TRAINER’S & ASSESSOR’S GUIDE - CPSISC · TRAINER’S & ASSESSOR’S GUIDE ... Unpacking the unit of competency 6 ... (provides trainers and assessors in the construction and property

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WELL RESOURCE FOR CPCCOHS1001A WORK SAFELY IN THE CONSTRUCTION INDUSTRY

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TRAINER’S & ASSESSOR’S GUIDE

OHS © C o m m o n w e a l t h o f A u s t r a l i a 2 0 0 7

OHS

© Commonwealth Government 2007

This resource was funded under the Workplace English Language and Literacy Programme by the Commonwealth through the Department of Education, Science and Training. This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Commonwealth. Requests and inquiries concerning reproduction and rights should be addressed to the Commonwealth Copyright Administration, Attorney General’s Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at http://www.ag.gov.au/cca. Developed by: This resource was developed by the Construction and Property Services Industry Skills Council.

Acknowledgement: Thanks to BMA Consulting for their consultation and development work. Version Control Final Version Last updated – April 2007


c o n t e n t s Overv iew 3

I n t r od u c t i o n t o t he gu id e 3 W h o i s t h i s g u i d e f o r ? 3 H o w i s t he gu i d e u se d ? 4 Del ivery suppor t processes 5

U n p a ck i ng t he u n i t o f com p e t e n c y 6 C o n t e x t u a l i s i ng t h e u n i t o f com pe t e n cy 8 D e s i g n in g t h e l e a r n in g p r o g r am 9 E ss e n t i a l s k i l l s 1 0 E m p l o ya b i l i t y sk i l l s 1 1 R e c og n i t i o n o f P r i o r L ea r n i n g ( RP L ) 1 2 A ss e ssm e n t s t r a t e g y 1 3 R e c o r d k ee p i ng 1 5 Recommended course and assessment s t ruc ture 17 Resources and contacts 33 Glossary o f terms 37


o v e r v i e w i n t r o d u c t i o n t o t h e g u i d e Th is Gu ide has been deve loped by the Const ruc t ion and Proper ty Serv i ces Indust ry Sk i l l s Counc i l (CPSISC) w i th fund ing f rom the Workp lace Eng l ish Language and L i te racy (WELL) program. I t p rov ides t ra iners and assessors in the Voca t iona l Educa t ion and Tra in ing (VET) secto r w i th a resource to suppor t the nat iona l imp lementa t ion o f the Const ruc t ion OHS Induct ion Tra in ing Program wh ich i s underp inned by the Aust ra l ian Sa fe ty and Compensat ion Counc i l ’ s Nat iona l Code o f Pract i ce fo r Induct ion Tra in ing fo r Const ruc t ion Work (ASCC 2006) . Th is Gu ide suppor ts the imp lementa t ion o f the un i t o f competency CPCCOHS1001A Work sa fe ly in the cons t ruct ion indus t ry as par t o f the Genera l Const ruc t ion T ra in ing Package . The purpose o f the un i t i s to ach ieve na t iona l cons is tency in the prov is ion , conten t de l i very and assessment o f induc t ion t ra in ing fo r cons t ruct ion workers in Aust ra l ia . The Gu ide prov ides p ract i ca l gu idance on the de l ive ry and assessment o f the un i t o f competency , as we l l as a recommended course ou t l ine and assessment p rocess fo r the induc t ion t ra in ing . w h o i s t h i s g u i d e f o r ? Th is Gu ide is spec i f i ca l l y des igned to suppor t Reg is te red Tra in ing Organ isa t ions (RTOs) who are accred i ted to de l i ve r the un i t o f competency CPCCOHS1001A Work sa fe l y in the const ruct ion indus t ry in the imp lementat ion o f the Cons truc t ion OHS Induct ion Tra in ing Program . T ra in ing shou ld be de l ive red by RTOs wi th the re levant scope o f reg i s t ra t ion. Under the Aust ra l ian Qua l i t y Tra in ing F ramework (AQTF) , the RTO needs to ensure tha t the t ra in ing i s de l i vered by a pe rson who:

ho lds a Cer t i f i ca te IV in Tra in ing and Assessment f rom the Tra in ing and Assessmen t T ra in ing Package, o r i s ab le to demonst ra te equ iva lent competenc ies , and

has vocat iona l competenc ies re levant to the Const ruct ion indus t ry . Page 34 o f th i s Gu ide p rov ides re fe rences fo r more in fo rmat ion on the AQTF.

o v e r v i e w

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h o w i s t h e g u i d e u s e d ? Th is Gu ide wi l l p rov ide you wi th some bas ic too ls to he lp you to imp lement the un i t o f competency CPCCOHS1001A Work safe l y in the const ruc t ion indus t ry th rough the des ign and de l ive ry o f the Const ruc t ion OHS Induct ion Tra in ing Program fo r const ruc t ion workers . I t focuses on de l i very suppor t p rocesses cover ing the bas ics fo r competency-based de l i very and assessment aga ins t the un i t o f competency . I t p rov ides gu idance on unpack ing the un i t o f competency , and suppor t p rocesses such as RPL and any Language , L i te racy and Numeracy (LLN) i ssues wh ich may ar ise . A suggested course s t ruc ture and assessmen t p rocess i s a l so prov ided aga ins t wh ich the learn ing p rogram can be des igned . Th is Gu ide shou ld be used in con junc t ion w i th o ther re la ted CPSISC WELL resources inc lud ing :

Assessment Inst rument fo r CPCCOHS1001A Work sa fe l y in the const ruc t ion indust ry

Recogni t ion Appl icat ion fo r CPCCOHS1001A Work sa fe l y i n the const ruc t ion indust r y

OHS Const ruct ion Learner ’s Pocket Book ( learner ’ s gu ide in the fo rm o f an A5 pocke t book focus ing on CPCCOHS1001A Work safe l y in the const ruc t ion indus t ry and the content o f the na t iona l OHS Const ruc t ion Induc t ion Tra in ing Program wh ich underp ins the un i t )

WELL professiona l development gu ide for t ra iners and assessors (ana lys ing LLN requi rements) (p rov ides t ra ine rs and assessors in the cons t ruc t ion and proper ty serv ices indus t r ies w i th some bas ic too ls wh ich can be used to in teg ra te LLN suppor t i n to t ra in ing and assessment p rocesses . I t focuses on processes to iden t i fy gaps be tween the LLN sk i l l s o f l ea rners , and the LLN sk i l l s requ i red in the workp lace or j ob by unpack ing and ana lys ing the emp loyab i l i t y sk i l l s w i th in un i t s o f competency . The gu ide uses the un i t o f competency CPCCOHS1001A Work sa fe ly in the const ruc t ion indus t ry as a case s tudy) .

Page 33 o f th i s Gu ide p rov ides con tac t in fo rmat ion fo r CPSISC wh ich has respons ib i l i t y fo r these resources .


d e l i v e r y s u p p o r t

p r o c e s s e s

Your ro le as a Reg is te red Tra in ing Organ isa t ion (RTO) i s to work w i th pa r t i c ipan ts in the Const ruc t ion OHS Induct ion Tra in ing Program to fac i l i ta te the deve lopment and/o r recogn i t ion o f competence aga ins t the un i t o f competency CPCCOHS1001A Work sa fe l y in the const ruct ion indus t ry th rough the t ra in ing and assessment p rocess . To do th is you w i l l need to unders tand the fo l low ing :

the genera l Occupat iona l Hea l th and Sa fe ty (OHS) requ i rements o f the Const ruct ion indus t ry

the requ i rements fo r genera l cons t ruct ion OHS induc t ion t ra in ing spec i f i ed w i th in the Aus t ra l i an Sa fe ty and Compensa t ion Counc i l ’ s Nat iona l Code o f P rac t i ce fo r Induct ion Tra in ing fo r Const ruc t ion Work (ASCC 2006)

the knowledge and sk i l l requ i rements o f the induct ion un i t o f competency (CPCCOHS1001A Work sa fe ly in the const ruc t ion indust ry )

the requ i rements o f the Genera l Cons truc t ion Tra in ing Package, pa r t i cu la r l y the Assessment Gu ide l ines .

You wi l l a l so need to :

des ign /cus tomise and de l iver the induct ion t ra in ing program so tha t par t i c ipants can deve lop the i r competence in the OHS knowledge and sk i l l s covered by the un i t o f competency

suppor t par t i c ipants in the learn ing and assessment p rocess ( inc lud ing ass i s tance wi th app l ica t ions fo r Recogn i t i on o f Pr io r Learn ing (RPL) )

i den t i f y any Language , L i te racy and Numeracy (LLN) suppor t requ i rements o f par t i c ipants and fac i l i ta te access to tha t suppor t .

Th is Gu ide w i l l ass is t you by prov id ing gu idance on unpack ing the un i t o f compe tency , cus tomis ing the learn ing program, and prov id ing s t ra teg ies fo r assessment . You w i l l a l so have a respons ib i l i t y to ensure the par t i c ipant ’s LLN competence meets the leve l requ i red by the un i t o f competency, and tha t each par t i c ipant has access to an RPL p rocess. The Guide a lso p rov ides adv ice in these a reas.

d e l i v e r y s u p p o r t p r o c e s s e s


u n p a c k i n g t h e u n i t o f c o m p e t e n c y

The induc t ion un i t o f competency spec i f ies the ou tcomes requ i red to under take OHS induct ion t ra in ing w i th in the Const ruct ion indus t ry . I t descr ibes the key sk i l l s and knowledge requ i red to iden t i f y and exp la in OHS leg is la t i ve requ i rements , and the bas ic p r inc ip les o f r i sk management and p reven t ion o f in ju ry and i l lness in the Const ruct ion indust ry . The un i t o f competency i s made up o f the fo l lowing major sec t ions :

Uni t T i t l e Repres en ts t he wo rk p l ace ou t come , o r gene ra l a rea o f compe tency , i e “ Work sa fe l y i n t he cons t ruc t i on i ndus t ry ” .

Uni t Descr ip tor Cla r i f i es t he t i t l e by desc r i b i ng t he wo rkp lace f unc t i on ( i e unde r take OHS i nduc t i on t ra i n i ng w i t h i n t he Cons t ruc t i on i ndus t r y ) . I t p rov ides more i n fo rma t i on on t he con ten t o f t he un i t and t he sk i l l a reas i t add resses i nc l ud ing any p re -requ i s i te sk i l l s and l i cens i ng requ i remen t s . The re a re no p re - requ i s i t es f o r t he un i t , howeve r some l i cens ing requ i remen ts w i l l app l y depend i ng on t he regu la to r y r equ i remen ts o f each j u r i s d i c t i on .

Employab i l i t y Sk i l l s

Emp l oy ab i l i t y Sk i l l s a re sk i l l s wh i c h a re no t spec i f i c t o wo rk i n a pa r t i cu l a r occ upa t i on o r i ndus t r y , bu t a re i mpo r tan t f o r wo rk , educa t i on and l i f e gene ra l l y , eg commun ic a t i on sk i l l s , c ompu te r l i t e racy , p rob lem so l v i ng , o rgan i s a t i ona l sk i l l s , s e l f managemen t , t eamwork e t c .

They have been spec i f i c a l l y embedded i n to t he un i t o f compe tenc y (eg commun ic a t i on sk i l l s r equ i red t o exp l a i n the mean ing o f sa fe ty s i gns and sy mbo l s , bas i c O HS l eg i s l a t i v e requ i remen ts e tc ) .

Appl ica t ion o f the Un i t

Desc r i bes t he un i t ’ s scope , pu rpose and ope ra t i on i n d i f f e ren t con tex t s , f o r examp le , by show ing how the compe tency app l i es i n t he wo rk p lace . I t no tes t he un i t ’ s app l i cab i l i t y gene ra l l y ac ross t he Cons t ruc t i on i ndus t ry , and i t s d i r ec t re l a t i ons h ip t o t he gene ra l i nduc t i on t r a i n i ng p rog ram spec i f i ed by t he Nat i ona l Code o f P rac t i c e f o r I nduc t i on T ra in i ng f o r Cons t ruc t i on W o rk (ASCC 2006 ) .

Elements Desc r i be t he key ou tcomes wh i c h make up t he un i t o f compe tenc y . The re a re f ou r E l emen ts wh i c h p rov ide t he f ramewo rk f o r t he i nduc t i on t r a i n i ng p rog ra m. Thes e f ocus on f ou r ma jo r a reas o f OHS i nduc t i on t ra i n ing i nc l ud ing OHS l eg i s l a t i ve requ i remen ts , i den t i f y i ng and con t ro l l i ng haza rds , OHS commun ic a t i on and repo r t i ng p rocesses , and i nc i den t r esponse .



Per fo rmance Cr i te r i a

Thes e a re assess ab le s ta temen ts wh i ch spec i f y t he requ i red l eve l o f pe r f o rma nce f o r each o f t he f ou r E l emen ts . Pe r fo rmance C r i t e r i a a re wr i t t en i n pass i ve vo i ce , and i nc l ude t e rms wh i ch hav e been bo lded and i t a l i c ised . These t e rms a re f u r t he r ex p la i ned i n t he Range S ta temen t .

Range S ta tement Re la tes t o t he un i t o f c ompetency as a who l e p rov id i ng the range o f con tex ts and cond i t i ons t o wh i c h t he Pe r fo rmance C r i t e r i a app l y . I t a l l ows f o r d i f f e ren t wo rk env i r onmen ts and s i t ua t i ons t ha t w i l l a f f ec t pe r f o rmanc e . The t e rms p rov i ded w i t h i n the Range S ta temen t a re shown i n t he o rde r o f t he i r f i r s t appea rance w i t h i n t he P e r fo rmance C r i t e r i a .

Requ i red S k i l l s and Knowledge

Desc r i be t he requ i red essen t i a l s k i l l s and k nowl edge wh i ch unde rp in pe r fo rma nce . Thes e w i l l need to be c ons ide red i n t he assess men t p rocess .

Ev idence Gu ide Desc r i bes t he unde rp inn i ng know ledge and sk i l l s t ha t mus t be demons t ra ted t o p rov e compe tence . I t p rov ides essen t i a l adv i c e f o r assessmen t o f t he un i t w i t h i n t he “ c r i t i ca l as pec t s o f ev i dence ” . I t mus t be read i n con j unc t i on w i t h t he Per fo rmance C r i t e r i a and t he Range S ta temen t as we l l as t he Ass essmen t G u ide l i nes o f t he Gene ra l Cons t ruc t i on T ra in i ng Package .

Unpack ing the un i t o f competency requi res ca re fu l ana lys is o f each o f these areas in add i t ion to a genera l unders tand ing o f OHS per fo rmance requ i remen ts w i th in the Const ruct ion indust ry . You shou ld :

1 . Analyse each o f the four “E lements ” w i th in the un i t by cons ider ing each “Per fo rmance Cr i te r ia ” .

2 . Use your p rofess iona l competence and indust ry knowledge to iden t i f y the embedded knowledge and sk i l l s needed fo r each Per fo rmance Cr i te r ia (a l i s t shou ld be drawn up) . The Requ i red Sk i l l s and Knowledge are a l so iden t i f i ed immedia te ly fo l low ing the Per fo rmance Cr i te r ia sec t ion o f the un i t .

3 . Ta lk to indust r y pe rsonne l and o ther t ra iners about the leve l o f pe r fo rmance be ing descr ibed .

4 . Analyse the Range S ta temen t to de termine the con tex t and cond i t ions to wh ich each Pe r formance Cr i te r ia app l ies . The Range Sta tement may a lso h igh l igh t add i t i ona l embedded knowledge and sk i l l s . Fo r example , the Range Sta tement may cap ture under ly ing LLN sk i l l s .

