Unit IA Examiners Report Jan 2014 - Website Copy

January 2014

Examiners’ Report NEBOSH International Diploma in Occupational Health and Safety (Unit IA)

Examiners’ Report NEBOSH INTERNATIONAL DIPLOMA IN OCCUPATIONAL HEALTH AND SAFETY Unit IA: International management of health and safety January 2014

CONTENTS

Introduction

2

General comments

3

Comments on individual questions

4

 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

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.

−

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.

−

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.

−

Candidates should also be aware that Examiners cannot award marks if handwriting is illegible.

−

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 IA – International management of health and safety

Section A – all questions compulsory

Question 1

(a)

In relation to a binding contractual agreement, give the meaning of:

(i)

express terms;

(2)

(ii)

implied terms.

(3)

(b)

In relation to a new contract, outline the health and safety information that should be stated in the contract terms.

This question related to Elements A8 and A6 of the syllabus and assessed candidates’ knowledge of learning outcomes 8.1 and 6.5: Describe comparative governmental and socio-legal, regulatory and corporate models and outline the development of a health and safety management information system, the relevant duties and the data it should contain. Part (a) (i) of the question was well answered and most candidates ably gave the meaning of express terms. Part (a) (ii) was less well answered overall however there were many candidates that identified there is often a matter of custom and practice and disputes could be decided in a court of law. Part (b) of the question was not well answered by most as many talked about roles and responsibilities, policies, having policies in place and how to report accidents. Some identified welfare, information and training, access and egress and consequently picked up good marks.

. Question 2

(a)

Outline the concept of the organisation as a system.

(4)

(b)

Identify suitable risk controls at EACH point within the system AND give an example in EACH case.

(6)

This question related to Element 6 of the syllabus and assessed candidates’ knowledge of learning outcomes 6.2: Outline the different types of organisation, their structure, function and the concept of the organisation as a system. Candidates generally outlined the correct concept in part (a) of the question as inputs, processes and outputs although some referred to policy, organisation, planning and implementation etc. whilst others outlined the contents of a Health and Safety policy. Many of those who correctly identified the concept of the organisation as a system did not however provide more than the headings. If a candidate had incorrectly identified the concept of the organisation as a system in part (a) of the question they usually gained few or no marks in part (b). Many of those

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who had correctly outlined the concept of the organisation as a system failed to provide adequate detail of the system. This question was generally answered reasonably, but seldom well. Shortcomings seemed to be due primarily to a lack of knowledge, aside from the deviations outlined above.

Question 3

In relation to health and safety, outline the status AND role of: (a)

ratified international conventions;

(b)

ratified international recommendations.

(5) (5)

This question related to Element 8 of the syllabus and assessed candidates’ knowledge of learning outcomes 8.2: Explain the role and limitations of the International Labour Organisation in a global health and safety setting. This question overall, was answered reasonably, but not well. Most candidates knew a little about the role of the ILO and provided a detail on the structure of the ILO and how conventions came into being, rather than sticking to the subject of the question. The question revealed a lack of understanding of the ratification process and the implications for member states once a Convention had been ratified. It also highlighted that many candidates were confused about the difference between ILO Conventions and Recommendations and of their role and status.

Question 4

A maintenance worker was asphyxiated when working in an empty fuel tank. A subsequent investigation found that the worker had been operating without a permit-to-work. (a)

(b)

Outline why a permit-to-work would be considered necessary in these circumstances.

(3)

Outline possible reasons why the permit-to-work procedure was not followed on this occasion.

(7)

This question related to Element 5 of the syllabus and assessed candidates’ knowledge of learning outcomes 5.3: Explain the development, main features and operation of safe systems of work and permit-to-work systems. Answers to this question were often good with many candidates managing to gain maximum marks for the question. Most candidates managed to gain at least 2 of the 3 marks available for part (a) of the question by mentioning the high risk aspect of the work, the judgement that this was a confined space, the result of risk assessment and the potential legal requirement of some states. Several candidates provided a full page answer for part (a) of the question which is only worth 3 marks. In part (b) of the question candidates who failed to receive the marks available often did so because they outlined what is needed for a successful permit-to-work as opposed to why it may not be followed.

