Diploma OHS - Course
Unit BSBOHS507B
Facilitate the
application of
principles of
occupational health
to control OHS Risk
(information sourced
from NTIS website
http://www.ntis.gov.au/)
Description
This unit describes the
performance outcomes, skills
and knowledge required to
facilitate the application
of principles of
occupational health and
implement strategies to
control occupational health
and safety (OHS) risk. 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 managing
OHS in the workplace to
consider the impact of
agents in the workplace on
the health of workers, and
the physical and
psychosocial impact on
workers' health arising from
work organisation and work
processes.
It covers knowledge of
occupational health and
strategies to deal with
occupational health issues.
The unit enables candidates
to facilitate the
application of principles of
occupational health to
control OHS risk in the
workplace.
OHS practitioners will
identify occupational health
hazards, and seek solutions
and interventions to bring
about change in the
workplace. These
practitioners will
facilitate risk assessment
and controls to reduce
exposure to the effects of
hazardous materials and
hazardous conditions in the
workplace.
BSBOHS505B Manage hazards
in the work environment,
addresses hazards of both
short term and long term
latency, including those
hazards that impact on
health.
Unit Sector
No sector assigned
Performance criteria
|
Element |
|
Performance
criteria |
| 1. |
Identify the
potential for
adverse effects on
health from agents
in the workplace |
|
|
1.1 |
Access
external
sources of
information
and data
to assist in
identifying
agents
in the
workplace
with a
potential to
adversely
affect
health
|
|
1.2 |
Review
workplace
sources of
information
and data
to access
information
to assist in
identifying
agents in
the
workplace
with a
potential to
adversely
affect
health
|
|
1.3 |
Consider the
role of
individual
difference
in
susceptibility
to
occupational
disease or
injury in
identifying
adverse
effects on
health
|
|
1.4 |
Identify
situations
where
health
professionals
may be
required
|
|
| 2. |
Identify the
potential for
adverse effects on
health related to
the interaction of
the work
environment, work
systems and people |
|
|
2.1 |
Apply
knowledge of
sources of
occupational
disease and
injury to
analyse
job
characteristics,
nature of
work
and the
context
of work
to help
identify
situations
with
potential
for physical
or
psychological
harm to
employees
|
|
2.2 |
Access
workplace
and
internal
sources of
information
and data,
taking
account of
privacy
requirements,
to assist in
identifying
situations
with a
potential
for physical
or
psychological
harm to
employees
|
|
| 3. |
Facilitate the
control of risks to
health in the
workplace |
|
|
3.1 |
Apply the
hierarchy
of control
to control
risks to
occupational
health
|
|
3.2 |
Examine
workplace
policies,
procedures
and
schedules to
minimise
situations
with a
potential to
cause
physical or
psychological
harm to
employees
|
|
3.3 |
Examine
organisational
communication
processes
to maximise
clarity of
roles and
employee
involvement
in these
processes
|
|
| 4. |
Participate in
the development of
strategies to
communicate
occupational health
information and data |
|
|
4.1 |
Research and
identify
characteristics
of target
groups
|
|
4.2 |
Interpret
and discuss
health
effects with
stakeholders
that may
result from
work and the
working
environment
|
|
4.3 |
Implement
communication
strategies
in
accordance
with
legal
and
ethical
requirements
|
|
4.4 |
Evaluate and
monitor the
effectiveness
of health
communication
processes
|
|
| 5. |
Monitor and
facilitate
occupational health
education and
training |
|
|
5.1 |
Identify the
need for
health
information
and data,
and training
in
consultation
with
workplace
stakeholders
|
|
5.2 |
Identify
personnel
including
health
professionals
and
resources
to deliver
occupational
health
training
|
|
5.3 |
Identify and
allocate
roles and
responsibilities
for the
delivery of
training
|
|
5.4 |
Provide
health
information
and data,
and
education to
managers and
workers in a
manner that
facilitates
understanding
and uptake
|
|
5.5 |
Apply
training,
evaluation
and
monitoring
processes
|
|
| 6. |
Review and
evaluate the
occupational health
program |
|
|
6.1 |
Evaluate
outcomes and
document the
overall
impact of
occupational
health
education
programs
through an
evaluation
plan
|
|
6.2 |
Evaluate and
document the
overall
impact of
the
occupational
health
program
|
|
6.3 |
Make
recommendations
for future
programs as
a result of
the
evaluation
|
|
Skills and Knowledge
Required skills
-
analytical skills to:
-
identify areas
for improvement
where OHS risk is
involved
-
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
-
attention to detail
when making observations
and recording outcomes
-
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
-
technological skills
to use basic measuring
equipment including
reading scales and dials
applicable to selected
hazards
-
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
-
basic knowledge of
toxicology of hazardous
materials and potential
health effects in the
workplace
-
ethics related to
professional practice
-
formal and informal
communication and
consultation processes
and key personnel
related to communication
-
hierarchy of control
and considerations for
choosing between
different control
measures, such as
possible inadequacies of
particular control
measures
-
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
-
internal and external
sources of OHS
information and data
-
key personnel,
including identifying
'change agents', within
workplace management
structure
-
language, literacy
and cultural profile of
the workgroup
-
methods of providing
evidence of compliance
with OHS legislation
-
nature of workplace
processes (including
work flow, planning and
control) and hazards
relevant to the
particular workplace
-
organisational
behaviour and culture as
it impacts on OHS and on
change
-
organisational
culture as it impacts on
the workgroup
-
organisational OHS
policies and procedures
-
requirements under
hazard specific OHS
legislation and codes of
practice
-
sources of
occupational disease and
their prevention
-
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.
