SITXWHS003 Implement and monitor work health and safety practices APEX Institute of Education Learner Assessment Pack
This unit describes the skills and knowledge required to develop and monitor implementation of the operational plan to provide efficient and effective workplace practices within the organisation’s productivity and profitability plans.
Management at a strategic level requires systems and procedures to be developed and implemented to facilitate the organisation’s operational plan.
This unit applies to individuals who manage the work of others and operate within the parameters of a broader strategic and/or business plan.
ELEMENT |
PERFORMANCE CRITERIA |
Elements describe the essential outcomes. |
Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Provide information on health, safety and security. |
1.1.Explain relevant WHS information to personnel. 1.2.Make all current WHS information readily accessible to staff. |
2. Monitor safe work practices. |
2.1.Monitor adherence to organisational WHS procedures. 2.2.Monitor ongoing compliance with safe work practices. 2.3.Take prompt action to address non-compliance with procedures and safe work practices. 2.4.Monitor day-to-day effectiveness of WHS practices in maintaining the health, safety and security of personnel. |
3. Coordinate consultative arrangements for the management of health, safety and security issues. |
3.1.Coordinate the operation of all consultative processes. 3.2.Provide opportunity for staff members to contribute their views on current and future WHS management practices. 3.3.Resolve or refer issues raised through WHS consultation to the appropriate person. 3.4.Provide timely staff and own feedback on WHS management practices to the designated person. |
4. Implement and monitor procedures for identifying hazards, and assessing and controlling risks. |
4.1.Coordinate scheduled hazard identification activities, ensuring hazards are identified at times designated by legislation. 4.2.Identify any hazards on an ongoing basis during own day-to-day workplace operations. 4.3.React to reports of hazards by other workers, and coordinate and participate in risk assessments. 4.4.Implement any risk control methods or refer to appropriate person if control is outside scope of responsibility. 4.5.Monitor effectiveness of control measures, promptly identify any inadequacies, and resolve or report them to the appropriate person. |
5. Implement and monitor health, safety and security training. |
5.1.Identify WHS training needs based on regular staff monitoring. 5.2.Make arrangements for fulfilling training needs. 5.3.Monitor effectiveness of training and make required adjustments. |
6. Maintain WHS records and reports. |
6.1.Complete WHS records and reports accurately and legibly and store according to organisational and legal requirements. 6.2.Use data and reports to provide reliable and timely input into the management of workplace health, safety and security. 6.3.Minimise use of printed materials and maximise electronic transmission and filing of all documents to reduce waste. |
To achieve competency in this unit a student must demonstrate their ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
Skills must be demonstrated in an operational tourism, travel, hospitality or events business operation where WHS management practices are implemented and monitored. This can be: o an industry workplace o a simulated industry environment.
Assessment must ensure access to:
This assessment is set in accordance with the criteria for AQF Level 5. As stated in the AQF specification for the Diploma qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 5 criteria and the Diploma descriptor.
Students at this level will have specialised knowledge and skills for skilled/para-professional work and/or further learning.
Students at this level will have technical and theoretical knowledge in a specific area or a broad field of work and learning.
Students at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:
Students at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined knowledge responsibility in known or changing contexts and within broad but established parameters
The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral communication, numeracy and learning.
Foundation skills encompass the core skills of reading, writing, oral communication, numeracy and learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist skills. The foundation skills have been addressed in the assessment as part of the performance criteria for this unit.
To demonstrate competence in this unit, students must undertake all tasks in this assessment booklet and complete them satisfactorily and in addition, also satisfactorily complete the role play assessment, including demonstrating communication skills during the practical activities. If the student does not answer some questions or perform some tasks satisfactorily and therefore is deemed to be ‘Not Competent’, they may be asked supplementary questions or given alternative activities to determine competence. After the student has demonstrated consistency in performance, the student is to be awarded this unit.
Should the student still be deemed ‘Not Competent’, the student should be offered the opportunity to undertake a supplementary assessment or appeal the result.
Students should submit assessment tasks with the provided cover sheet.
Assessments should be submitted on or before their due date. Extensions for individual assessment tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due date and extensions due to illness will require a medical certificate. Extensions must be confirmed by the Academic Manager in writing.
The student will have access to the following:
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment part.
