Manage Work health and safety

Student ID

Student name

Trainer/Assessor name

Course code

Course name

Unit code

HLTWHS004

Unit name

Manage work health and safety

☐ By hand to trainer/assessor

☐ By email to trainer/assessor

☐ Online submission via Learning Management System (LMS)

☐ By Australia Post to RTO

☐ Any other method _________________________________________________

(Please mention here)

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

· I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;

· For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to:

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

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

Evidence recorded

Evidence Type/ Method of assessment

Sufficient evidence recorded/Outcome

Unit Assessment Task 1

Unit Knowledge Test (UKT)

S / NS (First Attempt)

S / NS (Second Attempt)

Unit Assessment Task 2

Unit Project (UP)

S / NS (First Attempt)

S / NS (Second Attempt)

Unit Assessment Task 3

Role play

S / NS (First Attempt)

S / NS (Second Attempt)

Unit Assessment Task 4

Role Play

S / NS (First Attempt)

S / NS (Second Attempt)

Unit Assessment Task 5

Work placement task

S / NS (First Attempt)

S / NS (Second Attempt)

Unit Assessment Task 6

Work placement observation

S / NS (First Attempt)

S / NS (Second Attempt)

Final result

C ☐ NYC ☐

Date assessed

Trainer/Assessor Signature

The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack.

UAT 1 – Unit Knowledge Test (UKT)

Student signature

Date

Assessment task instructions

☐ Learning Management System

☐ Classroom

☐ Simulated learning environment

☐ Workplace

Other: ____________________________________

Resources required to complete the assessment task:

Q1: Describe the following terms in one to two short sentences:

Satisfactory response

Yes ☐

No ☐

Q2: Complete the following table for each state/territory WHS authorities:

Satisfactory response

Yes ☐

No ☐

Q3: Describe why each of the following are important to your role in the community service setting in 50-100 words:

3.a. Acts (20-30 words)

3.b. Regulations (30-50 words)

3.c. Regulating agencies (20-30 words)

Satisfactory response

Yes ☐

No ☐

3.a. Acts :

Acts are important because they provide the legal foundation for my responsibilities, ensuring I work within the law to protect the safety, rights, and wellbeing of clients.

3.b. Regulations : Regulations support the Acts by giving detailed instructions on how to meet legal requirements in everyday practice. They guide safe procedures, staff responsibilities, and service standards, helping ensure consistent care, compliance, and safety in a community service setting.

3.c. Regulating agencies :

Regulating agencies oversee compliance with laws and standards. They provide guidance, monitor services, and take action when needed, helping maintain safety and accountability in the workplace.

Q4: Answer the following questions:

4.a. Who is responsible for providing the primary duty of care to ensure the health and safety of workers while they are at work in the business or undertaking. (20-30 words)

4.b. What other responsibility does this person has other than the primary duty of care? (20-30 words)

Satisfactory response

a. Yes ☐

b. Yes ☐

No ☐

No ☐

4.a.

The Person Conducting a Business or Undertaking (PCBU) is responsible for providing the primary duty of care to ensure the health and safety of workers while they are at work.

4.b.

In addition to the primary duty of care, the PCBU must also consult with workers, provide training and supervision, maintain safe systems of work, and ensure the safety of others affected by the work.

Q5: Explain the duties of a person conducting a business or undertaking (PCBUs) in the community service sector? (50-100 words)

Satisfactory response

Yes ☐

No ☐

In the community service sector, a Person Conducting a Business or Undertaking (PCBU) has a duty to ensure the health and safety of workers, clients, and others affected by their work. This includes providing a safe working environment, properly maintaining equipment, ensuring staff are trained and supervised, and identifying and managing risks. The PCBU must also consult with workers on health and safety matters and ensure that policies and procedures are in place and followed to meet legal and ethical responsibilities.

Q6: Explain the rights and responsibilities and duty of care obligations of each of the following in 100-150 words:

6.a. Employer

6.b. Worker

Satisfactory response

Yes ☐

No ☐

6.a. Employer:

An employer has the right to expect workers to follow safety procedures and perform their duties competently. Their responsibilities include providing a safe work environment, proper training, supervision, and access to necessary equipment and resources. Employers must also identify and manage risks, consult with workers about health and safety matters, and comply with relevant laws and regulations. They have a duty of care to ensure that workers and others are not harmed due to work-related activities.

6.b. Worker:

Workers have the right to a safe workplace and to speak up about hazards without fear of punishment. Their responsibilities include following safety policies, using equipment properly, and reporting hazards or incidents immediately. Workers must also cooperate with the employer’s health and safety efforts. They have a duty of care to protect their own safety and that of others by acting responsibly and following lawful and reasonable instructions in the workplace.

