Disclaimer – The contents of this Learner Guide are intended for
general basic educational purposes. The Learner Guide does not
purport to be and should not be taken as being or providing
professional advice and guidance.
Any professional advice must be independently obtained by the
appropriate officer(s) of the organisation or individual person using or
undertaking the Learner Guide.
The CITB disclaims all liability for all claims, expenses, losses,
damages and costs any organisation may incur as a result of the
Learner Guides being inaccurate or incomplete in any way or incapable
of achieving any purpose beyond that of basic education.
ISBN 1 876875 18 6
Set ISBN 1 876875 72 0
TO THE TRAINEE
This booklet is one in a series of booklets prepared for the course
Certificate I in Construction Your answers to the questions contained in
the booklet will be assessed as an important part of your Course work.
If you have experience, knowledge or skills in the content area of this
Unit, particularly in relation to the objectives on page 1, it is your
responsibility to draw this to the attention of your Trainer. Should you be
able to provide evidence of your competence, then you may be given
recognition for your current competence.
The booklet must be kept in good condition and must not be defaced with
graffiti or other material.
Your Trainer will collect the booklets for assessment purposes.
TERMINOLOGY
These booklets are designed for use by school students, trainees, apprentices and other learners in a learning environment, such as a school,
training institution or a workplace where the training of Certificate I in
Construction is carried out.
The terms ‘Trainer’ and ‘Trainee’ which are used throughout these
booklets also relate to the following:
‘Trainer’ – teacher, supervisor, trainer, lecturer, facilitator,
Registered Training Organisation(RTO)
‘Trainee’ - student, trainee, apprentice/new apprentice, learner,
participant
ASSESSMENT FOR THIS UNIT (Trainer use only)
Trainee’s Name
ASSESSMENT
CA Competency Achieved
CS Competency Started, but not completed
NYC Not Yet Competent
Comment
Trainer’s Signature
Date
This booklet is one in a series of
units produced by the CITB as part
of its Certificate I in Construction
program.
The units have been written to fit
within the nine (9) Core competencies of the General Construction and
Civil Training Packages.
The content of the units should be
delivered by giving consideration to
the competencies of the students/
trainees and the environment in
which they will be working. Further
advice to Trainers appears on pages
i & ii. Practical activities are an important part of the learning process.
Positive feedback and constructive
criticism is welcomed.
Prepared for:
Construction Industry Training Board
81 Greenhill Rd
Wayville
SA 5034
Telephone 08 8373 4744
Facsimile 08 8373 2696
This material remains the property of the
Construction Industry Training Board.
No unauthorised copying is permitted
without written permission.
Thanks to Simon Jackson, Anna Seamark & Mark Katnich
of Jackson Construction
446 Churchill Road, Kilburn, SA 5084
Ph. 8359 7463 Mob. 0417 877 700
(for generously providing technical
expertise & industry guidance)
Updated March 2000
Notes for the Trainer
i - ii
SECTION 1 - COMMUNICATION - VERBAL & WRITTEN
Aims, Objectives
Introduction
Forms of Communication
Verbal and Written Communication
Written Communication
Work Exercise 1
1
2
3
4-5
6-8
9-12
SECTION 2 - COMMUNICATION – NON VERBAL
Aims, Objectives
Non Verbal Communication
Signs and Symbols
Tags and Tagging Procedures
Labels and Alarms
Work Exercise 2
13
14-15
16-18
19
20
21-23
SECTION 3 - GIVING AND FOLLOWING INSTRUCTIONS
Aims, Objectives
Giving, Receiving and Following Instructions
Questioning
Work Exercise 3
24
25-29
29
30
SECTION 4 - WORKING WITH OTHERS
Aims, Objectives
Interpersonal Skills
Work Exercise 4
Communicating on the Building Site
Mobile Communication Equipment/two-way radios
Work Exercise 5
31
32-33
34
35
36
37-38
SECTION 5 - COMMITTEES AND MEETINGS
Aims, Objectives
Committees and Meetings
Skills needed at a Meeting
Work Exercise 6
39
40-41
42-45
46
SECTION 6 - SUMMARY
Interactive Communication Skills
Additional notes
47
48
APPENDIX A – Glossary of Terms
APPENDIX B – Suggested Resources
APPENDIX C – Nationally Endorsed Competency Standard
APPENDIX D – Key Competencies Alignment
A1
B1
C1
D1
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Introduction
This course material addresses the objectives and learning outcomes, which are derived from
components of the Nationally Endorsed General Construction Training Package. The Trainer is
responsible for customising the content and the delivery of the material to meet the specific
needs of the group and the individuals within the group, while at the same time maintaining the
integrity of the course, and addressing all of the learning outcomes.
These Unit Booklets must be used as the core content for the program and must not be
reconstructed or revised without permission. The correct procedure is to have alterations
approved and then incorporated into an officially revised versions of the booklets. This does not
however, prevent the Trainer from; producing supplementary teaching/learning materials
specifically tailored for particular learning situations; or from leaving out small sections that they
believe can be best covered in another way.
To help structure a relevant and interesting training program, the trainer must keep in mind the
practical tasks to be undertaken and have an understanding of the Trainees’ background, skills
and knowledge.
Methodologies that the Trainer may use to present the training are wide and varied. Some of
these are listed, and should be used to enhance and reinforce the Trainee’s learning.
Methodologies
Guest Speakers with specific experience or technical knowledge can provide added interest and
variety. Trainees, and other Trainer can often be called upon to speak of their experiences
where relevant.
Accredited Trainers. Some training is so specialised that it needs the services of a specialist,
accredited Trainer. For example, First Aid, Fire Services, Scaffolding, Cranes... There are many
industry associations and government bodies that may be called upon to help.
Site Visits provide ‘real life’ situations that can introduce or reinforce the teaching/learning
program to help achieve the defined objectives.
Written Activities are found throughout the booklets. These should be used to test the quality of
the instruction as well as the extent to which the Trainee has achieved the objectives. Other
written tasks can be set as necessary.
Problem Solving Activities. These can be both practical and theoretical, and can be tackled by
individuals and small groups. When well selected, they encourage brainstorming and provide
stimulating challenges in a learning program.
Peer Group Learning and Instruction. This allows the Trainees to be involved in the delivery of
the learning outcomes. It involves the Trainee in such activities as structuring content, research,
demonstrations, and presentation. It is a very effective methodology that can be used to reinforce
Trainee learning.
Chalk and Talk This method of delivery is at the heart of all instruction programs. However,
special attention must be paid to making the delivery exciting, interesting, relevant and
challenging. When not used in conjunction with a variety of other methodologies, it has the
potential to destroy the planned learning outcomes.
Demonstrations can be used to reinforce what has or is being explained. They can also be used
to create an interesting introduction to a learning program. Demonstrations also clearly illustrate
the practical skills and techniques that need to be acquired and practised.
Audio and Visual materials that are carefully selected and previewed in advance, can be an
excellent resource in any training program. Video tapes, slides, photographs and overhead
projector transparencies give visual impact and variety to a program. These materials are
available from a number of sources: libraries, WorkCover, industrial and commercial
organisations often have such materials.