Evidence recorded |
Evidence Type/ Method of assessment |
Evidence Submitted |
Unit Assessment 1 |
Unit Knowledge Assessment (UKA) |
Yes / No |
Unit Assessment 2 |
Unit Skills Assessment (USA) |
Yes / No |
You are required to demonstrate the knowledge you have gained from undertaking SITXWHS003 unit of competency.
Submission details
QUESTION 1
Under the WHS legislation there are 5 situations when a person conducting a business or undertaking (employer) must consult with workers. Name 3 of them.
QUESTION 2 List 4 ways you can provide staff with workplace health and safety information.
QUESTION 3
An emergency evacuation plan is one example of a WHS procedure which helps to keep people safe. List 4 others relevant to your industry.
QUESTION 4 List 2 methods of monitoring that staff are following WHS procedures.
QUESTION 5 List 5 types of document that would act as evidence of your company’s compliance with WHS
QUESTION 6
List 4 possible Tasks you could take if you observed a staff member not complying with your company’s WHS practices, or a hazard control measure was not working properly.
QUESTION 7
List 5 WHS issues or potential hazards you need to monitor in your department/industry on a daily basis.
QUESTION 8 List 3 matters you might discuss as part of making consultation arrangements.
QUESTION 9
Name 3 methods you can use to provide staff members the opportunity to contribute their views on WHS issues.
QUESTION 10
If you cannot resolve a staff member’s WHS issue or control a hazard yourself, name 3 people you might refer the issue to in order to find a resolution.
QUESTION 11
A staff member has raised WHS issues in the workplace which now have been resolved. Why is it important to communicate the result back the staff member who raised it? (15 - 20 words)
QUESTION 12
Safe Work Australia’s Code of Practice “How to manage work health and safety risks” lists the instances when risk management must occur and hazard controls must be used.
List 5 instances when this needs to occur in an organisation.
QUESTION 13 List 4 different types of WHS training methods.
QUESTION 14 Give 2 examples of when you must provide WHS training to your staff. (20 - 30 words)
QUESTION 15 Give 4 examples of training you might organise with a specialist WHS training provider.
QUESTION 16 Give 3 reasons you should monitor the effectiveness of training programs?
QUESTION 17
Where should Safety Data Sheets (SDS) be kept? (15 - 30 words)
QUESTION 18 List 5 pieces of information you can find on an SDS.
QUESTION 19
What information can you get from a completed risk assessment document? (10 - 20 words)
QUESTION 20
List 4 pieces of information that should be recorded as a training record for a staff member who has undertaken WHS training.
QUESTION 21 How can you minimise the environmental impacts of storing documents and files? (20 - 40 words)
QUESTION 22
Under the WHS legislation, what is an employer’s duty of care in relation to providing a safe workplace? (10 - 20 words)
QUESTION 23
If a business chooses to have direct, regular contact between employer and employees instead of appointing a WHS Committee or appoint WHS Representatives, have they failed to meet their requirements of the WHS act? Why/Why not? (10 - 20 words)
QUESTION 24
If a WHS Committee raises a WHS issue with an employer, and the employer does not consider the issue in a timely fashion, has the employer failed to meet their legal requirements? Why/Why not? (10 - 20 words)
QUESTION 25 What is the role of a WHS Committee? (20 - 50 words)
QUESTION 26 List 2 penalties a judge may impose on you if you fail to meet your duties under the WHS act.
Students are required to respond to a case study and scenarios based on The Naja Group of Colleges’ North Sydney Campus Cafeteria.
Note :
Any Role Play or Presentation needs to be completed in the class with your Trainer / Assessor on the date
The Naja Group of Colleges
Scenario
The Naja Group of Colleges embarked on a new business adventure with the aim of providing an exceptional student experience. A home-style-food cafeteria was introduced into the business model of the Naja Group of College. The project had been in the planning staged for more than two years and finally it was implemented in January 2018.
Now, every campus has a cafeteria with the capacity to fit at least 75 clients at any given time.
The Situation
You, Stanley Evans, the Operations Manager at The Naja Group of Colleges, had been monitoring the activity of the Cafeteria in the Norwest campus for some time because the number of complaints from both students and staff members about the cafeteria is increasing.
So you decide that action needs to be taken. You sent the following email to the Board of Directors:
Dear Esteemed Members of the Board,
RE: Norwest Campus Cafeteria.