Q7: What basic information should you keep to comply with the WHS legislative requirements for record-keeping and reporting? (30-60 words)

Satisfactory response

Yes ☐

No ☐

To comply with WHS legislative requirements, you should keep records of incidents, injuries, risk assessments, safety training, maintenance logs, and consultation meetings. You must also report notifiable incidents to the regulator and store records securely for the required time period to ensure accountability and legal compliance.

Q8: Explain the term due diligence in your own words and what reasonable steps an officer must take to ensure the business complies with its work health and safety obligations and the officer is exercising and demonstrating due diligence and general duty requirements? (100-150 words)

Satisfactory response

Yes ☐

No ☐

Due diligence means taking all reasonable steps to ensure health and safety responsibilities are met. It’s about being proactive, informed, and involved in workplace safety. For an officer (such as a manager or director), this means understanding WHS laws, keeping up to date with safety risks, ensuring the business has proper safety procedures in place, and making sure there are resources and training available. Officers must actively monitor WHS performance, respond to incidents, and make sure workers are consulted and supported. They must also make sure any risks are identified, assessed, and controlled. Demonstrating due diligence means not just knowing your duties, but showing through your actions that you're committed to safety and legal compliance at all times.

Q9: What particular regulatory requirements, policy, procedures or systems are relevant in the Community Service sector for infection control and managing hazards common to the work environment? List any five (5).

Satisfactory response

Yes ☐

No ☐

Here are five regulatory requirements, policies, procedures, or systems relevant to infection control and hazard management in the Community Service sector:

1. Australian Guidelines for the Prevention and Control of Infection in Healthcare (NHMRC)

2. Work Health and Safety (WHS) Act and Regulations

3. Standard and Additional Precautions Policy (e.g., PPE use, hand hygiene, cough etiquette)

4. Hazard Identification and Risk Management Procedures

5. Incident Reporting and Investigation Policy

Let me know if you need these tailored to a specific workplace or state.

Q10: What are the legislative requirements and “duty to consult requirements” on the following:

10.a. Consulting with workers (100-150 words)

10.b. Consulting with other duty holders at the same workplace (100-150 words)

Satisfactory response

a. Yes ☐

b. Yes ☐

No ☐

No ☐

10.a.

Under the WHS Act, employers (or PCBUs) have a legal duty to consult with workers on matters affecting their health and safety. This includes discussing risk assessments, changes in the workplace, safety procedures, and incident responses. Consultation must be genuine, meaning workers are given the opportunity to share their views, ask questions, and contribute to decision-making. It can be done through meetings, health and safety committees, or through elected health and safety representatives. The goal is to improve safety outcomes by involving those who are directly affected by the risks and who often have practical insights. Effective consultation also helps build trust and encourages workers to be more proactive about safety.

10.b.

When multiple duty holders share a workplace—such as contractors, labour hire companies, or service providers—they must consult, cooperate, and coordinate activities to ensure everyone's safety. This requirement is outlined in the WHS Act. Each party must share information about risks, safety procedures, and controls to ensure hazards are managed consistently and responsibilities are clear. For example, if a care provider shares a facility with a cleaning contractor, both must discuss things like infection control or access to hazardous areas. Effective consultation helps prevent duplicated efforts or missed risks and ensures all parties are working towards the same safety goals. It also reduces confusion and legal liability by clearly defining each party’s role in maintaining workplace safety.

Q11: Explain when a PCBU must consult with workers according to WHS regulations and guidelines? (50-100 words)

Satisfactory response

Yes ☐

No ☐

A PCBU must consult with workers when identifying hazards, assessing and controlling risks, making decisions about health and safety procedures, or changing workplace practices that may affect safety. Consultation is also required when introducing new equipment, substances, or procedures. According to WHS regulations, this must be done so far as is reasonably practicable, and workers must be given a genuine opportunity to express their views, which must be considered before decisions are made.

Q12: Answer the following questions:

12.a. What is the definition of “hazardous manual tasks” according to the Work Health and Safety Regulations 2011 (WHS Regulations)

12.b. Provide 3 (three) examples of hazardous manual tasks in a community service sector?

Satisfactory response

a. Yes ☐

b. Yes ☐

No ☐

No ☐

12.a. According to the Work Health and Safety Regulations 2011, a hazardous manual task is one that involves repetitive movement, sustained or awkward posture, high force, exposure to vibration, or handling of people or animals, which may cause a musculoskeletal disorder.

