Module learning outcomes By the end of this module, participants should be able to classify sample workplace events, explain the purpose of investigation, and prepare an initial investigation plan appropriate to the event’s actual and potential consequences. Lesson 1.1 — Incident terminology and the purpose of investigation | 20 minutes Introduce incidents, accidents, near misses, dangerous occurrences, occupational ill health and property-damage events. Distinguish routine organisational classifications from terms that have a specific statutory meaning. Discuss the purpose of investigation: understanding what happened, identifying failed controls, learning lessons and preventing recurrence. Include a short, ungraded entry knowledge check. Lesson 1.2 — Reporting culture, responsibilities and worker participation | 20 minutes Examine reasons people may hesitate to report events, including fear of blame, unclear reporting routes and lack of feedback. Discuss the roles of workers, supervisors, managers, HSE personnel and contractors. Introduce respectful communication, impartiality, confidentiality and the need to keep facts separate from assumptions. Lesson 1.3 — Investigation priority, scope and team selection | 20 minutes Compare actual consequences with credible potential consequences. Practise selecting investigation depth, defining boundaries, identifying required expertise and assigning responsibilities. Introduce a simple investigation plan covering scope, team, evidence needs, immediate priorities and expected outputs. Practical activity: Classify a set of short workplace scenarios, select investigation priorities, and prepare a one-page plan for the main course case. Evidence of achievement: The learner explains the classification and investigation depth rather than relying only on whether someone was injured. Study-material visuals: Event-classification chart, investigation pathway diagram and actual-versus-potential consequence comparison.

Module learning outcomes Participants should be able to distinguish internal reporting from statutory notification, identify the sources needed to establish applicable obligations, and explain how the investigation process supports the course’s ISO 45001 alignment. Important legal-content update The study material should include the Occupational Safety, Health and Working Conditions (Central) Rules, 2026, notified through G.S.R. 345(E), dated 8 May 2026. These are final rules, not merely a draft. The teaching approach must still establish the relevant jurisdiction and applicable requirements before selecting a reporting form or deadline. Labour Ministry Lesson 2.1 — Identifying the applicable legal framework | 35 minutes Introduce the OSHWC framework and the process for checking the appropriate government, establishment type, jurisdiction, rules and notifications. Use Factories/BOCW legacy references only with their status and relevance clearly explained. Teach learners to record the source and verification date rather than copy an old reporting table without checking it. Lesson 2.2 — Internal reporting and statutory notification | 45 minutes Compare initial internal notification, prescribed statutory reporting and the later investigation report. Introduce the 2026 Central Rules’ provisions on accidents, dangerous occurrences and disease notification, where applicable. Practise identifying the responsible person, authority, trigger, form, deadline, submission method and acknowledgement record. Labour Ministry Lesson 2.3 — ISO 45001 alignment and documented follow-through | 40 minutes Use the Clause 10.2 focus specified in your course description to connect incident response, cause evaluation, corrective action and effectiveness review. Include worker participation, relevant records, review of similar risks and updates to workplace controls. Explain the difference between course-content alignment and certification. The reference register should identify ISO 45001:2018 and its 2024 amendment, rather than silently substituting a draft revision for the published standard. ISO Practical activity: Using supplied official extracts and a defined workplace scenario, complete a reporting-obligations matrix and identify the investigation records to retain. Evidence of achievement: Every stated reporting obligation has an identifiable source; unresolved applicability questions are explicitly flagged. Study-material visuals: Reporting-route flowchart, completed sample reporting matrix and an incident-to-corrective-action process diagram.

Module learning outcomes Participants should be able to identify the investigator’s immediate priorities, prepare an initial notification, and document how a scene and relevant evidence have been protected. Lesson 3.1 — Immediate priorities and emergency coordination | 30 minutes Teach the sequence of protecting people, obtaining competent emergency assistance, addressing continuing danger and coordinating with authorised responders. Clarify the investigator’s role and limitations. The exercise must not encourage learners to enter unsafe areas, undertake unauthorised rescue or interfere with emergency operations. Lesson 3.2 — Securing the scene and protecting evidence | 30 minutes Cover controlled access, scene boundaries, access records and the protection of equipment, documents and relevant digital records. Discuss who may authorise access and changes. Practise identifying evidence that could be lost, moved, overwritten, contaminated or damaged. Lesson 3.3 — Initial notification and scene-change records | 30 minutes Prepare a factual first notification that separates confirmed information from information awaiting verification. Record changes made during rescue, emergency response or hazard control: what changed, why, when, by whom and what information remains available. Practical activity: Work through a simulated scene using photographs and a site sketch. Complete the initial notification, access record and scene-change log. Evidence of achievement: The response prioritises people and hazard control while maintaining a clear record of necessary scene changes. Study-material visuals: Annotated scene plan, access-control illustration and an example of a properly recorded scene change. Scope boundary: This module is not first-aid, rescue, electrical-isolation or emergency-response certification.