Training Aids and Models can be used to relate theoretical concepts to practical applications, or
to show an actual representation of an object or idea.
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Questioning Techniques, when used effectively, can frequently be more productive than repetitious
instruction. Questions should range from specific to open-ended, from things known to things not yet
experienced. Questions can be used to gauge the extent of Trainee learning and the quality of Trainer
instruction. They can be used to check that the delivery is received. Asking Trainees to para-phrase
material can be used to measure the depth of Trainee understanding. Regular questioning can also be
used to maintain attention and keep a constant interaction going between the Trainer and the Trainee.
Role Playing Activities. These can be very useful activities to introduce a topic or to test the learning
outcome of an education program. It is important that the Trainer carefully observe the role playing and
provide detailed and relevant feedback to the participants and the group. Group observations can also be
very useful. Some Trainees will find these activities difficult to participate in. Learning outcomes are often
strongly reinforced by such activities.
Practical Activities structured around learning outcomes give the Trainee the opportunity to put theory
into practise. They can be conducted on site or in the training institution. Practical activities can include:
•
•
•
•
•
•
•
•
•
•
•
Construction of models
Development of skills using training activities
Demonstrations of competencies
Use of specific tools, equipment and materials
Sharpening tools and maintenance of equipment
First Aid and Fire Fighting activities
Demonstration of Occupational Health Safety and Welfare knowledge
Putting theory into practice
Passing practical tests based on specific learning objectives
Construction of a Scaffolding platform
Others as required
Assessment
Recognition of prior learning may be requested by a Trainee. This recognises skills and knowledge
acquired from:
• Formal training conducted by industry, or training institutions
in Australia or overseas
• Work experience
• Life experiences
It will be necessary for the Trainee to prove competence before recognition can be granted. Prior
experience can also be involved in the instructional program, speaking from personal experiences.
Assessment methods have been designed to measure the learning outcomes. The criteria for each unit
is identified in the Standards and are focused in each booklet. Assessment outcomes are a very useful
measure for the delivery of training as well as Trainee competence. The integration of the assessment
within the learning program is the responsibility of the Trainer.
Assessment methods include, but are not restricted to:
•
•
•
•
•
•
•
Written responses
Practical activities and demonstrations of skills
Oral presentations and responses
Oral responses to questions
Explanations of processes used in the construction industry
Development and completion of checklists
Any other satisfactory methods in terms of Trainee skills and abilities
Whatever assessment methodologies are adopted there must be some form of tangible evidence that the
Trainee has met the requirements of the Standards
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1
The aims of this section are to provide the Trainee with:
• the skills necessary to communicate effectively in the workplace at a
simple, routine and predictable level
• the skills to be able to give, receive and follow verbal and written instructions, messages and schedules in accordance with workplace requirements and procedures
These objectives are developed from those contained within the Standards for the
Certificate I program
At the completion of this section the Trainee must be able to:
•
list the different forms of written and verbal communication used on a
building and construction site
•
give, receive and respond to appropriately sequenced written and
verbal instructions and directions relating to job tasks
•
interact with others in a responsive, courteous and supportive manner
•
interpret written information relating to product use and personal safety
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Introduction
Communication is the means by which we interact with one
another. Animals, birds and people communicate even though
they have different means by which they do it.
Workplace communication is about how we hand on, or
share information in the workplace.
People use a very wide variety of ways to communicate with
each other. Sometimes these are used alone, or combined
together to make the message or information clearer.
Things we do and use to communicate:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
speaking
writing
head movements
hand signals
hand gestures
signs
symbols
body movements
whistling
photographs
clapping
facial expressions
waving
behaviour
personal presentation
drawings
music
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
The range of technologies and equipment used to
communicate:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
flashing lights
telephone
radio
semaphore
sirens
alarms
whistles
signal flares
beepers
TV/video
books/magazines
computers/CD’s
Internet
Facsimile
Email
In the blank spaces list any others you can think of.
In the building and construction workplace many of the
methods mentioned above are used. This unit will concentrate
on communication in the workplace
GOOD COMMUNICATION IS SIMPLE,
ACCURATE, AND EASILY UNDERSTOOD.
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Forms of communication
Communication in the workplace is very important. It
is needed so that a group of people can work
together safely to complete a building or construction
project. It is also very important for the individual
worker to be able to read and follow written
information and instructions.
Some of the forms of communication you may come
across are:
speech
Verbal
industry terms & vocabulary (words)
abbreviations
two way radio
telephone
Written
Electronic
written information
work instructions
plans (covered in Unit 4)
work schedules/trade sequences
bulletins (including safety bulletins)
time sheets
notices
charts
agreements/contracts
specifications
orders
delivery slips/cartnotes
Material Safety Data Sheets (MSDS)
Faxes
Email
Non verbal
hand signals
gestures
mime
personal presentation and reactions
Signage
signs
symbols (including mathematics)
tags, labels and stickers
Alarms
emergency
lunch
reversing truck
whistles
bells
buzzers
List any other forms of communication you may
encounter in the workplace.
__________________________________________
__________________________________________
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Speech
• your speech must be clear and easily understood by the
person you are speaking to
• Worksite communication is vital to the role you are
performing in the workplace
• use the correct names of the tools and equipment
• when others are speaking to you, pay attention, listen
carefully and check anything you do not understand
Industry
The building and construction workplace has a particular vocabulary/language.
• each of the trades has its own ways of expressing things, its own terms and its
own tools
• learn the terms and use them correctly. For example: you mix concrete, not
beat it; you fire bricks, not bake them; you level a site, not smooth it, and so
the list goes on.
What others can you think of ?______________________________________________
Examples of trade terms.
•
Pour
To lay concrete from a ready mix truck
•
Glazing
Fitting glass by various methods
•
Plumb
Establish vertical levels
•
Plumb bob
A weight on a string used to determine true centre
•
Direct a lift
Give signals to a crane driver
•
Box up
Preparing formwork for concrete
•
Noggin
A piece of timber or steel laid horizontally between vertical
wall joists , to provide equal spacings and provide a
solid frame for wall fixings, eg: Gyprock sheets
•
Cap
A method of sealing a roof apex with metal ridge capping or
tiles. This could also apply to the sealing of sewerage or
stormwater pipes by the means of a glued or screwed cap
Always ask experienced workers what the terms mean and write them in a note
book until you get to know them.
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Telephone
The telephone, and more recently the mobile telephone, is
still one of the most important instruments used for
communication.