12.b. Three examples of hazardous manual tasks in the community service sector are:

1. Lifting or transferring clients from a bed to a wheelchair.

2. Repetitive cleaning tasks such as scrubbing bathrooms.

3. Supporting a client during a fall or while assisting them to walk.

Q13: Discuss the link between infection prevention and control and compliance with WHS legislation in your own 50-100 words.

Satisfactory response

Yes ☐

No ☐

Infection prevention and control is directly linked to WHS legislation because it helps maintain a safe and healthy workplace. WHS laws require employers to manage risks, including the spread of infectious diseases. By following infection control procedures such as hand hygiene, using PPE, and cleaning—workers protect themselves, clients, and others from harm. Compliance with these practices is not only a health priority but also a legal obligation under the duty of care in WHS legislation.

Q14: What are the five (5) common types of safety hazards in the community service sector and how can you minimise them? (50-100 words)

Satisfactory response

Yes ☐

No ☐

Five common safety hazards in the community service sector include:

1. Manual handling injuries - Minimise with proper lifting techniques and equipment.

2. Slips, trips, and falls - Keep walkways clear and clean up spills promptly.

3. Aggressive or violent clients - Use de-escalation techniques and follow behaviour management plans.

4. Infection risks - Follow strict hygiene practices and use PPE.

5. Stress and fatigue - Manage workloads, take breaks, and provide staff support.

Regular training and risk assessments help further reduce these hazards.

Q15: Explain the importance of each of the following factors in a compliant WHS policy framework in your own 30-50 words (for each):

Satisfactory response

Yes ☐

No ☐

Q16: Describe each of the following principles of hazard and risk management in your own 50-100 words:

16.a. risk analysis

16.b. hazard identification procedures

16.c. hierarchy of control and its application

16.d. principles of risk assessment

16.e. examples of health and safety benchmarks

16.f. principles of safe design processes

Satisfactory response

Yes ☐

No ☐

16.a. Risk analysis Risk analysis is about looking at a hazard and figuring out how likely it is to cause harm and how serious the harm could be. It helps us understand the level of risk so we can decide what actions need to be taken to keep everyone safe.

16.b. Hazard identification procedures Hazard identification is the process of finding anything that could hurt someone at work. This can be done by doing regular checks, talking to workers, going through incident reports, or just watching how tasks are done. It’s important to do this before something bad happens.

16.c. Hierarchy of control and its application The hierarchy of control is a way to deal with risks from most effective to least. First, try to remove the hazard completely. If that’s not possible, you can replace it, use safety equipment, make rules or training, and finally use PPE. You always start at the top and work your way down.

16.d. Principles of risk assessment Risk assessment is all about checking what could go wrong and how bad it would be. You figure out the hazards, look at how likely they are to happen, and what the outcome might be. Then you put in controls to reduce the risk as much as possible.

16.e. Examples of health and safety benchmarks Some examples of safety benchmarks are how many injuries happen at work, how many safety training sessions staff complete, or how many hazards get reported and fixed. These help us see how well we’re doing with safety and if we need to improve.

16.f. Principles of safe design processes Safe design means thinking about safety from the beginning when planning workspaces, tools, or equipment. The idea is to design things in a way that reduces risks, like using safer materials, making sure equipment is easy to use, or placing things in safer positions.

Q17: What are the six (6) benefits of effective record keeping and WHS documentation procedures?

Satisfactory response

Yes ☐

No ☐

Keeps track of incidents – Helps record what happened, when, and how, so it can be reviewed and improved.

Shows legal compliance – Proves the workplace is following WHS laws and doing the right thing.

Helps with investigations – Makes it easier to find out what caused an incident and how to stop it from happening again.

Supports training and safety – Helps check who’s been trained and what safety steps are in place.

Improves communication – Makes it clear what has been reported, fixed, or still needs attention.

Helps identify patterns – Shows if certain hazards or risks keep coming up, so they can be fixed properly.

Q18: What are the four (4) common types of WHS documentation?

Satisfactory response

Yes ☐

No ☐

Incident and injury reports – Used to record details of any accidents or near misses at work.

Risk assessments – Documents that show the process of identifying hazards and controlling risks.

Safety procedures and policies – Guidelines that explain how to do tasks safely and follow WHS rules.

Training records – Keep track of which staff have completed WHS training and when it was done.

Q19: How would you raise a health and safety issue with designated persons in the workplace? List three (3) ways.

Satisfactory response

Yes ☐

No ☐

1. Talk to my supervisor or manager directly – Just explain the issue in person or ask for a quick meeting.

2. Write it in the hazard or incident report form – That way it’s officially recorded and passed on.

3. Speak to the health and safety representative (HSR) – If there’s one in the workplace, they’re there to help with these kinds of issues.

