August - October 2014
Examiners Report NEBOSH International General Certificate in Occupational Health and Safety (GC2)
Examiners’ Report UNIT GC2: CONTROLLING WORKPLACE HAZARDS AUGUST – OCTOBER 2014 For:
NEBOSH National General Certi fic ate in Occup ation al Health and Safety NEBOSH International General Certificate in Occupational Health and Safety
CONTENTS Introduction
2
General comments
3
Candidate performance
4
Learning outcomes
4
Examination technique
6
Command words
8
Conclusion
9
2015 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 c harity, 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 50,000 candidates annually and are offered by over 600 course providers, with examinations taken in over 110 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 that applies best practice setting, assessment and marking and applies to Scottish Qualifications Authority (SQA) regulatory requirements. This report provides guidance for 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 2015
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 com ments
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 other 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. This report has been prepared to provide feedback on standard date and on-demand GC2 examinations sat between August and October 2014. Feedback is presented in these key areas; examination technique, command words and learning outcomes and is designed to assist candidates and course providers to prepare for future assessments in this unit. Candidates and course providers will also benefit from use of the ‘Guide to the NEBOSH National General Certificate in Occupational Health and Safety’ and ‘Guide to the NEBOSH International General Certificate in Occupational Health and Safety’ which are available via the NEBOSH website. In particular, the guides set out in detail the syllabus content for GC2 and tutor reference documents for each Element. Additional guidance on command words is provided in ‘Guidance on command words used in learning outcomes and question papers’ which is also available via the NEBOSH website. Candidates and course providers should also make reference to the GC2 ‘Example question paper and Examiners’ feedback on expected answers’ which provides example questions and details Examiners’ expectations and typical areas of underperformance.
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Unit GC2 Control ling workplace hazards Candi date perform ance This report covers all examinations, both standard and on-demand examination sittings during the period August to October 2014.
Learning outcomes Candidates performed well in these areas of the syllabus: 4.3
Describ e the main mechanical and non-mechanical hazards of machinery
Most items of machinery will expose operators and others to a number of both mechanical and nonmechanical hazards. Mechanical hazards tend to be associated with the moving parts of machinery and non-mechanical hazards are more associated with the power source of machinery and aspects that may harm a person’s health. Questions in this period that asked candidates to identify hazards of an item of machinery in general, without requiring the hazards to be sub-divided into mechanical and non-mechanical hazards, tended to provide reasonable answers, especially if the hazards were also associated with the working environment. However, candidates did not perform as well when questions in this area of the syllabus require specific knowledge of mechanical and non-mechanical hazards, especially when associated with the items of work equipment included in the syllabus. Course providers should make candidates aware of the nature and use of the examples given and where mechanical and non-mechanical hazards may be present. 4.4
Explain the main contr ol measures for reduci ng risk from machinery hazards
A broad range of control measures are both available and required in order to reduce risk from machinery hazards. Although the syllabus includes the application of such control measures to a number of common items of machinery such as a bench-top grinder or pedestal drill, control measures are fairly common across a range of machinery such as protection against moving parts, wearing personal protective equipment and competency of operators. Therefore candidates who were not familiar with the example of work equipment given in the question could still gain marks. Examiners reported that candidates performed reasonably well in this area of the syllabus but did express concern with attention to the command word.
The following learning outcomes have been identified as being the most challenging area of the syllabus for candidates in this period: 7.5
Outline the hazards, risks and contr ols associ ated with specific agents
The specific agents element of the syllabus includes a number of substances that can affect the health of persons at work. Candidates are not expected to be experts in the risks and controls of agents such as asbestos, wood dust, blood-borne agents, legionella and leptospira bacteria. However, candidates would be expected to recognise the source of the agent, know the main effects to health and appreciate key control measures that are appropriate in each case. It is disappointing when a candidate provides a complete answer for a question relating to a specific agent when it is clear that they are referring to the wrong agent or have included generic answers such as ‘cancer’ or ‘breathing difficulties’. Examiners have reported that many candidates confuse legionella with leptospira and that knowledge of blood-borne viruses amongst candidates is very limited. Nearly half of all Examiners in this period, reported that examination answers on questions set in this area of the syllabus were weak which may reflect on the standard of the teaching of this subject. Course providers should review their course content and course material to ensure that candidates are provided with an adequate opportunity to provide reasonable answers to questions in this area of the syllabus.
