March 2013
Examiners’ Examine rs’ Repor Reportt NEBOSH National General Certificate in Occupational Health and Safety (NGC1)
Examiners’ Report NEBOSH NATIONAL GENERAL CERTIFICATE IN OCCUPATIONAL HEALTH AND SAFETY UNIT NGC1: MANAGEMENT OF HEALTH AND SAFETY MARCH 2013 For:
NEBOSH National General Certificate in Occupational Health and Safety NEBOSH National Certificate in Fire Safety and Risk Management NEBOSH National Certificate in Construction Health and Safety
CONTENTS
Introduction
2
General comments
3
Comments on individual questions
4
2013 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 i s a registered charity, number 1010444 EXTERNAL
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 2013
Any enquiries about this report publication should be addressed to: NEBOSH Dominus Way Meridian Business Park Leicester LE19 1QW tel: fax: email:
0116 263 4700 0116 282 4000
[email protected]
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EXTERNAL
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 one or more of the questions 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 a sufficient degree of understanding. Candidates should prepare themselves for this vocational examination by ensuring their understanding, not rote-learning pre-prepared answers. Candidates should therefore 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.
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.
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‟.
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.
Candidates should note that it is not necessary to start a new page in their answer booklet for each section of a question.
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EXTERNAL
Unit NGC1 Management of health and safety Question 1
An organisation has identified that a lack of training and relying entirely on a noticeboard to provide information has contributed to an increase in workplace accidents. (a)
(b)
O u t l i n e why a noticeboard could be an ineffective means of providing information.
(4)
how effective health and safety training can improve Explain human reliability.
(4)
(c)
ways that health and safety training can be evaluated. Identify
(4)
(d)
O u t l i n e the circumstances that might require an employee to
undertake additional health and safety training.
(8)
This question related to Element 3 of the syllabus and assessed candidates‟ knowledge of learning outcomes 3.3: Outline the human factors which influence behaviour at work in a way that can affect health and safety and 3.4: Explain how health and safety behaviour at work can be improved . Part (a) produced a reasonable response with the majority of candidates raising issues relating to the location of the noticeboard and the information that was posted on it. Far fewer candidates appreciated that there is no immediate confirmation by the employer that the information has been received or understood. A number of candidates failed to thor oughly read the question. Som e answered based on what makes a noticeboard an effective means of communication rather than why it could be an ineffective means, whilst others outlined the reasons why a noticeboard is required. Consequently Examiners were unable to award marks. For part (b) many candidates were able to raise issues such as increased knowledge or learning new skills can be outcomes of effective training but failed to make the link and explain how these issues can improve human reliability. Good answers delved deeper into human factors and covered, for example, improvements in perception and positive changes in behaviour. For part (c) the obvious ways of evaluating training is via examination or test of knowledge or skills and the majority of candidates took this approach. Fewer candidates however appreciated that evaluation of health and safety training can be achieved at an organisational level by monitoring safety performance such as changes in accident rates or by surveys of health and safety culture. Most candidates understood the circumstances that might require additional training in part (d) and performed well. Some candidates restricted their marks by insisting that refresher training was additional to the employee ‟s needs and not a normal part of their job whilst others thought that new starter induction was additional training. Neither approach gained marks. A number of candidates did not give sufficient depth to the points that were raised. For example, simply stating that an accident was a circumstance that might require an employee to undertake additional training does not address the fact that it is the subsequent investigation that might require the additional training.
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EXTERNAL
Question 2
(a)
the two types of enforcement notice that may be served by an Identify inspector A ND the conditions that must be satisfied before E A C H type of notice is served.
(b)
(4)
powers available to an inspector w hen investigating a Outline FOUR workplace accident other than the serving of enforcement notices.
(4)
This question related to Element 1 of the syllabus and assessed candidates‟ knowledge of learning outcome 1.3: Explain the legal framework for the regulation of health and safety including sources and types of law . For part (a) most candidates were able to identify improvement and prohibition as being the two types of enforcement notice that may be served by an inspector. However, fewer candidates were then able to go on and give the conditions that must be satisfied before each type of notice is served. In some cases the conditions given were vague, for example, in the case of an improvement notice some candidates stated a “breach of law” rather than a breach of statutory duty. In the case of a prohibition notice, instead of identifying where there is risk of serious personal injury as being relevant, statements such as “where there is a hazard” or “where there is serious risk” were made. Part (b) was well understood and attempted by the majority of candidates although, here again some answers were characterised by inaccurate statements. Many candidates knew that the inspector has a right of entry to premises but failed to address that this was entry at a reasonable time. Also, a number of candidates referred to an inspector requiring statements or being able to interview people whereas the requirement is for the person to answer questions and sign a declaration of the truth.
