02 EVENT Learner Guide Draft 1

EVENTSAFE LEARNER GUIDE
SAQA US 264519 : NQF Level 4 : Credits 4 : Event Safety Training Course
SafetyNow (Pty) Ltd
EVENT SAFE
Event Safety Management
Mobile numbers: Nicolese Grobler 071 280 8556

Email: admin@ohssafetynow.co.za
Registration Number: 2019 / 628134 / 07
Website: http://www.ohssafetynow.co.za
Learner Guide
Reproduction for Resale Strictly Prohibited Page 1
CONTENT

Unit Standard Title: Demonstrate an understanding of safety measures to field of play
Unit Standard ID No: 264519
Unit Standard Credits: 4
NQF Level: 4
© Research and development by Nicky Grobler

Published by SAFETYNOW (PTY) LTD
Klerksdorp, South Africa, 2170
Cell +27 (0) 71 280 8556
Email admin@ohssafetynow.co.za www.ohssafetynow.co.za
No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by
any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission
of the author and publisher.

Welcome!
To the Event Safety programme!
Follow along in the guide as your facilitator takes you through the material. Make notes and
sketches that will help you to understand and remember what you have learnt.
Take notes and share information with your colleagues. Important and relevant information and
skills are transferred by sharing!
This module is divided into sections. Each section is preceded by a description of the required
outcomes and assessment criteria as contained in the unit standard/s specified by the South
African Qualifications Authority.
These descriptions will define what you have to know and be able to do in order to be awarded
the credits attached to this module. These credits are regarded as building blocks towards
achieving a National Qualification upon successful assessment and can never be taken away
from you!
We wish you all the best with the journey of learning through of this module!
Kind regards
Your Training Team

Chapter 1
Introduction to the Programme
Sections in this Chapter:
1. Introduction
2. Programme outline and duration
3. The portfolio of evidence (PoE)
4. Assessment and Language Policy
5. Learner Support
6. Learner Administration
7. Learner Role and Responsibilities
8. Facilitator Role and Responsibilities
9. The unit standard

INTRODUCTION
How does the training work?

Follow along in the guide as the facilitator takes you through the material. Make notes and
sketches that will help you to understand and remember what you have learnt. Take notes and
share information with your colleagues. Important and relevant information and skills are
transferred by sharing!
This module is a skills programme based on one unit standard. Once you have completed this
unit standard successfully, you will qualify to work at heights in your organisation.
The unit standard is made up of various specific outcomes with associated assessment criteria in
which you must demonstrate competence. This evidence is produced by means of you
completing the associated workbook that makes up your Portfolio of Evidence (PoE).
The Purpose of this training
The purpose of this course is to ensure the following:

 Public safety at all major events categories
 Pre-planning and safety legislation policies are complied with by the venue management
and event organisers
 To enable role-players working at events to understand each other’s duties and
functions in terms of the events safety.
There is a wide variety of role-players and a host of different pieces of legislation administered
by different departments and organisations which applies to the staging of events. It is
therefore important that all role-players be sensitised the existence of such legislation, be aware
of the interpretation thereof by the lead role-players and be familiar with the responsibilities
allocated to the different departments in terms of such legislation
PROGRAMME OUTLINE AND DURATION
This unit standard has been allocated a credit value of 4. As a guide, this value is translated into
40 notional hours (1 credit = 10 notional hours). This notional hours’value is considered to be
the average time it would take an average learner to achieve the outcomes of the unit standard.
This time includes time spent in classroom activities, self-study, workplace experience and
assessment.
The training duration has been outlined as follows (this has been based on “average” learners):

 Structured learning = 14 hours

 Individual learning = 14 hours
 Structured workplace learning = = 4 hours
 Coaching = 4 hours
 Assessment & other = 4 hours
Total = 40 hours
The programme outline for the time spent in the classroom (or structured learning) can be seen
in the tables below:
Day 1
Time Section/ activities to be completed
Learner registration, signing attendance register and

introduction to the programme.
9h00 – 10h30 Chapter 1 – programme induction
Welcome
Introduction to the programme and how it works
10h30 – 10h45 Tea break
10h45 - 13h00 Chapter 2 – Introduction and legislation
13h00 – 13h45 Lunch break
13h45 – 15h00 Chapter 3 – Personal protective equipment
15h00 – 15h15 Comfort / Tea break
15h15 – 16h30 Practical session on equipment and inspections
Recap of the day and way forward for tomorrow

DAY 2
Recap of yesterday’s learnings

9h00 – 10h30 Chapter 4 – Equipment care
10h45 - 13h00 Practical session on equipment & lifeline installations

Question and answer session / Formative activities
Chapter 5 – hauling work

13h45 – 15h00
Chapter 6 – Pulley systems
15h15 - 17h00 Practical session on pulley systems and hauling work
Day 3

9h00 – 10h30
Chapter 6 – Knots
10h45 - 13h00 Chapter 6 – Practical knots and rescue session
13h45 – 15h00 Chapter 6 – manoeuvres for supervisors
15h15 – 16h30 Practical session – rope manoeuvres for supervisors
Recap of the day and way forward for tomorrow
DAY 4

9h00 – 10h30 Chapter 7 – Risk assessment
Practical session on risk assessment

10h45 - 13h00
Fall protection plan

Practical demonstrations
13h45 – 15h00
Preparation for summative assessment
15h15 - 17h00 Summative assessment – 1 hour

Portfolio completion
THE PORTFOLIO OF EVIDENCE (POE)
You will see that you have also been given a learner PoE/Workbook. The purpose of this
workbook is to record evidence of your competency against the requirements of the unit
standard. You will see that the workbook includes a number of assessment components:
 Formative assessment activities: these are activites which you must complete during
the learning process. The purpose of these activities are to provide you with an
opportunity to practice the skills associated with the outcomes of the unit standard.
These activities are assessed by your facilitator, enabling them to evaluate the progress
of learners before progressing onto the summative assessment. These activities include
discussions, tests, group activities, etc. It is important that these activities are kept as
part of your portfolio of evidence.
 Summative assessment activities: these are activities which you must complete at the
end fo the learning process. These activities are used to assess whether you have
grasped all of the outcomes of the unit standard. These activities include: tests and
practical activities.
 Logbook: the workplace logbook must be used to record your workplace evidence and
experience, where you will apply the knowledge which you have gained during the
learning process.
It is important that you complete the learner PoE/workbook to the best of your ability. You
must be found competent on all the specific outcomes and programme requirements in order to
obtain the certificate.
ASSESSMENT AND LANGUAGE POLICY
Types of Assessment
 Formative Assessments

The assessment process is easy to follow. You will be guided by the Facilitator. Your
responsibility is to complete all the activities in the Formative Assessment Workbook and submit
it to your facilitator.
 Summative Assessments
You will be required to complete a series of summative assessments. The Summative

Assessment Guide will assist you in identifying the evidence required for final assessment
purposes. You will be required to complete these activities on your own time, using real life
projects in your workplace or business environment in preparing evidence for your Portfolio of
Evidence. Your Facilitator will provide more details in this regard.
To qualify and receive credits towards your qualification, a registered Assessor will conduct an
evaluation and assessment of your portfolio of evidence and competency.
Assessment Methods
 Direct Observation
 Product Evaluation
 Written and/or Oral Questioning
Language Policy
All coursed will be presented in English, but assistance with interpretation can be provided
where necessary.
LEARNER SUPPORT
The responsibility of learning rests with you, so be proactive, ask questions and seek assistance
and help from your facilitator, if required.
This Skills Programme is based on outcomes-based education principles which implies the
following:
You are responsible for your own learning – make sure you manage your study,
research and workplace time effectively.
Learning activities are learner driven – make sure you use the Learner Guide and Workbook in
the manner intended and are familiar with the workplace requirements.
The Facilitator is there to reasonably assist you during contact, practical and workplace time for
this programme – make sure that you have his/her contact details.
You are responsible for the safekeeping of your completed Workbook/PoE.
If you need assistance, please contact your facilitator who will gladly assist you.
If you have any special needs, please inform the facilitator

Learner Administration
Attendance Register
You are required to sign the Attendance Register every day you attend training sessions
facilitated by a facilitator.
Programme Evaluation Form
On completion you will be supplied with a “Learning programme Evaluation Form”. You are
required to evaluate your experience in attending the programme.
Please complete the form at the end of the programme, as this will assist us in improving our
service and programme material. Your assistance is highly appreciated.
LEARNER ROLE AND RESPONSIBILITIES
During the training, the learner is expected to perform the following roles and responsibilties:
 The learner is expected to take part in the activities and, wherever necessary to ask
questions and enter into discussions about the topic.
 The training is meant to enable the learner to master skills, and this can only be done if the
learner makes an effort to learn.
 While the training is not necessarily a part of the productive workplace, learners are
expected to behave in a manner required in the workplace (e.g. wearing of personal
protective equipment where necessary).
 Learner will be procided with a Learner Guide and a Workbook/PoE. These books must be
kept safe for assessment purposes.
FACILITATOR ROLE AND RESPONSIBILITIES
The main role of the facilitator is to ensure that learners are given an opportunity to learn new
skills effectively.
The expectations of the facilitator are:

 To prepare the learning environment by ensuring the venue, equipment and materials
are prepared.
 Establish rapport between learners, and between learners and facilitator, through
welcoming activities appropriate to the situational requirements.
 Determine a learner’s frame of reference and entry level assumptions. Reflect on

learning styles, preferences and motivations and their relationship to learning.
 Facilitate learning by applying selected strategies for group and individual learning and
by improvising appropriately as needed.
 Facilitate learner’s performance of learning activities and provide information in a way

that ensures effective learning by all learners.
 Provide self-study materials, activities and assist learners in planning their own self-
study activities, either in preparation for a learning event or to follow a learning event.
File administrative records including attendance registers, notes and materials used,
written evaluations and other details.
FACILITATOR SUPPORT
1 Welcome
Welcome to the exciting world of Health and Safety Training Systems. You have joined a fast-
growing group of trainers from organisations, around the country who have selected to use our
training systems to train their employees.
2 Using this Trainer’s Kit

We designed this package with three people in mind.

1. The Event Organiser,

2. The experienced trainer who has little or no Event Safety background, and
3. The experienced Event Health and Safety practitioner who has little or no training
experience.
It follows a scripted format, with guidelines for the trainer
The instructions to the Learner are in bold.

We recommend you familiarise yourself with the course by working through the material
thoroughly. When familiar with the content, adapt it to address the specific hazards and risks at
your organisation.
3 Terminology
Common SASREA terminology has been used.
4 Customise your Trainer’s Kit

Your organisation has a combination of risks and needs that are unique.
To enable you to present the most effective training to your staff, you may change to this
Trainer’s Kit to address these dangers, hazards and risks.
This includes adapting the Learner workbooks, exercises or the inclusion of video / DVD
material.
5 License to Reproduce
On purchasing this Trainer’s Kit, your organisation acquired the right to
reproduce the Learner workbooks for exclusive training the employees of your
organisation or client.
The Learner workbook and printed course material were prepared and
formatted in Microsoft Word for Windows and supplied on the accompanying
course material files.
The course visuals were prepared and formatted in Microsoft Power Point and
supplied in the course material files.
6 Copyright
All rights are reserved by the publisher. No part of this Trainer’s Kit may be reproduced, stored
in a retrieval system, transmitted in any form or by any means, electronic, mechanical, including
photocopying, recording or otherwise, without the prior express written consent of the
publisher.
This Trainer’s Kit is sold subject to the condition that it shall not, by way of trade or otherwise,
be lent, resold, hired out or otherwise circulated without the prior express written consent of
the publisher.
7 Observe all the Health and Safety Rules

The Publisher shall not be held responsible for any disease, injury, damage or loss of any nature,
arising out of any exercise or drill described in this Trainer’s Kit.
Always follow your organisations Health and Safety procedures and the applicable laws.
8 Updates to the Trainer’s Kit

The information in this Trainer’s Kit is subject to change. You are authorised to make the
necessary changes as and when required by law or circumstance.
9 Damage or Loss
Any portion of this Trainer’s Kit can be replaced at a nominal fee if damaged or lost. Please call,
email SafetyNow (Pty) Ltd.
10 Certificates
A copy of the EVENTSAFE course certificate was prepared and formatted in Microsoft word for
Windows.
12 Publisher
SafetyNow (Pty) Ltd
© Research and development by Nicky Grobler
P O Box 520, Plumstead, Cape Town, 7801 South Africa
Contact +27 (0) 71 280 8556
Email admin@ohssafetynow.co.za
Website www.safetynow.page
PRE COURSE PREPARATION
1 Notify the Learners

Where possible, group the Learners according to language, standard of education, daily activity,
etc.
Print and distribute the notice of attendance well in advance.
Send each Learner a personalised letter or email, inviting them to attend.
Check with their supervisor in advance and verify their attendance.

2 Welcome Letters
Print an introductory letter on your organisation letterhead.
Personalise each letter with the Learner’s name.
Have the welcome letters signed by a senior manager.
3 Preparing the Trainee Workbooks

Determine the languages and number of Learners and then print and bind the trainee
workbooks well in advance. Keep a stock of the workbooks on your shelf.
3.1 ORIGINALS
Never use paper master copies of the trainee workbook when printing the workbooks.
Do not allow the quality of the text to deteriorate. Always print from the original course
material files. Protect and store the course material files in a safe place. It is necessary
to have Microsoft Words for Windows to edit the Learner workbook.
3.2 COVERS
Use a stiff cover on the front and back of the workbook.
3.3 CUSTOMIZATION
Customise the workbook where possible, i.e. use your organisation logo on the front
cover, corporate colour scheme, etc.
Use a binder that allows the workbook to open flat on the table.
Arrange for a Senior Manager to open the training course where possible.
Provide the Senior Manager with a list of the Learners, the course content, objectives,
practical exercises etc.
4 Additional Course Documents

There are other documents needed by the Learners during the course. These include:
 Extracts from the OH&S (Occupational Health and Safety Act)
 Annexure 1. (Copies can be obtained from the Dept of Employment & Labour or out of
the General Administration Regulations)
 Inspection checklist currently in use at your organisation
 Various registers currently in use at your organisation
 The Health and Safety Committee minutes
 Your organisation Health and Safety Policy
 Course Facilitator’s File
 Etc.
Create a Facilitator’s File and file copies of these documents for future use.
5 Venue and Equipment

If necessary, reserve the venue well in advance.

Use the Facilitator’s checklist to ensure that you have all the equipment and material.
Prepare the venue the day before.
6 Facilitator’s Checklist
VENUE & CATERING
 Air conditioning / ventilation
 Catering and refreshments, water, glasses and mints
 Cleaning before and during sessions
 Curtains or blinds to black out the room
 Emergency procedures
 Layout of the room - preferable U shape seating with tables
 Noise from outside eliminated
 Reception and registration of Learners
 Telephone messages
2 EQUIPMENT
 Data projector, power cable, remote control and stand
 Extension cords
 Flip chart with spare pad and markers
 Multi-plug or double adapters
 Overhead projector with spare globe, power cable and stand (if required)
 Projection screens
 White board with markers and eraser
 DVD player, monitor and remote control - set to DVD channel
3 FACILITATOR MATERIAL
 .jpg image presentation
 Learner workbooks
 General stationery, masking tape, erasers, rulers, scissors, etc.
 Facilitator Guide with course stationery
 Presentation PowerPoint visuals
 Name tents and labels for Facilitator and Learners
 Pens or pencils for Learners
 DVD or videos
 Examples of PPE (Personal Protective Equipment or Clothing)
 Examples of equipment (i.e. fire extinguishers, lock-our devices, etc.)

