considered. Some of those factors include:

• individual differences

• cultural differences

• values

• assumptions about what the other person knows, thinks, feels, has heard or is going to say

• environmental interference such as noise

• the way in which a message is sent (e.g. email or phone)

• emotional state of either sender or receiver of the message

There could be things that also block the communication process. These blocks can be as simple as using words that are not easily understood by the receiver such as jargon. More complex blocks could include not listening to a person because you do not trust or value them.

Blocks in communication occur because of a:

• lack of communication skills by either the speaker or receiver

• lack of enthusiasm

Communication is not only speaking or sending your message - receiving a message or listening is just as important.

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Communication check list

To help you communicate in an effective manner, carefully read the following list.

Good communication check list ü1. Speak clearly and at the right pace – not too fast or slow

2. Get straight to the point and do not ramble on

3. Use correct or workplace accepted terminology

4. Use simple English – don’t try to impress with big words

5. Check the person has understood you

6. Ask questions to check your own understanding of others

7. Don’t blame others for not understanding you

8. Be a good listener – listen as much as you talk and concentrate on the conversation

9. Be patient and sincere

10. Smile and use other positive and friendly expressions

11. Have appropriate personal presentation and body language for the situation

12. Be open and straightforward

13. Use humour appropriately

14. Admit mistakes

15. Avoid confusion and don’t give too much information at once

16. Use a pleasant sounding voice – don’t raise your voice in ordinary conversation

17. Do not hold important conversations in excessively noisy environments – key points can be misunderstood

18. Know when to be quiet

19. Be flexible and prepared to change your point of view

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LEARNING ACTIVITY 22.1. With another person or your trainer discuss what you have learnt from the previous section

about non-verbal communication. Talk about both good and bad past examples and experiences that you have had with communication. Explain it carefully and clearly following the Good Communication Checklist. Using the following table get the other person to check your communication skills to identify the areas that you will need to work on.

Skill Excellent Good FairNeeds improvement

Verbal

Speaking clearly

Listening

Not interrupting

Vocabulary

Non-Verbal

Tone of voice

Volume

Speed/pace

Body Language

Eye contact

Expressions

Gestures

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Communication methods and equipment

SignageSigns are used to grab your attention.

From alerting you to circumstances that may affect your health and safety to showing you where the toilets are, signs are used in many different situations.

There are seven (7) categories of safety signs and these are identified by color and shape

Mandatory signsThese are blue and white and indicate that the instruction on the sign must be carried out.

Prohibitory signsThese are red, black and white. The symbol is in a red circle with a red line across it. The sign indicates that the activity is not permitted.

Danger signs

These are also red, black and white. On this sign the word DANGER is printed white on a red oval on a black background. These signs warn of hazards or hazardous conditions which are likely to be life threatening.

Warning signs

These are black and yellow and indicate a hazard or a hazardous condition that you must be careful about but it is not likely to be life threatening.

Emergency information signs

These signs are white printing on a green background. They indicate the location or direction of the eergency related facilities such as First Aid facilities, an exit or safety equipment.

Fire related signsThese are white printing on a red background. They indicate the location of fire alarms, and fire fighting equipment and facilities.

HAZCHEM signs

These are signs and placards used to identify dangerous goods such as chemicals, flammable material and radioactive material. The signs and placards are used wherever the dangerous goods are packaged, transported or stored. The design, text and colour on the sign are specific to the dangerous goods to which they relate.

In the workplace there are rules that govern what a sign must look like depending on what it addresses.

This is so signs are easily recognisable as belonging to a particular subject. The colour codes for different types of signs are outlined in the following table.

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Safety signs are placed in visible locations as close as possible to the identified hazard or facility.

As they have been placed there as part of the workplace communication system you must obey them the same as a direct instruction from a supervisor.

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LEARNING ACTIVITY 33.1. Being familiar with the different combination of colours used on signs will help you to

immediately recognise the type of message they convey. Link the colour system to the different types of signs listed in the following table. The first and last one have already been done to show you how.


Mandatory signsRed, black and white. The symbol is in a red circle with a red line across it.

