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User Guide for Work Health and Safety (WHS)

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1. 3 F Wi 7 Australian Government je Department of Education and Training Innovation amp Business Skills Australia About this User Guide This User Guide Guide has been developed to support a process of continuous improvement in the work health and safety WHS suite of qualifications BSB30715 Certificate Ill in Work Health and Safety BSB41415 Certificate IV in Work Health and Safety BSB51315 Diploma of Work Health and Safety BSB60615 Advanced Diploma of Work Health and Safety The Guide provides advice and guidance for best practice delivery and assessment of the qualifications It contains e an introduction to contemporary WHS e information for the provider e information for the facilitator e templates tools and sample training programs Note RTOs wishing to add the acres and skil set to their Scope of Registration should refer to processes and documentation from the applicable registering body Victorian Registration amp Qualification Authority http www vrqa vic gov au Training Accreditation Council Western Australia http www tac wa gov au Australian Skills Quality Authority http www asqa gov au Published by Innovation and Business Skills Australia Ltd Level 11 176 Wellington Parade East Melbourne VIC 3002 Phone 61 3 9815 7000 Fax 613 9815 7001 mail reception ibsa org au www ibsa org au First published September 2015 Stock Code CP BSBWHS1SUG IS
2. Functions Unit Code Title Providing advice to managers on compliance and legislation in regards to WHS and WorkCover Developing and implementing effective WHS strategies policies and procedures across work sites Monitoring reviewing and evaluating WHS strategies Applying WHS legislation techniques tools and processes to assess risks associated with hazards and risk control options Undertaking WHS investigations re WHS performance and participating in WHS committee meetings Developing implementing and maintaining a work health and safety management system WHSMS BSBWHS601 Apply legislative frameworks for WHS C BSBWHS602 Facilitate WHS activities C BSBWHS603 Implement WHS risk management C BSBWHS604 Evaluate the WHS performance of organisations C BSBWHS605 Develop implement and maintain WHS management systems C BSBMGT616 Develop and implement strategic plans Developing and applying a WHS audit plan Facilitating the sharing of WHS risks and strategies between work sites Applying ergonomics in WHS related planning and design activities Identifying WHS hazards andrisks that need to be addressed via occupational hygiene Implementing and monitoring processes that address occupational hygiene BSBWHS606 Conduct a WHS audit BSBWHS607 Apply ergonomics to manage WHS risks BSBWHS608 Assist with applying occupational hygiene to manage WHS risks Section 5
3. required to achieve the learning outcomes through a program of indentured training employment between short duration specialist qualifications that build on knowledge and skills already acquired and longer duration qualifications that are designed as entry level requirements for work AQF level Certificate Ill Level 3 Certificate IV Level 4 Diploma Level 5 Advanced Diploma Level 6 Purpose The Certificate Ill qualifies The Certificate IV qualifies The Diploma qualifies The Advanced Diploma individuals who apply a individuals who apply a individuals who apply qualifies individuals broad range of knowledge broad range of specialised integrated technical and who apply specialised and skills in varied contexts knowledge and skills theoretical concepts ina knowledge in a range of to undertake skilled work in varied contexts to broad range of contexts contexts to undertake and as a pathway for undertake skilled work to undertake advanced advanced skilled or further learning and as a pathway for skilled or paraprofessional paraprofessional work further learning work as a pathway for and as a pathway for further learning further learning Volume of Typically 1 to 2 years Typically 0 5 to 2 years Typically 1 to 2 years Typically 1 5 to 2 years Learning Up to 4 years may be There may be variations In its explanation of volume of learning the Australian Qualifications Framework Council makes the following points along with other factor
4. Ideally the duration of delivery should be established during the planning process by considering the requirements of the qualification and the needs of the target learners The time required for the delivery of the qualifications and skill set may vary and will be influenced by e location accessibility of training in remote areas transport and seasonal variations may limit access to training sites at certain times of year e demands on learner time learners may have limited time available to participate in training or assessment activities due to other commitments so the program may need to be spread over a longer timeframe e access to practice environments learners who are not currently working in a suitable practice environment will need access to a simulated environment which may take time for the RTO to establish e learner support needs some learner cohorts may need more assistance with aspects of the performance and knowledge evidence and assessment conditions than others particularly if their pathway into this qualification has been through experiential learning User Guide Work Health and Safety In taking these variables into account RTOs should also remain conscious of guidance contained in the Australian Qualifications Framework AQF which outlines an expected volume of learning for qualifications These are outlined in the following table AQF Qualification Type Learning Outcome Descriptors
5. The tool has been designed to adhere to the literacy and numeracy requirements of the unit s of competency construct validity For areturn to work activity that aims to assess competency against BsBHRM509 Manage rehabilitation or return to work programs the learner may be presented with a number or real or hypothetical cases and required to document the required actions The assessment task is therefore based ona work based situation that enables the assessment of a full range of skills and knowledge over a specified time period This assessment task could also assess the literacy and possibly numeracy skills Evidence of There is clear documentation of the required training RTOs should ensure that they have records of reliability experience and or qualifications of assessors to assessors experience and qualifications Furthermore administer the tool inter rater reliability the WHS industry recommends that the assessors The tool provides model responses and or examples WHS qualifications are deemed to be one level higher of performance at varying levels in order to determine than the qualification they are assessing competency to guide assessors in their decisionmaking RTOs should develop instructions on evidence inter rater and intra rater reliability scoring criteria grading if applicable etc There are clear instructions on how to synthesise multiple sources of evidence to make an overall judgement of performanc
6. Explain the WHS legislative duties of self and others including limits on own expertise Outline the key organisational WHS policies procedures processes and systems and their purpose Outline the key requirements in relevant commonwealth and state or territory WHS Acts regulations codes of practice standards and guidance material and other relevant publications Identify obligations and duties for consultation who must be consulted and the roles and responsibilities of WHS personnel Identify people who could be accessed for help Identify the consequences of non compliance Explain ways to get information about compliance with legislation Describe potential barriers to WHS consultation processes and how the barriers may be overcome Describe how the consultation process influences and is related to workplace information management procedures processes and systems and the importance of innovation and pro active involvement Describe methods to engage others with workplace describe methods to engage others with workplace procedures communication channels information sourcing and sharing and types of changes that can occur as a result of effective individual participation Describe potential barriers to WHS consultation processes and how the barriers may be overcome Role and impact of innovation in the workplace at a practical operational level and the bigger picture for innovation in the relevant work or community c
7. Manage WHS risks C Allocating work to team and assessing and managing performance team and individual performance gt Preparing developing an investigation plan and implementing a ee Manage people performance workplace procedure for incident investigation Collecting and analysing information in relation to incident BSBWHSs05 Investigate WHS incidents C investigation Managing the work health and safety management system WHSMS BSBWHS506 Contribute to developing implementing and maintaining WHS management C Analysing claims and establishing rehabilitation return to BSBHRM509 Manage rehabilitation or return to work programs work program Assisting with the development and application of work related health and safety measures and initiatives and ensuring they BSBWHS410 Contribute to work related and safety measures and comply with legislative requirements and obligations gt initiatives Assisting with the management of the work health and safety information systems WHSIS to support WHS management BSBWHS507 Contribute to managing WHS information systems UW jo User Guide Work Health and Safety Safety Manager manages workplace wellbeing safety and injury management activities across a work sites POTENTIAL PACKAGING SOLUTION Qualification BSB60615 Advanced Diploma of Work Health and Safety Packaging 5 core units C and 3 elective units Entry requirements BSB51314 core units or equivalent see previous page
8. rehabilitation return to work quality human resources management and training and environment and security e greater specialisation of the WHS role particularly in larger organisations as well as an increased reliance on WHS consultants particularly among medium sized organisations e anincreasing requirement for WHS practitioners to understand how WHS can contribute to the overall business strategy and to build related communication change management skills These factors are affecting the way organisations are addressing their WHS responsibilities In particular more organisations are viewing WHS as a critical compliance area and have introduced higher levels of reporting and compliance enhanced through new reporting systems and structures that better capture and evaluate relevant data many organisations are taking a more proactive approach to WHS going beyond compliance and using a risk based approach to managing hazards anda more collaborative consultative and participative approach to WHS many organisations are recognising the potential impact on their bottom lines and beginning to see WHS as an integral part of their business management practices e g using WHS for continuous improvement key performance indicators or performance management Reviewed qualifications The qualifications discussed in this Guide are BSB30715 Certificate III in Work Health and Safety BSB41415 Certificate IV in Work Health and Safe
9. about the appropriate target group and the benefits of this qualification and encouraging the associations to promote WHS training via their networks Informing career information agencies that this qualification creates career pathway options WO User Guide Work Health and Safety BSB51315 Diploma of Work Health and Safety Target group AQF level descriptor Marketing approach to attract suitable learners Individuals with considerable Graduates at this level will apply knowledge workplace experience who and skills to demonstrate autonomy coordinate and maintain the judgement and defined responsibility in organisation s WHS program known or changing contexts and within broad but established parameters Advertising to existing employees with two years WHS coordination experience Advertising via recruitment companies Informing industry associations about the appropriate target group and the benefits of this qualification and encouraging the associations to promote WHS training via their networks Note Advertisements need to attract potential learners at the right level If learners with inappropriate experience apply they should be directed to BSB30715 or BSB41415 This qualification is not suitable as a VET in Schools program BSB60615 Advanced Diploma of Work Health and Safety Target group AQF descriptor Marketing approach to attract suitable learners Learners with considerable Graduates at this level wil
10. and communicate solutions wide ranging specialised skills to express ideas and perspectives e transmit information and skills to others Where an RTO delivers a qualification over a period that is less than the AQF recommended volume of learning for that qualification the RTO should have documentation detailing the factors and strategies employed to enable learners to develop the competency and demonstrate learning outcomes in the delivery duration Training and assessment practices Systems and processes RTOs need systems processes and templates that provide the basis for planning delivering assessing and reporting the qualification s These include e a planning framework for delivery and assessment of the qualification skill set e a tool for mapping learning activities against e performance evidence e knowledge evidence e assessment conditions e aprocess for gathering workplace evidence e guidelines for using simulation e g guidance on where it is and isn t applicable e an RPL process that meets the requirements of the training package and applicable Standards e mechanisms for validation and moderation e processes to monitor any training or assessment services that are conducted on behalf of the RTO if applicable Further information See Section 4 Tool Unit of Competency Dimensions ASOQAs Guide to developing assessment tools available at http www asqa gov au verve _resources Guide _to_dev
11. and control of identified hazards e identify and report situations that could cause workplace incidents or emergencies e identify available emergency protection and evacuation systems and equipment e provide advice to colleagues about hazard identification risk assessment and risk control in the workplace and encourage their participation e contribute to the running of WHS communication and consultation processes e raise WHS issues in meetings and follow up on outcomes e prepare for and participate in a WHS issue resolution process e record and communicate results of a WHS issue resolution process key requirements in relevant commonwealth and state or territory WHS Acts regulations codes of practice standards and guidance material and other relevant publications WHS legislative duties of self and others organisational WHS policies procedures processes and systems consequences of non compliance with legislative and organisational responsibilities sources of WHS information and data appropriate ways to communicate and share WHS information with others range of WHS hazards that may be present in the workplace and how these can cause harm situations in the workplace that may lead to emergencies risk assessment and control methods hazards in the workplace that reduce the effectiveness of emergency protection systems and emergency control equipment basic types of emergency protection systems and emergency cont
