Instructions to students: 3

Assessment instructions. 3

Assessment Task. 3

Assessment requirements. 3

Competency outcome. 4

Assessment appeals process. 5

Special needs. 5

Additional evidence. 5

Confidentiality. 5

Academic misconduct. 5

Activities. 9

Activity 1A.. 9

Activity 1B. 9

Activity 1C. 10

Activity 1D.. 11

Activity 2A.. 11

Activity 2B. 12

Activity 2C. 13

Activity 2D.. 14

Activity 2E. 15

Activity checklist – for assessor. 16

Case Studies: (Source- Safe Work Australia). 17

Case Study 1. 17

Case Study 2: 18

Case Study: Assessor checklist. 19

Knowledge Activity: 20

Knowledge Activity: Assessor checklist. 3

Supplementary Oral Questions (optional) – for assessor. 3

Competency record to be completed by assessor. 7


Instructions to students:

Assessment instructions

Overview

The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted. Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments, which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information.

Assessment Task

The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to:

·         Complete each question, including any sub-questions;

·         Provide in-depth research on the topic, using appropriate primary and secondary sources;

·         Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used.

All assessments required to be completed are compulsory as it is a required condition of your enrolment. 

Assessment requirements

The assessments within this document can be completed through several approaches such as:

·         Observation of real, indisputable actions as they occur;

·         Written or oral task such as reports, role play, work samples etc;

·         Portfolios;

·         Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party.

All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g., from the workplace), or clients/customers. 

Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated simulated environment.

During the simulation session, the student is required to meet the following requirements:

Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)

Be aware of relevant procedures in case of accident, emergencies, evacuation

Follow the start and finish times, breaks, work routines, etc.

Follow the policies on personal phone calls and personal emails.

The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student Attendance and Academic Progression policy and procedure.’

Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct Rules’.

Students should come prepared for the planned activities for simulation.

Observation/demonstration/simulation (if required):

You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g., timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions. 

Competency outcome

Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit. If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which requires re-enrolment.  Please be aware that the third attempt of resubmission or re-enrolment to the course can result in additional costs/fees.

Assessment appeals process

As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Special needs

Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability). However, the trainer/assessor must be well informed about this so they can immediately implement the necessary adjustments and have it ready before commencement.

Additional evidence

If at any event during or after the assessment process, the trainer/assessor requests you to provide additional information or an alternative submission to establish your level of competency, then you are required to do so. However, you must do so in a way that avoids any issues of privacy or confidentiality.

Confidentiality

All information provided to us regarding your job, workplace and employer will be kept confidential in accordance with the relevant law. However, it is your responsibility to check that all information provided to us does not involve details unrelated or not agreed upon for disclosure. For example, information about your employer, colleagues and other related third parties who might be involved. Although we may require information about these other parties, it is your responsibility to check that valid consent has been given from these individuals before providing us with the requested information. This process of obtaining information from the relevant parties must also be done in accordance with the relevant law.   

 

Recognised prior learning

Any candidate may apply for credit transfer which they wish to count towards their course credit following the application and assessment process of the credit transfer policy and procedure.

Academic misconduct

Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:

Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include acts such as, but not limited to:

Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and

Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work.

Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include:

 

Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students' answers, leaving the examination or test answer papers exposed to another student’s view;

Impersonating another student or arranging for someone to impersonate a student in any assessment task;

Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the student’s own work;

Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s own work;

Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates.

 

Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission.

Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing your assessment it is advised that you refer to our Academic Misconduct policy and procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found committing any of these acts, you will be investigated in which the appropriate disciplinary action will be taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with your trainer before submitting the final assessment.

Student Details

Student ID:            _____________________________________________________________

Name:                    _____________________________________________________________

Phone:                   _____________________________________________________________

Email:                     _____________________________________________________________

Declaration

I declare that

The content in this document is my own work, based on my own study and research and no part of it has been copied from any other source, except where acknowledgement/reference has been made.

The content in this document is my own work and no part of the work has been copied from any other student who is currently studying or was graduated from the college.

I have read and understood all instructions and requirements for the work, task, or assessment that is assessed by my trainers and/or assessors. The understanding includes the submission date and time.

I will keep a copy of my submitted work (e.g., logbook, or assessment).

I have read and understood the assessment policy and procedures, and academic misconduct policy and procedures:

I will perform my work to the best of my ability.

I will not commit academic misconduct stated in academic misconduct policy and procedures. Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.

