Diploma OHS - Course
Unit BSBOHS503B
Assist in the design
and development of
OHS participative
arrangements
(information sourced
from NTIS website
http://www.ntis.gov.au/)
Description
This unit describes the
performance outcomes, skills
and knowledge required to
assist in designing and
developing effective
participative arrangements
as an integral part of
systematic approaches to
managing occupational health
and safety (OHS). This
process will result in
stakeholders having real
opportunities to participate
in OHS processes. 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 managerial
responsibility for
identifying, designing,
developing and reviewing
formal and informal
processes to enable people
to participate in OHS
decision making. The unit
also addresses influencing
others from an OHS
perspective and takes
account of the
responsibilities for
managing OHS.
This unit is underpinned
by BSBOHS402B Contribute to
the implementation of the
OHS consultation process.
Unit Sector
No sector assigned
Performance criteria
|
Element |
|
Performance
criteria |
| 1. |
Identify the
need for OHS
participative
arrangements |
|
|
1.1 |
Review OHS
legislation
to identify
legal
requirements
for
participative
arrangements
|
|
1.2 |
Identify
factors
that may
impact on
the design
of
participative
arrangements
|
|
1.3 |
Review
organisational
policies and
procedures
to identify
requirements
and
opportunities
for OHS
consultation
and
communication
|
|
1.4 |
Review
effectiveness
of existing
workplace
arrangements,
in
consultation
with
stakeholders,
for OHS
consultation
and
communication
|
|
1.5 |
Define
information
and
consultation
requirements,
in
consultation
with
stakeholders
and
key
personnel,
for specific
roles and
groups
|
|
| 2. |
Assist in the
design of
participative
arrangements |
|
|
2.1 |
Design
processes,
in
consultation
with
stakeholders,
for
providing
required OHS
information
and data
|
|
2.2 |
Design
processes,
in
consultation
with
stakeholders,
to enable
individuals
and groups
to be
consulted
regarding
workplace
OHS issues
and to have
input into
OHS decision
making
|
|
2.3 |
Identify and
document
training
needs
to enable
effective
participation
|
|
2.4 |
Review
recommendations
for
participative
arrangements,
in
consultation
with
stakeholders,
to ensure
they meet
legislative
requirements
and are
realistic,
practical
and
acceptable
in the
workplace
|
|
| 3. |
Assist in
developing
participative
arrangements |
|
|
3.1 |
Develop
policies and
procedures
for
participative
arrangements
|
|
3.2 |
Identify key
personnel in
the
introduction
and
maintenance
of
participative
arrangements
|
|
3.3 |
Develop
strategies
for the
delivery of
training
|
|
3.4 |
Identify and
document
resources
necessary to
introduce
and maintain
participative
arrangements
|
|
| 4. |
Support the
implementation of
participative
arrangements |
|
|
4.1 |
Determine
priorities
for action
in
consultation
with
stakeholders
|
|
4.2 |
Develop
action plans
with
allocated
responsibilities
and time
lines
|
|
4.3 |
Provide
advice and
support to
key
personnel
|
|
4.4 |
Monitor
implementation,
in
consultation
with
stakeholders,
to ensure
that
participatory
arrangements
are
effective in
providing
information
and data to
all groups
and that
they provide
opportunity
for
participation
in OHS
decision
making
|
|
4.5 |
Make
recommendations
for
adjustments
to the
implementation
as required
|
|
| 5. |
Evaluate the
design and
development of
participative
arrangements |
|
|
5.1 |
Design the
evaluation
protocol
in
consultation
with
stakeholders
|
|
5.2 |
Develop a
plan for
collecting
information
and data
|
|
5.3 |
Analyse and
evaluate
information
and data
|
|
5.4 |
Make
recommendations
for
improvement
in the
participatory
arrangements
as a result
of the
evaluation
findings
|
|
5.5 |
Provide a
report to
stakeholders
and key
personnel on
the outcomes
of the
evaluation,
and
recommendations
for further
development
and
improvement
|
|
5.6 |
Seek
feedback
from
stakeholders
and develop
an action
plan for
ongoing
improvements
|
|
Skills and Knowledge
Required skills
-
analytical skills to:
-
identify areas
for improvement
-
analyse relevant
workplace
information and
data, and to make
observations of
workplace tasks and
interactions between
people, their
activities,
equipment,
environment and
systems
-
contribute to the
assessment of
resources needed to
systematically
manage OHS and,
where appropriate,
access resources
-
planning skills to
apply continuous
improvement and action
planning processes
-
research skills to
access relevant OHS
information and data
-
numeracy skills to
carry out simple
arithmetical
calculations (e.g. %
change), and to produce
graphs of workplace
information and data to
identify trends and
recognise limitations
-
communication skills
to:
-
conduct effective
formal and informal
meetings and to
communicate
effectively with
personnel at all
levels of the
organisation, OHS
specialists and, as
required, emergency
services personnel
-
prepare reports
for a range of
target groups
including OHS
committee, OHS
representatives,
managers and
supervisors
-
use language and
literacy skills
appropriate to the
workgroup and the
task
-
consultation and
negotiation skills to
develop plans, and to
implement and monitor
designated actions
-
project management
skills to achieve change
in OHS matters
-
organisational skills
to manage own tasks
within a timeframe
-
information
technology skills to
access and enter
internal and external
information and data on
OHS, and to use a range
of communication media.
