Flagperson
Training program standard

SAFE Work Manitoba has made reasonable attempts to confirm the accuracy of information contained in this document. However, this document is intended for general information purposes only. SAFE Work Manitoba shall not assume responsibility or liability for actions taken or not taken as a result of reliance on information in this document alone. Manitoba employers must comply with Manitoba’s Workplace Safety and Health Act and Regulations, as may be amended from time to time.

1. Training standard topic

Flagperson

2. Purpose

The purpose of a flagperson training program is to provide employers, supervisors and workers with knowledge of:

• legislative requirements pertaining to flagpersons along with the roles, duties and qualifications
• identifying the hazards and assessing the risks associated with flagging
• flagging procedures and required personal protective equipment

The training is mandatory for workers who will work as flagpersons in Manitoba.

The flagperson training program standard outlines the minimum requirements for developing and delivering flagperson training programs in Manitoba. It was developed in consideration of the Manitoba Workplace Safety and Health Act and Regulation and Canada Labour Code Part II/Canadian Occupational Health and Safety Regulations and is consistent with the Highway Traffic Act.

NOTE: This training program is applicable to the specific flagperson working within the City of Winnipeg and/or working outside the City of Winnipeg (urban and/or rural).

3. Design

The design of the training program must meet the following criteria:

• Compliance with adult learning principles:
  1. Ensure learners know why they need to learn specific content and its relevance to their workplaces.
  2. Relate training to learners’ own experiences when simulating workplace scenarios.
  3. Challenge and engage learners using a variety of activities that allow opportunities for participation, feedback and interaction.
  4. Recognize the limits of attention spans and apply techniques to address the various ways that adults learn.
  5. Use realistic activities and tools to support the transfer of learning to the workplace.

• Use language that is appropriate for all learners.
• Provide content that is accurate and current.
• Include references to legal and technical information.
• Use a variety of technical teaching aids
• Provide learner materials that follow the principles of instructional writing and good graphic design.
• Be consistent with provincial and federal legal requirements.
  
  

4. Delivery

Regardless of the delivery method, all endorsed training programs must meet the requirements of this standard along with The Accessibility for Manitobans Act (AMA) and the delivery method must be reasonable and practicable to support the learner’s ability to attain the applicable learning outcomes.

4.1     Face-to-face learning

 The following are the maximum ratio of learners to instructor:

• Basic theory module: 15:1
• Practical module: 15:1

 The following are the minimum hours for training delivery:

• Basic theory module: 3.5 hours
• Practical module: 3.5 hours

Each learner must spend at minimum fifteen minutes demonstrating safe and proper flagging activities to meet the learning outcomes within the Practical Module.

The flagperson basic theory module must be completed before the flagperson practical module is taken.

The timing for delivery of this training program may be extended for various reasons such as the amount of equipment available for demonstration of learning outcomes, instructor experience and/or the learning needs of the training participants.

4.2      E-learning and blended learning

The eLearning content should be consistent with Manitoba e-learning instructional design guidelines.

This type of learning is acceptable for:

• Basic theory module

4.3     Distance learning

Distance learning includes training via a live video link and a plan for interactivity with a qualified instructor must be developed and available.

This type of learning is acceptable for:

• Basic theory module
  
  

5. Learning outcomes

Employers will need to supplement any training program that meets the requirements of this training program standard with additional information, instruction and training in workplace-specific policies and procedures, workplace-specific hazards and equipment related to flagperson.

5.1 Flagperson basic theory module

5.1.1 Legal requirement

Content must include:

• An overview of the legal framework, including rights, duties and responsibilities and legislative requirements pertaining to flagpersons.

• Requirements of the Manual of Temporary Traffic Control in Work Areas on City Streets referred to in City of Winnipeg Traffic By- Law 1573/77, as it applies to flagpersons in the case of work within the City of Winnipeg, and/or the Manitoba Flagperson Training Manual issued by Manitoba Infrastructure and Transportation, in the case of work outside the City of Winnipeg.

At the end of this module, learners will be able to:

• Identify parts in the Manitoba Workplace Safety and Health Act and Regulation and/or Canada Labour Code Part II /Canadian Occupational Health and Safety Regulations and the Highway Traffic Act, as applicable, pertaining to flagpersons, including CSA Z96-15 (R2020) High-visibility safety apparel.
• Explain the roles and responsibilities of the employer, supervisor, worker and contractor as they relate to flagpersons
• Describe the workers’ rights and how they relate to flagpersons

• Understand the applicable requirements in the Manual of Temporary Traffic Control in Work Areas on City Streets referred to in City of Winnipeg Traffic By- Law 1573/77 and/or the Manitoba Flagperson Training Manual issued by Manitoba Infrastructure and Transportation.

5.1.2 Flagpersons

Content must include:

• An overview of the role, duties and qualifications of flagpersons

At the end of this module, learners will be able to:

• Describe the role of a flagperson 
• Explain the duties of a flagperson
• Describe the basic qualifications of a flagperson
• Understand the importance of having good public relations as a flagperson

5.1.2 Hazard identification and risk control

Content must include:

• An overview of the urban and/or rural hazards associated with flagging, including but not limited to physical, chemical, biological, musculoskeletal, psychosocial and environmental hazards
• A description of prohibited personal electronic devices including the hazards associated with use
• An overview of the process for conducting a job hazard analysis and risk assessment, including the factors to be considered for prioritizing hazards
• An overview of the hierarchy of controls and the different types of control measures to eliminate or reduce the risk associated with flagging

At the end of this module, learners will be able to:

• Identify the urban and/or rural hazards associated with flagging, including but not limited to the impacts of heat, cold, sun, hours of darkness, etc.
• Identify electronic devices that a flagperson is prohibited to use, including the hazards with use
• Describe the process for conducting a job hazard analysis and risk assessment
• Explain the different types of control measures

5.1.3 Personal protective equipment

• An overview of personal protective equipment and apparel that is required to be used and worn by the flagperson, including traffic control devices and other additional items for certain circumstances

At the end of this module, learners will be able to:

• State the required personal protective equipment and apparel worn by the flagperson and the importance of each
• Describe the different kinds of traffic control devices
• List additional equipment and apparel that may be required in certain circumstances

5.1.4 Work zone set-up

Content must include:

• An overview of various work zone set-ups, including but not limited to warning signs, barriers, position and visibility of the flagperson, location and adjustment of the flagperson station, escape routes for the flagperson, etc.

At the end of this module, learners will be able to:

• Explain a work zone set-up including the position and visibility of the flagperson and the location of the flagperson station

• Describe the sequence of work zone set-up including start-up- and completion

• State the warning signs used in a work zone
• Explain when traffic control devices need to be used
• Identify escape routes
• Describe the factors to determine flagperson position in the work zone and how to adjust to different conditions
• Determine the effectiveness of the work zone set-up

5.1.5 Flagging practices and procedures

Content must include:

• An overview of urban and/or rural flagging practices and procedures including but not limited to how to slow, stop and release traffic, hand signals, handling emergencies, working around heavy equipment and off-road construction, reporting and communicating near misses and incidents, etc.
• An overview of different flagging situations, including but not limited to working with traffic signals, limited sight distance to the work area, heavy traffic, pilot vehicle operation, four-lane divided highway, etc.

At the end of this module, learners will be able to:

• Explain flagging procedures for how to slow, stop and release traffic along with hand signals
• Recognize emergency situations and identify the proper emergency procedure to follow
• Describe the procedures for working around heavy equipment and off-road construction
• Explain when and how to report and communicate near misses and incidents
• Describe different flagging situations and practices

5.1.6 Motorists and communication

Content must include:

• An overview of perception, reaction time, characteristics and expectations of motorists
• An overview of flagperson communication with the travelling public, including responding to aggressive drivers and violence prevention

At the end of this module, learners will be able to:

• Understand perception and reaction time of motorists
• Identify the characteristics of a motorist and their expectations
• Describe how to communicate with the travelling public
• Explain how to respond to aggressive drivers
• Understand the actions to take to prevent violence

5.2.1 Practical module

In this training module, participants will practice and demonstrate safe and proper flagging activities in a controlled training environment.

