Right, just press record. Hello everyone, my name is Ross McGill. Do you want to introduce yourself Sarah? So this is a coaching Conversation that we are having about Sarah's work in her school introduce and coaching and we're going to kind of model This as an example So care Sarah just to give some context you've introduced coaching to your school Yeah, absolutely. Yeah Started to the end of last year, but just launched it out to all staff Yeah, and the the current so your current feelings are you know, so you've gone you've got your group of coaches and You've got your you've rolled out to staff. So what what kind of concerns immediate concerns do you have? well Before we when we were going to roll out the night before I was saying oh my god You know invested in not you know, but rocks and I've got a kind of like Co-opted these ten coaches on what happens if everybody says no, I don't want to do it. So that was my concern Actually through a sponsor starts to be fantastic Which is another concern because now it starts to feel I was talking about it pizza. I think he said it's a It's become a monster Iris So we kind of Tagged that on and I just sort of looking at my goodness. That's too big So has that has the monster become your particular fear of I guess So this monster is potentially stopping it being successful Yeah, well, I think it's it's just the logistics behind it room. Okay Because I absolutely know we are it will be successful because the staff are so great and I kind of I feel responsible. I don't want and me to Mess up the logistics and then the program itself You know all dumb things where you start at the launch and everybody's energy is high and then it doesn't quite work And then it will kind of you know plots and this is too awesome, you know to school but that's happened I feel yeah, it feels like a bit faster. So let me just clarify. What do you want instead of this problem? the program to run effectively I want to be able to put not to do too honest with the coaches which rewarding for them But also to see impacts in the classroom. I suppose ultimately and and where are you right now with the staff? In fact, where are you with the coaches first and then what to look at the staff? Coaches are being fantastic Really motivated really enjoyed the training that they got they just either have been a few issues And so they found it tricky to to kind of get in to see each other We anticipated that so I wasn't shocked about that I kind of like gone very almost less safe there until the recording of it And just set up a Google doc and said, you know when you've got had a discussion Put it in there. I Don't know if that's the right way to go because that's not still looking really black So it's kind of like I know the coaches are doing their best to do it. I Can't need to have an oversight of it, but I don't want it to be owner. So I want it to sort of Know how do you make it? Organic and yet still Just nothing that's on with so And how far are we on this journey with your coaches so far? They are now Working with each other and coaching each other and trying trying to apply the coaching model And also kind of skilling themselves up on a particular part of the So when what period of time did we start this a week ago a month six months? They started coaching Okay Okay, so kind of July 2018 So let's just move on to the staff. Where are the staff, you know in terms of you introducing this? So the last twilight inset the coaches led sessions in small groups with the staff and Then at the end of that session, they kind of introduced the ethos of it I went to great pains to make sure people knew that it wasn't going to be you know another kind of flash in the pan or link towards development Because we wanted to move away from that And we asked them to indicate their interest And as I said, there was for it has been fantastic, you know far far better than then I would have expected Okay So what is the next immediate step for the staff section? I suppose they need some feedback from me in terms of I mean, I've done like a general staff. Thank you, but I guess an acknowledgment that you know, we're You know, we're delighted that they want to be part of it. And then I need to come up with a system for matching coaches with You know other staff We've had some discussion around that just myself and the coaches and Peter as well This is how we want to do that. We want you to be able to choose their coach. Yeah What do we want actually with a sort of skills? I mean the side of the ladder just to I Don't know to see more more sensible less. Okay. So where are what's the next step for coaches the people you've already trained? They need to continue to practice their skills and then probably have a session where We share those skills become people really with this with a typical framework Maybe me go in and watch a little bit of them coaching and sort of see if there's anything I can contribute there So just want to give them up to a Christmas to continue doing that and also to get feedback on the process You know, so that these sort of tea then problems we're having we can you know plan out before we go with Okay, I'm going to introduce my little scaling card So, let's look at the coaches first. Where do we think we are as a group? I'd say six and and what what what what makes that a six give me the components of