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__MACOSX/._9. BSBSTR502 Facilitate continuous improvements Sept 2022

9. BSBSTR502 Facilitate continuous improvements Sept 2022/Process mapping symboles.docx

__MACOSX/9. BSBSTR502 Facilitate continuous improvements Sept 2022/._Process mapping symboles.docx

9. BSBSTR502 Facilitate continuous improvements Sept 2022/SAB BSBSTR502 Facilitate continuous improvements Sept 2022.pdf

BSBSTR502 Facilitate continuous improvements

Student

Assessment Tasks

BSBSTR502 Facilitate

continuous improvements

Student Full Name:

Student ID:

Date of submission:

BSBSTR502 Facilitate continuous improvements Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBSTR502 Version: September 2022

Page 2 of 36

Table of Contents

Table of Contents 2

Assessment Information 11

Assessment Instructions 12

Student Assessment Agreement 14

Assessment Task 1 Cover Sheet 17

Assessment Task 1: Written Questions 18

Assessment Task 1 Questions 19

Assessment Task 1 Checklist 20

Assessment Task 2 Cover Sheet 21

Assessment Task 2: Develop operational plan project 22

Assessment Task 2 Instructions 23

Assessment Task 2 Checklist 6

BSBSTR502 Facilitate continuous improvements Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBSTR502 Version: September 2022

Page 3 of 36

Assessment Outcome Form BSB50420

Diploma of Leadership and Management

STUDENT DETAILS & FINAL ASSESSMENT OUTCOME

Student Name

Student ID Group

Date

Unit Name Facilitate continuous improvements

Unit Code BSBSTR502 Delivery Period (Hours) 60

Trainer/Assessor Final Assessment

Outcome (Tick box Applicable)

 Competent

 Not Yet

Competent

INDIVIDUAL ASSESSMENT OUTCOMES

ASSESSMENT #

ASSESSMENT TASK TRAINER / ASSESSOR

RESULT DATE

1. Written questions  Satisfactory

 Not Satisfactory

 Not Assessed

2. Project – Improvement plan

 Satisfactory

 Not Satisfactory

 Not Assessed

 Not Satisfactory

 Not Assessed

 Not Satisfactory

 Not Assessed

Trainer & Assessor’s Comment:

Trainer and assessor’s signature

Date

BSBSTR502 Facilitate continuous improvements Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBSTR502 Version: September 2022

Page 4 of 36

Assessment Submission Checklist To be filled by the Trainer and Assessor

S # Has the learner

Checked/

Performed

Comments

(if any) Yes No

1 Completed ALL assessment tasks for this unit of competency?

2 Answered all theory questions in their own words?

3 Attended all the practical sessions (if any)?

4 Provided evidence of practical sessions (if applicable)?

(Photographs/any workbooks/written tasks or checklists that go with the practical)

5 Signed and dated the ‘Student declaration’?

(Which says ‘this is all my own work and I have not cheated or plagiarized.)

6 Completed cover sheets for ALL assessment tasks?

7 Been informed about the assessment process and has been provided with an opportunity to challenge the result of the assessment and be reassessed, if required?

8 Agreed and signed that they have accepted the assessment outcome?

Have you

9 Checked all the work for plagiarism?

Please make sure if proper referencing and citation is followed and mentioned.

10 Provided feedback to the student for each assessment task/activity in detail including observation checklist and overall assessment outcome?

11 Checked student’s work for grammatical errors, spellings or language accuracy?

12 Completed and attached the Assessment Outcome Form (AOF) with handwritten outcome?

13 Is the judgement of competence based on evidence of learner’s performance that is aligned to the unit of competency and associated assessment requirements?

14 Does the learner have skills, knowledge and attributes as described in the unit of competency and associated assessment requirements?

Trainer and Assessor

(Name):

Robin Stephen Signatures:

BSBSTR502 Facilitate continuous improvements Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBSTR502 Version: September 2022

Page 5 of 36

Section A

1: Introduction Welcome to the Angad Australian Institute of Technology (AAIT) Please read through the following

instructions which has been designed to help you to successfully complete the assessment .

AAIT

A number of documents have been provided to support you to complete training and assessment including:

 Student Guide: The Student Guide provides you with learning content, activities and links to videos,

further reading and additional material to help you to develop your knowledge and skills.

 Student Assessment Tasks: The Student Assessment Tasks include the tasks themselves as well as

guidance about how to complete each assessment. Submission information and relevant forms are

also included.

 Supporting resources: Supporting resources include templates, forms and portfolios which you can use

to provide evidence of your competence. Your assessor will provide you with the relevant supporting

resources when you are ready to complete assessment for each unit. You will find a list of the student

resources relevant to each task in the Student Assessment Tasks.

Key information

Safety

Regardless of the training or assessment setting, you must always work safely and comply with legislative

requirements. Listen to and follow the direction of your trainer/assessor at all times.

Policies and procedures

The information in this guide is general in nature and should always be read in conjunction with your training

organisation’s and (where relevant) workplace’s policies and procedures.

2: Preparing for assessment

Much of the quality of your assessment relies on the planning and preparation that you do. Take the time to:

 carefully read through the whole of the assessment task and each of the supporting documents

 ensure that you are clear about what it is that you are expected to do. Ask your assessor for

clarification if you have any questions at all

 be clear on the time limits and due dates for each task

 ensure that you have completed a Student Assessment Agreement for every unit of competency.

BSBSTR502 Facilitate continuous improvements Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBSTR502 Version: September 2022

Page 6 of 36

Understand expectations

You will find specific advice at the start of each assessment which will guide you in how to complete each

assessment task. Make sure that you take the time to read this advice and to clarify any legislative and

organisational requirements before proceeding with assessment.

Always ensure that you are clear about what is expected of you. If you need support, advice or assistance,

speak to your trainer, your assessor or your workplace supervisor.

Time limits and due dates

Your assessor will provide you with a due date for each assessment task. In some cases, you will also be

required to complete an assessment within a set time limit (particularly in the case of written Knowledge

Question tasks). In Appendix A of this User Guide, you will find a table showing the time-limits (where

relevant) for your assessment tasks. You will also find space to write the due dates for each task.

Reasonable adjustment

You are encouraged to consult with your assessor prior to attempting an assessment task if you have a

learning need or issue that you require additional support with or which may hinder your ability to

successfully complete the assessment.

Student assessment agreements

Before starting the assessment for each unit of competency, you must complete, sign and submit a Student

Assessment Agreement. Your assessor will countersign the agreement and keep it on file according to your

RTO’s policies and procedures. A Student Assessment Agreement has been included in Appendix B of this

document.

3: Undertaking assessment

Types of assessment

The Student Assessment Tasks incorporate a range of assessment styles including:

 knowledge questions

 research tasks

 assessor observations

 portfolios

 projects, which may include case studies

 role plays.

Knowledge questions

Knowledge questions are designed to help you to demonstrate the knowledge which you have acquired

during the unit. Knowledge questions can be completed in a variety of ways including:

 in a traditional, closed-book exam style setting in the classroom

 in an open-book setting in the classroom. This means that you can draw on your learning materials and

__MACOSX/9. BSBSTR502 Facilitate continuous improvements Sept 2022/._SAB BSBSTR502 Facilitate continuous improvements Sept 2022.pdf

9. BSBSTR502 Facilitate continuous improvements Sept 2022/Force Field Analysis.docx

Force Field Analysis

Analyzing the Pressures For and Against Change

Some people struggle when they have tough decisions to make. They hash through the pros and cons, and agonize over making the right call.

When you're making difficult or challenging decisions, it pays to use an effective, structured decision-making technique that will improve the quality of your decisions and increase your chances of success. Force Field Analysis is one such technique and, in this article and in the video, below, we'll explore what it is and how you can use it.

About the Tool

Force Field Analysis was created by Kurt Lewin in the 1940s. Lewin originally used it in his work as a social psychologist. Today, however, it is also used in business, for making and communicating go/no-go decisions.

The idea behind Force Field Analysis is that situations are maintained by an equilibrium between forces that drive change and others that resist change, as shown in Figure 1, below. For change to happen, the driving forces must be strengthened or the resisting forces weakened.

Figure 1 – Force Field Analysis

The tool is useful for making decisions by analyzing the forces for and against a change, and for communicating the reasoning behind your decision.

How to Use the Tool

To carry out a Force Field Analysis, use a blank sheet of paper or a whiteboard, and follow these five steps.

Step 1: Describe Your Plan or Proposal for Change

Define your goal or vision for change, and write it down in a box in the middle of the page.

Step 2: Identify Forces for Change

Think about the kinds of forces that are driving change. These can be internal and external.

Internal drivers could include:

· Outdated machinery or product lines.

· Declining team morale.

· A need to increase profitability.

Your external drivers could include:

· A volatile, uncertain operating environment.

· Disruptive technologies.

· Changing demographic trends.

Tip 1:

It's important to identify as many of the factors that will influence the change as you can. Where appropriate, involve other people, such as team members or experts in your organization.

Tip 2:

The following questions may help you to identify forces that will influence the change:

· What business benefit will the change deliver?

· Who supports the change? Who is against it? Why?

· Do you have the resources to make the change work?

· What costs and risks are involved?

· What business processes will be affected?

Tools such as the Futures Wheel , Impact Analysis , "What If" Analysis , Stakeholder Analysis , and brainstorming can also help with this step.

When you've identified the forces that are driving change, add them to the left-hand side of your Force Field Analysis.

Step 3: Identify Forces Against Change

Now brainstorm the forces that resist or are unfavorable to change.

Internal resistors and restrainers could include:

· Fears of the unknown.

· Existing organizational structures.

· " That's not how we do it here " attitudes.

External factors might be:

· Existing commitments to partner organizations.

· Government legislation.

· Obligations toward your customers.

Now add the forces against change to the right-hand side of your Force Field Analysis.

Step 4: Assign Scores

Next, score each force, from, say, one (weak) to five (strong), according to the degree of influence each one has on the plan, and then add up the scores for each side (for and against).

For a visual representation of the influence that each force has, draw arrows around them. Use bigger arrows for the forces that will have a greater influence on the change, and smaller arrows for forces that will have a weaker influence.

By now, your Force Field Analysis should look something like the example in Figure 2, below.

Figure 2 – Example Force Field Analysis

Image adapted from “ Tools for Knowledge and Learning A Guide for Development and Humanitarian Organisations ” by Ben Ramalingam © Overseas Development Institute 2006. Adapted with permission from Ben Ramalingam.

Step 5: Analyze and Apply

Now that you've done your Force Field Analysis, you can use it in two ways:

1. To decide whether or not to move forward with the decision or change.

2. To think about which supportive forces you can strengthen and which opposing or resisting forces you can weaken, and how to make the change more successful.

If you had to implement the project in the example above, the analysis might suggest a number of changes that you could make to the initial plan. For instance, you could:

· Train staff to minimize their fear of technology. The +1 cost of training increases "Cost" to -4 but the -2 benefits reduce "Staff fearful of new technology" to -1.

· Show staff that change is necessary for business survival. This new, +2 force supports the change.

· Show staff that new machines would introduce variety and interest to their jobs. This new, +1 force also supports the change.

· Raise wages to reflect new productivity. The +1 cost of raising wages takes "Cost" to -5, but the -2 benefits reduce "Loss of overtime" to -1.

· Install slightly different machines with filters that eliminate pollution. The -1 benefit of the new machines eliminates "Impact on environment" as a force against change.

These changes would swing the balance from 11:10 (against the plan), to 13:8 (in favor of the plan).

Tip 1:

Some factors, where you need absolute certainty in order to make a good decision, don't fit well with this approach. Considerations that affect people's health and safety, for example, aren't suited to Force Field Analysis. Be sure to deal with these appropriately, whatever the outcome of your analysis.

Tip 2:

Bear in mind that, while Force Field Analysis helps you to understand the impact of different factors on your decision or change, it can be subjective. If you're making an important decision, using it alongside other decision-making tools such as Decision Matrix Analysis , Decision Tree Analysis , and Cost/Benefit Analysis will help to reinforce the quality of your decision.

Tip 3:

Don't underestimate how much work a Force Field Analysis can involve. We've used a simple example here, but there will be many factors that you'll need to consider for complex decisions and changes.

Key Points

Force Field Analysis helps you to think about the pressures for and against a decision or a change. It was developed by Kurt Lewin.

To carry out a Force Field Analysis, describe your plan or proposal in the middle of a piece of paper or whiteboard. Then list all of the forces for change in a column on the left-side, and all of the forces againstchange in a column on the right-side.

Score each factor, and add up the scores for each column. You can then decide whether or not to move forward with the change.

Alternatively, you can use your analysis to think about how you can strengthen the forces that support the change and weaken the forces opposing it, so that the change is more successful.

Histograms

The major difference is that a histogram is only used to plot the frequency of score occurrences in a continuous data set that has been divided into classes, called bins. Bar charts, on the other hand, can be used for a great deal of other types of variables including ordinal and nominal data sets.

An example of a histogram that displays a probability distribution.

A histogram is a type of graph that has wide applications in statistics. Histograms provide a visual interpretation of numerical data by indicating the number of data points that lie within a range of values. These range of of values are called classes or bins. The frequency of the data that falls in each class is depicted by the use of a bar. The higher that the bar is, the greater the frequency of data values in that bin.

HISTOGRAMS VS. BAR GRAPHS

At first glance, histograms look very similar to bar graphs. Both graphs employ vertical bars to represent data. The height of a bar corresponds to the relative frequency of the amount of data in the class. The higher the bar, the higher the frequency of the data. The lower the bar, the lower the frequency of data. But looks can be deceiving. It is here that the similarities end between the two kinds of graphs.

The reason that these kinds of graphs are different has to do with the level of measurement of the data. On one hand, bar graphs are used for data at the nominal level of measurement. Bar graphs measure the frequency of categorical data, and the classes for a bar graph are these categories. On the other hand, histograms are used for data that is at least at the ordinal level of measurement. The classes for a histogram are ranges of values.

Another key difference between bar graphs and histograms has to do with the ordering of the bars.

In a bar graph it is common practice to rearrange the bars in order of decreasing height. However, the bars in a histogram cannot be rearranged. They must be displayed in the order that the classes occur.

EXAMPLE OF A HISTOGRAM

The diagram above shows us a histogram. Suppose that four coins are flipped and the results are recorded.

The use of the appropriate binomial distribution table or straightforward calculations with the binomial formula shows the probability that no heads are showing is 1/16, the probability that one head is showing is 4/16. The probability of two heads is 6/16. The probability of three heads is 4/16. The probability of four heads is 1/16.

We construct a total of five classes, each of width one. These classes correspond to the number of heads possible: zero, one, two, three or four. Above each class we draw a vertical bar or rectangle. The heights of these bars correspond to the probabilities mentioned for our probability experiment of flipping four coins and counting the heads.

HISTOGRAMS AND PROBABILITIES

The above example not only demonstrates the construction of a histogram, it also shows that discrete probability distributions can be represented with a histogram. Indeed, and discrete probability distribution can be represented by a histogram.

To construct a histogram that represents a probability distribution, we begin by selecting the classes. These should be the outcomes of a probability experiment. The width of each of these classes should be one unit. The heights of the bars of the histogram are the probabilities for each of the outcomes.

With a histogram constructed in such a way, the areas of the bars are also probabilities.

Since this sort of histogram gives us probabilities, it is subject to a couple of conditions. One stipulations is that only nonnegative numbers can be used for the scale that gives us the height of a given bar of the histogram. A second condition is that since probability is equal to area, all of the areas of the bars must add up to a total of one, equivalent to 100%.

