The Occupational Health and Safety (OHS) Professional Capability Framework: a Global Framework

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

of 68 January, 2016 Contents

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).

of 68 January, 2016 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)

of 68 January, 2016  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.org

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 This single framework document is superseded by this document whuch addresses both Professional and Practitioner descriptions.

of 68 January, 2016 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 education

o 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.

of 68 January, 2016 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.

of 68 January, 2016 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.

of 68 January, 2016 Figure 2. the overall OHS management task

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.

of 68 January, 2016 Page 9 of 68 January, 2016 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

of 68 January, 2016 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

10 See www.inshpo.org .

of 68 January, 2016 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 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

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.

of 68 January, 2016 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

OHS Professional OHS Practitioner Designer of OHS management strategy Implementer/executor of strategy Considers wider context of business Support safe working environment by processes and external regulatory, market maintaining administrative processes, and societal influences conducting training and using state-of-the- art tools, processes and standard practice solutions Influential with senior managers, mentoring Communicates predominantly with middle and coaching as well as providing technical management, supervisor and shop floor, and strategic advice mentoring and coaching as well as providing technical advice Problem solvers, involved in organisational Oversee and drive monitoring and review and change compliance acting as change agent when required Advice/action based on conceptual and Advice/action based on technical knowledge, technical knowledge mediated by analysis of experience and input by OHS professionals evidence, experience and critical thought and other technical advisors Able to extend their understanding and Focuses on organisation’s primary processes control to novel, unknown and complex risks operating in known contexts within and their control established parameters Understand how to use, critically evaluate Accesses, evaluates and uses a broad range and develop the evidence base 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 May work in SMEs with well-known hazards, hazard organisations, or as consultants to or under OHS Professional supervision in medium-sized organisations larger organisations Usually educated through university or Usually educated through vocational or Higher Education sector 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

of 68 January, 2016 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

of 68 January, 2016 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

of 68 January, 2016 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

of 68 January, 2016 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

of 68 January, 2016 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.

of 68 January, 2016 Table 2: Position profiles for OHS Practitioner

Practitioner Level 1 Practitioner Level 2 Practitioner Level 3 Position details Representativ OHS Officer OHS Advisor OHS Coordinator e titles Key purpose of To support a safe work To contribute to maintenance To contribute to maintenance of role environment by maintaining of a safe and healthy work a safe and healthy work OHS administrative processes, environment by implementing environment by implementing conducting basic OHS training and monitoring OHS systems and monitoring OHS activities to and effectively using a range of and processes in their local continuously improve OHS. This OHS tools and processes to area. This includes managing includes managing OHS implement OHS programs and OHS administrative processes, administrative processes, drive compliance. Encourages conducting training and identifying training needs, and supports others in adapting effectively using a range of designing and conducting to change. OHS tools and processes to training and effectively using a implement OHS programs and range of OHS tools and drive compliance. Supports processes to implement OHS change management programs and drive compliance. processes in local area Be an agent for change in area of responsibility. Typical OHS manager or coordinator in OHS manager in larger OHS manager in larger reporting line larger organisations. organisations. organisations. In SME may report to In SME may report to In SME may report to operations manager with advice operations manager/CEO with manager/CEO with advice from from contracted consultant. advice from contracted contracted consultant. consultant. Professional parameters Autonomy Limited responsibility in known Identified responsibility in Defined responsibility in or changing contexts, within known or changing contexts contexts that are subject to established parameters. and within broad but change within broad established parameters. parameters. Stops work if unsafe Works under direction with Works under general direction Works under general direction responsibility for own output. with personal responsibility with a clear framework of for own outputs within broad accountability exercising parameters; determining substantial responsibility and when issues should be autonomy in area of work. escalated to a higher level. Influence Interacts and engages with Interacts with and influences Influences work across a operational staff, supervisors operational, supervisory and designated area including and consultative groups in own middle management staff and projects and team activities; area. Focus is compliance consultative groups across a may have some responsibility monitoring. designated area. for resource allocation and May make decisions with a engagement with external potential to impact on work of agencies. others. Mentors and coaches Establishes communication supervisors and workers. channels and develops and maintains relationships to

of 68 January, 2016 mentor and coach line managers in local area. Complexity Performs a range of varied work Performs a range of work that Performs a range of complex activities, usually as defined in is largely routine, but advisory and technical activities written procedures, in a sometimes complex, in a in a variety of contexts. structured and specified specified range of work environment. environments. Business and Demonstrates an understanding Demonstrates an Demonstrates an understanding organisational of the operational activities and understanding of the of how OHS interacts/integrates skills demands in their area of work. implications of OHS strategies with the broader operational and activities for operational environment within the functions and areas of the organization. organisation. Knowledge and skills Knowledge Demonstrates broad factual and Demonstrates broad technical Demonstrates comprehensive technical OHS knowledge with and theoretical OHS and integrated OHS technical some theoretical basis. knowledge with depth in some knowledge underpinned by a areas. theoretical understanding and depth in some areas. Analyse and Applies cognitive skills to Cognitive and communication Cognitive and communication evaluate identify, analyse, compare and skills to identify, analyse, skills to identify, analyse, information act on information from a range synthesise and act on synthesise and act on of workplace sources. information from a range of information from a range of workplace sources. workplace and external sources. Takes advice and input from Considers the views and input of others as part of collecting and other as part of collecting and analysing information. analysing information as a basis for decision making Problem Applies a methodical approach Applies cognitive and technical Cognitive and technical skills to solving to provide technical solutions of skills to analyse, plan and develop creative solutions to a routine or contingency nature evaluate approaches to non-routine and sometimes to a defined range of sometimes unpredicted complex problems in a defined, predictable problems in known problems within a framework but wide range of environments. of existing systems and environments. processes and in known and specified environments. Transmit Applies communication skills to Applies communication and Applies communication and knowledge guide activities and share training skills to transfer OHS training skills to transfer skills and ideas information across the work knowledge and skills to others. sometimes specialist knowledge group(s). and skills to others in a persuasive manner to achieve desired outcomes. Qualifications Qualification AQF 4/ EQF 4 AQF 5/EQF 4 AQF 6/EQF 5 level

of 68 January, 2016 Table 3: Role profiles for OHS Professional

Professional Level 1 Professional Level 2 Professional Level 3 Position details Representativ Graduate OHS Advisor OHS Manager/Director General/Group Manager/ Director/ e titles Site/plant OHS manager Vice President OHS Key purpose of To support development To initiate, develop and To set corporate direction and lead role and maintenance of a safe maintain a safe and healthy development of strategy for OHS and healthy work work environment by applying and by applying high level strategic environment by ensuring leadership, specialist skills and and/or specialist skills work with appropriate maintenance of knowledge of the OHS evidence Boards, executives, senior managers OHS records, identification base to provide strategic and others lead OHS strategy and of key risks and risk support to managers to initiate, develop and maintain controls, the analysis of OHS develop, implement and activities for a safe and healthy training needs, designing, evaluate OHS strategy and work environment. delivering and evaluating programs across an organisation Represent the company to external OHS training; applying OHS or division, agencies. evidence base to develop, implement and monitor OHS strategy and programs. Typical OHS manager in larger General manager OHS or CEO reporting organisations. Operations Manager in larger Operations Director In smaller organisations: organisations Head of Risk MD/CEO, Operations In smaller organisations: Manager MD/CEO, Operations Director. Professional parameters Autonomy Works under broad Makes high-level independent Makes high level independent direction, independently or judgments; plans, implements judgments regarding technical and as part of team, on activities and monitors substantial strategic OHS issues and operates that may be self-initiated, is projects within the boundaries with a high level of autonomy to accountable for meeting of the corporate business conceptualise, plan, implement and milestones and timelines. strategy and priorities. evaluate major OHS projects. Influence Builds internal and external Develops relationships with Develops long-term strategic relationships to create senior management, OHS relationships with senior influence, mentor and coach professionals and practitioners management team and operational to achieve OHS objectives. to create/influence OHS-related managers and builds relationship policy, objectives and strategy with external stakeholders including and act as a change agent to industry bodies and OHS regulatory support improvement in OHS. agencies; directs OHS strategy Liaises with industry leaders and across the organisation and OHS regulatory agencies. sometimes the industry and the May manage an OHS group. profession. May manage an OHS group. Complexity Performs an extensive range Creatively performs a range of Applies a deep knowledge of OHS and variety of complex highly complex OHS activities together with management and technical and professional and leads on formulation, leadership skills in a range of activities requiring implementation and evaluation diverse, complex and often application of fundamental of OHS strategy often working developing and unfamiliar contexts principles in a wide and with diverse cultures and to lead on formulation, often unpredictable range changing business implementation and evaluation of of contexts. environments. OHS strategy. Leads teams and projects often requiring integration

