BSB40515 Certificate IV in Business Administration

Transcription

1 BSB40515 Certificate IV in Business Administration BSBWHS401 Implement and Monitor WHS Policies, Procedures, and Programs to Meet Legislative Requirements V1.1 Produced 29 April 2016 Copyright 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources. Assessor Guide 1

2 TABLE OF CONTENTS This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work. INTRODUCTION... 5 WHAT IS COMPETENCY BASED ASSESSMENT?... 5 THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING... 6 THE DIMENSIONS OF COMPETENCY... 7 REASONABLE ADJUSTMENT... 8 THE UNIT OF COMPETENCY... 9 ASSESSMENT REQUIREMENTS ASSESSMENT METHODS RESOURCES REQUIRED FOR ASSESSMENT INSTRUCTIONS TO ASSESSOR INSTRUCTIONS TO STUDENT ASSESSMENT WORKBOOK COVER SHEET WRITTEN QUESTIONS CASE STUDY Part 1 WHS Training 25 Part 2 Bethany s incident 34 Part 3 Risk assessment and treatment 47 Part 4 Maintain WHS records 58 PRACTICAL ASSESSMENT OVERVIEW Instructions to assessor 63 Instructions to student 64 Part 1 Deliver safety induction 68 Part 2 Conduct a safety survey 77 WORKBOOK CHECKLIST Page 3 Compliant Learning Resources

3 APPENDIX Appendix A Lotus Compassionate Care Incident Report Form 98 Appendix B Lotus Compassionate Care Hazard Report Form 102 Appendix C Hazard Identification Form 103 Appendix D Safety Induction Pack 104 Appendix E Safety Induction Feedback Form 107 Appendix F Safety Survey 108 FEEDBACK Compliant Learning Resources Page 4

4 INTRODUCTION Assessment is a difficult process we understand this and have developed a range of assessment kits, such as this, to facilitate a painless process for both the assessor and the learner being assessed. There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present. WHAT IS COMPETENCY BASED ASSESSMENT? The features of a competency based assessment system are: It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards. Assessment should mirror the environment the learner will encounter in the workplace. Assessment criteria should be clearly stated to the learner at the beginning of the learning process. Assessment should be holistic. It aims to assess as many elements and/or units of competency as is feasible at one time. In competency assessment a learner receives one of only two outcomes competent or not yet competent. The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace. The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis. Page 5 Compliant Learning Resources

5 Definition of competency Assessment in this context can be defined as: The fair, valid, reliable, and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners. THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING Developing and conducing assessment in an Australian vocational education and training context is founded on a number of basic conventions: The principles of assessment Assessment must be valid o Assessment must include the full range of skills and knowledge needed to demonstrate competency. o Assessment must include the combination of knowledge and skills with their practical application. o Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts. Assessment must be reliable o Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner. o Assessors must be trained in national competency standards for assessors to ensure reliability. Assessment must be flexible o Assessment, where possible, must cover both the on and off-the-job components of training within a course. o Assessment must provide for the recognition of knowledge, skills, and attitudes regardless of how they have been acquired. o Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies. Compliant Learning Resources Page 6

6 Assessment must be fair and equitable o Assessment must be equitable to all groups of learners. o Assessment procedures and criteria must be made clear to all learners before assessment. o Assessment must be mutually developed and agreed upon between assessor and the assessed. o Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge. The rules of evidence (from Training in Australia by M Tovey, D Lawlor) When collecting evidence, there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic, and current; Valid o Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills, or attitudes. Sufficient o This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency. Authentic o When evidence is gathered, the assessor must be satisfied that evidence is the learner s own work. Current o This relates to the recency of the evidence and whether the evidence relates to current abilities. THE DIMENSIONS OF COMPETENCY The national concept of competency includes all aspects of work performance and not only narrow task skills. The four dimensions of competency are: Task skills Task management skills Contingency management skills Job role and environment skills Page 7 Compliant Learning Resources

