[ANSWER]OCHS5004 Accident Prevention and Safety Management

TASK DESCRIPTION

Syllabus

The unit aims to introduce students to practical and theoretical aspects of accident prevention and management within the broader context of Occupational Health and Safety Risk Management. The unit objectives will be discussed in three broad areas: Accident Prevention Models, Accident Investigation and Analysis, and Safety Culture.

Introduction

The unit aims to introduce students to practical and theoretical aspects of accident prevention and management within the broader context of occupational health and safety (OHS) risk management. The unit objectives will be discussed in three broad areas: accident prevention models, the relationship between safety management and safety culture and the role of management in preventing accidents. While this unit is designed for working adults from different industries with limited experience in OHS, students with experience in OHS will benefit by increasing their depth of understanding of fundamental concepts and will be introduced to more advance concepts

Unit Learning Outcomes

All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin’s Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can:

1. Critically analyse accident prevention models and incident prevention methodologies
2. Utilise models and methodologies of accident and incident prevention to inform future safety practice
3. Evaluate the role of accident analysis in developing and improving effective safety management systems
4. Communciate the essential elements of safety culture and their impact on organisational occupational health and safety processes

Curtin’s Graduate Attributes

1. Apply discipline knowledge
2. Communication skills
3. International perspective (value the perspectives of others)
4. Thinking skills (use analytical skills to solve problems)
5. Technology skills
6. Cultural understanding (value the perspectives of others)
7. Information skills (confidence to investigate new ideas)
8. Learning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)
9. Professional Skills (work independently and as a team) (plan own work)

Learning Activities

All students are required to post all discussion and any general questions regarding the unit, topics and assessment on the Blackboard communication area set up for this unit. This will enable students to interact online and engender a feeling of community and foster better communication and learning. Students who have personal issues or concerns can make an appointment with the tutor or coordinator via email. No unit content or assignment and test related questions will be answered if sent to the coordinators personal email address. Post your questions to the appropriate Blackboard discussion lists. Further information can be obtained about Blackboard as the unit online learning management system. Note that the unit coordinator might make changes to the design of the learning activities during the semester. Please keep track of information disseminated through Blackboard frequently.

Learning Resources Essential Texts

The required textbook(s) for this unit are:

• Hopkins, A. 2005. Safety, Culture and Risk. The organisational causes of disasters. CCH Australia. Sydney, NSW. (ISBN/ISSN: 1921022256)
• Smith, G. 2012. Management obligations for health and safety. CRC Press. New York. Available in paperback or as an e-book: http://www.crcpress.com/product/isbn/9781439862780 (ISBN/ISSN: 9781439862780 )(Accident Prevention)

Assessment

Assessment Schedule

Detailed information on assessment tasks

1. Assessment 1 – Accident Prevention analysis short answer question (Reflective Essay)

Worth: 25%

Due: Friday, 8th April at 11:59pm

Word limit: 2500 words. Please indicate your word count at the beginning of the report.

The main objective of this assignment is to allow students to demonstrate that they understand and can apply different accident prevention models to an accident scenario.

Students should focus on demonstrating how different accident models can provide different findings about the cause of an accident and therefore lead to different strategies for accident prevention.

Before you answer this assignment question you will need to do some research and reading to identify some models of accident causation.

In the text book “Safety, Culture and Risk: Organisational Causes of Disasters” Hopkins (2005) looks at two significant incidents: the Glenbrook Train Crash and the Royal Australian Air Force deseal/reseal incident. You will need to have reviewed at least one of these incidents to complete Assignment 1.

Tasks:

1. Describe three accident prevention models, and discuss the advantages and disadvantages of each model in effective accident prevention at the workplace
2. Review Hopkins’ analysis of either the Glenbrook Train Crash OR the Royal Australian Air Force deseal/reseal incident and use one of the accident prevention models from the three identified in task 1, to analyse the incident.

Do not use AcciMap for your analysis.

• Identify if the accident prevention models that you have used provide different findings, or fail to identify findings, when compared to Hopkins’ analysis.

