field level risk assessment - Construction Owners Association of ...
field level risk assessment - Construction Owners Association of ... field level risk assessment - Construction Owners Association of ...
5. Learners can see progress /success in their learning.Learners must experience success in learning. This is easier when themeasurements of progress are clear, they have the resources and coaching thatthey need and they receive feedback from others. Frequently give workshopparticipants positive comments about “right” answers, useful comments andinsightful questions.Presenting Information1. Keep the presentation short. No more than 5 minutes without interaction.2. Give the purpose of your lecture clear. You should be able to say your purposein a nut shell..3. Develop a clear, logical structure for your lecture. Decide on your main pointsand in what order you will present them.4. Use well-developed and relevant examples, illustrations and personal experienceto help your group visualize what you are talking about.5. Reinforce by repeating key ideas at least three times.6. Use visual aids to summarize, clarify or illuminate your ideas.7. Use humour if possible.8. Use questions and answers/ examples from the group during the presentation.The more interaction that the group has with what you are saying, the more theywill remember.9. Reinforce what you are saying with effective body language, gestures,movement, positions, eye contact and facial expressions.10. Avoid jargon. Make sure everyone understands the words you are using.11. Speak from an outline and, if possible, without notes. Your visuals or handoutscan provide the outline.12. Make your conclusion strong. It can be a summary, answer to a problem or achallenge.13. Follow the lecture with exercises that reinforce the learning.Construction Owners Association of Alberta 68
Discussion1. Use discussions to teach key ideas and to get people to think.2. Use a discussion after an exercise to make sure that people learned what youwanted them to learn.3. Determine the objective of the discussion. Do you want to reinforce key points,get feedback, or challenge current thinking? What will be learned?4. Plan questions that will help you achieve the discussion’s objective.5. Choose the style of questions, direct or open-ended. Direct questions are “rightanswer” questions. They check what people know. Open-ended questions allowfor many answers. They often start with how, why, what do you think etc. Theyhelp you find out what people understand, think or feel about an issue or idea.6. Rephrase the learners' answers or ask more questions that use what they havesaid.7. Be flexible about using different questions than you have planned. Use what thegroup is saying to ask more questions that will teach what you need to teach.8. Summarize the discussion and connect the summary with the next learningactivity. There should be a logical and continuous flow between presentations,discussions and exercises.Construction Owners Association of Alberta 69
- Page 17 and 18: Supervisor’s Guide to Field Level
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- Page 35 and 36: #2“Moving Used Building Materials
- Page 37 and 38: #3bThe crew had decided to use radi
- Page 39 and 40: #5Field Level RiskAssessment is:•
- Page 41 and 42: # 7The Team Part• Done by the cre
- Page 43 and 44: #9The Individual Part• Stop and T
- Page 45 and 46: #11“Fluorescent Lamp”CaseYou ar
- Page 47 and 48: #13Hazards forReplacing aFluorescen
- Page 49 and 50: #15Risk Assessment MatrixRISK = CON
- Page 51 and 52: #17Assessing Risk in Replacinga Flu
- Page 53 and 54: #19Kinds of HazardsChemicals Height
- Page 55 and 56: #21Company CaseStudy #1(Insert your
- Page 57 and 58: #23Occupational Health& Safety ActW
- Page 59 and 60: #25Practice Case #2You are part of
- Page 61 and 62: #27Benefits of FieldLevel RiskAsses
- Page 63 and 64: HOW TO CUSTOMIZE THE TRAININGThe fo
- Page 65 and 66: Answers to Practice Case StudiesCas
- Page 67: TIPS ON HOW TO DELIVER THE TRAINING
- Page 71 and 72: “MEMORY JOGGER CARD” SIDE TWOFI
- Page 73 and 74: FIELD LEVEL RISK ASSESSMENT PROCESS
5. Learners can see progress /success in their learning.Learners must experience success in learning. This is easier when themeasurements <strong>of</strong> progress are clear, they have the resources and coaching thatthey need and they receive feedback from others. Frequently give workshopparticipants positive comments about “right” answers, useful comments andinsightful questions.Presenting Information1. Keep the presentation short. No more than 5 minutes without interaction.2. Give the purpose <strong>of</strong> your lecture clear. You should be able to say your purposein a nut shell..3. Develop a clear, logical structure for your lecture. Decide on your main pointsand in what order you will present them.4. Use well-developed and relevant examples, illustrations and personal experienceto help your group visualize what you are talking about.5. Reinforce by repeating key ideas at least three times.6. Use visual aids to summarize, clarify or illuminate your ideas.7. Use humour if possible.8. Use questions and answers/ examples from the group during the presentation.The more interaction that the group has with what you are saying, the more theywill remember.9. Reinforce what you are saying with effective body language, gestures,movement, positions, eye contact and facial expressions.10. Avoid jargon. Make sure everyone understands the words you are using.11. Speak from an outline and, if possible, without notes. Your visuals or handoutscan provide the outline.12. Make your conclusion strong. It can be a summary, answer to a problem or achallenge.13. Follow the lecture with exercises that reinforce the learning.<strong>Construction</strong> <strong>Owners</strong> <strong>Association</strong> <strong>of</strong> Alberta 68
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