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Evidence Guide: BSBOHS508B - Participate in the investigation of incidents

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBOHS508B - Participate in the investigation of incidents

What evidence can you provide to prove your understanding of each of the following citeria?

Facilitate initial assessment of the situation

  1. Check area to ensure it is safe and that arrangements have been made to meet initial needs of those involved in the incident
  2. Establish and maintain integrity of the site and personnel in accordance with legal requirements and to ensure objectivity of information collected
  3. Identify statutory and legal obligations and, if required, advise relevant government agencies
  4. Notify key persons within the organisation
  5. Determine factors affecting the complexity of the investigation
  6. Identify stakeholders and interested parties, and notify as appropriate
Check area to ensure it is safe and that arrangements have been made to meet initial needs of those involved in the incident

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Establish and maintain integrity of the site and personnel in accordance with legal requirements and to ensure objectivity of information collected

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify statutory and legal obligations and, if required, advise relevant government agencies

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Notify key persons within the organisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine factors affecting the complexity of the investigation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify stakeholders and interested parties, and notify as appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Participate in the establishment of investigation processes

  1. Access and understand organisational policies and procedures for incident investigation
  2. Convene investigation team appropriate to the level of the investigation
  3. Define scope of the investigation taking account of legislative requirements
  4. Facilitate involvement of interested parties in accordance with legislative requirements
  5. Identify and source resources required to conduct the investigation, including the need for expert advice, if required
  6. Identify and address barriers to investigation
  7. Ensure action plans and time lines are developed by the investigation team
Access and understand organisational policies and procedures for incident investigation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Convene investigation team appropriate to the level of the investigation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Define scope of the investigation taking account of legislative requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Facilitate involvement of interested parties in accordance with legislative requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and source resources required to conduct the investigation, including the need for expert advice, if required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and address barriers to investigation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure action plans and time lines are developed by the investigation team

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Collect information and data for analysis

  1. Identify and access sources of information and data
  2. Inspect incident site, equipment and other evidence
  3. Facilitate information and data gathered by others
  4. Take and record statements, photographs, measurements and documentary evidence, taking account of objectivity, confidentiality and legal implications
  5. Appropriately secure site, evidence and all necessary documentation
  6. Appropriately involve members of the investigation team
Identify and access sources of information and data

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Inspect incident site, equipment and other evidence

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Facilitate information and data gathered by others

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Take and record statements, photographs, measurements and documentary evidence, taking account of objectivity, confidentiality and legal implications

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Appropriately secure site, evidence and all necessary documentation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Appropriately involve members of the investigation team

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse information and data gathered to identify immediate and underlying causes and practical prevention measures

  1. Ensure the investigation team understands and identifies the conceptual basis for the analysis
  2. Construcy time line of events leading up to incident
  3. Research causative event/s
  4. Identify conditions and circumstances that contribute to the causative event
  5. Identify intervention points on the time line for prevention
  6. Identify strategies to prevent the re-occurrence of the incident
Ensure the investigation team understands and identifies the conceptual basis for the analysis

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Construcy time line of events leading up to incident

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Research causative event/s

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify conditions and circumstances that contribute to the causative event

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify intervention points on the time line for prevention

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify strategies to prevent the re-occurrence of the incident

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Compile investigation report

  1. Document results of analysis in a format to suit the required target audience and legal requirements
  2. Phrase report in objective terms and cite evidence and reasons for conclusions
  3. Include recommendations for prevention in report
  4. Disseminate relevant information and data to key personnel, stakeholders and external agencies as appropriate, following appropriate authorisation
  5. Use findings from the report to develop further prevention strategies
Document results of analysis in a format to suit the required target audience and legal requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Phrase report in objective terms and cite evidence and reasons for conclusions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Include recommendations for prevention in report

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Disseminate relevant information and data to key personnel, stakeholders and external agencies as appropriate, following appropriate authorisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use findings from the report to develop further prevention strategies

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

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

researchof 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:

other OHS units.

Required 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:

environment protection agencies

OHS authorities

police and other emergency services

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:

events which extend back in time as far as required and not just focus on immediate events

Causative events may include:

key events that together resulted in the particular outcome/s of injury or damage

Conditions may include:

permanent situation such as:

type of equipment

work practice

design of work environment

Circumstance may include:

short-term situation that is relatively unusual, such as:

storm

key person absence

Target audience may include:

board of management

external agencies

OHS committee

police or coroner

senior managers