Mentor Handbook 2020

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Introduction to the programme The Land-Based Internship was first launched in June 2013 and has changed considerably over the years. Now in its 8th year, the training programme was accredited by the Scottish Rural College (SRUC) in 2017 as the Land-based Pre-Apprenticeship (SCQF level 4) and subsequently rolled out on a pilot basis to the Borders, Dumfries & Galloway and Highlands in 2019.

The Pre-Apprenticeship offers young people the option to pursue a work-based learning route into the rural sector, allowing them to ‘earn and learn’.

It encourages new entrants from non-agricultural backgrounds the opportunity to acquire the practical training certifications, skills and tools to help build a career in agriculture and the land-based industries.

Additionally, it offers young people from an agricultural background the chance to develop, learning new techniques, operating various types of equipment/machinery as well as gaining vital knowledge and work experience from a mentor business.

The aims of the programme are as follows: • To encourage young people • • •

Upfront Training Induction In any other year, trainees would undertake three weeks residential training induction at the Scottish Rural College (SRUC) in Aberdeen before commencing a 6 months full-time work placement with a mentor business.

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into working in agriculture and rural businesses.

To provide a meaningful introduction to the rural working environment.

To train and educate young people through certificated and informal methods.

To allow young people the opportunity to sample different aspects of the industry.

To provide trained and motivated young people who are ready for work.

To provide employment in rural Scotland.

Following the global pandemic and with college campuses currently closed to students, Ringlink made alternative arrangements with certified training instructors for Forklift Telescopic and Tractor Driving events to take place on local farms, in accordance with government C-virus guidance.

The Pre-Apprenticeship has therefore adapted its format into a blended training model this year, to ensure the programme continues for 2020.

Our commitment is to ensure that all pre-apprentices experience and receive a comprehensive work-based training programme, as close to the standard format as possible.

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Online training Health and Safety – candidates and mentors to consider the importance of Health and Safety in the workplace and the associated responsibilities.

Certificate of Work Readiness (CWR) ’which is a nationally recognised qualification which covers the expectations and requirements for successful employment.

Health & Wellbeing –The best way to stay healthy - physically and mentally - is by learning how to take care of yourself, and about the support you can get to help with any health problem you might already have.

Practical Training – Key courses Tractor Driving training –. As with all machinery it is essential to have the appropriate training to ensure safe operation and to maximise the potential from the machine. This 2-day certified Lantra course will provide the basic training to operate safely and effectively. Trainees will undertake this training through July 2020.

Rough Terrain Forklift training -. In the wrong hands they are also extremely dangerous and this 3-day Lantra certified course provides the necessary training to enable safe operation.

Trainees will undertake this training through June- July 2020.

Further Training – during placement First Aid Training – designed to provide the skills to deal with a first aid emergency from a small cut to a more serious injury. This 1 day certified course acts as a good basis for the trainees in the workplace.

Manual Handling Training – the rural sector demands manual activities and to prevent injury it is vitally important that we are aware of the correct procedures for handling objects and loads. This event provides the knowledge to minimise the potential for injury.

Training Certifications – the pre-apprentices have access to a training fund of approx.£500typically allowing for two certified training enhancements to be completed during their six months in the workplace. The type of short-course training should ideally benefit both the business and the trainee.

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The Work Placement   

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On successful completion of upfront training induction, candidates will take up their placement with a predetermined Mentor.

The activities carried out by candidates will be entirely dependent upon those available within the placement business.

The mentor will play a vital role in identifying the capabilities of the candidates and will offer both encouragement and support to promote progression and development.

Through the placement period, candidates will be expected to contribute fully to the business by actively engaging in their allocated tasks.

Opportunities for further development will be made available through arranged visits to a variety of rural businesses.

Additional training courses will be made available through the placement period dependent upon the requirements of the business and the candidate.

Mentoring in Practice In this context, the term ‘mentoring’ describes a relationship in which a young person is supported through practical work experience, receiving encouragement and learning from an experienced individual (You, the ‘Mentor’).

It is an extremely successful and powerful method to develop individuals.

The essential feature is ‘a focus on a one to one relationship between the Mentor and Pre-Apprentice (trainee) which ensures individual attention and support for the trainee’.

It’s about encouraging and supporting an individual to make the most of themselves, to prepare them for work, laying the foundations for how they behave and perform at work.

It is a process involving effective communication and is based on good relationships.

As a Mentor, you’re the person who guides and supports your learner. Every mentoring relationship is different; but all mentoring relationships present the opportunity for both the Mentor and pre-apprentice to learn from each other.