• to avoid confusion and misunderstanding, speak clearly
• use language the person will understand; it may also be
necessary to repeat some instructions or requests
• ask the ‘receiver’ to repeat orders or instructions to be
sure both parties agree with what has been said and
heard
• when answering the phone state the name of the
business and your name. Always ask the callers name
and telephone number, in case you have to call them
back
• in business, telephone conversations/decisions/orders are
sometimes confirmed in writing
Two way radio
Radio conversations are not like telephone conversations because:
• you use a call sign when trying to contact somebody, because the radio
frequency could be used by other people
• you sign off each time you have finished speaking so that the other party
knows it is their turn to speak (on the radio both parties cannot speak at once)
• ‘over’ is commonly used, but there are a range of other terms that individuals
develop and use
• you need to turn your microphone on and off when speaking and finishing; you
cannot hear somebody if you leave your microphone turned on
• radio conversations are often not private so you need to be careful not to
discuss things you do not want others to know about
• sometimes you may need to spell out difficult words or names. The
internationally recognised phonetic alphabet should be used. That is, ‘alpha’ for
‘a‘, ‘bravo‘ for ‘b‘, ‘charlie‘ for ’c’, ‘delta’ for ‘d’ and so on.
Workers directing cranes, communicating with truck drivers or operating as flagpeople on road restriction/detour locations often use two way radios.
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Written communication
Writing is one of the most important forms of communication used in society. This also applies in the construction industry. Read and write
You need to be able to read and write at an appropriate level for your position because:
• safety warnings and advice are often written
•
instructions on how to mix things, what to do
in an emergency, prepare a quote for a customer, purchase a list of items, complete
forms….. are all things you may be required to
do.
Other people may be required to read your writing
so write or print neatly and make what you are writing simple and easy for others to read and understand.
There are a lot of written documents on the worksite and in the construction industry.
Written materials and documents cover such things
as:
•
plans
•
specifications
•
contracts
•
safety information
•
materials safety
•
work schedules/
•
orders
•
notices
•
bulletins
•
time sheets
•
delivery slips
•
cartnotes
•
work instructions
•
product labelling
•
accident reports
•
letters
Add others you can think of.
Written documents are also a form of legal
protection because what is written and signed
is legally binding. Try to make it a common
practice.
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Written communications (continued)
Interpretation of written instructions
• specifications, contracts, orders, installation
instructions, safety warnings, mixing
instructions and operating instructions are just a
few of the things you will be required to read
and interpret
•
8?GD?
81>71
take your time, read one point at a time and
make sure you understand before going on to
the next point
If you have problems with a word, sentence or
meaning you must check with your Trainer or
Supervisor to see that what you think it says, is what
it really means.
It is not silly to ask for help, but it is silly to make a
mistake that could be life-threatening or costly just
because you did not understand something.
Work documents
These could include, certificates, licences, union
cards, references, sickness certificates, schedules,
qualifications, timesheets, etc.
Instructions
These often come with products detailing how to use
them, install them, prepare them, dispose of them
mix them, protect yourself etc.
• ‘safety instructions’ and ‘health warnings’ often
accompany products, materials, tools and
equipment.
• ‘instructions’ also come in the form of signs that
warn of danger, the need to do something or
avoid something.
It is important that you read carefully all instructions and
that you follow the instructions.
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Work Schedules
Could be a:
• timetable
• a plan of action
• a program
These are prepared in order to structure a job, activity or event. They are often
attached to a noticeboard for the information of all concerned.
Bulletin
This is an official report, public news or progress report. Its usual purpose is one of
communication of information for all concerned. It could be related to work,
personnel or safety issues.
Time Sheets
These are a legal record showing when a worker was on the job. They are used to:
• Prove you were at work.
• Calculate weekly or fortnightly pay.
• Solve disputes over hours worked.
• Calculate sick leave or long service leave entitlements.
It is your responsibility to see that you complete them in the way required. It is for
your benefit as well as for the benefit of those who employ you.
Charts, Graphs, Plans, Tables and Maps
These are forms of visual communication.
They can be used with the written word to document progress, show days worked
without an accident, give a picture of a work schedule, provide directions or
information, or plan a trade sequence. Abbreviations:
Abbreviations are used to shorten the time and space it takes to write something.
kg for kilogram
m for metre
H2O for water
DP for down pipe
cm for centimetre
kl for kilolitre
F/L for floor level closet
WC for water
Add others that you can think of
• ______________ • _____________
• ______________ • _____________
mm for millimetre
100:1 for 100 parts to 1 part
ASPH for asphalt
• _____________
• _____________
• ______________
• ______________
Abbreviations are used in every profession, trade and walk of life. A longer list of
abbreviations is found in Unit 5 – ‘Read and interpret plans’
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Work Exercise 1
Question 1
Write the meaning of the following words.
WORD MEANING OF THE WORD danger
flammable
signal
verbal
abbreviation
toxic
caution
admittance
emergency
explosive
Question 2
Rewrite the following confusing sentences so that they are short, and give the
message quickly and accurately.
1
2
3
‘Please vacate these premises hastily as we have a very threatening situation arising
from the combustion of flammable materials that are also giving off a toxic gas.’
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
‘I would be pleased if somebody could seek assistance as Fred has amputated his
digits and is in need of some form of urgent medical attention.’
____________________________________________________________________
____________________________________________________________________
_________________________________________________________________
‘The option not to wear safety spectacles does not apply.’
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Work Exercise 1 (continued)
Question 3
Write a detailed description of the following tools, starting with the given words.
1 A round pattern screw driver is a ________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2 A wheel barrow is _____________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3 A handsaw is a tool used for cutting timber. It is _____________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Question 4
Using your own words describe the tools you are given by your Trainer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Question 5
List eight (8) abbreviations used in the building and construction industry and give their
meanings.
ABBREVIATION MEANING OF THE ABBREVIATION 3Qbbi?ed9^dUbQSdYfUG_b[`\QSU3_]]e^YSQdY_^237!
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Work Exercise 1 (continued)
Question 6
Re-write in your own words the following instructions taken from labels.
1 ‘Ensure that the surface to be coated is thoroughly clean and free
from scale, rust, dirt. Remove all traces of grease and oil by wiping
down with Killrust Degreasol then thoroughly wash the area with
water. Any loose flaking rust can be removed by chipping, wire
brushing or mechanically sanding or grinding the surface.’
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2
‘Surfaces to be bonded by this unique Polymer water based adhesive,
must be dry and free from all dust, oil, grease and waxes etc. Apply
the adhesive, as supplied, evenly to both surfaces and the joint
assembled whilst wet. If clamping, allow minimum of 30 mins. On
denser timbers allow a minimum of 60 mins. Allow overnight drying
for a strong bond.’
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3
‘This preparation is a two part (1:1) mix. It sets by a chemical reaction
and forms an immensely strong bond which is unaffected by mould,
fungi and bacteria. Recommended for all wood to wood joints, for
bonding laminated plastics to wood hardboard and as a structural
adhesive capable of withstanding sustained loads. Easy, clean and
economical to use.’
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Question 7
You have witnessed a very serious accident on the worksite and you are required by
an insurance company to write a detailed report of what you saw. Before you start
you should plan your report under headings in the space provided. The Trainer will
help you with this.
