ACKNOWLEDGEMENTS - INSHPO | International … · Web viewThe difference between competency and...

The Occupational Health and Safety (OHS) Professional Capability Framework: A Global Framework for Practice

OHS Professional

OHS Practitioner

International Network of Safety and Health Practitioner Organisations

January 2016

Page 1 of 63January, 2016

Contents

ACKNOWLEDGEMENTS................................................................................................................................3

1 INTRODUCTION...................................................................................................................................5

1.1 INSHPO........................................................................................................................................5

1.2 Definition of “Capability”.............................................................................................................6

1.3 The overall task of OHS management..........................................................................................7

2 THE OHS PROFESSIONAL CAPABILITY FRAMEWORK............................................................................9

3 CONTEXT............................................................................................................................................10

3.1 Clarifying OHS roles...................................................................................................................10

3.1.1 The OHS Professional.........................................................................................................12

3.1.2 The OHS Practitioner..........................................................................................................13

3.1.3 OHS and other related professions...................................................................................14

3.2 Employment context.................................................................................................................15

3.3 Scope of practice in the context of other professionals and specialists.....................................15

4 POSITION PROFILES...........................................................................................................................16

5 ACTIVITIES..........................................................................................................................................22

6 KNOWLEDGE......................................................................................................................................29

7 SKILLS.................................................................................................................................................39

8 HAZARDS TYPES MANAGED...............................................................................................................50

Appendix 1: Explanatory comments to accompany activity descriptions..................................................53

Citation of this document:

INSHPO (International Network of Safety and Health Practitioner Organisations. (2016). The Occupational Health and Safety Professional Capability Framework: A global framework for practice. International Network of Safety and Health Practitioner Organisations (INSHPO). Park Ridge, IL, USA.

While the term “Occupational Health and Safety” or “OHS” is used in this document, it should be considered interchangeable with “Occupational Safety and Health” (OSH) or “Work Health and Safety” (WHS).


ACKNOWLEDGEMENTS

The development of the Occupational Health and Safety (OHS) Capability Framework was initiated by the Board of Directors of the International Network of Safety and Health Practitioner Organisations (INSHPO). With the editorial support of Laura Clements at the American Society of Safety Engineers and research support from Bradley Turner, the Framework was developed by a small working party consisting of:

Pam Pryor, Registrar of the Australian OHS Education Accreditation Board (AOHSEAB) Andrew Hale, Professor Emeritus, Delft University of Technology, Netherlands and Chairman of

HASTAM in the UK Dennis Hudson, Director of Professional Affairs, American Society of Safety Engineers (ASSE).

The INSHPO Board of Directors supported the development of the Framework by providing documentation, access to national experts and critical reviews of the emerging results. They provided these reviews by seeking comments from their respective member organisations. Thanks are due to the following past and present Board members and supporters:

Bae Gye-Wan, KOSHA (South Korea) Giancarlo Bianchi, AIAS (Italy) Andrew Cooper, CSSE (Canada) Ron Durdle, BCRSP (Canada) Wayne Glover, CSSE (Canada) Carl Heinlein, BCSP (USA) Paul Jarvie, NZISM (New Zealand) Kim Dong-Chan, KOSHA (South Korea) Philippe Lai Choo, IOSHM (Mauritius) Phil Lovelock, SIA (Australia) Dan Lyons, BCRSP (Canada) Vincent McNeilly, IOSH (United Kingdom) Stuart Naylor, NEBOSH (United Kingdom) Terrie Norris, ASSE (USA) Nikolay Novikov, NACOT (Russia) Eldeen Pozniak, CSSE (Canada) Martin Ralph, IFAP (Australia) Seet Choh San, SISO (Singapore) Treasa Turnbeaugh, BCSP (USA) Barry Wilkes, NEBOSH (United Kingdom) Nicola Wright, BCRSP (Canada).


The working party collected and reviewed the documentation from national professional associations and certification bodies, including that already analysed by ENSHPO in the EUSafe project1, to define the role, functions and competencies of occupational health and safety practitioners and professionals. Given the great diversity of approaches across countries, the working party developed a new overarching structure designed to encompass all approaches.

The draft framework document was subject to critical review, both through INSHPO’s own channels and at international conferences and presentations, including the XX World Congress on Safety and Health at Work 2014 in Frankfurt and the 7th international conference of the Working on Safety Network (wosnet2014) in Scotland. The working party first developed two parallel frameworks, one for the OHS Professional level2 and one for the OHS Practitioner level. On the advice of the reviewers, following the development of the Practitioner component the two roles have been compared and presented in this document, with this final version being endorsed by the INSHPO Board of Directors.

1 www.eusafe.org2 First published online in October, 2015. This single framework document is superseded by this document whuch addresses both Professional and Practitioner descriptions.


1 INTRODUCTION

1.1 INSHPO

The International Network of Safety and Health Practitioner Organisations (INSHPO) is the global voice for the occupational health and safety (OHS) profession. INSHPO provides an international forum for engagement on OHS-related matters and for advancing the OHS profession through the exchange of evidence-based practices and the development of a harmonised framework for the profession. Its member organisations include OHS professional bodies from the United States, Canada, the United Kingdom, European Union, Australia, New Zealand, the Russian Federation, Singapore and Korea.

INSHPO has recognized the need for a global framework for practice of OHS Professionals. In addition to this project, which defines the roles, knowledge and skills for both vocationally and university-educated (or other higher education) OHS personnel, related projects undertaken by INSHPO include3:

a model code of conduct for OHS professionals and practitioners guidelines for:

o accreditation of OHS educationo certification of individuals

a literature review providing the basis for formulating a value statement for the OHS Professional.

The relationship of these difference projects is shown in Figure 1, which integrates them into a global framework for practice

3 See www.inshpo.org for details.


http://www.inshpo.org/

Figure 1: A Global Framework for Practice

1.2 Definition of “Capability”

While many may see it to be more normative to use “competency” to describe the nature of a professional framework, this document adopts a different approach in using the term “capability.” In developing this framework INSHPO considered that while it is vital for both OHS Professionals and OHS Practitioners to be competent, effective and influential OHS personnel must go beyond competence to capability.

“Competence” has been defined as the ability to transfer and apply knowledge and skills to new situations and environments, consistently applying knowledge and skills to a standard of performance required in the workplace.4 In comparison, “capability” is:

4 Naidu, R., Stanwick, J., & Fraser, K. (2013). Glossary of VET. Adelaide: NCVER.


The applied theoretical knowledge that underpins practice in occupations and professions and also the industry specific knowledge and skills that transcend particular workplaces and the tacit knowledge of the workplace.5

The difference between competency and capability is that competency is about delivering the present based on the past, while capability is about imagining and being able to realise the future.6 Competency is a necessary part of capability7 but capability goes much further in that it is about confidence and adaptability; the development and effective use of the knowledge and skills in complex and changing circumstances, including those that may not have been previously experienced.

Capable people have the knowledge, skills, self-esteem and values so that they have confidence in their ability as individuals and in association with others in a diverse and changing society8 to:

take effective and appropriate action explain what they are about live and work effectively with others and continue to learn from their experience.

Thus, while competence is essential for OHS practice, the concept of capability provides a further dimension that expands our understanding of the required knowledge and skills and how these should be applied as part of positioning the OHS profession and OHS Professionals and Practitioners for the future.

1.3 The overall task of OHS management

In orderto provide a structure for the role of OHS Professionals and Practitioners it is useful first to present a model of the total task of managing OHS risks which faces any organisation. Figure 2 presents a possible model9 , showing the generic tasks that have to be allocated within the organisation (including any external contractors).

5 Wheelahan, L., & Moodie, G. (2011). Rethinking skills in Vocational Education and Training [Electronic Version], from http://www.bvet.nsw.gov.au/pdf/rethinking_skills.pdf 6 Stephenson, quoted in Lewis, J. (2009). Introducing the ACEL leadership capability framework. Curriculum and Leadership Journal, 7(16).7 Hase, G., & Davis, L. (1999). From competence to capability: the implications for human resource development and management. Paper presented at the Millennial challenges in management, education, cybertechnology and leadership: Association of International Management, 17th Annual Conference San Diego.8 Stephenson, J. (1992). Capability and quality in Higher Education In J. Stephenson & S. Weil (Eds.), Quality in Learning. Kogan Page.9 Hale, A.R. (2006). Safety Management, what do we know, what do we believe we know, and what do we overlook? Tijdschrift voor Toegepaste Arbowetenschappen, 18(3), 58-66.


http://www.bvet.nsw.gov.au/pdf/rethinking_skills.pdf

Figure 2. the overall OHS management task


Barriers & controls (technical, behavioural & mixed)

for all identified risks + requirements for their effective functioning throughout their LCPs*(A3.6-3.7, A5, K6-9)

Risk inventory & assessment for all business processes (LCPs*) under control of the organisation, (A3.1-3.5, A5, K1-5, K15)

OHS management processes: Organisational processes to ensure effective functioning of all barriers & controls: planning & provision of suitable, competent, committed people with suitable goals, procedures, communication & coordination, using well designed, effective, maintained ergonomic tools & equipment (hardware & software, incl. emergency management (A3, A4.7, A6, A7.5, K6-11, K15, K18)

Risk control system (A1) Learning system (A4.1-4.9, A5, K16)

Incident & accident registration & analysis (A4.5)

Unknown

Inspection & monitoring (technical, behavioural & mixed) (A3.9, A4,9)

Auditing & management review (organisational) (A4.4, A4.6, A4.8, A4.9)

Known

Safety Management System & culture (A1, A2.1, K12, K13)

System performance (all indicators, incl. safety). Change management (A2.2, K18)

Societal & regulatory criteria, benchmarking, response to market pressures. (A2.3, K14, K17)

*LCP = Life Cycle Phase: Design, install, use, maintain, monitor, improve

A4.9

A4.9

Pam Z Book, 16/01/16,

This needs reformatting to fit onto portrait page. Before I spend time doing this can we confirm that it stays the document. It would also benefit from some colouring in the boxes to show the layers. I am happy to do that once we confirm the final layout etc .

The model summarises the OHS management processes. These start with establishing a clear idea of the business processes for which the organisation is responsible (1) and what boundaries those have with other organisations such as suppliers, contractors, customers, local residents, etc. This is followed by a risk assessment (2) of what hazards those business processes contain, how serious they are and how they can be controlled. This process applies a system safety perspective, covering all life cycle phases of the business processes that the organisation controls or can influence. This leads to decisions about the barriers and controls which need to be put in place (3) and kept functioning throughout their life cycles. The next step (4) is to understand what organisational processes need to be put in place, resourced and kept functioning to ensure that the barriers and controls continue to work effectively. These processes are divided in this model into 7 categories covering technical and behavioural issues. Not specifically mentioned in this model is the management system and organisational culture that binds those processes together and integrates their conduct and performance. Blocks 1-4 represent the design and implementation of an OHS management system. Blocks 5-7 represent its vital monitoring and learning systems, auditing and reviewing the management processes and initiating change management (5), inspecting and improving the barrier and control functioning at workplace and process levels (6) and analysing and learning from non-conformities, incidents and accidents (7).

This is the organisational field in which the OHS staff operate. A dimension of importance in determining their role in any given organisation will be the degree to which the various tasks and activities relating to the OHS management as outlined in the model are made the responsibility of the normal line managers and staff departments (maintenance, human resources, planning, purchasing, finance, etc. etc.) or are allocated to OHS staff. Studies of successful (high reliability) organisations, with excellent performance in OHS show that there is a dimension of maturity of OHS management systems which, among other factors, sees the low maturity organisations allocating many OHS activities to the OHS professionals, while high maturity organisations have moved many tasks off their shoulders onto the normal line and staff, with the residual concentration of the OHS staff on initial risk assessment and OHS system design and the support of the monitoring and learning system. This dimension needs to be kept in mind when using this professional framework and informs the OHS roles which are the subject of the next section.

2 THE OHS PROFESSIONAL CAPABILITY FRAMEWORK

INSHPO has developed this framework to facilitate a shared understanding of the difference in roles of the OHS Professional and the OHS Practitioner and the position of the OHS Professional as a key advisor, strategist and leader in fully integrating the management of OHS risk into sustainable business practice.

The framework promotes a high standard of capability for both OHS Professionals and OHS Practitioners and in turn informs employers and regulators as to the differential capabilities of the two roles. The sections on knowledge and skills provide benchmarks for education and training bodies and OHS professional associations in their development of the detail of certification schemes, educational programs and continuing professional development. It is recognised that there will be differences in


Pam Z Book, 16/01/16,

Andrew, in addition to changing the numbers do you want to change this section?

terminology and emphasis across different countries depending on history, legal and regulatory frameworks and industry mix. This framework gives generic guidance which will need to be adapted and developed in more detail by each country to account for such differences.