what why that is a where it is I think it all still feels new to people. I think I hope they're not going to offend them But I think that they would say that it's that it's still something that they are Using kind of with each other I think the lack of actual time for them to do those coaching sessions as restricted some people and also it's divergent Some people have done it, you know, quite, you know, systematically other people. Yeah, I'm still Not fed back to each other and stuff. So, okay, so let's just keep it simple. Why why did you not give it a five? Because they have the knowledge and the expertise, I think it was a it was a five because so now it's, you know, it's Nested, you know, it's it's too. Yeah, it's too. It's too low. I didn't want okay So we have we go so it's now October half term if we aim for a seven by Christmas Give me two or three things that would help you move on to the next stage Um, the coaches need to learn with the coaches. Okay. Yeah time time together That's something we have already addressed. We've had a look at the meeting schedule And we're going to use a twilight sessions for another meeting in schedule to sort of have a coaches group So I think that will help. Okay. What else? Kind of Don't know almost like a determination to To to drive them to drive their own what seeing of each other and feedback sessions just to get it a bit more Sort of systematic with Three or four more observations before Christmas. So is that your determination or your perception of theirs? My perception of that. Yeah, then kind of seeing it through Okay Okay, one more what else? Getting something back from me in terms of observing them having coaching conversations and you know just getting that look not necessarily me but having that those triangle discussions I think would be useful as well because obviously I'm being coached as part of this session and it's It actually brings up quite it's quite an emotional process. I think yeah Even through Skype Right, so we've got three things so I've written those down so we just talk about the coaches first the top one. We've got time with coaches Second one we've got is Determination or at least perhaps your perception of everyone else doing it for you so you can I guess evaluate if it's going right So that's a tricky one and then feedback time to feedback So out of those three things which one's probably the most Obvious starting point Okay, so what do you have in place for that to happen? Okay, when's that gonna happen? Okay, and we're back to school next week so we're looking at two or three weeks before that actually happens Yeah, um Do you think there's anything else in there that we could do before that? Yeah, the time the nation's a tough one, isn't it? I mean basically they We just need to get into each other's lesson and give you feedback and You know kind of make it happen now. It's almost like enough time has passed. Let's you know, let's be Systematic and you know make it work. Okay, so let's make that ease. Let's cross that one off the list Yeah, so from the in the next three weeks. Do you think we could tackle number three? Yeah, so what could you do? It could just be a simple assessment, you know saying to them, right you've all done three observations or two observations As part of this process. We're gonna do some trio, you know some trio watching And all that trigger watching times I had yeah, okay And could we just assume the setting that up because I think that will give people a little incentive to kind of keep going and Also, it's nice to have some other reason, you know, what what you're doing. Okay. What else other than observations? I think sharing this coaching session will help It's more examples of people Okay, what else? Maybe get me getting some feedback from them just sort of open it up and say okay, you know We are about a half term in what are the obstacles? Where are the opportunities? You know what, you know, just kind of open up to them. So they're an amazing, you know Group of people such experience and how are you gonna say how are you gonna collect this feedback? From them. Well, if we use an IT based system, half of them, that would cut half of them out They won't have time. Okay Maybe just a cup of tea, some biscuits and sit down and let's have a bit more of an informal Setting maybe some samosas that always helps. Okay. Do you see your staff on corridors? Yeah, yeah I don't know, it's tough with such a disparate group. If you want to catch some of them, I can go out onto the field Okay, and do you go out on the field? I can't go on the field, I'm such a little teacher We want we want feedback and we're all busy people So if you do it through IT, you've already said the risks are that you won't get half the people responding To get people in a group you're gonna have to create another meeting And dare I say you've probably got more time to find people than they have time to find you Okay Now I don't know what the the dynamics of your coaching group are how many or where they are based across the school But could I be steering you towards, you know, you need to have time with coaches Which is probably gonna come from a formal setting Yeah, plus the observations but to actually just gather a sense of their determination Probably yours as well Sims through corridor conversations might be a good next step before