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The OHS Professional: A Framework for Practice

Role, Knowledge and Skills

(October, 2014)

Contents

1 INTRODUCTION ..................................................................................................................................... 2

2 THE OHS PROFESSIONAL FRAMEWORK ................................................................................................ 3

3 CONTEXT ............................................................................................................................................... 4

3.1 The OHS profession and the OHS Professional ............................................................................. 4

3.2 Categories of OHS professional..................................................................................................... 5

3.3 Employment context ..................................................................................................................... 6

3.4 Scope of practice in the context of other professionals and specialists ....................................... 6

4 ROLE OF THE OHS PROFESSIONAL ........................................................................................................ 7

5 KNOWLEDGE ....................................................................................................................................... 14

6 SKILLS .................................................................................................................................................. 20

APPENDIX 1: Hazard types managed by the OHS Professional and required underlying science .............. 29

While the term “Occupational Health and Safety” or “OHS” is used in this document, it should be

considered interchangeable with “Occupational Safety and Health” (OSH) or “Work Health and Safety”

(WHS).

Citation of this document:

Pryor, P., Hale, A., Hudson, D., (2014). The OHS Professional: A framework for practice – Role, knowledge

and skills. International Network of Safety and Health Practitioner Organisations (INSHPO). Des Plaines,

USA.

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1 INTRODUCTION

The International Network of Safety and Health Practitioner Organisations (INSHPO) is the global voice

for the occupational health and safety (OHS) profession. INSHPO provides an international forum for

engagement on OHS-related matters and advancing the OHS profession through the exchange of

evidence-based practices and the development of a harmonized framework for the profession. Its

member organizations include OHS professional bodies from the United States, Canada, the United

Kingdom, European Union, Australia, New Zealand, the Russian Federation, Singapore and Korea.

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INSHPO has recognized the need for a global framework for practice of OHS Professionals. OHS is an

emerging profession that is often not well defined, locally or globally. The scope and nature of the role,

education requirements and regulatory context vary across and even within countries. Perceptions of

the role, including recognition by employers and the community, also vary both across and within

countries. Only a few countries have a regulated requirement for practice, with the result that

unqualified people are practicing in the area which not only affects the quality of OHS advice, but

creates a negative perception of the subject, the role and the profession. The lack of clarity around the

OHS role has also negatively affected the perceived value of the OHS professional role in organizations.

The OHS role is changing from that of a technocrat mainly engaged at lower levels in the organization,

providing technical advice focused on compliance, personal protective equipment and a reactive

response, to one that is influencing, engaging and coaching all levels of the organization, including senior

management. OHS professionals are increasingly being recognized as strategic partners who facilitate

the integration of OHS into the overall function of the organization. OHS education is changing, as OHS

professionals and the organizations that employ them are increasingly demanding university-level

professional qualifications that meet professional accreditation requirements. OHS professional bodies

are reviewing their requirements for membership recognition and a number of countries are

undertaking high-level projects to advance professionalism.1

It is important to build on these professional developments to clarify the OHS professionals’ ‘space’ and

its relationship with related professions.

The projects being undertaken by INSHPO include: a model code of conduct for OHS professional body

members; clarification of the role of the OHS professional; definition of the knowledge and skill

requirements; guidelines for accreditation of OHS professional education; and for certification of

professionals. A literature review has also been undertaken as a basis for formulating a value statement

for the OHS Professional.

This document describes the roles and tasks, knowledge and skill requirements and core hazards that

may form part of the OHS Professionals’ scope of practice.

2 THE OHS PROFESSIONAL FRAMEWORK

INSHPO has developed this framework to facilitate a shared understanding of the role of the OHS

Professional as a key advisor, strategist and leader in the management of OHS risk, integrated within

sustainable business practice. The framework promotes a high standard of competence among OHS

Professionals, informing employers and regulators as to the capabilities of OHS professionals and

providing information to be used in OHS professional education and certification processes

1 See for example the Australian OHS Body of Knowledge project www.ohsbok.org.au and the IOSH competency

framework.

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

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internationally. It is recognized that there will be differences in terminology and emphasis across

different countries.