You can assume that factual background of the accidents is understood and you do not need to describe it in detail in your answer. You should however refer to any factual material from the accident to support your arguments.

Assessment Criteria

Asassessment 2 – Implementing a safety strategy (Report)

Worth 40%

Due: Friday, 27th May at 11:59 pm

Word limit: 3,500 words. Please indicate your word count at the beginning of the report.

The readings and case studies that are you have examined as part of this unit have identified a common failing in safety management, the being “the Gap”, or the “illusion of safety”. This is reflected in the difference between the safety management system as it is conceived or imagined and the implementation of the system in practice.

Whilst the development of effective systems to manage health and safety risks in a business is obviously important, equally important is how an organisation ensures that those systems are operating effectively in practice.

The aim of this assignment is to allow students to demonstrate their understanding of the relationship between documented safety management processes and the application of those processes in practice.

The core issue in this assignment is what are the potential “blockers” to implementing effective safety management systems, and how might those blockers be overcome.

Tasks:

1. Identify a critical health and safety risk. By “critical” you should be considering health and safety risks that have the potential to make a significant impact in the workplace, for example significant business interruption or multiple fatalities.

The risk can be based on your own experiences or working environment, or any other risk that you have an interest in/concerns about.

Information about some potential critical risks it can be sourced from the Worksafe WA website (See:

http://www.commerce.wa.gov.au/worksafe/approved-codes-practice or the

1. Department of Mines and Petroleum (WA) website (See: http://www.dmp.wa.gov.au/15551.aspx)

Develop a “strategy” to manage the risk you have identified. The strategy should be a high-level summary of the processes that need to be in place. Processes might include: Training, Procedures Audits, Management review,

The guidance material at the websites identified above can be used to help you prepare the strategy. The processes that you identify are to be classified into two types:

1. Direct controls: Direct controls are processes designed to manage the specific risk. For example if the risk is working at heights, a “working at heights” procedure would be a direct control.

For all direct controls you should include a summary of the key elements of that process.

• Indirect controls: Indirect controls are processes that are designed to support safety management generally, but do not deal with any one, particular or specific risk.

Examples of indirect controls might include induction training, levels of supervision or incident investigation processes.

For all indirect controls you only need to identify control, you do not need to describe the elements of it.

The paper must describe the relationship between the direct and indirect controls, and how the combination of controls will work to control the risk.

• Describe the types of factors, pressures, issues or “blockers” that might limit the  effectiveness of your strategy.

You should use examples from the various case studies in the unit to support your arguments.

• Describe some strategies or processes that might be useful to minimise the effect of the

factors you have identified above. The strategy should be specific and describe objective criteria by which it could be measured.

For example, “management commitment” is not specific. You should describe what it is you expect management to do to demonstrate “commitment”, and how those activities would support your strategy.

3. The final assessment for this unit is an examination, which will consider all the materials covered in the unit. Specific advice in relation to the final examination wil be given via Blackboard, closer to the end of Semester.

Pass requirements

In order to pass this unit students must achieve a final mark of 50 or higher AND satisfactorially complete all assessment items.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline.
2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student’s control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners’ meeting.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Deferred examinations/tests will be held from 20/07/2016 to 22/07/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 20/07/2016 and 22/07/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details.

Referencing style

The referencing style for this unit is APA 6^th Ed. More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing

Copyright

© Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating)

Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one’s own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au  for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations

Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

• Using Blackboard, the I Drive and Back-Up files
• Introduction to PowerPoint, Word and Excel

Additional information Enrolment

It is your responsibility to ensure that your enrolment is correct – you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities

It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

• the Student Charter
• the University’s Guiding Ethical Principles
• the University’s policy and statements on plagiarism and academic integrity
• copyright principles and responsibilities
• the University’s policies on appropriate use of software and computer facilities

Information on all these things is available through the University’s “Student Rights and Responsibilities” website at: students.curtin.edu.au/rights

Student Equity

There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at eesj@curtin.edu.au or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information.

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin’s Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes

Students are encouraged to provide unit feedback through eVALUate, Curtin’s online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include: Review of unit materials

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