Best Practice Guide - Educational Facility Managers Association … · 2018-06-15 · Custodial Best Practice Guide: Supervision & Training Page 4 2 Supervisory Best Practices Definition

Custodial Best Practice Guide: Supervision & Training Page 1

Best Practice Guide:

Custodial Planning,

Supervisory, & Training

Custodial Best Practice Toolkit


Table of Contents

1 Overview .................................................................................................................................................. 3

2 Supervisory Best Practices ................................................................................................................ 4 2.1 Supervision Best Practices ............................................................................................................................4 2.2 Supervision Models ......................................................................................................................................5

2.2.1 Centralized Management ............................................................................................................5

2.2.2 Centralized Management with Site Based Supervision ...................................................5

2.2.3 Site Based Management with Centralized Supervisor Support ....................................6

2.2.4 Unionized District Foreman with Site Based Supervision. .............................................6 2.3 Impacts of Supervision Ratios ......................................................................................................................7 2.4 Staff Allocation Methods / Models ..............................................................................................................8

2.4.1 Time Task Analysis Study ...........................................................................................................8

2.4.2 Area Time Averaging ....................................................................................................................9

2.4.3 Staffing Equalization Matrix .......................................................................................................9

2.4.4 Prescribed ...................................................................................................................................... 10 2.5 Team Cleaning Concepts & Benefits .......................................................................................................... 10

3 Work Scheduling Best Practices ................................................................................................... 12 3.1 Daily Cleaning Schedule Best Practice ....................................................................................................... 12 3.2 Weekly Cleaning Schedule Best Practice ................................................................................................... 12 3.3 Monthly Rotation Work Schedule Best Practice ....................................................................................... 13 3.4 Break Period Staff Availability Schedule/ Manpower Schedule ................................................................ 13 3.5 Break Period Building Usage Schedule ...................................................................................................... 13 3.6 Major Restorative Cleaning Schedule – Break Periods ............................................................................. 13 3.7 Renovation Cleaning Schedule. ................................................................................................................. 14 3.8 District Custodial Schedules - Crew ........................................................................................................... 14

4 Custodial Training Best Practices ................................................................................................ 15 4.1 Custodial General Training Requirements ................................................................................................. 16

5 Custodial Departmental Planning Best Practice ..................................................................... 24

6 Appendix: Benefits of Team Cleaning Concepts for Break Period Restorative Cleaning ............................................................................................................................................................. 25


1 Overview

Best Practice Guide: Custodial Planning, Supervisory & Training Practices

The purpose of this guide is to outline best practices that are available to school districts to assist with maximizing the cleaning efficiency and performance of custodial operations. The goal is to assist school districts across the province with maintaining a high standard

of cleanliness that will result in a healthy learning environment for students and staff.

Areas that will have an effect on general efficiency and performance include: effective work planning, staff scheduling, utilization of appropriate supervisory models, ergonomic assessments to reduce injuries and increased staff knowledge through training. It is

expected that operational efficiencies will also be gained by extending timelines before major restorative cleaning is required. This will ensure the custodial cleaning time

available is used as efficiently as possible to maintain a high level of cleanliness in our school system.

The guide covers best practices in custodial work planning, standards documentation, facility cleaning audits, work scheduling, methods of determining staffing levels,

supervision models and future planning practices.

Custodial Best Practice Toolkit

Be sure to refer to the following documents that, along with this guide, comprise the Custodial Best Practice Toolkit:

Standardized K-12 Custodial Handbook Best Practice Guide: Custodial Equipment Modernization Custodial Self-Assessment Tool

Service Delivery Project – Facilities Management Business Case


2 Supervisory Best Practices

Definition. Supervision is an accountable process which supports, assures and develops the knowledge, skills and values of an individual, group or team. The purpose is to improve the quality of their work to achieve agreed objectives and outcomes.

2.1 Supervision Best Practices

Supervisors must ensure that the staff they are responsible for have the knowledge and skills to succeed. To assist staff in achieving success, the department must have written processes and procedures for the staff to follow. These should be in the form of written

safe work procedures, a set of written expectations, clearly defined standards and documented training.

Follow-up and reinforcement of the methods and expectations is an important part of any

employee learning program. Providing staff with meaningful feedback with regards to their performance in a positive and respectful manner will result in positive changes for the staff member and better efficiencies in the department.

Regular site assessments are a part of the follow-up and reinforcement process.

Assessments identify areas where the staff have been successful and areas where the staff are struggling to meet the required standards. This can indicate that further training may be required to assist the staff in understanding the work processes and the work

expectations of the department. It presents opportunities for the supervisor to assist the staff member with understanding the requirements of the position and puts in place a

positive training opportunity that can make a difference in future service provisions. Success in the K-12 custodial field relates to providing a clean, healthy and safe

environment for students to learn. Success is also measured in the person’s ability to maintain their health and the ability to avoid personal injury on the job. Finally, success

is measured in the relationships the custodial staff builds within the school environment. Ensuring there is frequent and open communication and support between the custodial staff and their supervisor is an important part of building team success.

