TRAINER S & ASSESSOR S GUIDE

Transcription

1 TRAINER S & ASSESSOR S GUIDE WELL RESOURCE FOR CPCCOHS1001A WORK SAFELY IN THE CONSTRUCTION INDUSTRY OHS Commonwealth of Australia Commonwealth of of Australia 2007

2 Commonwealth Government 2007 This resource was funded under the Workplace English Language and Literacy Programme by the Commonwealth through the Department of Education, Science and Training. This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Commonwealth. Requests and inquiries concerning reproduction and rights should be addressed to the Commonwealth Copyright Administration, Attorney General s Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at Developed by: This resource was developed by the Construction and Property Services Industry Skills Council. Acknowledgement: Thanks to BMA Consulting for their consultation and development work. Version Control Final Version Last updated April 2007

3 c o n t e n t s Overview 3 Introduction to the guide 3 Who is this guide for? 3 How is the guide used? 4 Delivery support processes 5 Unpacking the unit of competency 6 Contextualising the unit of competency 8 Designing the learning program 9 Essential skills 10 Employability skills 11 Recognition of Prior Learning (RPL) 12 Assessment strategy 13 Record keeping 15 Recommended course and assessment structure 17 Resources and contacts 33 Glossary of terms 37 Commonwealth of Australia

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5 o v e r v i e w introduction to the guide This Guide has been developed by the Construction and Property Services Industry Skills Council (CPSISC) with funding from the Workplace English Language and Literacy (WELL) program. It provides trainers and assessors in the Vocational Education and Training (VET) sector with a resource to support the national implementation of the Construction OHS Induction Training Program which is underpinned by the Australian Safety and Compensation Council s National Code of Practice for Induction Training for Construction Work (ASCC 2006). This Guide supports the implementation of the unit of competency CPCCOHS1001A Work safely in the construction industry as part of the General Construction Training Package. The purpose of the unit is to achieve national consistency in the provision, content delivery and assessment of induction training for construction workers in Australia. The Guide provides practical guidance on the delivery and assessment of the unit of competency, as well as a recommended course outline and assessment process for the induction training. who is this guide for? This Guide is specifically designed to support Registered Training Organisations (RTOs) who are accredited to deliver the unit of competency CPCCOHS1001A Work safely in the construction industry in the implementation of the Construction OHS Induction Training Program. Training should be delivered by RTOs with the relevant scope of registration. Under the Australian Quality Training Framework (AQTF), the RTO needs to ensure that the training is delivered by a person who: holds a Certificate IV in Training and Assessment from the Training and Assessment Training Package, or is able to demonstrate equivalent competencies, and has vocational competencies relevant to the Construction industry. Page 34 of this Guide provides references for more information on the AQTF. Commonwealth of Australia

6 o v e r v i e w how is the guide used? This Guide will provide you with some basic tools to help you to implement the unit of competency CPCCOHS1001A Work safely in the construction industry through the design and delivery of the Construction OHS Induction Training Program for construction workers. It focuses on delivery support processes covering the basics for competency-based delivery and assessment against the unit of competency. It provides guidance on unpacking the unit of competency, and support processes such as RPL and any Language, Literacy and Numeracy (LLN) issues which may arise. A suggested course structure and assessment process is also provided against which the learning program can be designed. This Guide should be used in conjunction with other related CPSISC WELL resources including: Assessment Instrument for CPCCOHS1001A Work safely in the construction industry Recognition Application for CPCCOHS1001A Work safely in the construction industry OHS Construction Learner s Pocket Book (learner s guide in the form of an A5 pocket book focusing on CPCCOHS1001A Work safely in the construction industry and the content of the national OHS Construction Induction Training Program which underpins the unit) WELL professional development guide for trainers and assessors (analysing LLN requirements) (provides trainers and assessors in the construction and property services industries with some basic tools which can be used to integrate LLN support into training and assessment processes. It focuses on processes to identify gaps between the LLN skills of learners, and the LLN skills required in the workplace or job by unpacking and analysing the employability skills within units of competency. The guide uses the unit of competency CPCCOHS1001A Work safely in the construction industry as a case study). Page 33 of this Guide provides contact information for CPSISC which has responsibility for these resources. 4 Commonwealth of Australia 2007