HISTOGRAMS AND OTHER APPLICATIONS

The bars in a histogram do not need to be probabilities. Histograms are helpful in areas other than probability. Anytime that we wish to compare the frequency of occurrence of quantitative data a histogram can be used to depict our data set.

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__MACOSX/9. BSBSTR502 Facilitate continuous improvements Sept 2022/._Force Field Analysis.docx

9. BSBSTR502 Facilitate continuous improvements Sept 2022/Presentation-All.pptx

Identify your emotional strengths and weaknesses

BSBLDR511 Develop and use emotional intelligence

Session 1

Purpose of this presentation

At the end of this session, you should know how to:

identify your own emotional strengths and weaknesses

identify your personal stressors and your own emotional states related to the workplace

develop awareness and control of emotional responses

model workplace behaviours that demonstrate management of emotions

use self-reflection and feedback from others to improve development of your own emotional intelligence.

At the end of this session, you should know how to:

identify your own emotional strengths and weaknesses

identify your personal stressors and your own emotional states related to the workplace

develop awareness of your own emotional triggers and use this awareness to enable control of emotional responses

model workplace behaviours that demonstrate management of emotions

use self-reflection and feedback from others to improve development of your own emotional intelligence.

What is emotional intelligence?

‘The ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions.’

- Peter Salovey and John Mayer

Models of emotional intelligence

Mixed model (Goleman)

Ability model (4-Branch)

self-awareness

self-regulation

motivation

empathy

social skill.

identification

understanding

usage

self-regulation.

Many models of emotional intelligence are classed as ‘mixed’ in the sense that they draw upon personality traits, traits that are sometimes classified as interpersonal skills, as well as traits that are uniquely attributed to emotional intelligence.

Ability models of emotional intelligence view emotional intelligence as a related set of cognitive skills for processing emotional information and adapting appropriately. In ability models, emotional intelligence is clearly understood as a mental ability which can be clearly discriminated from social skills or aspects of personality. In such models, it is important to clarify how emotional intelligence is different from and can add to the exercise of general intelligence. It may be noted that it is less clear in ability models how, and to what degree, emotional intelligence is fully learnable and separate to general intelligence.

Identify emotional strengths and impact on others

To identify your emotional strengths, you can:

undertake formal testing

seek feedback: Do a 360° evaluation

reflect/complete a personal SWOT analysis.

The first step in potentially developing your emotional intelligence is identifying your emotions, particularly your emotional strengths. There are a number of approaches you can take including, taking tests, some of which are available online, seeking feedback from others on how your behaviour has impacted them and undertaking personal reflection on your emotional strengths and weaknesses.

Identify personal stressors and control your responses

A key part of identifying your emotional strengths and weaknesses is identifying what causes you to act and react in certain ways. What circumstances do you find stressful? What situations trigger an emotional response from you?

You will need to learn to exercise a key component of emotional intelligence, namely self-control. In order to do this effectively, you will need to identify sources of stress and emotional triggers and learn to modify these sources as a first step to emotional mastery. As a second, more advanced step, you will need to learn to control your responses to triggers. Finally, you will need to learn to redirect stress into achieving positive outcomes – both in terms of improved self-awareness and motivation. Let’s take a closer look at stressors, ways to reduce stress, triggers, emotional self-control, and, finally, ways to leverage stress to your advantage.

Identify and reduce stressors

Identify triggers

Find your zone

Model emotional intelligence

How do I demonstrate self-awareness?

How do I show that I am in control of myself?

How do I act to inspire people?

How do I show that I care about people?

How do I deploy social skills to build networks and win agreement for my proposals?

Develop Emotional intelligence

Identify your skills gaps and development needs.

Identify training and self-development options.

Develop personal development planning.

While general intelligence is often considered innate, emotional intelligence is different. You therefore have the opportunity or even the obligation to take steps to capitalise on your personal and emotional strengths as a leader and address your weaknesses to improve.

You will need to use self-reflection, feedback and other forms of assessment to determine your learning and development needs. A methodical three-step process is to identify gaps in your skills and knowledge, identify learning options, and then undertake appropriate planning to close gaps that you have identified with appropriate learning and development activities.

Recognise and respond to others’ emotional strengths and weaknesses

BSBLDR511 Develop and use emotional intelligence

Session 2

Purpose of this presentation

At the end of this session, you should know how to:

respond to the emotional states of co-workers and assess emotional cues

Identify the range of cultural expressions of emotions and respond appropriately

demonstrate flexibility and adaptability in dealing with others

take into account the emotions of others when making decisions.

Assess emotional cues

Verbal

Non-verbal

Has the advantage of being more explicit than non-verbal communication

Can be enhanced through active listening

Less explicit forms of communication; includes:

body movements

posture

eye contact

paralanguage

proxemics

facial expressions

physiological changes.

In order to build strong, enduring and mutually beneficial work relationships, you will need to be able to read others and assess emotional cues. To do this, you will need to be sensitive to both verbal and non-verbal communication. It will also be helpful to identify communication and personal styles to provide you with more information to help you interpret others. Finally, you will need to be attuned to the potential pitfalls of miscommunication.

Communication styles

Some common communication styles/ personality inventories include:

Myers-Briggs

Big-5 personality types

DISC.

Communication styles will make up a big part of the context in which you will interpret verbal and non-verbal information to interpret the intended meanings, emotional states, and motivations of others.

Myers-Briggs

The model contains 16 personality types based on the whether a person:

Is Introverted or extroverted, defined as gaining energy from oneself or from others respectively

Prefers to focus on basic Sensory information or Intuit, interpret and add meaning

Predominantly Thinks or Feels when making decisions

Tends to Judge or Perceives ambiguities, grey areas and reserves judgement

For example, one personality type is ISTJ (an Introverted, Sensory, Thinking and Judging person)

Big - 5

The Big-5personality types are characterized by one of five characteristic states:

Openness to experience:

Conscientiousness

Extraversion

Agreeableness

Neuroticism, or the tendency to experience negative emotions more than others

DISC

DISC is a personal assessment model that characterizes people at work as perceiving the world predominantly in one of four ways:

Dominance (D) – Sees themselves as more powerful than the environment and the environment as unfavourable.

Inducement (I) – Sees themselves as more powerful than the environment and the environment as favourable.

Submission (S) – Sees themselves as less powerful than the environment and the environment as unfavourable.

Compliance (C) – Sees themselves as less powerful than the environment and the environment as favourable.

Communication pitfalls

Misunderstandings in emotionally tense workplace situations will still occur from time to time.

Communicating always has potential for creating misunderstandings. We continually distort, delete, mishear and misunderstand what other people say to us.

Miscommunication, in particular, our inability to understand others may be influenced by:

Our values –We reject what offends our values rather than listen for the message.

Our mood – We misunderstand or ignore much of the communication when we are in a bad mood. We are concentrating on ourselves, we mishear or misunderstand verbal, non-verbal or emotional cues because we are not listening.

Our experience and upbringing – We filter out what (we think) we have heard a thousand times before. We make unconscious judgements based on how we were brought up

Our personality – if we are outgoing people or extroverts, in the Myers-Briggs sense, listening to a detailed, precise person, for example, we may become distracted and stop listening, because we are not given an outlet for our natural sociability.

Identify and use cultural expressions of emotions

Six basic or primary emotions felt by all cultures:

anger

fear

surprise

sadness

disgust

happiness.

Facial expressions such as smiling are universal.

As a manager, you will need to correctly identify emotions in increasingly diverse workplaces. Reading emotions poses problems for intercultural communication. You will need to recognise that, although all people seem to experience basic emotions, cultural expressions of emotions are not as universal as it may seem. Culture influences, for example, how emotions are displayed and what causes different people to experience emotions.

Relativism v universalism

The idea that emotions are felt and expressed by all people in the same way is called universalism. There is some evidence for such a view. For example, there are generally agreed by researchers to be six basic or primary emotions felt by all cultures: anger, fear, surprise, sadness, disgust, and happiness. In addition some expressions such as smiling are supposed to signify happiness generally. That people born blind, who would have had no opportunity to ‘learn’ or be otherwise culturally conditioned to smile, do so when reporting happiness, is said to be proof of this fact. Moreover, some researchers have found remarkable cross-cultural similarities in the way similar events, (such as a death in the family, or an unexpected win) are experienced and communicated.

On the other hand, relativists contend that nearly all expressions of emotions are conditioned to a high degree by culture. Much of the evidence tends to suggest this is true because, while there are primary emotions and displays that are universal, complex emotions are not as easy to interpret correctly across cultures. As a manager, many of the emotionally charged scenarios you are likely to have to deal with will be very complex and layered with cultural influence.

Cultural feeling vs. display rules

Feeling rules

Display rules

Different rules for how emotions are:

Categorised as words and concepts (e.g. Tahitians have no word for sad)

Legitimised or made taboo

Prioritised

Related to cause (which events cause what emotions)

Rules for how emotions can be displayed when felt:

Do you kiss and hug to express happiness?

Must you hide your emotions when angry?

Are you expected to show overwhelming grief at a funeral?

Note:

People in different cultures may feel different emotions given the same set of circumstances

Given the same emotion, people in different cultures will display different symptoms

Researcher Paul Ekman coined the terms ‘feeling rules’ and display rules’, to describe how people within cultures react emotionally to events and display (or mask) emotions to (or from) others .

Demonstrate flexibility

You should demonstrate adaptivity with respect to responding to:

personality types

communication styles

people’s basic or complex needs

As a manager, you will need to learn to be flexible and adapt to changing circumstances. You will need to respond adaptively to individuals, personality types and needs. Doing so will help you build the understanding and trust that are the foundations of strong relationships and networks

Make emotionally intelligent decisions

Process:

gather the people and facts required to make a decision

gather emotional information

blend and transform technical facts and emotional information

communicate the decision.

Finally, when it comes time to making decisions as a leader, you will need to follow an emotionally intelligent process. This will involve taking into account the emotions and needs of all stakeholders as well as the technical facts. Perhaps, most importantly, you will need to carefully communicate the decisions to ensure genuine support throughout the change process entailed by your decision.

Facts

Your emotions

Others' emotions

Decision

Promote emotional intelligence and team outcomes

BSBLDR511 Develop and use emotional intelligence

Session 3

Purpose of this presentation

At the end of this session, you should know how to:

provide opportunities for others to express their thoughts and feelings

assist others to understand their strengths and weaknesses

encourage the self-management of emotions in others

encourage others to develop their own EI

encourage a positive emotional climate in the workplace

use the strengths of workgroup members to achieve outcomes.

At the end of this session, you should know how to:

provide opportunities for others to express their thoughts and feelings

assist others to understand the effect of their behaviour and emotions on others in the workplace

encourage the self-management of emotions in others

encourage others to develop their own emotional intelligence to build productive relationships and maximise workplace outcomes

encourage a positive emotional climate in the workplace

use the strengths of workgroup members to achieve workplace outcomes.

Emotional expression and the culture

Which of the following is true for your organisation:

My workplace values emotional intelligence; people talk about it as a legitimate management skill.

I feel comfortable expressing my emotions at work.

I never need to justify the inclusion of emotional content in management team discussions.

My superiors express emotions and ask for emotional, as well as technical, feedback.

In order to build positive work relationships, help build a positive emotional climate and provide a foundation for collaboration and high-performance in areas of your responsibility, you will need to provide opportunities for emotional expression. In the context of your organisation, this may be more or less difficult depending on workplace norms and practices – the workplace culture, in other words. It may be useful to take an initial view of workplace culture before turning to how you might apply culture building emotional openness into public forums such as meetings and one-on-one encounters with staff and co-workers.

Provide opportunities for others to express emotions

Group interactions

Individual encounters

May include:

meetings

public forums.

Set ground rules to encourage openness; provide time in agendas to legitimise and gather emotional information.

May include:

formal or informal coaching sessions

performance appraisals.

Manage by walking around; always be prepared to hear and interpret emotional expression to make you a more tuned-in manager.

Probably the best way to approach individual or group encounters is within a framework of collaboration, of mutual benefit and mutual risk. The following guidelines may help:

Prepare the way by advertising your willingness to talk about emotions in a work context; get or point to senior management’s support for this

Get a sense of the emotional context before you barge in with solutions or interfere, for example, if you perceive a conflict between two employees

Volunteer your own feelings. Don’t be afraid of vulnerability. You may have more power, so express yourself first to build trust. Ensure you frame your contribution as just one possible perspective.

Give concrete examples and explain your feelings. Model emotional expression to build this skill in others.

Ask and invite others to lend perspectives. Your emotional sense of a situation may be different from the other person’s. Remember to use active listening skills to probe others feelings as discussed in section 2.

Provide feedback

Some common methods of providing feedback include:

feedback sandwich

AIM model.

Remember: It is important to be emotionally honest when giving feedback; negative emotions can be effective when used judiciously.

As a manager, you will need to provide feedback to team members on their work performance and their application of emotional intelligence skills, such as self-regulation, to build effective work relationships. You will need to carefully and regularly monitor the performance of interpersonal skills to be in a position to provide meaningful performance feedback.

From the perspective of emphasising and capitalising on strengths, the purpose of feedback with respect to building team cohesion and relationship building is to encourage high performance and reward team effort. This is positive feedback. Negative feedback may also be given in the context of overcoming underperformance.

Coaching models

GROW

Intentional change model

set goals

establish the reality of performance

discuss options

establish the will of the individual to take concrete steps to improve.

identify the ideal self (establish core values, dreams and ambitions)

identify the real self (to see yourself as others do)

develop a learning agenda

encourage experimentation with new habits.

As an emotionally intelligent manager, you will need to encourage others to develop emotional intelligence skills. You will need to work within your organisation’s existing systems, such as performance management, professional development and HR practices to identify strengths and weakness of team members and help to develop their potential. Doing so will benefit team members directly by helping them to build the skills necessary to develop productive work relationships; naturally, developing team members in this way helps the team as a whole become more productive and reach goals. Other benefits include increasing the attractiveness of the organisation to employees and retaining talent.

There are three basic ways to develop skills such as emotional intelligence: coaching, mentoring and training. Coaching and mentoring may be arguably the most important for developing emotional intelligence in the context of the actual workplace so we will look at approaches these in more detail. Formal or informal training, as discussed in Section 1 may of course extend the reach of coaching for the development of self or others.

As an emotionally intelligent manager, you will need to develop coaching skills to help develop emotional intelligence in others, whether they are high performers, low performers or individuals who need more or less direction in their self-development. There are a number of approaches to coaching. Perhaps the most well-known model is the GROW model. Another approach may be adapted from Goleman, Boyatzis and McKee’s intentional change model.

Mentoring and sponsorship

Mentors act as role models to develop individuals; unlike coaches, mentors are always more skilled and expert than those they seek to develop.

Sponsors can be mentors – but with a personal stake in the success of the individual.

Mentoring is a development process in which a more expert or senior practitioner, manager or colleague undertakes to meet regularly with an individual and facilitate their professional development, essentially acting as a role model and source of advice.

The role of a mentor typically involves:

acting as a role model by freely giving their own time to help guide the employee

guiding the employee to further their personal goals

discussing possible solutions to difficulties or issues

helping the employee to reflect on their thoughts, beliefs, feelings and behaviour

freely sharing their own experience and knowledge to help the employee develop their own talents

helping the employee to build confidence in using their own judgment and problem-solving abilities.

Sponsorship differs from mentorship or coaching in that the sponsor always has a personal or professional stake in the development of an individual. For this reason it is often used to effect the advancement of an individual in real work contexts. Sponsors risk embarrassment or not being able to fill positions of leadership, but they also potentially gain loyal allies lower down on the professional ladder.

Culture and climate

Culture

Climate

Culture includes:

values

beliefs

myths, the stories or legends told within the organisation

traditions

norms or rules.

How organisations measure culture and individual wellbeing in organisational terms, for example:

physical work environment

enjoyment of work

rewards and recognition

management practices

leadership, including vision

understanding of the business

opportunities to develop.

A positive workplace culture is essential to success. The evidence suggests that emotionally intelligent leadership is key to creating a working climate that nurtures employees and encourages them to give their best. That enthusiasm, in turn, pays off in improved business performance.

Recall from Section 2 that peoples’ needs can be expressed on a scale or hierarchy, from basic needs to needs for self-actualisation and self-transcendence. Today, workplace cultures must meet social, emotional and even spiritual needs to retain talent and meet organisational goals

Culture is a way of acting or feeling, a case of know-how or knowing how to feel in a concrete social environment, rather than a case of explicit knowledge. It is holistic in the sense that values, beliefs, myths, traditions and social norms are interconnected and mean little in isolation from one another. People in a culture may behave in appropriate ways but be unable to explain how or why. For this reason culture is difficult to measure.

Climate, on the other hand, is defined as what is able to be measured as a way of gauging the health of the organisational culture – both in terms of contributing to traditional organisational goals such as financial performance and customer focus and also satisfying social and emotional needs.

Build a positive workplace culture and climate

Ways to build a positive workplace culture and climate:

value EI

measure interpersonal performance

reward and recognise EI

exercise positive psychology (focus on strengths).

Team roles

Plants

Resource Investigators

Monitor Evaluators

Co-coordinators

Implementers

Completer Finishers

Teamworkers

Shapers

Specialists.

Plants

Plants are so-named because one was ‘planted’ in each group Dr. Belbin observed. The key strength of plants is their ability to get the team started with their creativity.

Plants can often work in unorthodox ways, which may be off-putting for other team members. They may also be forgetful or irresponsible.

Resource Investigators

Such people are skilled at identifying and sourcing the physical and human resources need to get the work done

Potentially, a resource investigator may forget to follow up on a lead

Monitor Evaluators

Such people show attention to planning detail and help the team avoid mistakes

They could be overly critical and slow the team down unnecessarily

Co-coordinators

These people are good at identifying strengths and assigning tasks so all the work is done

They might over-delegate, unfairly leaving themselves little work to do, undermining team cohesion

Implementers

These individuals are great doers once they have a plan to follow

They might be reluctant to change approaches if better implementation ideas emerge

Completer Finishers

Such people are perfectionists and can be relied upon to produce quality outcomes

They may be extreme perfectionists who prevent the team from finishing tasks and moving on to others

Teamworkers

These individuals are people-oriented and build team cohesion and goodwill

They might become indecisive when unpopular decisions need to be made

Shapers

These people are natural leaders and provide necessary control and direction to the team

They may become aggressive, domineering and conflict prone, particularly when there are too many shapers.

Specialist

These individuals are essential when technical expertise and judgement are required

They may focus too narrowly on their own subject of expertise and miss the big picture – achieving team outcomes

Stages of team development

Stages of team building:

Forming

Storming

Normal

Performing.

Once you have ensured your team has the right balance of strengths required to achieve objectives, you will need to manage it over the timeframe of its formation and functioning. Research conducted by Bruce Tuckman (1965) elaborated the stages of the team life-cycle.

Each stage of the team life cycle may be characterised by different emotional dynamics. For example, the forming stage may involve people probing each other to find out each other’s strengths and weaknesses. The storming stage may be characterised by conflict. You will need to manage the team lifecycle, to ensure emotional strengths are used for achieving outcomes, and conflict and negativity are harnessed to productive ends.

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BSBWHS521 /SAB/Version 4.2 Page 1 of 44

Student Assessment Booklet

BSBWHS521

Ensure a safe workplace for a work

area

Student Full Name:

Student ID:

Date of submission:

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

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Table of Contents

Referring to sources of information used in your assessments ............................................................................ 12

Assessment Information ..................................................................................................................................... 13

Assessment Plan ............................................................................................................................................... 13

Re-submission opportunities ........................................................................................................................... 13

Plagiarism ..................................................................................................................................................... 13

Naming electronic documents ......................................................................................................................... 14

Assessment Instructions ..................................................................................................................................... 14

Assessment Task Cover Sheet......................................................................................................................... 14

Assessment Task Information ......................................................................................................................... 14

Assessment Task Instructions ......................................................................................................................... 15

Checklist ....................................................................................................................................................... 15

Student Assessment Agreement .......................................................................................................................... 16

Assessment Task 1 Cover Sheet ......................................................................................................................... 18

Required ....................................................................................................................................................... 19

Assessment Task 1 Checklist.............................................................................................................................. 22

Assessment Task 2 Cover Sheet ......................................................................................................................... 24

Assessment Task 2 – Project (Identify, assess and control risks) ................................................................... 25

Required ....................................................................................................................................................... 25

Assessment Task .......................................................................................................................................... 25

Performance objecive ................................................................................................................................... 25

Assessment description ................................................................................................................................ 25

Assessment Task 2 Checklist.............................................................................................................................. 28

Assessment Task 3 Cover Sheet ......................................................................................................................... 30

Assessment Task 3 – Project (Evaluate and maintain a WHS management system) ............................................. 31

Required ....................................................................................................................................................... 31

Performance objective ................................................................................................................................. 31

Assessment description (Stage A) ................................................................................................................. 32

Assessment description (Stage B) ................................................................................................................. 33

Appendix 1 – Workplace scenario ................................................................................................................ 33

Appendix 2 – Incident Report ...................................................................................................................... 34

PERSONAL DETAILS ............................................................................................................................ 34

INCIDENT DETAILS .............................................................................................................................. 34

INJURY/DAMAGE DETAILS ................................................................................................................. 35

MEDICAL TREATMENT ....................................................................................................................... 35

DESCRIBE IN DETAIL WHAT OCCURED ........................................................................................... 35

HOW CAN THIS BE PREVENTED FROM HAPPENING AGAIN? ....................................................... 36

ACTION PLAN ....................................................................................................................................... 36

Appendix 3 – Analyse pattern of work injury and diseases ........................................................................... 38

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

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Appendix 4 ............................................................................................................................................... 40

Assessment Task 3 Checklist.............................................................................................................................. 43

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Assessment Outcome Form BSB50420

Diploma of Leadership and Management STUDENT DETAILS & FINAL ASSESSMENT OUTCOME

Student Name

Student ID Group No

Date

Unit Name Ensure a Safe Workplace for a work area

Unit Code BSBWHS521 Delivery Period (Hours) 60

Trainer/Assessor Robin Stephen Final Assessment Outcome

(Tick box Applicable)

 Competent  Not Yet Competent

INDIVIDUAL ASSESSMENT OUTCOMES

ASSESSMENT #

ASSESSMENT TASK TRAINER / ASSESSOR

RESULT DATE

1. Project (Establish and maintain a Work Health and Safety Management System)

Robin  Satisfactory

 Not Satisfactory

 Not Assessed

2. Project (Identify, assess and control risks)

Robin  Satisfactory

 Not Satisfactory

 Not Assessed

3. Project (Evaluate and maintain a WHS management system)

Robin  Satisfactory

 Not Satisfactory

 Not Assessed

Trainer & Assessor’s Comment:

Trainer and assessor’s signature

Date

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Assessment Submission Checklist To be filled by the Trainer and Assessor

S # Has the learner

Checked/ Performed

Comments

(if any) Yes No

1 Completed ALL assessment tasks for this unit of competency?

2 Answered all theory questions in their own words?

3 Attended all the practical sessions (if any)?

4 Provided evidence of practical sessions (if applicable)?

(Photographs/any workbooks/written tasks or checklists that go with the practical)

5 Signed and dated the ‘Student declaration’?

(Which says ‘this is all my own work and I have not cheated or plagiarized.)

6 Completed cover sheets for ALL assessment tasks?

7 Been informed about the assessment process and has been provided with an opportunity to challenge the result of the assessment and be reassessed, if required?

8 Agreed and signed that they have accepted the assessment outcome?

Have you

9 Checked all the work for plagiarism?

Please make sure if proper referencing and citation is followed and mentioned.

10 Provided feedback to the student for each assessment task/activity in detail including observation checklist and overall assessment outcome?

11 Checked student’s work for grammatical errors, spellings or language accuracy?

12 Completed and attached the Assessment Outcome Form (AOF) with handwritten outcome?

13 Is the judgement of competence based on evidence of learner’s performance that is aligned to the unit of competency and associated assessment requirements?

14 Does the learner have skills, knowledge and attributes as described in the unit of competency and associated assessment requirements?

Trainer and Assessor

(Name):

Robin Stephen Signatures:

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

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Section A

1: Introduction Welcome to the Angad Australian Institute of Technology (AAIT) Please read through the following

instructions which has been designed to help you to successfully complete the assessment .

AAIT

A number of documents have been provided to support you to complete training and assessment including:

 Student Guide: The Student Guide provides you with learning content, activities and links to videos,

further reading and additional material to help you to develop your knowledge and skills.

 Student Assessment Tasks: The Student Assessment Tasks include the tasks themselves as well as

guidance about how to complete each assessment. Submission information and relevant forms are

also included.

 Supporting resources: Supporting resources include templates, forms and portfolios which you can use

to provide evidence of your competence. Your assessor will provide you with the relevant supporting

resources when you are ready to complete assessment for each unit. You will find a list of the student

resources relevant to each task in the Student Assessment Tasks.

Key information

Safety

Regardless of the training or assessment setting, you must always work safely and comply with legislative

requirements. Listen to and follow the direction of your trainer/assessor at all times.

Policies and procedures

The information in this guide is general in nature and should always be read in conjunction with your training

organisation’s and (where relevant) workplace’s policies and procedures.

2: Preparing for assessment

Much of the quality of your assessment relies on the planning and preparation that you do. Take the time to:

 carefully read through the whole of the assessment task and each of the supporting documents

 ensure that you are clear about what it is that you are expected to do. Ask your assessor for

clarification if you have any questions at all

 be clear on the time limits and due dates for each task

 ensure that you have completed a Student Assessment Agreement for every unit of competency.

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Understand expectations

You will find specific advice at the start of each assessment which will guide you in how to complete each

assessment task. Make sure that you take the time to read this advice and to clarify any legislative and

organisational requirements before proceeding with assessment.

Always ensure that you are clear about what is expected of you. If you need support, advice or assistance,

speak to your trainer, your assessor or your workplace supervisor.

Time limits and due dates

Your assessor will provide you with a due date for each assessment task. In some cases, you will also be

required to complete an assessment within a set time limit (particularly in the case of written Knowledge

Question tasks). In Appendix A of this User Guide, you will find a table showing the time-limits (where

relevant) for your assessment tasks. You will also find space to write the due dates for each task.

Reasonable adjustment

You are encouraged to consult with your assessor prior to attempting an assessment task if you have a

learning need or issue that you require additional support with or which may hinder your ability to

successfully complete the assessment.

Student assessment agreements

Before starting the assessment for each unit of competency, you must complete, sign and submit a Student

Assessment Agreement. Your assessor will countersign the agreement and keep it on file according to your

RTO’s policies and procedures. A Student Assessment Agreement has been included in Appendix B of this

document.

3: Undertaking assessment

Types of assessment

The Student Assessment Tasks incorporate a range of assessment styles including:

 knowledge questions

 research tasks

 assessor observations

 portfolios

 projects, which may include case studies

 role plays.

Knowledge questions

Knowledge questions are designed to help you to demonstrate the knowledge which you have acquired

during the unit. Knowledge questions can be completed in a variety of ways including:

 in a traditional, closed-book exam style setting in the classroom

 in an open-book setting in the classroom. This means that you can draw on your learning materials and

other resources to answer questions

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 in an open-book setting in your own time

 via your organisation’s learning management system (LMS)

 as verbal questions if required for the purposes of reasonable adjustment.

You should also refer to the section on Completing Written Assessment Tasks below for additional

information.

Research tasks

Research tasks are provided to help you to demonstrate your ability to conduct and analyse research or to

gather information. They also help you demonstrate your knowledge about a particular topic. When

completing research tasks, consider the following tips.

 Ensure that you accurately quote your sources (including on-line sources).

 Use information from reliable, relevant sources.

 Use information sources that are current (while there are exceptions, a good guide is not more than six

years old).

You should also refer to the section on Completing Written Assessment Tasks below for additional

information.

Projects

Projects are provided to help you demonstrate a range of knowledge and skills that you have developed

during your course. They may be completed in your own workplace, in a simulated workplace, in the

classroom or in your own time. Supporting templates and resources are usually provided to help you. They

often have a range of tasks within them which will include observations and portfolio completion.

You should also refer to the section on Completing Written Assessment Tasks below for additional

information.

Assessor observations

Assessor observations are used where the unit of competency requires that you must be observed by an

assessor demonstrating the skills and knowledge that you have learnt during your course. Before being

observed, make sure that you read through the task information so that you understand what it is that you

must demonstrate. Your assessor will advise you of when you will be observed for the purposes of

assessment.

Observations may be in person, via video conferring software as and when necessary/relevant (e.g.

pandemic conditions or distance-based learners) or you may like to video record evidence for your assessor

to watch later. When submitting video evidence ensure the quality is suitable enough for the assessor to

clearly observe what you are doing and that the audio quality is sufficient. Otherwise, you may be asked to

resubmit.

Round table discussions

Round table discussions are a fantastic way for you to discuss your own real experiences and apply them in

the context of the case study. Even though you may be participating in a project based on a case study

business, you have a wealth of knowledge, experience and skills that you have gathered over the course of

your life that can be reflected on and applied in discussion with your peers and fellow students. These can

then be discussed and applied to the project you are working on, making it more industry realistic.

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Role plays

Role plays are used to assess your knowledge and skills where it would not be possible to provide evidence

in another way. For example, many Human Resources (HR) units will require you to demonstrate

competency in processes like recruitment or termination of employment.

When participating in role plays, ensure that you behave as you would in real workplace. You will find more

information about simulated workplaces below.

Simulated workplace environments

Many of the student assessment tasks that you undertake throughout your course will take place in the

simulated business environment which could include your home and/or classroom. Simulated workplace

tasks are designed to:

 reflect real life work tasks

 are assessed using criteria that relate to the quality of work expected by industry

 use authentic workplace documentation

 require you to work as part of a team

 involve the use of standard, workplace equipment (hardware, software and consumables)

 require you to consider usual workplace constraints such as time and budgets.

You should therefore ensure that you treat simulated workplaces as real workplaces for the purposes of

assessment by:

 communicating professionally, using industry standard language and terminology

 adhering to an appropriate level of dress and behaviour

 working in a way which is client or team focussed (as relevant to the unit)

 completing group work in a professional, team-oriented way

 behaving in a way which is consistent with current industry practice.

Assessment task cover sheets

You must submit a completed, signed Assessment Task Cover Sheet with each assessment. An

Assessment Task Cover Sheet is included in Appendix C of this User Guide.

Submission instructions

The format that you will submit tasks in will vary, depending on the task. Some might require hand-written

responses, some will require submission of electronic files and others will require emails. You will find

specific instructions with each task. You will also find a summary in Appendix A.

File naming conventions

It is important that you use a consistent file naming convention for each file that you submit. For all files that

you submit throughout the assessment for this course, use the following convention:

competency code task number student name date

For example: BSBLDR501 AT1 Student Name

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Completing written assessment tasks

The following advice applies to completing all types of written assessment (for example, knowledge

questions, research reports, project portfolios and so on).

 You should always apply the documentation principles that you have learned throughout your course

when answering written questions, completing assessment tasks and presenting reports. In particular,

you should:

o use clear, non-discriminatory language

o use business-like language

o follow your workplace’s policies and procedures

o respect the confidentiality of the people who you are providing services and support to.

 Read each question carefully and focus on answering it in full. For example, if the question asks you to

list five of something, ensure that you provide five examples.

Written answer question guidance

 The following written questions use a range of “instructional words” such as “identify” or “explain”,

which tell you how you should answer the question. Use the definitions below to assist you to provide

the type of response expected.

 Note that the following guidance is the minimum level of response required.

Analyse: when a question asks you to analyse something, you should do so in detail, and identify

important points and key features. Generally, you are expected to write a response one or two

paragraphs long.

Compare: when a question asks you to compare something, you will need to show how two or more

things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you

are expected to write a response one or two paragraphs long.

Contrast: when a question asks you to contrast something, you will need to show how two or more

things are different, ensuring you indicate the relevance or the consequences. Generally, you are

expected to write a response one or two paragraphs long.

Describe: when a question asks you to describe something, you should state the most noticeable

qualities or features. Generally, you are expected to write a response two or three sentences long.

Discuss: when a question asks you to discuss something, you are required to point out important

issues or features and express some form of critical judgement. Generally, you are expected to write a

response one or two paragraphs long.

Evaluate: when a question asks you to evaluate something, you should put forward arguments for and

against something. Generally, you are expected to write a response one or two paragraphs long.

Examine: when a question asks you to examine something, this is similar to “analyse”, where you

should provide a detailed response with key points and features and provide critical analysis.

Generally, you are expected to write a response one or two paragraphs long.

Explain: when a question asks you to explain something, you should make clear how or why

something happened or the way it is. Generally, you are expected to write a response two or three

sentences long.

Identify: when a question asks you to identify something, this means that you are asked to briefly

describe the required information. Generally, you are expected to write a response two or three

sentences long.

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List: when a question asks you to list something, this means that you are asked to briefly state

information in a list format.

Outline: when a question asks you to outline something, this means giving only the main points,

Generally, you are expected to write a response a few sentences long.

Summarise: when a question asks you to summarise something, this means (like “outline”) only giving

the main points. Generally, you are expected to write a response a few sentences long.

4: Following assessment As you complete and submit each assessment task, your assessor will mark it and complete the

Assessment Task Cover Sheet. The Assessment Task Cover Sheet will be returned to you with the

outcome of the assessment, which will be satisfactory (S) or unsatisfactory (U).

If your work has been assessed as being not satisfactory, your assessor will also discuss this verbally with

you and provide advice on re-assessment opportunities as per your RTO’s re-assessment policy.

Depending on the task, this may include

 resubmitting incorrect answers to questions (such as knowledge questions and case studies)

 resubmitting part or all of a project, depending on how the error impacts on the total outcome of the

task

 redoing a role play after being provided with appropriate feedback about your performance

 being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily

completed the first time, after being provided with appropriate feedback.

Your assessor will provide you with an appropriate timeframe in which to resubmit your work, according to

your RTO’s reassessment policy and procedure.

Right of appeal

You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with

unfairly or have other appropriate grounds for an appeal.

You should refer to your RTO’s assessment appeals process for more information.

Referring to sources of information used in your assessments

Include a reference list at the end of your work on a separate page, if required. You should reference the sources you have used in your assessments in the Harvard Style/APA. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State

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Assessment Information

The assessment tasks for ‘BSBWHS521 Ensure a safe workplace for a work area’ are included in this

Student Assessment Booklet and outlined in the assessment plan below.

To be assessed as competent for this unit, the student must complete all of the assessment tasks

satisfactorily.

Assessment Plan

Assessment Task Overview Time Allowed

Assessment Task 1 –

Project (Establish and

maintain a Work Health and

Safety Management System)

For this assessment participants are to establish and

maintain a WHS management system, effective and

compliant participation arrangements for managing WHS

and procedures for effectively identifying hazards, and

assessing and controlling risks.

3 hrs

Assessment Task 2 –

Project (Identify, assess and

control risks)

For this assessment participants are required to

demonstrate skills for identifying hazards, analysing and

treating risks and maintaining WHS records of accidents

and incidents in a workplace.

3 hrs

Assessment Task 3 –

Project (Evaluate and

maintain a WHS

management system)

For this assessment participants are required to

demonstrate skills for evaluating and maintaining a WHS

management system including developing a WHS

induction and training program.

4 hrs

Re-submission opportunities

Students will be provided feedback on their performance by their Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed your assessor will explain why and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt/ s will be arranged at a later time and date. Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.

Plagiarism

Plagiarism is the presentation by a student of an assignment that has been copied in whole or in party from

another student’s work, or from any other source (e.g. Published books or periodicals or internet sites)

without due acknowledgement in the text. Student should familiarise themselves with the Institution’s policy

and procedure (refer to international student handbook)

Collusion Collusion is the presentation by a student of an assignment as his/her own work which is in fact the result in

whole or part of unauthorised collaboration with another person or persons.

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

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Naming electronic documents

It is important that you name the documents that you create for this Assessment Task in a logical manner.

Each should include:

 Course identification code

 Assessment Task number

 Document title (if appropriate)

 Student name

 Date it was created

For example, BSBOPS502 - Manage business operational plans

Assessment Instructions

Each assessment task in this booklet consists of the following:

Assessment Task Cover Sheet

This must be filled out, signed and submitted together with your assessment responses.

If you are submitting hardcopy, the Cover Sheet should be the first page of each task’s submission.

If you are submitting electronically, print out the cover sheet, fill it out and sign it, then scan this and submit

the file.

The Assessment Task Cover Sheet will be returned to you with the outcome of the assessment, which will

be Satisfactory (S) or Not Satisfactory (NS). If your work has been assessed as being not satisfactory, your

assessor will include written feedback in the Assessment Task Cover Sheet giving reasons why. Your

assessor will also discuss this verbally with you and provide advice on re-assessment opportunities as per

ANGAD Australian Institute of Technology’s re-assessment policy.

Depending on the task, this may include;

 resubmitting incorrect answers to questions (such as short answer questions and case studies)

 resubmitting part or all the assessment tasks, depending on how the error impacts on the total

outcome of the task

 redoing a role play (wherever applicable) after being provided with appropriate feedback about your

performance

 being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily

completed the first time, after being provided with appropriate feedback.

Assessment Task Information

This gives you:

 a summary of the assessment task

 information on the resources to be used

 assessment task procedure

 assessment specifications (what you must submit as an evidence)

 re-submission opportunities, if required

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

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Assessment Task Instructions

Your answers need to be typed up using MS Office suite. If you need any clarifications regarding how to

submit your responses, please get in touch with your assessor.

You may copy and paste each task’s instructions into a new document and use this as the basis for your

assessment task submission. If not then please ensure that you provide a relevant reference to the question

to which you are responding. You can include this document’s header and footer in your assignment.

If you are submitting electronically, give the document a file name that includes the unit identification

number, the task number, your name and the date of submission.

Checklist

This will be used by your assessor to mark your assessment. Read through this as part of your preparation

before beginning the assessment task. It will give you a good idea of what your assessor will be looking for

when marking your responses.

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Student Assessment Agreement

Make sure you read through the assessments in this Student Assessment Booklet before you fill out and

sign the agreement below.

If there is anything that you are unsure of, consult your assessor prior to signing this agreement.

Have you read the assessment requirements for this unit?  Yes  No

Do you understand the requirements of the assessments for this unit?  Yes  No

Do you agree to the way in which you are being assessed?  Yes  No

Do you have any specific needs that should be considered? If so, explain these in the space below.

 Yes  No

Do you understand your rights to re-assessment?  Yes  No

Do you understand your right to appeal the decisions made in an assessment?  Yes  No

Student Full Name:

Student ID:

Student’s Signature:

Date:

Assessor Name:

Assessor’s Signature:

Date:

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Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

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Section B

(Student Assessment Tasks)

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Assessment Task 1 Cover Sheet

(A copy of this page must be supplied to the office and kept in the student’s file with the assessment evidence)

Student Declaration (To be filled out and submitted with assessment responses)

 I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s).

 I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me.

 I have correctly referenced all resources and reference texts throughout these assessment tasks and this submission is based on my own research work.

 This piece of work has not previously been submitted for assessment in this or any other subject.

 I give permission for my assignment to be scanned for electronic checking of plagiarism. I understand that plagiarism and cheating is against Institution’s policy and will result in NYC outcome

Student Full Name:

Student ID:

Student’s Signature:

Date of submission:

Assessor declaration

I hereby certify that this student has been assessed by me and that the assessment has been carried out in

accordance with the principles of assessment and relevant assessment procedures.

Assessor Name

Assessor’s Signature

Date:

Assessment Outcome: S: Satisfactory; NS: Not Satisfactory; NAS: No Assignment Submitted

S NS NAS

Resubmission  Yes  No  1st resubmission Date of resubmission:

 2nd resubmission Date of resubmission:

Extension request approved  Yes No  Revised date of submission

Feedback

Student result response

 My performance in this assessment task has been discussed and explained to me.

 I would like to appeal this assessment decision.

Student signature

Date

(A copy of this page must be supplied to the office and kept in the student’s file with the assessment evidence)

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

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Assessment Task 1 – Project

(Establish and maintain a Work Health and Safety Management System)

Information for students

This assessment task requires youto refer to Australian Hardware or Coffeeville case studies

You will then need to consult with and gain approval from the CEO and management team for the

Operational Plan.

This assessment is to be completed in the simulated work environment in the ANGAD Australian Institute of

Technology.

Ensure that you

 comply with the due date for assessment which your assessor will provide

 You will be provided approximately 3 hours to complete this task

 adhere with your RTO’s submission guidelines

 answer all questions completely and correctly

 submit work which is original and, where necessary, properly referenced

 submit a completed cover sheet with your work

 avoid sharing your answers with other students.

 Email with draft operational plan and contingency plan attached

 Email with revised operational plan and contingency plan attached

Required

 Access to textbooks/other learning materials

 Computer with Microsoft Office and internet access

The Assessment Task is due on the date specified by your assessor. Any variations to this

arrangement must be approved in writing by your assessor.

Submit this document with any required evidence attached. See specifications below for details.

Performance objective

You must be able to establish and maintain a WHS management system, effective and compliant

participation arrangements for managing WHS and procedures for effectively identifying hazards,

and assessing and controlling risks.

Assessment description

The student is to develop guidelines in order to establish and maintain a WHS management

system that is effective and compliant including participation arrangements for managing WHS

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

Page 20 of 44

and procedures for effectively identifying hazards, and assessing and controlling risks for the

simulated workplace “Coffeeville” or “Australian Hardware”.

Your assessor will guide you on how to access relevant workplace documents. The following links

will provide you the access to above simulated workplaces.

 Access relevant documents of Australian Hardware through this link

http://simulations.ibsa.org.au/australian_hardware

 Access relevant documents of Coffeeville through this link,

http://simulations.ibsa.org.au/coffeeville

After going through the relevant documents determine the type of workplace, business activities of

the workplace, and key stakeholders actively involved in workplace activities and WHS legislation.

You have managerial responsibilities for establishing and maintaining a WHS management

system that is effective and compliant including participation arrangements for managing WHS

and procedures for effectively identifying hazards, and assessing and controlling risks for the

simulated workplace “Coffeeville” or “Australian Hardware”

Your task is to develop guidelines to:

1. Establish and maintain a WHS management system

2. Establish and maintain effective and compliant participation arrangements for managing WHS

3. Establish and maintain procedures for effectively identifying hazards, and assessing and

controlling risks

Procedure

A. Access workplace documents and analyse their current policies and procedures on work health and safety (WHS).

B. Compare them with WHS Acts, regulations and codes of practice.

C. Develop WHS guidelines for the following areas:

1. Organisational commitment to locate, adapt, adopt and communicate work health and

safety policies in order to be compliant with WHS legislation

2. WHS responsibilities for duty holders

3. Human resources and financial commitment for an effective work health and safety

management system

4. How to set up a consultation and participative arrangements according to relevant

WHS legislation

5. How to record and communicate outcomes of consultation over WHS issues and how

quickly to provide information about the outcomes of participation and consultation to

work teams

6. The process for identifying hazards across the organization including the stages of

hazard identification and procedures used to ensure new proposed changes do not

create any new hazards

http://simulations.ibsa.org.au/australian_hardware/

http://simulations.ibsa.org.au/coffeeville/

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

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7. The process of analyzing risks and ranking them and control procedures to treat risks

8. The procedures for maintaining an effective work health and safety management

system

o that provides required resources for the implementation of ongoing hazard

identification,

o analysis and treatment by monitoring existing risk control to identify

inadequacies of risk controls

o enabling implementation of new measures

9. What expert WHS advice to be used

10. The requirements for strict compliance with WHS legislative framework to meet legal

requirements

Specifications

You must provide approximately 2000 words WHS Guideline document for the workplace.

Your assessor will be looking for:

a. a document that covers all of the points in the procedure,

b. your application of learning on establishing and maintaining a WHS management system that is effective and compliant including participation arrangements for managing WHS and procedures for effectively identifying hazards, and assessing and controlling risks,

c. your knowledge on key provisions of relevant WHS Acts, regulations and codes of practice that apply to the business,

d. your knowledge on organisational policies and procedures relating to hazard identification and risk-management processes hierarchy of risk control, in-house and WHS legislative reporting requirements and relevant WHS Acts, regulations and codes of practice that apply to the business operation.

e. your analytical and problem solving skills to examine relevant workplace information and data to identify hazards, and to assess and control risks

f. your communication skills to consult with staff and to promote a safe workplace

g. your information technology skills to store and retrieve relevant workplace information and data

h. your literacy skills to adapt and communicate WHS policies that reflect WHS legislative requirements

i. your problem-solving skills to deal with complex and non-routine difficulties.

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

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Assessment Task 1 Checklist

Please ensure you submit

Authentic,

sufficient, valid

and current

evidence

submitted by

Student

(to be completed

by Assessor)

Did the student submit the assessment in the specified timeframes? □ Yes □ No

Student work (approximately 2000 words WHS Guideline document for the

workplace) submitted in the correct format? covers all of the points in the procedure

i.e.

 MS Word Document (.doc) or

 print copy on A4

□ Yes □ No

A. Student demonstrates access to workplace documents Coffeeville/Australian Hardware business) and analyse their current policies and procedures on work health and safety (WHS).

B. Student demonstrates knowledge on key provisions of relevant WHS Acts,

regulations and codes of practice that apply to the Coffeeville/Australian Hardware business through comparison of policies procedures, risk management strategy with WHS Acts, regulations and codes of practice.

□ Yes □ No

C. Student work has WHS guidelines for the following areas:

1. Organisational commitment to locate, adapt, adopt and communicate

work health and safety policies in order to be compliant with WHS legislation

□ Yes □ No

2. WHS responsibilities for duty holders □ Yes □ No

3. Human resources and financial commitment for an effective work health and safety management system

□ Yes □ No

4. How to set up a consultation and participative arrangements according to relevant WHS legislation?

□ Yes □ No

5. Student demonstrates communication skills to consult with staff and to promote a safe workplace and how to record and communicate outcomes of consultation over WHS issues and how quickly to provide information about the outcomes of participation and consultation to work teams?

