Certificate IV in Leadership and Management | My Assignment Tutor

Unit Assessment Pack (UAP) – Cover Sheet Student and Trainer/Assessor Details Student ID Student name Contact number Email address Trainer/Assessor name   Course and Unit Details Course codeBSB40215Course nameCertificate IV in Leadership and ManagementUnit codeBSBWHS401Unit nameImplement and monitor WHS policies, procedures and programs to meet legislative requirement Assessment Submission Method ☐      By hand to trainer/assessor    ☐      By email to trainer/assessor  ☐      Online submission via Learning Management System (LMS)  ☐      By Australia Post to RTO☐      Any other method _________________________________________________                                        (Please mention here)   Student Declaration 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 assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;For the purposes of assessment, I give the trainer/assessor of this assessment the 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 checking service (which may retain a copy of the assessment on its database for future plagiarism checking).   Student signature:   ________________________________                  Date:  ____/_____/______________   Assessment Plan To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks. Evidence recordedEvidence Type/ Method of assessmentSufficient evidence recorded/Outcome Unit Assessment Task 1Unit Knowledge Test (UKT)S / NS (First Attempt) S / NS (Second Attempt)Unit Assessment Task 2PresentationS / NS (First Attempt) S / NS (Second Attempt)Unit Assessment Task 3Unit Project (UP)S / NS (First Attempt) S / NS (Second Attempt)Unit Assessment Task 4Unit Project (UP)S / NS (First Attempt) S / NS (Second Attempt)Unit Assessment Task 5Unit Project (UP)S / NS (First Attempt) S / NS (Second Attempt)Final result C/NYCDate assessed   Trainer/Assessor Signature    Assessment Conditions Unit purpose/application This unit describes the skills and knowledge required to implement and monitor an organisation’s work health and safety (WHS) policies, procedures and programs in the relevant work area in order to meet legislative requirements. It applies to individuals with supervisory responsibilities for implementing and monitoring the organisation’s WHS policies, procedures and programs in a work area. These individuals have a broad knowledge of WHS policies and contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They provide supervision and guidance to others and have limited responsibility for the output of others. NOTE: The terms ‘occupational health and safety’ (OHS) and ‘work health and safety’ (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements. What the student can expect to learn by studying this unit of competency Provide information to the work team about WHS policies and proceduresImplement and monitor participation arrangements for managing WHSImplement and monitor organisational procedures for providing WHS trainingImplement and monitor organisational procedures and legal requirements for identifying hazards and assessing and controlling risksImplement and monitor organisational procedures for maintaining WHS records for the team Training and assessment resources required for this unit of competency The student will have access to the following: Learner guidePowerPoint presentationUnit Assessment Pack (UAP)Access to other learning materials such as textbooks The resources required for these assessment tasks also include: Access to a computer, the Internet and word-processing system such as MS WordAn operational business environment to implement the learning planComputer technology and documentation as requiredCodes of practice and standards issued by government regulators or industry groups Submission instructions Your trainer/assessor will confirm assessment submission details for each assessment task. Academic integrity, plagiarism and collusion Academic Integrity: Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to: Undertake studies and research responsibly and with honesty and integrityEnsure that academic work is in no way falsifiedSeek permission to use the work of others, where requiredAcknowledge the work of others appropriatelyTake reasonable steps to ensure other students cannot copy or misuse your work. Plagiarism: Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: Paraphrasing and presenting work or ideas without a referenceCopying work either in whole or in partPresenting designs, codes or images as your own workUsing phrases and passages verbatim without quotation marks or referencing the author or web pageReproducing lecture notes without proper acknowledgement. Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: Work with one or more people to prepare and produce workAllow others to copy your work or share your answer to an assessment taskAllow someone else to write or edit your work (without rto approval)Write or edit work for another studentOffer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Other Important unit specific Information N/A Unit outcome This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent.Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT). Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC). Prerequisite/s   Nil Co-requisite/s Nil Foundation Skills   The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Relevant Legislation   Australian Human Rights Commission Act 1986Age Discrimination Act 2004Disability Discrimination Act 1992Racial Discrimination Act 1975Sex Discrimination Act 1984The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)Occupational Health and Safety Act 2004 – Applicable in VictoriaWork Health and Safety Act 2011 Principles of assessment and rules of evidence   All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic. AQF Level    AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/ Further Information   For further information about this unit go to https://training.gov.au/Training/Details/BSBWHS401 Additional Information This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources. Feedback to student Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take. Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should: Be provided for each Unit Assessment Task (UAT)Guide students to adapt and adjust their learning strategiesGuide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needsBe a pivotal feature of learning and assessment design, not an add-on ritualFocus on course and unit learning outcomesGuide students to become independent and self-reflective learners and their own criticsAcknowledge the developmental nature of learning If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO. For more information, please refer to RTO Student Handbook. Unit Pre-Assessment Checklist (UPAC)  UAT 1 – Unit Knowledge Test (UKT) Purpose of the 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 Please make sure you have completed the necessary prior learning before attempting this assessment.Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.Please make sure you understand what evidence is required to be collected and how.Please make sure you know your rights and the Complaints and Appeal process.Please 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).Please make sure that you have access to a computer and the internet (if you prefer to type the answers).Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).Due date of this assessment task is according to 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.Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: 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.Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.