7 d e l i v e r y s u p p o r t p r o c e s s e s Your role as a Registered Training Organisation (RTO) is to work with participants in the Construction OHS Induction Training Program to facilitate the development and/or recognition of competence against the unit of competency CPCCOHS1001A Work safely in the construction industry through the training and assessment process. To do this you will need to understand the following: the general Occupational Health and Safety (OHS) requirements of the Construction industry the requirements for general construction OHS induction training specified within the Australian Safety and Compensation Council s National Code of Practice for Induction Training for Construction Work (ASCC 2006) the knowledge and skill requirements of the induction unit of competency (CPCCOHS1001A Work safely in the construction industry) the requirements of the General Construction Training Package, particularly the Assessment Guidelines. You will also need to: design/customise and deliver the induction training program so that participants can develop their competence in the OHS knowledge and skills covered by the unit of competency support participants in the learning and assessment process (including assistance with applications for Recognition of Prior Learning (RPL)) identify any Language, Literacy and Numeracy (LLN) support requirements of participants and facilitate access to that support. This Guide will assist you by providing guidance on unpacking the unit of competency, customising the learning program, and providing strategies for assessment. You will also have a responsibility to ensure the participant s LLN competence meets the level required by the unit of competency, and that each participant has access to an RPL process. The Guide also provides advice in these areas. Commonwealth of Australia

8 d e l i v e r y s u p p o r t p r o c e s s e s unpacking the unit of competency The induction unit of competency specifies the outcomes required to undertake OHS induction training within the Construction industry. It describes the key skills and knowledge required to identify and explain OHS legislative requirements, and the basic principles of risk management and prevention of injury and illness in the Construction industry. The unit of competency is made up of the following major sections: Unit Title Represents the workplace outcome, or general area of competency, ie Work safely in the construction industry. Unit Descriptor Clarifies the title by describing the workplace function (ie undertake OHS induction training within the Construction industry). It provides more information on the content of the unit and the skill areas it addresses including any prerequisite skills and licensing requirements. There are no pre-requisites for the unit, however some licensing requirements will apply depending on the regulatory requirements of each jurisdiction. Employability Skills Employability Skills are skills which are not specific to work in a particular occupation or industry, but are important for work, education and life generally, eg communication skills, computer literacy, problem solving, organisational skills, self management, teamwork etc. They have been specifically embedded into the unit of competency (eg communication skills required to explain the meaning of safety signs and symbols, basic OHS legislative requirements etc). Application of the Unit Describes the unit s scope, purpose and operation in different contexts, for example, by showing how the competency applies in the workplace. It notes the unit s applicability generally across the Construction industry, and its direct relationship to the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (ASCC 2006). Elements Describe the key outcomes which make up the unit of competency. There are four Elements which provide the framework for the induction training program. These focus on four major areas of OHS induction training including OHS legislative requirements, identifying and controlling hazards, OHS communication and reporting processes, and incident response. 6 Commonwealth of Australia 2007

9 d e l i v e r y s u p p o r t p r o c e s s e s Performance Criteria These are assessable statements which specify the required level of performance for each of the four Elements. Performance Criteria are written in passive voice, and include terms which have been bolded and italicised. These terms are further explained in the Range Statement. Range Statement Relates to the unit of competency as a whole providing the range of contexts and conditions to which the Performance Criteria apply. It allows for different work environments and situations that will affect performance. The terms provided within the Range Statement are shown in the order of their first appearance within the Performance Criteria. Required Skills and Knowledge Describe the required essential skills and knowledge which underpin performance. These will need to be considered in the assessment process. Evidence Guide Describes the underpinning knowledge and skills that must be demonstrated to prove competence. It provides essential advice for assessment of the unit within the critical aspects of evidence. It must be read in conjunction with the Performance Criteria and the Range Statement as well as the Assessment Guidelines of the General Construction Training Package. Unpacking the unit of competency requires careful analysis of each of these areas in addition to a general understanding of OHS performance requirements within the Construction industry. You should: 1. Analyse each of the four Elements within the unit by considering each Performance Criteria. 2. Use your professional competence and industry knowledge to identify the embedded knowledge and skills needed for each Performance Criteria (a list should be drawn up). The Required Skills and Knowledge are also identified immediately following the Performance Criteria section of the unit. 3. Talk to industry personnel and other trainers about the level of performance being described. 4. Analyse the Range Statement to determine the context and conditions to which each Performance Criteria applies. The Range Statement may also highlight additional embedded knowledge and skills. For example, the Range Statement may capture underlying LLN skills. 5. Examine the Evidence Guide to determine additional information required to demonstrate competence. Commonwealth of Australia