Title of report
Day, date, time
Report prepared by
Brief heading of what happened
Now write a description of exactly what happened. (If the space below is not big
enough use an extra sheet of paper.)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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The aim of this section is to provide the Trainee with:
• information relating to the recognition and meaning of various forms of non
verbal communication used on a building a construction site including:
•
•
•
•
•
•
hand signals
gestures
signs
symbols
tags, labels and stickers
alarms
These objectives are developed from those contained within the Standards for the
Certificate I program
At the completion of this section the Trainee must be able to:
•
identify and state the meaning of a range of common signs on a
building and construction site
•
explain the symbols found in workshops and on building and
construction sites
•
identify and react to alarms and other warnings heard on work sites
•
place appropriate safety signs, symbols and tags on machinery and
equipment used on a site as directed
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Non verbal communication
Non verbal forms of communication are very effective and
efficient. They can be used:
• in noisy situations
• over long distances
• when you are communicating with somebody who
finds understanding you difficult for one reason or
another
You should understand and appreciate that there are
cultural differences in hand signals and gestures.
Hand signals and gestures are also used by most people when
they are talking. Observe them.
Hand signals
Often used to guide:
• a truck-driver
• crane-operator
• surveyor
• excavator
• or just to signify that you are happy with a result
They are often used in conjunction with facial expressions and speech.
Gestures
Often include the hands, but they can also include the rest of
the body. For example:
•
shaking the head and waving the hands to signal that you
do not want any more concrete
•
hand shaking
•
waving
•
gesturing that something is heavy, smelly or noisy
These are all part of workplace communication.
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Personal presentation and reactions
Everybody makes judgements and reads messages from:
•
how people look
•
behaviour
•
tone of voice
•
clothing
•
grooming
•
facial expressions
•
manners
•
size
•
shape
•
language
•
cleanliness
Add others to the list that you use.
These messages may be right or wrong, but it does not stop people reading them and
making judgments
List some other examples of non verbal communication you have seen In a workplace:
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
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Signs and symbols
These non verbal forms of communication are also an
essential part of communication and safety in the
workplace.
Signage
Signs in the workplace are many and varied.
•
they instruct, direct and inform both workers and
site visitors
• they all have a very important, and often legal,
purpose
• you must familiarise yourself with the signs and
meanings of them
• your Trainer will introduce you to some of the
more commonly found signs on construction sites
You should also familiarise yourself with the signs that
are in your training institution.
Many signs are related to safety precautions or
requirements.
• hard hats must be worn • safety glasses required
• wet paint
• keep clear
• toilets
• first aid station
• all visitors to report to the site office
• explosive tools being used
These are just a few of the signs you may encounter.
You may be legally required to use some signs when
you are working, so ask your Trainer for examples.
Symbols:
These are often used on signs with words but can be used
by themselves. Common symbols that you recognise are:
• Company and product trademarks
• Wheel chair access
• Telephone
• First aid
• No parking
• Male and FemaleToilets
• No U Turn
• _____________________
• _______________
• _____________________
• _______________
• _____________________
• _______________
List some others that you know.
Your Trainer will also familiarise you with other symbols
found on a construction site and in your place of learning.
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Signage (continued)
Safety Signs
Safety signs are an important part of occupational health and safety hazard
management on the work site.
The design of signs conforms to standards that dictate, size, shape, words, colours.
Not all safety signs have symbols on them. Many rely only on the printed word to
explain the dangers. Typically these signs are either:
• red, black and white for danger signs
• yellow and black for caution signs
Examples of signs are:
Black border
Black background
White lettering
Red background
Black lettering
White background
Black border
Black background
Yellow lettering
Yellow background
Black lettering
Discuss the placement of signs with your Trainer, and use them when required or
appropriate during practical or work site activities.
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Symbols
These also form an important part of occupational health and safety hazard
management on the work site.
They are designs that have been produced to communicate, generally without the
use of words. This makes them especially valuable on work sites where everybody
may not have a sound understanding of the written language.
An important part of their design is the colours and shapes that are used.
For example:
Red
Prohibition - a red circle divided by a diagonal red line
Yellow
Caution - a yellow triangle
Green square
Emergency
Blue circle
Mandatory (compulsory)
YELLOW
RED
GREEN
BLUE
Some examples of safety signs:
RED - prohibition
No smoking
Do not drink this water
No fires, flames or smoking
No parking
Do not run
No admittance
BLUE - mandatory
Eye protection must be worn
Helmets must be worn
Foot protection must be worn
Respirators must be worn
Gloves must be worn
Noise protection must be worn
YELLOW - caution
Beware of fork lifts
Chemical hazard
Poison
Speed humps
Slippery surface
GREEN - emergency
Emergency shower
First aid
Exit
Eye wash station
Fire escape
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Tags and tagging procedures
These are attached either temporarily or permanently to products, tools, equipment
or machinery to warn workers of a situation that can be dangerous, even life
threatening.
You have an obligation to:
• place tags, should the situation require it, to warn other workers of hazards and
dangers
• read and obey all tags that you find placed on products, tools, equipment or
machinery
• leave tags in place. It is an offence to remove a tag without authority.
An electrician may attach a tag to the power board while electrical work is being
carried out.
Unsafe equipment, empty cylinders, hazardous substances, hazardous waste
material, something that is hot, dangerous, flammable or out of order; these are all
things in the workplace that can have tags on them. There are many others that
should be discussed with your Trainer.
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Labels and Alarms
Labels
Labels are not just a form of decoration placed on products to make them look more
attractive. Read labels, they contain important information that is required by the
Occupational Health, Safety and Welfare Regulation, 1995, clause 4.1.6 (1) ‘A
supplier must ensure that any container which holds a hazardous substance
supplied for use at work is appropriately labelled.’
The hazardous substances regulations require suppliers of hazardous substances to
workplaces to provide MSDS (material safety data sheets). A (MSDS) is a
document prepared by the manufacturer or importer of a hazardous substance
which provides details on a substance’s identity, chemical and physical properties,
health hazards, precautions for use and safe handling procedures.
Alarms
These can take the form of alarms, whistles, horns, sirens, bells, buzzers,
flashing lights........
They are an audible (you can hear them) form of communication, often used to
communicate information across the whole workplace. Eg., fire, smoke, vacate the
site, lunchtime or knock off, reversing truck..
They can also be used to call a meeting, attract attention or give instructions.
Particular emphasis must be given to blasting signs and signals when they are
being used , due to the total evacuation requirements of high risk areas . Blasting
signs and signals may vary from worksite to worksite , always ask your supervisor
if you are unsure of blasting procedures at the site you are working on.
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Work Exercise 2
Question 1
Make a list of all signs/symbols in your work area, or one you visited, and give the
signs/symbols location.
SIGN WORDING
OR SKETCH OF
SYMBOL LOCATION OF THE SIGN
OR SYMBOL 3Qbbi?ed9^dUbQSdYfUG_b[`\QSU3_]]e^YSQdY_^237!
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Work Exercise 2 (continued)
Question 2
Explain the meaning of each of the signs and symbols on this sheet.
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Work Exercise 2 (continued)
Question 3
List six (6) types of ‘alarms’ you could expect to hear on a building and construction
work site.
1
4
2
5
3
6
Question 4
What are the colours of the following types of sign?
