Unit Synopsis
This unit covers topics related to occupational health and wellbeing in organisations, emphasising the principles of good work design and the integration of occupational health and safety, health promotion, wellness, work design and productivity. Topics include common occupational health hazards such as manual tasks and sedentary work behaviours, as well as psychosocial hazards such as workplace bullying, occupational violence, shift work and fatigue, which lead to occupational stress.
Details
| Level | Postgraduate |
|---|---|
| Unit Level | 8 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
There are no pre-requisites for the unit.
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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 2 - 2026
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 Postgraduate 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.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Group Discussion | 20% |
| 2. Case Study | 30% |
| 3. Written Assessment | 50% |
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web 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.
Source: SUTE Unit Comments
Students in the Graduate Certificate of Fatigue Management wanted a stronger focus on fatigue in this unit.
Students in the Certificate of Fatigue Management course make up about 28% of the students in this unit. Fatigue is only one of the psychosocial hazards covered in the unit and students are expected to learn about a wide range of psychosocial hazards across the unit. It is recommended that this might need to be made clearer to these students, as well as the fact that they can do their three assessments on fatigue if they would like to. They can therefore do a deep dive into fatigue if they choose. However, it is recommended to also consider if the fatigue as a psychosocial hazard content can be expanded in this unit.
Students in the Graduate Certificate of Fatigue Management were made aware of the need to study a wide range of psychosocial hazards and that they could focus their assessments on fatigue if they wished.
Source: SUTE Unit Comments
One student found that this unit had no relevance to their Graduate Certificate of Fatigue Management course.
The Graduate Certificate of Fatigue Management is made up of 4 units, with only one being fully designated to fatigue management. Students should understand that the other units in this course are not solely focussed on fatigue when they enrol in the course. They should also understand that students from other courses take this unit as an elective. It is therefore recommended that students are made aware at the beginning of term that students other than those taking fatigue management enrol in this unit and therefore the unit will be much broader than just focusing on fatigue.
Students were made aware of the wide range of students from other disciplines that were also enrolled in the unit and that the unit was much broader than focusing on just fatigue.
Source: SUTE Unit Comments
Students reported that they found the lectures enjoyable and that they appreciated and got value out of being able to tailor their assignment tasks to their own workplace.
It is recommended to keep the teaching style and workplace focussed assessment tasks the same for the next offering.
The teaching style was kept the same as was the assessment tasks for this unit. Based on feedback from students in this term, some changes may be made for the next offering.
Source: SUTE Student Feedback
Assessment items were brief, leaving a lot to interpretation, I prefer detailed instructions.
It is noted that assessment tasks will need to be reviewed based on student feedback this term to ensure that better instructions are provided on how to complete assessment taks.
In Progress
Source: SUTE Student Feedback
While the assignments were based on real world scenarios, they were marked as academic papers e.g. a leadership team would not be interested in references (other than legislation and resources) and would appreciate brevity. This aside, Professor Klockner was extremely knowledgable and great learning facilitator.
Some students did not understand the expectation that academic assignments in this unit, whilst requiring thinking about practice, still require in-text referencing. It is therefore recommended that the assessments be reviewed to consider how they can be better tailored towards ensuring theory (with referencing) translates into practice for student tasks. Furthermore, it is recommended that each assessment task has a stated requirement for the number of peer reviewed journal article references expected to be used to support students' written work, and that this is incorporated in the marking rubric.
In Progress
Source: SUTE Student Feedback
This was a thought-provoking unit, given its application to my workplace. I was able to frame the content and the unit's assessments to address what I had been seeing and feeling from my colleagues. I really enjoyed this subject.
Students like the workplace context-based assessment tasks and get to explore an area of interest within their own workplace. It is recommended to keep the practical nature of the assessments but make some theory into practice changes so that students also explore the academic literature more on their chosen topic.
In Progress
On successful completion of this unit, you will be able to:
- Evaluate the inter-relationships between the workplace, work systems, work environment and people and their impact on the health and wellbeing of individuals
- Apply knowledge of occupational health and wellbeing and psychosocial hazards to the analysis of the design of work and work systems and effectively interpret and communicate findings to organisational stakeholders
- Assess the risk of injury and/or illness from work-related psychosocial hazards and examine factors that impede workplace performance and sustainability
- Evaluate and recommend appropriate changes in work design to optimise occupational health and wellbeing, improve organisational performance and sustainability, and demonstrate respect for human dignity and diversity through an understanding of the impact of health and psychosocial factors at the workplace.
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Group Discussion | • | • | ||
| 2 - Case Study | • | • | • | • |
| 3 - Written Assessment | • | • | ||
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | • | • | • | • |
| 2 - Communication | • | • | • | • |
| 3 - Cognitive, technical and creative skills | • | • | • | • |
| 4 - Research | • | • | • | • |
| 5 - Self-management | • | • | • | • |
| 6 - Ethical and Professional Responsibility | • | • | • | • |
| 7 - Leadership | • | • | • | • |
| 8 - Aboriginal and Torres Strait Islander Cultures | • | • | • | • |
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |