SITXWHS007 Implement Work Health Practices :
What is the purpose of this document?
The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.
The information includes the following:
Information related to the unit of competency
Guidelines and instructions to complete each task and activity
A student evaluation form
Student Evaluation Form
The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.
The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.
The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.
Document Usage
CAQA Resources
Student Pack © 2019 CAQA Resources, CAQA and RTO Training Resources
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License Agreement:
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1 Student and trainer details
| Student details | |
| Full name: | |
| Student ID: | |
| Contact number: | |
| Email address: | |
| Trainer details | |
| Full name: | |
2 Qualification and unit of competency
| Qualification/Course/Program Details | |
| Code: | SIT40521 |
| Name: | Certificate IV in Kitchen Management |
| Unit of competency | |
| Code: | SITXWHS007 |
| Name: | Implement and monitor work health and safety practices |
| Releases: | 1.0 |
| Competency Field | Work Health and Safety |
3 Assessment Submission Method
| ☐ By hand to trainer/assessor ☒ By email to trainer/assessor ☒ Online submission via Learning Management System (LMS) ☐ Any other method _________________________________________________ (Please describe here) |
4 Student declaration
| I have read and understood the information in the Unit Requirements prior to commencing this Student Pack I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack; For the purposes of assessment, I give the trainer/assessor permission to: Reproduce this assessment and provide a copy to another member of staff; and Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature: ______ __________________________ Date: ____/_____/______________ |
5 Assessment Plan
| The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways. | |||
| Evidence number/ Task number | Assessment method/ Type of evidence/ Task name | Sufficient evidence recorded/Outcome | |
| Assessment task 1 | Knowledge Test (KT) | ☐ S /☐ NS (First Attempt) ☐ S / NS (Second Attempt) | |
| Assessment task 2 | Project (PT) | ☐ S /☐ NS (First Attempt) ☐ S / NS (Second Attempt) | |
| Outcome | C ☐ NYC ☐ | Date assessed: | Trainer signature: |
6 Completion of the Assessment Plan
| Your trainer is required to fill out the Assessment Plan Outcome records above, when: You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency. Your work has been reviewed and assessed by your trainer/assessor. You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency. You have been provided with relevant and detailed feedback. Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as: Result of Assessment (satisfactory or unsatisfactory) Student name, signature and date Assessor name, signature and date Relevant and detailed feedback |
7 Unit Requirements
| You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification. |
Pre-Assessment Checklist: Task 1 – Knowledge Test
| The purpose of this checklist |
| The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. |
| Section 1: Information for Students |
| ☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date. |
| Section 2: Reasonable adjustments |
| I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☒ I do not require reasonable adjustment |
| Declaration (Student to complete) ☒ I confirm that the purpose and procedure of this assessment task has been clearly explained to me. ☒ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☒ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☒ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☒ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☒ I confirm that I am ready for assessment. Student Name: _ _____________________________________ Student Signature: _____ ______________________________ |
Assessment method-based instructions and guidelines: Knowledge Test
| Assessment type |
| Written Questions |
| Instructions provided to the student: |
| Assessment task description: |
| This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency. The Knowledge Test is comprised of nineteen (19) written questions. You must respond to all questions and submit them to your Trainer/Assessor. You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available. |
| Applicable conditions: |
| All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test). You must read and respond to all questions. You may handwrite/use a computer to answer the questions. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor. |
| Resubmissions and reattempts: |
| Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook. |
| Location: |
| This assessment task may be completed in: ☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment. Your trainer/assessor will provide you with further information regarding the location for completing this assessment task. |
| Instructions for answering the written questions: |
| Complete a written assessment consisting of a series of questions. You will be required to answer all the questions correctly. Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer. Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking. Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality. You must write your responses in your own words. Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used. When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source. |
| Purpose of the assessment |
| This assessment task is designed to evaluate student’s following skills and abilities: Knowledge to implement and monitor work health and safety workplace practices in order to maintain a safe and secure environment for employees in the workplace. Knowledge to identify, analyse and interpret legislation, codes of practices and national standards. Knowledge to effectively perform role play with appropriate body language. Knowledge to conduct an interactive and creative role play. Knowledge to provide training to staff and monitor the effectiveness of their work after training. Reading skills to interpret unfamiliar and complex materials describing regulatory requirements for WHS management and organisational policies and procedures. Written skills to write high-level reports about the effectiveness of WHS management practices, making recommendations for change and complete accurate records for regulatory compliance. Knowledge to take appropriate actions in case of emergency and accident. Knowledge to cooperate with others using appropriate conventions/systems when communicating to, and discussing with employees. Problem-solving skills to incorporate the views of other people consulted in the workplace and analyse WHS system deficiencies and recommend required change. Knowledge to monitor staff members’ daily compliance with WHS management practices and counsel on non-compliance. |
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
| Q1: | a. List ten (10) relevant work health and safety information that you need to explain to personnel. b: Discuss methods to make information easily accessible to staff at the workplace. Write your answer in 100-150 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| a. Gives safety instruction and unambiguous guidelines for safety Offer an injuries register where any accident can be recorded for insurance purposes. Supply contracts as well as agreements for the workplace Supply staff with full PPE and other necessary safety gear Keep track of health and safety issues and ensure that everyone is working in a secure atmosphere. Provide a space with adequate lighting and ventilation. Provide all staff with information on all emergency protocols and fire exits. Providing first aid to all employees Give every one of the organization’s technical manuals and guidance books. Give directions on how to correctly pick up heavy objects. b. A requirement of any company’ duty of care is to provide personnel with current WHS information. Information about the workplace is always being updated and altered, thus it is important to make sure that only the most recent information is made accessible to personnel. Make sure to include it in the workplace’s policies and procedures handbook using the appropriate version. It should always be included in the company’s orientation and induction processes so that new employees are always aware of any updated or new safety data that applies to them, in addition to their duties and responsibilities. placing safety regulations and procedures relevant to certain parts of work in the relevant workstations so that employees can quickly access them when needed. | |||
| Assessor Feedback: | |||
| Q2: | Outline ten (10) WHS related responsibilities of an employer that is applicable across all business types. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| providing safety instruction and specific guidelines for safety. A committee like the Committee on Health and Safety. The committee’s goal is to pinpoint the workplace improvements that need to be implemented in order to make it safer. This might include making safety improvements, adding to or specialized training, and updating equipment. A record of injuries must be kept in order to report incidents for insurance and monitoring reasons. Workplace agreements and commitments that specify the tasks that workers must do. When employees are required to execute duties they are unfamiliar with or have not been trained in, there is a greater risk of harm. Provide written instructions and information in languages other than English when a considerable portion of the workforce comes from a non-English speaking background. All essential safety gear to enable workers to carry out their assigned tasks safely. Gloves, masks, earplugs, goggles, protective clothes, and safety shoes are examples of personal protection equipment (PPP). Maintaining a safe environment for their workers and keeping track of health and safety problems. Maintaining, as an example, the machinery and equipment that must adhere to safety requirements providing workspaces that are well-ventilated and illuminated. All personnel must get first aid when and when it is required. This applies to workers who go to and from work using the quickest route possible, providing the accident wasn’t caused by itself or was not malevolent or purposeful in character | |||
