The OHS Professional: A Framework for Practice Role, Knowledge and Skills (October, 2014) Contents

Transcription

1 The OHS Professional: A Framework for Practice Role, Knowledge and Skills () Contents 1 INTRODUCTION THE OHS PROFESSIONAL FRAMEWORK CONTEXT The OHS profession and the OHS Professional Categories of OHS professional Employment context Scope of practice in the context of other professionals and specialists ROLE OF THE OHS PROFESSIONAL KNOWLEDGE SKILLS APPENDIX 1: Hazard types managed by the OHS Professional and required underlying science 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). Citation of this document: Pryor, P., Hale, A., Hudson, D., (2014). The OHS Professional: A framework for practice Role, knowledge and skills. International Network of Safety and Health Practitioner Organisations (INSHPO). Des Plaines, USA. Page 1 of 30

2 1 INTRODUCTION 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 advancing the OHS profession through the exchange of evidence-based practices and the development of a harmonized framework for the profession. Its member organizations include OHS professional bodies from the United States, Canada, the United Kingdom, European Union, Australia, New Zealand, the Russian Federation, Singapore and Korea. Page 2 of 30

3 INSHPO has recognized the need for a global framework for practice of OHS Professionals. OHS is an emerging 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 role in organizations. The OHS role is changing from that of a technocrat mainly engaged at lower levels in the organization, providing technical advice focused on compliance, personal protective equipment and a reactive response, to one that is influencing, engaging and coaching all levels of the organization, including senior management. OHS professionals are increasingly being recognized as strategic partners who facilitate the integration of OHS into the overall function of the organization. OHS education is changing, as OHS professionals and the organizations 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. 1 It is important to build on these professional developments to clarify the OHS professionals space and its relationship with related professions. The projects being undertaken by INSHPO include: a model code of conduct for OHS professional body members; clarification of the role of the OHS professional; definition of the knowledge and skill requirements; guidelines for accreditation of OHS professional education; and for certification of professionals. A literature review has also been undertaken as a basis for formulating a value statement for the OHS Professional. This document describes the roles and tasks, knowledge and skill requirements and core hazards that may form part of the OHS Professionals scope of practice. 2 THE OHS PROFESSIONAL FRAMEWORK INSHPO has developed this framework to facilitate a shared understanding of the role of the OHS Professional as a key advisor, strategist and leader in the management of OHS risk, integrated within sustainable business practice. The framework promotes a high standard of competence among OHS Professionals, informing employers and regulators as to the capabilities of OHS professionals and providing information to be used in OHS professional education and certification processes 1 See for example the Australian OHS Body of Knowledge project and the IOSH competency framework. Page 3 of 30

4 internationally. It is recognized that there will be differences in terminology and emphasis across different countries. 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 organizing principles lent itself to the creation of a new structure that draws on the strengths of each country. This structure uses dimensions and domains to describe the role of the OHS Professional at a generic level that allows for variations in national regulations, histories and cultures as they pertain to OHS practice. 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, to aid the development of continuing professional development plans and to assist in promoting the OHS Professional role. 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 the understanding of the OHS Professional role and to 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. The tasks, knowledge and skills framework has four components: Context Role of the OHS Professional Knowledge Skills. A separate document will be developed to address the role and tasks and knowledge and skills of the OHS Technician. 3 CONTEXT 3.1 The OHS profession and the OHS Professional The broad 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 Page 4 of 30

5 profession is analogous to that of the general practitioner in the medical profession. Like a general practitioner, the OHS Professional is a generalist in the practice of OHS, liaising with and referring as appropriate to supporting professions. 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 organizations 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 organizations by: Developing a comprehensive risk profile for the organization 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 knowledge of a core range of hazards and hazard controls. As necessary, the OHS Professional should also liaise with and enlist the assistance of OHS specialists with deeper knowledge bases which may not be core to the OHS Professional, but are important in the overall risk picture. These specialists include, among others, ergonomists, occupational/industrial hygienists, organizational/occupational psychologists, occupational health professionals and professionals from allied professions such as engineers, fire protection engineers/specialists and physiotherapists. The OHS Professional may also collaborate with experts from disciplines such as sustainability, environmental protection, product safety, emergency response, security, rehabilitation and mental health, law and insurance. The OHS Professional should have sufficient understanding of each of these fields to identify the potential need for involvement with professionals in these disciplines. 3.2 Categories of OHS professional While there may be a range of OHS roles in the workplace there are two distinct professional categories: the OHS Professional and the OHS Technician. OHS Professionals are designers of strategy, influential with senior management and involved in problem solving. Their advice is based on conceptual and technical knowledge mediated by Page 5 of 30

