Table of Contents
Table of Contents 1Instructions to Learner 2Assessment instructions 2Assessment requirements 5Candidate Details 6Assessment – BSBWHS504: Manage WHS risks 6Observation/Demonstration 7Third Party Guide 8Third party details (required information from the learner) 8Activities 9Activity 1A 9Activity 1B 10Activity 1C 11Activity 2A 12Activity 2B 13Activity 3A 14Activity 3B 15Activity 3C 16Activity 3D 17Summative Assessments 18Section A: Skills Activity 19Section B: Knowledge Activity (Q & A) 21Section C: Performance Activity 24Workplace Documentation – for learner 25Workplace documents checklist 25Supplementary Oral Questions (optional) – for assessor 26Competency record to be completed by assessor 29 Instructions to LearnerAssessment instructionsOverviewPrior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.Written workAssessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria: Address each question including any sub-points Demonstrate that you have researched the topic thoroughly Cover the topic in a logical, structured manner Your assessment tasks are well presented, well referenced and word processed Your assessment tasks include your full legal name on each and every page.Active participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. PlagiarismPlagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own.Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor.The following list outlines some of the activities for which a learner can be accused of plagiarism: Presenting any work by another individual as one’s own unintentionally Handing in assessments markedly similar to or copied from another learner Presenting the work of another individual or group as their own work Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.CollusionCollusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will notbe accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.Additional evidenceIf we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues.We retain this right at any time, including after submission of your assessments.ConfidentialityWe will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law.However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to thedisclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. Assessment appeals processIf you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal.You must first discuss the issue with your trainer/assessor.If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.Recognised prior learningCandidates will be able to have their previous experience or expertise recognised on request.
Special needsCandidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately. Assessment requirementsAssessment can either be: Direct observation Product-based methods e.g. reports, role plays, work samples Portfolios – annotated and validated Questioning Third party evidence.If submitting third party evidence, the Third Party Observation/Demonstration documentmust be completed by the agreed third party.Third parties can be: Supervisors Trainers Team members Clients Consumers.The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency.The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.Candidate DetailsAssessment – BSBWHS504: Manage WHS risksPlease complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBWHS504: Manage WHS risks.Name: _____________________________________________________________Address: _____________________________________________________________ _____________________________________________________________Email: _____________________________________________________________Employer: _____________________________________________________________DeclarationI declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.Signed: ____________________________________________________________Date: ____________________________________________________________If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed.We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.Learner 1: ____________________________________________________________Signed: ____________________________________________________________Learner 2: ____________________________________________________________Signed: ____________________________________________________________Learner 3: ____________________________________________________________Signed: ____________________________________________________________ Observation/DemonstrationThroughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.An explanation of observations and demonstrations:Observation is on-the-jobThe observation will usually require: Performing a work based skill or task Interaction with colleagues and/or customers.Demonstration is off-the-jobA demonstrationwill require: Performing a skill or task that is asked of you Undertakinga simulation exercise.Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.You should be able to demonstratethe skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide. Third Party GuideYou should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves.The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.The reasons to use a third party may include: Assessment is required in the workplace Where there are health and safety issues related to observation Patient confidentiality and privacy issues are involved.If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training.Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relateto the unit of competency but are not a part of the formal assessment process.The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.Documents relevant to collection of third party evidenceare included in the Third Party section in the Observations/Demonstrations document.Third party details (required information from the learner)A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.Third party name: ______________________________________________________________Position of third party: ______________________________________________________________Telephone number: ______________________________________________________________Email address: ______________________________________________________________Declaration for nominated third partyI declare my intention to act as third party for (learner’s name here) __________________________Third party signature: _____________________________________ Date: ___________________ActivitiesWhere applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Activity 1AEstimated Time 30 MinutesObjective To provide you with an opportunity to identify sources of information and data 1. Identify ten ways in which you could source information relating to hazards and risks. For each, find a specific example relevant to your business.
2. Write a 500-word report outlining the information you would find within the Workplace Health and Safety Act.
Activity 1BEstimated Time 25 MinutesObjective To provide you with an opportunity to obtain information and data to determine the nature and scope of hazards, the range of harms they may cause, and how these harms are caused 1. List four questions you would need to ask yourself in order to determine the nature and scope of workplace hazards.
2. Identify six hazards within your workplace. Identify the harms that could be caused by these hazards and suggest how each hazard would be classified.
Activity 1CEstimated Time 30 MinutesObjective To provide you with an opportunity to identify how to obtain information and data to determine techniques, tools and processes to assess risk associated with identified hazards, and identify risk control options 1. Identify and explain three techniques, tools or process to assess hazards in the workplace. 2. Identify the different levels of risk categorisation within:
Likelihood of risk Consequences of risk.3. Identify five possible risk controls.
Activity 2AEstimated Time 60 MinutesObjective To provide you with an opportunity to identify how to apply knowledge of the organisation’s WHSMS and WHSIS to identify WHS risk management requirements 1. Explain what is meant by WHSMS and WHSIS. 2. Identify eight components of a WHSMS. 3. Draw a diagram explaining the risk management process. 4. Explain the difference between policy and procedure, and give a WHS example of each. 5. Identify five things WHS policies and procedures should cover. 6. Write a 500-word report outlining principles of consultation. The report should include: Specific matters that require consultation Information that should be shared in consultation Methods of consultation.
