Diploma OHS - Course
Unit BSBOHS508B
Participate in the
investigation of
incidents
(information sourced
from NTIS website
http://www.ntis.gov.au/)
Description
This unit describes the
performance outcomes, skills
and knowledge required to
participate in the planning,
conduct and reporting of
investigations of incidents
which have resulted in, or
have a potential to result
in, injury or damage.
Situations may range from
relatively minor through to
major incidents. 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
occupational health and
safety (OHS) who are
required to participate in
the investigation of
incidents for prevention. It
includes conducting an
initial assessment of the
situation; establishing the
scope and legal parameters
of the investigation;
conducting a systematic
analysis to identify
underlying causes and
actions for prevention; and
reporting on the outcomes of
the investigation.
This competency may be
applied to both
straightforward
investigations as well as
formal investigations of
complex situations.
Where the investigation
is of a complex situation or
the application of the
skills and knowledge is in a
larger organisation,
procedures for incident
investigation should exist.
In smaller organisations
there may not be existing
investigation procedures and
external OHS expertise
should be accessed where
required.
Unit Sector
No sector assigned
Performance criteria
|
Element |
|
Performance
criteria |
| 1. |
Facilitate
initial assessment
of the situation |
|
|
1.1 |
Check area
to ensure it
is safe and
that
arrangements
have been
made to meet
initial
needs of
those
involved in
the incident
|
|
1.2 |
Establish
and maintain
integrity of
the site and
personnel in
accordance
with legal
requirements
and to
ensure
objectivity
of
information
collected
|
|
1.3 |
Identify
statutory
and legal
obligations
and, if
required,
advise
relevant
government
agencies
|
|
1.4 |
Notify
key
persons
within the
organisation
|
|
1.5 |
Determine
factors
affecting
the
complexity
of the
investigation
|
|
1.6 |
Identify
stakeholders
and
interested
parties,
and notify
as
appropriate
|
|
| 2. |
Participate in
the establishment of
investigation
processes |
|
|
2.1 |
Access and
understand
organisational
policies and
procedures
for incident
investigation
|
|
2.2 |
Convene
investigation
team
appropriate
to the level
of the
investigation
|
|
2.3 |
Define scope
of the
investigation
taking
account of
legislative
requirements
|
|
2.4 |
Facilitate
involvement
of
interested
parties in
accordance
with
legislative
requirements
|
|
2.5 |
Identify and
source
resources
required to
conduct the
investigation,
including
the need for
expert
advice, if
required
|
|
2.6 |
Identify and
address
barriers
to
investigation
|
|
2.7 |
Ensure
action plans
and time
lines are
developed by
the
investigation
team
|
|
| 3. |
Collect
information and data
for analysis |
|
|
3.1 |
Identify and
access
sources of
information
and data
|
|
3.2 |
Inspect
incident
site,
equipment
and other
evidence
|
|
3.3 |
Facilitate
information
and data
gathered by
others
|
|
3.4 |
Take and
record
statements,
photographs,
measurements
and
documentary
evidence,
taking
account of
objectivity,
confidentiality
and legal
implications
|
|
3.5 |
Appropriately
secure site,
evidence and
all
necessary
documentation
|
|
3.6 |
Appropriately
involve
members of
the
investigation
team
|
|
| 4. |
Analyse
information and data
gathered to identify
immediate and
underlying causes
and practical
prevention measures |
|
|
4.1 |
Ensure the
investigation
team
understands
and
identifies
the
conceptual
basis for
the analysis
|
|
4.2 |
Construcy
time line
of events
leading up
to incident
|
|
4.3 |
Research
causative
event/s
|
|
4.4 |
Identify
conditions
and
circumstances
that
contribute
to the
causative
event
|
|
4.5 |
Identify
intervention
points on
the time
line for
prevention
|
|
4.6 |
Identify
strategies
to prevent
the
re-occurrence
of the
incident
|
|
| 5. |
Compile
investigation report |
|
|
5.1 |
Document
results of
analysis in
a format to
suit the
required
target
audience
and legal
requirements
|
|
5.2 |
Phrase
report in
objective
terms and
cite
evidence and
reasons for
conclusions
|
|
5.3 |
Include
recommendations
for
prevention
in report
|
|
5.4 |
Disseminate
relevant
information
and data to
key
personnel,
stakeholders
and external
agencies as
appropriate,
following
appropriate
authorisation
|
|
5.5 |
Use findings
from the
report to
develop
further
prevention
strategies
|
|
Skills and Knowledge
Required skills
-
analytical skills to:
-
identify areas
for improvement with
OHS incidents
-
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 principles of
incident causation and
injury processes
-
characteristics, mode
of action and units of
measurement of major
hazard types
-
concept of common law
duty of care
-
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
-
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
-
nature of workplace
processes (including
work flow, planning and
control) and hazards
relevant to the
particular workplace
-
organisational
culture as it impacts on
the workgroup
-
organisational OHS
policies and procedures
-
other functional
areas that impact on the
management of OHS
-
principles and
practices of continuity
and validity of evidence
retention for potential
legal action
-
principles and
practices of systematic
approaches to managing
OHS
-
requirements for
record keeping that
addresses OHS, privacy
and other legislation
-
requirements for
reporting under OHS and
other relevant
legislation including
notification and
reporting of incidents
-
requirements under
hazard specific OHS
legislation and codes of
practice
-
rights of OHS
inspectors
-
roles and
responsibilities under
OHS legislation of
employees, including
supervisors and
contractors
-
standard industry
controls for a range of
hazards
-
state/territory and
commonwealth OHS
legislation (acts,
regulations, codes of
practice, associated
standards & 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.