Q20: Write the name of correct safe design principle for the following explanations (Reference: Guidance of the principles of safe design for work (May 2006), Australian Safety and Compensation Council, Canberra):

a. All products, processes and tasks must be systematically assessed for risk. This involves identifying hazards, assessing risk and putting in place risk controls to eliminate or control that risk.

b. There must be effective communication and documentation of all design and risk control information between all persons involved. This applies through the whole lifecycle of the product/process.

c. The people who have the decision-making power to design processes, facilities and so on must be able to promote their safety with the people at the coal face. Where there are several people involved in the design process, there must be collaboration between them.

d. Every product has a lifecycle – for example children’s play equipment starts as a concept, then it is designed, manufactured, supplied and installed, used, maintained, decommissioned and disposed of. Hazards must be identified and controlled as early in the lifecycle as possible. For example, it is better to fix up a weak point in the equipment frame during the design phase than to strengthen it after it has been made.

e. The people who are in control of designing a process or product must have the knowledge and capability to do this safely. If the knowledge or capability are not held they must be acquired.

Satisfactory response

Yes ☐

No ☐

a. Principle: Systematic risk management

b. Principle: Effective communication and documentation

c. Principle: Capability in safe design and collaboration

d. Principle: Safe design applies across the lifecycle

e. Principle: Knowledge and capability

Q21: Write down five (5) ways a consultation about WHS issues may take place in an organisation?

Satisfactory response

Yes ☐

No ☐

Five ways a consultation about WHS issues may take place in an organisation are:

1. Team meetings – Regular staff meetings where WHS topics are discussed.

2. Toolbox talks – Short, informal safety sessions before starting work.

3. Surveys or suggestion boxes – Letting workers give feedback or raise concerns anonymously.

4. One-on-one discussions – Talking directly with a supervisor or manager about safety issues.

5. Health and Safety Committees – A group that includes workers and managers who meet to talk about WHS matters.

Q22: Write down three (3) potential barriers in effective evaluation and management of WHS processes for improvement?

Satisfactory response

Yes ☐

No ☐

Lack of worker involvement – When staff aren’t included or don’t feel heard, important safety issues might be missed.

Poor communication – If information about risks or changes isn’t shared clearly, safety procedures may not be followed properly.

Limited resources or support – Not having enough time, money, or staff can make it hard to carry out proper WHS improvements.

UAT 2 – Unit Project (UP)

Student signature

Date

Assessment task instructions

☐ Learning Management System

☐ Classroom

☐ Simulated learning environment

☐ Workplace

Other: ____________________________________

Resources required to complete the assessment task:

Your task

This assessment task requires student to read and understand a declaration written by a community service practitioner and complete the following activities:

Conduct a workplace risk assessment and record the results, including:

· identification of hazards and potential hazards

· risk assessment

· evaluation of policy/procedure in line with state/territory legislation and industry guidelines

· development of risk controls and measures

Declaration by a community service practitioner:

1. Ms Ruby dos Santos visited my community service centre for a counselling session regarding a family violence related matter.

2. I have met with Ms Ruby dos Santos (DOB: 07/06/1981) and Mr Mark Salvos (DOB: 19/03/1986) on three occasions to date for counselling and as per their request, I have prepared a statutory declaration/report on my professional observations.

3. Ruby and Mark met in August 2016, became engaged during 2017 and were married on the 18th February 2018.

4. Ruby advised that she has been suffering from depression on and off for the past few years after being in a relationship where she experienced significant family violence and has been prescribed medication for her depression. Her ex-partner is now in jail after breaching an Apprehended Violence Order that she had taken out against him after a particularly violent incident in which she feared for her life. Ruby has a two-year-old son, Huan (DOB: 14/02/16), with her ex-partner. Huan lives with Ruby full-time.

5. Ruby advised that she had been very reluctant to enter into another relationship and had not dated anyone since she left her ex-partner, until she met Mark. Ruby advised that at first, they met online and spoke on the phone for a few days before meeting face-to-face. Ruby advised that from the moment they met, she felt very comfortable with Mark, mostly because of his quiet manner and felt that he was someone she could trust. During subsequent discussions, Ruby advised that she found out more about Mark’s less than satisfactory living conditions, and as a result of this invited him to live at her house as she had a spare bedroom. They agreed on the rent that he would pay and that Ruby would provide Mark with meals and would do his washing and clean his room.

6. Ruby stated that she felt very comfortable, initially, from their first meeting as Mark was very quietly spoken, gentle and thoughtful. She advised that they were very happy with the arrangement of Mark living in her house and they soon became good friends. She advised that she had not had a relationship with someone like Mark before and that it was not long before she realised that she had fallen in love with him. Ruby stated that her son is her first priority and that if Mark’s behaviour towards her son had not been acceptable then she would not have continued their relationship.

