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 reflective 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.

This assignment represents 50% of your total grade.

Out of a possible 100 marks complete the following:

Part 1. Grades out of a possible 60 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 (10 marks)
• Design approaches and their ability to capture the full lifecycle of design (whether engineering, human factors or sociotechnical) (20 marks)
• Disruptive technology, technology adoption, and system complexity (10 marks)
• Emerging trends in technology/systems, regulation, and cultural/societal expectations (10 marks)
• Written expression, depth of research and referencing style (10 marks)

Part 2. Grades out of a possible 40 marks

• Whether design standards exist, what they are (document name and number), and what organisation develops them (10 marks)
• Whether development is informed by reactive and/or proactive methods (if you can discover the answer) (10 marks)
• The means used in society to promulgate and encourage or enforce their use (10 marks)
• Written expression, depth of research and referencing style (10 marks)

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:

1. Title Page
2. Table of Contents
3. Safety Case Outline (as per WHS Reg. 552)
4. Management of Risk Plan (as per WHS Reg. 554 (1a)
5. Reference list (as per CQUni Harvard Referencing style)

Total word range 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 - Each student in the team is to complete one of the below items. Amongst yourselves, decide who will do what section (label with your name).
• 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 labeled 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 (Major Hazard Facility). Teams of 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. The team charter does not form part of the assessment, but is intended to support teamwork process. It can also be useful to discuss your team profile. That is, your collective strengths (and allowable weaknesses) you bring to the team. Please refer to the free Belbin Handouts for team role descriptions and their associated strengths and weaknesses.

This assignment represents 20% of your overall grade for this unit.

Out of a possible 100 marks, regarding your chosen Major Hazard Facility, you are assessed on the following:

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)

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

This is an audio/visual presentation. Your task is to develop a visual Concept Map and associated 10-minute audio/visual 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 pdf file.

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 are provided on Moodle.

This assignment represents 30% of your overall grade for this unit.

You will be assessed on the following criteria (100 marks):

• Concept Map (50 marks)
• Presents the sociotechnical complexity of the chosen MHF across its lifecycle (10 marks)
• Relationships between key concepts and ideas are made clear with symbols and word phrases (10 marks)
• The map is creatively developed, easy to follow, and includes a legend to support understanding (10 marks)
• Threats to society across the MHF lifecycle are identified (10 marks)
• Key actors and resources clearly address noted threats (10 marks)
• Recorded overlay (50 marks)
• The audio/visual presentation is clear and easy to follow (10 marks)
• The sociotechnical complexity of the Major Hazard Facility (MHF) is concisely presented (10 marks)
• Its societal benefits are outlined (10 marks)
• The challenges to operational safety and methods/ techniques for managing threats are discussed (10 marks)
• A well-structured presentation, with a clear introduction, body, and conclusion (10 marks)