5 . Examine the “Ev idence Gu ide” to de termine add i t i ona l in fo rmat ion requ i red to demonstra te competence .



In unpack ing the un i t o f competency, you shou ld a lso ident i f y the LLN o r “essen t ia l ” sk i l l s wh ich a re requ i red to de te rmine any LLN suppor t requ i rements the par t i c ipant may need . Essent ia l sk i l l s a re d i scussed fu r the r on page 10 o f th i s Gu ide. The process o f unpack ing the un i t a l lows a lea rn ing program to be p lanned . A suggested course s t ruc tu re i s p rov ided la te r in th i s Gu ide (page 17) . I t i s based on the s t ruc tu re o f the un i t o f competency and f ramework prov ided by the Code. c o n t e x t u a l i s i n g t h e u n i t o f c o m p e t e n c y

I t i s your respons ib i l i t y as an RTO to p rov ide a learn ing p rogram tha t a l lows par t i c ipan ts to ach ieve the s tandard o f compe tency se t by the induct ion un i t o f competency. Contextua l i s ing the un i t o f competency i s about ta i lo r ing the un i t to su i t loca l needs . Th is means tha t you can modi fy the un i t to re f lec t the requ i red loca l ou tcomes, fo r examp le inc lud ing in fo rmat ion wh ich su i t s a pa r t i cu la r de l i very o r assessment method or learn ing p ro f i le . I t i s impor tan t to no te tha t contex tua l is ing means add ing to , ra the r than tak ing away , f rom a un i t . E f fec t i ve contex tua l isa t ion can ensure a mean ing fu l i nduc t ion program which ca te rs fo r the ind iv idua l needs o f learners wh i le a t the same t ime ensur ing tha t the s tandards de te rmined by the un i t o f competency and Tra in ing Package are met . For example , when t ra in ing in a face- to - face s i tua t ion , you can make the lea rn ing more rea l i s t i c fo r par t i c ipants by prov id ing examp les o f ac tua l case s tud ies f rom a cons t ruct ion s i te . The use o f work- re la ted examples and ac t i v i t i es leads to pa r t i c ipan ts re f lec t ing on how th i s app l ies to the i r own work p rac t i ces and suppor ts the t rans fer o f lea rn ing . I t i s impor tan t tha t the in teg r i t y o f the in tended un i t ou tcome i s ma in ta ined dur ing the contextua l i sat ion process . Fo r th is reason, the re a re ru les abou t how contextua l i sa t ion can occur . The resource Tra in ing Packages @ Work Back 2 Bas ics vo l . 2 p rov ides the fo l lowing gu idance on con textua l i s ing un i ts o f competency: “When contex tua l i s ing un i t s o f competency , teachers and t ra iners :

must no t remove the number and content o f E lements and Per fo rmance Cr i te r ia

may add spec i f i c indus t ry te rmino logy to Per fo rmance Cr i te r ia where th i s does no t d i s to r t o r nar row the competency ou tcomes

may make amendments and add i t ions to the Range Sta tement , as long as such changes do not d imin ish the b read th o f app l i ca t ion o f the competency and reduce i t s po r tab i l i t y

may add deta i l to the Ev idence Guide in a reas such as the c r i t i ca l aspects o f ev idence o r resources and in f ras t ruc ture requ i red , where these expand the breadth o f the competency bu t do no t l im i t i t s use . ”



d e s i g n i n g t h e l e a r n i n g p r o g r a m

As an RTO, one o f the key dec is ions you w i l l need to make re la tes to the des ign o f a learn ing p rogram wh ich ensures imp lementa t ion o f the Const ruc t ion OHS Induct ion Tra in ing Program i n a way tha t meets the needs o f the na t iona l Code , the un i t o f competency and the Genera l Const ruc t ion Tra in ing Package , and the ind iv idua l pa r t i c ipan ts who wi l l no doub t come f rom a range o f backgrounds across var ious s ta tes/ te r r i to r ies and ju r i sd ic t ions . The induct ion t ra in ing program i s un ique in tha t the re i s a na t iona l Code o f Prac t i ce and un i t o f competency gu id ing the de l i ve ry con ten t . A suggested course s t ruc ture and sess ion ou t l ine based on the Code and un i t o f competency i s p rov ided la te r i n th is Gu ide (page 17) . In add i t ion , an assessment too l has been p rov ided to suppor t assessment aga ins t the un i t o f competency (see Append ix 1 ) . Each o f these wi l l ass is t you in the des ign o f de l i ve ry and assessment s t ra teg ies fo r imp lementa t ion o f the program. Other resources a re ava i lab le to ass is t you to cus tomise t ra in ing fo r pa r t i c ipan ts who requ i re LLN suppor t . These inc lude the Essent ia l Sk i l l s Framework, and WELL p ro fess iona l deve lopment gu ide fo r t ra iners and assessors (ana lys ing LLN requ i rements) 2007. These resources are ava i lab le th rough the WELL Program - Adu l t L i te racy Sect ion w i th in the Depar tmen t o f Educa t ion , Sc ience and Tra in ing (DEST) . Con tac t de ta i l s a re p rov ided on page 34 o f th is Gu ide . The des ign process genera l l y invo lves the fo l l owing key s teps as de ta i led in the resource Tra in ing Packages @ Work Back 2 Bas ics vo l . 2 . The outcome o f th is p rocess wi l l be a c lea r descr ip t ion o f the purpose and a ims o f the induc t ion t ra in ing program and how de l i ve ry and assessment cou ld be o rgan ised to mee t i t s ob jec t i ves . 1 . Estab l i sh the de l i very and assessment context ( ie c lassroom ra ther than work-based)

2 . Iden t i fy par t i c ipant and indus t ry needs ( ie Cons t ruc t ion indus t r y workers , LLN suppor t requ i rements , Recogn i t ion o f P r io r Learn ing e tc)

3 . Se lec t the re levan t un i t o f competency and Tra in ing Package (CPCCOHS1001A Work sa fe ly in the cons t ruct ion indus t ry w i th in the Genera l Const ruct ion T ra in ing Package)

4 . Determine the s t ruc ture o f the program, mode o f de l i ve ry , ev idence-ga ther ing too ls , and sequence o f de l i very and assessment ( ie face - to - face , s i x hour p rogram - see the suggested course s t ruc tu re and assessment too l p rov ided la ter i n th i s Gu ide fo r fu r ther de ta i l s )

5 . Conf i rm s ta f f ing and in f ras t ructure requ i rements ( ie your qua l i f i ca t ions as a t ra ine r /assessor and access to resources and t ra in ing mate r ia ls to suppor t the p rogram)

6 . Estab l i sh the assessment va l ida t ion process ( ie rev iew ing the assessment p rocesses , too ls and ev idence requ i rements )

7 . Document the de l i ve ry and assessment s t ra teg ies (as requ i red by the Aus t ra l ian Qua l i ty Tra in ing Framework (AQTF) )

8 . Va l ida te the de l ive ry and assessment s t ra teg ies ( ie rev iewing, compar ing and eva lua t ing assessment p rocesses, assessment too ls and ev idence) .


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e s s e n t i a l s k i l l s

An impor tan t cons idera t ion in the de l i ve ry and assessmen t o f the OHS induc t ion un i t o f competency re la tes to the requ i red LLN or “essent ia l ” sk i l l s . LLN sk i l l s a re embedded wi th in the un i t . As a t ra ine r o r assessor you need to ident i f y the par t i cu la r essen t ia l sk i l l s requ i red to competen t l y per fo rm the un i t o f competency . The word “ l i te racy” i s o f ten seen as hav ing negat ive conno ta t ions fo r some learners , and not encompass ing the b read th o f mean ing covered by new l i te racy th ink ing . The concep t o f “essent ia l sk i l l s ” i s a new way o f ta lk ing abou t l i te racy and LLN sk i l l s . I t i s impor tan t to no te there i s no l i s t ing o f essen t ia l sk i l l s w i th in the un i t . You are requ i red to “unpack” the LLN requ i rements . To do th i s you need to ident i f y the par ts o f the un i t tha t descr ibe language , l i te racy or numeracy requ i remen ts and match these wi th the leve l requ i red to comple te the OHS induct ion t ra in ing . The dra f t Essent ia l Sk i l l s Framework p rov ides a se t o f s tandards wh ich descr ibe the read ing , wr i t ing , numeracy, o ra l commun ica t ion and lea rn ing s t ra teg ies requ i red by adu l t s to funct ion e f fec t i ve ly w i th in communi ty , workp lace and soc ia l con texts . The Framework has been deve loped by DEST and i s cur ren t l y be ing t r ia led as pa r t o f a rev iew o f the Na t iona l Repor t ing Sys tem (NRS) . The dra f t Essent ia l Sk i l l s Framework p rov ides a process fo r mapp ing the iden t i f ied emp loyab i l i t y and essen t ia l sk i l l s w i th in the un i t o f competency to ident i f y the essen t ia l sk i l l leve ls requ i red by the lea rner . The CPSISC resource WELL pro fess iona l deve lopment gu ide fo r t ra ine rs and assessors (ana lys ing LLN requ i rements ) 2007 prov ides a p rocess and too ls to ass is t you to do th i s . You can access th i s resource by con tact ing CPSISC - de ta i l s a re p rov ided on page 33 o f th i s Gu ide .


© C o m m o n w e a l t h o f A u s t r a l i a 2 0 0 7 1 1

e m p l o y a b i l i t y s k i l l s

Un i t s o f competency a l so con ta in emp loyab i l i t y sk i l l s wh ich a re c lose ly l inked to essen t ia l sk i l l s . An employabi l i t y sk i l l i s a sk i l l wh ich i s no t spec i f i c to work in a par t i cu la r occupat ion or i ndus t ry , bu t i s impor tan t fo r work , educa t ion and l i fe genera l l y , eg communica t ion sk i l l s , compute r l i te racy , ma themat i ca l sk i l l s , o rgani sa t iona l sk i l l s , in te rpersona l competence and ana ly t i ca l sk i l l s . These a re the sk i l l s requ i red by ind iv idua ls to no t on l y under take par t i cu la r job ro les , bu t to adapt to the i r va r ious work env i ronmen ts th rough the use o f se l f management , in te rpersona l and conceptua l sk i l l s . They wi l l ensure that peop le w i l l no t on ly ga in employment , bu t a l so reach the i r fu l l po tent ia l w i th in employment . Emp loyab i l i t y sk i l l s a re embedded wi th in Tra in ing Packages and un i t s o f compe tency , and w i l l take on an inc reas ing ly impor tan t ro le in ass is t ing to b r idge the gap between educa t ion leve ls and work requ i rements . There are e igh t emp loyab i l i t y sk i l l s inc lud ing :

Communicat ion ski l ls that contr ibute to product ive and harmonious re lat ions between employees and customers

Teamwork ski l ls that contr ibute to product ive working re la t ionships and outcomes

Problem solv ing ski l ls that contr ibute to product ive outcomes

In i t i a t i ve and en te rp r ise sk i l l s tha t cont r ibu te to i nnova t i ve ou tcomes

Plann ing and organ is ing sk i l l s tha t cont r ibu te to l ong te rm and shor t te rm s t ra teg ic p lann ing

Se l f -managemen t sk i l l s tha t cont r ibu te to emp loyee sa t is fac t ion and g rowth

Learn ing sk i l l s tha t cont r ibu te to ongo ing improvement and expans ion in emp loyee and company opera t ions and outcomes

Techno logy sk i l l s tha t con t r ibu te to e f fec t i ve execut ion o f tasks .

The employab i l i t y sk i l l s wh ich have been bo lded a re more l i ke l y to be underp inned by LLN sk i l l s . A long wi th lea rn ing s t ra teg ies , these are “essent ia l sk i l l s ” tha t an ind iv idua l needs fo r the i r l i fe as a communi ty member , fami l y member and /o r worker . The ab i l i t y to th ink c r i t i ca l l y and re f lec t underp ins the t ransference o f knowledge o f tex ts f rom con text to con tex t . Knowing how to use and ad jus t a range o f l i te racy prac t i ces i s fundamenta l i n dea l ing w i th the mul t i p le fo rms in wh i ch communica t ion occurs . Unders tand ing the employab i l i t y and essent ia l sk i l l requ i rements o f the un i t o f competency i s fundamenta l to ensur ing your t ra in ing and assessment s t ra teg ies do no t inadver ten t l y pose bar r ie rs fo r pa r t i c ipan ts w i th LLN suppor t needs.



R e c o g n i t i o n o f P r i o r L e a r n i n g ( R P L )

RPL i s the fo rmal acknowledgement o f a person ’s competenc ies , regard less o f how, when or where the lea rn ing occur red . I t invo lves an assessment p rocess where par t i c ipants ga in fo rma l recogn i t i on fo r the sk i l l s and knowledge, and work o r l i fe exper ience , tha t they have acqu i red ou ts ide the fo rma l educa t ion and t ra in ing sys tem. RPL i s an in tegra l component o f the Vocat iona l Educa t ion and Tra in ing (VET) sys tem and as such, i s de ta i l ed w i th in the s tandards fo r RTOs as par t o f the AQTF. Under the AQTF, sk i l l s wh i ch cou ld be cons idered fo r recogn i t i on may have been ga ined th rough:

fo rma l (o r in fo rma l ) t ra in ing and educa t ion (eg , comp le t ion o f a p rev ious OHS induct ion t ra in ing program)

work exper ience (par t i cu la r l y in the Cons t ruc t ion indus t ry)

genera l l i fe exper ience

any combina t ion o f the above. The ev idence o f competence i s s t i l l assessed in re la t ion to the un i t o f competency , bu t can be done in a number o f ways inc lud ing :

pract i ca l demons t ra t ions (eg se lec t ing and us ing Pe rsona l Pro tec t i ve Equ ipment )

re ferences and /o r in te rv iews wi th superv i so rs

cer t i f i ca tes or documenta t ion (eg , f rom per fo rmance rev iews, p rev ious OHS t ra in ing e tc )

documented ev idence ( such as ce r t i f i ca tes o f competency o r a t ta inment , and tes t imon ia ls ) . In o rder to g ran t RPL, the assessor must be sa t i s f ied by the par t i c ipan t ’ s ev idence tha t he o r she meets the s tandard o f compe tency spec i f ied by the un i t . Th is requ i res a h igh leve l o f p ro fess iona l judgement to iden t i f y p rocesses tha t a re s imple fo r the person wh i le a t the same t ime p rov id ing re l iab le ev idence o f cu r ren t sk i l l s aga inst the benchmarks . The process must a lso be s t ruc tured to min imise the t ime and cos t to app l ican ts . I t must p rov ide enough in fo rmat ion and suppor t to enab le app l i can ts to ga ther re l iab le ev idence in suppor t o f the i r c la im fo r recogn i t ion o f competenc ies cur ren t l y he ld , regard less o f how, when or where the learn ing occur red . The ma in benef i ts o f RPL focus on avo id ing dup l ica t ion in t ra in ing and c rea t ing a cu l tu re o f l i fe long lea rn ing by va lu ing and recogn is ing learn ing tha t has occur red in the workp lace . A “Recogn i t ion App l ica t ion ” i s ava i lab le wh ich prov ides a p rocess fo r par t i c ipants to app ly fo r RPL aga inst the un i t o f competency . I t inc ludes a ser ies o f quest ions aga ins t wh ich par t i c ipants can se l f assess the i r leve l o f competence aga inst the c r i t i ca l aspec ts o f assessment f rom the un i t o f competency. The Recogn i t ion App l ica t ion can be obta ined by contact ing CPSISC.