|
|
|
|
|
Relevant
government agencies
may include:
|
|
|
|
Key persons
within the
organisation
may include:
|
|
-
employee
assistance
personnel
-
external
specialist
personnel and
contractors
-
OHS
specialists
within
organisation
-
organisational
legal advisor
-
personnel
involved in
incident/situation
-
senior
management
-
supervisors
-
union or
staff
association
representatives
-
workgroup
members
|
|
Complexity
may include:
|
|
-
administrative
implications
-
conflict of
interest issues
-
existence of
secondary
hazards
-
international
conventions
-
involvement
of external
agencies
-
language
competencies of
parties involved
-
legal
implications
arising from the
incident or post
incident related
matters
-
level of
public or
political
interest
-
number of
other parties,
including
sub-contractors
-
seriousness
of injury or
other outcomes
-
technical
implications
|
|
Stakeholders and
interested parties
may include:
|
|
-
community
-
coroner
-
designers
-
employees and
family members
-
employers
-
government
agencies,
including OHS
and emergency
services
agencies
-
importers
-
installers
-
insurance
companies
-
managers
-
manufacturers
-
media
-
organisation's
board or
advisory council
-
persons in
control of
workplaces
-
politicians
-
sub-contractors
-
suppliers and
distributors
-
unions
-
workgroup
members and
people who may
be exposed to
similar
situations
|
|
Investigation team
should include
persons:
|
|
-
familiar with
the task and the
work environment
-
in authority
in organisation
such as
company/organisational
legal advisor
and technical
experts as
required
-
in OHS
representative
role
-
responsible
for performance
standards within
the work
environment
(e.g.
supervisor)
-
with OHS
expertise
|
|
Barriers to
investigation
may include:
|
|
-
availability
of research data
and analysis or
testing
equipment
-
availability
of technical
design
information and
data relevant to
the
investigation
-
changes to
incident scene
-
condition of
witnesses
-
cultural
issues
-
economic
implications
-
geographical
location and/or
accessibility
-
lack of
records
-
language
-
legal
restrictions or
limitations
(temporary,
short-term or
long-term)
-
length of
time from when
incident
occurred/first
identified
-
limited
resources
available
-
management
and employee
attitude
including desire
to protect self
and others
-
political and
community
stakeholder
sensitivity
-
time limits
imposed
|
|
Conceptual
basis for the
analysis
should:
|
|
-
emphasise
analysis of the
systems in place
at the time of
the incident
-
encourage an
open minded,
objective
approach
-
focus on the
'why' and 'how'
rather than the
'what'
-
not focus on
individual
behaviour or
fault
|
|
Time line
of events
may include:
|
|
|
|
Causative
events may
include:
|
|
|
|
Conditions
may include:
|
|
|
|
Circumstance
may include:
|
|
|
|
Target
audience may
include:
|
|
-
board of
management
-
external
agencies
-
OHS committee
-
police or
coroner
-
senior
managers
|
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:
-
investigation
of OHS incidents
in a systematic
manner
-
an initial
assessment of
the situation
and the
establishment of
processes
-
recommendations
made for
prevention
-
dissemination
of relevant
information and
data
-
knowledge
principles and
practices of
continuity and
validity of
evidence
retention for
potential legal
action.
|
| Context of
and specific
resources for
assessment |
|
Assessment must
ensure:
-
access to
workplace
documents and
situation case
studies and,
where possible,
to situations
-
access to
office equipment
and resources
-
access to
other personnel
involved in
investigations.
|
| 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 incidents
-
demonstration
of techniques
used to conduct
OHS incident
investigations
-
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 requirements
for reporting
under OHS and
other relevant
legislation
including
notification and
reporting of
incidents
-
review of
authenticated
documents from
the workplace or
training
environment
-
evaluation of
area checks
after an
incident
-
scoping of
the
investigation
-
recording of
documentary
evidence
-
research of
causative
event/s.
|
| 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: |
|
|
|
home