It’s about helping the young person settle down, acclimatise to work, building their selfconfidence, so they can perform and carry out their job to a high standard.

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The first meeting is crucial, it is all about getting the relationship off to a good start by establishing some ground rules, clearly establishing what is expected from the learner and how you would like the relationship to work. It's the best time to agree what you both hope to achieve and share your expectations of one another.

Good mentoring can make the difference between keeping an apprentice or not. It is important to have regular meetings to maintain a successful relationship, these can be a simple as a 15-minute chat at the end of the week to touch base and ensure things are going well. This will be particularly important in the first critical month.

Time spent on this is well worth it!

It is your responsibility to give frank and honest feedback with regard to your trainee progress, however, think carefully about the impact on the young person before giving any severe criticism. Positive encouragement always works better than ‘bawling’ them out!

Key Skills of a Mentor      

Patience.

Good effective communicator.

Caring – empathy and challenge.

Good listening skills.

Questioning to clarify and make sure they’ve understood correctly.

Having a sense of humour can help.

Importance of Mentors Mentors have the potential to make a lasting impact on their trainee.

There can be no greater reward than helping a young person at the start of their working life, ensuring their success and to reach their full potential. This can be the foundation for the rest of their life.

The concept of ‘Mentors’ has been widely used throughout history (since ancient Greek times), where old, wise men would guide younger, inexperienced individuals and pass on their wisdom; Almost a father and son relationship.

Effective mentoring can be the foundation to a life-long relationship.

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What makes a good Mentor?       

Possess effective communication and listening skills.

Willingness to make time.

Good practical experience and a willingness to share knowledge.

Enthusiasm, ability to influence and inspire individuals.

Sets high personal standards (you will set the standard expected eg. tidiness, timeliness) Caring, interested in helping people grow.

A Coach and role-model.

A great mentor needs to be:  Enthusiastic: Interested

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Establishing a successful relationship

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The relationship that evolves between you and your preapprentice over a period of time is crucial to the success of the mentoring placement. As Mentor, you are the guardian of the relationship because of your age, experience and knowledge.

You are after all the Boss.

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Your first meeting is vital because it will set the tone of the relationship. Ideally, this will get off to a swift and productive start. You need to prepare well for day one and the whole of that first week.

It’s a good idea to devote some thought to the first day because it’s extremely important. If you get off to a good start, everything else should be much easier.

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in helping the trainee and seeing them succeed.

Accessible: Mentors should be approachable, and trainees should be able to connect with mentors easily.

Considerate: To be aware and considerate of different beliefs, ages and cultural differences.

Self-aware: Of their own strengths and weaknesses.

Trustworthy: Confidentially is vital for building a trustful relationship.

Willing to learn: Mentoring should be a two way learning experience.

Non-judgemental: Use positive reinforcement and put yourself in the trainee’s shoes before making any judgements.

Patient: This is very important at all stages of a learning experience.

Positive: Having high or positive aspirations can inspire trainees and create a more encouraging working environment.

Sharing: Sharing your career experiences can show a trainee how their career can progress and how they can succeed.

Building a successful rapport /relationship   

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Taking time to build rapport with your preapprentice will help you to get the most from the individual and the placement.

Rapport comes from shared values or experiences, and sometimes from a ‘chemistry’ that is hard to define.

You need to take the time to get to know your pre-apprentice: ‘What are their interests, hobbies, what makes them tick?’

One sign that there is comfort or rapport between two people is that they have similar tone of voice, body language, movements and so on.

Humour can often help.

You need to have patience and a caring attitude.

Being fair and honest.

Whenever you meet your pre-apprentice face-to-face, you need to be aware of body language. This is an excellent indication of how people really feel and makes up a large proportion of the message they send. If someone is being less than honest, their body language will usually give them away. A lot of body language is universal, but some gestures differ between cultures so be careful.

Body Language Tips:  Learn what to look for  Recognise people’s body language so you can read them better  Recognise your own body language  Control your own body language and use it to your advantage

Learning Styles It is crucial to appreciate that everyone learns in different ways and when it comes to learning, one size does not fit all. The key types of learners are: visual, auditory, reading/writing, and kinesthetic.

Each learning type responds best to a different method of teaching/mentoring. Auditory learners will remember information best after reciting it back to the presenter, while kinesthetic learners prefer to participate in hands-on activity.

It is important therefore to adapt your style of management and mentoring to best suit the relevant type of learner/trainee.