you have the meeting on the is it the 22nd of November? Okay So we'll come back to that so let's just talk about the staff So you mentioned earlier that you wanted to get feedback from staff having introduced it And then you're kind of working out the logistics of pairing personalities up So where would we be for this stage in terms of introduction to stuff? Okay, so why not a one Because I have the core information I know, you know, which teachers are about to be involved I've got that but literally that's all I've got. I haven't even got it organized So I guess the introduction that the staff makes it a two and you've got the knowledge to get it started Yeah, yeah, so what would a three look like what where how we would get to a three and what would it look like? What would you be doing? And the first stage is to sort of get that data organized so that I know Who you know, who definitely wants to be involved also gave them an option in terms of when Okay, so some sort of organizing Okay In that middle term because I didn't want to describe it Attitude yeah, yeah, that's probably just an admin work on my behalf just to get a bit more organized Okay And then I spoke to bigger tasks is You know just for coming up with the coaches What's what's it gonna look like when we actually you know, we roll up that first roll out? What's actually gonna look like what can we commit to and what? What? What's true sticks? I don't want to promise people Things that they can't deliver Okay, and give me a kind of timescale for the staff side of things Well, really we're gonna I might start off Christmas for the first couple of okay And is there anyone that could possibly help you Yeah, it's all about some Admin support, which would be good. So you have got admin support You have got admin support Yeah, just to organize that so okay a couple of periods of that so that will help when we go back So Let me go pop back to the coach. We've kind of got a dual conversation going on here about the logistics of your coaches And also the long-term approach logistics for your staff and the working in tandem I guess to support this the long-term strategy. So Back to the coaches We've identified time with coaches and feedback So, let's just unpick what are the risks of those not happening?  I think I'm gonna need to you know remind people Probably communicate that actually that this is you know, because the will is there everybody wants to sort it and then get out See see two coaches get that feedback and then how's it going? You know, yeah, okay? And that's something that you're gonna do Yes, okay, and you've got the my correct that is the 22nd of November for that first formal time you coaches Yes, that's right. Yeah, you've potentially got three weeks where you're doing the feedback Yeah, so again, could you just elaborate on what this feedback will look like how you would do that? I suppose I'd like to know kind of You know how basic how you know basic kind of how to go in Is there anything I can do to help you know to facility we need to do the school anything they need Yeah, just sort of make that process better So even if we need to turn the patch for stuff But also maybe the rest of your stuff and you might find on teach talk it or you know Somebody else that we support the materials type stuff that they thought they've got enough So how are you gonna gather this feedback?  I think you know Okay And then popping back to the staff You've talked about rolling this out in January So in terms of it, let me just clarify if I've got this correct. You're gonna feed back to your staff You've sorry your coaches in various forms physically and digitally you've got your 22nd November window To talk about the stuff and then behind the scenes you're kind of long-term in the roll out for staff from Christmas Yeah, okay, so after Chris so for the staff what things do you need to put in place? So you've got the when and I've written down here when an admin Second one. We've got the roll out and the commitments involved with that and then we've got post Christmas So let's just on pick, you know, what what is this gonna look like in practice? What things will you need to have put in place behind the scenes So that I'm a teacher. I turn up to be this coaching session. I'm really excited. I want to be allocated with a coach Sarah's about to tell me how it all works Okay, so we said we said we said we were at a two didn't we and we said for a three Your anxiety is it's the you want to roll something out So let's just clarify. What do you want to roll out? Well, we want to we want the coaching to actually, you know start Okay, so so so what do we need in place for Ross the teacher to receive coaching? I guess Where do you think you could improve I suppose staff definitely that and then they just need that initial discussion and introduction to their coach Some thought about what lessons? They're gonna want to be observed they have to be observed with So what point are you going to allow me so so I'm as a teacher on the insect day when you're introduced Yeah, are you either introducing this or are you pairing me up because I already know this information? I've been coming up. I think so I'm already aware of the coaching program Yep, you'll have already told me That I need to think about XYZ No, I need to do that. Don't I yeah, I need to yeah So I need to