□ Yes □ No

6. The process for identifying hazards across the organization including the stages of hazard identification and procedures used to ensure new proposed changes do not create any new hazards?

□ Yes □ No

7. The process of analyzing risks and ranking them and control procedures to treat risks?

□ Yes □ No

8. The procedures for maintaining an effective work health and safety management system

a. that provides required resources for the implementation of ongoing hazard identification,

□ Yes □ No

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

Page 23 of 44

Please ensure you submit

Authentic,

sufficient, valid

and current

evidence

submitted by

Student

(to be completed

by Assessor)

b. analysis and treatment by monitoring existing risk control to identify inadequacies of risk controls

c. enabling implementation of new measures

9. What expert WHS advice to be used?

□ Yes □ No

10. The requirements for strict compliance with WHS legislative framework to meet legal requirements?

□ Yes □ No

Task Outcome: Satisfactory  Not Satisfactory 

Assessor’s Signature

Assessor’s Name

Date:

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

Page 24 of 44

Assessment Task 2 Cover Sheet

(A copy of this page must be supplied to the office and kept in the student’s file with the assessment evidence)

Student Declaration (To be filled out and submitted with assessment responses)

 I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s).

 I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me.

 I have correctly referenced all resources and reference texts throughout these assessment tasks and this submission is based on my own research work.

 This piece of work has not previously been submitted for assessment in this or any other subject.

 I give permission for my assignment to be scanned for electronic checking of plagiarism. I understand that plagiarism and cheating is against Institution’s policy and will result in NYC outcome

Student Full Name:

Student ID:

Student’s Signature:

Date of submission:

Assessor declaration

I hereby certify that this student has been assessed by me and that the assessment has been carried out in

accordance with the principles of assessment and relevant assessment procedures.

Assessor Name

Assessor’s Signature

Date:

Assessment Outcome: S: Satisfactory; NS: Not Satisfactory; NAS: No Assignment Submitted

S NS NAS

Resubmission  Yes  No  1st resubmission Date of resubmission:

 2nd resubmission Date of resubmission:

Extension request approved  Yes No  Revised date of submission

Feedback

Student result response

 My performance in this assessment task has been discussed and explained to me.

 I would like to appeal this assessment decision.

Student signature

Date

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

Page 25 of 44

Assessment Task 2 – Project (Identify, assess and control risks)

Information for students

This assessment task requires youto refer to Australian Hardware or Coffeeville case studies

You will then need to consult with and gain approval from the CEO and management team for the

Operational Plan.

This assessment is to be completed in the simulated work environment in the ANGAD Australian Institute of

Technology.

Ensure that you

 comply with the due date for assessment which your assessor will provide

 You will be provided approximately 3 hours to complete this task

 adhere with your RTO’s submission guidelines

 answer all questions completely and correctly

 submit work which is original and, where necessary, properly referenced

 submit a completed cover sheet with your work

 avoid sharing your answers with other students.

 Email with draft operational plan and contingency plan attached

 Email with revised operational plan and contingency plan attached

Required

 Access to textbooks/other learning materials

 Computer with Microsoft Office and internet access

Assessment Task

Performance objecive

You must demonstrate skills for identifying hazards, analysing and treating risks and maintaining WHS records of accidents and incidents in a workplace.

Assessment description

This task is related to the activity of assessment task 1 simulated workplace.

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

Page 26 of 44

The student is to identify hazards, assess risk levels and provide treatments for the assessed risks for a simulated workplace either “Coffeeville” or “Australian Hardware”.

Your assessor will guide you on how to access relevant workplace documents. The following links will provide you the access to above simulated workplaces.

A. Access relevant documents of Australian Hardware through this link http://simulations.ibsa.org.au/australian_hardware/)

B. Access relevant documents of Coffeeville through this link,

http://simulations.ibsa.org.au/coffeeville/

Based on the guidelines you have developed in assessment task 1, you are required to identify hazards related to the following categories:

a. Physical hazards

b. Psycho-social hazards

c. Biological hazards

d. Chemical hazards

e. Ergonomics hazards and

f. Environmental hazards

Your task is to identify three hazards of each category, analyse them and assess the risk levels using a risk matrix and recommend treatment strategies using hierarchy of risk control in order to:

 Establish and maintain effective and compliant participation arrangements for managing WHS

Procedure

1. Analyse the simulated workplace in terms of their business type, work activities and stakeholder involvement

2. Based on the guidelines you have developed in assessment task 1, you are required to determine the work activities carried out in day-today operation, and identify hazards under following categories at least three of each.

a. Physical hazards

b. Psycho-social hazards

c. Biological hazards

d. Chemical hazards

e. Ergonomics hazards and

f. Environmental hazards

3. Assess the risks levels for each hazard should they occur.

4. Provide treatments for respective risk levels by using hierarchy of risk control.

5. Explain how you would report on inadequacies of existing control measures and how you would monitor outcomes on inadequacies and take prompt actions

Specifications

You need to provide evidence of:

1. risk identification table used relevant to the simulated workplace

http://simulations.ibsa.org.au/australian_hardware/

http://simulations.ibsa.org.au/coffeeville/

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

Page 27 of 44

2. risk analysis matrix that indicates the risk levels and categories

3. risk treatment plan using risk control measures

4. Report on any inadequacies of existing control measures and how you would monitor outcomes on inadequacies and take prompt actions.

Your assessor is looking for:

1. fully analysed hazards

2. Risk control plan for the hazards identified and risk analysis and the use of hierarchy of risk control to recommend a practicable solution.

3. Demonstrated action plan as to how you would action the control measures for the hazard in accordance with organisational procedures.

4. Recording and submission of your findings to your assessor (make sure to outline any inadequacies in existing risk control measures).

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Assessment Task 2 Checklist

Please ensure you submit

Authentic,

sufficient, valid

and current

evidence

submitted by

Student

(to be completed

by Assessor)

Did the student submit the assessment in the specified timeframes? □ Yes □ No

Student work submitted in the correct format? covers all of the points in the

procedure i.e.:

 MS Word Document (.doc) or

 print copy on A4

□ Yes □ No

Student work included the following:

1. risk identification table on Coffeeville/Australian Hardware simulated business

□ Yes □ No

2. risk analysis matrix that indicates the risk levels and categories □ Yes □ No

3. risk treatment plan using risk control measures □ Yes □ No

4. Report on any inadequacies of existing control measures and monitoring

outcomes on inadequacies and take prompt actions

□ Yes □ No

Analyse the simulated workplace in terms of their business type, work activities and

stakeholder involvement

□ Yes □ No

Based on the guidelines you have developed in assessment task 1, you are required

to determine the work activities carried out in day-today operation, and identify

hazards under following categories at least three of each.

A. Physical hazards

B. Psycho-social hazards

C. Biological hazards

D. Chemical hazards

E. Ergonomics hazards and

F. Environmental hazards

□ Yes □ No

Assess the risks levels for each hazard should they occur □ Yes □ No

Provide treatments for respective risk levels by using hierarchy of risk control.

□ Yes □ No

Explain how you would report on inadequacies of existing control measures and how

you would monitor outcomes on inadequacies and take prompt actions

□ Yes □ No

Task Outcome: Satisfactory  Not Satisfactory 

Assessor’s Signature

Assessor’s Name

Date:

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

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SAB BSBWHS521 Version: September 2022

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Assessment Task 3 Cover Sheet

(A copy of this page must be supplied to the office and kept in the student’s file with the assessment evidence)

Student Declaration

(To be filled out and submitted with assessment responses)

 I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s).

 I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me.

 I have correctly referenced all resources and reference texts throughout these assessment tasks and this submission is based on my own research work.

 This piece of work has not previously been submitted for assessment in this or any other subject.

 I give permission for my assignment to be scanned for electronic checking of plagiarism. I understand that plagiarism and cheating is against Institution’s policy and will result in NYC outcome

Student Full Name:

Student ID:

Student’s Signature:

Date of submission:

Assessor declaration

I hereby certify that this student has been assessed by me and that the assessment has been carried out in

accordance with the principles of assessment and relevant assessment procedures.

Assessor Name

Assessor’s Signature

Date:

Assessment Outcome: S: Satisfactory; NS: Not Satisfactory; NAS: No Assignment Submitted

S NS NAS

Resubmission  Yes  No  1st resubmission Date of resubmission:

 2nd resubmission Date of resubmission:

Extension request approved  Yes No  Revised date of submission

Feedback

Student result response

 My performance in this assessment task has been discussed and explained to me.

 I would like to appeal this assessment decision.

Student signature

Date

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

Page 31 of 44

Assessment Task 3 – Project (Evaluate and maintain a WHS management system)

Information for students

This assessment task requires you to refer to Australian Hardware or Coffeeville case studies

You will then need to consult with and gain approval from the CEO and management team for the

Operational Plan.

This assessment is to be completed in the simulated work environment in the ANGAD Australian Institute of

Technology.

Ensure that you

 comply with the due date for assessment which your assessor will provide

 You will be provided approximately 4 hours to complete this task

 adhere with your RTO’s submission guidelines

 answer all questions completely and correctly

 submit work which is original and, where necessary, properly referenced

 submit a completed cover sheet with your work

 avoid sharing your answers with other students.

 Email with draft operational plan and contingency plan attached

 Email with revised operational plan and contingency plan attached

Required

 Access to textbooks/other learning materials

 Computer with Microsoft Office and internet access

Performance objective

You must demonstrate skills for evaluating and maintaining a WHS management system including developing a WHS induction and training program.

This assessment includes two stages (Stage A and Stage B)

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

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Assessment description (Stage A)

You are required to read through the workplace scenario that is listed in Appendix 1 and then undertake the necessary tasks as listed in the procedure. 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 shows a pattern of work injury and diseases. The final part of this assessment you will need to run a safety action, where you will be analysing recorded incidents and identifying the major hazard to address, researching and selecting control measures, implementing control measures, and recording your findings

Procedure

 Conduct a review of 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 may need to create names and additional information as necessary to fill- in the form.

 Add Rose’s incident from the scenario to the aggregated data sheet (see Appendix 3).

 Collect data relating to the hazard (Appendix 3).

 Translate that data into a graph.

 Conduct a safety inspection of your work area with regards to that hazard (see Appendix 4).

You must provide:

 an incident report form – completed incident report for the proposed hazard

 a safety inspection form – completed safety inspection form, including photos or diagrams of the proposed hazard

 a completed graph in relation to the aggregate data analysis

 Action plan as to how you would action the control measures and the cost of actions

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

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Assessment description (Stage B)

As part of establishing and maintaining WHS management system, you are required to develop a WHS training program for the workplace either “Coffeeville” or “Australian hardware” for which you have developed WHS guidelines in assessment 1.

Procedure

Analyse the WHS guidelines you have developed in assessment 1 and develop a WHS training plan

That includes a work health and safety induction checklist.

Your assessor is looking for:

 your ability to develop a training plan for WHS management system

 induction checklist as required by the workplace activities

 literacy skills to adapt and communicate WHS policies that reflect WHS legislative requirements

 Problem-solving skills to deal with complex and non-routine difficulties.

 Your skills on hazard identification and risk-management processes

 in-house and WHS legislative reporting requirements

 relevant WHS Acts, regulations and codes of practice that apply to the business operation

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 numerous 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.

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

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Appendix 2 – Incident Report

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 DETAILS

Family Name: Other Name:

Contact Phone No: (w) (h - if injured)

Occupation: Gender:  M  F

Staff employment status:  Full-time  Part-time  Casual

 Contractor  Visitor

Division/Department:

INCIDENT DETAILS

Date of incident: Time of incident: AM / PM

Location where incident occurred:

Briefly describe what happened:

This incident resulted in:

 Injury  No injury  Near miss

 Property damage  Hazard identified

The incident was reported to (Supervisor):

Name of Supervisor: __________________________________ Date: _________

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INJURY/DAMAGE DETAILS

If an injury was sustained, what part of the body was affected or if damage to property occurred what was damaged?

MEDICAL TREATMENT

If MEDICAL EXPENSES or LOST TIME is incurred, a ‘Workers Compensation Claim form’ must be completed and forwarded to OHSW & IM Services ‘as soon as possible’.

Do you intend to seek medical treatment?  Yes  No

Do you intend to lodge a claim for workers compensation?  Yes  No

Has any time been lost from work? (More than 1 complete shift)

 Yes  No

If so, have you returned to work?  Yes  No

Have/will medical expenses been incurred?

 Yes

 No  Uncertain at this time

Were there witnesses? If so, name of witness(s):

Contact Phone:

Employee signature:

Date:

If a medical certificate has been provided please send to: Fax xxxx xxxx or email: [email protected]

DESCRIBE IN DETAIL WHAT OCCURED

It is the responsibility of the Supervisor/Line Manager to complete this section in consultation with the injured staff member.

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Please describe the events and contributing factors that led to the incident:

HOW CAN 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 & Safety Representative (if applicable)

Suggestions to avoid recurrence of this incident/accident:

Name of H&S representative, if consulted:

ACTION PLAN

Note: From the previous section list the actions required to prevent this happening again.

Action to prevent recurrence (Do not leave blank)

Person responsible for action

Action taken

Cost of action

Sign off completed (signature required)

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SAB BSBWHS521 Version: September 2022

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 Referred to Line Manager  Placed issue on local action plan

 Consulted employees  Advised Senior Manager

 Advised OHSW Services  CSR raised, referred to FMU

 Feedback provided to affected person on outcome

Is rehabilitation required?

 Yes

 No

 Rehabilitation consultant advised

Date:

Name of Supervisor: Contact Phone Number:

Signed: Date:

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Appendix 3 – Analyse pattern of work injury and diseases

The workplace incident data for the past 3 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.

Incident Cause Type Who When

Slip/Trip Cables on floor MTI Bob 13/07

Muscle pull Lifting paper MTI Jane 18/07

Muscle pull Moving bins FAI Nihal 30/08

Bullying Project deadline LTI Laszlo 15/09

Stress Project deadlines LTI Greg 17/09

Slip/Trip Cables on floor NMI Bob 01/10

Cut Cut finer on broken glass FAI Rita 02/10

Muscle pull Lifting paper MTI Tom 04/10

Stress Assigning too much work LTI Smith 07/10

Slip/Trip Cables on floor MTI Liz 10/10

FA first aid incidents

MTI medical treatment injury

LTI lost time injury

LTIFR lost time injury frequency rate

NM near miss

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Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

Page 39 of 44

Graph the data from the table above.

Incident

Analyse the data above and suggest what you will need to focus on during the Safety Action Meeting.

N u m

b e r

o f In

c id

e n ts

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Appendix 4 – Safety inspection form

Criteria N/A Yes No Comments

EMERGENCY PROCEDURES

Designated emergency persons details are posted including:

OHS Rep?

fire warden?

first aid person?

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?

Entry and exit doors are marked and free of clutter?

Emergency exit routes and aisles and corridors are free of clutter?

Are fire extinguishers provided and maintained?

Have personnel on site been trained in the use of fire extinguishers?

First aid kit stocked to contents list?

First aid supplies replenished?

HOUSEKEEPING

Washroom, toilet clean and tidy?

Kitchen, eating area clean and tidy?

Floors clean, dry and in good condition?

Desks and work areas tidy?

Rubbish bins sufficient?

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SAB BSBWHS521 Version: September 2022

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Criteria N/A Yes No Comments

Rubbish cleared regularly?

Recycling bins sufficient?

Recycling bins cleared regularly?

Are aisles and areas around workstations free of clutter?

ERGONOMICS

Furniture is fit for purpose?

Office chairs have five supports?

Furniture is adjustable for keyboard operators?

straight back

forearms parallel to the floor

upper legs parallel to the floor

Footrests provided where necessary?