6 experience, analysis of evidence and critical thought. They understand how to access and use the evidence base and value professional collaboration. They are likely to work solo or give direction to others. They usually gain their OHS education through the higher education sector. OHS Technicians are implementers of strategy and actions usually designed by an OHS professional. They oversee and drive monitoring and compliance and are able to effectively employ a range of OHS tools, processes and standard practice solutions to OHS risks. They are likely to have a site or industry focus and usually work under supervision (which may be indirect). They usually gain their OHS education through the vocational sector. This document addresses the framework for practice for the OHS Professional. The OHS technician role will be addressed in a separate document. 3.3 Employment context OHS Professionals may be engaged as internal employees in medium to large or global organizations, particularly in complex and major hazard technologies, or as external consultants advising small through to global organizations. They may work solo, as part of a team, or give direction to others. OHS Professionals will engage with any level of the organization 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 or risk director, operations director, or Human Resources director. They may have a team of OHS personnel reporting to them. This document is written at a generic level which allows for variation according to country, industry and organization-specific application. 3.4 Scope of practice in the context of other professionals and specialists The focus of the activity of the OHS Professional is 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. In some countries and in some organizations the OHS role also encompasses prevention and management of environmental hazards and sustainability. While many OHS Professional 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 deal in detail with them: Environment: the core OHS Professional role is considered to be limited to environmental aspects and impacts associated with work activities. Page 6 of 30

7 Emergency response management: the core OHS Professional role is considered to be limited to planning and liaising with other services providing firefighting, rescue and emergency treatment. Rehabilitation, return to work: the core role of the OHS Professional is considered to be limited to liaison with medical specialists and advice on workplace adjustments to aid early return to work. Security: the core OHS Professional role is considered to be limited to managing and resolving conflicts between safety and security measures. Appendix 1 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 Professionals 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, sport safety. These are not covered in this document. 4 ROLE OF THE OHS PROFESSIONAL The first level of the framework for the OHS Professional is the role statement. This is described at three levels: Dimensions scope the distinguishing boundaries of the OHS Professional role. Domains describe fields of activity within the dimensions. Explanatory comments provide information on the scope of activity within the domain. Seven dimensions are used to outline a framework for describing the area of activity of the OHS Professional: 1. Systems management approach 2. Organizational OHS culture 3. OHS risk management processes 4. Measurement and evaluation of OHS performance 5. Knowledge management 6. Communication, engagement and influence 7. Professional and ethical practice. Page 7 of 30

8 Role of the OHS Professional Dimension Domain Explanatory comments 2 1 Lead and support the development and implementation of a systems approach to OHS. 2 Lead and support key influencers, including 1.1 Lead the development of OHS management systems, policies, procedures. 1.2 Advise on and facilitate commitment of appropriate resources for sustainably managing OHS. 1.3 Support and motivate senior management and through them, all people in the organization, to provide OHS leadership and to give appropriate priority to OHS in relation to other business objectives. 1.4 Facilitate development and utilization of strategic and operational plans to address and improve the control of OHS hazards, their associated risks and related costs. 2.1 Advise managers on appropriate management practices to achieve a Integrates with the overall goals, strategies and operation of the organization. Takes account of both internal factors (technology, employee relations, hazards) and external factors (market, jurisdiction, regulations, insurance, national and organizational 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 cycle as appropriate to an organization: design, construction, procurement, operation, maintenance, modification, decommissioning and disposal and to the business cycle including new opportunities, partnerships, mergers, acquisitions and disposals. Applies to all who are affected by the organization s activities, including employees, contractors, visitors, local residents, users of products. Resources include finance, competent personnel and equipment required for proactively managing OHS. People in the organization includes contractors. OHS strategic and operational planning is integrated with broader organizational and operational planning. Includes furthering the engagement and empowerment of those in the organization to enable better understanding and control of risks. 2 Where no explanation is felt to be necessary the cells are deliberately left blank Page 8 of 30

