National Certificate in Distribution (Level 3)

Trainer’s Resource

Managing health and safetyFollowing safe work practices

Working with hazardous substances and dangerous goods

KEEPING YOUr wOrKPlacE safE

Level 3

Keeping Your Workplace Safe 1

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IntroductIonWelcome to the Keeping Your Workplace Safe module. This resource covers the following core areas.

unit title

415 Apply health and safety practices in a distribution facility

19580 Demonstrate knowledge of storekeeping operations in a distribution facility

121 Use office administration and communication systems

11961 Handle and store hazardous substances in a retail or distribution environment

11995 Protect personnel, plant, and property in a retail or distribution environment

Some of these unit standards are covered in full in this module. Others are covered in part. Where unit standards are not covered in full, the rest will be dealt with in another module.

By successfully completing the assessment for this module, your trainees will earn credits towards the National Certificate in Distribution (Level 3). The assessment for this module can be found in the assessment section of the Trainee Workbook.

You, or your trainees, can talk to your Retail Institute Training Adviser at any time if you need help with this material.

The secTions are: PageSection 1: Managing health and safety ........................................................................... 5

Section 2: Following safe work practices ......................................................................... 23

Section 3: Working with hazardous substances and dangerous goods ............................ 55

Glossary ......................................................................................................................... 73

Appendices

Procedure Implementation Report ............................................................................... 75

Procedure Report ........................................................................................................ 78

Procedure ................................................................................................................... 80

Revised Procedure ....................................................................................................... 81

Copyright © 2010 Retail Institute2

How to use this resource

This Trainer’s Resource is your master copy. It will help you work with your trainees as they progress through this module. It has been brought together in the three sections noted in the Introduction to cover all the topics in a logical way.

There are many ways you can use this material to support your trainees as they learn.

1 You can use it as a framework for holding short training sessions or workshops with your trainees.

1 You can hold regular one-on-one meetings with your trainees to review and discuss their progress through their Trainee Workbook. Use the material here and in the Workbook Answer Guide to fill in any gaps.

1 You can photocopy sections of this Trainer’s Resource to give out to trainees. This could be useful if you have several people working on the same section at the same time.

Icons

A range of icons are used in this resource to help you and your trainees identify the purpose of different parts of the material.

This icon shows there is a related activity in the Trainee Workbook. The activities reinforce trainees’ learning and are not part of their assessment.

This icon explains how something applies in a real workplace situation.

This icon gives you a 'hot tip' and will sometimes be linked to an assessment task.

This icon indicates a key point for you to reinforce with trainees.

This icon indicates there is more information on this topic in another section.

This icon lets you know that there is a document on the CD in the Trainer’s Pack that you may need. It only appears in the assessment.


Glossary

Trainees may come across new or unfamiliar words, abbreviations, or acronyms in this material, for example ‘combustible properties’ or ‘evaluate’. The glossary at the back of this resource explains these terms in more detail.

We recommend that trainees who have completed the National Certificate in Distribution (Level 2) add any new terms they come across to the Useful Words List notebook included with the Level 2 training material.

This notebook contains pre-printed words, abbreviations, and acronyms for each letter of the alphabet. In most cases, a definition and example of how a word is used will have been added for their Level 2 assessment. An example is below.

Combustible: Something that catches fire or burns easily. For example: ‘Those gas fumes are highly combustible. Make sure you work with the windows open, so there’s a cross-draft blowing them out of this area.’

There is also plenty of room for trainees to add extra words of their own along with definitions, examples, and explanations. For any new words, trainees should:

1 listen to how the word, abbreviation, or acronym is used in conversations around their workplace

1 look at how the word, abbreviation, or acronym is used in:

3 written documents

3 posters or signs around their workplace

3 this Trainer’s Resource

3 their Trainee Workbook

1 ask their manager, workplace trainer, or workmates to explain the word, abbreviation, or acronym to them.

Policies and Procedures notebook As trainees work through this resource and their Trainee Workbook, they will need to evaluate workplace procedures to see if they’re being followed and identify whether they could be improved.

We recommend that trainees document and date each workplace procedure in their Policies and Procedures notebook and carry this notebook around with them so they can refer to it at any time. For example, if they’re unsure about how someone is carrying out a procedure, they can check their notebook to confirm how it should be done. Take a look at the example on the next page.