Document supports provided?

Computer screens positioned to avoid glare?

Work stations and equipment positioned to:

reduce manual handling?

reduce repetitive handling?

improve work flow?

HAZARDOUS SUBSTANCES

Are all chemicals, including liquid fuels, properly labelled, stored and signposted?

Spill kits available?

MSDS’s readily available for hazardous substances?

PPE (for hazardous areas)

Is safety signage accurate?

Is safety signage displayed correctly?

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

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SAB BSBWHS521 Version: September 2022

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Criteria N/A Yes No Comments

Are safety glasses worn when required?

Is high visibility clothing provided where required?

OTHER

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

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Assessment Task 3 Checklist

Please ensure you:

Authentic, sufficient,

valid and current

evidence submitted by

Student

(to be completed by

Assessor)

Did the student submit the assessment in the specified timeframes? □ Yes □ No

Student work (includes two stages Stage A and Stage B) submitted in the

correct format? covers all of the points in for evaluating and maintaining a

WHS management system including developing a WHS induction and training

program and procedure i.e.:

 MS Word Document (.doc) or

 print copy on A4

□ Yes □ No

STAGE A – Procedure

Did the student conduct a review of the scenario provided in Appendix 1? □ Yes □ No

Did the student demonstrate and submit the following:

1. an incident report form – completed incident report for the proposed hazard (see Appendix 2)?

□ Yes □ No

2. a safety inspection form – completed safety inspection form, including photos or diagrams of the proposed hazard (see Appendix 4)?

□ Yes □ No

3. a completed graph in relation to the aggregate data analysis (see Appendix 3)?

□ Yes □ No

4. Action plan as to how to action the control measures and the cost of actions?

□ Yes □ No

STAGE B – Procedure

Did the student demonstrate and submit the following:

1. Analysed the WHS guidelines developed in assessment 1 and

develop a WHS training plan?

Included a work health and safety induction checklist?

□ Yes □ No

2. Developed a training plan for WHS management system? □ Yes □ No

3. Developed an induction checklist as required by the workplace

activities?

□ Yes □ No

4. Demonstrated the literacy skills to adapt and communicate WHS

policies that reflect WHS legislative requirements through

observation and demonstration?

□ Yes □ No

5. Demonstrated the problem-solving skills to deal with complex and

non-routine difficulties through observation and demonstration?

□ Yes □ No

6. Demonstrated skills on hazard identification and risk-management

processes through observation and demonstration?

□ Yes □ No

BSBWHS521 Ensure a safe workplace for a work area Student Assessment Booklet

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Version: September 2022

Page 44 of 44

Please ensure you:

Authentic, sufficient,

valid and current

evidence submitted by

Student

(to be completed by

Assessor)

7. Demonstrated skills in in-house and WHS legislative reporting

requirements through observation and demonstration?

□ Yes □ No

8. Demonstrated knowledge in WHS Acts, regulations and codes of

practice that apply to the business operation through observation

and demonstration?

□ Yes □ No

Task Outcome: Satisfactory  Not Satisfactory 

Assessor’s Signature

Assessor’s Name

Date:

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5. BSBWHS521 Ensure a safe workplace for a work area Sept 2022/Student resources/Induction_checklist.pdf

BSBWHS521 Ensure a safe workplace for a work area Induction Check List

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BSBWHS521 Induction check list Version: September 2022

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (PCBU Name)

Induction Checklist Worker’s name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Employment start date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Position/job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Manager/supervisor: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Department: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Explain your business:

The structure

The type of work

List and introduce your key people and their

roles:

Manager/owner

Supervisor(s)

Co-workers

Health and safety representative(s)

Fire/emergency warden(s)

Explain their employment conditions:

Name of award or agreement (if relevant) and

award conditions

Job description and responsibilities

Leave entitlements

Notification of sick leave or absences

Out of hours enquiries and emergency

procedures

Time recording procedures

Work times and meal breaks

Explain their pay:

Pay arrangements

Rates of pay and allowances

Superannuation

Taxation and any other deductions (including

completing the required forms)

Union membership and award conditions.

Explain your work health and safety

administration:

Consultative and communication processes,

including employee health and safety

representatives

Hazard reporting, including where to find forms

Incident /accident reporting procedures,

including where to find reporting forms

Hazards of work

Policy and procedures

Roles and responsibilities

Employee assistance program (EAP)

Workers compensation claims

Show your work health and safety environment:

Safe work procedures (SWPs) List:

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Emergency plan, procedures, exits and fire

extinguishers

First aid facilities such as the first aid kit and

room

Information on workplace hazards and controls

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Explain your security:

Cash

For each worker and for their personal

belongings

Show your work environment:

Car parking

Eating facilities

Locker and change rooms

Phone calls and message collecting system

Washing and toilet facilities

Work station, tools, machinery and equipment

used for job

Procedures for the workplace buildings

Explain your training:

First aid, fire safety and emergency

procedures training

Hazard-specific training (for example, manual

handling, hazardous substances)

On the job training in safe work procedures

Job-specific training (for example, if a license

or permit is required)

Conduct a follow-up review:

Repeat any training required or provide

additional training if needed

Review work practices and procedures with

the worker

Ask and answer questions

Comments/follow up action

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Induction Acknowledgment

Conducted by (Name): . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Signature: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Position/Job: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Worker’s Signature: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Notes: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Induction review date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review comments: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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5. BSBWHS521 Ensure a safe workplace for a work area Sept 2022/Student resources/Risk Analysis.pdf

BSBWHS521 - Ensure a safe workplace for a work area – Classroom activity 2

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BSBWHS521 Risk Analysis Template Version: September 2022

Page 1 of 3

Student Name: Group No:

Risk Assessment

(Analyse risks)

Risks will be analysed using two risk variables such as Likelihood of risk occurring and Consequences

if the risk occurred

Likelihood of risk occurring

Unlikely Could happen but very rarely

Likely Could happen sometime

Highly likely Could happen any time

Impact of risk occurring

Minor No lost time injury. First aid or medical treatment required

Moderate Lost time injury involving temporary loss of function or a notifiable event

Majo Long term illness or serious injury/Permanent loss of function or disability

Risk Matrix

Consequence

Li ke

lih o

o d

Minor (1) Moderate (2) Major (3)

Unlikely

(1)

L1 L2 M3

Likely

(2)

L2 M4 H6

Highly likely

(3)

M3 H6 H9

Risk Category - H = High risk, M = Medium risk, L = low risk

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Risk rating definition

Risk

rating

Definition of risk level Immediacy of risk controls and Level of actions required

Highly likely to occur the risk and consequence will be major if risk occurs

Immediate risk control actions must be taken. Use of

hierarchy of risk controls with most preferred option

elimination and/or combination of controls as the risks are

highly likely to occur and impact will be major.

Likely to occur the risk and consequence will be major if risk occurs Highly likely to occur the risk and consequence will be moderate if risk occurs

Immediate risk control actions must be taken. Use of

hierarchy of risk controls with most preferred option

elimination and/or combination of controls as the risks are

likely to occur and the impact will be major or moderate

Likely to occur the risk and consequence will be moderate if risk occurs

Immediate within reasonable timeframe such as within few

days the risk control actions must be taken. Use of hierarchy

of risk controls with most preferred option elimination and/or

combination of controls as the risks are likely to occur and the

impact will be moderate

Unlikely to occur the risk and consequence will be major if risk occurs Highly likely to occur the risk and consequence will be minor if risk occurs

Within reasonable timeframe such as one week the risk

control actions must be taken. Use of hierarchy of risk

controls with most preferred option elimination and/or

combination of controls as the risks are unlikely or likely to

occur and the impact will be major or minor

Unlikely to occur the risk and consequence will be moderate if risk occurs Likely to occur the risk and consequence will be minor if risk occurs

Within reasonable timeframe such as a fortnight the risk

control actions must be taken. Use of hierarchy of risk

controls with most preferred option elimination and/or

combination of controls as the risks are unlikely or likely to

occur and the impact will be minor or moderate

Unlikely to occur the risk and consequence will be minor if risk occurs

Within reasonable timeframe such as one month the risk

control actions must be taken. Use of hierarchy of risk

controls with most preferred option elimination and/or

combination of controls as the risks are unlikely to occur and

the impact will be minor

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Table of risk analysis

Hazard

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5. BSBWHS521 Ensure a safe workplace for a work area Sept 2022/Student resources/WHS Guidelines.pdf

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

BSBWHS521 WHS Guidelines Version: September 2022

Page 1 of 1

WHS/OH&S acts, regulations and codes of practice

Last Updated: 19 June 2019

Safe Work Australia leads the development of national policy to improve work health and safety and workers’ compensation arrangements across Australia. It does not regulate or enforce WHS legislation. As a business owner, you must meet the WHS requirements set out in the acts and regulations in your state or territory. You may face penalties if you don’t meet them.

Acts give a general overview of how to make workplaces safe and healthy. They outline your legal responsibilities and duties as an employer and business owner.

Regulations set out the standards you need to meet for specific hazards and risks, such as noise, machinery, and manual handling. They also set out the licenses you need for specific activities, the records you need to keep, and the reports you need to make.

Regulating agencies (also known as regulators) administer health and safety laws. They’re responsible for inspecting workplaces, providing advice and help, and handing out notices and penalties where necessary.

When courts are deciding whether workplace health and safety laws have been met, they may consider whether you’ve followed the approved codes of practice for your state or territory. You can get the approved codes of practice, and advice and support from the regulator in your state or territory listed below.

Read more about workplace health and safety to understand the benefits to your business and your rights and obligations as a small business owner.

Find out more about WHS in your state or territory:

Victoria (Vic)

 Act: Occupational Health and Safety Act 2004 (Vic)  Regulation: Occupational Health and Safety Regulations 2017 (Vic)  Codes: Vic Compliance Codes  Regulator: WorkSafe Victoria  Resources:

o Work Safe Victoria

o Laws and regulations

o Create a safe workplace

https://www.business.gov.au/risk-management/health-and-safety/whs-oh-and-s-acts-regulations-and- codes-of-practice

http://www.safeworkaustralia.gov.au/sites/swa/pages/default

https://www.business.gov.au/Risk-management/Health-and-safety

http://www.legislation.vic.gov.au/Domino/Web_Notes/LDMS/PubStatbook.nsf/edfb620cf7503d1aca256da4001b08af/750e0d9e0b2b387fca256f71001fa7be!OpenDocument&Highlight=0,occupational,health,safety

http://www.legislation.vic.gov.au/Domino/Web_Notes/LDMS/PubLawToday.nsf/b12e276826f7c27fca256de50022686b/8679a979bf5a8abcca258140007ce8f9!OpenDocument

http://consultation.worksafe.vic.gov.au/Compliance-Codes/faqs

https://www.worksafe.vic.gov.au/

https://www.worksafe.vic.gov.au/small-business

https://www.worksafe.vic.gov.au/laws

https://www.worksafe.vic.gov.au/safety

https://www.business.gov.au/risk-management/health-and-safety/whs-oh-and-s-acts-regulations-and-codes-of-practice

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ASC WORK HEALTH and

SAFETY PROCEDURES

Risk Management

Risk Management Framework

Overview

The risk management framework (Fig.1) includes the following steps:

 consultation

 identifying the hazards

 assessing the risk

 identifying appropriate risk control measures

 implementing the control measures

 monitoring

 regular review

Fig. 1: From How to Manage Work Health and Safety Risks Code of Practice 2011

The tables and forms required for implementing this procedure are included in Part 3: Risk Assessment Procedures

Communication and Consultation The WHS Act requires the ASC to consult, so far as is reasonably practicable, with

workers of the ASC whose health and safety is, or is likely to be, directly affected

from work conducted by the ASC. Adding to this, the ASC is required to consult,

Page 2 of 18

co-operate and co-ordinate activities with other business operators who are

involved in the same activities or who operate at an ASC controlled facility.

Communication and consultation is required to take place during all stages of the

risk management process. A consultative approach can:

 help establish the context appropriately

 ensure that all hazards are adequately identified

 bring different areas of expertise together for analysing risks, and

 enhance appropriate change management during the risk management

process.

Identifying the Hazards The identification of the risks to be managed is achieved by generating a

comprehensive list of hazards that might compromise safety. Comprehensive

identification is critical, because a risk not identified at this stage may be

excluded from further analysis.

There are a number of methods by which hazards can be identified. These

include:

 Consultation with staff and peers

 Work process evaluation - examine the manner in which tasks are performed

to determine if they could they lead to increased risks

 Walk-through inspection

 Near-miss, incident, accident, injury and illness records and data

 Consultation with health and safety representatives, as well as specialist

practitioners, representatives of industry associations etc

 Safety Data Sheets, Product Labels and manufacturers specifications

Examples of Common Hazards

Hazard Potential harm

Manual tasks Overexertion or repetitive movement can cause

muscular strain

Gravity Falling objects, falls, slips and trips of people can

cause fractures, bruises, lacerations, dislocations,

concussion, permanent injuries or death

Electricity Potential ignition source.

Exposure to live electrical wires can cause shock,

burns or death from electrocution

Machinery and equipment Being hit by moving vehicles, or being caught by

moving parts of machinery can cause fractures,

bruises, lacerations, dislocations, permanent injuries

or death

Hazardous chemicals Chemicals (such as acids, hydrocarbons, heavy

metals) and dusts (such as asbestos and silica) can

cause respiratory illnesses, cancers or dermatitis

Extreme temperatures Heat can cause burns, heat stroke or fatigue

Cold can cause hypothermia or frost bite

Noise Exposure to loud noise can cause permanent hearing

damage

Radiation Ultra violet, welding arc flashes, micro waves and

Page 3 of 18

lasers can cause burns, cancer or blindness

Biological Micro-organisms can cause hepatitis, legionnaires’

disease, Q fever, HIV/AIDS or allergies

Psychosocial hazards Effects of work-related stress, bullying, violence and

work-related fatigue

To assist with hazard identification refer to Attachment 2, Form A: Workplace

Hazard Identification Checklist.

Hazard Inspections

Workplace hazard inspections are a systematic process of visually inspecting the

workplace to identify hazards which require control measures to reduce the risk of

injury.

Hazard Inspections are conducted using checklists to prompt the person(s)

conducting the inspection to identify hazards. Workplace safety inspections are to

seek input and involvement from personnel who are required to undertake the

area or task being inspected.

The frequency of hazard inspections will vary depending on the risk level of the

tasks, equipment and substances used.

Assessing the Risk Risk assessment is the overall process of risk identification, risk analysis and risk

evaluation. Risk assessment involves the determination of the potential effects of

the hazard and how the hazard occurs. To determine the potential effects, it may

be necessary to consult any or all of the following:

 Safety Data Sheet (SDS) for a substance

 the manufacturer

 relevant literature

 other like workplaces

 industry associations.

When a risk assessment is required

The identification of hazards and the assessment of associated risks must be

undertaken:

 if it has not been done before

 when a hazard has been identified

 after an incident, accident or workplace illness

 at regularly scheduled times appropriate to the workplace

 before the introduction of any equipment or substance

 before the introduction of a new work practice or procedure, and

 before changing a workplace or a work practice, or an activity or process,

where the change may give rise to a risk to health or safety.

 where the ASC provides services or goods to others e.g. a project where a

health and safety requirement or risk has been identified.

Page 4 of 18

A risk assessment must be completed for any high risk activities as stipulated

within the WHS Act or Regulation. This includes but is not limited to entry into a

confined space and live electrical work.