Activity 2BEstimated Time 25 MinutesObjective To provide you with an opportunity to identify how to apply knowledge of WHS legislation to identify duty holders and legislative requirements for WHS risk management 1. Explain what is meant by a duty holder.
2. Identify three different duties of each of the following duty holders:
PCBU Workers Officers Managers.
Activity 3AEstimated Time 45 MinutesObjective To provide you with an opportunity to identify how to apply techniques, tools and processes to identify hazards, assess associated risks and identify risk control options 1. Identify ten ways you can effectively apply techniques to identify hazards, associated risks and risk controls.
2. Write a 500-word report explaining how inductions and training can ensure that WHS techniques, tools and processes are successfully applied.
3. Identify the WHS information, policies and procedures you would include in an employee induction, specific to your workplace.
Activity 3BEstimated Time 30 MinutesObjective To provide you with an opportunity to identify how to apply knowledge of hazards and risks to select appropriate risk controls 1. Identify the six stages of the hierarchy of risk control. 2. For the following situations, identify the potential hazards and risks. Use the hierarchy of risk control to select appropriate risk controls. You may identify as many controls as you feel appropriate.
Your staff occasionally have to visit construction sites Flammable chemicals are used in the building of your product There is not enough space in the store cupboard, so boxes are being placed on the fire escape stairwell.
Activity 3CEstimated Time 20 MinutesObjective To provide you with an opportunity to identify how to develop and implement a risk control plan and evaluate risk controls 1. Identify eight things that you should include in a risk control plan.
2. Summarise all the occasions on which you should evaluate your risk controls.
3. Explain four ways in which you can implement your risk control plan.
Activity 3DEstimated Time 40 MinutesObjective To provide you with an opportunity to identify how to carry out hazard identification and risk management according to organisational and legal requirements 1. Identify the six stages of demonstrating due diligence. For each stage, write 50-100 words explaining what it entails.
2. Identify five types of WHS records you are legally required to keep.
Summative AssessmentsThe summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.Skills, knowledge and performance may be termed as: Skills – skill requirements, required skills, essential skills, foundation skills Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence Performance – evidence requirements, critical aspects of assessment,performance evidence.Section A: Skills ActivityThe Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.Section B: Knowledge Activity (Q & A)The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.Section C: Performance ActivityThe Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook. Section A: Skills ActivityObjective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following skills: Organises, interprets evaluates and critiques ideas and information in relation to WHS risk management Uses industry specific terminology and appropriate formats to draft and develop risk control plans and processes Records results of risk-management processes according to organisational requirements Monitors adherence to legal, regulatory and organisational rights and responsibilities for self and others in relation to WHS risk management Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction and taking a leadership role when required Uses logical planning processes, and an increasingly intuitive understanding of context, to identify relevant information and risks, and to identify and evaluate strategies and resources for risk management planning Sequences and schedules complex activities, monitors implementation, and manages relevant communication in relation to risk management planning Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information, identifying and evaluating options against agreed criteria Uses common digital systems and tools to locate and store information.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Within your workplace or simulated work environment, undertake one method of identifying health and safety hazards and risks. Record any hazards that you identify in accordance with organisational requirements. 2. Choose one hazard you identified in Question 1. Put together a workplace policy and procedures that will ensure workers health and safety. 3. Put together a risk control plan for a different hazard you identified in Question 1, using industry specific terminology and an accessible format. Within the plan you should identify: The hazard Where you can find more information about the hazard and its associated risks Risk control measures that are affordable, workable and effective Short and long-term goals for reducing the potential harm of hazards How the information will be stored. 4. Organise an employee consultation relating to your risk control plan. Present your plan to the group and encourage discussion on your plan. After discussion, you should source written feedback on your plan. You should then read, evaluate and critique this feedback and, where appropriate, incorporate it into your risk control plan. 5. Over the course of a day, shadow three different types of duty holder within your workplace. Monitor that they are adhering to the legal and organisational WHS requirements. Take notes on where they need to make improvements and feed this back to your team members. Work together to find solutions to ensure everyone is fulfilling their responsibilities. Section B: Knowledge Activity (Q & A)Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of: Describe the basic principles of workplace incident, injury and disease causation Explain the meanings of ‘hazard’ and ‘risk’ and how they differ Identify formal and informal communication and consultation processes and key Personnel related to communication Describe how the characteristics and composition of the workforce impact on WHS risk and the management of WHS, including:o communication skillso cultural background and diversityo gendero labour market changeso language, literacy and numeracy levels of the workforceo structure and organisation of the workforce, including part-time, casual and contract workers; shift rosters and geographical locationo workers with specific needs and limitationso workplace culture in relation to alcohol and other drug use Identify internal and external sources of WHS information and data and how to access them Explain the limitations of generic hazard identification and risk assessment checklists and risk ranking processes Outline methods for providing evidence of compliance with WHS legislation Describe the nature of workplace processes (work flow, planning and control) and hazards relevant to the workplace Describe organisational culture as it impacts on the work team Summarise organisational WHS policies, procedures, processes and systems List other functional areas that impact on the management of WHS Outline the principles and practices of a systematic approach to managing WHS Outline Commonwealth and state or territory WHS Acts, regulations, codes of practice, standards and guidance material and other publications relevant to the organisation Outline risk management as a duty of persons conducting businesses or undertakings or officers under WHS legislation Describe the roles and responsibilities of individuals and parties under WHS legislation Outline standard industry controls for a range of hazards Identify techniques, tools and processes for identifying health and safety hazards and assessing and controlling the associated risks, including:o hazard and risk checklistso hazard huntso job safety analyseso manifests and registers, including for dangerous goods, hazardous chemicals and planto safe work method statementso surveys using questionnaires, interviews and other survey techniqueso workplace inspections and walk-throughs.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
1. Explain what is meant by the following terms:
Workplace incident Workplace injury Disease causation Hazard Risk.
