Risk Management

BSBRSK501UnitAssessmentPack.docx

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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 code	BSB61015
Course name	Advanced Diploma of Leadership and Management
Unit code	BSBRSK501
Unit name	Manage risk

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 recorded	Evidence Type/ Method of assessment	Sufficient evidence recorded/Outcome
Unit Assessment Task 1	Unit Knowledge Test (UKT)	S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 2	Unit Skills Test – Prepare a Draft a Risk Management Plan	S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 3	Unit Project (UP) - Complete a Comprehensive Risk Management Plan	S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 4	Role Play/Presentations	S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 5	Unit Skills Test - Report on Risk Management Plan	S / NS (First Attempt) S / NS (Second Attempt)
Final result	C/NYC	Date assessed
		Trainer/Assessor Signature

Assessment Conditions

Unit purpose/application

This unit describes skills and knowledge required to manage risks in a range of contexts across an organisation or for a specific business unit or area in any industry setting.

It applies to individuals who are working in positions of authority and are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

What the student can expect to learn by studying this unit of competency

· Establish risk context

· Identify risks

· Analyse risks

· Select and implement treatments

Training and assessment resources required for this unit of competency

The student will have access to the following:

· Learner guide

· PowerPoint presentation

· Unit 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 Word.

· An operational business environment to implement the learning plan

· Computer technology and documentation as required

· Codes 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 integrity

· ensure that academic work is in no way falsified

· seek permission to use the work of others, where required

· acknowledge the work of others appropriately

· take 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 reference

· copying work either in whole or in part

· presenting designs, codes or images as your own work

· using phrases and passages verbatim without quotation marks or referencing the author or web page

· reproducing 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 work

· Allow others to copy your work or share your answer to an assessment task

· Allow someone else to write or edit your work (without rto approval)

· Write or edit work for another student

· Offer 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 1986

· Age Discrimination Act 2004

· Disability Discrimination Act 1992

· Racial Discrimination Act 1975

· Sex Discrimination Act 1984

· The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)

· Occupational Health and Safety Act 2004 – Applicable in Victoria

· Work Health and Safety Act 2011

Other reference documents

· Code of ethics and codes of conduct

· Ethical Principles in the Workplace

· Codes of practice

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/BSBRSK501

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 strategies

· Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs

· Be a pivotal feature of learning and assessment design, not an add-on ritual

· Focus on course and unit learning outcomes

· Guide students to become independent and self-reflective learners and their own critics

· Acknowledge 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)

Category

Possible Issue

Reasonable Adjustment Strategy

(select as applicable)

LLN

Speaking

Reading

Writing

Confidence

Verbal assessment

Presentations

Demonstration of a skill

Use of diagrams

Use of supporting documents such as wordlists

Non-English Speaking Background

Speaking

Reading

Writing

Cultural background

Confidence

Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process

Use methods that do not require a higher level of language or literacy than is required to perform the job role

Use short sentences that do not contain large amounts of information

Clarify information by rephrasing, confirm understanding

Read any printed information to the student

Use graphics, pictures and colour coding instead of, or to support, text

Offer to write down, or have someone else write, oral responses given by the student

Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

Indigenous

Knowledge and understanding

Flexibility

Services

Inappropriate training and assessment

Culturally appropriate training

Explore understanding of concepts and practical application through oral assessment

Flexible delivery

Using group rather than individual assessments

Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

Age

Educational background

Limited study skills

Make sure font size is not too small

Trainer/Assessor should refer to the student’s experience

Ensure that the time available to complete the assessment takes account of the student’s needs

Provision of information or course materials in 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-nine (29) 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

· All knowledge tests are 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.

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 manage risks in a range of contexts and industry settings.

· 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.

Read the case study below and respond to questions 1 to 4.

Context: Mario of A-Four Printing in Melbourne, Australia is planning to start a new branch in regional Victoria. His risk assessment manager, Sarah is a qualified ISO 9001 auditor and has worked with Australian Government on a number of similar projects. Mario has asked Sarah to perform due diligence and a detailed risk analysis and management of the business before suggesting a new branch in regional Victoria.

Sarah knows the importance of reviewing organisational processes and procedures before undertaking risk analysis and management according to the current risk management standards to establish risk context and scope. Considering the set requirements, Sarah has reviewed some options and shortlisted a few areas with better connectivity to public transport, good infrastructure and skilled workforce.

As Sarah, Risk Assessment Manager at A-Four Printing, answer the following questions.

Question 1: What steps must you take to establish the risk management context? Identify five (5) steps based upon the above-mentioned case study. Write your answer in 150-200 words.

Question 2: A well-established scope for risk management process is essential before establishing the risk management context.

What should be included in a well-established risk management process scope? Answer in 150-200 words.