7. I, however, noticed some signs of struggle and sadness in the eyes of Ruby and I felt she was not opening up.

8. As I started inquiring about the causes, Mark Salvos came in and said he wants to join the discussion.

9. I told him that this session is only allocated to Ruby, but he insisted that he wants to be part of the session.

10. I told him again to leave the session and let me continue my discussion with Ruby, he however simply ignored me.

11. Ruby was numb and could not speak anything after Mark joined the session and refused to leave.

12. Ruby had tears in her eyes and I knew something is seriously amiss.

13. I, therefore, repeated the third time, that if Mark does not leave the session, I have to call security.

14. As I said this, he became very angry and started shouting at me.

15. He accused me for brainwashing his wife and unnecessary getting into their personal life.

16. I had no other option other than to call security.

17. Security, to my surprise, did not hear my requests because of a fault in the security bells.

18. I reported the fault in security bells two days ago to a WHS officer (relevant authority) but he did not do anything to rectify the fault.

19. I had to personally stand up and call security and It was one of the worst experiences of my life.

20. I could see that Mark was hiding a weapon with him and I was unsure when he could use that on me or on his wife.

21. Security officers were not wearing any personal protective equipment (PPE) for protection.

22. Mark threatened me of self-harm and also said “this will not be good for you” as he was escorted from the premises by the security officers.

23. Seeing what unfolded, Ruby started telling me everything, including that Mark has changed his behaviour with her and the child.

24. He threatened to use a weapon against her and physically assaulted her on two occasions by pushing her to the wall.

25. He also prevented her and the child from practising their religion and meeting his other family members and friends.

26. Following our counselling sessions, I advised Ruby to report the matter to Police.

27. I also reported the matter to the WHS management committee and also to the Director.

28. Organisational policy clearly mentions the following guidelines in line with state/territory legislation and industry guidelines, those have not been followed in this case:

a. Duty of care obligations of employers towards their employees

b. Duty of care obligations of employees to themselves and others

c. Reasonable care guidelines

d. Work, health and safety requirements, obligations and standards especially the use of personal protective equipment against health or safety risks at work.

e. Risk controls and measures

29. When this matter was investigated, I was told by the security personnel that as I only reported the fault in the equipment verbally, the WHS officer got busy with another serious matter and forgot to fix the security bell. I was advised by the WHS director to complete the “Faulty equipment form” whenever required in the future.

30. As a practitioner I work predominantly with clients either from CALD backgrounds or those from very low socio-economic backgrounds with limited literacy skills. To ensure that I am able to counsel clients within a safe and therapeutic environment, I do not limit sessions to one hour. In some instances, an interpreter may be required, meaning that sessions may last for 2 - 3 hours. This ensures that I am able to help clients translate seemingly large problems into outcomes which are clearly defined and achievable for them. Solution Focused Brief Therapy (SFBT), my preferred model of therapy, is utilized in family violence, education, criminal justice services and child welfare areas as it is future-focused and goal-directed.

You will be required to complete and/or attach.

You are now required to complete the attached workplace risk assessment form.

WORKPLACE RISK ASSESSMENT FORM

Managing Workplace Health and Safety Risks procedure

Form WHS

Workplace:

Local Assessment No:

If applicable

Assessment Date:

/ /

Next Review Date: / /

(3 years maximum)

Sign-off: ( by a person with safety responsibility for the risk being assessed, for example: Head of Research Group, Workshop Supervisor, Academic Supervisor, Project Leader, Head of School, Director of Institute, School/Institute Manager)

Name: Position: Date: / /

What is being assessed? Describe the item, job, process, work arrangement including the location or facility

People involved in the assessment

Assessor(s):

Others consulted: (eg safety consultant, manager or supervisor, elected health and safety representative, people familiar with the hazards, other personnel exposed to risks)

Risk assessment

Risk control plan/ WHS Action Plan/Procedures

Item

Hazard description/ how exposed

(Refer Appendix 1)

Risk control measure(s) in place

Evaluation of current policies/procedures/documentation

(If existing controls need improvement or new controls introduced, record under the Risk Control Plan columns)

Current risk level (H/M/L/VL) with controls

(Refer App.2)

Extra controls needed

to reduce risks to low or very low

(The item should not be used or the process started until the remaining ‘residual risk’

is L or VL)

Person responsible

Date extra controls to be done

Date extra controls completed

1

2

3

4

Appendix 1 - What hazards might be present? Select the correct ones.

Hazards: Potential to cause harm to people, property or the environment.