Question 3
Outline factors to be taken into account when carrying out a risk
assessment for young persons who are to be employed in the workplace.
(8)
This question related to Element 4 of the syllabus and assessed candidates‟ knowledge of learning outcome 4.2: Explain the principles and practice of risk assessment . This question was generally well understood and answered. However, a number of candidates failed to pick up on the fact that this was a question concerning factors to consider when carrying out a risk assessment for young persons and not simply a question on the risk assessment process. As a result some candidates missed the context and incorrectly outlined the 5 steps to risk assessment approach which gained no marks. Some candidates wasted time by including discussion of other special case applications eg disabled workers. Candidates who did well were able to address the particular hazards that are significant in the context of young persons and the human factors issues that were relevant.
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EXTERNAL
Q u e s t i o n 4
(a)
G i v e the meaning of the term „health and safety audit‟.
(b)
O u t l i n e the general characteristics of an effective health and
safety auditing system.
(2)
(6)
This question related to Element 5 of the syllabus and assessed candidates‟ knowledge of learning outcome 5.2: Explain the purpose of, and procedures, for health and safety auditing . The topic of health and safety auditing proved to be the least well understood of the questions set. For part (a), a text book definition of the term health and safety audit was not required, however, many candidates were unable to put together sufficient detail to gain the two marks available. Some went into detail of how to conduct an audit and gained few marks. Part (b) also proved problematic with some candidates answering the question that they would like to see rather than the question that was set. Some candidates outlined how to conduct an audit whilst others answered based upon what should be examined during an audit. A few candidates gave good descriptions of the characteristics of an effective safety management system or safety policy which gained few or no marks. Based on the responses to the question, it is clear that this topic causes confusion, with some candidates unable to distinguish between the characteristics of an audit and an inspection. An audit has a documented methodology which can be used to highlight current performance/trends against pre-set targets. It utilises a variety of sources of information and makes recommendations which may drive improvements. Question 5
Various sources of information may be consulted when developing a safe system of work. (a)
internal sources of information. Identify FOUR
(4)
(b)
external sources of information. Identify FOUR
(4)
This question related to Element 4 of the syllabus and assessed candidates‟ knowledge of learning outcome 4.4: Identify the key sources of health and safety information. This was, without doubt, a popular question and generally produced a good response from candidates, demonstrating their knowledge of both internal and external sources. Some candidates gave sources of information but failed to gain marks because they would not be relevant sources when developing a safe system of work. Others lost marks by incorrectly categorising the sources. For part (a), very few candidates appreciated that the construction design and management (CDM), health and safety file and medical surveillance records/absence records were relevant. A common error was to assume that a manufacturers safety data sheet is an internal source, presumably because these can be found in the workplace. For part (b), better answers recognised industry standards and the organisation‟s insurance company as relevant sources. Those who simply stated “the internet” as a source gained no marks.
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EXTERNAL
Question 6
(a)
O u t l i n e the purpose A ND general content of the THREE main
sections of a health and safety policy. (b)
(6)
why the health and safety policy should be signed by the Explain most senior person in an organisation, such as a Managing Director or Chief Executive.
(2)
This question related to Elements 2 and 3 of the syllabus and assessed candidates‟ knowledge of learning outcomes 2.3: Describe the key features and appropriate content of an effective health and safety polic y and 3.1: Outline the organisational health and safety roles and responsibilities of employers, directors and managers. The Health and Safety at Work etc Act 1974, Section 2(3), requires that employers prepare and review a statement of health and safety policy together with the necessary organisation and arrangements to implement the policy. For part (a) the majority of candidates were able to name and outline the purpose of the three main sections of the policy. Most candidates knew the content of the statement of intent and the organisation sections but, some candidates were unable to go on and outline the content of the arrangements section. This section contains the systems and procedures which should be in place to ensure that the policy is implemented. For part (b) most candidates were able to gain at least one mark of the two available by explaining that it is signed so that commitment is demonstrated from the top. The least popular reason given was that signing the policy gave it authority. On rare occasions candidates became confused between the requirements of the Act and the guidance on safety management systems laid out in Successful Health and Safety Management (HSG65). Consequently, those who took this route gained few marks. Question 7
An employee slipped and fell from the working platform of scaffolding erected outdoors. (a)
(b)
Identify TWO reasons why it is important to determine the causes of the accident.
(2)
Outline the possible immediate and root causes of the accident.