12. apply to be registered on the Commonwealth Register of Institutions and Courses for Overseas Learners CRICOS Although the AQTF Standards and the Standards for RTOs 2015 are structured differently there is no substantial difference in effect or intent Standard 1 in both the AQTF Standards and the Standards for RTOs 2015 describes the RTO s obligation to provide quality training and assessment Following is a brief summary of requirements but providers must ensure they are familiar with all obligation in their applicable Standards 7 Standards for Registered Training Organisations RTOs 2015 Department of Industry Canberra 2014 Page 13 AQTF Essential Conditions and Standards for Initial Registration Department of Industry July 2013 Page 6 Users Guide to the Essential Conditions and Standards for Continuing Registration Department of Industry Canberra July 2011 Page 25 RTOs must ensure that they have strategies in place so that training and assessment practices meet the requirements of the training package are relevant to the needs of industry and informed by engagement with industry determine and support the needs of learners are systematically evaluated and improved User Guide Work Health and Safety Delivery and assessment requirements Assessment including recognition of prior learning must be Facilities equipment and training and assessment materials must conducted in accor canes with the Pr
13. assessment plans O Relevant unit s of competency from training package Assessment instrument s relevant to this validation Assessment mapping matrix O Moderation reports Unit code s Title of unit s AQF level Qualification Cluster Skill Set Cluster Learner cohort target group Date of validation Validation method O Face to face O Teleconferencing O Video conferencing O Virtual meetings chat rooms email correspondence etc If this method is applied is it supplemented by a real time meeting O Yes ONo Participants taking part in this validation Assessment method s and Demonstration instruments used to assess this unit Knowledge test O Interview O Presentation O Work observation O Project O Report Documents Other Timing of validation Assessment development O Assessment review O Course review Any special points regarding Ensure any adjustment to the way in which evidence is collected is considered reasonable delivery and assessment and does not alter the evidence criteria in any way 30 User Guide Work Health and Safety Assessment brief Yes No Comment suggested improvement Assessment instrument contains clear comprehensible instructions for both learner and assessor including e the nature of the assessment e activity e range and conditions of the activity e required materials and equipment e any reasonable adjustments e allowed e level of assi
14. how to find information about compliance with legislation e describe the purpose of organisational WHS policies procedures processes and systems e outline the key requirements of relevant commonwealth and state territory WHS Acts regulations codes of practice standards and guidance material and other relevant publications e describe potential barriers to WHS consultation processes and how the barriers may be overcome e explain the roles and responsibilities of WHS personnel e describe how the consultation process influences and is related to workplace information management procedures processes and systems e describe methods to engage others with workplace procedures communication channels and information sourcing and sharing explain the role of individuals in suggesting and making improvements and the importance of proactive involvement list the positive impacts and the challenges of change and innovation provide examples of the types of changes that can occur as aresult of effective individual participation within own scope of responsibility give examples of the types of changes that are within and outside own scope of responsibility list typical reasons why suggested improvements or innovations may not be implemented including operational and management constraints explain how to prepare and communicate ideas for improvement to maximise likelihood of support Summary of performance and knowl
15. major types of validity face content criterion i e predictive and concurrent construct and consequential In general validity is concerned with the appropriateness of the inferences use and consequences that result from the assessment In simple terms it is concerned with the extent to which an assessment decision about a learner e g competent not yet competent a grade and or a mark based on the evidence of performance by the learner is justified It requires determining conditions that weaken the truthfulness of the decision exploring alternative explanations for good or poor performance and feeding them back into the assessment process to reduce errors when making inferences about competence Unlike reliability validity is not simply a property of the assessment tool As such an assessment tool designed for a particular purpose and target group may not necessarily lead to valid interpretations of performance and assessment decisions if the tool was used for a different purpose and or target group Reliability In general reliability is an estimate of how accurate or precise the task is as ameasurement instrument Reliability is concerned with how much error is included in the evidence There are five types of reliability internal consistency parallel forms split half inter rater and intra rater Rules of evidence Validity The assessor is assured that the learner has the skills knowledge and attributes as described in the
16. plant learners must have access to manufacturers manuals relevant legislation and workplace policies and procedures User Guide Work Health and Safety Major component Assessor intervention Description Type and amount of intervention and or support permitted Examples showing application to WHS qualifications units of competency In the WHS units of competency that entail the managing WHS risks the assessor must intervene if necessary to ensure that the candidate does not expose him herself to risk for the sake of the assessment Reasonable adjustments Justification that the alternative procedures for collecting learner evidence do not impact on the standard expected by the workplace as expressed by the relevant unit s of competency See section Reasonable adjustment for more information Evidence of validity The assessment tasks are based on or reflect work based contexts and situations face validity The tool as a whole represents the full range of skills and knowledge specified within the unit s of competency content validity The tool has been designed to assess a variety of evidence over time and context predictive validity The boundaries and limitations of the tool in accordance with the purpose and context for the assessment consequential validity The tool has been designed to minimise the influence of extraneous factors on learner performance construct validity
17. roles entail working in ever changing vibrant and dynamic environments Learner needs VET s role to promote social inclusion and civic participation demands that it provide educationally or vocationally disadvantaged groups with access to vocational education These groups may include e women e people from Indigenous backgrounds e people from a non English speaking background e people with disabilities e people from socially and geographically isolated areas RTOs are required under the applicable Standards to address access and equity needs by e establishing the needs of learners e delivering training assessment and support services that meet the needs of individual learners 21 Department of Industry Page 14 SCOTESE Page 6 SCOTESE Page 25 OIBSA Innovation amp Business Skills Australia Ideas that trainers and assessors could use to address the needs of particular learners include e clustering or ordering units of competency in a way that makes sense to learners and is compatible with their background knowledge and learning context e offering elective choices that are relevant to the learning and vocational goals of learners e considering a learner s age gender and ability levels when planning activities e considering cultural beliefs traditional practices and religious observances when scheduling sessions e contextualising delivery and assessment and learning and assessment materials to
18. sections of Commonwealth and state or territory WHS Acts regulations codes of practice standards and guidance material in general impact of characteristics and composition of the workforce and functional areas on WHS risk and risk management internal and external sources of WHS information and data roles and responsibilities of individuals and parties under WHS legislation methods for identifying training needs of health and safety committees and health and safety representatives elements features and benefits of a WHSMS key principles and or practices of a systematic approach to managing WHS hazard identification risk analysis and assessment techniques tools and processes basic principles of workplace incident injury and disease causation ethical and legal requirements related to conducting an investigation Appropriate assessment methods include e analysis of responses to case studies and scenarios e review of portfolios of evidence and third party reports of onthejob performance e oral or written questioning to assess knowledge e demonstration of techniques e observation of performance e g role plays presentation on the job activities e assessment of documents prepared to support activities e g plans action plans research reports processes and procedures User Guide Work Health and Safety BSB60615 Advanced Diploma of Work Health and Safety Performance evidence in core units of comp
19. to help learners with a disability access and participate in education and training on the same basis as those without disability Some examples of reasonable adjustments could include e personal support services e g a reader Auslan interpreter ascribe e assistive technology or special equipment e g screen readers magnifiers alternative keyboards e modifying the presentation method e g visual oral print electronic e adjustments to timeframes e g providing materials prior to class extended time limits e adjustment of the physical environment e g specific furniture arrangement of classroom The determination of reasonableness requires judgement that must take into account the impact on the organisation and the need to maintain the integrity of the qualification While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated the criteria for making competent not yet competent decisions and or awarding grades should not be altered in any way That is to say the standards expected should be the same irrespective of the group and or individual being assessed 9 Attorney General s Department Disability Standards for Education 2005 Australian Government accessed 18 May 2015 lt http education gov au disability standards education gt OIBSA Innovation amp Business Skills Australia Recognition of prior learning RTOs should provide inform
20. validity of assessment and documentation required to support implementation OIBSA Innovation amp Business Skills Australia Strategies may include e inclusion of a face to face component e use of learning management systems that enable use of a range of learning resources including video and student forums e use of range of assessment strategies including self video online interview third party assessors Resources for delivery and assessment The planning process should identify the resources that need to be revised developed or acquired Existing products may need to be revised and customised to meet the particular learning needs of individuals Commercial off the shelf material particularly assessment instruments must be revised to reflect the learning environment and context in which they are being used and the audience to whom they are directed Validation and moderation activities that feed into continuous improvement processes can also be applied to the revision and updating of these learning and assessment resources Delivery duration Nominal hours are not described within training packages training packages are designed to provide competency based training However nominal hours may be provided in purchasing or implementation guides produced by State or Territory Training Authorities to support funded delivery of qualifications Contact your State or Territory Training Authority for a copy of the relevant guide
21. BN 978 T 925328 66 0 Contents Section 1 Introduction to work health and safety Historical perspective and current context Legislation Australian Work Health and Safety Strategy Employment opportunities and professional recognition Industry drivers Reviewed qualifications Section 2 Information for the provider Compliance with Standards Delivery and assessment requirements Supporting learner needs Trainer and assessor skills and knowledge Skills Application Third party arrangements Industry consultation Strategies to attract learners OM O WO On NY DWM UB BININ NINN Training and assessment strategy N Training and assessment objectives Ww Program planning Delivery environments Resources for delivery and assessment Delivery duration Training and assessment practices Evidence collection Ww Ww Ww a o Oo Creating an assessment plan Acknowledgement These materials were developed by Innovation amp Business Skills Australia in association with the Commonwealth Government through the Department of Education and Training Copyright Statement 2015 Commonwealth of Australia This work is licensed under a Creative Commons Attribution NonCommercial ShareAlike 3 0 Australia License http creativecommons org licenses by nc sa 3 0 au This license lets you distribute remix and build upo