When a risk assessment may not be required

A risk assessment may not be necessary if:

 legislation requires that a hazard is to be controlled in a specific way

 guidance material, such as a code of practice, establishes a method of

controlling a hazard that is applicable to work environment and a decision is

made to adopt this method

 a decision is made to implement well known industry specific best practice

controls which are suited to the circumstance.

The risk assessment process is to be completed using the risk assessment form at

Attachment 3, Form B: Assessment and Control of WHS Risks.

Assessment of the risks occurs after the hazards for the activity, process,

equipment etc have all been identified. Assessing risk is a two-step process

requiring analysis of consequences and likelihood.

Consider the consequences

For each hazard or task/activity use the following table to rate the consequences

associated with each of them by comparing with the possible consequences given

in Table 1 below.

Table 1: Consequence

Rating Consequence

Severe Death or multiple life threatening injuries.

Major Life threatening injury or multiple serious injuries causing hospitalisation.

Moderate Serious injury causing hospitalisation.

Minor Minor injury requiring medical treatment and / or lost time from the workplace.

Negligible Ailments requiring first aid treatment - minor cuts, bruises, bumps.

Consider the likelihood

For each hazard or task/activity, use Table 2 to rate the likelihood of an incident

that will lead to the consequences that you have determined. Consider all of the

options for each rating and use the most likely rating that is possible for the

defined consequences.

Remember that likelihood is related to exposure and exposure depends upon

duration and frequency of exposure (or operation) as well as on the number of

people exposed. For example, exposing eight people to a moving machinery

hazard for one hour each is theoretically equivalent to exposing four people for

two hours each.

Page 5 of 18

Table 2: Likelihood

Likelihood Description Frequency

Almost

certain

Expected to occur in most

circumstances

Likely to occur more than once per

year

Likely Probably occur in most

circumstances

Likely to occur approximately once per

year

Possible Could occur at sometime Likely to occur approximately once

every five years

Unlikely Not expected to occur Likely to occur approximately once

every five to ten years

Rare Exceptional circumstances

only

Likely to occur with less frequency than

once every ten years

Risk Level A risk matrix can be used to plot the consequence against the likelihood and

determine the level of risk associated with each hazard or task/activity. Table 3

below shows the level of risk associated with each combination of consequence

and likelihood. The risk rating could be Very High, High, Moderate or Low.

Table 3: ASC’s Risk Matrix – Determination of Level of Risk

Likelihood Consequence

Negligible Minor Moderate Major Severe

Almost certain

Low Medium High Very High Very High

Likely Low Medium High High Very High

Possible Low Medium Medium High High

Unlikely Low Low Medium Medium High

Rare Low Low Low Medium Medium

At the ASC, WHS risks can be placed in one of four categories: very high, high, medium or low as outlined below:

Very High

Dangerous level of risk which is unacceptable and required to be controlled immediately. Access and exposure to the hazard is to be restricted until the risk can be lowered to an acceptable level. A hazardous task must not be undertaken if rated as extreme until review and approval by the Manager

High

Unacceptable level of risk which must be controlled immediately. Control measures would involve eliminating, substituting, isolating or engineering out the source of the risk from the activity or equipment. The

Page 6 of 18

timeframe for the completion of at least one control to reduce the risk to low or negligible is within 24 hours. Hazardous tasks or activities rated as high require review and approval by Manager before being undertaken. 

Medium

Unacceptable level of risk. The timeframe for the completion of risk controls to lower the risk to a low or negligible level is within 14 days. 

Low

These risks are considered acceptable. Accordingly, no further action is necessary. However, if there are controls which can be initiated that are easy and inexpensive they can still be administered. The timeframe for the completion of controls associated with this level of risk is within 28 days. 

Risk Control

The primary aim of risk control is to eliminate the risk by removing the hazard.

When this is not possible the risk must be minimised using one or more of the

options from the hierarchy of controls. The risk control measure selected must be

the highest possible option in the hierarchy to minimise the risk to the lowest

level that is reasonably practicable.

Step 1: Eliminate the risk by removing the hazard, e.g. removing a broken chair

from the workplace.

Step 2: If elimination of the risk by removing the hazard is not reasonably

practicable then the hierarchy of controls must be followed to minimise the risk:

Page 7 of 18

Fig. 2: From How to Manage Work Health and Safety Risks Code of Practice 2011

It is a mandatory requirement of the WHS legislation that risks should be

controlled using the hierarchy of control:

Control Example

Eliminate the hazard Remove trip hazards on the floor of a corridor,

disposing of unwanted chemicals, etc.

Substitute with something

that is safer

Use smaller packages to reduce the weight of items

that have to be manually handled, use a less toxic

chemical, use scaffolding instead of ladders to

reduce the risk of falls.

Isolate the hazard Use sound proof barriers to reduce noise levels, use

an enclosed spray booth for spray painting, use

remote control systems to operate machinery, store

chemicals in a fume cabinet.

Modify tools, equipment or

systems of work

(engineering controls)

Use trolleys or hoists to move heavy loads, place

guards around moving parts of machinery or fit cut-

out switches, install residual current devices

(electrical safety switches).

Use administrative control

measures

Use Safe Work Method Statements (SWMS)/Job

Safety Analysis (JSA’s), permit-to-work systems for

hazardous work, provide training and supervision,

regular maintenance of machinery and equipment,

limit exposure time by introducing job rotation.

Page 8 of 18

Use personal protective

equipment (PPE)

Gloves, hard hats, hearing and eye protection,

safety harnesses, high visibility clothing.

PPE should be the last resort. PPE protects the

worker’s body from hazards, eg It is the least

reliable form of protection. In most cases, it should

only be used in the short term until you have got a

better method of control. If you are providing PPE,

ensure that:

 The right type of PPE is selected for the job.

 PPE fits properly and is comfortable under

working conditions.

 Staff are properly trained in the need for PPE, its

use and maintenance.

Depending on the risk of the hazard, at least one risk control is required to be

implemented to reduce the risk to low within the specified corrective action

time frame as listed below. Other risk controls may be implemented

concurrently which may further reduce the level of risk from the hazard.

Risk Level Corrective Action Time Frame

Very High Immediately

High As soon as possible but not longer than 24 hours

Medium 14 days

Low 28 days

To assist in determining a risk control action plan refer to Attachment 4, Form C,

Risk Control Action Plan.

Monitor and Review

A time frame should be designated at the time of the risk assessment for the

control measure to be implemented and a review to ensure that solutions to

workplace hazards are achieving the desired result.

Control measures must be reviewed:

 when the control measure is not effective in controlling the risk

 before a change at the workplace that is likely to give rise to a new or

different health and safety risk that the control measure may not effectively

control

 if a new hazard or risk is identified

 if the results of consultation indicate that a review is necessary, and

 if a health and safety representative requests a review.

You may use the same methods as in the initial hazard identification step to

check controls.

Page 9 of 18

The WHS Risk Register

The risk assessment data collected from identifying, assessing and controlling

risks is to be sent to Human Resources who will manage the information as a

centralised risk register for ASC. The risk register holds a list of the key risks that

need to be monitored and managed for each business area.

The risk register is to be managed by each business area, who should be notified

if new hazards are identified and controls implemented so that the risk register

can be amended.

The WHS Adviser is responsible for overseeing the Risk Register, and for ensuring

that effective control measures are implemented and that risks are monitored and

reviewed on a regular basis.

Refer to Attachment 5, Work Health and Safety Risk Register.

Related Documents The Work Health and Safety Act (Cth) 2011

Work Health and Safety Regulations (Cth) 2011

Work Health and Safety Code of Practice 2011, How to Manage Work and Safety Risks

AS/NZS ISO 31000: 2009 Risk management - Principles and guidelines

- END -

Version Created

Originating

Program Approved by Date

Revision

Date

TRIM

reference

2.0 Adviser (HR) Human Resources DGM, People Capability & Communications

2015 2017 Xxxx xxxx

Attachment 1

ASC Risk Management Tables

Risk matrix

Likelihood Consequence

Negligible Minor Moderate Major Severe

Almost certain

Low Medium High Very High Very High

Likely Low Medium High High Very High

Possible Low Medium Medium High High

Unlikely Low Low Medium Medium High

Rare Low Low Low Medium Medium

Likelihood rating

Likelihood Description Frequency

Almost certain

Expected to occur in most circumstances

Likely to occur more than once per year

Likely Probably occur in most circumstances

Likely to occur approximately once per year

Possible Could occur at sometime Likely to occur approximately once every

five years

Unlikely Not expected to occur Likely to occur approximately once every five to ten years

Rare Exceptional circumstances

only

Likely to occur with less frequency than

once every ten years

Consequence rating

Safety Consequence

rating

Severe Death or multiple life threatening injuries.

Major Life threatening injury or multiple serious injuries causing hospitalisation.

Moderate Serious injury causing hospitalisation.

Minor Minor injury requiring medical treatment and / or lost time from the workplace.

Negligible Ailments requiring first aid treatment - minor cuts, bruises, bumps.

Risk appetite (determining whether a risk requires treatment)

Risk appetite

What level of residual risk are we willing to retain in the delivery of our objectives

Risk Category Low Medium High Very High

Safety 

Attachment 2

Form A: Workplace Hazard Identification Checklist

REF No.

Using tick boxes to identify all hazards associated with workplace, system of work, equipment and substances used.

1. Mechanical Plant 7. Biological

1.1 Vehicles, transport  7.1 Biological materials 

1.2 Plant, machinery, equipment in motion  7.2 Allergens/sensitisation 

1.3 Compression/tension/stored energy  7.3 Irritants 

1.4 Noise  7.4 Handling of human samples 

1.5 Vibration 

1.6 Pressure equipment (high/vacuum)  8. Radiation

1.7 Tools, sharps, cutting implements  8.1 Ionising 

8.2 Ultraviolet 

2. Chemical/Hazardous Substances 8.3 Infrared 

2.1 Carcinogens  8.4 Laser 

2.2 Sensitising agents  8.5 Radiofrequency 

2.3 Corrosive/oxidising agents  8.6 Electromagnetic field 

2.4 Irritants  8.7 Extremely low frequency 

2.5 Toxic/harmful substances 

2.6 Solvents  9. Gases

2.7 Generation of dusts, vapours, fumes etc  9.1 Flammable 

9.2 Asphyxiant inert gas 

3. Fire and Explosion 9.3 Toxic gas 

3.1 Flammable substances  9.4 Gas cylinders/tanks 

3.2 Explosives  9.5 Pressurised lines 

4. Temperature 10. Work practices

4.1 High temperature materials  10.1 Manual handling incl striking and grasping 

4.2 Cryogenic fluids  10.2 Slips, trips, falls 

10.3 Fixed posture (eg microscopy) 

5. Environmental 10.4 Repetitive and/or overuse movements, eg keyboarding, pipetting)



5.1 Confined spaces  10.5 Working alone 

5.2 Working at heights  10.6 Out of hours work 

5.3 Lighting  10.7 Field work 

5.4 Temperature  10.8 Working at a workplace controlled by others 

5.5 Ventilation 

5.6 Discharges to air, water  11. Ergonomics

11.1 Chairs 

6. Electrical 11.2 Work bench 

6.1 High voltage equipment  11.3 Footwear 

6.2 Live electrical equipment 

6.3 Static charge 

12. Others – specify 



Attachment 3

Form B: Assessment and Control of WHS Risks REF No.

Site: Location: Date:

Risk assessment undertaken by:

Name:

Job Title:

Signature

Hazard/ Item No

Description of specific

hazard/task/ activity

Potential effects of the hazard

(what can happen)

Causes (What can

cause it/how can it

happen)

Existing Controls

Risk Rating

Proposed Controls

Risk Rating with Proposed Controls

By whom and

when

Actions Completed

Likelihood Consequences Risk Level

Likelihood Consequences Residual Risk

Page 3 of 18

WHS Risk Assessment Form

ASC Risk Matrix

Likelihood Consequence

Negligible Minor Moderate Major Severe

Almost certain Low Medium High Very High Very High

Likely Low Medium High High Very High

Possible Low Medium Medium High High

Unlikely Low Low Medium Medium High

Rare Low Low Low Medium Medium

Risk Level Corrective Action Time Frame

Risk Control Hierarchy

Very High Immediately Elimination: this is the best control measure. E.g. remove a trip

hazard.

High As soon as possible but not longer than 24 hours

Substitution: e.g. substitute a hazardous chemical with a less hazardous substance.

Medium 14 days Isolation: e.g. barricade off the area where the hazard is present.

Low 28 days Engineering: e.g. re-design of tools and equipment, provision of

load shifting equipment (trolleys etc).

Administrative: e.g. written procedures, training, warning signs.

Personal Protective Equipment (PPE): Introduce PPE only when other control measures cannot be implemented or as a

supplement.

Attachment 4

FORM C: RISK CONTROL ACTION PLAN Workplace:…………………………………… Plan/Ref No: . …………… Date: _____ / _____ / _____ Compiled by: ____________________________

Consequence

Likelihood Consequence

Negligible Minor Moderate Major Severe

Almost certain Low Medium High Very High Very High

Likely Low Medium High High Very High

Possible Low Medium Medium High High

Unlikely Low Low Medium Medium High

Rare Low Low Low Medium Medium

Estimated Risk Grading

Hazard Identified Person Responsible

Date Planned

for Action

Date Action Completed

New Risk Rating

Very High

High

Medium

Low

Are all hazards identified and remedial action complete?

Date Completed

Signature for final sign off when all action complete:

Yes/No

/ /

Page 5 of 18

RISK CONTROL ACTION PLAN Continued: (For actions requiring a formal action plan)

WORKPLACE/LOCATION: …………………………….. Page: …. of ….

Item: …………………… Current Risk Rating ………… Action Plan/ Reference No: .…………………… Hazard Identified …………………………………………………………………………………………..……… ………………………………………………………………………………………………………………………… Summary – Recommended response and impact: ………………………………………………………………. ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

Action Plan 1. Proposed Action: ..……………………………………………………………………………………………… …………………………………………………………………………………………………………………………

2. Resource Requirements: ………………………………………………………………………………….……… …………………………………………………………………………………………………………………………

3. Responsibilities: ………………………….……….……………………………………………………………… …………………………………………………………………………………………………………………………

4. Timing: ………………………………………………………

5. Reporting and monitoring required: …………………………………………………………………………… …………………………………………………………………………………………………………………………

Revised risk rating achieved post action

Revised Consequence Revised Likelihood New Risk Rating

= = =

Compiler: ……………… Date: …. / …. / …. Reviewer: ……………… Date: …. / …. / ….

WORKPLACE/LOCATION: …………………………….. (if different to above)

Item: …………………… Current Risk Rating ………… Action Plan/ Reference No: .…………………… Hazard identified : ………………………………………………………………….……………………………… ………………………………………………………………………………………………………………………… Summary – Recommended response and impact: ………………………………………………………………. ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

Action Plan

1. Proposed Action: ..……………………………………………………………………………………………… …………………………………………………………………………………………………………………………

4. Timing: ………………………………………………………

Revised risk rating achieved post action

Revised Consequence Revised Likelihood New Risk Rating

= = =

Compiler: ……………… Date: …. / …. / …. Reviewer: ……………… Date: …. / …. / ….

Page 6 of 18

Attachment 5

Work Health and Safety Risk Register

Division: Branch: Section: Unit / Program:

Location Job / Task Hazard(s) Risk Control Measures Consequence

Rating

Prepared by: Position: Date:

Page 8 of 18

Instructions for completing the WHS Risk Register

Field Description

Location Please provide the location in which the hazardous job / task is performed.