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)CategoryPossible IssueReasonable 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 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 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 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 physical environment, e.g. installing lever taps, building ramps, installing a lift    Explanation of reasonable adjustments strategy used (If required)                       Unit Assessment Task (UAT) Assessment Task 1 – Unit Knowledge Test (UKT) Assessment type: Written Questions Assessment task description:     This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.The Unit Knowledge Test is comprised of twenty-one (21) 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 the number of points, to be deemed satisfactory in this task.You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available. Applicable conditions:    This knowledge test is untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).You must read and respond to all questions.You may handwrite/use computers 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.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.You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).For more information, please refer to your RTO Student Handbook. Location: This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.Your trainer/assessor will provide you further information regarding the location for completing this assessment task. Instructions for answering written questions: Complete a written assessment consisting of a series of questions.You will be required to correctly answer all the questions.Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed.Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of 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 the sources you are using to write your answers/research your work, you must always acknowledge the source. How your trainer/assessor will assess your work? This assessment task requires the student to answer all the questions.Answers must demonstrate the student’s understanding and knowledge of the unit.    If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment The purpose of this assessment task is to assess the students’ knowledge essential to implement and monitor WHS policies, procedures and programs to meet legislative requirements Assessment Task 1 – Unit Knowledge Test (UKT) Instructions: This is an individual assessment.The purpose of this assessment task is to assess the students’ knowledge essential to to implement and monitor WHS policies, procedures and programs to meet legislative requirements.To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.All questions must be answered in order to gain competency for this assessment.You may attach a separate sheet if required.You must include the following particulars in the footer section of each page of the attached sheets:Student ID or Student NameUnit ID or Unit CodeCourse ID or Course CodeTrainer and assessor namePage numbersYou must staple the loose sheets together along with the cover page.You must attach the loose sheets chronologically as per the page numbers.Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words. Resources required to complete the assessment task: ComputerInternetMS WordPrinter or e-printerAdobe acrobat/readerLearning management system Question 1: Outline the relevant WHS Act, regulations and regulator for your state or territory.(250-300 words)                                           Question 2(multiple choice question): What is the WHS Act? A workplace policy to protect workersA framework to secure the health and safety of workers and workplacesWorkplace procedures to ensure WHSGuidance on how to set up consultative processes     Question 3: Describe the responsibilities and duties of each of the following listed people according to current Workplace Health and Safety regulations in your state. Managers & supervisorsPCBU’s (Persons conducting businesses or undertakings (150-200 words)                                                         Question 4: According to the Work Health and Safety Regulations 2011, outline the duties of a worker when carrying out construction work. (100-200 words)                         Question 5: According to the Work Health and Safety Regulations 2011, what steps must a duty holder take in order to manage risk to health and safety? (150-200 words)                                             Question 6: Read the case study below and answer the question. Case study You are a supervisor at small business that operates out of an office space in the central business district of you city. A group of 3 new staff members have just undergone induction, however have voiced that they are a little unsure about the WHS regulations of the business. Q) As the supervisor, what are your responsibilities and what steps will you take to keep the new staff informed on relevant WHS policies? (100-200 words)                       Question 7: Organisational policies and procedures are designed to ensure there are systems and practices in place for varying aspects of operations. Explain how organisational policies and procedures relate to hazard identification and risk management. (150-200 words)                             Question 8: As a supervisor, how do you ensure staff have access to WHS policies and procedures?  (20 -25 words)                       Question 9: As a supervisor how do you ensure staff understand WHS policies and procedures? (10 -20 words)           Question 10: Explain to your team why it is important to follow WHS workplace policies and procedures?  (40 -50 words)                                 Question 11: Explain why consultation mechanisms are so important in managing health and safety risks in the workplace. (150-200 words)                   Question 12: When is consultation required? (50 words)                   Question 13: Write an email to staff to advise them why they should attend a WHS meeting. (50 words)                                                                              Question 14 (multiple choice): What is a notifiable incident? A shut-down of the organisationAn increase in accidentsA death, serious injury or illness or dangerous incidentA fire alarm         Question 15: Explain what procedures need to be taken if a notifiable workplace incident occurs. Refer to the following Safe Work Australia webpage to answer the question: http://www.safeworkaustralia.gov.au/sites/swa/whs-information/workplace-incidents-reporting/pages/workplace-incidents-reporting (150-200 words)                                   Question 16: Describe what the hierarchy of control is, and explain how it applies in the work area. (150-200 words)                                   Question 17: Provide examples of when it is reasonable to make a change to ensure safety and when it may not be practicable. (100 words)                                 Question 18: How do you identify WHS training needs?  (50 words)                         Question 19: What are some ways you might provide training to different levels of staff? (50 words)                         Question 20: Explain how you would discuss WHS with a multicultural staff base.  (50 words)                             Question 21: Explain what steps an organisation must take to ensure they are protected and prepared for emergencies such as fires and evacuations. (100-150 words)                               Unit Assessment Result Sheet (UARS) Assessment Task 1 – Unit Knowledge Test (UKT) Student and Trainer/Assessor Details Unit codeBSBWHS401Unit nameImplement and monitor WHS policies, procedures and programs to meet legislative requirementsOutcome of Unit Assessment Task (UAT)First attempt:   Outcome (please make sure to tick the correct checkbox):  Satisfactory (S) ☐ or Not Satisfactory (NS) ☐   Date: _______(day)/ _______(month)/ ____________(year) Second attempt:   Outcome (please make sure to tick the correct checkbox):  Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)Feedback to StudentFirst attempt:         Second attempt:        Student DeclarationI 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 all work I submit must be verifiable as 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 DeclarationI hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 above-named candidate.Trainer/Assessor Signature Date Office Use OnlyOutcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ Unit Pre-Assessment Checklist (UPAC)  UAT 2 –Presentation Purpose of the 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 Please make sure you have completed the necessary prior learning before attempting this assessment.Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.Please make sure you understand what evidence is required to be collected and how.Please make sure you know your rights and the Complaints and Appeal process.Please 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).Please make sure that you have access to a computer and the internet (if you prefer to type the answers).Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).Due date of this assessment task is according to 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.Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: 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.Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.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)CategoryPossible IssueReasonable 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 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 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 ¨ provision of information or course materials in accessible format, e.g.  a text book 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 physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required)                       Unit Assessment Task (UAT) Assessment Task 2 –Presentation   Assessment type: Presentation Assessment task description:     This is the second (2) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.This assessment task is comprised of a presentation to be completed in front of your trainer/assessor.The premise of the role play must be closely related to the previous assessment task.You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available. Applicable conditions:   This skill test is timed.Time allowed to deliver the presentation is 15-20 minutes.Time allowed to develop required resources for presentation is 3 weeks prior to the presentation.Electronic devices are allowed during this assessment task.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.Trainer/Assessor may ask you relevant questions during this assessment task. Resubmissions and reattempts:                Where your answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).For more information, please refer to your RTO Student Handbook. Location: This assessment task may be completed in an independent learning environment or learning management system.Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the presentation: You must not cut and paste chunk of text on the presentation slides however you are advised to write down the keywords and important phrases to help you to deliver the presentation.You must not read the presentation word-by-word and should use the presentation for reference purpose only.You must explain the topics appropriately.Your tone, gestures, body language has to be according to the role you are portraying.You will be required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task. Information about presentation: Please note that the task includes participation in the role play.The aim of the task is to present how you would implement and monitor procedures according to WHS legislation and organisational guidelines.This type of learning provides a controlled environment in which role players can practice skills, roles and processes.In addition to preparing your own role play, learning is reinforced by observing other team members and offering comments and constructive feedback.This role play focuses on the elements and performance criteria for the unit of competence, which is available on the training package website http://training.gov.au.You have to present your role play to your trainer/assessor on the due date.Reasonable adjustment will be allowed for those candidates who are eligible to receive it.Please read through the instructions and assessment information carefully, prior to commencing the tasks. How your trainer/assessor will assess your work? Presentation must demonstrate the student’s understanding and skills of the unit.    Student need to be briefed on the role play a minimum of 3 weeks prior to the due date as set out in the delivery and assessment guide for this unit.A copy of the observation checklist (found in the Assessment Guide) in relation to this unit must be made available to students a minimum of three weeks prior to the assessment.Your assessor will provide you with initial oral feedback in class, after the presentations by yourself and others. This may take the form of individual feedback, if time allows, or it may be incorporated in observations of a general nature in the debriefing exercise following the role play. Written feedback incorporating the feedback on your individual presentation, role play and preparatory work will be provided within two weeks from the due date of your assessment.Your assessor will use an observation checklist/observation guide and provide written feedback indicating whether your role play and related preparatory work is satisfactory or not satisfactory.A copy of the observation checklist will be made available to students with this role play task, a minimum of three weeks prior to the assessment.If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).The “Assessment Plan” is available with the Student Assessment Pack (SAP) – Cover Sheet. Assessment Task 2 –Presentation Instructions to complete this assessment task: This task requires you to to present how you would implement and monitor procedures according to WHS legislation and organisational guidelines.You must use PowerPoint to develop your presentation.You may use models, aids, equipment’s to deliver your presentation effectively.Presentation may include diagrams, infographics, and pictures to be interactive and interesting.Role plays provide students with the opportunity to take part in activities which mirror real life career-related scenarios.During the role play, the assessor will be looking for:Appropriate interaction, body language and communication skillsThe student’s ability to establish rapport and defuse potentially difficult situationsThe ability to understand, interpret and answer the questions appropriately.Suitably documenting and presenting the topics to audience.The student meet the requirements of the unit of competency or performance criteria mentioned in the assessment task.The presentation should be consistent, well organised and must cover all the criteria mentioned in the observation guide. Resources required to complete the assessment task: ComputerInternetMS PowerpointPrinter or e-printerAdobe acrobat/readerLearning management system Assessment task Instructions This activity will require student to give a presentation on how they would implement and monitor procedures according to WHS legislation and organisational guidelines. Presentation delivery time is to be no longer than 15 to 20 minutes.Student is required to submit preparatory work before presenting their assessment task.Information regarding completing the preparatory work is provided in the relevant assessment instructions section.Student will prepare 10-15 slides of presentation.You must assess the performance as per the performance criteria and checklist provided Task: Choose a business you are familiar with. This may be a current or previous employer or a company that you have had dealings with. You will need to obtain the OHS policies and procedures for this company. Note that you can often find this