Elements and Performance Criteria

The range statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The range statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance criteria is explained here.
Human factors are:
a multidisciplinary field concerned with optimising the performance of individuals and teams in the workplace
a domain that considers the relationship of individuals and groups with technology as interdependent, aiming to optimise the relationship so as to improve productivity and reduce error or failure
an applied science that draws on methods and principles from psychology, other behavioural and social sciences, engineering, ergonomics and physiology
concerned with the study of people as components of a socio-technical system, i.e. a system made up of hardware, software, physical surroundings, people, procedures, laws and regulations, data and data structures
concerned with the capabilities and limitations of the individual, as well as the collective role of all people in the system, which includes organisational culture
Aim of a human factors approach is:
to reduce and mitigate error and improve safety and efficiency through an understanding of human capabilities, limitations and the way people interact with their work environments, including the equipment they use, the rules and procedures they work under, and how they communicate with other people to successfully accomplish a wide range of tasks
threat and error management at the individual and collective level
Operating principles include:
valuing people's knowledge, skills and judgment in carrying out their work safely
recognising human limitations and potential for error
just treatment when errors are made
acceptance that organisations are imperfect and will only improve if they are open to feedback and prepared to learn and adapt
Particular actions may include:
whether questions were asked to clarify understanding
whether risk was assessed before starting an unusual or difficult task
whether clear, unambiguous instructions, information and explanations were given
whether a proper handover occurred for critical operational tasks
Behavioural markers are:
short, precise statements each describing a single non-technical skill or competency, such as using correct radio protocols and asking questions to clarify understanding
Skills may include:
leadership
task management
teamwork
communication
risk management
situational awareness
decision making
emergency management
self-management
Safety culture is:
the product of individual and group values, attitudes, perceptions, competencies, and patterns of behaviour that determine the commitment to, and the style and proficiency of, an organisation's health and safety management (Advisory Committee on Safety of Nuclear Installations, Human Factors Study Group: Third Report - Organising for safety, HSE Books 1993
Positive safety culture is characterised by:
communication founded on mutual trust
shared perceptions of the importance of safety
confidence in effectiveness of preventive measures
shared concern for, commitment to and accountability for safety
key elements that include:
keeping people informed
maintaining vigilance
promoting a just culture environment
promoting organisational flexibility
encouraging willingness to learn
Just culture is:
transparent and establishes clear accountability for actions
neither blame free (total immunity for actions) nor punitive (disciplinary responses regardless of whether acts were unintentional or deliberate)
one where uncensored reporting of near miss occurrences and worker participation in safety issues is encouraged
one which acknowledges human error and the need to manage it by supporting systems and practices that promote learning from past errors or mistakes
Key elements may include:
commitment and leadership of senior management
accountability and responsibility of line management
importance of open communication about safety matters and of engaging and consulting with staff at all levels and with other stakeholders
need to proactively seek, analyse and act on information on safety issues across the organisation
need to provide an environment in which all employees are encouraged to raise safety issues, trusting that they will be fairly treated
systems and processes designed to assist the organisation to learn from its experience and those of others inside and outside the industry
processes that permit the organisation to adapt to the unexpected and which empower staff to respond effectively

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the unit descriptor, performance criteria, The range statement and the Assessment Guidelines for the Public Sector Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:
the knowledge requirements of this unit
the skill requirements of this unit
application of employability skills as they relate to this unit
review and promotion of safety culture in a range of 3 or more contexts or occasions, over time
Context of and specific resources for assessment
Valid assessment of this unit requires:
a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when reviewing and promoting safety culture, including coping with difficulties, irregularities and breakdowns in routine
Resources essential for assessment include:
legislation and guidelines relating to the integration of human factors and the development and maintenance of a positive safety culture
organisational procedures/guidelines and protocols relating to the review and promotion of a safety culture framework in a range of rail organisations
background information, literature and guidelines relating to human factors
scenarios and/or case studies to capture the range of situations likely to be encountered when reviewing and promoting safety culture
access to relevant systems
Method of assessment
Assessment methods suitable for valid and reliable assessment of this unit must use authenticated evidence from the workplace and/or training courses and may include, but are not limited to, a combination of 2 or more of:
demonstration
observation
simulation or role plays
case studies/scenarios
workplace projects
portfolios
authenticated evidence from the workplace and/or training courses
The assessment environment should not disadvantage the candidate and where the person has a disability the principle of reasonable adjustment should be applied during assessment.
Assessment methods should reflect but not exceed workplace demands, such as literacy demands and the needs of particular groups, such as:
people with disabilities
people from culturally and linguistically diverse backgrounds
Aboriginal and Torres Strait Islander people
women
young people
older people
people in rural and remote locations
Suggested units that may be co-assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:
PSPETHC501B Promote the values and ethos of public service
PSPGOV507A Undertake negotiations
PSPGOV512A Use complex workplace communication strategies
PSPLEGN501B Promote compliance with legislation in the public sector
PSPRAIL501A Operate within the regulatory framework for rail safety
PUAPOL013A Create, maintain and enhance productive working relationships
Guidance information for assessment
For consistency of assessment:
evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments
Assessing employability skills:
employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors
the way these skills are applied varies between occupations and qualifications due to the different work functions and contexts
employability skills embedded in this unit of competency should be assessed holistically with other relevant units that make up the skills set or qualification, and in the context of the job role
In practice, reviewing and promoting safety culture overlaps with other generalist or specialist work activities, such as acting ethically, promoting compliance with legislation, using complex workplace communication, operating effectively within the regulatory framework for rail safety, and leading quality audits. Co-assessment with units of competency addressing these other activities could be considered.