Prohibitory signs White on a green background.

Danger signsThe design, text and colour on the sign are specific to the goods which they relate to.

Warning signs Blue and white.


Red, black and white. On this sign the word DANGER is printed white on a red oval on a black background.

Fire related signs Black and yellow.

HAZCHEM signs White printing on a red background.

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TagsEquipment and machinery sometimes need to have a tag attached to alert others of its status. This is particularly true when the equipment or machinery:

• is malfunctioning

• needs to be maintained or repaired

• needs additional material like fuel or lubricant

Before using any equipment or machinery you MUST read the tag and follow the instructions. If you do not follow the instructions you may cause injury or death to yourself or workmates.

There are three main types of tags:

Personal danger tags

These are red, black and white. They direct personnel not to start or operate the equipment. An example of these is provided.

Out of service tags

These are yellow and black and are placed on defective equipment that may cause personal injury, equipment damage or adversely affect some part of the equipment’s operation.

Information tags

These are blue and white and provide a message for anyone operating or working on equipment or machinery. The tag provides information that should be brought to the attention of everyone who works with or around the particular equipment or machinery. It can outline changes such as restrictions placed on the use of the item or different methods of operation.

Section 4

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LEARNING ACTIVITY 44.1. Outline the three types of tags that can be attached to machinery and equipment, and the

information they provide.

Type of tag Information provided

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Flashing lightsFlashing lights are used on vehicles, cranes and other moving equipment to make them more visible during operation. Generally a flashing light of the following colours is used on vehicles in the workplace:

• red – ambulances, fire and rescue vehicles

• blue – slow moving vehicles such as graders, water trucks and cranes

• amber – light vehicles when driving in dusty or hazy conditions; during hours of darkness; when the vehicle enters a restricted area where heavy equipment is operating

Flashing amber lights are used when vehicles are under tow or vehicles are parked in an area hazardous to other traffic.

A light can also be used to indicate not to enter a room as a special operation may be underway. These are located just outside a door and will usually have a sign explaining what the light means.

Audible alarms

Audible signals such as sirens, horns, bells, whistles and alarms in the workplace are used to signal a range of meanings. These include:

• emergencies

• vehicle movements

• faults

• equipment start/stop warnings

• passage of overhead cranes

• equipment failure

• explosions

You must become familiar with the sound of any alarms used in the workplace so you can act appropriately.

Section 5

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LEARNING ACTIVITY 5Signs, tags, and lights all have a system of colour coding so their meaning is easy to distinguish. Answer the following questions to show you understand what the colours communicate.

5.1. What does a yellow and black tag communicate?

5.2. What does a black and yellow sign indicate?

5.3. In what situations would an amber light be used?

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5.4. Alarms have different applications and are not just used in the workplace. Can you think of a time that you have come into contact with audible signals such as sirens, horns, bells whistles and alarms outside the workplace?

Provide three examples in the following space provided.

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Radio communicationTwo-way radio systems are used in the workplace to provide communication between individuals in different locations. Two main types of units are used:

• hand held units that are battery operated and can be carried around

• units fitted to vehicles and mobile equipment that have a hand held microphone on a flexible cord

There are certain aspects you will need to learn about using radio communication in the workplace. The details will vary from workplace to workplace but will generally include:

• which radio channels to use

• how to adjust the squelch or mute control which allows the operator to stop the background noise in the absence of an incoming call

• how to recharge or change the battery

• the calling procedures used in the workplace

• emergency radio procedures

While talking on the radio, you must not engage in idle chit chat or swear. The convention is not to interrupt. Remember that all frequencies have more than one network.