I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent result for the unit of competency. This can result in work/assessment/task resubmission and re-enrolment of the unit of competency which can incur additional costs/fees to me.

I understand that any assessment/task/work deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.

I give permission for my assessment/task/work to be reproduced, communicated, compared, and archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy and procedures

I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the result.  I will follow the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

I take full responsibility for the correct submission of this assessment/task/work in the required place/channel with the correct cover sheet.

 

Student Signature: ____________________________________________________________

Date:                      _____________________________________________________________

 

ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the learners involved should be provided below:

If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or task. 

The content of this work/task/assessment is completed by the students named below. All students acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in accordance with the requirements. All students declare that no part of this assessment, task, or work is taken from or completed by any other student. If the assessment, work, or task cites or paraphrases information from other sources, reference and acknowledgement of those sources must be provided.

Student 1:

Student ID:                 ____________________________________________________________

Student Name:       ____________________________________________________________

Student Signature:  ____________________________________________________________

Student 2:

Student ID:                  ____________________________________________________________

Student Name:        ____________________________________________________________

Student Signature:  ____________________________________________________________

Student 3:

Student ID:                  ____________________________________________________________

Student Name:        ____________________________________________________________

Student Signature:  ____________________________________________________________

Student 4:

Student ID:                  ____________________________________________________________

Student Name:        ____________________________________________________________

Student Signature:  ____________________________________________________________

 

                         

Activities

Activity 1A

Estimated Time 20 Minutes
   
Activity 1.       How will you access legislation, regulations, code of conduct and workplace policies and procedures for WHS at your workplace?

 

2.       Interpret below policy and write a 100-word report.

 

3.       Identify three types of hazards that you may find in the workplace.

 

4.       What procedures can you develop for ongoing hazard identification, and assessment and control of associated risks.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 1B

Estimated Time 20 Minutes
   
Activity 1.       What is hierarchy of risk controls?

 

 

2.       How will you monitor risk controls and hazard-specific procedures to support compliance with legislative and regulatory requirements?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 1C

Estimated Time 20 Minutes
   
Activity 1.       Identify requirements for expert WHS advice.

2.       At your organisation, how will you request this advice?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 1D

Estimated Time 20 Minutes
   
Activity 1.       What should you check for when looking at how the risk controls are working?

 

2.       What is a residual risk?

 

3.       What steps should you take after reporting issues of concern with current risk control measures?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 2A

Estimated Time 20 Minutes
   
Activity 1.       What does PCBU stand for?

 

2.       What does the WHS Act 2011 Part 5 require all parties involved should do?

 

3.       How will you develop and provide consultative WHS activities to address the WHS issues at your workplace?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 2B

Estimated Time 20 Minutes
   
Activity 1.       Why should you communicate about WHS issues to the work team?

2.       What opportunities can be provided to workers to contribute to feedback on WHS issues?

3.       How can PCBU’s monitor the above process?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 2C

Estimated Time 15 Minutes
   
Activity  

1.       What should be included to document the outcomes of the consultation?

2.       How will you communicate the outcomes of the consultation to the workers?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 2D

Estimated Time 20 Minutes
   
Activity 1.       How will you develop and implement processes to ensure documentation of responsibilities, duties and accountabilities discussed during WHS consulations are done?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 2E

Estimated Time 20 Minutes
   
Activity  

1.       Identify WHS training requirements at your workplace.

2.       How will implement and monitor training programs to ensure the identified WHS training needs are met (include induction/ orientation process as well)?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence

(Code and Title)

 
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No

    (Please circle)

Has sufficient evidence and information been provided by the learner for the activity?     Yes         No

    (Please circle)

The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learner’s signature  
Assessor’s signature  

Case Studies: (Source- Safe Work Australia) Case Study 1

Alex runs a small domestic cleaning business. The business is getting busier again with new bookings and regulars who paused their service are now wanting to have their homes cleaned again. Alex has been keeping up to date with the latest COVID-19 public health advice, but she is unsure about what this means for her work health and safety duties.

Alex locates and reviews Safe Work Australia’sresource kit for COVID-19, including the guidance for providingin house services. She reviews theexample scripts,and it starts her thinking about the ways she interacts with clients.

Alex has great regulars who she’s worked with for years, but she is still worried that some people might be hesitant or forget to tell her if they’re unwell before her cleaning teams arrive. Alex decides to get on the front foot and put systems in place to keep her workers and clients as safe as possible. Knowing lots of her regulars are actually working from home, she asks all clients to leave a key for the cleaning team so they can enter the home without needing to interact with her workers (even if they’re home). She also suggests owners consider going for a walk while cleaning is underway and gets her workers to text the owners when they’re on their way to the job.