7 REASONABLE ADJUSTMENT Adapted Reasonable Adjustment in teaching, learning, and assessment for learners with a disability - November Prepared by - Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have: the same learning opportunities as learners without a disability the same opportunity to perform and complete assessments as those without a disability. Reasonable adjustment applied to participation in teaching, learning, and assessment activities can include: customising resources and assessment activities within the training package or accredited course modifying the presentation medium learner support use of assistive / adaptive technologies making information accessible both prior to enrolment and during the course monitoring the adjustments to ensure learner needs continue to be met. Assistive / Adaptive Technologies Assistive / adaptive technology means software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers. IMPORTANT NOTE Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements. Compliant Learning Resources Page 8

8 THE UNIT OF COMPETENCY The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit of competency from BSB40515 Certificate IV in Business Administration: BSBWHS401 - Implement and Monitor WHS Policies, Procedures, and Programs to Meet Legislative requirements 1. Provide information to the work team about WHS policies and procedures 2. Implement and monitor participation arrangements for managing WHS 3. Implement and monitor organisational procedures for providing WHS training 4. Implement and monitor organisational procedures and legal requirements for identifying hazards and assessing and controlling risks 5. Implement and monitor organisational procedures for maintaining WHS records for the team For complete copies of the above units of competency: Download them from the TGA website: Page 9 Compliant Learning Resources

9 ASSESSMENT REQUIREMENTS The assessment requirements specify the evidence and required conditions for assessment. Each unit of competency can be unbundled to reveal three key assessment components: Performance Evidence - describes the subtasks that make up the element of the unit Knowledge Evidence - describes the knowledge that must be applied in understanding the tasks described in the elements Assessment Conditions - describes the environment and conditions that assessments must be conducted under BSBWHS401 - Implement and Monitor WHS Policies, Procedures, and Programs to Meet Legislative requirements This unit describes the skills and knowledge required to implement and monitor an organisation s work health and safety (WHS) policies, procedures and programs in the relevant work area in order to meet legislative requirements. It applies to individuals with supervisory responsibilities for implementing and monitoring the organisation s WHS policies, procedures and programs in a work area. These individuals have a broad knowledge of WHS policies and contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They provide supervision and guidance to others and have limited responsibility for the output of others. NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements. Compliant Learning Resources Page 10

10 Performance evidence Evidence of the ability to: 1. explain clearly and accurately to work team the relevant work health and safety (WHS) information including: WHS legislative and organisational requirements identified hazards and outcomes of risk assessment and control 2. ensure that the team has access to information about WHS policies, procedures and programs in appropriate structure and language 3. implement and monitor procedures according to organisational and legislative WHS requirements including: consultation and communications to enable team members to participate in managing WHS risks and hazards identifying WHS training needs and providing learning opportunities, coaching and mentoring as appropriate to needs identifying, reporting and taking action on WHS hazards and risks identifying and reporting inadequacies in existing risk controls and monitoring outcomes to ensure a prompt organisational response reporting on the cost of WHS training keeping WHS records analysing aggregate WHS data to identify hazards and monitor risk control procedures in work area. Knowledge evidence To complete the unit requirements safely and effectively, the individual must: 1. outline the legal responsibilities and duties of managers, supervisors, persons conducting businesses or undertakings (PCBUs) and workers in relation to WHS risk management in the workplace 2. identify key provisions of relevant WHS Acts, regulations and codes of practice that apply to the business and outline how they apply in the work area 3. explain organisational policies and procedures relating to hazard identification, risk management, fire, emergency and evacuation, incident investigation and reporting 4. explain the importance of effective consultation mechanisms in managing health and safety risks in the workplace 5. explain how the hierarchy of control applies in the work area. Page 11 Compliant Learning Resources

11 Assessment conditions Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals carrying out work health and safety duties in the workplace and include access to: 1. an actual workplace or simulated environment 2. workplace equipment and resources 3. examples of documents relating to workplace safety, hazard identification and risk assessment 4. interaction with others. ASSESSMENT METHODS This workbook contains two assessment methods: 1. Written questions Written assessments to test students understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject 2. Case study A hypothetical scenario to test the student s skills in supporting the performancemanagement processes. 3. Practical assessment Real life assessment to be conducted in the student s workplace. In instances where the student does not have access to their workplace, a simulated environment will be provided. Compliant Learning Resources Page 12

