Work Health and Safety

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Assessment Workbook 4

BSB41415 Certificate IV in Work Health and Safety

Practical Assessments

V1.4 Produced 01 April 2020

Copyright © 2015 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

Version control & document history

Date Summary of modifications made Version
14 January 2015 Version 1 final produced following assessment validation. 1.0
31 August 2017 Added url to hyperlink 1.1
13 March 2018 Added Guidance for Part 3.2; Updated requirements for Part 2.1 1.2
12 September 2018 added rows in the Risk Register (3.1) Part 3 Practical Assessment 1.3
01 April 2020 Removed the links to the templates. 1.4

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 4

What is competency based assessment 4

The basic principles of assessing nationally recognised training 5

The dimensions of competency 6

Reasonable Adjustment 7

The unit of competency 9

Assessment Requirements 11

Assessment Methods 12

Resources required for assessment 12

Instructions to Student 12

Assessment Workbook Cover sheet 13

Practical Assessment 14

Part 1 – Prepare for a Site Visit 17

Part 2 – Conduct Site Visit 25

Part 3 – Research and Analysis 32

Part 4 – Draft Report 51

Part 5 – Delivery of Final Report 69

Part 6 – Preparation of Presentation 72

Part 7 – Delivery of Presentation 82

Part 8 – Reflection 94

Case Study 100

Assessor Checklist 121

Feedback 123

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. That is 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.

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
  • Assessment must include the full range of skills and knowledge needed to demonstrate competency.
  • Assessment must include the combination of knowledge and skills with their practical application.
  • 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
  • Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
  • Assessors must be trained in national competency standards for assessors to ensure reliability.
  • Assessment must be flexible
  • Assessment, where possible, must cover both the on and off-the-job components of training within a course.
  • Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
  • Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
  • Assessment must be fair and equitable
  • Assessment must be equitable to all groups of learners.
  • Assessment procedures and criteria must be made clear to all learners before assessment.
  • Assessment must be mutually developed and agreed upon between assessor and the assessed.
  • 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
  • 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
  • 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
  • When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.
  • Current
  • 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

Reasonable Adjustment

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – 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.

The unit of competency

The units of competency specify the standards of performance required in the workplace.

This assessment addresses the following unit(s) of competency from BSB41415 – Certificate IV in Work Health and Safety:

BSBWHS402 – Assist with compliance with WHS laws

  1. Assist with determining the legal framework for WHS in the workplace
  2. Assist with providing advice on WHS compliance
  3. Assist with WHS legislation compliance measures

BSBWHS403 – Contribute to implementing and maintaining WHS consultation and participation processes

  1. Identify individuals and parties involved in WHS consultation and participation processes
  2. Contribute to WHS consultation and participation processes
  3. Contribute to processes for communicating and sharing WHS information and data
  4. Contribute to identifying and meeting training requirements for effective WHS consultation and participation
  5. Contribute to improving WHS consultation and participation processes

BSBWHS404 – Contribute to WHS hazard identification, risk assessment and risk control

  1. Access information to identify hazards and assess and control risks
  2. Contribute to compliance and workplace requirements
  3. Contribute to workplace hazard identification
  4. Contribute to WHS risk assessment
  5. Contribute to the development, implementation and evaluation of risk control

BSBWHS405 – Contribute to implementing and maintaining WHS management systems

  1. Contribute to developing and promoting WHS policy
  2. Contribute to WHSMS planning
  3. Contribute to implementing the WHSMS plan
  4. Contribute to evaluating WHS performance
  5. Contribute to reviewing and improving the WHSMS

BSBWHS406 – Assist with responding to incidents

  1. Assist with identifying legislative and other requirements
  2. Assist with implementing initial incident response procedures
  3. Assist with collecting WHS information and data relevant to an investigation
  4. Assist incident investigations
  5. Assist in implementing recommended measures and actions arising from investigations

BSBWHS408 – Assist with effective WHS management of contractors

  1. Assist with identifying existing contractor WHS arrangements
  2. Assist with evaluating contractor WHS arrangements and making improvements as required

BSBRSK401 – Identify risk and apply risk management processes

  1. Identify risks
  2. Analyse and evaluate risks
  3. Treat risks
  4. Monitor and review effectiveness of risk treatment/s

BSBWRT401 – Write complex documents

  1. Plan documents
  2. Draft text
  3. Prepare final text
  4. Produce document

BSBRES401 – Analyse and present research information

  1. Gather and organise information
  2. Research and analyse information
  3. Present information

BSBCMM401 – Make a presentation

  1. Prepare a presentation
  2. Deliver a presentation

Review the presentation

For complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au

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:

  1. Performance Evidence
  • describes the subtasks that make up the element of the unit
  1. Knowledge Evidence
  • describes the knowledge that must be applied in understanding the tasks described in the elements
  1. Assessment Condition
  • describes the environment and conditions that assessments must be conducted under

The associated assessment method in this kit covers all of these components as detailed in the matrix to follow:

Units of Competency
Assessment Activities BSBWHS402 BSBWHS403 BSBWHS404 BSBWHS405 BSBWHS406 BSBWHS408 BSBRSK401 BSBWRT401 BSBRES401 BSBCMM401
Practical Assessment (Part 1 to 7)
Self-Reflection (Part 8)
Case Study