THE UNIT STANDARD
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus
the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as th
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:
Conduct events support services within specific event genres

SAQA US UNIT STANDARD TITLE
ID
261157 Conduct events support services within specific event genres
ORIGINATOR
SGB Travel, Tourism and Events
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and
Leisure
ABET UNIT PRE-2009 NQF NQF LEVEL CREDITS
BAND STANDARD LEVEL
TYPE
Undefined Regular Level 4 NQF Level 04 10
REGISTRATION STATUS REGISTRATION REGISTRATION SAQA DECISION
START DATE END DATE NUMBER
Reregistered 2018-07-01 2023-06-30 SAQA 06120/18

LAST DATE FOR LAST DATE FOR ACHIEVEMENT

ENROLMENT
2024-06-30 2027-06-30
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text
(purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless
specifically stated otherwise.
This unit standard does not replace any other unit standard and is not replaced by any other unit
standard.
PURPOSE OF THE UNIT STANDARD

This unit standard is intended for individuals providing support services within a specific events
organisation specialising in a single or a range of events genres of contexts. Individuals will be
able to contribute to and participate in activities specific to a selected events environment whilst
maintaining operational requirements applicable to the specific event context.
The genres of events provided for specialisation includes:
 Sport events.
 Business and corporate events.
 Exhibitions, incentive and meeting events.
 Cause related or fund-raising events.
 Entertainment, recreational or festival events.
 Government or civic events.
 Hospitality venues or banqueting events.
Individuals found competent against this unit standard will be responsible for applying support
competencies within a selected area of operation and will in particular be able to:
 Display an understanding of specific event genres for which support services can be
provided.
 Clarify support requirements.
 Provide support according to genre and operational requirements.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner will be competent in:
 Communication at NQF Level 3.

 Mathematical Literacy at NQF Level 3.
UNIT STANDARD RANGE

N/A
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Display an understanding of specific event genres for which support services can be provided.
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Different event genres are defined in terms of their specific purpose, objectives and target
market.
ASSESSMENT CRITERION RANGE
Events genre includes but is not limited to sport, business and corporate, exhibitions, incentive
and meeting events, cause-related or fundraising events, entertainment, recreational or festive
events, hospitality venues or banqueting events.
Different events genres are compared so as to distinguish the operational requirements and
processes specific to events specialisations in the industry.
Operational requirements and processes includes but is not limited to infrastructure,
administration and record keeping, marketing, logistical requirements, risk management
(contingency, emergency and disaster), occupational health and safety, security.
Genre specific terminology is identified and explained as it applies to event genres.
The role of stakeholders in the organisation of an event is explained as it relates to the support
of the event in a specific event genres.
Stakeholders includes but is not limited to politicians, local authority, community, local leadership
and event sponsors.
SPECIFIC OUTCOME 2
Clarify support requirements.
ASSESSMENT CRITERIA
Critical success factors are clarified as it applies to event organising.
Critical success factors includes but is not limited to experienced event organisers, support staff,
volunteer workers, a well-balanced event programme, attractive event elements, role of
distinctive d�cor, themes and special effects.
The roles and functions of individuals are identified as it applies to support responsibilities, job
profile and critical success factors.
Responsibilities includes but is not limited to administration, promotion, operational support,
logistical arrangements, customer liaison.
Organisational requirements and reporting structures are determined as it applies to individual
responsibilities.

Individual responsibilities are determined in terms of the event plan, critical path of the event as
well as activity schedules and time frames.
SPECIFIC OUTCOME 3
Provide support according to genre and operational requirements.
OUTCOME NOTES
The Outcome must be achieved in three genres - one selected from each of the categories A, B
and C.
Category A:
 Sport events.
 Government or civic events.
Category B:
 Business and corporate events.

 Exhibitions, incentive and meeting events.
 Hospitality venues or banqueting events.
Category C:
 Cause related or fund-raising events.

 Entertainment, recreational or festival events.
ASSESSMENT CRITERIA
Individual responsibilities are carried out in accordance with the operational requirements as it
applies to the event genre.
Progress is mapped against clarified time-frames and deliverables as it applies to the individual's
responsibilities and operational requirements.
Feedback is provided on challenges, meeting of objectives and maintaining of service
requirements in the operational environment as it applies to the specific event genre.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

 An individual wishing to be assessed against the unit standard (including through RPL) may
apply to an assessment agency, assessor or provider institution accredited by the relevant
Education and Training Quality Assurance body (ETQA), or one with an appropriate
memorandum of understanding (MOU) with the relevant ETQA.
 Anyone assessing a learner against this unit standard must be registered as an assessor with
the relevant ETQA, or one with an appropriate MOU with the relevant ETQA.
 Any institution offering learning that will enable achievement of this unit standard, or

assessing this unit standard, must be accredited as a provider with the relevant ETQA, or one
with an appropriate MOU with the relevant ETQA.
 Moderation of assessment will be conducted by the relevant ETQA, or one with an

appropriate MOU with the relevant ETQA.
 Moderation should include both internal and external moderation where applicable.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

 Different event genres or contexts.
 Event genre terminology.
 Event purpose and objectives.
 Target market differentiation for events.
 Operational requirements including:
> Administration.
> Protocol.
> Marketing and promotion.
> Customer liaison.
> Feedback, reporting and communication structures.
 Event elements (i.e. transportation, lighting and sound, design and d�cor)
 Human traffic flow patterns.
 Time tables and activity schedules.
 Operational standards and requirements specific to the event/event genre.
UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
UNIT STANDARD LINKAGES

N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Solving problems:
Problem solving is supported in the addressing of challenges and the meeting of output
requirements according to an event plan and schedule.
UNIT STANDARD CCFO WORKING

Working in a Team:
The maintaining of effective teamwork is supported through the identification of personal

responsibilities in support and liaison with reporting structures.
UNIT STANDARD CCFO ORGANISING

Organise oneself and ones activities:
Self-organisation is supported through the meeting of event time-frames and personal

responsibilities.
UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information:
The defining of and comparison between different event genres requires the collecting, analysis,

organising and evaluation of information. Likewise the clarifying of own responsibilities and
organisational requirements require information gathering and control.
UNIT STANDARD CCFO COMMUNICATING

Communicate effectively:
Effective communication is required in the clarification and execution of individual responsibilities

as it applies to support as well as the familiarising of the individual with genre specific
terminology.
UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of related systems:
The successful implementation of an event requires understanding of the world as a set of

interrelated systems as various role-players impact on the process.
UNIT STANDARD ASSESSOR CRITERIA

N/A
REREGISTRATION HISTORY
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012;
2015.
UNIT STANDARD NOTES

N/A
QUALIFICATIONS UTILISING THIS UNIT STANDARD:

PRE-
PRIMARY OR
QUALIFICATION 2009 NQF END
ID STATUS DELEGATED QA
TITLE NQF LEVEL DATE
FUNCTIONARY
LEVEL
Further Education As per Learning
and Training NQF 2023- Programmes
Core 67461 Level 4 Reregistered
Certificate: Event Level 04 06-30 recorded against
Support this Qual
Further Education
and Training NQF 2023-
Elective 71729 Level 4 Reregistered SERVICES
Certificate: Public Level 04 06-30
Relations Practice

The following topics will be covered in this course:

 Basic principles of Disaster Risk Management
 Risk assessment and monitoring risks at mass events
 Crowd safety
 Safe evacuation
 Roles and functions of role-players at an event; and
 The Safety and Security Plan (Events Act 2 of 2010, Section 9, 10, 16)
Chapter 2
Introduction to Event Safety
Management
Sections in this Chapter:
1. Introduction to Management at Events

2. Laws around Food Hygiene


SECTION 1: INTRODUCTION AND SCOPE TO MANAGEMENT AT EVENTS
In the times we live, events are very popular entertainment for large portions of the population
worldwide. It is also a fact that from time to time such entertainment becomes newsworthy for
various reasons, things go wrong. In most of these cases such incidents have serious implications
from a public safety point of view. An event which should have provided entertainment turns out as a
serious incident, unwanted emergency, or in some cases even a disaster for those in attendance.
In South Africa we have had a few such incidents and the more recent ones that are still relatively
fresh in the minds of many, are the Ellis Park stadium soccer disaster on 11 April 2001 where 43
people lost their lives and scores sustained injuries. During a National Woman’s Day celebration on 9
August 2003 in Pretoria a temporary stage collapsed during a wind storm. This could have had serious
consequences but fortunately there were no fatalities, and the most recent incident, at Cape Town
Stadium when a temporary tower of scaffolding collapsed in a wind storm fatally injuring a woman.
In South Africa we held a very successful 2010 World Cup. The FIFA Soccer World Cup is arguable the
biggest sporting event in the world which is watched by billions of people throughout the world, and
of which we as South Africans and as Africa can be proud of.
The culture of presenting safe events through risk reduction and preparedness planning must be
established in line with the SASREA (Safety at Sports and Recreational Events, 2010) Act.
For this reason, the South African Government has introduced the Safety at Sport and Recreational
Events Act, 2010 commonly known as (SASREA) of 2010.
Events differ in size, complexity and duration. As these events grow in terms of the number of people
attending, it has become essential for organisers of events to plan for possible every eventuality and
to manage the safety of workers involved in the lead up to the event, those working at the event,
attendees of the event, and those involved in the breakdown and clean up after the event.
In the preamble of the Safety at Sports and Recreational Events Act, 2010, it states: RECOGNISING
that –
 The physical well-being and safety of all persons attending sports, recreational, religious,
cultural, exhibitional, organizational or similar events as well as the safety of their property-
o At stadiums or other venues; and

o In the case of a race, tour or procession, along a route, must be promoted and
protected;
 the rights of persons who attend sports, recreational, religious, cultural, exhibitional,
organizational or similar events must be protected.
Stage 1: Feasibility study

This stage is the evaluation of an intended event. The process includes the initial planning,
forecasting and access factors, such as the approximate size and nature of the event, the venue and
the suitability thereof.
Stage 2: Planning (Venue requirements, risk rating, BDM, and permits)

This stage involves the planning of the venue layouts, selection of competent contractors
and subcontractors and the design of temporary structures, fencing, etc. During the
planning stage, the event organiser conducts a preliminary risk assessment and plans for
the management of possible hazards in order to reduce or eliminate such hazards.
Stage 3: Pre-production (Build up, production schedules, and appointment of service providers)
This stage is a detailed process of identifying hazards and risks and deciding on suitable
measures to eliminate, mitigate or control such hazards and risks.
Stage 4: Production (Event phase – live event days, VOC, ticketing, and registration)
This stage covers the planning during the event itself. Workers and attendees alike are
catered for in the plan.
Stage 5: Post-production (Break down, load-out, and event debrief)

This stage involves the efficient dismantling of temporary structures and all related
cleaning and disposal on- site. It also includes a debriefing of the event and a list of
improvements to the management systems.
Events needs to be properly financed and budgeted for; one of the greatest risks to an event even
before the conception / planning stage is FUNDING. One of the most frustrating situations for safety
personnel is when public safety or a lack of it is dictated due to a lack of funding. Safety costs money:
Well trained personnel, the number of staff necessary, proper equipment and materials needed,
taking into consideration quality and fit for purpose, all have to be adequately and properly financed,
and should be seen and accounted for as an investment in public safety as well as for the good name
of the event and the companies involved, from sponsors to other investors.

Safety in all forms, is not an additional or an after thought, it should be thoroughly integrated into all
5 phases of an event.
Noting that controlling bodies of all sports exhibitioner, organisational or similar activities event
organisers, stadiums and venue owners and their management must place the broader interest of
sports recreational, religious, cultural organisational or similar activities above their own interests,
(SASTEA) of 2010.
The safety of the audience or visitors to the event is of greater importance. Organisers need to plan
thoroughly in order to ensure this. The Constitution of the Republic of South Africa (Act 108 of 1996)
gives everyone the right to a safe environment. According to section 24, everyone has the right to
an environment that is not harmful to their health or well-being. The event organiser, whether an
individual, collective or local authority, has prime responsibility for protecting the health, safety and
welfare of everyone working at, or attending the event.
Although an event only spans a relatively short period of time, the principles of good management
still apply to event organisers. Organisers will benefit from a systematic approach to the management
of the event and successful organisers have managed to continually improve on their management
system in order to provide better levels of safety.
1.1 Why and What is the Problem?
The Goal is to reduce the risk of damage or injuries to people, property and the environment when
staging mass events.
The objective of this document is preventing and mitigating major incidents or disaster at events, but
also to ensure rapid and effective response in case of a major incident or a disaster that will
 Save lives,
 Reduce risk exposure,
 Reduce suffering,
 Protect property,
 Protect the environment,
 Reduce economic and social losses and
 Provide for the safety and health of all responders.
1.2 Legal Aspects S01

The event organiser, the facility owner and the Disaster Management Centre must take cognizance of
all the legislative imperatives that might impact on events that are planned in its area of jurisdiction.
Special attention must be given to legislation pertaining to the Event Act, No. 2 of Act 2010, Disaster
Management, Fire Prevention, Environmental Health Aspects and Occupational Health and Safety as
well as Environmental Impact Assessments (EIA).
Municipal responsibilities SO1;1
In terms of the “Standard bylaw relating to the holding of events”, no person may hold or stage any
event without obtaining a permit from the Municipal Manager or an authorised official. The by-law
does not apply to the following events:
 Events of fewer than 50 persons where there is no amplified sound or no temporary structures
to be used; and
 Small events such as family and community events held on private property or purpose-built
venues, subject to any other legislation (Provincial Government, Standard By-law relating to
the holding of events).
Legislation SO1;1
The following legislation applies to Event Safety Management
 Provincial Events By-law (Depending on the by-laws per province)

 Disaster Management Act, 2002 (Act 57 of 2002)
 Safety at Sports and Recreational Events Act, 2010 (Act 2 of 2010)
 The Occupational Health and Safety Act , 1993 (85 of 1993)
 Fire Brigade Services Act
 Community Fire Safety By-Law
 Police Act
 Liquor Act
 Explosives Act
 National Environmental Act (NEMA)
Note: there are many other legislative acts and laws which may be enforced during an event.
Learners must be aware of these and how they may assist in hinder the event.