Creating an empowered department where staff know they make a difference and have

the ability to shape their daily contribution is an important aspect of having a successful operations department. Ensuring staff are given the opportunity to be involved in the work planning process, development of site and section cleaning schedules, summer

cleaning models and input into methods for managing the changing environment in their department(s) ensures ownership of the processes.

Ensuring staff is also involved in the product and equipment evaluation and selection process assists in creating an empowered department. Supervisors are also responsible

for the development and implementation of long term plans and to ensure regulatory requirements are met.


2.2 Supervision Models

2.2.1 Centralized Management

In the centralized model of supervision there is a district manager or supervisor

responsible for all aspects of the department. • planning • scheduling of work

• training • budget

• site inspections • equipment selection and purchase • product selection

• hiring • replacement, etc.

The manager and supervisors are individuals who are knowledgeable in all aspects of the custodial operations. They have the skills and knowledge to effectively, guide, train and

supervise the staff to ensure the purpose and function of the department is carried out in an effective and efficient manner.

Note: Site principals/vice-principals have the authority to issue direction in emergent situations only (i.e. extra cleaning during a flu outbreak, child is sick). Site principals do

have the authority to request that the daily site-specific requirements are met (i.e. event set-up).

This style is the preferred supervisory model.

2.2.2 Centralized Management with Site Based Supervision

In this model the principal of the facility is responsible for the day to day direction of the

custodial staff on their site. The district supervisor or manager hires, trains, sets district standards and procedures,

selects and approves supply and equipment requirements and is used as a support person when concerns arise. The custodial supervisor assumes direct control of the work

force during school break periods and plans and sets work schedules to ensure restorative work is completed.

In this model the supervisor retains budgetary control for the department and is also responsible for approving leaves and supplying relief staff when the need arises.

The principal is responsible to supervise and monitor the day to day operations on their

site. The drawback to this model is the principal may not be knowledgeable in custodial practices and procedures. Daily supervision usually ends with communicating what has happened on the site that day and what is scheduled for the evening. The district can be

in a position where standards vary greatly form one facility to another due to what is acceptable to each principal or administrator.


2.2.3 Site Based Management with Centralized Supervisor Support

The school principal has control of the funding and direct supervision of the custodial

services in the facility.

The district manager or supervisor of custodial services is responsible for providing guidance and knowledge to the principals in the custodial field, setting departmental procedures and standards guidelines, hiring and training new staff andproviding on-site

support to the principal when required.

In this system there can be less incentive to expend funds on upgrading equipment, tools and supplies to gain efficiencies, reduce injury rates or improve overall cleaning standards. Typically, methods and procedures used with this style of supervision are

usually outdated due to the direct competition for funding from other areas in the school.

With this system there will always be the question, “Are resources required for maintaining the facility being used for that purpose or was a site based need given priority for that funding?”

As with 2.2.2, the drawback to this model is the principal may not be knowledgeable in

custodial practices and procedures and daily supervision usually ends with communicating what has happened on the site that day and what is scheduled for the evening. The district can be in a position where standards vary greatly from one facility

to another due to what is acceptable each principal.

2.2.4 Unionized District Foreman with Site Based Supervision.

This model utilizes a form of centralized supervision which normally does not have budgetary control. Budget control may be site based or controlled by a maintenance

manager or district executive.

The district foreman is responsible for providing support to the custodial staff in the form of training, product support and guidance. He/she usually reports either to the maintenance manager or the secretary-treasurer.

The district foreman may be involved in the hiring process but does not have hiring

authority. The foreman ensures products are on hand when needed and is involved in product selection and support. They also can set cleaning schedules to assist staff with

meeting objectives. The foreman is responsible for providing training and guidance to the staff and may be asked to monitor performance. Issues where disciplinary action or corrective measures are required are usually brought to a person in a higher capacity

who has the authority to take the appropriate action and document corrective measures.

Usually in this type of system the school principal is responsible for day to day direction. Budgetary control usually is with either the maintenance function or secretary-treasurer. This system can work well in small districts where there are 15 or fewer custodial staff

covering the full district. Employee selection is the key to having this system work effectively. The maintenance / custodial manager must possess a good working

knowledge of the department so expectations can be set and met.


2.3 Impacts of Supervision Ratios

The ratio of excluded supervisor to custodial staff members differs greatly throughout the

province. In some districts the ratio is over 1:100 while in others it is 1:30 or lower. Once a district has ratios over 1:30 the person who is in the supervisory position must make

timely decisions on what functions he/she will not do to meet the time demands of the department.

With a 1: 30 ratio the supervisor has the opportunity to follow up on training requirements and reinforce changes to process, complete building assessments and have

a better gauge on current building conditions and staff abilities and training needs. Usually the smaller the ratio the better informed the staff is and this should be reflected in increased standards and overall reduction in costs. In addition, the supervisor has the

time available to be involved with developing long term plans and ensuring staff scheduling is in place for each aspect of the operations function.

At a ratio of 1:50 the supervisor’s time is at a premium and the ability to fully perform the functions of the position is stretched. The time between site visits and site

assessments are extended and the individuals end up working extended days to fulfill the requirements of their positions.

