Ensure a safe workplace for a work area
Assessment Task 3 – Project #3
Student Details and Declaration
|Student Name||Student ID Number|
|Unit Start Date||Unit End Date|
|Assessment Due Date||Date Submitted|
|Context and Conditions of Assessment – Information for Students|
|This assessment will ensure that the elements, performance criteria, performance evidence and knowledge evidence required and conditions are adhered to demonstrate competency in this unit assessment task.
· Read the assessment carefully before commencing.
· This is an open book written and practical demonstration assessmentand will be conducted at the Institute’s Campus – 355 Spencer Street West Melbourne.
· Your Assessor will use the assessment criteria in this document and will provide feedback / comment.
· You must answer ALL the questions correctly in the assessment tasks in your own words and own handwriting.
· Timeframe for this assessment task is 3 hours.
· Your Trainer / Assessor will inform you of the due date for this assessment task.
· Your Assessor will grade as either S – Satisfactory or NS – Not Satisfactory for the assessment. In all cases your Assessor will provide you with feedback.
· Only when all assessment tasks have been graded as S – Satisfactory you will be deemed C – Competent in the final result of the unit of competency; if you do not satisfactorily complete all the assessment tasks you will be deemed NYC – Not Yet Competent.
|Assessment Appeal – Information for Students|
|· Students have access to an assessment appeals process to challenge the outcome within 20 working days of the assessment decision being made.
· The appeal is required to be submitted in writing with relevant evidence documentation provided.
· The Institute will respond within 3 working days of the receipt of appeal to confirm it has been received.
· The Institute will review the appeal and inform student of the outcome within 10 working days of the receipt of appeal.
· The outcome will outline information on student’s next steps including process for further appeal process.
|Reasonable Adjustments – Information for Students|
|· Reasonable adjustment refers to adjustments made for students with a disability, condition or special learning need.
· Students can make a request for reasonable adjustment during their enrolment.
· Each case is considered individually and the all relevant circumstances are considered in making the decision
· The Institute reserves the right, after the review of the needs of the student with a disability, to not provide services that would impose unjustifiable hardship upon the Institute or the activities provided during the course of operations.
· The range of reasonable adjustments made may include (but not limited to):
• the use or loan of adaptive/assistive technology or equipment for use by people with a disability or illness to enable them to undertake their training/assessment in a fair and equitable manner (e.g. seating, personal computer access)
• alternative methods of assessment (e.g. verbal assessment, practical demonstration)
• individual conditions of assessment (e.g. seating arrangements, additional 10 minutes per hour, toilet/rest/exercise breaks, bite sized food/drink)
• accessible learning formats (e.g. large print materials, coloured exam paper)
• provision of a scribe
• referral to additional services.
|Re-Assessment Process and Plagiarism, Collusion and Cheating – Information for Students|
· If the evidence is graded as NS – Not Satisfactory you will be required to re-submit the evidence. In this case, you will be provided with clear and constructive feedback based on the assessment decision so that they can improve your skills / knowledge prior to reassessment.
· Where a ‘NS – Not Satisfactory’ judgement is made, you will be given guidance on steps to take to improve your performance and provided the opportunity to resubmit evidence to demonstrate competence. The assessor will determine and discuss the reasons for NS – Not Satisfactory on any of the criteria and will assess you through a different method of assessment e.g. verbal/oral questioning, problem solving exercises.
· You will be notified within 10 working days of undertaking an assessment of your result in achieving competency
o If a student does not complete the assessment, they should notify their trainer as to why they did not complete the assessment and if due to illness, a medical certificate must be produced and apply for Special Consideration in accordance to MITP91 Special Consideration Policy and Procedure.
o In the above scenario, student will be given an opportunity for reassessment within 5 working days with no reassessment fee charged.
o Students who are deemed to be Not Yet Competent (NYC) will be provided with information identifying the areas in which they failed to achieve competency. Students will then have the opportunity to repeat the assessment task and relevant reassessment fees will apply for the unit.
Plagiarism, Collusion and Cheating
Plagiarism means: taking someone’s words, ideas, work or other materials and present them as your own.
Collusion means: understanding or agreement between two or more people to intentionally cooperate and gain an unfair advantage in assessment.
Cheating means: seeking to obtain an unfair advantage in an examination or assessment.