information on the internet for a particular company if you are not currently working. If you are having difficulty choosing a particular organisation, ask your assessor to assist you You must submit a PowerPoint in hard copy. You are to prepare and present a presentation explaining the OHS requirements for the organisation. This must include: Relative legislative requirements.Key aspects of the organisation’s policies, procedures and programs.Identified hazards and their controls.The importance of consultation in OHS.Consultation and communication methods that enable cooperation and participation between all team members in managing work place health and safetyHow an organisation can address WHS training needs of employeesRecommended policies and procedures for identifying, reporting and actioning workplace hazards and risks. Performance Checklist During the assessment, did the candidate:P / ×Provide information on the organisation’s legislative requirements Provide information on the organisation’s policies, procedures and programs Provide information on identified hazards and their controls Explain the importance of consultative mechanisms in managing OHS Explain the legal responsibilities of employers, supervisors and workers Provide specific, clear and accurate information Consultation and communication methods that enable cooperation and participation between all team members in managing work place health and safety How an organization can address WHS training needs of employees Recommended policies and procedures for identifying, reporting and actioning workplace hazards and risks.    Unit Assessment Result Sheet (UARS) Assessment Task 2 – Presentation Student and Trainer/Assessor Details Unit codeBSBWHS401Unit nameImplement and monitor WHS policies, procedures and programs to meet legislative requirementOutcome of Unit Assessment Task (UAT)First attempt:   Outcome (please make sure to tick the correct checkbox):  Satisfactory (S) ☐ or Not Satisfactory (NS) ☐   Date: _______(day)/ _______(month)/ ____________(year) Second attempt:   Outcome (please make sure to tick the correct checkbox):  Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)Feedback to StudentFirst attempt:         Second attempt:      Student DeclarationI 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 all work I submit must be verifiable as 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 DeclarationI hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 above-named candidate.Trainer/Assessor Signature Date Office Use OnlyOutcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ Unit Pre-Assessment Checklist (UPAC)  UAT 3 – Unit Project (UP) Purpose of the 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 Please make sure you have completed the necessary prior learning before attempting this assessment.Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.Please make sure you understand what evidence is required to be collected and how.Please make sure you know your rights and the Complaints and Appeal process.Please 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).Please make sure that you have access to a computer and the internet (if you prefer to type the answers).Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).Due date of this assessment task is according to 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.Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: 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.Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.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)CategoryPossible IssueReasonable 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 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 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 ¨ provision of information or course materials in accessible format, e.g.  a text book 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 physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required)                       Unit Assessment Task (UAT) Assessment Task 3 – Unit Project (UP) Assessment type: Unit Project (UP) – Implement and monitor WHS policies, procedures and programs to meet legislative requirements Assessment task description:     This is the third (3) assessment task you have to successfully complete to be deemed competent in this unit of competency.This assessment task requires you to complete a project.You must implement and monitor WHS policies, procedures and programs to meet legislative requirements in order to successfully complete this project.You will receive your feedback within two weeks – 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 are conducted as open book tests (this means you are able to refer to your textbook).You must read and respond to all 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.You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).For more information, please refer to your RTO Student Handbook. Location: This assessment task may be completed in an independent learning environment or learning management system.Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the project: This assessment task is in continuation to the previous task.You will implement and monitor WHS policies, procedures and programs to meet legislative requirements in this assessment task.You will be expanding the knowledge and skills acquired during the previous assessment task.Instructions to implement and monitor WHS policies, procedures and programs to meet legislative requirements is provided within the assessment task.You will be required to correctly attempt all activities of this assessment task. How your trainer/assessor will assess your work? This assessment task requires the student to successfully complete and submit a project.Answers must demonstrate the student’s understanding and skills of the unit.You will be assessed according to the provided performance checklist/ performance criteria.Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.   If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Assessment Task 3 – Unit Project (UP) Instructions to complete this assessment task: Please write your responses in the template provided.You may attach a separate sheet if required.You must include the following particulars in the footer section of each page of the attached sheets:Student ID or Student NameUnit ID or Unit CodeCourse ID or Course CodeTrainer and assessor namePage numbersYou must staple the loose sheets together along with the cover page.You must attach the loose sheets chronologically as per the page numbers.Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.The premise of the project must be closely related to the previous assessment task.This submission must be well presented and follow the guidelines and instructions provided.Please follow the format as indicated in the template section below.One of the most important steps that you can take: proofread your project.Project must be completed using templates, using 11-point font, double-spaced, and must include a cover page, table of contents, introduction, body, summary or conclusion, and works cited.Appropriate citations are required.All RTO policies are in effect, including the plagiarism policy. Resources required to complete the assessment task: ComputerInternetMS WordPrinter or e-printerAdobe acrobat/readerLearning management system Project Task: This task has two case studies. You are required to provide your responses in the template provided based on each case study. Case study 1: Instructions to candidates You can complete this as a paper-based task or a word-processed taskYour assessor will negotiate a date of submission for this planYou will be assessed on the criteria specified in the performance checklist given belowYou will be given one opportunity to re-submit this assessmentYour assessor will provide you feedback on your performance Scenario Katie works in a busy