TAFE Training and Education Support
Industry Skills Unit - Ultimo
Training Package Code/Name: BSB07 Business Service Training Package
Unit of Competency Code/Name/version number: BSBOHS506B Monitor and facilitate the management of hazards associated with plant v1
Equivalent superseded or new Unit/s of Competency: BSBOHS506A Monitor and facilitate the management of hazards associated with plant
Information in this document was originally available on CIS and CIDO via the Level 3 value-added TAFE NSW Unit Guide document developed prior to 2009. It represents implementation information that was provided centrally from TAFE NSW. The information is still relevant where this unit is still being delivered.
TAFE NSW Implementation Date: 01-Jan-2008
Last Updated: 17-Jun-2008
Sponsoring ISU: Ultimo
Grading: 42: Competency (Ungraded)
Key Alerts
Unit BSBOHS504B Apply principles of OHS risk management, covers a generic approach to risk management and should be utilised as underpinning knowledge for this unit.
While hazards associated with plant may include noise, chemicals and ergonomic hazards, these are specifically addressed under unit BSBOHS505B Manage hazards in the work environment.
Where the use of monitoring equipment is appropriate, useful underpinning skills are provided in unit BSBOHS406B Use equipment to conduct workplace monitoring.
Assessment information:
Teachers are required to be aware of all policies and guidelines, AQTF standards and legislative requirements for assessment of this unit of competency.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
· BSBOHS504B Apply principles of OHS risk management
· BSBOHS505B Manage hazards in the work environment
Unit BSBOHS504B Apply principles of OHS risk management, covers a generic approach to risk management and should be utilised as underpinning knowledge for this unit.
While hazards associated with plant may include noise, chemicals and ergonomic hazards, these are specifically addressed under unit BSBOHS505B Manage hazards in the work environment.
Where the use of monitoring equipment is appropriate, useful underpinning skills are provided in unit BSBOHS406B Use equipment to conduct workplace monitoring.
Evidence of the following is essential:
· monitoring and facilitating effective identification and control of hazards associated with plant and equipment
· knowledge of relevant OHS legislation (acts, regulations, codes of practice, associated standards and guidance material)
Assessment must ensure:
· access to manufacturers' manuals including specifications and operational information and data
· access to relevant legislation, standards and guidelines
· access to resources outlining a range of hazards and work situations (e.g. video, interactive CD, internet and other computer--based resources)
· access to workplace equipment and resources
· access to workplace or simulated workplace.
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
· analysis of responses to case studies and scenarios
· assessment of written reports on the effectiveness of hazard identification, risk assessment, control and management actions taken
· demonstration of techniques used to identify hazards; assess associated risks; control, monitor and evaluate risks
· direct questioning combined with review of portfolios of evidence and third party reports of on-the-job performance by the candidate
· observation of performance in role plays
· observation of presentations
· oral or written questioning to assess knowledge of strategies for guarding moving parts in machinery, human factors related to machine guarding, safe design principles, features and limitations
· review of recording and reporting on hazards associated with plant
· updating of risk registers for items of plant and associated equipment
· review of the system for managing OHS.
Suggested Assessment Strategies
There are various methods of assessment that are appropriate to assess the learner’s in a simulated work environment, for example:
Formative Assessment:
Formative assessments through class discussion could be used to assess knowledge relating to legislative and other government requirements, as well as to reflect on some of the practical exercises. Formative assessment should be used as an essential diagnostic tool to assist both learners and teacher to identify those aspects of the competency that require additional attention.
Suggested content and formative assessment table
Topic / Coverage / Formative Assessment1. Identify hazards arising from the use of plant and associated systems of work / · Research of common hazards associated with different types of mobile and fixed plant. Report on hazards in the:
· Design
· Manufacture
· Registration
· Supply
· Installation
· Commissioning
· Use
· Maintenance
· Testing
· Dismantling
· Storage
· Disposal
· Systems of work
· Types and use of hazard identification tools and appropriate systematic reporting mechanisms for hazards associated with plant.
· Types and use of internal and external information and data
· Involvement of stakeholders / · Research and report
Investigate various types of plant and report on common hazards associated with these. Consider the points listed in the coverage column.
Provide examples of standards/codes of practice associated with plant. Where possible students could compare their workplace procedures with current standard requirements.
2. Analyse OHS risk associated with plant / · Assess risk and create a risk register
· Involvement of stakeholders in the risk assessment process
· Review of existing controls during the risk assessment process
· Document and make recommendation for further control action / · Case study or workplace activity
Develop a plant hazard/risk register for the case study/your industry/workplace. Ensure current controls are documented in this.
3. Control risks associated with plant hazards / · Investigate controls options
· Requirements of recognised standards and legislative requirements
· Consultation with stakeholders
· Hierarchy of controls
· Factors that potentially influence effectiveness of controls.
· Apply controls for access, egress, dangerous parts, guarding, operational controls, emergency stops and warning devices, registrations and design of plant, and operator certification. / · Short answer questions/research questions
Refer to chapter 7 of OHS in Australia (Toohey)
Students could also research a particular standard for plant safety.
Develop questions that will require students to know about various types of common controls for hazards associated with plant.
e.g. What are the four main types of guards associated with plant? Give an example of each.
e.g. common hazards and controls for forklifts.
4. Identify and recommend controls for hazards associated with maintenance activities and continued safe use of plant and equipment / · Cost/benefit analysis
· Develop control programs in consultation with stakeholders that consider:
· Isolation procedures
· Permit to work procedures
· Safe purchasing procedures
· Maintenance procedures
· Communication/information flow charts
· Include monitoring strategies to ensure maintenance of the systems effectiveness. / 1. Case Study
· Provide an example of a hazard associated with plant – or details of an incident involving plant.