At a ratio of 1:100 the scope of what an individual can do to in the form of direct staff supervision is limited. This type of ratio allows for an individual to manage the

department functions and put programs in place to guide the direction of the department. With this ratio the person managing the department does not have the time

available to fulfill the training and reinforcement requirements of the department. She/he works in a reactive environment where dealing with problems is a regular routine. Although costs for supervision is low, the unseen costs for errors and rework tends to be

much higher. Contact time is limited between the manager and the staff due to the volume of work that he/she must direct.

With a 1:100 ratio, although the staff is being provided leadership and direction, the staff of the department is not being provided with meaningful effective, efficient supervision.

The opportunity to have enough contact time to build effective positive relationships and the ability to complete regular meaningful building assessments is limited. The planning

scheduling and organizing of the work force is the main function of the supervisor. Unfortunately, with these supervision levels the districts are not getting the most

effective and cost-efficient services available. Continual errors in cleaning processes, ineffective equipment usage and over use of

products increase the needs for restorative work and have a negative effect on building standards and surface life cycles. Work performed in a manner which places the

employee at a greater risk of injury can lead to increased absences, replacement costs and WorksafeBC premiums.

All of these direct costs are present due to the supervision model in place. If the model does not change the results will not either.

If this ratio is lowered by the introduction of front-line supervisor(s), the staff will get the


direction and guidance they need to meet the changing requirements of their positions.

The line supervisors can ensure the processes that are required to support change are understood and followed. They can also assist in supporting the staff through the change

processes and assist staff in being successful in their position. With this change, training requirements are easier to meet and change is easier to manage and support.

The best method of determining supervision levels required is to complete a time study on the functions and expectations of the position and match the time requirements with a

staffing level.

2.4 Staff Allocation Methods / Models

With all of these supervisory methods the best practice for staff allocation is to involve

the union and staff in the process so the numbers that result from the methods are understood. Here we will review five allocation methods that are presently in use in the

province. Team cleaning concepts for restorative summer cleaning will also be discussed.

2.4.1 Time Task Analysis Study

The most accurate method is using time function studies to set work load and staffing levels based upon your district actual service levels and methods.

An APPA study indicates that the best method for determining staffing levels is to do a time study on each aspect of the custodian’s job. This would include breaking down each

area and putting a time factor on each task performed. (Note CCMS covered in later in the section.) This is the method most major contract cleaning companies and larger

universities utilize to ensure staffing levels meet the required needs of the buildings. Although this method is time consuming it accurately measures the time it takes for each

task. Once the time study has been completed for each task, a determination of the frequencies for each task is determined to meet the level of cleanliness targeted.

Once the frequencies have been determined it is a matter of adding up the time requirements to come out with an accurate time requirement to maintain the facility to

the standard required. Setting FTE levels to actual task demand is the most accurate method in determining correct staffing requirements.

Time study results from the ISSA 612 cleaning times publications have been used by

some organizations to determine the task times. The only caution with utilizing any organization’s times is you may have a different method of cleaning which will change time requirements of a specific task.

Any changes in the process or procedures and introduction of alternate cleaning methods

or equipment will create a need to adjust and document the changing task time requirements and frequencies.


2.4.2 Area Time Averaging

This method assigns time by average area to create a matrix which sets required staffing.

A time study is done on each type of area over a period of time to determine the cleaning time required for that room/area type to the required standard.

Time is determined by the average time it takes to complete the type of area daily to the

required cleaning standard instead of each task completed in the area. Each building is then assigned times for each area of the building based on the corresponding times determined by the time study. Since there are frequency variations for cleaning tasks a

large enough sample must be taken to ensure weekly and monthly tasks are included in the averages.

Although it is not as detailed as putting together a time study for each task it does provide a rough guideline as to the staffing levels required in each area. As with any

study the bigger the sample the better the resulting information will be. This method can also be used to determine required staffing levels for restorative cleaning (e.g. spring

break). Each district that utilizes this method has its own set of numbers and its own averages

for areas that may differ from the neighboring district. It is strongly advised that if you utilize this method that the averages are determined by a joint committee to ensure buy

in from the staff involved. As with the first method, changes in the process or procedures and introduction of

alternate cleaning methods or equipment will create a need to revisit the allocations. This method has been utilized in the public school setting and gives a rough time

requirement based upon the makeup of a cleaning section.

2.4.3 Staffing Equalization Matrix

A third method of staffing allocation is used to ensure staff is allocated in an equal fashion district wide based upon available budget. This method uses a matrix to compare

a number of factors within a school facility to determine a matrix staffing required level for each facility.

This type of matrix usually takes into account each school’s student load, number of teaching areas, number of washroom fixtures and overall size of facility. In addition to

this, other factors that can be included are allocations for community use, out buildings/portables, and day custodial services.

Once the tables are populated for each facility in the district, the matrix will compare these factors between buildings and provide a positive or negative number. Comparing

these results between buildings will give the manager / district a clear determination where the staffing levels provided is out of line with staffing in other buildings within the


district.

Although it gives a snapshot if/how staff is allocated in comparison with other facilities it is not an accurate method of determining staffing levels to meet prescribed cleaning

standards. The results may be similar to the area averaging results but the matrix can also be used to ensure additions or reductions in staffing levels are equally distributed between facilities.

This method does ensure workloads between locations has been fairly allocated based on

funding available. Although results from this method can be similar to the area averaging it does not set staffing levels based on attaining a prescribed standard.

2.4.4 Prescribed

One of the simplest methods to allocate custodial staffing is to allocate it by the size of

area to be cleaned. This ensures there are a number of custodians allocated for a set amount of square feet. For budgeting purposes this is the most straight forward method.

For example, a building size is 100,000 square feet and we are obligated to provide one custodian for every 20,000 square feet therefore we fund 5.0 FTEs for that facility.

Although this seems simple it has some positive and negative aspects. The positive aspect is that if the 5.0 FTEs enable you to provide a high standard of cleanliness then the facility is well looked after and the size of the staffing is protected from future

change.

The negative aspect is that if there is a change in function in that facility there is no way of adjusting the levels to meet the new demand. There is also no incentive to fund additional resources to increase the level of cleanliness in the facility.

One of the only ways to have a district investment in change in the custodial program is

to show the direct relationship between a cost savings such as injury reduction and reduced sick leave costs and the costs of implementation.

2.5 Team Cleaning Concepts & Benefits

The majority of school districts across British Columbia utilize a primarily zone-based

cleaning system for the daily cleaning of schools throughout the school year. Over the past twenty years school district have recognized the advantages of utilizing a team cleaning approach during the periods of time where major restorative cleaning is taking

place.

Advantages to utilizing team cleaning concepts are the reduction of custodial injuries, the reduction of energy consumption and the reduced costs of purchasing and maintaining specialized equipment. If the process of managing change is implemented with the staff

an added advantage is increased staff morale.

With schools teamed up the requirement to operate HVAC systems throughout the summer is reduced. Only the schools that are scheduled to be cleaned during a period of


time require the systems to be operating. If specialized crews are being used to perform

specific duties area or district wide then the requirement for specialized equipment is reduced.

If schools are teamed with their neighboring school then specialized equipment

requirements are also reduced. Also, with custodians helping each other move heavier items and sharing the work load the risk of injury is reduced.

A study done by the BC School Safety Association “Reducing Musculoskeletal Injuries Among School Board Custodial Workers through Cooperative Summer Work Organization”

outlined the advantages and disadvantages to moving towards team cleaning concepts during school break periods. See Appendix for a summary of the findings and recommendations.


3 Work Scheduling Best Practices

A written schedule is a plan for daily success. It lets everyone involved know when and

what is to be expected and it ensures there is a method of communication in place that allows relief staff to be aware of the schools expectations.

All non-emergency work is documented on a written work plan/schedule for all aspects of custodial cleaning practices. This includes written schedules for daily, weekly and monthly

cleaning tasks as well as schedules for all restorative cleaning work planned during school break periods.

It is important that all schedules are based upon the districts agreed upon standards, union agreements, procedures and time task allocations.

In addition to a written schedule, within each facility there needs to be a colour coded

diagram of the facility noting each custodial assignment within the facility. These diagrams should be posted in each custodial room and a copy should be available to the

principal in the office. The facility diagrams should also have the locations of the main shut offs, fire panels, sprinkler rooms and main electrical rooms in case the custodial staff need to react to an emergent situation during their shift.

The following are examples of the types of schedules that are necessary to the operation

of an effective and efficient operations department.

3.1 Daily Cleaning Schedule Best Practice

Daily schedule outlines the tasks and daily duties that need to be completed; schedules are usually set in either 15 or 30 min. intervals.

This schedule enables new and relief staff to keep on track and provide a consistent service to the school. It also provides reminders as to when safety checks, security lock

ups and breaks should be taken/done. This schedule will enable the regular custodian has a place to ensure staff who are replacing him/her know about any special requirements

that are present in the section or building. The information in this schedule must be derived from the time task study and standard

frequency charts. This schedule must be posted in each custodial office along with the building custodial section map.

3.2 Weekly Cleaning Schedule Best Practice

A weekly schedule is in addition to the daily cleaning schedule and lays out when weekly

rotation work should be done in each area of the section. Weekly schedules typically outline the additional rotation cleaning tasks and the area in which they are to be

performed on any given day. The information in this schedule must be derived from the time task study and standard

frequency charts. This schedule must be posted in each custodial ??? with the building custodial section map.


3.3 Monthly Rotation Work Schedule Best Practice

Monthly rotational task schedules are much the same as the weekly schedule as it ties in

the monthly tasks with the daily and weekly schedules.

With these three schedules in place the consistency of the service should be upheld no matter who is in place on a given day. The information in this schedule must be derived from the time task study and standard frequency charts. This schedule must be posted in

each custodial office along with the building custodial section map.

3.4 Break Period Staff Availability Schedule/ Manpower Schedule

A schedule / plan that outlines when department staff is available during break periods is an important piece of the planning process. A staff availability schedule needs to be

made to ensure you have scheduled staff to meet the restorative work requirements.