a s s e s s m e n t s t r a t e g y

Th is sec t ion a ims to ass is t you in the des ign and conduct o f assessment and co l lec t ion o f ev idence o f competence fo r the un i t o f competency CPCCOHS1001A Work sa fe l y in the cons t ruc t ion indus t ry f rom the Genera l Const ruc t ion Tra in ing Package. Assessmen t shou ld take in to accoun t the Assessment Gu ide l ines f rom the Tra in ing Package, and ev idence requ i remen ts s t ipu la ted in the un i t o f competency . I t i s expected tha t the person conduct ing the assessment w i l l ho ld the fo l low ing competenc ies f rom the Tra in ing and Assessment Tra in ing Package, o r demonst ra ted equ iva len t competenc ies :

TAAASS401A Plan and o rgan ise assessment

TAAASS402A Assess competence

TAAASS404A Par t i c ipa te in assessment va l ida t ion . I t i s a lso expected tha t the assessor w i l l ho ld re levant voca t iona l competenc ies f rom the Const ruc t ion indust ry , a t leas t to the leve l be ing assessed (Cer t i f i ca te I - I I leve ls) , o r work w i th ano ther assessor who does ho ld the appropr ia te competenc ies. I t w i l l be impor tan t to ensure tha t the LLN sk i l l s o f par t i c ipants do no t p resen t a ba r r ie r to success fu l comp le t ion o f assessment tasks. In the process o f work ing ou t what ev idence i s needed, you shou ld pay par t i cu la r a t ten t ion to the LLN sk i l l s requ i red by the par t i c ipan t . You shou ld a lso be mindfu l o f LLN i ssues when p resen t ing ins t ruc t ion and in fo rmat ion mate r ia l s and when convey ing assessment in fo rmat ion , fo r examp le do no t use techn iques fo r ga ther ing ev idence that requ i re sk i l l s beyond those spec i f i ed in the un i t o f competency. p r i n c i p l e s o f a s s e s s m e n t

The fou r pr inc ip les o f assessment must be fo l lowed when assess ing each par t i c ipant ’ s ev idence o f competence. The p r inc ip les a re :

Val id i ty ensur ing ev idence i s co l lec ted in a va r ie ty o f contex ts and on a number o f occas ions, and tha t the assessment p rocess and mate r ia ls assess every th ing they c la im to , and no th ing e l se

Rel iab i l i ty ensur ing tha t the in te rp re ta t ion o f ev idence and resu l t s a re cons is ten t

Flex ib i l i ty ensur ing the sk i l l s and knowledge can be demonst ra ted in a va r ie ty o f ways su i tab le to the workp lace

Fa irness ensur ing the process does no t d i sadvan tage any ind iv idua ls and the ou tcomes can be ach ieved th rough a range o f t ra in ing de l ivery s t ra teg ies . An appea l p rocess and conf iden t ia l i ty need to be prov ided fo r .



r e a s o n a b l e a d j u s t m e n t

F ina l l y , the concep t o f ‘ reasonab le ad jus tment ’ must be cons idered . Th is means tha t the assessment p rocess may be mod i f ied so tha t ind iv idua l pa r t i c ipan ts a re no t d i sadvan taged . A range o f LLN needs wi l l requ i re d i f fe ren t k inds o f ad jus tment to the assessment p rocess. Reasonab le ad jus tments can be made as requ i red , as long as competence i s no t compromised . Fo r examp le a par t i c ipant cou ld be asked to demonst ra te a work process ra ther than exp la in i t in wr i t ing . a s s e s s m e n t i n s t r u m e n t

An Assessment Ins t rument i s ava i lab le wh ich can be used to de te rmine competence o f par t i c ipants aga inst the un i t o f competency CPCCOHS1001A Work sa fe l y in the cons t ruct ion indus t ry upon comp le t ion o f the Const ruc t ion OHS Induct ion Tra in ing Program . The quest ions conta ined w i th in the ins t rument have been deve loped to prov ide a common bas is f rom which a par t i c ipant ’ s competence can be assessed. The assessment ins t rument compr i ses three main sect ions inc lud ing :

b iograph ica l de ta i l s and in fo rmat ion re la t ing to the par t i c ipant and assessor

assessment check l i s ts con ta in ing underp inn ing knowledge requi rements , ev idence requ i rements and sugges ted responses, and t i ck boxes

a summary and record o f assessment ou tcomes. The ins t rument re l ies heav i l y on quest ion ing o f underp inn ing knowledge g iven the requ i rement tha t the un i t be de l i ve red as par t o f a face - to - face induc t ion t ra in ing p rogram. The natu re o f de l i very and t ime cons t ra in ts l im i t oppor tun i t i es fo r observa t ion o f per fo rmance on- the- job , workp lace s imu la t ions e tc . Co l lec t ion o f ev idence can inc lude workp lace documents and t ra in ing records , and th i rd pa r ty repor ts . A pa r t i c ipan t ’s unders tand ing o r knowledge o f key aspects such as sa fe ty s igns and symbols , common cons t ruct ion hazards, and the i r capac i t y to comple te a hazard repor t fo rm cou ld , fo r examp le be ev idenced th rough the i r response to a se r ies o f v i sua ls , p i c tu res , v ideo e tc .



r e c o r d k e e p i n g

I t i s impor tan t tha t OHS induct ion ou tcomes are documented and kept to ensure :

l ega l requ i rements are met i n fo rmat ion can be prov ided to workers as requ i red hea l th and sa fe ty pe r fo rmance can be mon i to red .

Induct ion t ra in ing records p rov ide ev idence o f t ra in ing act i v i t ies and shou ld inc lude names o f par t i c ipants , the t ra in ing content , who conducted the t ra in ing and when i t was p rov ided . Tra in ing records shou ld a lso be made ava i lab le on request to re levan t par t ies (sub jec t to comp l iance w i th re levan t p r i vacy pr inc ip les) , i nc lud ing:

persons in con t ro l o f the cons t ruc t ion work o r const ruct ion p ro jec t persons under tak ing the t ra in ing employers or pe rsons engag ing o the rs fo r the purposes o f const ruct ion work OHS inspecto rs and o ther au thor ised persons .

In add i t ion under Standard 4 o f the AQTF, you are requ i red to document and imp lement p rocedures to assure the in tegr i t y , accuracy and cur rency o f induc t ion t ra in ing records. Th is inc ludes:

secure s torage, inc lud ing backup o f e lec t ron ic records

re ten t ion , a rch iv ing and re t r i eva l o f s tudent resu l t s fo r a pe r iod o f 30 years and t rans fe r cons is ten t w i th s ta te or te r r i to ry reg is te r ing body requ i rements

re ten t ion , a rch iv ing , re t r ieva l and t rans fe r o f a l l o the r records cons is ten t w i th con t rac tua l , lega l and reg is t ra t ion requi rements

sa feguard ing any conf iden t ia l i n fo rmat ion ob ta ined ( inc lud ing by o the rs ac t ing on your beha l f )

ensur ing tha t , excep t as requ i red under the Standards fo r RTOs or by law, in fo rmat ion abou t a pa r t i c ipan t i s no t d i sc losed to a th i rd par ty w i thou t the wr i t ten consen t o f the par t i c ipant

access by par t i c ipants to the i r persona l records .


r e c o m m e n d e d c o u r s e

a n d a s s e s s m e n t s t r u c t u r e

Th is sec t ion prov ides a recommended course s t ruc ture fo r de l i very and assessmen t o f the un i t o f competency CPCCOHS1001A Work sa fe ly in the const ruc t ion indus t ry . The s t ruc ture i s underp inned by the requ i rements o f the Nat iona l Code o f Prac t ice fo r Induc t ion Tra in ing fo r Const ruc t ion Work (ASCC 2006) . The genera l induc t ion t ra in ing program has a recommended dura t ion o f s i x hours face- to - face de l i very , and i t i s un l i ke ly tha t the in fo rmat ion can be de l i vered in less than s ix hours . Th is can be extended where necessary , fo r example to accommodate learn ing p re fe rences o r spec ia l learn ing needs. The suggested course s t ruc ture prov ides content fo r approx imate ly f i ve hours o f t ra in ing . Add i t iona l t ime wi l l need to be a l lowed fo r the assessmen t p rocess , b reaks e tc . The course ou t l ine inc ludes the fo l lowing ma jor ca tegor ies :

E lemen t and Pe r fo rmanc e Cr i t e r i a

These a re de f i ned ou tc omes w i t h i n t he un i t o f compe tency . Toge the r , t he E lemen t and eac h P e r fo rmance C r i t e r i a rep resen t t he requ i remen ts de ta i l ed w i t h i n t he Nat i ona l Code o f P rac t i ce f o r I nduc t i on T ra in i ng f o r Cons t ruc t i on Work (ASCC 2006 ) and p r ov ide t he f r amew ork f o r t he cou rse s t r uc tu re .

Lea rn i ng ou t come P rov ides a summary o f wha t pa r t i c i pan ts w i l l k now and be ab l e to ex p l a i n by t he end o f each s ess i on . I t p rov ides a more spec i f i c po i n t o f re fe rence f o r l ea rn i ng t han i s g i ven by t he E l emen t and eac h Pe r fo rmance C r i t e r i a .

Key c ove rage

P rov ides a do t -po i n t s ummary o f t he nec ess ary c ou rs e con ten t t ha t w i l l need t o be cove red t o mee t t he requ i reme n ts o f bo th t he l ea rn ing ou tc ome and each Pe r fo rmanc e Cr i t e r i a . The coverage p rov ided i s based on recommenda t i ons w i t h i n t he Nat i ona l Code o f P rac t i c e fo r I nduc t i on T ra i n i ng f o r Cons t ruc t i on Work (AS CC 20 06 ) .

Sugges ted sess i on ou t l i ne

P rov ides rec ommendat i ons rega rd i ng the ac tua l des i gn and de l i v e ry o f each s ess i on . Th i s i nc l udes a s u mmary o f t he de l i ve r y me thodo logy i nc l ud ing t he us e o f v i s ua l a i ds .

An app rox ima te t i m i ng f o r de l i v e ry o f t he s ess i on i s a l so p rov ided . Th i s t im i ng does no t t ake accoun t o f t he number o f pa r t i c i pan t s , spec ia l needs , ass essmen t me thodo logy e tc .

Ass essmen t c r i t e r i a

P rov ides a de ta i l ed gu i de t o t he k ey as s ess men t c r i t e r i a t ha t w i l l need t o be cov e red w i t h i n t he assessmen t p roc es s f o r t he p rog ra m. A sepa ra te ass essmen t i ns t rument has been des igned t o b r i ng t oge the r eac h o f t he c r i t e r i a unde r a s i ng l e assessmen t t oo l t ha t c an be c us tom ised f o r l oca l needs .

r e c o m m e n d e d c o u r s e a n d a s s e s s m e n t s t r u c t u r e


E l emen t 1 . I den t i f y and ex p l a i n OHS l eg i s l a t i ve requ i remen ts

Pe r fo rmanc e Cr i t e r i a

1 .1 App l i cab l e Occupat iona l Hea l th and Sa fe ty (OHS) l eg i s la t i ve r equ i rements r e l ev an t t o own wo rk and re s pons ib i l i t i e s a re i den t i f i ed and exp l a i ned

Lea rn ing ou t come :

By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k nowl edge o f t he app l i c ab le OHS l eg i s l a t i on , r egu l a t i ons , c odes o f p rac t i c e , gu ide l i nes and Aus t ra l i an S tanda rds and comp l i ance requ i rement s .

Key cove rage : T ra i ne rs w i l l need t o p rov ide a b r i e f ove rv i ew o f k ey aspec ts o f l eg i s l a t i on and i ssues re l a t i ng t o OHS, s uch as : • O HS Ac ts and regu la t i ons • Nat i ona l Code o f P rac t i ce f o r I nduc t i on T ra i n i ng f o r Cons t ruc t i on Work • s a fe ty codes o f p rac t i ce • na t i ona l sa fe ty s t anda rds • Cons t ruc t i on i ndus t r y O HS s tanda rds and gu i de l i nes • l i cenc es , t i c ke t s o r ce r t i f i ca tes o f c ompe tency • du ty o f ca re • Aus t ra l i an S tanda rds • hea l t h and s a fe t y r ep res en ta t i ves , c ommi t tees and s upe rv i so rs .

Sugges ted ses s ion ou t l i ne :

( app rox 20 m inu tes )

1 . I n t r oduce t he l eg i s l a t i ve f r amework by exp la i n i ng t he bene f i t s o f O HS l eg i s l a t i on and t he pe rsona l i mpac t o f wo rk - re l a ted i nc i den t s . Th i s shou ld be suppo r ted by a d i ag ram o r f l owcha r t t ha t l i nks each o f t he k ey e l emen ts .

2 . Use t he i l l u s t ra t i on t o summar i s e t he key commonwea l th and s ta te OHS l eg i s l a t i on , r egu la t i ons , s t anda rds and /o r c odes wh i ch a re re l evan t to wo rk i n t he Cons t ruc t i on i ndus t r y , and requ i rements fo r t he i r c omp l i anc e (eg re l a t i ng t o i den t i f y i ng haza rds , con t ro l l i ng r i s ks , sa fe use o f equ i pmen t and P PE and sa fe wo rk i ng p rac t i ces e tc ) .

3 . Use an i l l us t ra t i on t o demons t ra te t he i n te rac t i on o f OHS Ac ts , regu la t i ons , c odes o f p rac t i c e and Aus t ra l i an S tanda rds .

4 . A l l ow d i scuss ion o f how l eg i s l a t i on bene f i t s cons t ruc t i on wo rk e rs .

Assess men t c r i t e r i a :

Th rough o ra l o r w r i t t en responses , pa r t i c i pan ts can demons t ra te a bas i c know ledge o f : • t he O HS l eg i s l a t i on t ha t a f f ec ts t he Cons t ruc t i on i ndus t ry i n t he i r s t a te / t e r r i t o ry

( eg NSW OHS Ac t 2000 , NSW O HS Regu la t i on 2001 ) • t he d i f f e rences be tween O HS Ac ts , r egu la t i ons , codes o f p rac t i ce and Aus t ra l i an

S tanda rds .





1 .2 Duty o f ca r e r equ i rements a re i den t i f i ed and exp l a i ned


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k now ledge o f t he conc ep t o f “ du t y o f ca re ” , and t he OHS respons ib i l i t i es o f t hemse l ves and o the rs on a cons t ruc t i on s i t e as requ i red by du ty o f ca re .

Key cove rage : T ra i ne rs w i l l need t o p rov ide a b r i e f ove rv i ew o f key as pec ts o f du ty o f c a re requ i remen ts , pa r t i cu l a r l y t he f o l l ow i ng : • “ du t y o f ca re ” requ i res a pe rson t o do ev e ry th i ng reas onab l y p rac t i c ab l e t o

p ro tec t t hemse l ves and o the rs f r om ha rm • du ty o f ca re re l a tes t o a l l pe r sons i nvo l v ed i n c ons t ruc t i on wo rk . Examp l es

i nc l ude bu t a re no t l im i t ed to emp loy e rs and se l f -emp l oyed pe rsons , pe rsons i n c on t ro l o f t he wo rk s i t e , cons t ruc t i on s uperv i s o rs , des igne rs , manu fac tu re rs and s upp l i e r s , c ons t ruc t i on wo rke rs , sub -con t rac to r s and i nspec to rs

• du ty o f ca re may re l a te t o own respons i b i l i t i es t o comp ly w i t h sa fe wo rk i ng p rac t i ces i nc l ud i ng ac t i v i t i es wh i ch requ i re l i cenc es , t i c k e ts o r ce r t i f i c a te o f c ompe tency .