office. She is the health and safety representative for her department. Before each of the OHS committee meetings, Katie discusses OHS with her team at their team meeting. At the last team meeting, one of Katie’s teammates Suzie raised concerns about the setup of the workstations. Suzie felt that the desks were too low and that this was causing discomfort and the chairs were not ergonomically designed. Some other team members agreed. Thomas, another teammate of Katie’s raised concern about the wiring of the printer and photocopier, lack of testing and tagging, as well as the poor lighting in the office. What should Katie do about her teammates’ concerns? How should this matter be recorded? How can Katie address her teammate’s concerns to ensure a satisfactory outcome? (30-50 words)How can Katie record and communicate this information? (30-50 words) For Q1 and 2, document your responses in the space provided. Discuss any 3 hazards in that the workgroup has identified and their potential impact on WHS and suggest ways to report the required / appropriate action. Use WHS action report template to document your answers. WHS Action Report: Identified Risks: Hazard (by most important to least important)Impact on the company  Urgency  (High/Medium/Low)Identified byReported to Committee (Date)                            Reporting Actions Steps: Example: Step 1: team meeting identifies hazard StepsAction: (List the sequence of reporting)Expected Date1  2  3  4  5  6   Student Signature:                                                          Date: Performance Checklist During the assessment, did the candidate:P / ×Deal with issues raised through consultation Record and communicate to the workgroup the outcomes of investigations Identify and report on hazards in the work area Take action on reported hazards  Scenario Joe is a health and safety representative at a busy warehouse. He has recently noticed that staff are stacking shelves too high and are not arranging the boxes in a stable manner. He has also noticed that several staff members are not moving the boxes correctly. They do not lift correctly and are not using the forklifts in a safe manner. Task Prepare a training plan for Joe’s staff detailing: The training needs.Arrangements for training.The costs associated with the training. You must use the Training Plan Template provided to you. Joe’s staff need training in organisational procedures for stacking shelves. They also require manual handling training and training on forklift driving. Options for training include: Mentoring or coaching on the job.Formal manual handling or forklift driving programs.Forklift licensing programs.Training by racking manufacturers on how to stack shelves.Presentations/demonstrations in the workplace. Costs should be relevant to the training planned and may include resources, costs of external training, replacement labour costs, etc. Training needArrangementsResourcesType of TrainingResponsibilityCostTimeMonitor                                  Training needArrangementsResourcesType of TrainingResponsibilityCostTimeMonitor                         Training Plan Template Performance Checklist During the assessment, did the candidate:P / ×Identify training needs Identify the process required to make arrangements for training Identify workplace learning opportunities Identify coaching and mentoring strategies Identify and report on the costs associated with training  Unit Assessment Result Sheet (UARS) Assessment Task 3 – Unit Project (UP) Student and Trainer/Assessor Details Unit codeBSBWHS401Unit nameImplement and monitor WHS policies, procedures and programs to meet legislative requirementOutcome of Unit Assessment Task (UAT)First attempt:   Outcome (please make sure to tick the correct checkbox):  Satisfactory (S) ☐ or Not Satisfactory (NS) ☐   Date: _______(day)/ _______(month)/ ____________(year) Second attempt:   Outcome (please make sure to tick the correct checkbox):  Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)Feedback to StudentFirst attempt:         Second attempt:        Student DeclarationI 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 all work I submit must be verifiable as 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 DeclarationI hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 above-named candidate.Trainer/Assessor Signature Date Office Use OnlyOutcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ Unit Pre-Assessment Checklist (UPAC)  UAT 4 – Unit Project (UP) Purpose of the 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 Please make sure you have completed the necessary prior learning before attempting this assessment.Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.Please make sure you understand what evidence is required to be collected and how.Please make sure you know your rights and the Complaints and Appeal process.Please 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).Please make sure that you have access to a computer and the internet (if you prefer to type the answers).Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).Due date of this assessment task is according to 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.Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: 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.Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.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)CategoryPossible IssueReasonable 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 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 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 ¨ provision of information or course materials in accessible format, e.g.  a text book 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 physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required)                       Unit Assessment Task (UAT) Assessment Task 4 – Unit Project (UP) Assessment type: Unit Project (UP) – Implement and monitor WHS policies, procedures and programs to meet legislative requirements Assessment task description:     This is the fourth (4) assessment task you have to successfully complete to be deemed competent in this unit of competency.This assessment task requires you to complete a project.You must implement and monitor WHS policies, procedures and programs to meet legislative requirements in order to successfully complete this project.You will receive your feedback within two weeks – 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 are conducted as open book tests (this means you are able to refer to your textbook).You must read and respond to all 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.You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).For more information, please refer to your RTO Student Handbook. Location: This assessment task may be completed in an independent learning environment or learning management system.Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the project: This assessment task is in continuation to the previous task.You will implement and monitor WHS policies, procedures and programs to meet legislative requirements in this assessment task.You will be expanding the knowledge and skills acquired during the previous assessment task.Instructions to implement and monitor WHS policies, procedures and programs to meet legislative requirements is provided within the assessment task.You will be required to correctly attempt all activities of this assessment task. How your trainer/assessor will assess your work? This assessment task requires the student to successfully complete and submit a project.Answers must demonstrate the student’s understanding and skills of the unit.You will be assessed according to the provided performance checklist/ performance criteria.Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.   