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
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 - 2022
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).
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
Assessment Overview
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.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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 Student Unit & Teaching Evaluation survey
Students enjoyed examining the various design strategies for safety outcomes.
Continue to explore current and emerging design approaches for achieving safety.
Feedback from Teacher reflection
As with all third-year units, this unit requires a level of autonomous learning and critical thinking that some students were not prepared for.
Clearly set third-year level learning expectations around autonomous learning and critical thinking from the start of term.
- 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.
- 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.
- 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
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 | |||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Portfolio - 50% | ||||||||||
| 2 - Group Work - 20% | ||||||||||
| 3 - Presentation and Written Assessment - 30% | ||||||||||
Textbooks
There are no required textbooks.
Additional Textbook Information
All reading material will be provided on Moodle and freely available from the CQUni Library (online). Specific works will be accessible from the eReading List in the Moodle site.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
e.crawford@cqu.edu.au
Module/Topic
Introduction to Prevention Through Design
Chapter
Prevention Through Design (NIOSH 2013)
Events and Submissions/Topic
Introduce yourself in the Arrivals Lounge so that everyone knows you are present.
Zoom Tutorial: Assessment & Unit Overview
Module/Topic
Asset Lifecycle
Chapter
Events and Submissions/Topic
Review the Major Hazard Facilities for the second assessment.
Zoom Tutorial: Assessment Item 1
Module/Topic
Challenges to Safe Design
Chapter
Socio-technical systems (Baxter & Sommerville 2011)
Systems Thinking: what, why, when, where, and how? (Goodman 2018)
Events and Submissions/Topic
Self select into the team case study you prefer. Otherwise, you will be placed in one.
Zoom Tutorial: System Disruptors
Module/Topic
Engineering Design Process
Chapter
Engineering of Defense Systems Guidebook (Office of the Deputy Director for Engineering 2022)
DoD Human Factors Analysis and Classification System (HFACS v. 7.0)
Human Factors in Queensland Mining (Queensland Mines and Energy 2008)
Events and Submissions/Topic
If you have not yet self selected into a team by close of business Friday this week, you will be added to a team by the Unit Coordinator.
Zoom Tutorial: Engineering Design Models
Module/Topic
Achieving Safe Design
Chapter
Safe Design (Safe Work Australia n.d.)
Events and Submissions/Topic
Zoom Tutorial: Assessment Item 2
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Risk Management in Design
Chapter
Risk Assessment for New Technologies (ABSG Consulting 2015)
The Use of Safety Cases in Certificate and Regulation Review (Wilkinson 2014)
Work Health and Safety Regulation 2011 (Qld)
Events and Submissions/Topic
Zoom Tutorial: Safety Cases
Design Practice and Standards Due: Week 6 Monday (22 Aug 2022) 9:00 am AEST
Module/Topic
Failure Prediction 1
Chapter
Fault Tree Analysis (Weibull 2022)
Fault Tree Handbook (U.S. Nuclear Regulatory Commission 1981)
Events and Submissions/Topic
Zoom Tutorial: Fault Tree Analysis
Module/Topic
Failure Prediction 2
Chapter
Failure Mode & Effect Analysis Tool (ASQ 2022)
Hazard & Operability Study Guide (PQRI n.d.)
Guide Words & Procedure (HAZOP) (Broadleaf 2018)
Events and Submissions/Topic
Zoom Tutorial: Failure Mode & Effect Analysis
Module/Topic
Assessing Safety & Controlling Risk
Chapter
Events and Submissions/Topic
Zoom Tutorial: Assessment Item 3
Safety Case Report Due: Week 9 Monday (12 Sept 2022) 9:00 am AEST
Module/Topic
Operational Safety and Maintenance
Chapter
Maintenance Works (HSA 2022)
Events and Submissions/Topic
Zoom Tutorial: Safe Design in Action
Module/Topic
Design End of Life
Chapter
Waste and chemical disposal (Qld Gov 2015)
From product end-of-life sustainable considerations to design management (Ciceri et al. 2009)
Events and Submissions/Topic
Zoom Tutorial: Operational Safety
Module/Topic
Beyond Safe Design
Chapter
Events and Submissions/Topic
Zoom Tutorial: Good Work Design
Concept Map and Presentation Due: Week 12 Monday (3 Oct 2022) 11:59 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Supplementary readings are available in the eReading list in Moodle.