Module learning outcomes Participants should be able to collect and organise case evidence, conduct a respectful witness interview, and construct a timeline that distinguishes established facts from uncertainties. Lesson 4.1 — Evidence sources, recording and integrity | 60 minutes Examine physical, documentary, photographic and digital evidence. Use examples such as permits, inspection reports, maintenance records, training records, operating logs and CCTV information. Assign evidence identifiers and record source, collection details, storage location and handling. Keep original files separate from annotated working copies. Identify when specialist technical assistance is needed. Lesson 4.2 — Planning and conducting witness interviews | 60 minutes Practise interview preparation, open questions, active listening, clarification and accurate recording. Include how to distinguish direct observation from information heard from others. Address language support, distress, conflicting accounts and confidentiality limits. Avoid leading questions and pressure to agree with a preferred explanation. Lesson 4.3 — Event timelines, corroboration and information gaps | 30 minutes Arrange events before, during and after the incident. Compare witness accounts with available records. Identify uncertain times, contradictory information and missing evidence. Introduce a simple working table: finding, supporting evidence, confidence or limitation, and further enquiry required. Practical activity: Conduct a paired interview and produce an evidence register, witness record, event timeline and information-gap list. Evidence of achievement: Important timeline entries can be traced to evidence; unknown information is not invented. Study-material visuals: Evidence-source map, sample photo register, interview-question comparison and an evidence-linked timeline.

Module learning outcomes Participants should be able to convert findings into prioritised actions, assign responsibilities and define how implementation and effectiveness will be demonstrated. Lesson 6.1 — Correction, corrective action and wider prevention | 30 minutes Distinguish making the immediate situation safe from addressing the conditions that allowed the event. Practise linking each proposed action to a specific finding. Extend the review to similar equipment, tasks, contractors or locations where the same weakness may exist. Lesson 6.2 — Selecting controls and developing the action plan | 45 minutes Apply the hierarchy of controls when considering options. Compare changes to equipment and work design with procedures, supervision, training and personal protective equipment. Consider feasibility, resources, interim controls and any new risks created by the proposed change. Assign an accountable owner, target date and priority. Lesson 6.3 — Implementation evidence and effectiveness review | 45 minutes Separate “action completed” from “action demonstrated to work”. Define completion evidence, review dates, responsible reviewers and suitable checks. Practise using inspections, functional checks, worker feedback and follow-up observations to evaluate actions. Practical activity: Develop a tracker containing at least five justified actions for the course case, including implementation evidence and effectiveness criteria. Evidence of achievement: Actions address the identified causes and specify how their effectiveness will be checked. Study-material visuals: Hierarchy-of-controls diagram, weak-versus-strong action comparison and a completed tracker.

Module learning outcomes Participants should be able to organise findings into a readable report, communicate lessons appropriately, and explain how the investigation will be followed through. Lesson 7.1 — Building the investigation report | 40 minutes Develop the report’s scope, executive summary, factual account, event sequence, evidence references, analysis, findings and recommendations. Include limitations, unresolved questions and appendices. Practise checking consistency between the evidence, causal findings and proposed actions. Lesson 7.2 — Management briefings and lessons learned | 25 minutes Turn the report into a concise management briefing and an anonymised safety alert. Use clear language, explain the required action and identify the affected audience. Distinguish internal learning communications from external communications requiring organisational authorisation. Lesson 7.3 — Follow-up, accountability and organisational learning | 25 minutes Plan how outstanding actions will be reviewed and escalated. Identify related risk assessments, procedures, training or maintenance arrangements that may require revision. Examine a small simulated action dataset to identify overdue work, repeat findings and incomplete effectiveness reviews. Practical activity: Prepare an executive summary, one-page safety alert and follow-up schedule. Evidence of achievement: The communication explains what was learned and what must change without unsupported blame or unnecessary personal information. Study-material visuals: Report-layout example, annotated executive summary, safety-alert example and a clearly labelled simulated follow-up chart.

Module learning outcomes Participants should be able to assemble a complete investigation submission, justify their conclusions and explain the proposed corrective actions. Lesson 8.1 — Integrated investigation workshop | 75 minutes Bring together the work completed in Modules 01–07. Review the evidence, resolve avoidable inconsistencies, refine the causal analysis and complete the action plan. Use a submission checklist to confirm that findings are evidence-linked and limitations are acknowledged. Lesson 8.2 — Knowledge assessment | 30 minutes Complete the proposed 25-mark assessment covering reporting, planning, scene preservation, evidence, analysis, corrective action and communication. A suitable structure is 20 multiple-choice questions plus one five-mark scenario question. Lesson 8.3 — Presentation, questions and trainer feedback | 45 minutes Present the event sequence, principal findings, proposed controls and effectiveness checks. Use small-group presentations with individual contribution checks so the session remains workable. Each participant should submit an individual investigation report. Practical output: The final report, supporting investigation documents, action plan and presentation. Independent completion: Allow approximately 2–4 additional hours to finalise the individual submission. Presentation feedback may inform revisions before the published submission deadline. Study-material visuals: Submission checklist, report-quality rubric and presentation structure.

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