CQUniversity Unit Profile
OCHS13019 Prevention Through Design
Prevention Through Design
All details in this unit profile for OCHS13019 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

You will develop competence and confidence in using prevention through design (PtD) strategies and tools. PtD, or 'safe design', is a process of hazard identification and risk assessment to eliminate or minimize risk of injury and anticipate failure modes throughout the life of the product or system. You will be given the knowledge needed to optimise human performance and enhance safety in a socio-technical environment. Topics include safe design principles, optimisation of the design process, life cycle analysis, hazard and operability studies, Fault Tree Analysis , Failure Modes and Effect Analysis and strategic design risk assessment using the Safety Case. There is an emphasis on human factors engineering, the principles of technology adoption and consideration of the notion of disruptive technologies.

Details

Career Level: Undergraduate
Unit Level: Level 3
Credit Points: 6
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Pre-Requisite:- 72 credit points including successful completion of AINV11002 and either OCHS13008 or OCHS12019

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 2 - 2021

Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Group Work
Weighting: 20%
2. Portfolio
Weighting: 50%
3. Presentation and Written Assessment
Weighting: 30%

Assessment Grading

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.

Previous Student Feedback

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from Have Your Say, personal experience and discussions with CQUni Library staff.

Feedback

Access to the Australian Standards via SAI Global was problematic this term. Library staff have been notified of the issues experienced and alternative arrangements are being sought.

Recommendation

While an alternative solution is being sought, provide guidance to students on the new login process for SAI Global.

Feedback from Have Your Say

Feedback

Students enjoyed the insights gained from the case studies that showed how design iterations improve system safety.

Recommendation

Continue to use case studies to illustrate safe design in action.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Appraise design as an effective strategy to minimise injuries, illnesses and fatalities.
  2. Evaluate designs from a life cycle approach.
  3. Identify past and present opportunities and challenges to achieving 'prevention through design' including the design process, human factors engineering, adoption of new technology and impact of disruptive technologies.
  4. Evaluate potential risks associated with design issues in socio-technical systems around culture, processes, structures, equipment, tools and people by employing appropriate analytical methods.
  5. Assess the value of the elimination of hazards through the redesign of buildings and structures, work environments, materials, plant (machinery and equipment) job tasks and work environments.
  6. Create a systematic response to a design problem that incorporates the prevention through design principles and methods.
  7. Appraise design sub-optimisation and plant operational parameters as a member of a safety case design team
Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Portfolio - 50%
2 - Group Work - 20%
3 - Presentation and Written Assessment - 30%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Portfolio - 50%
2 - Group Work - 20%
3 - Presentation and Written Assessment - 30%
Textbooks and Resources

Textbooks

There are no required textbooks.

Additional Textbook Information

All reading material required will be provided to you and located in the eReading List on the Unit Learning Management System (Moodle).

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing style: Harvard (author-date)

For further information, see the Assessment Tasks.

Teaching Contacts
Elise Crawford Unit Coordinator
e.crawford@cqu.edu.au
Schedule
Week 1 Begin Date: 12 Jul 2021

Module/Topic

Introduction to Prevention through Design

Chapter

All reading for this unit are provided on Moodle.

Events and Submissions/Topic

Week 2 Begin Date: 19 Jul 2021

Module/Topic

Overview of design approaches

Chapter

Events and Submissions/Topic

Zoom Tutorial: Assessment Item 1

Week 3 Begin Date: 26 Jul 2021

Module/Topic

Design Assessment

Chapter

Events and Submissions/Topic

Zoom tutorial: Assessing complex designs

Case Study 1 Due: Week 3 Friday (31 Jul. 2020) 11:59 pm AEST.