The framework was developed by comparing documents provided by OHS professional bodies and OHS

certification bodies for European Union countries (particularly the United Kingdom, the Netherlands and

those included in the EUSafe project), the United States, Canada, Australia, Singapore, and the Russian

Federation. Tremendous variation in these documents’ structures and underlying organizing principles

lent itself to the creation of a new structure that draws on the strengths of each country. This structure

uses ‘dimensions’ and ‘domains’ to describe the role of the OHS Professional at a generic level that

allows for variations in national regulations, histories and cultures as they pertain to OHS practice.

This document is intended for six target audiences:

OHS professional associations: to inform their certification and other assessment processes.

OHS professionals: to act as a reference for their professional practice, to aid the development

of continuing professional development plans and to assist in promoting the OHS Professional

role.

OHS educators: to use while developing and reviewing OHS education programs.

Employers and recruiters; to assist in developing position descriptions for OHS roles and in

recruiting OHS personnel.

OHS regulators: to aid in the understanding of the OHS Professional role and to clarify the

requirements for certification/registration/licensing of OHS Professionals and to inform the

professional development of inspectors.

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

Professional role.

The tasks, knowledge and skills framework has four components:

Context

Role of the OHS Professional

Knowledge

Skills.

A separate document will be developed to address the role and tasks and knowledge and skills of the

OHS Technician.

3 CONTEXT

3.1 The OHS profession and the OHS Professional

The broad OHS profession comprises a number of disciplines, including occupational health and safety,

occupational/industrial hygiene, and ergonomics. The relationship of the OHS Professional to the OHS

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profession is analogous to that of the general practitioner in the medical profession. Like a general

practitioner, the OHS Professional is a generalist in the practice of OHS, liaising with and referring as

appropriate to supporting professions.

The OHS Professional role requires an understanding of a unique multidisciplinary body of knowledge

concerning risk and the elimination or reduction of fatalities, injuries, occupational diseases, ill health,

property damage and the associated social and financial losses. Typically, the OHS Professional provides

broad-based advice, support and analysis to organizations regarding risk assessment and controls and

their management processes. The role also supports health and wellness as it relates to the work

environment.

The capable OHS Professional has generic knowledge appropriate to risk in all activities and

employment, backed up by deeper knowledge of his or her specific industry, including its characteristic

hazards and standard risk prevention, management and mitigation processes.

OHS Professionals support organizations by:

Developing a comprehensive risk profile for the organization’s activities

Designing and supporting the implementation of OHS strategies to control those risks

Influencing managers and decision makers

Problem solving and providing advice based on conceptual and technical knowledge mediated

by experience, analysis of evidence and critical thought and an understanding of how to use and

access the evidence base.

The OHS Professional possesses knowledge of a core range of hazards and hazard controls. As necessary,

the OHS Professional should also liaise with and enlist the assistance of OHS specialists with deeper

knowledge bases which may not be core to the OHS Professional, but are important in the overall risk

picture. These specialists include, among others, ergonomists, occupational/industrial hygienists,

organizational/occupational psychologists, occupational health professionals and professionals from

allied professions such as engineers, fire protection engineers/specialists and physiotherapists.

The OHS Professional may also collaborate with experts from disciplines such as sustainability,

environmental protection, product safety, emergency response, security, rehabilitation and mental

health, law and insurance. The OHS Professional should have sufficient understanding of each of these

fields to identify the potential need for involvement with professionals in these disciplines.

3.2 Categories of OHS professional

While there may be a range of OHS roles in the workplace there are two distinct professional categories: the OHS Professional and the OHS Technician.

OHS Professionals are designers of strategy, influential with senior management and involved in

problem solving. Their advice is based on conceptual and technical knowledge mediated by

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experience, analysis of evidence and critical thought. They understand how to access and use

the evidence base and value professional collaboration. They are likely to work solo or give

direction to others. They usually gain their OHS education through the higher education sector.

OHS Technicians are implementers of strategy and actions usually designed by an OHS

professional. They oversee and drive monitoring and compliance and are able to effectively

employ a range of OHS tools, processes and standard practice solutions to OHS risks. They are

likely to have a site or industry focus and usually work under supervision (which may be

indirect). They usually gain their OHS education through the vocational sector.

This document addresses the framework for practice for the OHS Professional. The OHS technician role

will be addressed in a separate document.