If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Assessment Task 4 – Unit Project (UP) Instructions to complete this assessment task: Please write your responses in the template provided.You may attach a separate sheet if required.You must include the following particulars in the footer section of each page of the attached sheets:Student ID or Student NameUnit ID or Unit CodeCourse ID or Course CodeTrainer and assessor namePage numbersYou must staple the loose sheets together along with the cover page.You must attach the loose sheets chronologically as per the page numbers.Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.The premise of the project must be closely related to the previous assessment task.This submission must be well presented and follow the guidelines and instructions provided.Please follow the format as indicated in the template section below.One of the most important steps that you can take: proofread your project.Project must be completed using templates, using 11-point font, double-spaced, and must include a cover page, table of contents, introduction, body, summary or conclusion, and works cited.Appropriate citations are required.All RTO policies are in effect, including the plagiarism policy. Resources required to complete the assessment task: ComputerInternetMS WordPrinter or e-printerAdobe acrobat/readerLearning management system Instructions to candidates You can complete this as a paper-based task or a word-processed taskYour assessor will negotiate a date of submission for this planYou will be assessed on the criteria specified in the performance checklist given belowYou will be given one opportunity to re-submit this assessmentYour assessor will provide you feedback on your performance Project Task: Scenario Drita is the manager of a busy restaurant. A recent safety audit of the restaurant has revealed the following hazards: During peak holiday periods there were not enough staff available and extra strain was placed on existing staff.Staff were found boiling water near the deep fryers. Drita rosters 2 extra employees over the lunch and dinner periods during the peak holiday season. Due to the fire hazards, it is written in the policies and procedures that staff are not to boil water on the stove next to the deep fryers. Task Perform a risk assessment on these 2 hazards. How do you rate the risks? How effective are the current risk controls? Provide at least 1 example per hazard of additional risk controls that Drita could implement and explain where these controls sit on the hierarchy of controls. Risk assessment should consider the frequency and consequence of injury. Risk ratings are subjective. The 1st hazard could be considered a medium risk as the impact would affect all staff and it occurs each season. The second hazard could be considered a medium risk as it has not necessarily caused injury but has the potential to cause significant damage and possible fatalities. Procedures to control risks may include: consultation with employees and their representativesjob/process/workplace re-design e.g. introduce mechanical handling equipment, re-arrange material flow/timing/scheduling, raise/lower work platformsremoving the cause of a risk at its source (eliminating the hazard) e.g. removing stored goods permanently from emergency exit passagewaysselecting control measures in accordance with the hierarchy i.e. work through hierarchy from most effective to least effective control HazardsWhyCurrent ControlsInadequaciesPossible solutionLikely (1 to 5)Consequence         (1 to 5)How measure effectiveness?                                   HazardsWhyCurrent ControlsInadequaciesPossible solutionLikely (1 to 5)Consequence         (1 to 5)How measure effectiveness?                                                                                     Performance Checklist During the assessment, did the candidate:P / ×Identify hazards in the work area Identify risk control procedures in accordance with the hierarchy of controls Identify inadequacies in existing risk control procedures Assess risks  Unit Assessment Result Sheet (UARS) Assessment Task 4 – Unit Project (UP) Student and Trainer/Assessor Details Unit codeBSBWHS401Unit nameImplement and monitor WHS policies, procedures and programs to meet legislative requirementOutcome of Unit Assessment Task (UAT)First attempt:   Outcome (please make sure to tick the correct checkbox):  Satisfactory (S) ☐ or Not Satisfactory (NS) ☐   Date: _______(day)/ _______(month)/ ____________(year) Second attempt:   Outcome (please make sure to tick the correct checkbox):  Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)Feedback to StudentFirst attempt:         Second attempt:        Student DeclarationI 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 all work I submit must be verifiable as 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 DeclarationI hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 above-named candidate.Trainer/Assessor Signature Date Office Use OnlyOutcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ Unit Pre-Assessment Checklist (UPAC)  UAT 5 – Unit Project (UP) Purpose of the 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 Please make sure you have completed the necessary prior learning before attempting this assessment.Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.Please make sure you understand what evidence is required to be collected and how.Please make sure you know your rights and the Complaints and Appeal process.Please 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).Please make sure that you have access to a computer and the internet (if you prefer to type the answers).Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).Due date of this assessment task is according to 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.Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: 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.Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.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)CategoryPossible IssueReasonable 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 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 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 ¨ provision of information or course materials in accessible format, e.g.  a text book 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 physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required)                       Unit Assessment Task (UAT) Assessment Task 5 – Unit Project (UP) Assessment type: Unit Project (UP) – Implement and monitor WHS policies, procedures and programs to meet legislative requirements Assessment task description:     This is the fifth (5) assessment task you have to successfully complete to be deemed competent in this unit of competency.This assessment task requires you to complete a project.You must implement and monitor WHS policies, procedures and programs to meet legislative requirements in order to successfully complete this project.You will receive your feedback within two weeks – 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 are conducted as open book tests (this means you are able to refer to your textbook).You must read and respond to all 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.You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).For more information, please refer to your RTO Student Handbook. Location: This assessment task may be completed in an independent learning environment or learning management system.Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the project: This assessment task is in continuation to the previous task.You will implement and monitor WHS policies, procedures and programs to meet legislative requirements in this assessment task.You will be expanding the knowledge and skills acquired during the previous assessment task.Instructions to implement and monitor WHS policies, procedures and programs to meet legislative requirements is provided within the assessment task.You will be required to correctly attempt all activities of this assessment task. How your trainer/assessor will assess your work? This assessment task requires the student to successfully complete and submit a project.Answers must demonstrate the student’s understanding and skills of the unit.You will be assessed according to the provided performance checklist/ performance criteria.Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.   If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Assessment Task 5 – Unit Project (UP) Instructions to complete this assessment task: Please write your responses in the template provided.You may attach a separate sheet if required.You must include the following particulars in the footer section of each page of the attached sheets:Student ID or Student NameUnit ID or Unit CodeCourse ID or Course CodeTrainer and assessor namePage numbersYou must staple the loose sheets together along with the cover page.You must attach the loose sheets chronologically as per the page numbers.Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.The premise of the project must be closely related to the previous assessment task.This submission must be well presented and follow the guidelines and instructions provided.Please follow the format as indicated in the template section below.One of the most important steps that you can take: proofread your project.Project must be completed using templates, using 11-point font, double-spaced, and must include a cover page, table of contents, introduction, body, summary or conclusion, and works cited.Appropriate citations are required.All RTO policies are in effect, including the plagiarism policy. Resources required to complete the assessment task: ComputerInternetMS WordPrinter or e-printerAdobe acrobat/readerLearning management system Project: In this assessment, you must demonstrate skills for identifying, analysing and monitoring hazards in the workplace. As part of this assessment, you will be required to identify the relevant workplace hazard and fill in an incident report form. After completing the form, you will need to analyse this particular hazard more thoroughly by examining previous incidents and by developing a chart which aggregates this data. You will then need to run a safety action meeting (SAM), where you will be meeting with your work safety team to analyse recorded incidents, identify the major hazard to address and to discuss and demonstrate treatment of the hazard. Finally, you will prepare and submit a report on WHS performance and the process you undertook to identify and treat the hazard. Task Review the scenario provided in Appendix 1.Complete an incident report for the hazard that is involved in the scenario (use the form in Appendix 2). You will need to create names and additional information as necessary to fill in the form.Add Rose’s incident from the scenario to the data sheet and translate that data into a graph (see Appendix 3).Conduct a safety inspection of your work area with regards to that hazard (see Appendix 4). Your assessor will simulate a workplace for you to inspect and assign you to a work safety team.Organise and chair a safety action meeting (SAM) with your work safety team. Negotiate and schedule the meeting with your work safety team.Before the meeting, work with your group to:a. consult on analysis of the hazard and possible treatmentb. considers the costs of control measures for the hazard.During the meeting, use the hazard hierarchy of control to recommend and/or demonstrate a practicable treatment. Ensure you take minutes using the SAM form (Appendix 5) to provide evidence of the meeting. Your assessor may choose to observe the meeting.Write a report for your health and safety representative (the assessor). Ensure that you:a.  Describe the process you undertook to identify, analyse and consult on the risk.b.  Refer to:specific OHS/WHS legislation relating to the maintenance of a safe workplacespecific OHS/WHS legislation and regulations and codes of practice requiring institution and implementation of consultative practicesduty of care responsibilities of employers and employeesdescribe WHS performance with respect to the hazard; outline any inadequacies in existing risk control measuresdescribe the measures you took to control the hazard, including timelines and demonstrations or plans to control the hazarddescribe future monitoring activities to ensure implementation of risk control measures, including hazard controls.Submit all documentation as per the specifications below. Ensure you keep copies for your records Specifications: You must: conduct a safety inspection of a work areaorganise and chair a safety action meeting (SAM) with your work safety teamsubmit:a completed incident report for the observed hazard (Appendix 2)a completed graph in relation to the data analysis (Appendix 3)a completed safety inspection form (Appendix 4), including photos or diagrams of the observed hazarda copy of minutes from SAM meeting (Appendix 5) showing dates of attendance and participationa one- to two-page report for your health and safety representative (the assessor Appendices Appendix 1:  Workplace scenario You are employed as a team leader of a group of five administration staff. A rapid growth in the organisation has seen many new computers installed in the office. With so many computers around the office, power extension cables occasionally become loose and end up lying on the floor of the hallway. In the past three months, a number of your employees have had near-misses where they have almost tripped on a loose cable. To make matters worse, just this morning you witnessed your senior administrator, Rosie Thompson, trip on a cable and sprain her wrist on impact with the floor. As team leader, you immediately gave Rosie some ice and a bandage and took her to see the local doctor. Organisational recordkeeping and consultative procedures, which are in place to ensure the organisation adheres to WHS obligations under relevant legislation, require team leaders to: conduct regular workplace inspections and submit safety inspection forms to the relevant person (your health and safety representative or your assessor)fill in and submit incident reports for incidents involving accidents or near-accidents involving staff or visitorscompile WHS aggregate information and report on safety performance as part of the WHS management system to your health and safety representative. In your workplace’s operational plan, the target number of incidents or injuries requiring first aid and/or medical treatment is zero. Appendix 2: Incident report Note: All sections of this form are to be completed. All incidents shall be advised within 12 hours of the incident to ensure appropriate action is initiated. Personal detailsFamily name:First name:Contact Phone No:(w)(h – if injured)Occupation:Gender: ¨ M ¨ FStaff employment status:   Full-time                                 ¨ Part-time                                ¨ Casual   Contractor                             ¨ VisitorDivision/Department: Incident detailsDate of incident:Time of incident:AM / PMLocation where incident occurred:Briefly describe what happened:This incident resulted in: Injury                                       ¨ No injury                                 ¨ Near missProperty damage                 ¨ Hazard identified The incident was reported to (Supervisor):   Name of Supervisor:                                                                                                       Date:                         Injury/damage detailsIf an injury was sustained, what part of the body was affected; or if damage to property occurred, what was damaged? Medical treatmentIf MEDICAL EXPENSES or LOST TIME is incurred, a Workers Compensation Claim form must be completed and forwarded to WHSW & IM Services as soon as possible.Do you intend to seek medical treatment?YesNoDo you