22. Useful links and references Useful links Australian Core Skills Framework ACSF http www industry gov au SKILLS FORTRAININGPROVIDERS AUSTRALIANCORESKILLSFRAMEWORK Pages default aspx Australian Skills Quality Authority Users Guide to the Standards for Registered Training Organisations 2015 http www asqa gov au users guide to the standards for registered training organisations 2015 about the standards for rtos standard one clauses clause 1 7 html Australian Skills Quality Authority Guide to developing assessment tools http www asqa gov au verve _resources Guide_to_developing_ assessment_tools pdf Australian Qualifications Framework www aqf edu au Core Skills for Work Framework CSfW http www industry gov au skills ForTrainingProviders CoreSkillsForWorkDevelopmentalFramework Pages default aspx Foundation Skills FS Training Support Resources https ibsa org au industry skills councils fsk resources and information Standards for non referring states Australian Quality Training Framework http www industry gov au skills NationalStandards Pages Standardsfornonreferringstates AustralianQualificationTrainingFramework aspx Standards for Registered Training Organisations RTOs 2015 http www comlaw gov au Details F2014L01377 Standards for Training Packages industry gov au skills TrainingPackages Pages default aspx Standards for VET Accredited Courses www comlaw go
23. a practice environment allows learners opportunities to use WHS skills and knowledge Trainers will need to collaborate with a suitable person in the practice environment to discuss learning and assessment requirements and make arrangements for observations and or third party reports Learners who are participating in distance or e learning programs may be able to use an online environment as their practice environment Facilitators may be able to establish a virtual learning community that enables the online demonstration of WHS skills and knowledge However if learners intend working in other environments on completion of their qualifications it is inadvisable for the virtual learning community to be the sole practice environment Trainers delivering class room based programs might make arrangements for learners to apply their skills on fellow learners e g inrole plays This can be an effective mechanism for practising skills but for assessment purposes the environment should be as realistic as possible The assessment requirements document for each unit of competency provides specific advice on conditions that apply to the gathering of evidence Assessment Assessment is the process of collecting evidence and making judgments about whether competency has been achieved to confirm that an individual can perform to the standards expected in the workplace In the areas of work covered by the BSB Business Services Training Package the end
24. and BSBWHS407 Assist with claims management rehabilitation monitoring successful rehabilitation or return to work programs and return to work programs for claimants Assisting with identifying and evaluating contractor WHS BSBWHS408 Assist with effective WHS management arrangements and applying best practice in terms of WHS gt of contractors information requirements and processes Identifying and evaluating innovative approaches to return to work processes BSBWHS409 Assist with workplace monitoring processes BSBINN301 Promote to innovation in a team environment WHS and Injury Management Consultant delivers WHS and return to work services OBSA Innovation amp Business Skills Australia POTENTIAL PACKAGING SOLUTION Qualification BSB51315 Diploma of Work Health and Safety Packaging 5 core units C and 4 elective units Entry requirements BSB41414 core units or equivalent see previous page Functions Unit Code Title Reviewing WHS legislation to identify duty holders and legal BSBWHS502 Manage effective WHS consultation and participation requirements for WHS consultation and participation processes processes C Applying WHS legislation techniques tools and processes to z i assess risks associated with hazards and risk control options BSBWHS503 ie to systematic management of WHS risk Accessing information and data to contribute to the systematic management of WHS risk BSBWHS504
25. ation advice and feedback to learners seeking RPL in the same way that they provide support and assistance to all other learners Learners should be encouraged to take charge of their own learning by collecting evidence of their competency against the skills and knowledge requirements of unit s of competency Evidence could be presented in a portfolio through interview processes and or direct observation While RTOs are encouraged to make RPL a user friendly assessment pathway they must also ensure that RPL processes are rigorous and require demonstration of competency by the learner Trainer and assessor skills and knowledge RTOs must ensure that training and assessment activities are conducted by trainers and assessors who e have the necessary training and assessment competencies e have the relevant vocational competencies at least to the level being delivered or assessed e demonstrate current industry skills directly relevant to the training assessment being delivered e continue to develop their VET knowledge and skills as well as their industry currency and trainer assessor competence The WHS qualifications must be delivered by appropriately qualified trainers Trainers and assessors need practical knowledge and skills in the delivery and or assessment of WHS training and in the typical industry and workplaces of their learners WHS industry knowledge and experience The WHS knowledge and understanding of trainers a
26. ation and e how the consultation will occur 13 Department of Industry Page 18 SCOTESE Page 7 SCOTESE Page 59 14 As discussed in the introduction the WHS industry has been viewed in its widest sense to encompass all those with a direct or indirect interest in the application of WHS skills and knowledge OIBSA Innovation amp Business Skills Australia The objective of the consultation is to ensure training outcomes that are valid reliable educationally appropriate and relevant to the workplace To achieve this objective industry engagement should incorporate in depth discussion on RTO policies procedures selection of staff facilities and equipment It is advisable to set up an industry advisory committee comprised of industry representatives professionals and relevant industry bodies who meet at specified times every quarter or biannually to provide guidance and technical advice This committee would operate at a strategic level and may focus on technical detail during program review Strategies to attract learners Having a clear picture of the target learners and attracting the right learners for vocational training is very important to the success of the program The following table provides information on the target groups required outcomes as described by the Australian Qualification Framework AQF and marketing approaches to attract suitable learners for training 15 This would be similar
27. ations Many delivery approaches are suitable and can be selected according to the specific needs of the learner group Some of the benefits and challenges of various delivery methods are described in the following table Challenge s Online distance Learners and trainers can participate from anywhere Generating learner and trainer interaction requires time and effort Online delivery requires that all participants have suitable technology the skills to use it Classroom based Opportunities for discussion and for learners to share and learn from each other Relating learning and assessment to real workplaces can be difficult if learners do not have access to one Clustered Delivery and assessment can be streamlined by linking Careful mapping and documentation is required to related content from different units of competency ensure that all aspects of each unit of competency are assessed Work based Learning can be directly to linked to workplace Scheduling of learning and assessment opportunities requirements can be impacted by organisational operations Direct observation assessment methods can be used Self paced Learners can proceed at a pace that suits them There may be limited access to discuss and share ideas and experiences with others User Guide Work Health and Safety Clustering for delivery and assessment There is no set rule for clustering units of competency but it should be used to provide mean
28. ations codes of practice standards and guidance material and other relevant publications WHS legislative duties rights and obligations of self and others functions and powers of the relevant WHS regulator and how they are exercised organisational WHS policies procedures processes and systems method s used to assess WHS compliance consequences of non compliance with legislative and organisational responsibilities method s for determining WHS training needs training delivery methods suitable methods for communicating WHS information possible barriers to the implementation and effectiveness of WHS consultation and participation processes and strategies to remove them WHS hazard identification risk assessment and risk control requirements specified in legislation and organisational documents common workplace hazards the harms they may cause and how these harms are caused hierarchy of control and considerations for choosing between different risk controls including possible inadequacies of particular risk controls principles and practices of a systemic approach to managing WHS elements of the organisation s WHSMS relevant to job role Appropriate assessment methods include e review of portfolios of evidence and third party workplace reports of on the job performance by the candidate e demonstration of techniques used for managing WHS activities e g consultation and participation activities legislative complianc
29. cation clusters or electives e facilities and resources e g technology support personnel subject expertise e recognition of prior learning RPL process e flexibility of delivery e information for learners Are there existing resources or do customised resources need to be designed and developed Creating an assessment plan The following table outlines the requirements for the administration scoring recording and reporting of assessments This information can be used to create an assessment plan that will enable all assessors to implement assessments ina consistent manner 20 National Quality Council Guide for the Development of Assessment Tools Australian Government 2009 Page 21 Major component Description OIBSA Innovation amp Business Skills Australia Examples showing application to WHS qualifications units of competency The context The purpose of assessment e g formative summative The unit BSBWHS304 Participate effectively in WHS Target group including a description of any background Communication and consultation processes may characteristics that may impact on performance require learners to conduct some activities at work Formative assessment processes may therefore Unit s of competency i a See include documenting the candidate s participation Selected methods levels in workplace meetings discussions etc Intended uses of the outcomes Competency Mapping of key component
30. cation unit of competency If they do not yet have the required level of LLN skill then the training program should help them develop the required level and allow for practice of the skill within the required context Does the LLN content of the training program match the LLN demands of the workplace The key words within the unit of competency describe the skills required in the workplace Include extensive practice using appropriate exercises in the training program Specification benchmark Does the training program demand LLN skills that are higher than those of the learner It will be necessary to include appropriate strategies to support learners or adjust aspects of training Many learners will absorb information more effectively through listening or observing rather than reading Once again include extensive practice 33 User Guide Work Health and Safety Tool Checking against the Principles of Assessment and the Rules of Evidence Principles of Assessment Validity Does the assessment instrument actually assess what it is designed to assess For example e Does the evidence address the performance and knowledge requirements of the unit of competency e Is the evidence collection method one that involves demonstration and explanation or is it a written test Reliability Is assessment consistent For example e Doall assessors use and know how to use the assessment tool e Isthere a marked variatio
31. cenarios e review of portfolios of evidence and third party reports of onthejob performance e oral or written questioning to assess knowledge of WHS compliance WHSMS communication facilitation and negotiation skills and knowledge e demonstration of techniques and activities used to facilitate compliance with WHS requirements control risk review WHS performance etc e observation of performance e g role plays presentations on the job activities e assessment of documents prepared to support activities e g plans action plans research training needs analysis reports recording processes WHS procedures risk assessments e simulated project based activities scenarios case studies role plays or actual activities associated with applying WHS requirements Contextualisation advice Any contextualisation of units of competency from the WHS qualifications must not remove or add to 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 add detail to the assessment requirements where these expand the breadth of the competency but do not limit its use Delivery method Benefit s OBSA In n amp Business Skills Australia Delivery methods Delivery of the WHS qualifications should model the training and assessment practices required in the delivery of all training package qualific
32. ctions for making decisions about whether competency has been achieved Scoring rules if grades and or marks are to be reported if applicable Decision making rules for handling multiple sources of evidence across different methods and or tasks Decision making rules for determining authenticity currency and sufficiency of evidence If a unit of competency s assessment requirements are not fully met then learners are not yet competent For example the assessment requirements for BSBWHS509 Facilitate the development and use of WHS risk management tools specify the selection development and modification of suitable WHS risk management tools that address workplace and legal requirements Learners would therefore have to demonstrate that they are capable of selecting developing and modifying tools Assessment Location where Particular requirements for each unit of competency conditions Time restrictions when are specified in the assessment conditions section of A if lificati pa the assessment requirements document ny specific assessor qualifications and or training required to administer the tool Materials Resources required by learner Learner requirements for each unit of competency are resources required Resources required by the assessor to administer the tool specified in the assessment conditions section of the assessment requirements document e g For the unit BSBWHS508 Manage WHS hazards associated with