3.3 Employment context

OHS Professionals may be engaged as internal employees in medium to large or global organizations,

particularly in complex and major hazard technologies, or as external consultants advising small through

to global organizations. They may work solo, as part of a team, or give direction to others. OHS

Professionals will engage with any level of the organization from shop floor to board room as well as

other functions and professionals. They should report at a high level in the organisation, for example to

the Managing Director, CEO, higher level OHS or risk director, operations director, or Human Resources

director. They may have a team of OHS personnel reporting to them.

This document is written at a generic level which allows for variation according to country, industry and

organization-specific application.

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

The focus of the activity of the OHS Professional is the prevention and management of work-related

fatality, injury, disease and ill health, property damage and associated social and financial losses. Work

health and the promotion of physical and mental wellness are increasingly important areas for the OHS

Professional. In some countries and in some organizations the OHS role also encompasses prevention

and management of environmental hazards and sustainability.

While many OHS Professional position descriptions may include one or more of the following areas of

responsibility this document does not consider them to be core functions and hence does not deal in

detail with them:

Environment: the core OHS Professional role is considered to be limited to environmental

aspects and impacts associated with work activities.

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Emergency response management: the core OHS Professional role is considered to be limited to

planning and liaising with other services providing firefighting, rescue and emergency treatment.

Rehabilitation, return to work: the core role of the OHS Professional is considered to be limited

to liaison with medical specialists and advice on workplace adjustments to aid early return to

work.

Security: the core OHS Professional role is considered to be limited to managing and resolving

conflicts between safety and security measures.

Appendix 1 sets out a range of hazards of which the OHS Professional may be expected to have some

knowledge. It is likely that there will be considerable variation in the range of hazards forming the core

of the OHS Professionals’ knowledge base and practice depending on the industry within which they

work, their professional interests and the country or countries within which they practice. Individual

position descriptions may also note other areas of safety that share approaches, knowledge and skill

bases and management and regulatory principles with OHS, such as transportation safety, product

safety, patient safety, public safety, home and leisure safety, sport safety. These are not covered in this

document.

4 ROLE OF THE OHS PROFESSIONAL

The first level of the framework for the OHS Professional is the role statement. This is described at three

levels:

Dimensions – scope the distinguishing boundaries of the OHS Professional role.

Domains – describe fields of activity within the dimensions.

Explanatory comments – provide information on the scope of activity within the domain.

Seven dimensions are used to outline a framework for describing the area of activity of the OHS

Professional:

1. Systems management approach

2. Organizational OHS culture

3. OHS risk management processes

4. Measurement and evaluation of OHS performance

5. Knowledge management

6. Communication, engagement and influence

7. Professional and ethical practice.

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Role of the OHS Professional

Dimension Domain Explanatory comments2

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

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

Integrates with the overall goals, strategies and operation of the organization.

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

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

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

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

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

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

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

People in the organization includes contractors.

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

OHS strategic and operational planning is integrated with broader organizational and operational planning.

2 Lead and support key influencers, including

2.1 Advise managers on appropriate management practices to achieve a

Includes furthering the engagement and empowerment of those in the organization to enable better understanding and control of risks.

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

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managers, on strategies to foster a positive, resilient OHS culture.

positive, resilient safety culture. In certain jurisdictions this may include collaborating with employee and trade union representatives.

2.2 Facilitate the identification and management of OHS implications of organizational change and influence the change process to minimize adverse and maximize positive effects of the change.

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

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

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

3.1 Develop and implement processes for hazard identification.

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

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

Range of hazards depends on the organization and the division of roles (see Appendix 1).

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

3.2 Using technical and theoretical knowledge, to research, review and interpret information on hazards to identify causation, consequences, possible risk controls and potential failure in controls.

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

3.3 Develop and lead processes to identify risk factors, analyze and prioritize OHS risks.

Risk assessment processes may be qualitative and/or quantitative.

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

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

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

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

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

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

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

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

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

3.7 Support the implementation of controls for resilient OHS risk management and OHS risk minimization.

3.8 Monitor the integrity and effectiveness of controls to identify actual and potential failure in controls.

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

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

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

Criteria include lead/positive and lag/negative indicators.

4.2 Implement processes for monitoring OHS performance that integrate with operational activities.

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

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

4.3 Monitor the effectiveness of hazard and risk controls.

4.4 Monitor the effectiveness of risk management and OHS management processes.

Takes account of cost effectiveness.

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

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requirements.