The framework was developed by comparing documents provided by OHS professional bodies and OHS certification bodies for European Union countries (particularly the United Kingdom, the Netherlands and those included in the EUSafe project), the United States, Canada, Australia, Singapore and the Russian Federation. Tremendous variation in these documents’ structures and underlying organising principles lent itself to the creation of a new structure that draws on the strengths of each country. This structure describes the activities of the OHS Professional and OHS Practitioner at a generic level that allows for variations in national regulations, histories and cultures as they pertain to OHS practice.

The document begins by clarifying the roles of the OHS Professional and of the OHS Practitioner and the context in which they work. It provides position profiles which set the roles in an organisational context and highlight that there are graduations across the roles. It then details the activities, knowledge, skills and hazards that the OHS Professional and OHS Practitioner may be expected to manage.

This document is intended for six target audiences:

OHS professional associations: to inform their certification and other assessment processes. OHS Professionals: to act as a reference for their professional practice and career development,

to aid the development of continuing professional development plans and to assist in promoting the OHS Professional role in relation to that of the OHS Practitioner.

OHS educators: to use while developing and reviewing OHS education programs. Employers and recruiters: to assist in developing position descriptions for OHS roles and in

recruiting OHS personnel. OHS regulators: to aid in understanding the OHS Professional role, clarify the requirements for

certification/registration/licensing of OHS Professionals and to inform the professional development of inspectors.

The community: to assist in creating a better understanding of the scope of the OHS Professional role.

A User Guide with guidelines and tools has been developed to support the various target audiences in applying the framework for their particular purpose and context.10

3 CONTEXT

3.1 Clarifying OHS roles

The OHS profession or role has arisen to advise and support management in its overall task of managing the risks the prevent or mitigate workplace fatality, injury, disease and ill-health. It is an emerging

10 See www.inshpo.org .


http://www.inshpo.org/

profession that is often not well defined, locally or globally. The scope and nature of the role, education requirements, and regulatory context vary across and even within countries. Perceptions of the role, including recognition by employers and the community, also vary both across and within countries. Only a few countries have a regulated requirement for practice, with the result that unqualified people are practicing in the area – which not only affects the quality of OHS advice, but creates a negative perception of the subject, the role and the profession. The lack of clarity around the OHS role has also negatively affected the perceived value of the OHS Professional and OHS Practitioner roles in organisations.

The OHS role originated in many organisations as a technical compliance officer, educated via a vocational track and mainly engaged at lower levels in the organisation, providing technical advice focused on compliance, personal protective equipment and a reactive response in the workplace. However, over the last half century as OHS management has matured there has been a divergence along two paths, one the vocationally trained OHS Practitioner, the other a more managerial/Professional role that influences, engages and coaches all levels of the organisation, including senior management.

OHS Professionals are increasingly being recognised as strategic partners in organisational change who facilitate the integration of OHS into the overall function of the organisation. OHS education is also changing, as OHS Professionals and the organisations that employ them are increasingly demanding university-level professional qualifications that meet professional accreditation requirements. OHS professional bodies are reviewing their requirements for membership recognition and a number of countries are undertaking high-level projects to advance professionalism.11

The OHS Practitioner role is also changing. While often viewed in the historical role of providing technical advice focused on compliance, personal protective equipment and a reactive response in the workplace employers are increasingly requiring OHS Practitioners to be coaches and mentors to line managers and supervisors, and to be agents of change in their local area.

While there may be a range of OHS roles in the workplace, INSHPO has defined the OHS role in two clear categories:

the OHS Professional, who is usually university-educated (or has attained a similar level of higher education), and

the OHS Practitioner12, who is usually vocationally-educated. 3.1.1 The OHS Professional

Table 1 summarises the key differences between the roles with further clarification in sections 3.1.1 and 3.1.2.

Table 1: Comparison of OHS Professional and OHS Practitioner roles

11 See for example the Australian OHS Body of Knowledge project www.ohsbok.org.au and the IOSH Competency Framework. 12 In some countries the OHS practitioner role may be termed OHS technician, OHS technologist or similar.


http://www.ohsbok.org.au/

OHS Professional OHS Practitioner

Designer of OHS management strategy Implementer/executor of strategy

Considers wider context of business processes and external regulatory, market and societal influences

Support safe working environment by maintaining administrative processes, conducting training and using state-of-the-art tools, processes and standard practice solutions

Influential with senior managers, mentoring and coaching as well as providing technical and strategic advice

Communicates predominantly with middle management, supervisor and shop floor, mentoring and coaching as well as providing technical advice

Problem solvers, involved in organisational review and change

Oversee and drive monitoring and compliance acting as change agent when required

Advice/action based on conceptual and technical knowledge mediated by analysis of evidence, experience and critical thought

Advice/action based on technical knowledge, experience and input by OHS professionals and other technical advisors

Able to extend their understanding and control to novel, unknown and complex risks and their control

Focuses on organisation’s primary processes operating in known contexts within established parameters

Understand how to use, critically evaluate and develop the evidence base

Accesses, evaluates and uses a broad range of workplace and industry sources of information

Value professional collaboration Usually work under direct or indirect supervision or mentorship with substantial responsibility for planning own work

Usually work in large, complex and/or high hazard organisations, or as consultants to medium-sized organisations

May work in SMEs with well-known hazards, or under OHS Professional supervision in larger organisations

Usually educated through university or Higher Education sector

Usually educated through vocational or technical streams

3.1.1 The OHS Professional OHS Professionals are designers of strategy relating to the organisation and management of OHS within the wider context of business processes and the external regulatory, market and societal influences. They are influential with senior management and involved in problem solving and organisational review and change as advisers and consultants. Their advice is based on conceptual and technical knowledge of design and operations, mediated by experience, analysis of evidence and critical thought, enabling them to extend their understanding and control to novel, unknown and complex risks and their controls. They understand how to access, use, critically evaluate and develop the evidence base and they value professional collaboration. They are likely to work solo or give direction to others. They gain their OHS education in the majority of cases through the higher education sector.


The OHS Professional role requires an understanding of a unique multidisciplinary Body of Knowledge concerning risk and the elimination or reduction of fatalities, injuries, occupational diseases, ill health, property damage and the associated social and financial losses. Typically, the OHS Professional provides broad-based advice, support and analysis to organisations regarding risk assessment and controls and their management processes. The role also supports health and wellness as it relates to the work environment.

The capable OHS Professional has generic knowledge appropriate to risk in all activities and employment, backed up by deeper knowledge of his or her specific industry, including its characteristic hazards and standard risk prevention, management and mitigation processes.

OHS Professionals support organisations by:

Developing a comprehensive risk profile for the organisation’s activities Designing and supporting the implementation of OHS strategies to control those risks Influencing managers and decision-makers Problem solving and providing advice based on conceptual and technical knowledge mediated

by experience, analysis of evidence and critical thought and an understanding of how to use and access the evidence base.

The OHS Professional possesses a broad understanding of a core range of hazards and hazard controls.

3.1.2 The OHS Practitioner OHS Practitioners are implementers of strategy and actions usually designed by an OHS Professional. They support a safe working environment by maintaining OHS administrative processes, conducting training and using a range of state of the art tools, processes and standard practice solutions to OHS risks, their assessment and their management, particularly aimed at routine and well-known processes and work. They oversee and drive monitoring and compliance in relation to technical and behavioural risk controls. They are likely to have a focus on the workplace and the organisation’s primary processes and communicate predominantly at middle management, supervisor and shop-floor levels often taking a mentoring and coaching role. They usually work either in small and medium-sized enterprises (SMEs) with relatively well-known risks, or in larger and more complex enterprises under supervision or mentoring by OHS professionals (which may be indirect). In all cases their work is focused on known contexts within established parameters. Within those parameters they have substantial personal responsibility for the planning and quality of their own work. They usually gain their OHS education through the vocational or technical sector.

The relationship of the OHS practitioner to the OHS professional in larger organisations is analogous to that of the nurse practitioner to the General Practitioner and hospital specialist in the medical profession. Like nurse practitioners working under doctors in medical practices, OHS practitioners are generalists in the practice of OHS, liaising with and referring as appropriate to higher level OHS professionals, whilst catering on their own authority for less complex problems in familiar environments


and known and proceduralised tasks. This practice model can also be compared in the small and medium sized organisations with that of an accountant as compared to a book-keeper, where the accountant sets up the chart of accounts and accounting practices and provides strategic oversight whereas the book keeper undertakes the day to day activities.

The OHS Practitioner role requires an understanding of a multidisciplinary Body of Knowledge concerning well-known hazards and risk and the elimination or reduction of fatalities, injuries, and in some jurisdictions occupational diseases, ill health and property damage. Typically, the OHS Practitioner provides broad-based advice, support and monitoring of compliance to organizations regarding hazard and risk assessment and controls and the known procedures for their management.

Capable OHS Practitioners have generic knowledge appropriate to the management of OHS hazards and their controls, backed up by deeper knowledge of their specific industry, including its characteristic hazards and standard risk controls and risk prevention and mitigation processes.

OHS Practitioners support organisations by:

Monitoring the hazards and risks for the activities in their area of responsibility Supporting the implementation of OHS strategies to control those hazards and risks and

monitoring compliance with established risk controls and legal requirements. Communicating with and influencing line managers and operators Providing advice based on knowledge of OHS technical requirements, standards and practices

together with familiarity with behavioural and organisational standards, mediated by experience.

The OHS Practitioner possesses a broad understanding of a core range of hazards and hazard controls.

3.1.3 OHS and other related professions The OHS profession comprises a number of disciplines, including occupational health and safety, occupational/industrial hygiene and ergonomics. The relationship of the OHS Professional to the OHS profession is analogous to that of the general practitioner in the medical profession while the OHS Practitioner is seen to be analogous to that of the nurse practitioner. Like a general practitioner, the OHS Professional and Practitioner are generalists in the practice of OHS, liaising with and referring as appropriate to supporting professions, both dealing with OHS and with basic engineering and management. The two roles of OHS Professional and OHS Practitioner are set out below.

As necessary, both OHS Professionals and OHS Practitioners will liaise with and enlist the assistance of OHS specialists with deeper knowledge bases which may not be core to the OHS Professional or Practitioner, but are important in the overall risk picture. These specialists include, among others, ergonomists, occupational/industrial hygienists, organisational/occupational psychologists, occupational health professionals and professionals from allied professions such as engineers, fire protection engineers/specialists and physiotherapists. OHS Professionals trained initially as generalists may


themselves develop these or other deeper specialisations relevant to their industry or type of employment as part of their career development.

OHS Professionals and Practitioners may also collaborate with experts from disciplines such as sustainability, environmental protection, product safety, emergency response, security, rehabilitation and mental health, law and insurance. OHS Professionals and Practitioners need to have sufficient understanding of each of these fields to identify the potential need for involvement with professionals in these and other disciplines.

3.2 Employment context

OHS Professionals may be engaged as internal employees in medium to large or global organisations, particularly in complex and major hazard technologies, or as external consultants advising small to global organisations. They may work solo, as part of a team, or give direction to others. OHS Professionals will engage with any level of the organisation from shop floor to board room as well as other functions and professionals. They should report at a high level in the organisation, for example to the managing director, CEO, higher level OHS, risk director or operations director. They may have a team of OHS personnel reporting to them.

OHS Practitioners are usually engaged as internal employees in medium to large or global organisations, particularly those with developed and well known technologies involving manual and machine labour. They may work in smaller organisations, sometimes in a multi-function role preferably under supervision from an OHS professional, as part of a team, or with the support of an OHS consultant. OHS Practitioners will engage most frequently with shop floor, supervision and middle management.

3.3 Scope of practice in the context of other professionals and specialists

The focus of activity for the OHS Professional and OHS Practitioner is providing advice in and support for the prevention and management of work-related fatality, injury, disease and ill health, property damage and associated social and financial losses. Work health and the promotion of physical and mental wellness are increasingly important areas for the OHS Professional, less so the OHS Practitioner. In some countries and in some organisations the OHS role also encompasses prevention and management of environmental hazards and promotion and management of sustainability.

While many OHS Professional and Practitioner position descriptions may include one or more of the following areas of responsibility, this document does not consider them to be core functions and hence does not address them in detail:

Environment: the core OHS role is limited to environmental aspects and impacts associated with work activities.


Emergency response management: the core OHS role is limited to planning and liaising with other services providing firefighting, rescue and emergency treatment while that of the Practitioner is likely to be limited to site-level response.