Call signs and protocols exist. Most contractors will have SELCALL fitted to radios to alert station being called by audio / visual alarm. General rules of use are:

• listen before transmitting and only transmit is frequency is not in use

• speak slowly and clearly without shouting

• station calling an station being called must be identified

Use the following conventional terms:

Affirmative / Yes

Negative / No

Go ahead / Send your transmission

How do you read /Say again / Repeat

Roger / I have received all of the last transmission

Standby / Pause for the next transmission

Over / I have finished talking and I am listening for your reply

Out / I have finished talking to you and do not expect a reply

Reception can be affected by electrical storms, weather conditions, and manmade electrical noises. Hold the microphone vertically, about 4 cm from the mouth

Readability

Strength 2 Read you now and again

Strength 3 Readable but with difficulty

Strength 4 Readable

Strength 5 Loud and clear

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Telephone communication

Workplaces use telephones which can allow communication either internally within the workplace or to a wider network. Workplaces have rules governing the use of the telephone systems.

• Examples of some rules that can apply are: staff answer the phone in the same way

• staff conduct calls within guidelines

• there is a clear system of passing on messages

• there is a clear system of following up whatever action the call requires

• you keep a record or know where to find all emergency numbers

When communicating on the phone you should take extra care to determine what is being said. Not being able to see the person while talking can affect the clarity of communication. It is a good practice to repeat or summarise what has been said to avoid any misunderstandings.

Written communication

Depending on the workplace there can be a wide variety of documentation. These may include:

• previous shift reporting

• written instructions or operating procedures

• notices on notice boards, in pay packets, on clipboards

• newsletters

Completing workplace documentation is very important and may include a variety of activities. Some examples include:

• routine and summary reports

• equipment and machine logs

• hazard reporting

• reporting of defective equipment

• accident reports

• shift / handover records

Just like anything you write there are areas to watch. These include checking that:

• your details are correct

• spelling is correct – especially names

• the information is accurate

• the form is fully completed

• if handwritten, the handwriting is legible

• the form is sent/taken to the appropriate person or place

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LEARNING ACTIVITY 6Respond to the following questions in the space provided.

6.1. Radios allow for an efficient means of communication in the workplace.

What are the two types of two-way radio communication units that are used in the workplace? Record your answer in the following space provided.

6.2. The use of phones in the workplace will often have rules determined by the type of work that is undertaken.

Provide three examples of rules that may apply to phone use in the workplace.

1.

2.

3.

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6.3. Accident report forms are important communication documents.

Using the following details, completing the following an accident report form describing the events that took place.

Use a separate sheet if needed. Remember to make the information as clear and accurate as possible. Get your trainer to check what you have written to find out the areas you need to focus on in the future.

ACCIDENT DETAILS:

• Phoenix cut open his hand

• The injury was deep

• Ambulance called

• Flow of bleeding was stopped on the site

• First aid was given at the location

• Time was 1.15 pm

• Date was 01/06/2015

• Equipment he was using was a cutting device

• Equipment has been taken out of action

• The department was maintenance

• Phoenix required 5 stitches

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ACCIDENT REPORT FORM

Name:

Date of Birth:

Address:

Company and/or department:

Date of accident or injury:

Details of accident or injury:

Details of treatment given:

Corrective action required:

Signature of injured person/ witness:

Signature of manager/supervisor:

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Emergency communication

Accidents and emergency

Most accidents and emergencies in the workplace are preventable but still occur despite the best efforts of everyone to stop them. Prevention is the best course of action and that is why safety is a major emphasis in the workplace.

When an emergency or accident does occur, efficient and effective communication is vital. That is why there are special emergency communication procedures in a workplace you must be familiar with.

You must know the procedures to follow in an emergency and be able to implement them.

When an accident or emergency occurs, you do not have time to look them up and learn what to do. When you know the procedures you can stay calm and act in the best way possible.

In an emergency, correct communication procedures are critical; lives depend on it.

The typical information contained in a site map includes:

• boundaries (fences, walls and so on)

• gates (entries and exits)

• roads, walkways, declines, shafts

• emergency muster locations and escape routes

• location of emergency equipment (firefighting and first aid, emergency phones)

• speed limits

• restricted areas

You should always follow the directions of your supervisors and of any signs or barricades on the work site when it comes to where you are and are not allowed to be present.

These directions are designed to keep everyone on the site safe and to allow the site to carry out its operations effectively.

You must know the procedures to follow in an emergency and be able to implement them.