Standards and Recommended Practice
 SANS 10366ED2 – Events Health and Safety requirements

 SANS 31000: 2009 Ed 1 (Based on ISO 31000:2009 Ed1) – South African National Standard –
Risk Management Principles and Guidelines
 SANS 31010: 2009 Ed 1 (Based on ISO 31010:2009 Ed 1) – South African National Standard –
Risk Management – Risk Assessment Techniques
 ARP 070: 2009 Ed 2 (Based on ISO 31010:2009) Ed 1) – SABS Standards Division –
Recommended Practice – Risk Management – Vocabulary
 ARP 22399: 2008 ED 1 (Based on ISO / PAS 22399: 2007 Ed 1) – SANS Standards Division –
Recommended Practice – Society Security – Guideline for incident preparedness and
operational continuity management
 SANS 10264-1: 2009 Ed 2 – South African Standard – Disaster Management – Part 1:
Terminology and Implementation
 SANS 10264-2: 2009 Ed 2 – South African National Standard – Disaster Management – Part 2:
All-risk emergency operation planning
Activity (1) SO1 1;5

Name six of the National, Provincial and/or Local legislation, standards and policies which may apply
to events.
Certain controlling bodies may also be prescriptive regarding guidelines for safety. One such example
is FIFA with its Safety Guidelines (hereafter called FSG) which must be adhered to by organisers of
FIFA Events. For the 2010 World Cup and other FIFA events, the soccer confederations and
associations are obliged to take all suitable organisational and operational measures against danger to
the stadium, spectators and the organisation of the match, and to eliminate any dangers that may
present themselves (See FSG Checklist 15).
If a stadium does not meet the structural, technical, organisational and operational requirements
specified in the FSG, and severe safety-related problems are to be expected as result, a stadium may
be prevented from hosting competitive FIFA matches (FSG 29).
FIFA events require compliance with the FIFA Safety Guidelines in this regard refer to the attached
FIFA Compliance checklist (FSG Checklist)

Particular consideration should also be given to the SANS 10366: Health and Safety at Live Events –
General Requirements.
The Safety at Sport and Recreational Events Bill and subsequently the Safety at Sport and Recreational
Events Act were consulted.
It should however also be emphasized that conditions and requirements may change from one
jurisdiction to the other, in this regard cognizance must be taken of the following other National,
Provincial and/or Local legislation and policies which may or may not apply:
 Constitution of the Republic of South Africa, Act 108 of 1996

 Disaster Management Act, 2002 (Act 57 of 2002)
 National Disaster Management Framework, 2005
 National Department of Arts & Culture – Events industry as a profession – event organizers
 National Environmental Management Act (NEMA)
 Fire Services Act
 Occupational Health and Safety Act
 National Building Regulations
 SANS 10366 ED2 – Events Health and Safety Requirements
 Community Fire Safety By-law
 Any City Events By-law
 National Policy Department of Health
 National Policy Department of Safety & Security
 National Policy Department Local Government & Housing
 The City of Cape Town Events Blue Book
 The City of Cape Town Film and Photographic Shoots Policy
It should however be the objective to always endeavour to set up structures and plans in such a way
that it can be used and sustained for future use at similar events and venues, it should be noted that
it is very important that on each occasion events and venues must be re-assessed individually to
ensure that assessments and planning done are still current and applicable.
It is important to take note of the fact that Disaster Management’s role (in terms of the Disaster
Management Act 57(2002) section 47 (1) (2)), is to act as an advisory and consultative body to the
planning committee so as to ensure that the appropriate prevention, mitigation and disaster response
initiatives have been implemented to the event.
Furthermore, in terms of section 48, disaster management must monitor and measure performance
and evaluate disaster management plans for prevention, mitigation and response activities.

1.3 The Safety at Sports and Recreational Events Act (South Africa) SO1; 5
The Sports and Recreational Events Act, No. 2 of 2010 has commenced on 2 August 2010 (Proc. No. 40
published in Government Gazette No. 33438 dated 3 August 2010).
 The Act aims to provide for measures to safeguard the physical well-being and safety of persons and
property at sports, recreational, religious, cultural, exhibitional, organisational or similar events held at
stadiums, venues or along a route; to provide for the accountability of event role-players; to provide
for certain prohibitions; to provide for the risk categorization of events; to provide for the
establishment of measures to deal with safety and security at events; to provide for accreditation of
role-players at events; to provide for event ticketing’ to provide for the control of access of spectators
and vehicles at events; to provide for the issuing of safety certificates for planned or existing stadiums
or venues; to provide for the contents of safety certify ates and amendments to safety certificates, to
provide for appointment of inspectors and their powers of entry and inspection; to provide for the
deployment of security services, to provide for spectator exclusion notices; to provide for prohibition
notices, to provide for the establishment of an Appeal Board and for appeals, to provide for public
liability insurance for events; to provide for payment of fees; to provide for offences and penalties, and
to provide for the matters connected therewith.
 The legislation arose out of the findings of the commission of enquiry set up to probe the 2001 Ellis
Park soccer disaster in which 43 spectators dies. The commission had called for a complete revamp in
the way South Africa approaches major sporting and recreational events.
 The act deals with ensuring responsibility for safety and security at events. It instructs a controlling
body, and event organiser or a stadium or venue owner to put certain measures in place to ensure the
physical safety and security of persons and property at an event.
 The legislation also lays down the responsibilities of the national police commissioner.
 The act seeks to put a stop to ticket touting. It also stipulates what type of information must appear on
the event tickets.
 Event organisers are expected to furnish the national commissioner with a schedule of events in
advance. This is in order for the commissioner to decide on the safety and security risk associated with
the event. The law sets out what criteria the commissioner must take into account when determining
the risk categorisation of an event.

 Criteria include the popularity of a participating team, the expected crowd attendance, the event’s
location and the physical nature and structure of the stadium.
 The commissioner will have the power to cancel events. Stadium or venue owners are expected to
have safety certificates. The legislation also outlines the measures to be applied to ensure safety and
security at events.
 All events categorised as medium or high risk are to have a safety and security planning committee.
The act stipulates the composition of such committees and their functions. The act lays down how
event ticketing is to occur, spectator and vehicle access control and spectator exclusion notices.
 Inspectors are to be appointed to ensure compliance with the act’s provision. They will have the
power to enter stadiums and business premises.
 An appeal board is to be established to adjudicate on appeals to decisions taken in terms of the act.
Section 8
Existing stadium or venue safety certificate -

(1) A stadium or venue owner, as the case may be, must annually and at least 30 days before the
expiry of an existing safety certificate in respect of the stadium or venue
(b) The application for safety certification of an existing stadium or venue must be made
90 days after the commencement of this Act
(2) The Minister, in consultation with the Minister of Science and Technology, may prescribe
criteria and other requirements to ensure safety of the infrastructure and accommodation at a
stadium or venue which must include provision of adequate safe access and sufficient facilities
for persons with disabilities.
(3) If at the commencement of this Act the criteria and requirements prescribed under subsection
(2) are not in place at an existing stadium or venue, they must be complied with within –
(a) two years, if hight-risk events are hosted at the stadium or venue
(b) three years, if medium-risk events are hosted at the stadium or venue; or
(c) five years if, low-risk events are hosted at the stadium or venue,
After the commencement of this Act.
(4) (a) The certificate contemplated in subsection (1) must be accompanied by a grading
certificate issued by a local authority.
(b) The grading certificate must state the determined safe spectator capacity of the
stadium or venue and the level of risk of the event that may be hosted at a stadium or
venue.
(c) A local authority may issue a high-risk event grading certificate only after consultation
with he relevant authorised member.

Section 9 pertains to new stadiums
 Sponsors of large events face hefty fines and even prison sentences if they are found to have neglected
their safety responsibilities.
 The Safety at Sports and Recreational Events Act could force companies to be responsible and liable for
safety at events they sponsored, Emma Kingdon, a director at the corporate law firm Cliffe Dekker
Hofmeyr, said in a statement on Thursday.
 “Sponsors of sporting and other large events, as well as stadium and venue owners and organisers,
have considerable new responsibilities to ensure safety at events, in terms of new legislation passed by
Parliament.
 “Sponsors who are included in the definition of event organisers, face hefty fines, or imprisonment for
between five and 30 years, for contravening the provisions of the new law”.
 The legislation was a response to the 2001 Ellis Park tragedy, in which 43 people died and hundreds
were injured when soccer fans tried to cram into he packed stadium.
 It also aims to prevent crown violence, such as throwing missiles onto a sport pitch, or intentional
damage to seats or other infrastructure.
 Kingdon said the new law was not confined to sports, stadiums or other large venues. It also covers
events held along a route, such as road and cycle races, walks and processions or marches.
 It aims to regulate and protect the physical well-being and safety of persons attending sports,
recreational, religious, cultural, exhibitional, organisational or similar events as well as the safety of
their property at stadiums and venues”.
 The Act requires all stadiums and venues with a capacity of more than 2000 people to be classified by
police as low, medium and high safety risks. Different safety standards are set for each category.
 In addition. Safety certificates issued by the local authority, will be required for any event at a venue
with a capacity of more than 2000 people.
 “Responsibility for ensuring that all of these measures are in place is put only on venue controlling
bodies and owners, but also on event organisers, who are defined as ‘any person who plans, is in

charge of, manages, supervises or holds an event or sponsorship rights to an event or in any manner
controls or has a material interest in the hosting of an event as contemplated in the Act”.
 “Event organisers” are responsible for ensuring a written safety plan is in place, including crowd
management, entry and exit control, evacuation plans, parking, emergency medical measures, toilets,
refuse removal, liquor control, and water and lighting.
 “They must also give police advance notice of the event, submit an annual schedule of events to police
for risk classification, procure public liability and establish a Venue Operations Centre (JOC) to
coordinate safety and security at medium-risk or high-risk venues”.
 The Act does not mention categories of sponsors, suggesting that sponsors cannot seek to escape
liability based on their size or the nature of their business.
 “It seems therefore that sponsorship agreements will have to regulate the extent of each sponsor’s
liability, if the size of the event warrants it. Local and international companies who spend millions on
event sponsorships may find that they now have responsibilities, and liabilities, that they had not
planned for”.
1.4 Safety Guidelines of Sport Governing Bodies SO1;1
Specific sports governing bodies such as FIFA may prescribe safety guidelines to be complied with by
the organisers of sporting events falling under the control of such governing bodies.
FIFA Safety Guidelines (FSG)
For the purpose of this learning material as it applies to the 2010 FIFA World Cup “ events hosted at various
venues, the venue owner is also considered to be the event organiser. If any responsibilities assigned to the
venue management are transferred to a separate event organiser or any other service provider, venue
management must ensure that relevant compliance accountability has been assigned to said entities. (To be
checked by Legal, and confirmed with FIFA LOC).
Stadium management must comply with the FSG Article 5: Perimeter surrounding field of play, emergency
entry points to field of play, players’ entry point.
The spectator area shall be divided into sectors and identifiable as such. Sectors shall be marked in such a way
that allow spectators, and particularly security forces and emergency services, to identify them quickly. (FSG
Checklist 7.2)

If deemed necessary by FIFA LOC and SAFA LOC to separate spectators of opposing teams, the
recommendations in FSG Checklist 7.3 and 7.6 should be adhered to (For more detailed requirements see FIFA
Safety Guidelines)
Activity (2) SO1: 1

Explain the need for a safety policy at a venue such as a stadium or a place of entertainment.
3. DEFINITIONS SO1: 2
These definitions have been extracted from various sources such as Concise Exford Dictionary, SANS
Regulations and SASREA.
2.1 Cognitive mapping

Long term information about relative locations of objects and phenomena in the everyday physical
environment. In more general terms a cognitive map may be defined as “an overall mental image or
representation of the space and layout of a setting”, which means that the act of cognitive mapping is
“the mental structuring process leading to the creation of a cognitive map”.
2.2 Communication
‘Communication’ is the two-way process by which certain information is conveyed or translated from
a communication source to a receiver.
2.3 Emergency Services

SASREA
‘Emergency Services’ means in relation to a sports, recreational, religious, cultural, exhibitioner,
organisational or similar event, all public and private sector medical services and health services the
fire department, the disaster management department and local authority traffic or by law
enforcement department.
2.4 Ergonomics
‘Ergonomics’ is defined as the science related to man and his work, embodying the anatomic,
physiologic, and mechanical principles affecting the efficient use of human energy.

2.5 Essential Services

SASREA
‘Essential Services’ means a department of State or other administrative unit, such as a Disaster
Management Centre and those departments responsible for electrical, water, sewerage and waste
removal utilities in the administration of a local Authority including any functionary or institution
performing the above or related public functions, or an external service provider as defined in Section
1 of Local Government: Municipal System Act, 2000 (Act 32 of 2000) responsible for ensuring that the
measures contemplated under the definition of ‘disaster management’ contained in Section 1 of the
Disaster Management Act 2002 (Act 57 of 2002), are in place and complied with as far as the staging
of an event at a stadium or venue or along a route is concerned.
2.6 Event
SASREA
‘Event’ means sporting, entertainment, recreational, religious, cultural, exhibitioner organizational or
similar activities hosted at a stadium, venue or along a route or within their respective precincts.
Any-
(a) Sporting, recreational or entertainment event, including live acts;
(b) Educational, cultural or religious event;
(c) Business event including marketing, public relations and promotional or exhibition events;
(d) Charitable event, including any conference, organisational or community event;
(e) Filming which is of such a nature that it may have an impact on vehicular or pedestrian traffic or may
attract crowds, or;
(f) Any similar activity hosted at a stadium, venue or along a route or its precinct, that is planned, has a
clear programme, control and accountability, but excludes an event hosted by a private person held in
his or her private capacity at any venue.
2.7 Event Organiser

‘Event organiser’ means any person who plans, is in charge of, managers, controls or has a material
interest in the hosting of an event as contemplated in this act.
2.8 Event safety and security planning committee

Group that is established for an event as contemplated in the relevant national legislation, and in
cases where the provisional risk categorization of an event or type of event requires the
establishment of such a group (SANS 10366:2009 Ed 2). The committee contemplated in Section 15 of
the Act, to be established by an authorised member (of SAPS) for each event categorized as medium
or high risk in terms of the Act.

2.9 Event Safety planning

Process of identifying potential risk to life, property, and the environment at events and avoiding or
mitigating such risk through planned integrated physical and management arrangements and efforts
by the event organiser in close collaboration with other involved role-players.
2.10 Group Think

Groupthink is a type of thought exhibited by group members who try to minimize conflict and reach
consensus without critically testing, analysing, and evaluating ideas (decision making by a group
(especially in a manner that discourage creativity or individual responsibility).
2.11 Hazard
Potentially damaging physical incident or occurrence, phenomenon or human activity (or all of these)
that may cause the loss of life, damage to property, social and economic disruption or environmental
degradation serious or violent event.
2.12 Major incident

Emergency that requires the implementation of special arrangements by one or more of the
emergency services, the essential services and the medical authorities or the local authority (SANS
10366: 2009 Ed 2).
2.13 Minor incident

Incident that can be easily dealt with by those services in attendance and that does not disrupt an
event (SANS 10366: 2009 Ed 2).
2.14 Joint Operations Centre (JOC)

Centralized facility for the combined or joint tactical coordination and management of a major
incident or a disaster by multi-agency operations.
Note: Multi-agency operations are run by role-players such as the national police services, traffic
police services, fire services, security companies, emergency medical services, disaster management
representatives, other municipal services, promoters, other stakeholders and stadium/venue owners
(SANS 10366: 2009 Ed 2).
2.15 Local Authority

Organization responsible for the government of an area (SANS 10366: 2009 Ed 2).