Assessment Methods

This workbook contains the following assessment method:

  1. Practical Assessment Project

A task or activity that can be completed from a workplace or through a simulated scenario, according to set instructions and guidelines to meet the requirements of the relevant units

  1. Case Study

Detailed scenario and simulated environment providing all necessary information required to complete relevant tasks and activities

Resources required for assessment

To complete the assessments in this workbook, the candidates will need access to:

  • A workplace where hazard inspection will be required (if taking the workplace pathway)
  • Documents within the workplace relevant to work health and safety (if taking the workplace pathway)
  • Computer with internet access, MS Word, Adobe Acrobat Reader, PowerPoint presentation
  • Online resources or hard copy of documents relating to Work Health and Safety legislation
  • A video recording device

Instructions to Student

This is a compulsory assessment to be completed by all students. The workbook contains all the tasks in the project and case study for all the units in this course.

If you are currently working as a safety advisor, you may conduct the practical assessment in your own workplace. Otherwise consider what you should do if you were working as a safety advisor through case study and project simulation.

Safety can be related to many areas and ideas but for this course it refers to WHS (Work Health and Safety), also OHS and OSH in various jurisdictions. All answers should refer to this aspect of safety.

Assessment Workbook Cover sheet

WORKBOOK: WORKBOOK 4
TITLE: Practical Assessments
FIRST AND SURNAME: Suzanne Hussain
PHONE: 0433202434
EMAIL: suzannemarie.macleod@gmail.com
Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that: I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time. I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook. I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process. This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment. I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name :Suzanne Hussain Signature: Suzanne Hussain Date: 14/06/2020

Practical Assessment

Instructions

The workplace project is designed for you to apply your skills in a real work health and safety situation. To complete this assessment, you must first decide which pathway to base your project on. Choose one of two options: Workplace pathway. Simulated pathway.
Consider the following: You need to select the pathway most appropriate to your situation. If you are currently in a workplace, then you are strongly encouraged to complete the entire assessment using your workplace. If you don’t have access to a suitable workplace, please inform your assessor. If you have doubts about the suitability of your workplace, please discuss it with your supervisor and with your assessor. Templates for all the documentation you will need for this assessment are provided for you in this workbook. You will be required to access most of these templates from links provided in the instructions for each part of the project. You will be required to complete all of the documentation, even if it is not part of your normal role. These documents serve as evidence of your successful completion of the tasks outlined in this workbook.

Instructions (Continued)

Throughout this assessment you will encounter different instructions depending on the pathway you have chosen. Ensure you follow the instructions relevant to the pathway you have chosen from start to finish of this project:
WORKPLACE PATHWAY
Instructions written in red boxes such as this only apply to students who have selected the Workplace Pathway.
If you’ve chosen to complete the Workplace Pathway, instructions like this, written in a red box with the red briefcase symbol, are for you.
SIMULATED PATHWAY
Instructions written in yellow boxes such as this only apply to students who have selected the Simulated Pathway.
If you’ve chosen to complete the Simulated Pathway, instructions like this, written in a yellow with the yellow house symbol, are for you.

Instructions appearing in the blue boxes with both the briefcase and house in the top right hand corner must be completed by all students regardless of the pathway selected.

Make a decision now regarding which pathway you would like to take.
If you are in doubt, you should select the simulated pathway. Refer to the notes below and contact your trainer if you need any help with selecting your pathway.

WORKPLACE PATHWAY

If you are selecting the workplace pathway, you will need to select one (1) work area from your own workplace. If you are not currently in a workplace, you will need to approach a workplace that will allow you to complete this portfolio using their workplace. Your completed portfolio will demonstrate your application of WHS knowledge, and your ability to become a safety professional. You may substitute the name of the workplace and any other contact details with fictitious details, if the organisation is concerned about confidentiality of information. The workplace and the contact details of the person completing your Draft Report review and Evaluation of Presentation form, however, must be real. You are required to complete ALL of the assigned tasks within the same organisation. If you think this is going to be a problem, please discuss it with your supervisor or your assessor.
If you don’t have access to a suitable workplace, please inform your assessor.
Templates for all of the documentation you need for this assessment are contained within links in this workbook.
If you are using the Workplace Pathway, please disregard all yellow “Simulated Pathway” boxes.

SIMULATED PATHWAY
If you are selecting the simulated pathway, you will be provided with a case study further down this page, along with all the links to templates that you need to complete the tasks.
You are required to complete ALL of the assigned tasks using the WHS case study simulation. Templates for all of the documentation you need for this assessment are contained within links in this workbook.
If you are using the Simulated Pathway case study, please disregard all red “Workplace Pathway” boxes.