| Assessor Feedback: | |||
| Q3: | Discuss the steps to monitor ongoing compliance with safe work practices in the workplace. Answer in 100-150 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| The stages that must be followed for job tasks are outlined in a process. It is vital to consult with impacted employees while creating processes for: Work health and safety problems are resolved. The discussion of workplace health and safety with employees. The observation of employee health and working circumstances. The dissemination of knowledge and instruction. Composed systems provide consistency, clarity, and certainty in the workplace. The roles of the wellness agent, as well as certain other parties involved in the activity, should be clearly defined. All employees should have effective access to techniques. Placing them on noticeboards and network locations ought to make this feasible. | |||
| Assessor Feedback: | |||
| Q4: | Discuss the actions that you must consider addressing the following non-compliance procedures and safe work practices? ‘At the end of the shift, staff often take shortcuts, ignore warning signs and expose their skin to harsh cleaning chemicals. ‘I recently observed an employee storing stock in the cool-room. He was bending and lifting in all sorts of strained and uncomfortable positions. Answer in 50-100 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| For the purpose of resolving any problems or enhancing the safe work procedure, managers and supervisors must gather data and communicate with the other employees in the area. The employee may be cutting corners because of unattainable deadlines, a flaw in the equipment, or a procedure step that is lacking that prevents the employee from completing the assignment. Call a meeting with the worker and other nearby workers to go over and reiterate the safe work practice and the way the task must be completed safely. Be sure to sit, stand, and bend over with safety in mind. Reduce the risk of repeated strains by taking brief breaks during repetitive work. When moving big or clumsy objects, such as boxes of leaflets or flyers, use proper manual management procedures. | |||
| Assessor Feedback: | |||
| Q5: | Outline eight (8) work health and safety procedures that you need to monitor in the workplace. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| Everyone should be informed of and given training on the organization’s procedures and policies. Maintain open channels of contact for everyone. Please promptly inform any dangerous conditions. Immediately alert the team members to any hazards. Make sure a safe system of work is documented. show all staff members how to use all safety measures to fulfill their health and safety requirements. demonstrate the dedication of the company to adhering to a set of health and safety norms. allowing for swift resolution of safety and health concerns will ensure efficiency. | |||
| Assessor Feedback: | |||
| Q6: | Discuss the methods to monitor day-to-day effectiveness of WHS practices in order to maintain health, safety and security of personnel. Write your answer in 50-100 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| Criteria for behavior and performance that are expected from employees. Rules and regulations that are specific to everyday decision-making. Addressing issues in the company with consistency and clarity. Ensuring that employees will receive just and equal treatment. A reasonable procedure for handling grievances and misunderstandings that will help prevent accusations of prejudice and favoritism. A detailed plan for assigning decision-making. A technique for informing newly hired employees. | |||
| Assessor Feedback: | |||
| Q7: | a: What are the appropriate methods to coordinate the operation of all consultative processes? Answer in 50-100 words. b: Outline twelve (12) consultative processes that you need to coordinate in the workplace. c: Discuss the strategy that you can use to motivate team members to contribute their views on current and future WHS management practices. Answer in 50-100 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| a. Monitoring safety and threats is essential, and gathering is required by law. Everyone involved in the job communicates with one another to identify risks and risks, talks about any health and security problems, and works together to find solutions in order to create a safe working environment. This includes involvement from those who direct, coordinate, or otherwise manage the task as well as from those who carry it out or are affected by it. More informed decisions on how the task should be done safely may be made by using the knowledge and expertise of your workers. b. There are twelve (12) consultation processes you must organize at work. Management of health and safety concerns is crucial, and legislative requirements for consultation must be followed. Everyone participating in the task must interact with one another order to identify dangers and risks, discuss any health and safety problems, and collaborate to come up with solutions. Collaboration between those who manage or control the work and those who do the work or are impacted by the work is a part of this. Making judgments about how the task should be done safely may be done in a more informed manner by using the expertise and experience of your personnel. Effective health and safety counseling offers the following additional advantages: Employees that actively participated in judgement call would grasp the choices made with more knowledge and dedication. Positive workplace relationships, increased cooperation, and more trust result from understanding the perspectives of others. The necessity to discuss, cooperate, and coordinate actions with the other person when you share responsibility for health and safety can assist close any management gaps that often exist in terms of health and safety hazards. Recognizing how much each person’s decision may increase the dangers and risks toward which others might be subjected is lacking. Others have the assumption that someone else is handling the health and safety issue and that the individual taking action is not the appropriate one to do so. Your understanding of how your actions may affect safety and health as well as the complementary nature of your respective risk-control measures are the results of discussing, collaborating, and working collaboratively with other responsibility holders. consultation with the employee addressing the problem of health and safety. c. Improve your delivery: Some folks give you good feedback right away. Recognizing your coworker’s talents can assist to counterbalance the constructive criticism you’ll be giving them and increase their confidence. This approach is debatable, however, and will rely on your own feedback preferences. Regardless of the strategy you choose, avoid starting your comments with “but,” “although,” or “although,” since these words might give the impression that your praise isn’t genuine. Involve them in the conversation. Request criticism in return. Consider oneself in their position | |||
| Assessor Feedback: | |||
| Q8: | a: What is hazard identification? What are the methods to identify any hazards in day-to-day workplace operations to avoid injuries and accidents? Write your answer in 100-150 words. b: Outline two (2) time requirements that need to be considered for hazard identifications. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| Assessor Feedback: a. A HAZARD IS A POSSIBILITY FOR DAMAGE. Agents, conditions, or activities that have the potential to result in harm to people or the environment may be categorized as hazards. It’s critical to evaluate the workplace for health and safety risks to avoid accidents and diseases. Though there are several ways to spot job dangers. The following three will assist with this process: Inspecting the workplace often: Visually inspect the various pieces of equipment, work procedures, and any possible dangers to employees as you stroll around the jobsite. interviewing managers and employees: Workers may now voice problems that would not be as clear if workplace inspections were the primary method of communication. Participating employees in danger identification also boosts employee satisfaction and the adherence to safety procedures. Map out the hazards: Mark current and prospective risks on a broad outline of the workplace. Engage employees in this exercise to get their opinions and raise awareness of how important workplace safety is. The keeping of records of illnesses and injuries at work is compulsory: These data might be examined to reveal occupational dangers. To guarantee a safe working environment for workers, it is crucial to have a variety of ways for recognizing health and safety threats. b. There are two (2) time considerations for danger identifications: reviewing incident and hazardous event or near-miss data at work. keeping abreast of safety-related problems and situations. | |||
| Q9: | You are the head chef in a 5-star hotel. You receive a report that a junior cook has burnt his right hand. How would you react to the incident? What measures would you take to ensure such type of incident does not happen in future? Explain in 50-100 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| To stop these kinds of occurrences from happening at work, certain preventative measures must to be put in place. Each team member is responsible for adhering to the safety regulations. To prevent further accidents, they must get instruction on the risks related to their professions, the usage of safety gear, and first aid techniques. Be careful not to be near or get into touch with steam, flame, flash, or very hot surface or fluids that have a temperature higher than 115 degrees. At all times, combustible or flammable objects should be maintained away from sparks and open flames. It is not advised to let trash build up near your work location. Ensure that everyone on the maintenance team is wearing flame-resistant attire. | |||
| Assessor Feedback: | |||