Job / task Please provide a description of the hazardous job / task.

Hazard Hazard is the potential for harm, or adverse effect on an employee’s health. Anything which may cause injury or ill

health to anyone at or near a workplace is a hazard.

Please identify the hazards associated with the job / task. Where multiple hazards exist for the same job / task,

please list them in the one cell.

Risk Control

Measures

The primary aim of risk control is to eliminate the risk and the best way of achieving this is to remove the hazard. If

this is not possible the risk must be reduced by using one or more of other control options including:

 replacing a hazardous substance or process with a less hazardous one

 restricting access to plant and equipment or in the case of substances locking them away under strict controls

 redesigning a process or piece of equipment to make it less hazardous or isolating the hazard from the person

at risk

 adopting standard operating procedures (eg following handling procedures) or safe work practices or providing

appropriate training, instruction or information

 using personal protective equipment eg gloves, glasses, earmuffs, aprons, safety footwear, dust masks

Please identify the risk control measures that are currently in place and working effectively.

Consequence rating Please rate the consequence of the hazards associated with the job / task from the following list of possible

consequences that could eventuate from the hazards:

 Severe - Death or multiple life threatening injuries

 Major - Life threatening injury or multiple serious injuries causing hospitalisation

 Moderate - Serious injury causing hospitalisation

 Minor - Minor injury requiring medical treatment and / or lost time from the workplace

 Negligible - Ailments requiring first aid treatment - minor cuts, bruises, bumps

__MACOSX/5. BSBWHS521 Ensure a safe workplace for a work area Sept 2022/Student resources/._WHS_Risk_Managment_Procedures_Final.pdf

5. BSBWHS521 Ensure a safe workplace for a work area Sept 2022/Student resources/Hazard identification table format.pdf

BSBWHS521 - Ensure a safe workplace for a work area – Class room activity 1

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

BSBWHS521 Hazard Identification Version: September 2022

Page 1 of 2

Student Name: Group No:

Hazard identification table

Workplace description

___________________________________________________________________

Hazard category

Identified Hazard

(Any specific area, equipment, situation and/or activity that has the potential to cause harm, injury, illness to workers or damage to property)

Method/technique used to identify hazard

(Take a look back (review past records)/

talk to workers/ inspect (walk around)/

review specifications/ think creatively

etc.)

1 Physical hazards

2 Psycho-social hazards

3 Biological hazards

4 Chemical hazards

5 Ergonomics hazards and

6 Environmental hazards

7 Technical hazards

BSBWHS521 - Ensure a safe workplace for a work area – Class room activity 1

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

BSBWHS521 Hazard Identification Version: September 2022

Page 2 of 2

Example hazards in a typical workplace

Hazard  Hazard 

Mechanical/Kinetic Chemicals/Substances

Contact with moving plant/parts (cutting, shearing, entanglement, etc.)

Inhalation of dusts, gases, fumes, vapours and mists

Contact with sharp objects/edges Ingestion of chemicals/substances

Contact with moving vehicles/mobile plant Absorption of chemicals/substances through skin

Struck by projectiles or ejected items (including struck in eye by object)

Radiation

Mechanical damage to services, PPE or other items

Exposure to ionising radiation source (industrial radiography, non-destructive testing)

Gravitational

Fall from height Exposure to non-ionising radiation source (laser, welding flash, infrared, radiofrequency)

Falling object from height

Slips and trips Biological

Access/work beneath a suspended load/unstable object

Exposure to algal, bacterial, fungal, viral or parasitic agents (skin contact, ingestion, inhalation)

Thermal and/or Explosive

Fire/Explosion Animal, insect and spider bites/stings

Sharps/needle-stick exposure

Ignition of gas/dust in a hazardous area

Contact with hot/cold objects/parts Ergonomics/ Manual Handling/Postural

Excessively hot/cold environments (including heat stress)

Handling heavy, unstable or awkward objects/loads

Repetitious movements

Electrical

Contact with live electrical parts (overhead power line, etc.)

Maintaining static or awkward postures

Exposure to high fault currents (within switchboards, battery banks)

Tool use that requires excessive force

Mechanical damage to power leads/fixed electrical wiring

Psychological/Mental, Social, Medical

Ingress of water into electrical components Working for excessive time periods and/or while fatigued

Noise and/or Vibration Exposure to workplace bullying, harassment, violence

Exposure to increased noise (levels that may cause hearing damage)

Work Environment

Contact with vibrating plant/vehicles/tools/objects Inadequate lighting

Environmental Wet/slippery/uneven/unstable work surface

Air/ground/water contamination (including spills, uncontrolled release, etc.)

Weather conditions (including flooding, lightning, wind)

Release of harmful solid, liquid or gas during transport on/off site

Working alone

Incorrect waste disposal Unfavourable atmospheric conditions (dusty)

Import of unauthorised soils, materials, plants or machinery

Restricted access or working space

Pressurised Other:

Release of stored gas, liquid, solid under pressure Aviation:

Release of spring/tension energy

__MACOSX/5. BSBWHS521 Ensure a safe workplace for a work area Sept 2022/Student resources/._Hazard identification table format.pdf

5. BSBWHS521 Ensure a safe workplace for a work area Sept 2022/Student resources/Employer rights and responsibilities.pdf

BSBWHS521 Ensure a safe workplace for a work area Employer rights and responsibilities

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

BSBWHS521 Employee rights and responsibilitites Version: September 2022

Page 1 of 3

Employer rights and responsibilities

As an employer you must provide a safe and healthy workplace for your workers and contractors. This includes:

 providing and maintaining safe plant (such as machinery and equipment) and safe systems of work (such as controlling entry to high risk areas, controlling work pace and frequency and providing systems to prevent falls from heights)

 implementing arrangements for the safe use, handling, storage and transport of chemicals (such as dangerous goods and other harmful materials)

 maintaining the workplace in a safe condition (such as ensuring fire exits are not blocked, emergency equipment is serviceable, and the worksite is generally tidy)

 providing workers and contractors with adequate facilities (such as clean toilets, cool and clean drinking water, and hygienic eating areas)

 making sure workers have adequate information, instruction, training and supervision to work in a safe and healthy manner.

You must also:

 adequately monitor your workers' health (such as providing hearing tests for workers exposed to high noise levels, providing blood tests for workers exposed to lead and monitoring fatigue levels of transport and other workers)

 keep information and records relevant to your workers' health and safety (such as records of biological monitoring, asbestos assessments, first aid records and relevant medical information)

 employ or engage people with the necessary qualifications or expertise to advise you on health and safety issues affecting your workers

 consult with employees on matters that may directly affect their health, safety or welfare. Where the employees are represented by a health and safety representative (HSR), the HSR must also be involved in the consultation

 nominate a senior management representative (or yourself) to deal with workers and their health and safety representatives in resolving health and safety issues at the workplace

 provide your workers with information in the appropriate languages about your workplace health and safety arrangements, including the names of those to whom the workers can make an inquiry or complaint.

Previous injuries

 When hiring new employees you should inform them, in writing, of the nature of the work and ask if they have any pre-existing injury or illness that may be affected by the work

 You should also inform them, in writing, that failing to notify or hiding a pre-existing injury or illness which might be affected by the nature of the proposed employment, could result in that injury or illness being ineligible for future compensation claims.

Other health and safety obligations

You must ensure that other people (such as your customers, visitors and the general public) are not endangered by the conduct of your business (for example, by providing protection from falling debris around construction sites, controlling traffic access to your workplace and limiting public access within your workplace). You have additional specific obligations if your business involves the:

 manufacture, importation, transportation, supply, storage, handling or use of dangerous goods  design, manufacture, importation, supply, erection or installation of plant  manufacture, importation, or supply of substances.

BSBWHS521 Ensure a safe workplace for a work area Employer rights and responsibilities

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

BSBWHS521 Employee rights and responsibilitites Version: September 2022

Page 2 of 3

You also have obligations to:

 meet particular licensing, registration and certification requirements  immediately notify WorkSafe of certain dangerous incidents  co-operate with WorkSafe Inspectors  comply with Inspector's Notices and Written Directions issued by WorkSafe OHS Inspectors.

Penalties

Penalties for breaches of the Occupational Health & Safety Act 2004 were substantially increased. The maximum penalties are now $1,075,050* for a body corporate and $215,010 for a natural person* for individuals.

Worker rights and responsibilities

A worker can be full-time, part-time or casual. A worker may be a person:

 who applies for WorkSafe Injury Insurance  who has entered into or works under a contract of service (including a domestic servant or an

outworker) apprenticeship or otherwise with an employer and under that contract does manual labour, clerical work, or otherwise

 person who is deemed to be working under a contract of service  person who is deemed to be a worker  pupil attending a school who is employed under a work experience arrangement  student of a TAFE provider who is employed under an agreement  person who is directly employed by one employer but contracted to work with another (such as through an

agency).

Worker duty of care

All workers have a duty of care to ensure that they work in a manner that is not harmful to their own health and safety and the health and safety of others.

Reporting an injury

You must notify your employer of any injury or illness within 30 days of you becoming aware of it.

Making a claim If you need medical treatment or time off work because of your injury or illness, you need to make a claim. If you make a claim you can choose your preferred doctor or healthcare provider. If occupational rehabilitation services are offered to you, you can choose from a list of at least three providers of these services. Representation An injured worker can be represented, assisted and supported in the return to work process. A worker's representative cannot be a legal practitioner. An employer must consult directly with an injured worker about their return to work, however a worker may be assisted by a representative during any consultation.

Return to work information

An employer must make information available to a worker about:

 the employer's return to work obligations and how the employer is meeting these obligations

BSBWHS521 Ensure a safe workplace for a work area Employer rights and responsibilities

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

BSBWHS521 Employee rights and responsibilitites Version: September 2022

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 the return to work rights and obligations of the worker and how workers can obtain further information about their rights and obligations

 the name and contact details of the employer's authorised Agent  the name and contact details of the employer's return to work coordinator (if applicable)  the procedure for resolving return to work issues.

An employer must consult with their workers as to how the above information is provided.

__MACOSX/5. BSBWHS521 Ensure a safe workplace for a work area Sept 2022/Student resources/._Employer rights and responsibilities.pdf

5. BSBWHS521 Ensure a safe workplace for a work area Sept 2022/Student resources/Risk treatment plan format.pdf

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Student Name: Group No:

Application of risk control measures

1. Elimination - Sometimes hazards - equipment, substances or work practices - can be avoided entirely. (E.g. Clean high windows from the ground with an extendable pole cleaner, rather than by climbing a ladder and risking a fall.)

2. Substitution - Sometimes a less hazardous thing, substance or work practice can be used. (E.g. Use a non-toxic glue instead of a toxic glue.)

3. Isolation - Separate the hazard from people, by marking the hazardous area, fitting screens or putting up safety barriers. (E.g. Welding screens can be used to isolate welding operations from other workers. Barriers and/or boundary lines can be used to separate areas where forklifts operate near pedestrians in the workplace.)

4. Engineering/Safeguards - Safeguards can be added by modifying tools or equipment, or fitting guards to machinery. These must never be removed or disabled by workers using the equipment.

5. Administration/Instructing workers in the safest way to do something - This means developing and enforcing safe work procedures. Students on work experience must be given information and instruction and must follow agreed procedures to ensure their safety.

6. Using personal protective equipment and clothing (PPE) - If risks remain after the options have been tried, it may be necessary to use equipment such as safety glasses, gloves, helmets and ear muffs. PPE can protect you from hazards associated with jobs such as handling chemicals or working in a noisy environment.

Sometimes, it will require more than one of the risk control measures above to effectively reduce exposure to hazards.

BSBWHS521 - Ensure a safe workplace for a work area– Class room activity 3

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Hierarchy of control measures example

The hierarchy of control is a sequence of options which offer you a number of ways to approach the hazard control process. Here is a list, with typical examples. Work your way down the list, and implement the best measure possible for your situation.

1. Eliminate the hazard

a. remove hazardous electrical plant from the workplace

b. cease in-house operations of hazardous work.

c. If this is not practical, then:

2. Substitute the hazard with a lesser risk

a. use low voltage electrical plant

b. substitute movable electrical plant for fixed.

c. If this is not practical, then:

3. Isolate the hazard

a. place hazardous electrical plant in enclosures with restricted access

b. place out-of-service tags on plant.

c. If this is not practical, then:

4. Use engineering controls

a. use RCDs (safety switches) to protect socket outlets which supply electrical plant.

b. If this is not practical, then:

5. Use administrative controls

a. perform regular inspection and tests on electrical plant and electrical installations

b. implement safe work practices, instruction and training.

c. If this is not practical, then:

6. Use personal protective equipment

a. use rubber mats, insulated gloves, eye protection, boots, and head gear (also to be used in conjunction with above measures).

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Risk treatment plan

Hazard category

Identified Hazard

(List and briefly explain any specific area, equipment, situation and/or activity that has the potential to cause harm, injury, illness to workers or damage to property)

Risk Rating

(L1, L2, M3, M4,H6, H9)

Risk control plan

(Using hierarchy of risk control – i.e. Eliminate/substitute/isolate/engineer / administration/ personal protection - explain here very specific action to be taken to treat the risk)

1 Physical hazards

2 Psycho-social hazards

3 Biological hazards

4 Chemical hazards

BSBWHS521 - Ensure a safe workplace for a work area– Class room activity 3

Angad Australian Institute of Technology CRICOS ID: 02970M., RTO ID: 22073

SAB BSBWHS521 Risk Treatment Plan Version: September 2022

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5 Ergonomics hazards and

6 Environmental hazards

7 Technical hazards

BSBWHS521 - Ensure a safe workplace for a work area– Class room activity 3

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Treatment plan for residual risks/ Inadequacies of controls

Hazard category

Identified Hazard

(Any specific area, equipment, situation and/or activity that has the potential to cause harm, injury, illness to workers or damage to property)

Risk Rating

(L1, L2, M3, M4,H6, H9)

Risk control plan

(Using hierarchy of risk control – i.e. Eliminate/substitute/isolate/engineer / administration/ personal protection - explain here very specific action to be taken to treat the risk)

Inadequacy treatment

(Explain what further actions are necessary to control residual risks)

Monitoring actions

(Explain how you ensure the control measures are in place as implemented)

1 Physical hazards

2 Psycho-social hazards

3 Biological hazards

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4 Chemical hazards

5 Ergonomics hazards

6 Environmental hazards

7 Technical hazards

Diploma of leadership management

__MACOSX/._9. BSBSTR502 Facilitate continuous improvements Sept 2022

9. BSBSTR502 Facilitate continuous improvements Sept 2022/Process mapping symboles.docx

__MACOSX/9. BSBSTR502 Facilitate continuous improvements Sept 2022/._Process mapping symboles.docx

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9. BSBSTR502 Facilitate continuous improvements Sept 2022/Force Field Analysis.docx

About the Tool

Figure 1 – Force Field Analysis

How to Use the Tool

Step 1: Describe Your Plan or Proposal for Change

Step 2: Identify Forces for Change

Tip 1:

Tip 2:

Step 3: Identify Forces Against Change

Step 4: Assign Scores

Figure 2 – Example Force Field Analysis

Step 5: Analyze and Apply

Tip 1:

Tip 2:

Tip 3:

Key Points

HISTOGRAMS VS. BAR GRAPHS

EXAMPLE OF A HISTOGRAM

HISTOGRAMS AND PROBABILITIES

HISTOGRAMS AND OTHER APPLICATIONS

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5. BSBWHS521 Ensure a safe workplace for a work area Sept 2022/Student resources/BSBWHS521 powerpoint presentation.ppt