9 Dimension Domain Explanatory comments 2 managers, on strategies to foster a positive, resilient OHS culture. positive, resilient safety culture. 2.2 Facilitate the identification and management of OHS implications of organizational change and influence the change process to minimize adverse and maximize positive effects of the change. 2.3 Engage with stakeholders and others to promote innovation in managing OHS. In certain jurisdictions this may include collaborating with employee and trade union representatives. 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 Develop and implement processes for hazard identification. 3.2 Using technical and theoretical knowledge, to research, review and interpret information on hazards to identify causation, consequences, possible risk controls and potential failure in controls. 3.3 Develop and lead processes to identify risk factors, analyze and prioritize OHS risks. 3.4 Provide technical information to inform risk analysis and risk estimation processes. 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 the work environment and relevant industry data. Range of hazards depends on the organization and the division of roles (see Appendix 1). Hazard identification includes processes to identify previously unknown or unexpected (emergent) hazards for the organisation. Risk controls include systems, engineering, administrative, procedural, ergonomic, and behavioural controls and personal protective equipment. They include both prevention and mitigation Risk assessment processes may be qualitative and/or quantitative. Risk analysis and risk estimation processes go beyond checklist and matrix-driven processes. Page 9 of 30

10 Dimension Domain Explanatory comments 2 4 Develop and lead processes for monitoring, measuring and evaluating OHS performance. 3.5 Provide advice on the requirements for compliance with OHS-related laws and standards. 3.6 Advise on cost effective and efficient hazard controls and risk minimization/mitigation strategies taking a life cycle approach 3.7 Support the implementation of controls for resilient OHS risk management and OHS risk minimization. 3.8 Monitor the integrity and effectiveness of controls to identify actual and potential failure in controls. 4.1 Develop criteria for monitoring OHS performance that take account of the overall organizational goals. 4.2 Implement processes for monitoring OHS performance that integrate with operational activities. 4.3 Monitor the effectiveness of hazard and risk controls. 4.4 Monitor the effectiveness of risk management and OHS management processes. Standards may include international, national, sector specific and internal standards. Consideration should be given to barriers and controls 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 minimizing level of risk, differentiating between compliance and beyond compliance. Recommendations should take account of the hierarchy of controls, legal requirements, organizational and workforce factors, and requisite variety, defence in depth and redundancy of controls. Recommendations cover both prevention and reduction of consequences, including emergency planning. Failures in control may be indicated by factors such as non-conformities which may become normalized. Criteria include lead/positive and lag/negative indicators. 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. Takes account of cost effectiveness. Monitoring includes compliance with internal policies, procedures and standards as well as external legislative and industry-specific Page 10 of 30

11 Dimension Domain Explanatory comments 2 5 Develop and implement processes for knowledge collection and management to enable positive OHS outcomes. 6. Communicate with, engage and influence decision makers and 4.5 Implement processes and procedures to investigate, analyze and report on incidents and non-conformities indicating failures or inadequacies of barriers and controls. 4.6 Manage OHS audit processes and conduct OHS hazard and system audits. 4.7 Support and structure periodic management reviews to systematically assess, monitor and identify areas for improvement in the OHS management system and OHS culture. 4.9 Make recommendations to address identified issues and improve OHS management and risk minimization. 5.1 Specify and use data management systems for collecting and validating information relevant to OHS. 5.2 Collect and critically evaluate information from diverse sources and databases as part of evidence-based practice. 5.3 Apply data and information to monitor OHS performance. 6.1 Develop and implement OHS-related communication and consultation systems and processes for the organization. requirements. Investigation and analysis includes application of appropriate techniques for data collection through interview, document analysis and observation. Including both internal and external third party audits. Recommendations may be made through informal or formal reporting processes in oral or written formats. Data collection identifies current and emerging issues. Sources of information include both internal and external sources. Information collected and managed may include Hazard and risk-related information (hazard, incident and injury reports; risk assessments; workplace inspections; audit reports; specialist reports; safety data sheets and registers, systems failures; and trend reports) Organizational information (policies, procedures, surveys, resourcing, project plans, production schedules, etc.) External information (laws, standards, guidance material, industry and research information). Data collection identifies current and emerging issues. Evaluation should cover a variety of measures benchmarked against both internal and external data. For gathering and disseminating information and for engaging stakeholders actively in OHS management processes Implemented with sensitivity to organizational and other cultural Page 11 of 30

