Cert IV OHS - Course
Unit BSBOHS405B
Contribute to the
implementation of
emergency procedures
(information sourced
from NTIS website
http://www.ntis.gov.au/)
Description
This unit describes the
performance outcomes, skills
and knowledge required to
contribute to the
implementation of planning
and response procedures for
emergencies. No licensing,
legislative, regulatory or
certification requirements
apply to this unit at the
time of endorsement.
Employability Skills
This unit contains
employability skills.
Application Of Unit
This unit applies to
individuals with supervisory
responsibilities for
managing occupational health
and safety (OHS) in the
workplace who contribute to
the implementation of
procedures for responding to
emergencies. The unit
assumes that expert advice
will be available in
identifying potential
emergencies and in
formulating the response
plans.
As the unit focuses on
implementation of procedures
already developed for short
term emergency responses, it
is less complex than
BSBOHS508B Participate in
the investigation of
incidents, which has a
greater scope both in
situations addressed and the
timeframe for action.
Contributions to the
actions to control OHS risks
are covered in BSBOHS404B
Contribute to the
implementation of strategies
to control OHS risk.
Unit Sector
No sector assigned
Performance criteria
|
Element |
|
Performance
criteria |
| 1. |
Identify
potential
emergencies |
|
|
1.1 |
Apply
knowledge of
OHS
hazards
and
standards
to identify
causes of
potential
emergencies
|
|
1.2 |
Seek input
of
stakeholders
in
identifying
potential
emergencies
|
|
1.3 |
Identify and
liaise with
appropriate
specialist
advisors
and
emergency
agencies
to identify
causes of
potential
emergencies
|
|
1.4 |
Develop a
risk
register
to identify
potential
emergencies
and their
causes
|
|
| 2. |
Identify options
for initial response |
|
|
2.1 |
Categorise
major types
of
emergencies
|
|
2.2 |
Identify
actions
required to
contain or
limit
potential
emergencies
|
|
2.3 |
Identify
actions
required to
limit impact
on
personnel,
property and
the
environment
|
|
2.4 |
Identify
requirements
for liaison
with
emergency
agencies
|
|
2.5 |
Prioritise
actions to
be taken
during
emergencies
|
|
| 3. |
Plan initial
response procedures |
|
|
3.1 |
Identify
resources
available
and required
for
immediate
response
|
|
3.2 |
Check
emergency
equipment
to ensure
serviceability,
accessibility,
cleanliness
and correct
location
|
|
3.3 |
Document
actions
required for
a number of
major types
of
emergency,
taking
account of
standards,
current
industry
practice,
specialist
advice and
input by
emergency
agencies
|
|
3.4 |
Identify
training
needs and
appropriate
providers
|
|
| 4. |
Implement
initial response
procedures |
|
|
4.1 |
Document and
display
actions for
initial
response
|
|
4.2 |
Understand
and
implement
own role in
emergency
response
|
|
| 5. |
Contribute to
post event
activities |
|
|
5.1 |
Identify and
support
other
personnel in
the
second
response
phase
|
|
5.2 |
Make
contributions
to
debriefing
processes
|
|
| 6. |
Monitor
emergency response
and address
deficiencies |
|
|
6.1 |
Monitor
responses to
emergencies
for
efficiency
and
timeliness,
in
consultation
with
stakeholders
and, as
appropriate,
specialist
advisors and
agencies
|
|
6.2 |
Document,
and promptly
and
appropriately
report
results of
monitoring
to managers
and key
personnel
|
|
6.3 |
Identify
areas for
organisational
and personal
improvement
and make
recommendations
for
improvement
in response
to analysis
of response
taken
|
|
Skills and Knowledge
Required skills
-
culturally
appropriate
communication skills to
relate to people from
diverse backgrounds and
people with diverse
abilities across all
levels of an
organisation
-
interpersonal skills
to issue instructions in
an authoritative manner
during unusual
circumstances
-
literacy skills to
prepare reports for a
range of target groups
-
observation skills to
evaluate the impact
characteristics and
composition of the
workforce have on
managing OHS
-
organisational and
time management skills
to sequence tasks and
meet timelines
-
research and data
analysis skills to
assess resources
required to
systematically manage
OHS and to analyse
relevant workplace
information and data
-
research and data
analysis skills to
evaluate interactions
between employees, their
activities, equipment,
environment and work
systems
-
technology skills to
access internal and
external OHS data.
Required knowledge
-
basic emergency
prevention controls
typically installed in a
workplace, such as:
-
emergency
alerting systems
-
emergency
protection systems
-
fire and smoke
alarms, and fire
extinguishers
-
required safety
wear
-
security systems
-
emergency alerting
systems and signals used
in the workplace and
their meanings
-
enterprise physical
site and work areas
-
enterprise reporting
procedures in an
emergency
-
essential actions of
self and others in an
emergency
-
hazards and
precautions to be taken
during an emergency
-
hazards arising from
evacuation
-
information needs of
emergency response
personnel during
reporting, arrival and
response to an emergency
-
OHS information needs
of work unit or work
team
-
internal and external
sources of OHS
information and data
-
organisational
policies and procedures
for OHS and acting in an
emergency situation
-
organisational
structure, roles and
responsibilities
-
powers of safety
representatives and
other authorised OHS
personnel to cease work
immediately if an
immediate danger to OHS
exists
-
principles and
priorities for
evacuation, checking and
accounting for people
-
principles of fire
protection and emergency
response
-
relevant
state/territory and
commonwealth OHS
legislation, codes of
practice, associated
standards and guidance
material
-
roles,
responsibilities and
authority of OHS
personnel
-
types of emergency
responses typically used
in workplaces.
