ETHICS & HEALTH SAFETY

SECTION 1ETHICS & PROFESSIONALISM

IN THE INDUSTRY

UNIT STANDARD: DEMONSTRATE AN AWARENESS OF ETHICS AND PROFESSIONALISM IN THE INDUSTRY (ID: 253337)

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TASK

Compile an ethics code of conduct for SA music industry:

1. Code (50 marks min 200 words)2. Rational behind code (50 marks, 300 words) using the below points

Explaining the need for ethical behaviour within the sector. Defining ethics in a professional context. Evaluating the principles that govern ethical behaviour within the work

environment. 

See example below:

The Hippocratic Oath(Modern Version)

I SWEAR in the presence of the Almighty and before my family, my teachers and my peers that according to my ability and judgment I will keep this Oath and Stipulation.

TO RECKON all who have taught me this art equally dear to me as my parents and in the same spirit and dedication to impart knowledge of the art of medicine to others. I will continue with diligence to keep abreast of advances in medicine. I will treat without exception all who seek my ministrations, so long as the treatment of others is not compromised thereby, and I will seek the counsel of particularly skilled physicians where indicated for the benefit of my patient.

I WILL FOLLOW that method of treatment which according to my ability and judgment, I consider for the benefit of my patient and abstain from whatever is harmful or mischievous. I will neither prescribe nor administer a lethal dose of medicine to any patient even if asked nor counsel any such thing nor perform the utmost respect for every human life from fertilization to natural death and reject abortion that deliberately takes a unique human life.

WITH PURITY, HOLINESS AND BENEFICENCE I will pass my life and practice my art. Except for the prudent correction of an imminent danger, I will neither treat any patient nor carry out any research on any human being without the valid informed consent of the subject or the appropriate legal protector thereof, understanding that research must have as its purpose the furtherance of the health of that individual. Into whatever patient setting I enter, I will go for the benefit of the sick and will abstain from every voluntary act of mischief or corruption and further from the seduction of any patient.

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WHATEVER IN CONNECTION with my professional practice or not in connection with it I may see or hear in the lives of my patients which ought not be spoken abroad, I will not divulge, reckoning that all such should be kept secret.

WHILE I CONTINUE to keep this Oath unviolated may it be granted to me to enjoy life and the practice of the art and science of medicine with the blessing of the Almighty and respected by my peers and society, but should I trespass and violate this Oath, may the reverse by my lot.

Introduction to ethics

Also called  moral philosophy the discipline concerned with what is morally good and bad, right and wrong. The term is also applied to any system or theory of moral values or principles.

How should we live? Shall we aim at happiness or at knowledge, virtue, or the creation of beautiful objects? If we choose happiness, will it be our own or the happiness of all? And what of the more particular questions that face us: is it right to be dishonest in a good cause? Can we justify living in opulence while elsewhere in the world people are starving? Is going to war justified in cases where it is likely that innocent people will be killed? Is it wrong to clone a human being or to destroy human embryos in medical research? What are our obligations, if any, to the generations of humans who will come after us and to the nonhuman animals with whom we share the planet?

Ethics deals with such questions at all levels. Its subject consists of the fundamental issues of practical decision making, and its major concerns include the nature of ultimate value and the standards by which human actions can be judged right or wrong.

The terms ethics and morality are closely related. It is now common to refer to ethical judgments or to ethical principles where it once would have been more accurate to speak of moral judgments or moral principles. These applications are an extension of the meaning of ethics. In earlier usage, the term referred not to morality itself but to the field of study, or branch of inquiry, that has morality as its subject matter. In this sense, ethics is equivalent to moral philosophy.

 The origins of ethics

Mythical accounts

Introduction of moral codes

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When did ethics begin and how did it originate? If one has in mind ethics proper—i.e., the systematic study of what is morally right and wrong—it is clear that ethics could have come into existence only when human beings started to reflect on the best way to live. This reflective stage emerged long after human societies had developed some kind of morality, usually in the form of customary standards of right and wrong conduct. The process of reflection tended to arise from such customs, even if in the end it may have found them wanting. Accordingly, ethics began with the introduction of the first moral codes.

  Detail of the stela inscribed with the Code of Hammurabi showing the king before the god Shamash, …

That morality should be invested with all the mystery and power of divine origin is not surprising. Nothing else could provide such strong reasons for accepting the moral law. By attributing a divine origin to morality, the priesthood became its interpreter and guardian and thereby secured for itself a power that it would not readily relinquish. This link between morality and religion has been so firmly forged that it is still sometimes asserted that there can be no morality without religion. According to this view, ethics is not an independent field of study but rather a branch of theology.

 Problems of divine origin

A modern theist might say that, since God is good, God could not possibly approve of torturing children nor disapprove of helping neighbours. In saying this, however, the theist would have tacitly admitted that there is a standard of goodness that is independent of God. Without an independent standard, it would be pointless to say that God is good; this could mean only that God is approved of by God. It seems therefore that, even for those who believe in the existence of God, it is impossible to give a satisfactory account of the origin of morality in terms of divine creation. A different account is needed.

There are other possible connections between religion and morality. It has been said that, even if standards of good and evil exist independently of God or the gods, divine revelation is the only reliable means of finding out what these standards are. An obvious problem with this view is that those who receive divine revelations, or who consider themselves qualified to interpret them, do not always agree on what is good and what is evil. Without an accepted criterion for the

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authenticity of a revelation or an interpretation, people are no better off, so far as reaching moral agreement is concerned, than they would be if they were to decide on good and evil themselves, with no assistance from religion.

Traditionally, a more important link between religion and ethics was that religious teachings were thought to provide a reason for doing what is right. In its crudest form, the reason was that those who obey the moral law will be rewarded by an eternity of bliss while everyone else roasts in hell. In more sophisticated versions, the motivation provided by religion was more inspirational and less blatantly self-interested. Whether in its crude or its sophisticated version, or something in between, religion does provide an answer to one of the great questions of ethics: “Why should I be moral?” (See below Ethics and reasons for action.) As will be seen in the course of this article, however, the answer provided by religion is not the only one available.

 Social life, even for nonhuman animals, requires constraints on behaviour. No group can stay together if its members make frequent, unrestrained attacks on each other. With some exceptions, social animals generally either refrain altogether from attacking other members of the social group or, if an attack does take place, do not make the ensuing struggle a fight to the death—it is over when the weaker animal shows submissive behaviour. It is not difficult to see analogies here with human moral codes. The parallels, however, go much further than this. Like humans, social animals may behave in ways that benefit other members of the group at some cost or risk to themselves. Male baboons threaten predators and cover the rear as the troop retreats. Wolves and wild dogs take meat back to members of the pack not present at the kill. Gibbons and chimpanzees with food will, in response to a gesture, share their food with other members of the group. Dolphins support other sick or injured dolphins, swimming under them for hours at a time and pushing them to the surface so they can breathe.

Ancient Greece

Ancient Greece was the birthplace of Western philosophical ethics. The sudden flowering of philosophy during that period was rooted in the ethical thought of earlier centuries. In the poetic literature of the 7th and 6th centuries BC, there were, as in other cultures, moral precepts but no real attempts to formulate a coherent overall ethical position. The Greeks were later to refer to the most prominent of these poets and early philosophers as the seven sages, and they are frequently quoted with respect by Plato and Aristotle. Knowledge of the thought of this period is limited, for often only fragments of original writings, along with later accounts of dubious accuracy, remain.

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Socrates

Socrates, who once observed that “the unexamined life is not worth living,” must be regarded as one of the greatest teachers of ethics. Yet, unlike other figures of comparable importance, such as the Buddha or Confucius, he did not tell his audience how they should live. What Socrates taught was a method of inquiry. It is therefore not entirely accurate to regard Socrates as contributing a method of inquiry but as having no positive views of his own. He believed that virtue could be known, though he himself did not profess to know it.  

Plato

Socrates' greatest disciple, Plato, accepted the key Socratic beliefs in the objectivity of goodness and in the link between knowing what is good and doing it. He also took over the Socratic method of conducting philosophy, developing the case for his own positions by exposing errors and confusions in the arguments of his opponents.