10 d e l i v e r y s u p p o r t p r o c e s s e s In unpacking the unit of competency, you should also identify the LLN or essential skills which are required to determine any LLN support requirements the participant may need. Essential skills are discussed further on page 10 of this Guide. The process of unpacking the unit allows a learning program to be planned. A suggested course structure is provided later in this Guide (page 17). It is based on the structure of the unit of competency and framework provided by the Code. contextualising the unit of competency It is your responsibility as an RTO to provide a learning program that allows participants to achieve the standard of competency set by the induction unit of competency. Contextualising the unit of competency is about tailoring the unit to suit local needs. This means that you can modify the unit to reflect the required local outcomes, for example including information which suits a particular delivery or assessment method or learning profile. It is important to note that contextualising means adding to, rather than taking away, from a unit. Effective contextualisation can ensure a meaningful induction program which caters for the individual needs of learners while at the same time ensuring that the standards determined by the unit of competency and Training Package are met. For example, when training in a face-to-face situation, you can make the learning more realistic for participants by providing examples of actual case studies from a construction site. The use of work-related examples and activities leads to participants reflecting on how this applies to their own work practices and supports the transfer of learning. It is important that the integrity of the intended unit outcome is maintained during the contextualisation process. For this reason, there are rules about how contextualisation can occur. The resource Training Work Back 2 Basics vol. 2 provides the following guidance on contextualising units of competency: When contextualising units of competency, teachers and trainers: must not remove the number and content of Elements and Performance Criteria may add specific industry terminology to Performance Criteria where this does not distort or narrow the competency outcomes may make amendments and additions to the Range Statement, as long as such changes do not diminish the breadth of application of the competency and reduce its portability may add detail to the Evidence Guide in areas such as the critical aspects of evidence or resources and infrastructure required, where these expand the breadth of the competency but do not limit its use. 8 Commonwealth of Australia 2007

11 d e l i v e r y s u p p o r t p r o c e s s e s designing the learning program As an RTO, one of the key decisions you will need to make relates to the design of a learning program which ensures implementation of the Construction OHS Induction Training Program in a way that meets the needs of the national Code, the unit of competency and the General Construction Training Package, and the individual participants who will no doubt come from a range of backgrounds across various states/territories and jurisdictions. The induction training program is unique in that there is a national Code of Practice and unit of competency guiding the delivery content. A suggested course structure and session outline based on the Code and unit of competency is provided later in this Guide (page 17). In addition, an assessment tool has been provided to support assessment against the unit of competency (see Appendix 1). Each of these will assist you in the design of delivery and assessment strategies for implementation of the program. Other resources are available to assist you to customise training for participants who require LLN support. These include the Essential Skills Framework, and WELL professional development guide for trainers and assessors (analysing LLN requirements) These resources are available through the WELL Program - Adult Literacy Section within the Department of Education, Science and Training (DEST). Contact details are provided on page 34 of this Guide. The design process generally involves the following key steps as detailed in the resource Training Work Back 2 Basics vol. 2. The outcome of this process will be a clear description of the purpose and aims of the induction training program and how delivery and assessment could be organised to meet its objectives. 1. Establish the delivery and assessment context (ie classroom rather than work-based) 2. Identify participant and industry needs (ie Construction industry workers, LLN support requirements, Recognition of Prior Learning etc) 3. Select the relevant unit of competency and Training Package (CPCCOHS1001A Work safely in the construction industry within the General Construction Training Package) 4. Determine the structure of the program, mode of delivery, evidence-gathering tools, and sequence of delivery and assessment (ie face-to-face, six hour program - see the suggested course structure and assessment tool provided later in this Guide for further details) 5. Confirm staffing and infrastructure requirements (ie your qualifications as a trainer/assessor and access to resources and training materials to support the program) 6. Establish the assessment validation process (ie reviewing the assessment processes, tools and evidence requirements) 7. Document the delivery and assessment strategies (as required by the Australian Quality Training Framework (AQTF)) 8. Validate the delivery and assessment strategies (ie reviewing, comparing and evaluating assessment processes, assessment tools and evidence). Commonwealth of Australia

12 d e l i v e r y s u p p o r t p r o c e s s e s essential skills An important consideration in the delivery and assessment of the OHS induction unit of competency relates to the required LLN or essential skills. LLN skills are embedded within the unit. As a trainer or assessor you need to identify the particular essential skills required to competently perform the unit of competency. The word literacy is often seen as having negative connotations for some learners, and not encompassing the breadth of meaning covered by new literacy thinking. The concept of essential skills is a new way of talking about literacy and LLN skills. It is important to note there is no listing of essential skills within the unit. You are required to unpack the LLN requirements. To do this you need to identify the parts of the unit that describe language, literacy or numeracy requirements and match these with the level required to complete the OHS induction training. The draft Essential Skills Framework provides a set of standards which describe the reading, writing, numeracy, oral communication and learning strategies required by adults to function effectively within community, workplace and social contexts. The Framework has been developed by DEST and is currently being trialed as part of a review of the National Reporting System (NRS). The draft Essential Skills Framework provides a process for mapping the identified employability and essential skills within the unit of competency to identify the essential skill levels required by the learner. The CPSISC resource WELL professional development guide for trainers and assessors (analysing LLN requirements) 2007 provides a process and tools to assist you to do this. You can access this resource by contacting CPSISC - details are provided on page 33 of this Guide. 10 Commonwealth of Australia 2007