If a student is found to be cheating, plagiarising or colluding during their assessment, the student will immediately be deemed NS for the assessment task. The student will have to follow the reassessment process and relevant reassessment fees will apply for the unit.
o If the student is found to be plagiarising, cheating or colluding again after the initial instance, the student will be deemed NYC for the entire unit of competency. The student will be required to reenrol for the entire unit of competency and relevant reenrolment fees will apply for the unit.
o Any further instances of plagiarism, cheating or collusion will result in the suspension or cancellation of the student’s enrolment
o The Institute has intervention strategies, including student support services available to enable students to complete qualification in the expected time frame. Students at risk of not completing within this time frame are identified as early as possible and an intervention strategy is put in place. All students are encouraged to speak to the trainer/assessor and/or Student Services Coordinator in regards to any issues about their course.
The Institute will ensure access to:
|· A safe environment that meets the training package requirements and conditions of assessments by having adequate access to:
o relevant workplace documentation and resources
o case studies
o interaction with other students for discussions
|Evidence to be submitted by the student: –|
|· Completed written responses to all questions in the assessment task and completion of all tasks
There is a performance and observation checklist for the tasks provided.
|Assessment Decision Making Rules|
|Your assessor will be looking for the following in this assessment task:
· Completed written responses to all questions in the assessment task and completion of all tasks
Your assessor may seek additional information or clarification from you of questions that you may not have answered fully. There is a performance and observation checklist for the tasks provided.
Student to complete the below prior to commencing assessment
|The assessment process and tasks were fully explained.||Yes / No|
|I am aware of which evidence will be collected and how.||Yes / No|
|I am aware of appeals process of an assessment decision (outlined in this document under Assessment Appeal)||Yes / No|
|I am aware of the consequences for plagiarism, cheating or collusion (outlined in this document under Re-Assessment Conditions and Plagiarism, Collusion and Cheating)||Yes / No|
|I am aware of the reassessment processes if deemed not yet satisfactory for this assessment task or not yet competent for the entire unit of competency (outlined in this document under Re-Assessment Process and Plagiarism, Collusion and Cheating)||Yes / No|
|I have discussed any additional educational support or reasonable adjustments I require in order to undertake this assessment with the Student Services Coordinator and Trainer / Assessor, (if applicable) (outlined in this document under Reasonable Adjustments)||Yes / No|
|I have access to all required resources?||Yes / No|
|Student Declaration: – I declare that I was adequately informed of the assessment process prior to commencing this assessment task. I understand that if I disagree with the assessment outcome, I understand the appeals process available.|
|Assessor Declaration: – I verify that I have adequately explained the above prior to commencing assessment and provided clarifications to students as required.|
Please read carefully of the background of the simulated company below.
This task is a continuation from Assessment Task 1 and 2 and referring to the same simulated business case scenario. Additional appendices referred to is provided in this document.
Your Task to be completed
- Review the Australian Hardware scenario in Appendix 1.
- Review the Australian Hardware simulated business information in the appendices of Assessment Task 1 and WHSMS documentation and planning you developed in Assessment Tasks 1 and 2.
Note: Detailed information on Australian Hardware, including operational policies and procedures, risk management, and financials may be accessed at:
- ‘Australian Hardware’, IBSA, <http://simulations.ibsa.org.au/australian_hardware/>.
- Review the Australian Hardware national WHS data in Appendix 2.
- Read and analyse the data.
- Develop an evaluation report. Include in your report:
- three recommendations, including improvements to recordkeeping practices and induction or training
- justification for recommendations with reference to internal and external requirements, such as WHS legislation, standards, codes of practice. Refer to particular relevant sections of legislation.
- Create a plan for the implementation of your recommendations, including the implementation of training/induction recommendations. Ensure you:
- include regular review and reporting
- include timelines, resources and actions
- are consistent with recommendations and justification with respect to compliance and adherence to organisational requirements.
- Create a plan for a typical training or safety induction session. Ensure your training/induction session:
- adheres to existing policies and procedures
- demonstrates adherence to your recommendations and is designed to address performance issues:
- for example, develop and demonstrate a procedure for safe handling of X to reduce accidents with X
- demonstrates adherence to overall company aims and objectives
- has a particular target audience
- for example, customer service inductees or managers
- demonstrates adherence to WHS legislation, codes of practice or standards:
- for example, develop and train a relevant safety procedure with close reference to an Australian Standard or model code of practice.
Appendix 1: Scenario – Australian Hardware
|You are a WHS consultant. You have been contracted by Australian Hardware to design and implement a WHS management system for the organisation.
You have developed and implemented your WHS risk management policy and procedures in consultation with workers and their representatives.
After successfully piloting the program at the Wollongong Store, you have implemented the program nationwide.