4.5 Implement processes and procedures to investigate, analyze and report on incidents and non-conformities indicating failures or inadequacies of barriers and controls.

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

4.6 Manage OHS audit processes and conduct OHS hazard and system audits.

Including both internal and external third party audits.

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

4.9 Make recommendations to address identified issues and improve OHS management and risk minimization.

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

5 Develop and

implement processes

for knowledge

collection and

management to

enable positive OHS

outcomes.

5.1 Specify and use data management systems

for collecting and validating information

relevant to OHS.

Data collection identifies current and emerging issues.

Sources of information include both internal and external sources.

Information collected and managed may include

Hazard and risk-related information (hazard, incident and injury reports; risk assessments; workplace inspections; audit reports; specialist reports; safety data sheets and registers, systems failures; and trend reports)

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

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

5.2 Collect and critically evaluate information from diverse sources and databases as part of evidence-based practice.

Data collection identifies current and emerging issues.

5.3 Apply data and information to monitor OHS performance.

Evaluation should cover a variety of measures benchmarked against both internal and external data.

6. Communicate with, engage and influence decision makers and

6.1 Develop and implement OHS-related communication and consultation systems and processes for the organization.

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

Implemented with sensitivity to organizational and other cultural

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other stakeholders to mitigate risk and optimize worker health and safety.

influences such as ethnic and age structures.

6.2 Lead and facilitate OHS knowledge and skill development and understanding of OHS responsibilities, obligations and actions required to meet legal and risk management requirements.

Includes legal and organizational responsibilities

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

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

6.3 Analyze and interpret information to communicate technical and theoretical concepts and knowledge about OHS.

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

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

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

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

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

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

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

With sensitivity to organizational and other cultural influences such as ethnic and age structures

7 Apply professional and ethical standards to

7.1 Comply with laws and regulations governing professional practice of OHS and related

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

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practice activities.

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

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

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

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

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

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

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

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

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

Contribute to the further development of the profession.

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

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5 KNOWLEDGE

This section of the OHS Professional Framework for Practice describes the knowledge required to

undertake the tasks described in Section 4.

The first section of the knowledge matrix describes the categories of knowledge with some description

of the intended scope of the knowledge included in the category. This is described at a high level to

allow flexibility in the way it is applied to suit the legal and OHS context in individual countries. The

areas of knowledge are grouped under six headings, covering the following generic topics:

A: Understanding hazards and risks

B: Understanding risk controls

C: Safety and health management

D: Professional role and functioning

E: Underlying technical and behavioral disciplines

F: Underlying management science

Examples of topics that may be relevant to each of the knowledge categories are provided to illustrate

the potential scope of the knowledge category. The relevance of the illustrative examples and the

breadth and depth in which they may apply will vary across countries, and to some extent, the

organizational role and background of the individual OHS Professional.

It should be noted that knowledge may be at six levels:

Remembering (fact retention)

Understanding

Applying

Analyzing

Evaluating

Synthesizing /creating.3

It is expected that, at a minimum, the OHS Professional, once fully competent, having completed

education and a period of practical experience, would operate at the level of applying for every

knowledge category; at analyzing for the majority of the knowledge and, depending on the level of the

professional, at evaluating and synthesizing for many areas of knowledge. The skills and attitudes which

are required by the professional are set out in a separate section.

This classification is not the same as that used for the dimensions and domains of the role in section 4.

This section moves from tasks to the underlying knowledge needed to carry out those tasks. This means

a move to a classification which resides in the underlying disciplines and subjects which constitute OHS.

For each task in the roles there are many pieces of knowledge which are relevant, and each piece of

3 These levels of knowledge are based on the Bloom Taxonomy. See B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., &

Krathwohl, D.R. (Eds) (1956). Taxonomy of Educational Objectives: Handbook 1 Cognitive domain. New York: David McKay.

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knowledge may underpin several, if not many, of the tasks. This produces a many-to-many mapping or

matrix, which is not made explicit in this document. In designing education and training in the specified

knowledge, it is a choice which the course designers have to make as to how to combine learning of

underpinning disciplines with learning how to perform the tasks which draw on a combination of those

disciplines.

Even within this section on knowledge there is also a many-to-many mapping between the headings A

to D of applied knowledge and the underlying disciplines of headings E and F.