12 RESOURCES REQUIRED FOR ASSESSMENT Assessor to provide: Templates needed for tasks such as survey forms and report template. Case studies and simulations Information about work activities The student to provide: Where possible, access to a workplace where they can complete their assessments under a supervisor. Computer with: o Internet access through Google Chrome or other internet browsers o MS Word or other equivalent applications o Adobe Acrobat Reader Access to: o office equipment and resources including a video recorder o support personnel (at least three) INSTRUCTIONS TO ASSESSOR This is a compulsory assessment to be completed by all students. This assessment tests the student s ability to understand the underpinning generic knowledge related to this unit of competency, BSBWHS401 Implement and Monitor WHS Policies, Procedures, and Programs to Meet Legislative Requirements. The assessor guide provides model answers to all the questions. Where answers are required, this is specified in the question to avoid ambiguity. The model answer will be in these cases provide a complete list of possible answers that are considered acceptable. For instance if a question requires the student to list three options, then their response must include three of the items listed in the model answer. Note to assessors: Contact details are requested from observers in the feedback forms in case you will have to call them to verify content of the feedback forms. IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster. Page 13 Compliant Learning Resources

13 WRITTEN QUESTIONS 1. Match the following duty holders to their correct WHS duty of care. Write the letters that correspond to your answers in the spaces provided. Mapping: KE1 LG: LG5, pages 40 41, WHS Act 2011 Divisions 2, 3, and 4 c a b Duty holder PCBU (person conducting a business or undertaking) Managers and supervisors Workers a. b. c. Duty of Care Acquire and keep current information on work health and safety matters. Ensure the PCBU has appropriate processes to receive and consider information about incident, hazards and risks, and to respond in a timely manner. Understand the PCBU has, and uses appropriate resources and process to eliminate or reduce risks to health and safety. Ensure the PCBU has, and uses, appropriate resources and processes to eliminate or reduce risks to health and safety. Cooperate with all reasonable WHS related policies and procedures of the PCBU. Take reasonable care that their acts or omissions do not affect the health and safety of other persons. Take reasonable care of own health and safety. Comply with any reasonable instruction from the person conducting a business or undertaking (PCBU) as far as reasonably able. Provide and maintain a work environment free of risk to anyone s health and safety. Ensure the health and safety of your workers in the workplace. Maintain any accommodation that you make available to a worker for the purposes of carrying out their duties. Provide information, training, instruction and supervision. Compliant Learning Resources Page 16

14 2. The following are provisions found in Work Health and Safety legislation. Match each provision to how they are applied in the workplace. Write the letters that correspond to your answers in the spaces provided. Mapping: KE2(p) LG: WHS Act b c a Provision Health and safety duties Incidents (death, injuries, diseases,) Consultation Application a. All duty holders (PCBUs or employers, officers, workers) must consult, co-operate, and co-ordinate activities with all other persons who have a duty in relation to the same matter. b. Duty holders (PCBUs or employers, officers, workers) all have duties to perform in managing risks in the workplace. c. PCBU must ensure that the regulator/commissioner is notified about a notifiable incident arising out of the conduct of the business or undertaking has occurred. 3. The following are provisions found in WHS Regulations. Match each provision to how they are applied in the workplace. Write the letters that correspond to your answers in the spaces provided. Mapping: KE2(p) LG: WHS Regulations a b Provision Health and safety representatives Emergency plans or procedures Application a. The regulations set out the duties of a person conducting a business or undertaking has an emergency plan prepared for the workplace. b. The regulations provide sets out minimum procedural requirements for the election of a Health and Safety Representative for a work group. Page 17 Compliant Learning Resources

15 4. Refer to the First Aid in the Workplace Code of Practice. How is this Code of Practice applied in the workplace? Select all that apply. Mapping: KE2 (p) LG: a. The Code provides guidance for PCBUs (persons conducting business or undertaking) on how to comply with the WHS Act and Regulations to provide adequate first aid facilities in the workplace. b. The Code includes guidance for PCBUs on how to manage electrical risks in the workplace. c. This Code provides information on using a risk management approach to tailor first aid that suits the circumstances of your workplace, while also providing guidance on the number of first aid kits, their contents and the number of trained first aiders that are appropriate for some types of workplaces d. This code provides comprehensive guidance for PCBUs on how to respond to all kinds of accidents, emergencies, and incidents. e. The information provided in this Code can be used as a guide to determine the appropriate first aid equipment, facilities, first aiders and procedures needed in various workplaces. Compliant Learning Resources Page 18