of 68 January, 2016 of multiple concepts, technologies and activities. Business and Understands the Understands the wider Brings an international perspective organisational relationship between OHS organisational and business and an awareness of the broader skills and wider organisational environment and the impact on business and operational requirements. management of OHS as well as environment to the management of the interdependency of OHS OHS. and operations. Knowledge and skills Knowledge Demonstrates familiarity Demonstrates understanding of Demonstrates advanced and with and understanding of a advanced theoretical OHS integrated understanding of a broad range of OHS concepts and technical complex body of OHS knowledge concepts with depth of knowledge within a systematic including an extended technical knowledge in and coherent OHS body of understanding of recent some hazard areas. knowledge. developments as a basis for critical thinking. Analyse and Applies cognitive and Applies cognitive and technical Applies cognitive, technical and evaluate technical skills to access, skills to access, analyse and creative skills to investigate, analyse information review, critically evaluate evaluate information to think complex information, concepts and and consolidate information critically to generate and theory, reflect critically to generate from a range of external and evaluate complex ideas to new knowledge and apply it to internal sources to inform inform OHS strategy and professional practice. OHS practice. practice. Problem Applies critical thinking, Applies critical thinking, Applies critical reflection to solving information gathering, information gathering, problem synthesise information and communication skills and solving and communication established theory from a variety of judgment to identify and skills and judgment to identify sources to generate creative, analyse routine and and analyse complex OHS practical evidence-informed sometimes complex OHS problems to generate solutions to OHS problems within a problems to generate innovative, practical evidence- business environment taking practical evidence-informed informed solutions taking account of legislation and industry solutions taking account of account of legislation and standards. legislation and industry industry standards and the standards. organisational environment. Applies cognitive, technical Applies cognitive, technical and Applies knowledge of the OHS and communication skills to communication skills to justify evidence base, logical reasoning justify proposed solutions and prioritise proposed and a business evaluation process from an OHS perspective. solutions taking account of OHS to explain the risks and benefits of a principles, organisational, legal range of options and justify industry and other relevant recommendations taking account of factors. current thinking in OHS, commercial Applies the problem solving to factors, industry standards and develop an integrated strategy legislation. for OHS and related management issues Transmit Selects and appropriately Interprets and tailors Interprets and tailors technical and knowledge, applies a broad range of information to communicate organisational information skills and ideas written, oral and non-verbal knowledge and ideas to information, complex concepts and communication skills and workplace, professional and theories to communicate complex formats to explain technical regulatory audiences using concepts and ideas to a range of information and concepts to appropriate communication senior management, specialist and a range of workplace strategies and formats. non-specialist audiences using a

of 68 January, 2016 audiences. range of appropriate communication strategies. Qualifications Qualification AQF 7/EQF 6 AQF 8/EQF 6 AQF 9/EQF 7 level

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 approach

2. Organisational 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.

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.

of 68 January, 2016 Thus when considering the Practitioner activities each activity should be read as applying “at the local level”.

of 68 January, 2016 Table 4: Activities for OHS Professional and OHS Practitioner

OHS Professional OHS Practitioner Dimension Domain Di Domain me nsi on 1 Systems Lead and 1.1 Lead the development of OHS management systems, Sup Support implementation of and monitor management support the policies, procedures. por compliance with defined OHS management approach development t system, policy and procedures. and 1.2 Advise on and facilitate commitment of appropriate the Contribute to identification of required implementation resources for sustainably managing OHS. imp resources and work within resource of a systems lem framework. approach to 1.3 Support and motivate senior management and ent Support and motivate line management and OHS. through them, all people in the organisation, to atio supervisors to provide OHS leadership and provide OHS leadership and to give appropriate n of through them to influence workers to give priority to OHS in relation to other business a appropriate priority to OHS in relation to objectives. syst other organisational objectives. 1.4 Facilitate development and utilisation of strategic and em Facilitate, monitor and provide feedback on operational plans to address and improve the control s implementation of operational plans to of OHS hazards, their associated risks and related app address and improve the control of OHS costs. roa hazards, their associated risks and related ch costs. to OH S.

2 Organisational Lead and 2.1 Advise managers on appropriate management Sup Facilitate, monitor and support OHS culture support key practices to achieve a positive, resilient safety culture. por management practices and projects aimed influencers, t at achieving a positive safety culture. including 2.2 Facilitate the identification and management of OHS line Support implementation of change managers, on implications of organisational change and influence ma processes to improve OHS being aware of strategies to the change process to minimise adverse and nag the cross functional impacts of change. foster a positive, maximise positive effects of the change. ers, resilient OHS sup culture. ervi 2.3 Engage with stakeholders and others to promote sors innovation in managing OHS.

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Domain Di Domain me nsi on and wor ker s on met hod s to fost er and mo nito r a posi tive OH S cult ure. 3 OHS risk Lead the 3.1 Develop and implement processes for hazard Sup Carry out hazard identification in well- management development of identification. por known tasks in sometimes dynamic processes OHS risk t conditions. management 3.2 Use technical, human factors and other theoretical the Use technical, human factors and other processes and knowledge, to research, review and interpret imp knowledge to identify causation, facilitate and information on hazards to identify causation, lem consequences, possible risk controls and support their consequences, possible risk controls and potential ent potential failure in controls related to the implementation failure in controls related to all relevant hazards in all atio hazards of well-known tasks in sometimes and life cycle phases. n dynamic conditions maintenance. 3.3 Develop and lead processes to identify risk factors, and Contribute to the identification of risk analyse and prioritise OHS risks with an emphasis on mai factors and the analysis and prioritisation of critical risk13. nte OHS risks associated with known and nan routine work processes in familiar ce environments.

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Domain Di Domain me nsi on 3.4 Provide technical, organisational and strategic of Provide technical information to inform risk information to inform risk analysis and risk estimation rou analysis and risk estimation processes. processes. tine 3.5 Provide advice on the strategy requirements for OH Provide information on the requirements compliance with OHS-related laws, standards. S for compliance with detailed, operational- risk level OHS-related regulations and ass standards. 3.6 Ensure processes in place to empower those doing ess Take appropriate steps to stop unsafe work. the work to stop work considered an immediate me threat to health or safety. nt, 3.7 Advise on cost-effective and efficient hazard controls con Advise on and support implementation of and risk minimization/mitigation strategies taking a trol efficient hazard controls and risk life cycle approach. and minimisation/mitigation strategies. ma 3.8 Support the implementation of controls for resilient nag Prepare and check specifications and orders OHS risk management and OHS risk minimisation. em for the purchase of preventive safety ent equipment and other physical risk controls. pro ces ses in nor mal ope rati ons and

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.)