Knowledge of OHS Professional

Code Knowledge category Illustrative generic topics

A Understanding hazards and risks (see also Appendix 1)

1. Causation – Health & Psychosocial

4

Multifactorial nature of health determinants

Work related impacts on health

Concept & models of ‘healthy work’ and ‘wellness’

Models of causation of fatigue and stress

Mental illness in the workplace

2. Causation – Safety Models of accident5 causation (linear to complex)

3. Causation – Environmental

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

4. Risk Difference between hazard and risk

Risk as a complex concept (qualitative/quantitative; uncertainty)

5. Hazards Hazard analysis methods (i.e., JSA, FMEA, HAZOP, Fault Tree, etc.)

Knowledge of exposure standards and their application

For each specific hazard7:

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

o Relevant definitions, units and methods of measurement o Mechanisms of damage, injury and health outcomes o How the hazard is used/occurs in the occupational environment and

specific industries o Risk factors o Hazard specific legislation and standards

B Understanding hazard and risk controls

6. Control – Principles Time sequence

4 The degree to which safety and health professionals are involved with the control of psycho-social hazards differs from

country to country. The degree of involvement will govern how much knowledge is required under these headings. 5 The term ‘accident’ in this document includes incidents (sometimes called dangerous situations, near-misses or precursors)

leading towards, but stopping short of harm. 6 The degree to which safety and health professionals are involved with the control of environmental hazards differs from

country to country. The degree of involvement will govern how much knowledge is required under these headings. 7 See Appendix 1.

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Requisite variety in controls

Hierarchies of control, barriers and defences

Health protection and promotion

Hazard specific risk control strategies

7. Control – Process and workplace design

Concept of inherent safety

Process and equipment instrumentation and control

Human factors and ergonomics (including anthropometry, cognitive ergonomics)

User-centered design

Workplace layout

Impact of technology, including automation

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

Role and limitations of barriers

Barrier maintenance requirements

Establishing and managing a PPE program (incl. selection & fitting)

9. Control – Procedural and administrative controls

Systems of work

Rules and procedures

Handovers, permit to work systems, lock out / tag out

Inspection, maintenance and testing

Competent workers: recruitment and selection processes, fitness for work

Competent workers: training - needs analysis; development and documentation of training; multimodal delivery; assessment of individuals and of the training programs, coaching)

Behavior management and modification

Licensed operators

Outsourcing, contractor management

Supply chain management

10. Mitigation – Emergency preparedness

For the range of hazards and emergency types covered (See appendix 1.)

Liaison with external agencies: chain of command

Relevant standards

Detection and mitigation methods

Development and implementation of preparedness, including testing of preparedness

Recovery including organization continuity plans and management

11. Mitigation – Health Impacts

8

Provision of first aid and medical services

Workers’ compensation and local legal requirements

Injury management, case management, and claims management

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

C Safety & health management

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

System safety

Systems of work, work procedures and instructions

8 The degree to which safety and health professionals are involved with these health mitigations differs from country to

country. The degree of involvement will govern how much knowledge is required under these headings.

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Decision making

Theories of safety management (such as High Reliability, Error and Performance variation, Resilience Engineering)

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

13. Organizational culture Organizations as complex socio-technical systems

Concepts of national, organisational and safety culture

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

Organizational maturity

Leadership

Healthy work

Role, use and limitations of safety and health incentives, awards and competitions in relation to culture

14. Law, regulation and societal context

National and international regulatory context

Legal principles and comparative legal systems and regulatory frameworks

Criminal and civil law and impact on OHS9

OHS specific law

Compliance and enforcement policies and strategies in the jurisdiction

Workers compensation law9

Product liability law9

Basics of contract law

Due diligence

Best practice as it impacts on common law, standard of care and regulation

ILO, ISO and other international standards

Market and societal influences

15. Risk assessment and decision making on risk

Risk identification /analysis/control/evaluation methods

Sources of information on risk

Process and task analysis

Estimating levels of risk (quantitative and qualitative; including issues and limitations)

Defining acceptable levels of risk (legal requirements, internal standards, ALARP

10)

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

Risk management standards (process, application and limitations)

Methods of risk assessment and their application for specific hazards

9 The degree to which safety and health professionals are involved with these legal aspects differs from country to country

depending on their legal and compensation systems. The degree of involvement will govern how much knowledge is required under these headings. 10

As Low As is Reasonably Practicable.