Sugges ted sess i on ou t l i ne :


1 . P rov i de a b r i e f i n t r oduc t i on t ha t i nc l udes an ov e rv i ew o f t he res u l t s o f wo rk -re l a ted acc iden t s and de f i nes “ du ty o f ca re ” i n t he con tex t o f c ons t ruc t i on wo rk ( i e a pe rson mus t do ev e ry th i ng reas onab l y p rac t i cab l e to p ro tec t t hemse l ves and o the rs f r om ha rm) .

2 . Ex p l a i n the OHS res pons ib i l i t i es o f t he range o f peop l e who may wo rk o r be i n c on t ro l o f a c ons t ruc t i on s i t e ( i nc l ud i ng pe rsons i n con t ro l o f cons t ruc t i on wo rk /p ro j ec ts , emp loy e r / se l f emp l oy ed pe rsons , s upe rv i so rs , des i gne rs , manu fac tu re r s , supp l i e r s , wo rk e rs , i nspec to rs , O HS rep resen ta t i v es and c ommi t t ees ) .

3 . P rov i de a more de ta i l ed desc r i p t i on and ex amp l es o r case s tud i es t o i l l us t r a te t he s pec i f i c du t y o f c a re respons i b i l i t i e s o f emp loy e rs , t hose i n con t ro l o f t he wo rk s i t e , se l f emp l oy ed pe rsons and emp loy ees (eg emp l oy e rs t o p rov ide amen i t i es , d r i nk i ng wa te r , t o i l e t s , PP E , OHS cons u l t a t i on e t c ) .


Th rough o ra l o r w r i t t en responses , pa r t i c i pan ts can demons t ra te a bas i c know ledge o f : • t he du t y o f c a re respons ib i l i t i es o f emp l oyees , t hos e i n c on t ro l o f t he wo rk s i t e

and s e l f emp loy ed pe rsons (pa r t i c i pan t s shou ld p rov ide an examp l e f rom a c ons t ruc t i on s i t e )

• t he du t y o f c a re respons ib i l i t i es o f an emp l oy e r , t hose i n c on t ro l o f t he wo rk s i t e and s e l f - emp loyed pe rsons (pa r t i c i pan t s shou ld p rov i de an examp le f r om a c ons t ruc t i on s i t e ) .





1 .3 O wn respons ib i l i t i es t o comp ly w i t h sa fe w ork ing p rac t ices a re i den t i f i ed and ex p l a i ned


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k nowl edge o f common sa fe wo rk i ng p rac t i c es f o r t he p ro tec t i on o f t hems e l ves and o the rs .

Key cove rage : T ra i ne rs w i l l need t o p rov ide a b r i e f ove rv i ew o f k ey aspec ts o f sa fe wo rk i ng p rac t i ces on a cons t ruc t i on s i t e , i nc l ud i ng : • s mok ing on l y i n des igna ted a reas • hous ek eep ing t o ensu re a c l ean , t i dy and the re fo re sa fe r wo rk a rea • Persona l P ro tec t i ve E qu ipmen t and c l o th i ng • s a fe us e o f p lan t and equ ipmen t • us ing s i t e ac cess and eg ress • app rop r i a te s to rage and r em ova l o f deb r i s • av o i dance o f d rugs and a l coho l a t wo rk • p reven t i ng bu l l y i ng and ha rassmen t • access t o s i t e amen i t i es s uch as d r i nk i ng wa te r and t o i l e t s .


( app rox t im ing : 30 m inu tes )

1 . Summar i s e t he respons ib i l i t i es o f i nd i v i dua l s t o comp l y w i t h s a fe wo rk i ng p rac t i ces f o r the p ro tec t i on o f se l f and o the rs ( as requ i red by l eg i s l a t i on , du t y o f c a re e t c ) .

2 . Us e v i s ua l a i ds t o ex p l a i n t he c ommon c ons t ruc t i on ac t i v i t i es wh i c h requ i re l i cenc es , t i c ke t s o r ce r t i f i ca tes o f c ompe tency .

3 . Ex p l a i n t he l ega l imp l i c a t i ons o f unde r tak i ng s uch ac t i v i t i es w i t hou t t he nec essa ry l i cenc es , t i c ke t s e t c .

4 . Use v i sua l a i ds o r p rac t i c a l s i t ua t i ons t o ex p l a i n t he gene ra l expec ta t i ons o f wo rke rs t o ma in ta i n s a fe work p rac t i ces (pa r t i cu l a r l y r e l a t i ng t o d rugs and a l coho l , amen i t i es , s mok ing , bu l l y i ng /ha rass men t and hous ekeep ing ) .

5 . Use v i sua l a i ds o r p rac t i c a l s i t ua t i ons t o ex p l a i n t he gene ra l r equ i remen ts o f wo rke rs t o ma in ta i n a s a fe wo rk s i t e ( i nc l ud ing me thods f o r hand l i ng and d i spos i ng o f ma te r i a l s / s ubs tanc es , housekeep ing , s t o r i ng ma te r i a l s and equ i pmen t , d i spos i ng o f l i t t e r and deb r i s , m i n i m is i ng s i te d i s t u rbance and dus t ) .


Th rough o ra l o r w r i t t en responses , pa r t i c i pan ts can demons t ra te a bas i c know ledge o f : • wha t i s expec ted o f a pe rson wo rk i ng on a cons t ruc t i on s i t e r e l a t i ng t o :

- d rugs and a l coho l a t wo rk - t he use o f amen i t i es - s mok i ng - bu l l y i ng and ha rass men t - hous ek eep ing

• p rocesses o r me thods f o r t he f o l l ow i ng : - s to r i ng ma te r i a l s and equ ipmen t - d i spos i ng o f l i t t e r and deb r i s - mi n i m is i ng s i te d i s tu rbance and dus t

• t asks and equ ipmen t r equ i r i ng c e r t i f i ca t i on / l i c ens ing o f ope ra to rs i n the Cons t ruc t i on i ndus t r y ( eg sca f f o l d i ng ov e r 4 me t res , dogg ing , r i gg ing , ho i s ts , c ranes e tc ) .



E l emen t 2 . I den t i f y cons t ruc t i on haza rds and con t ro l measu res


2 .1 Bas i c pr inc ip les o f r i sk management a re i den t i f i ed and ex p l a i ned


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k now ledge o f t he t e rm “ r i s k ” , and t he pu rpo s e and bas i c p r i nc i p l es o f r i s k managemen t , as we l l as p rocedu res f o r r i sk assessmen t .

Key cove rage : T ra i ne rs w i l l need t o b r i e f l y i n t r oduce t he concep t o f “ r i s k ” de f i ned as “ t he l i ke l i hood o f a haza rd caus i ng i n j u r y o r ha rm” . T ra i ne rs w i l l t hen need t o summar i s e t he bas ic p r i nc i p l es o f r i s k managemen t as f o l l ows : • i d en t i fy haza rds • assess t he r i sks i nvo l v ed • consu l t and r epo r t ens u r i ng t he i nvo l vemen t o f re l evan t wo rk e rs • cont ro l t he haza rd • rev iew t o i den t i f y change o r i mp rov emen t . T ra i ne rs w i l l a l so need t o i n t roduce t he r i s k assessmen t p roc ess bas ed on t he f o l l owi ng t h ree f ac to rs : • t he “ l i k e l i hood” t ha t t hey w i l l do ha rm (p robab i l i ty ) • t he “ s ev er i t y ” o f t he ha rm they cou l d do (consequence) • t he “ number ” o f t imes peop le cou l d be a f fec ted by t hem ( f requency ) . A b r i e f ex p l ana t i on o f t he bas i c r i s k assessmen t p roc ess s hou ld be p rov ided ( i e me thod o f ga the r i ng i n fo rma t i on t o mak e a c l ea r dec i s i on on t he l eve l o f r i s k and any necessa ry con t ro l measu res ) .


( app rox t im ing 20 m inu tes )

1 . P rov i de a de f i n i t i on f o r t he te rm “ r i s k ” .

2 . P rov i de a s imp l e desc r i p t i on o f t he bas i c r i s k managemen t p rocess on a c ons t ruc t i on s i t e .

3 . Use a v i sua l a i d t o i l l us t ra te each o f t he bas i c p r i nc i p l es o f r i s k managemen t i nc l ud i ng :

a ) i den t i fy ha za rds b ) assess t he r i sks i nvo l ved c ) consu l t and repo r t ens u r i ng t he i nvo l vemen t o f re l evan t wo rk e rs d ) cont ro l t he haza rd e ) rev iew t o i den t i f y r equ i red changes o r imp rovemen ts

4 . Se l ec t a p rac t i c a l ex amp l e o r c ase s tudy wh i ch demons t ra tes each o f the s tages o f t he r i s k managemen t p ro c es s .

5 . Use a v i sua l a i d and p rac t i ca l s i t ua t i on t o exp l a i n t he bas i c r i s k assessmen t p rocess ( i nc l ud ing p robab i l i t y , cons equence and f requen cy ) .


Th rough o ra l o r w r i t t en responses , pa r t i c i pan ts can demons t ra te a bas i c know ledge o f : • t he mean ing o f t he t e rm “ r i s k ” • eac h o f the f i ve p r i nc i p l es o f bas i c OHS r i sk managemen t ( pa r t i c i pan t s shou ld

p rov i de an ex amp le us i ng a common hazard t hey a re f am i l i a r w i t h t o i l l us t ra te t h i s know ledge )

• t he bas i c r i s k ass essmen t p rocess by desc r i b i ng t he r i s k ass essmen t o f a c ommon c ons t ruc t i on haz a rd . The desc r i p t i on w i l l need t o h i gh l i gh t us e o f t he t h ree r i s k as sessmen t f ac to r s ( i e p robab i l i t y , cons equenc e and f requency ) .





2 .2 Co mm on const ruc t ion haz ard s a re i den t i f i ed and ex p l a i ned


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k nowl edge o f wha t a haz a rd i s , t he range o f common cons t ruc t i on haza rds and me thods f o r t he i r i den t i f i ca t i on .

Key cove rage : T ra ine rs w i l l need t o b r i e f l y de f i ne t he t e rm “ haza rd ” and s ummar i s e each o f t he common cons t ruc t i on haza rds i nc l ud i ng

• manua l hand l i ng • haz a rdous s ubs tanc es and

dange rous goods • no i se • p l an t and equ ipmen t • UV rad ia t i on • e l ec t r i ca l sa fe t y • t r a f f i c and mob i l e p l an t

• work i ng a t he igh t s • f a l l i ng ob jec ts • excav a t i ons ( i nc l ud i ng t r enches ) • con f i ned s paces • unp lanned co l l apse • ho t and c o ld wo rk i ng env i ronmen ts • i n f ec t i ous d i seases .



1 . Use a v i sua l a i d t o p rov ide a de f i n i t i on f o r t he t e rm “ haza rd ” .

2 . Use v i sua l a i ds t o l i s t and ex p l a i n t he f o l l ow ing c ons t ruc t i on haza rds :

- manua l hand l i ng - haz a rdous s ubs tanc es and

dange rous goods - no i se - p l an t and equ ipmen t - UV rad i a t i on - e l ec t r i c a l - t r a f f i c and mob i l e p l an t

- wo rk ing a t he igh t s - f a l l i ng ob jec ts - exc av a t i ons ( i nc l ud i ng t renches ) - con f i ned s paces - unp lanned co l l aps e - ho t and co ld wo rk i ng env i ronmen ts - H IV and o the r i n fec t i ous d i seases .

3 . Use v i sua l a i ds and /o r p rac t i c a l s i t ua t i ons t o demons t ra te t he me thods f o r i den t i f y i ng haza rds (eg rev iew i ng i n fo rma t i on suc h as MSDSs , us ing pas t ex pe r i enc e , l ook ing a t pas t i nc i den t s , t a l k i ng t o peop l e who hav e done t he j ob be fo re , obse rv i ng wha t i s happen ing e tc ) .


Th rough o ra l o r w r i t t en responses and /o r i n t e rp re ta t i on o f p i c t u res o r v i deos dep i c t i ng common haza rds , pa r t i c i pan ts can demons t ra te a bas i c know l edge o f : • t he mean ing o f t he t e rm “haz a rd ” • t he range o f common haza rds as s oc ia ted w i t h c ons t ruc t i on wo rk ( i nc l ud ing a l l

t hos e l i s t ed above ) • s ome o f t he ways t ha t haza rds can be i den t i f i ed .





2 .3 Measures fo r con t ro l l ing haza rds and r i s ks a re i den t i f i ed and ex p l a ined


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k now ledge o f t he measu res w i t h i n t he h i e ra r chy o f c on t ro l and how eac h i s app l i ed .

Key cove rage : T ra i ne rs w i l l need t o b r i e f l y summar i se t he pu rpose o f t he h i e ra rc hy o f con t ro l , and the o rde r an d me thod f o r app l y i ng eac h , i nc l ud ing : • e l im ina t ion ( 1 ) • su bst i tu t ion ( 2 ) • i so la t ion (3 ) • en g in eer ing co nt ro l (4 ) • admin is t ra t i ve cont ro l (5 ) • Per sona l P ro tec t i ve Equ ipment ( 6 )



1 . Use v i s ua l a i ds t o ex p l a i n t he bas i c concep ts o f t he h i e ra r chy o f con t ro l .

2 . Use v i s ua l s t o p rov ide a bas i c ex p l ana t i on o f t he measu res w i t h i n t he h i e ra rc hy o f c on t ro l i nc l ud ing :

i ) e l im ina t i on

i i ) s ubs t i t u t i on

i i i ) i s o l a t i on

i v ) eng inee r i ng con t ro l

v ) adm i n i s t r a t i v e con t ro l

v i ) Pe rs ona l P ro tec t i v e Equ ipmen t

Remember , i t i s impor tan t tha t you a re ab le to t rans la te the te rmino logy used in the h ie ra rchy o f con tro ls to words o r t e rms th a t the par t i c ipan t can unders tand or i s f ami l i a r w i th (eg e l im ina t ion remov ing or tak ing away , o r i so la t ion separa t ing e tc )

4 . Se l ec t a cas e s tudy t ha t i l l us t ra tes t he p roc ess f o r app l y i ng t he h i e ra rc hy o f c on t ro l and t he need f o r r i s k assessmen t a t va r i ous po in t s .

5 . Check pa r t i c i pan t s unde rs tand i ng o f bas i c conc ep ts t h rough a ques t i on and ans wer summary p rocess .


Th rough o ra l o r w r i t t en responses , pa r t i c i pan ts can demons t ra te a bas i c know ledge o f : • t he measu res w i t h i n t he h i e ra rc hy o f con t ro l • t he o rde r i n wh i ch t he con t ro l meas u res a re app l i ed (pa r t i c i pan ts may wan t t o use

an ex amp l e t o demons t ra te eac h o f t he con t ro l measu res ) • why r i s k ass ess men t i s necessa ry a t va r i ous po in ts w i th i n t he h i e ra rc hy o f

c on t ro l .



E l emen t 3 . I den t i f y OHS c ommun ica t i on and repo r t i ng p roc esses


3 .1 O HS communica t ion p rocesses , in format ion and documenta t ion a re i den t i f i ed and exp l a i ned


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k nowl edge o f t he ro l e o f OHS consu l t a t i on , p rocess es f o r ra i s i ng O HS i ss ues , and va r i ous commun ica t i on p roc esses , i n f o rma t i on and documen ta t i on on a c ons t ruc t i on s i t e .