General Work Environment

Health and Security

Plant and equipment

Restricted access or egress

☐

Food

☐

Vehicles

☐

Confined spaces

☐

Poisoning or contamination

☐

Mobile and fixed plant

☐

Air-conditioning (thermal comfort)

☐

Communicable diseases

☐

Powered equipment

☐

Air quality

☐

Intoxication

☐

Non-powered equipment

☐

Lighting

☐

Dehydration

☐

Elevated Work Platforms

☐

Noise (discomfort)

☐

Violence or assault

☐

Pressure vessel

☐

Outdoors (sun exposure)

☐

Working alone or in isolation

☐

Laser (Class 2 or above)

☐

Uneven walking surfaces

☐

Working in remote areas

☐

Traffic control

☐

Working at height

☐

Bites / Stings

☐

Electrical

☐

Ergonomic/manual handling

Chemical

Vibration

☐

Workstation set up

☐

Hazardous chemicals

☐

Moving parts

☐

Poor posture

☐

Explosives

☐

Acoustic / Noise

☐

Lifting / Carrying

☐

Engineered nanomaterials

☐

Temperature / Weather effects

Pushing / Pulling

☐

Gas cylinders

☐

Heat

☐

Reaching/overstretching

☐

Radiation

Cold

☐

Repetitive movement

☐

Ionising radiation

☐

Rain / Flood

☐

Bending

☐

Ultraviolet (UV) radiation

☐

Wind

☐

Eye strain

☐

Radiofrequency/microwave

☐

In or on water

☐

Work design and management

Infrared radiation

☐

Pressure (Diving / Altitude)

☐

Fatigue

☐

Biological

Lightning

☐

Workload

☐

Microbiological

☐

Smoke

☐

Mental stress

☐

Animal tissue / Fluids

☐

OTHER

Organisational change

☐

Human tissue / Fluids

☐

☐

Work violence or bullying

☐

Allergenic

☐

☐

Inexperienced or new personnel

☐

Other Biological

☐

☐

Volunteer or work experience safety

☐

☐

☐

Children or U18 students

☐

☐

☐

Appendix 2 - Risk Assessment Matrix

RISK SEVERITY/CONSEQUENCE

LIKELIHOOD

CRITICAL

(may cause severe injury or fatality - more than two weeks lost time)

MAJOR

(injury resulting in at least one day lost time)

MINOR

(medical treatment injury - back to work)

NEGLIGIBLE

(first aid treatment - no lost time)

VERY LIKELY

(exposure happens frequently)

High

High

Medium

Medium

LIKELY

(exposure but not frequently)

High

Medium

Medium

Low

UNLIKELY

(exposure could happen but only rarely)

Medium

Medium

Low

Very low

VERY UNLIKELY

(Exposure can happen but probably never will)

Medium

Low

Very low

Very low

RISK PRIORITY TABLE

Risk priority

Definitions of priority

Time frame

High

Situation critical, stop work immediately or consider cessation of work process.

Must be fixed today, consider short term and/or long term actions.

Now

Medium

Is very important, must be fixed urgently, consider short term and/or long term actions.

1 – 3 weeks

Low

Is still important but can be dealt with through scheduled maintenance or similar type programming. However, if the solution is quick and easy then fix it today.

1 - 3 Months

Very low

Review and/or manage by routine processes

Not applicable

Performance criteria checklist for unit assessment task:

Trainer/ Assessor to complete

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

Completed the workplace risk assessment form and all its particulars

Completed risk assessment based upon the information provided.

Completed the risk control plan/ WHS action plan based upon the information provided

Involved other people such as

· Assessor

· Fellow students

· Other consultants

For expert advice on WHS risk assessment plan

Clearly named the person responsible

Developed and provided consultative WHS activities to provide advice in relation to work health and safety issues

Feedback mechanisms discussed

Monitored processes for ensuring that workers have an opportunity to contribute feedback on health and safety issues

Documented outcomes of consultation to be communicated to workers

Developed and implemented the processes to make sure that responsibilities and duties are documented, and accountability processes are in place

Date of monitoring and extra control mentioned

Date of extra controls completed nominated

Potential hazards correctly identified from the information provided

Risk assessment matrix used to complete the risk management plan

Unit Assessment Result Sheet (UARS)

Outcome of Unit Assessment Task (UAT)

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

Student Declaration

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

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

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

· I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

· All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.