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Question 5

The accident rate of two organisations is different although they have the same size workforce and produce identical products. Outline possible reasons for this difference.

(10)

This question related to Element 2 of the syllabus and assessed candidates’ knowledge of learning outcomes 2.1: Explain the theories of loss causation. This question gave candidates scope to earn high marks through the range of options which might account for the differences in accident rates. With the wide range of possible answers available most candidates were able to earn reasonable marks for this question and quite a few gained high marks. A common failing was to outline the factors that may affect accident rates rather than focussing on how the difference in rates could come about. Candidates were guilty of using bullet point lists and therefore limiting their ability to provide an outline to the question as required. As such there were candidates who clearly had the knowledge but were let down by examination technique.

Question 6

Outline the societal factors that influence health and safety standards.

(10)

This question related to Element 1 of the syllabus and assessed candidates’ knowledge of learning outcomes 1.2: Outline the societal factors which influence health and safety standards and priorities. There were candidates who made no attempt to answer this question and there were candidates who managed to gain more than two or three marks for the attempt at an answer. Reasons for the poor marks are varied but seem to centre round the lack of understanding of the question. Many candidates prefaced their answer with a repeat of the question; they still managed to miss the “societal” focus of the question. Others gave reasons why there are safety standards – others gave the influences within an organisation for a reduction in health and safety standards. There were plenty of marks available for the societal focus of this question and candidates could have commented on; economic climate, globalisation, social responsibility, ill-health, sickness, equality, caring employer, unions and migrant workers for example.

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Section B – three from five questions to be attempted

Question 7

(a)

(b)

Outline the meaning of ‘skill-based’, ‘rule-based’ and ‘knowledgebased’ behaviour.

(6)

With reference to practical examples or actual incidents, explain how EACH of these types of operating behaviour can cause human error AND how human error may be prevented.

(14)

This question related to Element 7 of the syllabus and assessed candidates’ knowledge of learning outcomes 7.1 and 7.3: Outline the psychological and sociological factors which may give rise to specific patterns of safe and unsafe behaviour in the working environment; explain the classification of human failure. There appeared to be some confusion over skill, rule and knowledge based error classification with some candidates putting answers round the wrong way thinking knowledge based is low level and skill is high level. There were a number of candidates that demonstrated that they were unfamiliar with the terms skills, rule and knowledge based errors in this context and put their own interpretation of the terms as their answer which gained them little or no marks. In part (b) several candidates did not identify whether they were talking about skill, rule or knowledge based behaviour or provided incorrect examples (several focussing on the same example of a crane and incorrectly describing the error – could suggest an issue with the teaching of the material). There were several very muddled answers, which again raises question over the way this key part of the syllabus is taught. This is an important area of the syllabus which is regularly assessed.

Question 8

A forklift truck skidded on an oil spill causing a serious injury to a visitor. (a)

Explain why the accident should be investigated.

(b)

Outline the steps to follow in order to investigate the accident.

(c)

Identify possible underlying causes of the accident.

(4) (10) (6)

This question related to Element 2 of the syllabus and assessed candidates’ knowledge of learning outcomes 2.4: Explain loss and near miss investigations; the requirements, benefits, the procedures, the documentation and the involvement of and communication with relevant staff and representatives. This was the most popular question in Section B of the paper. It was also the best answered. Part (a) of the question was well answered and maximum marks were often gained. Part (b) of the question was less well answered as many candidates became involved with the detail of investigations rather than outlining the main steps. Lists of all the things that would be examined were often provided and some candidates focussed almost entirely on how to interview witnesses, to the exclusion of most of the other aspects of an investigation. Consequently candidates were not awarded all of the available marks.

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It is important that the candidates are prepared demonstrate a good breadth to their answers rather than focussing on a small element of the answer. Part (c) was reasonably well answered although maximum marks were rare. Quite a few candidates seemed unaware of the distinction between immediate and underlying causes.

Question 9

(a)

Organisations are said to have both formal and informal structures and groups. Outline the difference between ‘formal’ AND ‘informal’ in this context.

(b)

The development of a health and safety culture requires control, co-operation, communication and competence. Outline what ‘co-operation’ means in this context AND give examples to support your answer.

