Application

This unit of competency covers the skills and knowledge required to conduct a hazard analysis. These are typically called:
• job safety analysis (JSA)
• job hazard analysis (JHA)
• job safety and environmental analysis (JSEA)
• safe work method statement (SWMS)
It is not intended to apply to simpler routine hazard checks, such as ‘Take 5’, Step Back 5x5’, five step or similar.
This might be done as an independent activity in order to identify hazards and the appropriate hazard controls, or it might be done as part of a broader process, such as identifying and applying for the permits required for a job.
The conducting of a hazard analysis may be required under a safety case, by organisation procedures or simply as being good practice.
This unit of competency applies to an individual working alone or as part of a team or group and working in liaison with other shift team members and the control room operator, as appropriate.
No licensing, legislative or certification requirements apply to this unit at the time of publication.

What You'll Learn

Assessment Requirements

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria and demonstrate the ability to:
• complete a hazard analysis
• specify risk controls to bring risks to ALARP
• identify relevant personnel
• complete appropriate hazard analysis forms (paper or electronic)
• monitor and review effectiveness of risk controls.

Knowledge Evidence

Evidence must be provided that demonstrates knowledge of:
• the significance of the analysis context
• how the identified hazards may cause harm
• purpose and use of the risk matrix
• monitoring and review of risk controls.

Assessment Conditions

• The unit should be assessed holistically and the judgement of competence based on a holistic assessment of the evidence.
• The collection of performance evidence is best done from a hazard analysis report and/or folio of evidence drawn from:
• a single project which provides sufficient evidence of the requirements of all the elements and performance criteria
• multiple smaller projects which together provide sufficient evidence of the requirements of all the elements and performance criteria.
• A third-party report, or similar, may be needed to testify to the work done by the individual, particularly when the project has been done as part of a project team.
• Assessment should occur in operational workplace situations. Where this is not possible, or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment reflecting realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills.
• Knowledge evidence may be collected concurrently with performance evidence (provided a record is kept) or through an independent process, such as workbooks, written assessments or interviews (provided a record is kept).
• Where part of a broader role it may be conveniently co-assessed with units relevant to that broader job.
• Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.
• Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications associated with this unit.
• The regulatory framework will be reflected in workplace policies and procedures and is not required to be independently assessed.
• Foundation skills are integral to competent performance of the unit and should not be assessed separately.
• As a minimum, assessors must satisfy the Standards for Registered Training Organisations 2015 assessor requirements.

Foundation Skills

• {'skill': 'Foundation Skills', 'description': 'This section describes those language, literacy, numeracy and employment skills that are essential to performance.\nFoundation skills essential to performance are explicit in the performance criteria of this unit of competency.'}

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