She tells her workers that if they arrive at a home and they believe people there may be unwell or are self-isolating, to not enter the home and to call her straight away. She will then call the client to discuss the situation before any work is done.

To smooth the way for the new arrangements, Alex updates her social media pages, and takes time to discuss health and hygiene protocols with her new clients over the phone when they make a booking. She also sets arrangements out in an email to her existing customer base. She includes headshots of her workers in the material with a banner reading “Let’s keep each other safe” and also takes the opportunity to pass on her bank details for direct deposit so her workers don’t have to handle cash.

Read the above case study and answer to the following questions:

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

 

Ø  Identification of hazards and potential hazards

Ø  Risk assessment

Ø  Strategies for minimising risk

Ø  Analysis of residual risk

2.       How can you assist Alex to develop WHS record keeping policies and procedures and demonstration of use of PPE?

3.       How can Alex monitor hazard, injury and incident reporting processes to meet the state legislative requirements?

4.       Write a short role play where Alex has consulted with at least  2 workers to inform about WHS policies and procedures and also a discussion regarding outcomes of a workplace risk assessment, including risk controls and measures developed as part of the risk assessment process.

5.       You are now appointed as a WHS officer at Alex’s business, how will you monitor and evaluate workplace compliance with WHS procedures including record keeping under legislative requirements.

Case Study 2:

Nijah is the Director of an Early Learning Centre and has responsibility for 10 early childhood educators and up to 30 children ranging between 6 weeks and 5 years old.

Nijah knows she has a duty of care underWHSlaws for the health and safety of her workers, the children in care at the centre and the families of those children when they visit the centre. With the additional risk of COVID-19 there are many things to consider, as they prepare food for children, small children do not understand physical distancing and they change nappies and help with the toileting of older children.

Nijah is keen to maintain a high standard of hygiene at the centre and wants to make sure that her workers are reminded of the appropriate use of gloves in the workplace. Nijah considers that this is especially important at the moment as there are confirmed cases of COVID-19 in her local suburbs.

Nijah thinks about how she can highlight to workers the importance of using gloves correctly, when to change them and how to dispose of them. Nijah decides to put up educational posters in all wet areas, food preparation areas and in each room. Nijah has made these posters bright and happy by having the children colour them in as one of their activities.

Nijah also lets her staff know that they must wash their hands or use hand sanitiser before wearing gloves and after removing the gloves and they must change their gloves after each individual task is completed. Nijah also advises her workers to avoid touching their face when wearing gloves.

During each catch-up with her workers, Nijah reminds them they should continue to wear gloves when preparing or serving food, changing nappies, assisting a child with toileting or assisting a child to blow their nose. Nijah also asks her workers to wear gloves when disposing of any waste or rubbish. Nijah has installed and labelled sealed bins for used gloves and placed them near all hand washing facilities. But she has noticed that some workers are throwing the gloves in normal bins.

On Monday, one child has taken a glove form the normal bin and tried to put it in their mouth. It was an emergency situation and workers had to rush him to the doctors.

 Read the above case study and answer to following questions:

1.       Determine the WHS priorities in the above scenario by consulting with the workers and develop a WHS action plan taking account of priorities and training needs.

2.       Identify potential barriers in improvements in WHS procedures

3.       How will Nijah establish processes to monitorand review  the success of the action plan and update the plans as required?

4.       Write a short note to demonstrate the coordinated workplace procedure for above emergency situation.

5.       Produce and complete a workplace incident report in line with regulatory guidelines and organisational policies.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Case Study: Assessor checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence

(Code and Title)

 
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No

    (Please circle)

Has sufficient evidence and information been provided by the learner for the activity?     Yes         No

    (Please circle)

The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learner’s signature  
Assessor’s signature  

Knowledge Activity:

1.       State/Territory WHS authorities regulate and enforce workplace health and safety legislation in their jurisdiction.

On which areas do they impact the workplace or organisation’s policies and procedures, regulations, codes of practice and industry standards? Select only five (5) from the options below.

 

Monitoring attrition rate of employees

Compliance with work and health and safety laws

Funding community services

Reporting requirements for workplace incidents

Implementation of anti-discrimination policies

Injuries and workers’ compensation claims

Handling clients’ complaints

Health and safety representative training

Work health and safety training and assessment

 

 


 

2.      Persons conducting a business or undertaking (PCBUs), workers, and officers (e.g. supervisors or WHS officer) all have legal rights and responsibilities, as set in the relevant WHS legislation.