Prohibition signs Exit signs
Slippery surface
Gloves must be worn
Mandatory
‘No admittance’ symbols
Question 5
Explain, using sentences, the exact meaning of the symbol below.
BLACK
YELLOW
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Question 6
On a work site, under the supervision of your Trainer or Supervisor, place signs as
required, and make a list of all signs, symbols and alarms on the site.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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The aims of this section are to provide the Trainee with:
• information relating to the skills needed to give, receive and follow
instructions
These objectives are developed from those contained within the Standards for the
Certificate I program
At the completion of this section the Trainee must be able to:
•
demonstrate the ability to give clear, concise and accurate instructions
to another worker, in language suitable for the abilities of the receiver
•
respond correctly to instructions and requests given verbally
•
read, interpret and follow written instructions
•
use appropriate communication skills and work effectively with others to
plan and conduct work related tasks
•
demonstrate the workplace literacy skills necessary to be able to
function as a contributing member of the work force
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Giving instructions
There is no point giving an instruction unless the person you are giving it to clearly
understands what you are saying. It is therefore very important that you are:
Accurate
•
say exactly what you mean
•
use words they understand
•
be sure the person you are speaking to,
understands
•
ask them to repeat what you said (para-phrase)
•
if necessary write your instructions,
demonstrate or repeat again
Clear
•
give instructions that are very clear and not
complicated
•
if necessary, demonstrate what you mean
•
try to face the person you are speaking to
•
make eye contact and speak clearly
•
use gestures to assist understanding, Eg., pointing,
fingers, hands, body language....
Concise
•
do not use thirty words when less will do
•
explain clearly, in the least number of words,
what you want or mean
•
repeat yourself if necessary
Comprehensive
•
fully explain what you want
• Never assume that the person you are speaking to understands your
instructions.
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Giving instructions (continued)
Purpose/goals
Explain the purpose or goal of the instruction or activity. This can be done as a
summary at the end of an instruction.
Eg. (Instruction) ‘What I want you to do is get a wheel barrow and put that
sand into this trench’.
(goal)
‘When you have finished, I want all of that sand put into this
trench, and this area cleaned up ready for a delivery of a truck
load of aggregate’.
Consistent with the skills of the receiver
•
Give instructions at a level the person you are speaking to will understand
•
Not everybody has the same language skills as you have
•
Not everybody necessarily speaks English as their first language
•
Somebody who is new on the work site, or speaks English as a second
language
•
May need a different form of instruction
•
May not know the abbreviations or vocabulary of the building and construction
site
Logical
•
Give instructions that are in a logical sequence,
one step at a time
•
Sometimes you may even number the steps:
Eg
1 get ten lengths of timber from the truck
2 bring them back here and mark them
off to the lengths written on this piece
of paper
3 cut the timber to length with a handsaw
4 take the lengths you have cut to Fred
Check: ‘Do you understand?’
0O@K
0O@K
0O@K
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ALWAYS CHECK TO SEE IF THE PERSON YOU ARE
SPEAKING TO UNDERSTANDS WHAT YOU ARE
SAYING. YOU CAN DO THIS IN MANY WAYS.
Eg.,1 Look at them and see if their facial expression is
one of understanding.
2 Ask them to repeat what you have said, ie., ask
them to para-phrase your instructions.
3 Ask them to write down your instructions…..
Receiving instructions
Just as there are rules or guidelines when you are giving
instructions, there are also ways of making sure that you
receive and follow the instructions being given. Some
ways of doing this are:
Listening skills
•
paying careful attention to what you are being told
•
keep quiet, listen, and look at the person who is
speaking to you; sometimes they will be gesturing, or
pointing at the same time as they are speaking
•
nod, or respond when you understand
•
say if you do not understand
•
at the end, check to see if you got all the messages
correct
A good listener faces the speaker and
acknowledges that they understand, or
explains that they do not.
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Receiving instructions (continued)
Attentiveness
•
face the person and listen
•
pay very careful attention to what you are being
told; some mistakes can cost millions of dollars
•
you can not be listening to the cricket on the radio,
looking at other people as they walk by, or
carrying on with your work when you are being
given instructions
•
if necessary, make notes, particularly if you are
being given a number of items that need to be
completed, collected, purchased or gathered
Verbal skills
•
gain the attention of your audience
•
speak clearly, using words that the listener will
understand
•
use the words appropriate to the occasion
•
if you do not understand what you are being told,
say so; if you want something repeated, then ask
•
if you do not know what something is, ask for an
explanation
•
if you do not know how to do something, ask for
instructions
•
make yourself understood; para-phrase,. Eg., ‘Do
you mean I should take all of the bricks to that
person up on the second level? How do I carry
them?’
•
communicate using the language everybody
understands
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Questioning
Always ask if you do not understand, or are not sure what was meant.
• it is not silly to ask a question
•
it is foolish, expensive, and a waste of time to spend a long time doing a job if
that was not what was required, so ask questions to be sure you heard
correctly
•
a good listener always double checks things they do not fully understand; even
very experienced and professional people do this
•
you can also use questioning to check if somebody else understands you
•
when asking a question do not use aggressive or threatening language as this
only serves to aggravate the situation
•
try using questioning techniques such as follows:
* “Excuse me, would you mind explaining that again?”
* “Bill, I am not sure I fully understand, could you please repeat what I
need to do?”
* “Do you mean I should take all of the timber up to the third floor and
stack it against the northern wall?” (para-phrasing)
* “I hope you don’t think this is a silly question, but what is a dumpy level?”
* “Would you mind demonstrating how you do that?”
* “Excuse me, would you make a sketch of that for me so that I don’t make
any mistakes?”
* “Sarah, I’d really appreciate it if you would repeat that.”
•
don’t forget to say ‘thank you’ once somebody has responded to your
request
•
If you think that to carry out an instruction you have heard will be dangerous,
then ask:
•
“Won’t that be dangerous if I stack that scaffolding by the stairs?”
•
“What type of personal protective equipment will I need to wear when I
dispose of that material?”
•
“Some of that material looks a bit heavy, can I have some help to do that
job?”
Sensible questioning helps clarify instructions, contributes to your
learning, and can contribute to workplace safety.
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Work Exercise 3
Question 1
Describe exactly how you would measure, mark and cut a piece of timber to length.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Question 2 - Role Play
Demonstrate how you would do the following:
•
•
•
•
•
•
•
•
•
•
•
Tell a colleague that what they are doing is wrong.
Ask the boss to show you how to do something.
Tell somebody that you do not like being spoken to in a particular way.
Question an instruction you have been given.
Double check to see that what you were told was correct.
Ask for a pay rise.
Ask for a half day off.
Tell somebody to stop annoying you.
Tell the supervisor they are wrong.
Ask for a reference.
Complete a set of instructions given to you by your Trainer.
Question 3
Describe how you get from here to where you can buy lunch.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________________________________________________
Question 4
List four (4) important points to remember when you are listening to somebody.