It has been said that all of Western philosophy consists of footnotes to Plato. Certainly the central issue around which all of Western ethics has revolved can be traced to the debate between the Sophists, who claimed that goodness and justice are relative to the customs of each society—or, worse still, that they are merely a disguise for the interest of the stronger—and the Platonists, who maintained the possibility of knowledge of an objective Form of the Good.

According to Plato, justice exists in the individual when the three elements of the soul—intellect, emotion, and desire—act in harmony with each other.

Aristotle

Plato founded a school of philosophy in Athens known as the Academy. There Aristotle, Plato's younger contemporary and only rival in terms of influence on the course of Western philosophy, went to study. Aristotle was often fiercely critical of Plato, and his writing is very different in style and content, but the time they spent together is reflected in a considerable amount of common ground. Thus, Aristotle holds with Plato that the life of virtue is rewarding for the virtuous as well as beneficial for the community. Aristotle also agrees that the highest and most satisfying form of human existence involves the exercise of one's rational faculties to the fullest extent. One major point of disagreement concerns Plato's doctrine of Forms, which Aristotle rejected. Thus, Aristotle does not argue that in order to be good one must have knowledge of the Form of the Good.

Ethics in the New Testament

The apostle Matthew reports Jesus as having said, in the Sermon on the Mount, that he came not to destroy the law of the prophets but to fulfill it. Indeed, when

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Jesus is regarded as a teacher of ethics, it is clear that he was more a reformer of the Hebrew tradition than a radical innovator. The Hebrew tradition had a tendency to place great emphasis on compliance with the letter of the law; the Gospel accounts of Jesus portray him as preaching against this “righteousness of the scribes and Pharisees,” championing the spirit of the law rather than the letter. This spirit he characterized as one of love, for God and for one's neighbour. But since he was not proposing that the old teachings be discarded, he saw no need to develop a comprehensive ethical system. Christianity thus never really broke with the Jewish conception of morality as a matter of divine law to be discovered by reading and interpreting the word of God as revealed in the Scriptures.

The Christian contribution to improving the position of slaves can also be linked with the distinctively Christian list of virtues. As noted above, some of the virtues described by Aristotle—for example, greatness of soul—are quite contrary in spirit to Christian virtues such as humility. In general it can be said that, whereas the Greeks and Romans prized independence, self-reliance, magnanimity, and worldly success, Christians emphasized meekness, obedience, patience, and resignation. As the Greeks and Romans conceived virtue, a virtuous slave was almost a contradiction in terms; for Christians, however, there was nothing in the state of slavery that was incompatible with the highest moral character.

 St. Augustine

 St. Augustine in His Study, oil on canvas by Vittore Carpaccio, …At its beginning Christianity had a set of scriptures incorporating many moral injunctions, but it did not have an moral philosophy. The first serious attempt to provide such a philosophy was made by St. Augustine of Hippo (354–430). Augustine was acquainted with a version of Plato's philosophy, and he developed the Platonic idea of the rational soul into a Christian view in which humans are essentially souls, using their bodies as a means to achieve their spiritual ends. The ultimate objective remains happiness, as in Greek ethics, but Augustine conceived of happiness as consisting of the union of the soul with God after the body has died. It was through Augustine, therefore, that Christianity received the Platonic theme of the relative inferiority of bodily pleasures. There was, to be sure, a fundamental difference: whereas for Plato bodily pleasures were inferior in comparison with the pleasures of philosophical contemplation in this world, for Christians they were inferior to the pleasures of spiritual existence in the next world. Moreover, Christians came to regard bodily pleasures not merely as inferior but also as a positive threat to the achievement of spiritual bliss.  

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Western ethics from the beginning of the 20th century

As discussed in the brief survey above, the history of Western ethics from the time of the Sophists to the end of the 19th century shows three constant themes. First, there is the disagreement about whether ethical judgments are truths about the world or only reflections of the wishes of those who make them. Second, there is the attempt to show, in the face of considerable skepticism, either that it is in one's own interest to do what is good or that, even if it is not necessarily in one's own interest, it is the rational thing to do. And third, there is the debate about the nature of goodness and the standard of right and wrong. Since the beginning of the 20th century these themes have been developed in novel ways, and much attention has also been given to the application of ethics to practical problems.

Applied ethics

The most striking development in the study of ethics since the mid-1960s was the growth of interest among philosophers in practical, or applied, ethics—i.e., the application of normative ethical theories to practical problems. This is not, admittedly, a totally new departure. From Plato onward, moral philosophers have concerned themselves with practical questions, including suicide, the exposure of infants, the treatment of women, and the proper behaviour of public officials. Christian philosophers, notably Augustine and Aquinas, examined with great care such matters as when a war is just, whether it is ever right to tell a lie, and whether a Christian woman does wrong by committing suicide to save herself from rape. Hobbes had an eminently practical purpose in writing his Leviathan, and Hume wrote about the ethics of suicide. The British utilitarians were very much concerned with practical problems; indeed, they considered social reform to be the aim of their philosophy. Thus, Bentham wrote on electoral and prison reform and animal rights, and Mill discussed the power of the state to interfere with the liberty of its citizens, the status of women, capital punishment, and the right of one state to invade another to prevent it from committing atrocities against its own people.

Nevertheless, during the first six decades of the 20th century, moral philosophers largely neglected applied ethics—something that now seems all but incredible, considering the traumatic events through which most of them lived. The most notable exception, Bertrand Russell (1872–1970), seems to have regarded his writings on ethical topics as largely separate from his philosophical work and did not attempt to develop his ethical views in any systematic or rigorous fashion.

The prevailing view of this period was that moral philosophy is quite separate from “moralizing,” a task best left to preachers. What was not generally considered was whether moral philosophers could, without merely preaching, make an effective contribution to discussions of practical issues involving difficult ethical questions. The value of such work began to be widely recognized only

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during the 1960s, when first the U.S. civil rights movement and subsequently the Vietnam War and the growth of student political activism started to draw philosophers into discussions of the ethical issues of equality, justice, war, and civil disobedience.

Applied ethics soon became part of the philosophy curriculum of most universities in many different countries. Here it is not possible to do more than briefly mention some of the major areas of applied ethics and point to the issues that they raise.

 

Equality

Since much of the early impetus for the 20th-century revival of applied ethics came from the U.S. civil rights movement, topics such as equality, human rights, and justice were prominent from the beginning. The initial focus, especially in the United States, was on racial and sexual equality. Since there was a consensus that outright discrimination against women and members of racial minority groups (notably African Americans) is wrong, the centre of attention soon shifted to reverse discrimination: is it acceptable to favour women and members of racial minority groups for jobs and enrollment in universities and colleges because they have been discriminated against in the past? (See affirmative action.)

Inequality between the sexes was another early focus of discussion. Does equality here mean ending as far as possible all differences in the sex roles, or could there be equal status for different roles? There was a lively debate—both between feminists and their opponents and, on a different level, between feminists themselves—about what a society without sexual inequality would be like. Feminist philosophers were also involved in debates about abortion and about new methods of reproduction. These topics will be covered separately below.

Until the late 20th century, most philosophical discussions of justice and equality were limited in scope to a single society. Even Rawls's theory of justice, for example, had nothing to say about the distribution of wealth between societies, an issue that could have made acceptance of his maximin principle much more difficult. In the 1990s philosophers began to think about the moral implications of the vast inequality in wealth between the leading industrialized countries and the countries of the developing world, some of which were afflicted with widespread famine and disease. What obligations, if any, do the citizens of affluent countries have to those who are starving? In Living High and Letting Die: Our Illusion of Innocence (1996), the American philosopher Peter Unger made a strong case for the view that any person of reasonable means who neglects to send money to organizations that work to reduce global poverty is thereby doing something very seriously wrong. The German-born philosopher Thomas Pogge, in World Poverty

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and Human Rights: Cosmopolitan Responsibilities and Reforms (2002), argued that affluent countries are responsible for increasing the poverty of developing countries and thus for causing millions of deaths annually. In one of his late works, The Law of Peoples (1999), Rawls himself turned to the relations between societies, though his conclusions were more conservative than those of Unger and Pogge.