Week 4 Begin Date: 02 Aug 2021

Module/Topic

Asset Life Cycles

Chapter

Events and Submissions/Topic

Zoom Tutorial: Assessment Item 2

Week 5 Begin Date: 09 Aug 2021

Module/Topic

Safety cases

Chapter

Events and Submissions/Topic

Zoom Tutorial: Assessment Item 3

Vacation Week Begin Date: 16 Aug 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 23 Aug 2021

Module/Topic

Risk assessment in design

Chapter

Events and Submissions/Topic

Online Classroom Session: Risk tools for complex systems



Comparative Evaluation of Design Approaches Due: Week 6 Friday (27 Aug 2021) 11:45 pm AEST
Week 7 Begin Date: 30 Aug 2021

Module/Topic

Achieving Prevention Through Design (PtD) I

Chapter

Events and Submissions/Topic

Zoom Tutorial: Delivering on PtD

Week 8 Begin Date: 06 Sep 2021

Module/Topic

Achieving Prevention Through Design (PtD) II

Chapter

Events and Submissions/Topic

Zoom Tutorial: Delivering on PtD for complex sociotechnical systems

Week 9 Begin Date: 13 Sep 2021

Module/Topic

Risk Management in Design 

Chapter

Events and Submissions/Topic

Zoom Tutorial: Risk tools for complex sociotechnical systems



Safety Case Appraisal Due: Week 9 Friday (17 Sep 2021) 11:59 pm AEST
Week 10 Begin Date: 20 Sep 2021

Module/Topic

Good Work Design

Chapter

Events and Submissions/Topic

Zoom Tutorial: Bring your questions

Week 11 Begin Date: 27 Sep 2021

Module/Topic

Systems Thinking

Chapter

Events and Submissions/Topic

Zoom Tutorial: Systems approaches

Week 12 Begin Date: 04 Oct 2021

Module/Topic

Reflection and Review

Chapter

Events and Submissions/Topic

Reflective Essay Due: Week 12 Friday (8 Oct 2021) 11:59 pm AEST
Review/Exam Week Begin Date: 11 Oct 2021

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 18 Oct 2021

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Group Work

Assessment Title
Comparative Evaluation of Design Approaches

Task Description

The purpose of this assignment is to gain insight into the different approaches for achieving safety in the design of complex sociotechnical systems.

This is a team assignment, where collectively you will evaluate several design approaches that prevent injury, illness or damage to other assets. Each team member is to evaluate one design approach and together take a systems thinking approach to consider design approach suitability across the the broader sociotechnical context as may be influenced by socio-economics, culture, system complexity, technology adoption, and disruptive technology. Suggested design approached to evaluate but are not limited to, include Design Standards, Safe Design, Human Factors Engineering, and Good Work Design. The word limit for this assignment is 2500 words, and to be presented in report format.



Assessment Due Date

Week 6 Friday (27 Aug 2021) 11:45 pm AEST


Return Date to Students

Week 8 Friday (10 Sep 2021)


Weighting
20%

Assessment Criteria

Out of a possible 100 marks, the team report is assessed on the depth to which you have addressed the following:

  • Makes appropriate observations about the social, organisational, or cultural assumptions on which you believe the design approach depends (20 marks)
  • Application of the systems thinking approach (20 marks)
  • Comparative analysis of design approach suitability across several parameters, such as the nature of the system, system complexity, technology adoption, and disruptive technology. (20 marks)
  • General report format, including introduction and conclusion, references, and English expression (10 marks)

Individual grades

  • Nominated design approach (20 marks)
    • accuracy of the approach described
    • depth of discussion
    • suitability for application
  • Self & Peer Assessment (10 marks)


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Appraise design as an effective strategy to minimise injuries, illnesses and fatalities.
  • Evaluate designs from a life cycle approach.
  • Identify past and present opportunities and challenges to achieving 'prevention through design' including the design process, human factors engineering, adoption of new technology and impact of disruptive technologies.
  • Evaluate potential risks associated with design issues in socio-technical systems around culture, processes, structures, equipment, tools and people by employing appropriate analytical methods.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

2 Portfolio

Assessment Title
Safety Case Appraisal

Task Description

The purpose of this assignment is to give you experience in appraising design issues at a larger scale, and some insight into the development of safety cases.