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Learning Styles:  Visual: learn best through seeing , like images/diagrams and visual displays  Auditory: learn best through hearing, listening to others, having discussions  Reading/Writing: reading information and then writing own notes to store to memory  Kinesthetic: learn best through doing, hands on approach preferred, likes demonstrations rather than explanations

Learning Strategies 

Think about how you learn best - this can assist in how you help others to learn.

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Awareness of learning styles & what learners NEED can help to find the most effective ways to transfer skills.

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Continuous Learning is part of every job.

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Apprenticeship & mentoring is a shared responsibility for learning.

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Teaching/Mentoring is about transferring knowledge & skills.

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We are ALL responsible for teaching & learning in the workplace.

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Never make assumptions on how others may, or may not, want to do things.

Learning Process

Potential challenges when developing young people Inevitably through the pre-apprenticeship there will be challenges and problems, the way these issues are dealt with can be the difference between success and failure.

It would be naive to think that all the relationships that we are soon to develop will be straight forward, however many of the subject areas covered through this workshop should hopefully limit the potential for problems arising.

Firstly we must recognise that for a lot of young people, the world of work is something of a new experience and although we have our own ideas and expectations we cannot assume that the trainee will necessarily share the same ideas and expectations.

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From day one it becomes extremely important to lay down the ground rules and ensure that they are fully understood by the recipient. It may be necessary to have these ground rules documented in the form of an employee handbook.

7 C’s of Effective Communication:  Clear: make sure your

Potential issues that may be encountered?              

Late for work, their time keeping.

Fatigue, tired, not used to working long hours.+ Lack of enthusiasm, unsure what is expected of them.

Use of mobile phones.

Damage & breakages.

Frightened to ask questions.

Their attitude at work.

Disruption/bully by other staff – need to watch carefully.

Mother’s getting involved e.g. uncomfortable with hours.

The hours worked.

Their speed of learning.

Working safely with animals.

What is acceptable /unacceptable language.

They smoke when it’s not appropriate to do so.

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Giving Effective Instructions Providing clear instruction is vital to ensure the successful outcome of any given task.

Outlining the task and the expected outcome is essential to ensure that you get the job done in the way that you want it done. It is unfair to expect someone to achieve the result that you would like without clear instructions.

Did you know that typically 55% of what you communicate is interpreted by your body language? Makes you think!

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instruction is clear to the trainee Concise: give guidance using as few words as possible Concrete: be specific and solid with your communication messages Correct: ensure factual information you’re including in your communications and the language & grammar you use are correct Coherent: use a logical flow and your style, tone and language should be consistent Complete: give the recipient all of the information they need to follow your reasoning Courteous: consider your messages from the point of view of the audience.

Be friendly, professional, respectful, open and honest.

Communication pitfalls:  Was I clear in my

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instruction?  Did the recipient listen?  Did the recipient understand?  Were the instructions fully understood?

Here are suggestions for giving instructions effectively: 

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Preparation – Before you begin, be sure you know exactly what you want to communicate. Any apparent indecision or confusion on your part creates doubt and lack of confidence Consideration – Check on the youngster’s time and workload before directing any change in procedure or priority. Be sure you have the right person for the job.

Along with instructions, assign a priority to the job.

Presentation – Give instructions in a logical sequence and in clear, concise language geared to the Intern’s understanding and experience. Check to see that your instructions were understood and explain again any part that seems unclear. If the order has several parts, or if it’s to be a permanent procedure, follow oral instructions with a written message.

Attitudes – “Ask” rather than “tell,” but make it clear you expect compliance with your request. Accomplish this by using language and a tone of voice that are authoritative, but not too authoritarian. Be considerate of the individual’s needs and desires, but never apologize for giving an order.

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Show you are listening and give good eye contact Pay attention and be relaxed Listen to the words and try to picture what is being said Don’t interrupt Wait for the speaker to pause to ask clarifying questions Ask questions to ensure understanding Give the speaker time to think and gather thoughts Don’t be afraid of silence Give the speaker regular feedback to confirm your understanding Pay attention and read their body language

Follow-up – Check on compliance with your requests and instructions. Amend your instructions when that seems logical. Express appreciation when your requests and instructions are carried out well.

Giving Feedback:

In Summary:           

Active Listening:

Varies with individual and the task.

What is their experience/motivation of the individual?

Explain the task.

Check understanding – Ask, what are you going to do?

Provide guidelines for H+S and if any breakdowns.