1 Portfolio
Purpose
The purpose of this assessment item is to give you an opportunity to reflect on the theoretical foundations of Prevention Through Design (PTD) practice and to apply this knowledge to design standards.
Task Description
This portfolio contains two parts and has a word limit of 2000 words. The first is a set of reflective journal entries, while the second examines PTD practice through the lens of design standards.
Part 1. Maintain a personal journal of your learnings gained throughout weeks one to five. The use of examples and case studies can help to illustrate points made. Consider the opportunities and challenges associated with the following:
- Applying the principles of PTD
- Design approaches and their ability to capture the full lifecycle of design (whether engineering, human factors or sociotechnical).
- Disruptive technology, technology adoption, and system complexity
- Emerging trends in technology/systems, regulation, and cultural/societal expectations
Part 2. From the list on Moodle, select one case study to analyse. You will need to research and consider how PTD is achieved for this case study. Your investigation is to determine:
- whether design standards exist,
- what they are (document name and number),
- what organisation develops them,
- whether development is informed by reactive and/or proactive methods (if you can discover the answer), and
- the means used in society to promulgate and encourage or enforce their use.
Week 6 Monday (22 Aug 2022) 9:00 am AEST
Week 8 Monday (5 Sept 2022)
This assessment is worth 50 marks, which represents 50% of your total grade.
Part 1. Grades out of a possible 30 marks
- You will be assessed on the depth of discussion and research related to past and present challenges and opportunities for:
- Applying the principles of PTD (5 marks)
- Design approaches and their ability to capture the full lifecycle of design (whether engineering, human factors or sociotechnical) (10 marks)
- Disruptive technology, technology adoption, and system complexity (5 marks)
- Emerging trends in technology/systems, regulation, and cultural/societal expectations (5 marks)
- Written expression, depth of research and referencing style (5 marks)
Part 2. Grades out of a possible 20 marks
- Whether design standards exist, what they are (document name and number), and what organisation develops them (5 marks)
- Whether development is informed by reactive and/or proactive methods (if you can discover the answer) (5 marks)
- The means used in society to promulgate and encourage or enforce their use (5 marks)
- Written expression, depth of research and referencing style (5 marks)
- 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
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Group Work
Purpose
The purpose of this assignment is to provide insight into the purpose of Safety Cases and experience in their development. This assignment relates to the requirement for all Major Hazard Facilities to develop a Safety Case, as outlined in Chapter 9.3 of the Work Health and Safety Regulation 2011 (Model).
Grades
- Team Grade (75 marks, representing 15% of your total grade)
- Individual Grade (25 marks, representing 5% of your total grade)
Task Description
This assignment involves group work. The development of Safety Cases requires a collaborative effort to capture multiple perspectives. Though while authentic to real-world situations, group work also supports the development of many interpersonal and project management skills, highly valued in business, and by future employers. That said, in recognition of the individual contribution, the single submission will contain both the Group and Individual components of this assessment item. Please use the model regulations for this exercise. As a Safety Case Team, you are to submit a Safety Case Report which contains:
- Title Page
- Table of Contents
- Safety Case Outline (as per WHS Reg. 552)
- Management of Risk Plan (as per WHS Reg. 554 (1a)
- Reference list (as per CQUni Harvard Referencing style)
Total word count for the report is 1800 to 2100 words depending on the number of students in the team.
The following activities will help you complete this assessment item.
- Team - Review Chapter 9.3 of the Work Health and Safety Regulation 2011 (Model) to identify the requirements for developing a Safety Case Outline (r.552)
- Team - Complete the following items within the Safety Case Outline
- WHS Reg. 552 (a)
- WHS Reg. 552 (b)
- WHS Reg. 552 (d)
- Team - Decide who will complete the individual sections (as listed below).