| Q10: | Based on the given scenario in Q9, answer the following questions: Q10.a: Outline six (6) risk control methods that you need to implement in the workplace in order to reduce the chances of accident or injuries. What can you do if the risk control is outside your authority? Explain in 100-150 words. Q10.b: Discuss the strategies to monitor the effectiveness of the control measure. Answer in 100-150 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| a. Avoidance The greatest method for loss control is this. As the term suggests, you are fully avoiding the danger. If your attempts to prevent the loss were effective, there is no chance that you will experience a loss. Loss Avoidance Instead of eradicating loss, this method just restricts it. This strategy aims to minimize the loss brought on by a risk rather than completely eliminating it. Loss Mitigation With this strategy, risk is accepted along with the possibility that it may result in loss. In the case of a threat, this method will try to minimize the loss. Separation: This risk management strategy includes distributing important assets. This makes sure that if a disaster strikes at one site, the damage to the company will only affect the assets there. Duplication It’s a risk management strategy that mainly entails the development of a back up. Technology often makes this essential. Diversification is a risk reduction strategy that uses corporate resources to establish many business lines that provide a range of goods and services across various sectors. b. | |||
| Assessor Feedback: | |||
| Q11: | Discuss the importance of providing your own and your staff’s feedback on WHS management practices to an authorised person. Write your answer in 100-150 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| The main component of your wellness the executive application’s risk reduction efforts is control measures. Numerous organizations will use a variety of techniques for monitoring control actions in response to demand from oversight offices. In general, control measures must be developed and implemented through security programs. This happens following: recognizing threats, evaluating risks, and reviewing and documenting current preventative actions Control estimates must really exist in the operating environment in addition to being on paper. This seems like a rather obvious topic, but you may be surprised at how often this problem comes up. | |||
| Assessor Feedback: | |||
| Q12: | You are a new recruit by Hansal hotel, as a WHS manager. The management is facing issues with WHS practices in the hotel. The management has asked you to implement and monitor health, safety and security training for employees in order to maintain a safe workplace. You are required to answer the following questions: Question 1: Discuss the methods to identify WHS training needs based on the given scenario and regular staff monitoring? Question 2: What are the methods to make arrangements in order to fulfil training needs? Question 3: Discuss the strategies to monitor the effectiveness of training and to make required adjustments according to organisational procedures. Answer in 50-100 words each. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| 1. To fulfill the legal requirement of caring for the welfare and receiving government aid for our representatives, it is necessary to provide training in workplace safety and security. Each provincial of Australia’s WHS Act has a section like this. Additionally, some administrative structures propose specified preparation requirements for health care. These include the following preparation requirements: First aid instruction Safety committee instruction ( if you have one ) Safety representative education ( if you have one ) Training for forklift operators Education for crane operators Training for coordinators of returns to work Introduction to construction training Manual handling instruction Training in entering confined spaces 2. The following are the ways to create plans in order to meet training needs: Health and safety officials Initial care WHS admission cards Emergency measures include leaving the area. Application of personal protection equipment, and Training for the coordinator of returns to work. 3. Visual Confirmation: In conventional teaching, role-playing is one method a student may exhibit their understanding. Public Ownership: The ultimate kind of topic mastery is the capacity to instruct others. Through social ownership, students are given the opportunity to mentor others by demonstrating how they use ideas in the real world. This idea encourages workers to share knowledge and experience with one another. A visual evaluation of a worker’s skill set and performance both before and after a training session is produced through skill assessments. A straightforward illustration would be to assess a salesperson’s present sales abilities before to training and then retest the person afterwards to assess the difference | |||
| Assessor Feedback: | |||
| Q13: | a: Outline five (5) types of records and reports that you need to complete and maintain in the workplace. b: How would you save and store WHS records and reports accurately and legibly? Give your answer in 100-150 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| a. The development of a national strategy to enhance worker safety, welfare, and pay practices across Australia is driven by Safe Work Australia. It doesn’t oversee or enforce WHS legislation. As a businessperson, you must adhere to the WHS requirements outlined in the examples and regulations in your state or area. The Act: Victoria’s legislative and administrative efforts to promote workplace health and safety are centered on the Occupational Health and Safety Act 2004. Regulations: The Act gives rise to the Occupational Health and Safety Regulations of 2007. Advice: In accordance with OHS regulations, WorkSafe must provide clear, understandable guidance and information regarding what constituted observance of the Act and Regulations. Compliance codes: For people who have responsibilities or duties underneath the OHS Act, correlation table provide helpful advice. Policy: Not every legal phrase is defined or fully described in the statute. Additionally, sometimes brand-new situations develop that may have an influence on the application of the legislation or WorkSafe’s efficiency in doing so. b. The development of a national strategy to enhance worker safety, welfare, and pay practices across Australia is driven by Safe Work Australia. It does not oversee or enforce WHS legislation. As a businessperson, you must adhere to the WHS requirements outlined in the examples and regulations in your state or area. | |||
| Assessor Feedback: | |||
| Q14: | You have conducted a meeting with your team members and management on WHS practices. Some of the staff members have raised some issues in WHS practices in the workplace. Discuss the methods that you will adopt to resolve and refer these WHS issues to the appropriate person. Write your answer in 100-150 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| Finding the risks in your workplace, or anything else that has the potential to be harmful, should be your first priority. Other risks won’t be as visible since they won’t be as frequent in your sector. Begin by speaking. Safety discussions at work are both sensible management and a legal duty. Use a self-assessment device to check around your workplace and find any safety concerns while working very close with your staff. Those that you discover should be noted on your safe plan of action. Examine whatever injury documentation you may have. They could enable you to identify any issue areas or growing tendencies. Start today keeping a written log of workplace accidents, injuries, and near-misses if you don’t already. Explore the healthy working zones to see what inspections look for. After you have created a list of potential dangers, you must evaluate the risk, which entails determining the significance of each hazard and determining which one needs the most immediate attention. | |||
| Assessor Feedback: | |||
| Q15: | Discuss the importance and methods to analyse health, safety and security reports in order to provide reliable and timely input into the management of workplace, health, safety and security. Answer in 100-150 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| A profitable workplace is maintained by having efficient health, safety, and security policies in place. Effective processes guard against danger and damage to your staff, clients, visitors, and facilities. You may determine if any changes must be made to the policies to make them more successful by frequently reviewing your safety and health processes with your leadership team. Health Employees and management at your organization are protected and informed through excellent health training and education. Safety Possessing sound safety practices may help you create a safe workplace. Falling is one of the most frequent workplace safety risks, according to Inc.com. Establish a procedure for eliminating possible tripping and falling risks from shared paths. Security Reduced workplace stress is mostly a result of making sure your space is safe. If an employee is fired or laid off, take careful to retrieve their badge to stop them from returning to the workplace and committing a violent act. | |||
| Assessor feedback: | |||
| Q16: | What is ‘carbon footprint’? Discuss the strategies to reduce carbon footprint by minimizing printing and maximizing electronic transmission? Explain your answer in 100-150 words. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| Whenever you warm your home with oil, gas, or coal, you also create carbon dioxide (CO2). This is known as your carbon footprint. It is the entire quantity of greenhouse gases generated to direct and indirect support individual activities. Strategies to minimize printing and increase electronic communication to decrease carbon footprint: Whether possible, print on both sides of a piece of paper when copying, writing, or sketching. Office paper waste may be reduced by using electronic media for electronic referencing, data storage, purchases, and direct deposit. Posting a schematic of how to properly load specialty paper, such letterhead, can help reduce printing errors. Utilize the size reduction tool that many copiers provide to practice effective copying. Use envelopes that can be sent and received both ways. Your outbound envelope is used again on the journey back. Reusable inter- and intra-office envelopes should be used. For notepads, repurpose old paper. It may be easily bound with a staple and trimmed to specific sizes. | |||