16 5. Refer to the How to Manage WHS Risks Code of Practice. How is this Code of Practice applied in the workplace? Select all that apply. Mapping: KE2 (p) LG: a. This Code provides practical guidance on how to eliminate or minimise health and safety risk in the workplace using a risk management approach. b. The Code guides architects, building designers, and engineers in designing structures. c. The Code sets the penalties for non-compliance with WHS legislation and Regulations. d. The Code provides organisations guidance for keeping risk management records in compliance with the WHS Act and Regulations. e. The Code provides guidance for duty holders on how to identify hazards, assess and control risks, and review control measures. Page 19 Compliant Learning Resources

17 6. Access the Awesome Landscapes Staff Handbook. Match the following organisational policies to their correct procedures. Write the letters that correspond to your answers in the spaces provided below. Mapping: KE3 LG: Awesome Landscapes Staff Handbook c a b Policies Hazard identification Risk management Fire Procedures a. Even the simplest task contains risks. Risk management requires an assessment of all tasks undertaken in the workplace on any individual basis. Identifying the potential dangers associated with any task helps eliminate the risk associated with that task. Risk assessment MUST be carried out both within the office and in the field for all tasks undertaken where a possible injury may be sustained. b. Procedures involving fire are mentioned under 30.7: All staff are to be aware of emergency fire exits and positions of fire and Extinguishers are to be inducted in this use. c. The prescribed form must be completed and handed to the Designated Safety Officer. The following items must be completed: Work area affected Time and date hazard identified Identify all persons present Describe workplace and address Nominate and identify senior person to whom the hazard was reported. Write your name, sign and date form. Compliant Learning Resources Page 20

18 Part 1 WHS Training Just recently, Lotus Compassionate Care held the annual elections for the new Health and Safety Representative (HSR) and Deputy Health and Safety Representative (HSR). The following are the new appointees: a. Joshua Cofill (HSR) Has received no formal HSR training, he is familiar with appropriate WHS codes of practice, and the WHS policies and procedures for Lotus Compassionate Care, but not with WHS legislation. b. Eryn Stewart (Deputy HSR) - Has received no formal HSR training, she is familiar with the WHS policies and procedures for Lotus Compassionate Care. She has recently moved here from another state which applies a different WHS legislation. She is not familiar with WHS legislation applied to the state where Lotus Compassionate Care is located. Following the elections, Angus Stoddard has assigned you to make arrangements for WHS training for the new appointees. WHS training is both a legislative and an organisational requirement. Note: Read all instructions first before starting. Steps to take: 1. Prepare a Training Needs Analysis (TNA) that includes the following: a. Training requirement of the new appointees b. Their training needs (Which specific areas are they to be trained in for them to fulfil their functions effectively?) 2. Source at least two (2) accredited training providers who offer courses for Joshua and Eryn s training requirements. Find out about their course offerings, costs, and other details such as duration of training. You can do this by sending an inquiry through or navigating through their websites. Page 25 Compliant Learning Resources

19 (Continuation of Case Study Part 1 WHS Training) 3. a Report to Angus Stoddard that details the following: a. A summary of your TNA results b. WHS legislative and organisational requirements to provide HSR training. State here the following: i. Specific provision/statement in the WHS Act that requires the employer to provide HSR training to HSRs. ii. Specific statement from Lotus Compassionate Care Handbook requiring employees to undergo training. c. The two training providers who can provide the training d. Costs of training from two training providers e. Duration of the training from two training providers. f. Your recommendations for coaching and mentoring (other than the training to be undertaken) to support the new HSR and deputy HSR. Note: For the purpose of this assessment, Lotus Compassionate Care is located in your own state/territory. Compliant Learning Resources Page 26

