January 2014
Examiners’ Report NEBOSH International Diploma in Occupational Health and Safety (Unit IB)
Examiners’ Report NEBOSH INTERNATIONAL DIPLOMA IN OCCUPATIONAL HEALTH AND SAFETY Unit IB: International control of hazardous agents in the workplace January 2014
CONTENTS
Introduction
2
General comments
3
Comments on individual questions
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2014 NEBOSH, Dominus Way, Meridian Business Park, Leicester LE19 1QW tel: 0116 263 4700
fax: 0116 282 4000
email:
[email protected]
website: www.nebosh.org.uk
The National Examination Board in Occupational Safety and Health is a registered charity, number 1010444 T(s):exrpts/J/J-BYYMM
EXTERNAL
DW/DA/REW
Introduction
NEBOSH (The National Examination Board in Occupational Safety and Health) was formed in 1979 as an independent examining board and awarding body with charitable status. We offer a comprehensive range of globally-recognised, vocationally-related qualifications designed to meet the health, safety, environmental and risk management needs of all places of work in both the private and public sectors. Courses leading to NEBOSH qualifications attract around 35,000 candidates annually and are offered by over 500 course providers, with exams taken in over 100 countries around the world. Our qualifications are recognised by the relevant professional membership bodies including the Institution of Occupational Safety and Health (IOSH) and the International Institute of Risk and Safety Management (IIRSM). NEBOSH is an awarding body to be recognised and regulated by the Scottish Qualifications Authority (SQA). Where appropriate, NEBOSH follows the latest version of the “GCSE, GCE, Principal Learning and Project Code of Practice” published by the regulatory authorities in relation to examination setting and marking. While not obliged to adhere to this code, NEBOSH regards it as best practice to do so. Candidates’ scripts are marked by a team of Examiners appointed by NEBOSH on the basis of their qualifications and experience. The standard of the qualification is determined by NEBOSH, which is overseen by the NEBOSH Council comprising nominees from, amongst others, the Health and Safety Executive (HSE), the Confederation of British Industry (CBI), the Trades Union Congress (TUC) and the Institution of Occupational Safety and Health (IOSH). Representatives of course providers, from both the public and private sectors, are elected to the NEBOSH Council. This report on the examination provides information on the performance of candidates which it is hoped will be useful to candidates and tutors in preparation for future examinations. It is intended to be constructive and informative and to promote better understanding of the syllabus content and the application of assessment criteria. © NEBOSH 2014
Any enquiries about this report publication should be addressed to: NEBOSH Dominus Way Meridian Business Park Leicester LE19 1QW tel: 0116 263 4700 fax: 0116 282 4000 email:
[email protected]
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General Comments Many candidates are well prepared for this unit assessment and provide comprehensive and relevant answers in response to the demands of the question paper. This includes the ability to demonstrate understanding of knowledge by applying it to workplace situations. There are always some candidates, however, who appear to be unprepared for the unit assessment and who show both a lack of knowledge of the syllabus content and a lack of understanding of how key concepts should be applied to workplace situations. In order to meet the pass standard for this assessment, acquisition of knowledge and understanding across the syllabus are prerequisites. However, candidates need to demonstrate their knowledge and understanding in answering the questions set. Referral of candidates in this unit is invariably because they are unable to write a full, well-informed answer to the question asked. Some candidates find it difficult to relate their learning to the questions and as a result offer responses reliant on recalled knowledge and conjecture and fail to demonstrate any degree of understanding. Candidates should prepare themselves for this vocational examination by ensuring their understanding, not rote-learning pre-prepared answers. Candidates should note that Examiners’ Reports are not written to provide ‘sample answers’ but to give examples of what Examiners were expecting and more specifically to highlight areas of under performance. Common pitfalls It is recognised that many candidates are well prepared for their assessments. However, recurrent issues, as outlined below, continue to prevent some candidates reaching their full potential in the assessment. −
Many candidates fail to apply the basic principles of examination technique and for some candidates this means the difference between a pass and a referral.