| Assessor Feedback: | |||
| Q17: | Outline ten (10) primary components of relevant state or territory OHS or WHS legislation. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| The managing of threats to everybody’s health and safety of workers is known as work health and safety (WHS), sometimes known as occupational health and safety (OH&S). Those that works for you, along with your clients, guests, and suppliers, are all included in this. The following are the top ten elements of any applicable state or territorial OHS or WHS legislation: Duty of caution. Meaning of employees. Consultations are required. Join forces and plan with other duty bearers. Consultations with employees are required. Duty holders upstream. Right of access. Do your investigation. | |||
| Assessor Feedback: | |||
| Q18: | Briefly discuss the following aspects of WHS policies and procedures according to organisational policies and procedures. Answer in 100-150 words each. Risk assessment and control WHS Policy and procedure induction WHS representative or committee | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| Risk evaluation and management Identifying hazards and risk variables that might potentially cause damage (hazard identification) is the first step in the process or procedure known as risk assessment. Analyze and assess the risk that is connected to that hazard (risk analysis and risk assessment). Find suitable strategies to reduce the risk or, if the risk cannot be reduced, to regulate it (risk control). Induction of WHS policies and procedures: The standards for adhering to both external and internal compliance requirements are outlined in WHS procedures. In order to make sure that everyone knows their responsibility for adhering to the established working practices, company policies are often written and circulated to employees. WHS committee or representative HSRs have obligations under WHS law and are elected to represent employees on health and safety issues. It is a significant position with authority and accountability under Sections 68 and 69 of the Work Health and Safety Act of 2011. | |||
| Assessor Feedback: | |||
| Q19: | a: Outline nine (9) WHS records and reports used by organisations. b: Outline eight (8) aspects that can be changed by monitoring reports and recommendations. | Satisfactory response | |
| Yes ☐ | No ☐ | ||
| a. Following are nine (9) WHS records and reports that organizations use: In Australia, Safe Work Australia is in charge of creating national policies that would enhance workplace safety and health and employees compensation packages. It doesn’t control or enact WHS law. You must comply with the WHS standards outlined in your state or territory’s laws and regulations as a company owner. The Workplace Health and Safety Act of 2004 serves as the foundation for all statutory and administrative initiatives to enhance occupational safety and health in Victoria. In respect to workplace health and safety, the Act outlines the major concepts, obligations, and rights. The generic character of the obligations imposed by the Act implies that they are quite broad in scope, do not easily date, and offer the duty bearer a great deal of discretion in determining what must be undertaken to comply. The Act serves as the basis for the Occupational Health and Safety Regulations of 2007. They explain how the Act’s obligations must be carried out or set administrative or procedural rules to support the Act, such as requiring permits for certain activities, maintaining records, or notifying certain issues. WorkSafe must provide comprehensible, easily understood advice and direction about what constitutes adherence to the Act and Regulations in order for OHS regulation to be effective. Achieving this is possible with the use of Compliance Codes, WorkSafe Positions, and non-statutory guidelines. For people who have responsibilities or duties under the OHS Act, compliance codes provide helpful advice. They want to make it simple to comprehend how to comply. If this information is used properly, people who adhere to it will be considered to have complied with their duties under the OHS Act. The compliance codes that adhere to the laws are now being reviewed since the revised OHS Regulations 2017 went into effect in June 2017. WorkSafe modified the codes after consulting with stakeholders, and they are now open for public comment. Visit the public consultation page to learn more about the compliance codes review. b. Injury database (use these, to look at past injuries and see how you can plan to avoid these in the future) Safe work practices (Are these effective? Are these techniques being used by people? If they aren’t functioning, fix them. Are individuals adhering to standard operating procedures (SOP)? Are they improving productivity? Keep an eye on them to determine if they need altering. Code of ethics (does the company consistently abide by these established standards? Use them to combat legal challenges and/or enhance corporate culture. First aid (availability to fundamental safety requirements; where are they? Are we legally protected? Utilize this to lessen the effect of workplace accidents. Workmen’s compensation (ensure legal compliance, protect against civil suits,) Machinery data (machinery safety; determines whether to invest in more equipment or repair existing machinery to assure safety and/or legal compliance) Training records (how managers may train staff, measure success, and/or serve as a defense in civil lawsuits) | |||
| Assessor Feedback: | |||
Assessment Results Sheet
| Student Declaration | I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me. |
| Student Signature | |
| Date | |
| Trainer/Assessor Name | |
| Trainer/Assessor Declaration | I hold: ☒ Vocational competencies at least to the level being delivered ☒ Current relevant industry skills ☒ Current knowledge and skills in VET, and undertake ☒ Ongoing professional development in VET I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student. |
| Trainer/Assessor Signature | |
| Date | |
| Office Use Only | The outcome of this assessment has been entered into the Student Management System on _________________ (insert date) by (insert Name) __________________________________ |
Pre-Assessment Checklist: Task 2 – Project
| The purpose of this checklist |
| The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. |
| Section 1: Information for Students |
| ☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date. |
| Section 2: Reasonable adjustments |
| I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment |
| Declaration (Student to complete) ☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment. Student Name: ______________________________________ Student Signature: ___________________________________ |
Assessment method-based instructions and guidelines: Project
| Assessment type |
| Project – Complete the activities based on given case study scenarios. |
| Instructions provided to the student: |
| Assessment task description: |
| This is the second assessment task you must successfully complete to be deemed competent in this unit of competency. This assessment task requires you to complete a project. This assessment task requires the student to complete five (5) activities: Activity 1: Conduct a Work Health and Safety audit Activity 2: Report Hazards. Activity 3: Follow emergency procedures and complete incident reports Activity 4: Coordinate consultative processes for managing the above workplace health, safety and security issues. Activity 5: Implement and monitor health, safety and security training. You will receive your feedback within two weeks, and you will be notified by your trainer/assessor when results are available. You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task. |
| Applicable conditions: |
| This project is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook). You must read and respond to all the criteria of the project. You may handwrite/use computers to answer the criteria of the project. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task, you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work. |
| Resubmissions and reattempts: |
| Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook. |
| Location: |
| This assessment task may be completed in: ☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment. Your trainer/Assessor will provide further student information regarding the location for completing this assessment task. |
| Purpose of the assessment |
| The purpose of this assessment task is to implement predetermined work health and safety practices designed, at management level, to ensure a safe workplace. Skill to implement and monitor adherence to workplace health and safety procedures in three of the following real or simulated situations: evacuation of staff and customers security management of cash, documents, equipment, keys or people handling chemicals and hazardous substances hazard identification and reporting incident and accident reporting risk assessment and reporting Skill to coordinate consultative processes for managing the above workplace health, safety and security issues Skill to coordinate risk assessments, WHS training, and the maintenance of records. Skill to monitor the effectiveness of the WHS system and identify: required adjustments staff training needs Skill to demonstrate management practices that must be implemented for compliance with state or territory occupational health and safety (OHS) or WHS legislation. |
| Task instructions |
| This is an individual assessment. The purpose of this assessment task is to implement predetermined work health and safety practices designed, at management level, to ensure a safe workplace. Time-limit to complete Activity 1 will be provided by the trainer/assessor. Time-limit to complete Activity 4 and Activity 5 is 10-15 minutes each. The student must use the templates provided to document their response. The student must use “Google Doc” to prepare incident reports. |
Assessment Task 2 – Project
This assessment task will be carried out at the location arranged by your training organisation. Your training organisation will make all the necessary arrangements to carry out this task.