 

War and peace

The Vietnam War ensured that discussions of the justness of war and the legitimacy of conscription and civil disobedience were prominent in early writings in applied ethics. There was considerable support for civil disobedience against unjust aggression and against unjust laws even in a democracy.

With the end of conscription in the United States and of the war itself two years later (1975), philosophers turned their attention to the problem of nuclear weapons. One central question was whether the strategy of nuclear deterrence could be morally acceptable, given that it treats civilian populations as potential nuclear targets. In the 1990s the massacres of civilians in the former Yugoslavia and in Rwanda raised the issue mentioned above in connection with Mill: the right of one or more countries to intervene in the internal affairs of another country solely because it is engaged in crimes against its own citizens. This issue was taken up within discussions of broader questions dealing with human rights, including the question of whether the insistence that all countries respect human rights is an expression of a universal human value or merely a form of Western “cultural imperialism.”

 

Abortion, euthanasia, and the value of human life

A number of ethical questions are concerned with the endpoints of the human life span. The question of whether abortion or the use of human embryos as sources of stem cells can be morally justified was exhaustively discussed in popular contexts, where the answer was often taken to depend directly on the answer to the further question: “When does human life begin?” Many philosophers argued that the latter question was the wrong one to ask, since no conclusion of a specifically moral character follows directly from the scientific fact that human life begins at conception or at some other time. A better approach, according to these philosophers, is to ask what it is that makes killing a human being wrong and then to consider whether these characteristics, whatever they might be, apply to the earliest stages of human life. Although there was no generally agreed-upon answer, some philosophers presented surprisingly strong arguments to the effect that not only the embryo and the fetus but even the

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newborn infant has no right to life. This position was defended by the British philosopher Jonathan Glover in Causing Death and Saving Lives (1977) and in more detail by the Canadian-born philosopher Michael Tooley in Abortion and Infanticide (1983).

Such views were hotly contested, especially by those who claimed that all human life, irrespective of its characteristics, is sacrosanct. The task for those who defended the sanctity of human life was to explain why human life, no matter what its characteristics, is specially worthy of protection. Explanation could no doubt be provided in terms of traditional Christian doctrines such as that all humans are made in the image of God or that all humans have an immortal soul. In the philosophical debate, however, opponents of abortion and embryo research eschewed religious arguments of this kind, though without finding a convincing secular alternative.

Somewhat similar issues were raised by the practice of euthanasia when it is non-voluntary, as in the case of severely disabled newborn infants (see below Bioethics). Voluntary euthanasia, on the other hand, could be defended on the distinct ground that the state should not interfere with the free, informed choices of its citizens in matters that do not cause harm to others. (The same argument was often invoked in defense of the pro-choice position in the abortion controversy. But it was much weaker in this case, because it presupposed what it needed to prove: namely, that the fetus does not count as a person—or at least not as a person to the extent that the pregnant woman does.) Critics of voluntary euthanasia emphasized practical matters such as the difficulty of maintaining adequate safeguards; their chief objection was that the practice would lead via a “slippery slope” to non-voluntary euthanasia and eventually to the compulsory involuntary killing of those the state considers socially undesirable. The open practice of voluntary euthanasia in The Netherlands followed by its subsequent legalization there in 2001 provided an opportunity to test this claim. To date, studies of the rate of euthanasia in that country do not show any evidence of a slippery slope, but the absence of comparable studies in other countries means that the facts remain in dispute.

 

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SECTION 2HEALTH AND SAFETY

UNIT STANDARD: DEMONSTRATE UNDERSTANDING OF OCCUPATIONAL HEALTH AND SAFETY (ID: 120336)

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UNIT 1.

Occupational Health and Safety

UNIT OUTCOMES

After completing this unit you must be able to:

1. Name the Health and Safety Act.2. State who is responsible for health and safety. 3. List the 6 consultative steps to resolve health & safety issues.4. List, in order, the steps to take to eliminate/reduce a risk/s.5. State what is likely to be included within a safety induction programme.

STANDARD TO ACHIEVE

a) The answers given must show adequate understanding of the notes provided.

1. Occupational Health and Safety14

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1.1. Legislation

South Africa has health and safety legislation that applies to all workplace context and practices. This legislation is called the 'Occupational Health and Safety Act (No 85 of 1993)'. All productions, events and venues must comply with this legislation and any person working outside these requirements may be subject to a fine/s and/or prosecution.

This legislation, in particular, requires all organisations involved in the live event industry to:

• have policies and procedures that aim to protect the health and safety of all;• ensure such policies and procedures are documented and available to all;• undertake risk assessments to identify hazards and implement appropriate

control measures;• consult with all involved in the workplace.

In addition to health and safety legislation, there is other legislation that will impact on safety in the workplace, eg SANS 10142 for the Wiring of Premises.

1.2. Roles and Responsibilities

The health and safety legislation places responsibility on everyone to ensure that health & safety standards are maintained. In the case of Live Events, this responsibility extends beyond the producing company and its employees to venue managers, contractors and labour hire agencies so that they ensure that all visitors, including presenters, comply with the legislation.

1.3. The Consultative Process

The employer must establish an effective response procedure for engaging with issues raised by employees and the response procedure is made known to employees, the Health and Safety Representative (HSR) and/or delegates and the Health and Safety Committee The following consultative process is designed to ensure there is a strict and efficient line of communication between employees and the employer about health and safety issues.

Such a process may resemble the following:

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Step 1:Speak to your supervisor, manager or the stage manager as may be relevant.

Step 2: If unresolved, speak to your designated HSR or delegate.

Step 3: If unresolved, the HSR or delegate will speak to the person who has direct responsibility for health and safety.

Step 4: If unresolved, the HSR or delegate will report to the Health and Safety Committee.

Step 5: If unresolved, or in the absence of a Health and Safety Committee, the HSR or delegate will, where applicable, refer the matter to your union or association.

Step 6:If unresolved, the HSR or delegate or your union or association will report to the relevant local, state or territory authority.

The employer must establish an effective response procedure for issues raised by employees and that response procedure will be made known to employees, the HSR and/or delegates and the Health and Safety Committee.

These steps are designed to ensure there is a strict and efficient line of communication about health and safety issues.

1.4. Risk Assessment

There are several phases involved in the staging of a production or event. These are pre-production, production and post-production. It is very important that a Risk Assessment, which considers all aspects of every phase of the production or event, is to be undertaken.

Risk assessments must identify hazards and detail procedures to eliminate or reduce the risk/s associated with the hazard/s.

The optimal would be to try and eliminate the risk/s.

In the event the risk cannot be eliminated, then the following steps will be instituted:

Firstly, by substituting a less hazardous activity/substance;16

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Secondly, by mitigating the hazard through re-design or isolation of the hazard;

Thirdly, be rearranging work organisation and training to reduce exposure; and

Lastly, by using personal protective equipment.

This process will be documented in any incident/hazard report.

1.5 Safety Induction

Irrespective of the duration of their engagement period, all those working on a production or event should be given sufficient information to enable them to perform their tasks safely. This is accomplished through an induction conducted at each work site where they will perform their tasks. The induction must include an orientation and information relevant to the production or event. Time must be set/put aside on the first day of employment at each venue or site for the induction. Key issues that must be covered include:

a. Relevant site layout including location of:

Safe access and egress points; Facilities and amenities; OH&S equipment including personal protective equipment; First aid and emergency equipment; Material safety data sheets for any relevant hazards substances;

b. Emergency and evacuation procedures (including recognition/use of fire extinguishers) and the roles of personnel responsible for evacuation;

c. Crucial workplace-specific procedures, including relevant manual handling issues.

If you require more information on any of the above, or any other matter, consult your supervisor. If this information is unavailable for any reason, raise the matter with your supervisor for rectification.

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NOTES

SELF ASSESSMENT

Complete the following self-test without referring to your notes. When complete, submit your answers to your facilitator for marking.

1. Name the Health and Safety Act.2. State who is responsible for health and safety. 3. List the 6 consultative steps to resolve health and safety issues.4. List (in order) the steps to take to eliminate/reduce a risk.5. State what is likely to be included in a safety induction programme.

Learner: ___________________________Date: _________________________

Facilitator: _________________________Date: _________________________

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UNIT 2.

General Safety Principles

UNIT OUTCOMES

After completing this unit you must be able to:

1. List 7 general health and safety guidelines and provide a suitable example for each.

2. Give the main purpose for incident/hazard reporting.3. List 8 points regarding incident/hazard reporting.

STANDARD TO ACHIEVE

a) The answers given must show adequate understanding of the notes provided.

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2. General Safety Principles

2.1. General Guidelines

General guidelines include the need for you to:

a. Know the safety aspects of your workplace, and

Only go where you are authorised to go; Observer all warning signs and instructions; Observe restrictions pertaining to smoking, alcohol and use of other

drugs/substances.

b. Know the safety aspects of your job, and

ensure you have read and understood the safety induction information you have been given;

follow instructions and, if in doubt, ask; only use plant and equipment you are authorised and competent to use; wear and use appropriate clothing, footwear and safety equipment

(including personal protective equipment).

c. Carry out your work in a safe way, and

use the right equipment for the job; use plant and equipment in accordance with the manufacturer’s

specifications. If the equipment has been modified, a full Risk Assessment must be undertaken and safe work practices for its continued use developed and implemented;

use, transport, store and dispose of plant, equipment, hazardous substances and waste, in accordance with relevant state and territory legislation and regulations;

follow all procedures associated with the use of naked flame, pyrotechnics and other special effects;

ascend and descend safely, eg. by way of ladders and stairways.

d. Take appropriate measures in emergencies, and

ensure first aid is provided promptly; report all hazards, incidents, injuries and/or other emergencies.

e. Make sure your supervisor is aware of: any disability or any other factor that may affect your capacity to perform

your duties safely; and any modifications that may need to be effected at your workplace.

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f. Observe strictly the producing company/venue’s workplace policies in respect of:

children in the workplace, including when they are part of a performance; animals, including pets (but excluding companion animals) in the

workplace, including when they are integral to the production.

g. Refer back to the Consultative Process, if asked to perform a task that is not within your ability or is unsafe.

Wilful damage/destruction to plant/equipment or disobeying health and safety instructions or standards are grounds for dismissal.

2.2. Incident and Hazard Reporting

The main purpose of incident and hazard reporting is to identify and eliminate, as far as is reasonably practicable, the risks associated with identified hazards and to prevent re-occurrence. The technical production company, the producing company and the venue manager will discuss any occurrences and implement preventative strategies as and when necessary.

The following 8 points must be considered on incident and hazard reporting:

All hazards and incidents must be reported immediately to your supervisor.

All incident/hazard reports must be completed and forwarded to your supervisor as soon as possible after the occurrence. Your supervisor will forward the reports to other relevant persons.

If you suffer an injury or illness, no matter how slight, as the result of an incident at work, you must report the incident to your supervisor and ensure the details are recorded.

If you suffer an injury or illness as a result of an incident at work, leading tomedical expenses and/or time off work, it is your responsibility to obtain and complete the relevant workers' compensation documentation.

The relevant personnel will investigate all incidents and hazards. Do not disturb the scene of an incident unless not doing so will jeopardise

the safety of other people in the area. Persons unable to complete reports without assistance may seek the

assistance of an advocate to complete or make any/all reports. An injuries register must be provided on site and be available for al

employees to use. The register must be completed in the event of anyone being injured.

For incidents involving members of the public, your supervisor will complete an incident form. If you are witness to such an incident, inform your supervisor of the occurrence.

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NOTES___________________________________________

SELF ASSESSMENT

Complete the following self-test without referring to your notes. When complete, submit your answers to your facilitator for marking.

1. List 7 general health and safety guidelines and provide a suitable example for each.

2. Give the main purpose for incident/hazard reporting.3. List 8 points regarding incident/hazard reporting.

Learner: ___________________________ Date: ________________________

Facilitator: _________________________ Date: ________________________

WORD STUDY

Complete the following by choosing the correct word in brackets.

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a. Health and safety strategies have to be (implemented / complemented) by all workers.

b. Workers have the responsibility to (insure / ensure) that the (affect / effect) of health and safety strategies is not (compromised / comprised).

c. The (emission / omission) of toxic gases can cause serious health problems.

d. Workers must make sure not to endanger any other person through any act or (emission / omission) at work.

e. Everyone involved in the production needs to work at (eliminating / illuminating) potential risks.

f. The use of spotlights to (eliminate / illuminate) the set needs to be carefully planned.

g. Workers need (access / excess) to all means of consultation.h. Having (access / excess) equipment on site can be both beneficial and

hazardous.

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UNIT 4.

Working in or around Performance Areas

UNIT OUTCOMES

After completing this unit you must be able to:

1. Identify 6 hazardous areas and provide 5 examples of typical hazards that will be encountered within each area.

STANDARD TO ACHIEVE

a) The answers given must show adequate understanding of the notes provided.

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4. Working on or around Performance Areas

The risk assessment process must include all aspects of what takes place during rehearsals, performances, load-in and load-outs. Appropriate control measures must be identified and implemented.

For any sequences involving stunts, fights, aerial, acrobatic work, pyrotechnics, special effects or any work identified in the risk assessment as requiring specialist supervision, an appropriately qualified and experienced Safety Supervisor shall be engaged to supervise the load in of such sequences and, if necessary, to supervise their operation during the event.

Hazards associated with performance may arise through set interaction,interaction between members of cast, crew, musicians and audience or from specific characteristics of the performance.

4.1 Hazards Associated with Stage, Set, Backstage Areas, Orchestra Pit, etc.

Stage lifts, holes, openings, pits, revolves, traps and elevated areas are potential sources of hazards.

Inappropriate performance surfaces including inadequately supported floors. Inappropriate performance surfaces for dancers and/or physical performers. Raked and/or moving stages and/or moving sets. Inadequate access and egress points on multi-level sets, orchestra pits, etc. Step heights and unequal risers. Trip hazards. Electrical hazards. Exposure of sets/props/curtains/plant/equipment/any item to naked flame or

to heat that could result in combustion.

4.2 Hazards Associated with Performance Activities

Crew or performers being in the wrong place on stage at the wrong time (including performers missing their marks).

Design and operation of swings, harnesses, etc. Incorrect or unsafe flying of performers, scenery or props. Inadequate fall protection systems. Scene changes. Moving through different light levels, eg from very bright stage lighting to dim

backstage lighting. Placement of props near unprotected edges. Vocal/hearing strain/fatigue.

4.3 Hazards Associated with Staging

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Exposure to substances, lasers and other physical hazards including special effects such as explosives, dry ice, smoke, fog machines and pyrotechnics.

Nudity (eg ambient temperature, access to appropriate facilities, etc). Vehicles of any kind on stage. Water on stage. Climate and environmental considerations including temperature and

humidity (both indoor and outdoor), rain, hail, sleet, snow, fog, lightning, sun, wind, tides, current and water conditions.

Noise and light levels. Inadequate, dangerous or faulty communication systems. Inadequate maintenance of venue/plant/equipment (eg currency of

drapery flame retardant treatment).

4.4. Physical Impact of the Production/Event

Inadequate warm-up time and inadequate performance preparation. Inadequate access to appropriate medical/physio or other therapy support. General fatigue or specific fatigue associated with high levels of physical

exertion or unusual or awkward physical postures or activities. Insufficient rest and food breaks. Inadequate crewing and/or supervision levels.

4.5. Aggression and Stress

Aggression from crowds or affection from over-exuberant fans. Insufficient rest and food breaks.

4.6. General Hazards

Machinery and equipment failure. Non-compliant and/or non-recorded modification/s to performance

areas/plant/equipment, etc. Inappropriate crew clothing and/or footwear. Tripping on uneven surfaces, slipping on wet or greasy surfaces. Inadequate housekeeping.