EXAMPLES: Municipalities, metropolitan councils, town councils and local councils.
2.16 Medical Personnel

People who are employed as: a) Medical practitioners who are currently registered with the relevant
national regulating body (see forward);
a) First aiders who have been trained by a training institution currently registered with the relevant
national authority (see forward) and whose qualifications are current.
b) Nurses who are registered with the relevant national body (SANS 10366: 2009 Ed 2).
2.17 Occupant capacity

Maximum number of people that can be safely accommodated at a venue (SANS 10366: 2009 Ed 2).
2.18 Precinct
An enclosed or clearly defined surrounding area or environs or a specifically designated or sign-posted
area immediately adjacent to or in close proximity to a stadium, venue or route which is demarcated
in terms of the safety and security plan.
2.19 Pyrotechnician
A person who is registered by the chief inspector as competent and suitable to produce or present a
display of fireworks, theatrical indoor or stage pyrotechnic effects and pyrotechnic special effects
(SANS 10366: 2009 Ed2).
2.20 Procedures
A particular course of action intended to achieve a result
2.22 Pyrotechnics
Capable materials that are of undergoing self-contained and self-sustained exothermic chemical
reactions for the production of heat, light, sound, gas or smoke (or combination of these).
Note: Pyrotechnics may include fireworks, stage or theatrical effects and special effects (SANS 10366
2.23 Risk
Probability of harmful consequences or losses (death, injuries, damage to property, disrupted
economic activity or environmental damages) that results from interactions between hazards and
vulnerable conditions that are quantified (SANS 10366: 2009 Ed2).

2.24 Risk analysis

Systematic use of information to identify risk sources, to estimate risk and to mitigate risk (SANS
10366: 2009 Ed2).
2.25 Risk Assessment

Overall process of risk analysis and risk evaluation (SANS 10366: 2009 Ed 2).
2.26 Risk Evaluation

Process of comparing the estimated risk against given risk criteria to determine the significance of the
risk (SANS 10366: 2009 Ed @2).
2.27 Safety
State of being safe, free from danger or risks and the prevention of physical harm (SANS 10366: 2009
Ed 2)
2.28 Service control centre (off-site)

The centre from which a service’s deployment are controlled.
2.29 Service control point (on site)

An on-site line-specific control point that manages on-site deployment of a specific service
(operational).
2.30 Service provider

Third-party entity (company/body/organization) that provides products/services related to an event
(SANS 10366: 2009 Ed 2).
2.31 Stadium owner- venue owner- site owner

Not limited to, any person now or who, in the future, will directly or indirectly own, lease, rent or who
now or will in the future, acquire or exercise (or both) the powers of an owner or occupier of a
stadium or venue used for sporting or recreational events (SANS 10366: 2009 Ed 2).
2.32 Steward
Official who is appointed and directed in writing by a controlling body or event organiser for the
purposes of supervising the following spectator arrangement at an event:
a) the marshalling and overseeing of the sale general flow of spectators;

b) the provision of event information, including safety and security information, to spectators;
c) provision of ushering services;
d) if circumstances dictate, the assistance with emergency evacuation procedures in respect of all
persons within a stadium or venue and its precinct, but whose function specifically excludes the
provision of a security service unless such an official is registered as a security officer (SANS 10366:
2009 Ed 2).
2.33 Temporary structure

Structure usually found at events that includes but is not limited to a stage, set,
barrier, fencing, tent and marquee, seating, lighting and special effect tower,
platform and mast, video screen, TV platform and crane jib, dance platform,
loudspeaker stack, signage and advertising hoarding that is erected for an event
and does not form part of the permanent structure of a venue (SANS 10366: 2009
Ed 2).
2.34 Venue Operations Centre (VOC)

Temporary or permanent facility located inside
a venue that houses an on-site operational
control centre from where the entire health and
safety operation is coordinated and where the
various services in attendance will be presented
. The service providers include, but are not
limited to, the national police services, venue
security management, venue management, the
event organiser or representatives, emergency
services (fire and medical) and other relevant
municipal services and life guards (SANS 10366:
2009 Ed 2).
3. About Events SO1; 2
The entire process of planning for events must be an integrated and coordinated process. Therefore, all
identified actual and potential role-players will have to play an active role in compiling plans and instituting
measures that will help ensure public safety and a well organised event.
If all role-players are not involved in the planning process or afforded the opportunity to give input/make
suggestions “group think” is quite possible. Therefore their participation and support in the planning phase is

of utmost importance to facilitate a unified group decision making processes and for the participation of all
stakeholders to ensure effective integrated events safety planning.
It is further of utmost importance that planning should include planned actions to ensue that when incidents
occur, even after all possible measures to avoid it have been taken, the impact can be limited to the absolute
minimum.
It should also be noted that timeous planning is of utmost importance. If planning is not commenced so as to
allow for sufficient time to implement the plan as well as regularly evaluate/exercise the plan and procedures
the desired results may not be achieved.
An event organiser must at least six months before the start of –

a) a calendar year for a specific sport, recreational, religious, cultural, organizational or similar
activity; or
b) a season, in the case of a seasonal sport, recreational, religious, cultural, organization or similar
activity submit an annual schedule of events to the National Commissioner in order for the
National Commissioner to make a risk categorisation (SASREA) of 2012.
Activity (3) SO2; 2

Name the key role-players involved in all aspects of the event from conception, to completion:
Medium/High Risk Event SO1; 4

The responsibility for coordinating and chairing the safety and security planning process will depend on the
person/s appointed by the National Commissioner who will be:
a) Designated in writing and must be a police official, suitably qualified and experienced in event
policing matter, with at least the rank of Captain as an authorised member, either in general or for
a specific event.
b) An authorised member must establish the event safety and security planning committee for each
event categorized as medium or high risks (SASREA) of 2010.

Low Risk Event

It is the responsibility of the organizer to appoint a safety officer to plan and oversee the safety and
security of the event.
Nothing in the section may be construed as limiting the accountability and liability of any person
responsible for the management and organisation of the event to ensure safety and security,
including the deployment of adequate personnel for security, safety, health and sanitation purposes
(SASREA) of 2010.
It is important to take note of the fact that Disaster Management’s role (in terms of the Disaster
Management Act 57 (2002) section 47 (1) and (2)), is to act as an advisory and consultative body to
the planning committee so as to ensure that the appropriate prevention, mitigation and disaster
response initiatives have been implemented for the event.
Furthermore, in terms of section 48, disaster management must monitor and measure performance
and evaluate disaster management plans for prevention, mitigation and response activities. Disaster
Management Act 57 of 2002).
3.1 An Event Timeline SO2; 1

An event normally consists of activities which take place over a period of time, depending on the nature of the
event this time period can be between months and up to more than a year.
The Five Phases of an Event


7 The Health and Safety Representative

SO1 AC4
SO2 AC1
 Explain that.
"Irrespective whether you are a Shop Steward, a Health and Safety
Representative, a Supervisor or Manager, you are obliged to be on the
lookout for Health and Safety dangers hazards and risks."
"A Health and Safety Representative is one who is continually looking out for
those things that could result in illness, injury or even death.
As such, it is MORE than a voluntary position or appointment. Health and
Safety Representative do not merely serve on the Health and Safety team for
a given period and then retire. They have an ongoing interest in the Health
and Safety of their fellow workers."
Emphasise the importance of acquiring new skills:

"The objective of this course is to equip you to do just.”
8 Programme Activities
 Tell the Learners:
"I will start by providing the THEORETICAL information, and then follow it
with the VISUAL material. This is to give you a better insight into aspects we
discussed. On completion, we will put the information into PRACTICE by
means of exercises, such as inspections of the workplace, case studies and so
forth.”
Introduce them to the equipment you will be using by pointing to the

equipment, projector, screen, video monitor, flip chart and any equipment or
training aids you will be using.
Invite them to move about to ensure they are able to see everything.

9 Course Objectives
Project the [COURSE OBJECTIVES & SKILLS] visual.
 Introduce the various elements and discuss each briefly. Ask the Learners to
read through the four skills that they will acquire during the course in their
workbooks and tell them:
“After this course you should be able to.
1. INSPECT the workplace and report back on those risks with the
potential for causing an illness, injury, damage or loss.
2. INVESTIGATE various incidents that resulted in a loss, focusing on the
identification of causes and recommendations.
3. PARTICIPATE actively in the company Health & Safety Programme.
4. FUNCTION within the Health and Safety system, making positive
contributions.
On return to the workplace, you will have the opportunity to put the skills
into practice. The sooner you use them the better."

2 THEORY OF HEALTH & SAFETY MANAGEMENT
Specific Outcomes and Assessment Criteria

SPECIFIC OUTCOME 1
Describe the framework of workplace health and safety legislation pertaining to
health and safety representatives.
At the end of this section the learner must be able to explain:

The objectives of the relevant current legislation are described in terms of their
impact on both employees and employers.
1 Definition of Health and Safety Management

SO1
AC3
 Introduce the concept of Health and Safety Management to the group by

explaining:
"The main reason we have a Health and Safety Management Programme is to

eliminate or reduce the risk of illness or injury to our fellow workers."
2 Elements of Business
SO1 AC3
Project the [ELEMENTS OF BUSINESS] visual. Introduce the various elements and
discuss each briefly.
 On completion, tell them:

"Each aspect is critical to the success of our organisation. However, our people
are undoubtedly the most important element. It is possible to replace the
equipment, but it is not possible to replace an experienced person who cannot
return to work, as a result of an illness or injury.”

3 Scope of Losses
SO1
AC3
Project the [SCOPE OF LOSSES] visual.
 Point to the visual and tell them:

"l am sure you will agree that losses occur in each of these areas. Here at they
occur from time to time. They have probably happened in your own workplace."
Move through the entire "SCOPE OF LOSSES] visual one line at a time and
provide an explanation and example of each.
Explain that.
"To succeed in eliminating or reducing losses, we must start with those that are
easy to identify. These are usually reported. We can see whether our efforts are
having an effect, because the number of incidents can be monitored.”
"The most obvious are incidents or accidents that result in illness or injury. Most
are reported once detected. However, we do not often hear of workers
reporting they stole something the day before."
Explain that the task of eliminating potential risk is quite possible:

"If you believe the task is, impossible, let me ask you this question - How do you
eat an elephant?"
Wait for a response and reply;
"You can eat it, if you eat it one bite at a time. The same applies to reducing
losses or risks. We can succeed it we tackle one aspect at a time."
"We will concentrate on the occupational illness and injuries at this stage."

4 Costs of Incidents
1. FINANCIAL
Project the [COST OF INCIDENTS] visual
 Ask the Learners to draw an iceberg in their books.

Then tell them: “The best way to find out how much our organisation is
losing, is to measure the costs involved. The losses are like an iceberg. You
can only see the small portion above the surface. The rest cannot be seen but
it is there."
"Costs are divided into two main areas. The revealed portion is known as the
VISIBLE COSTS - these are the ones we see in the form of accounts. The
greater portion, are the costs we do not see immediately, such as overtime,
transport, cost of replacement, etc. These are known as the HIDDEN COSTS."
Introduce them to the findings of Frank Bird Jnr., the father of modern-day
Accident Prevention.
"After extensive research, Frank Bird Jnr. reported that for every R1.00 spent
on the VISIBLE COSTS, as much as R50.00 was spent on the HIDDEN COSTS."
Have them complete the drawing in their books.
2. SOCIAL
Tell them that:
"An accident has a ripple effect on the community."
Provide this example:

"If a 25-year-old artisan were to lose the use of an arm, it would reduce their
earning potential considerably in years to come. Similarly, if a bread winner
were to die, their family would be severely affected."
5 Definition of an Incident
SO1
AC3
Project the [INCIDENT DEFINITION] visual and discuss each element of the
definition.
 Have them complete the definition in their workbooks. Tell them:

"We normally associate accidents with blood or damage. The definition is far
broader than that. We prefer to use the term "incident ", as it is far more
descriptive. It includes Occupational Illnesses, such as Dermatitis and
Asbestosis, Occupational Injuries, damage to property and equipment and

loss of time."
6 Incidents and their Effects

SO1
AC3
Project the [INCIDENT RATIO] visual and discuss the results or consequence
of Incidents.
 Tell them:
"We tend to concentrate on the incidents with serious results and ignore
those with minor effects. This means that we usually miss opportunities to
identify those incidents with potential for serious results."
Reveal the triangle and inform them:

"For every 1 incident that results in a Disabling illness or injury, we have 10
that result in Minor illness or Injuries.
For every 10 Minor illness or injuries, we have 30 incidents where there is no
injury but where there is damage. Finally, for every 30 Damage incidents,
there are 600 incidents where there is no illness, injury or damage, but
definitely time loss."
Have them complete the "INCIDENT RATIO" triangle. Conclude by saying:
"To eliminate the ones with serious consequences, we concentrate on

controlling those with minor results. These are easy to identify and eliminate
i.e. a defective power cord on a drill. By doing this, we can eliminate an
incident with the potential for death."
7 Domino Sequence
Project the [DOMINO SEQUENCE] visual and introduce the concept of the
Domino sequence.
 Ask them what would happen if you were to bump the first domino, and
then tell them:
"The domino sequence demonstrates that one event can start a chain
reaction, which can have dramatic results."
Demonstrate it with five real dominoes.
Ask the Learners to copy the 5 dominoes in the space provided. Discuss them
individually.

1 Lack of Control
 Discuss the role of both Supervisors and Management in setting up and
enforcing the necessary control systems i.e. the issue and monitoring of use
of personal protective equipment by workers.
2 Initial Causes
 Discuss the SECOND line. Tell them this domino comprises of 2 parts.
2.1 FACTORS OF A PERSONAL NATURE

Discuss the fact that we all come from different backgrounds, work
experience, education and so forth.
Tell them:
"This affects the way we work; some people have the necessary experience
and know how to do the job. Others have very little education or training and
do not clearly understand what should be done, or the consequences of their
actions."
2.2 FACTORS AT WORK

Explain that almost each job has a degree of danger attached to it. Tell them.
“This could be as severe as working with toxic materials or just slipping and
falling down the steps."
Ask them to write the details in their books.
3 Actual Causes
 Discuss the role of both Supervisors and Management in setting up and
enforcing the necessary control systems. I.e. the issue and monitoring of use
of personal protective equipment by workers.
Discuss the THIRD line. This domino also comprises of two parts. Ask the
Learners to read through the following lists of Unsafe Behaviour and Unsafe
conditions in their workbooks and provide suitable examples for them.
3.1 UNSAFE BEHAVIOUR

You need to explain the difference between Unsafe Behaviour, (often called
Unsafe Acts) and Unsafe Conditions. Tell them.
"Unsafe behaviour is when people do not follow the health and safety
instructions, procedures or common sense.” Ask them to tick of one’s
relevant to their workplace.
3.2 UNSAFE CONDITIONS

Explain that:
"These are those physical objects and environmental conditions found in the
workplace that are unsafe, unhealthy or constitute a risk or hazard to

people.”
4 Incident or Event
 Reveal the information and tell them:
“This domino represents the event or incident that takes place. It is the
activity that occurs when the first three dominoes are allowed to fall over."
5 Result
 Discuss the FINAL LINE and. Inform them:
"The goal of a Health and Safety Management programme is to eliminate
losses. The only effective measurement of loss is the value or expense
involved."
"We saw the results on the “DEFINITION OF INCIDENT] visual. Please write
them in your workbook. They were:
 ILLNESS OR INJURY
 DAMAGE
 LOSS OF TIME
8 Causes of Incidents
Project the [CAUSES OF INCIDENTS] visual
 Then tell them

"After further research Frank Bird came to the following conclusion; Unsafe
Behaviour is the cause of 88 % of all incidents. Unsafe Conditions are the
cause of 10 % of all incidents and only 2% of all incidents are caused by
Uncontrollable Events or Freak Accidents or events."
Explain that there are very few true freak accidents. Reveal the statistics and
tell them to copy the information into their books.
“We can see that the cause of almost every incident is linked to the unsafe
behaviour of people, occasionally combined with unsafe conditions."
9 ABC of Health and Safety

 Explain that for change to take place in the workplace, you need a change in
attitudes. Use the flip chart and write down the ABC's. Have them enter the
words in their books and discuss each element.
A Attitude A change of attitude toward Health and Safety at work is needed

B Behaviour Everyone Health and Safety to adapt their behaviour and work
safely all the time.
C Commitment A commitment to their Health and Safety.
10 The 88% Effort Rule

SO1 AC3
At this stage, switch off the lights and Project the [RISK POTENTIAL] visuals.
 Discuss the five examples You are encouraged to replace them with other
images where appropriated. Provide suitable commentary highlighting the
injury, illness, damage, or loss in each instance.
Emphasise the following aspect:

"Positive attitudes bring about a change in behaviour. When the individual
voluntarily starts displaying safe behaviour, then we know the Health and
Safety message is getting through and our efforts are succeeding."
"From this we see that we must correct the behaviour of people. Therefore,
it stands to reason that 88% of our effort should be directed at awareness
programmes, Health and Safety training, changing attitudes, and
implementing control measures that work. This should they done instead of
just correcting the unsafe conditions in the workplace."
Finish off by explaining:
"Unsafe acts and conditions are interlinked. Correct the one and you
positively affect the other."

