The prevalence of work-related deaths associated with alcohol and drugs in Victoria, Australia, 2001 - 6

To describe the presence of alcohol, cannabis and amphetamines in work-related injury deaths in Victoria, 2001–6, an observational study of work-related deaths reported to the State Coroner's Office, Victoria, Australia was conducted. Case and postmortem forensic toxicology data were obtained from the National Coroner's Information System for work-related injury deaths with positive toxicology screens. Over 6 years there were 43 worker deaths in a total of 355 unintentional work-related injury deaths. The coroner mentioned the presence of alcohol/drugs in 22 of the 43 worker deaths with positive toxicology screens. Toxicology screens were positive for alcohol and/or drugs in 79 work-related deaths overall. Overall, alcohol was present in 26 (7%) work-related deaths and cannabis or amphetamines in 20 (6%). Incidents were mainly transport related. Alcohol and/or drugs were present in a significant portion of work-related deaths. Research is needed to determine the relative contribution of alcohol and drugs compared with other contributing factors to work-related deaths.

Processes of task performance as measured by the assessment of motor and process skills (AMPS): a predictor of work-related outcomes for adults with schizophrenia?

Objective: To determine whether the processes of task performance as measured by the Assessment of Motor and Process Skills (AMPS) would discriminate between the employment levels of adults with schizophrenia. Participants: Twenty adults with schizophrenia who were engaged either in competitive employment, supported employment, prevocational training, or nonvocational activities, participated in this exploratory study. Methods: Each participant completed the AMPS, the Positive and Negative Syndrome Scale (PANSS), the Addiction Severity Index (ASI), and theWorker Role Interview (WRI) to gather data about their occupational performance, symptoms, drug / alcohol use, and psychosocial / environmental factors that might influence their work related outcomes. Results: Analysis revealed a moderate correlation between the level of employment and the global scores of the process skills scale in the AMPS. Conclusions: This should be seen as preliminary evidence that beyond the basic cognitive functions, processes of task performance may also be a predictor of work related outcomes for this population. The results also highlighted the importance of considering personal causation and worker roles when assessing the work capacities of these clients. Finally, findings supported the four levels of employment used in this study, which appeared to form a continuum from nonvocational activities, prevocational training, supported employment, through to competitive employment.

Exploring the development and assessment of work-readiness using reflective practice in construction education.

It is well known that the construction industry is characterized by the need for practical knowledge and skill. However, this creates special challenges for universities in the development of work readiness in graduates. This research investigates the attitudes of students towards a course which was designed to develop work-readiness skills in construction management. The paper focuses on the distinctive issues associated with Work-Integrated Learning (WIL) using a formally assessed industry-mentored course of study. Past research shows that university degrees should promote reflective thinking since, in construction, it is necessary to make reflective judgements which deal with ill-defined problems. This is a generic capability that is needed by all graduates in knowledge-based occupations. The study utilized reflective practice to examine the perceptions of construction management students towards the development of attributes which were known to improve work skills. The students were asked to capture their reflections on their experiences in the form of reflective diaries, which were prepared weekly throughout the course. The results showed that the students expressed very positive views about their learning experiences. This occurred in spite of the challenges caused by the formal assessment processes that were undertaken as part of the course. This paper compares the student perceptions with the teachers’ reflections on the ability of traditional assessment methods to measure graduate attributes and work-readiness. The research explores the issues associated with assessing work-readiness skills in higher education. The findings suggest that student reflection is a necessary precondition to the development of effective work-readiness. In addition, the research concludes that more nontraditional assessment approaches are needed in construction programmes in order to develop the type of graduate required by the industry.