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NOTES

SELF ASSESSMENT

Complete the following self-test without referring to your notes. When complete, submit your answers to your facilitator for marking.

1. Identify 6 hazardous areas and provide 5 examples of typical hazards that will be encountered within each area.

Learner: ___________________________ Date: ________________________

Facilitator: __________________________ Date: _______________________

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UNIT 5.

Electrical Operations

UNIT OUTCOMES

After completing this unit you must be able to:

1. List 2 requirements that portable equipment must adhere to.2. List 8 requirements when working with electrical equipment.3. List 3 requirements when working with lighting equipment.4. Name the main features every distribution board has.5. List 9 requirements that leads must adhere to.

STANDARD TO ACHIEVE

a) The answers given must show adequate understanding of the notes provided.

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5. Electrical Operations

5.1. Electrical Equipment

Electrical equipment must be inspected, labelled and must comply with SANS 10142. In addition:

a. Electrical equipment must be properly isolated, labelled and checked before working on it;

b. Portable electrical tools/appliances must:

be protected by earth leakage units (ELUs) unless the use of ELUs is incompatible with a particular electrical tool/appliance (eg dry ice machines), in which case protection must be provided by current protection on the distribution board; and

be tested for function by a qualified electrician or competent person in accordance with requirements outlined in SANS 10142.

When working with electrical equipment:

a. Ensure that all electrical equipment is well-maintained and must not be used if it appears faulty;

b. Subject to a Risk Assessment/s, all electrical equipment must be tested and labelled.

Good practice is that these procedures should occur at least:

annually in the case of house lanterns and electrical equipment; six monthly in the case of extension cables; before and after every hire in the case of hired equipment; five yearly in the case of non-moveable fixed electrical equipment; after repair and before use in the case of electrical equipment under

repair.

c. All outlets must be considered live unless proved dead;

d. Conducting materials such as earth, concrete, wet/damp timber, frames, all metal objects – such as rulers, tapes, rings and belts – even the human body must, as far as possible, be removed from contact with any electrical work;

e. Only wooden or fibreglass ladders should be used for work around live electrical equipment.

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f. Double adapters should not be used;

g. Portable outlet devices must incorporate overload and earth leakage protection and comply with SANS 10142.

When making any connection to or disconnection from any electricalequipment, ensure that the supply to the connection point has beenisolated.

5.2. Lighting Equipment

a. Lighting equipment likely to reach high temperature shall be suitable guarded with a clearance maintained from flexible cords to prevent overheating.

b. Safety chains will be installed to each luminaire secured to a truss or lighting bar.

c. Maximum loads of lighting dimmers shall not be exceeded to avoid overloading.

5.3. Distribution Boards (Distro's)

All distribution boards must be of robust construction and have an isolating switch with relevant protection and indication equipment. Further, it should not damageflexible conductors connected to it.

All circuits must be clearly marked/labelled.

5.4. Leads and Cables

a. All leads must:

be of industrial quality; not be frayed or have wiring exposed; be protected from the weather; be off the ground where possible; not be twisted, crushed or kinked; be secured and clearly identified; not create a tripping hazard; not be in contact with cranes or overhead mobile equipment; and have ends with plastic protective covers.

b. In the event that the leads cannot be kept off the ground ,appropriate controls must be implemented with consideration being given to the use of covers.

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Risk Assessment for sets and prop manufacture must be undertaken at the design stage and progressively as required through the construction, installation and load out phases of production.

NOTES

SELF ASSESSMENT

Complete the following self-test without referring to your notes. When complete, submit your answers to your facilitator for marking.

1. List 2 requirements that portable equipment must adhere to.2. List 8 requirements when working with electrical equipment.3. List 3 requirements when working with lighting equipment.4. Name the main features every distribution board has.5. List 9 requirements that leads must adhere to.

Learner: ___________________________ Date: ________________________

Facilitator: _________________________ Date: ________________________

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UNIT 6.

Hazards Created by the Working Environment

UNIT OUTCOMES

After completing this unit you must be able to:

1. Provide 3 examples of hazards caused by changes in a work environment.

2. Name the housekeeping rule.3. Give the reason why white tape is placed along stage and step

edges.4. Provide a suitable example of a hazard that can occur with

respect to set layout.5. State the rule pertaining to smoking.6. State how one can overcome fatigue.7. State the rule pertaining to drugs and alcohol.8. List the steps that must be adhered to when lifting heavy loads.

STANDARD TO ACHIEVE

a) The answers given must show adequate understanding of the notes provided.

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6. Hazard Created by the Working Environment6.1. Ergonomic Hazards

Ergonomic hazards are present when workers are required to adopt awkward or sustained postures or undertake repetitive actions. These hazards may occur because of the limited space available to conduct work activities or the need to wear costumes or devices that demand awkward postures. Risk Assessmentsshall be conducted and strategies implemented to control exposure to identified risks.

Working in small, restricted areas requires special attention to ergonomic principles and where working in such areas cannot be avoided; regular short rest breaks are recommended.

Ergonomic hazards can occur in any occupation, for instance, in dancing or during the operation of computers or control boards or paling a musical instruments or when using tools or machinery.

6.2. Changes in the Work Environment and Changes of the Work Environment

Changes in the working environment can cause a number of hazards. All workers must be aware of potential hazards and be responsible for their own housekeeping to ensure that the placement of equipment is not likely to create hazards, such as tripping.

This is particularly relevant for performances conducted at multi-hire and outdoor venues and where the location of the work environment changes between performances.

Access to fire and first aid equipment and power boards must not be obstructed.All access and egress ways must be kept clear.

6.3. Housekeeping

Good housekeeping is essential. All work places must be hygienically maintained and consideration given to any adverse impact on adjacent work places. All passageways must be kept clear and unobstructed at all times.

Equipment, material and tools must be stored appropriately.

"A Place for Everything and Everything in its Place"

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6.4. Working in Darkness and Diminished Lighting Conditions

Working in darkness or diminished lighting conditions is a hazard that cannot be avoided in some productions. Risk assessments must identify procedures to reduce the associated risks.

Consideration must be given to the use of blues and other work lights, use of fluorescent tape markings on floors, steps and edges, etc.

Consideration must also be given to those who need to move from areas of brightlighting to low lighting. Appropriate access and egress must be maintained from the stage through the wings. Appropriate and timeous warning must be providedthe prior to light levels being reduced.

Consideration should be given to the fact that darkened environments can inhibit communication, especially for those with a hearing impairment.

Exit and safety lighting must be maintained and visible at all times.

6.5. Temperature

Risk Assessments shall analyse appropriate working environment temperaturesfor all aspects of the production or event to ensure potential exposure to extremes of heat and cold are avoided. Where sites are not air conditioned, other means of heating/cooling should be provided and may require monitoring on a daily basis. Acceptable performance temperatures will vary according to the activity undertaken.

Sometimes work is undertaken in environments that are hot. Precautions need to be taken – especially in relation to design of costumes, choice of fabrics and the likely activity to be performed – to reduce the risk of exposure to heat. In any event, it is essential that here is appropriate amount of water available and that the clothing used by performers does not create problems in a hot environment. For outdoor performances, adequate shade must be provided. Risk Assessments shall take account of any necessary temperature controls that maybe required.

6.6. Layout and Surface of Set

Risk Assessments must include analysis of: the layout and surface of the set and performance areas; the rake of the stage; revolves; and the relationship of the stage and pit and/or audience. Appropriate controls must be implemented in respect of any identified hazard including the use of anti-slip substances such as resin, coke and water, etc as appropriate to the circumstances.

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6.7. Rehearsals

Final dress rehearsals must, as far as possible, incorporate all conditions that will apply during performances, including all special effects, full lighting, audio effects and air conditioning. Special consideration must be given to outdoor performances where the final dress rehearsal needs to be undertaken in daylight hours for a night-time performance.

6.8. Smoking

Smoking is confined to designated areas as set out in the Risk Assessment.

Where performers are required to smoke as part of their performance, Risk Assessment shall take account of costumes, props and sets and ensureappropriate controls are implemented to eliminate the risk of fire. Suitable means of extinguishing cigarettes/cigars (eg ashtrays and sandboxes) must be providedand positioned in a manner accessible to the performer.