Part 1 – Prepare for a Site Visit

WORKPLACE PATHWAY
If you are selecting the workplace pathway, you will need to select/define a specific work area from your workplace.
As you will be conducting an inspection of a real workplace, it is important that you are thoroughly prepared prior to the inspection. You must conduct the inspection in the most efficient manner, and minimise the disruption to the workplace. Ensure that you have read all of the requirements for Part 1 of this portfolio prior to commencing this task to aid you to fully prepare for the inspection.
To complete this part of the assessment, you need to complete a workplace inspection plan and a consultation plan. Your workplace may already have these templates which you may use if they will enable you to provide the same information required in the templates linked below. If your workplace does not have suitable documents, then you should use the templates provided in this workbook.
SIMULATED PATHWAY
All the information you need for the workplace inspection is provided in the scenario in the following link: Awesome Landscapes Work Area Hazard Inspection Log in to the website using the following details: (username: learner – password: studyhard)
(Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/awesome-landscapes/scenarios/work-area-hazard-inspection/)
Guidance: It is important to read the brief from Shaar Azad, the business manager at Awesome Landscapes, as well as the minutes he has provided from the last meeting he facilitated.
Please select the inspection of ONE of the following sites to complete this project:
Office work area at Awesome Landscapes head office (the inspection will involve viewing photographs of the head office), OR Client site – landscaping around a house currently being renovated (the inspection will involve downloading and viewing a video of the worksite).

1.1 Workplace Inspection Plan

Steps to take: Identify the work area where you will be conducting your inspection. Complete an Inspection Plan (a template is provided for you below). When planning your inspection you need to answer the following: Who is your primary contact? Include their contact details. What is the purpose of the inspection? What is the time period for conducting the inspection? What is the due date for your findings to be presented? What information do you need to gather during the inspection? What additional external research will you need to conduct? From where will you source the information? Who needs to be involved in the inspection? Include what information need to be gathered from relevant personnel. What documentation do you need in order to conduct the inspection? What do you need to complete after the inspection? How you will present your findings? To whom will the findings be presented to? How you will gather feedback on the relevance of the information you will present?
Workplace Inspection Plan
Workplace (include the name as well as the industry the workplace operates under): Awesome Landscapes Office work area
Contact person for the conduct of the inspection (include their contact details): Sam Ng Project Manager 0488381521 sam.ng@outlook.com.au
State/Territory where the workplace is located in: Western Australia
Purpose of inspection: Identify Hazards
Period allocated to gather information: 1 Week
Information to be presented by (date): Suzanne Hussain 21/06/2020
Research/information required prior to inspection: Photos of office work areas
Information to be gathered during the inspection: Areas which are non-compliant
Where to source the information: Guidance: Provide at least two (2) relevant answers. Staff Meeting The Internet
Who needs to be involved in the gathering of information: Guidance: Provide at least one (1) relevant answer. Odette Guernon HSR Manager
Methods for collecting the information: Guidance: Provide at least three (3) responses. Observations Document reviews Face to Face interviews
Name of legal advisor, if required: Bob Brown
Resource/s required to conduct the inspection (document required): Workplace Inspection Plan Hazard Identification Form
Analysis method/s to be used: Guidance: Provide at least one (1) method. Quantative Data Analysis
Report/presentation format to present information: Email
Distribution list for presentation of the information: Guidance: Identify at least one (1) person to whom you will send the presentation information. Shaar Azad Business Manager
Method of gathering feedback on analysis of information presented: Guidance: Provide at least one (1) method. Focus Groups & Discussion Forums
Checklist – Does the workplace inspection plan meet the following requirements? Y/N
The plan must be completed to a stage that demonstrates to your assessor that you are adequately prepared to conduct the workplace inspection. y
The contact person’s phone number and e-mail address has been included along with their name. The contact person must be your supervisor. y
The State or Territory must be included. This must indicate your workplace/home State/Territory. y
The purpose of the inspection must include hazard identification within the workplace, AND assessment of existing control measures to ensure compliance and agreed risk treatments. y
Specific timeframes and dates must be included. y
The organisation’s policies and procedures must also be mentioned. y

1.2 Consultation Plan

Steps to take: Develop a consultation plan (a template is provided for you below). Your consultation plan will provide you with an outline of whom you need to consult with and what information you need to gather from that consultation. The method of the consultation may be through a face-to-face meeting, completion of a survey, email, or phone conversation. You need to submit this as you proceed with your inspection, and deliver your draft report. At a minimum you must consult with the following: stakeholders and key personnel regarding hazard identification, stakeholders and key personnel regarding risk assessment and risk control, stakeholders seeking input regarding potential emergencies relating to the workplace, specialist advisors and emergency agencies regarding potential emergencies relating to the workplace, stakeholders regarding the implementation of change, internal or external personnel regarding legal advice, and relevant managers regarding any breaches identified. Collate the documentation you need in order to conduct the inspection. This includes the pre-prepared templates that you need, as well as developing any surveys, feedback forms, pre-prepared questions you need to address, inspection checklist, or any other documentation you may need in order to conduct the inspection. Conduct any pre-inspection research required to prepare for the inspection. This may include reviewing any legislation, workplace documentation (as workplace policies and procedures, the previous inspection report, the existing risk register) etc. that may be relevant to the inspection. Identify in your consultation plan the period when the inspection was covered by simply writing pre-inspection or post inspection date under the Date/time/location column.

Ensure that you update the Consultation Plan as you go through this assessment.

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