Key cove rage : T ra ine rs w i l l need t o b r i e f l y summar i se t he ro l e o f OHS consu l t a t i on and t he v a r i ous commun ic a t i on p rocess es app l i cab le t o a c ons t ruc t i on s i t e t o ensu re sa fe t y and a l l ow OHS i ssues t o be ra i s ed and d i sc ussed , f o r examp le : • methods f o r r a i s i ng OHS i ssues • t oo l box t a l ks • O HS mee t i ngs and d i scuss ions w i t h OHS rep resen ta t i ves • workp lac e cons u l t a t i on re l a t i ng t o OHS i ssues and changes • O HS no t i ces , news le t t e rs , bu l l e t i ns and co r respondence . T ra ine rs w i l l a l so need t o i n t roduce pa r t i c i pan t s t o t he range o f OHS i n fo rma t i on sou rces and t y pes o f documen ta t i on s uch as : • c ons t ruc t i on documen ta t i on and p lans • s a fe wo rk me thod s ta temen ts • mate r i a l s a fe ty da ta shee ts (MSDS) • j ob sa fe ty ana l yses • acc iden t , i nc i den t and i n j u r y repo r t s and p ro fo rmas • r epo r t s o f dange rous occu r renc es • r i s k ass ess men ts .



1 . Use v i sua l a i ds t o ex p l a i n t he ro l e o f O HS consu l t a t i on on a cons t ruc t i on s i t e ( as requ i red by l eg i s l a t i on ) .

2 . Summar i s e OHS commun ica t i on p rocesses and sou rces o f i n f o rma t i on us ing v i sua l a i ds , handou ts and /o r examp l es (eg OHS mee t i ngs , d i scuss i ons w i t h OHS rep res en ta t i ves , OHS no t i c es , news le t t e r s and c o r respondence e t c ) .

3 . Use v i sua l a i ds t o l i s t t he k ey peop le w i t h whom O HS i ssues can be ra i sed o r d i scussed

4 . Ex p l a i n t he c ommon t ypes o f O HS doc umen ta t i on , pa r t i cu la r l y t hos e us ed f o r r epo r t i ng , and c rea te an ac t i v i t y t o us e s ome (eg s a fe wo rk me thod s ta temen ts , ma te r i a l s a fe ty da ta shee ts , j ob sa fe ty ana l ys es , acc iden t and i nc i den t r epo r t s , r epo r t s o f dange rous occu r rences , i n j u ry r epo r t s , sa fe ty meet i ng m i nu tes , s a fe ty assess men t repo r t s e t c )

5 . D i scuss t he pu rpos e o f t he doc umen ta t i on and summar i se t he ma in po i n ts .


Th rough o ra l o r w r i t t en responses , pa r t i c i pan ts can demons t ra te a bas i c know ledge o f : • gene ra l OHS commun ica t i on p rocesses ( r esponses shou ld i nc l ude mee t i ngs ,

d i scuss ions , no t i ces , news le t t e r s e t c ) • p rocesses f o r ra i s i ng O HS i ss ues ( res ponses s hou ld i nc l ude d i s c uss ions w i t h

s upe rv i so r , OHS rep res en ta t i ves and O HS commi t t ee members e t c ) • t he t ypes o f OHS documen ta t i on wh i c h m i gh t be used on a c ons t ruc t i on s i t e t o

ens u re sa fe ty and repo r t i ng o f OHS i ssues ( responses shou ld i nc l ude MS DS s , s a fe wo rk me thod s ta temen ts , i nc i den t and ac c i den t r epo r t s e t c ) .





3 .2 Ro le o f des ign a ted OHS personne l i s i den t i f i ed and ex p la i ned


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k now ledge o f t he range o f des i gna ted OHS pe rs onne l and t he i r res pons ib i l i t i es .

Key cove rage : T ra i ne rs w i l l need t o b r i e f l y summar i se t he ro l es o f k ey des i gna ted OHS pe rs onne l and t he i r res pons ib i l i t i es t o f ac i l i t a t e sa fe ty on c ons t ruc t i on s i t es , i nc l ud i ng : • s upe rv i so rs • O HS rep resen ta t i v es • O HS commi t t ee • emergency s e rv i ces • f i r s t a i d o f f i c e rs .


( app rox t im ing : 10 m inu te )

1 . Use v i s ua l a i ds t o p rov i de a l i s t i ng o f t he va r i ous des igna ted O HS pe rsonne l and i n wha t i ns tances t hey wou ld ex i s t ( i e gene ra l cons t ruc t i on ve rsus res i den t i a l c ons t ruc t i on ) . Des igna ted OHS pe rsonne l may i nc l ude supe rv i s o rs , OHS rep resen ta t i ves , OHS commi t t ee , f i r s t a i d o f f i ce rs e tc .

2 . Ex p l a i n tha t i f t he re a re no des igna t ed OHS pe rsonne l , res pons ib i l i t i e s f a l l on peop l e who have managemen t con t ro l ( i e s upe rv i so rs , p r i nc i pa l c on t rac to r s , emp l oye rs and p ro j ec t manage rs ) t o mak e dec i s i ons abou t OHS i ssues .

3 . Use v i s ua l a i ds and /o r p rac t i c a l s i t ua t i ons t o ex p l a i n t he ro l e and respons i b i l i t i es o f an O HS c ommi t t ee and OHS rep res en ta t i ves .


Th rough o ra l o r w r i t t en responses , pa r t i c i pan ts can demons t ra te a bas i c know ledge o f : • t he ro l e and respons i b i l i t i es o f an O HS commi t t ee and OHS rep resen ta t i ves

( r esponses c ou ld i nc l ude t o cons u l t and p r ov ide i n fo rma t i on on O HS , to ass i s t emp l oyees t o r a i se O HS i ssues e tc )

• o the r peop le who can ass i s t w i t h OHS i ssues ( res ponses c ou l d i nc l ude s upe rv i so rs , any body on s i te e t c ) .





3 .3 Safe ty s igns and symbols a re i den t i f i ed and exp l a i ned


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k nowl edge o f t he range o f common cons t ruc t i on sa fe ty s i gns and symbo l s and t he i r mean ings .

Key cove rage : T ra i ne rs w i l l need t o use v i sua l a i ds and i l l us t r a t i ons t o exp l a i n t he purpose o f sa fe ty s i gns and sy mbo l s on a cons t ruc t i on s i t e , and t he mean i ngs o f each o f t he f o l l ow i ng : • r egu la to r y s i gns (eg p roh ib i t i on , manda t o ry and l im i t a t i on o r res t r i c t i on ) • haz a rd s i gns (dange r and w a rn i ng ) • emergency i n fo rma t i on s i gns (ex i t s , equ i pmen t , f i r s t a i d e t c ) • f i re s i gns ( l oca t i on o f f i r e a l a rms and f i r e - f i gh t i ng equ ipmen t ) • s a fe ty t ags and l ockou t ( dange r t ags , ou t o f s e rv i ce t ags e tc ) . T ra i ne rs w i l l a l so demons t ra te use o f co l ou r t o commun ica te OHS i n fo rma t i on and p r i o r i t i es ( i e red means ‘ do no t ’ , b l ue means ‘ mus t do ’ , y e l l ow means ‘ be aware ’ and g reen means ‘ f o r i n f o rma t i on ’ ) .



1 . Summar i s e t he ro l e o f s a fe ty s i gns and symbo l s i n a cons t ruc t i on env i ronmen t .

2 . Use v i sua l a i ds t o ex p l a i n and /o r demons t ra te t he use o f co lou r t o commun ic a te O HS i n fo rma t i on i n t he f o l l ow i ng p r i o r i t y o rde r :

- r ed s i gns mean “ do no t ” ( eg s top s i gn ) - b l ue s i gns mean “ mus t do ” ( eg wea r PP E) - ye l l ow s i gns mean “be aware ” ( eg pedes t r i an s i gns ) - g reen s i gns p rov i de “ i n fo rma t i on ” (eg ex i t s i gns ) .

3 . Use v i sua l a i ds and i l l us t r a t i ons t o show examp l es o f t he range o f c ommon sa fe t y s i gns and symbo l s and t he i r mean i ngs ( i nc l ud i ng regu l a to ry s i gns , haza rd s i gns , emergency i n fo rma t i on s i gns , f i r e s i gns , sa fe t y t ags and l ock ou t ) .

4 . Summar i s e t he s ess ion t h rough ques t i ons and answers rega rd i ng common s i gns and symbo l s f ound on c ons t ruc t i on s i t es .


Th rough o ra l o r w r i t t en responses and /o r i n t e rp re ta t i on o f p i c t u res o r v i deos dep i c t i ng OHS s igns and symbo l s , pa r t i c i pan ts c an demons t ra te a bas i c k nowl edge o f : • t he mean ing o f a t l eas t f i v e common cons t ruc t i on sa fe ty s i gns and symbo l s ( i t i s

s ugges ted t ha t a t l eas t one s a fe ty s i gn i s s e lec ted f r om each o f t he g roup i ngs l i s t ed abov e )

• t he O HS i n fo rma t i on commun ica ted us ing t he co l ou rs red , b l ue , y e l l ow and g reen .



E l ement 3 . I den t i f y OHS c ommun ica t i on and repo r t i ng p roc esses


3 .4 P rocedu res and re levan t au thor i t i es f o r r epo r t i ng haza rds , i nc iden ts and i n j u r i es a re i den t i f i ed and ex p l a i ned


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k now ledge o f requ i remen ts f o r r epo r t i ng haz a rds , i nc i den ts and i n j u r i es i nc l ud ing t he au tho r i t i es wh i ch need t o be no t i f i ed .

Key cove rage : T ra i ne rs w i l l need t o summar i s e requ i remen ts f o r repo r t i ng haz ards , i nc i den ts and i n j u r i es i nc l ud ing t he au tho r i t i e s wh i ch may need no t i f i ca t i on i nc l ud ing : • emergency s e rv i ces (eg po l i ce , ambu l anc e , f i r e b r i gade , emergency rescue e t c ) • O HS regu la to r y au tho r i t y • s upe rv i so r . T ra i ne rs w i l l need t o exp l a i n t ha t i nc iden ts need t o be re po r ted , and can be acc iden ts caus ing i n j u ry o r damage t o p rope r t y , o r n ea r m i sses /dange rous occu r renc es wh i ch do no t caus e i n j u r y , bu t wh i c h may pose a r i s k t o pe rs ons o r p rope r t y and need t o be repo r ted t o p rev en t rec u r rence (eg co l l apse o f a s t r uc tu re , ma l f unc t i on o f equ i pment e t c ) .

T ra i ne rs w i l l a l so need t o b r i e f l y ex p l a i n t he ro l e o f wo rke rs compensa t i on and i n j u r y managemen t .



1 . Use v i s ua l a i ds t o exp l a i n haza rd , i nc i den t and i n j u r y r epo r t i ng requ i remen ts (as requ i red by l eg i s l a t i on ) no t i ng t he requ i remen t t o repo r t i nc i den ts i r r e spec t i ve o f whe the r an i n j u r y has occu r red .

2 . Use v i s ua l a i ds and /o r p rac t i c a l s i t ua t i ons t o ex p l a i n and demons t ra te t he gene ra l p rocedu res and t ime f rames f o r r e po r t i ng haza rds , i nc i den ts and i n j u r i es .

3 . L i s t t he au thor i t i es r equ i red t o be no t i f i ed i n t he ev en t o f an i nc i den t and /o r i n j u r y ( supe rv i s o r , emergency s e rv i ces - po l i ce , ambu lanc e , f i r e b r i gade , emergency resc ue , OHS regu l a to ry au tho r i t y e tc ) .

4 . Use v i s ua l a i ds t o exp l a i n t he ro l e o f wo rke rs compensa t i on and i n j u r y managemen t a nd re l a ted repo r t i ng requ i remen ts ( i e a l l emp l oy ees have t he r i gh t t o wo rke rs compensa t i on i f i n j u red a t wo r k t o cov e r l oss o f wages , med i ca l ex penses e tc ) .


Th rough o ra l o r w r i t t en responses and /o r i n t e rp re ta t i on o f p i c t u res o r v i deos p rov id i ng a s i mp le sc ena r i o , pa r t i c i pan t s c an demons t ra te a bas i c k now ledge o f : • t he s teps i nv o l ved i n repo r t i ng haza rds , i nc i den ts and i n j u r i es • t he ro l e o f wo rk e rs compensa t i on f o r i n j u ry managemen t • t he au tho r i t i e s wh i ch need t o be no t i f i ed i n t he even t o f an emergenc y , i nc i den t

o r i n j u ry .



E l emen t 4 . I den t i f y OHS i nc i den t r esponse p rocedu res


4 .1 Genera l p rocedures f o r r espond ing t o i nc i den ts and emergenc ies a re i den t i f i ed and exp l a i ned


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k nowl edge o f poss i b l e cons t ruc t i on i nc i den t and emergency s i t ua t i ons , and gene ra l r esponse p rocedu res .

Key cove rage : T ra ine rs w i l l need t o desc r i be common cons t ruc t i on ac t i v i t i es de f i ned as “ i nc i den ts ” i nc l ud i ng : • acc iden t s resu l t i ng i n pe rsona l i n j u r y o r damage t o p rop e r t y • nea r m iss es o r dange rous occu r renc es wh i ch do no t c aus e i n j u ry bu t may pose a

r i s k t o pe rs ons o r p rope r t y ( eg co l l apse o r f a i l u re o f a bu i l d i ng o r s t ruc tu re , e l ec t r i ca l sho r t c i r cu i t , ma l func t i on o r exp l os i on e tc ) .

T ra i ne rs w i l l a l so need t o b r i e f l y desc r i be each o f t he poss ib l e c ons t ruc t i on emergency s i t ua t i ons , pa r t i cu l a r l y : • f i re • t ox i c and /o r f l ammab le v apou rs em iss ion • v eh i c l e /mob i l e p l an t acc i den t

• chemic a l sp i l l • s t ruc tu ra l co l l apse • i n j u r y t o pe rsonne l .

T ra i ne rs w i l l t hen exp l a i n t he gene ra l p roc edu res f o r r espond ing t o O HS i nc i den ts /emergenc ies i nc l ud ing : • bas i c emergency respons e (k eep ca lm , r a i se a l a rm , ob ta i n he l p ) • ev acua t i on • r e fe r r i ng t o s i te emergenc y p l ans and documen ta t i on • no t i f i ca t i on o f des igna ted OHS pe rsonne l and au tho r i t i es .



1 . Use v i sua l a i ds t o de f i ne an “ i nc i den t ” and p rov ide ex amp l es o f nea r m isses and dange rous occ u r rences wh i ch mus t be repo r ted

2 . Use v i sua l a i ds t o de f i ne an “emergency ” and summar i se t he k ey as pec t s o f an emergency respons e ( i e keep ca lm , r a i s e a l a rm , ob ta i n he lp ) .

3 . L i s t and p rov ide examp les o f common wo rk p l ace doc umen ta t i on /p l ans wh i c h c on ta i n i n fo rma t i on abou t emergenc y response and /o r no t i f i c a t i on .

4 . Use p rac t i ca l s i t ua t i ons t o demons t ra te re spons es t o a range o f poss ib l e c ons t ruc t i on emergency s i t ua t i ons , i nc l ud ing :

- f i re - t ox i c and /o r f l ammab le v apou rs em iss ion - v eh i c l e /mob i l e p l an t acc i den t - s t ruc tu ra l c o l l apse - c hemi c a l s p i l l - i n j u r y t o pe rs onne l .