Rehabilitation, return to work: the core OHS role is limited to liaising with medical and occupational nursing specialists and advising on workplace adjustments to aid early return to work.

Security: the core OHS role is limited to managing and resolving conflicts between safety and security measures. While the OHS Practitioner may have some site-level security-related responsibilities these are not considered core OHS activities.

Section 7 sets out a range of hazards of which the OHS Professional may be expected to have some knowledge. It is likely that there will be considerable variation in the range of hazards forming the core of the OHS Professional’s and OHS Practitioner’s knowledge base and practice depending on the industry within which they work, their professional interests and the country or countries within which they practice. Individual position descriptions may also note other areas of safety that share approaches, knowledge and skill bases and management and regulatory principles with OHS, such as transportation safety, product safety, patient safety, public safety, home and leisure safety, and sport safety. These are not covered in this document.

4 POSITION PROFILES

The Capability Framework describes the activities, knowledge and skills for OHS Practitioners and OHS Professionals. These roles occur within organisations and the positions of OHS Practitioner or OHS Professional will have a number of parameters in addition to the OHS specific components. There are also gradations in the OHS Practitioner and OHS Professional positions that reflect the seniority of the position, the demands of the role and the structure of the organisation.

INSHPO has developed position profiles which are informed by the Australian Qualification Framework (AQF) and the European Qualification Framework (EQF) and several professional frameworks from related professions. The position profiles may be seen as position descriptions. They do not address OHS aspects of the position but they give an outline of the OHS Professional and OHS Practitioner roles each at three levels in terms of:

Position details Professional parameters Nature and complexity of knowledge and skills Qualification levels.

These position profiles can be used in developing position descriptions for OHS roles and provide a context for understanding how the OHS role can be defined and how the activities, knowledge and skills should be contextualised to create a defined organisational role statement or position description.



The professional profiles have been developed with reference to:

The Australian Qualification Framework, Ed 2. (2013). www.aqf.edu.au The European Qualification Framework www.ec.europa.eu/ploteus/en/content/descriptors-page Skills Framework for the Information Age. 5th Ed, (2011). SIFA Foundation.

https://www.sfia-online.org/files/3213/6146/1757/SFIA5ref.en.r4.pdf OHS Professional Capabilities. (2012). Australian OHS Education Accreditation Board.

http://www.ohseducationaccreditation.org.au/wp-content/uploads/2013/05/OHS-Capability-3-Capability-statements.pdf

Sample position profiles (2013) Australian OHS Education Accreditation Board http://www.ohseducationaccreditation.org.au/industry/

All accessed online in September 2015.

http://www.ohseducationaccreditation.org.au/industry/



https://www.sfia-online.org/files/3213/6146/1757/SFIA5ref.en.r4.pdf

http://www.ec.europa.eu/ploteus/en/content/descriptors-page

http://www.aqf.edu.au/

Table 2: Position profiles for OHS Practitioner

Practitioner Level 1 Practitioner Level 2 Practitioner Level 3Position details Representative titles

OHS Officer OHS Advisor OHS Coordinator

Key purpose of role

To support a safe work environment by maintaining OHS administrative processes, conducting basic OHS training and effectively using a range of OHS tools and processes to implement OHS programs and drive compliance. Encourages and supports others in adapting to change.

To contribute to maintenance of a safe and healthy work environment by implementing and monitoring OHS systems and processes in their local area. This includes managing OHS administrative processes, conducting training and effectively using a range of OHS tools and processes to implement OHS programs and drive compliance. Supports change management processes in local area

To contribute to maintenance of a safe and healthy work environment by implementing and monitoring OHS activities to continuously improve OHS. This includes managing OHS administrative processes, identifying training needs, designing and conducting training and effectively using a range of OHS tools and processes to implement OHS programs and drive compliance. Be an agent for change in area of responsibility.

Typical reporting line

OHS manager or coordinator in larger organisations.In SME may report to operations manager with advice from contracted consultant.

OHS manager in larger organisations.In SME may report to operations manager/CEO with advice from contracted consultant.

OHS manager in larger organisations.In SME may report to manager/CEO with advice from contracted consultant.

Professional parametersAutonomy Limited responsibility in

known or changing contexts, within established parameters.

Identified responsibility in known or changing contexts and within broad but established parameters.

Defined responsibility in contexts that are subject to change within broad parameters.

Stops work if unsafeWorks under direction with responsibility for own output.

Works under general direction with personal responsibility for own outputs within broad parameters; determining when issues should be escalated to a higher level.

Works under general direction with a clear framework of accountability exercising substantial responsibility and autonomy in area of work.

Influence Interacts and engages with operational staff, supervisors and consultative groups in own area. Focus is compliance monitoring.

Interacts with and influences operational, supervisory and middle management staff and consultative groups across a designated area.May make decisions with a potential to impact on work of others.

Influences work across a designated area including projects and team activities; may have some responsibility for resource allocation and engagement with external agencies.

Mentors and coaches Establishes communication


supervisors and workers. channels and develops and maintains relationships to mentor and coach line managers in local area.

Complexity Performs a range of varied work activities, usually as defined in written procedures, in a structured and specified environment.

Performs a range of work that is largely routine, but sometimes complex, in a specified range of work environments.

Performs a range of complex advisory and technical activities in a variety of contexts.

Business and organisational skills

Demonstrates an understanding of the operational activities and demands in their area of work.

Demonstrates an understanding of the implications of OHS strategies and activities for operational functions and areas of the organisation.

Demonstrates an understanding of how OHS interacts/integrates with the broader operational environment within the organization.

Knowledge and skills Knowledge Demonstrates broad factual

and technical OHS knowledge with some theoretical basis.

Demonstrates broad technical and theoretical OHS knowledge with depth in some areas.

Demonstrates comprehensive and integrated OHS technical knowledge underpinned by a theoretical understanding and depth in some areas.

Analyse and evaluate information

Applies cognitive skills to identify, analyse, compare and act on information from a range of workplace sources.

Cognitive and communication skills to identify, analyse, synthesise and act on information from a range of workplace sources.Takes advice and input from others as part of collecting and analysing information.

Cognitive and communication skills to identify, analyse, synthesise and act on information from a range of workplace and external sources.Considers the views and input of other as part of collecting and analysing information as a basis for decision making

Problem solving

Applies a methodical approach to provide technical solutions of a routine or contingency nature to a defined range of predictable problems in known environments.

Applies cognitive and technical skills to analyse, plan and evaluate approaches to sometimes unpredicted problems within a framework of existing systems and processes and in known and specified environments.

Cognitive and technical skills to develop creative solutions to non-routine and sometimes complex problems in a defined, but wide range of environments.

Transmit knowledge skills and ideas

Applies communication skills to guide activities and share information across the work group(s).

Applies communication and training skills to transfer OHS knowledge and skills to others.

Applies communication and training skills to transfer sometimes specialist knowledge and skills to others in a persuasive manner to achieve desired outcomes.

Qualifications Qualification level

AQF 4/ EQF 4 AQF 5/EQF 4 AQF 6/EQF 5


Table 3: Role profiles for OHS Professional

Professional Level 1 Professional Level 2 Professional Level 3Position details Representative titles

Graduate OHS AdvisorSite/plant OHS manager

OHS Manager/Director General/Group Manager/ Director/ Vice President OHS

Key purpose of role

To support development and maintenance of a safe and healthy work environment by ensuring appropriate maintenance of OHS records, identification of key risks and risk controls, the analysis of OHS training needs, designing, delivering and evaluating OHS training; applying OHS evidence base to develop, implement and monitor OHS strategy and programs.

To initiate, develop and maintain a safe and healthy work environment by applying leadership, specialist skills and knowledge of the OHS evidence base to provide strategic support to managers to develop, implement and evaluate OHS strategy and programs across an organisation or division,

To set corporate direction and lead development of strategy for OHS and by applying high level strategic and/or specialist skills work with Boards, executives, senior managers and others lead OHS strategy and initiate, develop and maintain activities for a safe and healthy work environment. Represent the company to external agencies.

Typical reporting

OHS manager in larger organisations.In smaller organisations: MD/CEO, Operations Manager

General manager OHS or Operations Manager in larger organisations In smaller organisations: MD/CEO, Operations Director.

CEOOperations DirectorHead of Risk

Professional parameters Autonomy Works under broad

direction, independently or as part of team, on activities that may be self-initiated, is accountable for meeting milestones and timelines.

Makes high-level independent judgments; plans, implements and monitors substantial projects within the boundaries of the corporate business strategy and priorities.

Makes high level independent judgments regarding technical and strategic OHS issues and operates with a high level of autonomy to conceptualise, plan, implement and evaluate major OHS projects.

Influence Builds internal and external relationships to create influence, mentor and coach to achieve OHS objectives.

Develops relationships with senior management, OHS professionals and practitioners to create/influence OHS-related policy, objectives and strategy and act as a change agent to support improvement in OHS. Liaises with industry leaders and OHS regulatory agencies. May manage an OHS group.

Develops long-term strategic relationships with senior management team and operational managers and builds relationship with external stakeholders including industry bodies and OHS regulatory agencies; directs OHS strategy across the organisation and sometimes the industry and the profession. May manage an OHS group.

Complexity Performs an extensive range and variety of complex technical and professional activities

Creatively performs a range of highly complex OHS activities and leads on formulation, implementation

Applies a deep knowledge of OHS together with management and leadership skills in a range of diverse, complex and often


requiring application of fundamental principles in a wide and often unpredictable range of contexts.

and evaluation of OHS strategy often working with diverse cultures and changing business environments.

developing and unfamiliar contexts to lead on formulation, implementation and evaluation of OHS strategy. Leads teams and projects often requiring integration of multiple concepts, technologies and activities.

Business and organisational skills

Understands the relationship between OHS and wider organisational requirements.

Understands the wider organisational and business environment and the impact on management of OHS as well as the interdependency of OHS and operations.

Brings an international perspective and an awareness of the broader business and operational environment to the management of OHS.

Knowledge and skills Knowledge Demonstrates familiarity

with and understanding of a broad range of OHS concepts with depth of technical knowledge in some hazard areas.

Demonstrates understanding of advanced theoretical OHS concepts and technical knowledge within a systematic and coherent OHS body of knowledge.

Demonstrates advanced and integrated understanding of a complex body of OHS knowledge including an extended understanding of recent developments as a basis for critical thinking.

Analyse and evaluate information

Applies cognitive and technical skills to access, review, critically evaluate and consolidate information from a range of external and internal sources to inform OHS practice.

Applies cognitive and technical skills to access, analyse and evaluate information to think critically to generate and evaluate complex ideas to inform OHS strategy and practice.

Applies cognitive, technical and creative skills to investigate, analyse complex information, concepts and theory, reflect critically to generate new knowledge and apply it to professional practice.

Problem solving

Applies critical thinking, information gathering, communication skills and judgment to identify and analyse routine and sometimes complex OHS problems to generate practical evidence-informed solutions taking account of legislation and industry standards.

Applies critical thinking, information gathering, problem solving and communication skills and judgment to identify and analyse complex OHS problems to generate innovative, practical evidence-informed solutions taking account of legislation and industry standards and the organisational environment.

Applies critical reflection to synthesise information and established theory from a variety of sources to generate creative, practical evidence-informed solutions to OHS problems within a business environment taking account of legislation and industry standards.

Applies cognitive, technical and communication skills to justify proposed solutions from an OHS perspective.

Applies cognitive, technical and communication skills to justify and prioritise proposed solutions taking account of OHS principles, organisational, legal industry and other relevant factors. Applies the problem solving to develop an integrated strategy for OHS and related

Applies knowledge of the OHS evidence base, logical reasoning and a business evaluation process to explain the risks and benefits of a range of options and justify recommendations taking account of current thinking in OHS, commercial factors, industry standards and legislation.


management issues

Transmit knowledge, skills and ideas

Selects and appropriately applies a broad range of written, oral and non-verbal communication skills and formats to explain technical information and concepts to a range of workplace audiences.

Interprets and tailors information to communicate knowledge and ideas to workplace, professional and regulatory audiences using appropriate communication strategies and formats.

Interprets and tailors technical and organisational information information, complex concepts and theories to communicate complex concepts and ideas to a range of senior management, specialist and non-specialist audiences using a range of appropriate communication strategies.

Qualifications Qualification level

AQF 7/EQF 6 AQF 8/EQF 6 AQF 9/EQF 7

5 ACTIVITIES

The OHS Capability Framework defines the role of the OHS Professional and the OHS Practitioner in terms of activities. These activities are described at three levels of detail:

Dimensions – providing the scope of the distinguishing boundaries of the roles. Domains – describing fields of activity within the dimensions. Explanatory comments – providing information on the scope of activity within the domain.