intend to lodge a claim for workers compensation?YesNoHas any time been lost from work? (More than 1 complete shift)YesNoIf so, have you returned to work?YesNo  Have medical expenses been incurred/will medical expenses be incurred?YesNoUncertain at this timeWere there witnesses? If so, provide name of witness(es):Witness(es) contact phone number:Employee signature:Date: If a medical certificate has been provided, please send to: Fax xxxx xxxx or email: [email protected] Describe in detail what occurredIt is the responsibility of the supervisor/line manager to complete this section in consultation with the injured staff member.Please describe the events and contributing factors that led to the incident:How could this be prevented from happening again?The supervisor/line manager is to complete this section in consultation with the injured staff member and the health and safety representative (if applicable).Suggestions to avoid recurrence of this incident/accident:                Name of health and safety representative, if consulted:      Action planNote: From the previous section, list the actions required to prevent this happening again. Action to prevent recurrence (Do not leave blank)Person responsible for actionAction takenSign-off completed (signature required)            Referred to line manager                                 ¨ Placed issue on local action planConsulted employees                                           ¨ Advised senior managerAdvised WHSW Services                                       ¨ CSR raised, referred to FMUFeedback provided to affected person on outcomeIs rehabilitation required? YesNoRehabilitation consultant advised Date:Name of Supervisor:Contact Phone Number:Signed:Date: Appendix 3: Analyse data The workplace incident data for the past three months is recorded in the incident register below. Summarise the data in the graph provided and identify the areas that you should concentrate your improvement efforts on. IncidentCauseTypeWhoWhenSlip/tripCables on floorMTIBob13/07Muscle pullLifting paperMTIJane18/07Muscle pullMoving binsFAINihal30/08BullyingProject deadlineLTILaszlo15/09StressProject deadlineLTIGreg17/09Slip/tripCables on floorNMIBob01/10CutCut finger on broken glassFAIRita02/10 FAIfirst aid incidentsMTImedical treatment injuryLTIlost time injuryLTIFRlost time injury frequency rateNMnear miss Graph the data from the table above.   IncidentAnalyse the data above and suggest what you will need to focus on during the safety action meeting. Appendix 4: Safety inspection form CriteriaN/AYesNoCommentsEMERGENCY PROCEDURES    Are designated emergency persons’ details posted, including? health and safety representativefire wardenfirst aid person?    Are instructions posted for calling emergency services?    Is the site plan on display?    Are emergency evacuation muster/assembly areas signposted?    Have all staff been inducted and trained in emergency procedures?    Are entry and exit doors marked and free of clutter?    Are emergency exit routes and aisles and corridors free of clutter?    Are fire extinguishers provided and maintained?    Have personnel onsite been trained in the use of fire extinguishers?    Are first aid kit/s stocked to contents list?    Are first aid supplies replenished?     CriteriaN/AYesNoCommentsHOUSEKEEPINGIs the bathroom and toilet clean and tidy?    Is the kitchen and eating area clean and tidy?    Are floors clean, dry and in good condition?    Are desks and work areas tidy?    Are rubbish bins sufficient?    Is rubbish cleared regularly?    Are recycling bins sufficient?    Are recycling bins cleared regularly?    Are aisles and areas around workstations free of clutter?    ERGONOMICSIs furniture fit for purpose?    Do office chairs have five supports?    Is furniture adjustable for keyboard operators? straight backforearms parallel to the floorupper legs parallel to the floor    Are footrests provided where necessary?    Are document supports provided?    Are computer screens positioned to avoid glare?     CriteriaN/AYesNoCommentsAre workstations and equipment positioned to: reduce manual handlingreduce repetitive handlingimprove work flow?    HAZARDOUS SUBSTANCESAre all chemicals, including liquid fuels, properly labelled, stored and signposted?    Are spill kits available?    Are MSDS readily available for hazardous substances?    Is a hazardous materials register maintained?    PPE (for hazardous areas)Is safety signage accurate?    Is safety signage displayed correctly?    Are safety glasses worn when required?    Is high-visibility clothing provided where required?    OTHER                Appendix 5: SAM record form Work safety team: ………………………………………………………………………………………………….. Meeting held  on: …………………………………………………………………………………………………….. Meeting conducted by (supervisor): ………………………………………………………………………….. HSR in attendance:         Yes / No Issues to  be  covered: ……………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Other  issues  addressed: ………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Staff in  attendance: ………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Outcomes:  …………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Attendees: Name: ………………………………………………………… Signature: ……………………………………… Name: …………………………………………………………  Signature: ……………………………………… Name: …………………………………………………………  Signature: ……………………………………… Name: …………………………………………………………  Signature: ……………………………………… Name: …………………………………………………………  Signature: ……………………………………… Performance Checklist During the assessment, did the candidate:P / ×writing skills to: record WHS issues and actions taken according to organisational reporting requirementsprepare and maintain required records using appropriate structure and vocabulary   numeracy skills to identify and analyse mathematical information in relation to risk management data ability to take responsibility for adherence to legal and regulatory responsibilities and organisational policies and procedures in relation to WHS ability to keep up-to-date on changes to WHS legislation or regulations and organisational policies and procedures ability to collaborate with others to achieve individual and team outcomes ability to use a combination of formal, logical planning and intuitive understanding of context to identify relevant information and risks, and to identify and evaluate alternative strategies for hazard control measures ability to use formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating choices against a set of criteria for hazard treatment ability to recognise and take responsibility for reporting WHS risk control inadequacies ability to use formal and informal processes to monitor implementations of WHS solutions and reflect on outcomes knowledge of key provisions of relevant WHS Acts, regulations and codes of practice that apply to the business  Unit Assessment Result Sheet (UARS) Assessment Task 5 – Unit Project (UP) Student and Trainer/Assessor Details Unit codeBSBWHS401Unit nameImplement and monitor WHS policies, procedures and programs to meet legislative requirementOutcome of Unit Assessment Task (UAT)First attempt:   Outcome (please make sure to tick the correct checkbox):  Satisfactory (S) ☐ or Not Satisfactory (NS) ☐   Date: _______(day)/ _______(month)/ ____________(year) Second attempt:   Outcome (please make sure to tick the correct checkbox):  Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)Feedback to StudentFirst attempt:         Second attempt:        Student DeclarationI 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 all work I submit must be verifiable as 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 DeclarationI hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 above-named candidate.Trainer/Assessor Signature Date Office Use OnlyOutcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

QUALITY: 100% ORIGINAL PAPER – NO PLAGIARISM – CUSTOM PAPER

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