Pam  Pryor  Registrar  

OHS  Capability  in  2015        

Safety  Differently  2015    

The  Capability  Story    •  Times  are  changing,  what  worked  yesterday  may  not  work  

today!  •  Competence  and  capability    •  Capability  and  the  interna9onal  scene    •  Capability  and  Australian  context    •  A  Capability  model  •  Accredita9on  of  OHS  educa9on    

–  Accredited  programs    –  Accredita9on  review  

•  The  Australian  OHS  Educa9on  Accredita9on  Board  and  the  SIA  •  Priori9es  for  2015-­‐16  •  ….  

Times  are  changing!    

New  skills  needed  

‘Capability’

Capability  is  the  applied  theore9cal  knowledge  that  underpins  prac9ce  in  occupa9ons  and  professions  and  also  the  industry  specific  knowledge  and  skills  that  transcend  par9cular  workplaces  and  the  tacit  knowledge  of  the  workplace.  

Wheelahan  and  Moodie,  2011  

Competency  v  Capability    

•  Competency  is  about  delivering  the  present  based  on  the  past  

•  Capability  is  about  imagining  the  future  and  bringing  it  about  

•  Capability  requires  competence  but  goes  much  further  

Lewis,  2009.  Australian  Council  for  Educa9onal  Leaders    

It  is  not,  of  course,  sufficient  to  have  knowledge.  It  is  necessary  to  be  able  to  apply  it  to  real-­‐life  problems.  

Trevor  Kletz,  2001  An  engineer’s  view  of  human  error  

InternaGonal  scene  

INSHPO  Global  Framework  for  OHS  PracGce    

www.inshpo.org  

Value  statement  for  the  OHS  Professional:  Literature  review      

Role  Profiles  •  Based  on  AQF/EQF  •  OHS  prac99oner  (3  levels)  •  OHS  Professional  (3  levels)    •  4  sets  of  parameters    

– Posi9on  details    

– Professional  parameters    

– Knowledge  and  skills      

– Qualifica9ons    

INSHPO:  Role,  knowledge  and  skills    

Roles    • Systems  

management  

• OrganisaGonal  OHS  culture    

• OHS  risk  management  

• Measurement  and  evaluaGon  of  OHS  performance  

• Knowledge  management  

• CommunicaGon,  engagement  and  influence    

• Professional  pracGce  and  ethics      

Personal  Skills    

Verbal  communicaGon     Professional  presentaGon  skills  

Understanding  hazards  &  risk  

Understanding  hazards  &  risk  

controls    

Safety  &  health  management      

Professional  role      

Underlying  technical,  human  &    social  science    

Knowledge    Underlying  

management    science    

Evidenced-­‐based  pracGce     Empowerment       Leadership     Management    Professional  pracGce    

Professional  PracGce  Skills    

• Remembering  (fact  reten9on)  • Understanding  • Applying    • Analyzing    • Evalua9ng  • Synthesizing  /crea9ng  

Knowledge  management    Problem  solving  an  cri9cal  thinking    Evidenced-­‐based  prac9ce  

Mentoring    Engagement    

Teamwork  Nego9a9on  &  conflict  management    Personal  leadership  

Project  management  &  change    management    Managing  others  

Professional  prac9ce  Ethical  prac9ce    

OHS  Professional  Technical  Skills    

Training     Surveying  inspecGon  &  audiGng     Measuring  and  monitoring    

Voca9onally  educated  prac99oner    University  educated  professional    

Australian  context    

Strategic  outcome  •  Those  providing  work  health  and  safety  educa9on,  training  and  advice  have  the  appropriate  capabili9es    

Knowledge     Experience  Learning  from  prac1ce    

Conceptual  framework    

Skills      

Personal  afributes    

Professional  prac9ce    Values    

Capability    Applied  in  varied  and  changing  circumstances    

Effec9ve  and  appropriate  ac9on  Explain/jus9fy  ac9ons    

Work  effec9vely  with  others        

Influence    

Developing  the  capability  of  others    

Rela9onships    

Qualifica9ons    

CPD    

Ethics    

Cer9fica9on    

Knowledge     Experience  Learning  from  prac1ce    

Conceptual  framework    

Skills      

Personal  afributes    

Professional  prac9ce    Values    

Capability    Applied  in  varied  and  changing  circumstances    

CPD    

Ethics    

CerGficaGon    

VET  OHS  qualifica9ons    

SIA  ac9vi9es  re  quality  of  VET  training  

VET  bodies    

Vision  

•  That  OHS  professional  educa9on  is  based  on  strong  scien9fic  and  technical  concepts,  evidence-­‐informed,  delivered  by  competent  persons  and  so  recognised  by  the  profession,  government,  industry  and  the  community  

Accredited  programs    Bachelor   Grad  Dip     Masters    

Australian  Catholic  University   OHSE  M     !   !   !  

Central  Queensland  University   OHS       !   !   !  CurGn  University  of  Technology     OHS   !   !   !  