Work alongside them, showing example sometimes.

Monitor progress.

Vary instructions to the individual.

Prioritise tasks for them.

Break it down – no of tasks.

Hold regular team meetings.

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Find a location that is suitable to both parties and put the person at ease Invite the person to selfassess Be honest Be specific and factual Discuss good points and areas for improvement Focus on the behaviour, not the person

Health & Safety All businesses have a legal duty to provide information, training and supervision to employees to enable them to carry out their work safely.

In a new environment, young people may be unfamiliar with obvious hazards and not realise the potential risk. Young people are also more likely to be nervous or too shy to ask questions or for help, so be considerate and be prepared to give extra support and supervision for some tasks.

Make sure you have done an appropriate risk assessment and the trainee has access to all training and resources they may need.

If a third party is involved for off-the-job training, they are responsible for the health and safety of the pre-apprentice while undertaking that training.

Health & Safety in our Industry Latest statistics released by the HSE confirm that there has been little to no improvement within the agricultural, Forestry & Fishing sector in 2018 – 2019 with 39 people killed, of which 13 were in Scotland. Farmers have been warned by the Health and Safety Executive (HSE) to pay more attention to how they manage workplace risk, otherwise they will face serious penalties.

A new guide called “What a good Farm looks like” is free to download from the HSE website and signposts danger areas to Farmers and where they can find further information.

The HSE are about to embark upon another programme of Farm Inspections which will review health and safety standards and Inspectors will be checking that risks are being controlled in specific areas including: Machinery; Falls from Height & Livestock.

Don’t “bury your head in the sand” Health and Safety does not have to be a burden and Ringlink Services are here to offer you the advice and the support to ensure that you remain both safe and compliant.

“What a good Farm looks like” is free to download at: http://www.hse.gov.uk/agriculture/resources/good-farm.htm 12

What actions can you take? :     

Set your policy Organise your workers Plan and set standards Check how you are doing Learn from experience

Mental Health & Wellbeing One in four people in Scotland will suffer from poor mental health at some point in their life.

Everyone has mental health and everyone’s mental health is different as well as being constantly changing, depending on many different aspects. Mental health issues range from the worries we all experience as part of everyday life to serious long-term conditions.

Despite ever-increasing awareness of Mental Health and wellbeing, there is still a negative stigma. It is important to note that although you may not suffer from a ‘mental health problem’ others around you may.

Be aware of this and let others know you understand and Ways to look after care. It is important to recognise the symptoms, understand the issues, talk, and STOP THE STIGMA! your mental health: Mental health is just like physical health and needs to be looked after. Always speak to someone if you feel you are suffering from any illness – that may be a medical professional, a friend, college or mentor.

Working in agriculture can be extremely hard on your physical and mental health. Long and lonely hours can be further worsened by uncontrollable external factors such as disease, extreme weather and market forces. Each week one farmer within the UK commits suicide and that statistic is way too high - it is time to start taking our mental health seriously!

The best way to look after your mental health is to take time out for yourself, talk to others, eat healthy, exercise regularly, appreciate your surroundings and be mindful of triggers that may affect your wellbeing.

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Drink responsibly Ask for help Talk about your feelings Care for others Accept who you are Keep active Eat well Take a break Do something you’re good at Keep in touch with others

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Useful Information: RSABI: www.rsabi.org.uk or call 0300 111 4166 Samaritans: www.samaritans.org or call: 0116 123 Scottish Association for Mental Health: www.samh.org.uk or call: 0141 530 1000

Equality and Diversity •

Legislation imposes a minimum standard of behaviours on employers to provide guidance, advice and opportunities that act to eradicate discrimination, promote mutual respect and provide equal opportunities across genders, sexes, social backgrounds, disabilities, ethnicities, sexual orientation, ages and religions.

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Ensuring the 6-month placement is a success 1. Important to establish a good relationship early. The pre-apprentices are largely school leavers with limited or no work experience so will be very unsure, inexperienced and nervous about what is expected.

2. It will take a lot of your time, especially at the beginning so you’ll need to be patient and put in the time. Try and show empathy /understanding.

3. At its heart, Mentoring is about effective communication, lots of patience, asking questions to check understanding, spending time with the youngster showing them how to do things, and generally establishing an easy, friendly relationship.

4. Having a regular weekly review of progress is good practice. Ask them how things are going and what are the things which are worrying them? It is more effective to be positive and to give encouragement and praise. Often human nature means it easier to highlight failure than offering praise! Encouragement is an extremely strong tool and needs to be used regularly to let a young person understand that what they are doing is correct and meeting expectation.