Required knowledge
-
concept of common law
duty of care
-
difference between
common law and statutory
law
-
ethics related to
professional practice
-
formal and informal
communication and
consultation processes
and key personnel
related to communication
-
how the
characteristics and
composition of the
workforce impact on risk
and the systematic
approach to managing
OHS, for example:
-
communication
skills
-
cultural
background/workplace
diversity
-
gender
-
labour market
changes
-
language,
literacy and
numeracy
-
structure and
organisation of
workforce e.g.
part-time, casual
and contract
workers, shift
rosters,
geographical
location
-
workers with
specific needs and
limitations
-
internal and external
sources of OHS
information and data
-
key personnel,
including identifying
'change agents', within
workplace management
structure
-
organisational OHS
policies and procedures
-
language, literacy
and cultural profile of
the workgroup
-
legislative
requirements for OHS
information and data,
and consultation
-
methods of providing
evidence of compliance
with OHS legislation
-
organisational
culture as it impacts on
the workgroup
-
principles of
effective meetings
including agendas,
action planning, chair
and secretarial duties,
minutes and action items
-
professional
liability in relation to
providing advice
-
rights of OHS
inspectors
-
roles and
responsibilities in
relation to
communication and
consultation for OHS
committees, OHS
representatives, line
management, employees
and inspectors
-
state/territory and
commonwealth OHS
legislation (acts,
regulations, codes of
practice, associated
standards and guidance
material) including
prescriptive and
performance approaches
and links to other
relevant legislation
such as industrial
relations, equal
employment opportunity,
workers compensation,
rehabilitation
-
structure and forms
of legislation including
regulations, codes of
practice, associated
standards and guidance
material.
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.
|
|
|
|
|
Participative
arrangements
are designed so that
stakeholders are
able to be involved
in decision making
that affects their
health and safety.
Participatory
processes may
include:
|
|
-
employee and
supervisor
involvement in
OHS activities,
such as
inspections and
audits
-
health and
safety, and
other
representatives
-
OHS and other
consultative/planning
committees
-
OHS included
in management,
staff and
employee
meetings
-
procedures
for reporting
hazards, and
raising and
addressing OHS
issues
|
|
Factors
that may impact on
the design of
participative
arrangements
include:
|
|
-
language
-
shift work
and rostering
arrangements
-
timing of
information and
data provision
-
literacy and
numeracy levels
-
workers with
specific needs
-
workplace
organisational
structures (for
example, size of
organisation,
geographic,
hierarchical)
-
cultural
diversity
-
management
approach
-
workplace
culture and
approach to OHS
by managers,
supervisors and
employees
|
|
Stakeholders
include:
|
|
|
|
Key
personnel
include:
|
|
|
|
Training
needs should
be defined for:
|
|
|
|
Resources
include:
|
|
-
financial
requirements for
implementation
-
personnel
including time
allocation
-
equipment
-
access to
sources of
information and
data, such as:
|
|
Evaluation
protocol
includes:
|
|
-
criteria for
evaluation
-
how the
criteria will be
measured
-
how the
information and
data will be
collected
-
time period
for collection
of information
and data
|
|
Information
and data for
evaluating
participative
arrangements may
include:
|
|
|
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:
-
design and
development of a
participative
approach to the
management of
workplace OHS
-
knowledge of
relevant OHS
legislation
(acts,
regulations,
codes of
practice,
associated
standards and
guidance
material).
|
| Context of
and specific
resources for
assessment |
|
Assessment must
ensure:
-
access to
workplace
documentation
and personnel
-
reports from
other parties
consulted in
designing,
implementing,
managing and
reviewing
processes
-
access to
relevant
legislation,
standards and
guidelines.
|
| 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
-
assessment of
written reports
on the
effectiveness of
OHS
participative
arrangements
-
demonstration
of techniques
used to
encourage
participation in
OHS in the
workplace
-
direct
questioning
combined with
review of
portfolios of
evidence and
third party
reports of
on-the-job
performance by
the candidate
-
observation
of performance
in role plays
-
observation
of presentations
-
oral or
written
questioning to
assess knowledge
of how the
characteristics
and composition
of the workforce
impact on risk
and the
systematic
approach to
managing OHS
-
review of
policies and
procedures
developed for
participative
arrangements
-
evaluation of
action plans
-
written
examples of
reports on
participative
arrangements
implemented in
the workplace.
|
| 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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