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In some instances, candidates do not attempt all the required questions or are failing to provide complete answers. Candidates are advised to always attempt an answer to a compulsory question, even when the mind goes blank. Applying basic health and safety management principles can generate credit worthy points.
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Some candidates fail to answer the question set and instead provide information that may be relevant to the topic but is irrelevant to the question and cannot therefore be awarded marks.
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Many candidates fail to apply the command words (also known as action verbs, eg describe, outline, etc). Command words are the instructions that guide the candidate on the depth of answer required. If, for instance, a question asks the candidate to ‘describe’ something, then few marks will be awarded to an answer that is an outline. Similarly the command word ‘identify’ requires more information than a ‘list’.
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Some candidates fail to separate their answers into the different sub-sections of the questions. These candidates could gain marks for the different sections if they clearly indicated which part of the question they were answering (by using the numbering from the question in their answer, for example). Structuring their answers to address the different parts of the question can also help in logically drawing out the points to be made in response.
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Candidates need to plan their time effectively. Some candidates fail to make good use of their time and give excessive detail in some answers leaving insufficient time to address all of the questions.
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Candidates should also be aware that Examiners cannot award marks if handwriting is illegible.
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The International Diploma in Health and Safety is taught and examined in English. Candidates are therefore expected to have a good command of both written and spoken English including technical and scientific vocabulary. The recommended standard expected of candidates is equivalent to the International English Language Testing System (IELTS) level 7 (very good user). It is evident from a number of scripts that there are candidates attempting the examination without the necessary English language skills. More information on the IELTS standards can be found at www.ielts.org
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UNIT IB – International control of hazardous agents in the workplace
Section A – all questions compulsory
Question 1
Workers have complained that the washing facilities in the workplace are inadequate and do not comply with the International Labour Standards. Outline practical arrangements that need to be in place in order for washing facilities to be considered ‘suitable and sufficient’.
(10)
This question related to Element 10 of the syllabus and assessed candidates’ knowledge of learning outcome 10.3: Explain the need for welfare facilities and arrangements in fixed and temporary workplaces. Considerations such as location, cleanliness and supplies were common. Most candidates gained below half marks because candidates explored other welfare issues which were not asked for such as toilets, rest areas, cloths storage and laundering. The question focused on washing facilities rather than on welfare facilities in general.
Question 2
Construction workers regularly use cement. Several of the long-term workers and one of the new recruits have complained about red and sore skin on their hands. (a)
(b)
Explain possible reasons for the symptoms that they are experiencing.
(6)
Outline control measures that could be used to minimise these symptoms.
(4)
This question related to Elements 1 and 2 of the syllabus and assessed candidates’ knowledge of learning outcomes 1.4: Explain the health effects of chemicals used in the workplace and 2.2: Explain the elimination of risk or control measures for chemicals which are hazardous to health. Cement is very much connected with skin irritancy, corrosion and dermatitis and this question sought to assess candidates’ understanding of these, including an outline of how irritants and sensitizers affect the skin. Some candidates answered this well. Those that did not do well in part (a) often concentrated on a lack of control measures as the reason, typically focusing on gloves. This was clearly a possible reason but one of many and so they gained very few marks. For part (b) candidates needed to outline control measures relevant to the scenario. Some candidates outlined general management control hierarchies, including local exhaust ventilation, which was not relevant or practical given the scenario which was about protecting the skin on construction sites. More practical options would have been use of protective gloves, washing off contamination and the use of skin inspections. Remembering to check that answers are practical and relevant to the given scenario can be difficult to keep in mind in an examination but is part of good 4
examination technique. It is essential in order to avoid much effort with few marks to show for it. Question 3
Outline issues that need to be considered when selecting adequate seating to minimise the ergonomic risk to workers.