3 LEGAL REQUIREMENTS

SPECIFIC OUTCOME 1

Definitions and terminology contained in the current legislation are explained in
terms of specified requirements of the workplace.
The objectives of the relevant current legislation are described in terms of their
impact on both employees and employers.
The importance of complying with the terms of the current relevant legislation is
explained in terms of the consequences to health, safety, environment and
production.
The statutory requirements applicable to a health and safety representative are
explained in terms of their effect on the duties and functions.
The statutory requirements applicable to a health and safety committee
member are explained in terms of their effect on the duties and functions
applicable.
The statutory requirements of the employer are explained in terms of their
effect on the functions, duties and responsibilities of the health and safety
representative.
OUTCOME RANGE
Structures include those contained within the management systems of the
organisation.

The extent of participation within safety, health and environmental structures, is
explained according to legislative requirements.
Consultative requirements of the health and safety representative are described
in terms of their impact on interested and affected parties.
The importance of participating in the activities within the safety, health and
environmental structures is explained in terms of the consequences to health,
safety, environment and production.
Participation in the activities of the safety, health and environmental structures
are measured according to health, safety and environmental requirements.
1 Introduction to the Act

SO1
AC2
 Explain that there are three types of laws:

They are:
"Civil, Industrial and Criminal.
Our Health and Safety Legislation currently in force falls into the third
category. It is a criminal offence to fail to comply with the requirements.”
“The legislators designed the OH&S (Occupational Health and Safety) Act (Act
85 of 1993) to protect employees from death, illness or injuries arising out of
their work. It demands that the Employer must provide that their workforce
is healthy and safe. They must also supply protection from any hazards.”

2 Structure of the Act

SO1
AC3
Project the [STRUCTURE OF THE ACT] visual
 Identify each portion and explain:

“The law comprises of an Act (which was enacted by Parliament), various
Regulations (which are implemented by the Dept of Employment & Labour)
and a number of Standards.”
1 UPPER PORTION
Explain that:
"This portion can only be changed by an act of Parliament. The OH&S Act
establishes the main principles such as the structure of the Health and Safety
Management System to be enforced by all employers in South Africa. The
OH&S Act applies to every single business, town council, factory, hotel,
school, farm, state department and even private household. It does not
however, apply to those who work in mines, at sea or with explosives.
1.1. Fines & Penalties

Inform them that:
"Failure to comply with the requirements carry maximum fines of up to
R100,000.00 or 2-years imprisonment (or both), in the event of the death or
possible death of a person."
2. MIDDLE PORTION
Continue the explanation by explaining that:
"These are the Regulations to the OH&S Act and can be amended or replaced
by the Minister of Employment & Labour
after consultation with the Health and Safety Council. They are technical by
nature and are written by subject matter specialists, such as Engineers,
Scientists and so forth."

3 Regulations
Project the [REGULATIONS] visuals.
 Work through them individually explaining the nature of each briefly. Ask
them to write them into their books.
1. Asbestos
2. Certificate of Competency
3. Construction
4. Diving
5. Driven Machinery
6. Electrical Installation
7. Environmental for Workplaces
8. Explosives
9. Facilities
10. General Administrative
11. General Machinery
12. General Safety
13. Hazardous Biological Agents
14. Hazardous Chemical Substances
15. Hazardous Work by Children
16. Lead
17. Lift Escalator and Passenger Conveyor
18. Major Hazard Installation
19. Noise-induced Hearing Loss
20. Pressure Equipment
“Additional draft regulations may have been be published since the design of
this course material. Please check and provide the Learners accurate
information.”
2.1. Fines & Penalties

Continue by telling them:
"Non-compliance with the requirements of the Regulations can result in
prison sentences or fines of up to R5000.00."
3. LOWER PORTION
Make it clear that:
"Instead of including detailed specifications in the Regulations, The OH&S Act
makes it possible for the Minister to adopt nationally or internationally
accepted standards. You will also find reference to other pieces of legislation
such as the Basic Conditions of Service Act, industrial Relations Act or the Air
Pollution Act. Compliance with these standards, regulations or sections then

becomes compulsory." NOTE: Some of these standards organisations have

been mentioned for the interest of the trainer only. They are found in the
various Regulations.
4 Health and Safety Management System

SO1
AC1
Project the [HEALTH & SAFETY MANAGEMENT SYSTEM] visual.
 Ask them to enter the information in their books "The Occupational Health
and Safety Act provides for protection from risks, the establishment of a
channel of communication between the Employee and the Employer in the
form of a Health and Safety Committee, regular inspections and a recording
system. We call this system the Health and Safety Management system.”
It is advisable to familiarise yourself with all the definitions in the OH&S Act
before attempting to discuss the various role players. Continue the
explanation of the management System
Project the [ORGANISATIONAL STRUCTURE] visual and the “OUR STRUCTURE]

visual. You should create an accurate visual of your role players.
 Explain your current structure to them using the visuals and a flip chart.
1. THE EMPLOYER
The Act defines "employer" as subject to the provisions of subsection (2), any
person who employs or provides work for any person and remunerates that
person or expressly or tacitly undertakes to remunerate him, but excludes a
labour broker as defined in section I (1) of the Labour Relations Act, 1956
(Act No. 28 of 1956).
Once you have determined your own structure tell them:
"The Employer is either the company, the organisation, Council or Board. It
need not be a registered organisation but could be a partnership or even a
management committee.”
2. THE CHIEF EXECUTIVE OFFICER

"This is the person with the overall responsibility of ensuring the Health and
Safety of ALL the employees. In our company, this position is held by:
______________________________ who is the
_________________________ (Managing Director, General Manager or the
person in overall control of the daily running of the organisation).”
3. ASSIGNED OR NOMINATED PERSON

"The OH&S Act allows the CEO to assign any person, any duty, so as to
comply with the requirements of the law. This could even include the duty to
make further assignments."
3. THE USER
"In our company the position of User is held by the person in overall control
of the machinery. At present it is: _____________________"
4. MANAGEMENT NOMINEES / ASSIGNEES

Determine your company policy and explain it here:
"As The OH&S Act requires compliance, it stands to reason that the CEO must
assign specific duties to people who are suitably qualified to conduct routine
activities and inspections. These Inspections include the personal protective
equipment, ventilation systems electrical appliances and installations, fire
equipment, machinery, housekeeping, scaffolds, etc. The position is normally
filled by a person of supervisory level or one with the necessary experience
or technical qualifications. More specialist functions such as the Occupational
Hygiene measurements would be assigned to Consultants, the Engineer, the
Health and Safety Manager, the Industrial Nurse and so forth. These include
measuring the level of the noise, lighting, ventilation, etc.”
5. EMPLOYEE
The act defines an "employee" as subject to the provisions of subsection (2),
any person who is employed by or works for an employer and who receives
or is entitled to receive any remuneration or who works under the direction
or supervision of an employer or any other person.
5 Health and Safety Representative

SO1 AC1
SO1 AC4
SO2 AC1
Project the [DESIGNATED HEALTH AND SAFETY REPS] visual
 Determine your current company policy and include it here. Describe the
manner of nominating or electing Health and Safety Representative.
The Act defines a "health and safety representative" as a person designated
in terms of section 17 (1);
"If there are 21 or more employees at the organisation a Health and Safety

Representative must be designated. Potential Health and Safety

Representative are identified after consultation between the Employer and
the employees. They can either be nominated or elected. Once identified
they are to be designated in writing by the Employer or by a specially
assigned person. An addition, if there are more than 50 employees in a
factory, or 100 in an Administrative organisation. Then further Health and
Safety Representatives must be designated for every 50 or 100 employees, as
the case may be.”
"They are able to represent fellow Employees in the matter of Health and
Safety for the pre-determined period and part of their workplace.”
NON-SHOPS & OFFICES

01 - 20 employees 0 Health and Safety Representative
21 - 50 employees 1 Health and Safety Representatives
SHOPS & OFFICES

01 - 20 employees 0 Health and Safety Representative
6 Membership of the Committee

SO1 AC1
SO1 AC4
SO2 AC1
SO1 AC5
Project the HEALTH & SAFETY COMMITTEE visual
 Discuss the various people serving on the committee:

Tell them that the Act defines a "health and safety committee" as a
committee established under section 19.
“The Health and Safety Representative is automatically a member of the
Committee. Other people who can make a contribution to the Health and
Safety Programme must be designated in writing. As the Employer is
required by law to consult with the Health and Safety Committee at every
meeting, a senior Health and Safety Representative should representative
them. Other persons can be nominated to serve on the Committee."
7 The Constitution
 Describe the requirement of the law:
"The OH&S Act says that Health and Safety Committee must establish their
priorities and procedures. This could start with the establishment of Health
and Safety Committee constitution. A recognition agreement, which is based
on the constitution, could be entered into with the employees or their Trade
Union. It must provide clear guidelines, regarding functions, authority and
voting rights. Note that agreement must be achieved on what can and
cannot be voted for."
8 Duties of the Committee

SO1 AC5
Project the [HEALTH AND SAFETY COMMITTEE FUNCTIONS] visual and work
through the various duties
 Inform them:
"The OH&S Act requires that all Health and Safety Representatives be
allowed to participate in the activities of a Health and Safety Committee. This
committee is required to meet for the purpose of discussing the findings of
the Health and Safety Representative’s reports, evaluating procedures, rules,
systems, policy, incident investigations, suggestions and complaints by
employees. This is followed by recommendations to the Employer."
9 Frequency of Committee Meetings

 "The OH&S Act requires that Health and Safety Committees meet a minimum
of once every three months. Experience Health and Safety shown that
Committees achieve a lot more, if they meet monthly. The Constitution
should also make provision for emergency meetings."
10 Health and Safety Committee Minutes

 "All committee minutes of all meetings have to be kept for a minimum of 3
years. These minutes MUST be signed by the CEO or their assigned person,
and then by the Health and Safety Committee chairperson.
Copies must be circulated to all involved and should also be posted up on the
notice boards. That habit of completing and circulating minutes just before
the meeting must be avoided at all costs. Keep the original copies in an
archive. The minutes will be needed during an investigation or an enquiry by
an Inspector."
11. Documents and Records

SO1 AC5
Project the DOCUMENTS AND RECORDS visual.
 Encourage discussion and ask the Learners to identify and list the documents
in use at your company. Write them down on a flip chart. Obtain copies of
these documents and distribute them at this stage. Remember to tell them
where they are normally kept. Explain that:
"The OH&S Act requires that the Chief Executive Officer establish and
document control systems. These must be archived, some for up to 3 years,
others for up to 30 years or as long as the equipment is in use."
1 HEALTH & SAFETY REPRESENTATIVE REPORTS

Tell them that reports of Health and Safety inspections surveys, audits and
studies must be submitted to The Health and Safety Committee and the
employer.
"We will cover these in depth at a later stage."
2 COPY OF THE ACT

Tell them that Act requires that a copy of the OH&S Act be available for use
by all employees. It should be current and include all the Regulations.
“The OH&S Act demands that we keep a current copy of the OH&S Act and
Regulations on hand for your reference. If you need more information,
please refer to it. It is kept by __________________.
Provide the name of the person and location of the Act.
3. EXEMPTION LETTERS
Tell them that law makes provision for the exemptions by the Dept of
Employment & Labour from certain provisions of the Act. These letters
should be maintained.
4. COMMITTEE MINUTES
"These are to be submitted on a minimum quarterly basis. They are to be
signed by the Employer, their designated person and the Chairman of the
Health and Safety Committee. We will deal with this later.”
5. APPOINTMENT / DESIGNATION LETTERS

"Health and Safety Representatives, Health and Safety Committee members,
Assigned persons, Users, Incident Investigators, Stacking Supervisors and
other Assigned / designated persons must be appointed in writing.”

6. INCIDENT INVESTIGATION FORMS

Circulate a copy of the Annexure 1 incident investigation form and tell them
that you will also cover them later.
7. HEALTH & SAFETY RULES

"An organisation Health and Safety manual should be established which
includes the rules, procedure and policy. This manual should be issued to all
employees in a shortened version."
8. REGISTERS, LOGBOOKS, RECORD BOOKS, ETC.

"Registers for Lifting gear, Pressure vessels, Scaffolding, Boilers, Forklift
trucks, etc. must be established and maintained".
List all the registers, logbooks, records and reports that apply to your
organisation on the flip chart, and pass examples around.
Tell the Learners who are responsible for making the relevant inspection.
NOTE: Not all registers are a legal requirement. As yet the legislation does
not require that we keep documents and registers for fire appliances, vehicle
inspections, portable electrical equipment, ladders, etc.
9. RECORDS OF MEDICAL, BIOLOGICAL MONITORING, ETC.

"Records of all medical tests, surveillance’s and biological monitoring,
occupational hygiene surveys, etc. must be established and maintained"
Ask the Learners to list all the registers, logbooks, records and Health and
Safety reports that apply to your company. Write them down on the flip
chart. Once you have identified them, pass examples around. Inform the
Learners as to who is responsible for making the relevant inspection.
NOTE: Not all registers are a legal requirement. As yet the legislation does
not require that we keep documents and registers for fire appliances, vehicle
inspections, portable electrical equipment, ladders, etc.
12. Action in the Event of

SO1 AC3 & 5
SO2 AC1
Project the [ACTION IN EVENT OF] visual

 Explain that:
"The OH&S Act requires that Health and Safety Representatives report
certain incidents to the Dept of Employment & Labour."
"The following guidelines should be followed in the event of an occupational

death, disease, injury or damage, irrespective of the severity of the result.
Please write these guidelines in your workbooks."
At this stage include your own internal Health and Safety reporting and
documentary system in the discussion and provide examples of the forms
and documents.
1. MINOR DISEASES AND INJURIES

We strongly recommended that you maintain a record of all minor diseases
and injuries that occur at the workplace. Tell them:
"This is in the event of complications setting in at a later stage. A record
workbook should be kept in each First Aid box.”
2. RECORDABLE DISEASES AND INJURIES

Tell them:
"The OH&S Act requires that certain incidents be recorded and investigated.
These are easily identified as those incidents that are treated by a Doctor. In
other words, they are the ones that result in a COID Act (Compensation for
Injuries and Diseases Act 130 of 1993) claim. These incidents must be
recorded on the official form and investigated by the designated investigator
and Health and Safety Committee.”
 3. REPORTABLE DISEASES AND INJURIES

Tell them:
The OH&S Act also requires that the Employer reports certain incidents to
the Dept of Employment & Labour as soon as they come to their attention.
NOTE: You must study the legal definitions of the various incidents and that
of "Plant" and "Machinery".
"All incidents which result in death, the possibility of death, permanent

disability, unconsciousness, loss of a limb, off for more than 14 days, etc.
must be reported immediately by either telephone, fax, telex or in person.
The official Health and Safety report form must be submitted within 14 days.
They must also be recorded on an Annexure 1 and investigated fully.
"All incidents which result in somebody’s health or safety being endangered

must be reported immediately by telephone, fax, or in person. They include

major incidents, spills of dangerous substances, uncontrolled release of

pressure or incidents with machinery that result in falling or flying objects.
The official Health and Safety report form must be submitted within the
stipulated time. They must also be recorded and investigated fully.”
Please write these guidelines in your workbooks."