5. Try and anticipate potential problems, put yourself in the shoes of an inexperienced school leaver. Often, they will have to work with other farm staff or family members – how will they get on?

6. If there are problems, try and calmly explain to the youngster what is wrong and what they need to change /do. Shouting and swearing at someone is not effective or desirable!

7. Ensure all your instructions are clear and understood. Never take anything for granted.

8. Things will go wrong, accidents /breakages are almost evitable. Think about what you were like when you started off. Be prepared for things to go wrong!

9. Always think about “Health and Safety”. What are the risks, where can accidents happen? Warn & brief the Interns of the dangers and pitfalls. Both with machinery and animals but also other general duties.

10. Where to go for help? Remember, you are never alone. If you’re encountering problems, if things are not working it is best to tackle them early. Just pick up the ‘phone and speak to your Ringlink contacts – Gail Robertson (Tel: 01561 376022) in the first instance or Peter Wood (Tel: 01561 376000), both based at Laurencekirk.

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Mentoring is not easy, however, it is very rewarding to see someone grow and progress. As we said, there can be no greater reward than helping a young person get a start in their chosen career.

In many cases a long–term relationship may be forged and the pre-apprentice may seek advice from you even after the placement has ended.

David Smith (Mentor 2013) pictured with Lewis who still works as foreman on the farm today.

Frequently asked Questions 

Labour charge out rate per hour = £6.95 (up to 48hrs standard) (PA rate £5.50 per hour)

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Overtime charge out rate per hour =£9.50. (PA OT rate £8.25 per hour)

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26-week fixed term contract with one weeks’ notice by either pre-apprentice or Mentor.

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30 days holiday paid pro rata so 15 days available to the youngster during placement, or after if they so wish. Holidays are not payable by the mentor.

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Training course funding to the maximum value of £500 is available to the Pre-apprentice for any suitable courses during their period of engagement. The mentor business will be invoiced for the pre-apprentice’s time whilst undertaking training, at the current standard rate. Further training courses can be made available to the pre-apprentice at cost to the mentor business or unless mutually agreed between mentor/pre-apprentice.

Useful Information: New Employers Toolkit - https://issuu.com/lantra.scotland/docs/employers_toolkit Fit for Farming - https://issuu.com/menshealthforum/docs/fit_for_farming_2015_hr HSE Farmwise - https://www.hse.gov.uk/pubns/priced/hsg270.pdf SRUC - https://www.sruc.ac.uk/ Lantra Scotland -https://www.scotland.lantra.co.uk/modern-apprenticeships 15

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Coronavirus and the Workplace – Information Guide for Employers Please note: This is a brief guide for employers/mentors and due to the rapidly changing situation, we recommend you stay informed and up-to-date by reviewing the latest advice from Scottish Government and the NHS on a daily/weekly basis.

Keep Everyone Safe and Assess Risk 1. Ensure all workers (including pre-apprentices/apprentices) are fully informed and are taking the recommended precautions to try and avoid risk of catching or spreading the virus, such as: 

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All access to offices and workshops should be strictly limited to essential workers only and provision must be made for keeping surfaces clean and ensuring workers have access to hand-washing/hand sanitisers; Should a worker become unwell in the workplace and displaying symptoms of a new continuous cough, a high temperature or loss of smell/taste, they should be sent home immediately to self-isolate: Encourage workers to wash their hands for 20 seconds more frequently, with coughs and sneezes to be caught in tissues which are then disposed of safely in a concealed bin; Frequently clean and disinfect objects and surfaces that are touched regularly (eg cab door handles and steering wheels), using any of the recommended cleaning products such as bleach (sodium hypochlorite), ethanol/alcohol products which are at least 70% concentration or antiseptic based products (benzalkonium chloride); Make sure all staff have been issued with the latest guidance from Scottish Government (can be emailed links); Workers who stay at home, and who cannot work as a result, will be eligible for statutory sick pay (SSP) from the first day of their absence from work; Businesses should use their discretion and respect the medical need to selfisolate in making decisions about sick pay; Businesses should use their discretion concerning the need for medical evidence for certification for employees who are unwell. This will allow GPs to focus on their patients; Workers from defined vulnerable groups should be strongly advised and supported to stay at home and work remotely if at all possible.