|
|
|
|
|
External
sources of
information and data
may include:
|
|
-
Australian
Safety and
Compensation
Council
-
databases
with national
and state injury
data, such as
National
Industrial
Chemicals
Notification and
Assessment
Scheme (NICNAS)
-
employer
groups
-
industry
bodies
-
journals and
websites
-
legislation,
codes of
practice,
associated
standards and
guidance
material
-
manufacturers'
manuals and
specifications
-
OHS
regulatory
authorities
-
OHS
specialists
-
unions
|
|
Agents
may include:
|
|
-
biological
-
chemical
-
ergonomic
-
nuclear
-
physical
-
psychosocial
-
radiological
|
|
Workplace
sources of
information and data
may include:
|
|
-
audits
-
employees
-
hazard,
incident and
investigation
reports
-
material
safety data
sheets (MSDSs)
-
minutes of
meetings
-
questionnaires
-
reports
-
written and
verbal
complaints
|
|
Health
professionals
may include:
|
|
|
|
Job
characteristics and
nature of work
may include:
|
|
-
adequacy of
equipment or
faulty equipment
-
effectiveness
of different
control
strategies
-
health
effects of
physical hazards
in the workplace
such as noise,
vibration,
thermal extremes
-
job demands
such as high
physical, mental
or emotional
demands; lack of
variety; short
work cycle;
workload
-
participation
in decision
making and
control of
workload
-
relative
costs of
implementation
of appropriate
control
strategies
-
toxicology of
hazardous
materials
-
workload and
scheduling
issues such as
pace; shift
work, inflexible
work schedules;
unpredictable,
long or unsocial
hours
-
workplace
processes and
the hazards they
produce
|
|
Context of
work may
include:
|
|
-
career issues
including
promotion, job
security and
skills
-
interpersonal
relationships at
work, including
with supervisors
and peers
-
organisational
factors such as
communication;
levels of
support for
problem solving
and personal
development;
changing
employment
patterns;
definition of
organisational
objectives
-
role
ambiguity, role
conflict, role
responsibilities
|
|
Internal
sources of
information and data
may include:
|
|
-
human
resources,
industrial
relations,
personnel
management and
staff
-
managers
-
occupational
health and
employee
assistance staff
-
OHS and
employee
representatives
-
supervisors
|
|
Hierarchy
of control
may include:
|
|
-
eliminating
hazards
-
and where
this is not
practicable,
minimising risk
by:
-
substitution
-
isolating the
hazard from
personnel
-
using
engineering
controls
-
using
administrative
controls (e.g.
procedures,
training)
-
using
personal
protective
equipment (PPE)
|
|
Organisational
communication
processes
may include:
|
|
|
|
Characteristics of
target groups
may include:
|
|
-
characteristics
influencing
communication
strategies, such
as access to
information and
data and
empowerment
-
characteristics
such as, but not
limited to:
-
cultural
background
-
language
and literacy
-
location
-
size of
workforce,
group, team
etc
-
variability
of roles,
responsibilities
etc
|
|
Stakeholders
may include:
|
|
|
|
Legal
requirements
may include:
|
|
|
|
Ethical
requirements
may include:
|
|
-
confidentiality
-
equity
-
privacy
-
workplace
diversity
|
|
Resources
may include:
|
|
|
|
Evaluation
plan may
include:
|
|
-
appropriate
communication
strategies for
the workplace
-
identification
of relevant
target groups
-
impact on
improvements to
the workplace as
a result of
interventions
-
impact on
workforce
-
training
availability
including
delivery
schedule
-
training
content
|
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:
-
facilitation
of strategies to
assist with
controlling OHS
risks associated
with
occupational
health issues
-
knowledge of
structure and
forms of
legislation
including
regulations,
codes of
practice,
associated
standards and
guidance
material.
|
| Context of
and specific
resources for
assessment |
|
Assessment must
ensure:
-
access to
office equipment
and resources
-
access to
relevant
legislation,
standards and
guidelines
-
access to
workplace or
simulated
workplace.
|
| 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 principles
in the workplace
-
demonstration
of techniques
used to control
OHS risk
-
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 ethics
related to
professional
practice
-
evaluation of
discussions with
stakeholders
about health
effects that may
result from work
and the working
environment
-
review of
evaluation plan
-
assessment of
identification
of situations
that require
health
professionals.
|
| 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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