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Domain Di Domain me nsi on em erg enci es. 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, In liaison with operational staff, write and development and implementation of safety keep up to date procedures for safe procedures and documentation, including for working. 3.11 emergency situations. Write and keep up-to-date documentation for emergency planning. 4 Measurement Develop and 4.1 Develop criteria for monitoring OHS performance that Sup and evaluation of lead processes take account of the overall organisational goals. por OHS performance for monitoring, 4.2 Design and implement processes for monitoring OHS t Implement activities to monitor OHS measuring and performance at strategic and operational levels. mo performance. evaluating OHS nito performance. ring 4.3 Monitor the effectiveness of all hazard and risk and Monitor the integrity and effectiveness of 14 me controls with an emphasis on critical controls controls with an emphasis on critical asu including the identification of actual and potential controls to identify actual and potential rem failure in controls. failures in control. ent 4.4 Coordinate workplace inspection activities of to monitor the presence and use of hazard OH controls. S 4.5 Monitor and provide feedback on safety perf behaviour. orm 4.6 Prepare and use equipment to undertake anc basic measurement and monitoring of the e. work environment

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Domain Di Domain me nsi on 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 Monitor and report on the effectiveness of risk management and OHS management processes at risk management and OHS management operational and strategic levels. processes. 4.9 Implement, monitor and evaluate processes and Support processes and procedures to procedures to investigate, analyse and report on investigate, analyse, record and report on incidents and non-conformities indicating failures or incidents and non-conformities indicating inadequacies of barriers and controls. Mentor failures or inadequacies of barriers and operations personnel to participate in incident controls. investigations. 4.10 Develop, manage, evaluate and improve OHS audit Participate in OHS hazard and management processes and conduct OHS hazard and system audits. system audits. 4.11 Develop, evaluate and manage emergency and Conduct and analyse emergency drills disaster preparedness. 4.12 Support and structure periodic management reviews Support periodic management reviews to to systematically assess, monitor and identify areas systematically assess, monitor and identify for improvement in the OHS strategy, management areas for improvement in the OHS system and OHS culture. management system and OHS culture. 4.13 Make recommendations to address identified issues Make recommendations to improve OHS and improve OHS management and risk minimisation. including addressing identified non- conformities and improve OHS compliance. 5 Knowledge Develop and 5.1 Specify, develop and use data management systems Imp Use and maintain data management management implement for collecting and validating information relevant to lem systems for collecting information relevant processes for OHS. ent to OHS. knowledge 5.2 Collect and critically evaluate information from pro Collect and keep up-to-date relevant collection and diverse internal and external sources and databases ces internal and external OHS information, management to as part of evidence-based practice. ses regulations, standards, good practice and enable positive for OHS record systems OHS outcomes. 5.3 Collect, collate and interpret information to develop kno business cases for OHS improvement strategies and wle

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Domain Di Domain me nsi on activities. dge 5.4 Analyse and apply data to identify trends and coll Analyse and apply data to monitor OHS information to monitor and report OHS performance. ecti performance and produce summary reports on and ma nag em ent to ena ble posi tive OH S out co me s. 6 Communication Communicate 6.1 Develop and implement OHS-related communication Co Implement OHS-related communication and engagement and and engage with and consultation systems and processes engaging all mm consultation processes with stakeholders. influence and influence stakeholders. uni decision-makers 6.2 Lead and facilitate OHS knowledge and skill cat Contribute to the preparation of training and other development, training and understanding of OHS e and information material to develop OHS stakeholders to responsibilities, obligations and actions required to wit skills and awareness in workers and mitigate risk and meet legal and risk management requirements. h supervisors.

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.

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Domain Di Domain me nsi on optimize worker 6.3 Develop and support training and mentoring for and Conduct and support OHS training and skill health and (senior) managers. infl development related to OHS for supervisors safety. uen and workers. ce line and mid dle ma nag em ent, sup ervi sors and wor ker s to miti gat e risk and opti mis e wor ker hea lth and safe

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Domain Di Domain me nsi on ty. 6.4 Analyse and interpret information to communicate Provide varied and up-to-date OHS technical and theoretical concepts and knowledge information to middle managers, about OHS. 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 Be a ‘trusted advisor’ to influence middle decision making to consider OHS implications. managers, supervisors and workers. 7 Professional and Promote and 7.1 Promote and comply with laws and regulations App Comply with laws and regulations governing ethical practice apply governing professional practice of OHS and related ly practice of OHS and related activities. professional and activities. lega ethical standards 7.2 Make decisions and judgments impartially based on l Make decisions and judgments impartially to practice scientific evidence and verifiable theoretical and and based on standards, legislative professional knowledge and practice. ethi requirements, OHS knowledge and practice. cal sta nda rds to pra ctic e 7.3 Operate with a level of autonomy to conceptualise, Operate under the (direct or indirect) plan, implement and evaluate OHS projects and risk direction of an OHS Professional to control and management processes. implement OHS projects and risk controls and management processes. 7.4 Observe relevant codes of conduct provided by Observe relevant codes of conduct provided professional associations and other assessment and by professional associations and other advisory bodies nationally and internationally. assessment and advisory bodies nationally. 7.5 Ensure that clients, employers and others who may be Ensure that employers and others who may affected by their activities are aware of their levels of be affected by their activities are aware of

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Domain Di Domain me nsi on professional competence and seek specialist advice their levels of OHS competence and seek where appropriate. specialist advice where appropriate. 7.6 Ensure currency of own OHS conceptual Ensure currency of own OHS technical understanding, technical knowledge and industry knowledge and knowledge of industry practice. practice. 7.7 Engage in evidence-informed reflective practice, Seek out and form a collaborative evaluative activities and professional discussion with a relationship with an OHS Professional view to testing ideas through peer appraisal. mentor. 7.8 Act as an exemplar of good OHS practice and Act as an exemplar of good OHS practice behaviour to peers, co-workers and the public. and behaviour to peers, co-workers and the public.

of 68 January, 2016 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 risks B: Risk controls C: Safety and health management D: Professional role and functioning E: Underlying technical and behavioural disciplines F: 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.

of 68 January, 2016 Figure 3: Inter-relatedness of knowledge categories

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 Knowledge 1 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 areas 3 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

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.

of 68 January, 2016 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.

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

Cod Knowledge Illustrative generic topics OHS OHS e category Professional Practitioner A Hazards and risks

1. Causation –  Chronic and cumulative impacts 3 1 Health &  Multifactorial nature of health determinants 3 1

of 68 January, 2016 Cod Knowledge Illustrative generic topics OHS OHS e category Professional Practitioner

Psychosocial16  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 –  Models of accident17 causation (linear to complex) 4 2 Safety 3. Causation –  Models of environmental harm (air, water, soil) 3 Environmental18 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 4 3 Analysis,)  Complex hazard analysis methods (i.e. FMEA, HAZOP, 2 1 Fault Tree, etc.)  Knowledge of exposure standards and their application 3 2  For each specific hazard19: 3 2 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  Hazard specific legislation and standards 4 2 B Hazard and risk controls

6. Control –  Time sequence of pre-event, event and post event and 4 2 Principles relevant control/intervention points  Hierarchies of control, barriers and defences, critical 4 3 controls, requisite variety  Health protection and promotion20 3 1  Hazard specific risk control strategies 4 3 7. Control –  Concept of inherent safety and engineered safe design 3 1 Process and  Process and equipment instrumentation and control 3 2 workplace design  Human factors and ergonomics (including physical and 4 2 cognitive ergonomics)  User-centred design 3 1  Workplace layout 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.