5 . P rov i de a handou t t ha t s ummar i s es t he key i n fo rma t i on t o be no t i f i ed t o emergency s e rv i ces pe rs onne l ( i e whe re t he emergenc y i s , wha t has happened , wha t i s be ing done , who i s ca l l i ng , do no t hang up w i t hou t r ece i v i ng i ns t ruc t i ons on how to p ro c eed ) .


Th rough o ra l o r w r i t t en responses , pa r t i c i pan ts can demons t ra te a bas i c know ledge o f : • c ommon c ons t ruc t i on s i t ua t i ons wh i ch ca n be de f i ned as ‘ i nc i den ts ’ ( pa r t i c i pan t

s hou ld exp l a i n t he d i f f e rence be tween ac c i den t s and o the r t y pes o f i nc i den ts , and p rov i de ex amp l es o f dange rous oc c u r rences )

• t he k ey e l emen ts o f an emergency respons e (pa r t i c i pan t res ponse shou ld i nc l ude k eep ca lm , r a i se a l a rm , ob ta i n he lp )

• t he range o f p oss i b l e cons t ruc t i on emergency s i t ua t i ons • t he s teps i nv o l ved i n res pons e t o an emergency i nvo l v i ng a t l eas t two examp les

o f emergency s i t ua t i ons (one o f t hese ex amp les c ou ld re l a te t o f i r e ) • t he k ey i n fo rma t i on wh i ch wou l d be requ i red by emergency s e rv i ces upon

no t i f i ca t i on o f an emergency o r i nc i den t .





4 .2 P rocedu res f o r f i r s t a i d a re i den t i f i ed and exp l a i ned


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k now ledge o f f i r s t a i d r esponse requ i remen ts i nc l ud ing p rocess es f o r no t i f i c a t i on o f app ropr i a te pe rsonne l and access i ng f i r s t a i d k i t s and equ i pmen t .

Key cove rage : T ra i ne rs w i l l need t o summar i s e common s i t ua t i ons whe re f i r s t a i d wou ld be requ i red , and t he gene ra l p rocedu res f o r f i r s t a i d r espons e .

T ra i ne rs w i l l need t o exp l a i n t he t ypes o f f i r s t a i d k i t s and equ i pmen t wh i ch a re common ly av a i l ab l e on c ons t ruc t i on s i t es , and t he p rocedu res f o r t he i r acc ess and use .

T ra i ne rs s hou ld a l s o ex p l a i n requ i remen ts f o r f i r s t a i d p rov i s i on /us e o f f i r s t a i d equ ipmen t by peop l e w i t h app rop r i a te f i r s t a i d t ra i n i ng (eg f i r s t a i d o f f i c e rs ) .



1 . O u t l i ne t he bas i c p r i nc i p l es o f f i r s t a i d , p rov i d i ng examp l es o f common s i t ua t i ons wh i c h wou l d requ i re f i rs t a id .

2 . O u t l i ne t he t y pes o f f i r s t a i d equ i pmen t / k i t s wh i ch a re common ly av a i l ab l e on c ons t ruc t i on s i t es and gene ra l p rocedu res f o r t he i r us e as we l l as pe rsonne l t r a i ned t o respond t o f i r s t a i d s i t ua t i ons (eg f i r s t a i d o f f i c e r ) .

3 . Ex p l a i n gene ra l p rocesses fo r f i r s t a i d r espons e i nc l ud ing :

- no t i f i c a t i on o f s i t e f i r s t a i d o f f i ce r / pe rsonne l and supe rv i so r

- no t i f i c a t i on o f emergency s e rv i ces

- acc ess t o f i r s t a i d k i t s and /o r equ i pmen t

- r epo r t i ng and documen ta t i on requ i remen ts .


Th rough o ra l o r w r i t t en responses , pa r t i c i pan ts can demons t ra te a bas i c know ledge o f : • t he gene ra l p rocess es f o r f i r s t a i d r esponse i nc l ud i ng pers ons t o no t i f y and

requ i remen ts f o r access ing and us ing f i r s t a i d k i t s / equ ipmen t .



E l ement 4 . I den t i f y OHS i nc i den t r esponse p rocedu res


4 .3 Requ i remen ts f o r t he se lec t i on and use o f r e l evan t Per sona l P ro tec t i ve Equ ipm ent a re i den t i f i ed and demons t ra ted


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k nowl edge o f t he range an d ro l e o f Pe rs ona l P ro tec t i ve Equ ipmen t and c l o th i ng , and be ab le t o demons t ra te requ i remen ts f o r se l ec t i on and us e o f common i t ems .

Key cove rage : T ra ine rs w i l l need t o p rov ide an ove rv i ew o f t he range o f PPE and c l o th i ng and ex p l a i n i t s ro l e i n p rov id i ng bas i c p ro tec t i on f o r wo rke rs . Ex amp l es o f PPE shou ld be p rov ided as we l l as a demons t ra t i on o f co r rec t se l ec t i on and us e . P PE may i nc l ude , bu t no t be l i m i t ed t o : • p ro tec t i ve , we l l f i t t i ng c l o th ing • a rm gua rds • ap rons • h i gh v i s i b i l i t y re t r o re f l ec t i ve ves ts • s a fe ty f oo twea r • ha rd ha t • ey e p ro tec t i on • hea r i ng p ro tec t i on • g l ov es • r esp i ra to r y p ro tec t i on • UV p ro tec t i v e c l o th i ng and sunsc reen . T ra ine rs s hou ld exp l a i n t ha t use o f PPE wi l l no t p reven t i n j u r y , ra the r i t may l im i t t he sev e r i t y o f damage / i n j u r y .



1 . Ex p l a i n t he purpose o f PPE no t i ng i t i s t he emp loy e r ’ s res pons ib i l i t y to bo th p rov i de i t t o wo rk ers , and rep lac e i t as nec essa ry . Ex p la i n t he ro l e o f PP E i n p rov i d i ng p ro tec t i on , l i m i t i ng damage e t c , ra the r t han p r even t i ng i n j u r y .

2 . Use v i sua l a i ds and ex amp les o f c ommon PPE to demons t ra te i t s us e (eg a rm gua rds , ap ron s , h i gh v i s i b i l i t y v es ts , s a fe ty f oo twea r , ha rd ha t , eye and hea r i ng p ro tec t i on , g l ov es , r esp i ra to r y p ro tec t i on , UV p ro tec t i v e c l o th i ng and sunsc reen ) .

3 . Use a p rac t i ca l demons t ra t i on t o h i gh l i gh t r equ i remen ts f o r ens u r i ng t he co r rec t s e lec t i on and use o f i t ems o f P PE .


Th rough o ra l o r w r i t t en responses and demons t ra t i on , pa r t i c i pan ts can show a bas i c know ledge o f : • t he pu rpose o f PPE ( responses shou ld i nc lude PPE p rov ides bas i c p ro tec t i on f o r

wo rke rs and i s a l so us ed w i t h i n t he h i e ra rc hy o f con t ro l e t c ) • t he t ypes o f PPE and how i t s hou l d be used (pa r t i c i pan t s shou ld be ask ed t o

demons t ra te o r des c r i be t he se l ec t i on and us e o f a t l eas t two i t ems o f PPE) .





4 .4 F i re sa fe ty e q u ipment i s i den t i f i ed and exp l a i ned


By t he end o f t h i s ses s ion pa r t i c i pan ts w i l l have a bas i c k now ledge o f t he range o f f i r e sa fe ty equ ipmen t . Pa r t i c i pan t s w i l l a l so hav e a bas i c know ledge o f t he common caus es o f f i r e on a cons t ruc t i on s i t e and c i r cums tanc es requ i r i ng ev acua t i on .

Key cove rage : T ra i ne rs w i l l need t o exp l a i n t he common causes o f f i re on a cons t ruc t i on s i t e cov e r i ng : • c hemica l • e l ec t r i c a l • ex p l os i on • f r i c t i on • f l ammab l e ma te r i a l s • mec han i ca l /we l d i ng . T ra i ne rs w i l l a l so p rov ide an ove rv i ew o f the range o f f i r e sa fe ty equ i pmen t i nc l ud ing : • f i re f i gh t i ng equ ipmen t • f i re b l anke ts • b rea th ing appa ra tus . T ra i ne rs s hou ld exp l a i n c i r c ums tances i nvo l v i ng f i re wh i ch wou ld necess i t a te evac ua t i on .



1 . Use v i sua l a i ds t o ex p l a i n t he c ommon c aus es o f f i re on a c ons t ruc t i on s i t e ( i e c hemica l , e l ec t r i c a l , exp l os i on , f r i c t i on , f l ammab l e ma te r i a l s , mec han i ca l /we l d i ng ) .

2 . Use v i s ua l a i ds t o l i s t and i l l u s t r a te t he range o f f i r e sa fe t y equ i pmen t ( i nc l ud i ng t y pes o f f i r e f i gh t i ng equ i pmen t , f i r e b l anke t s , b rea th i ng appa ra tus ) .

3 . Use a p rac t i ca l s i t ua t i on t o demons t ra te t he se l ec t i on o f f i re s a fe t y equ ipmen t t o r espond t o an i nc i den t .

4 . Ex p l a i n the c i r cums tanc es i nv o l v i ng f i r e wh i ch wou ld nec ess i t a te an ev ac ua t i on respons e .


Th rough o ra l o r w r i t t en responses , pa r t i c i pan ts can demons t ra te a bas i c know ledge o f : • t he c ommon causes o f f i re on a cons t ruc t i on s i t e • t he t y pes o f f i r e sa fe t y equ ipmen t common ly us ed on a cons t ruc t i on s i t e • s i t ua t i ons i nvo l v i ng f i r e wh i ch wou ld necess i t a te ev acua t i on .


r e s o u r c e s

a n d c o n t a c t s

The fo l low ing a re con tact de ta i l s fo r the Const ruc t ion and Proper ty Serv i ces Indus t ry Sk i l l s Counc i l (CPSISC) wh ich has respons ib i l i t y fo r recogn ised t ra in ing in the Const ruct ion indus t ry , and the Genera l Cons t ruc t ion Tra in ing Package .

C o n s t r u c t i o n a n d P r o p e r t y S e r v i c e s I n d u s t r y S k i l l s C o u n c i l

Posta l Address PO Box 151 Be lconnen ACT 2616 p : (02 ) 6253 0002 f : (02 ) 6253 0004 e : i n fo@cpsisc .com.au w : www.cps isc .com.au The fo l lowing a re con tact de ta i l s fo r the Of f i ce o f the Aust ra l ian Sa fe ty and Compensa t ion Counc i l (ASCC) . The ASCC has respons ib i l i t y fo r the Nat iona l Code o f Pract i ce fo r Induc t ion Tra in ing fo r Const ruc t ion Work (ASCC 2006) wh ich d i rec ts the Const ruc t ion OHS Induct ion Tra in ing Program . A u s t r a l i a n S a f e t y a n d C o m p e n s a t i o n C o u n c i l ( A S C C )

Posta l Address GPO Box 9879 Canber ra ACT 2601 p : (02 ) 6121 6000 f : (02 ) 6121 9299 e : i n fo@ascc .gov.au w: www.ascc .gov .au

r e s o u r c e s a n d c o n t a c t s


L a n g u a g e , l i t e r a c y a n d n u m e r a c y a s s i s t a n c e

The fo l l owing a re contact de ta i l s fo r the Commonweal th Depar tment o f Educat ion , Sc ience and Tra in ing (DEST) , Nat iona l Of f i ce fo r the Workp lace Eng l i sh , Language and L i te racy (WELL) Program. Th is a rea o f the Depar tment can prov ide ass is tance wi th ques t ions re la t ing to Language, L i te racy and Numeracy (LLN) . Th is a rea can a lso prov ide gu idance in loca t ing LLN resources , spec ia l i s t s or consu l tan ts : DEST – WELL Program – Adul t L i teracy Sect ion DEST Nat iona l Of f i ce GPO Box 9880 (Locat ion 736) Canber ra C i ty ACT 2601 Leve l 3 , T imes Square Bu i ld ing 16 Mor t S t reet Canber ra C i ty ACT 2601 p : 1300 6555 06 (Ho t l ine) p : (02 ) 6240 8111 (Swi tch) f : (02 ) 6240 9202 I n f o r m a t i o n o n t h e A Q T F s t a n d a r d s f o r R T O s

In fo rma t ion on the Aust ra l ian Qua l i t y Tra in ing Framework (AQTF) inc lud ing a copy o f the Standards fo r Reg is te red Tra in ing Organ isa t ions i s ava i lab le on l ine a t : www.dest .gov .au /sec tors / t ra in ing_sk i l l s /po l i cy_ is sues_rev iews/key_ issues/n ts /aq t f / s tandards_2005 .h tm



A u s t r a l i a n s t a t e a n d t e r r i t o r y O H S a n d w o r k e r s c o m p e n s a t i o n b o d i e s

AC

T ACT Wo rkCover ( 02 ) 620 5 020 0 www. workcov er .ac t . gov .au

ACT Work Cove r ’ s co re bus iness i s t o adm in i s te r , imp l emen t and en fo rce l eg i s l a t i on cov e r i ng occupa t i ona l hea l t h and s a fe t y , wo rk ers ’ compensa t i on , dange rous subs tances and l abou r r egu la t i on . I n s o do ing , ACT WorkCove r a ims t o ac h i eve an ACT commun i t y whe re comp l i ance w i t h wo rkp l ac e l eg i s l a t i on i s embraced as an i n teg ra l pa r t o f a l l wo rk ac t i v i t y .

NSW

WorkCover NSW 131050 www. workcov er .ns w.gov .au

WorkCove r NSW i s a s ta tu to ry au tho r i t y w i t h i n t he M in i s te r f o r C ommerc e ’ s po r t f o l i o . I t s p r ima ry ob jec t i ve i s t o work i n pa r t ne rsh i p w i th t he NS W commun i t y t o ach i eve sa fe wo rkp lac es , e f f ec t i ve re tu rn t o wo rk and sec u r i t y f o r i n j u red wo rk e rs .

NSW Workers ' Compensa t ion Commiss ion 1300 368 040 www.wcc .nsw .gov .au

The NS W Work e rs ’ Compensa t i on Commiss ion reso l ves wo rk e rs compensa t i on d i spu tes . The commiss i on encou rages wo rke rs and emp loy e rs t o d i scus s ways o f r eso l v i ng t he i r d i s pu te a t a l l s t ages o f t he p roc ess .

NT NT Wo rkSafe

1800 019 115 www.n t . gov .au /dee t /wo rksa fe

NT W ork S a fe i s r espons ib l e f o r t he Te r r i t o ry -w i de regu la t i on o f occupa t i ona l hea l t h and sa fe t y , r ehab i l i t a t i on and wo rk e rs ' compens a t i on . NT WorkSa fe se ts sa fe ty s tanda rds , p rov ides i n te rp re ta t i ons o f l aws and s tanda rds and p rov ides i n fo rmat i on and gu idance ma te r i a l s .

Que

ensl

and

Depar tment o f Indus tr i a l Re la t ions QLD 1300 369 915 www.d i r . q l d .gov .au /workp l ace / i ndex .h tm

The ro l e o f t he Depa r tmen t o f I ndus t r i a l Re la t i ons i s to l ead po l i c y deve l opmen t , and de l i ve r se rv i ces t ha t ensu re sa fe , fa i r and p roduc t i v e wo rk env i ronmen ts wh i ch con t r i bu te t o the soc ia l and economic we l l be ing o f Queens lande rs .

