Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver BSBOHS508B, 'Participate in the investigation of incidents'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Participate in the investigation of incidents' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and 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 |