12 Dimension Domain Explanatory comments 2 other stakeholders to mitigate risk and optimize worker health and safety. 7 Apply professional and ethical standards to 6.2 Lead and facilitate OHS knowledge and skill development and understanding of OHS responsibilities, obligations and actions required to meet legal and risk management requirements. 6.3 Analyze and interpret information to communicate technical and theoretical concepts and knowledge about OHS. 6.4 Communicate and liaise with business partners, OHS regulators and other external bodies on behalf of the organization. 6.6 Be a trusted advisor to influence management decision making to consider OHS implications. 7.1 Comply with laws and regulations governing professional practice of OHS and related influences such as ethnic and age structures. Includes legal and organizational 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 all levels within the organisation as well as external audiences such as industry and local community, specialist and non-specialist audiences. Audiences at the organizational level may include shop floor workers, OHS committees, supervisors, managers, executive managers, boards, and organizational 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 includes providing the underpinning rationale and taking into account the attributes of the target audience, including culture, terminology and business perspective. Covers government regulators, insurance companies and other organizations imposing OHS requirements. With sensitivity to organizational and other cultural influences such as ethnic and age structures Where working in a number of countries, this entails comparing and reconciling national differences in laws and regulation Page 12 of 30

13 practice Dimension Domain Explanatory comments 2 activities. 7.2 Make decisions and judgments impartially based on scientific evidence and verifiable theoretical and professional knowledge and practice. 7.3 Operate with a level of autonomy to conceptualize, plan, implement and evaluate OHS projects and risk control and management processes. 7.4 Observe relevant codes of conduct provided by.professional associations and other assessment bodies. 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. 7.6 Ensure currency of conceptual understanding, technical knowledge and industry practice. 7.7 Engage in evidence-informed reflective practice, evaluative activities and professional discussion with a view to testing ideas through peer appraisal. 7.8 Act as an exemplar of good OHS practice and behaviour to peers, co-workers and the public. OHS professional association and/or certification organization codes of conduct. Calls upon those with deeper knowledge as appropriate when advising on issues and problems beyond their personal competence Keeping up to date with new developments and knowledge through professional development, certification and further qualification. Contribute to the further development of the profession. Page 13 of 30

14 5 KNOWLEDGE This section of the OHS Professional Framework for Practice describes the knowledge required to undertake the tasks described in Section 4. The first section of 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. The areas of knowledge are grouped under six headings, covering the following generic topics: A: Understanding hazards and risks B: Understanding risk controls C: Safety and health management D: Professional role and functioning E: Underlying technical and behavioral disciplines F: Underlying management science Examples of topics that may be relevant to each of the knowledge categories are provided to illustrate the potential scope of the knowledge category. The relevance of the illustrative examples and the breadth and depth in which they may apply will vary across countries, and to some extent, the organizational role and background of the individual OHS Professional. It should be noted that knowledge may be at six levels: Remembering (fact retention) Understanding Applying Analyzing Evaluating Synthesizing /creating. 3 It is expected that, at a minimum, the OHS Professional, once fully competent, having completed education and a period of practical experience, would operate at the level of applying for every knowledge category; at analyzing for the majority of the knowledge and, depending on the level of the professional, at evaluating and synthesizing for many areas of knowledge. The skills and attitudes which are required by the professional are set out in a separate section. This classification is not the same as that used for the dimensions and domains of the role in section 4. This section moves from tasks to the underlying knowledge needed to carry out those tasks. This means a move to a classification which resides in the underlying disciplines and subjects which constitute OHS. For each task in the roles there are many pieces of knowledge which are relevant, and each piece of 3 These levels of knowledge are based on the Bloom Taxonomy. See 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. Page 14 of 30

15 knowledge may underpin several, if not many, of the tasks. 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, it is a choice which the course designers have to make as to how to combine 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. Knowledge of OHS Professional Code Knowledge category Illustrative generic topics A Understanding hazards and risks (see also Appendix 1) Multifactorial nature of health determinants 1. Causation Health & Psychosocial 4 Work related impacts on health Concept & models of healthy work and wellness Models of causation of fatigue and stress Mental illness in the workplace 2. Causation Safety Models of accident 5 causation (linear to complex) Models of environmental harm (air, water, soil) 3. Causation Environmental 6 4. Risk Difference between hazard and risk Risk as a complex concept (qualitative/quantitative; uncertainty) 5. Hazards Hazard analysis methods (i.e., JSA, FMEA, HAZOP, Fault Tree, etc.) Knowledge of exposure standards and their application For each specific hazard 7 : o Basic underpinning science to understand the behavior 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 o Hazard specific legislation and standards B Understanding hazard and risk controls 6. Control Principles Time sequence 4 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. 5 The term accident in this document includes incidents (sometimes called dangerous situations, near-misses or precursors) leading towards, but stopping short of harm. 6 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. 7 See Appendix 1. Page 15 of 30