Trainer/Assessor Signature

Date

Office Use Only

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

by (insert Name) __________________________________

UAT 3 – Role Play

Student signature

Date

Assessment task instructions

☐ Learning Management System

☐ Classroom

☐ Simulated learning environment

☐ Workplace

Other: ____________________________________

Resources required to complete the assessment task:

Task:

This is in continuation of the previous assessment task. Student is required to do the following activities in this assessment task:

1. conducting the following consultative activities with the workers:

0. information session about workplace policies and procedures, including demonstration of personal protective equipment (PPE) where required for the job role

0. consultative discussion regarding outcomes of a workplace risk assessment, including risk controls and measures developed as part of the risk assessment process

1. monitor workplace compliance with WHS procedures

Background and pre-requisite of Assessment 3

Students must complete the Assessment task 2 before attempting this assessment activity.

Your task

In this assessment activity, you are required to participate in a role play with fellow students. Students will take the following roles:

1. Community service practitioner

2. Security officer

Scenario

Firstly, you are acting as a community service practitioner. You are required to discuss the work, health and safety guidelines and maintain compliance with workplace policies and procedures and use personal protective equipment (PPE) with the security officer. The role of the security officer will be played by another student.

Requirements

· Discuss what has happened? Either act it out or describe out loud what has happened.

· Discuss the requirements set in the workplace policies and procedures.

· Look back over your risk assessment activities and analysis you completed and discuss the following:

· Discuss how the problem and hazard should be solved.

· Does the person involved need first aid?

· Do you require assistance with this problem?

· Discuss the need of maintaining personal protective equipment (PPE) for the work role.

· Discuss do you need to fill out any incident report/risk assessment forms?

· Discuss the level of stress/fatigue.

· Confirm from the student who is playing the role of security officer that he understands the requirement of complying with the work health and safety guidelines and organisational requirements.

You will be required to complete and/or attach.

Students will swap the roles and each student is required to play all roles.

Timeframe

Time-limit on roleplay:

Five minutes (Make sure It’s a short role play and not a show)

Performance criteria checklist for unit assessment task:

Trainer/ Assessor to complete

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

Discussed what has happened by participating in a role play activity

· Correctly identified the information from the scenario provided.

Discussed the requirements set in the workplace policies and procedures

Applied comprehension skills to:

· explain the basic WHS/OHS legislative requirements which will be applicable to own work

· explain the meaning of safety requirements

· identify workplace hazards; and

· presented information according to the basic principles of risk management.

Applied communication/interpersonal skills to:

· clarify WHS/OHS legislative requirements

· report workplace hazards and risks

· relay information to others; and

· discuss WHS/OHS issues and information.

Discuss the requirements of having personal protective equipment (PPE) where required for the job-role

Discussed the incident report form and/or risk management plan

Discussed the level of stress and fatigue

Confirmed from other student his/her understanding of complying with WHS guidelines

Discussed the workplace risk assessment form and all its particulars

Discussed risk assessment based upon the information provided.

Discussed the risk control plan/ WHS action plan based upon the information provided

Involved other people such as

· Assessor

· Fellow students

· Other consultants

For expert advice on WHS risk assessment plan

Discussed the person responsible for each activity/action

· Listed on the risk management plan

Developed and provided consultative WHS activities to provide advice in relation to work health and safety issues

Your task

In this assessment activity, you are required to participate in a role play with fellow students. Students will take the following roles:

1. Community service practitioner

2. WHS officer

Scenario

In this scenario, you are acting as a community service practitioner. You are required to discuss the work health and safety guidelines and outcomes of a workplace risk assessment, including risk controls and measures developed as part of the risk assessment process with the WHS officer. The role of the WHS officer will be played by another student.

Requirements

· Discuss what has happened? Either act it out or describe out loud what has happened.

· Discuss the workplace risk assessment plan completed as part of the assessment task 2.

· Look back over your risk assessment activities and analysis you completed and discuss the following:

· Discuss how the problem and hazard should be solved.

· Does the person involved need first aid?

· Do you require assistance with this problem?

· Discuss the need of following appropriate WHS protocols and fixing the faulty equipment on time.

· Discuss do you need to fill out any forms?

· Discuss why workers should be given opportunity to contribute feedback on health and safety issues

· How to monitor the processes for ensuring that workers have an opportunity to contribute feedback on health and safety issues

· Discuss the level of stress/fatigue.

· Confirm from the student who is playing the role of WHS officer that he understands the requirement of complying with the work health and safety guidelines and outcomes of the workplace risk assessment, including risk controls and measures developed as part of the risk assessment process.

You will be required to complete and/or attach.

Students will swap the roles and each student is required to play all roles.

Timeframe

Time-limit on roleplay:

Five minutes (Make sure It’s a short role play and not a show)

Performance criteria checklist for unit assessment task:

Trainer/ Assessor to complete

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

Discussed what has happened by participating in a role play activity

· Correctly identified the information from the scenario provided.

