Roles, Responsibilities and Relationships in Lifelong Learning
My role as a Health and Safety Advisor for my company has changed over the last few months, it now requires me to deliver various training modules, such as risk assessment training, confined space awareness, fire safety and defensive driving, the role also requires me to arrange venue, resources, contact attendees and keep records. I have sponsored myself to undertake the PTTLS award to add knowledge and professionalism to my training sessions and to provide a fulfilling learning experience for attendees. This unit will explore my role and relationship of lifelong learning, and it will be supported by evidence based practice. According to Gravells (2012) it is important that you keep up to date with all relevant legislations that are specific to the area of work that concerns your role. Some of the main legislation and codes of practice that cover my role are as follows;
Health & Safety at Work etc Act 1974; requires employees to carry out risk assessment, provide safe working conditions, also places requirements on employees to take care of themselves and others, emergency procedures.
Equality Act 2010; outlines the nine protected characteristics, such as race, age, disability and prohibited conducts, discrimination, direct and indirect.
Data Protection Act; sets out how personal information can be used by organizations, such as keeping information secure, keeping information for no longer than absolutely necessary.
Highway Code; official hand book which contains the rules on how to use public roads safely.
Driving & Vehicle Standards Agency; code of practice for driving instructors, sets out professional guide lines on behaviors and compliance with the law.
As part of my role I need to understand and where applicable apply these regulations and codes, this will maintain my safety and attendee safety during training sessions.
According to Gravells (2012) equality is about the rights that students have to access, attend and participate in their chosen learning experience. This is regardless of age, ability and circumstance. I understand this to be, when I deliver my sessions I do it fairly, decently and above all I respect each as an individual. According to the Equality Act (2010) diversity is about valuing and respecting the differences of students and to take into account the nine protected characteristics. The author describes that the teacher may have students with different levels of experience who are all aiming to achieve the same qualification but at different levels, I understand this to be when I am training attendees, I am non judgemental, I treat all attendees with respect and dignity, I don’t hold prejudice, and I don’t tolerate any bullying or harassment.
To ensure I am promoting equality and valuing diversity there are several ways that I ensure that this is included in my sessions. I mix up attendees, so people with different learning styles and positions within the company are given the opportunity to communicate with each other and also to learn from each other. I treat everyone in the group as equals even though the group may contain directors, managers and site operatives they will all have different experiences and it is important to the group development to share these experiences. I am also mindful not to judge or have favorites within the training sessions.
To help me analyse my own responsibilities as a trainer within the safety department, I have used the teaching and learning cycle by Gravells (2012)
This cycle helps me address how I should be delivering my sessions, this cycle includes five main stages which can start at any point and keep on going. To briefly summarise this learning cycle, I work through it by identifying needs and these are mine, business requirements and the potential attendees. Planning the learning, which I do through creating session plans and develop learning materials. Due to the