1
3
2
4
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The aim of this section is to provide the Trainee with:
•
Information relating to interpersonal skills and their importance with regard
to communicating in the workplace with particular reference to:
*
*
*
*
presentation and image
tone of voice
establishing rapport
developing empathy
* para-phrasing
* noise and interference
* mobile communication equipment/twoway radio
* abbreviations
These objectives are developed from those contained within the Standards of the
Certificate I program
At the completion of this section the Trainee must be able to:
•
demonstrate interpersonal skills as required by the Trainer in the
context of a building and construction site
•
list interpersonal attributes that contribute towards the development of
positive communication with others
•
interpret and analyse the interpersonal skills and abilities of others
•
display effective interpersonal skills while working on a building and
construction work site
•
explain and use para-phrasing as a technique to avoid costly mistakes
and misunderstandings
•
list the problems associated with the use of mobile communication
equipment
•
demonstrate an understanding of the more common abbreviations
used on the building and construction work site.
•
communicate effectively with supervisors/trainers and workers on the
work site
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9nterpersonal skills
Good communication does not only depend on what is
said. The way you communicate information is also
important. This is called interpersonal skills.
Interpersonal skills include:
Personal presentation and image
•
the image people have of you is originally
established by their first impressions. You should try
to create a good first impression
•
how you dress, groom yourself, behave, smile, speak
and react will, rightly or wrongly, all be used to create
a first impression in another person’s eyes
•
think about it; how do you tell who is in charge?
List some of the attributes of a supervisor
• _____________________________________
•
_____________________________________
•
_____________________________________
•
_____________________________________
•
_____________________________________
•
_____________________________________
•
_____________________________________
• Always act in a professional manner.
Using an appropriate tone of voice
•
there is a big difference between asking and
demanding. Often the same words are used but a
different tone of voice is used; try it.
•
you will get a far better response, and establish much
better relationships if you use a non-threatening tone
of voice
•
you may need to practice using your voice in different
ways
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Establish rapport (building a friendly relationship)
•
be genuine
•
be friendly and supportive
•
offer help when possible
•
show an interest in what people are doing
•
give positive feedback when someone has done
something for you or when they have done
something well
We all like to be thanked, praised or congratulated. You
can also develop and establish rapport by taking an
interest in other people’s hobbies, families, sporting
involvements, interests…..
Empathy with others (understanding)
•
show an appreciation and understanding of how
others feel; there is nothing worse than working for or
with somebody who is uncaring, self-centred or full of
their own importance
•
be sympathetic to the feelings of others; people you
get along well with will always be more productive on
a work-site, and more pleasant to work with
•
try finding things you both have an interest in to help
develop empathy
Behaviour
•
how you behave affects your ability to communicate
•
appropriate behaviour is part of developing your own
image and interpersonal skills
•
if you behave like a fool, then people tend to see you
as one, and treat you like one
•
inappropriate behaviour can also put other people’s
safety at risk
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Work Exercise 4
Question 1
Write some interpersonal skills reminders for yourself, for when you go to a job
interview.
•
•
•
•
•
•
•
•
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Question 2 - Role Play
Demonstrate your skills in the following:
Disagreeing with your Supervisor.
Explaining that you do not have the skills to do a particular job.
Sympathising with a colleague who is having a bad time.
Explain that a particular work situation is unsafe.
Requesting an hour off for personal reasons.
Asking for help with a new task that you are unfamiliar with.
Introducing yourself to a new employee.
Asking a colleague, who is having trouble, if he/she needs help.
Question 3
You go to the ‘boss’ to ask for a pay rise. He/she is sitting at the desk like this. What
is your reaction, and what do you think about the way he/she is sitting? What
messages does it send you?
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Communicating on the building site
Good communication means we all understand exactly what has been said and meant.
On the work site this involves all of the strategies previously covered.
Techniques to assist good communications are:
Para-phrasing (repeating the information or instruction, back in your own words)
•
this guarantees that what was said is what you
heard
•
it is very important because often what you
thought was said is not what was meant or
actually said
•
it is smart to double check, it is silly to make a
mistake that could have been avoided
•
simple misunderstandings and mistakes cost
the building and construction industry millions
of dollars a year
Polite interaction with colleagues and customers
•
you will enjoy your work and avoid tensions and misunderstandings if you are
friendly and respectful in your dealings with colleagues, supervisors and
customers
•
use good manners, show respect for other people’s feelings, interests, skills
or position; asking for something will get you more than if you demand
something.
Noise/interference factors/ barriers to communication
These are all found on the building and
construction site. They all hinder effective
communication.
•
you may need to walk away to a quieter place
to talk, stand much closer, use more hand
signals and gestures to supplement the
language, write something down… these are
all strategies to overcome communication
problems
•
when facing somebody in noisy situations also
watch their lips as this will help you understand
what they are trying to communicate. Lip
reading helps supplement what you are
hearing.
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Mobile communication equipment/two way radios
These are particularly useful when you are
communicating with somebody who is not nearby.
Mobile telephones and two-way radios are commonly
used.
The advantages are:
•
•
•
you can talk to people you can not see or find
you save time
you can do business and hand on instructions
while travelling to another site or location
The disadvantages are:
•
•
•
•
•
•
•
you cannot use hand signals, gestures and
facial expressions
you cannot tell if the person you are talking to is
really listening
you cannot ‘see’ if they understand
you need to double check all important pieces
of information
electrical interference can make some
communications very difficult
conversations are often not private
Calls on mobile phones are more costly than
other phones
The facsimile machine
Widely used to:
• communicate and confirm orders or requests,
• especially when quick responses are required
• place orders after hours, ready for attention once
the supply business opens next morning.
Abbreviations used in the trade:
All work situations have their own particular language, tools, equipment, vocabulary
and abbreviations. These can be used so long as you are sure the person you are
speaking to understands them. Eg., A 1:1:6 mix, P.A.R., DP, C/L, F/L, HW, CORR,
BV, AL, L.O.S (Line of sight)
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Work Exercise 5
Question 1 - Role Play
Demonstrate your ability to:
Introduce yourself to your new colleagues in the workplace.
•
•
Introduce yourself to the Supervisor.
Ask a special favour of somebody in the office.
•
Explain to your Supervisor that you have just made a big mistake.
•
React positively to being told your work is not good enough.
•
Ask for a promotion.
•
•
Give your condolences to a colleague who has just suffered a family loss.
•
Tell the driver the goods delivered are in such poor condition that they can be
taken back and replaced, TODAY.
Conduct a conversation on a two-way radio.
•
Order over the telephone, the materials needed to mix mortar for a bricklayer.
•
•
Any other situation you have experienced or hope you will not have to
experience.
Question 2
Write a short note asking the Supervisor for two hours off for personal reasons.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________________
Question 3
Complete the following as part of a job application.
Full Name __________________________________________________________
Address __________________________________________________________
Contact telephone number _________________________________________
Date of Birth
______________________________________________________
School and Post school achievements
_________________________________
Vocational skills
_________________________________________________
Other relevant skills & information
_____________________________________
Employment record _________________________________________________
Ambitions __________________________________________________________
__________________________________________________________
Other interests ______________________________________________________
______________________________________________________
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Work Exercise 5 (continued)
Question 4:
Communication has a wide scope, with many variations. List ten of the major forms of
communication, you would expect to use in the building industry.