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16. Monitoring, evaluating and validating controls

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

Work environment monitoring (required equipment and programs)

Investigation methods (incidents, non-conformities)

Role of health surveillance and health risk assessments11

Monitoring effectiveness of controls

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

Key performance indicators (qualitative, quantitative, lead and lag)

Benchmarking

Basic principles of quantitative and qualitative evaluation methodologies

Organizational learning

17. OHS information management

Sources and communication of OHS information (internal and external)

Workplace requirements for OHS information

External agencies’ requirements for information

Documentation requirements (organizational and external)

Systems for managing OHS information

Data collection by research, investigation, interview & observation

18. Communication and consultation

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

Consultative structures (e.g., safety committees)

Participatory management as it relates to OHS

Models of influence and factors contributing to influence

Conflict management

19. Change management Strategies for defining problems (e.g. root cause analysis, Five whys, etc.)

Strategies for analyzing and understanding problems (e.g. affinity diagrams, flow charts, cause and effect, system diagrams)

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

Psychology of change as it relates to individuals

Innovation and change management processes (planning, consulting, promoting, reviewing and consolidating)

Role of OHS professional in consulting and supporting and managing change

D. Professional role and functioning (See also skills in Section 6.)

20. Ethics and professional practice

Corporate governance

Corporate Social Responsibility and sustainability

Roles, responsibilities and rights12

Models of ethical practice and ethical decision making13

Professional ethics and codes of conduct

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

Theories of communication, advocacy, persuasion and documentation

Research methodologies

11

While health surveillance and health monitoring is the purview of the health professional, the generalist OHS professional should have an understanding of the role of these activities and be able to engage with health professionals on these activities. 12

Including right to know and right to refuse unsafe work. 13

These should take account of national differences.

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Setting up and participating in team work

E. Underlying technical, human & social sciences

21. Systems Systems as a concept, including variability

Systems thinking in an OHS context

22. Human as a biological system

Basic human biology

Physiology as it relates to work

Biomechanics as it relates to work

Cumulative compared with acute impacts on the body

Basic principles of toxicology

23. Individual Psychology Psycho-biology (structure and function of the brain and nervous systems, role of endocrine systems in response)

Cognitive psychology (memory, cognitive biases in decision making)

Behavioral psychology (learning, conditioning, motivation)

Communication

Human error

Fatigue and stress

Impact of aging on work capability

24. Social psychology Perceiving individuals (attribution theory and biases)

Self in relation to others (social comparison theory)

Group membership (development of groups, in-groups and out-groups; social identity and self-categorization theories; stereotypes, prejudice and discrimination, contact hypothesis)

Groups as they relate to team work

Norms and group pressure to conform

Task performance (decision making biases; group task performance)

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

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

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

25. Statistics and quantitative analysis

Basic arithmetic and algebraic manipulation

Units of measurement, prefixes and logarithmic scales

Data display and reporting

Probability, sampling distribution and confidence levels

Basic statistical measures including sources of error

Principles of survey methods

Principles of epidemiological analysis

Principles of designing assessments of intervention effectiveness

26. Science and engineering

Basic science and technology to understand the damage and control mechanisms of hazards covered (see Appendix 1), types of machinery and processes: their functioning and hazards

Use and interpretation of hazard monitoring equipment (e.g. noise, ventilation, chemicals, etc.)

F. Underlying management sciences:

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27. Organizations Organizational structure, functions of departments, roles and responsibilities, authority and accountability

Impact of reporting structures

Organizational goals and strategy

Governance arrangements

Resource allocation processes

Principles of change management

28. Project management Key requirements for successful projects

Project conceptualisation and design

Project planning, budgeting, implementation and monitoring

Project evaluation

29. Strategic and operational planning

Managing self

Managing others

Operational and strategic planning

30. Business imperatives Financial literacy in a business context, incl. budgeting

Business case development and cost-benefit analysis

Human resources management/management of people

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

Understanding of external environment including legal and market pressures

6 SKILLS

This section describes in general terms skills required by an OHS Professional. A ‘Bloom’14 style

taxonomy approach has been used to describe the skills. The same type of many-to-many mappings

found between sections 4 and 5 is also to be found between this section on skills and the role and tasks

of the OHS Professional (section 4) on the one hand and between the skills and the knowledge and

underlying science (section 5) on the other. Again the educators and trainers must decide how to

structure learning so as to provide both a firm foundation in the relevant parts of the knowledge

underlying the skills and a suitable combination of those into the skills and tasks of the OHS

Professional.