(10)
This question related to Element 9 of the syllabus and assessed candidates’ knowledge of learning outcome 9.2: Explain the assessment and control of risks from repetitive activities, manual handling and poor posture. Most candidates gained less than half marks for this question. This was mostly because candidates’ answers digressed from the topic. The question did not require candidates to discuss general workstation issues such as a DSE assessment or taking breaks nor specialised seating mechanisms. The seat itself should have been the focus of the question. Question 4
(a)
(b)
Outline what is meant by the term ‘biological monitoring’ AND give examples where this type of monitoring may be appropriate.
(6)
Outline practical difficulties that an employer must overcome when introducing a programme of biological monitoring.
(4)
This question related to Element 4 of the syllabus and assessed candidates’ knowledge of learning outcome 4.3: Outline the principles of biological monitoring. Biological monitoring is a complimentary technique to atmospheric airborne monitoring but some candidates continue to confuse the term with looking for viruses or bacteria in the workplace. However, most candidates did well on this question, being able to provide good examples of circumstances where it might be relevant e.g. where there is likely to be significant absorption by non-respiratory routes. They were also able to outline some practical difficulties, such as the facilities that might be needed to obtain samples from workers and maintaining confidentiality. Question 5
Workers cutting and finishing stone are exposed to silica dust. Outline factors to be considered when carrying out a ‘suitable and sufficient’ assessment of the risks from exposure to silica dust.
(10)
This question related to Element 2 of the syllabus and assessed candidates’ knowledge of learning outcome 2.1: Outline the factors to consider when assessing risks from chemicals which are hazardous to health. Some candidates did very well on this question, outlining issues such as entry routes (primarily inhalation), potential health hazards (such as silicosis) and exposure frequency. However, some candidates did not give sufficient detail, adopting far too generic an approach, and failing to recognise that it had to be related to the specific case of silica dust exposure, and the risks it presented. Yet other candidates saw this as a question about control measures and so gave lengthy descriptions of the different types of respiratory protective equipment.
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Question 6
(a)
Outline the meaning of the term ‘vocational rehabilitation’.
(2)
(b)
Outline the benefits to the employer of vocational rehabilitation.
(5)
(c)
Identify health care practitioners who may be involved in the vocational rehabilitation of a worker.
(3)
This question related to Element 11 of the syllabus and assessed candidates’ knowledge of learning outcome 11.2: Outline the principles and benefits of vocational rehabilitation including the role of outside support agencies. Vocational rehabilitation is all about helping people return to work or remain in work after illness or injury. This question sought to explore the employer benefits. Many candidates could not outline what the term meant. Some confused this topic with providing sports fitness facilities such as gyms. Even so, most candidates could outline benefits such as productivity gains and give examples of health care practitioners.
Section B – three from five questions to be attempted
Question 7
Telecommunication broadcast towers emit radio frequency (RF) radiation. If not properly controlled, exposure to this radiation may cause harm to RF maintenance workers and members of the public. (a) (i) (ii)
(b)
Outline possible health effects after exposure to high levels of RF radiation. Describe practical control measures to help prevent exposure to harmful levels of RF radiation from broadcast towers. Identify other workplace sources of RF radiation.
(5) (10) (5)
This question related to Element 7 of the syllabus and assessed candidates’ knowledge of learning outcome 7.2: Explain the effects of exposure to non-ionising radiation, its assessment and control, including for the special case of optical lasers. This was not a popular question. Radio frequency radiation exposure can result in various health effects including whole body and localised heating. Practical measures include exclusion zones, permits and restricting transmitter power levels. Most candidates could identify some sources of radio frequency radiation but often not the higher power sources which are more likely to cause ill-health. In answers to this question, there was clear evidence of confusion between nonionising and ionising radiation. Candidates need to be clear on this otherwise they will gain few marks.
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Question 8
(a)
Identify the typical signs AND symptoms of Legionnaires’ disease.