1
6
2
7
3
8
4
9
5
10
Question 5
Give the full meanings for the following abbreviations.
ABBREVIATION
FULL MEANING OF ABBREVIATION
P.A.R.
F/L
pkt.
1:2:3
m2
A.S.A.P
500kg
MSDS
1000kl
<?C
Question 6
What are five (5) disadvantages of explaining something over the telephone?
!
"
#
$
%
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The aim of this section is to provide the Trainee with:
•
information relating to the conduct of and participation in workplace
committees, including:
• group dynamics
• committees
• discussion techniques
• meetings
• agenda preparation
• meeting procedures
• reaching agreement
• committee structures
• negotiating
• delegation of tasks
• reporting back to the
committee
• group decision making
These objectives are developed from those contained within the Standards for Certificate
I program
At the completion of this section the Trainee must be able to:
•
outline the steps involved in conducting a workplace committee
meeting
•
prepare an agenda for a workplace meeting
•
participate in negotiations
•
participate in a decision making process
•
understand the purpose of a workplace committee and participate in it if the
opportunity arises
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Introduction
As a Trainee you will probably have a limited amount of involvement in committees,
however you need to know something about how they operate.
Committees and meetings form a very important part of construction site procedure. They
can be formal and informal, between individuals or with a group. They can be work,
social or union related.
You may need to develop the skills that are associated with committees and meetings
particularly if you need to participate in them.
At a meeting you could be:
• an individual member
• a representative of a group of workers
• an office bearer
Formal Meetings generally have a requirement for records and minutes to be kept. Some
Legislation eg: OHSW requires records by law
Informal Meetings may be called at any time and could be simply to provide advice or
notify workers of a change of plan , they do not have a mandatory or legal requirement to
be documented
Each of these positions requires you to assume different responsibilities.
Discuss this with your Trainer.
Workplace committees and meetings
These are formal structures that exist in order to carry out a
range of different functions:
• hear opinions
• gather information
• discuss concerns
• make decisions
• resolve problems
• investigate accidents
• raise concerns
• report on progress
• discuss schedules • develop policies
• ______________
• ______________
• _________________
• _________________
Associated with committees and meetings are agenda preparation, note taking, minute
writing, report writing and letter writing.
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Committees
•
a committee is a group of people elected, nominated or formed to perform a
task or take on a particular responsibility
•
committees usually have elected officer bearers such as:
• Chairperson
• Secretary
• Treasurer.
•
each of the office bearers has defined roles and responsibilities
Meetings
•
a formal meeting is the means by which a committee operates
•
meetings usually have formal procedures that are followed so that everybody
is able to express their opinion and make a contribution
•
there is often a formal method of making
decisions using motions, seconders,
speakers for and against, and a vote
•
the business of the meeting is structured by
an Agenda which details the matters to be
discussed and the order in which the
business of the committee will be done
•
agendas can be prepared by the secretary,
using the minutes of the previous meeting to
ensure unfinished business is completed
•
they can also include items from committee members
•
the business of the meeting is recorded as Minutes of the meeting, often by
the secretary
•
the Minutes are a formal record of the meeting; they summarise the
discussions and decision that came out of the meeting; some minutes also
have an Action column which details who is responsible for what by the next
meeting
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Skills needed at a meeting
Meeting procedures
You need to know how to conduct a meeting and the
steps that must be followed in order to:
•
complete the business of the meeting
•
give everybody a fair opportunity to contribute
•
get decisions made in a fair and democratic
way
This also includes the preparation of an agenda
which structures the meeting and conveys what the
meeting is about.
Shopping list points do not help people prepare for a
meeting.
Eg., ‘Communication’ on the agenda:
•
to you means getting to talk to the boss
•
to me it might mean we are at last going to
purchase a new radio system
•
to the person who had the item put on the
agenda it meant a weekly newsletter
Be precise. Eg., 'Communication on the construction
site using a Weekly Bulletin.’
Committee structures
•
office bearers need to be elected for an agreed
length of time; they each have set responsibilities that must be fulfilled.
•
the person in control of the meeting must lead
the meeting through the agenda and ensure
that everybody is able to contribute and express
a point of view
•
office bearers must also follow up after the
meeting to see that those trusted with responsibilities by the committee complete them
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Group dynamics
Two of the most important tasks of a leader in a committee or sub-committee are:
•
to make sure the agenda is followed and completed
•
to make sure that everybody gets to express their ideas and opinions
A good chairperson will stick to the agenda and will create opportunities for people
to contribute to the business of the meeting
•
this might mean you need to say things such as:
•
•
•
•
•
‘Jane you have not said anything yet, what do you think?’
‘Jack, How do you feel about that?’
‘How about you Van, do you agree?’
‘What is your opinion Olga?’
‘Have you got anything to add to that, Georgio?’
•
organise the meeting area in such a way that everybody can see each other,
make eye contact, and have a place to put their agenda and take notes
•
nobody should sit through a meeting and not be
given the opportunity to contribute
•
at the same time you must find ways of stopping somebody dominating the meeting; discuss these with your Trainer
Discussion techniques
Develop techniques that assist the discussion process.
Some of those mentioned above may assist.
•
you can ask somebody to lead a discussion or debate
•
you can have an open discussion then have a motion
•
you can distribute a paper on the topic and get people to respond to it
You can have open discussion and seek general agreement, making sure you ask if
anybody is not happy with the decision
Whatever approach you take, as a chairperson in control
of a meeting you must:
•
•
•
•
•
follow the agenda
watch the time to see the business is covered
control the discussion process
follow decision making procedures give everybody an opportunity to contribute
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Acme Construction Site
33 Smith Street
Hicksville
SAFETY COMMITTEE MEETING
Date
Tuesday 15 August 1997
Time
12.30 pm to 1.30 pm
Place
Worksite lunch room
AGENDA
1.0
Attendance
1.1
Present
1.2
Apologies
2.0
Minutes of the meeting of Tuesday 15 July 1997
3.0
Business arising from the minutes
3.1
Security of equipment - Sari Jono to report
3.2
Scaffolding installation - Jack Tubing
3.2.1
Daily inspection
3.3
Extension leads - Adriano Salin
4.0
General Business
4.1
Replacement of ‘missing’ first aid station - Joan Sirisa
4.2
Missing tags and failure to use tags - Reno Silva
5.0
Any Other Business
5.1
5.2
5.3
6.0
Next meeting
7.0
Close
Willy Leader
Reaching agreement
C1=@<5175>41
It is important that people understand how decisions will be made.
The committee can decide how they would like to make decisions.
Methods available include:
• general agreement
• a majority vote
• a two thirds majority vote
• by consensus or compromise
• by secret ballot
Sometimes a committee can be too big to effectively make decisions.
You may need to break the committee up into:
• sub-committees
• discussion groups
• task groups etc.
Small groups give everybody an opportunity to contribute to the decision makingprocess.