Section 7

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LEARNING ACTIVITY 7Locate an example of an evacuation plan. It could be from your school, home or job. Communicate to your trainer what to do in the case of an emergency, explaining exactly where the emergency assembly regions are.

OR

Think about an emergency or emergency drill you have been a part of, and then answer the following questions in the space provided.

7.1. How was it communicated to you?

7.2. Were you required to communicate to others to notify them of the emergency? If so how did you do this?

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Check Your UnderstandingThis section of the Learner Workbook contains the Check Your Understanding activities.

You should complete these activities when you have finished the training for this Unit to check that you have developed the skills and knowledge required to be found Competent in a formal assessment for this Unit.

If you have any difficulty in completing these activities, you should revise the content of this Learner Workbook or ask your trainer for further assistance.

Check understanding

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Knowledge questionsAnswer the following questions in the space provided.

1. List the different methods of communication that are used in the workplace.

2. Estimates vary, but it is generally understood that only:

• 7 per cent of any message is passed on by words

• 38 per cent of any message is passed on by vocal non-verbal communication (e.g. tone, volume, speed)

• 55 per cent of messages are interpreted by face and body non-verbal communication (e.g. hand signals, smiling, nodding).

List five different forms of non-verbal communication that people use to communicate with each other.

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3. Warning signs are used in the workplace to alert people to particular information. What are three other types of signs that are also used?

4. Tags are a method designed to communicate information to people. Describe what each tag can ‘tell’ you.

• Yellow and black tags:

• Red, black and white tags:

5. Audible signals such as sirens, horns, bells, whistles and alarms in the workplace are used to signal a range of meanings. Name at least two of their meanings.

6. Two-way radios are great for communication over distances where two people are in different locations. What is another method used in the workplace to help people communicate who are in separate locations?

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Practical Activities1. In a simulated environment relevant to the type of workplace you will be in, you must

communicate either:

- the details of an emergency that is taking place

- a job task that needs to be completed

Your assessor will use the following table as a guide to assess your ability to communicate clearly.

Skill Excellent Good FairNeeds improvement

Verbal

Speaking clearly

Listening

Not interrupting

Vocabulary

Non-Verbal

Tone of voice

Volume

Speed/pace

Body Language

Eye contact

Expressions

Gestures

2. When it comes to good communication skills, receiving information is just as important as providing it. Two types of communication used in the workplace are the telephone and two-way radio.

With the assessor simulating a working environment have them pass on a set of instructions to you over the telephone or two-way radio. When the telephone conversation is over show that you have understood them by repeating the information. Be careful to obtain an accurate account of what they have said remembering that not being able to see the person while talking can affect the clarity of communication.

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3. Provided with an example of an accident scenario in the workplace you must record the details. Fill out an example of a workplace accident report form and have your assessor check for clarity and accuracy.

4. Show the assessor some physical gestures and signals that you use in day-to-day activities to communicate and explain what they indicate. For example if you were helping someone to reverse a vehicle how would you indicate for them to stop or to keep going using hand signals?

5. Investigate the location of the closest safety sign in the area. Show your assessor where it is located and explain the message it conveys.

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Answers to Learning activities

Learning activity 1

1.1. Effective communication helps to promote efficiency and safety in the workplace. List the four steps you should try to take when communicating with someone.

Answer: - Identify the communication.

- Analyse the message in the communication and clarify if necessary.

- Confirm understanding.

- Communicate according to workplace policies and procedures.

Learning activity 22.1. With another person or your trainer discuss

what you have learnt from the previous section about non-verbal communication. Talk about both good and bad past examples and experiences that you have had with communication.

Answer:The discussion should cover examples of the use of body language and non-verbal communication such as:

- facial expressions

- eye contact

- tone of voice

- gestures and mannerisms

- posture

- personal space

- touch

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SkillsDMC ©

Learning activity 3

3.1. Being familiar with the different combination of colours used on signs will help you to immediately recognise the type of message they convey. Link the colour system to the different types of signs listed in the following table. The first and last one have already been done to show you how.

Answer:


Mandatory signsRed, black and white. The symbol is in a red circle with a red line across it.