13 d e l i v e r y s u p p o r t p r o c e s s e s employability skills Units of competency also contain employability skills which are closely linked to essential skills. An employability skill is a skill which is not specific to work in a particular occupation or industry, but is important for work, education and life generally, eg communication skills, computer literacy, mathematical skills, organisational skills, interpersonal competence and analytical skills. These are the skills required by individuals to not only undertake particular job roles, but to adapt to their various work environments through the use of self management, interpersonal and conceptual skills. They will ensure that people will not only gain employment, but also reach their full potential within employment. Employability skills are embedded within Training Packages and units of competency, and will take on an increasingly important role in assisting to bridge the gap between education levels and work requirements. There are eight employability skills including: Communication skills that contribute to productive and harmonious relations between employees and customers Teamwork skills that contribute to productive working relationships and outcomes Problem solving skills that contribute to productive outcomes Initiative and enterprise skills that contribute to innovative outcomes Planning and organising skills that contribute to long term and short term strategic planning Self-management skills that contribute to employee satisfaction and growth Learning skills that contribute to ongoing improvement and expansion in employee and company operations and outcomes Technology skills that contribute to effective execution of tasks. The employability skills which have been bolded are more likely to be underpinned by LLN skills. Along with learning strategies, these are essential skills that an individual needs for their life as a community member, family member and/or worker. The ability to think critically and reflect underpins the transference of knowledge of texts from context to context. Knowing how to use and adjust a range of literacy practices is fundamental in dealing with the multiple forms in which communication occurs. Understanding the employability and essential skill requirements of the unit of competency is fundamental to ensuring your training and assessment strategies do not inadvertently pose barriers for participants with LLN support needs. Commonwealth of Australia

14 d e l i v e r y s u p p o r t p r o c e s s e s Recognition of Prior Learning (RPL) RPL is the formal acknowledgement of a person s competencies, regardless of how, when or where the learning occurred. It involves an assessment process where participants gain formal recognition for the skills and knowledge, and work or life experience, that they have acquired outside the formal education and training system. RPL is an integral component of the Vocational Education and Training (VET) system and as such, is detailed within the standards for RTOs as part of the AQTF. Under the AQTF, skills which could be considered for recognition may have been gained through: formal (or informal) training and education (eg, completion of a previous OHS induction training program) work experience (particularly in the Construction industry) general life experience any combination of the above. The evidence of competence is still assessed in relation to the unit of competency, but can be done in a number of ways including: practical demonstrations (eg selecting and using Personal Protective Equipment) references and/or interviews with supervisors certificates or documentation (eg, from performance reviews, previous OHS training etc) documented evidence (such as certificates of competency or attainment, and testimonials). In order to grant RPL, the assessor must be satisfied by the participant s evidence that he or she meets the standard of competency specified by the unit. This requires a high level of professional judgement to identify processes that are simple for the person while at the same time providing reliable evidence of current skills against the benchmarks. The process must also be structured to minimise the time and cost to applicants. It must provide enough information and support to enable applicants to gather reliable evidence in support of their claim for recognition of competencies currently held, regardless of how, when or where the learning occurred. The main benefits of RPL focus on avoiding duplication in training and creating a culture of lifelong learning by valuing and recognising learning that has occurred in the workplace. A Recognition Application is available which provides a process for participants to apply for RPL against the unit of competency. It includes a series of questions against which participants can self assess their level of competence against the critical aspects of assessment from the unit of competency. The Recognition Application can be obtained by contacting CPSISC. 12 Commonwealth of Australia 2007

15 d e l i v e r y s u p p o r t p r o c e s s e s assessment strategy This section aims to assist you in the design and conduct of assessment and collection of evidence of competence for the unit of competency CPCCOHS1001A Work safely in the construction industry from the General Construction Training Package. Assessment should take into account the Assessment Guidelines from the Training Package, and evidence requirements stipulated in the unit of competency. It is expected that the person conducting the assessment will hold the following competencies from the Training and Assessment Training Package, or demonstrated equivalent competencies: TAAASS401A Plan and organise assessment TAAASS402A Assess competence TAAASS404A Participate in assessment validation. It is also expected that the assessor will hold relevant vocational competencies from the Construction industry, at least to the level being assessed (Certificate I-II levels), or work with another assessor who does hold the appropriate competencies. It will be important to ensure that the LLN skills of participants do not present a barrier to successful completion of assessment tasks. In the process of working out what evidence is needed, you should pay particular attention to the LLN skills required by the participant. You should also be mindful of LLN issues when presenting instruction and information materials and when conveying assessment information, for example do not use techniques for gathering evidence that require skills beyond those specified in the unit of competency. p r i n c i p l e s o f a s s e s s m e n t The four principles of assessment must be followed when assessing each participant s evidence of competence. The principles are: Validity ensuring evidence is collected in a variety of contexts and on a number of occasions, and that the assessment process and materials assess everything they claim to, and nothing else Reliability ensuring that the interpretation of evidence and results are consistent Flexibility ensuring the skills and knowledge can be demonstrated in a variety of ways suitable to the workplace Fairness ensuring the process does not disadvantage any individuals and the outcomes can be achieved through a range of training delivery strategies. An appeal process and confidentiality need to be provided for. Commonwealth of Australia