The practical module must include:

• Job hazard analysis and risk assessment
• Use of personal protective equipment, apparel and traffic control devices
• Flagging practices and procedures

The practical skills outlined above are introduced in classroom instruction and must be demonstrated during practical training exercises.

At the end of this module, learners will be able to:

• Conduct a job hazard analysis and risk assessment including prioritizing hazards and identifying control measures
• Select, inspect and use required personal protective equipment, apparel and traffic control devices
• Demonstrate flagging practices and procedures including how to slow, stop and release traffic, hand signals, emergency situations and proper communication
• Report and communicate near misses and incidents

6. Resource material

The flagperson training program standard has material requirements for both learners and instructors.

The date and version number should be indicated on all resource materials, which include:

• Terms and definitions.
• Job aids, evaluation tools and templates.
• Copies of the applicable provincial or federal safety legislation and standards.
• Manufacturers’ instructions for equipment.
• Participant and instructor manuals with copies of activities.
• Instructor manual and lesson plan.

Learner materials will include:

• Learning objectives, agenda, training content and evaluation/testing.

Instructor materials will include:

• Instructional methods, learning activities, and lesson plan timing.
• Detailed instructor manual and lesson plans including all learning activities and audio-visual resources.
  
  

7. Equipment

For the practical module, learners must have hands-on, practical experience and must be trained on the proper use, care and limitations of the personal protective equipment (PPE) according to manufacturer specifications and what is listed below. The PPE provided must comply with the requirements of the Manitoba Workplace Safety and Health Act and Regulations, such as meeting or exceeding the equipment specified in National Standards of Canada and/or the Canadian Standards Association technical standards, as applicable.

7.1 Equipment for demonstrating learning outcomes

The equipment listed below is required for the delivery of the practical module:

• High-visibility safety apparel that meets Class 3 Level 2 requirements of CSA Z96-15
• Approved protective headwear
• Approved protective footwear
• STOP/SLOW paddles (standard 450 mm, two-sided)
• Handheld two-way radios or mock communication devices
• Flashlight with red signaling wand (for hours of darkness)
• Traffic cones and delineators
• Flagging station setup materials (bases, stands, pylons)
• First aid kit

7.2     Other equipment

The equipment listed below may be used in the delivery of the Practical Module so that learners become familiar with the look and function of this equipment.

• Reflective rain gear or cold-weather PPE
• Hearing protection (earmuffs or earplugs)
• Safety eyewear or face shields
• Utility or pickup truck used in work zone setup
• Work zone lighting systems (portable floodlights)
• Laminated traffic control plans or sample layout diagrams
• Gloves (reflective or bright-colored)

• Temporary traffic control signs (Prepare to Stop, Flagperson Ahead, Construction Ahead)
• Sign stands and supports
• Portable barriers or channelizing devices
• Measuring tape (for sign spacing demonstrations)

7.3     Damaged equipment

Damaged equipment may be used in the delivery of the Practical Module so that learners are able to inspect the equipment and identify damage.

• Torn or faded high-visibility vests/jackets (reflective striping worn or missing)
• Cracked or dented hard hats (impact marks visible)
• Worn-out safety footwear (tread separation, damaged toe caps)
• STOP/SLOW paddles with loose handles or faded lettering
• Radios with broken antennas or dead batteries
• Flashlights with cracked lenses or non-functioning bulbs
• Signage with bent frames, peeling reflective surfaces, or illegible text
• Barriers with missing reflectors or bent bases

8. Learner evaluation                  

The training program must include a plan for learner evaluation that meets the requirements below. There must be a variety of evaluation methods available to the instructor and/or evaluator that are appropriate to the learning outcomes.