16 Code Knowledge category Illustrative generic topics Requisite variety in controls Hierarchies of control, barriers and defences Health protection and promotion Hazard specific risk control strategies 7. Control Process and Concept of inherent safety workplace design Process and equipment instrumentation and control Human factors and ergonomics (including anthropometry, cognitive ergonomics) User-centered design Workplace layout Impact of technology, including automation 8. Control Barriers Types of barriers (machinery guarding, access control, separation, containment, work skills, PPE, etc.) Role and limitations of barriers Barrier maintenance requirements Establishing and managing a PPE program (incl. selection & fitting) 9. Control Procedural Systems of work and administrative Rules and procedures controls Handovers, permit to work systems, lock out / tag out Inspection, maintenance and testing Competent workers: recruitment and selection processes, fitness for work Competent workers: training - needs analysis; development and documentation of training; multimodal delivery; assessment of individuals and of the training programs, coaching) Behavior management and modification Licensed operators Outsourcing, contractor management Supply chain management 10. Mitigation For the range of hazards and emergency types covered (See appendix 1.) Emergency Liaison with external agencies: chain of command preparedness Relevant standards Detection and mitigation methods Development and implementation of preparedness, including testing of preparedness Recovery including organization continuity plans and management 11. Mitigation Health Provision of first aid and medical services Impacts 8 Workers compensation and local legal requirements Injury management, case management, and claims management Role of work and the workplace in worker recovery (establishing and managing a return to work program) C Safety & health management 12. Safety management OHS management systems (structure and elements, relevant standards, limitations) System safety Systems of work, work procedures and instructions 8 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. Page 16 of 30

17 Code Knowledge category Illustrative generic topics Decision making Theories of safety management (such as High Reliability, Error and Performance variation, Resilience Engineering) Relation of safety management systems to environmental, quality and business management approaches 13. Organizational culture Organizations as complex socio-technical systems Concepts of national, organisational and safety culture Relationship between employee (manager & workforce) behaviour, organizational culture, safety culture and safety climate Organizational maturity Leadership Healthy work Role, use and limitations of safety and health incentives, awards and competitions in relation to culture 14. Law, regulation and National and international regulatory context societal context Legal principles and comparative legal systems and regulatory frameworks Criminal and civil law and impact on OHS 9 OHS specific law Compliance and enforcement policies and strategies in the jurisdiction Workers compensation law 9 Product liability law Risk assessment and decision making on risk Basics of contract law Due diligence Best practice as it impacts on common law, standard of care and regulation ILO, ISO and other international standards Market and societal influences Risk identification /analysis/control/evaluation methods Sources of information on risk Process and task analysis Estimating levels of risk (quantitative and qualitative; including issues and limitations) Defining acceptable levels of risk (legal requirements, internal standards, ALARP 10 ) Risk and decision making (individual and organizational decision making processes, balancing priorities, risk perception and risk communication, role of workforce, trades unions, public and other stakeholders) Risk management standards (process, application and limitations) Methods of risk assessment and their application for specific hazards 9 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. 10 As Low As is Reasonably Practicable. Page 17 of 30