Skills are presented in 3 sections: personal skills; professional practice skills and professional technical

skills.

14

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

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A. Personal skills

A1. Verbal communication

A2. Professional presentation

B. Professional practice

B1. Evidenced-based practice

Knowledge management

Problem solving and critical thinking

Evidenced-based practice

B2. Empowerment

Mentoring

Influence

B3. Leadership

Teamwork

Negotiation and management of conflict

Leadership

B4. Management

Project management and management of change

Managing others

B5. Professional and ethical practice

Professional practice

Ethical practice

C. Professional technical skills

C1. Training

C2. Surveying, inspecting and auditing

C3. Investigating

C4. Measuring and recording

Skill Action Performance criteria

A.Personal skills

A1 Verbal communication

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

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

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

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

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Accepts feedback

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

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

Confirms Closes communication by summarizing and clarifying the outcomes.

A.2 Professional presentation skills

Documents Prepares professional reports and documentation that are easily understood by the intended audience, demonstrating appropriate selection and structuring of information and correct spelling, grammar and reporting skills.

Customizes Provides information in a variety of formats and communication channels that take account of audience characteristics, needs and cultural sensitivities.

Uses Utilizes information technology effectively in research, documentation, analysis and prevention

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

Engages Works with and engages the interests of people from a range of disciplines, backgrounds and workgroups including senior management.

B. Professional skills

B1 Evidenced-based practice

B1.1 Knowledge management

Accesses Uses a range of strategies to access information from a range of internal and external sources.

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

Collates Consolidates information to identify common themes.

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

Synthesizes Applies information, concepts and theories to inform practice.

B1.2 Problem solving and critical thinking

Identifies Applies informal and structured strategies to identify a problem(s).

Analyzes Applies a range of information gathering and analytical strategies to clarify the nature of the problem and the contributing factors.

Generates Applies consultative and creative processes for generating potential solutions.

Evaluates Applies consultative and creative processes for evaluating potential solutions.

Decides On a strategy based on evaluation.

Implements Applies change management processes to implement selected solutions.

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

Improves Takes action based on the outcomes of the review to optimize OHS outcomes.

B1.3 Evidence-based practice

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

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

Implements Systematically implements workplace-based research studies.

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

Applies Synthesizes OHS research information and outcomes to inform OHS practice

B2 Influence

B2.1 Mentoring Establishes Engages to establish a relationship as a basis for learning and development of another.

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

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

Supports Provides constructive feedback to enable transferable learning.

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

B2.2 Engaging Networks Identifies champions and other stakeholders (including managers technical staff, employees, consultants, regulators and local residents) and creates positive relationships.

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

Empathizes Identifies the needs and perspective of others including the organizational environment. Generates their respect.

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

Relates Becomes a trusted resource through establishing credibility and demonstrating reliability.

Supports Provides support for managers and others both by actions and communications.

Acts Takes action to implement strategy and management decisions.

B.3 Leadership

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

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

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

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

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

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

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

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

15

B3.2 Negotiation and management of conflict

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

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

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

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

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

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

B3.3 Personal Leadership

Shows self-awareness

Identifies own leadership style and the need for both further development and situational adaptation to enhance leadership capabilities.

Demonstrates competence

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

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

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

Asserts Demonstrates assertiveness in subtle, constructive ways.

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

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Formal strategies such as ‘6 thinking hats’ may be applied.

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Generates Generates respect by others.

Builds Builds consensus and constructive problem solving.

Enables Provides support to people to make them comfortable, bases change on learning, and enables people to have ownership of the outcome.

Perseveres Recognises change takes time.

B4 Management

B4.1 Project management and management of change

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

Consults Identifies options for change to address needs and realise benefits.

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

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

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

Manages Identifies and assesses appropriate project management tools, develops operational plans, accesses required resources, defines and communicates and delegates roles and responsibilities. Establishes monitoring processes. Coaches and supports others in managing change.

Administers Establishes and maintains required record keeping systems including financial record keeping and project progress. Plans, prepares and conducts structured meetings with clear outcomes.