Question 3: Identify any five (5) internal and any five (5) external stakeholders who can help you in identifying risks related to opening a new office branch?

Question 4: Answer the following questions:

1. Why must an organisation review political, economic, social, technological, legal and environmental policy context before establishing the risk management context and risk management plan?

1. What are the benefits of reviewing these factors? (Explain in 150-200 words)

Question 5: Read the case study below.

Big business is attractive, with huge profits for some. However, there's something to be said about small business as well, with lower risk and the potential for creativity. Mario of A-Four Printing in Melbourne found success in his business by pursuing customers with both large and small orders. A-Four started out catering only to large orders and the shop sat idle in between orders.

Through effective scheduling and transparent pricing, they were able to fill in idle times with smaller orders. A-Four found profit in a market segment that other local screen printers were not eager to fill. Specialists believe this was a smart strategic move, allowing A-Four to spread out risk in their business and offer customised products. Some company employees were upset though, because of the adjustments required for the small orders, pointing out that this may affect the large orders, and moving forward may hurt the company's productivity.

Using the case study as an example, why is it important to review and evaluate strengths and weaknesses of existing arrangements in an organisation? Write your answer in 150-200 words.

Question 6: Why must you document critical success factors, goals or objectives for the areas included in the scope of risk management process? Answer in 150-200 words.

Question 7: As a risk manager, how would you gain support for risk management activities from the employees in your organisation? Write your answer in 50-100 words.

Question 8: Answer the following questions:

a. Mention any three (3) relevant parties you may approach for participation in risk management processes?

b. Why should you communicate with relevant parties about the risk management process and invite them for participation? Write your answer in 50-100 words

c. What are the benefits of communicating with interested parties and inviting participation regarding the risk management processes? Write your answer in 30-50 words

Question 9: Documenting the context provides an overview of the organisation, its objectives and specific criteria for business success, the objectives and scope of the risk assessment activity and a set of key elements for structuring the risk identification activity.

Explain the above statement in 200-250 words.

Question 10: Read the case study below and answer the questions:

For any business, the safety of its employees and customers is a major concern.

However, complying with workplace health and safety regulations and completing detailed risk assessments was, in the past, a daunting administrative burden for many organisations.

Small businesses were often bewildered by the task of completing an assessment. Larger organisations sometimes found that the fast-moving nature of their business meant it was difficult to keep up with the amount of detailed documentation required. Some would hire expensive external consultancies to complete assessments for them.

If you run a small business, every detail impacts on the service you can offer to customers. Will your suppliers deliver on time? Are your employees up to speed on everything? And, of course, are you able to find time to handle all the red tape and admin involved?

"We complete all our assessments in-house but because we have so many shops and the assessments themselves are so diverse - there are 26 generic risks to a typical small office - the paperwork volume was very high" admits the Manager of Health & Safety Manager for the organisation.

But for this company, and thousands of other businesses, the time-consuming complexities of health and safety risk assessments have now been simplified with the recent introduction of a one stop online service.

Now, employers of all types can find all the guidance and information they need to complete their risk assessments in one place, on the website. Simple, easy to understand, industry-specific risk management plans are available to download as well as examples of common control measures.

Bill has worked in health and safety regulation for l6 years. He says this new online service for employers is a major step forward.

"Now it’s all there for you, whatever type of risk your business faces. It's very simple. It's the best thing that has happened in the safety area for our industry - there’s no reason why any business, large or small, can’t follow this online procedure."

"The new online service simplifies the whole thing so much; it's actually improved industry standards. It's that simple."

Questions:

a. What is the major concern/risk for any company, how severe can the impact be and how likely can it occur? Write your answer in 50-100 words.

b. How effective do you think companies are in managing their major risk concerns by utilising the one stop online service? Write your answer in 50-100 words.

c. In the context of both small and large organisations, what do you think are the major challenges in complying with health and safety regulations? Write your answer in 50-100 words.

d. What are the major attributes any online service like one stop solutions should have to effectively serve the potential customers? Write your answer in 50-100 words.

e. What do you think are the major risks that any small business has to face in everyday life? Write your answer in 50-100 words.

f. “There is no reason why any organisation, large or small, can’t follow this online procedure” Up to what extent do you agree with this comment made by manager and why? Write your answer in 50-100 words.

Question 11: Timely and appropriate communication with stakeholders is critical in order for the emergency risk management process to flow smoothly.

Support this statement, relating your answer to a public emergency, (e.g. bush fire, earth quake, or explosion), and identifying the key stakeholders. Write your answer in 150-200 words.

Question 12: What parties might you invite to assist you in the identification of risks in an organisation? Mention any five (5).