Include your own internal Health and Safety reporting and documentary
system in the discussion and provide examples of the forms and documents.
NOTE: In the event of the Employer not reporting the incident, the Health
and Safety Committee or any employee has the right to report the incident.
 4. REPORTABLE DAMAGE
Inform them:
"The General Machinery Regulation 7 requires that the Employer reports all
incidents where a fracture or failure of a machine resulted in a falling or
flying object, or the sudden release of a substance under pressure. The
Health and Safety report must be made immediately, even if no one has
been injured.”
13. Not Disturbing the Scene

 Describe how:
"In the event of a death or the loss of a limb, the scene of the incident must
NOT be disturbed until the Inspector has given their permission. The only
exception to this requirement is when it is essential to remove or rescue
others.”
14 Employer to HIRA
Project the [EMPLOYER TO HIRA] visual
 Explain that Section 8 of the OH&S Act Says the employer must: establish as
far as is reasonably practicable, what hazards to the health or safety of
persons are attached to any work which is performed, any article or
substance which is produced, processed, used, handled, stored or
transported and any plant or machinery which is used in his business.
This process is known as HIRA [Hazard Identification and Risk Assessment].
15. Rights of the Employee

SO1 AC2
Project the [RIGHT TO KNOW] visual
 Explain that the fundamental rights of each employee have been entrenched
in the law.
"The law clearly spells out the duties of the employer in respect of their
employees. They must know precisely what they are working with, how to do
the job and what precautions to take.”

16. Duties of the Employee

Project the [EMPLOYEE’S DUTIES] visual
 Have the Learners write the information into their workbook.

Discuss each point individually. Make sure they understand the legal
implications and fines. Also point out that if they have been convicted of an
offence in terms of the law following an illness or injury, they may lose their
compensation.
17 Functions of the Health and Safety Representative

SO1 AC4
SO2 AC1
Project the HEALTH & SAFETY REPRESENTATIVE FUNCTIONS / RIGHTS /

DUTIES Visuals
 Discuss each activity. Ask them to write each into their books.
"As we have seen, Health and Safety Representatives are either nominated
or elected after consultation with the Employer. They are able to represent
fellow Employees in the matter of Health and Safety for the pre-determined
period and part of their workplace. To enable them to do this they have been
given certain legal functions and rights which they can exercise as and when
they need to.”
18 Duties of the Health and Safety Representative

SO1 AC4
SO2 AC1
 "While the functions and rights of the Health and Safety Representative are
optional, there are some compulsory duties that as an employee, a Health
and Safety Representative is obliged to perform. They include identifying and
reporting unsafe or unhealthy dangers, hazards and risks to their employer.”
"Presently the main activity of the Health and Safety Representative is the
monthly inspection of their designated workplace. They are to submit their
findings and recommendations to the Employer or the Health and Safety
Committee."

4 HAZARD IDENTIFICATION AND RISK ASSESSMENT

SPECIFIC OUTCOME 2
Explain the specified requirements to conduct safety, health and environmental
representation activities at a working place.

The importance and purpose of conducting safety, health and environmental
representation activities are explained in terms of the consequences to safety,
health, environment and production.
SPECIFIC OUTCOME 3
Address safety, health and environment related issues within the scope of
authority.
Safety, health and environment related issues are dealt with at the appropriate
level, according to specified requirements.
Facts related to safety, health and environmental issues are established from
information obtained, using accepted data gathering methods.
Resolution of safety, health and environment related issues is attempted
according to legislation and organisational policy and procedures.
The importance of resolving safety, health and environmental related issues is
production.
SPECIFIC OUTCOME 4
Comply with the activities within safety, health and environmental structures.
Introduction
 Introduce them to the Health and Safety inspection by saying:
"Every workplace has Health and Safety hazards. They could be as basic as a
tripping hazard, or as complex as toxic fumes given off during a chemical
process. It is the legal responsibility of the employer to identify all the

hazards their employees are exposed to in the course of their work. You will
be assisting them in that legal duty. The inspection should be regarded as an
exploratory examination of the workplace. It is designed to identify those
things that have the potential for, and could result in, death, disease, an
injury, damage or loss.”
1 What to Look For

SO2 AC2
SO3 AC2
 1 Regular Inspections Must Be Done
Tell them
"To ensure that these regular inspections are conducted, the Employer must
assign the duty to employees who have a thorough knowledge of the
workplace and the hazards they will encounter there. These duties then
become part of their regular daily activities. Generally, those with specialist
knowledge, Supervisory or technical positions will be required to do these
inspections. The Health & Safety Representative has the right to conduct
inspections."
2 Levels of Observation
Continue by saying
"We are going to start by discussing the various hazards that you may
encounter during the inspection. This will then be followed by visual
examples.”
“There are two levels of observations. We identify them by asking WHAT IS

WRONG?" Provide an example of each and ask them to enter these in their
book.
2.1. OBVIOUS
"These are usually easily identifiable and require observation of the activities
of employees to identify unsafe behaviour.”
Provide relevant examples, such as employees working at a height without a
safety harness, or unauthorised persons driving a forklift truck.
“The unsafe conditions demand an examination of the workplace,

equipment, machinery, etc."
Again, provide examples, such as exposed wiring, missing machine guards,
tripping hazards or unsafe storage of flammable liquids or chemicals.”

2.2. CONCEALED
"Here the identification of concealed unsafe conduct behaviour requires
focused observation of work practices, concentrating on shortcuts, lack of
skills, distractions or even unreasonable demands made of the employee.
The identification of the concealed unsafe conditions requires special
attention or skills to identify the risks.”
Provide appropriate examples, such as the effectiveness of Earth Leakage
Units, fume extractors or the weight bearing capabilities of racks and shelves.
Explain that these risks are not visible to the eye, but they do exist. Once
suspected, a specialist examination may need to take place.
2 Classify the Hazards

SO1 AC1
 Explain that:
"The Health and Safety Committee should establish a hazard classification
system. This allows the employer to focus on the "critical few" and not on
things that do not improve the health & safety of employees. The OH&S Act
provides 3 definitions which must be used when determining the
classification. The classification should appear on the inspection reports, job
cards and so forth."
Project the three “DANGER”, “HAZARD" and "RISK" DEFINITIONS visuals

individually.
 Discuss each one. Use the example of acid in a store where it presents a
danger but not a hazard. Explain that in the hands of a laboratory technician
it presents a hazard, but the risk factor is very low. In the hands of an
untrained labourer it presents a very high-risk factor. The following are legal
definitions.
1 DANGER
Tell them “A Danger is defined as "anything which may cause injury or
damage to persons or property". It can be concluded that almost everything
is therefore a danger.”
2 HAZARD
Explain “The definition of a Hazard is "a source of, or exposure to a danger".
This means that not all dangers are hazards. Electricity presents a danger, but
if not exposed to the danger, it is NOT a hazard.”

3 RISK
The third and last definition is that of a Risk which is defined as "the
probability that injury or damage will occur." Tell them "It stands to reason
that we should concentrate on those hazards that present the greater risk,
and not on everything that is wrong. This process will help The Health and
Safety Committee establish goals and objectives. Prioritise each item before
the Health and Safety Committee meeting to ensure your major risks appear
on the agenda. If we don't do this, you may become demotivated because
your observations are not receiving adequate attention.
”The hazards can be classified as follows”

3 Prioritise the Risk

Project the [RISK PRIORITY] visual discuss each point. Tell them to complete
the relevant section in their books.
 Suggest
“The following periods should be determined by the Health and Safety
Committee”
1 MAJOR RISK IMMEDIATE ACTION within 24 hours
2 SERIOUS MEDIUM-TERM ACTION within 2 weeks
3 MINOR DELAYED ACTION in due course
“Once determined they should be strictly adhered to.”
Point out that

“Most Health and Safety Representative reports are made up of Class 3
reports, which take up a great deal of valuable time. A maintenance
requisition should deal with them adequately. Focus on the Class 1 and 2
risks and you will reduce the major problem areas”
4 Determine the Cause
SO3 AC3
 Having shown the Learners how to identify the potential risk by again asking
"WHAT IS WRONG?” tell them
“You should determine why the situation was allowed to exist, by asking the
question "WHY?"
Give them an example such as this:

"An operator found to be working on a machine without a machine guard.
The HAZARDS was discovered as a result of asking "WHAT?” Now ask WHY?"
The answer you may receive is "The operator removed the guard."
Encourage them to ask "WHY?" again and again. The answer to those
questions may be: "The machine guard slows down the production."
Ask: "WHY?" again. They may discover that "The operator’s supervisor
permits this to take place."
Ask "WHY" this problem was not reported to management? They may
answer "There was no response when originally reported."
Ask "WHY there was no result, and so forth.

Tell them:

“By asking the question WHY repeatedly, you will uncover the actual reason
why the machine guard was left off in the first place. It is this reason that
must be rectified, if the HAZARDS or risk is to be removed or eliminated once
and for all."
Advise the Learners never to merely ask "WHAT", but to repeatedly ask
WHY."
5 Look for Deviations
 1 UNSAFE BEHAVIOUR OR CONDUCT

Tell them to study the activities of people and they will uncover their unsafe
practices.
“These will either be OBVIOUS or CONCEALED. When conducting an
inspection, you must familiarise yourself with the activities in their area.
Once you know the area, ensure that you do not overlook anything.”
2 UNSAFE CONDITIONS
Instruct them to:
"Examine the processes, machinery, buildings, structures etc., and you will
expose OBVIOUS and CONCEALED hazards."
6 Occupational Health, Medicine & Hygiene

Project the [HEALTH, MEDICINE & HYGIENE] visual
 Tell them that:

 “occupational health” is defined by the OH&S Act and includes
occupational hygiene, occupational medicine and biological
monitoring.
 “occupational medicine” is the prevention, diagnosis and treatment
of illness, injury and adverse health effects associated with a
particular type of work.
 “occupational hygiene” is the study of and anticipation, recognition,
evaluation and control of conditions arising in or from the workplace,
which may cause illness or adverse health effects to persons.
7 Typical Health Hazards

Project the [TYPICAL HEALTH / HYGIENE HAZARDS] visual
 Tell them to:

"Be on the lookout for those factors which may cause Employees to contract
occupational diseases. These differ from place to place and will be affected
by the dosage and amount of time the Employees are exposed to the hazard.
The following are some common factors:”
Ask them whether they can think of any specific hazards in their workplace
that fill into the following categories:
 Chemicals
 Dust
 Fatigue
 Fumes
 Gases
 Lighting
 Mist
 Noise
 Radiation
 Smoke
 Stress
 Temperature
 Vapour
 Vibration
 Other?
8 Common Toxic Substances & Their Effects

 Tell them:
"Attempt to identify those substances in use. Common or commercial brand
names are often used. These names are often deceptive and must not be
taken for granted. The Health and Safety Committee should research the
substance to determine the ingredients and their effects. An example of this
is the name "Spirits of salts”: Commonly in use, it is in fact Hydrochloric Acid.
Another is "Thinners" used in document correction fluid. This substance is
actually Trichloroethane, a carcinogen. Many other products do not reveal
the contents of the substance on the label or packaging."
9 Typical Safety Hazards

SO1
AC3

Project the [TYPICAL SAFETY HAZARDS] visual and ask them to add to the list
where possible.
 Tell them:
"It is very important to be on the lookout for those things which may cause
injuries to Employees. They will also be varied and will depend on the nature
of the activities at that workplace. The following are some common factors.
You should, research and extend this list."
 Chemicals
 Electricity
 Explosions
 Fire
 Housekeeping
 Mechanical devices
 Pressure vessels
 Production machinery
 Smooth / slippery surfaces
 Tools
 Transportation
 Other?
10 Highlight the Hazard
 Use a brightly coloured sticker or sign to identify or tag those items that do
not comply with the standards. The person doing the inspection should apply
them strategically. Once the problem has been rectified it must be removed
or returned to the Committee.
11 Typical Environmental Hazards
Project the ENVIRONMENTAL HAZARDS [AIR / GROUND / WATER] visual
 Tell them to:
NOTE: Environmental Regulations.

 It is important to note that Environmental Management as promulgated in
the OHS Act Environmental Regulations for Workplaces of 1987, is different
to the Management of the external and natural Environment.
 The Environmental Regulations addresses dangers and hazards, such as

lighting, noise and ventilation in the working environment and their effects
on employees.
Environmental Management systems [EMS] are designed to help organisations

identify and manage the impacts caused by their products, processes, services and
activities on their employees, the public and environment.
They seek to find harmony between the built environment and the natural
environment and relates to the responsible management of natural resources and
negative emissions from the workplace.
This could include the public participation, management and monitoring of amongst
others:
Ask them to add to the list where possible.

 Emissions
 Energy Usage
 Fallout / Spills
 Impacts
 Natural Disasters
 Odours
 Pollution Sources
 Product Life Cycles
 Radiation
 Recycling
 Sewage and Drainage
 Waste Management
12 Consequences
Human Impacts
Project the CONSEQUENCES - HUMAN IMPACTS visual
 Tell them:
A relationship exists between actions and events. It can be reasoned that one or
more consequences, are the result of the one or more actions.
This is known as Cause and Consequence.