These are just some of the ways. Sometimes different decision making processes
will be needed for different situation.
•
committee members also need to understand that decisions
are binding on everybody
• if you do not like a particular decision you are not able to do
things your own way, but you are able to attempt to change
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Delegation / allocation of tasks
•
a good leader in the work force or in a committee knows
how to delegate and allocate tasks
•
good delegation makes sure the best people get to complete the tasks and makes sure that everybody gets to
take on additional responsibilities
•
one way is to nominate or delegate two people to complete a task. That way the experienced person gets to
share their skills with the less experienced person
•
give a very responsible task to an inexperienced person
and then work with them and guide them in your role as a
committee leader
Be sure that tasks are given in such a way that everybody has responsibilities and
that no one person is doing all of the work.
As a committee leader you may need to monitor the tasks being done by committee
members to see that they have been completed by the next meeting, or to see if
they need additional time or help.
Negotiating is the process of reaching agreement between parties. When
negotiating, importance must be placed on avoiding colloquial language and
industry slang as it is necessary that all persons present understand what is
being discussed. Negotiation allows you to use your and others communication
skills for a range of purposes.
Reporting back to the committee
When tasks are completed the people responsible
must know in what form their report is required.
Is it to be written or verbal?
If verbal
•
do we expect a guest speaker,
•
do we need projectors, videos, computers,
screens…..?
Do not forget to thank those who do work for
the committee.
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Work Exercise 6
Question 1
Prepare an agenda for a meeting to discuss work-site safety issues and to form a
sub-committee to investigate the full range of things involved and to report back to
the next committee meeting. Use the sample on page 44 as a guide.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Question 2 - Role Playing
Demonstrate how you would:
•
•
•
As a chairperson, provide an opportunity for somebody to contribute to the
meeting.
Open the meeting and summarise the agenda.
Thank somebody for a special contribution they have made to the meeting.
Question 3 - Practical
Form into groups of three or four and rank the following in order of importance.
Owner
The Project Officer
Trainee
Electrician
Plumber
Bricklayer
Work-site Supervisor
First Aid Officer
Architect
Building Inspector
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Interactive communication skills for planning and carrying out work
related tasks
There are a very wide range of skills that you need to develop and use in your work on a
regular basis. These include:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Speaking and listening
Clarifying issues
Team skills
Group dynamics
Goal setting
Time management
Prioritising
Decision making
Problem solving
Brainstorming
Conflict resolution
Crisis management
Interpersonal skills (Relating to other people)
Planning
Allocation of tasks/delegation
Reporting and feedback
Evaluation
Many of these have already been discussed in this unit.
Your Trainer will discuss, the meanings of the above terms with you.
Make notes on page 48.
List your best personal qualities
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________
List the personal qualities you would like to improve, and make notes
suggesting how you can do this.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________________
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In this space make notes on any other matters relating to this unit. Your Trainer may also
give you additional information that can be included here.
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Glossary of terms
abbreviation
agenda
attentiveness
audible
ballot
bulletin
comprehensive
consensus
concise
consistent
courteous
delegation
document
emergency
empathy
evaluation
gestures
goals
group-dynamics
interpersonal
jargon
logical
mime
para-phrasing
purchase
rapport
schedule
specifications
symbols
technique
verbal
A shortened form of a word
a list detailing the order of business for a meeting
paying attention, listening, watching
you can hear it
vote, poll
notice or announcement
large, broad, ample
agreement
short or brief
conforming, agreeable
well-mannered, pleasant
entrust, commission, authorise
an official paper
situation needing urgent attention
feeling
judgment, assessment
hand movements
ambitions, targets
pattern of relationships
personal between you and others
terminology
ordered, rational, intelligent
gestures and body movements used to communicate
repeating in your own words
buy, pay for
harmony, agreement, compatibility
list, inventory, table
details relating to a project to be constructed or made
an emblem or mark we all recognise
method, procedure
spoken, stated by word of mouth
Use the space below to add additional words that you do not understand. Ask your
Trainer for the meanings of the words.
A1
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SUGGESTED RESOURCES
•
How to Get Your Point Across in 30 Seconds Or Less – Frank (Corgi)
•
Memory Skills In Business – Burley-Allen (Crisp)
•
Getting Your Ideas Across – Moss, Geoffrey (CCH Australia)
•
Working It Out (Video Recording and Book) – Mawer Et Al (Nceltr)
•
Working It Out: Cross-Cultural Communicating Problems In The Workplace
(VHS Video) – (Nceltr)
•
Words Fail Me (Video Recording)
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2!
NATIONALLY ENDORSED COMPETENCY STANDARDS:
The Nationally Endorsed Training Packages for the Building and Construction Industry
contains the Competency Standards that have been identified by the industry for workers who are employed in different sectors, to be able to achieve and gain an Australian
Qualification within that sector.
Below is a copy of the Competency Standard Unit number and Title, Elements and
Performance Criteria for this Booklet
BCG1000A - Carry Out Interactive Workplace Communication
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1
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1
1
1
1
1
1
BCG1003A Read and interpret plans
BCG1004A Carry out measurements and calculations
BCG1005A Use hand and power tools
BCG1006A Use small plant and equipment
BCG1008A Use simple levelling devices
9^cUbddXU]UQ^Y^W_V!_^dXYcdQR\UM
1
1
BCG1002A Plan and organise work
Handle construction materials and safe disposal
of waste
1
BCG1001A Carry out OH&S requirements
BCG1011A
1
Competency Title
BCG1000A Carry out interactive workplace communication
Unit No.
Collecting,
analysing
and organising ideas
and infor-
1
1
1
1
1
1
1
1
1
Communicating
ideas and
information
1
1
1
1
1
1
1
1
1
Planning
and
organising
activities
1
1
1
1
1
1
1
1
1
Working
with
others and
in
teams
1
1
1
1
1
1
1
1
1
Solving
problems
KEY COMPETENCIES For Work Education and Life
Alignment of Traineeship for Certificate I in Construction
1
1
1
1
1
1
1
1
1
Using
mathematical
Ideas and
techniques
1
1
1
1
1
1
1
1
1
Using
technology
Construction Industry Training Board
Unit Booklets in this series
CITB
UNIT
NUMBER
BOOKLET TITLE
General Construction Training
Package Code
UNIT 1 TRAINEE INDUCTION
UNIT 2 Carry out interactive workplace communication
BCG1000A
UNIT 3
Carry out OH&S requirements
BCG1001A
UNIT 4
Plan and organise work
BCG1002A
UNIT 5
Read and interpret plans
BCG1003A
UNIT 6 Carry out measurements and calculations
BCG1004A
UNIT 7
Use hand and power tools
BCG1005A
UNIT 8
Use small plant and equipment
BCG1006A
UNIT 9 Use simple levelling devices
BCG1008A
UNIT 10 Handle construction materials and safe disposal of waste
BCG1011A
The use of clip art from the following sources is acknowledged:
Click Art
IMSI Masterclips
MS Publisher 98
Clipart Library - PowerSource Inc.
Micriografx ABC Snapgraphics 1.0
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1