2. Identify three methods of communication for consultation.
3. Explain what WHS issues should be raised as part of the consultation process and who should be included in this process.
4. Describe how the following workplace characteristics impact your WHS policy or consultation process:
Communication skills Cultural background and diversity Gender Labour market changes Language, literacy and numeracy levels of the workforce Structure and organisation of the workforce Workers with specific needs and limitations Workplace culture in relation to alcohol and other drug use.
5. Identify three internal and three external sources of information relating to WHS. For each, explain how you would access them.
6. What are the limitations of hazard/risk checklists and risk assessment matrixes?
7. Identify five records you should keep to demonstrate compliance with WHS regulations.
8. Explain what is meant by the following, and for each, provide one example relevant to your workplace:
Policy Procedure Risk management process WHMIS.
9. List four functional areas of a business that may impact upon the management of WHS.
10. Draw a flowchart explaining the principles of a systematic approach to managing WHS.
11. Identify the WHS Acts, Regulations, Codes of Practice and Regulator that apply to the territory/state that your business operates in. If this is more than one, repeat this exercise for all operational states.
12. Outline the risk management responsibilities of the following duty holders:
PCUB Officers Workers/Employees.
13. Identify the six main types of hazard/risk control.
14. Explain how the following techniques and tools can be used to identify health and safety hazards and risks:
Hazard and risk checklists Hazard hunts Job safety analyses Manifests and registers Safe work method statements Surveys using questionnaires, interviews and other survey techniques Workplace inspections and walk-throughs.
Section C: Performance ActivityObjective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the followingperformanceevidence: Access information and data on hazards and how to manage associated risks Identify duty holders and legislative requirements for work health and safety (WHS) risk management Use the organisation’s WHS management system (WHSMS) and WHS information system (WHSIS) to conduct the following risk management processes:o identify hazards and potential hazardso assess the associated riskso identify control optionso select suitable optionso develop and implement a risk control plano evaluate risk controls Carry out hazard identification and risk management.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.Answer the activity in as much detail as possible, considering your organisational requirements.
1. Identify and use different sources of information on WHS to identify three different workplace hazards and how to manage their associated risks. 2. For the following types of duty holder in your workplace, put together a handbook explaining the legal responsibilities they hold in relation to WHS: PCBU Worker Manager. 3. For one area/department of your business or in a simulated workplace environment, conduct the following risk management processes: Use an appropriate method/technique which will allow you to identify all hazards and assess their associated risks Identify risk control options and assess which are most suitable Develop and implement a risk control plan Evaluate the risk control plan after an appropriate period of time, and write a report reviewing and identifying its successes and failures. Workplace Documentation – for learnerWorkplace documents checklistTo demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.Document name/description Document attached Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle)For RTO use onlyHave originals or digital copies been supplied for the workplace documents? Yes No (Please circle)If not originals, have the originals been validated or checked? Yes No (Please circle)Learner’s signature Assessor’s signature SupplementaryOral Questions (optional) – for assessorThe below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.Learner’s name Assessor’s name Unit of Competence(Code and Title) Date of assessment Question:
Assessor judgement: Satisfactory Not SatisfactoryQuestion:
Assessor judgement: Satisfactory Not Satisfactory Question:
Assessor judgement: Satisfactory Not SatisfactoryQuestion:
Assessor judgement: Satisfactory Not SatisfactoryQuestion:
Assessor judgement: Satisfactory Not Satisfactory Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.Learner’s name Learner’s signature Assessor’s name Assessor’s signature
Competency record to be completed by assessorThis should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for theunit or if reassessment is required.Learner’s name Assessor’s name Unit of Competence(Code and Title) Date(s) of assessment Has the learnercompleted all required assessments to a satisfactory standard? Yes No(Please circle)Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? Yes No(Please circle)The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:Authentic Yes No(Please circle)Valid Yes No(Please circle)Reliable Yes No(Please circle)Current Yes No(Please circle)Sufficient Yes No(Please circle) Learner is deemed: Not yet competent CompetentIf not yet competent, date for re-assessment: Comments from trainer/assessor:
Learner’s signature Assessor’s signature