Assessment Implement and monitor WHS policies, procedures and programs to meet legislative requirements BSBWHS401 Student Name Student ID Term Year Class Trainer Name Result NYC C I declare that all work completed in this assessment is my own. Student Signature Date  Assessment Guidelines Assessment You are advised to commence work on your assessment from week 1 and must be submitted by the due date. ⦁ All assessment tasks must be completed and handed in to your trainer for marking. You also need to submit a soft copy of your assessments through the email: [email protected] for records purposes only ⦁ Where you are required to submit documentation for an assessment, it must be attached to your assessment booklet. ⦁ Your trainer will not be able to assist you in answering questions. However, your trainer will address any issues concerning questions requiring further explanation. ⦁ You may refer to your student learner guide/student resources or any other relevant resource when completing your assessment. Do not quote directly from the notes. You should answer questions in your own words, except where it asks you to quote. ⦁ You have access to computers which are equipped with Microsoft suite of products and printing facility is available at nominal cost  Assessment Schedule Week Tasks to complete Learner Sign off Trainer Sign off / Date Comments Week 1 Task 1: Presentation and demonstration Week 2 Task 1: Presentation and demonstration Week 3 Task 1: Presentation and demonstration Week 4 Task 2: Project (including reporting and role-play) Week 5 Task 2: Project (including reporting and role-play) Week 6 Task 2: Project (including reporting and role-play) Comments/feedback to participant Task 1: Workplace toolbox talk and training Performance objective You must be able to research and conduct a toolbox talk on workplace hazards as well as provide effective workplace training and coaching. This assessment is broken into parts A and B. Assessment description You must select, research, and conduct a toolbox talk on a type of workplace hazard that you have identified through consultation with a workgroup. Toolbox talks are regularly delivered to small groups in the workplace and highlight workplace health and safety issues. Once you have delivered your talk, you will then need to source a standard operating procedure and train a member of your (real or simulated) workgroup in that procedure. Procedure Part A: Toolbox talk ⦁ Identify a workgroup in your organisation or simulated work environment, agreed to and arranged with your assessor. ⦁ Consult with the workgroup to identify a hazard. The kinds of hazards you can choose from include: ⦁ physical hazards ⦁ psycho-social hazards ⦁ mechanical hazards ⦁ chemical hazards ⦁ sources of energy ⦁ environmental hazards. ⦁ Conduct research into the hazard through consultation. Where relevant, your consultation should be in accordance with legislative requirements and organisational requirements for consultation. ⦁ Identify relevant legislation and organisational policies and procedures that may apply to the hazard and its treatment. ⦁ Deliver a 10–15 minute presentation (a toolbox talk) to your workgroup on the hazard, including: ⦁ description of the hazard: ⦁ identify specific examples or cases of the hazard ⦁ use photos or videos to explain the hazard ⦁ causes of the hazard ⦁ effects of the hazard ⦁ control methods for the hazard (using the hierarchy of control) ⦁ organisational policies and procedures relating to WHS, including: ⦁ fire, emergency, evacuation ⦁ hazard identification ⦁ incident investigation ⦁ the importance of consultation in identifying and treating hazards in the workplace ⦁ results of consultation with other members of the organisation, WHS consultants, etc. ⦁ an explanation of the relevant provisions of the legislation (such as work health safety legislation), regulations or codes of practice that may apply to the hazard and note when you checked these and when you plan to next check them in order to keep up-to-date with changes in legislation ⦁ how you plan to follow up to consult again on hazard and treatment ⦁ a description of where workgroup members can access information about the hazard. ⦁ Submit a written record of the toolbox talk to your assessor, including plans, consultation notes and email trails, presentation notes, presentation aids, and case studies or examples included in the talk. Ensure you keep copies for your records. Note: If practicable, you can use the internet and YouTube videos to demonstrate examples of hazards. Part B: Training ⦁ Choose an organisation’s standard operating procedure. You will assess your workgroup’s skill and provide training in this procedure. Be sure to identify objective indicators of successful performance for the procedure. ⦁ Identify a (simulated or real) workgroup to train on the safe performance of the procedure. ⦁ Follow organisational procedures and WHS legislative requirements to consult with the workgroup and determine training needs on the procedure. ⦁ You should rate the level of skill for each group member on a skills matrix (Appendix 1). ⦁ To determine how competent a person is, simply ask them to perform the procedure or recite how it can be done. ⦁ Develop a written plan for a training session (a maximum of ten minutes) on the safe completion of the procedure. ⦁ Use the training plan template (Appendix 2). ⦁ Include key steps of the delivery and consultation with your workgroup. ⦁ Prepare all of the resources required. ⦁ Make sure to include any costs associated with your training session in your plan. Training costs may include: ⦁ cost of wages for workgroup members’ time ⦁ lost productivity (cost of time used in activities other than making products or delivering services). ⦁ Where relevant, follow organisational procedures to report costs to management. ⦁ Train your workgroup in the procedure. You may be observed by your assessor. ⦁ Arrange a follow-up meeting or extra learning opportunity with any individual who still needs or would like extra practice to achieve the desired standard of performance. ⦁ Prepare and deliver a five- to ten-minute (maximum) follow-up coaching or mentoring session. ⦁ Use coaching or mentoring techniques and the GROW Model template (Appendix 3) to help the individual reach his or her performance goals. ⦁ You may be observed by your assessor. ⦁ Submit documents to your assessor as per specifications below. Ensure you keep copies for your records. Specifications You must: ⦁ deliver: ⦁ a 10–15 minute toolbox talk that uses presentation aids and includes an example or case study ⦁ a ten-minute (maximum) training session on a written procedure ⦁ a five- to ten-minute follow-up coaching or mentoring session. ⦁ submit: ⦁ a written record of your toolbox talk, including plans, consultation notes and email trails, presentation notes, presentation aids and case studies or examples included in your talk ⦁ a copy of the standard operating procedure on which you based the training ⦁ a skills matrix (use the training matrix template provided in Appendix 1 of this task) ⦁ a training plan ⦁ a coaching/mentoring plan. Your assessor will be looking for: ⦁ reading skills to interpret and analyse complex WHS legislative and organisational documents ⦁ writing skills to document WHS legislative and organisational information using a structure, layout and language suitable for the audience ⦁ oral communication skills to give WHS legislative and organisational information and advice using a structure and language suitable for the audience ⦁ numeracy skills to identify and analyse mathematical information in relation to training costs and risk management data ⦁ ability to take responsibility for adherence to legal and regulatory responsibilities and organisational policies and procedures in relation to WHS ⦁ ability to keep up-to-date on changes to WHS legislation or regulations and organisational policies and procedures ⦁ ability to select and use appropriate conventions and protocols to facilitate consultation or provide feedback ⦁ ability to initiate and contribute to facilitating a consultative role, responding, explaining, clarifying and expanding on ideas and information as required ⦁ ability to collaborate with others to achieve individual and team outcomes ⦁ ability to use formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating choices against a set of criteria for coaching and performance improvement processes. Appendix 1 – Skills matrix Standard Operating Procedure Employee