16 d e l i v e r y s u p p o r t p r o c e s s e s r e a s o n a b l e a d j u s t m e n t Finally, the concept of reasonable adjustment must be considered. This means that the assessment process may be modified so that individual participants are not disadvantaged. A range of LLN needs will require different kinds of adjustment to the assessment process. Reasonable adjustments can be made as required, as long as competence is not compromised. For example a participant could be asked to demonstrate a work process rather than explain it in writing. a s s e s s m e n t i n s t r u m e n t An Assessment Instrument is available which can be used to determine competence of participants against the unit of competency CPCCOHS1001A Work safely in the construction industry upon completion of the Construction OHS Induction Training Program. The questions contained within the instrument have been developed to provide a common basis from which a participant s competence can be assessed. The assessment instrument comprises three main sections including: biographical details and information relating to the participant and assessor assessment checklists containing underpinning knowledge requirements, evidence requirements and suggested responses, and tick boxes a summary and record of assessment outcomes. The instrument relies heavily on questioning of underpinning knowledge given the requirement that the unit be delivered as part of a face-to-face induction training program. The nature of delivery and time constraints limit opportunities for observation of performance on-the-job, workplace simulations etc. Collection of evidence can include workplace documents and training records, and third party reports. A participant s understanding or knowledge of key aspects such as safety signs and symbols, common construction hazards, and their capacity to complete a hazard report form could, for example be evidenced through their response to a series of visuals, pictures, video etc. 14 Commonwealth of Australia 2007

17 d e l i v e r y s u p p o r t p r o c e s s e s record keeping It is important that OHS induction outcomes are documented and kept to ensure: legal requirements are met information can be provided to workers as required health and safety performance can be monitored. Induction training records provide evidence of training activities and should include names of participants, the training content, who conducted the training and when it was provided. Training records should also be made available on request to relevant parties (subject to compliance with relevant privacy principles), including: persons in control of the construction work or construction project persons undertaking the training employers or persons engaging others for the purposes of construction work OHS inspectors and other authorised persons. In addition under Standard 4 of the AQTF, you are required to document and implement procedures to assure the integrity, accuracy and currency of induction training records. This includes: secure storage, including backup of electronic records retention, archiving and retrieval of student results for a period of 30 years and transfer consistent with state or territory registering body requirements retention, archiving, retrieval and transfer of all other records consistent with contractual, legal and registration requirements safeguarding any confidential information obtained (including by others acting on your behalf) ensuring that, except as required under the Standards for RTOs or by law, information about a participant is not disclosed to a third party without the written consent of the participant access by participants to their personal records. Commonwealth of Australia

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19 recommended course a n d a s s e s s m e n t s t r u c t u r e This section provides a recommended course structure for delivery and assessment of the unit of competency CPCCOHS1001A Work safely in the construction industry. The structure is underpinned by the requirements of the National Code of Practice for Induction Training for Construction Work (ASCC 2006). The general induction training program has a recommended duration of six hours face-to-face delivery, and it is unlikely that the information can be delivered in less than six hours. This can be extended where necessary, for example to accommodate learning preferences or special learning needs. The suggested course structure provides content for approximately five hours of training. Additional time will need to be allowed for the assessment process, breaks etc. The course outline includes the following major categories: Element and Performance Criteria These are defined outcomes within the unit of competency. Together, the Element and each Performance Criteria represent the requirements detailed within the National Code of Practice for Induction Training for Construction Work (ASCC 2006) and provide the framework for the course structure. Learning outcome Provides a summary of what participants will know and be able to explain by the end of each session. It provides a more specific point of reference for learning than is given by the Element and each Performance Criteria. Key coverage Provides a dot-point summary of the necessary course content that will need to be covered to meet the requirements of both the learning outcome and each Performance Criteria. The coverage provided is based on recommendations within the National Code of Practice for Induction Training for Construction Work (ASCC 2006). Suggested session outline Provides recommendations regarding the actual design and delivery of each session. This includes a summary of the delivery methodology including the use of visual aids. An approximate timing for delivery of the session is also provided. This timing does not take account of the number of participants, special needs, assessment methodology etc. Assessment criteria Provides a detailed guide to the key assessment criteria that will need to be covered within the assessment process for the program. A separate assessment instrument has been designed to bring together each of the criteria under a single assessment tool that can be customised for local needs. Commonwealth of Australia