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8.1
Outline the health effects associated with exposure to noise and appro priate contr ol measures
A course of study on noise and the effects of exposure to noise will require a level of technical knowledge of sound pressure, the decibel, frequency and weighting filters, dB(A) and dB(C). Additionally types of noise control such as isolation, absorption, insulation, damping and silencing should be understood, along with noise measurement techniques. Many candidates have difficulty with questions that require a degree of technical knowledge and this is no exception when noise is the subject. Examiners reported that a significant number of candidates did not attempt noise measurement questions and questions relating to the components of noise were poorly understood. There were also reports that entire cohorts of candidates had no knowledge of this element of the syllabus at all which must indicate, at least in part, that this poor performance is due to the quality of the training by the course provider. In addition to confirming that course materials are accurate, course providers should ensure that course tutors also have the competence to teach such subjects adequately in order to provide candidates with a fair chance of success.
3.2
Explain the hazards and contr ol measures which shoul d be consi dered when assessing risks from manual handling activities
Manual handling is the single biggest cause of injury across all workplaces and is covered by legislation, directives and international regulations and conventions. It is also likely that the majority of candidates sitting a NEBOSH GC2 question paper would have been exposed to manual handling at some time in their working life. However, Examiners report that the quality of answers to manual handling questions in this period was particularly limited. It is most likely that this is due to misinterpreting the question (see below) rather than lack of awareness of the subject, as responses to a question asking for types of equipment that would reduce the risk of manual handling mainly included items of work equipment that would avoid manual handling altogether, such as cranes and forklift trucks. Many candidates do understand the task, individual, load and environmental elements of a manual handling assessment (TILE) but candidates often get the specific items within these elements confused. As stated in the examination technique section below, candidates often ignore the indicator when a question is set on one of the elements of TILE.
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Examination technique The following examination techniques were identified as the main areas of improvement for candidates: Candidates misr ead/misin terpreted the question
NEBOSH questions are systematically and carefully prepared and are subject to a number of checks and balances prior to being authorised for use in question papers. Questions will include indicators as to what is required by the candidate in their answer. These indicators point to the required breadth and depth of answer (see command words below) and signpost to direct the candidate to the required answer. For example, candidates could be asked to outline risk factors concerning the task with regard to manual handling, or a question could require a candidate to identify ways to prevent a fire starting. However, Examiners report once again, that many candidates do not take notice of these indicators. Using the examples above, rather than providing answers with regard to the task in manual handling, candidates provide answers relating to the load, or candidates refer to ways of extinguishing a fire rather than ways of preventing a fire starting. This could in part be due to some candidates preparing for the examination by rote-learning and revising a number of stock answers, or candidates being illprepared. However, many candidates are well prepared for the examination, yet do not perform satisfactorily on the day due to misreading or misinterpreting the question. It is recognised that candidates arrive for an examination retaining the information from many hours of study and revision yet have a finite amount of time to provide their answers. This can result in candidates not spending sufficient time in reading the question and focusing solely on the syllabus element (eg manual handling, fire, machinery etc) and missing the reference to the required answer (eg task, prevention, non-mechanical). Preparing a time plan before the examination will indicate how many minutes are available for each question and then part of this time allocation can be given to reading and re-reading the question. Underlining or highlighting the key indicators can assist in keeping focused and simple mind maps or answer plans can also be useful. Maps and plans should be kept simple so as not to use up too much examination time. Candidates did not respond effectively to the command word
As referred to above, a key indicator in an examination question will be the command word, which is always given in bold typeface. The command word will indicate the depth of answer that is expected by the candidate and relates to the amount of detail that should be included in each point of the answer. Over half of all Examiners in this period reported that candidates continued to incorrectly observe the command words. Some candidates provided too much information where a command word limits the expected answer to ‘give’ or ‘identify’. Candidates would not be penalised for providing excessive detail but this would not be an efficient use of the time allocated. However, the majority of cases where command words were not observed relate to insufficient detail being given by a candidate in their examination answer. There were a significant number of candidates who, irrespective of the command word given in the question, provided all answers in the form of a brief list of one or two words. This would normally not be sufficient to gain marks where the command word asked was ‘outline’, ‘explain’ or ‘describe’. NEBOSH has provided guidance on command words on its website and course providers should make this available to candidates as part of their learning materials. Candidates unnecessarily wrote the question down
Developing a time plan (as referred to above) is a key element in preparing for an examination. Advice included on a NEBOSH National General Certificate question paper suggests that 30 minutes should be allocated for the answer to the long 20-mark question, and 90 minutes should be allocated to the answers for the remaining ten, 8-mark short questions. Therefore there are around 9 minutes available to answer an 8-mark question. This time will be required for reading and re-reading the question properly, (see above), developing an answer plan, and then committing the answer to paper. Therefore any waste of this time should be avoided. Yet many candidates continue to write out the question in full prior to providing their answer which is no t required.