The main needs of Australian Hardware with respect to the proposed system, are:
● legal compliance across jurisdictions
● safest possible workplace conditions for workers
○ objective: bring LTIFR and Injury Rate (IR) to 10% below national averages (Last year LTIFR = 13.9; IR = 2.0)
● integration with all other Australian Hardware management systems, operations and corporate culture
● advertise and demonstrate Australian Hardware commitment to WHS.
It is now the end of the first year of implementation and you have data to determine the success of the program.
You will need to analyse the data, plan improvements to the system, and plan any required training/induction.
Appendix 2: Australian Hardware national WHS data
|FAI||First Aid Incidents|
|MTI||Medical Treatment Injury|
|LTI||Lost Time Injury|
|NMI||Near Miss Incident|
|LTIFR||Lost Time Injury Frequency Rate|
|FAI||1 Jul 2012||Customer service staff (new)||Hurt back lifting lawn mower for customer. 10 missed days.||Team leader initiated remedial training and coaching for employee.||Wollongong||N|
|MTI||1 Jul 2012||Customer service staff (new)||Fall from stacks of building supplies in warehouse; broken wrist. 1 day hospitalisation; 10 missed days.||Team leader initiated safety action meeting.||Sydney||Y|
|MTI||4 Jul 2012||Customer service staff (new)||Chemical burns. 2 employees engaging in horseplay.||Disciplinary action against 2 employees; team leader
Team leader initiated safety action meeting: regulator notified six weeks after incident; team leader embarrassed by conduct of employees under supervision.
|LTI||7 Aug 2012||Customer service staff (new)||Depression. Leave of absence ongoing.||No action recorded.||Bendigo||N|
|NMI||14 Aug 2012||Customer service staff (new)||Service staff dropped leaf blower narrowly missing other customer service staff; could have resulted in serious head injuries.||No action recorded.||Darwin||N|
|LTI||25 Aug 2012||Driver||Suspected panic attack but possible heart attack; driver ceased work immediately before possible accident. Driver receiving counselling, medical examination; leave of absence 5 days.||No action recorded.||Bendigo||N|
|LTI||17 Aug 2012||Customer service staff (new)||Staff member sore back from lifting: 5 days’ leave.||No actions recorded.||Port Arthur||N|
|LTIFR||9 Sep 2012||Customer service staff (new)||Staff member fall from lumber stacks. Sore back; 2 days’ leave.||No actions recorded.||Gold coast||N|
|FAI||10 Sep 2012||Customer service staff (new)||Employee received minor cuts while demonstrating grinder to customer.||Team leader initiated safety action meeting.||Coburg||N|
|MTI||19 Sep 2012||Customer service staff (new)||Employee panic attack/nervous breakdown/psychotic or drug induced; employee physically threatens another with lawn mower blade and unknown substance; Employee arrested, placed in psychiatric examination.||No actions recorded.||Ballarat||Y|
|LTI||23 Sep 2012||Customer service staff (new)||Staff member hurt lifting vanity into customer vehicle; 1 day’s leave.||Team leader initiated safety action meeting.||Launceston||N|
|LTI||22 Sep 2012||Customer service staff (new)||Staff member hurt hands while stacking mortar; 2 days’ absence.||Team leader initiated remedial training and coaching for employee.||Mount Isa||N|
|LTI||3 Oct 2012||Forklift driver||Driver hurt by falling boxes: 2 days’ leave||Team leader initiated remedial training and coaching for employee.||Adelaide||N|
|LTI||18 Oct 2012||Fork lift drivers||Team complaining of headaches from forklift fumes; 5 days’ team total absence.||No other actions recorded.||Sydney||N|
|FAI||24 Oct 2012||Customer||Customer fell in spilt petrol. First aid administered for bruising on left leg.||Team leader initiated training and SAM for staff.||Melbourne||N|
|LTI||28 Oct 2012||Customer service staff (new)||Staff member struck by falling object. Sore neck and shoulders; 1 day’s absence.||Team leader initiated training and SAM for staff.||Torquay||N|
|NMI||2 Nov 2012||Customer service staff (new)||Customer service staff member nearly severs finger demonstrating bandsaw.||Team leader initiated training and SAM for staff.||Wollongong||N|
|MTI||13 Nov 2012||Forklift driver overcome by fumes||Driver found unconscious.||Hospitalisation. Possible brain injury. Other actions recorded.||Hobart||N|
|LTI||17 Nov 2012||Customer service staff (new)||Staff member struck by falling object. Sore neck and shoulders; 1 day’s absence.||No action recorded.||Byron Bay||N|
|NMI||8 Dec 2012||Customer service staff (new)||Customer service staff member nearly severs finger demonstrating bandsaw.||No action recorded.||Port Macquarie||N|
|LTI||10 Dec 2012||Customer service staff (new)||Staff member sore back from lifting: 53 days’ leave.||No actions recorded.||Geraldton||N|
|LTI||13 Jan 2013||Customer service staff (new)||Fell while carrying boxes. Minor cuts treated.||Training recommended in manual lifting.||Geelong||N|
|MTI||11 Jan 2013||Customer service staff (new)||Customer service staff member severs finger demonstrating bandsaw; Ambulance called.