20 r e c o m m e n d e d c o u r s e a n d a s s e s s m e n t s t r u c t u r e Element 1. Identify and explain OHS legislative requirements Performance Criteria 1.1 Applicable Occupational Health and Safety (OHS) legislative requirements relevant to own work and responsibilities are identified and explained Learning outcome: By the end of this session participants will have a basic knowledge of the applicable OHS legislation, regulations, codes of practice, guidelines and Australian Standards and compliance requirements. Key coverage: Trainers will need to provide a brief overview of key aspects of legislation and issues relating to OHS, such as: OHS Acts and regulations National Code of Practice for Induction Training for Construction Work safety codes of practice national safety standards Construction industry OHS standards and guidelines licences, tickets or certificates of competency duty of care Australian Standards health and safety representatives, committees and supervisors. Suggested session outline: (approx 20 minutes) 1. Introduce the legislative framework by explaining the benefits of OHS legislation and the personal impact of work-related incidents. This should be supported by a diagram or flowchart that links each of the key elements. 2. Use the illustration to summarise the key commonwealth and state OHS legislation, regulations, standards and/or codes which are relevant to work in the Construction industry, and requirements for their compliance (eg relating to identifying hazards, controlling risks, safe use of equipment and PPE and safe working practices etc). 3. Use an illustration to demonstrate the interaction of OHS Acts, regulations, codes of practice and Australian Standards. 4. Allow discussion of how legislation benefits construction workers. Assessment criteria: Through oral or written responses, participants can demonstrate a basic knowledge of: the OHS legislation that affects the Construction industry in their state/territory (eg NSW OHS Act 2000, NSW OHS Regulation 2001) the differences between OHS Acts, regulations, codes of practice and Australian Standards. 18 Commonwealth of Australia 2007

21 r e c o m m e n d e d c o u r s e a n d a s s e s s m e n t s t r u c t u r e Element 1. Identify and explain OHS legislative requirements Performance Criteria 1.2 Duty of care requirements are identified and explained Learning outcome: By the end of this session participants will have a basic knowledge of the concept of duty of care, and the OHS responsibilities of themselves and others on a construction site as required by duty of care. Key coverage: Trainers will need to provide a brief overview of key aspects of duty of care requirements, particularly the following: duty of care requires a person to do everything reasonably practicable to protect themselves and others from harm duty of care relates to all persons involved in construction work. Examples include but are not limited to employers and self-employed persons, persons in control of the work site, construction supervisors, designers, manufacturers and suppliers, construction workers, sub-contractors and inspectors duty of care may relate to own responsibilities to comply with safe working practices including activities which require licences, tickets or certificate of competency. Suggested session outline: (approx 20 minutes) 1. Provide a brief introduction that includes an overview of the results of workrelated accidents and defines duty of care in the context of construction work (ie a person must do everything reasonably practicable to protect themselves and others from harm). 2. Explain the OHS responsibilities of the range of people who may work or be in control of a construction site (including persons in control of construction work/projects, employer/self employed persons, supervisors, designers, manufacturers, suppliers, workers, inspectors, OHS representatives and committees). 3. Provide a more detailed description and examples or case studies to illustrate the specific duty of care responsibilities of employers, those in control of the work site, self employed persons and employees (eg employers to provide amenities, drinking water, toilets, PPE, OHS consultation etc). Assessment criteria: Through oral or written responses, participants can demonstrate a basic knowledge of: the duty of care responsibilities of employees, those in control of the work site and self employed persons (participants should provide an example from a construction site) the duty of care responsibilities of an employer, those in control of the work site and self-employed persons (participants should provide an example from a construction site). Commonwealth of Australia

22 r e c o m m e n d e d c o u r s e a n d a s s e s s m e n t s t r u c t u r e Element 1. Identify and explain OHS legislative requirements Performance Criteria 1.3 Own responsibilities to comply with safe working practices are identified and explained Learning outcome: By the end of this session participants will have a basic knowledge of common safe working practices for the protection of themselves and others. Key coverage: Trainers will need to provide a brief overview of key aspects of safe working practices on a construction site, including: smoking only in designated areas housekeeping to ensure a clean, tidy and therefore safer work area Personal Protective Equipment and clothing safe use of plant and equipment using site access and egress appropriate storage and removal of debris avoidance of drugs and alcohol at work preventing bullying and harassment access to site amenities such as drinking water and toilets. Suggested session outline: (approx timing: 30 minutes) 1. Summarise the responsibilities of individuals to comply with safe working practices for the protection of self and others (as required by legislation, duty of care etc). 2. Use visual aids to explain the common construction activities which require licences, tickets or certificates of competency. 3. Explain the legal implications of undertaking such activities without the necessary licences, tickets etc. 4. Use visual aids or practical situations to explain the general expectations of workers to maintain safe work practices (particularly relating to drugs and alcohol, amenities, smoking, bullying/harassment and housekeeping). 5. Use visual aids or practical situations to explain the general requirements of workers to maintain a safe work site (including methods for handling and disposing of materials/substances, housekeeping, storing materials and equipment, disposing of litter and debris, minimising site disturbance and dust). Assessment criteria: Through oral or written responses, participants can demonstrate a basic knowledge of: what is expected of a person working on a construction site relating to: - drugs and alcohol at work - the use of amenities - smoking - bullying and harassment - housekeeping processes or methods for the following: - storing materials and equipment - disposing of litter and debris - minimising site disturbance and dust tasks and equipment requiring certification/licensing of operators in the Construction industry (eg scaffolding over 4 metres, dogging, rigging, hoists, cranes etc). 20 Commonwealth of Australia 2007