Typically, an Excel spreadsheet or Microsoft project document can be used to track your staff availability and set times out for each function required in each site / facility

Once the staff availability schedule is completed a person in charge of custodial services, in consultation with their custodial staff, can set out a plan / written schedule / guideline

for the work that is required for each of the schools in the district. It also ensures that any additional staffing requirements are identified and included in the overall work plan.

3.5 Break Period Building Usage Schedule

A schedule needs to be distributed to all facility/ maintenance and custodial staff noting

what community use, building leases, summer school, summer program and summer/ break sport usage is being booked at each facility. This schedule should be available to the custodial managers by the middle of June so the department can finalize its summer

manpower requirements and building cleaning schedules with the site-based staff.

A copy of each school’s booking schedule must be available to all site custodial staff. This information will assist the custodial staff when developing a cleaning plan for their facility.

3.6 Major Restorative Cleaning Schedule – Break Periods

In addition to the section cleaning schedule there are other schedules that ensure tasks

are completed at set times throughout the school year. Most of the major restorative tasks are completed when school is not in session. Ensuring a plan is in place is

imperative for success. There are a couple of different types of schedules that will affect the overall efficiency of

the operation during these times. All of the work schedules must be tied into the staff availability for the period in question and the time task analysis study or the task time

averaging method and standard frequency charts. They also must take into account the building usage for the period in question. This schedule must be available to all custodial staff in a facility and should be accompanied by a facility diagram of the site and a break

period / restorative work check lists.


This schedule should list all of the work that is required in the facility and when each function or area in the facility is to be completed. If a custodial staff member leaves the

site unexpectedly, the person sent in to complete the work will know what has been done and what is still outstanding by looking at the schedule and check list for the facility.

3.7 Renovation Cleaning Schedule.

In cooperation with the maintenance services, custodial manpower needs to be

scheduled to meet the needs of building renovation schedules. Any large renovation project will have a direct effect on when and how a building’s cleaning requirements are

carried out in those facilities. A schedule of all of the major maintenance project and renovations needs to be

incorporated into the custodial cleaning schedules within the district to ensure manpower is available when required. It may be necessary to move staff from one site to another to

accommodate major renovation projects and to have staff available near the end of the break period to complete the cleaning in these facilities.

It is not effective or efficient to have to reclean an area or facility due to a lack of planning or scheduling.

3.8 District Custodial Schedules - Crew

Task schedules need to be organized for any service that is provided by a crew or

specialist district wide. These may be a gym floor refinishing crew schedule, carpet cleaning crew schedule, floor refinishing crew schedule, pressure washer schedule, etc.

With the above information the custodial staff and their managers / supervisors will be able to develop a plan on how the required cleaning and restorative work will be

scheduled most effectively for each facility.

Summary All of the above planning and scheduling tools assist in setting benchmarks for the staff and give them the knowledge of when and how requirements will be met in their facility.

Using schedules and plans also ensures that other custodial staff or relief staff assigned to a school or project have clear timelines to accomplish the tasks required.

With written schedules it is easier to identify if additional manpower is needed early in

the process so staffing can be adjusted to complete the required work. From the above information a custodial manager can forecast the expected expenditures for the district and have support documentation for future budgeting. This information will also allow

both the supervisors and the staff to track how any efficiencies that have been put in place had an effect on the overall process.

There are a number of other items that are scheduled during break periods that need to be communicated in general to the custodial staff. Items such as when waste bins are

dumped, when supplies are ordered and delivered, etc.


4 Custodial Training Best Practices

Custodial training is paramount to maximizing the effectiveness and performance of

custodial operations.

Districts are often presented with reduced cleaning standards, performance, and increased expenditures in areas where adequate training has not been provided. The reduction of injuries is one of the areas that can be affected the most with a

comprehensive training program.

The majority of custodial tasks are physical in nature. These tasks are also highly repetitive in nature. Adding these two components together increases the risks of injury. Add in an untrained employee who is “just trying to get the job done” and you have an

injury waiting to happen.

Custodial employees need to be trained on each aspect of their work to ensure they have the skills and knowledge to work in the most safe and effective manner possible. The

training also needs to be reinforced on the job site to ensure there is a full working understanding of the safe work concepts and procedures that will enable the custodial staff to succeed in their profession.

Training on workplace procedures and the care and use of custodial equipment ensures

life cycle costs are not increased and the costs for repair of custodial equipment is reduced. Ergonomic issues with equipment use also need to be addressed in the training. This will have a positive effect on injury reduction. Finally, this training needs to be

reinforced with onsite supervision.

The following are areas that are negatively affected by inadequate training and supervision:

Equipment repairs Equipment replacement

Supply replacement costs Overuse of products Ineffective use of products

Ineffective cleaning procedures Sick leave utilization

WCB premium costs and staff replacement cost Costs to re-do work Costs of increased restorative cleaning

Costs of decreased life cycle of building components Costs of lost production

Lower standard of cleaning attained


4.1 Custodial General Training Requirements

The following are “young and new workers” training requirements based on WorksafeBC

regulations:

Regulatory excerpt

Section 3.23 (Young or new worker orientation and training) of the OHS Regulation ("Regulation") states:

3.23 Young or new worker orientation and training

(1) An employer must ensure that before a young or new worker begins work in a workplace, the young or new worker is given health and safety orientation and training specific to that young or new worker's workplace.

