Apply Principles of OHS Risk Management

Student Details

Student ID

Student Name

Assessment Tasks

· Activities

· Major Activities

· Observations

Student Declaration

· I certify that the work submitted for this assessment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice;

· For the purposes of assessment, I give the assessor of this assessment the permission to:

· Reproduce this assessment and provide a copy to another member of staff; and

· Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Student signature:

Date:

Assessment Submission Method

☐ By hand to assessor

☐ By email to assessor

☐ By Australia Post to BCTA

☐ Any other method _____________________________________

(Please mention here)

Overall Assessment Outcome

☐ Competent

☐ Not Yet Competent

Assessor Name

Assessor Signature

Date:

Assessor Declaration

I hereby declare that I have provided appropriate feedback and undertaken an assessment process which complies with the principles of assessment and rules of evidence.

Assessor Signature

Date

Student Declaration

I hereby acknowledge that I have been assessed in this unit and have been advised of my result. I have been made aware of my appeal rights.

Student Signature

Date

Is there any Reasonable Adjustment applied according to BCTA Reasonable Adjustment Policy?

☐ No

☐ Yes (provide detail below)

Student Signature:

Trainer/Assessor’s Signature:

Item

Conditions

Unit description/

application

This unit describes the performance outcomes, skills and knowledge required to use a generic approach to identify hazards, and to assess and control occupational health and safety (OHS) risks.

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

This unit applies to individuals with managerial responsibility for providing a systematic approach to hazard identification, risk assessment and risk control, with the emphasis on elimination or, where this is not possible, minimisation of risk. It also includes conceptual models for understanding the nature of hazards.

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

· Access sources of information and data to identify hazards

· Analyse the work environment to identify hazards

· Assess risk associated with hazards

· Control risk associated with hazards

· Maintain hazard identification and risk control processes

· Monitor and review risk management processes

Training and assessment resources

Student will have access of the following:

· PowerPoint Slides

· Student Guide

The resources required for these assessment tasks also included:

· an operational business environment to implement the learning plan

· computer technology and documentation as required

· codes of practice and standards issued by government regulators or industry groups

Submission instructions

Your assessor will confirm assessment submission details for each event

Academic integrity, plagiarism and collusion

Academic Integrity

Academic Integrity is about honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.

As a student, you are required to:

· undertake studies and research responsibly and with honesty and integrity

· ensure that academic work is in no way falsified

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

· acknowledge appropriately the work of others

· take reasonable steps to ensure other students can't copy or misuse your work.

Plagiarism

Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgment. This includes material sourced from the internet, staff, other students, and from published and unpublished works.

Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:

· paraphrasing and presenting work or ideas without a reference

· copying work either in whole or in part

· presenting designs, codes or images as your own work

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

· reproducing lecture notes without proper acknowledgement.

Collusion

Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of another person.

Collusion may be with another RTO student or with people or students external to the RTO. This applies to work assessed by any educational and training body.

Collusion occurs when you work without the authorisation of the teaching staff to:

· work with one or more people to prepare and produce work

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

· allow someone else to write or edit your work (without RTO approval)

· write or edit work for another student

· offer to complete work or seek payment for completing academic work for other students.

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.

Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.

Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding to your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning

Students will be able to have their previous experience or expertise recognised on request. Please contact your trainer/assessor for detail

Reasonable adjustments

Student with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately. Please note, academic standards of the unit/course will not be lowered in order to accommodate the needs of any student but there is a requirement to be flexible in relation to the way in which it is delivered or assessed. The Disability Standards for Education requires institutions to take reasonable steps to enable the student with disability to participate in education on the same basis as a student without disability.

Unit outcome

· This unit is not graded and student must complete and submit all requirements for the assessment task for this cluster or unit of competency.

· Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (N) result for each individual unit assessment tasks (UATs).

· Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).

Pre-requisite

Nil

Co-requisites

Nil

Required Skills & Knowledge

Skills and knowledge essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS AND DESCRIPTION

Analytical skills to:

· identify areas for OHS risk improvement

· analyse relevant workplace or simulated workplace information and data

· contribute to the assessment of the resources needed to systematically manage OHS and, where appropriate, access resources

· attention to detail when making observations and recording outcomes

Research skills to:

· access relevant OHS information and data

Numeracy skills to:

· carry out simple arithmetical calculations (e.g. % change), and to produce graphs of workplace or simulated workplace information and data to identify trends and recognise limitations

Communication skills to:

· conduct effective formal and informal meetings and to communicate effectively with personnel at all levels of the organisation, OHS specialists and, as required, emergency services personnel

· prepare reports for a range of target groups including OHS committee, OHS representatives, managers and supervisors