Discussed the requirements set in the workplace policies and procedures

Applied comprehension skills to:

· explain the basic WHS/OHS legislative requirements which will be applicable to own work

· explain the meaning of safety requirements

· identify workplace hazards; and

· presented information according to the basic principles of risk management.

Applied communication/interpersonal skills to:

· clarify WHS/OHS legislative requirements

· report workplace hazards and risks

· relay information to others; and

· discuss WHS/OHS issues and information.

Discuss the requirements of having personal protective equipment (PPE) where required for the job-role

Discussed the incident report form and/or risk management plan

Discussed the level of stress and fatigue

Confirmed from other student his/her understanding of complying with WHS guidelines

Discussed the workplace risk assessment form and all its particulars

Discussed risk assessment based upon the information provided.

Discussed the risk control plan/ WHS action plan based upon the information provided

Involved other people such as

· Assessor

· Fellow students

· Other consultants

For expert advice on WHS risk assessment plan

Discussed the person responsible for each activity/action

· Listed on the risk management plan

Developed and provided consultative WHS activities to provide advice in relation to work health and safety issues

Discussed the need of fixing the faulty equipment on time

Discussed the mechanisms of feedback

Unit Assessment Result Sheet (UARS)

Outcome of Unit Assessment Task (UAT)

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

Student Declaration

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

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

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

· I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

· All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.

Trainer/Assessor Signature

Date

Office Use Only

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

by (insert Name) __________________________________

UAT 4 – Role Play

Student signature

Date

Assessment task instructions

☐ Learning Management System

☐ Classroom

☐ Simulated learning environment

☐ Workplace

Other: ____________________________________

Resources required to complete the assessment task:

Purpose

Through dramatic play, demonstrate the roles and responsibilities of the employer and the employee within the workplace.

Required materials and equipment

List of rights and responsibilities, overhead projector and discussion paper

Key Concepts

· Prepare a one-page document and list at-least 5-10 responsibilities of employer

· Prepare a one-page document and list at-least 5-10 responsibilities of employee

Role play

Students create a short speech proclaiming their rights and responsibilities as an employee working at a company of their choice and as an employer. Students are encouraged to use emotions and tone of voice suitable to the workplace environment.

The speeches should include a review of the three rights of a worker, roles and responsibilities of the employee and employer within the chosen workplace.

Discuss must discuss the three rights of an employee:

1. the right to know about workplace hazards and to receive training on how to do the job safely;

2. the right to participate in solving health and safety problems, and in the identification and control of workplace hazards;

3. the right to refuse dangerous work.

Role play actors:

Students will be completing this role play in a simulated work-place setting with other students. Two students will be performing the role play at any given time. Student A will be playing the role of an employer and student B will be taking the role of the employee.

Students will swap the roles and each student is required to play all roles.

Timeframe

Two to three minutes to perform each role (Make sure It’s a short role play and not a show)

You will be required to complete and/or attach.

Students must also submit the following two lists:

a) Expectations the employer has for the employee;

b) Expectations the employee has for the employer.

Students then share and compare their list with others.

Performance criteria checklist for unit assessment task:

Trainer/ Assessor to complete

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

Explanation of the job description and work tasks

WHS responsibilities of the employer and the employees discussed

Applied comprehension skills to:

· explain the basic WHS/OHS legislative requirements which will be applicable to own work

· explain the meaning of safety requirements

· identify workplace hazards; and

· presented information according to the basic principles of risk management.

Applied communication/interpersonal skills to:

· clarify WHS/OHS legislative requirements

· report workplace hazards and risks

· relay information to others; and

· discuss WHS/OHS issues and information.

WHS communication and consultation processes discussed

Training programs relating to WHS discussed

Monitoring mechanisms and relevant programs relating to WHS discussed

Unit Assessment Result Sheet (UARS)

Outcome of Unit Assessment Task (UAT)

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

Student Declaration

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

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

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

· I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

· All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.

Trainer/Assessor Signature

Date

Office Use Only

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

by (insert Name) __________________________________

UAT 5 – Work Placement Tasks

Please refer to the work placement booklet for assessment task 5

Unit Assessment Result Sheet (UARS)

Outcome of Unit Assessment Task (UAT)

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

Student Declaration

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

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

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

· I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

· All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.

Trainer/Assessor Signature

Date

Office Use Only

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

by (insert Name) __________________________________

UAT 6 – Work Placement Observations

Please refer to the work placement observation booklet for assessment task 6.

Unit Assessment Result Sheet (UARS)

Outcome of Unit Assessment Task (UAT)

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

Student Declaration

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

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

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

· I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

· All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.

Trainer/Assessor Signature

Date

Office Use Only

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

by (insert Name) __________________________________