communicate with the cohort before they come, you know, they'll be only some guidance Okay, so we're back to these VISTA staff things. So we've got when and admin Yeah, so you're meeting your coaches on the 22nd of November Yeah, I would you've got three weeks before the end of term with all the staff busyness going on with Christmas and exhaustion You're expecting staff to turn up on the insect day after Christmas to be matched with a coach And to be aware of something so let's just for that to work How are you going to get it's 13 hours? How are you going to get this on staff radars that I need to think about something to be better at I guess the first step is to pick who's going to be coach and then I'll need to I'll need to I definitely need to meet them before Christmas, right? With the what's the whole staff? No with the with the cohort Ten coaches, so it would just be ten ten Ten, you know, ten first ones and maybe not even ten. So where do you see that opportunity happening? I don't know. I have to have a look. It's a hectic time, isn't it? Would have to be I think really December to give them time to Yeah Okay Or maybe actually well, maybe that's better than after Christmas when everybody's fresh relaxed So actually maybe the actual coaching might not start until like this second or third week of them Yeah, I mean, I don't know what your insect days or your CPD commitments are so Whether you know, what does it look like you got a first-day insect back and then you got regular CPD after that Other windows of opportunity So we've identified a risk here of maybe it's not the right time For the teaching cohort to start Okay, yeah So let's pop back to the coaches Yeah, so just tell me back what you're going to do in the next half term Okay, so First important job is to get out and about and speak to people Find out, you know, kind of what's going on and me get feedback from them And there's a big thing about about that Hopefully then I'll be able to address any issues that are coming up And provide an additional health support that they need to sort of keep that program Okay, and then with your Teaching staff tell me what you're going to do If he wants to be involved Kind of get that now that's actually quite quick and then I need to have a look I think that the training calendar and give some more thought as to when we actually are going to sort of match people up I start people having those those discussions. I'll probably need to speak to teacher about that. I'm sure we'll be fine with it Yeah, now I think about it I've probably it's probably the wrong time just before Christmas to save people, you know, where do you want to develop? Yeah I mean, I don't think there's anything wrong with, you know, popping it into a staff meeting conversation here or there or the coaching Co-hearts, you know, it's that kind of drip-feeding subconscious Coaches on its way. Have a think about your focus, you know, but then there's the four more gathering together So from now until you get back to school, is there anything that's going to get in the way? So you'd be able to physically go and talk to all your ten teachers regardless of where they are in the school even out on the field Okay Right and and let me just test your commitment level to this, you know Articulate that to me Okay, so one last question for me then mid-November let's check in on where you would want yourself to be Gage and staff but also the coach and what, you know, what are you going to be doing? Um, so by mid-November I will, um, I have that base already so that I know which staff You know, I should go and work when we launch. I would have checked in with each of the coaches Lots of feedback from them and we'll be more aware then of, you know, obstacles things we need to talk for free knowledge gaps or whatever and I would have liked to have perhaps set up some of those Um sessions where I can sit in and watch them coach and see if I can help and anyway just to start Maybe give them the support So to finish off I've written down two words for you, which I think are The first one is your your coaching group And the second one is the date to launch it with your staff Yeah, and it sounds like you can't do the second one without doing the first one Yeah, I would agree absolutely. Yeah. Okay. All right. Good. Well, let's let's catch up again and see how you do Thank you. Okay


Hey Sam, I really appreciate you taking the time out to give me the company's high wall examination procedures, but why are we beginning to examine the top? Where I worked at before, we began to examine the base to see if there's any serious cracks that would make it unsafe to approach it at the top. Well we do that at some of the mines up north and it depends on the rock. That's why the procedures are specific to each pit and sometimes even specific to different areas within the same pit. It's there in the job safety analysis. You haven't had a chance to study that in detail yet. Hold on Jack, I'm going to pull over here for a minute. I want to take a look at the road first. Here? What can we see from here? Well, not much really. I just want to take a look at the road and the berms before we head on up to inspect the high wall. Okay, so what exactly are we looking for? Well, I always like to look at the approach to the high wall, make sure the berm is solid and at least as high