For reasons of space it has not been possible to include all three levels of detail for each role in one table. Therefore, table 4 lists and compares activities for the OHS Professional and OHS Practitioner activities at the levels of dimensions and domains. This table is the core reference for defining the two roles. The explanatory comments are provided in Appendix 1 and give further detail as appropriate on the nature of the activities.

Seven dimensions are used to outline the roles of the OHS Professional and OHS Practitioner:

1. Systems management approach2. Organisational OHS culture 3. OHS risk management processes4. Measurement and evaluation of OHS performance5. Knowledge management6. Communication, engagement and influence7. Professional and ethical practice.

The scope of application of the activities shown in table 4 is as follows for each of the two roles:

OHS Professional: Across the organisation including site, divisional/regional and corporate; may include local, national or global roles.


OHS Practitioner: Usually at a site (workplace) level of an SME or a section or plant of a large organisation.

Thus when considering the Practitioner activities each activity should be read as applying “at the local level”.


Table 4: Activities for OHS Professional and OHS Practitioner

OHS Professional OHS Practitioner Dimension Domain Dimension Domain

1 Systems management approach

Lead and support the development and implementation of a systems approach to OHS.

1.1 Lead the development of OHS management systems, policies, procedures.

Support the implementation of a systems approach to OHS.

Support implementation of and monitor compliance with defined OHS management system, policy and procedures.

1.2 Advise on and facilitate commitment of appropriate resources for sustainably managing OHS.

Contribute to identification of required resources and work within resource framework.

1.3 Support and motivate senior management and through them, all people in the organisation, to provide OHS leadership and to give appropriate priority to OHS in relation to other business objectives.

Support and motivate line management and supervisors to provide OHS leadership and through them to influence workers to give appropriate priority to OHS in relation to other organisational objectives.

1.4 Facilitate development and utilisation of strategic and operational plans to address and improve the control of OHS hazards, their associated risks and related costs.

Facilitate, monitor and provide feedback on implementation of operational plans to address and improve the control of OHS hazards, their associated risks and related costs.

2 Organisational OHS culture

Lead and support key influencers, including managers, on strategies to foster a positive, resilient OHS culture.

2.1 Advise managers on appropriate management practices to achieve a positive, resilient safety culture.

Support line managers, supervisors and workers on methods to foster and monitor a positive OHS culture.

Facilitate, monitor and support management practices and projects aimed at achieving a positive safety culture.

2.2 Facilitate the identification and management of OHS implications of organisational change and influence the change process to minimise adverse and maximise positive effects of the change.

Support implementation of change processes to improve OHS being aware of the cross functional impacts of change.

2.3 Engage with stakeholders and others to promote innovation in managing OHS.

3 OHS risk management processes

Lead the development of OHS risk management

3.1 Develop and implement processes for hazard identification.

Support the implementation and maintenance of routine OHS

Carry out hazard identification in well-known tasks in sometimes dynamic conditions.

3.2 Use technical, human factors and other Use technical, human factors and other



processes and facilitate and support their implementation and maintenance.

theoretical knowledge, to research, review and interpret information on hazards to identify causation, consequences, possible risk controls and potential failure in controls related to all relevant hazards in all life cycle phases.

risk assessment, control and management processes in normal operations and emergencies.

knowledge to identify causation, consequences, possible risk controls and potential failure in controls related to the hazards of well-known tasks in sometimes dynamic conditions

3.3 Develop and lead processes to identify risk factors, analyse and prioritise OHS risks with an emphasis on critical risk13.

Contribute to the identification of risk factors and the analysis and prioritisation of OHS risks associated with known and routine work processes in familiar environments.

3.4 Provide technical, organisational and strategic information to inform risk analysis and risk estimation processes.

Provide technical information to inform risk analysis and risk estimation processes.

3.5 Provide advice on the strategy requirements for compliance with OHS-related laws, standards.

Provide information on the requirements for compliance with detailed, operational-level OHS-related regulations and standards.

3.6 Ensure processes in place to empower those doing the work to stop work considered an immediate threat to health or safety.

Take appropriate steps to stop unsafe work.

3.7 Advise on cost-effective and efficient hazard controls and risk minimization/mitigation strategies taking a life cycle approach.

Advise on and support implementation of efficient hazard controls and risk minimisation/mitigation strategies.

3.8 Support the implementation of controls for resilient OHS risk management and

Prepare and check specifications and orders for the purchase of preventive safety

13 Critical risks are those where the potential or real consequence exceeds a threshold defined by as warranting the highest level of attention (eg: fatality, significant environmental impact or business interruption threatening the viability of the company.)



OHS risk minimisation. equipment and other physical risk controls.3.9 Coordinate the issue, testing, availability,

use and replacement of personal protective and/or emergency equipment.

3.10 Oversee, evaluate and approve the collection, development and implementation of safety procedures and documentation, including for emergency situations.

In liaison with operational staff, write and keep up to date procedures for safe working.

3.11 Write and keep up-to-date documentation for emergency planning.

4 Measurement and evaluation of OHS performance

Develop and lead processes for monitoring, measuring and evaluating OHS performance.

4.1 Develop criteria for monitoring OHS performance that take account of the overall organisational goals.

Support monitoring and measurement of OHS performance.

4.2 Design and implement processes for monitoring OHS performance at strategic and operational levels.

Implement activities to monitor OHS performance.

4.3 Monitor the effectiveness of all hazard and risk controls with an emphasis on critical controls14 including the identification of actual and potential failure in controls.

Monitor the integrity and effectiveness of controls with an emphasis on critical controls to identify actual and potential failures in control.

4.4 Coordinate workplace inspection activities to monitor the presence and use of hazard controls.

4.5 Monitor and provide feedback on safety behaviour.

4.6 Prepare and use equipment to undertake basic measurement and monitoring of the work environment

14 A Critical control is one that is crucial to preventing the event or mitigating the consequences of the event. The absence or failure of a critical control would significantly increase the risk despite the existence of the other controls. In addition, a control that prevents more than one unwanted event or mitigates more than one consequence is normally classified as critical. See International Council on Mining and Metals (ICMM). (nd). Health and Safety Critical Control Management: Good practice guide. www.icmm.org.


http://www.icmm.org/


4.7 Contribute to monitoring of employees and contractors’ personnel and their compliance with OHS requirements

4.8 Monitor, evaluate and report on the effectiveness of risk management and OHS management processes at operational and strategic levels.

Monitor and report on the effectiveness of risk management and OHS management processes.

4.9 Implement, monitor and evaluate processes and procedures to investigate, analyse and report on incidents and non-conformities indicating failures or inadequacies of barriers and controls. Mentor operations personnel to participate in incident investigations.

Support processes and procedures to investigate, analyse, record and report on incidents and non-conformities indicating failures or inadequacies of barriers and controls.

4.10 Develop, manage, evaluate and improve OHS audit processes and conduct OHS hazard and system audits.

Participate in OHS hazard and management system audits.

4.11 Develop, evaluate and manage emergency and disaster preparedness.

Conduct and analyse emergency drills

4.12 Support and structure periodic management reviews to systematically assess, monitor and identify areas for improvement in the OHS strategy, management system and OHS culture.

Support periodic management reviews to systematically assess, monitor and identify areas for improvement in the OHS management system and OHS culture.

4.13 Make recommendations to address identified issues and improve OHS management and risk minimisation.

Make recommendations to improve OHS including addressing identified non-conformities and improve OHS compliance.

5 Knowledge management

Develop and implement processes for knowledge collection and management to

5.1 Specify, develop and use data management systems for collecting and validating information relevant to OHS.

Implement processes for knowledge collection and management to enable positive

Use and maintain data management systems for collecting information relevant to OHS.

5.2 Collect and critically evaluate information from diverse internal and external sources and databases as part

Collect and keep up-to-date relevant internal and external OHS information, regulations, standards, good practice and



enable positive OHS outcomes.

of evidence-based practice. OHS outcomes. OHS record systems5.3 Collect, collate and interpret

information to develop business cases for OHS improvement strategies and activities.

5.4 Analyse and apply data to identify trends and information to monitor and report OHS performance.

Analyse and apply data to monitor OHS performance and produce summary reports

6 Communication engagement and influence

Communicate and engage with and influence decision-makers and other stakeholders to mitigate risk and optimize worker health and safety.

6.1 Develop and implement OHS-related communication and consultation systems and processes engaging all stakeholders.

Communicate with and influence line and middle management, supervisors and workers to mitigate risk and optimise worker health and safety.

Implement OHS-related communication and consultation processes with stakeholders.

6.2 Lead and facilitate OHS knowledge and skill development, training and understanding of OHS responsibilities, obligations and actions required to meet legal and risk management requirements. Develop and support training and mentoring for (senior) managers.

Contribute to the preparation of training and information material to develop OHS skills and awareness in workers and supervisors.

6.3 Conduct and support OHS training and skill development related to OHS for supervisors and workers.

6.4 Analyse and interpret information to communicate technical and theoretical concepts and knowledge about OHS.

Provide varied and up-to-date OHS information to middle managers, supervisors and workers.

6.5 Communicate and liaise with business partners, OHS regulators and other external bodies on behalf of the organisation.

6.6 Be a ‘trusted advisor’ to influence management decision making to consider OHS implications.

Be a ‘trusted advisor’ to influence middle managers, supervisors and workers.

7 Professional and ethical practice

Promote and apply professional and

7.1 Promote and comply with laws and regulations governing professional practice of OHS and related activities.

Apply legal and ethical standards to practice

Comply with laws and regulations governing practice of OHS and related activities.



ethical standards to practice

7.2 Make decisions and judgments impartially based on scientific evidence and verifiable theoretical and professional knowledge and practice.

Make decisions and judgments impartially based on standards, legislative requirements, OHS knowledge and practice.

7.3 Operate with a level of autonomy to conceptualise, plan, implement and evaluate OHS projects and risk control and management processes.

Operate under the (direct or indirect) direction of an OHS Professional to implement OHS projects and risk controls and management processes.

7.4 Observe relevant codes of conduct provided by professional associations and other assessment and advisory bodies nationally and internationally.

Observe relevant codes of conduct provided by professional associations and other assessment and advisory bodies nationally.

7.5 Ensure that clients, employers and others who may be affected by their activities are aware of their levels of professional competence and seek specialist advice where appropriate.

Ensure that employers and others who may be affected by their activities are aware of their levels of OHS competence and seek specialist advice where appropriate.

7.6 Ensure currency of own OHS conceptual understanding, technical knowledge and industry practice.

Ensure currency of own OHS technical knowledge and knowledge of industry practice.

7.7 Engage in evidence-informed reflective practice, evaluative activities and professional discussion with a view to testing ideas through peer appraisal.

Seek out and form a collaborative relationship with an OHS Professional mentor.

7.8 Act as an exemplar of good OHS practice and behaviour to peers, co-workers and the public.

Act as an exemplar of good OHS practice and behaviour to peers, co-workers and the public.


6 KNOWLEDGE

This section of the OHS Professional Capability Framework describes the knowledge required to undertake the activities listed in the previous section.

The knowledge matrix describes the categories of knowledge with some description of the intended scope of the knowledge included in the category. This is described at a high level to allow flexibility in the way it is applied to suit the legal and OHS context in individual countries and industries. The areas of knowledge are grouped under six headings, covering the following generic topics:

A: Hazards and risksB: Risk controlsC: Safety and health managementD: Professional role and functioningE: Underlying technical and behavioural disciplinesF: Underlying management science.

The classification used to discuss the knowledge base of the OHS Professional is not the same as that used for the dimensions and domains described in Section 5 on Activities. While Section 5 discussed tasks, this section describes the underlying knowledge needed to carry out those tasks, which means a move to a classification which resides in the underlying disciplines and subjects which constitute OHS. For each activity in the roles there are many pieces of knowledge which are relevant, and each piece of knowledge may underpin several, if not many, of the activities. This produces a many-to-many mapping or matrix, which is not made explicit in this document. In designing education and training in the specified knowledge, course designers must decide how to combine the learning of underpinning disciplines with learning how to perform the tasks which draw on a combination of those disciplines. Even within this section on knowledge there is also a many-to-many mapping between the headings A to D of applied knowledge and the underlying disciplines of headings E and F.

This inter-relatedness of the knowledge categories is illustrated in Figure 3.


