4.2 Supervision

Effective learner supervision requires:

Commitment

• To set and regularly measure health and safety performance.
• To provide training and resources.
• Visible management involvement in health and safety.

Culture

• Promoting a positive safety culture to ensure everyone values the importance of preventing injuries and maintaining continuous improvement in work performance.

Competence

• Of all individuals to recognize responsibilities, risks and effective precautions in order to prevent injury to themselves and/or others.

Communication

• Clear unambiguous, written procedures where there are greater risks. Regular reinforcement through discussions.

Co-operation

• Within and across teams and between organisations sharing workplaces or staff. Involve the learner in the process.

Control

• Especially of higher risk activities and protection of those people who are most vulnerable, for example, young people. Use of training, written procedures and supervision.

A supervisor should also be able to:

• Assess the learner’s abilities/ competence to carry out tasks safely.
• Identify hazards that could injure the learner at work. Young people are more vulnerable and may require closer supervision than other employees.
• Put in place effective controls/precautions to prevent injury, e.g. guards, barriers, prohibitions, inspections, spot checks, information, training and supervision procedures.
• Allocate tasks according to an individual’s capability and provide proactive supervision until they are competent.
• Check their understanding of the correct procedure and necessary precautions.
• Observe their performance and repeat the demonstration if necessary to reinforce understanding.
• Inform the learner of where they can get help/advice in your absence would be more in context if it read in the absence of the designated supervisor, and what to do if they are unsure. Ensure they are aware of emergency procedures.
• Issue any written safe work procedures and protective equipment/clothing associated with the task.

Supervisors have a key role to play in relation to the learner as a guide, coach, mentor and role model in setting the right example.

In carrying this out they will need to be able to build a rapport with the learner, have good communication skills and be competent in managing hazards in order to minimise risks. Where the risks are not acceptable for the learner even with controls in place, then the task should be prohibited to the learner. This is particularly relevant to those on short term work experience as they are not undergoing detailed and prolonged training towards a recognised occupational qualification.

Close liaison is essential between supervisors and the school/college. The school/college should involve the supervisor and/or employer in the regular monitoring of the progress and well-being of a learner.

Any accidents, incidents or absences owing to occupational illness must be reported to the provider (school/college/WEO) immediately. WEO must liaise with the Learning and Skills Council (LSC) on accidents, ill health, harassment or bullying of learners.

More information can be found: www.hse.gov.uk