(5)
(b)
Outline the conditions under which legionella bacteria may grow.
(3)
(c)
Outline the means of controlling the growth of legionella bacteria. (12)
This question related to Element 5 of the syllabus and assessed candidates’ knowledge of learning outcome 5.2: Explain the assessment and control of risk from exposure to biological agents at work. This was a popular question. Those candidates who attempted this question did not find it very difficult; they clearly understood the symptoms of legionnaire’s disease, the conditions in which legionella may grow and how the growth can be controlled.
Question 9
(a)
Explain the circumstances when it may be necessary to use respiratory protective equipment (RPE) as a control measure to reduce exposure to a hazardous substance.
(6)
Workers carrying out a short duration task involving a corrosive vapour of ammonia have been provided with RPE to protect them from inhalation of the corrosive vapour. The employer used the following information To determine the selection of the RPE.
(b)
(c)
Concentration of ammonia vapour in the workplace
280ppm
Occupational exposure limit for ammonia
35ppm (15 min STEL)
Assigned protection value for selected RPE
APF= 20
Explain how the employer can use this information to determine if the choice of RPE is appropriate.
(4)
Outline other factors that the employer should consider when selecting RPE for use in this particular task.
(10)
This question related to Element 3 of the syllabus and assessed candidates’ knowledge of learning outcome 3.2: Explain the various types of personal protective equipment (PPE) available for use with hazardous chemicals, their effectiveness and the factors to consider in the their selection. Questions which involve using tabular data and calculations often divide candidates; some will avoid calculations at all costs, even though the calculation here is but a small part. However, APF is fundamental to understanding how effective RPE is specified and selected. Part (a) was really linking RPE to its place in the control hierarchy and therefore circumstances which might justify its use. Some candidates instead described different jobs around the workplace where RPE might be used. Part (b) effectively required a justification that the RPE selected was adequate or not. Knowledge of how APF is calculated was therefore needed. Specific marks were included for first outlining what APF means – a pre-requisite for a subsequent calculation. Part (c) was often well-answered, with many candidates being able to outline factors such as compatibility, filter selection and cost.
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Question 10
A newspaper printing company that employs 80 workers operates several printing presses in a large open-plan area. Noise is considered to be a problem. (a)
(b)
Identify the information that should be obtained before carrying out a noise survey in the open-plan area.
(6)
Explain how the noise survey should be carried out AND the type of equipment that could be used to assess workers’ exposure to noise.
(14)
This question related to Element 6 of the syllabus and assessed candidates’ knowledge of learning outcomes 6.3: Explain the measurement and assessment of noise exposure. Answers to this question were limited, although part (a) was better answered than part (b). For part (a), information needed included such things as any previous surveys and applicable legal limits. For part (b), few knew sufficient detail to achieve high marks. Surveys can be conducted in several levels of detail, ranging from basic to detailed. Equipment can vary from simple sound level meters (for basic) to integrating sound level meters, incorporating frequency analysis (for detailed). Personal versus background noise measurements are also considerations.
Question 11
Managers are concerned at the increase in stress-related absence. (a)
(b)
Identify a range of information sources that can be used to assess the levels of stress experienced by their workers.
(6)
Outline organisational and personal factors that can contribute to the incidence of work-related stress.
(14)
This question related to Element 8 of the syllabus and assessed candidates’ knowledge of learning outcomes 8.1: Explain the scope, effects and causes of workrelated stress and 8.2: Explain the identification and control of workplace stress by reference to relevant standards. This was a popular question. Most candidates were easily able to answer part (a) but had more difficulty with part (b). This was often because they concentrated on describing only a few factors in detail (especially regarding personal home life), rather than outlining a broader range of factors.
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The National Examination Board in Occupational Safety and Health Dominus Way Meridian Business Park Leicester LE19 1QW telephone +44 (0)116 2634700 fax +44 (0)116 2824000 email
[email protected] www.nebosh.org.uk