6.9. Aggression

Aggression is a real hazard that may be present in any working environment. It can develop as the result of pressure precipitated by deadlines, fatigue, lack ofadequate rest/meal breaks or unrealistic production schedules.

The risk assessment shall analyse the adequacy of the planning and scheduling of all stages of the production or event.

Other causes of aggression relate to interfacing with the general public.

Procedures for dealing with harassment (or aggression) include reporting, conciliation and counselling and must be implemented.

6.10. Fatigue

Everyone has a responsibility to ensure exposure to fatigue is minimised. Attention must be paid to good diet, adequate exercise and sleep, meal adn rest breaks during working hours and sufficient breaks between shifts.

6.11. Alcohol and Other Drugs

At no time shall any illegal drug/s be brought into or consumed in the working environment.

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No alcohol shall be consumed in the working environment during working hours without the express permission of the producing company and/or the venue owner.

If the producing company or the venue owner/manager considers any person to be intoxicated or under the influence of any drug to the extent that the producing company and/or the venue owner/manager considers the person's performance is bound to be affected r the person presents a risk to themselves or to others,they may enforce that person's removal from the work environment.

If unexpected circumstances arise and an off-duty/off-roster employee is requested to work and is under the influence of medication, alcohol or drugs, it is that person's right and responsibility to refuse the request.

If any person is taking medication that may affect their work performance, the producing company and the venue owner/manager must be notified and due consideration given to the person’s ability to perform work tasks.

All personnel will be requested to advise their employer of any medical condition/s that may impact on their ability to perform their work duties. A suggested form for recording this information is set out in Schedule B. Theprovision of this information shall be treated confidentially and cannot be used to discriminate against any person in any way. Access to, storage and archiving of such information shall be in accordance with relevant legislative requirements.

6.12. Medical Conditions

At the conclusion of the Safety Induction exercise, all personnel will be requestedto advise their employer of any medical condition/s that may impact on their ability to perform their tasks.

The Medical Questionnaire ought to be designed to ensure that appropriate regard is given to the health and well being of every person working on a production or event. The provision of this information shall be treated confidentially and cannot be used to discriminate against any person in any way. Access to, storage and archiving of such information shall be in accordance with relevant legislative requirements. Full-time employees shall complete updated questionnaires annually and/or as their medical circumstances change.

6.13. Manual Handling Operations

The Risk Assessments for the production or event must incorporate all manual-handling activities including set transportation, storage, installation and removal.

No person shall be required to lift items (equipment, etc) more than they arecapable of lifting on the day.

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There are 18 risk identifiers in the National Code of Practice on Manual Handling and weight is only one. Other considerations include movements and posture required, layout of the workplace, actual handling task, exposure to the task, task requirements and object characteristics (weight, dimensions, grip, what type of load), the work environment and individual work factors.

Where possible, mechanical lifting devices must be used to move anything heavy or awkward. Appropriate aids to reduce the risk of manual handling injuries must be provided such as trolleys, adequate storage, etc. Always ensure the pathway is clear prior to moving anything.

The following procedure must be observed by an individual when lifting a load:

Stand as close to the load as possible with feet apart for good balance, bending your knees and straddling the load;

Always try to lift when standing or at least half-squatting rather than kneeling or not using your legs;

Keep your back as straight as possible and chin tucked in whilst lifting and carrying;

Always keep the load as close as possible to your body, with elbows close to your sides making sure you can see where you are going;

Do not twist your body to change direction, use your feet.

The following procedure must be observed by any team when lifting a load:

Ensure one person is in charge during a team lift; Designate the route of movement prior to the lift and remove any

obstacles or obstructions; Where possible, ensure members of a team lift are of a similar height; Position people for the lift having regard to the size, shape and balance of

the load.

READING TEXT: STRESS

What is it? Stress is a combination of tension and anxiety caused by overwork. Tension, anxiety can be caused by a variety of emotional, social, political and psychological factors. People use expressions such as: under stress, or stressed out to describe what they are experiencing.

When people get to the point that the stress is too much for them and they are unable to do their jobs properly, they are described as being burnt out.

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Read this article and then answer the questions that follow.

OVERWORK: A MODERN DISEASE

Overloading in the workplace seems to be the norm today. Companies employ fewer managers and load them with bigger burdens and the result? Many are cracking under the strain.

Frank Martin* realised something was wrong when he started to have the urge to throw himself in front of the bus on the way home from work. During the day, instead of his daydreams being of idyllic holiday destinations, he imagined suitable places to kill himself. His disquieting thoughts led him to seek professional help.

The question we can ask though is what caused this seemingly content, intelligent family man with a successful career to contemplate suicide?

The reason lay in the metamorphosis of his job. Since his company had streamlined and downscaled, he was being asked to do the work of two or three workers without much of an increase and with no extra support or even an expression of thanks.

Even if his pay had been increased to a larger extent, the physical and emotional price of keeping up with such a workload would hardly have been worth it.

Frank Martin is not alone however, most companies report that days lost from stress-related illness have increased dramatically. Health experts warn that the rate of heart attacks will rise along with depression, anxiety, irritability and accidents in the workplace. People are prepared to put themselves in this situation because of the competition for fewer jobs and promotions. People are becoming more aggressive and even violent in the workplace.

*not his real name

Find words in the text that mean the same as the following words:a. complete changeb. the standard/rulec. peacefuld. to ponder/consider

Answer the following questions:

a. Where could support at work come from for someone who is overworked.

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b. Think about your own work situation. What kinds of accidents or mistakes could result when someone at your place of work is under enormous stress?

c. What can cause stress in your workplace and what suggestions can you make for overcoming the problem of stress?

NOTES

SELF ASSESSMENT

Complete the following self-test without referring to your notes. When complete, submit your answers to your facilitator for marking.

1. Provide 3 examples of hazards caused by changes in a work environment.

2. Name the housekeeping rule.3. Give the reason why white tape is placed along stage and step

edges.4. Provide a suitable example of a hazard that can occur with

respect to set layout.5. State the rule pertaining to smoking.6. State how one can overcome fatigue.7. State the rule pertaining to drugs and alcohol.8. List the steps that must be adhered to when lifting heavy loads.

Learner: ___________________________ Date: ________________________

Facilitator: _________________________ Date: ________________________

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UNIT 8.

Outdoor Events

UNIT OUTCOMES

After completing this unit you must be able to:

Give a brief explanation of the impact of each of the following factors on the staging of outdoor events:

Temperature Winds Lightning Rain Tides/Floods, and Exposure to the sun

STANDARD TO ACHIEVE

a) The answers given must show adequate understanding of the notes provided.

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8. Outdoor Performances and Events

8.1. General

For each production or event, there is the possibility that the safety of those involved in the production or event can be jeopardised by the weather.

The decision to continue/postpone or cancel the production or event needs to be made by the production manager in consultation with the venue owner/manager and relevant authorities.

If awards or enterprise agreements specify requirements in relation to weather conditions, such requirements must be strictly observed.

8.2. Extremes of Temperature

Where activities are undertaken outdoors on a hot day, the risk of heat stroke must be considered. The problem can be compounded for performers wearing costumes that restrict breathing. On the other hand, a performance requiring a participant/s to dress scantily has to be conducted in cold conditions. These conditions necessitate the management of the performance with the provision of appropriate facilities.

The Risk Assessment shall address control measures that may include rescheduling the performance or event to a different time of day and consider issues like access to water, shade, fans, heaters, air conditioning and rest facilities.

8.3. High or Gusting Winds

High or gusting winds can create stress on portable or overhead structures such as lighting towers and other temporary structures. The risk assessment shall take into account potential hazards prior to commencement of construction and set out on-going risk assessment monitoring procedures that shall continue until such structures are dismantled.

If forecast information indicates the likelihood of high or gusting wind, the production manager, in consultation with the venue owner/manager, shall assess whether the production ought to be postponed or cancelled and whether temporary structures need to be dismantled. Control measures must also be implemented in respect of securing any objects, including seating, fencing and stacked materials, that may potentially be blown over or moved by wind.