(6)
This question related to Element 5 of the syllabus and assessed candidates‟ knowledge of learning outcome 5.3: Explain the purpose of, and procedures for, investigating incidents (accidents, cases of work-related ill-health and other occurrences). Most candidates were able to gain the maximum of two marks for part (a) by referring to preventing a recurrence and identifying legal issues in the form of civil claims. Very few candidates were able to go deeper and identify such issues as the uncovering of management systems failures. The majority of candidates easily identified and outlined a wide range of immediate and root causes of the accident illustrated in the question. Generally, candidates read the question carefully and answered within the context of the scenario as set. Whilst there was some confusion between what constituted an immediate and a root cause, it was not a requirement to differentiate between the two on this occasion. Also,
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EXTERNAL
equipment based causes were more frequently addressed than organisational or human factors type causes.
Question 8
Outline FOUR types of work activity that might require a permit-to-work A N D g i v e a reason in E A C H case for the requirement.
(8)
This question related to Element 4 of the syllabus and assessed candidates‟ knowledge of learning outcomes 4.5: Explain what factors should be considered when developing and implementing a safe system of work for general activities and 4.6: Explain the role and function of a permit-to-work system. Overall this question was well answered with the majority of candidates able to provide examples of a variety of work activity that might require a permit-to-work. However, those who simply cited „electrical work‟ as a type of work activity , failed to gain marks unless they were more specific about the activity eg working on live electrical equipment or for high voltage electrical work. Additionally, some candidates give unclear responses concerning the reasons for the requirement. With regards to the reason for each requirement, many candidates gave vague statements relating to the degree of risk/danger from the activities but failed to provide a specific reason. For example, whilst working at height is undoubtedly dangerous a key reason for the use of a permit-to-work is to provide a fall arrest strategy.
Question 9
(a)
criminal courts. Identify TWO
(b)
O u t l i n e the role of the criminal courts with regard to health and
safety matters. (c)
(2)
(4)
Identify TW O possible defences that an employer may use in a
criminal case.
(2)
This question related to Element 1 of the syllabus and assessed candidates‟ knowledge of learning outcome 1.3: Explain the legal framework for the regulation of health and safety including sources and types of law . Part (a) presented little difficulty and most candidates were able to identify two criminal courts. Some either misread the question, or did not know, and incorrectly give examples of civil courts. Many candidates were able to gain some marks for part (b) by reference to the imposition of fines/prison sentences and hearing cases based on breaches of statute law. However, few candidates were able to go beyond this and hence some answers lacked depth. Performance in part (c) of the question was particularly limited with many candidates failing to gain any marks. Those who realised that some defences were based on the legal duties were awarded marks. For example, one defence might be that they could prove that the „best practicable means‟ were in fact used. Those candidates who identified civil defences failed to gain marks. Many candidates were obviously better schooled in civil law issues than criminal law. Candidates and course tutors should ensure that criminal law is studied to an appropriate breadth and depth.
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EXTERNAL
Question 10
(a)
O u t l i n e the benefits of using a checklist when carrying out a
workplace health and safety inspection. (b)
(4)
Identify the main features of a workplace health and safety
inspection other than checklists.
(4)
This question related to Element 5 of the syllab us and assessed candidates‟ knowledge of learning outcome 5.1: Outline the principles, purpose and role of active and reactive monitoring. For part (a), those who proceeded to outline the benefits of a workplace health and safety inspection rather than the benefits of using an inspection checklist, generally gained very few marks. Also, there were those who either misread or did not understand the question and either, outlined what an inspection was, or what should be inspected. It is concerning that a number candidates believe that it is a benefit that any/unskilled members of staff could use the checklist to conduct an inspection. For part (b) many candidates either misread or missed the point of the question and listed what should be inspected rather than the main features of a workplace inspection. This, when coupled with the fact that a number of candidates did not attempt this part of the question meant that the average mark for this part was low. A health and safety inspection can be a legal requirement and one of the main features is that it identifies hazards and then seeks remedial actions. It is worth noting that the two questions concerning monitoring were the two lowest scoring questions on this paper. Candidates and course tutors would be well advised to ensure that Element 5 is covered with adequate breadth and depth.
Question 11
O u t l i n e the skills and knowledge that are required of a trained risk
assessor to carry out risk assessments.
(8)
This question related to Element 4 of the syllabus and assessed candidates‟ knowledge of learning outcome 4.2: Explain the principles and practice of risk assessment . Overall, answers to this question were limited with a number of candidates failing to thoroughly read and understand what the question was asking. This is substantiated by the number of candidates who started their answer by stating that a risk assessor should be trained and competent with some then proceeding to explain, generally, what makes a person competent. Others outlined how a risk assessment should be conducted or what should be covered during the training of a risk assessor. Risk assessors should, at least, have knowledge of the hazards and risks presented by the workplace or process and have the ability to prioritise actions based on their findings.
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EXTERNAL
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