20 1. Prepare a Training Needs Analysis (TNA) by completing the following table. Guidance questions are provided for you to help you complete the table. Mapping: PC3.1, 3.2 (p), 3.3 (p), PE3.2 (p) Student must complete the TNA table below. Benchmark answers are provided within the table. Prepared by: State/territory: Organisation: Date prepared: WHS Training Training Needs Analysis (TNA) Student s name must be indicated here Student s state or territory must be indicated here Lotus Compassionate Care Any date can be given here Training requirement Base on the information provided, what type of training do the following personnel need to take? Joshua Cofill Wording may vary in student s response but it must include: (HSR) HSR training approved by regulator (PC3.1, PE3.2 (p)) Eryn Stewart Wording may vary in student s response but it must include: (Deputy HSR) HSR training approved by regulator (PC3.1, PE3.2 (p)) Training need(s) In which specific area do the following personnel need to be coached, mentored, or trained in? Joshua Cofill Wording may vary in student s response but it must include: (HSR) WHS legislation (PC3.1) Eryn Stewart Wording may vary in student s response but it must include: (Deputy HSR) WHS legislation (PC3.1) Page 27 Compliant Learning Resources

21 2. Source at least two (2) accredited training providers who offer courses for Joshua and Eryn s training requirements. Send an inquiry through about their course offerings, costs, and other details such training duration. Attach a screenshot of responses from at least two (2) accredited training providers in the spaces below. You may also attach a screenshot of the webpage showing these details if these are shown in their website. Your screenshots must show the following: a. The course title b. Cost of the training c. Duration of training Mapping: PC3.2 (p), 3.3 (p), 3.4 (p) Student must be able to source at least two training providers who offer courses for HSR training. He / she must send an inquiry through or navigate through their websites to find out about the course, cost, and duration of the training. As evidence of completion, student must attach screenshots of either a response from the training provider or the web page showing the details of the course: course title (e.g. Initial HSR training), cost, and duration of the training. Compliant Learning Resources Page 28

22 3. Submit a video recording of yourself demonstrating the implementation of two (2) risk controls from your Hazard Identification Form. sign The video must be no longer than fifteen (15) minutes. You may submit one file provided that it includes implementation of two (2) risk controls. Use the filename(s) [Surname, First Name]_ Risk Treatment Video (if you are submitting 1 file); OR [Surname, First Name]_ Risk Treatment Video 1 [Surname, First Name]_ Risk Treatment Video 2 (if you are submitting 2 files); Guidance: Refer to the risks you have identified in Task 1 and 2 of Case Study Part 3. You are to simulate the risks by setting them up at home or somewhere at your convenience. In your video you must demonstrate that you are taking measures to control these risks. Example: You have identified the risk of people colliding with the rolling shelf blocking the kitchen door. You can simulate this risk by placing a shelf or a similar object on a doorway. You must then demonstrate in your video that you are removing the obstruction out of the way. In the spaces provided, indicate the risk controls you have demonstrated in the video, and identify the hierarchy of control for each. A sample answer is provided for you below. Removing old furniture from the fire exits Placing signage to remind employees and clients to keep the fire exit clear from objects and under obstruction. Place new fire exit Mapping: PC4.3, PE3.3 (p) Student must submit a video recording (not more than 15 minutes long) of him/herself demonstrating two risk controls. Demonstrations may include but not limited to the following: Compliant Learning Resources Page 52

23 Regularly check fire exit signs Risk control you have demonstrated in the video Sample: Tagging electrical equipment Student must indicate the control he/she demonstrated in the video Hierarchy of control Administrative control Page 53 Compliant Learning Resources Student must identify the hierarchy of control of the control he/she demonstrated. 4. Send an to Angus Stoddard to check whether the test and tagging of electrical equipment has been completed. Write a copy of your to Angus below. Mapping: PC4.5 (p) From Student <student s address> To Angus Stoddard <angus.s@compliantlearningresources.com.au> Subject Any appropriate subject heading Message Student must write an asking whether the test and tagging has been completed.