· use language and literacy skills appropriate to the workgroup and the task

Consultation and Negotiation skills to:

· develop plans and to implement and monitor designated actions

Project management skills to:

· achieve change in OHS matters

Organisational skills to:

· manage own tasks within a timeframe

Information technology skills to:

· access and enter internal and external information and data on OHS and to use a range of communication media

REQUIRED KNOWLEDGE:

Required knowledge for this unit is:

· organisational behaviour and culture as it impacts on OHS and on change

· basic physiology relevant to understanding mode of action of physical, biological and chemical agents on the body and how they produce harm

· basic principles of incident causation and injury processes

· characteristics, mode of action and units of measurement of major hazard types

· concept of common law duty of care

· difference between hazard and risk

· ethics related to professional practice

· how the characteristics and composition of the workforce impact on risk and the systematic approach to managing OHS, for example:

· communication skills

· cultural background/diversity

· gender

· labour market changes

· language, literacy and numeracy

· structure and organisation of workforce e.g. part-time, casual and contract workers, shift rosters, geographical location

· workers with specific needs

· internal and external sources of OHS information and data

· language, literacy and cultural profile of the workgroup

· legislative requirements for OHS information and data, and consultation

· limitations of generic hazard and risk checklists, and risk ranking processes

· methods of providing evidence of compliance with OHS legislation

· nature of processes (including work flow, planning and control) and hazards relevant to the particular workplace or simulated workplace

· organisational culture as it impacts on the workgroup

· organisational OHS policies and procedures

· other function areas that impact on the management of OHS

· principles and practices of systematic approaches to managing OHS

· professional liability in relation to providing advice

· requirements under hazard specific OHS legislation and codes of practice

· risk as a measure of uncertainty and the factors that affect risk

· roles and responsibilities under OHS legislation of employees, including supervisors and contractors

· standard industry controls for a range of hazards

· state/territory and commonwealth OHS legislation (acts, regulations, codes of practice, associated standards and guidance material) including prescriptive and performance approaches and links to other relevant legislation such as industrial relations, equal employment opportunity, workers compensation, rehabilitation

· structure and forms of legislation including regulations, codes of practice, associated standards and guidance material

· types of hazard identification tools, including job safety analysis (JSA)

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.

The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Further Information

For further information about this unit go to https://training.gov.au/Training/Details/BSBOHS504B

Objective

To provide you with an opportunity to Seek input from stakeholders, key personnel and OHS specialists

Activity

List the stakeholders that you would consult with in regards with about your hazard? Why would you consult with these people?

Answers will vary and may include:

What OHS Specialist would you consult with? What information would you consult with the specialists about?

What communication skills would you need to apply when consulting with stakeholders?

You must arrange informal meetings with stakeholders. What are the steps that you must follow?

Organisational Behaviour and Communication

Impact

Cultural diversity and changes to the labour market

Language

Literacy and numeracy

Management approach

Shift work and rostering arrangements

Nature of the workforce

Specific needs of employees and Workers with specific needs

Timing of information and data provision

Workplace or simulated workplace culture and approach to OHS by managers, supervisors and employees

Workplace or simulated workplace organisational structures

Objective

To provide you with an opportunity to Conduct formal and informal research to ensure currency of information with workplace or simulated workplace issues

Activity and Research

Which type of research is more controlled?

When you assess and evaluate information, what type of research would you be undertaking? Is this the more reliable type of research? Why?

What other options may be available if you do not have time to research information as there is a sudden increased demand for your product?

What workplace or simulated workplace issues could impact on your organisation, causing you to change the way in which tasks are performed?

Research the workplace or simulated workplace issues and give one example of how one change may impact on the way in which procedures are performed in the workplace or simulated workplace

Objective

To provide you with an opportunity to Define, document and communicate occasions when action for hazard identification is required and Source tools to assist in analysing potential hazards

Activity

Identify three occasions when you have send or heard of when hazard identification was actioned in your workplace or simulated workplace. Outline the reason change was needed.

What is the importance of making a statement when solving hazard identification issues?

Write a statement that will assist you in defining your hazard for these questions?

What is the importance of documenting the project?

How can audits assist you in identifying the strengths and weaknesses of the OHS management system?

This is the outline of an OHS Report. Briefly outline the findings of the research of your hazard below.

Audit name

Audit Date

Area to be audited

What is to be audited

Summary of findings

Observations and any non-compliance should be documented

Opportunities for improvement

Follow up Audits

Minutes of Meetings – In this case what information should be provided in the minutes of meetings.

Design a simple JSA using your cause and effect diagram for your hazard.