33. e hazard identification risk assessment e oral or written questioning to assess WHS knowledge e documentation created to support workplace activities e g action plans training needs analyses risk assessment reports incident reports e simulated project based activities scenarios case studies or role plays e workplace observation BSB51315 Diploma of Work Health and Safety OBSA Innovation amp Business Skills Australia Performance evidence in core units of competency requires learners to Knowledge evidence requirements in core units of competency include e identify interpret and apply relevant legal and organisational requirements to WHS tasks e use effective communication skills to consult with and to provide information advice and support to a range of individuals e manage WHS consultation and participation processes including design development implementation monitoring and review e identify interpret and apply information from a range of sources to contribute to the development implementation monitoring and evaluation of a systematic approach to WHS risk management e contribute to the development implementation evaluation review and improvement of aWHSMS e develop and implement a risk control plan based on an organisation s WHS management system WHSMS and WHS information system WHSIS e plan conduct and report on an investigation into a work health and safety incident relevant
34. e inter rater reliability If marks or grades are to be reported there are clear procedures for scoring performance for example marking guidelines scoring rules and or grading criteria inter rater reliability Recording The type of information to be recorded RTOs must record and store information in accordance requirements How it is to be recorded and stored including duration With their applicable Standards Reporting What will be reported and to whom RTO assessment documentation must include reporting requirements requirements and processes Supplementary Any other information that will assist the assessor in This may include information relating to illness at the information administering and judging the performance of the learner time of assessment Section 3 Information for the facilitator This section focuses on what RTOs trainers and assessors should consider in relation to planning for the delivery of the following WHS qualifications BSB30715 Certificate III in Work Health and Safety BSB41415 Certificate IV in Work Health and Safety BSBS51315 Diploma of Work Health and Safety BSB60615 Advanced Diploma of Work Health and Safety Key points 1 The learning needs of each and every cohort must be considered and programs tailored to meet those needs 2 The suite of qualifications reflect the roles of individuals at various levels but all qualifications will equip individuals to take a leading role in an organisation 3 WHS
35. edge evidence for assessment clustering for BSBWHS302 Apply knowledge of WHS legislation in the workplace BSBWHS304 Participate effectively in WHS communication and consultation processes BSBINN201 Contribute to workplace innovation Performance evidence e Research sources identify comprehend and apply WHS legislative requirements applicable to the workplace occupation and industry including keeping up to date with legislation and relevant publications e Anticipate problems at a practical operational level identify and act on non compliances with WHS legislation and organise activity to develop possible solutions e Identify duty holders e Communicate and consult on WHS information with colleagues and team members to discuss a range of ideas including referring issues of non compliance to responsible persons or authorities seeking advice from appropriate sources and communicating WHS information to others e Raise WHS issues in meetings support others to raise WHS issues and follow up on outcomes e Take appropriate actions to remove barriers to communication and consultation processes Many other units can be grouped to form logical clusters for delivery and assessment purposes However it is important to remember that e units of competency are selected to meet workplace or learner needs rather than to fit a particular delivery approach OIBSA Innovation amp Business Skills Australia Knowledge evidence
36. eloping_ assessment _tools pdf Validation and moderation RTOs are obliged to undertake systematic validation and or moderation of assessment practices Validation is a quality review process It involves checking that the assessment tool produced valid reliable sufficient current and authentic evidence to enable reasonable judgements to be made as to whether the requirements of the relevant aspects of the training package or accredited course have been met It includes reviewing and making recommendations for future improvements to the assessment tool process and or outcomes Moderation is a process that ensures consistency of judgments It is the process of bringing assessment judgments and standards into alignment It is a process that ensures the same standards are applied to all assessment results within the same unit s of competency It is an active process in the sense that adjustments to assessor judgments are made to overcome differences in the difficulty of the tool and or the severity of judgments Moderation occurs prior to results being recorded User Guide Work Health and Safety The following people could be involved in validation and or moderation e trainers and assessors e industry representatives e learners e other external representatives e g employees of TAFE institutes universities RTOs industry bodies State Territory Curriculum Maintenance Managers CMMs external members of RTO advisory
37. etency requires learners to Knowledge evidence requirements in core units of competency include e assist in determining legislative frameworks relevant to WHS e provide advice about legislative frameworks and compliance requirements relevant to WHS seeking assistance from legal advisors and others where necessary e identify and effectively communicate to relevant stakeholders the current emerging and future legislative requirements that impact on the organisation e assist with implementing and evaluating measures required to comply with WHS legislative frameworks e identify engage communicate and work effectively with key WHS personnel e manage review evaluate and improve hazard identification and risk management processes e undertake hazard identification and risk assessment and control e evaluate the effectiveness of the organisation s processes for monitoring WHS e assess and report on organisation s compliance with WHS obligations e develop WHS policy and commitment to a WHS management system WHSMS e support and facilitate the implementation of aWHSMS e develop implement measure evaluate review and improve aWHSMS e outline internal and external sources of WHS information and data and how to access them e WHS Act regulations codes of practice standards and guidance material and other relevant legislation e duties rights and obligations of individuals and parties as specified inrelevant WHS legisla
38. evidence Skills evidence Assessment conditions Content validity What are you measuring are you covering the knowledge and skills as set out in the unit s Recording and reporting documentation Summary report Assessor signoff Feedback to and from learning what does this look like What does it mean Are organisational requirements met Links Are the links between the assessment plan and the process and tools clear Does the learning process and resources link to this assessment plan 36 User Guide Work Health and Safety Linking learning to real jobs In addition to WHS harmonisation influences on WHS practice and health and safety practitioners include an increasing complexity range and depth of WHS issues and related responsibilities changing work patterns and practices more proactive regulatory approaches increased client expectations recognition of the costs associated with neglecting WHS responsibilities WHS practitioners are in demand for the following reasons e increased demand for practitioners within larger organisations to set up WHS management systems that mesh with company policies and procedures and that also meet regulatory tender and external accreditation requirements increasing consolidation of the WHS role and that of allied areas such as workers compensation rehabilitation return to work quality human resources management and training and increasingly environ
39. evidence requirements in core units of competency include e research current WHS legislation and documentation to assist in determining legal requirements duties rights and obligations at an organisational and individual level e assist in providing advice and information to others about current WHS legal requirements for the workplace including underpinning principles legal duties rights and obligations e use appropriate sources to obtain WHS information and data e communicate information and data about WHS to others e assist in the assessment of workplace compliance with WHS legislative requirements e assist in determining the WHS training needs of others and in delivering training to meet individual needs e contribute to developing implementing and changing workplace WHS policies procedures processes and systems e contribute to hazard identification risk assessment and risk control in the workplace contribute to the development of a work health and safety management system WHSMS e plan incorporation of return to work and injury management procedures into WHSMS e contribute to reviews and evaluations to improve WHS performance e assist with providing first aid according to workplace procedures and processes e assist in reporting notifying and documenting incidents internal and external sources of WHS information and data key requirements in relevant commonwealth and state or territory WHS Acts regul
40. f the BSBOHS material to e align it with model WHS legislation e review the level of technical detail to ensure the qualifications continued to meet the needs of workers and industries As part of the resulting review the codes of all BSBOHS materials were changed to BSBWHS Note The model WHS legislation uses the term WHS rather than OHS Victoria and Western Australia have not implanted the legislation and the term OHS is still used For the purposes of training and assessment of the WHS qualifications the two terms can be considered as equivalent and either can be used in the workplace WHS is used throughout this Guide unless the text refers to information specific to OHS Australian Work Health and Safety Strategy According to Safe Work Australia in 2010 11 there were 132 570 workers compensation claims for serious work related injuries or illnesses In 2011 12 228 workers died due to an injury sustained at work Safe Work Australia has calculated that the total cost of workplace injury and illness to the Australian economy for the 2008 to 2009 financial year was 60 6 billion This represented 4 8 per cent of the Australian Gross Domestic Product The significant economic costs of work related injury illness and death are borne by workers their families the broader community and employers The Australian Work Health and Safety Strategy sets national targets to reduce the number of fatalities and workers compe
41. fety Addressing foundation skills Foundation skills are the non technical skills that are required for successful participation in work in adult education and training and in the community Although foundation skills underpin vocational learning and skills development it should not be assumed that they are basic low level skills In fact some of the leadership and management qualifications require high level abilities for example the ability to read and interpret complex written texts such as regulations In all qualifications administered by IBSA foundation skills comprise skills described in the Core Skills for Work Framework CSfW and the Australian Core Skills Framework ACSF The ACSF describes the required learning and English language literacy and numeracy LLN skills The CSfW describes employability skills e g understanding and complying with laws and organisational requirements problem solving and decision making working with others conflict resolution planning and organising creating and innovating digital literacy The required foundation skills are in the each unit of competency and are e embedded in the elements and performance criteria and e identified and described in the foundation skills section By finding particular trigger words ina unit of competency and considering the documents activities or contexts to which the words are being applied an understanding of the required foundation skil
42. g e the elements performance criteria e the assessment requirements e competency over a period of time competency in different contexts OBSA Innovation amp Business Skills Australia Tool Unit of Competency Dimensions Address dimensions of competency analyse the job role Task skills Task management skills Contingency skills Job role environment skills Transfer skills Safe working skills LLN skills Address evidence requirements in the Assessment Requirements Realistic simulated environments Content Industry requirements Construct of evidence Attain evidence Methods instruments consider the range of ways an assessment plan Method needs to be chosen to address benchmark criteria Develop assessment record Benchmarks Address flexibility fairness reasonable adjustment use predictive skills Expected responses at AQF level Decision making rules defining what constitutes a satisfactory response and how to deal with incomplete responses Observation checklists list what needs to be addressed Procedure to be followed if insufficient information is offered What context would require repeating the assessment Intra rater inter rater reliability Fairness Flexibility Mapping document Mapping of assessment against unit requirements Elements Performance criteria Foundation skills Range of conditions if not stated no specific conditions are required Performance
43. governance bodies boards members of VET networks or communities of practice Further information See Section 4 Template Assessment validation report Template Validation action sheet Evidence collection When planning for the delivery and assessment of any competency based training program it is wise to start at the end by asking What are the competency requirements In other words address the aspects of the required work performance represented by e task skills e task management skills e contingency management skills e job role environment skills Following are the steps in the strategic planning process for the WHS qualifications Step 1 Evidence requirements What evidence needs to be collected in realistic environments What other evidence is needed Does the evidence meet the principles of validity in terms of its e content the match between the required knowledge and skills specified in the competency standards and the assessment tool s capacity to collect such evidence e face the relationship between assessment tasks and real work based activities i e the extent to which the assessment tasks reflect real work based activities e construct the degree to which the evidence collected can be used to infer competence in the intended area without being influenced by other unrelated factors e g literacy levels Step 2 Evidence collection and recording Assessment methods What methods of collec