As safety cases are very large documents, you are provided a simplified safety case to appraise. The safety case is for an existing design of an evolving complex sociotechnical system. You will do this in an assigned group of students to expand your understanding of the role safety cases play towards safety. However, you will submit an individual assessment item of one element of the safety case. The individual elements for appraisal include:

  • Completeness of topics included in the safety case
  • Consideration of the whole lifecycle of the object whose design is being evaluated
  • The suitability of the safety assessment applied to this case
  • The effectiveness of the design strategies adopted
  • The objects integration into the Safety Management Plan
  • The confidence of safety within nominated operational parameters
  • The suitability of the Emergency Management Plan

Each student is to select a different element to appraise. In 1500 words you are to critically appraise the merits of your selected element ad to support your opinions in an evidence-based manner. In your response you should include:

  • Introduce the purpose of safety cases
  • A review of the literature on safety cases in general and your chosen element
  • How you went about the review
  • A critical evaluation of your element 
  • What you found and related significance to the rest of the safety case
  • Recommendations to the author of the safety case

Your critical appraisal should be presented in report format.


Assessment Due Date

Week 9 Friday (17 Sep 2021) 11:59 pm AEST


Return Date to Students

Week 11 Friday (1 Oct 2021)


Weighting
50%

Assessment Criteria

This assessment item is worth 100 marks and represents 50% of your overall grade.

You will be assessed on the following criteria:

  • Introduction (5 marks)
  • Literature review (20 marks)
  • Methodology (5 marks)
  • Results (20 marks)
  • Discussion & Conclusion (20 marks)
  • Recommendations (20 marks)
  • References, English expression, formatting (10 marks)


Referencing Style

Submission
Online

Submission Instructions
Submit your case studies progressively via the Moodle Assessment Block. Case 1 (Week 3), Case 2 (Week 5), and Case 3 (Week 9).

Learning Outcomes Assessed
  • Evaluate designs from a life cycle approach.
  • Identify past and present opportunities and challenges to achieving 'prevention through design' including the design process, human factors engineering, adoption of new technology and impact of disruptive technologies.
  • Evaluate potential risks associated with design issues in socio-technical systems around culture, processes, structures, equipment, tools and people by employing appropriate analytical methods.
  • Create a systematic response to a design problem that incorporates the prevention through design principles and methods.
  • Appraise design sub-optimisation and plant operational parameters as a member of a safety case design team


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

3 Presentation and Written Assessment

Assessment Title
Reflective Essay

Task Description

Purpose

We are living in exciting times of social and technological change. The future of the safety profession, needs your help to usher in an as yet unknown and exciting new future. We have the opportunity and responsibility to contribute to the designs of this new future and prevent the inadvertent introduction of problems and sociotechnical design failures.

Task Description

You are to write a reflective essay based on your learnings about prevention through design, and whether you feel current approaches adequately address health and safety risk. As you reflect on the various design approaches consider them in context of emerging trends in technology, systems development, human health and wellbeing. The provision of examples will enhance your presentation.

.Make journal notes in support of your work and reflections (thoughts and feelings) as they arise. The journal may be written in the first person. Further guidance on the format will be provided through Moodle. As a guide you should aim to submit one or two pages per learning week. You are encouraged to investigate and reference a range of external sources as you explore and reflect on the topics. Ensure that these are referenced in your journal using CQUni Harvard Referencing Style as located in your Unit Profile. The word limit is 1200 words.


Assessment Due Date

Week 12 Friday (8 Oct 2021) 11:59 pm AEST


Return Date to Students

Exam Week Friday (22 Oct 2021)


Weighting
30%

Assessment Criteria

You will be assessed on the following criteria (100 marks, representing 30%):

  • Introduction and background (20 marks)
  • Depth of thought on current trends (20 marks)
  • Critical consideration of the various PtD approaches (20 marks)
  • Creativity in ways to move forward into the future (20 marks)
  • English expression, references, format (20 marks


Referencing Style

Submission
Online

Submission Instructions
Submit a single document in .doc, docx, or pdf.

Learning Outcomes Assessed
  • Evaluate designs from a life cycle approach.
  • Identify past and present opportunities and challenges to achieving 'prevention through design' including the design process, human factors engineering, adoption of new technology and impact of disruptive technologies.
  • Evaluate potential risks associated with design issues in socio-technical systems around culture, processes, structures, equipment, tools and people by employing appropriate analytical methods.
  • Assess the value of the elimination of hazards through the redesign of buildings and structures, work environments, materials, plant (machinery and equipment) job tasks and work environments.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence
  • Ethical practice

Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

What can you do to act with integrity?