In your own words, discuss how these legal rights and responsibilities impact workplace or organisation’s policies and procedures, regulations, codes of practice, and industry standards.

Each discussion must be between 60 – 100 words in length.

 

Stakeholder

How do these legal rights and responsibilities impact workplace or organisation’s policies and procedures, regulations, codes of practice, and industry standards?

PCBU

Workers

Officers

 

 

 


 

3.      Discuss how the current legislative requirements for record-keeping and reporting impact your organisation’s policies and procedures and regulations.

Each discussion must be between 60 – 100 words in length.

 

Legislative requirement

Impact on your organisation’s policies and procedures and regulations

Record-keeping

 

Reporting

4.      In your own words, discuss how due diligence and general duty requirements impact your organisation’s policies and procedures and regulations.

Your discussion must be between 60 – 100 words in length.

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

5.      Work health and safety legislation have in place regulatory requirements for all types of industry settings or work sites, including the work settings in the community services industry.

In your own words, discuss how these WHS requirements impact the organisation’s policies, procedures, and regulations.

Your discussion must be between 60 – 100 words in length.

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6.      Work health and safety legislation have in place regulatory requirements for all organisations to conduct WHS consultation with stakeholders.

In your own words, discuss how these requirements impact the organisation’s policies, procedures, and regulations.

Your discussion must be between 60 – 100 words in length.

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7.      Work health and safety legislation have in place regulatory requirements for hazardous manual tasks and infection control.

In your own words, discuss how these legislative requirements impact the organisation’s policies, procedures, and regulations.

Each discussion must be between 60 – 100 words in length.

 

Hazardous manual tasks

 

Infection control

 
8.     Identify three (3) hazards common in the community services work setting. List one (1) associated risk for each hazard you identify and provide one (1) strategy how to minimise this risk from happening.

Write your answers in the spaces provided.

Guidance: Ensure that your responses are relevant to the community services industry.

 

 


Common hazards in working in the community services industry

Guidance: List three (3).

Associated risk

Guidance: List only (1) for each hazard you identify.

Strategy for minimising associated risk

Guidance: List only (1) for each hazard you identify.

     
     
     

 

 


9.      Work health and safety legislation have in place specific requirements for organisations’ policies and procedures. Listed below are some of these requirements.

In your own words, discuss how each of these requirements applies to your organisation’s policies and procedures.

Guidance: You may refer to the provisions in the WHS legislation relevant to your home State/Territory.

 

WHS Requirement

How this requirement applies to organisational policies and procedures

Human resources policies and procedures

Consultation and participation

Incident investigation and record-keeping

 

Quality system documentation

 

Designated person/s for raising issues

Workplace support services

Use of personal protective equipment (PPE)

Emergency procedures

 

Hazard identification

 

Risk assessment and control

 

 


 

10.  From the options below, select the three (3) statements that are accurate about the principles of risk assessment.
 

Risk assessment is a complex process that only licensed specialists are authorised to conduct it.

Risk assessment involves considering what could happen if someone is exposed to a hazard and the likelihood of it happening.

Risk assessment is not required and is an optional third-party service that organisations may avail.

Risk assessment helps determine the severity of a risk and whether any existing control measures are effective.

Risk assessment determines what action should be taken to the control the risk and how urgently the action needs to be.

 

 


 

11.   In your own words, discuss what risk analysis is and the principle underlying this process.

Your response must be between 60 – 100 words in length.

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

12.  Hazard identification is an important process in hazard and risk management. Provide two (2) procedures that organisations would follow to identify hazards.
 
     

 

     

 


 

13.  From the options below, select the three (3) statements that are accurate about the principles of hierarchy of control.
 

Hierarchy of control follows a ranking system to control risk; from the highest level of protection and reliability to the lowest.

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

Risks are minimised by randomly selecting from the controls available.

The primary aim in the hierarchy of control is to administer personal protective equipment (PPE).

Risks are minimised by working through the other alternatives in the hierarchy of control, for example, if the risk cannot be removed, then substitute/replace the hazard, etc.

 

 


 

14.  Listed below are two (2) hazards common in working in community services and their associated risks.

Provide at least one (1) way how to minimise the associated risk based on the recommended control to be used.

The first response has already been provided for your reference.