44. he unit s of competency Reflects rules of evidence Yes No Comment suggested improvement Valid The evidence covers the performance and knowledge evidence essential to competent performance as set out in the unit of competency Sufficient There is sufficient quality and quantity of evidence as set out in assessment requirements Authentic The assessor is assured that the evidence presented for assessment is the learner s own work Current Evidence demonstrates it is the current competency of the learner Comments optional 32 User Guide Work Health and Safety Template Validation action sheet Item issue Action to be taken By whom When date 21 22 2 3 2 4 25 26 3 1 RTO s representative s name Date report signed off This person is required to check that recommendations from this report are carried out in the determined timeframe Panel members Name Signature Chair Date This person has responsibility for seeing that recommendations are carried out and significant improvements are noted in the RTO s Improvements register OIBSA Innovation amp Business Skills Australia Tool Balancing language literacy and numeracy LLN requirements in training and assessment Training and assessment Does the learner have the LLN skills described by the training specifi
45. ian Qualification Framework Second Edition Australian Qualifications Framework Council South Australia 2013 Pages 14 to 15 Explanation 2012 viewed 25 May 2015 lt http www agf edu au wp content uploads 2013 06 Volume of Learning Explanation pdf gt 19 Australian Qualifications Framework Council 2013 pages 14 to 15 OIBSA Innovation amp Business Skills Australia AQF learning outcome descriptors AQF Level 3 AQF Level 4 AQF Level5 AQF Level 6 Cognitive technical and or communication skills to Cognitive technical and or communication skills to e interpret and act on information e identify analyse and act on information from various e solve predictable problems sources and communicate solutions e solve predictable and non predictable problems e provide technical information and communicate solutions to various audiences e guide activities and provide technical information and advice e complete routine and occasionally non routine tasks complete routine and non routine tasks Cognitive technical and or communication skills to Cognitive technical and or communication skills to e identify analyse synthesise and act on information from various sources e identify analyse synthesise and act on information from various sources e analyse plan design and e Formulate responses to evaluate solutions to complex unpredictable non predictable problems problems
46. ic areas of expertise e attendance at conferences workshops focusing on best practice in WHS and or training and assessment e colleague peer support and mentoring e participation in WHS trainer assessor professional networks and communities of practice To demonstrate that trainers and assessors are maintaining industry currency RTOs could implement professional development plans that e identify gaps in competence and areas for development e outline activities to address the gaps e outline further developmental requirements Third party arrangements The RTO is responsible for the quality of its training and assessment regardless of arrangements where a third party conducts training and or assessment on its behalf e g partnerships sub contracting arrangements There must also be a written agreement with any party that delivers services on behalf of an RTO Industry consultation RTOs delivering the qualifications must identify industry employer stakeholders who will form part of the consultation process to ensure that training and assessment practices meet industry needs RTOs must also have strategies for systematically using the outcomes of industry engagement to ensure ongoing relevance of training and assessment strategies practices resources and the skills of trainers and assessors RTOs delivering WHS qualifications need to identify e which industry stakeholders should be consulted e the nature of the consult
47. ications BSB30715 Certificate III in Work Health and Safety BSB41415 Certificate IV in Work Health and Safety BSBS51315 Diploma of Work Health and Safety BSB60615 Advanced Diploma of Work Health and Safety Registering body Framework Standards Australian Skills VET Quality Standards for Quality Authority Framework Registered Training OIBSA Innovation amp Business Skills Australia Compliance with Standards All RTOs must comply with the requirements set out in applicable national frameworks and standards The current registering bodies frameworks and standards and the type of RTO they apply to are shown in the following table Applicable RTOs RTOs that deliver training in the Australian Capital Territory New South Wales the Northern Territory South Australia ASQA Organisations RTOs Queensland or Tasmania 2015 RTOs in Victoria and Western Australia that offer training to overseas students and or students including online courses in the Australian Capital Territory New South Wales the Northern Territory South Australia Queensland or Tasmania Victorian Australian Quality AQTF Essential RTOs that deliver vocational education and training solely in Registration and Conditions and Qualifications Authority VROQA Training Framework AQTF Registration AQTF Essential Conditions and Standards for Continuing Registration Standards for Initial Victoria and or Western Australia and do not intend to
48. in Work Health and Safety WHS communication and consultation processes including communicating WHS information to others e raise WHS issues in meetings and follow up on outcomes e take appropriate actions to remove barriers to communication and consultation processes e support others to raise relevant WHS issues identify ideas for improvements and use information from arange of sources including other people to review and select ideas to put forward for implementation communicate the ideas and seek input from others in order to identify how the ideas could be implemented implement routine changes within scope of responsibility To complete the unit requirements safely and effectively the individual must To complete the unit requirements safely and effectively the individual must To complete the unit requirements safely and effectively the individual must e explain the WHS legislative duties of self and others including limits on own expertise e outline the key organisational WHS policies procedures processes and systems e outline the key requirements in relevant commonwealth and state or territory WHS Acts regulations codes of practice standards and guidance material and other relevant publications e identify obligations and duties for consultation and who must be consulted e identify people who could be accessed for help e identify the consequences of non compliance e explain
49. inciples of Assessment and meet the requirements of the BSB Business Services Training Rules of Evidence outlined in the following tables Package and the RTO s own training and assessment strategies 8 Standards for Registered Training Organisations RTOs 2015 Australian Government Canberra 2014 Page 13 AQTF Essential Conditions and Standards for Initial Registration Department of Industry July 2013 Page 6 Users Guide to the Essential Conditions and Standards for Continuing Registration Department of Industry Canberra July 2011 Page 25 Principles of Assessment Fairness Fairness requires consideration of the individual learner s needs and characteristics and any reasonable adjustments that need to be applied to take account of them It requires clear communication between the assessor and the learner to ensure that the learner is fully informed about understands and is able to participate in the assessment process and agrees that the process is appropriate It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary Flexibility To be flexible assessment should reflect the learner s needs provide for recognition of competencies no matter how where or when they have been acquired draw on a range of methods appropriate to the context competency and the learner and support continuous competency development Validity There are five
50. ingful adult learning experiences that link common concepts and reinforce learning within a relevant context Clustering also provides the opportunity for integrated holistic assessment instruments that can meaningfully address the dimensions of competency BSBWHS302 Apply knowledge of WHS legislation in the workplace The interrelated nature of units of competency in the leadership and management qualifications and skill set presents opportunities each unit BSBWHS304 Participate effectively in WHS communication and consultation processes for clustered delivery and or assessment The following tables illustrate how a holistic assessment model could be applied to assessment of three units of competency because of the logical connection between the performance and knowledge evidence of BSBINN201 Contribute to workplace innovation Evidence of the ability to Evidence of the ability to Evidence of the ability to e identify and apply Work Health and Safety WHS legislative requirements applicable to the workplace occupation and industry including keeping up to date with legislation and relevant publications e identify and act on non compliances with WHS legislation e identify duty holders e communicate WHS information including referring issues of non compliance to responsible persons or authorities seeking advice from appropriate sources and communicating WHS information to others e participate
51. ions and the number of enrolments in these qualifications Until recently there have been no specified education or experience requirements for working in WHS advisory roles As part of the outcomes of the OHS Body of Knowledge BOK project 4 and to align Australia with a number of other countries professional certification is being implemented for WHS practitioners and WHS professionals This certification is voluntary but is likely to become an industry standard Criteria for certification includes qualifications experience demonstrated capability and commitment to a code of ethics and continuing professional development The WHS industry considers Diploma level to be the minimum qualification level for WHS practitioners A Certificate IV in WHS is considered to be an important first step for those who wish to become certified practitioners 4 OHS Body of Knowledge What is the OHS Body of Knowledge Viewed 18 May 2015 http www ohsbok org au 5 Ahigher education WHS qualification is required for many professional WHS roles User Guide Work Health and Safety Industry drivers Innovation and Business Skills Australia s Scoping review of BSBO7 Occupational Health and Safety Qualifications Discussion paper undertaken in 2010 identified a number of external and internal influences on WHS practitioners and organisations including e anincreasing complexity range and depth of WHS issues and related responsibi
52. k Australia Australian Work Health and Strategy 2012 2022 viewed 20 May 2015 lt http www safeworkaustralia gov au sites swa australian strategy pages australian strategy gt Safesearch Health safety and environment remuneration survey findings 2010 11 and 2013 14 http www safesearch com au resources remuneration survey Standing Council for Tertiary Education Skills and Employment SCOTESE AQTF Essential Conditions and Standards for Initial Registration Australian Government viewed 12 May 2015 lt http www industry gov au skills NationalStandards Pages StandardsfornonreferringstatesAustralianQualification Training Framework aspx gt Standing Council for Tertiary Education Skills and Employment SCOTESE AQTF Users Guide to the Essential Conditions and Standards for Continuing Registration Australian Government viewed 12 May 2015 lt http www industry gov au skills NationalStandards Pages StandardsfornonreferringstatesAustralianQualification Training Framework aspx gt Steven Deer N Industry Manager Business Services and Printing amp Graphic Arts Level 1 176 Wellington Parade IBSA East Melbourne VIC 3002 Innovation amp Business Skills Australia Phone 61 3 9815 7000 Fax 61 3 9815 7001 Email steven deer ibsa org au www ibsa org au Australian Government Department of Education and Training
53. l apply knowledge Advertising to existing employees with two years WHS workplace experience and skills to demonstrate autonomy coordination facilitation and maintenance experience and ideally at least two judgment and defined responsibility in and exposure to arange of WHS practices and concepts years WHS facilitation or contexts that are subject to change within Advertising via recruitment companies coordination responsibility broad parameters to provide specialist with exposure to many WHS advice and functions practices and concepts e g risk management compliance with legislation emergency preparedness essential life safety systems environmental obligations Informing industry associations about the appropriate target group and the benefits of this qualification and encouraging the associations to promote WHS training via their networks Note Advertisements need to nominate target group to ensure potential learners for right level If learners with inappropriate experience apply they should be directed to BSB30715 BSB41415 or BSB51315 This qualification is not suitable as a VET in Schools program Pathway progression following the attainment of BSB51315 and or BSB60615 may include higher education qualifications Training and assessment strategy A training and assessment strategy documents the characteristics of the learner group the clustering of units resource requirement the delivery schedule assessme
54. l outputs and personal and team outcomes within broad parameters 12 Australian Qualifications Framework Council Australian Qualification Framework Second Edition Australian Qualifications Framework Council South Australia 2013 Page 15 To identify trainers and assessors with the appropriate skills knowledge and experience RTOs consider e position descriptions for roles held e qualifications e relevant work history e referees written or interviewed e interviews including response to scenarios and case studies e demonstration of performance in a work or simulated environment Note BSB41415 Certificate IV in Work Health and Safety has been identified by the Australian Skills Quality Authority ASQA as a high risk qualification RTOs should ensure that those delivering and assessing this qualification have appropriate experience in WHS positions a minimum of two years Those delivering at WHS Diploma level or above should seek certification at the practitioner level Continuing professional development Staff delivering the qualifications need strategies for maintaining industry knowledge and for incorporating that into delivery It is therefore essential that staff members are given opportunities for participation in activities to maintain their industry currency such as e attainment of further qualifications in WHS or training assessment e undertaking planned work experience to development specif