18 Code Knowledge category Illustrative generic topics 16. Monitoring, evaluating and Risk control and hazard monitoring techniques (including inspections and maintenance) validating controls Work environment monitoring (required equipment and programs) Investigation methods (incidents, non-conformities) Role of health surveillance and health risk assessments 11 Monitoring effectiveness of controls Auditing (hazard audits, compliance audits, OHSMS audits, protocols and procedures, relevant standards) Key performance indicators (qualitative, quantitative, lead and lag) Benchmarking Basic principles of quantitative and qualitative evaluation methodologies Organizational learning 17. OHS information Sources and communication of OHS information (internal and external) management Workplace requirements for OHS information External agencies requirements for information Documentation requirements (organizational and external) Systems for managing OHS information Data collection by research, investigation, interview & observation 18. Communication and consultation Organizational channels of communication (formal and informal, internal and external and barriers to communication Consultative structures (e.g., safety committees) Participatory management as it relates to OHS Models of influence and factors contributing to influence Conflict management 19. Change management Strategies for defining problems (e.g. root cause analysis, Five whys, etc.) Strategies for analyzing and understanding problems (e.g. affinity diagrams, flow charts, cause and effect, system diagrams) Potential for change to impact on work equipment, work processes and work environment Psychology of change as it relates to individuals Innovation and change management processes (planning, consulting, promoting, reviewing and consolidating) Role of OHS professional in consulting and supporting and managing change D. Professional role and functioning (See also skills in Section 6.) 20. Ethics and professional practice Corporate governance Corporate Social Responsibility and sustainability Roles, responsibilities and rights 12 Models of ethical practice and ethical decision making 13 Professional ethics and codes of conduct Professional role (independence, impartiality, confidentiality, competence, evidence-base, collegiality, practice within competence) Theories of communication, advocacy, persuasion and documentation Research methodologies 11 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. 12 Including right to know and right to refuse unsafe work. 13 These should take account of national differences. Page 18 of 30

19 Code Knowledge category Illustrative generic topics Setting up and participating in team work E. Underlying technical, human & social sciences 21. Systems Systems as a concept, including variability Systems thinking in an OHS context 22. Human as a biological Basic human biology system Physiology as it relates to work Biomechanics as it relates to work Cumulative compared with acute impacts on the body Basic principles of toxicology 23. Individual Psychology Psycho-biology (structure and function of the brain and nervous systems, role of endocrine systems in response) Cognitive psychology (memory, cognitive biases in decision making) Behavioral psychology (learning, conditioning, motivation) Communication Human error Fatigue and stress Impact of aging on work capability 24. Social psychology Perceiving individuals (attribution theory and biases) Self in relation to others (social comparison theory) Group membership (development of groups, in-groups and out-groups; social identity and self-categorization theories; stereotypes, prejudice and discrimination, contact hypothesis) Groups as they relate to team work Norms and group pressure to conform Task performance (decision making biases; group task performance) Power (sources of power, compliance, inequality, obedience to authority) Attitudes and behavior (e.g. theory of planned behavior; cognitive dissonance theory, persuasion theory) Understanding and resolving conflict (competition and cooperation; conflict management styles; distributive and procedural justice 25. Statistics and Basic arithmetic and algebraic manipulation quantitative analysis Units of measurement, prefixes and logarithmic scales Data display and reporting Probability, sampling distribution and confidence levels Basic statistical measures including sources of error Principles of survey methods Principles of epidemiological analysis Principles of designing assessments of intervention effectiveness 26. Science and engineering Basic science and technology to understand the damage and control mechanisms of hazards covered (see Appendix 1), types of machinery and processes: their functioning and hazards Use and interpretation of hazard monitoring equipment (e.g. noise, ventilation, chemicals, etc.) F. Underlying management sciences: Page 19 of 30

20 Code Knowledge category Illustrative generic topics 27. Organizations Organizational structure, functions of departments, roles and responsibilities, authority and accountability Impact of reporting structures Organizational goals and strategy Governance arrangements Resource allocation processes Principles of change management 28. Project management Key requirements for successful projects Project conceptualisation and design Project planning, budgeting, implementation and monitoring Project evaluation 29. Strategic and Managing self operational planning Managing others Operational and strategic planning 30. Business imperatives Financial literacy in a business context, incl. budgeting Business case development and cost-benefit analysis Human resources management/management of people Legislation and organisational arrangements relating to terms and conditions of employment, employee rights, consultation and participation Understanding of external environment including legal and market pressures 6 SKILLS This section describes in general terms skills required by an OHS Professional. A Bloom 14 style taxonomy approach has been used to describe the skills. The same type of many-to-many mappings found between sections 4 and 5 is also to be found between this section on skills and the role and tasks of the OHS Professional (section 4) on the one hand and between the skills and the knowledge and underlying science (section 5) on the other. Again the educators and trainers must decide how to structure learning so as to provide both a firm foundation in the relevant parts of the knowledge underlying the skills and a suitable combination of those into the skills and tasks of the OHS Professional. Skills are presented in 3 sections: personal skills; professional practice skills and professional technical skills. 14 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. Page 20 of 30