(c)

(6)

(6)

Organisational change can, if not properly managed, promote a negative health and safety culture. Outline reasons for this.

(8)

This question related to Element 6 of the syllabus and assessed candidates’ knowledge of learning outcomes 6.2, 6.4 and 6.7: Outline the different types of organisation, their structure, function and the concept of the organisation as a system; Explain the role, influences on and procedures for formal and informal consultation with workers in the workplace; Outline the factors which can both positively and negatively affect health and safety culture and climate. This question was popular with candidates and assessed a core area of the syllabus. Few candidates were able to give good enough answers to gain reasonable marks overall. In part (a) of the question, candidates in the main were able to outline the differences between formal and informal structures although some struggled to put into words their understanding of the concept and relied on charts to earn them the marks. Many candidates wrote specifically about formal being hierarchical and informal being more adhoc, based on relationships and the fact that goals may be different with no clear roles and responsibilities. Answers to part (b) of the question required candidates to link “co-operation” with the development of a safety culture in a practical way with suitable examples. In many instances candidates did not make this link and again were unable to gain good marks as a result. Answers to part (c) of the question appeared to demonstrate a lack of understanding of the influence of management on culture with few candidates able to give acceptable reasons why the lack of sympathetic management could promote a negative safety culture. A number of candidates outlined how to promote a positive health and safety culture or how to effectively manage change in an organisation but in so doing they did not answer the question asked.

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Question 10

(a)

Outline the principle of fault tree analysis.

(2)

(b)

Outline the technique of fault tree analysis.

(4)

(c)

Outline the limitations of fault tree analysis.

(4)

(d)

An office is protected with an automatic fire detection and alarm system. A number of false alarms have been activated. A false alarm can be triggered by sunlight striking a UV flame detector, dust obscuring a smoke detector or by a failure of the primary power supply. The primary power is normally supplied by connection to the mains electricity. If this should fail, a back-up generator activates to supply the electricity.

The expected probabilities of the causes of the false alarms are shown below. Cause of false alarm

Probability

Sunlight striking a UV flame detector

0.2

Dust obscuring a smoke detector

0.1

Power failure

0.1

Back-up generator does not start

0.05

(i)

Construct a simple fault tree AND calculate the probability of a false alarm. Show calculations in EACH case.

(6)

(ii)

Identify the main cause of false alarms.

(1)

(iii)

Outline remedial actions that could minimise false alarms.

(3)

This question related to Element 4 of the syllabus and assessed candidates’ knowledge of learning outcomes 4.4: Explain the principles and techniques of failure tracing methodologies with the use of calculations. This question was not well answered. It was interesting that most of the marks gained in this question came from the construction of the tree and the calculation rather than understating the fault tree processes. In part (a) of the question, most candidates picked up on working backwards and to determine the probability of a top/undesired event. In part (b) of the question a number of candidates identified the need to determine the top event, the use of and/or gates, to identify the top event and failure probability and to control causes. There were also candidates that explained incorrectly about the process of how to go about conducting a fault tree analysis. In part (c) only a few candidates picked up on needing specialists and accuracy of data when conducting a fault tree analysis. In part (d) tree constructions were varied and many made errors in the calculations. Candidates are advised to be thorough in their preparation and take the time to check their answers to ensure that simple errors do not cost marks. Almost all candidates were able to identify the main cause of the false alarms – their suggestions for remedial actions however, varied in quality. Having identified that the main cause was sunlight striking the detector, some of the remedial actions offered were not related to this probability. 9

Question 11

You are the health and safety manager attending an annual senior management meeting where health and safety performance objectives are being reviewed. (a)

Outline factors that should be considered when setting health and safety performance objectives.

(8)

(b)

Explain why health and safety performance should be reviewed.

(4)

(c)

Outline factors that should be considered when reviewing health and safety performance.

(8)

This question related to Element 3 of the syllabus and assessed candidates’ knowledge of learning outcomes 3.4: Explain the requirement for reviewing health and safety performance. Around half of the candidates attempted this question which was not well answered. The poor performance may be because this was a new question to the portfolio and took candidates by surprise.

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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