Figure 3: Inter-relatedness of knowledge categories


Monitoring, evaluation & validation

Change management

Informationmanagement

Safety management

Industry & organisations

Ethics & professional practice

Strategic & tactical management

Organisations & governanceStats & quantitative Natural science &

Social science &

Law &

Risk assessment

Hazard & risk

controls

Hazards & risks

Communication & Consultation

Pam Z Book, 31/12/15,

Not sure that this fully addresses my desire for diagram of the knowledge categories. What do you thinK?AH. Seems good to me in principle. Would like to add to lightest blue circle ( in addition to ‘communication’ etc. ‘strategic & tactical OHS management processes, e.g. design & maintenance, competence, motivation, etc.Make it ‘Natural science & engineering’ and ‘Social Science & psychology ‘I have changed to science to differentiate social and natural science., I have added strategic and tactical to knowledge of management. This is the areas that are in the underpinning categories. The other labels all relate to the knowledge categories and any detail should be in the matrix.

Examples of topics that may be relevant to each of the knowledge categories are provided to illustrate the potential scope of the knowledge category. These illustrative topics in the knowledge matrix are annotated with an indicative level to reflect the expected nature and complexity of the knowledge of the OHS Professional and OHS Practitioner. That coding is based on the following knowledge levels, which are at four levels addressing depth, breadth, maturity and integration of the knowledge. These levels are informed by and developed from Bloom’s hierarchy of educational objectives.15

Level Knowledge1 Understanding: remembers & understands the need for and general principles of

application of the knowledge.2 Routine application: applies the knowledge to routine, well-known situations,

with depth in some areas3 Comprehensive application: integrates, adapts and applies the knowledge to all

relevant areas & situations (incl. non-routine tasks)4 Creative mastery: Applies the theoretical concepts and applied knowledge

critically and creatively to new situations; is recognised as an expert and mentor

The levels are generally cumulative, so each level implies attainment of the previous level. However, there can be exceptions where it may be thought possible to apply strategic knowledge and thinking (levels 3 and 4) without a fully developed and detailed grasp of level 2, based on a full understanding of basic principles (level 1)

As noted in section 4 there are gradations in both the OHS Professional and OHS Practitioner roles and associated knowledge and skills. The levels indicated in the following matrix have been allocated based on what would be expected of on OHS Professional and OHS Practitioner operating at the middle of the three levels (level 2) within the position profiles described in tables 2 and 3. The actual level of knowledge for the illustrative examples, their breadth and depth and so the levels which may apply will vary across countries, industries and organisations and will depend, to some extent, on the size and nature of the organisations, the organisational role and background of the individual OHS Professional or Practitioner. In reviewing the knowledge levels it should be remembered that they refer to the “generalist” OHS role.

An OHS Professional who is fully capable (i.e., has completed education and a period of practical experience) is expected, at minimum, to operate at the level 3 of comprehensive application of most knowledge categories and, depending on the level of the Professional, at level 4, mastery, for many areas of knowledge. The OHS Practitioners’ operational use of the of the knowledge is likely to range from Levels 1 and 2, with excursions into level 3 for some areas of knowledge.

15 See Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (Eds) (1956). Taxonomy of Educational Objectives: Handbook 1 Cognitive domain. New York: David McKay.


Pam Z Book, 16/01/16,

Too many uses of the term “levels” . is there another word – category??

It is expected that this knowledge will be gained through a combination of formal education and experience. It is not expected that an OHS Professional or OHS Practitioner would gain the knowledge through education alone.

As with the activities, when considering required knowledge, it should be remembered that the scope of activities and so the application of knowledge is as follows for each of the two roles:

OHS Professional: Across the organisation including site, divisional/regional and corporate; may include local, national or global roles.

OHS Practitioner: Usually at a site (workplace) level of an SME or a section or plant of a large organisation.

Table 5: Knowledge matrix for OHS Professionals and OHS Practitioners

Code

Knowledge category

Illustrative generic topics OHS Profession

al

OHS Practitione

rA Hazards and risks

1. Causation – Health & Psychosocial16

Chronic and cumulative impacts 3 1

Multifactorial nature of health determinants 3 1 Work related impacts on health 3 2 Concept and models of ‘healthy work’ and ‘wellness’ 3 1 Models of causation of fatigue and stress 3 2 Mental illness in the workplace 3 1

2. Causation – Safety

Models of accident17 causation (linear to complex) 4 2

3. Causation – Environmental18

Models of environmental harm (air, water, soil) 3

4. Risk Difference between hazard and risk 4 3

Risk as a complex concept (uncertainty) 4 2 Qualitative/quantitative aspects of risk) 3 1

5. Hazards Process and task safety analysis methods (e.g. Job Safety Analysis,)

4 3

Complex hazard analysis methods (i.e. FMEA, HAZOP, Fault Tree, etc.)

2 1

Knowledge of exposure standards and their application

3 2

16 The degree to which safety and health professionals are involved with the control of psycho-social hazards differs from country to country. The degree of involvement will govern how much knowledge is required under these headings.17 The term ‘accident’ in this document includes incidents (sometimes called dangerous situations, near-misses or precursors) leading towards, but stopping short of harm.18 The degree to which safety and health professionals are involved with the control of environmental hazards differs from country to country. The degree of involvement will govern how much knowledge is required under these headings.


Pam Z Book, 17/01/16,

With a few exceptions I have accepted Andrew’s levels. However when we send the doc put for comment to first group it should be blank.

Code

Knowledge category


al

OHS Practitione

r For each specific hazard19:

o Basic underpinning science to understand the behaviour of the hazard, how it causes damage and how it can be controlled

o Relevant definitions, units and methods of measurement

o Mechanisms of damage, injury and health outcomes

o How the hazard is used/occurs in the occupational environment and specific industries

o Risk factors

3 2

Hazard specific legislation and standards 4 2B Hazard and risk controls

6. Control – Principles

Time sequence of pre-event, event and post event and relevant control/intervention points

4 2

Hierarchies of control, barriers and defences, critical controls, requisite variety

4 3

Health protection and promotion20 3 1

Hazard specific risk control strategies 4 3

7. Control – Process and workplace design

Concept of inherent safety and engineered safe design

3 1

Process and equipment instrumentation and control 3 2 Human factors and ergonomics (including physical

and cognitive ergonomics)4 2

User-centred design 3 1 Workplace layout 3 2 Impact of technology, including automation 3 1

8. Control – Barriers

Types of barriers (machinery guarding, access control, separation, containment, work skills, PPE, etc.)

4 3

Role and limitations of barriers 4 2 Barrier maintenance requirements 4 2 Establishing and managing a PPE program (incl.

selection & fitting and maintenance)3 3

9. Control – Procedural and administrative controls

Systems of work 4 2

Rules and procedures 4 2 Handovers, permit to work systems, lock out / tag out 3 2 Inspection, maintenance and testing 3 2

Competent workers: recruitment and selection processes, fitness for work

2 1

Competent workers: training - needs analysis; 3 3

19 See Appendix 1.20 The degree to which safety and health practitioners are involved with the health promotion differs from country to country


Code

Knowledge category


al

OHS Practitione

rdevelopment and documentation of training; multimodal delivery; assessment of individuals and of the training programs, coaching)

Behaviour management and modification 4 2

Licensed operators 1 2

Outsourcing, contractor management 3 2

Supply chain management 1

10. Mitigation – Emergency preparedness

Liaison with external agencies: chain of command 4

Relevant standards 2 2

Detection and mitigation methods 3 2

Development of emergency preparedness plans and arrangements

4 2

Implementation of preparedness, including testing of preparedness

2 2

Recovery including organization continuity plans and management

3 1

11. Mitigation – Health Impacts21

Provision of first aid services 1 2

Provision of medical services 1 1

Workers’ compensation and local legal requirements 1

Injury management, case management, and claims management

1

Role of work and the workplace in worker recovery (establishing and managing a return to work program)

1

C Safety & health management

12. Safety management

OHS management systems (structure and elements, relevant standards, limitations)

4 2

System safety 3 1 Systems of work, work procedures and instructions 3 3 Decision making 3 1 Theories of safety management (such as High

Reliability, Error and Performance variation, Resilience Engineering)

4 1

Relation of safety management systems to environmental, quality and business management approaches

3 1

OHS roles and responsibilities 4 3 Principles of assessing and managing contractors 4 2

13. Organisational culture

Organizations as complex socio-technical systems 3 1

Concepts of national, organisational and safety 3 121 The degree to which safety and health professionals are involved with these health mitigations differs from country to country. The degree of involvement will govern how much knowledge is required under these headings.


Code

Knowledge category


al

OHS Practitione

rculture

Relationship between employee (manager & workforce) behaviour, organisational culture, safety culture and safety climate

4 2

Organizational maturity 4 3 Role of leadership 3 2 Healthy work 1 1 Role, use and limitations of safety and health

incentives, awards and competitions in relation to culture

3 1

14. Law, regulation and societal context

International regulatory context 2

Regional and national regulatory context 4 2 Legal principles and comparative legal systems and

regulatory frameworks3 1

Criminal and civil law and impact on OHS22 3 1

OHS specific law 4 3 Compliance and enforcement policies and strategies

in the jurisdiction4 3

Workers compensation law22 1 Product liability law22 1 Basics of contract law 1 Best practice as it impacts on due diligence, common

law, standard of care and regulation3 1

ILO, ISO and other international standards 3 1

Market and societal influences 215. Risk

assessment and decision making on risk

Sources of information on risk 4 2

Methods of risk assessment and their application for specific hazards

4 2

Qualitative methods for estimating levels of risk including issues and limitations

4 2

Quantitative methods for estimating levels of risk including issues and limitations)

3 1

Defining acceptable levels of risk (legal requirements, internal standards, ALARP23)

3 1

Risk and decision making (individual and organisational decision making processes, balancing priorities, risk perception and risk communication, role of workforce, trades unions, public and other stakeholders)

3 1

Risk management standards (process, application and 4 2

22 The degree to which safety and health professionals are involved with these legal aspects differs from country to country depending on their legal and compensation systems. The degree of involvement will govern how much knowledge is required under these headings.23 As Low As is Reasonably Practicable.


Code

Knowledge category


al

OHS Practitione

rlimitations)

Risk perception and risk communication, role of workforce, trades unions, public and other stakeholders

3 1

16. Monitoring, evaluating and validating controls

Potential sources/modes of failure in controls 4 2

Risk control and hazard monitoring techniques (including inspections and maintenance)

4 2

Structures and processes for managing critical controls

4 2

Work environment monitoring (required equipment and programs)

3 2

Investigation methods (incidents, non-conformities) 4 2 Role of health surveillance and health risk

assessments242 1

Auditing (hazard audits, compliance audits, OHSMS audits, protocols and procedures, relevant standards)

4 2

Principles for selecting performance measures 4 1 Key performance indicators (qualitative, quantitative,

lead and lag)4 2

Benchmarking 3 1 Basic principles of quantitative and qualitative

evaluation methodologies 3 2

17. OHS information management

Sources of OHS information (internal and external) 4 2

Workplace requirements for OHS information 4 2

External agencies’ requirements for information 4 1

Documentation requirements (organisational and external)

4 3

Systems for managing OHS information 4 2

Data collection by research, investigation, interview & observation

3 1

18. Communication and consultation

Organisational channels of communication (formal and informal, internal and external and barriers to communication

3 3

Consultative structures (e.g., safety committees) 4 3

Participatory management as it relates to OHS 4 2

Models of communication, influence and factors contributing to influence

4 2

Conflict management 3 219. Change

management Strategies for defining problems 4 1

Strategies for analysing and understanding problems 3

24 While health surveillance and health monitoring is the purview of the health professional, the generalist OHS professional should have an understanding of the role of these activities and be able to engage with health professionals on these activities.


Code

Knowledge category


al

OHS Practitione

r(e.g. affinity diagrams, flow charts, cause and effect, system diagrams)

Potential for change to impact on work equipment, work processes and work environment

3 2

Psychology of change as it relates to individuals 3 2 Innovation and change management processes

(planning, consulting, promoting, reviewing and consolidating)

4 1

Role of OHS professional/Practitioner in consulting and supporting and managing change

4 1

D. Professional role and functioning (See also skills)

20. Ethics and professional practice

Corporate governance 3 1 Corporate Social Responsibility and sustainability 3 1 Roles, responsibilities and rights25 3 2

Professional ethics and codes of conduct 4 3

Models of ethical practice and ethical decision making26

3 1

Professional role (independence, impartiality, confidentiality, competence, evidence-base, collegiality, practice within competence)

4 3

Professional liability and indemnity 3 1

Theories of communication, advocacy, persuasion and documentation

3 2

Setting up and participating in team work 4 3

Research methodologies relating to OHS and work-based research

3

E. Underlying technical, human & social sciences

22. Systems Systems as a concept, including variability 3 1

Systems thinking in an OHS context 2

23. Human as a biological system

Basic human biology 2 2

Physiology as it relates to work 2 1 Biomechanics as it relates to work 2 2 Cumulative compared with acute impacts on the body 3 1

Basic principles of toxicology 2 124. Individual

Psychology Psycho-biology (structure and function of the brain

and nervous systems, role of endocrine systems in response)

2

Cognitive psychology (situation awareness, memory, cognitive biases in decision making)

3 1

Behavioural psychology (learning, conditioning, motivation)

3 2

25 Including right to know and right to refuse unsafe work. 26 These should take account of national differences.


Code

Knowledge category


al

OHS Practitione

r Communication 3 2 Human error 4 2 Fatigue and stress 3 1 Impact of aging on work capability 3 1

25. Social psychology

Perceiving individuals (attribution theory and biases) 2 1 Self in relation to others (social comparison theory) 2 1 Group membership (development of groups, in-

groups and out-groups; social identity and self-categorization theories; stereotypes, prejudice and discrimination, contact hypothesis)

3 1

Groups as they relate to team work 3 2

Norms and group pressure to conform 3 1

Attitudes and behaviour 2 1

Task performance (decision making biases; group task performance)

2 1

Power (sources of power, compliance, inequality, obedience to authority)

3 1

Attitudes and behaviour (e.g. theory of planned behaviour; cognitive dissonance theory, persuasion theory)

2 1

Understanding and resolving conflict (competition and cooperation; conflict management styles; distributive and procedural justice

2 1

27. Statistics and quantitative analysis

Basic arithmetic and algebraic manipulation 4 2 Units of measurement, prefixes and logarithmic scales 4 2 Data display and reporting 4 3

Probability, sampling distribution and confidence levels

3

Basic statistical measures including sources of error 3 Principles of survey methods 3 1

Principles of epidemiological analysis 2 Principles of designing assessments of intervention

effectiveness3

29. Science and engineering

Basic science and technology to understand the damage and control mechanisms of hazards covered (see Section 7), types of machinery and processes: their functioning and hazards;

4 2

Standards relating to ‘state of the art and best available technology’

3 1

Use of technical standards 3 2 Use of hazard monitoring equipment (e.g. noise,

ventilation, chemicals, etc.)2 2

Interpretation of results of hazard monitoring 3 1

F. Underlying management sciences:


Code

Knowledge category


al

OHS Practitione

r30. Organisations Governance arrangements 3

Impact of reporting structures 2 Organisational structure, functions of departments,

roles and responsibilities, authority and accountability4 2

Organizational goals and strategy 4 2 Resource allocation processes 3 1 Principles of change management 4 2

32. Project management

Key requirements for successful projects 3 1 Project conceptualisation and design 3 Project planning, budgeting, implementation and

monitoring3 1

Project evaluation 3 136. Strategic and

operational planning

Managing self 4 3

Operational and strategic planning 4 2 Managing others 2 Human resources management/management of

people2

37. Business imperatives

The Organisation operating as a commercial entity with a range of stakeholders and attendant pressures, including costing and budgeting in their own area of responsibility

3 1

Financial literacy in a business context, incl. budgeting 3 1

Business case development and cost-benefit analysis 3

Legislation and organisational arrangements relating to terms and conditions of employment, employee rights, consultation and participation

2

Understanding of external environment including legal and market pressures

2

7 SKILLS

This section describes in general terms skills required by an OHS Professional and an OHS Practitioner. A ‘Bloom’27 style taxonomy approach has been used to describe the skills. Skills are presented in three sections: personal skills; professional practice skills and professional technical skills.

27 Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Meyer, R.E., Pintrich, P.R., Raths, J., & Whittrock, M.C. (2001). A Taxonomy for Learning, Teaching and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman.


As with the knowledge requirements the skills have been annotated with a coding to indicate the expected skill level for the OHS Professional and OHS Practitioner. That coding is based on the following skill levels, which are at four levels. These levels are informed by and developed from Bloom’s hierarchy of educational objectives.28

Application of skill

Level Skill1 Awareness: remembers and understands the need for and general principles of

application of the skill…2 Routine application: applies the skill independently to well-known, routine tasks

and to non-routine tasks under supervision.3 Skilled application: adapts and applies the skill independently and effectively, also

to non-routine tasks.4 Creative mastery: applies the theoretical concepts and the practiced skill critically

and creatively to new situations; is recognised as an expert and mentor.

The levels are cumulative, so each level implies demonstration of the previous level.

The levels indicated in the skills matrix have been allocated based on what would be expected of on OHS Professional and OHS Practitioner operating at the middle of the three levels (level 2) within the position profiles described in tables 2 and 3. The actual skill level will vary depending on the background of the individual OHS Professional or Practitioner and their position in the organisation.

When considering the expected skill level it should be remembered that the application of the skill is as follows for each of the two roles:

OHS Professional: Across the organisation including senior management and external agencies including regulators and industry bodies

OHS Practitioner: Within the organisation with a focus on middle management, supervisor and workers.

Table 7: Skills matrix for OHS Professionals and OHS Practitioners

SkillPerformance criteria Professional Practitione

rA: Personal skills

28 See Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (Eds) (1956). Taxonomy of Educational Objectives: Handbook 1 Cognitive domain. New York: David McKay.



rA1 Verbal

communication Selects an appropriate time, format and venue taking account of the nature of the communication and the needs of the other person.

4 3

Focuses: gives full attention to the speaker. Puts them at ease. Uses non-verbal cues appropriately.

4 4

Uses language appropriate to the nature of the communication and the other person; is clear and concise and uses questioning techniques as appropriate.

4 3

Respects: demonstrates empathy, open-mindedness and respect. Looks at issues from other’s perspective. Lets go of preconceived ideas. Builds on other’s perspectives to enhance effectiveness and quality of outcomes

4 2

Encourages and receives feedback with an open mind, listens, questions for clarification, reflects on the implications for own behaviour and expresses appreciation for the feedback.

4 3

Gives feedback, including praise, which is timely, specific and focuses on behaviours not the person.

4 4

Confirms: closes communication by summarising and clarifying the outcomes.

4 3

A.2 Professional presentation skills

Documents: completes forms and prepares reports and documentation that are easily understood by the intended audience, demonstrating appropriate selection and structuring of information and correct spelling, grammar and industry-specific terminology

4 3

Prepares professional reports and documentation that are easily understood by the intended audience, demonstrating appropriate selection and structuring of information and writing style.

4 2

Customises: provides information in a variety of formats and communication channels that take account of audience characteristics, needs and cultural sensitivities.

3 3

Utilises information technology effectively in preparing OHS documentation.

3 3

Utilises information technology effectively in communicating OHS information.

3 3

Makes presentations (informal and formal) that clearly communicate the topic to a range of audiences, using a variety of media.

4 3

Engages and works with the interests of people from a range of disciplines, backgrounds and workgroups.

3 3

B. Professional skills



rB1 Evidence-based practice

B1.1 Knowledge management

Accesses information from a range of workplace sources using digital skills and a variety of strategies.

2 3

Uses a mix of strategies to access information from a range of external sources.

3 2

Reviews: uses literacy skills to read and interpret OHS legislation, codes of practice, guidance material, policies and procedures.

4 3

Investigates and assesses the credibility of sources and reliability and validity of information.

3 3

Collates information to identify common themes. 4 2

Critically evaluates and validates results through challenging information, concepts, and theories.

3 1

Synthesizes information to identify implications for practice.

3 2

Applies information, concepts and theories to inform practice

3 3

B1.2 Problem solving and critical thinking

Identifies a problem(s) by application of informal and structured strategies.

3 2

Analyses: applies a range of information gathering and analytical strategies to clarify the nature of the problem and the contributing factors.

3 2

Generates potential solutions by application of consultative and creative processes.

3 3

Evaluates: systematically considers potential solutions against pre-set criteria in a consultative process

3 2

Applies consultative and creative processes for evaluating potential solutions.

3 2

Decides on a strategy based on evaluation. 3

Implements: applies/supports change management processes to implement selected solutions.

3 2

Reviews: uses prescribed processes to monitor the implementation and effectiveness of solutions implemented.

4 3

Seeks information and feedback to evaluate and validate the effectiveness of the solutions.

4 3

Improves: recommends/takes action based on the outcomes of the review to optimise OHS outcomes.

3 3

B1.3 Evidence-based practice

Accesses OHS handbooks and standards for evidence to inform OHS practice.

3 3

Accesses OHS research papers and reports for evidence to inform OHS professional practice.

3 1



rDesigns workplace based studies that have rigour and ethical integrity to clarify issues, contributing factors and to evaluate the effectiveness of interventions.

3

Implements: applies information from OHS handbooks and standards as part of OHS practice

3 3

Systematically implements workplace-based research studies.

3

Analyses and evaluates OHS research papers, reports and workplace studies for evidence to inform OHS professional practice.

3

Synthesises OHS research information and outcomes to inform OHS practice

3

B2 Influence

B2.1 Mentoring & being mentored

Engages to establish a relationship as a basis for learning and development of another.

3 3

Clarifies: engages with another to clarify their current knowledge, skill and perspective basis, their goals, and factors that may impact on achievement of their goals.

3 3

Engages to share knowledge, skills, information and perspective to foster personal and professional development of another.

3 3

Supports: provides constructive feedback to enable transferable learning.

3 3

Reflects: engages with another to review their learnings and strategy for achieving the goals.

3 3

B2.2 Engaging Interacts to develop relationships with operational staff and consultative group(s).

4 4

Networks: identifies champions and other stakeholders (including managers, technical staff, employees, consultants, regulators and local residents) and creates positive relationships.

3 3

Informs: provides technically correct information informed by conceptual models that takes account of current OHS thinking.

3 3

Empathises: identifies the needs and perspective of others including the organizational environment. Generates their respect.

3 2

Provides advice that is understandable by others and takes account of the needs and perspectives of others and the organizational environment.

3 3

Relates: becomes a trusted resource through establishing credibility and demonstrating reliability.

4 4

Provides support to others both by actions and 3 3



rcommunications. Takes action to implement strategy and management decisions.

3 2

B.3 Leadership

B3.1 Teamwork Identifies and understands different traits, styles and team roles.

3 2

Facilitates: understands and recognises the steps in group/team formation and supports the maturation of a group to form an effective team.

3 2

Clarifies: supports discussion to ensure that team members have a common understanding of the goals and individual roles and they share a commitment to the activity.

3 2

Shares information and ideas openly and willingly inside and outside formal team processes and offers assistance to others in carrying out their tasks.

4 3

Listens to and respects the opinion of others, has patience and respects and trusts others to complete their assigned tasks.

4 3

Actively participates in team processes and demonstrates commitment by attending meetings and other activities.

4 3

Adapts: demonstrates flexibility in own role in team, and openness to the opinions of others and in dealing with changing conditions.

4 3

Challenges: identifies the phenomenon of ‘group think’ and challenges the group to open the discussion to apply broader thinking.

3 1

B3.2 Negotiation and management of conflict

Asserts: understands that differences of opinion are a healthy part of management decision making and, in that context, puts their own position.

3 2

Prepares: ensures that all pertinent facts and context of the situation are known.

3 3

Respects: identifies the background and reason for differences in opinion and respects those differences.

3 3

Clarifies: applies interpersonal skills of listening, questioning and reflecting to facilitate discussion to clarify goals and common ground.

3 2

Facilitates discussion to identify alternative strategies and compromises which may achieve greater benefit for all concerned than original positions.

3 2

Confirms: clearly states the agreement reached so that all involved have a similar understanding of the outcome.

3 3



rB3.3 Personal

Leadership Shows self-awareness: identifies own leadership style and the need for both further development and situational adaptation to enhance leadership capabilities.

3 2

Demonstrates up to date knowledge on OHS and current issues, ability to explain complex/technical topics in a way that is understandable to others.

3 3

Initiates: creates an imperative for change and a clear vision to bring people along.

3 1

Engages people in the process, comprehends and accepts emotions, feelings and perspective of others and able to build rapport and empathy with others.

3 2

Demonstrates assertiveness where needed in subtle, constructive ways.

3 3

Leads: sets an example, demonstrates confidence, optimism and interest in others, generates confidence in others.

3 3

Generates respect by others. 3 3

Builds consensus and constructive problem solving. 3 2Enables: provides support to people to make them comfortable, bases change on learning, and enables people to have ownership of the outcome.

3 2

Perseveres: recognises change takes time. 3 2

B4 Management

B4.1 Project management and management of change

Identifies and clearly communicates the need for improvement and change and the benefits of change.

3 2

Identifies options for change to address needs and realise benefits.

4 2

Applies consultative processes to developing implementation plan.