(2) The following topics must be included in the young or new worker's orientation and training:

a. the name and contact information for the young or new worker's supervisor;

b. the employer's and young or new worker's rights and responsibilities under the Workers Compensation Act and this Regulation including the reporting of unsafe conditions and the right to refuse to perform unsafe work;

c. workplace health and safety rules;

d. hazards to which the young or new worker may be exposed, including risks from robbery, assault or confrontation;

e. working alone or in isolation;

f. violence in the workplace;

g. personal protective equipment;

h. location of first aid facilities and means of summoning first aid and reporting illnesses and injuries;

i. emergency procedures;

j. instruction and demonstration of the young or new worker's work task or work process;

k. the employer's health and safety program, if required under section 3.1 of this Regulation;

l. WHMIS information requirements set out in Part 5, as applicable to the young or new worker's workplace;

m. contact information for the occupational health and safety committee or the worker health and safety representative, as applicable to the workplace.


The following is a list of common training requirements for school district custodial staff. The list is not inclusive as each district has a variety of duties assigned to their custodial

staff which will increase the training demands as the duties expand.

New Employee and Regular Staff Custodial General Training Requirements Checklist

Topic Requirement Follow up Review with full staff

Emergency lighting

expectations / testing procedures

Before responsibility is

assigned

After first inspection

received

Annual / new in

school

Lift training – scissor

Before first usage by

any staff

First time assigned Annual / two years

(check regs)

Lift training – platform

Before first usage by any staff

First time assigned Annual / two years (check regs)

Lift training Before first usage by any staff

First time assigned Annual / two years (check regs)

Ladder training First day on job Within six weeks Annual

Chemical awareness First day on job Within six weeks Annual

Fire system checks and training

Review information first day on site

When responsibility assigned

Annual

Fire extinguisher

inspection and training

Before responsibility is

assigned

After first inspection

reports received

Annual

HVAC Filter Change Before responsibility assigned / first day on site

During first change cycle

Annual

Roof access / fall protection

First day on site Within six weeks Annual

Confined space

awareness

First day Annual

Asbestos awareness program and

procedures

With new employee orientation

Within three months Annual

Working alone procedures

First day on job / review first day

working alone

Within six weeks Annual

Universal / standard precautions / blood-

borne pathogens including sharps

First day on job review Annual


Topic Requirement Follow up Review with full

staff

disposal

Shop saw dust

extractors

First day in area Within three months Every two years /

new in area

Power outage procedures

First day on job – review flip chart


Use of school equipment

First day on job – site orientation

Within six weeks Every two years

Harassment

awareness

District orientation Annual ??