as the axle of the big trucks. I also like to look at the road, make sure it's not rutted or unsafe for travel. Also like to make sure that there's no debris or rock in the road that could indicate a bad place in the high wall. So what do you do if it's too nasty to travel? Well I keep a couple of those orange highway cones in the back and a roll of caution tape. I block off the road, then I call then and let everyone know about it and write up a report when I get back to my desk. And that's also in the procedure. Okay, yeah I see that now. Well I don't see anything, do you? No, actually it looks pretty good. Let's head on up. So does everyone receive this type of training? Yes, but not to this extent. All the miners receive hazard awareness training and a normal safety training. But the high wall examination training is for foreman and safety people. Who are responsible for the daily, weekly and monthly inspections and reports. Right, just a requirement of the mountain safety rigs. Yeah, but I don't look at it that way. This is like any tool. If it's used it's the best way to identify ground hazards and maybe prevent a disaster. Well Jack, I'd like to start out by looking at the surface for any cracks or anything like that that might indicate a fault or a break. I'd like to check for loose rocks or unconsolidated material that might fall and injure someone. And if it looks bad enough you might want to use the cones and the caution tape here too. Gotcha. Hey Jack, first thing you got to do when you're out here is pay attention. Now you can't do that with your nose in the book. Sorry about that. I was just trying to make sure I didn't miss anything. But you're right, I wasn't paying much attention. Hey Sam, looks like we've got a little bit of sloping over here. Oh yeah, you're right. But let's not get too close. That ground's probably unstable. Yeah, believe me I wasn't going to get that close. The mines I used to work out we use the six foot rule. Always keep six feet away from the edge and cracks are unstable areas. And if you need to get closer, always use a lanyard and harness. Yeah, that's a good rule. That's what we use here. Most of the mines use some variation of that six foot rule. Let's go get some stuff out of the truck. All right, so what are we using next? All right, I'll call a foreman and let him know what we found and that way he can warn his people. And I'll also note it in the book. Yeah, that looks like a good spot over there Jack. If the ground's stable, that'd be a good area where we can look at the entire area from the side. All right, okay. You know, you can't see the area pretty clearly from here. But you can't make out that much. Oh, use these. You know, you're pretty good. Cones, caution tape, binoculars. You got any other little toys to carry around with you? No, that's about it. Except for a tape measure. I used to have an abney level. You could tell the height, but the bubble tube broke. That should give me another one of those. Yeah, I'm not surprised. Do you normally have any other problems with this pit? Well, occasionally we'll get a fracture line, like that one right there. And once in a while, the previous blast causes backbreak, resulting in a raggedy face. And you need to be familiar with geologic conditions, such as any faults or abnormalities in the dip of the rock. Like if you look at that face over there, you notice how the rock dips toward the pit. Now that can create a dangerous situation. Now here, the rock dips into hill, which usually creates a more stable bench. The examination of the high wall is the most important tool related to high wall safety. Experience and training combine to make a high wall examiner effective. Experience provides the examiner with the ability to tell, or at least suspect, at a glance that a hazard may exist. Training gives the examiner physical and geologic knowledge to apply to the examination. The examiner must have the knowledge of the faults, planes of weakness, and other hazards that can occur to do the job right. The examination should always begin a safe distance from the high wall. The geology of the strata being mined will determine whether the exam should start on top or at the base of the wall. The choice should be based on consideration of the three main categories in which rocks and masses of material fall from a high wall. Toppling, sliding, and circular failure. Toppling is where a rock or a column of rock will develop fractures or planes of weakness around its perimeter. When the support is lost beneath the column more than halfway back, the rock will topple out. There will generally be signs of separation on top of the high wall before a failure. If the mine has a history of these types of failures, start the examination on top of the high wall. Sliding failures can occur when a simple plane of weakness, such as a joint, bedding plane, mud seam, or fracture dipping down toward the pit is exposed. The steeper these planes dip, the greater the tendency for rocks to slide and the less warning that there might be a rock fall or a slide. Therefore, examine the high wall from the base first.  