It is sound management practice to identify and assess the hazards contributing to
the negative outcomes or impacts.
This can be done by conducting Planned Risk Assessments in order to remove or
reduce amongst other:
 Absenteeism  Financial
 Death  Injury
 Disability  Motivation
 Disease  Pride
Organisational Impacts
Project the CONSEQUENCES - ORGANISATIONAL IMPACTS
Visual
  Damage  Poor decisions

 Delays  Pride
 Destruction  Productivity
 Disruption  Profit and Loss
 Financial  Quality
 Insurance  Reputation
 Legal action  Skills retention
 Moral Responsibility  Staff turnover
Environmental Impacts
Project the CONSEQUENCES - ENVIRONMENTAL IMPACTS
Visual
  Air  Natural resources

 Carbon budgets  Noise
 Chemical safety  Societal responsibility
 Contaminant clean-up  Spills
 Ecology  Sustainable development
 Ground  Waste management
 Impact assessment  Water
 Land  Wildlife and plants
13 Prevent the Activity or use of the Article

SO1 AC2
 "Under certain circumstances it will be necessary to stop the use of certain

articles and practices. The Health and Safety Committee should initiate a
ruling that allows for activities that fall in Category 1 to be prohibited until
adequately rectified.”
14 Establishing Inspection Standards

 Tell them:
"The Health & Safety Committee must establish a standard for each element
of the Health & Safety programme. Consider the following aspects when
establishing a standard or control measure."
"To help you recognize those physical conditions that are not in keeping with

our organisation standards, we have established specific standards. An

example of a standard is the SANS symbolic sign system. Not only is it a Legal
requirement, but it also assists with ease of recognition. It is a system of
symbolic instructions, designed by the SA Bureau of Standards. They follow
three basic parts, colours, shapes and symbols.”
Project the [SYMBOLIC SIGNS] visual
 Discuss the five different applications:

COLOUR & SHAPE COLOUR & SYMBOL MEANING
Green Square White You may
Blue Circle White You must
Red Circle Black You may not.
Yellow Triangle Black Danger / warning
White Square Red Fire equipment
15 Identify Non-Compliance
 "Once you know what the acceptable standard is, you are able to determine
whether it is being complied with. When performing an inspection, it is
critical to use the standard otherwise it is difficult to determine whether the
article or activity under inspection complies with the organizational
standard.”
16 The Inspection Checklist

Project the [ HEALTH & SAFETY INSPECTION CHECKLIST] visual
 Introduce them to the "Health & Safety Inspection Checklist”.

Discuss each point broadly and ask them if the listed elements are relevant in
their workplaces”
Ask them to delete those that are not applicable.
17 Take Care
 "When conducting an inspection make sure that you do not expose yourself
to any hazard that you may encounter. You should wear all the personal
protective equipment that protects you from both the obvious as well as
concealed hazards. Do not venture into areas that you are not totally familiar
with.”

5 REPORTING THE FINDINGS

SPECIFIC OUTCOME 3
authority.
production.
SPECIFIC OUTCOME 4
SPECIFIC OUTCOME 3
authority.
production.

SPECIFIC OUTCOME 4
 Introduce this subject by telling the Learners:

"The OH&S Act requires that Health and Safety Representatives report their
findings to their employer. The form that this takes is determined by the
Health and Safety Committee. To help the Health and Safety Representative
with the inspection, a checklist should be designed that will prompt them not
to overlook important aspects.”
“These reports must be signed by the Health and Safety Representative and
submitted to the Health and Safety Committee. This is one of the documents
that must be kept for a minimum of 3 years. Each Health and Safety
Representative should have submitted 36 reports in the past 3 years. These
must be filed away safely."
1 Types of Health and Safety Reports

SO2 AC1
 Consider some of the following suggestions and introduce the one best
suited to your organisation.
1 CHECKLIST
A checklist lists the critical points. Change the form to suit the specific risks
and needs of your organisation. It must be accompanied by a separate Health
and Safety report which lists all the observations and recommendations of
the inspection. For a checklist to work it must be simple.
2 HEALTH & SAFETY REPORT FORMS

This form is the longest and provides place for the observations, comments,
classifications and recommendations. It is not always the most practical,
because it is normally quite long, it almost always evokes a negative
response.
3 SPECIALIST HEALTH & SAFETY REPORTS

These are Health and Safety reports made by Dept of Employment & Labour
approved inspection authorities or by suitably qualified or experienced
people. They focus on specific risks and hazards listed on the checklist.
Introduce the Learners to the provided checklist or your existing checklist /
report form. Discuss the various headings one by one.

Remind them:
“It is difficult to include everything in a single checklist, but it will provide you
with an excellent guideline. Each item will be dealt with separately in a short
while."
2 Making Recommendations
SO3 AC3
 Tell the Learners:

"Merely reporting your findings is not enough. A great deal of time will be
saved by making constructive recommendations to your Employer. The
Health and Safety Representative should consider three criteria when
formulating a recommendation;
1. The priority
2. Whether it is reasonable and
3. Whether it is affordable
Once you have considered these, document the recommendation in the
Health and Safety Committee minutes and forward them to the Employer."

3 Visual Exercises
3.1 Preparing the Visuals

Prior to commencing this exercise, you need to arrange the visuals in such a way that they follow the checklist,
item for item. You are encouraged to add as many relevant visuals as you think appropriate.
You will note that generic title visuals have been provided so that each section can be dealt with separately.
NOTE: Each visual should be as specific as possible. By taking your own visuals, you will be able to customise
the visual presentation to meet your specific risks and needs. Remember to separate each group or section of
visuals with a blank visual. Consider arranging the visual presentation for specific groups of people such as
those from your production, operations, maintenance, administration department and so forth.
3.2 Preparing the Inspection Checklist

 It is recommended that you copy additional copies of the inspection checklist
you intend using and supply each Learner with a copy at this stage.
Ask the Learners to:

"Follow on the checklist and read through each item under the specific
heading on the checklist."
3.3 Projecting the Visuals

When ready, project each HAZARD IDENTIFICATION visual. Discuss each
aspect individually pointing out both the good and the bad aspects.
Concentrate on the CONCEALED aspects.
Encourage the Learners to explore the possibility of risks that cannot be seen
at first glance.
Do this for each section. Take your time with this exercise. It will prepare
them for the practical exercise.

4 Practical Exercise
 After the visual presentation inform the group:
"We will now be visiting the workplace to put our skills into practice."
This exercise inspection should be limited to about 60 – 90 minutes, if it is a

1-day session. If presented over 2 days or a number of sessions, then this
exercise could take as much as 3 hours.
Try to cover a workshop / manufacturing area, toilet / locker room and a
storeroom.
NOTE: Do NOT try to visit the entire premises. Concentrate on just one or
two examples of each. (It is very easy to waste too much time on the
inspection.)
Having shown the Learners a number of examples of what to look for, ask
them to point out their observations to the group and discuss them briefly. It
is NOT advisable to have them carry the inspection pads with them. It takes
too much time and they become distracted taking notes.
This is a good time to take a group photograph.

6 INCIDENT INVESTIGATIONS

SPECIFIC OUTCOME 2
Explain the specified requirements to conduct safety, health and environmental
representation activities at a working place.

The specific functions and rights of the health and safety representative are
explained in terms of the relevant legislation.
The importance and purpose of conducting safety, health and environmental
representation activities are explained in terms of the consequences to safety,
health, environment and production.
SPECIFIC OUTCOME 3
authority.

production.
SPECIFIC OUTCOME 4
1 Introduction to Investigations
 The OH&S Act requires that Health and Safety Representatives or Health and
Safety Committee members investigate all Recordable and Reportable
incidents. If they are not available or suitable, the Employer must designate
an investigator in writing.
Explain
“The purpose for an investigation is to determine and eliminate the cause of
the incident and NOT to find the guilty party.”
2 The Reasons for an Investigation
SO1 AC2
Project the REASONS FOR INVESTIGATIONS visual

Ask them to write the information into their workbooks. Discuss each aspect.
Tell them: "A proper investigation of incidents that have occurred while at
work is very important, for the following reasons."
1. IDENTIFY and remove the cause of incidents.

2. REVEAL the true situation encountered by employees at work.
3. PREVENT similar incidents in future.
4. DETERMINE responsibility for the occurrence of an incident.
5. FULFILL the legal requirement.
6. DEMONSTRATE you are committed to employees Health & Safety
“The principal reason for conducting an investigation is to identify the causes

of the incident. Remember this is a "FACT FINDING" and not "FAULT
FINDING" exercise.”
3 Steps to Investigating an Incident

SO1 AC2
Project the [INVESTIGATION STEPS] visual.
 Explain that the easiest way to find the cause of the incident is to follow the
following steps. Have them enter the information in their Book.
1 GATHER ALL THE INFORMATION

Tell them:
"We do this by asking questions such as What, Where, When, Who, Why,
etc."
2 DETERMINE THE CAUSE

"By looking at the list of unsafe behaviour and Conditions and identifying
which were involved. Write down as many as you feel were present. Note
that no incident was caused by "Negligence" or "Recklessness." Look at
whether the employees were trained, the presence of rules, procedures,
standards, etc."
3 CONSIDER THE REMEDY

"By stating which steps could have prevented the incident from occurring in
the first place. Write your thoughts down."
4 COMPLETE THE DOCUMENTS

Inform them:
“All the documentation must be completed in accordance with our
organisation policy and the Act."
5 MAKE YOUR RECOMMENDATIONS

"These must be based on possible remedies. Do NOT forget to look at the
LACK OF CONTROL domino, and if necessary, recommend the introduction of
a control system, the training of supervisors, or the writing of a Safe Work
Procedure, etc."
6 FOLLOW UP
Finish off by telling them:
"Your recommendations must be followed up. The Health and Safety
Committee minutes will be endorsed and attended to by the Employer or
their designated person. Make sure that their instructions were implemented
by going back to the Minutes sometime later. If they were not implemented,
start again if necessary."
4 Investigation Reports
 Obtain a copy of the Annexure 1 and distribute it at this stage. Tell them.
"The OH&S Act requires that Annexure 1 be used to investigate incidents."
Introduce and discuss the form in detail.

Concentrate on the suspected cause of the incident and the
recommendations to rectify the situation.
5 Investigate Every Incident

 Explain that:

“We also came to the conclusion that results were often a matter of
circumstance. They include the position of the victim at the time, the amount
of force exerted, the extent of the exposure and so forth. A falling object that
merely grazes a person's shoulder is no less serious, than where it struck the
person on the head and caused brain damage. The fact that the incident
occurred, and not the severity of the result, should be the deciding factor. If
the investigation reveals and remedies the causes, then that investigation
was worthwhile."
6 The Investigation Team

Project the INVESTIGATION TEAM visual.
 Inform them that:

"The nature of the incident will determine the size of the team. As we saw,
the law demands that all incidents resulting in treatment by a Medical
Practitioner must be investigated by an appointed person. Investigations are
best conducted by a group of experienced people who represent both the
employer and employees."
7 Visit the Scene of the Incident

 Explain that:
"This cannot be overestimated. It will allow you to draw plans of the layout
and take the measurements of elements such as lighting, noise, temperature
etc. You can also take photos, videos and collect any possible exhibits.
Remember to take all the necessary precautions to protect yourself from the
hazards present."
8 Collect Exhibits
 Discuss the importance of collecting the available evidence.
"Clues to the causes of the incident may be found if you look for them. These
guidelines should be considered when collecting exhibits."
1. Collect all the pieces for later reconstruction
2. Do not accidentally damage any exhibit
3. Take samples of articles and substances
4. Keep a list of each item found
5. Number or tag each item
6. Pack fragile items well
9 Interview the Right People

 Elaborate on the process of investigation and tell them:

"There are a number of people that can contribute towards determining the
cause of an incident. They include witnesses, the victim, their supervisor,
manager, colleagues, and so forth. Draw up a list of the people that could
contribute and approach them with the request to assist you. The
investigator must probe for information, without intimidating the
interviewee. Draw out the facts in an unbiased manner and beware of
jumping to conclusions. An interview plan must be constructed, preferably
with checklists and questions. This assists in organising your thoughts and
acts as a guide to cover all aspects."

10 Ask the Right Questions

 You need to gather relevant information in a methodical manner. Repeatedly
ask questions and you will eventually uncover the causes of the incident.
Having shown the Learners how to identify the potential risk by asking
"WHAT IS WRONG?" tell them they must determine why the situation was
allowed to exist, by asking the question "WHY?" Give them an example such
as this:
"Following an incident an operator was found to be working on a machine

without a machine guard. The hazard was discovered as a result of asking
"WHAT?" Now ask WHY?" The answer you may receive is "The operator
removed the guard.”
Encourage them to ask "WHY?" again and again.

"The answer to those questions may be: The machine guard slows down the
production." Ask "WHY?" again.
They may discover that "The operator's supervisor permits this to take
place." Ask "WHY" this problem was not reported to management? They may
answer "There was no response when originally reported." Ask "WHY there
was no result, and so forth."
Emphasize that:
"By asking the question WHY repeatedly, you will uncover the actual reason
why the machine guard was left off in the first place. It is this reason that
must be rectified if the hazard or risk is to be removed or eliminated once
and for all."
Advise the Learners never to only ask "WHAT", but repeatedly ask WHY."
Decide on which of the two basic methods you are going to use when
conducting the interview.
 1. DIRECT METHOD
Specific questions are asked, and the responses recorded. This line of
questioning includes "Closed Questions" that can only be answered "yes'‘,
"no" or "maybe" and should be avoided as it does not encourage the person
to talk and discuss the details.
2. INDIRECT METHOD
Here the questions are open-ended and are asked in such a way that the
person can cover a wide range of topics in the response. This method is
preferable and must be practiced as one tends to ask, "Closed Questions".
While the direct interview with "Closed Questions" may be easier to analyse
afterwards, more information can be gathered in the indirect interview.
11 Conducting the Interview

 Introduce the topic.
"Introduce yourself explain the reason for the interview. Start with one or
two easy, general questions. This will relax the person. From those general
questions proceed to more specific, focused questions. Keep to the subject.
Give the person reasonable time to respond.
If they are thinking, keep quiet. Silence should not be seen as embarrassing,
unless the person is genuinely stuck for an answer. If you think that they are
not being truthful in his response, then probe gently. Don't cause distractions
by, for example, tapping the desk with a pencil or clicking a pen. This may
cause the person to withdraw.
One good way of getting a person to elaborate on a point is to repeat their

answer, summarising the substance of what he or she has just said. Never
take the words out of the person's mouth. This will bias the answer and
could lead to misinformation. The investigator must be alert to differences
and try to clarify them during the interview. There is nothing more annoying
than being phoned for clarification after the interview. Where possible get it
all done at one session.”
12 Investigation Reports
 Obtain a copy of Annexure 1 and distribute it at this stage. Tell them.
"The OH&S Act requires that Annexure 1 be used to investigate incidents."
Introduce and discuss the form in detail.

“This forms part of your records and must be available for inspection.”
Concentrate on the suspected cause of the incident and the

recommendations to rectify the situation.
13 Taking Notes and Statements

 Explain:
"Notes or statements are important to guarantee that no important details
are lost or confused at a later stage. Some investigators use a voice recorder.
This works well if there is no objection. Just write down the main points, and
be quick, as the person may get impatient. Be sure to turn the notes into a
statement the moment the interview is over. The person should then review
and sign it. Don't forget to give them a copy."
14 Re-Enact the Incident

 "The incident could be re-enacted by the various parties to make sure all the
details have been accurately collected and recorded. All the parties should be
present and should be done as realistically as circumstances allow.
REMEMBER NOT TO PUT ANYONE AT RISK."
15 Closing the Interview

 "Don't close the interview abruptly. Take time to summarise and review the
details. Ask the person whether there is any other information they would
like to volunteer.
Also ask if they would mind receiving telephone calls to clear up any
misconceptions. Repeat that there may be further meetings or enquiries.
Thank the person and then close the interview "
16 Case Study
 Divide the group into groups of four or five Learners and explain that they
will be required to investigate an incident. You can create your own case
studies, based on actual incidents that occurred at your organisation. You
could also reinvestigate old cases and implement the recommendations.
Tell them:
"Write down the information as I provide it and then hold a group discussion.
Once you have identified the CAUSES and made appropriate
RECOMMENDATIONS, appoint a spokesperson who must present the
CAUSES and RECOMMENDATIONS to the rest of the Learners, as if they were
the Health and Safety Committee."
Guide them through the exercise until you are satisfied that they have
uncovered all the pertinent facts. Call for opinions from those who disagree
and then finally summarize by getting consensus on what should be
documented as the CAUSES of the incidents.
If you have used an actual case study, reveal and compare the findings with
those originally documented. If they differ considerably, then submit them to
the Employer.