23 r e c o m m e n d e d c o u r s e a n d a s s e s s m e n t s t r u c t u r e Element 2. Identify construction hazards and control measures Performance Criteria 2.1 Basic principles of risk management are identified and explained Learning outcome: By the end of this session participants will have a basic knowledge of the term risk, and the purpose and basic principles of risk management, as well as procedures for risk assessment. Key coverage: Trainers will need to briefly introduce the concept of risk defined as the likelihood of a hazard causing injury or harm. Trainers will then need to summarise the basic principles of risk management as follows: identify hazards assess the risks involved consult and report ensuring the involvement of relevant workers control the hazard review to identify change or improvement. Trainers will also need to introduce the risk assessment process based on the following three factors: the likelihood that they will do harm (probability) the severity of the harm they could do (consequence) the number of times people could be affected by them (frequency). A brief explanation of the basic risk assessment process should be provided (ie method of gathering information to make a clear decision on the level of risk and any necessary control measures). Suggested session outline: (approx timing 20 minutes) 1. Provide a definition for the term risk. 2. Provide a simple description of the basic risk management process on a construction site. 3. Use a visual aid to illustrate each of the basic principles of risk management including: a) identify hazards b) assess the risks involved c) consult and report ensuring the involvement of relevant workers d) control the hazard e) review to identify required changes or improvements 4. Select a practical example or case study which demonstrates each of the stages of the risk management process. 5. Use a visual aid and practical situation to explain the basic risk assessment process (including probability, consequence and frequency). Assessment criteria: Through oral or written responses, participants can demonstrate a basic knowledge of: the meaning of the term risk each of the five principles of basic OHS risk management (participants should provide an example using a common hazard they are familiar with to illustrate this knowledge) the basic risk assessment process by describing the risk assessment of a common construction hazard. The description will need to highlight use of the three risk assessment factors (ie probability, consequence and frequency). Commonwealth of Australia

24 r e c o m m e n d e d c o u r s e a n d a s s e s s m e n t s t r u c t u r e Element 2. Identify construction hazards and control measures Performance Criteria 2.2 Common construction hazards are identified and explained Learning outcome: By the end of this session participants will have a basic knowledge of what a hazard is, the range of common construction hazards and methods for their identification. Key coverage: Trainers will need to briefly define the term hazard and summarise each of the common construction hazards including manual handling hazardous substances and dangerous goods noise plant and equipment UV radiation electrical safety traffic and mobile plant working at heights falling objects excavations (including trenches) confined spaces unplanned collapse hot and cold working environments infectious diseases. Suggested session outline: (approx timing: 40 minutes) 1. Use a visual aid to provide a definition for the term hazard. 2. Use visual aids to list and explain the following construction hazards: - manual handling - hazardous substances and dangerous goods - noise - plant and equipment - UV radiation - electrical - traffic and mobile plant - working at heights - falling objects - excavations (including trenches) - confined spaces - unplanned collapse - hot and cold working environments - HIV and other infectious diseases. 3. Use visual aids and/or practical situations to demonstrate the methods for identifying hazards (eg reviewing information such as MSDSs, using past experience, looking at past incidents, talking to people who have done the job before, observing what is happening etc). Assessment criteria: Through oral or written responses and/or interpretation of pictures or videos depicting common hazards, participants can demonstrate a basic knowledge of: the meaning of the term hazard the range of common hazards associated with construction work (including all those listed above) some of the ways that hazards can be identified. 22 Commonwealth of Australia 2007