Objective

To provide you with an opportunity to Examine task demands and task environment for impact on the person to identify situations with a potential for injury or ill health and Examine workforce structure, organisation of work and work relationships to identify situations with a potential for injury or ill health and Examine work environment for agents with a potential for injury or ill health

Activity

What task demands and task environments may you hazard impact on personnel where injury or illness may be caused?

In what way/s may your work structure, organisation of work and work relationships may cause injury or illness to personnel?

What agents in your work environment could give rise to the chance of injury or illness to personnel

Objective

To provide you with an opportunity to Seek input from stakeholders to clarify and confirm issues

Activity

List the stakeholders that you would consult with and the type of information that you would need to ask of them.

What type of questions would you avoid? Why?

What is the importance of listening to the stakeholder? i.e. What message does the stakeholder receive when you don’t listen to them?

Objective

To provide you with an opportunity to Identify factors contributing to risk and Identify current risk controls for each hazard

Activity

Identify the factors that contribute to the risk associated with your hazard. What are the current controls for each hazard and its associated risks that have been identified?

Objective

To provide you with an opportunity to Evaluate adequacy of current controls (if any), taking account of relevant standards and knowledge and Identify discrepancies between current controls and required quality of control and Prioritise hazards requiring further control action and Document method and outcomes of risk assessment

Activity

Evaluate the controls in Assessment Activity 3.1 – 3.2 and compare to relevant standards and knowledge. (List standards, including industry standards used)

Identify the discrepancies between current controls and required quality

Prioritise hazards that need further action (rate and rank each hazard) (Appendix Number 2)

Document method and outcomes of risk assessment

Document – Analyse and evaluate risk ranking and hierarchy of risk control as per organisational requirements (or as per Risk Assessment. In evaluation, choose the most viable control measure

Objective

To provide you with an opportunity to Develop a range of control options in consultation with stakeholders, taking account of the outcomes of the risk assessment and the hierarchy of control

Activity

Change agents are important for the implementation of risk controls. How would you control risk in your workplace or simulated workplace?

Objective

To provide you with an opportunity to Identify potential factors impacting on the effectiveness of controls

Activity

List the factors that can impact on the effectiveness of the controls of the hazards and identify possible corrective action that can be used to minimise safety in the workplace or simulated workplace.

Objective

To provide you with an opportunity to Seek advice from OHS specialists and key personnel if required and Identify situations where OHS specialists may be required

Activity

What OHS Specialists and key personnel could you seek advice from aimed specifically at the hazard that you have identified? What information could each OHS specialist or key personnel provide you with?

Objective

To provide you with an opportunity to Identify and seek appropriate authority and relevant resources to initiate and maintain controls

Activity

What resources will you need to implement and maintain risk controls? List them.

Outline a flow chart of how you obtain authorisation for each resource?

Where would you apply for the authority to obtain resources outsider your level of authority?

Objective

To provide you with an opportunity to Identify and document actions required to achieve change and Analyse extent of change and reduction in risk, as a result of controls

Activity

What are the HSPIs for this hazard?

What are the PPIs for this hazard?

What are your outcome indicators?

Document change through the use of the action plan.

How would you analyse your findings? Use the PPIs, HSPIs and outcome indicators to answer this question.

Objective

To provide you with an opportunity to Establish and maintain a risk register relevant to the workplace or simulated workplace and Document and communicate risk management procedures to stakeholders and key personnel, as appropriate

Activity

Complete the risk register in Appendix Number 1 regarding your hazard.

Objective

To provide you with an opportunity to Document and communicate outcomes of risk management processes to stakeholders and key personnel, as appropriate and Involve stakeholders and operational staff in risk management processes

Activity

Develop a brief outline of a communication plan for your workplace or simulated workplace (or refine the communication plan. Make sure that you note who you should consult with and the legislation that you should consider and that you take into consideration the diversity of the workplace or simulated workplace.

There should be no use of jargon or acronyms and must reflect the normal behaviour of the workplace or simulated workplace environment.

Objective

To provide you with an opportunity to Identify situations where OHS specialists may be required

Activity

REFER TO ACTIVITY 4.3 for the answer to this performance criterion.

Objective

To provide you with an opportunity to Determine frequency, method and scope of review in consultation with workplace or simulated workplace stakeholders and key personnel and Ensure stakeholders and key personnel have input to the review

Activity

What are the frequency, method and scope of the review of this control measure?

Objective

To provide you with an opportunity to Identify areas for improvement in the risk management processes and make recommendations

Activity

Complete an improvement plan for the hazard control for at least one worker in your work area based on the risk control recommended

Objective

To provide you with an opportunity to Prepare action plans, including allocated responsibilities and timeframes for implementation and Regularly review effectiveness of risk management processes

Activity

Take a copy of the action plan and complete the improvements recommended for the worker based on the risk control measure.