 Impact of technology, including automation 3 1 8. Control –  Types of barriers (machinery guarding, access control, 4 3 Barriers separation, containment, work skills, PPE, etc.)  Role and limitations of barriers 4 2  Barrier maintenance requirements 4 2  Establishing and managing a PPE program (incl. selection 3 3 & fitting and maintenance) 9. Control –  Systems of work 4 2 Procedural and  Rules and procedures 4 2 administrative controls  Handovers, permit to work systems, lock out / tag out 3 2  Inspection, maintenance and testing 3 2  Competent workers: recruitment and selection processes, 2 1 fitness for work  Competent workers: training - needs analysis; 3 3 development 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 –  Liaison with external agencies: chain of command 4 Emergency 2 2 preparedness  Relevant standards  Detection and mitigation methods 3 2  Development of emergency preparedness plans and 4 2 arrangements  Implementation of preparedness, including testing of 2 2 preparedness  Recovery including organization continuity plans and 3 1 management 11. Mitigation –  Provision of first aid services 1 2 Health  Provision of medical services 1 1 Impacts21  Workers’ compensation and local legal requirements 1  Injury management, case management, and claims 1 management  Role of work and the workplace in worker recovery 1 (establishing and managing a return to work program) C Safety & health management 12. Safety  OHS management systems (structure and elements, 4 2 management relevant standards, limitations)  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, 4 1 Error and Performance variation, Resilience Engineering)  Relation of safety management systems to 3 1 environmental, quality and business management approaches  OHS roles and responsibilities 4 3  Principles of assessing and managing contractors 4 2 13. Organisational  Organizations as complex socio-technical systems 3 1 culture  Concepts of national, organisational and safety culture 3 1  Relationship between employee (manager & workforce) 4 2 behaviour, organisational culture, safety culture and safety climate  Organizational maturity 4 3  Role of leadership 3 2  Healthy work 1 1  Role, use and limitations of safety and health incentives, 3 1 awards and competitions in relation to culture 14. Law, regulation  International regulatory context 2 and societal  Regional and national regulatory context 4 2 context  Legal principles and comparative legal systems and 3 1 regulatory frameworks  Criminal and civil law and impact on OHS 22 3 1  OHS specific law 4 3  Compliance and enforcement policies and strategies in 4 3 the jurisdiction  Workers compensation law22 1  Product liability law 22 1  Basics of contract law 1  Best practice as it impacts on due diligence, common law, 3 1 standard of care and regulation  ILO, ISO and other international standards 3 1  Market and societal influences 2 1 Risk assessment  Sources of information on risk 4 2 5 and decision . making on risk

 Methods of risk assessment and their application for 4 2 specific hazards  Qualitative methods for estimating levels of risk including 4 2 issues and limitations  Quantitative methods for estimating levels of risk 3 1 including issues and limitations)

 Defining acceptable levels of risk (legal requirements, 3 1 internal standards, ALARP23)  Risk and decision making (individual and organisational 3 1 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 4 2 limitations)  Risk perception and risk communication, role of 3 1 workforce, trades unions, public and other stakeholders 16. Monitoring,  Potential sources/modes of failure in controls 4 2 evaluating and  Risk control and hazard monitoring techniques (including 4 2 validating inspections and maintenance) controls  Structures and processes for managing critical controls 4 2

 Work environment monitoring (required equipment and 3 2 programs)  Investigation methods (incidents, non-conformities) 4 2  Role of health surveillance and health risk assessments24 2 1  Auditing (hazard audits, compliance audits, OHSMS 4 2 audits, protocols and procedures, relevant standards)  Principles for selecting performance measures 4 1  Key performance indicators (qualitative, quantitative, 4 2 lead and lag)  Benchmarking 3 1  Basic principles of quantitative and qualitative evaluation 3 2 methodologies 17. OHS  Sources of OHS information (internal and external) 4 2 information  Workplace requirements for OHS information 4 2 management  External agencies’ requirements for information 4 1  Documentation requirements (organisational and 4 3 external)  Systems for managing OHS information 4 2  Data collection by research, investigation, interview & 3 1 observation 18. Communication  Organisational channels of communication (formal and 3 3 and informal, internal and external and barriers to consultation communication  Consultative structures (e.g., safety committees) 4 3  Participatory management as it relates to OHS 4 2  Models of communication, influence and factors 4 2 contributing to influence  Conflict management 3 2

19. Change  Strategies for defining problems 4 1 management  Strategies for analysing and understanding problems (e.g. 3 affinity diagrams, flow charts, cause and effect, system diagrams)  Potential for change to impact on work equipment, work 3 2 processes and work environment  Psychology of change as it relates to individuals 3 2  Innovation and change management processes (planning, 4 1 consulting, promoting, reviewing and consolidating)  Role of OHS professional/Practitioner in consulting and 4 1 supporting and managing change D. Professional role and functioning (See also skills) 20. Ethics and  Corporate governance 3 1 professional  Corporate Social Responsibility and sustainability 3 1 practice  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, 4 3 confidentiality, competence, evidence-base, collegiality, practice within competence)  Professional liability and indemnity 3 1  Theories of communication, advocacy, persuasion and 3 2 documentation  Setting up and participating in team work 4 3  Research methodologies relating to OHS and work-based 3 research 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  Basic human biology 2 2 biological  Physiology as it relates to work 2 1 system  Biomechanics as it relates to work 2 2  Cumulative compared with acute impacts on the body 3 1  Basic principles of toxicology 2 1 24. Individual  Psycho-biology (structure and function of the brain and 2 Psychology nervous systems, role of endocrine systems in response)  Cognitive psychology (situation awareness, memory, 3 1 cognitive biases in decision making)  Behavioural psychology (learning, conditioning, 3 2 motivation)  Communication 3 2  Human error 4 2

 Fatigue and stress 3 1  Impact of aging on work capability 3 1 25. Social  Perceiving individuals (attribution theory and biases) 2 1 psychology  Self in relation to others (social comparison theory) 2 1  Group membership (development of groups, in-groups 3 1 and out-groups; social identity and self-categorization theories; stereotypes, prejudice and discrimination, contact hypothesis)  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 2 1 performance)  Power (sources of power, compliance, inequality, 3 1 obedience to authority)  Attitudes and behaviour (e.g. theory of planned 2 1 behaviour; cognitive dissonance theory, persuasion theory)  Understanding and resolving conflict (competition and 2 1 cooperation; conflict management styles; distributive and procedural justice 27. Statistics and  Basic arithmetic and algebraic manipulation 4 2 quantitative  Units of measurement, prefixes and logarithmic scales 4 2 analysis  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 3 effectiveness 29. Science and  Basic science and technology to understand the damage 4 2 engineering and control mechanisms of hazards covered (see Section 7), types of machinery and processes: their functioning and hazards;  Standards relating to ‘state of the art and best available 3 1 technology’  Use of technical standards 3 2  Use of hazard monitoring equipment (e.g. noise, 2 2 ventilation, chemicals, etc.)  Interpretation of results of hazard monitoring 3 1 F. Underlying management sciences:

30. Organisations  Governance arrangements 3

 Impact of reporting structures 2  Organisational structure, functions of departments, roles 4 2 and responsibilities, authority and accountability  Organizational goals and strategy 4 2  Resource allocation processes 3 1  Principles of change management 4 2 32. Project  Key requirements for successful projects 3 1 management  Project conceptualisation and design 3  Project planning, budgeting, implementation and 3 1 monitoring  Project evaluation 3 1 36. Strategic and  Managing self 4 3 operational  Operational and strategic planning 4 2 planning  Managing others 2  Human resources management/management of people 2 37. Business  The Organisation operating as a commercial entity with a 3 1 imperatives range of stakeholders and attendant pressures, including costing and budgeting in their own area of responsibility  Financial literacy in a business context, incl. budgeting 3 1  Business case development and cost-benefit analysis 3  Legislation and organisational arrangements relating to 2 terms and conditions of employment, employee rights, consultation and participation  Understanding of external environment including legal 2 and market pressures

of 68 January, 2016 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.