3 1

Defines and clarifies scope of change, parameters, objectives, budget, stakeholders, roles and time lines and interaction with other processes and activities.

3 1

Establishes: identifies key players and establishes project team to facilitate change and give people an ownership of outcomes

3 1

Collaborates to develop project plan, identify project risks and required resources and potential impact on other groups.

3 1

Supports: uses formal processes to plan, sequence, 3 2



rprioritise own activities and activities for implementation of change.Manages: identifies and assesses appropriate project management tools, develops operational plans, accesses required resources, defines and communicates and delegates roles and responsibilities. Establishes monitoring processes. Coaches and supports others in managing change

3 1

Administers: establishes and maintains required record keeping systems including financial record keeping and project progress.

3 2

Administers: plans, prepares and conducts structured meetings with clear outcomes.

3 2

Administers: uses digital systems and programs to assist planning and tracking of communications for implementation activities

3 2

Communicates with all affected groups to support change.

3 3

Finalises: completes activities including required reports.

3 3

Monitors: administers approved processes for monitoring the outcomes of change processes

3 2

Reviews and evaluates project processes and outcomes against project scope and plan with input from project team. Documents lessons learned. Recognises input of others and shares credit for achievements.

4 2

B4.2 Managing others29 Identifies and clarifies the role of others from both strategic and operational perspectives with an understanding of what is reasonable given the circumstances.

3

Organises: plans and allocates appropriate resources and allocation of personnel to OHS and company priorities.

3

Reviews and monitors the processes and outputs of those being managed.

3

Supports: creates opportunities to develop the capability of those being managed.

3

B5 Professional and ethical practiceB5.1 Professional

practice Manages own activities and is reliable with regard to agreed deliverables and time lines.

3 3

Commits: undertakes formal and informal CPD30 3 3

29 Others include OHS staff and contractors. Not all OHS professionals will be involved in managing others. The degree of involvement will govern the knowledge and scope of the skill required under this heading. 30 Continuous Professional Development: structured ways to develop competence and keep it up to date



ractivity to ensure currency and capability. Collaborates: works effectively as leader, or part of, a team, respecting differences and diversities.

4 2

Recognises the value of professional, enterprise and industry collaboration.

3 2

Consults: seeks information or informed opinion from others as part of decision making.

3 3

Seeks further advice within the OHS profession and across other professions and stakeholders as appropriate.

3 3

Engages to establish a relationship with a higher level professional or other appropriate mentor as a basis for self-development.

3 3

Engages in professional discussion with peers with a view to advancing professional practice.

3 3

Engages appropriately and effectively with technology to access information, collect and collate information, produce documents and engage with people in appropriate ways including to provide information, communicate, develop and deliver training.

3 3

Reflects: applies formal and informal processes to reflect on current and past practice to identify areas for improvement or development.

3 2

B5.2 Ethical Practice Recognises the limits of own knowledge, skills and experience.

3 3

Complies with relevant codes of conduct and laws. 4 4Respects: treats all individuals with respect and maintains confidentiality of personal and business-sensitive information.

4 4

Tests: examines critically the ethics of proposed courses of action.

3 3

Provides advice that is unbiased and impartial. 4 4Provides advice that is informed by underpinning technical and conceptual knowledge.

4 3

Acts with honesty and probity. Sets example of good OHS behaviour.

4 4

Accounts for: takes responsibility for and demonstrates the conceptual and technical underpinning of own practice.

3 3

Supports: recognises when disclosure and whistle blowing may be appropriate and takes action in an ethical manner.

3 2

C. OHS professional technical skills



rC1 Training Identifies knowledge and skills gaps and training

needs for specific groups. 3 3

Develops appropriate learning outcomes to address knowledge and skills gaps.

3 3

Prepares appropriate training material to address learning outcomes and defined competencies.

3 3

Organises appropriate planning processes and logistics to deliver training to specified groups.

3 3

Delivers: communicates effectively during training with a range of people.

3 3

Supports: engages with supervisors, workers and managers to assist them to acquire and utilize their skills and knowledge for improving OHS.

3 3

Assesses learning outcomes for individuals and provides feedback.

3 3

Evaluates the outcomes of the training and makes modifications as necessary.

3 2

C2 Surveying, inspecting and auditing

Observes: systematically seeks out and observes the workplace, state of technology, processes and behaviours to evaluate their conformity with requirements.

4 4

Designs a comprehensive monitoring system to collect and analyse information to evaluate risk controls and OHS management processes.

4 2

Interviews meets with, collects information from and discusses OHS with all levels of employees and managers to gain insight to their work practices, beliefs and attitudes to OHS.

4 3

Evaluates: combines and critically assesses information from inspections, surveys and audits to determine the state of OHS in the organization.

4 3

Reports: contributes to the development of written and oral reports to managers as a basis for decisions about improvement.

4 3

Reports: provides formal written and oral reports to stakeholders and decision makers as a basis for improvement.

4 2

C3 Investigating Observes: coordinates/supports identification and collection of evidence associated with accidents and non-conformances to determine the sequence of events and assist in uncovering causal links.

4 2

Interviews: leads/participates in collection of information from people involved in the development of the accident/event, while avoiding hindsight and other biases and ensuring that conclusions are soundly based.

4 2



rCollates: puts together the evidence about the development of the incident/accident in a critical way to understand and chart that scenario and its links to underlying practices and conditions.

4 2

Supports the analysis and synthesis of evidence to understand and chart the scenarios and links to risk controls

4 3

Recognises the difference between superficial and underlying causes of incidents and unsafe conditions. Identifies ineffective and missing barriers and assesses and actions possible improvements to avoid the scenario revealed and any other related scenarios.

3 2

Synthesises data and evidence to develop recommendations for future prevention

3 3

Writes and communicates reports to meet organisational standards on accidents with non-fatal potential

4 3

Contributes to the reports of OHS and other professionals on accidents with fatal potential

4 2

Writes and communicates reports to organisational, professional and legal standards

4 2

Recommends based on appropriate use of analysis improvements in the work processes and work and organisational environment.

4 3

Initiates/supports changes to implement recommendations.

4 3

Monitors: collects information as a basis for monitoring effectiveness of recommendations.

3 3

Assesses the implementation of recommended controls and their effectiveness

4 3

C4 Measuring and monitoring

Selects the appropriate tools to assess the organisation’s processes, workplaces and working environments

3 2

Applies appropriate tools to gather information to assess the effectiveness of risk controls.

4 3

Implements appropriate strategies and tools to gather information as per agreed performance criteria as part of assessing the risks and effectiveness of hazard controls

3 3

Analyses: uses digital processes to analyse data to identify trends

3 3

Interprets: applies OHS conceptual knowledge to interpret data to evaluate OHS performance, the factors impacting on performance and areas for

3 2



rimprovement. Reports: uses digital processes to develop graphical presentations as part of reporting.

3 3


8 HAZARDS TYPES MANAGED

In different countries there are different professional groups which have traditionally divided up the role of advising on OHS in differing ways. It is the position of this document that the OHS Professional is the generalist in this area, potentially dealing with the full range of hazards that the organization may face. There is a core range of hazards with whose behaviour, methods of causing harm and required controls all OHS Professionals and Practitioners are expected to be familiar. However, the scope of hazards actually dealt with will vary depending on the organization, the industry and the country of location. The education and professional development of both OHS Professionals and Practitioners should equip them to give broad-based advice, based on the principles of hazard and risk control which are generic. It is expected that the OHS Practitioner would liaise with and seek input from OHS Professionals regarding complex hazards.

There will be hazards which are more in the core of the knowledge of all OHS Professionals and Practitioners, and others which are either so industry-specific that they tend to be dealt with in specialist modules of OHS education, or are seen as more peripheral to that core area and requiring expertise that may be found more in the specialist professions of occupational hygiene, occupational medicine, organizational/occupational psychology, ergonomics, fire protection or other related specialisms. In such cases the role of the OHS Professional and Practitioner may be to liaise with other professional specialists for more complex problems or ones requiring deeper knowledge.

The following table lists the hazards that an OHS Professional or OHS Practitioner could be expected to manage. It uses the energy categorization developed by Haddon31 as its basis. It reflects the origins of the OHS professional in technological disciplines and machinery hazards, with a later, but fairly universal, move to include chemical and working environment hazards. Some countries have seen a move also into psychosocial and/or environmental hazards.

The OHS Professional and Practitioner need to understand the nature of the hazards, their modes of entry to, or effect on the body (and mind) of potential victims and on the physical environment, their mechanisms of harm to people and other assets (including exacerbating circumstances, e.g. lone working, pregnancy, etc.). They also need to understand the methods of assessment and measurement of the risk associated with each hazard, and the principles and practice of prevention and control (technical, behavioural and organisational) relevant to each of the hazards in the core of the OHS Professional’s role for a particular organization, country or jurisdiction. These constitute the underpinning science related to each of the various hazards. The depth and breadth of this underpinning knowledge will vary with the Professional or Practitioner role and the complexity of the hazard and the context. Some indications of that underpinning science are given in section 5 on the knowledge underpinning of practice, which also gives a score of the average level of knowledge about each hazard

31 Haddon Jr. W. 1973. Energy Damage and the Ten Counter-Measure Strategies. Human Factors Journal, August.Page 52 of 63January, 2016

which can be expected of OHS Professionals and Practitioners. This document does not allocate different categories of hazards to Professionals and Practitioners.

Table 8: Hazard types managed by OHS Professionals and OHS Practitioners ??X

Gravitational Falls from heightFalling objects, lifting equipmentSlips, trips, falls on level and stairs

Biomechanical Manual lifting/handlingPostural (incl. seating)Repetitive strain

Electrical Chemical

Toxic, carcinogenic, teratogenic and corrosive chemicals, fibres and dustsNanoparticles Sensitizing agents (for asthma, dermatitis) Fire and explosion

Thermal environment Heat and coldHot work

Noise Vibration (whole body & hand/arm)Equipment under pressure/pressure vesselsPowered plant

Flying objects ejected from machinery processesEntanglement in moving parts of static machinery, (incl. robots) Use of portable power tools

Process controlDesign and operating limitsLoss of human and computer control

Moving plant/vehicles & occupational road useSpecialized technical & construction hazardsSubsidence and collapseStructural failurePsychosocial hazards32

Workload/stress FatigueImpacts on wellnessBullying and harassment Aggression (people/animals)Violence at work33

Special work environments Confined spaces (incl. asphyxiant atmospheres)Drowning/divingHigher than atmospheric pressureComputer/monitor screen including control rooms

Biological hazards (incl. occupational pathogens) Infectious diseasesIndoor air quality

32 The degree of involvement of safety and health professionals with the control of psycho-social differs from country to country. The degree of involvement will govern how much knowledge is required under these headings.33 Workplace violence is treated as a security/criminal issue rather than an OHS issue in some jurisdictions.


Ionizing radiation Non-ionizing radiation (including lasers, UV, radio frequency, etc.)Hazards of the natural environment (earthquake, flooding, storm, tornado, etc.)


Appendix 1: Explanatory comments to accompany activity descriptions

The OHS Capability Framework document describes the activities for the OHS Professional and the OHS Practitioner at three levels of detail:

Dimensions – providing the scope of the distinguishing boundaries of the roles. Domains – describing fields of activity within the dimensions. Explanatory comments – providing information on the scope of activity within the domain.

Section 4 of this document describes the activities in terms of dimensions and domains. For reasons of space and clarity it was not possible to include the explanatory comments alongside the dimensions and domains in one table. This Appendix presents the explanatory comments and should be read in conjunction with section 4.


Table A1: Activities: Explanatory comments

OHS Professional OHS Practitioner Dimension Explanatory comments34 Explanatory comments

1 Lead and support the development and implementation of a systems approach to OHS.

1.1 Integrates with the overall goals, strategies and operation of the organisation.

Takes account of both internal factors (technology, employee relations, hazards) and external factors (market, jurisdiction, regulations, insurance, national and organisational culture etc.).

Applies to OHS management systems which cover the full cycle of risk assessment, policy, planning, consultation, resourcing, communication, implementation, documentation, motivation, measurement, evaluation and improvement.

Applies to the whole technology and human factors cycle as appropriate to an organisation: design, construction, procurement, operation, maintenance, modification, decommissioning and disposal. Applies to the business cycle, including new opportunities, partnerships, mergers, acquisitions and disposals.

Applies to all who are affected by the organisation’s activities, including employees, contractors, visitors, local residents, users of products.

Support the implementation of a systems approach to OHS.

Applies to OHS management systems which cover the full cycle of risk assessment, policy, planning, consultation, resourcing, communication, implementation, documentation, motivation, measurement, evaluation and improvement.