21 A. Personal skills A1. Verbal communication A2. Professional presentation B. Professional practice B1. Evidenced-based practice Knowledge management Problem solving and critical thinking Evidenced-based practice B2. Empowerment Mentoring Influence B3. Leadership Teamwork Negotiation and management of conflict Leadership B4. Management Project management and management of change Managing others B5. Professional and ethical practice Professional practice Ethical practice C. Professional technical skills C1. Training C2. Surveying, inspecting and auditing C3. Investigating C4. Measuring and recording A.Personal skills Skill Action Performance criteria A1 Verbal communication Selects Selects an appropriate time, format and venue taking account of the nature of the communication and the needs of the other person. Focuses Gives full attention to the speaker. Puts them at ease. Uses nonverbal cues appropriately. Uses Uses language appropriate to the nature of the communication and the other person; is clear and concise and uses questioning techniques as appropriate. 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 Page 21 of 30

22 Skill Action Performance criteria Accepts feedback 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. A.2 Professional presentation skills B. Professional skills B1 Gives feedback Confirms Documents Customizes Uses Evidenced-based practice Presents Engages Gives feedback, including praise, which is timely, specific and focuses on behaviours not the person. Closes communication by summarizing and clarifying the outcomes. Prepares professional reports and documentation that are easily understood by the intended audience, demonstrating appropriate selection and structuring of information and correct spelling, grammar and reporting skills. Provides information in a variety of formats and communication channels that take account of audience characteristics, needs and cultural sensitivities. Utilizes information technology effectively in research, documentation, analysis and prevention Makes informal and formal presentations that clearly communicate the topic to a range of audiences, using a variety of media Works with and engages the interests of people from a range of disciplines, backgrounds and workgroups including senior management. B1.1 Knowledge management B1.2 Problem solving and critical thinking Accesses Assesses Collates Evaluates Synthesizes Identifies Analyzes Generates Evaluates Decides Implements Uses a range of strategies to access information from a range of internal and external sources. Investigates and assesses the credibility of sources and reliability and validity of information. Consolidates information to identify common themes. Critically evaluates and validates results through challenging information, concepts, and theories. Applies information, concepts and theories to inform practice. Applies informal and structured strategies to identify a problem(s). Applies a range of information gathering and analytical strategies to clarify the nature of the problem and the contributing factors. Applies consultative and creative processes for generating potential solutions. Applies consultative and creative processes for evaluating potential solutions. On a strategy based on evaluation. Applies change management processes to implement selected solutions. Page 22 of 30

23 B1.3 Evidence-based practice B2 Influence Skill Action Performance criteria Reviews Improves Accesses Designs Implements Analyses Applies Seeks information and feedback to evaluate and validate the effectiveness of the solutions. Takes action based on the outcomes of the review to optimize OHS outcomes. Accesses OHS research papers and reports for evidence to inform OHS professional practice. Designs workplace based studies that have rigour and ethical integrity to clarify issues, contributing factors and to evaluate the effectiveness of interventions. Systematically implements workplace-based research studies. Analyzes and evaluates OHS research papers, reports and workplace studies for evidence to inform OHS professional practice. Synthesizes OHS research information and outcomes to inform OHS practice B2.1 Mentoring Establishes Engages to establish a relationship as a basis for learning and development of another. Clarifies Shares Supports Reflects Engages with another to clarify their current knowledge, skill and perspective basis, their goals, and factors that may impact on achievement of their goals. Engages to share knowledge, skills, information and perspective to foster personal and professional development of another. Provides constructive feedback to enable transferable learning. Engages with another to review their learnings and strategy for achieving the goals. B2.2 Engaging Networks Identifies champions and other stakeholders (including managers technical staff, employees, consultants, regulators and local residents) and creates positive relationships. B.3 Leadership Informs Empathizes Advises Relates Supports Acts Provides technically correct information informed by conceptual models that takes account of current OHS thinking. Identifies the needs and perspective of others including the organizational environment. Generates their respect. Provides advice that is understandable by others and takes account of the needs and perspectives of others and the organizational environment. Becomes a trusted resource through establishing credibility and demonstrating reliability. Provides support for managers and others both by actions and communications. Takes action to implement strategy and management decisions. B3.1 Teamwork Identifies Understands and identifies different traits, styles and team roles. Page 23 of 30