Wo rkCover QLD 1300 362 128 www. workcov er .q l d .gov .au

WorkCove r QLD i s a Queens l and Gove rnmen t owned s ta tu to r y au tho r i t y . W ork Cov e r ope ra tes as an i ndependen t , c ommerc i a l en te rp r i se . Ou r i ncome i s de r i ved f r om p rem i ums pa id by emp l oye rs and re tu rns o n ou r f unds i nv es ted . S i nc e i t s f o rma t i on i n 1997 , WorkCove r has been t he ma in p rov ide r o f wo rk e rs ’ compens a t i on i ns u rance t o Q ueens land emp l oy e rs .

Q-COMP 1300 361 235 www.qc omp .com.au

Q -COMP i s t he Workde rs ’ Compensa t i on Regu l a to ry Au tho r i t y f o r Queens land . Q -COMP 's p r ima ry f unc t i on i s t o r egu la te t he wo rk e rs ' compens a t i on scheme . The Ac t se ts ou t ve ry c l ea r l y t he spec i f i c f unc t i ons and powers t ha t enab le Q -COMP to en fo rce t he Ac t as t he Regu la to r .

S o u r c e : A S C C w e b s i t e h t t p : / / w w w . n o h s c . g o v . a u / A b o u t N o h s c / O H S L i n k s /

Sta te / t e r r i t o r y body Respons i b i l i t i es



SA

WorkCover SA 13 18 55 www. work c ov er . c om

WorkCove r SA p rov ides a wo rke rs rehab i l i t a t i on and compens a t i on sc heme fo r t he Sou th Aus t ra l i an commun i t y and p romo tes wo rkp l ac e hea l t h & s a fe t y .

SafeWor k S A 1300 365 255 www.s a fework . s a .gov .au

Sa feWork SA i s Sou th A us t ra l i a ' s Occupa t i ona l Hea l t h and Sa fe t y (OHS) agency . The i r p r ima ry ro l e i s t o p romo te and e nc ou rage sa fe , f a i r and p roduc t i v e work i ng l i ves i n Sou th Aus t ra l i a by wo rk i ng w i t h emp loye rs , emp loy ees , un ions and i ndus t r y r ep res en ta t i ves .

Vict

oria

V i c to r ian WorkCover Auth or i ty 1800 136 089 www. workcov er . v i c . gov .au

The V i c to r i an W ork Cov e r Au tho r i t y i s an agency respons i b l e f o r sa fe t y p rog rams , i n fo rma t i on and t ra i n i ng ac t i v i t i es , adv i ce on s a fe ty and hea l t h mat te r s and wo rk e rs compensa t i on and rehab i l i t a t i on .

WA

WorkSa fe W A 1300 307 877 www.s a fe t y l i ne .wa .gov .au

WorkSa fe WA i s t he Wes te rn Aus t ra l i an Gov e rnmen t agency res pons ib l e f o r t he adm in i s t r a t i on o f t he Occupa t i ona l Hea l t h and Sa fe t y Ac t 1984 . A ma jo r r o l e o f WorkSa fe WA i s t o p romo te and p rov i de i n fo rma t i on t o i ndus t ry and the commun i t y t o ass i s t i n t he p reven t i on o f wo rk p lace i n j u r y and d i s ease .

WorkCover WA 1300 794 744 www. workcov er .wa .gov .au

WorkCove r WA ’s ro l e i s to m i n i m i se t he soc ia l and economic impac t on wo rke rs w i t h wo rk - re l a ted i n j u r y , d i s ease and ac h i eve cos t e f f ec t i v eness f o r emp loye rs and t he commun i t y . WorkCove r WA a i ms to ens u re t he s ta te ’ s wo rk e rs ’ compens a t i on and i n j u ry managemen t sc heme ope ra tes e f f ec t i ve l y f o r t he peop le o f Wes te rn Aus t ra l i a .

Tasm

ania

WorkCover Tasman ia 1300 366 322 www. workcov er . t as .gov .au

The Work Cov er Tasman ia B oa rd i s es tab l i shed by t he Worke rs Rehab i l i t a t i on and Compensa t i on Ac t 1988 . WorkCove r Tas man ia can p rov i de i n fo rma t i on on wo rk p lace hea l t h and sa fe ty

Add

itio

nal c

onta

cts

COMCARE 1300 366 979 www.c omcare .gov .au

Comca re i s r espons ib l e f o r wo rk p lace s a fe t y , r ehab i l i t a t i on and compensa t i on i n t he Commonwea l t h j u r i s d i c t i on . Comcare s uppor t s t he Sa fe ty , Rehab i l i t a t i on and Compensa t i on Commiss ion i n ex e rc i s i ng i t s f unc t i ons and powers

ACTU (Aus tra l i an Counc i l o f T rades Un io ns ) ( 03 ) 966 3 526 6 www.ac tu .asn .au

The Aus t ra l i an Counc i l o f T rade Un ions (ACTU) i s t he on l y peak counc i l and na t i ona l cen t re rep resen t i ng t he Aus t ra l i an wo rk fo r ce . I t i nc l udes t rades , sa les , c l e r i c a l , t echn i ca l and p ro fess iona l wo rke rs amongs t i t s a f f i l i a t ed un ion membersh ip

ACCI (Aus t ra l i an Ch amb er o f Commerce and Indus t ry ) ( 02 ) 627 9 231 1 www.ac c i . as n .au

The Aus t ra l i an Chamber o f Commerce an d I ndus t r y (ACCI ) i s t he peak counc i l o f Aus t ra l i an bus i ness ass oc ia t i ons . The ro l e o f ACCI i s t o rep r esen t t he i n t e res ts o f bus iness a t a na t i ona l l eve l as we l l as i n te rna t i ona l l y

S o u r c e : A S C C w e b s i t e h t t p : / / w w w . n o h s c . g o v . a u / A b o u t N o h s c / O H S L i n k s /

S ta te / t e r r i t o r y body Respons i b i l i t i es


g l o s s a r y

o f t e r m s

S o m e d e f i n i t i o n s h a v e b e e n s o u r c e d f r o m t h e N a t i o n a l S t a n d a r d f o r C o n s t r u c t i o n W o r k [ N O H S C : 1 0 1 6 ( 2 0 0 5 ) ]

Acc red i t ed cou rse An acc red i t ed cou rse i s a s t r uc tu red s equence o f Voca t i ona l Educ a t i on and T ra in i ng t ha t l eads t o an Aus t ra l i an Qua l i f i c a t i ons F ramework qua l i f i ca t i on o r S ta temen t o f A t t a i nmen t .

ACTU Aus t ra l i an Counc i l o f T rade Un i ons .

Appea l p rocess A p rocess whereby t he pe rson be ing as sess ed , o r o the r i n te res ted pa r t y , such as an emp l oy er , may d i spu te t he ou t come o f an assess men t and s eek reasses s men t .

Ass essmen t Ass ess men t i s t he p rocess o f co l l ec t i ng ev idence and mak ing j udgemen ts on whe the r c omp e tency has been ach i eved to con f i rm tha t an i nd i v i dua l can pe r fo rm to t he s tanda rd expec ted i n t he wo rkp lace as ex p ress ed i n t he re l evan t endo rs ed i ndus t r y /en te rp r i se compe tency s tanda rds o r ou t comes o f acc red i t ed cou rses .

Ass essmen t p rocess The assess men t p roc ess i s the ag reed s e r i es o f s t eps t ha t t he pa r t i c i pan t unde r tak es w i t h i n t he en ro lmen t , assess ment , r eco rd ing and repo r t i ng cyc le . The p rocess mus t bes t su i t t he needs o f a l l s t ak eho lde rs and be bo th e f f i c i en t and cos t -e f f ec t i ve . The agreed ass essmen t p rocess i s o f t en exp res sed as a f l ow cha r t .

Ass essmen t t oo l An ass essment t oo l con ta i ns bo th t he i ns t rumen t and t he i ns t ruc t i ons fo r ga the r i ng and i n te rp re t i ng ev idence :

I ns t rumen t [ s ] – t he spec i f i c ques t i ons o r ac t i v i t y deve l oped f rom the se l ec ted ass essmen t me thod [s ] t o be us ed f o r t he ass essmen t . A p ro f i l e o f accep tab l e pe r fo rma nce and t he dec i s i on mak ing ru l es f o r t he assesso r may a l s o be i nc l uded .

P rocedu res – t he i n fo rma t i on / i ns t ruc t i ons g i ven t o t he pa r t i c i pan t and /o r t he ass esso r r ega rd ing c ond i t i ons unde r wh i ch t he assessmen t shou ld be conduc ted and reco rded .

Aus t ra l i an Qua l i t y T ra in i ng F ramework (A QTF )

The na t i ona l l y ag reed qua l i t y a r rangemen t s f o r t he voc a t i ona l educ a t i on and t r a i n i ng (VET ) sys tem.

Aus t ra l i an Qua l i f i c a t i ons F ramewo rk (AQ F)

The po l i c y f ramework t ha t de f i nes a l l qua l i f i c a t i ons recogn i sed na t i ona l l y i n pos t - compu l s o ry educa t i on and t r a i n i ng w i th i n Aus t ra l i a . The AQ F c ompr i s es t i t l es and gu ide l i nes wh i c h de f i ne each qua l i f i c a t i on , t oge the r w i t h p r i nc i p l es and p ro toc o l s c ove r i ng c ross -s ec to ra l qua l i f i ca t i on l i nk ages and i s suance o f qua l i f i ca t i ons and s ta temen ts o f a t t a i nment .

ASCC Aus t ra l i an Sa fe t y and Compensa t i on Counc i l .

Aus t ra l i an S tanda rds Have been deve l oped t o p rov i de m i n i ma l l eve l s o f pe r f o rmance o r qua l i t y f o r a spec i f i c haza rd , wo rk p rocess o r p roduc t . I f an Aus t ra l i an S tanda rd i s l i s t ed i n t he Ac t and /o r Regu la t i ons , i t becomes a pa r t o f i t and i t mus t be f o l l owed .

g l o s s a r y o f t e r m s


Codes o f p rac t i ce G i ve p rac t i c a l gu idanc e on how to c omp ly w i t h t he l ega l r equ i remen ts o f spec i f i c regu la t i ons and s hou ld be us ed i n add i t i on t o the Ac t and Regu la t i ons .

Compe tenc y The s pec i f i ca t i on o f know ledge and sk i l l and t he app l i c a t i on o f t ha t know ledge and sk i l l t o t he s tanda rds o f pe r f o rmance requ i red i n t he wo rkp l ace .

Compe ten t pe rson A pe rson who has ac qu i red t h rough t ra i n i ng , qua l i f i ca t i on , o r expe r i enc e , o r a comb i na t i on o f t hese , t he know ledge and sk i l l s enab l i ng t ha t pe rson t o de l i ve r s i t e -s pec i f i c and wo rk -ac t i v i t y t r a i n i ng .

Cons t ruc t i on s i t e A p l ac e a t wh i ch c ons t ruc t i on wo rk i n unde r taken and any o the r a rea i n t he v i c i n i t y whe re p l an t o r o the r ma te r i a l us ed , o r t o be used , i n c onnec t i on w i t h t ha t cons t ruc t i on wo rk i s l oca ted o r k ep t du r i ng t he c ons t ruc t i on wo rk . I t does no t i nc l ude a p l ac e whe re e l emen ts a re manu fac tu red ‘ o f f s i t e ’ o r whe re cons t ruc t i on ma te r i a l i s s t o red f o r s a le as s tock f o r sa le o r f o r h i r e .

Cons t ruc t i on wo rk Any wo rk on o r i n t he v i c i n i t y o f a cons t ruc t i on s i t e ca r r i ed ou t i n connec t i on w i t h t he cons t ruc t i on , a l t e ra t i on , conv e rs i on , f i t t i ng ou t , commis s ion i ng , r enova t i on , r epa i r , ma i n tenance , de -commiss ion i ng , demo l i t i on o r d i s man t l i ng o f any s t ruc tu re , and i nc l udes

(a ) t he demo l i t i on o r d i sman t l i ng o f a s t ruc tu re , o r pa r t o f a s t r uc tu re , and t he remova l f rom the cons t ruc t i on s i t e o f any p roduc t o r was te res u l t i ng f r om the demo l i t i on o r d i s man t l i ng ,

(b ) t he assemb l y o f p re fab r i c a ted e lemen ts to f o rm a s t r uc tu re o r t he d i s assemb ly o f p re fab r i c a ted e l emen ts , wh i ch , immed i a te l y be fo re such d i s assemb ly , fo rmed a s t r uc tu re ,

( c ) any wo rk i n connec t i on w i t h any ex cava t i on , l andscap i ng , p repa ra to ry wo rk , o r s i t e p repa ra t i on c a r r i ed ou t f o r t he purpose o f any wo rk re fe r red t o i n t h i s de f i n i t i on , and

(d ) any wo rk re fe r red t o i n t h i s de f i n i t i on c a r r i ed ou t unde r wa te r , i nc l ud ing wo rk on buoys , obs t ruc t i ons t o nav i ga t i on , r a f t s , sh i ps , and w rec ks ,

bu t does no t i nc l ude t he exp l o ra t i on f o r o r ex t rac t i on o f m ine ra l r esou rces o r p repar a to r y w o rk re l a t i ng t o t he ex t rac t i on c a r r i ed ou t a t a p l ac e whe re such exp l o ra t i on o r ex t rac t i on i s c a r r i ed ou t .

Emp loy ee A pe rson who wo rks unde r a con t rac t o f emp l oy men t o r app ren t i ces h ip .

Emp loy e r A pe rson who engages o the r pe rsons under con t rac ts o f emp l oy men t o r app ren t i cesh ip .

Ev i dence / qua l i t y ev idenc e

Ev i dence i s i n f o rma t i on ga the red wh i c h , when ma tc hed aga ins t t he Per fo rmanc e C r i t e r i a , p rov ides p roo f o f compe tency . Ev idenc e can take many f o rms and be ga the red f r om a number o f s ou rces . Ass esso rs o f t en ca tego r i s e ev idenc e i n d i f f e ren t ways f o r examp le :

d i rec t , i nd i r ec t and s upp lemen ta ry sou rces o f ev i dence

ev idence c o l l ec ted by t he par t i c i pan t o r ev i dence co l l ec ted by t he assesso r

h i s to r i ca l and rec en t ev i denc e co l l ec ted by t he pa r t i c i pan t and cu r ren t

ev idence c o l l ec ted by t he ass esso r .

Qua l i t y ev i dence i s va l i d , f a i r , au then t i c , su f f i c i en t , cu r ren t and re l i ab le ev i dence t ha t enab les t he assess o r t o mak e t he assessmen t j udgemen t .



F l ex ib l e l ea rn ing and ass essmen t

F l ex i b l e l ea rn ing and ass essmen t i s an app roach t o voca t i ona l educa t i on and t r a i n i ng wh i c h a l l ows fo r t he adop t i on o f a r ange o f l ea rn i ng s t r a teg ies i n a va r i e ty o f l ea rn i ng env i r onmen ts t o c a te r fo r d i f f e rences i n l ea rn i ng s ty l es , l ea rn i ng i n te res ts and needs , and va r i a t i ons i n l ea rn ing oppo r tun i t i es ( i nc l ud i ng on - l i ne ) .