Security responsibilities and

procedures

First day on job Within six weeks Every two years / new in area

Chemical spill clean-up procedures

First day on job Within three months Annual

Ergonomic awareness

District orientation / review tools for schools first day on job


District emergency preparedness and

response information

First day on job – review flip chart/

procedures

Within three months Annual

Rental expectations

and procedures

First day on job Within six weeks Annual / new in

school

Lock down procedures

First day on job / in site

Within six weeks Annual / new in school

Broken window

repair expectations

First day on job Annual

School keys / Security

First day on job Within six weeks Every two years

Care of equipment First day on job Within six weeks Annual /

Infection control – cleaning of high

contact surfaces

First day on job Within six weeks Annual / when required

Violence prevention With district orientation

Annual

Snow removal expectations / training

Before first snow fall – late fall – all staff

After first snow fall Annual

Natural gas odor – procedure

First day on job Within six weeks Annual /


Topic Requirement Follow up Review with full

staff

Waste management /

Recycling

First day on job Within six weeks Bi annual

Work place tour First day on job At each new location

Task Procedure Training Check List

Task Training Follow up Review

Wall washing First day / before operate equipment


Window cleaning First day Within six weeks Every two years

Rodent cleanup First day Within six weeks Annual

Vent / diffusor cleaning

First day Within six weeks Every two years

Damp mopping First day Within six weeks Every two years

Wet mopping


Dry mopping First day Within six weeks Every two years

Swing machine First day or before they

operate equipment


Burnisher – electric

burnisher – battery burnisher – ride on

First day or before they

operate equipment


Automatic scrubber –

ride on automatic scrubber – walk behind

First day or before they

operate equipment


Dispensing systems – chemical


Dispensing systems -

paper


Dispensing systems – hand soap


Floor finish application

Within three months of hire and before process required


Floor stripping Within three months of hire and before process required



Task Training Follow up Review

Carpet cleaning Within three months of hire and before process

required


Light cleaning and replacement


Blind cleaning Within three months of hire and before process required


Urinal disinfection First day Within six weeks Every two years

Toilet disinfection First day Within six weeks Every two years

Pressure washing Within three months of

hire and before process required

During first operation Every two years

Stripping resilient

floors

Within six months of


During first operation Every two years

Foam de-greasing

Kitchens

First day in area Within six weeks Every two years

Computer cleaning First day on job Within six weeks Every two years

Environmental

cleaning for infection control


Gym floor refinishing Before process During first process Every two years

White board/ chalk

board


Deep scrub and

refinishing

Within six months of


During first process Every two years

Supply ordering First day on job Within six weeks Every two years

Vacuuming carpet First day on job Within six weeks Every two years


Area Procedure Training Check list

Area procedure Initial review /

training

Follow up Review

Classrooms First day Within six weeks Every two years

Offices First day Within six weeks Every two years

Home economics First day in area Within six weeks Every two years

Tech Shops First day in area Within six weeks Every two years

Wood shop First day in area Within six weeks Every two years

Art / clay rooms First day in area Within six weeks Every two years

Washrooms First day Within six weeks Every two years

Medical rooms First day Within six weeks Every two years

Cafeterias / lunch rooms


Washrooms First day Within six weeks Every two years

Change rooms First day in area Within six weeks Every two years

Auditoriums First day in area Within six weeks Every two years

Boiler rooms First day Within six weeks Every two years

Outside areas First day Within six weeks Every two years

Staff rooms First day Within six weeks Every two years

Hallways, entrances First day Within six weeks Every two years

Stairways First day Within six weeks Every two years

Fixed bleachers First day in area Within six weeks Every two years

Custodial rooms First day Within six weeks Every two years

Custodial equipment care


Area and duties list First day Within six weeks Every two years


District New Employee Orientation:

District Initial training Follow up Review

District overview Employee orientation session

Department

reporting structure

Employee orientation

session

First day on job Three months

Expectations of position

Employee orientation session

First day on job Three months

Work hours, reporting for work

and break times


Within six weeks

Conduct and dress code


Within six weeks

Reporting absences Employee orientation session

Within six weeks

OH&S Program copy Employee orientation

session

Annual

Roles and responsibilities –

workers / employers / supervisors



Right to refuse Employee orientation

session


Accident, incident , injury reporting

procedures



First aid provisions / locations



Emergency procedures flip chart / procedures



WHMIS / msds retrieval



Safety committee Employee orientation

session


Reporting safety concerns



Asbestos awareness Employee orientation session


Harassment Employee orientation Within six weeks Annual


District Initial training Follow up Review

awareness and prevention

session

Smoke free

environment


session


Violence awareness and prevention



Working alone procedures



Use of alcohol / non-

prescription substances


session


Use of district

computer / email


session

Within six weeks

Personal Protection Equipment (PPE)

requirements



Washroom entry procedure


Within six weeks

Expectations of interaction with

students/ public


Within six weeks

Emergency maintenance fire,

flood, gas leak


Within six weeks annual

Communication expectation/ method


Within six weeks

Call out procedure /

expectations


session

Within six weeks

Confidentiality Employee orientation session

Within six weeks

Mileage / travel Employee orientation session

Within six weeks

Time sheet Employee orientation

session

Within six weeks

Postings Employee orientation session

Union contract Employee orientation session

The best practice is to ensure a comprehensive custodial staff training program

and training schedule is developed and implemented.


5 Custodial Departmental Planning Best Practice

Planned Changes for Efficiencies

The introduction of efficiencies such as ride on equipment, a change in hand soap

dispensing, changes in paper towel dispensing, addition of high speed hand dryer systems to name a few will all need to be planned and funded.

A short business case for each set of efficiencies planned or identified must be included in the long-term plan. The business case would outline the cost benefit analysis and a cost-

effective implementation plan. Supply Budget Forecasts

With the ongoing changes to commodities pricing and the introduction of newer

technology a longer-term outlook on material supply budgets is required. Forecasting changing requirements over a long term and updating them on an annual basis allows for

better tracking of changes and a more clear understanding of future funding requirements.

Being able to forecast the effect of group purchasing agreements on the annual supply budget will assist in ensuring funding is provided to meet the need. Refer to the BC

Education Marketplace for a number of custodial related supply arrangements that may benefit your district.

Long Term Staff Training Program / Plan

A long-term staff training plan needs to be developed and costed out to meet the ongoing regulatory requirements.

A five-year custodial plan outlining where the department is going is not only a good business practice it is a necessity in today's business environment.

Any supervisory manpower requirements to manage the ongoing program needs to be identified and costed to ensure funding support.

Future Service Provisions

Any changes in the way service is provided needs to be identified and costed out in the 5-year planning process. Any proposed or requested additions to the service levels

provided also needs to be identified and included in the program. An example of a change of service provisions may be the addition of a district wide recycling program

managed by the operations department. Having a comprehensive plan in place and reviewing and updating the plan on an annual

basis ensures there is a planned and supported approach to managing the changing requirements in the operations department.

http://bcedmarketplace.ca/

http://bcedmarketplace.ca/


6 Appendix: Benefits of Team Cleaning Concepts for Break Period Restorative Cleaning

A study done by the BC School Safety Association titled “Reducing Musculoskeletal

Injuries Among School Board Custodial Workers through Cooperative Summer Work Organization” outlined the advantages and disadvantages to moving towards

team cleaning concepts during school break periods. A summary of the findings and excerpts from the study are noted below.