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While writing out the question will not lose marks, there is no need for the candidate to repeat it. A number of Examiners reported that candidates did not answer all of the questions in the time permitted and failed to complete the question paper, some of whom obviously ran out of time. Course providers should remind candidates that it is not necessary to include the question with their answer.
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Command wor ds The following command words are listed in the order identified as being the most challenging for candidates: Outline
By a significant majority, Examiners have reported, once again that the command word ‘outline’ was found challenging by many candidates in this period. The NEBOSH guidance on command words available on the NEBOSH website, refers to ‘outline’ as meaning “to indicate the principal features or different parts of”, and also includes that “an exhaustive description is not required. What is sought is a brief summary of the major aspects of whatever is stated in the question” . Candidates continue to give insufficient information and ‘outline’ answers are often limited to a bulleted list of one or two words. Candidates should consider the use of command words in everyday communication. Should a person be asked to ‘outline the contents of a shopping basket’, the answer ‘two tins, a bottle and a jar’ would not contain the sufficient requested. Providing details of the contents, the brand and price of each item would be an appropriate answer.
Describe
The command word ‘describe’ clearly requires a description of something. The NEBOSH guidance on command words says that ‘describe’ requires a detailed written account of the distinctive features of a subject such that another person would be able to visualise what is being described. However candidates’ either see the command word ‘describe’ as an opportunity to fill out an answer with irrelevant detail, or conversely some candidates fail to recognise the difference between an ‘outline’ and ‘describe’ qualified question and provide insufficient detail in their answer. In either case the marks that can be awarded will be limited. If a person was asked to describe the chair they were sitting on, they would have little difficulty in doing so and would not give general unconnected information about chairs in general, fill a page with everything they know about chairs, or explain why they were sitting on the chair. Candidates should consider the general use of the command word when providing examination answers.
Identify
To identify something will require reference to an item, which could be its name or title. Therefore when the command word ‘identify’ is used in a question the answer can be brief with one or two word answers generally being acceptable. To identify the forms of a hazardous substance can be achieved with one word answers as can the identification of types of safety sign. Some candidates appear to believe that more words equal more marks and expand their ‘identify’ answers with detail that is not required by the ‘identify’ command word.
Give
‘Give’ is usually in a question together with a further requirement, such as ‘g ive the meaning of’ or ‘give an example in EACH case’. Candidates tend to answer such questions satisfactorily, especially where a question might ask to ‘identify’ something and then ‘give’ an example. The candidate who can answer the first part, invariable has little difficulty in giving the example. However, Examiners reported that a number of candidates did have difficulty with a ‘give’ command word, which may be due to candidates not giving the example as required or not being able to give a meaning.
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Explain
When a question asks to explain a point, the candidate is required to provide an understanding or make clear an idea or relationship. For example, ‘e xplain the principles of two handed controls with respect to machinery safety’. In this period, Examiners have reported fewer problems with answers to an ‘explain’ command word. However, some candidates do see the command word ‘explain’ as requiring more information than ‘identify’ and answer in a similar manner to that of an ‘outline’ question providing a number of individual points rather than a clear, cohesive answer.
For additional guidance, please see NEBOSH’s ‘Guidance on command words used in learning outcomes and question papers’ document, which is available on our website: www.nebosh.org.uk/students/default.asp?cref=1345&ct=2.
Conclusion The feedback from Examiners highlighted that candidate taking the GC2 examinations in August to October 2014 needed most improvement in the areas of hazards, risks and controls associated with specific agents (learning outcome 7.5), health effects associated with exposure to noise and appropriate control measures (learning outcome 8.1) and health effects associated with exposure to noise and appropriate control measures (learning outcome 3.2). With regard to examination technique, a number of candidates appeared to either misread the question or misinterpreted the question. Some candidates did not respond to the command word while others unnecessarily wrote the question down.
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NEBOSH, the National Examination Board in Occupational Safety and Health, is the world’s leading provider of Health, Safety and Environmental qualifications.