Note: The training organisation must arrange an industry workplace or a simulated industry environment. The workplace can be a restaurant, café, motel or a hotel.
Your training organisation will provide you with the following resources:
Work Health and Safety policy and procedures
Workplace tools, equipment and resources
Emergency procedures and response plan
You will take on the role of Work Health and Safety Officer.
This assessment task requires you to implement predetermined work health and safety practices designed, at management level, to ensure a safe workplace. It requires the ability to monitor safe work practices and coordinate consultative arrangements, risk assessments, Work Health and Safety training, and the maintenance of records.
When working in a training organisation, you will have the following roles and responsibilities:
Conduct a Work Health and Safety audit of the training organisation to implement and monitor adherence to workplace health and safety procedures.
Follow work health and safety procedures and instructions.
Identify and report hazards.
Implement work health and safety procedures and instructions.
Follow emergency procedures
Coordinate consultative arrangements for the management of health, safety and security issues.
Implement and monitor procedures for identifying hazards and assessing and controlling risks.
Implement and monitor health, safety and security training.
Maintain WHS records and reports.
To demonstrate competency in your job role, you need to complete the following activities:
Activity 1: Conduct a Work Health and Safety audit
Activity 2: Report Hazards.
Activity 3: Follow emergency procedures and complete incident reports
Activity 4: Coordinate consultative processes for managing the above workplace health, safety and security issues.
Activity 5: Implement and monitor health, safety and security training.
Activity 1: Conduct a Work Health and Safety audit
This activity requires you to conduct a Work Health and Safety audit at the industry workplace or a simulated industry environment. The purpose of this Work Health and Safety audit is to implement and monitor adherence to workplace health and safety procedures in the following situations:
Hazard identification and reporting
Handling chemicals and hazardous substances
Evacuation of staff and customers
Security management of cash, documents, equipment, keys or people
When conducting the Work Health and Safety audit, you are required to:
Carry out a physical audit of the training organization’s site.
Use the Work health and safety checklist to carry out the audit.
Follow work health and safety procedures and instructions.
Identify and report hazards.
Implement Work Health and safety procedures to take immediate actions.
Monitor adherence to organisational WHS procedures.
Monitor ongoing compliance with safe work practices.
Take prompt action to address non-compliance with procedures and safe work practices.
Monitor day-to-day effectiveness of WHS practices in maintaining the health, safety and security of personnel.
Identify any hazards on an ongoing basis during own day-to-day workplace operations.
React to reports of hazards by other workers, and coordinate and participate in risk assessments.
Implement any risk control methods or refer to the appropriate person if control is outside the scope of responsibility.
| SAFETY AUDIT “HAZARD IDENTIFICATION AND REPORTING” | ||||||
| Acceptable | Immediate action/control measures | Further action required* | Date signed off | Date to be completed | ||
| Y | N | |||||
| Section 1. Burns | ||||||
| Is vegetable oil used instead of animal fat (remains in liquid form when cool)? | ||||||
| Are metal containers used to empty oil from deep fryers? | ||||||
| Is a first-aid kit accessible? | ||||||
| Are workers trained in safe work procedures (e.g. preventing burns in kitchens)? | ||||||
| Is appropriate personal protective equipment (PPE) available, such as aprons, closed shoes and heatproof gloves? | ||||||
| Section 2. Chemicals | ||||||
| Are chemical containers appropriately labelled? | ||||||
| Are chemicals stored in approved containers (not drink or food containers) and away from food preparation areas? | ||||||
| Is a safety data sheet supplied for each hazardous chemical? | ||||||
| Are workers trained to use chemicals safely? | ||||||
| Are emergency contact numbers readily available (e.g. Poisons Information Centre)? | ||||||
| Do workers wear appropriate protective clothing/equipment when handling chemicals (e.g. nitrile gloves, apron, goggles, closed shoes)? | ||||||
| Section 3. Electrical Equipment | ||||||
| Is faulty electrical equipment removed immediately from service? | ||||||
| Are safety switches installed to guard against electric shock? | ||||||
| Are safety switches tested on a regular basis by a competent person? | ||||||
| Is a licensed electrical contractor hired to install and repair electrical equipment? | ||||||
| Is electrical equipment regularly inspected, tested and maintained by a competent person? | ||||||
| Are workers trained in working safely with electrical equipment? | ||||||
| Section 4. Fire | ||||||
| Is fire-fighting equipment kept in a clear, unobstructed place? | ||||||
| Does all gas equipment have a shut-off valve? | ||||||
| Are exhaust fans and hoods cleaned regularly? | ||||||
| Are flammable materials, clothes and paper stored away from ignition sources? | ||||||
| Are sprinkler systems and fire extinguishers installed and regularly inspected and maintained? | ||||||
| Are staff trained to use fire protection equipment? | ||||||
| Are “fire blankets” available? | ||||||
| Are fire evacuation and emergency procedures available? | ||||||
| Section 5. Hot conditions | ||||||
| Are “air-conditioning and ventilation systems” serviced on a regular basis? | ||||||
| Is there a system in place to minimise heat stress? | ||||||
| Section 6. Knives and sharp tools | ||||||
| Are knives sharp, maintained and in good working condition? | ||||||
| Do slicing machines and butchers’ steels for knife sharpening have handguards? | ||||||
| Is a suitable cutting board available and used? | ||||||
| Are knives stored safely when not in use (e.g. knife shelf, block, sheath or wall-mounted magnetic strip)? | ||||||
| Are knives washed separately, not with other utensils or instruments? | ||||||
| Are mesh gloves used when working with knives? | ||||||
| Are dirty knives stored safely for washing? | ||||||
| Do workers wear protective clothing, such as gloves and aprons, when handling sharp implements? | ||||||
| Is there a procedure for using knives safely? | ||||||
| Are workers trained? | ||||||
| Section 7. Machinery and equipment | ||||||
| Is equipment regularly serviced and maintained according to the manufacturer’s instructions? | ||||||
| Is there an isolation or disengaging procedure in place when cleaning or maintenance is performed? | ||||||
| Are all operators of equipment instructed, trained and supervised in how to use it safely? | ||||||
| Do operators of equipment have the appropriate ‘ticket’ or license where necessary (e.g. forklifts)? | ||||||
| Does all equipment have to guard to prevent operators and others accessing hazardous parts? | ||||||
| Is there adequate workspace around equipment and is it on a stable foundation to prevent it from moving during operation? | ||||||
| Section 8. Manual tasks | ||||||
| Are workers doing tasks requiring force, awkward joint positions or the repetition that continues for over 30 minutes at a time or more than two hours of a shift? | ||||||
| If the task is performed for prolonged periods, can it be performed at an easy pace? | ||||||