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 Skill 1 Awareness: remembers and understands the need for and general principles of

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.

19 See Appendix 1.

20 The degree to which safety and health practitioners are involved with the health promotion differs from country to country

21 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.

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.

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.

25 Including right to know and right to refuse unsafe work.

26 These should take account of national differences.

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.

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.

of 68 January, 2016 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

Skill Performance criteria Professional Practitioner A: Personal skills A1 Verbal Selects an appropriate time, format and venue taking 4 3 communication account of the nature of the communication and the needs of the other person. Focuses: gives full attention to the speaker. Puts them at 4 4 ease. Uses non-verbal cues appropriately. Uses language appropriate to the nature of the 4 3 communication and the other person; is clear and concise and uses questioning techniques as appropriate. Respects: demonstrates empathy, open-mindedness and 4 2 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 Encourages and receives feedback with an open mind, 4 3 listens, questions for clarification, reflects on the implications for own behaviour and expresses appreciation for the feedback.

of 68 January, 2016 Skill Performance criteria Professional Practitioner A: Personal skills A1 Verbal Selects an appropriate time, format and venue taking 4 3 communication account of the nature of the communication and the needs of the other person. Gives feedback, including praise, which is timely, specific 4 4 and focuses on behaviours not the person. Confirms: closes communication by summarising and 4 3 clarifying the outcomes. A.2 Professional Documents: completes forms and prepares reports and 4 3 presentation skills documentation that are easily understood by the intended audience, demonstrating appropriate selection and structuring of information and correct spelling, grammar and industry-specific terminology Prepares professional reports and documentation that 4 2 are easily understood by the intended audience, demonstrating appropriate selection and structuring of information and writing style. Customises: provides information in a variety of formats 3 3 and communication channels that take account of audience characteristics, needs and cultural sensitivities. Utilises information technology effectively in preparing 3 3 OHS documentation. Utilises information technology effectively in 3 3 communicating OHS information. Makes presentations (informal and formal) that clearly 4 3 communicate the topic to a range of audiences, using a variety of media. Engages and works with the interests of people from a 3 3 range of disciplines, backgrounds and workgroups. B. Professional skills B1 Evidence-based practice

B1.1 Knowledge Accesses information from a range of workplace sources 2 3 management using digital skills and a variety of strategies. Uses a mix of strategies to access information from a 3 2 range of external sources. Reviews: uses literacy skills to read and interpret OHS 4 3 legislation, codes of practice, guidance material, policies and procedures. Investigates and assesses the credibility of sources and 3 3 reliability and validity of information. Collates information to identify common themes. 4 2 Critically evaluates and validates results through 3 1 challenging information, concepts, and theories. Synthesizes information to identify implications for 3 2

of 68 January, 2016 Skill Performance criteria Professional Practitioner A: Personal skills A1 Verbal Selects an appropriate time, format and venue taking 4 3 communication account of the nature of the communication and the needs of the other person. practice.

Applies information, concepts and theories to inform 3 3 practice B1.2 Problem solving Identifies a problem(s) by application of informal and 3 2 and critical thinking structured strategies. Analyses: applies a range of information gathering and 3 2 analytical strategies to clarify the nature of the problem and the contributing factors. Generates potential solutions by application of 3 3 consultative and creative processes. Evaluates: systematically considers potential solutions 3 2 against pre-set criteria in a consultative process Applies consultative and creative processes for 3 2 evaluating potential solutions. Decides on a strategy based on evaluation. 3

Implements: applies/supports change management 3 2 processes to implement selected solutions. Reviews: uses prescribed processes to monitor the 4 3 implementation and effectiveness of solutions implemented. Seeks information and feedback to evaluate and validate 4 3 the effectiveness of the solutions. Improves: recommends/takes action based on the 3 3 outcomes of the review to optimise OHS outcomes. B1.3 Evidence-based Accesses OHS handbooks and standards for evidence to 3 3 practice inform OHS practice. Accesses OHS research papers and reports for evidence 3 1 to inform OHS professional practice. Designs workplace based studies that have rigour and 3 ethical integrity to clarify issues, contributing factors and to evaluate the effectiveness of interventions. Implements: applies information from OHS handbooks 3 3 and standards as part of OHS practice Systematically implements workplace-based research 3 studies. Analyses and evaluates OHS research papers, reports 3 and workplace studies for evidence to inform OHS professional practice. Synthesises OHS research information and outcomes to 3 inform OHS practice

of 68 January, 2016 Skill Performance criteria Professional Practitioner A: Personal skills A1 Verbal Selects an appropriate time, format and venue taking 4 3 communication account of the nature of the communication and the needs of the other person. B2 Influence B2.1 Mentoring & being Engages to establish a relationship as a basis for learning 3 3 mentored and development of another. Clarifies: engages with another to clarify their current 3 3 knowledge, skill and perspective basis, their goals, and factors that may impact on achievement of their goals. Engages to share knowledge, skills, information and 3 3 perspective to foster personal and professional development of another. Supports: provides constructive feedback to enable 3 3 transferable learning. Reflects: engages with another to review their learnings 3 3 and strategy for achieving the goals. B2.2 Engaging Interacts to develop relationships with operational staff 4 4 and consultative group(s). Networks: identifies champions and other stakeholders 3 3 (including managers, technical staff, employees, consultants, regulators and local residents) and creates positive relationships. Informs: provides technically correct information 3 3 informed by conceptual models that takes account of current OHS thinking. Empathises: identifies the needs and perspective of 3 2 others including the organizational environment. Generates their respect. Provides advice that is understandable by others and 3 3 takes account of the needs and perspectives of others and the organizational environment. Relates: becomes a trusted resource through 4 4 establishing credibility and demonstrating reliability. Provides support to others both by actions and 3 3 communications. Takes action to implement strategy and management 3 2 decisions. B.3 Leadership B3.1 Teamwork Identifies and understands different traits, styles and 3 2 team roles. Facilitates: understands and recognises the steps in 3 2 group/team formation and supports the maturation of a group to form an effective team.