8.1 Evaluation methods

The training program will include methods to evaluate that key concepts have been understood by the learner using a variety of evaluation methods which are appropriate to the learning outcomes, including:

• Open discussion.
• Group discussion.
• Questions and answers.
• Written and/or oral test, where applicable.

Evaluation methods must be clearly outlined in the evaluation plan and the corresponding results must be documented by the evaluator.

In addition to the above, the training program must include a plan for learner evaluation that meets the requirements below:

• There must be a written test either at the end of each module or at the end of the whole theory training program. The purpose of the competency test is to verify that the key concepts are understood by the learner. The learner must achieve a minimum grade of 75 per cent to successfully complete the training program. After a learner has successfully completed the test, the evaluator must review incorrect answers with the learner to successfully complete the training program.

• Alternative evaluation methods may be used for learners with language, literacy or accommodation needs. These methods must be clearly outlined in the evaluation plan and the results must be documented by the evaluator.

8.2 Evaluation of demonstration of learning outcomes

1. Learning outcomes requiring demonstration must be performed satisfactorily in order to successfully complete the practical module.
2. For learners with language, literacy or accommodation needs, alternative evaluation methods may be employed to verify satisfactory demonstration of learning outcome by the learner. These evaluation methods must be clearly outlined in the evaluation plan and the corresponding results must be documented by the evaluator.
   
   

9. Validation requirements

Completion of both the basic theory module and practical module in accordance with the criteria set out in this standard and the training provider standard is required to confirm a successful training program has been completed.

Training remains valid for a period of three years from the date of successful completion of the flagperson basic theory module and practical module.

Learners who have successfully competed an endorsed flagperson training program must re-take the training every three years to maintain its validity.

Glossary

General terms

Blended learning
Describes the practice of using several training delivery mediums in a single training program and typically refers to the combination of classroom instruction and eLearning.

Distance learning

An educational situation in which the instructor and students are separated by time, location or both. Education or training courses are delivered to remote locations via synchronous instructor.

E-learning (electronic learning)

A term covering a wide set of applications and processes that includes web-based learning, computer-based learning, virtual classrooms and digital collaboration.

Face-to-face training

Usually refers to traditional classroom training in which an instructor teaches a course to a room of training participants. The term is used synonymously with on-site training, classroom training and instructor-led training.

Minimum hours for training delivery
The timing for instruction of a training program that excludes breaks and lunch:

• 3.5 hours of instruction is equal to a half-day of delivery.
• 7 hours of instruction is equal to a full-day of delivery.

Module

A unit of instruction that can be measured, evaluated for change, assembled to form complete courses or bypassed as a whole, and that is usually intended to teach one or a group of skills or areas of knowledge.

Evaluator

A person who evaluates learners.

Instructor

A person who delivers training programs.

Qualification

A skill, quality or attribute that makes somebody suitable for a job, activity or task.

Flagperson terms

Flagperson

A person whose work involves directing the movement of traffic on any portion of a street or highway.

High-visibility safety apparel

A clothing that workers can wear to improve their visibility.

Signalling wand

A handheld, often illuminated, baton-like safety device used by the flagperson to provide clear visual instructions to vehicle drivers or pedestrians.

Work zone

The area around a roadside or highway project that includes the actual work site and all surrounding areas where traffic control devices are used to guide motorists safely.

Acknowledgements statement

The flagperson working group has developed a Flagperson Training Program Standard that outlines the minimum requirements for program objectives, training requirements and learning outcomes that are designed to educate Manitoba workers on working in compliance.

Please note that while reasonable efforts have been made to ensure that the criteria of the Training Program Standard is met, the responsibility resides with the employers to ensure compliance with the training requirements under the Manitoba Workplace Safety and Health Act and Regulations. In determining what rights or obligations a party may have under the provinces’ legislation, reference should always be made to the official version of the Act and Regulation.