| Are there mechanical aids (such as trolleys, hoists) available and used? | ||||||
| Are workers protected against vibration when using powered equipment for long periods? | ||||||
| Are workers able to perform the task in an upright, forward-facing position (i.e. not bent over or twisting/turning their back/neck)? | ||||||
| Are workers able to perform the task without reaching and with their shoulder, forearm and wrist in a comfortable position (i.e. not stretched bent/twisted)? | ||||||
| Are workers able to vary their posture throughout the task? (i.e. do not have to stand, sit, kneel or squat for extended periods)? | ||||||
| Is the need to move heavy loads eliminated or minimised? | ||||||
| Are repetitive movements minimised, and/or do workers have frequent breaks from repetitive tasks? | ||||||
| Are the forces required by a worker to perform the task kept within a minimal possible range (not high, sudden, repetitive or sustained)? | ||||||
| Section 9. Security | ||||||
| SECTION 9.1 VIOLENCE | ||||||
| Is there a zero-tolerance policy for aggressive and abusive customers? | ||||||
| Is security lighting or video surveillance installed? | ||||||
| Are there locks on doors and windows? | ||||||
| Are workers trained in the policy and procedures for managing aggressive and abusive customers? | ||||||
| Are enough staff rostered to keep delays to a minimum, reducing the potential for customer aggression? | ||||||
| Is there a procedure in place to support workers exposed to critical incidents? | ||||||
| SECTION 9.2 MANAGING CASH | ||||||
| Is cash stored safely and counted in a secure room? | ||||||
| Are cashless purchases (e.g. credit cards) encouraged? | ||||||
| Are bank deposits made at random times? | ||||||
| Is there a safe work procedure for handling and managing cash? | ||||||
| Section 10. Slips, trips and falls | ||||||
| Does drainage prevent pooling of water and grease? | ||||||
| Is there a spill procedure that requires immediate clean-up of all spills? | ||||||
| Is non-slip flooring installed? | ||||||
| Are there appropriate ‘wet floor’ signs? | ||||||
| Are appropriate floor-cleaning products used to clean floors? | ||||||
| Are passageways, entrances and exits kept clear and easily accessible? | ||||||
| Is lighting adequate? | ||||||
| Are floor surfaces, stairs and ramps well maintained (both indoors and outdoors)? | ||||||
| Is there a policy in place for closed, non-slip footwear? | ||||||
| Section 11. Young workers | ||||||
| Are young workers given induction training when they start? | ||||||
| Are young workers trained in all safe work procedures? | ||||||
| Are young workers given clear instructions about tasks to be performed? | ||||||
| Are young workers given close and competent supervision? | ||||||
| Is there a zero-tolerance policy for harassment, skylarking, intimidation, offensive language and behaviour, initiations and practical jokes? | ||||||
| Do young workers know how to report unsafe conditions? | ||||||
| Is there a ‘buddy’ system in place to support new and young workers? | ||||||
| SAFETY AUDIT “Handling chemicals and hazardous Substances.” | ||||||
| Acceptable | Immediate action/control measures | Further action required* | Date signed off | Date to be completed | ||
| Y | N | |||||
| Question | ||||||
| Is there a written policy available for the assessment of risks at the workplace? | ||||||
| Is the process of assessment for hazardous substances explicitly outlined (e.g. through the development of a checklist or program)? | ||||||
| Is an up-to-date inventory of substances used in the assessment process to identify hazardous substances? | ||||||
| Have all hazardous substances in the workplace been identified? | ||||||
| Are assessment duties defined with the allocation of tasks and responsibilities? For example, are assessors used who is generally able to make good judgments about the nature of the risks? | ||||||
| Are procedures available to deal with the situation when the assessors are uncertain of the risk? | ||||||
| Are there clear lines of communication between the people who conduct assessments and the decision-makers that have the authority to implement the recommendations of the assessment process? | ||||||
| Is the assessment of risks recorded? | ||||||
| Does the assessment process include the possibility of on-the-job training of more assessors? | ||||||
| Is the assessment process subject to regular review (e.g. every five years of whenever a new process or material is introduced)? | ||||||
| SAFETY AUDIT “Evacuation of staff and customers.” | ||||||
| Acceptable | Immediate action/control measures | Further action required* | Date signed off | Date to be completed | ||
| Y | N | |||||
| Question | ||||||
| Responsibilities Has someone with appropriate skills been made responsible for specific actions in an emergency, for example, managing an evacuation or assigning area wardens? Is someone responsible for making sure all workers and others in the workplace, for example, contractors, customers and visitors are accounted for in an evacuation? Do workers work alone know what to do in an emergency? Are specific procedures in place for critical functions, for example, power shut-downs? | ||||||
| Emergency contact details Are emergency contact details relevant to the types of possible threats, for example, fire brigade, police and poison information centre? Are the emergency contact details displayed at the workplace in an easily accessible location? Are “contact details” updated regularly? | ||||||
| Evacuations Have all emergencies requiring an evacuation at the workplace been identified? Has an evacuation procedure been prepared (if applicable)? Does the procedure: address all types of situations and hazards which may arise at the workplace cover everyone who may be present at the workplace allow for quick and safe evacuation when needed clearly identify routes to safe assembly areas consider special assistance for hearing, vision or mobility-impaired people, and include a process for accounting for persons? | ||||||
| Evacuations for a fixed workplace Is the evacuation procedure clearly and prominently displayed at the workplace, where practicable? Is there a mechanism, for example, a siren or a bell alarm for alerting staff of an emergency? If yes, is it regularly tested to ensure its effectiveness? Is there a documented site plan that illustrates the location of fire protection equipment, emergency exits and assembly points? If yes, is it posted in key locations throughout the workplace? Are all exits, corridors and aisles readily accessible and kept clear of obstructions? Does the workplace have illuminated exit signs? | ||||||
| Fire protection equipment Does the workplace have appropriate fire protection equipment? Is it suitable for the types of risks at the workplace, for example, foam or dry powder type extinguishers for fires that involve flammable liquids? Is it properly maintained and regularly checked and tested by the local fire authority or fire equipment supplier? Is the area where the equipment is stored kept clear of obstructions? Are adequate numbers of workers trained to use fire extinguishers? Do they know what type of extinguisher to use for different types of fires? | ||||||