Student peer and self assessment in the context of work integrated learning : making it work

Students are now experiencing opportunities in practice education where their learning is facilitated by professionals of varied backgrounds thus leading to issues of how to assess student performance while on placement. Educators have had to re-think the way in which students’ performance is assessed and to integrate the key graduate attributes of critical reflection, self and peer assessments and feedback. Using recommendations by Mason (1999) in relation to a collaborative group model for workplace learning and ‘The Self-Directed Learning Model’ by Gaiptman and Anthony (1989) the Occupational Wellness and Life Satisfaction (OWLS) program encourages students to reflect on their experiences in an environment of self and peer evaluation, focussing on the process of learning rather than purely on outcomes. Students are required to complete a self and peer assessment of their learning using a nationally recognised fieldwork evaluation instrument and develop a practice portfolio consisting of learning contract and supporting evidence for their self-assessment. Qualitative and quantitative data was collected via a questionnaire to alumni. The most frequently identified skills that were valued by respondents were autonomy and independence. Other benefits identified were facilitation of self directed learning, and ability to problem solve with colleagues and to share learning. In a higher education environment where lifelong learning and the ability to work collaboratively are valued graduate attributes, a focus on peer and self assessment within the context of work integrated learning contributes to graduates who are well placed to work in both traditional and newer and emerging areas of practice.

When is a team a team? 'Teamworking' and the reorganisation of work in commercial cleaning

Purpose – The article seeks to analyse and explore the contradictions and variations in the concepts “team” and “teamwork” and their use in the NSW, Australia, commercial cleaning industry.

Design/methodology/approach – The article utilises an ethnographic study of a large Australian cleaning firm. Data were collected using participant observation, field notes, and interviews with managers.

Findings – The study provides evidence for the limited uptake of the idealised form of teamwork in commercial cleaning and suggests that teamworking is another means of coordinating groups of workers. Furthermore, the findings support previous research into the paradox of teams without teamwork.

Originality/value – The research provides an insight into the largely neglected area of the reorganisation of work in commercial cleaning. It also provides a critique of the concept of teams and teamworking.

Utilise basic legal concepts in the completion of work routines RUA AG2810 RM

A study guide for the unit of competency, RUA AG2810RM

Depression as a predictor of work resumption following myocardial infarction (MI): a review of recent research evidence

Background Depression often coexists with myocardial infarction (MI) and has been found to impede recovery through reduced functioning in key areas of life such as work. In an era of improved survival rates and extended working lives, we review whether depression remains a predictor of poorer work outcomes following MI by systematically reviewing literature from the past 15 years.

Methods Articles were identified using medical, health, occupational and social science databases, including PubMed, OVID, Medline, Proquest, CINAHL plus, CCOHS, SCOPUS, Web of Knowledge, and the following pre-determined criteria were applied: (i) collection of depression measures (as distinct from 'psychological distress') and work status at baseline, (ii) examination and statistical analysis of predictors of work outcomes, (iii) inclusion of cohorts with patients exhibiting symptoms consistent with Acute Coronary Syndrome (ACS), (iv) follow-up of work-specific and depression specific outcomes at minimum 6 months, (v) published in English over the past 15 years. Results from included articles were then evaluated for quality and analysed by comparing effect size.

Results Of the 12 articles meeting criteria, depression significantly predicted reduced likelihood of return to work (RTW) in the majority of studies (n = 7). Further, there was a trend suggesting that increased depression severity was associated with poorer RTW outcomes 6 to 12 months after a cardiac event. Other common significant predictors of RTW were age and patient perceptions of their illness and work performance.

Conclusion Depression is a predictor of work resumption post-MI. As work is a major component of Quality of Life (QOL), this finding has clinical, social, public health and economic implications in the modern era. Targeted depression interventions could facilitate RTW post-MI.

Industry and university perspectives of work integrated learning Programs in ICT Degrees

The ICT disciplines in Australian universities have a strong tradition of industry engagement in curriculum design and implementation particularly through work integrated learning programs. Work integrated learning (WIL) includes industry placements, internships, industry projects and other methods and approaches that aim to enhance the professional practice capabilities of students. There are various stakeholders involved in WIL programs including universities, students, government and industry, each with their own motivations and expectations. Whilst all stakeholders agree on the benefits to students, there are conflicting interests that jeopardise further development and innovation in WIL. This paper reports on surveys of industry and university stakeholders in order to understand representative views and current practices. The findings confirm a lack of a shared understanding between stakeholders regarding roles, responsibilities, models and benefits. The paper concludes with several recommendations regarding the adoption of an outcomes-based approach to the design and implementation of work integrated learning programs that will encourage innovation and quality in WIL.