Edith  Cowan  University     OHS   !   !   !  Latrobe  University   Ergo,  S  &  H     !   !  Monash  University   Occup  &  Enviro  Health     !   !  

Queensland  University  of  Technology   OHS     !   !  

RMIT  University     OHS   !   !  FederaGon  University     OHM     !  

University  of  Newcastle   WHS   !   !  University  of  South  Australia   OHS  M       !  University  of  Western  Australia     WHS   !  University  of  Wollongong     WHS     !   !  

University  of  Queensland     OHS  Science     !   !  

(Griffith  University)    

Review  of  AccreditaGon    

Commenced  2012,  review  2014  •  Analysis  of  reports  •  Interview  of  university  academics  and  accredita9on  panel  members  (by  independent  person)  

•  Benchmark  to  interna9onal  examples    

•  Educa9on    Advisor  report    See  www.ohseduca9onaccredita9on.org.au  for  full  report  

AccreditaGon  Review  Outcomes    Findings    •  Accredita9on  impacts  on  content  and  quality  of  

OHS  qualifica9ons  •  46%  of  universi9es  required  to  do  more  to  

achieve  accredita9on  •  All  universi9es  have  an  ac9on  plan,  total  of  129  

ac9ons,  58%  in  progress  or  signed  off  •  Interviews  iden9fied  areas  of  improvements  

made  •  Informa9on  to  poten9al  students    •  Level  of  complexity  •  OHS  content    •  Assessment  ac9vi9es    •  Sessional  staff    •  Staff-­‐student,  student-­‐  student  interac9on    

•  Accredita9on  results  in  increased  profile  within  university  and  improved  alloca9on    of  resources  

RecommendaGons    •  Minor  changes  to  principles      •  Minor  changes  to  criteria  •  OHS  Body  of  Knowledge  to  give  

more  priority  to  Health  topics  •  Review  sample  interview  ques9ons    •  Promo9on  linking  accredita9on  and  

cer9fica9on        

AccreditaGon  Forum  26th  November,  2.00  to  4.30    Melbourne  RMIT  Educators,  professionals,  employers  Contact  Registrar      

AccreditaGon  Board  and  the  SIA  

SIA  provides  

•  Legal  umbrella  of  incorpora9on    •  Some  funding  support    

AOHSEAB  provides  •  Advice  on  OHS  educa9on,  training  and  capability      •  Qualifica9on  assessments  for  cer9fica9on  

•  Management  of  OHS  Body  of  Knowledge    •  Judging  of  OHS  Educa9on  awards    •  Representa9on  on  interna9onal  working  party  on  OHS  

educa9on  and  OHS  capability      

PrioriGes  2015-­‐16  

•  Strategic  partnerships    •  Accredita9on    – Remaining  universi9es  

– Implement  outcomes  of  review  

•  OHS  BoK  – Addi9onal  chapters    

Victorian  Branch    

Webinar  October  21st  4.00-­‐  5.00pm  

The  role  of  the  OHS  Professional  and  the  required  knowledge  and  skills        

This  webinar  will  review  the  Australian  and  interna9onal  ac9vi9es  defining  the  role,  knowledge  and  skills  of  the  OHS  professional  and  prac99oner.  These  include  the  OHS  Body  of  Knowledge,  the  OHS  Capability  Statements  and  the  INSHPO  (the  Interna9onal  Network  of  Safety  and  Health  Professional  Organisa9ons  Global  Framework  for  Prac9ce.  The  session  will  seek    feedback  on  the  INSHPO  Global  Framework.    

Look  out  for  the  registra9on  no9ce    

SupporGng  partners    

Auspiced  by    

Contact  the  Registrar  for  informa9on  on  becoming  a  Suppor9ng  Partner    

www.ohseducaGonaccreditaGon.org.au  

QualificaGons,  2013  n=  1000      

No  quals,  Cert  III,  Cert  IV  

OHS  Diploma     OHS  degree,  Grad  Dip  Masters    

OHS  Officer   57%   17%   25%  

OHS  Advisor/  Coordinator    

29%   32%   38%  

OHS  manager   15%   21%   65%    (M  16%)  

Na9onal  OHS  Manager    

3%   20%   77%    (M  20%)  

GM  OHS     83%  (M  38%)  M=  masters  

Poll  1    

What  is  your  highest  level  OHS  qualifica9on?  