| Extreme weather conditions If there is a risk of extreme or dangerous weather conditions, for example, bushfire, floods or storms, will the control measures be effective in these conditions? Do emergency procedures accommodate declarations of extreme weather warnings? Examples of extreme weather warnings may include warnings such as a code red in the case of extreme bushfires or categories 3, 4 or 5 for cyclone warnings. Do declarations of extreme weather warnings in the emergency plan include matters such as safe exit routes, for example, the process for identifying and communicating roads that may be closed? Do procedures identify the closest designated ‘safe place’? Do procedures accommodate evacuation procedures of the relevant local authorities, for example, the fire services, SES and police? Do workers have access to reliable communications equipment? Are workers trained in an emergency evacuation and related procedures? If workers travel into areas where extreme weather warnings may be declared, have appropriate policies and procedures been developed for when such declarations are made? | ||||||
| Chemical safety Are “current safety data sheets” available for all hazardous chemicals on-site? Are all hazardous chemicals labelled and stored in a safe manner? Is appropriate equipment available to initially respond to a chemical incident, for example, absorbent material to contain a liquid spill? Is appropriate personal protective equipment and training provided to protect workers who are called on to deal with an unplanned chemical release? | ||||||
| First aid Is first aid plan displayed on the notice board? Has a first aid assessment been conducted? Does the workplace have trained first aiders and suitable first aid facilities? Are workers aware of where first aid facilities are kept and who first aiders are? | ||||||
| Neighbouring businesses Have neighbouring businesses been considered if an emergency occurs? How would they be advised of an emergency situation arises (if applicable)? Should they be consulted about the preparation and coordination of emergency plans? Have the risks from neighbouring businesses been considered, for example, fire from restaurant/takeaway food outlets, Q fever from cattle yards or vehicle accidents on major roads? | ||||||
| Post-incident follow-up Are there procedures in place to notify the relevant regulator about a notifiable incident where necessary? Are there procedures in place to ensure the cause of the emergency is determined, and action is taken to prevent a similar incident occurring again? Are there procedures in place to ensure the welfare of workers after an emergency or an incident, for example, medical treatment or trauma counselling? | ||||||
| Review Are “emergency plan practice runs” undertaken to assess the effectiveness of the emergency plan, for example, evacuation drills? Is someone responsible for documenting and retaining the results of emergency plan practice runs? Is someone responsible for reviewing the emergency plan and informing workers of any revisions? | ||||||
Activity 2: Report Hazards.
This activity is a continuation of activity 1.
This activity requires you to report the hazards identified in Activity 1. To do so, you need to complete the “Hazard Report Form” given below.
| Hazard Report Form |
| Brief description of Hazard/Health and Safety issue: (Include details, if any, of immediate action taken to ensure the safety of persons who may be affected.) |
| Where is the hazard located in the workplace? |
| Time/date hazard identified |
| Date: ___/___/___ Time: am/pm |
| Recommended action to fix hazard/issue |
| 5. Reported to Workplace Health and Safety Representative (WHSR) |
| 6. Has the hazard/issue been addressed? ☐ YES/ ☐ NO |
| 7. Do you consider the issue/hazard fixed? ☐ YES/ ☐ NO |
| Signature: |
| Date: ___/___/___ |
Activity 3: Follow emergency procedures and complete incident reports
Scenario: While working in the training organisation, you heard the evacuation/fire alarm.
Part A: In this part, you are required to follow procedures for emergency situations by performing the following:
Recognise emergency situations
Follow organisation security and emergency procedure
Seek assistance from colleagues during emergency situations for the following:
To ensure cooking stove and gas supply is turned off
To count the total number of people, present at the emergency evacuation point to ensure everyone has evacuated
Complete emergency incident reports using “google Doc” by using the format of the below organisational incident report template.
| Incident report template Reported by: Date of report: Title / role: Incident no.: Incident information Incident type: Date of incident: Location: City: State: Zip code: Specific area of location (if applicable): Incident description Name / role / contact of parties involved 1. 2. 3. Name / role / contact of witnesses 1. 2. 3. Police report filed? Precinct: Reporting officer: Phone: Follow-up action Supervisor name: Supervisor signature: Date: |
Part B:
In this part, you are required to follow procedures for emergency situations by performing the following:
Recognise emergency situations
Follow organisation security and emergency procedure
Seek assistance from colleagues during emergency situations for the following:
To ensure cooking stove and gas supply is turned off
To count the total number of people, present at the emergency evacuation point to ensure everyone has evacuated
Complete emergency incident reports using “google Doc” by using the format of the below organisational incident report template.
| Incident report template Reported by: Date of report: Title / role: Incident no.: Incident information Incident type: Date of incident: Location: City: State: Zip code: Specific area of location: Incident description Name / role / contact of parties involved 1. 2. Name / role / contact of witnesses 1. 2. Police report filed? Precinct: Reporting officer: Phone: Follow-up action Supervisor name: Supervisor signature: Date: |
Activity 4: Coordinate consultative processes for managing the above workplace health, safety and security issues.
In this task, you are required to arrange a meeting with the organisation’s occupational health and safety officer and the manager. The following will be the participants of the meeting:
Work health and safety officer (You)
Manager
Owner
| You trainer/assessor will take on the role of the Owner, and the role of the manager will be allocated to another staff member. |
The agenda of the meeting is to coordinate consultative processes for managing the workplace health, safety and security issues identified in Activity 1.
Before the meeting, you need to:
Prepare a meeting agenda using the template provided.
During the meeting, you need to:
Use questioning and listening techniques to check or confirm understanding.
Discuss and report recent incidents and issues and concerns involving the following:
Identified hazards and incidents, including:
First Aid Plan is not displayed on the noticeboard(s).
Safety data sheet not available for a hazardous chemical.
Passageways have some obstructions.
Staff, not trained to use fire protection equipment
Fire/evacuation alarm
Gas leak
Monitor the effectiveness of the WHS system; identify required adjustment and staff training needs and discuss them.
Provide an opportunity for the Manager and the owner to contribute their views on current and future WHS management practices.
Request feedback from the participants.
Resolve identified issues in consultation with the Manager and the owner.
Provide own feedback on WHS management practices that must be implemented for compliance with state or territory occupational health and safety (OHS) or WHS legislation during the above situations to the Manager and the owner.
The Manager and the owner will:
Provide their suggestions regarding current and future WHS management practices.
Discuss resolution for each issue (hazard and incident) identified.
After the meeting, you must complete the meeting minutes template provided below.