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8.4. Lightning

In conditions of lightning or if lightning is forecast, special precautions must be made in relation to communication and lighting systems. Such precautions shall be set out in the Risk Assessment and would include the need for ongoing monitoring of weather conditions, identify the point at which lighting and communications systems should be disconnected and/or dismantled and/or the production/event postponed/cancelled.

8.5. Rain

Wet weather increases the possibility of slipping hazards and reduces visibility. Electrical equipment set-up in areas exposed to wet weather presents increased potential hazards. The equipment must be protected to ensure that electrical current does not come in contact with water. Residual current devices must be used at all times. Wet weather gear should be provided for work in rain. In heavy rain, consideration needs to be given to abandonment and/or the provision of sheltered space.

8.6. Tides and Floods

If a production or event is sited near water, the Risk Assessment shall take account of the possible impact of tidal activity and/or flooding.

8.7. Exposure to Sun

Consideration of sun exposure shall include the type of work to be undertaken, the available shade, reflection, time of day/year, geographic location, access to fluids, altitude and personal protective equipment (PPE).

Where sun/heat protection is required, appropriate clothing that covers the body and limbs, hats, sunscreen (Factor 15) and sunglasses shall be worn. Fluids must be easily accessible.

Particular attention shall be paid to sun protection between 11 am and 3 pm.

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NOTES

SELF ASSESSMENT

Complete the following self-test without referring to your notes. When complete, submit your answers to your facilitator for marking.

Give a brief explanation of the impact of each of the following factors on the staging of outdoor events:

Temperature Winds Lightning Rain Tides/Floods, and Exposure to the sun

Learner: ___________________________ Date: ________________________

Facilitator: __________________________ Date: _______________________

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CRITERION TEST

DATE: ______________________

Learner Name: ________________________ COMPETENT/NOT YET COMPETENT

Complete the following Criterion Test without referring to your notes. Answer all questions.

1. Name the Health and Safety Act.2. State who is responsible for health and safety. 3. List (in order) the steps to take to eliminate/reduce a risk.4. List 7 general health and safety guidelines and provide a suitable example for

each.5. List 4 safe working practices for all Elevated Work Platforms (EWPs).6. List 4 points to consider when using ladders.7. List 5 ways of ensuring that objects do not fall from heights.8. List 2 requirements that portable equipment must adhere to.9. List 3 requirements when working with lighting equipment.10. Name the housekeeping rule.11. State the rule pertaining to smoking.12. State the rule pertaining to drugs and alcohol.13. List the steps that must be adhered to when lifting heavy loads.14. List the 5 requirements when using compressed air.

After completing the above, submit your work to your facilitator for marking and if you are found competent, your facilitator will sign you off.

Retain the Criterion Answer Sheet and file it in your Portfolio of Evidence.

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FACILITATION NOTES

UNIT 1

1. Name the Health and Safety Act.

'Occupational Health and Safety Act (No 85 of 1993)'

2. State who is responsible for health and safety.

The health and safety legislation places responsibility on everyone to ensure that standards are maintained.

3. List the 6 consultative steps to resolve health and safety issues.

Step 1:Speak to your supervisor, manager or the stage manager as may be relevant.

Step 2: If unresolved, speak to your designated HSR or delegate.

Step 3: If unresolved, the HSR or delegate will speak to the person who has direct responsibility for health and safety.

Step 4: If unresolved, the HSR or delegate will report to the Health and Safety Committee.

Step 5: If unresolved, or in the absence of a Health and Safety Committee, the HSR or delegate will, where applicable, refer the matter to your union or association.

Step 6:If unresolved, the HSR or delegate or your union or association will report to the relevant local, state or territory authority.

4. List (in order) the steps to take to eliminate/reduce a risk.

a. Try to eliminate the risk.

In the event the risk cannot be eliminated, then the following steps will be instituted:

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Firstly, by substituting a less hazardous activity/substance; Secondly, by mitigating the hazard through re-design or isolation of the

hazard; Thirdly, by rearranging work organisation and training to reduce exposure;

and Lastly, by using personal protective equipment.

5. State what is likely to be included within a safety induction programme

a. Relevant site layout including location of:

safe access and egress points; facilities and amenities,; OH&S equipment including personal protective equipment; first aid and emergency equipment; material safety data sheets for any relevant hazardous substances;

b. Emergency and evacuation procedures (including recognition/use of fire extinguishers) and the roles of personnel responsible for evacuation;

c. Crucial workplace-specific procedures, including relevant manual handling issues.

UNIT 2

1. List 7 general health and safety guidelines and provide a suitable example for each.

a. Know the safety aspects of your workplace, and

only go where you are authorised to go; observe all warning signs and instructions; observe restrictions pertaining to smoking, alcohol and use of other

drugs/substances.

b. Know the safety aspects of your job, and

ensure you have read and understood the safety induction information you have been given;

follow instructions and, if in doubt, ask; only use plant and equipment you are authorised and competent to use; wear and use appropriate clothing, footwear and safety equipment

(including personal protective equipment).

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c. Carry out your work in a safe way, and

use the right equipment for the job; use plant and equipment in accordance with the

manufacturer's specifications. If the equipment has been modified, a full Risk Assessment must be undertaken and safe work practices for its continued use developed and implemented;

use, transport, store and dispose of plant, equipment, hazardous substances and waste, in accordance with relevant state and territory legislation and regulations;

follow all procedures associated with the use of naked flame, pyrotechnics and other special effects;

ascend and descend safely, eg. by way of ladders or stairways.

d. Take appropriate measures in emergencies, and

ensure first aid is provided promptly; report all hazards, incidents, injuries and/or other emergencies.

e. Make sure your supervisor is aware of:

any disability or any other factor that may affect your capacity to perform your duties safely; and

any modifications that may need to be effected at to your workplace.

f. Observe strictly the producing company/venue's workplace policies in respect of:

children in the workplace, including when they are part of a performance; animals, including pets (but excluding companion animals) in the

workplace, including when they are integral to the production.

g. Refer back to the Consultative Process, if asked to perform a task that is not within your ability or is unsafe.

2. Give the main purpose for incident/hazard reporting.

The main purpose of incident and hazard reporting is to identify and eliminate, as far as is reasonably practicable, the risks associated with identified hazards and to prevent re-occurrence. The technical production company, the producing company and the venue manager will discuss any occurrences and implement preventative strategies as and when necessary.

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3. List 8 points regarding incident/hazard reporting

All hazards and incidents must be reported immediately to your supervisor.

All incident/hazard reports must be completed and forwarded to your supervisor as soon as possible after the occurrence. Your supervisor will forward the reports to other relevant persons.

If you suffer an injury or illness, no matter how slight, as the result of an incident at work, you must report the incident to your supervisor and ensure the details are recorded.

If you suffer an injury or illness as a result of an incident at work, leading to medical expenses and/or time off work, it is your responsibility to obtain and complete the relevant workers' compensation documentation.

The relevant personnel will investigate all incidents and hazards. Do not disturb the scene of an incident unless not doing so will jeopardise

the safety of other people in the area. Persons unable to complete reports without assistance may seek the

assistance of an advocate to complete or make any/all reports. An injuries register must be provided on site and be available for all

employees to use. The register must be completed in the event of anyone being injured.

UNIT 4

1. Identify 6 hazardous areas and provide 5 examples of typical hazards that will be encountered within each area.

Hazards Associated With Stage, Set, Backstage Areas, Orchestra Pit, etc.

Stage lifts, holes, openings, pits, revolves, traps and elevated areas are potential sources of hazards.

Inappropriate performance surfaces including inadequately supported floors. Inappropriate performance surfaces for dancers and/or physical performers. Raked and/or moving stages and/or moving sets. Inadequate access and egress points on multi-level sets, orchestra pits, etc. Step heights and unequal risers. Trip hazards. Electrical hazards. Exposure of sets/props/curtains/plant/equipment/any item to naked flame or

to heat that could result in combustion.