55. l requirements including work health and safety risks compliance obligations essential life safety systems emergency preparedness and environmental obligations New learning materials are developed for relevant units which highlight new industry skill requirements for WHS Learners need access to a suitable environment i e workplace with staff to practise skills The WHS qualifications are robust and respected by employers and industry Training and assessment methods aim to produce quality graduates and the methods used are communicated to industry and employers Robust and reliable assessment approaches are applied including demonstrating competence through workplace projects New assessment tools are developed with examples of workplace projects for each unit of competency RTOs utilise assessment methods and tools similar to those recommended in this Guide Program planning Planning should consider the delivery environment delivery duration together with training and assessment processes and practices Delivery environments Various factors may impact ona particular RTO s approach to the planning delivery and assessment of the qualifications skill set Some factors to consider are e size of the organisation e location of the organisation e resources and capabilities e business goals and overarching philosophy or purpose e whether delivery is for internal staff development or for external clien
56. lia Ltd the original of which can be found on the IBSA website http www ibsa org au Disclaimer While care has and the origina either complet original develo been taken in the preparation of this material the Department of Education and Training developer do not warrant that any licensing or registration requirements specified here are e or up to date for your State or Territory The Department of Education and Training and the per do not accept any liability for any damage or loss including indirect and consequential loss incurred by any person as aresult of relying on the information contained in this material The Commonwealth through the Department of Education and Training does not accept any liability to any person inthis materia persons acces content No lial or the information or advice or the use of such information or advice which is provided or incorporated into it by reference The information is provided on the basis that all sing this material undertake responsibility for assessing the relevance and accuracy of its bility is accepted for any information or services which may appear in any other format No responsibil ity is taken for any information or services which may appear on any linked websites User Guide Work Health and Safety Section 1 Introduction to work health and safety Historical perspective and current context Inrecent years there have been three major impacts on training i
57. lities reflecting a growing awareness of the importance of environmental issues such as environmental sustainability environmental audits groundwater contamination climate change more complex technological issues such as those associated with nanotechnology and health factors such as stress bullying harassment and fatigue e changing work patterns and practices including increased labour hire casualisation part time work and independent contractors and sub contractors e increasing complexity of hazards such as hazards with long latency complex mechanism of causation and interaction of hazards increasing risk e more proactive regulatory processes with an increasing focus on education and business support initiatives e increased client expectations with WHS requirements being increasingly built into tender processes and contractual specifications especially those with large corporate and government clients e recognition of the costs associated with neglecting WHS responsibilities with growing awareness of the costs of neglecting WHS particularly in high risk industries such as the resources industry e increased demand for WHS practitioners within larger organisations to support WHS management systems that mesh with company policies and procedures and that also meet regulatory tender and external accreditation requirements e increased consolidation of the WHS role and that of allied areas such as workers compensation
58. lls of learners e matches the LLN demands of the workplace Further information See Section 4 Tool Balancing LLN requirements in training and assessment includes a diagram explaining the need to balance LLN requirements in training and assessment The Foundation Skills Training Support Resources is a central repository of resources It is available at lt https ibsa org au industry skills councils fsk resources and information gt Addressing performance and knowledge requirements The WHS qualifications require knowledge of methods processes and strategies as well as cognitive technical and foundation skills The following tables summarise the performance and knowledge requirements for WHS qualifications Following each table are some suggested methods of assessment OBSA Innovation amp Business Skills Australia BSB30715 Certificate Ill in Work Health and Safety Performance evidence in core units of competency requires learners to Knowledge evidence requirements in core units of competency include e identify and apply relevant WHS legislative requirements in the workplace e use appropriate sources of WHS information to keep up to date e communicate information about WHS to others e identify non compliances with WHS legislation and take appropriate action e participate in hazard identification reporting and recording according to the workplace s requirements e participate in risk assessment
59. ls can be established as shown in the following example Performance criteria Foundation skill s Follow safety procedures ACSF Reading procedures and instructions when and instructions working CSfW Navigate the world of work compliance with legislative and organisational responsibilities Get the work done planning and organising tasks according to instructions ACSF Oral communication CSfW Interact with others Get the work done planning and organizing Contribute to workplace meetings inspections and other WHS consultative activities It is essential that the foundation skills are considered when planning for the delivery and assessment of units of competency Documentation of how delivery and assessment strategies address the embedded components should be clearly linked to the relevant parts of the unit s of competency The ACSF requirements can also be mapped to ACSF levels and used to develop pre training assessments to gather information about the LLN skill development or support needs of target learners Anumber of resources have been developed to help practitioners think about the LLN requirements of their learners their training program and the training specification Practitioners delivering and assessing the qualifications or skill set should be conscious of the need to ensure that training and assessment e reflects the LLN requirements of the unit of competency e accommodates the LLN ski
60. ment and security greater specialisation of the WHS practitioner role particularly in larger organisations as well as an increased reliance on WHS consultants particularly among medium sized organisations an increasing requirement for WHS practitioners to understand how WHS can contribute to the overall business strategy and to build related communication change management skills WHS Jobs advertised on SEEK in 2014 include OH amp S Coordinator Western Suburbs Melbourne Work Health Safety amp Environment Manger Western Sydney Team Leader with a National Rehabilitation Provider ACT WHS Consultant Melbourne Peninsula Workplace Health amp Safety Coordinator Adelaide National OHS and Quality Manager Logistics Industry Injury Prevention amp Claims Management Coordinator Sydney Safety Management Roles in the Resources Sector SA WA and NT Workplace Health and Safety Assistant Sydney WHS Injury Management Assistant Melbourne WHS and Injury Management Consultant Sydney Safety Manager Adelaide OBSA Innovation amp Business Skills Australia Sample Training Programs Linking learning to real jobs Sample Training Programs use some of the available elective units in the qualifications Other unit options are available for all the nominated occupations Workplace Health and Safety Assistant assists with administration and the coordination of WHS audits and investigations POTENTIAL PACKAGING SOLUTION Qualificati
61. module or unit of competency and associated assessment requirements Sufficiency The assessor is assured that the quality quantity and relevance of the assessment evidence enable a judgment to be made of a learner s competency Authenticity The assessor is assured that the evidence presented for assessment is the learner s own work Currency The assessor is assured that the assessment evidence demonstrates current competency This requires the assessment evidence to be from the present or the very recent past Supporting learner needs The RTO is required to e identify any particular support needed by each learner as early as possible prior to enrolment or commencement e provide access to support throughout the course of study Some examples of additional support could include e language literacy and numeracy LLN e assistive technology e additional materials or tutorials e assistance in using technology for online delivery components Reasonable adjustment The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992 They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability Reasonable adjustment refers to any modification made to the learning environment certification requirements training delivery or assessment method
62. n in the amount quality of evidence collected e Are there processes in place to reduce inconsistency between assessor judgements Flexibility Are learners needs identified before assessment Are these needs taken into account when planning assessment Can assessment tools context and timing of assessment be adjusted to meet the needs of learners Fairness Is the information about the assessment easily understood and accessed by all potential learners Do all learners receive feedback about their assessments Do assessors make assumptions about the learners and the value of their experience Is the timing of the assessment appropriate Do learners get the support that they need Are learners over assessed Rules of Evidence Validity Is the evidence relevant to the benchmark Can you infer competence from the evidence Is it consistent with the other evidence presented by the learner Are the following dimensions of competency met e task skills e task management skills e contingency management e work environment skills Currency The evidence demonstrates that the learner can apply the competency Authenticity Can it be substantiated that the evidence products documents etc is the learner s own work If electronic evidence is the source verifiable has it been tampered with Has the evidence been verified by a reliable third party where relevant Sufficiency Is the scope of the unit of competency addressed includin
63. n the work but only if it is for non commercial purposes you credit the original creator s and any other nominated parties and you license your derivative works under the same terms Section 3 Information for the facilitator 19 Learner needs 19 Reasonable adjustments 19 Addressing foundation skills 20 Addressing performance and knowledge requirements 20 Contextualisation advice 25 Delivery methods 25 Clustering for delivery and assessment 26 Practice environments 28 Assessment 28 Planning for assessment 28 Collecting evidence 28 RPL and assessment only pathways 28 Section 4 Templates tools and Sample Training Programs 29 Template Assessment validation report 29 Template Validation action sheet 32 Panel members 32 Tool Checking against the Principles of Assessment and the Rules of Evidence 34 Tool Unit of Competency Dimensions 35 Linking learning to real jobs 36 Sample Training Programs Linking learning to real jobs 37 Useful links 41 References 41 Section 5 Useful links and references 41 The copyright of any adaptations and or modifications to this material remains with the Commonwealth of Australia Adapted and or modified materials must have the Innovation and Business Skills Australia logo removed from the work and the following attribution made This is a modified document based on materials prepared by Innovation and Business Skills Austra
64. n work health and safety WHS in the vocational education and training VET sector legislative change national strategy and changes in employment opportunities and professional recognition Legislation The model WHS laws were developed as a result of the 2008 Council of Australian Governments COAG Inter Governmental Agreement for Regulatory and Operational Reform in Occupational Health and Safety The model WHS laws were implemented in all Australian states and territories except Victoria and Western Australia The key objective of the national legislation was to introduce a nationally consistent framework to secure the health and safety or workers and workplaces Previous variations between the laws of each state and territory resulted in inconsistent health and safety provisions for workers and workplaces Nationally uniform WHS laws help Australian workers to have the same standard of health and safety protection They also provide greater clarity of duties for business particularly for organisations operating across state territory borders In Victoria and Western Australia where the model legislation has not been adopted there are still some variations and these present challenges for Registered Training Organisations RTOs operating in these states and across states Innovation and Business Skills Australia s Scoping review of BSBO7 Occupational Health and Safety Qualifications Discussion paper 2010 recommended a review o
65. nd assessors must be sufficient to allow them to e facilitate the development of learners knowledge and skills to the required workplace competency level e assess learners competency levels e identify those learners who have not achieved the required depth of understanding expected at the competency and qualification level Trainers and assessors need hands on experience in applying WHS competencies in a range workplaces given that the nature of haza rds controls and management processes vary across industry and workplaces 10 Standards for Registered Training Organisations RTOs 2015 Department of Industry Canberra 2014 Page 13 AQTF Essential Conditions and Standards for Initial Registration Department of Industry July 2013 Page 6 Users Guide to the Essential Conditions and Standards for Continuing Registration Department of Industry Canberra July 2011 Page 25 jee User Guide Work Health and Safety The Health and Safety Professionals Alliance HaSPA has developed a body of knowledge that should be shared by all Australian generalist OHS professionals It provides the basis for professional certification and accreditation of programs giving entry to the profession 11 Health and Safety Professionals Alliance HaSPA The Core Body of Knowledge for Generalist OHS Professionals Tullamarine VIC Safety Institute of Australia 2012 The relevant Standards require trainers and assessors