of 68 January, 2016 Skill Performance criteria Professional Practitioner A: Personal skills A1 Verbal Selects an appropriate time, format and venue taking 4 3 communication account of the nature of the communication and the needs of the other person. Clarifies: supports discussion to ensure that team 3 2 members have a common understanding of the goals and individual roles and they share a commitment to the activity. Shares information and ideas openly and willingly inside 4 3 and outside formal team processes and offers assistance to others in carrying out their tasks. Listens to and respects the opinion of others, has 4 3 patience and respects and trusts others to complete their assigned tasks. Actively participates in team processes and 4 3 demonstrates commitment by attending meetings and other activities. Adapts: demonstrates flexibility in own role in team, and 4 3 openness to the opinions of others and in dealing with changing conditions. Challenges: identifies the phenomenon of ‘group think’ 3 1 and challenges the group to open the discussion to apply broader thinking. B3.2 Negotiation and Asserts: understands that differences of opinion are a 3 2 management of healthy part of management decision making and, in conflict that context, puts their own position. Prepares: ensures that all pertinent facts and context of 3 3 the situation are known. Respects: identifies the background and reason for 3 3 differences in opinion and respects those differences. Clarifies: applies interpersonal skills of listening, 3 2 questioning and reflecting to facilitate discussion to clarify goals and common ground. Facilitates discussion to identify alternative strategies 3 2 and compromises which may achieve greater benefit for all concerned than original positions. Confirms: clearly states the agreement reached so that 3 3 all involved have a similar understanding of the outcome. B3.3 Personal Shows self-awareness: identifies own leadership style 3 2 Leadership and the need for both further development and situational adaptation to enhance leadership capabilities. Demonstrates up to date knowledge on OHS and current 3 3 issues, ability to explain complex/technical topics in a way that is understandable to others.

of 68 January, 2016 Skill Performance criteria Professional Practitioner A: Personal skills A1 Verbal Selects an appropriate time, format and venue taking 4 3 communication account of the nature of the communication and the needs of the other person. Initiates: creates an imperative for change and a clear 3 1 vision to bring people along. Engages people in the process, comprehends and 3 2 accepts emotions, feelings and perspective of others and able to build rapport and empathy with others. Demonstrates assertiveness where needed in subtle, 3 3 constructive ways. Leads: sets an example, demonstrates confidence, 3 3 optimism and interest in others, generates confidence in others. Generates respect by others. 3 3 Builds consensus and constructive problem solving. 3 2 Enables: provides support to people to make them 3 2 comfortable, bases change on learning, and enables people to have ownership of the outcome. Perseveres: recognises change takes time. 3 2

B4 Management B4.1 Project Identifies and clearly communicates the need for 3 2 management and improvement and change and the benefits of change. management of Identifies options for change to address needs and 4 2 change realise benefits. Applies consultative processes to developing 3 1 implementation plan. Defines and clarifies scope of change, parameters, 3 1 objectives, budget, stakeholders, roles and time lines and interaction with other processes and activities. Establishes: identifies key players and establishes project 3 1 team to facilitate change and give people an ownership of outcomes Collaborates to develop project plan, identify project 3 1 risks and required resources and potential impact on other groups. Supports: uses formal processes to plan, sequence, 3 2 prioritise own activities and activities for implementation of change. Manages: identifies and assesses appropriate project 3 1 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

of 68 January, 2016 Skill Performance criteria Professional Practitioner A: Personal skills A1 Verbal Selects an appropriate time, format and venue taking 4 3 communication account of the nature of the communication and the needs of the other person. Administers: establishes and maintains required record 3 2 keeping systems including financial record keeping and project progress. Administers: plans, prepares and conducts structured 3 2 meetings with clear outcomes. Administers: uses digital systems and programs to assist 3 2 planning and tracking of communications for implementation activities Communicates with all affected groups to support 3 3 change. Finalises: completes activities including required reports. 3 3 Monitors: administers approved processes for 3 2 monitoring the outcomes of change processes Reviews and evaluates project processes and outcomes 4 2 against project scope and plan with input from project team. Documents lessons learned. Recognises input of others and shares credit for achievements. B4.2 Managing others29 Identifies and clarifies the role of others from both 3 strategic and operational perspectives with an understanding of what is reasonable given the circumstances. Organises: plans and allocates appropriate resources 3 and allocation of personnel to OHS and company priorities. Reviews and monitors the processes and outputs of 3 those being managed. Supports: creates opportunities to develop the capability 3 of those being managed. B5 Professional and ethical practice B5.1 Professional Manages own activities and is reliable with regard to 3 3 practice agreed deliverables and time lines. Commits: undertakes formal and informal CPD30 activity 3 3 to ensure currency and capability. Collaborates: works effectively as leader, or part of, a 4 2 team, respecting differences and diversities. Recognises the value of professional, enterprise and 3 2

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

of 68 January, 2016 Skill Performance criteria Professional Practitioner A: Personal skills A1 Verbal Selects an appropriate time, format and venue taking 4 3 communication account of the nature of the communication and the needs of the other person. industry collaboration. Consults: seeks information or informed opinion from 3 3 others as part of decision making. Seeks further advice within the OHS profession and 3 3 across other professions and stakeholders as appropriate. Engages to establish a relationship with a higher level 3 3 professional or other appropriate mentor as a basis for self-development. Engages in professional discussion with peers with a 3 3 view to advancing professional practice. Engages appropriately and effectively with technology to 3 3 access information, collect and collate information, produce documents and engage with people in appropriate ways including to provide information, communicate, develop and deliver training. Reflects: applies formal and informal processes to reflect 3 2 on current and past practice to identify areas for improvement or development. B5.2 Ethical Practice Recognises the limits of own knowledge, skills and 3 3 experience. Complies with relevant codes of conduct and laws. 4 4 Respects: treats all individuals with respect and 4 4 maintains confidentiality of personal and business- sensitive information. Tests: examines critically the ethics of proposed courses 3 3 of action. Provides advice that is unbiased and impartial. 4 4 Provides advice that is informed by underpinning 4 3 technical and conceptual knowledge. Acts with honesty and probity. Sets example of good 4 4 OHS behaviour. Accounts for: takes responsibility for and demonstrates 3 3 the conceptual and technical underpinning of own practice. Supports: recognises when disclosure and whistle 3 2 blowing may be appropriate and takes action in an ethical manner. C. OHS professional technical skills C1 Training Identifies knowledge and skills gaps and training needs 3 3 for specific groups.

of 68 January, 2016 Skill Performance criteria Professional Practitioner A: Personal skills A1 Verbal Selects an appropriate time, format and venue taking 4 3 communication account of the nature of the communication and the needs of the other person. Develops appropriate learning outcomes to address 3 3 knowledge and skills gaps. Prepares appropriate training material to address 3 3 learning outcomes and defined competencies. Organises appropriate planning processes and logistics 3 3 to deliver training to specified groups. Delivers: communicates effectively during training with a 3 3 range of people. Supports: engages with supervisors, workers and 3 3 managers to assist them to acquire and utilize their skills and knowledge for improving OHS. Assesses learning outcomes for individuals and provides 3 3 feedback. Evaluates the outcomes of the training and makes 3 2 modifications as necessary. C2 Surveying, Observes: systematically seeks out and observes the 4 4 inspecting and workplace, state of technology, processes and auditing behaviours to evaluate their conformity with requirements. Designs a comprehensive monitoring system to collect 4 2 and analyse information to evaluate risk controls and OHS management processes. Interviews meets with, collects information from and 4 3 discusses OHS with all levels of employees and managers to gain insight to their work practices, beliefs and attitudes to OHS. Evaluates: combines and critically assesses information 4 3 from inspections, surveys and audits to determine the state of OHS in the organization. Reports: contributes to the development of written and 4 3 oral reports to managers as a basis for decisions about improvement. Reports: provides formal written and oral reports to 4 2 stakeholders and decision makers as a basis for improvement. C3 Investigating Observes: coordinates/supports identification and 4 2 collection of evidence associated with accidents and non-conformances to determine the sequence of events and assist in uncovering causal links. Interviews: leads/participates in collection of 4 2 information from people involved in the development of the accident/event, while avoiding hindsight and other

of 68 January, 2016 Skill Performance criteria Professional Practitioner A: Personal skills A1 Verbal Selects an appropriate time, format and venue taking 4 3 communication account of the nature of the communication and the needs of the other person. biases and ensuring that conclusions are soundly based.