2. Hazards Associated With Performance Activities

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Crew or performers being in the wrong place on stage at the wrong time (including performers missing their marks).

Design and operation of swings, harnesses, etc. Incorrect or unsafe flying of performers, scenery or props. Inadequate fall protection systems. Scene changes. Moving through different light levels, eg from very bright stage lighting to dim

backstage lighting. Placement of props near unprotected edges. Vocal/hearing strain/fatigue.

3. Hazards Associated With Staging

Exposure to substances, lasers and other physical hazards including special effects such as explosives, dry ice, smoke, fog machines and pyrotechnics.

Nudity (eg ambient temperature, access to appropriate facilities, etc). Vehicles of any kind on stage. Water on stage. Climate and environmental considerations including temperature and

humidity (both indoor and outdoor), rain, hail, sleet, snow, fog, lightning, sun, wind, tides, current and water conditions.

Noise and light levels. Inadequate, dangerous or faulty communication systems. Inadequate maintenance of venue/plant/equipment (eg currency of

drapery flame retardant treatment).

4. Physical Impact of the Production/Event

Inadequate warm-up time and inadequate performance preparation. Inadequate access to appropriate medical/physio or other therapy support. General fatigue or specific fatigue associated with high levels of physical

exertion or unusual or awkward physical postures or activities. Insufficient rest and food breaks. Inadequate crewing and/or supervision levels.

5. Aggression and Stress

Aggression from crowds or affection from over-exuberant fans. Insufficient rest and food breaks.

UNIT 5

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1. List 2 requirements that portable equipment must adhere to.

Portable electrical tools/appliances must:

be protected by earth leakage units (ELUs) unless the use of ELUs is incompatible with a particular electrical tool/appliance (eg dry ice machines), in which case protection must be provided by current protection on the distribution board; and

be tested for function by a qualified electrician or competent person in accordance with requirements outlined in SANS 10142.

2. List 8 requirements when working with electrical equipment.

a. Ensure that all electrical equipment is well-maintained and must not be used if it appears faulty;

b. Subject to a Risk Assessment/s, all electrical equipment must be tested and labelled.

Good practice is that these procedures should occur at least :

annually in the case of house lanterns and electrical equipment; six monthly in the case of extension cables; before and after every hire in the case of hired equipment; five yearly in the case of non-moveable fixed electrical equipment; after repair and before use in the case of electrical equipment under

repair.

c. All outlets must be considered live unless proved dead;

d. Conducting materials such as earth, concrete, wet/damp timber, frames, all metal objects - such as rulers, tapes, rings and belts – even the human body must, as far as possible, be removed from contact with any electrical work;

e. Only wooden or fibreglass ladders should be used for work around live electrical equipment;

f. Double adapters should not be used;

g. Portable outlet devices must incorporate overload and earth leakage protection and comply with SANS 10142.

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h. When making any connection to or disconnection from any electrical equipment ensure that the supply to the connection point has been isolated.

3. List 3 requirements when working with lighting equipment.

a. Lighting equipment likely to reach high temperature shall be suitably guarded with a clearance maintained from flexible cords to prevent overheating.

b. Safety chains will be installed to each luminaire secured to a truss or lighting bar.

c. Maximum loads of lighting dimmers shall not be exceeded to avoid overloading.

4. Name the main features every distribution board has.

All distribution boards must be of robust construction and have an isolating switch with relevant protection and indication equipment. Further, it should not damage flexible conductors connected to it.

All circuits must be clearly marked/labelled.

5. List 9 requirements that leads must adhere to.

All leads must:

be of industrial quality; not be frayed or have wiring exposed; be protected from the weather; be off the ground where possible; not be twisted, crushed or kinked; be secured and clearly identified; not create a tripping hazard; not be in contact with cranes or overhead mobile equipment; and have ends with plastic protective covers.

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UNIT 6

1. Provide 3 examples of hazards caused by changes in a work environment.

Access to fire and first aid equipment and power boards must not be obstructed. All access and egress ways must be kept clear.

2. Name the housekeeping rule.

"A Place for Everything and Everything in its Place"

3. Give the reason why white tape is placed along stage and step edges.

Improving the visibility of stage and step edges in poor light.

4. Provide a suitable example of a hazard that can occur with respect to set layout.

Slipping on wet surfaces. (Any other suitable example.)

5. State the rule pertaining to smoking.

Smoking is confined to designated areas as set out in the Risk Assessment.

6. State how one can overcome fatigue.

Attention must be paid to good diet, adequate exercise and sleep, meal and rest breaks during working hours and sufficient breaks between shifts.

7. State the rule pertaining to drugs and alcohol.

At no time shall any illegal drug/s be brought into or consumed in the working environment.

No alcohol shall be consumed in the working environment during working hours without the express permission of the producing company and/or the venue owner.

8. List the steps that must be adhered to when lifting heavy loads.

The following procedure must be observed by an individual when lifting a load:

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Stand as close to the load as possible with feet apart for good balance, bending your knees and straddling the load;

Always try to lift when standing or at least half-squatting rather than kneeling or not using your legs;

Keep your back as straight as possible and chin tucked in whilst lifting and carrying;

Always keep the load as close as possible to your body, with elbows close to your sides making sure you can see where you are going;

Do not twist your body to change direction, use your feet.

UNIT 8

Give a brief explanation of the impact of each of the following factors on the staging of outdoor events:

Temperature Winds Lightning Rain Tides/Floods, and Exposure to the Sun

1. General

For each production or event, there is the possibility that the safety of those involved in the production or event can be jeopardised by the weather.

The decision to continue/postpone or cancel the production or event needs to be made by the production manager in consultation with the venue owner/manager and relevant authorities.

If awards or enterprise agreements specify requirements in relation to weather conditions, such requirements must be strictly observed.

2. Extremes of Temperature

Where activities are undertaken outdoors on a hot day, the risk of heat stroke must be considered. The problem can be compounded for performers wearing costumes that restrict breathing. On the other hand, a performance requiring a participant/s to dress scantily has to be conducted in cold conditions. These conditions necessitate the management of the performance with the provision of appropriate facilities.

The Risk Assessment shall address control measures that may include rescheduling the performance or event to a different time of day and consider

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issues like access to water, shade, fans, heaters, air conditioning and rest facilities.

3. High or Gusting Winds

High or gusting winds can create stress on portable or overhead structures such as lighting towers and other temporary structures. The risk assessment shall take into account potential hazards prior to commencement of construction and set out on-going risk assessment monitoring procedures that shall continue until such structures are dismantled.

If forecast information indicates the likelihood of high or gusting wind, the production manager, in consultation with the venue owner/manager, shall assess whether the production ought to be postponed or cancelled and whether temporary structures need to be dismantled. Control measures must also be implemented in respect of securing any objects, including seating, fencing and stacked materials, that may potentially be blown over or moved by wind.

4. Lightning

In conditions of lightning or if lightning is forecast, special precautions must be made in relation to communication and lighting systems. Such precautions shall be set out in the Risk Assessment and would include the need for ongoing monitoring of weather conditions, identify the point at which lighting and communications systems should be disconnected and/or dismantled and/or the production/event postponed/cancelled.

5. Rain

Wet weather increases the possibility of slipping hazards and reduces visibility. Electrical equipment set-up in areas exposed to wet weather presents increased potential hazards. The equipment must be protected to ensure that electrical current does not come in contact with water. Residual current devices must be used at all times. Wet weather gear should be provided for work in rain. In heavy rain, consideration needs to be given to abandonment and/or the provision of sheltered space.

6. Tides and Floods

If a production or event is sited near water, the Risk Assessment shall take account of the possible impact of tidal activity and/or flooding.

7. Exposure to Sun

Consideration of sun exposure shall include the type of work to be undertaken, the available shade, reflection, time of day/year, geographic location, access to fluids, altitude and personal protective equipment (PPE).

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Where sun/heat protection is required, appropriate clothing that covers the body and limbs, hats, sunscreen (Factor 15) and sunglasses shall be worn. Fluids must be easily accessible.

Particular attention shall be paid to sun protection between 11 am and 3 pm.

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