7 THE HEALTH & SAFETY COMMITTEE

SPECIFIC OUTCOME 1

The statutory requirements applicable to a health and safety representative are
explained in terms of their effect on the duties and functions.
The statutory requirements applicable to a health and safety committee
member are explained in terms of their effect on the duties and functions
applicable.
The statutory requirements of the employer are explained in terms of their
effect on the functions, duties and responsibilities of the health and safety
representative.
OUTCOME RANGE
Structures include those contained within the management systems of the
organisation.

The extent of participation within safety, health and environmental structures, is
explained according to legislative requirements.
Consultative requirements of the health and safety representative are described
in terms of their impact on interested and affected parties.
The importance of participating in the activities within the safety, health and
environmental structures is explained in terms of the consequences to health,
safety, environment and production.
Participation in the activities of the safety, health and environmental structures
are measured according to health, safety and environmental requirements.
1 Objectives

SO1 AC2 /
SO2 AC2
SO3 AC1, 2 3 & 4
 Tell them:
"Whether The OH&S Act required the formation of a Safety Committee or
not, it makes sense to have a forum where matters concerning the safety of
the workforce can be discussed. This committee is sometimes called a Risk or
Loss Control Committee and includes the discussion of all related matters."
Recap on the info in Part 2 by reminding the group that:
"When 50 employees (in the event of a factory) and 100 (in the event of an
Administrative type organisation), Health and Safety Representative must be
appointed. When there are two or more Health and Safety Representatives,
a Health and Safety committee must be established."
2 Membership
 Explain that:
"The Health and Safety Committee consists of all the appointed Health and
Safety Representative as well as other management nominees, such as the
Engineer, Nursing Sister and Health and Safety Officer. Other people with
specialist knowledge, such as the local Fire Chief may be co-opted to sit on
the committee. All these people must be appointed in writing. One of the
members must be designated as the Chairperson and another as the
Secretary."
Introduce the Learners to all the members of your Health and Safety
Committee. Draw the structure on the flip chart.
NB: The OH&S Act suggests that the Chairperson may be voted into office.

3 Constitution
The OH&S Act requires that the procedures of the meeting be determined by the Health and Safety Committee.
These procedures could be recorded in the form of a formal constitution. Aspects such as voting rights,
procedure in event of the Employer not actioning the recommendations, the agenda, the Health and Safety
inspection priority system and so forth, should be included. If such a constitution Health and Safety been
negotiated and agreed upon, then introduce it at this stage. If no constitution Health and Safety been agreed
upon, then it should be discussed and implemented as part of your Health and Safety programme.
4 Running the Meeting

Project the RUNNING MEETINGS visual
 Discuss each point individually. Ask the Learners to follow in their books.
1. PREPARE FOR THE MEETING

 determine the issue/s to be discussed
 gather the relevant information on these issue/s
 decide on the priorities
 consider the leadership style required
 set suitable date, time and place
 circulate the agenda to all the Learners well in advance
 inform members of their roles
 prepare a suitable venue
 make arrangements for equipment, refreshments, etc.
2. GET THE MEETING GOING

 start on time whether all the members are present or not
 welcome those present and open the meeting
 clearly state the objective of the meeting
 identify the various role players; chairman, secretary, Health and Safety
Representatives, advisory members, employer nominees, observers etc.
 getting agreement on leadership style (if necessary)
 affirm the issues under discussion
 present the relevant information
 motivate group interest
 encourage team spirit
 stick to the allocated time
3. LEAD THE MEETING

"Your task is to steer the discussion, keep it on course, make changes in
direction as and when necessary, and take advantage of prevailing

circumstances. In short, as the helmsman dare not leave the wheel of a ship,
so you dare not stop leading the group. Leadership is active and not passive”
To do this you have to:"
 remain impartial
 stimulate discussion right from the start
 draw on experience of the Learners
 ensure the involvement of everyone
 consider all facets - research projects may be necessary
 look at the implications
 encourage various solutions
 evaluate forthcoming ideas and suggestions
 probe disagreements
 recognise contributions
 watch the pace of the meeting - it must not be boring.
 lookout for emotional build-ups
 only one person to speak at a time.
 stress co-operation not conflict
 concentrate on solutions not problems
 use humour to reduce tension - remember to lighten up.
 watch the time
 sum up regularly
4. WRAPPING UP THE MEETING

Get decisions by asking the group
"What should be done?"
Sometimes the answer may be: "Do nothing."
The group may require some guidance at this stage. Do so tactfully and avoid
the risk of foisting your suppressed instincts on them.
“Remember it is the employer's prerogative to make the final decision, but
the committee will be able to guide him.”
Finally:
 repeat the purpose of the meeting
 summarise the main aspects
 select the best solution/s
 decide on the plan of action
 determine responsibility for action
 set the deadline for the plan of action
 ensure everyone knows the role they are to play
 initiate the plan of action
5. FOLLOW UP

"Having taken the time to conduct the meeting, you need to monitor the
results closely. It may be some time before they are evident, so be patient.
Make sure that the Action Plan is initiated. Failure to do so will demotivate
the Learners."
5 Functions and Duties

SO1 AC6
Project the [HEALTH & SAFETY COMMITTEE FUNCTIONS] visual
 Discuss each aspect one line at a time. Ask them to write the information
into their workbooks.
1 HEALTH & SAFETY INSPECTION REPORTS

Tell them:
"These should be seen and discussed by The Health and Safety Committee
before being forwarded to the Employer or their designated person."
NOTE: Remember that if the Safety Committee only sits once every three
months, the HAZARDS may remain unattended for an unacceptably long
period.
Tell them
"Action should be taken to prioritize the observations and bring the urgent
ones to the attention of the Employer."
2 INCIDENT INVESTIGATION REPORTS.

"The Annexure 1 forms must be reviewed, together with any internal
investigation form and discussed by the Health and Safety Committee. Your
CAUSES and RECOMMENDATIONS must be agreed upon before submitting
them to the Employer."
3 HEALTH & SAFETY MEETING MINUTES

"Minutes must be kept by the Secretary recording all the activities of the
proceedings. Each member should receive a copy of the minutes as soon as
possible after the meeting so as to action all that is required of them. An
Agenda should they circulated to all members prior to the next meeting."
4 REGISTERS AND LOGBOOKS

Tell them that:

“All registers should they reviewed regularly to ensure that the routine
inspections have all been carried out as specified."
5 EMPLOYEE COMPLAINTS AND SUGGESTIONS

The OH&S Act requires that Employee’s Health and Safety Representatives
report hazards to the Employer.
"When the Health and Safety Committee receives a complaint, these must be
acted upon as soon as possible. Suggestions and Health and Safety reports
from the workforce should they encouraged. Health and Safety Committees
must deal with these as a matter of urgency, if the workforce is to take them
seriously."
6 RECOMMENDATIONS
Explain to the Learners that:
“Findings and recommendations from all the Inspection and Investigations
Health and Safety reports must they included in the Health and Safety
Committee Minutes and forwarded to the Employer or their designated
person. The OH&S Act requires that this person must sign and action the
minutes after reading them. If they fail to respond to the recommendations,
the Health and Safety Committee should review and resubmit their
recommendations. If this fails, and the Health and Safety Committee still
feels it requires action, they may approach the Dept of Employment &
Labour."
7 FOLLOW-UP
Make it clear that their responsibility does not end there:
"Follow-up must take place on those matters auctioned by the Employer to
ensure the recommendations are firmly in place. In the unlikely event of
urgent recommendations not receiving the necessary attention, the
members of the Health and Safety Committee have direct access to the Dept
of Employment & Labour, who will take the matter up directly with the
Employer."
6 Frequency of Meetings
 Inform the Learners that, in terms of the present Act:
"The Health and Safety Committee is required to meet at least once every 3
months. However, at our organisation we sit every ______________
month/s."
It makes good sense to meet more frequently, such as once a month, as the
matters can be finalized more promptly.

"The need to convene an emergency meeting from time to time must be

considered."
7 Health and Safety Committee Minutes

 "Like all the documents required by the Act, Minutes of each meeting must be
maintained. Copies should be circulated among all the interested parties.
Copies must be signed by the Employer and kept for a minimum of 3 years."

8 General
We suggest that you prepare more information on your own Health and Safety Committee and demonstrate
some of the noteworthy achievements of the past. Hand out copies of minutes, discuss a few case studies and
so forth.
9 Case Study
 Provide the Learners with a Health and Safety Inspection form. That is the
actual one they will actually be using during their normal inspections.
Instruct them:
"You are required to conduct a thorough inspection on return to your
respective workplaces. The Health and Safety report must be returned
before your certificates will be issued."
NOTE: Consider the fact that some of the Learners may not be literate. A
verbal Health and Safety report that Health and Safety been transcribed will
do.
10 Practical Exercise - Your First Committee Meeting

 As a final exercise, you should convene a Health and Safety committee
meeting to coincide with the training course and instruct all the Learners to
attend.
Tell them.
"We will meet on ____________ (date and time) in the ____________
(venue). Please list all the hazards and risks identified during the course and
any recommendations you may have for inclusion on the Health and Safety
Committee agenda."

8 CONCLUSION
1 Development Path
 Conclude by telling them that there is a promising development path for
them to follow. Training could include:
 Health and Safety Induction and Awareness.
 HIRA Hazard Identification and Risk Assessment.
 Incident and Accident Investigation.
 Occupational Health and Safety Act Legal Compliance.
 Supervisory Management Skills
 Amongst others.
2 Assessment
There is the option of giving the Learners a written or verbal assessment. This can either be done at the end of
the course or after a week or so.
The assessment gives you the opportunity to assess their understanding of the theory. The above practical
inspection results will tell you whether they can conduct an inspection properly. Print and hand out the
assessment papers provided.
NOTE: If you have made any changes to the course, remember to make the necessary changes to the
Assessment Paper as well. If you are not giving them an assessment, ignore these instructions and go on to the
next section.
3 Course Evaluation
 Tell them:
"When we started this course, we asked you for your commitment to the
Health and Safety programme.
We have now reached the end of the course. As a final activity I am going to
ask each of you to complete a course evaluation form.
Print and hand each Learner a form. Ask them:

"Please be absolutely truthful about your response, as if will assist me to
make the course more meaningful for the next group of Health and Safety
Representatives.”

3 In Conclusion
 "I wish to congratulate you on completing the Health and Safety
Representative Course. Having completed the course does not necessarily
make you a good Health and Safety Representative - that only comes with
personal commitment to the Health and Safety of your fellow workers. I
want to personally ask you to get actively involved in our Health and Safety
programme."
4 Where to From Here?

 Close the course with this or a similar talk:
"Firstly, you are going to have to use the information that I shared with you
as soon as possible. You must make an inspection of your workplace using a
checklist. Once you have completed your inspection, please forward the
original to your Health and Safety Committee Chairman or your Employer,
and a copy to me.
My office is open to each of you should you have any problems or wish to
have more information. My telephone number is ________________
Finally, remember that this is the start of what could be an exciting time in
your life. You may feel a little despondent from time to time. However, let
me encourage you to persevere with this worthwhile task.
We will be issuing you a certificate of attendance in the near future.
Thank you for your participation in this course."
5 Prepare the Certificates

Use your organisation own certificates, or the sample provided on the course material files.
These certificates and the attendance list are a critical part of the employer duties and essential to prove their
compliance.
Hand copies to the Human resources or training department for their safekeeping.
6 Prepare for the Next Course

Once all the Learners have left the room, re-pack all your training material in a suitable container.
You should prepare the material for the very next course immediately.
7 Make the Changes

If you want to make any change to the course do it now. A delay will mean that you may not remember them.
Take note of the comments on the Course evaluation form and implement them if necessary.
8 Recommendations & Comments

If you have any recommendations and comments you would like to make regarding the course, please email
them to INTRA. We appreciate the feedback that we get from our course users.
9 Copyright
Please observe the provisions detailed in the front of this Facilitator’s Guide.
10 Thank You
We trust that presenting this course was as much a pleasure for you, as it was for us when designing it.
11 Other Courses
INTRA has designed, and markets additional Health and Safety Trainer’s Kit s and DVDs. Please visit our
website.
12 Contact INTRA
INTRA-SAFE (Pty) LTD
HEALTH & SAFETY TRAINING SYSTEMS
P O Box 520, Plumstead, Cape Town, 7801 South Africa
Contact +27 (0) 82 920 8912
Email ken@safetyhealthtraining.com
Website www.safetytrainingkits.com

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EVENTSAFE LEARNER GUIDE

SAQA US 264519 : NQF Level 4 : Credits 4 : Event Safety Training Course

SafetyNow (Pty) Ltd

Mobile numbers: Nicolese Grobler 071 280 8556

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Unit Standard Title: Demonstrate an understanding of safety measures to field of play

Unit Standard ID No: 264519

Unit Standard Credits: 4

© Research and development by Nicky Grobler

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To the Event Safety programme!

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Sections in this Chapter:

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How does the training work?

The Purpose of this training

The purpose of this course is to ensure the following:

PROGRAMME OUTLINE AND DURATION

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 Structured learning = 14 hours

Time Section/ activities to be completed

Learner registration, signing attendance register and

10h30 – 10h45 Tea break

10h45 - 13h00 Chapter 2 – Introduction and legislation

13h00 – 13h45 Lunch break

13h45 – 15h00 Chapter 3 – Personal protective equipment

15h00 – 15h15 Comfort / Tea break

15h15 – 16h30 Practical session on equipment and inspections

Recap of the day and way forward for tomorrow

Time Section/ activities to be completed

Recap of yesterday’s learnings

10h30 – 10h45 Tea break

10h45 - 13h00 Practical session on equipment & lifeline installations

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Question and answer session / Formative activities

13h00 – 13h45 Lunch break

Chapter 5 – hauling work

15h00 – 15h15 Comfort / Tea break

15h15 - 17h00 Practical session on pulley systems and hauling work

Time Section/ activities to be completed

Recap of yesterday’s learnings

10h30 – 10h45 Tea break

10h45 - 13h00 Chapter 6 – Practical knots and rescue session

13h00 – 13h45 Lunch break

13h45 – 15h00 Chapter 6 – manoeuvres for supervisors

15h00 – 15h15 Comfort / Tea break

15h15 – 16h30 Practical session – rope manoeuvres for supervisors

Recap of the day and way forward for tomorrow

Time Section/ activities to be completed

Recap of yesterday’s learnings

10h30 – 10h45 Tea break

Practical session on risk assessment

13h00 – 13h45 Lunch break

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15h00 – 15h15 Comfort / Tea break

15h15 - 17h00 Summative assessment – 1 hour

THE PORTFOLIO OF EVIDENCE (POE)

ASSESSMENT AND LANGUAGE POLICY

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You will be required to complete a series of summative assessments. The Summative

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Programme Evaluation Form

LEARNER ROLE AND RESPONSIBILITIES

FACILITATOR ROLE AND RESPONSIBILITIES