66. ning delivery assessment and reporting of outcomes against the training package requirements should support the decision making It is the RTO s responsibility to check whether all completed examples of assessment evidence must be kept for audit purposes However there must be sufficient evidence on file for an auditor to make a judgment on the validity fairness flexibility reliability and sufficiency of the evidence to support the assessment decision For further advice contact your State Territory Training Authority RPL and assessment only pathways The same principles of assessment and rules of evidence apply to RPL and assessment only pathways as apply to all other assessment activities The same level of planning against the training package the design of evidence collection and the decision making processes should apply Validity reliability fairness and flexibility should underpin the design of the strategy and the instruments Further information See Section 4 Tool Unit of Competency Dimensions Tool Checking against Principles of Assessment and the Rules of Evidence OIBSA Innovation amp Business Skills Australia Section 4 Templates tools and Sample Training Programs Template Assessment validation report Planning and recording validation and moderation activities These are the What Why When Where Who and How Training and assessment strategy for the qualification Learning and
67. nsation claims through prevention activities and strategic outcomes for each of seven action areas The health and safety capabilities action area aims to support the attainment of the knowledge skills and resources needed to work safely To achieve this outcome those providing work health and safety education training and advice must have the appropriate capabilities Appropriately qualified experienced and capable VET trainers and assessors play an important role in the achievement of the strategy In addition those individuals who receive their WHS qualifications will be qualified to help build health and safety capabilities within their organisations Employment opportunities and professional recognition The contributions of governments workers employers unions industry groups and the community in general have been critical to the significant improvements in WHS in Australian workplaces since the 1980s The number of people making WHS their career has steadily increased with many now working in various WHS roles including in house health and safety representatives WHS consultants government health and safety inspectors union WHS officers People working in WHS roles have made and continue to make a major contribution to improving health and safety in Australian workplaces Two separate surveys conducted by Safesearch3 in 2010 11 and 2013 14 found an increasing demand for OHS WHS qualifications particularly at the higher le
68. nt activities and evidence collection modes that ensure principles of assessment and rules of evidence are met The aim is to achieve high quality outcomes that meet client industry and community expectations Training and assessment strategies require planning development and review 1 Planning and design This will include input from external sources e g WHS profession industry community and internal sources e g trainers assessors within the RTO The development and delivery of learning and assessment programs need to be linked to key components of the particular WHS qualification Following is an example of how this might be achieved OBSA Innovation amp Business Skills Australia a Identify the characteristics of the learner group b Organise clusters of units into thematic categories where appropriate and develop suitable learning activities a Integrate assessment activities mapped to performance knowledge and assessment conditions d Ensure that the assessment activities reflect the AQF level and can be used to gather evidence that demonstrates e the depth and breadth of the learners knowledge and understanding at the required level of complexity e skills at the required level of complexity underpinned by cognitive technical communication creative interpersonal and other foundation skills e application of knowledge and skills in context with the required level of autonomy responsibilit
69. on BSB30715 Certificate III in Work Health and Safety Packaging 5 core units C and 5 elective units Functions Unit Code Title Providing administrative assistance with WHS Safety BSBWHS302 Apply knowledge of WHS legislation in the workplace Management System C Coordinating worksite inspections and audits BSBWHS303 Participate in WHS hazard identification risk Providing information to WHS officer conducting hazard assessment and risk control C identification Recording workplace hazards in accordance with workplace BSBWRT301 Write simple documents procedures and WHS Acts regulations and codes of practice Conducing respectful and positive communication on WHS gt BSBWHS304 Participate effectively in WHS communication and Relaying relevant information about WHS legislation to work consultation processes C colleagues to facilitate effective operational processes Identifying potential WHS issues to prevent emergency situations BSBCMM201 Communicate in the workplace BSBWHS305 Contribute to WHS issue resolution C Contributing to innovative processes to facilitate continuous BSBFLM303 Contribute to effective workplace relationships improvement in operational capacity Assisting with reporting processes for WHS audits Meeting deadlines to assist the WHS audit team BSBINN201 Contribute to workplace innovation BSBWOR301 Organise personal work priorities and development User Guide W
70. ontext Positive impacts and the challenges of change and innovation Typical reasons why suggested improvements or innovations may not be implemented including operational and management constraints Ways in which improvements and change can be suggested to maximise likelihood of support learner needs and pathways should be used to inform decisions about clustering programs must give those learners undertaking individual units rather than the full qualification the opportunity to develop and demonstrate all of the individual unit s requirements User Guide Work Health and Safety Practice environments Learners need access an environment where they are able to find information and apply their skills and knowledge in leadership and management ideally this would be their own workplaces In this case trainers will need to collaborate with the individual s supervisor to discuss learning and assessment requirements and make arrangements for observations and or third party reports Where a learner is not employed in a suitable workplace a practice environment should be arranged The practice environment should be e asrealistic as possible e reflect the environment or industry face in which learners will be working in future as much as possible Some examples of possible practice environments include e community or sporting organisations e neighbourhood houses e local council offices It is essential that
71. ork Health and Safety WHS Injury Management Assistant assists with the delivery of WHS and Return To Work services POTENTIAL PACKAGING SOLUTION Qualification BSB41415 Certificate IV in Work Health and Safety Packaging 5 core units C and 5 elective units Functions Unit Code Title Applying knowledge of WHS law to assist with return to BSBWHS402 Assist with compliance with WHS law C work issues Participating in internal discussion on WHS participation processes BSBWHS403 Contribute to implementing and maintain WHS consultation and participation processes C Identifying hazard identification and assisting with risk control strategies inaccorgarice Wp workplace p oceduresand WHS BSBWHS404 Contribute to WHS hazard identification risk control Acts regulations and codes of practice Contributing to the implementation and maintenance of a work gt health and safety management system WHSMS to own work BSBWRT401 Write complex documents area and job role Conducing respectful and positive approaches to communications relating to WHS consultation processes BSBWHS405 Contribute to implementing and maintaining WHS Planning drafting and writing documents pertaining to WHS incidents processes and or return to work management systems C BSBWHS406 Assist with responding to incidents C Recommending responses for incidents Assisting with processing claims planning for implementing
72. orsed units of competency are the benchmarks for assessment Planning for assessment Following are some good practice principles for developing an assessment plan e Develop a planning framework or use an existing framework for delivery and assessment of the whole qualification e Develop a tool for mapping assessment activities against elements performance evidence and knowledge evidence requirements in the units of competency e Link performance and knowledge evidence to observed WHS practice workplace evidence and or simulation in the mapping exercise e Implement an RPL process which meets the principles of assessment and the rules of evidence e Plan for validation and moderation of the assessment process and practices Collecting evidence The assessment requirements for each unit of competency include e performance evidence requirements what learners must do to show that they can perform the tasks described in the unit of competency safely and effectively e knowledge evidence requirements what learners must know to perform the tasks described in the unit of competency safely and effectively e assessment conditions the conditions under which evidence for assessment must be gathered e g details of equipment materials reference material and timeframes Anassessor must be confident that the learner has met all aspects of the unit of competency when making an assessment decision Documentation of the plan
73. rol equipment in the workplace issue resolution processes tools techniques and strategies Appropriate assessment methods include analysis of responses to case studies and scenarios workplace observation demonstration of applying issue resolution techniques demonstration of safe work practices including how WHS legislation is applied direct questioning combined with review of portfolios of evidence and third party reports of on the job performance by the candidate documentation demonstrating contribution to hazard identification risk assessment and control issue resolution e oral or written questioning to assess knowledge of WHS rights and responsibilities research and data collection methods to obtain evidence of compliance with WHS legislation consequences and likelihood of risks associated with hazards in the workplace roles and responsibilities of various personnel issue resolution e records of meetings where WHS issues are raised and discussed e records of WHS issue resolution processes and outcomes e review of documents on WHS Acts regulations codes of practice standards policies and procedures developed and communicated to workers e role plays demonstrating application of WHS legislation and or workplace procedures or instructions User Guide Work Health and Safety BSB41415 Certificate IV in Work Health and Safety Performance evidence in core units of competency requires learners to Knowledge
74. s of task to unit s The task of reviewing responses to incidents or mapping of competency accidents could be mapped to BSBWHS505 Investigate WHS incidents Information Standard instructions on what the assessor has to To ensure the assessment process is fair and valid to learner say or do to get the learner to perform the task ina learners may be given information about the units consistent manner e g a listing of questions to be asked by the assessor Required materials and equipment Any reasonable adjustments allowed to the standard procedures Level of assistance permitted if any Ordering of the task s of competency that are clustered together for assessment purposes e g for BSB513145 Diploma of Work Health and Safety learners may be advised that their on the job performance will be assessed against BSBWHSS503 Contribute to systematic management of WHS risk BSBWHS504 Manage WHS risk and BSBWHS509 Facilitate the development and use of risk management tools concurrently Evidence from learner How the learner will respond to the task e g oral response written response creating a product and or performance demonstration For BSBWHS504 Manage WHS risks a learner may be provided with the full details of a hypothetical manufacturing environment and asked to document the actions required to conduct a hazard identification and risk management assessment Decision making rules The evidence criteria i e instru
75. s such as breadth and depth of knowledge volume of learning defines the complexity of the qualification the volume of learning for a qualification must fall within the stated range the concept of typically is intended to provide some flexibility but it is not intended as a justification for not applying the requirement the volume of learning allocated to a qualification should include all teaching learning and assessment activities Applying the volume of learning criteria to the WHS practitioner qualifications would require the following time commitment BSB41415 Certificate IV in Work Health and Safety 600 hours BSB51315 Diploma of Work Health and Safety 1200 hours In determining the duration of learning the RTO must consider the AOF learning outcome descriptors for the relevant qualification level together with the performance criteria for the units of competency The information in the following table based on the AQF qualification type learning outcomes descriptors gives required to be undertaken by the typical student to achieve the learning outcomes the volume of learning is defined in equivalent full time years with the generally accepted length of a full time year being 1200 hours an indication of the complexity of learning expected at each qualification level 18 Australian Qualifications Framework Council Volume of Learning An 17 Australian Qualifications Framework Council Austral