- Individual - Complete the section you have nominated/been assigned from this list
- WHS Reg. 554 (1a)
- WHS Reg. 552 (c)
- WHS Reg. 552 (e)
- WHS Reg. 552 (f)
- Team - Curate the report
- Team - One team member is to submit the final report
- Please ensure individual work is clearly marked with the student's name.
Teamwork
A list of Major Hazard Facilities (MHF) will be included in a self-select Choice tool on Moodle. From here, you can self-select into a team based on your choice of case study (MHF). Teams of 3 or 4 members are required. If you are not in a team by close of business Friday of Week 4, you will be allocated into a team by the Unit Coordinator. Once formed, a private Microsoft Teams (MT) space will be established for your team. To support a smooth teamwork process, it is advised that you develop a team charter (or contract) that contains the rules of process, such as: 1) communication details and arrangements, 2) schedule of meetings, milestones and who will do what and when, and 3) an issues resolution plan for anticipated situations that might slow or undermine a conducive team process. It can also be useful to discuss your team profile. That is, your collective strengths (and weaknesses) you bring to the team. The Team Role Quiz is available on Moodle for this purpose. Please refer to the free Belbin Handouts for team role descriptions and their associated strengths and weaknesses.
Week 9 Monday (12 Sept 2022) 9:00 am AEST
Week 11 Monday (26 Sept 2022)
Out of a possible 100 marks this assessment item represents 20% of your overall grade for this unit.
Regarding your Major Hazard Facility, the assessment criteria is as follows:
Team grade (75 marks)
- Comprehensive written plan for preparing the Safety Case, as per WHS Reg. 552(a) (20 marks)
- Description of methods to be used in preparing the Safety Case, as per WHS Reg. 552(b) (20 marks)
- Description of the consultation arrangements in preparation of the Safety Case, as per WHS Reg. 552(d) (20 marks)
- Report formatting as per CQUniversity Harvard Style, structure, grammar (10 marks)
- Referencing style (5 marks)
Individual grade (25 marks)
- Quality of one of the following, as agreed by your Team (20 marks)
- Details of resources applied to the preparation of the Safety Case, as per WHS Reg. 552(c)
- Draft of the Emergency Plan prepared, as per WHS Reg. 552(e)
- Summary of any arrangements that are to be made in relation to the security of the Major Hazard Facility, as per WHS Reg. 552(f)
- Management of Risk, as per WHS Reg. 554 (1, a)
- Written expression and referencing style (5 marks)
- 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.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Presentation and Written Assessment
Purpose
This assessment item helps to build big picture thinking. Major Hazard Facilities present societal threats and must therefore be managed as holistically as possible. For this we need to take a systems thinking approach.
Task Description
Your task is to develop a visual Concept Map and associated 10-minute recording.
The Concept Map is to capture the following:
- A visual representation of the lifecycle of the Major Hazard Facility you examined for Assessment Item 2, from concept through to end-of-life.
- The major hazards and risks at each phase of the design lifecycle
- Key actors and resources necessary to support the management of risk
- Presented on a single A3 sized page
The voice recording is to help the viewer comprehend the concept map
- Briefly describe the sociotechnical complexity of the Major Hazard Facility
- Mention the benefits the Major Hazard Facility brings to society
- Identify the threats to society the Major Hazard Facility presents throughout its lifecycle
- Discuss the methods useful for managing these threats.
- 10-minute audio or visual recording
Resources on audio/visual options is provided on Moodle.
Week 12 Monday (3 Oct 2022) 11:59 pm AEST
Exam Week Monday (17 Oct 2022)
You will be assessed on the following criteria (30 marks, representing 30%):
- A comprehensive concept map and recording falls within 9 and 11 minutes (10 marks)
- Introduces the Major Hazard Facility (MHF) including societal benefits the MHF brings (5 marks)
- Identifies the threats to society across the MHF lifecycle (5 marks)
- Considers sociotechnical complexity and other challenges or opportunities to operational safety (5 marks)
- Suitable methods discussed for managing noted threats (5 marks)
- 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.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
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?