Evaluate

Reflect on strengths

and weaknesses with

a view to reviewing

and making changes

for improvement.

wORkIng In DIStRIbutIOn

uSefuL wORDS LISt

POlIcIEs aNd PrO-cEdUrEs

Level 3


Manu has just been promoted to supervisor in his distribution centre. He recently observed one of his workmates operating a machine without ear protectors. He’s sure that the noise levels from the machine are loud enough to require hearing protection. Otherwise, his workmate could suffer from deafness or tinnitus. He pulls his Policies and Procedures notebook from his pocket and checks the relevant procedure to see if personal protective equipment (PPE) is required. It is. He calls his workmate over to advise him that he’s working unsafely and that he needs to wear hearing protectors at all times when he uses that particular machine.

Evidence folderThroughout their workbook and for the assessment at the back of the workbook, your trainees will be asked to provide evidence of workplace documents, such as policies and procedures. Each document will need to be photocopied and placed into a folder that they can submit later as part of their assessment.

If trainees don’t have a folder, they can place the evidence in a large envelope, or a plastic pocket. Whatever they use needs to be big enough to contain a large bundle of A4 documents.

Make sure every trainee labels their evidence folder clearly with the module title, Keeping Your Workplace Safe, so the assessor can identify which module the evidence belongs to. Trainees should also have received a checklist listing all the evidence they need to submit. This should be included as the first document in their evidence folder.

useful websites

Advise your trainees to look up the following websites for useful information on health and safety.

www.osh.govt.nz This Department of Labour (DoL) website is full of helpful links to information relating to health and safety.

www.erma.govt.nz This Environmental Risk Management Authority (ERMA) website contains useful information on hazardous substances.

www.acc.co.nz This Accident Compensation Corporation (ACC) website includes information on health and safety, managing hazards, and preventing injuries.

www.legislation.govt.nz This Parliamentary Counsel Office website contains up-to-date links to New Zealand legislation.

www.civildefence.govt.nz This Civil Defence website contains useful information on being prepared for emergencies.


SeCtion 1

ManaGInG HEaltH and safEtythe purpose of section 1 is to make trainees familiar with how health and safety is managed in the workplace and the role they play in this.

By the end of the section trainees will be able to:

1 recognise and use key words, abbreviations and acronyms relating to health and safety

1 describe what the Health and Safety in Employment Act 1992 (HSE Act) is about

1 identify employer and employee responsibilities when it comes to the safety and health of people in their workplace

1 describe and follow the hazard management process

1 identify and manage hazards in their workplace

1 identify what to do if an accident occurs.

understanding language used in the distribution industry

Every industry has its own language – words and abbreviations – that are used to describe equipment, processes or concepts that are specific to the work people in that industry do. Sometimes, the way these words, acronyms, or abbreviations are used differs between workplaces in the same industry.

Everyone at a workplace needs to recognise and understand the words, abbreviations and acronyms used in their industry, whether these are used when speaking or writing (for example, in manuals, on signs, and on forms). Using language that everyone knows allows people working together to communicate clearly and effectively with each another and to avoid danger. However, if some people don’t understand this industry-specific language, they may use it in a way that leaves other people out of a conversation or confuses them.

Trainees who are new to the distribution industry may come across words and abbreviations they’re unfamiliar with daily or even hourly. This can make them feel confused. If they’re afraid to ask the meaning of a word or term, or don’t have a way to find out the meaning themselves, mistakes can be made that lead to unsafe practices.


David has just started a new job as a picker at a distribution centre. On his first day, Hone, his supervisor, tells him to make sure he wears the right PPE and that he’ll find it in the lunchroom. David doesn’t know what PPE means and is afraid to ask. He goes to the lunchroom to see if he can find something called PPE. When he can’t find anything, he decides it mustn’t have been too important and gets on with his work. When Hone sees him later, he has to pull him aside to ask why he isn’t wearing his hi-viz vest. This confusion could have been avoided if David had asked Hone at the start to explain what PPE meant.

Rachel has just shifted from one distribution facility to another. At her last workplace, they used the word ‘jiffy’ for a particular piece of equipment. At her new workplace, she’s noticed they call the same piece of equipment a ‘pallet jack’.