24 5. Upon receiving your , you have received this response from Angus. Monitor risk control procedures from your risk assessment. Tick YES if the control has been implemented and NO if it has been not. Guidance: Tick YES for the risk controls you have demonstrated in your video recording. Mapping: PC4.5 (p), 5.2 (p), PE3.4 (p) Student must tick yes /no whether the risk controls have been implemented or not. The student should tick yes for the risk controls he/she demonstrated in the video. Compliant Learning Resources Page 54

25 WORKPLACE PATHWAY If you are selecting the workplace pathway, you will need to deliver a Safety Induction in a real workplace. You may consult with your workplace supervisor regarding opportunities to deliver a safety induction. Note: Read all the instructions first before starting. 1. Prepare a Safety Induction Pack which you will use to deliver a Safety Induction. This document must include the following information: a. Introduction about work health and safety; b. Legislative duties of the employer (PCBU) and employee (worker) according to the relevant WHS Act; c. Provisions of the relevant WHS Regulation; d. Managing Work Health and Safety Risk Code of Practice; e. Organisational WHS policies, procedures, and programs; f. Effective consultation on work health and safety matters; and g. Where/how to access WHS information in your workplace. Use the Safety Induction Pack Template found in the Appendix section of this workbook. 2. Using the safety induction pack, deliver a Safety Induction to at least two (2) personnel in your workplace. 3. Provide Induction Feedback Form to the personnel you have inducted. Have them complete this form as evidence that you delivered the induction. Use the Induction Feedback Form Template found in the Appendix section of this workbook. Note: Throughout this practical assessment, you must refer to the WHS Act and WHS Regulations applicable in your OWN state/territory. Page 69 Compliant Learning Resources

26 SIMULATED PATHWAY If you are selecting the simulated pathway, you will need to deliver a Safety Induction using the scenario provided. You are a Health and Safety Advisor at Lotus Compassionate Care, a residential care organisation. Part of your role as a Health and Safety Advisor is to deliver a safety induction to the new staff. You can find out more about Lotus Compassionate Care through this link: Lotus Compassionate Care (username: password:) Note: Read all the instructions first before starting. 1. Prepare a Safety Induction Pack which you will use to deliver a Safety Induction. This document must include the following information: a. Introduction about work health and safety; b. Legislative duties of the employer (PCBU) and employee (worker) according to the relevant WHS Act; c. Provisions of the relevant WHS Regulation; d. Managing Work Health and Safety Risk Code of Practice; e. Organisational WHS policies, procedures, and programs (You can find this information in the Lotus Compassionate Care Handbook); f. Effective consultation on work health and safety matters; and g. Where/how to access WHS information in your workplace. Use the Safety Induction Pack Template found in the Appendix section of this workbook. 2. Using the safety induction pack, deliver a Safety Induction to the two (2) newly hired staff at Lotus Compassionate Care. To complete this task, you must enlist the help of your friends, family, or colleagues to play the role of the new staff. 3. Provide Induction Feedback Form to the personnel you have inducted. Have them complete this form as evidence that you delivered the induction. Use the Induction Feedback Form Template found in the Appendix section of this workbook. Compliant Learning Resources Page 70

27 (Continuation of Part 1 Deliver a safety induction (simulated pathway)) NOTE: For the purpose of this assessment, Lotus Compassionate Care is located in your own state and territory. 1. Prepare a Safety Induction Pack. Note: The template below includes guidance for you on how to complete the safety induction pack. For the workplace pathway, this must be approved by your workplace supervisor. Use the filename: [Surname, First Name]_Safety Induction Pack Mapping: Per item in template. Student must submit a completed Safety Induction Pack Template. Sample benchmark answers are provided below. Student s responses will vary, but these must align with the WHS act/regulations relevant in his/her state/territory. Assessor must check student s responses against the WHS Act/Regulations applicable in the student s state/territory. The following links are provided for the assessor s reference: SafeWork Australia: Jurisdictional Work Health and Safety Laws Occupational Health and Safety 1984 (Western Australia) Occupational Health and Safety Regulations 1996 (Western Australia) Occupational Health and Safety Act 2004 (Victoria) Occupational Health and Safety Regulations 2007 (Victoria) Page 71 Compliant Learning Resources