· Students should recommend and justify controls to be implemented.
· Develop a control program from the first activity.
2. Develop an Inspection and Testing Schedule, for an item of plant in your workplaces that contains the following detail.
3. Policies and procedures that are linked to statutory requirements.
4. Responsibility and accountability for the inspection and testing process.
5. What equipment is used to ensure that standards are maintained?
6.Procedures for corrective actions
5. Identify and advise on licensing and certificate issues associated with plant and equipment. / · Document/register types of plant that require registration and /or operator licensing/certification
· Understand legislative requirements and communicate to key personnel
· Develop and recommend training strategies for these requirements
· Develop and maintain recording systems for these requirements.
· provision for organisational continuing assessment of competence of licence holders & the recording of that assessment, (rather than just accepting that a licence holder is competent for life.) / · Case Study
Provide students with an example of plant that they are to research the regulatory certificate/licensing requirements for.
They should develop training strategies including:
· Providers
· Locations
· costs
· People to be trained
· Record keeping procedures
· Maintenance of the training program
6 Review and evaluate risk control measures for plant / · Definition of ALARA (as low as reasonably practicable)
· Development of review programs, including:
· Timeframes
· Responsibility
· Consultation
· Performance indicators
· Reporting and recommendations of outcomes from review
· Maintenance, storage and use of OHS records considering
· Confidentiality
· Access
· Currency
· Accuracy
· Organisational information/reporting requirements
· Legislative requirements – external reporting requirements / · Case Study
This case study can carry on from the previous suggested activities.
Develop a review program for this piece of plant that includes the detail in the Coverage column.
Practical Exercises:
Assessment can be carried out or undertaken using or through role plays of “hypothetical” situations. This method is also useful for formative assessment as it enables the whole class to participate either through ‘role play’ (would relate to giving “staff members” accurate advice regarding how to:
· identify areas for OHS risk improvement
· analyse relevant workplace information and data
· contribute to the assessment of the resources needed to systematically manage OHS and, where appropriate, access resources
· research skills to access relevant OHS information and data
· numeracy skills to carry out simple arithmetical calculations (e.g. % change), and to produce graphs of workplace information and data to identify trends and recognise limitations.
If the interactions are recorded they can be used for summative assessment of communication skills, and the ability to relate to people in a range of situations. It also gives the teacher insight into how the learner(s) operate in different environments.
Class Discussion
Class discussion can be used as a formative assessment to assess underpinning knowledge relating to legislative and other government requirements, as well as to reflect on some practical exercises. Formative assessment should be used as an essential diagnostic tool to assist both learners and trainer to identify those aspects of the competency that require additional attention.
Practical Exercises:
Practical exercises as an assessment tool can be used through role plays of “hypothetical” situations. This method is also useful for formative assessment as it enables the whole class to participate either through the ‘role play’ (see below) or through reviewing and commenting on the activity/outcomes. As the interactions are recorded they can be used for summative assessment of communication skills and non-verbal behaviours, especially in reporting hazards, and the ability to relate to people in a range of situations. It also gives the teacher insight into how the learner operates in different environments when recruiting and selecting personnel.
Case Studies:
Case studies are particularly good forms of assessment to develop the learners analytical and critique skills. They provide evidence of skill in assessment and evaluation and encourage problem-solving, and the effective use of technology and literacy skills. Learners may be asked to evaluate a case study by preparing a checklist of important steps to take in the OHS reporting and consultative processes, or OHSMS failures, then to discuss the benefits of such a process and inconsistencies which may evolve.
Class Quiz/Tests:
These can be conducted individually or as group/team as formative assessment. Quizzes and tests are useful in assessing knowledge of:
· basic principles of incident causation and injury processes
· concept of common law duty of care
· difference between hazard and risk
· ethics related to professional practice
· hierarchy of control and considerations for choosing between different control measures, such as possible inadequacies of particular control measure
· how the characteristics and composition of the workforce impact on risk and the systematic approach to managing OHS, for example:
· communication skills
· cultural background/workplace diversity
· gender
· labour market changes
· language, literacy and numeracy
· structure and organisation of workforce e.g. part-time, casual and contract workers, shift rosters, geographical location
· workers with specific needs
· internal and external sources of OHS information and data
· organisational OHS policies and procedures
· language, literacy and cultural profile of the workgroup
· legislative requirements for OHS information and data, and consultation
· methods of providing evidence of compliance with OHS legislation
· nature of workplace processes (including work flow, planning and control) and hazards relevant to the particular workplace
· other functional areas that impact on the management of OHS
· organisational behaviour and culture as it impacts on OHS and on change
· organisational culture as it impacts on the workgroup
· plant specific knowledge:
· basic physics of fluids under pressure and pressure vessels, and the behaviour of pressurised fluid when pressure is released
· concepts of hazards arising from plant and systems of work associated with plant
· hazards associated with mobile/fixed plant equipment and risk control strategies
· industry practices related to permit to work, and isolation and tag out systems
· registration requirements of plant, licensing and certification competencies
· roles and responsibilities of employers, employees, supervisors, contractors, designers under OHS legislation
· specific requirements under Australian Safety and Compensation Council guidance material
· strategies for guarding moving parts in machinery, human factors related to machine guarding, safe design principles, features and limitations
· principles and practices of systematic approaches to managing OHS
· professional liability in relation to providing advice
· requirements for record keeping that addresses OHS, privacy and other legislation
· risk as a measure of uncertainty and the factors that affect risk
· roles and responsibilities under OHS legislation of employees, including supervisors and contractors
· state/territory and commonwealth OHS legislation (acts, regulations, codes of practice, associated standards and guidance material) including prescriptive and performance approaches and links to other relevant legislation such as industrial relations, equal employment opportunity, workers compensation, rehabilitation