Even if your trainees have been working in the distribution sector for a long time, they may be surprised by how the same abbreviations can mean different things in different workplaces. They may even find that the same process, procedure, or piece of equipment is given a totally different name in their current workplace to where they previously worked.

lanGuaGE assocIatEd wItH your workPlacE

The first activity of every remaining section in the Trainee Workbook follows the same pattern.

Activity 1.1

In this activity, trainees are asked to look through a list of words and acronyms related to the topic of section 1, and tick any they understand. The purpose of this activity is to:

1 introduce them to key words and acronyms that relate to the topic and will be used in the rest of that workbook section

1 show them how to spell those key words and acronyms correctly

1 get them to identify which words and acronyms they know and which ones they don’t

1 encourage them to start thinking about, and finding out the meaning of, any words and acronyms that are new to them or that they’re unsure about

1 get them to add definitions and examples to their Useful Words List notebook if they completed the National Certificate in Distribution (Level 2) qualification.

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A ‘seasonal store’ is a distribution facility that only operates during peak times of year.

‘Jack, don’t forget we need to move those pallets across to the seasonal store in the next two weeks, so we’re ready for when the Christmas stock overflow starts arriving.’ (6 June 2010)

Trainees can figure out what new words or acronyms mean in several ways. They can:

1 listen to how the word or acronym is used in conversations around their workplace

1 look at how the word or acronym is used in written documents, posters or signs around their workplace, in this Trainer’s Resource, or in their Trainee Workbook

1 ask their manager, workplace trainer or workmates to explain a word or acronym to them

1 think about similar words they know that might give them a clue to the meaning of a related word, for example if they know that a ‘hazard’ is something dangerous or risky, this gives them clues to the meaning of the word ‘hazardous’

1 search for that word or acronym online, for example at dictionary.com or thesaurus.com

1 look up the word or acronym in a dictionary at home or at a library, for example in the New Zealand Oxford English Dictionary.

If trainees are still unsure about any words or acronyms by the end of the section, they can refer to the glossary. This is located at the back of their workbook.

We recommend that trainees who completed the National Certificate in Distribution (Level 2) add any new words, abbreviations or acronyms to the Useful Words List notebook they received with their qualification training material. The notebook should have plenty of room at the end of each letter of the alphabet to add extra ones of their own. For every definition added, trainees should include a sentence showing how that word, abbreviation or acronym is used in their workplace, along with the date when they first saw or heard it. An example is below.

Abbreviation

A shortened form

of a word or phrase,

for example Tues is

an abbreviation for

Tuesday.

Acronym

When the initial

letters of words in a

series are combined,

For example

DC stands for

‘Distribution Centre’.


How does your workplace manage health and safety?

To ensure people’s wellbeing, their workplace must be a safe and healthy place to work in. The workplace can achieve this by putting rules, measures and requirements in place that protect you.

Activity 1.2

In this activity, trainees are asked to answer questions relating to how their workplace manages health and safety. The purpose of this activity is to get them thinking about the health and safety measures and documentation that currently exist in their workplace.

tHE HEaltH and safEty In EMPloyMEnt act 1992

The Health and Safety in Employment Act, which is also known as the HSE Act, was passed into law in 1992 to make workplaces safe and healthy for everyone, including employers, employees, contractors, visitors, the public, and anyone else at, in or near the workplace. Its main aim is to prevent harm.

The HSE Act sets out the legal rights and responsibilities of employers and employees when it comes to safety. It requires both to take all ‘practicable steps’ to ensure safety in the workplace.

Taking ‘practicable steps’ means taking actions that are reasonable and physically possible. If you’re unsure about what action to take, think about what a reasonable and sensible person would do under the same circumstances.

Employer responsibilities

According to the HSE Act, employers are required to:

1 train and supervise employees to make sure they can work safely

1 provide easy access to safety information

1 provide protective clothing and equipment that suits the job and the employee

1 have an effective system in place to identify hazards; this requires taking an organised approach that involves everyone in the workplace


Activity 1.3

In this activity, trainees must identify employer and employee responsibilities according to the HSE Act. The purpose of this activity is to make them aware of who is responsible for what in the workplace.

Activity 1.4

In this activity trainees must tick statements that are examples of practicable steps. The purpose of this activity is to reinforce their understanding of what the term ‘practicable steps’ means and apply it to common workplace situations.