25 r e c o m m e n d e d c o u r s e a n d a s s e s s m e n t s t r u c t u r e Element 2. Identify construction hazards and control measures Performance Criteria 2.3 Measures for controlling hazards and risks are identified and explained Learning outcome: By the end of this session participants will have a basic knowledge of the measures within the hierarchy of control and how each is applied. Key coverage: Trainers will need to briefly summarise the purpose of the hierarchy of control, and the order and method for applying each, including: elimination (1) substitution (2) isolation (3) engineering control (4) administrative control (5) Personal Protective Equipment (6) Suggested session outline: (approx timing: 30 minutes) Assessment criteria: 1. Use visual aids to explain the basic concepts of the hierarchy of control. 2. Use visuals to provide a basic explanation of the measures within the hierarchy of control including: i) elimination ii) substitution iii) isolation iv) engineering control v) administrative control vi) Personal Protective Equipment Remember, it is important that you are able to translate the terminology used in the hierarchy of controls to words or terms that the participant can understand or is familiar with (eg elimination removing or taking away, or isolation separating etc) 4. Select a case study that illustrates the process for applying the hierarchy of control and the need for risk assessment at various points. 5. Check participants understanding of basic concepts through a question and answer summary process. Through oral or written responses, participants can demonstrate a basic knowledge of: the measures within the hierarchy of control the order in which the control measures are applied (participants may want to use an example to demonstrate each of the control measures) why risk assessment is necessary at various points within the hierarchy of control. Commonwealth of Australia

26 r e c o m m e n d e d c o u r s e a n d a s s e s s m e n t s t r u c t u r e Element 3. Identify OHS communication and reporting processes Performance Criteria Learning outcome: 3.1 OHS communication processes, information and documentation are identified and explained By the end of this session participants will have a basic knowledge of the role of OHS consultation, processes for raising OHS issues, and various communication processes, information and documentation on a construction site. Key coverage: Trainers will need to briefly summarise the role of OHS consultation and the various communication processes applicable to a construction site to ensure safety and allow OHS issues to be raised and discussed, for example: methods for raising OHS issues toolbox talks OHS meetings and discussions with OHS representatives workplace consultation relating to OHS issues and changes OHS notices, newsletters, bulletins and correspondence. Trainers will also need to introduce participants to the range of OHS information sources and types of documentation such as: construction documentation and plans safe work method statements material safety data sheets (MSDS) job safety analyses accident, incident and injury reports and proformas reports of dangerous occurrences risk assessments. Suggested session outline: (approx timing: 15 minutes) 1. Use visual aids to explain the role of OHS consultation on a construction site (as required by legislation). 2. Summarise OHS communication processes and sources of information using visual aids, handouts and/or examples (eg OHS meetings, discussions with OHS representatives, OHS notices, newsletters and correspondence etc). 3. Use visual aids to list the key people with whom OHS issues can be raised or discussed 4. Explain the common types of OHS documentation, particularly those used for reporting, and create an activity to use some (eg safe work method statements, material safety data sheets, job safety analyses, accident and incident reports, reports of dangerous occurrences, injury reports, safety meeting minutes, safety assessment reports etc) 5. Discuss the purpose of the documentation and summarise the main points. Assessment criteria: Through oral or written responses, participants can demonstrate a basic knowledge of: general OHS communication processes (responses should include meetings, discussions, notices, newsletters etc) processes for raising OHS issues (responses should include discussions with supervisor, OHS representatives and OHS committee members etc) the types of OHS documentation which might be used on a construction site to ensure safety and reporting of OHS issues (responses should include MSDSs, safe work method statements, incident and accident reports etc). 24 Commonwealth of Australia 2007

27 r e c o m m e n d e d c o u r s e a n d a s s e s s m e n t s t r u c t u r e Element 3. Identify OHS communication and reporting processes Performance Criteria 3.2 Role of designated OHS personnel is identified and explained Learning outcome: By the end of this session participants will have a basic knowledge of the range of designated OHS personnel and their responsibilities. Key coverage: Trainers will need to briefly summarise the roles of key designated OHS personnel and their responsibilities to facilitate safety on construction sites, including: supervisors OHS representatives OHS committee emergency services first aid officers. Suggested session outline: (approx timing: 10 minute) 1. Use visual aids to provide a listing of the various designated OHS personnel and in what instances they would exist (ie general construction versus residential construction). Designated OHS personnel may include supervisors, OHS representatives, OHS committee, first aid officers etc. 2. Explain that if there are no designated OHS personnel, responsibilities fall on people who have management control (ie supervisors, principal contractors, employers and project managers) to make decisions about OHS issues. 3. Use visual aids and/or practical situations to explain the role and responsibilities of an OHS committee and OHS representatives. Assessment criteria: Through oral or written responses, participants can demonstrate a basic knowledge of: the role and responsibilities of an OHS committee and OHS representatives (responses could include to consult and provide information on OHS, to assist employees to raise OHS issues etc) other people who can assist with OHS issues (responses could include supervisors, anybody on site etc). Commonwealth of Australia