Meeting agenda template:
| Date/Time: | |||
| Location: | |||
| Chairperson: | |||
| Meeting Attendees: Full names and roles | |||
| Agenda Item/Topic | Discussion/Outcomes | Action Officer | Due Date |
| Welcome | |||
| (Agenda item 1) Topic? | |||
| (Agenda item 2) Topic? | |||
| (Agenda item 3) Topic? | |||
| Summary | Overall Summary: Decision/s Action/s if any | ||
| Next Meeting Time/date | |||
| Meeting closed at: | |||
| Minutes are a true and accurate record of the meeting | Approved/confirmed by whom? | ||
Meeting minutes template:
| Minutes of Meeting Meeting Objective: Attendees: Venue: Date: | |||
| No. | Points Discussed | Actions Suggested | Target Date |
| Signature of attendee 1: Signature of attendee 2: Signature of attendee 3: Signature of attendee 4: | |||
Activity 5: Implement and monitor health, safety and security training.
This activity requires you to prepare a questionnaire to identify staff knowledge regarding work health and safety practices. The questionnaire must include ten (10) questions.
The questionnaire will be discussed with three (3) staff members. The role of the staff members will be allocated to the students by the trainer/assessor.
After assessing their knowledge regarding work health and safety practices, you need to make arrangements for fulfilling the training needs of each individual staff member.
During the training session, you need to:
Explain relevant WHS information to personnel.
Make all current WHS information readily accessible to staff.
Discuss the areas that they WHS training on.
Develop a learning plan for each staff member.
After preparing the learning plan, you again need to assess the staff member’s knowledge and make adjustments to the learning plan.
Learning plan: Staff member 1:
| Date | Issue identified | Learning activities | Monitoring KPI’s |
Learning plan: Staff member 2:
| Date | Issue identified | Learning activities | Monitoring KPI’s |
Learning plan: Staff member 3:
| Date | Issue identified | Learning activities | Monitoring KPI’s |
Performance Criteria/Performance Checklist
| Your task must address the following performance criteria/ performance checklist. | |||
| To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence | S | N/S | Trainer/Assessor to complete (Comment and feedback to students) |
| Conducted a Work Health and Safety audit. Took responsibility for following WHS legal requirements. Followed ‘protocols and procedures’ related to own role. | |||
| Reported Hazards. Used structures and language appropriate to the audience and context in reports giving factual information. Took responsibility for following WHS legal requirements. | |||
| Follow emergency procedures and complete incident reports. Used structures and language appropriate to the audience and context in reports giving factual information. Identified and interpreted information in relation to WHS and emergency incidents. | |||
| Sought assistance from others when WHS issues are beyond the scope of immediate responsibilities | |||
| Planned, organised and implemented routine tasks in order to optimise health and safety | |||
| Selected and implemented actions from predetermined procedures. | |||
| Participate in organisational WHS practices. Used structures and language appropriate to audience and context in reports, descriptions, opinions and explanations Extracted meaning from reports, descriptions, opinions and explanations. | |||
Appendix A: Reasonable Adjustments
| Write (task name and number) where reasonable adjustments have been applied: |
| Reasonable Adjustments |
| Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. |
| Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) | ||
| Category | Possible Issue | Reasonable Adjustment Strategy (select as applicable) |
| ¨ LLN | ¨ Speaking ¨ Reading ¨ Writing ¨ Confidence | ¨ Verbal assessment ¨ Presentations ¨ Demonstration of a skill ¨ Use of diagrams ¨ Use of supporting documents such as wordlists |
| ¨ Non-English Speaking Background | ¨ Speaking ¨ Reading ¨ Writing ¨ Cultural background ¨ Confidence | ¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process ¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role ¨ Use short sentences that do not contain large amounts of information ¨ Clarify information by rephrasing, confirm understanding ¨ Read any printed information to the student ¨ Use graphics, pictures and colour coding instead of, or to support text ¨ Offer to write down, or have someone else write, oral responses given by the student ¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs |
| ¨ Indigenous | ¨ Knowledge and understanding ¨ Flexibility ¨ Services ¨ Inappropriate training and assessment | ¨ Culturally appropriate training ¨ Explore understanding of concepts and practical application through oral assessment ¨ Flexible delivery ¨ Using group rather than individual assessments ¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. |
| ¨ Age | ¨ Educational background ¨ Limited study skills | ¨ Make sure font size is not too small ¨ Trainer/Assessor should refer to the student’s experience ¨ Ensure that the time available to complete the assessment takes account of the student’s needs ¨ Provision of information or course materials in an accessible format. ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift |
| ¨ Educational background | ¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies | ¨ Discuss with the Student previous learning experience ¨ Ensure learning and assessment methods meet the student’s individual need |
| ¨ Disability | ¨ Speaking ¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies | ¨ Identify the issues ¨ Create a climate of support ¨ Ensure access to support that the student has agreed to ¨ Appropriately structure the assessment ¨ Provide information or course materials in an accessible format, e.g. a textbook in braille ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift |
| Explanation of reasonable adjustments strategy used |
| Trainer/Assessor Name | |
| Trainer/Assessor Declaration | I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided an explanation of reasonable adjustments strategy used, as required. |
| Trainer/Assessor Signature | |
| Date |
Appendix B: Learner Evaluation Form
Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below:
logistics and support
facilitation
training material
assessment
Your honest and detailed input is, therefore, of great value to us, and we appreciate your assistance in completing this evaluation form
| Unit of Competency Name | Trainer/Assessor Name | ||||||||||||||
| Student Name (Optional) | Dates of Training | ||||||||||||||
| Employer/Worksite (if applicable) | Date of Evaluation | ||||||||||||||
| A | Logistics and Support Evaluation | ||||||||||||||
| No. | Criteria/Question | Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree | |||||||||
| 1 | The communication regarding the required attendance and time to study to pass this unit was correct | ||||||||||||||
| 2 | The staff were efficient and helpful. | ||||||||||||||
| 3 | The training equipment and material used was effective and prepared. | ||||||||||||||
| 4 | The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.) | ||||||||||||||
| Additional Comments on Logistics and Support | |||||||||||||||
| No. | Criteria/Question | Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree | |||||||||
| B | Trainer/Assessor Evaluation | ||||||||||||||
| 1 | The trainer/assessor was prepared and knowledgeable on the subject of the program | ||||||||||||||
| 2 | The trainer/assessor encouraged student participation and input | ||||||||||||||
| 3 | The trainer/assessor made use of a variety of methods, exercises, activities and discussions | ||||||||||||||
| 4 | The trainer/assessor used the material in a structured and effective manner | ||||||||||||||
| 5 | The trainer/assessor was approachable and respectful of the learners | ||||||||||||||
| 6 | The trainer/assessor was punctual and kept to the schedule | ||||||||||||||
| 7 | The trainer/assessor was easy to understand and used the correct language | ||||||||||||||
| Additional Comments on Training | |||||||||||||||
| No. | Criteria/Question | Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree |
| C | Learning Evaluation | |||||
| 1 | The learning outcomes of the unit are relevant and suitable. | |||||
| 2 | The content of the unit was relevant and suitable for the target group. | |||||
| 3 | The length of the training was suitable for the unit. | |||||
| 4 | The learning material assisted in the learning of new knowledge and skills to apply in a practical manner. | |||||
| 5 | The learning material was free from spelling and grammar errors | |||||
| 6 | Handouts and exercises were clear, concise and relevant to the outcomes and content. | |||||
| 7 | Learning material was generally of a high standard, and user-friendly | |||||
| Additional Comments on Learning Evaluation | ||||||
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