The expert panel identified the following seven restorative cleaning staff allocation

methods in use across B.C. K-12 districts for summer restorative cleaning:

1. Status Quo, where a custodian is assigned to a single school or an area of a school

and they are responsible for that same area during summer cleaning.

2. Specialized work groups formed with a temporary posting to rotate between

schools and perform specialized tasks such as gym cleaning or carpet cleaning.

3. Cooperative pairing between custodians at two or more schools where they work

together to clean one school then move on to do the other school.

4. Cooperation between custodians within a school that has two or more custodians

(rather than in their assigned area) to organize and complete the summer cleaning

tasks together.

5. Large cooperative groups are formed of four to eight custodians who move from

school to school to perform summer cleaning.

6. Assistance is provided, as needed, for moving furniture and other heavy tasks by

supplying maintenance workers or teachers’ assistants on a short-term basis.

7. Combinations of one or more of the alternative work methods listed.

“Although the panel did not come to any conclusions regarding which is a better system

they did find that when supporting team cleaning concepts custodial injuries were reduced. The case studies from all districts using team cleaning models all showed

reduced injuries rates during the summer cleaning process.” “Based on findings of this expert panel, it can be concluded that musculoskeletal injuries

are a concern for Custodial workers in School Districts, and summer cleaning may involve increased risk due to the heavier physical demands. Cooperative approaches that provide

assistance to Custodians for heavier tasks appear to be beneficial at reducing injuries and have additional benefits to both Custodians and Managers. Carefully conducted trials that measure the benefits are encouraged.”


Recommendations for Successful Implementation of Cooperative Summer Custodial Work

It appears there is no single “correct” way to organize summer cleaning in school districts. The choice of method for organizing summer custodial work will depend upon

district size, proximity of schools, current practices, and worker preferences. Each of the seven methods identified have advantages and disadvantages that should be weighed by an individual district when considering the options.

It appears, based on the experience of those Districts which have tried methods other

than the status quo, that there are numerous benefits to collaborative approaches These include reduced injuries, increased morale and interpersonal interaction, increased cleaning standards, improved supervision and reduced costs.

When considering the various methods, the following is recommended:

1. Be clear about why you are changing the work organization in summer months

and have a stated goal. For example, you may decide to pair up single-school

custodians to ensure they have help available for heavy tasks and to provide some

interaction, with the goal of reducing musculoskeletal injuries.

2. Involve the custodians in design and implementation of the organizational change.

There is considerable evidence from participatory ergonomics studies that when

workers are involved in designing how their work is organized and carried out,

they have higher satisfaction, cleaning efficiency, and fewer injuries and

absenteeism.

3. This can be accomplished using professional development days for workshops and

meetings and involving the union. Note that this notion has not been rigorously

studied and tested but is anecdotal.

4. Carefully consider the size of crew that would work best in your District. If schools

are a large distance apart, it may not be feasible to have groups of four to six

custodians.

5. Choose good leaders for the crews who will encourage custodians to work together

and who can deal with interpersonal conflict as it arises.

6. Consider whether the change will be mandatory for all custodians, or you will

provide the ability to “opt-out” for those custodians who do not want to change

from the status quo.

7. Consider whether the organizational change can be implemented within your

current collective agreement, or whether a change in the agreement is beneficial.

8. Provide training for custodians in ergonomics to reinforce the change in work


organization. Training can include information about typical musculoskeletal

injuries that occur to custodians, risk factors for such injuries and types of tasks

performed by custodians that have risk, preferred methods for performing tasks to

minimize risk, and the benefits of working cooperatively to minimize risk.

9. Encourage custodians to develop positive relationships with principals and teaches

at their school.

10.Encourage teachers and students to take responsibility for some of the clean-up

tasks in late June, such as cleaning lockers, boxing up materials, removing items

from walls, putting trash into outside bins, etc.

11.Plan for some additional administrative and organizational time to coordinate

custodians at the beginning of the summer period.

12.Ensure that proper coverage is available during vacations and sick leave. The

additional up-front time should be compensated by the reduction in supervisory

time during the summer months.

13.Deal with potential obstacles to an organizational change up-front. Have

discussions about who supervises, mileage costs, etc. and involve custodians in

decisions.

14.Collect critical data prior to and following the summer months so the change can

be evaluated. For example, musculoskeletal injuries, cleaning efficiency, and

custodian opinions can all be compared prior to and following the change to

evaluate whether the change has been effective. Monitor and fine-tune on an

ongoing basis throughout the summer as needed.

15.De-brief at the end of summer to know what was working and what parts of the

change require improvement. Systematically document the items such that they

can be applied the following summer.

The above recommendations reflect management and good supervision practices of

ensuring the staff have involvement in the design of the process and understand the driving factor is injury reduction for the staff.

It should be noted that the above study also mirrored studies done in higher education which also concluded that working together has many benefits including reducing the risk

of injury to staff.

Documents

Best Practice Guide - Educational Facility Managers Association … · 2018-06-15 · Custodial Best Practice Guide: Supervision & Training Page 4 2 Supervisory Best Practices Definition