Question 13: What are the strategies or processes you may use to research risks that may apply to scope? Identify five (5) and provide an explanation for each. Write your answer in 250-300 words

Question 14: Identify three (3) methods/techniques/approaches you may use, in consultation with relevant parties, to generate a list of risks that apply to the scope? Write your answer in 150-200 words for each method chosen.

Question 15: What is effective consultation when conducting risk identification in an organisation? Write your answer in 150-200 words

Question 16: Complete the below "Coordinating stakeholders’ communication plan". Against each Risk and Response Group identify and explain in 200-250 words:

· The key stakeholders with whom they would communicate

· The responsibilities of the group

Coordinating stakeholder communication plan

Risk and Response Group

Stakeholders

Responsibilities

Crisis Communication Team

Question 17: Answer in your own 150-200 words, why assessing risks in relation to a workplace health and safety management plan is important, taking into account their likelihood and consequences?

Question 18: The objective of risk analysis is to produce outputs that can be used to evaluate the nature and distribution of risk and to develop appropriate strategies to manage the risk.

Support the statement and address the below criteria in 200-250 words:

· Assess impact or consequence if risks occur

· Evaluate and prioritise risks for treatment

Question 19: Explain the identification, selection, evaluation and implementation treatment options available to an organisation for risk management in 300-350 words. You must address the following criteria in your answer:

· Determine and select the most appropriate options for treating risks

· Develop an action plan for implementing risk treatment

· Communicate risk management processes to relevant parties

· Ensure all documentation is in order including legislative, regulatory and legal issues and risks

· Implement and monitor action plan

· Evaluate risk management processes

Question 20: Why should stakeholders and relevant parties be identified and contacted before implementing actions identified for risk management? Answer in 150-200 words.

Question 21: Explain the seven (7) principles that summarise the key features of stakeholder management. Answer in 250-300 words.

Question 22: Risk management requires preparing and maintaining a number of documents for identification, analysis and management of risks.

What is the importance of preparing and safely storing the documentation in the event of any legal problems? Explain in 100-150 words.

Question 23: What is a PESTLE Analysis and what are five (5) advantages and five (5) disadvantages of conducting PESTLE Analysis? Write your answer in 200-250 words.

Question 24: Read the case study below.

In 2000, a fire at the Philips microchip plant affected phone manufacturers Nokia and Ericsson. The companies reacted in different ways, and ultimately, Ericsson did not do well, quitting the mobile phone business and allowing Nokia to win over the European market. While Ericsson had tied up all of its key components in a single source and planned to wait out the problem with the fire, Nokia worked to snatch up spare chips from other plants and suppliers, as well as re-engineer some of their phones to adapt to different chips from new suppliers. It's not hard to imagine what happened after that. Nokia kept trucking along, while Ericsson suffered from months of lost production and sales, allowing the market to be dominated by Nokia. This incident and fallout are a classic lesson in supply chain risk management.

Identify the risks involved and strategies which are used or could be used to manage them. Describe in 100-150 words

Question 25: Read the following case study.

Hairdressing has always been an important part of Erik Lander's life. Back in the mid-seventies his parents opened a small hairdressing business in Melbourne. Today, the salon remains a family business.

Running a busy unisex salon with ten employees, however, involves much more than cutting, styling or coloring hair.

There are key safety issues to consider too. Hairdressing products can carry risks of eye or skin irritation for both staff and customers. And even something as commonplace as shampooing carries risks for everyone in the salon.

"Water, through the wash basins, is a major area of risk - people might slip on wet floors" explains Erik.

Some products also contain chemicals causing skin irritation and allergic reaction.

"And with wet work -- when staff are constantly shampooing 20-30 times a day - there's a risk of occupational dermatitis, a major issue in our industry."

Discuss the process you would complete if asked to evaluate if the salon owner has implemented sufficient risk management processes? Write your answer in 150-200 words.

Question 26: What are scope risks? Write your answer in 150-200 words

Question 27: Identify eight (8) you can identify scope risks provide an explanation for each on how they can be used. Write your answer in 350-400 words

Question 28: Answer the following questions:

0. What is the hierarchy of control and why is it used? Write your answer in 50-100 words.

0. Identify and explain the five (5) hazard controls in the hierarchy? Write your answer in 100-150 words

Question 29: How do action plans for managing risk assist in the implementation and evaluation of risk treatments? Write your answer in 150-200 words.

Unit Assessment Result Sheet (UARS)

Student and Trainer/Assessor Details

Unit code

BSBRSK501

Unit name

Manage Risk

Outcome 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 Student

· First attempt:

· Second attempt:

Student Declaration

· I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

· I have kept a copy of all relevant notes and reference material that I used as part of my submission.

· I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that 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 Declaration

I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted an assessment of this 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 Only

Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)

by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)

UAT 2 – Unit Skills Test - Prepare a Draft Risk Management Plan