1.  No  OHS  qualifica9ons,  Cer9ficate  IV  2.  Diploma  

3.  Bachelor  4.  Graduate  Diploma  

5. Masters  or  PhD  

CERTIFICATION  CATEGORIES  

CERTIFIED  OHS  PRACTITIONER  

CERTIFIED  OHS  PROFESSIONAL  

CHARTERED  OHS  PROFESSIONAL    

•  Implementer,  oversight  and  drive  

             compliance  •  Effec9vely  use  a  range  of  

OHS                tools  and  processes  •  Work  under  supervision  

(may  be    remote)    

•  (Trainee)  

•  Core  of  profession    •  Problem  solvers  based  

on  conceptual  and  technical  knowledge,  analysis  of  evidence  and  cri9cal  thought    mediated  by  experience            

•  Likely  to  work  solo  or  give  direc9on  to  others  

•  (Graduate)  

•  Designer  of  strategy  and  influen9al  with  senior  managers  

•  High  level  specialist  or  strategic  skills    

•  Consider  broader  organisa9onal  and  social  context    

CERTIFICATION  CRITERIA  CERTIFIED  OHS  PRACTITIONER    

CERTIFIED  OHS      PROFESSIONAL    

CHARTERED    OHS            PROFESSIONAL    

MEMBERSHIP   FINANCIAL  MEMBER  OF  THE  SAFETY  INSTITUTE  OF  AUSTRALIA    

QUALIFICATIONS      VET  Diploma/    Advanced    Diploma      

OHS  Degree,  Grad  Dip  or  Masters  or  Qualifica9on  with  significant  OHS  content  plus  Alterna9ve  Assessment      

PhD  or  Masters    in  OHS    or  Bachelor  or  Grad  Dip  OHS  plus  Master  in  any  discipline    

EXPERIENCE   3  years  FT  or  equivalent  prac9ce  (incl.  12  months  post  training)    

3  yrs  FT  or  equivalent  prac9ce  (incl.  12  months  post  educa9on  experience)      

10  years  org  experience  (incl.  5    years    OHS  and  3  years  with  senior  management)  

EVIDENCE  OF  CAPABLE  PRACTICE    

Poroolio  report  Referee  interviews      

Prac9ce  report  Referee  interviews    

Reflec9ve  journal  Referee  interviews    Personal  Interview  

+   CPD   CPD   CPD  

+   Code  of  ethics     Code  of  ethics     Code  of  ethics    

Poll  2    

Have  you  applied  for/achieved  cer9fica9on?    

1.  No    2.  Yes  

Poll  3    

If  you  have  achieved  cer9fica9on  are  you  

1.  COHSPract?  2.  COHSProf?  3.  ChOHSP  ?  

OHS  vocaGonal  qualificaGons      •  Australian  Govt  VET  Review    

–  New  arrangements  for  developing  training  packages/competencies      –  Revised  standards  for  RTOs  

•  Issues  with  Diploma  in  WHS  –  Qualifica9on  packaging  and  elec9ves    –  Short  course  format  –  Online  delivery  and  skills  development    

–  Qualifica9ons  of  trainers/assessors  •  SIA    

–  OHS/WHS  Diploma  is  the  minimum  qualifica9on  for  COHSPract    –  Have  a  vested  interest  in  the  quality  of  OHS  Diplomas  as  it  impacts  on  

credibility  of  COHSPract  

–  Formed  a  Board  Commifee  to  examine  ways  that  the  SIA  can  make  an  impact  on  the  quality  of  WHS  Diplomas  

Knowledge    

•  A  resource  for  all  OHS  professionals,  OHS  educators,  OHS  students  and  anybody  interested  in  OHS  knowledge    

•  Changes  and  develops  as  people  engage  with  it,  apply  it  and  extend  it  by  conduc9ng  research  

Freely  available  at  www.ohsbok.org.au  License  for  large  companies  and  training  organisa9ons    

Use  of  OHS  BoK  

US,  Na2onal  Head  Start  Associa2on.      

We  found  the  appendix  of  "The  OHS  Professional  as  a  ‘  Cri9cal  Consumer  ’  of  Research"  to  be  most  helpful  and  adapted  a  version  for  the  Head  Start  community.  

Maihew  Bolton,  State  University  of  New  York  at  Buffalo.  I  am  teaching  a  class  on  human  factors  in  safety  at  the  I  just  discovered  the  OHS  Body  of  Knowledge  and  am  impressed  with  its  content  (it  is  befer  than  most  of  the  text  books  I  have  seen  on  the  subject).      

JusGn  Haddock,  SIA  Member  Hedron  Project  Canada  

Uses  the  BOK  by  having  his  Korean  workforce    read  a  chapter,  then  running  sessions  discussing  how  the  content  relates  to  the  work  they  are  doing.        

Another  component  of  capability    

Why  CPD?  

•  Ensure  that  the  employers,  clients,  regulators  and  the  community  have  confidence  in  the  currency  of  the  knowledge  and  skills  of  those  who  provide  OHS  advice  and  support  

CPD  

•  Outcome-­‐based    •  Professional  Development  Value  (PDV)    

•  Self  directed  – Iden9fy  gaps  – Develop  CPD  plan  – Take  ac9on  – Reflect  on  learning    

•  Report:  CPD  plan,  ac9ons  and  outcomes    

Budworth,  T.,    Al  Hashemi  W.  S.G.,  (2015)  Routledge