1 take practicable steps to:

3 eliminate hazards, such as repairing a faulty machine

3 isolate hazards, such as putting up a barrier between employees and the hazard

3 minimise hazards, such as providing protective equipment

1 give employees plenty of opportunities to participate in health and safety matters, for example by involving them in policies and procedures and encouraging them to join the Health and Safety Committee so they can recommend improvements.

Employee responsibilities

Employees are required to:

1 use and care for the protective clothing and equipment provided

1 only carry out work that is safe

1 follow workplace health and safety practices and procedures

1 make unsafe situations safe; if this isn’t possible, they need to inform their supervisor, manager or health and safety representative

1 report any work-related accidents, illnesses, injuries, and hazards

1 work with their employer to monitor workplace hazards and people’s health.

For more information on the HSE Act, we recommend the following websites.

Website Search for…

www.dol.govt.nz Health and Safety in Employment Act 1992 A Guide to the Health and Safety in Employment Act

www.acc.co.nz How to set up and support workplace health and safety How to implement safer workplace practices


Hazard ManaGEMEnt

An important part of the HSE Act is managing hazards. A hazard is anything in the workplace that is unsafe or unhealthy and could cause illness or injury to staff or visitors.

Hazards can be:

1 actual – they exist at the moment

1 potential – they may cause harm but do not yet exist; they could be described as ‘an accident waiting to happen’.

In the workplace, hazards can be grouped into a number of different classes.

Class definition examples

environmental This type of hazard is linked to the surroundings.

Noise, dust, lighting, ventilation, temperature or vibration

equipment This type of hazard relates to the equipment and machinery used in the workplace.

Forklifts, ladders, respiratory protection or cherry pickers

Physical This type of hazard refers to physical objects that can cause injury, such as slips, cuts, burns, falling, and so on.

Stairs, floor surfaces, obstacles, such as power cords, boxes or bins

Chemical This type of hazard relates to substances made up of chemicals that can cause harm.

Fumes, gases, aerosols, corrosives, solvents, poisons or cleaning agents

Biological This type of hazard refers to any biological substances that pose a threat to people’s health.

Bacteria, infection, allergies, flu or viruses

Psychosocial This type of hazard refers to how people respond to their social environment and what contributes to the tensions they experience that can lead to long-term health problems.

Psychosocial hazards can be difficult to recognise.

Stress, fatigue, drugs, alcohol, personality problems, boredom or long-term effects of shift work

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Class definition examples

ergonomic This type of hazard is linked to physical factors in the workplace that cause harm to the body.

Incorrect manual handling, poor body positioning, bad posture, uncomfortable workstation height, Occupational Overuse Syndrome (OOS), Repetitive Strain Injury (RSI)

Activity 1.5

In this activity, trainees provide a workplace example for each class of hazard and identify the risk associated with it. The purpose of this activity is to make them more aware of the hazards in the workplace and the type of harm they could cause.


Hazard ManaGEMEnt ProcEss

Every workplace should use a systematic approach to identify and manage hazards. This means having an ongoing system that recognises hazards and finds ways to reduce or eliminate them.

The diagram below shows the steps for managing hazards.

step 1: Identify hazards

Identifying hazards involves looking for existing, new, or potential hazards. You can identify hazards by using:

1 physical inspection

1 task analysis

1 process analysis

1 equipment checks, servicing and maintenance

1 reporting.

Activity 1.6

In this activity, trainees a copy of their hazard management process their evidence folder. The purpose of this activity is for them to become familiar with their organisation’s approach to hazard management.

If the organisation doesn’t have a formal process, trainees should adapt the one shown above.

SteP 1: identify hAzArdS

Look for hazards in your workplace that may cause harm or injury to health.

SteP 4: Monitor hAzArdS

Check hazards regularly to make sure that the controls are working and to identify where improvements could be made.

SteP 3: Control hAzArdS

Take practicable steps to eliminate, isolate or minimise each hazard.

SteP 2: ASSeSS hAzArdS

Evaluate each hazard to see if it is significant.

0800 486 738www.retailinstitute.org.nz

Copyright © Retail Institute

All rights reserved. No part of this publication may be reproduced in any form without prior written permission. Enquiries should be made to the Retail Institute, PO Box 24341, Wellington.

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National Certificate in Distribution (Level 3)

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