28 Prepared by: Organisation: Industry: Date prepared: State/territory: The Relevant WHS Act in your state/territory: The Relevant WHS Regulation in your state/territory: What is work health and safety? Why is work health and safety important? Safety Induction Pack Student s name must be indicated here Student s organisation / Lotus Compassionate Care Industry/nature of business/nature of organisation must be indicated here. Sample answers include but not limited to: Automotive, banking, construction, retail, residential care, etc. Any date can be given here Student s state or territory must be indicated here Australian Capital Territory Work Health and Safety (WHS) Act 2011 New South Wales Work Health and Safety (WHS) Act 2011 Northern Territory - Work Health and Safety (National Uniform Legislation) Act 2011 Queensland Work Health and Safety (WHS) Act 2011 South Australia Work Health and Safety (WHS) Act 2012 Tasmania Work Health and Safety (WHS) Act 2012 Western Australia Occupational Safety and Health Act 1984 Victoria - Occupational Health and Safety Act 2004 Australian Capital Territory Work Health and Safety (WHS) Regulations 2011 New South Wales Work Health and Safety (WHS) Regulations 2011 Northern Territory - Work Health and Safety (National Uniform Legislation) Regulations Queensland Work Health and Safety (WHS) Regulations 2011 South Australia Work Health and Safety (WHS) Regulations 2012 Tasmania Work Health and Safety (WHS) Regulations 2012 Western Australia Occupational Safety and Health Regulations 1996 Victoria - Occupational Health and Safety Regulations 2007 (Victoria) Introduction Work health and safety is an area concerned with protecting the safety, health and welfare of people engaged in work or employment. It s the law under the WHS legislation, PCBUs or employers are must ensure the health and safety of their workers/employees It s the right and smart thing to do it is beneficial to the workplace culture and to the organisational image. Ensuring health and safety in the workplace boosts organisational health and overall business performance Compliant Learning Resources Page 72

29 Survey item : The workplace area and facilities are free from work health and safety risks. Safety Survey Results and Recommendations Average score 1. The workplace area and facilities are free from work health and safety risks or 5 2. WHS information, including policies and procedures, are readily accessible or 5 3. Hazards and risks are properly identified and controlled or 5 4. Employees are consulted regularly regarding WHS concerns and issues or 4 5. All employees know what to do in case of emergencies and or incidents. 2 4 Interpretation Most respondents agree that the workplace area and facilities are free from health and safety risks Most respondents strongly agree that the workplace area and facilities are free from health and safety risks Most respondents strongly agree that WHS information, including policies and procedures, are readily accessible. Most respondents strongly agree that hazards and risks are properly identified and controlled. Most respondents agree that employees are consulted regularly regarding WHS concerns and issues Most respondents disagreed that all employees know what to do in case of emergencies and or incidents Recommendation Continue regular consultation with Health and Safety committee to ensure work health and safety of all clients, visitors, and employees. Student must provide at least (1) recommendation/suggestion on how to improve each survey item.

30 4. a Report to your workplace supervisor detailing the results of the survey. Your report must include: a. The results of the survey; and b. Your recommendations based on the survey results Note: For the workplace pathway, attach screenshots of: a. Your containing the report to your workplace supervisor b. A response from your workplace supervisor acknowledging receipt of your report and recommendation(s) he/she approves for implementation. Your workplace supervisor must approve at least (1) recommendation. For the simulated pathway: a. the report to miller.g@compliantlearningresources.com.au b. Use the subject HR Subject 4 Safety Survey Report to Management in your . Mapping: PC2.2 (p), 2.3 (p), 2.4 (p), PE 3.1 (p) The student must be able to submit evidence / screenshots showing: a. He/she has sent the Safety Survey Report to his workplace supervisor; b. A response from the workplace supervisor acknowledging receipt of the report including recommendation(s) he/she approves for implementation. The workplace supervisor must approve at least (1) recommendation for implementation. For simulated pathway, student must only successfully send the report to miller.g@compliantlearningresources.com.au. The report must include the following: The results of the survey; and Your recommendations based on the survey results Note to assessor: If the student s meets all benchmark above, send this link Safety Survey (Response from Management) to student. Compliant Learning Resources Page 90

31 FEEDBACK Well done for completing the delivery of this workbook. We hope that your training and assessment experience using our resources has been a seamless and fruitful journey. At Compliant Learning Resources we continually strive to improve our training and assessment resources and heighten the training and assessment experience for you. One way we do this is by seeking feedback. Your experience is important to us and we are very keen to hear any suggestions or complaints you may have. Click on the button below to let us know what you think of us and our learning resources. CLICK HERE End of Document Assessor Guide 1 Version No. 1.0 Produced 24 February 2016 Page 109 Compliant Learning Resources