Communicates Maintains communications with all affected groups to support change.

Finalises Completes activities including required reports.

Reviews/ monitors

With input from project team, reviews and evaluates project processes and outcomes against project scope and plan. Documents lessons learned. Recogizes input of others and shares credit for achievements.

B4.2 Managing others16

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

Organizes Plans and allocates appropriate resources and allocation of personnel to OHS and company priorities.

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

Supports Creates opportunities to develop the capability of those being managed.

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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.

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B5 Professional and ethical practice

B5.1 Professional practice

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

Commits Undertakes formal and informal CPD17

activity to ensure currency and capability.

Collaborates Works effectively as leader, or part of, a team, respecting differences and diversities.

Values Recognizes the value of professional, enterprise and industry collaboration.

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

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

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

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

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

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

Complies Observes relevant codes of conduct and laws.

Respects Treats all individuals with respect and maintains confidentiality of personal and business-sensitive information.

Tests Examines critically the ethics of proposed courses of action.

Advises Provides advice that is unbiased and with scientific impartiality.

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

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

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

C. OHS professional technical skills

C1 Training Identifies Identifies knowledge and skills gaps and training needs for specific groups.

Develops Develops appropriate learning outcomes to address knowledge and skills gaps.

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

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

Delivers Communicates effectively during training with a wide range of people.

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Continuous Professional Development: structured ways to develop competence and keep it up to date

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Supports Engages with supervisors, employees and managers to assist them to acquire and utilize their skills and knowledge for improving OHS.

Assesses/ Evaluates

Assesses learning outcomes for effectiveness and makes modifications as necessary.

C2 Surveying, inspecting and auditing

Observes Systematically seeks out and observes the workplace, state of technology, processes and behaviors to evaluate their conformity with requirements.

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

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

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

Reports Provides written and oral reports to stakeholders and decision makers as a basis for improvement.

C3 Investigating Observes Identifies and collects evidence associated with accidents and non-conformances to determine the sequence of events and assist in uncovering causal links.

Interviews Collects information impartially from people involved with the development of the accident/event, while avoiding hindsight and other biases and ensuring that conclusions are soundly based.

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

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

Reports Writes and communicates reports to organizational, professional and legal standards as a basis for future prevention.

Recommends Makes appropriate use of the analysis to make recommendations for improvement in the work processes and work and organisational environment.

Improves Initiates changes to implement recommendations.

Monitors Assesses the implementation of recommended controls and their effectiveness.

C4 Measuring and monitoring

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

Uses Implements the appropriate tools to gather information to assess the risks and effectiveness of controls of the organisation’s processes, workplaces and working environments that contribute to OHS risk.

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Interprets Analyzes data to understand the work environment and identify issues and areas for improvement.

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APPENDIX 1: Hazard types managed by the OHS Professional and required

underlying science

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 behavior, methods of causing harm and required controls

all OHS Professionals are expected to be familiar. However, the scope of hazards actually dealt with by

any given OHS Professional will vary depending on the organization, the industry and the geographical

location. The education and professional development of OHS Professionals should equip them to give

this broad-based advice, based on the principles of hazard and risk control which are generic. The

specificity of any given hazard can be tackled by the use of the literature and evidence base to tailor that

generic knowledge to the specifics of the risk, even if it has not been covered explicitly in the

professional’s OHS education. That said, there will be hazards which are more in the core of the

knowledge of all OHS Professionals 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 may be to liaise with one or more of

those professional specialists for more complex problems or ones requiring deeper knowledge.

The following table lists the hazards that an OHS Professional could be expected to manage. It uses the

energy categorization developed by Haddon as its basis. It reflects the origins of OHS Professionals 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 needs 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 risk, 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. This

document does not give the detail of that underpinning science.

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Hazards about which an OHS professional may be expected to have the knowledge and skills to advise the management

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

Human error

Moving plant/vehicles & occupational road use

Specialized technical & construction hazards Subsidence and collapse Structural failure

Psychosocial hazards18 Workload/stress Fatigue Impacts on wellness Bullying and harassment Aggression (people/animals) Violence at work

Special work environments Confined spaces (incl. asphyxiant atmospheres) Drowning/diving 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.)19

18

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. 19

The degree of involvement of safety and health professionals 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.