Haza rd Any t h i ng ( i nc l ud i ng an i n t r i ns i c p rope r t y o f a t h i ng ) , o r s i t ua t i on w i t h t he po ten t i a l t o c ause i n j u ry o r ha rm .

I nc i den t Re fe r t o :

acc i den t s resu l t i ng i n pe rs ona l i n j u ry o r damage t o p rope r t y

nea r m isses o r dange rous occu r renc es wh i c h do no t c aus e i n j u ry bu t may pose an immed i a te and s i gn i f i can t r i s k t o pe rsons o r p rope r t y , and need t o be re po r ted so t ha t ac t i on c an be t aken t o p reven t recu r rence .

LLN Re fe rs t o Language , L i t e racy and Numera cy – t he speak i ng , r ead ing , w r i t i ng o r bas i c ma ths sk i l l s wh i ch unde rp i n wo rk f unc t i ons .

Na t i ona l T ra i n i ng I n fo rma t i on Se rv i ce (NT IS )

Na t i ona l T ra i n i ng I n fo rma t i on Se rv i c e (NT IS ) i s t he Na t i ona l Reg i s te r fo r r eco rd i ng i n fo rma t i on abou t Reg i s te red T ra in i ng O rgan i sa t i ons , T ra in i ng Pack ages and acc red i t ed cou rs es . I n fo rma t i on he ld on the NT IS i s s ea rchab l e and pub l i c l y access ib l e v i a t he I n te rne t . The NT IS con ta i ns comprehens i v e i n fo rma t i on on endo rsed T ra in i ng Packages wh i ch have been app roved by M in i s t e r s and i nc l udes f u l l de ta i l s o f compe tency s tanda rds ; a l i s t i ng o f NTQC no ted suppo r t ma te r i a l s w i t h c on tac t sou rce ; de ta i l s o f AQ F ac c red i t ed cou rses /qua l i f i ca t i ons ; and con tac t de ta i l s and s c ope o f reg i s t r a t i on o f a l l Reg i s te red T ra in i ng Organ i sa t i ons .

Na t i ona l l y r ecogn i s ed t ra i n i ng

Na t i ona l l y r ecogn i s ed t ra i n ing i s t ra i n i ng and assessmen t , de l i ve red by a Reg i s te red T ra in i ng Organ i sa t i on , wh i c h mee ts t he requ i remen ts spec i f i ed i n na t i ona l i ndus t r y /en te rp r i s e T ra in i ng Pack ages o r i n Aus t ra l i an Qua l i f i ca t i ons F ramewo rk acc red i t ed c ou rses whe re no r e l evan t T ra i n ing Package ex i s t s .

NOHSC Na t i ona l Occupa t i ona l Hea l th and Sa fe t y Commiss i on

OHS Occupa t i ona l Hea l t h and Sa fe t y

OHS i nduc t i on t ra i n i ng

Cons t ruc t i on sa fe t y awa reness t ra i n i ng unde r taken p r i o r t o c ommenc ing cons t ruc t i on wo rk . OHS i nduc t i on t ra i n i ng i nc l udes gene ra l , s i t e spec i f i c and wo rk ac t i v i t y t ra i n i ng t ha t mee ts t he requ i remen ts o f t h i s Code and wh i ch i s comp l e ted t o the s a t i s f ac t i on o f t he pe rson de l i ve r i ng t he t ra i n i ng .

OHS l eg i s l a t i on I s l aw and desc r i bes t he gene ra l r equ i remen ts necess a ry t o ensu re a s a fe and hea l t hy wo rkp l ace . I t i s des igned t o r educe t he number o f i n j u r i es i n the wo rk p lace by impos i ng res pons ib i l i t i es on i nd i v i dua l s and co rpo ra t i ons .

Emp loy e rs , se l f - emp loy ed peop l e , t hos e i n c on t ro l o f wo rk p rem ises , mach ine ry and subs tanc es , des i gne rs , manu fac tu re rs , s upp l i e r s and wo rke rs a l l have ob l i ga t i ons w i t h r ega rd t o wo rkp lac e hea l t h , sa fe ty and we l f a re .

OHS Ac ts r equ i re emp l oy e rs t o cons u l t w i t h wo rke rs on ma t te rs a f f ec t i ng t he i r hea l t h , s a fe ty and we l f a re . I t p rov i des t h ree op t i ons f o r do ing t h i s :

occupa t i ona l hea l t h and sa fe t y (OHS) commi t t ees O HS rep resen ta t i v es o the r ag reed a r rangemen ts .



OHS regu la t i ons A re made und e r Ac ts and se t ou t t he gene ra l p r i nc i p l es , p rov id i ng t he p rac t i ca l s t eps , wh i ch shou l d be f o l l owed i n o rde r to p reven t i n j u r i es and i l l ness a t wo rk .

Ope ra t i ona l cons t ruc t i on zone

The a rea on t he s i t e whe re cons t ruc t i on wo rk i s be ing unde r taken , wh i c h does no t i nc l ude t he s i t e o f f i ces .

Pa r t i c i pan t A pa r t i c i pan t i s any pe rs on p resen t i ng f o r assess men t . The pa r t i c i pan t may be :

a pa r t i c i pan t unde r tak i ng t r a i n i ng i n an i ns t i t u t i ona l s e t t i ng a pa r t i c i pan t /wo rk e r unde r t ak ing t r a i n i ng i n a wo rk p lac e an ex pe r i enc ed wo rk e r wan t i ng t he i r sk i l l s r ecogn i sed o r any c omb ina t i on o f t he above

Pe r fo rmance C r i t e r i a Eva l ua t i v e s ta temen ts wh i ch s pec i f y wha t i s t o be assessed and t he re qu i red l ev e l o f pe r fo rmance . The Pe r fo rmance C r i t e r i a spec i f y the ac t i v i t i es , s k i l l s , know ledge and unde rs tand ing t ha t p rov ide ev idence o f c ompeten t pe r f o rmanc e f o r eac h e l emen t o f compe tency .

Pe rson w i t h con t ro l o f a cons t ruc t i on p ro j ec t

A pe rson , o the r t han a c l i en t o r a des i gne r , who has t he au tho r i t y t o spec i f y r equ i remen ts fo r p l an t and ma te r i a l s and t o de te rm i ne wo rk p rac t i c es , sys tems o f wo rk and app rop r i a te measu res t o add ress hea l t h and s a fe ty r i s ks a r i s i ng f r om a c ons t ruc t i on p ro jec t . The pe rson w i t h con t ro l o f a c ons t ruc t i on p ro jec t i s us ua l l y a pe rson appo in ted by t he c l i en t t o manage t he p ro jec t .

Pe rson w i t h con t ro l o f cons t ruc t i on wo rk

A pe rson , o the r t han a c l i en t o r a des i gne r , who has t he au tho r i t y t o spec i f y r equ i remen ts fo r p l an t and ma te r i a l s and t o de te rm i ne wo rk p rac t i c es , sys tems o f wo rk and app rop r i a te measu res t o add ress hea l t h and s a fe t y r i s ks a r i s i ng f r om c ons t ruc t i on wo rk a t a cons t ruc t i on s i t e .

P lan t I nc l udes any mac h ine ry , equ ipmen t ( i nc l ud ing sc a f f o l d i ng ) , app l i ance , imp l emen t o r t oo l , i nc l ud i ng any componen t , f i t t i ng o r access o ry t o any mach i ne ry , equ i pmen t ( i nc l ud i ng sca f f o l d i ng ) , app l i ance , i mp l emen t o r t oo l .

Qua l i f i c a t i on Qua l i f i c a t i on i s , i n t he Voc a t i ona l Educ a t i on and T ra in i ng sec to r , t he fo rma l ce r t i f i ca t i on , i s sued by a Reg i s te red T ra in i ng O rgan i sa t i on unde r t he Aus t ra l i an Qua l i f i c a t i ons F ramewo rk , t ha t a pe rs on has ac h i eved a l l t he requ i remen ts f o r a qua l i f i ca t i on as spec i f i ed i n an endo rs ed na t i ona l T ra i n i ng Pack age o r i n an Aus t ra l i an Qua l i f i c a t i ons F ramework acc red i t ed cou rs e where no re l evan t T ra i n i ng Package ex i s t s .

Range o f V ar i ab l es Pa r t o f a compe tency s tanda rd , wh i c h se ts ou t a r ange o f con tex ts i n wh i ch pe r fo rma nce can t ake p l ac e . The range he l ps t he as s esso r t o i den t i f y t he spec i f i c i ndus t r y o r en te rp r i se app l i c a t i on o f t he un i t o f c ompe tency .

Recogn i t i on o f P r i o r Lea rn i ng (RPL )

Recogn i t i on o f compe tenc ies cu r ren t l y he ld , r ega rd l ess o f how , when o r whe re t he l ea rn ing occ u r red . RPL assesses t he i nd i v i dua l ’ s p r i o r l ea rn i ng t o de te rm i ne t he ex ten t t o wh i ch t ha t i nd i v i dua l i s cu r ren t l y compe ten t aga ins t t he requ i red l ea rn i ng ou t comes , compe tenc y ou t comes o r s tanda rds f o r en t ry t o , and /o r pa r t i a l o r t o ta l comp le t i on o f , a qua l i f i c a t i on .

Reco rds o f assessmen t

The i n fo rma t i on o f asses s men t ou t comes tha t i s r e ta i ned by t he o rgan i sa t i on t ha t i s respons ib l e fo r i s su ing t he na t i ona l l y rec ogn i sed S ta temen t o f A t t a i nmen t o r qua l i f i ca t i on .

Reg i s te red T ra in i ng Organ i sa t i on (RTO)

A t r a i n i ng o rgan i s a t i on reg i s te red by a s ta t e o r t e r r i t o r y r eg i s te r i ng body i n acc o rdance w i t h t he A us t ra l i an Q ua l i t y T ra in i ng F ramework , t ha t has t he app rop r i a te s cope o f reg i s t ra t i on a re ab l e t o de l i ve r t he gene ra l i nduc t i on t r a i n i ng p rog ram.

Re levan t OHS au tho r i t y

The au tho r i t y o f t he re l evan t Aus t ra l i an s ta te o r t e r r i t o ry j u r i sd i c t i on respons i b l e f o r r egu la t i ng occupa t i ona l hea l t h and sa fe t y i n wo rk p l ac es i n t he j u r i s d i c t i on i n wh i ch t he c ons t ruc t i on wo rk i s unde r tak en .



Repo r t i ng as sess men t ou t comes

The d i f f e ren t ways i n wh i c h t he ou t c omes o f ass essment p rocesses a re repo r ted t o t h e pe rs on be ing ass essed , emp loye rs and o the r app ro p r i a te pe rsonne l o r s t akeho l de rs . Assessmen t ou tcomes may be repo r ted i n a va r i e ty o f ways i nc l ud i ng g raded , non -g rad ed , s t a t i s t i ca l o r desc r i p t i ve .

R i sk The l i k e l i hood o f a haza rd caus ing ha rm o r i n j u ry .

R i sk managemen t The p rocess o f sys tema t i c a l l y i den t i f y i ng haz a rds , assess ing and quan t i f y i ng t he deg ree o f r i s k ass oc ia ted w i t h t he i den t i f i ed haz a rd and de te rm in ing app rop r i a te c on t ro l meas u res , and i nc l udes mon i t o r i ng , ma in ta i n i ng and ad jus t i ng t he r i s k managemen t p rocess as requ i red .

Se l f emp l oy ed pe rs on A pe rson who wo rks f o r ga in o r r e ward o th e r t han unde r a con t rac t o f emp loy men t o r app ren t i cesh ip , whe the r o r no t emp l oy i ng o the rs .

S ta temen t o f A t t a i nmen t

Fo rma l c e r t i f i ca t i on i s sued by a Reg i s te red T ra i n i ng Organ i s a t i on (RTO) unde r t he Aus t ra l i an Qua l i f i ca t i ons F ramewo rk t ha t a pe rs on has ac h i ev ed :

pa r t o f a qua l i f i c a t i on ; o r

one o r mo re u n i t s o f c ompe tency f o rm a na t i ona l l y endorsed T ra in i ng Package ; o r

a l l t he un i t s o f compe tency o r modu l es compr i s i ng l ea rn i ng ou tc omes f o r an acc red i t ed cou rs e t ha t does no t mee t t he requ i remen ts f o r a qua l i f i c a t i on .

S t ruc tu re Any bu i l d i ng , s t ee l o r re i n fo rc ed c onc re te cons t ruc t i on , ra i lway l i ne o r s i d i ng , t r amway l i ne , dock , sh i p , submar i ne , ha rbou r , i n l and nav iga t i on c hanne l , t unne l , s ha f t , b r i dge , v i aduc t , wa te rwo rks , res e rv o i r , p i pe o r p i pe - l i ne (wha tev e r i t con ta i ns o r i s i n t ended t o con ta i n ) , s t r uc tu ra l c ab l e , aqueduc t , sewer , sewerage wo rks , ea r t hworks , cons t ruc ted l agoon , dam, wa l l , mas t , t owe r , py l on , unde rg round t ank , ea r t h re ta i n i ng cons t ruc t i on , f i xed p l an t , cons t ruc t i on des i gned t o p rese rve o r a l t e r any na tu ra l f ea tu re , and any o the r s i m i l a r cons t ruc t i on , and

Any f o rmwork , f a l se wo rk , sc a f f o l d o r o the r cons t ruc t i on des i gned o r used t o p rov ide s uppor t o r acces s du r i ng cons t ruc t i on wo rk .

T ra i n i ng Package T ra in i ng Package i s an i n teg ra ted se t o f na t i ona l l y endo rs ed c ompe tency s tanda rds , ass essmen t gu i de l i nes and Aus t ra l i an Q ua l i f i ca t i ons F ramework qua l i f i ca t i ons f o r a spec i f i c i ndus t r y , i ndus t ry sec to r o r en te rp r i se .

T ra in i ng p rog ram A s t ruc tu red se t o f educa t i on and t ra i n i ng ac t i v i t i es des i gned t o ach i ev e spec i f i c compe tenc i es o r l ea rn i ng ou t comes eg . a c ourse , t r a i n i ng modu le ( sub jec t ) , o r on - o r o f f - t he - j ob t r a i n i ng .

Un i t o f compe tency De f i ne t he compe tenc i es requ i red f o r e f f ec t i ve pe r f o rma nce i n t he wo rkp l ace . S tanda rds a re ex p ressed i n ou t c ome te rms and hav e a s tanda rd f o rm a t compr i s i ng o f Un i t t i t l e , Un i t desc r i p to r , E l emen ts o f Compe tenc y , Pe r fo rmance C r i t e r i a , Range o f Va r i ab l es and Ev i dence Gu i de . A l s o see un i t [ s ] o f compe tency

WELL Re fe rs t o Work p l ace Eng l i sh , Language and L i t e racy . The ma in a i m o f t he WELL P rog ramme (Com monwea l t h Depa r tmen t o f E duca t i on , Sc ienc e and T ra in i ng ) i s t o p rov ide wo rke rs w i t h Eng l i sh l anguage , l i t e racy and numeracy sk i l l s . Fund ing i s p rov ided fo r l anguage and l i t e racy t ra i n i ng t ha t w i l l be i n teg ra ted w i th voc a t i ona l t r a i n i ng t o enab l e wo rke rs t o mee t t he i r cu r ren t and f u tu re emp l oymen t and t ra i n i ng needs .

Documents

TRAINER’S & ASSESSOR’S GUIDE - CPSISC · TRAINER’S & ASSESSOR’S GUIDE ... Unpacking the unit of competency 6 ... (provides trainers and assessors in the construction and property