Range statement
The range statement relates
to the unit of competency as
a whole. It allows for
different work environments
and situations that may
affect performance. Bold
italicised wording, if used
in the performance criteria,
is detailed below. Essential
operating conditions that
may be present with training
and assessment (depending on
the work situation, needs of
the candidate, accessibility
of the item, and local
industry and regional
contexts) may also be
included.
|
|
|
|
|
Hazards
may include :
|
|
-
sources of
potential harm
in terms of
human injury,
ill health,
damage to
property, damage
to the
environment, or
a combination of
these,
including:
|
|
Standards
may include:
|
|
|
|
Emergencies
may include:
|
|
-
emergencies
requiring
evacuation
-
explosion and
bomb alerts
-
external
emergencies and
natural
disasters, such
as:
-
internal
emergencies,
such as:
-
loss of
power
-
loss of
water supply
-
structural
collapse
-
security
emergencies,
such as:
-
armed
robberies
-
intruders
-
disturbed
persons
-
serious
injury events
|
|
Stakeholders
may include:
|
|
|
|
Specialist
advisors may
include:
|
|
|
|
Emergency
agencies may
include:
|
|
|
|
Risk
register may
include:
|
|
-
lists of
hazards
-
location of
hazards
-
range of
possible
scenarios or
circumstances
under which an
emergency could
occur, including
natural
disasters
-
outcomes of
any risk
assessment or
risk ranking
|
|
Resources
may include:
|
|
-
emergency
response
personnel and
equipment
-
first aid
personnel and
equipment
-
emergency
services
personnel
|
|
Emergency
equipment
may include:
|
|
-
clothing
items such as
coloured hats
and vests
-
communication
equipment
-
evacuation
alarms
-
evacuation
equipment,
especially for
people with a
disability
-
fire
extinguishers
and equipment
-
torches
|
|
Second
response phase
may include:
|
|
-
actions
required if
building cannot
be re-occupied
-
containment
of personnel in
evacuation area
-
first aid
-
support/counselling
of personnel
involved or
affected
|
Evidence guide
The evidence guide provides
advice on assessment and
must be read in conjunction
with the performance
criteria, required skills
and knowledge, range
statement and the Assessment
Guidelines for the Training
Package.
|
|
|
|
| Overview of
assessment |
|
|
| Critical
aspects for
assessment and
evidence required to
demonstrate
competency in this
unit |
|
Evidence of the
following is
essential:
-
identification
of a potential
emergency
-
contribution
to the
implementation
of procedures
for preparing
and responding
to an emergency
-
evaluation of
the
effectiveness of
the
implementation
strategies
-
knowledge of
basic emergency
prevention
controls
typically
installed in a
workplace.
|
| Context of
and specific
resources for
assessment |
|
Assessment must
ensure:
|
| Method of
assessment |
|
A range of
assessment methods
should be used to
assess practical
skills and
knowledge. The
following examples
are appropriate for
this unit:
-
analysis of
responses to
case studies and
scenarios
-
demonstration
of procedures
implemented in
response to an
emergency
situation
-
direct
questioning
combined with
review of
portfolios of
evidence and
third party
reports of
on-the-job
performance by
the candidate
-
oral or
written
questioning to
assess knowledge
of information
needs of
emergency
response
personnel during
reporting,
arrival and
response to an
emergency
-
review of
risk register
developed to
identify
potential
emergencies and
their causes
-
written
examples of
reports on
responses to
emergency
situations
-
review of
documentation
submitted to
managers and key
personnel
outlining
monitoring of
emergency
response.
|
| Guidance
information for
assessment |
|
Holistic
assessment with
other units relevant
to the industry
sector, workplace
and job role is
recommended, for
example:
|
|
The whole
competency standard
refers to:
|
|
|
Evidence guide
|
|
|
|
| Overview of
assessment |
|
To demonstrate
competency against
this unit candidates
must be able to
provide evidence
that they can
source, analyse,
interpret and use a
Training Package and
an accredited course
to contextualise or
adapt competency
standards for an
industry,
organisation or
individual.
|
| Products that
could be used as
evidence include: |
|
|
| Processes
that could be used
as evidence include: |
|
-
how different
components of
the Training
Package and/or
accredited
courses were
analysed
-
how different
parts of the
competency
standards were
analysed
-
how the
Training
Package/s and/or
accredited
courses were
used to meet the
needs of a
particular
industry or
organisation
-
how Training
Package/s and/or
accredited
courses operate
in vocational
education and
training
|
| Resource
implications for
assessment include: |
|
|
| The
collection of
quality evidence
requires that: |
|
-
assessment
must address the
scope of this
unit and reflect
all components
of the unit i.e.
the Elements,
Performance
Criteria, Range
Statement,
Evidence Guide,
Employability
Skills
-
a range of
appropriate
assessment
methods/evidence
gathering
techniques is
used to
determine
competency
-
evidence must
be gathered in
the workplace
wherever
possible. Where
no workplace is
available, a
simulated
workplace must
be provided
-
the evidence
collected must
relate to a
number of
performances
assessed at
different points
in time and in a
learning and
assessment
pathway these
must be
separated by
further learning
and practice
-
assessment
meets the rules
of evidence
-
a judgement
of competency
should only be
made when the
assessor is
confident that
the required
outcomes of the
unit have been
achieved and
that consistent
performance has
been
demonstrated
|
| Specific
evidence
requirements must
include: |
|
|
| Integrated
assessment means
that: |
|
|
|
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