Collates: puts together the evidence about the 4 2 development of the incident/accident in a critical way to understand and chart that scenario and its links to underlying practices and conditions. Supports the analysis and synthesis of evidence to 4 3 understand and chart the scenarios and links to risk controls Recognises the difference between superficial and 3 2 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. Synthesises data and evidence to develop 3 3 recommendations for future prevention Writes and communicates reports to meet 4 3 organisational standards on accidents with non-fatal potential Contributes to the reports of OHS and other 4 2 professionals on accidents with fatal potential Writes and communicates reports to organisational, 4 2 professional and legal standards Recommends based on appropriate use of analysis 4 3 improvements in the work processes and work and organisational environment. Initiates/supports changes to implement 4 3 recommendations. Monitors: collects information as a basis for monitoring 3 3 effectiveness of recommendations. Assesses the implementation of recommended controls 4 3 and their effectiveness C4 Measuring and Selects the appropriate tools to assess the organisation’s 3 2 monitoring processes, workplaces and working environments Applies appropriate tools to gather information to assess 4 3 the effectiveness of risk controls. Implements appropriate strategies and tools to gather 3 3 information as per agreed performance criteria as part of assessing the risks and effectiveness of hazard controls Analyses: uses digital processes to analyse data to 3 3

of 68 January, 2016 Skill Performance criteria Professional Practitioner A: Personal skills A1 Verbal Selects an appropriate time, format and venue taking 4 3 communication account of the nature of the communication and the needs of the other person. identify trends Interprets: applies OHS conceptual knowledge to 3 2 interpret data to evaluate OHS performance, the factors impacting on performance and areas for improvement. Reports: uses digital processes to develop graphical 3 3 presentations as part of reporting.

of 68 January, 2016 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.

of 68 January, 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 height Falling objects, lifting equipment Slips, trips, falls on level and stairs Biomechanical Manual lifting/handling Postural (incl. seating) Repetitive strain Electrical Chemical Toxic, carcinogenic, teratogenic and corrosive chemicals, fibres and dusts Nanoparticles Sensitizing agents (for asthma, dermatitis) Fire and explosion Thermal environment Heat and cold Hot work Noise Vibration (whole body & hand/arm) Equipment under pressure/pressure vessels Powered plant Flying objects ejected from machinery processes Entanglement in moving parts of static machinery, (incl. robots) Use of portable power tools Process control Design and operating limits Loss of human and computer control Moving plant/vehicles & occupational road use Specialized technical & construction hazards Subsidence and collapse Structural failure Psychosocial hazards32 Workload/stress Fatigue Impacts on wellness Bullying and harassment Aggression (people/animals) Violence at work33 Special work environments Confined spaces (incl. asphyxiant atmospheres) Drowning/diving

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.

of 68 January, 2016 Higher than atmospheric pressure Computer/monitor screen including control rooms Biological hazards (incl. occupational pathogens) Infectious diseases Indoor air quality Ionizing radiation Non-ionizing radiation (including lasers, UV, radio frequency, etc.) Hazards of the natural environment (earthquake, flooding, storm, tornado, etc.)

of 68 January, 2016 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.

of 68 January, 2016 Table A1: Activities: Explanatory comments

OHS Professional OHS Practitioner Dimension Explanatory comments34 Explanatory comments 1 Lead and 1.1  Integrates with the overall goals, strategies and operation of Supp  Applies to OHS management systems which cover support the the organisation. ort the full cycle of risk assessment, policy, planning, development  Takes account of both internal factors (technology, employee the consultation, resourcing, communication, and relations, hazards) and external factors (market, jurisdiction, imple implementation, documentation, motivation, implementatio regulations, insurance, national and organisational culture etc.). ment measurement, evaluation and improvement. n of a systems  Applies to OHS management systems which cover the full cycle ation  Applies to the technology and human factors life approach to of risk assessment, policy, planning, consultation, resourcing, of a cycle phases of construction, operation, OHS. communication, implementation, documentation, motivation, syste maintenance, modification, decommissioning and measurement, evaluation and improvement. ms disposal. appr  Applies to the whole technology and human factors cycle as  Applies to all who are affected by the oach appropriate to an organisation: design, construction, organisation’s activities, including employees, to procurement, operation, maintenance, modification, contractors, visitors, local residents, users of OHS. decommissioning and disposal. Applies to the business cycle, products. 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. 1.2  Resources include finance, competent personnel and Resources include finance, competent personnel and equipment required for proactively managing OHS. 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 Supp  In certain jurisdictions this may include support key employee and trade union representatives. ort collaborating with employee and trade union influencers, line representatives. including mana  This includes monitoring of safe behaviour

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

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Explanatory comments Explanatory comments managers, on 2.2 gers, strategies to 2.3  Stakeholders are those who may be affected or perceive super foster a themselves to be affected by an activity or decision. Relevant visor positive, stakeholders include executives, managers, supervisors, worker s and resilient OHS safety representatives, workers, contractors, and in some cases work culture. the community and others who may influence or be affected by ers OHS hazards and management processes. Others who may on have a role in promoting innovation in managing OHS include meth those who participate in OHS-related decision making such as ods finance, procurement, HR and maintenance. to foste r and moni tor a positi ve OHS cultu re 3 Lead the 3.1  In collaboration with other specialists for hazards outside the Supp  In collaboration with other specialists for hazards development core expertise of the OHS Professional. ort outside the core expertise of the practitioner. of OHS risk  Information may be obtained from a number of sources, the  Information may be obtained from a number of management including historical data, task analysis, monitoring of the work imple sources, including historical data, task analysis, processes and environment and relevant industry data. ment monitoring the work environment and relevant facilitate and  Range of hazards depends on the organisation and the division ation industry data. support their of roles (see section 7). and  Range of hazards depends on the organisation and implementatio main  Hazard identification includes processes to identify previously the division of roles (see section 7. n and tena unknown or unexpected (emergent) hazards for the maintenance. nce organisation. of 3.2  Risk controls include systems, engineering, administrative, routi  Risk controls include systems, engineering, procedural, ergonomic, and behavioural controls and personal ne administrative, procedural, ergonomic, and protective equipment. They include both prevention and OHS behavioural controls and personal protective mitigation. risk equipment. They include both prevention and asses mitigation smen

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Explanatory comments Explanatory comments t, contr ol and mana geme nt proce sses in norm al oper ation s and emer genci es. 3.3  Risk assessment processes may be qualitative and/or  Risk assessment processes may be qualitative quantitative. and/or (semi-) quantitative.  Risk analysis and risk estimation processes go beyond checklist  Risk analysis and risk estimation processes consist and matrix-driven processes. 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  With reference to OHS professional(s) and appropriate. technical specialists where the risk is critical. 3.5  Standards may include international, national, sector-specific  Standards may include international, national, and internal standards. sector specific and internal standards. This does not cover strategic, management system-related standards and regulations, which require OHS Professional input.