Prohibitory signs White on a green background.

Danger signsThe design, text and colour on the sign are specific to the goods which they relate to.

Warning signs Blue and white.


Red, black and white. On this sign the word DANGER is printed white on a red oval on a black background.

Fire related signs Black and yellow.

HAZCHEM signs White printing on a red background.

Answ

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Learning activity 4

4.1. Outline the three types of tags that can be attached to machinery and equipment, and the information they provide.

Answer:

Type of tag Information provided

Personal danger tags

Direct personnel not to start or operate the equipment

Out of service tags

Placed on defective equipment that may cause personal injury, equip-ment damage or adversely affect some of the equipment’s operation

Information tags Provides information for anyone working on the piece of equipment or machinery. It can outline changes such as restrictions placed on the use of the item or different methods of operation

Learning activity 5

5.1. What does a yellow and black tag communicate?

Answer:Caution, the area may be entered but caution must be used.

5.2. What does a black and yellow sign indicate?

Answer:A warning sign that indicates a hazard or hazardous condition.

5.3. In what situations would an amber light be used?

Answer:For light vehicles driving in dusty or hazardous conditions, during hours of darkness or when the vehicle enters a restricted area where heavy equipment is operating.

5.4. Alarms have different applications and are not just used in the workplace. Can you think of a time that you have come into contact with audible signals such as sirens, horns, bells whistles and alarms outside the workplace? Provide three examples in the following space provided.

Answer:Examples provided may include:

- fire alarm

- smoke detector

- ambulance

- police

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SkillsDMC ©

Learning activity 6

Respond to the following questions in the space provided.

6.1. Radios allow for an efficient means of communication in the workplace. What are the two types of two-way radio communication units that are used in the workplace? Record your answer in the following space provided.

Answer:The two types of two-way radio communication are:

- hand held units that are battery operated and can be carried around

- units fitted to vehicles and mobile equipment that have a hand held microphone on a flexible cord

6.2. The use of phones in the workplace will often have rules determined by the type of work that is undertaken. Provide three examples of rules that may apply to phone use in the workplace.

Answer:The three rules that may apply should include any of the following:

- staff answer the phone in the same way

- staff conduct calls within guidelines

- there is a clear system of passing on messages

- there is a clear system of following up whatever action the call requires

- you keep a record or know where to find all emergency numbers

6.3. Accident report forms are important communication documents. Using the following details, completing the following an accident report form describing the events that took place. Use a separate sheet if needed. Remember to make the information as clear and accurate as possible. Get your trainer to check what you have written to find out the areas you need to focus on in the future.

Answer:

Name PheonixDOB n/aAddress n/aDepartment MaintenanceDate of accident 1/6/2015Details of accident At 1.15 pm Phoenix

was using a cutting device which slipped and cut open his hand. The injury was deep. First aid was given on the sport and an ambulance was called. Phoenix required 5 stitches

Details of treatment First aid was given on the spot and the flow of bleeding was stopped at the site

Corrective action required

The equipment has been taken out of action

Signature of injured person

n/a

Signature of manager / supervisor

n/a

Answ

ers

SkillsDMC ©

Learning activity 7

Locate an example of an evacuation plan. It could be from your school, home or job. Communicate to your trainer what to do in the case of an emergency, explaining exactly where the emergency assembly regions are. OR Think about an emergency or emergency drill you have been a part of and then answer the following questions in the space provided.

7.1. How was it communicated to you?

Answer:The answer could include:

• follow instructions ass directed by a Warden or through the building communication system

• leave the building via the nearest safe EXITs shown on the evacuation floor plan

• proceed to the assembly area and remain there until otherwise advised by a warden or fire officer

7.2. Were you required to communicate to others to notify them of the emergency? If so how did you do this?

Answer:The answer could include:

• contact the fire brigade/service by phone

• contact the fire warden by radio or phone

• talk calmly to the people evacuating to calm them and ensure an orderly flow

• assist people with disabilities

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T +61 (0) 2 9324 8600F +61 (0) 2 9324 8699E [email protected] www.skillsdmc.com.au

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