Applies to the technology and human factors life cycle phases of construction, operation, maintenance, modification, decommissioning and disposal.

Applies to all who are affected by the organisation’s activities, including employees, contractors, visitors, local residents, users of products.

1.2 Resources include finance, competent personnel and equipment required for proactively managing OHS.

Resources include finance, competent personnel and equipment required for proactively managing OHS.

1.3 “People in the organisation” includes contractors. “People in the organisation” includes contractors.1.4 OHS strategic and operational planning is integrated

with broader organisational and operational planning.

2 Lead and 2.1 In certain jurisdictions this may include collaborating with employee and trade union representatives.

Support line managers,

In certain jurisdictions this may include collaborating with employee and trade union

34 Where no explanation is felt to be necessary the cells are deliberately left blank.


OHS Professional OHS Practitioner Dimension Explanatory comments Explanatory comments

support key influencers, including managers, on strategies to foster a positive, resilient OHS culture.

supervisors and workers on methods to foster and monitor a positive OHS culture

representatives. This includes monitoring of safe behaviour

2.22.3 Stakeholders are those who may be affected or

perceive themselves to be affected by an activity or decision. Relevant stakeholders include executives, managers, supervisors, worker safety representatives, workers, contractors, and in some cases the community and others who may influence or be affected by OHS hazards and management processes. Others who may have a role in promoting innovation in managing OHS include those who participate in OHS-related decision making such as finance, procurement, HR and maintenance.

3 Lead the development of OHS risk management processes and facilitate and support their implementation and maintenance.

3.1 In collaboration with other specialists for hazards outside the core expertise of the OHS Professional.

Information may be obtained from a number of sources, including historical data, task analysis, monitoring of the work environment and relevant industry data.

Range of hazards depends on the organisation and the division of roles (see section 7).

Hazard identification includes processes to identify previously unknown or unexpected (emergent) hazards for the organisation.

Support the implementation and maintenance of routine OHS risk assessment, control and management processes in normal operations and emergencies.

In collaboration with other specialists for hazards outside the core expertise of the practitioner.

Information may be obtained from a number of sources, including historical data, task analysis, monitoring the work environment and relevant industry data.

Range of hazards depends on the organisation and the division of roles (see section 7.

3.2 Risk controls include systems, engineering, administrative, procedural, ergonomic, and behavioural controls and personal protective equipment. They include both prevention and mitigation.

Risk controls include systems, engineering, administrative, procedural, ergonomic, and behavioural controls and personal protective equipment. They include both prevention and mitigation

3.3 Risk assessment processes may be qualitative and/or quantitative.

Risk analysis and risk estimation processes go beyond checklist and matrix-driven processes.

Risk assessment processes may be qualitative and/or (semi-) quantitative.

Risk analysis and risk estimation processes consist largely of methods using checklists and matrix-



driven processes. Quantitative risk assessment and analysis of risks

with fatal or major hazard potential require collaboration with OHS professionals, deeper subject experts and specialists.

3.4 In collaboration and with reference to other specialists as appropriate.

With reference to OHS professional(s) and technical specialists where the risk is critical.

3.5 Standards may include international, national, sector-specific and internal standards.

Standards may include international, national, sector specific and internal standards. This does not cover strategic, management system-related standards and regulations, which require OHS Professional input.

3.6 As per regulatory requirements in some countries. As per regulatory and company requirements.

3.7 The concept of critical controls and critical control management should take priority in high risk environments.

Consideration should be given to barriers and controls (technical, human and organisational) in initial design and procurement, construction and installation, maintenance and modification, demolition and redevelopment of facilities, structures and equipment.

Recommendations take into account requirements for legal compliance and minimising level of risk, differentiating between compliance and beyond compliance.

Recommendations should take into account the hierarchy of controls, legal requirements, organisational and workforce factors, and requisite variety, defence in depth and redundancy of controls.

Recommendations cover both prevention and reduction of consequences, including emergency planning.

With consideration of recognised critical controls in high risk environments.

Consideration should be given to barriers and controls (technical, human and organisational) in initial design and procurement, construction and installation, maintenance and modification, demolition and redevelopment of facilities, structures and equipment.

Recommendations take account of requirements for legal compliance and minimising level of risk.

Recommendations should take account of the hierarchy of controls, legal requirements, standard guidelines, organizational and workforce factors.

Recommendations cover both prevention and reduction of consequences, including emergency planning.



3.8 Checks against specifications and OHS standards3.9 In some industries and some organisations this is

considered a supervisors’ role.3.10 Procedures relate mainly to organisational level or

critical procedures. Procedures includes permits to work, maintenance

procedures, etc.3.11

4 Develop and lead processes for monitoring, measuring and evaluating OHS performance.

4.1 Criteria include lead/positive and lag/negative indicators.

Support monitoring and measurement of OHS performance.

4.2 Processes for collecting data include observations, surveys, inspections, audits, incident, accident and non-conformity investigations, etc.

Information may be obtained from a number of sources, including historical data, task analysis, monitoring the work environment, data recording, data management and analysis.

Activities will be identified in procedural documents and include data collection from hazard, incidents and non-conformance reports, inspections, workplace monitoring, meeting minutes, etc.

4.3 Failures in control may be indicated by factors such as non-conformities which may become normalized.

Monitoring may include workplace inspections or internal audits against agreed criteria.

4.4 4.5 Monitoring of safety behaviour should be part of

an overall constructive safety culture delivered as part of a just culture.

4.6 Monitoring may include noise and air quality. Professional advice should be available to assist

with interpretation and reporting.4.7 Monitoring may include workplace inspections or

internal audits against agreed criteria.4.8 Takes account of cost effectiveness.

Monitoring includes compliance with internal policies, procedures and standards as well as external legislative and industry-specific requirements.

With an emphasis on critical controls in high risk environments.

Monitoring includes compliance with internal policies, procedures and standards as well as external legislative and industry-specific requirements.

With an emphasis on critical controls in high risk environments.



4.9 Investigation and analysis includes application of appropriate techniques for data collection through interview, document analysis and observation.

Investigation and analysis includes application of appropriate techniques for data collection through interview, document analysis and observation.

With support from OHS Professional(s) and technical specialists where the situation is complex or the potential or actual consequence is serious injury or fatality.

4.10 Including both internal and external third party audits.

Auditing includes compliance with internal policies, procedures and standards as well as external legislative and industry-specific requirements.

4.11 With support from OHS professionals for the purpose of organisational learning.

4.12 4.13 Recommendations may be made through informal

or formal reporting processes in oral or written formats.

Recommendations may be made through informal or formal reporting processes in oral or written formats.

5 Develop and implement processes for knowledge collection and management to enable positive OHS outcomes.

5.1 Data collection identifies current and emerging issues.

Sources of information include both internal and external sources.

Information collected and managed may include: o Hazard and risk-related information (hazard,

incident and injury reports; risk assessments; human factors analyses; workplace inspections; audit reports; specialist reports; safety data sheets and registers; systems failures; and trend reports)

o Organisational information (policies, programs, procedures, surveys, resourcing, project plans, production schedules, etc.)

o External information (laws, standards, guidance material, industry and research information).

Implement processes for knowledge collection and management to enable positive OHS outcomes

Processes for collecting data include observations, surveys, inspections, audits, incident, accident and non-conformity investigations.

Information may be obtained from a number of both internal and external sources, including historical data, task analysis, monitoring of work, data recording, data management and analysis.

Information collected and managed may include o Hazard and risk-related information (hazard,

incident and injury reports; risk assessments; human factors analyses; workplace inspections; audit reports; specialist reports; safety data sheets and registers, systems failures; and trend reports)

o Organisational information (policies, procedures, surveys, resourcing, project plans, production schedules, etc.)

o External information (laws, standards,



guidance material, industry and research information).

o Includes collection of tacit OHS-relevant knowledge developed by experienced employees.

5.2 Data collection identifies current and emerging issues.

Includes collection of tacit OHS-relevant knowledge developed by experienced employees.

Includes legal and organisational responsibilities OHS records may include but not be limited to

hazard and risk registers, chemical manifests, incident and injury records, OHS training records, license holders, equipment maintenance records.

5.3 5.4 Evaluation should cover a variety of measures

benchmarked against both internal and external data.

Analysis may involve basic statistical analysis with reporting including the production of appropriate graphical representations.

6 Communicate with, engage and influence decision makers and other stakeholders to mitigate risk and optimize worker health and safety.

6.1 For gathering and disseminating information and for actively engaging stakeholders in OHS management processes.

Stakeholders are those who may be affected or perceive themselves to be affected by an activity or decision. Relevant stakeholders include executives, managers, supervisors, worker safety representatives, workers, contractors, and in some cases the community and others who may influence or be affected by OHS hazards and management processes. Others who may have a role in promoting innovation in managing OHS include those who participate in OHS-related decision making such as finance, procurement, HR and maintenance.

Taking account of OHS maturity of organisation. Implemented with sensitivity to organisational and

other cultural influences such as ethnic and age structures.

In certain jurisdictions this may include collaborating with employee and trade union representatives.

Communicate with and influence line and middle management, supervisors and workers to mitigate risk and optimise worker health and safety.

Stakeholders are those who may be affected or perceive themselves to be affected by an activity or decision. Relevant stakeholders include supervisors, worker safety representatives, workers, contractors and maintenance personnel.

Implemented with sensitivity to organisational and other cultural influences such as ethnic and age structures.

Taking account of OHS maturity of organisation. In certain jurisdictions this may include

collaborating with employee and trade union representatives.



6.2 Includes legal and organisational responsibilities. Others who may have OHS responsibilities are

people who are involved in OHS decision making or who are affected by decisions. This may include finance, procurement, human resources, maintenance and other functional management areas.

Where training strategies are applied, processes include training needs analysis, development of training programs, delivery of training, evaluation of training effectiveness against defined standards and development and maintenance of appropriate records.

Audiences may include shop floor workers, OHS committees, supervisors, managers, suppliers, contractors, and emergency services.

Processes include training needs analysis, development of training programs, evaluation of training outcomes and maintenance of appropriate records.

Done often in collaboration with higher level OHS professionals.

Focussed on training of shop-floor and direct supervision. Training of higher level managers, professional staff and executives requires direction by higher level OHS professionals

Activities may include informal support, induction briefing, delivery of training for small groups or larger groups.

A range of training formats and media are utilised as appropriate to the audience

Implemented with sensitivity to organisational and other cultural influences such as ethnic and age structures, OHS maturity of the organisation.

6.3

6.4 Audiences may include all levels within the organisation as well as external audiences such as industry and local community, specialist and non-specialist audiences.

Audiences at the organisational level may include shop floor workers, OHS committees, supervisors, managers, executive managers, boards, and organisational functions such as production, human resources, finance, procurement, external consultants, suppliers, contractors, and emergency services.

A range of communication formats and media are to be utilised as appropriate to the audience.

Interpretation and communication of information

This includes hazard alerts, newsletters, responses to requests from supervisors and managers, ‘tool box’ talks, etc.

Interpretation and communication of information includes providing the underpinning rationale and taking into account the attributes of the target audience, including culture, terminology and business perspective.

A range of communication formats and media are utilised as appropriate to the audience.



includes providing the underpinning rationale and taking into account the attributes of the target audience, including culture, terminology and business perspective.

6.5 Covers government regulators, insurance companies and other organisations imposing OHS requirements.

6.6 With sensitivity to organisational and other cultural influences such as ethnic and age structures and OHS maturity of the organisation.

With sensitivity to organisational and other cultural influences such as ethnic and age structures and OHS maturity of the organisation.

7 Promote and apply professional and ethical standards to practice.

7.1 Where working in a number of countries, this entails comparing and reconciling national differences in laws and regulation.

Apply legal and ethical standards to practice

7.2 7.3 Calls upon those with deeper knowledge (higher

level OHS professionals and narrower OHS specialists) as appropriate when advising on issues and problems beyond their personal competence

7.4 OHS professional association and/or certification organisation codes of conduct.

OHS professional association and/or certification organisation codes of conduct.

7.5 Calls upon those with deeper knowledge as appropriate when advising on issues and problems beyond their personal capability.

Keeping up to date with new developments and knowledge through professional development, certification and further qualification.

7.6 Keeping up to date with new developments and knowledge through professional development, certification, further qualification and formal and informal networking and literature review.

Keeping up to date with new developments and knowledge through professional development, certification, further qualification.

7.7 Through formal and informal networking and per-review processes.

This may be formal or informal, sponsored by the organisation or the Practitioner.

7.8


Date post:	01-May-2018
Category:	Documents
Upload:	phungtruc
View:	217 times
Download:	0 times