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Explanatory comments Explanatory comments 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  With consideration of recognised critical controls in should take priority in high risk environments. high risk environments.  Consideration should be given to barriers and controls  Consideration should be given to barriers and (technical, human and organisational) in initial design and controls (technical, human and organisational) in procurement, construction and installation, maintenance and initial design and procurement, construction and modification, demolition and redevelopment of facilities, installation, maintenance and modification, structures and equipment. demolition and redevelopment of facilities,  Recommendations take into account requirements for legal structures and equipment. compliance and minimising level of risk, differentiating  Recommendations take account of requirements between compliance and beyond compliance. for legal compliance and minimising level of risk.  Recommendations should take into account the hierarchy of  Recommendations should take account of the controls, legal requirements, organisational and workforce hierarchy of controls, legal requirements, standard factors, and requisite variety, defence in depth and redundancy guidelines, organizational and workforce factors. of controls.  Recommendations cover both prevention and  Recommendations cover both prevention and reduction of reduction of consequences, including emergency consequences, including emergency planning. planning. 3.8  Checks against specifications and OHS standards 3.9  In some industries and some organisations this is considered a supervisors’ role. 3.10  Procedures relate mainly to organisational level or critical  Procedures includes permits to work, maintenance procedures. procedures, etc. 3.11 4 Develop and 4.1  Criteria include lead/positive and lag/negative indicators. Supp lead processes 4.2  Processes for collecting data include observations, surveys, ort  Activities will be identified in procedural for monitoring, inspections, audits, incident, accident and non-conformity moni documents and include data collection from measuring and investigations, etc. torin hazard, incidents and non-conformance reports, evaluating OHS  Information may be obtained from a number of sources, g and inspections, workplace monitoring, meeting performance. including historical data, task analysis, monitoring the work meas minutes, etc. environment, data recording, data management and analysis. urem ent of OHS

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Explanatory comments Explanatory comments perfo rman ce. 4.3  Failures in control may be indicated by factors such as non-  Monitoring may include workplace inspections or conformities which may become normalized. 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  Monitoring includes compliance with internal policies, policies, procedures and standards as well as procedures and standards as well as external legislative and external legislative and industry-specific industry-specific requirements. requirements.  With an emphasis on critical controls in high risk environments.  With an emphasis on critical controls in high risk environments. 4.9  Investigation and analysis includes application of appropriate  Investigation and analysis includes application of techniques for data collection through interview, document appropriate techniques for data collection through analysis and observation. 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  Recommendations may be made through informal

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Explanatory comments Explanatory comments reporting processes in oral or written formats. or formal reporting processes in oral or written formats. 5 Develop and 5.1  Data collection identifies current and emerging issues. Imple  Processes for collecting data include observations, implement ment surveys, inspections, audits, incident, accident and  Sources of information include both internal and external processes for proce non-conformity investigations. sources. knowledge sses  Information may be obtained from a number of collection and  Information collected and managed may include: for both internal and external sources, including management know historical data, task analysis, monitoring of work, Hazard and risk-related information (hazard, incident and to enable o ledge data recording, data management and analysis. positive OHS injury reports; risk assessments; human factors analyses; collec outcomes. workplace inspections; audit reports; specialist reports; tion  Information collected and managed may include safety data sheets and registers; systems failures; and trend and reports) mana o Hazard and risk-related information (hazard, geme incident and injury reports; risk assessments; o Organisational information (policies, programs, procedures, nt to human factors analyses; workplace surveys, resourcing, project plans, production schedules, enabl inspections; audit reports; specialist reports; etc.) e safety data sheets and registers, systems o External information (laws, standards, guidance material, positi failures; and trend reports) industry and research information). ve o Organisational information (policies, OHS procedures, surveys, resourcing, project plans, outc production schedules, etc.) omes 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 legal and organisational responsibilities  Includes collection of tacit OHS-relevant knowledge developed  OHS records may include but not be limited to by experienced employees. hazard and risk registers, chemical manifests, incident and injury records, OHS training records, license holders, equipment maintenance records.

5.3 

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Explanatory comments Explanatory comments 5.4  Evaluation should cover a variety of measures benchmarked  Analysis may involve basic statistical analysis with against both internal and external data. reporting including the production of appropriate graphical representations. 6 6.1  For gathering and disseminating information and for actively Com  Stakeholders are those who may be affected or Communicate engaging stakeholders in OHS management processes. muni perceive themselves to be affected by an activity or with, engage  Stakeholders are those who may be affected or perceive cate decision. Relevant stakeholders include and influence themselves to be affected by an activity or decision. Relevant with supervisors, worker safety representatives, decision stakeholders include executives, managers, supervisors, worker and workers, contractors and maintenance personnel. makers and safety representatives, workers, contractors, and in some cases influe  Implemented with sensitivity to organisational and other the community and others who may influence or be affected by nce other cultural influences such as ethnic and age stakeholders to OHS hazards and management processes. Others who may line structures. mitigate risk have a role in promoting innovation in managing OHS include and  Taking account of OHS maturity of organisation. and optimize middl those who participate in OHS-related decision making such as  In certain jurisdictions this may include worker health e finance, procurement, HR and maintenance. collaborating with employee and trade union and safety. mana  Taking account of OHS maturity of organisation. representatives. geme  Implemented with sensitivity to organisational and other nt, cultural influences such as ethnic and age structures. super  In certain jurisdictions this may include collaborating with visor employee and trade union representatives. s and 6.2  Includes legal and organisational responsibilities. work  Audiences may include shop floor workers, OHS  Others who may have OHS responsibilities are people who are ers to committees, supervisors, managers, suppliers, involved in OHS decision making or who are affected by mitig contractors, and emergency services. decisions. This may include finance, procurement, human ate  Processes include training needs analysis, resources, maintenance and other functional management risk development of training programs, evaluation of areas. and training outcomes and maintenance of appropriate  Where training strategies are applied, processes include opti records. training needs analysis, development of training programs, mise  Done often in collaboration with higher level OHS delivery of training, evaluation of training effectiveness against work professionals. defined standards and development and maintenance of er  Focussed on training of shop-floor and direct appropriate records. healt supervision. Training of higher level managers, h and professional staff and executives requires direction safet by higher level OHS professionals y.  Activities may include informal support, induction 6.3 briefing, delivery of training for small groups or

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Explanatory comments Explanatory comments 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. 6.4  Audiences may include all levels within the organisation as well  This includes hazard alerts, newsletters, responses as external audiences such as industry and local community, to requests from supervisors and managers, ‘tool specialist and non-specialist audiences. box’ talks, etc.  Audiences at the organisational level may include shop floor  Interpretation and communication of information workers, OHS committees, supervisors, managers, executive includes providing the underpinning rationale and managers, boards, and organisational functions such as taking into account the attributes of the target production, human resources, finance, procurement, external audience, including culture, terminology and consultants, suppliers, contractors, and emergency services. business perspective.  A range of communication formats and media are to be utilised  A range of communication formats and media are as appropriate to the audience. 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. 6.5  Covers government regulators, insurance companies and other organisations imposing OHS requirements. 6.6  With sensitivity to organisational and other cultural influences  With sensitivity to organisational and other cultural such as ethnic and age structures and OHS maturity of the influences such as ethnic and age structures and organisation. OHS maturity of the organisation. 7 Promote and 7.1  Where working in a number of countries, this entails comparing Apply  apply and reconciling national differences in laws and regulation. legal professional 7.2  and  and ethical ethic standards to al practice. stand ards to pract

of 68 January, 2016 OHS Professional OHS Practitioner Dimension Explanatory comments Explanatory comments ice 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  OHS professional association and/or certification codes of conduct. organisation codes of conduct. 7.5  Calls upon those with deeper knowledge as appropriate when  Keeping up to date with new developments and advising on issues and problems beyond their personal knowledge through professional development, capability. certification and further qualification. 7.6  Keeping up to date with new developments and knowledge  Keeping up to date with new developments and through professional development, certification, further knowledge through professional development, qualification and formal and informal networking and literature certification, further qualification. review. 7.7  Through formal and informal networking and per-review  This may be formal or informal, sponsored by the processes. organisation or the Practitioner. 7.8  

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