Full information is available at: https://www.gov.scot/coronavirus-covid-19/

2. Members of staff and family may need to self-isolate, it is vital that you try to support them where ever possible.

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3. Open communication with all stakeholders is encouraged, allowing you to share the measures you are implementing to minimise risk and keep everyone safe whilst also keeping the business operational.

For example:      

All workers will be taking extra precautions hand-washing/using sanitiser and have been issued with additional facilities; All workers have been issued with the latest Government/NHS guidance on Coronavirus and how to avoid risk of catching or transmitting the virus; Keep children supervised, safe and ideally away from the farm to minimise risk; Limit visitors to the site and where necessary ask all parties to respect ‘social distancing’. If face to face contact is necessary, remain at least two metres apart; Ask visitors to ensure they too are washing hands and taking the necessary precautions Ask visitors to make you aware of any known contacts (family/staff/peers) who have contracted the virus or who are self-isolating due to a risk. This will ensure that all parties respect social distance and do not unwittingly put anyone at unnecessary risk.

4. Review employment legislation and guidance to ensure that you are looking after those employees going off sick or those self-isolating. Should a Ringlink worker/preapprentice become symptomatic of Covid-19, please notify RInglink staff immediately and send the individual home to self-isolate.

As lockdown measures begin to ease, it is evident that social distancing measures will remain for some time to come. Life after lockdown will certainly look and be a little different, as we adapt to the ‘new normal’ way of living.

Our industry is fortunately resilient and adapts well to change, the safety of our workforce is paramount and by working together we must all take responsibility to ensure safe working practices are in place and that everyone remains safe.

If you have any questions or concerns please contact either your local Ringlink office or the Laurencekirk office: 01561 377790 Stay safe, stay connected and stay apart!

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Covid-19 Checklist for Employers Please note this may not be a comprehensive list and you must think through your own business and make certain you have done a full risk assessment to keep everyone safe.

Checklist of Actions: 

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SITE / PREMISES Ensure all staff can maintain 2 metres social distancing where possible.

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Where social distancing is not possible ensure alternative precautions are implemented including appropriate PPE and guarding.

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Provide hand-washing facilities and encourage regular hand washing for a minimum of 20 seconds. Encourage regular use of hand sanitiser.

Cover your mouth and nose with a tissue or your sleeve (not your hands) when you cough or sneeze. Advise all staff to be aware – ensure used tissues are disposed of in a bin and wash your hands afterwards

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Ensure canteen/eating facilities are segregated adhering to social distancing of 2 metres. All staff to clean down surfaces after use.

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Washrooms/toilets to be regularly cleaned and disinfected throughout the day.

Do not allow visitors into the office, house or workshop - display appropriate warning notices at entrances.

Discourage visitors onto your premises by putting up notices if necessary.

Deliveries should be planned with secure drop off points – do not sign for deliveries where possible.

Display simple posters around the workplace reminding employees of their responsibilities to each other.(see sample)

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MACHINERY  Where possible do not share machinery  Clean machinery thoroughly after use using appropriate disinfectant particularly door handles, steering wheel and all other areas likely to have been handled  Wash hands regularly after touching any ‘shared’ machinery or equipment OTHER  Maintain dialogue with staff members and react quickly should anyone show symptoms of illness  Ensure no direct contact between farm staff, unless absolutely necessary to allow safe working. Agree that everyone will remain at least 2m apart.  Plan work appropriately to minimise social contact and contamination 

Ensure any potentially contaminated waste is disposed of appropriately 19

Sample Site Safety Poster

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Near-miss incident report or H&S improvement suggestion This form may be used by any member of staff, visitor or member of the public to bring to the attention any matter or suggestion which is believed might influence the health and safety of the working environment. The form must not be used for reporting accidents where either people or buildings were injured or damaged. An Accident Incident report form should be used in such cases.

Date of incident………………………………

Time of incident…………………………………………………………

Location: (Please be as accurate as possible)

Name of person reporting : (Leave blank if you prefer but adding contact details will give us the opportunity to feed back where possible).

Title……………... Forename(s)…………………….……………………Surname………………………………………………..……

Current residential address ………………………………………………………………………………………………….……………………….…………………... ……………………………………………………………………………….………….Post Code ……………………………………..

Description of incident: Please use this space to record the near-miss or incident, or to make a comment or suggestions for improvement.

Why do you consider the near-miss or incident dangerous?

What immediate action have you taken following the near-miss or incident to prevent a similar occurrence?

Please forward this completed form to the Senior Manager on site / appointed H&S representative.

Form received by: ………………………………………..

Action taken:

Date: ……………………….

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