It typically does not follow a pre-existing fracture plane, but is shaped like a circular arc. Signs of bulging at the bottom and cracks or scarfs on top are present prior to the actual failure. Because of the weakness of the material, begin this examination from the bottom. To be effective, the examiner must communicate all of the findings. A recorded log of the examinations can provide valuable information regarding failures, such as time of year, weather conditions, intervals from time of exposure to failure, and frequency and types of failures. Reviewing the records tells the examiner what conditions have been previously found at the mine, as well as the history of failures. Many companies are using Job Safety Analysis, JSA. The JSA itemizes each step of a job and stresses potential hazards and the recommended actions, tools, and personal protective equipment needed to complete the task. For high wall inspections, a site-specific part can be added to the JSA to give special attention to specific areas of the mine. For example, a note that there are active springs on the north end of the pit during winter and spring months, or that the dip in the strata is becoming steeper as the pit moves to the east, tells the examiner to concentrate on a particular area. Emsha and the National Stone, Sand and Gravel Association recommend the use of this valuable tool. In high wall safety, forewarned is forearmed. The best forewarnings are produced by thorough examinations conducted by competent examiners.  I believe you're right. I think we ought to get a couple cones and caution tape to warn anybody from approaching the bottom of the wall. That's a good idea. We got to examine the wall from the bottom anyway. Hey, you are paying attention. So we done up here, all but the paperwork. Let me get back to the office. I'll show you where we keep the record books. You got any questions? Not everything's pretty much the same way we do it. Good enough. Emsha regulations require that high walls and banks be examined before work is to be performed. The inspection methods are not specific, but require that they identify any hazards. The methods used in this video are practices that the National Stone, Sand and Gravel Association and the Mind, Safety and Health Administration find effective and recommend. Both NSSGA and Emsha acknowledge that other fully acceptable methods may be effective. Examinations need to be made more often during wet weather, freezing thawing conditions, or when ground conditions change. This video was produced through the joint efforts of the NSSGA Emsha Alliance.


A brief piece of news from Chinese media regarding a smile that has been lost for 7,300 years. The mysterious piece of pottery shaped as a female head sends a smile from 7,300 years ago as its host museum in East China starts a global naming bid for the ancient relic. G. Young Curator of the Anhuai Bangbu Museum in the city of Bangbu said the statue was among 600 pieces of pottery unearthed from a new stone age site at Shangdon Village in Anhuai in 1985. Using carbon-14 technology, the relics were dated back to 7,300 years ago. However, it is still unknown what the statue was used for and why it was the only one of its kind, with the rest being utensils bearing inscriptions of various symbols believed to be origins of Chinese characters. The statue, made with earth-containing mica powder and quartz, is a flickering, tattooed female face with marks emblazoned on her forehead that archaeologists have judged as a sun symbol, measuring 6.5 cm in height and width. The relic is the earliest example of pottery ever found in China. Zhang Dong, professor with the Chinese Academy of Social Sciences, said international archaeologists experts tended to link the inscriptions on the pottery items from Shang Dong to drawings of the Ulmik civilization and hieroglyphic inscriptions in Mayan culture. He suggested naming the statue the goddess of the Huhahi River since the ruins were found on the banks of the Huhahi, which is located in the midway of China's two largest rivers. Shang Dong culture appears in the same period as the late Neolithic group known as the Yang Xiu, which originated from the middle reaches of the Yellow River, and Meng Jibang culture where archaeologists excavated 6,000-year-old rice grains and the lower reaches of the Yang Zi in present-day Shanghai. In the museum, the statue's caption says, Pottery human head portrait with facial tattoos. She almost doesn't even look human, though you can see there is a tiara-type head item on her like a crown. Wang Jihuai, a researcher with the academy, said although a consensus had not been reached, those involved with Shang Dong archaeological research tend to believe that the civilization was a matriarchy with a sorceress dominating the community. The portrait might be the image of a sorceress. There are four handled kettles and cooking devices unearthed in ruins where massive animal bones were also discovered. The discovery of Shang Dong culture suggests that the Huhahi River basin was one of the origins of Chinese civilization and Chinese characters. Since the museum launched the bid to name the smiling portrait through media outlets and Chinese social media in September, it has received considerable feedback. The portrait just has a head and the decoration on the forehead suggests she was someone high ranking. Maybe we should name her Big Cheese. What do you guys think that she should be called? We will leave the appropriate links below so you can check this out for yourself. Comments below and as always, thank you for watching.