76. stance permitted if any e ordering of the tasks Evidence marking guides or checklists have been provided to learners Answer marking guides have been developed by the assessor Reporting documentation has been developed to e link back to the requirements of the qualification being assessed e link into the RTOs reporting system Due dates and other important information are clearly stated Assessment of competency Yes No Comment suggested improvement Performance evidence is addressed Knowledge evidence is addressed Mapping of unit of competency against the assessment activity has been developed Level of difficulty is appropriate to the competency or competencies being assessed AQF descriptors have been considered Assessment tool reflects workplace practice BSA In n amp Business Skills Australia Reflects principles of assessment Yes No Comment suggested improvement Valid Validity refers to the degree to which the instrument actually measures what it says it measures and is practical to use Reliable Individual learners would get a similar result if tested on different occasions given the same set of circumstances Flexible The assessment instrument can be adapted to suit work needs and site needs Fair Instrument is non discriminatory and inclusive Instrument can be reasonably adjusted Language literacy numeracy reflect the requirements of t
77. the learning environment in which the learners will be working e organising additional support services e g LLN support community or workplace based mentors e equity checks and where necessary revision of proposed assessment methods and tools e making reasonable adjustments as appropriate for individual learners Reasonable adjustments Reasonable adjustment refers to any modification made to the learning environment certification requirements training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability Some examples of reasonable adjustments that could be available for trainers and assessors include e personal support services e g a reader Auslan interpreter ascribe e assistive technology or special equipment e g screen readers magnifiers alternative keyboards e modifying the presentation method e g visual oral print electronic e adjustments to timeframes e g providing materials prior to class extended time limits e adjustment of the physical environment e g specific furniture arrangement of classroom Trainers and assessors should be aware that the evidence criteria for making competent not yet competent decisions and or awarding grades should not be altered as a result of a reasonable adjustment i e the same standard of performance is still required User Guide Work Health and Sa
78. tion functions and powers of the WHS regulator and how they are exercised e objectives and principles underpinning WHS legislation and related legislation e principles of duty of care including concepts of causation foreseeability and preventability principles of incident causation and injury processes e workplace policies procedures activities processes and systems for managing WHS obligations e outline the benefits limitations and use of a range of communication strategies and tools appropriate to the workplace e organisational culture and its impact on WHS e definitions of hazard and risk and how they are used by individuals and parties e principles and practices of a systematic approach to managing WHS structure and functions of aWHSMS e hazard identification risk analysis and assessment techniques and tools and their application and limitations e development of WHS performance assessment tools including positive performance indicators PPIs e methods for collecting reliable information and data commonly encountered problems in collection and strategies for overcoming such problems e methods for providing evidence of compliance with WHS legislation e requirements for recordkeeping that address WHS privacy and other relevant legislation e sampling methodologies application and related statistical measures Appropriate assessment methods include e analysis of responses to case studies and s
79. tion will form the assessment plan For each method chosen will it actually measure what it intends to measure andis it practical to use Does the evidence collected cover the performance and skills evidence that are essential to competent performance as set out in the unit of competency Benchmarking criteria What marking guides and or exemplars and assessment records will have to be developed to e ensure fairness and flexibility with reasonable adjustments outlined e record expected responses appropriate to the Australian Qualification Framework AQF level e describe the decision making rules to be implemented to define satisfactory responses What kind of instructions will be needed to ensure intra inter rater reliability Mapping How will assessment activities be mapped against the unit of competency s assessment requirements in terms of e performance evidence e knowledge evidence e assessment conditions Recording and reporting documentation What are the documentation requirements regarding e summary report and assessor signoff e feedback to and from learner e organisational requirements Step 3 Processes and tools to implement the assessment plan What are the learning needs of the specific learners and are any support strategies necessary What is the context of the learning program e g workplace distance online institution enterprise What does this mean in terms of e packaging of qualifi
80. to have vocational competencies to at least the level being delivered or assessed Given the risks associated with WHS IBSA recommends that trainers and assessors skills and knowledge are assessed as one AOF level higher than that being delivered or assessed The following example illustrates this recommendation Training and assessing at diploma level To deliver and assess at AOF level 5 diploma level trainers and assessors should be able to demonstrate skills and application at AQF level 6 advanced diploma associate degree level Skills Application Cognitive and communication skills to identify analyse synthesise and act on information from a range of sources Cognitive and communication skills to transfer knowledge and skills to others and to demonstrate understanding of specialised knowledge with depth in some areas Cognitive and communication skills to formulate responses to complex problems Wide ranging specialised technical creative or conceptual skills to express ideas and perspectives with depth in areas of specialisation in contexts subject to change Depth in areas of specialisation in contexts subject to change Initiative and judgment in planning design technical or management functions with some direction Adapt a range of fundamental principles and complex techniques to known and unknown situations Across a broad range of technical or management functions with accountability for persona
81. to industry advisory models utilised by many universities for academic program direction 16 Australian Qualifications Framework Council Australian Qualification Framework Second Edition Australian Qualifications Framework Council South Australia 2013 BSB30715 Certificate III in Work Health and Safety Target group AQF level descriptor Marketing approach to attract suitable learners Skilled operators who take on WHS responsibilities in addition to their main duties established parameters Graduates at this level will apply knowledge and skills to demonstrate autonomy and judgment and to take limited responsibility in known and stable contexts within Advertising to existing employees Advertising via recruitment companies Informing industry associations about the appropriate target group and the benefits of this qualification and encouraging the associations to promote WHS training via their networks BSB41415 Certificate IV in Work Health and Safety Target group AQF level descriptor Marketing approach to attract suitable learners Developing coordinators advisors and facilitators who can provide guidance to others established parameters Graduates at this level will apply knowledge and skills to demonstrate autonomy judgement and limited responsibility in known or changing contexts and within Advertising to existing employees Advertising via recruitment companies Informing industry associations
82. ts All of these factors have implications for e the packaging of units and selection of electives offered to learners e modes of delivery e moderation and validation practices e access to practice environments e decisions about delivery duration Access to a practical work environment is vital for both the development of WHS competence and for valid and reliable assessment of competence It is recommended that when recruiting learners RTOs emphasise the importance of access to asuitable work environment such as e learners current workplace e volunteer workplace e analternate workplace for WHS training purposes Delivery of the training should be scheduled to allow for consolidation of learning through workplace practice RTOs may consider a period of work placement as part of the learning experience Simulation While simulated work environments can assist in the development of competence simulation should not be the only context for practical learning or assessment Where simulated environments are used the trainer and assessor must ensure that the simulation addresses the physical social and organisational environments that would be encountered in workplace Online delivery WHS competence requires the development and application of skills and knowledge RTOs using or considering online delivery should consider associated issues and develop strategies to ensure effective development of competence integrity and
83. ty BSB51315 Diploma of Work Health and Safety BSB60615 Advanced Diploma of Work Health and Safety The qualifications e acknowledge the variety of environments and contexts for WHS and can be applied across a range of situations e ensure relevance to the range of WHS roles found in the workplace e are flexible whilst retaining an agreed industry core e provide for access to skills and formal recognition outside the large enterprise context In all cases electives enable sector specific units to be incorporated along with innovation diversity and sustainability options During the review of the previous OHS qualifications the WHS industry has been viewed in its widest sense to encompass all those with a direct or indirect interest in the application of WHS skills This includes professional bodies employer and industry associations business owners both WHS consultancies and those employing WHS staff or using WHS services consultants contractors practitioners professionals and WHS regulators This all encompassing reference to the WHS industry will continue throughout this Guide 6 Innovation amp Business Skills Australia Work Health and Safety BSB Business Services Training Package Release 1 0 Workshop Participant Notes March 2014 Section 2 Information for the provider This section focuses on the preparation that an RTO will need to undertake before implementing delivery of the WHS suite of qualif
84. v au Series F2013L00177 Standards for VET Regulators www comlaw gov au Series F2014L01375 OIBSA Innovation amp Business Skills Australia References Attorney General s Department Disability Standards for Education 2005 Australian Government accessed 18 May 2015 lt http education gov au disability standards education gt Australian Qualifications Framework Council Australian Qualification Framework Second Edition Australian Qualifications Framework Council South Australia 2013 Australian Qualifications Framework Council Volume of Learning An Explanation 2012 viewed 25 May 2015 lt http www aqf edu au wp content uploads 2013 06 Volume of Learning Explanation pdf gt Department of Training and Workforce Development Reasonable adjustment A guide to working with learners with disability Second edition Government of Western Australia 2013 Department of Industry Standards for Registered Training Organisations RTOs 2015 viewed 12 May 2015 lt http www comlaw gov au Details F2014L01377 gt Health and Safety Professionals Alliance HaSPA The Core Body of Knowledge for Generalist OHS Professionals Tullamarine VIC Safety Institute of Australia 2012 National Quality Council Guide for the Development of Assessment Tools Australian Government 2009 OHS Body of Knowledge What is the OHS Body of Knowledge Viewed 18 May 2015 http www ohsbok org au Safe Wor
85. vels of management A summary of the results for those qualifications in the VET sector is in the following table It clearly shows that the demand for Certificate IV and Diploma qualifications increased over the period for OHS Officer OHS Advisor Coordinator and OHS Manager 1 Safe work Australia Key Work Health and Safety Statistics Australia 2014 viewed 20 May 2015 lt http www safeworkaustralia gov au sites SWA about Publications Documents 841 Key WHS Statistics 2014 pdf gt 2 Safe Work Australia Australian Work Health and Strategy 2012 2022 viewed 20 May 2015 lt http www safeworkaustralia gov au sites swa australian strategy pages australian strategy gt 3 Safesearch Health safety and environment remuneration survey findings 2010 11 and 2013 14 http www safesearch com au resources remuneration survey OBSA Innovation amp Business Skills Australia Qualification required 2010 11 n 101 2013 14 n 1000 OHS Officer No qualifications 24 2 Cert III IV 21 37 Diploma 31 17 OHS Advisor Coordinator No qualifications 8 2 Cert III IV 12 27 Diploma 26 32 OHS Manager No qualifications 4 6 Cert III IV 1 8 Diploma 16 21 This increasing recognition of and demand for WHS practitioners is reflected in the development of both higher education and VET WHS qualifications There has been a similar increase in the number and diversity of RTOs delivering these qualificat
86. y and accountability 2 Development and delivery Learning and assessment programs practices and resources should e reflect innovation and flexibility e have technology support e beresponsive to learners needs 3 Review and evaluation Learning and assessment programs practices and resources should be reviewed to ensure that they are e well designed e supported by well understood processes for proactively engaging with learners clients stakeholders and other best practice organisations locally nationally and beyond to continuously improve WHS practices User Guide Work Health and Safety Training and assessment objectives There are many ways to achieve quality training outcomes and there is scope for RTOs to be innovative in their approaches The following table summarises the considerations to be given to the objectives of training and assessment in the WHS qualifications so as to determine delivery and assessment practices for the selected qualification s Objective Points to consider New entrants have appropriate experience before enrolling in WHS qualifications RTOs should screen applicants to make sure they have relevant WHS experience before enrolling in BSB41415 BSB51315 and BSB60615 RTOs employment services career advice services and other brokers ensure that marketing includes information on target learners see section Potential strategies to attract learners Focus on new industry skil

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