1 day required hospitalisation.
|Training and SAM recommended. Regulator not informed for several weeks due to confusion as to who is responsible for notification.||Ballina||Y|
|LTI||6 Mar 2013||Customer service staff (new)||Slipped and fell while carrying boxes; 2 days’ absence.||Training recommended in manual lifting.||Port Fairy||N|
|FAI||1 Apr 2013||Customer service staff (new)||Fell while carrying boxes. Minor cuts treated.||Training recommended in manual lifting.||Freemantle||N|
|LTI||2 Apr 2013||Customer service staff (new)||Slipped while stacking outdoor furniture; 2 days’ absence.||Training recommended in manual lifting||Bundaberg||N|
|LTI||4 May 2013||Customer service staff (new)||Slipped and fell while carrying boxes; 2 days’ absence.||Training recommended in manual lifting.||Canberra||N|
|NMI||15 May 2013||Customer service staff (new)||Customer nearly injured by lawn mower during demonstration.||No action taken or recorded.||Malvern||N|
|LTIFR||27 May 2013||Customer service staff (new)||Slipped on unknown substance. 1 day’s absence.||No actions recorded.||Perth||N|
National LITFR and IR statistics:
National LITFR = 11.3 / Australian Hardware target = 9
National IR = 1.5 / Australian Hardware target = 1.5
National manager summary of comments:
Workers, particularly new retail workers, are unfamiliar with working in retail/warehouse environment. Workers as well as those in supervisory positions would benefit from basic safety awareness/reporting training. All training/induction would need to be based on national standards and legislation as much as possible. Training/induction should focus on areas of high incidence rates.
Performance criteria checklist forAssessment Task 3 – Project
Instructions for Students
You can view the following checklist as a guide for the areas and criteria that your assessor will be assessing you on. Please note that this checklist is for your assessor to complete only.
|Trainer and Assessor to complete|
|Did the candidate:||Satisfactory?|
|Identify of patterns of occupational injury and disease in the organisation, and to maintain a record of WHS decisions made, including reasons for the decision?
● Use national WHS data, LTIFR statistics and manager comments to develop recommendations?
● Develop recommendations on recordkeeping?
○ For example, recommend changes to reporting procedures to improve data collection or compliance, or recommend use of recordkeeping standard or WHS guidance?
|Measure and evaluate the WHSMS in line with the organisation’s quality systems framework:
● Use national WHS data, LTIFR statistic and manager comments to develop recommendations and compare with organisational performance targets, objectives for WHSMS?
● Use information technology skills to present data in evaluation report using appropriate spreadsheet or word processing software?
|Develop and implement improvements to the WHSMS to achieve organisational WHS objectives?
● Plan implementation of three recommendations? Recommendations could include, for example:
○ changes to reporting procedures
○ training on reporting procedures, basic safety, manual lifting, handling of hazardous substances, safety obligations, forklift operation
○ changes to monitoring and targets.
● Use information technology skills to develop plan?
|Ensure compliance with the WHS legislative framework so that, as a minimum, WHS legal requirements are achieved?
● Develop three recommendations in report?
● Describe how recommendations will achieve compliance with particular legislation, codes of practice, standards, etc.?
● Refer to particular sections of relevant legislation?
● Plan implementation in accordance with recommendations and legal rationale?
|Develop and provide a WHS induction and training program for all workers as part of the organisation’s training program?
● Plan training/induction as part of implementing recommendations?
● Develop a detailed typical session focusing on relevant skills?
|The student’s performance was:||q Satisfactory
q Not Satisfactory
|Feedback to Student:
|Assessor Name:||Assessor Signature:|
END OF ASSESSMENT
Assessment Task Outcome
Student and Assessor Details
|Unit name||Ensure a safe workplace for a work area|
Assessment Task 3
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
|Feedback to Student||