Design an evaluation plan for this hazard and its associated risk controls.

Assessment task description

· This is the second unit assessment task you have to successfully complete to be deemed competent in this unit of competency.

· The assessment comprises of a major activity.

· You will receive your feedback within two weeks - you will be notified by your facilitator when results are available.

· You must answer all points to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.

· You must respond to all questions and submit them to your Assessor.

Applicable conditions

· All activities are untimed and are conducted as an open book revision exercise.

· You must read and respond to all questions.

· You may handwrite/ use computers to answer the questions.

· No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

· As you complete this assessment task you will be demonstrating your skills and knowledge to your assessor. The assessor may also observe your practical skills and techniques and ask you questions.

· Ensure in your work practices that you work safely and efficiently, check that equipment is ready for use and work with others to improve work practices.

Resubmissions and reattempts

· Where student’s answers are deemed not satisfactory after the first attempt, two resubmission attempts are allowed.

· You must speak to your Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)

Location

· This unit assessment task can be completed outside the classroom.

· Your assessor will provide you the information regarding this.

Student’s Name

Trainer/Assessor’s Name

Tasks to be simulated:

Yes

No

1. Assessed external and workplace or simulated workplace sources of information to identify hazards using either formal or informal research and worked in consultation with appropriate personnel.

2. Analysed simulation work environment, including task demands and environment to identify potential for injury or illness.

3. Followed consultative and communication processes as per organisational, legislative and regulative requirements and standards.

4. Assessed risks associated with hazards and identified and overcame factors impacting on risk controls.

5. Prioritised hazards for control action.

6. Controlled risks associated with hazards and identified and minimised factors that impacted on the effectiveness of controls.

7. Identified and minimised discrepancies in goal keeping using appropriate improvement, action and review plans as per organisational requirements including time frames.

8. Completed documentation as per organisational requirements and legislative requirements.

The student’s performance was:

Not Satisfactory

Satisfactory

Student’s Signature

Trainer/Assessor’s Signature

Date

How likely will someone end off work

Death or disabled

Several days off

First Aid

Very likely

Could happen a lot

Likely 

Could happen occasionally

Unlikely 

Could happen, but only rarely

Very unlikely 

Could happen, but probably never will

Control Measure Level

Control Measure

Explanation

One

Actions taken to eliminate hazards entirely

Two

Substitute another product or process to replace the hazard

Isolate the hazard

Use engineering controls

Three

Improve administrative controls such as changing policies, procedures or providing training

International College of Victoria

Address: Suite 2, Level 12, 190 Queen Street, Melbourne, VIC 3000 Phone: +61 3 9942 1836

Website: http://www.icv.edu.au Email: [email protected]

V3.0 effective from 22/02/2018

Page 42

Action Steps

What is to be done?

Responsibilities

Who will do what?

Timeline

End Date

Resources

A. Available resources

B. Resources required

Potential Barriers

A. Individual/organisational

B. How

Communication Plan

Who is involved? How? How often?

Step One

A.

B.

A.

B.

Step Two

A.

B.

A.

B.

Step Three

A.

B.

A.

B.

Step Four

A.

B.

A.

B.

Step Five

A.

B.

A.

B.

Step Six

A.

B.

A.

B.

Location

Date

Hazard

What is the harm that the hazard could cause?

What is the likelihood that the harm would occur?

What is the level of risk

How effective are the current controls

What further Controls are required?

How will the controls be implemented

Action by:

Due Date:

When Completed

Capability

Observation Title

Recommendation

Corrective Action Description

Capability element

Responsibility

Team/

Individual

How likely will someone end off work

Death or disabled

Several days off

First Aid

Very likely

Could happen a lot

Likely 

Could happen occasionally

Unlikely 

Could happen, but only rarely

Very unlikely 

Could happen, but probably never will

Control Measure Level

Control Measure

Explanation

One

Actions taken to eliminate hazards entirely

Two

Substitute another product or process to replace the hazard

Isolate the hazard

Use engineering controls

Three

Improve administrative controls such as changing policies, procedures or providing training

Action Steps

What is to be done?

Responsibilities

Who will do what?

Timeline

End Date

Resources

A. Available resources

B. Resources required

Potential Barriers

A. Individual/organisational

B. How

Communication Plan

Who is involved? How? How often?

Step One

A.

B.

A.

B.

Step Two

A.

B.

A.

B.

Step Three

A.

B.

A.

B.

Step Four

A.

B.

A.

B.

Step Five

A.

B.

A.

B.

Step Six

A.

B.

A.

B.

Capability

Observation Title

Recommendation

Corrective Action Description

Capability element

Responsibility

Team/

Individual