I have been closely monitoring the activities of the cafeteria at our Norwest campus for more than six months as I had noticed an increasing number of complaints from both the students and the staff members about the cafeteria.
The number of these complaints increased alarmingly in the last three months.
I now am of the opinion that if you do not intervene immediately, our reputation as a quality provider of education is at risk.
Please find attached a brief breakdown of the complaints for your reference.
Please advise on how to tackle this issue without causing further damage.
Best regards,
Stanley Evans,
Operations Manager
The Naja Group of Colleges
Having received your email, the Board of directors send you the following email:
Dear Stanley,
RE: Norwest Campus Cafeteria.
The Board of Directors appreciate you diligence.
We agree that the matter is urgent and requires immediate action.
We have decided that you are to temporarily relocate your office to the Norwest campus as of this coming Monday to focus all your attention on rectifying this issue.
We will inform the Principal at the Norwest campus of your temporary relocation and to provide with all the cooperation you need.
We will expect you to provide us with weekly updates.
Please let us know if you require any assistance in with this endeavour.
Best regards,
The Board of Directors,
The Naja Group of Colleges
You have now been at the Norwest campus for one week investigating the situation. You determine that the complaints identify 3 major areas of concern:
You further determine that the primary cause of the complaints is as a direct result of employees not knowing and not adhering to the organisational policies and procedures.
So you inform the Board of Directors of your findings and you receive the following email from them:
Dear Stanley,
RE: Norwest Campus Cafeteria.
Thank you very much for your swift actions in identifying the root cause of the situation.
The Board of Directors is of the opinion that the staff members will need intensive training on adhering to organisational policies and procedures.
This will require much research and consultation, both internally as well as externally.
As a first step, we think you should develop a consultation / communication plan.
Once the Board of Directors approves the plan you then can start implementation.
Looking forward to reviewing the plan.
Best regards,
NGC Board of Directors
@Task
You are to develop a consultation / communication plan in order start to remedy the situation at The Naja Group of Colleges' Norwest Campus. You are then required to seek approval from the Board of Directors for your plan as they had requested from you. This can be done by emailing your plan to the Board of Directors or any other way you see appropriate.
At minimum, your Consultation / Communication Plan is to include:
A consultation / communication plan as described above.
The Naja Group of Colleges' Board of Directors has approved your consultation / communication plan and have given you the go ahead to start implementing the necessary corrective actions. You decide that as a first Task, you need to reinforce the importance of adhering to organisational policies and procedures as they are there to ensure compliance with relevant legal requirements.
@Task
For this Assessment Task, you are to develop an "Adherence to organisational Policies and Procedure Information Kit" and inform all staff at The Naja Group Colleges' Norwest Campus Cafeteria.
At minimum, the "Adherence to organisational Policies and Procedure Information Kit" should include:
As per your consultation / communication plan, the above matrix and supporting documentations should be attached to an email or memorandum to the staff explaining the importance of compliance with the organisational policies and procedures.
A draft of an email or memorandum to the staff at The Naja Group of Colleges' Norwest Campus Cafeteria, including the following Appendix:
As a next Task to reinforcing the importance of adhering to organisational policies and procedures, you decide to develop a portfolio of forms and checklists to implement the process that will address the issues identified in Task 1 of this Assessment Task. These forms and checklists will be part of the record keeping and documentation requirements.
@Task
For this task, you are to develop the required forms and checklists to implement those policies and procedures that have been neglected at The Naja Group of Colleges' Norwest Campus Cafeteria.
The forms and checklists will be part of the policies and procedures that will address:
A portfolio of forms and checklists that will address:
As a natural next Task in your implementation plan, you will need to train the staff at The Naja Group of Colleges' Norwest Campus Cafeteria on the implementation and use of the forms and checklists developed in Task 3 of Assessment Task 1 above.
@Task
For this Task, you are to prepare a training plan for the staff at The Naja Group of Colleges' Norwest Campus Cafeteria. You will need to train the staff on the use of the forms and checklists developed in Task 3 of Assessment Task 1 above.
The training plan will be for training sessions designed around the areas of concern (Hazard identification and reporting, incident and incident reporting, and evacuation of staff, students and visitors). This will depend on your consultation / communication plan developed in Task 1 of Assessment Task 1 above.
Once you have developed the training plan you are to inform the relevant staff by way of an email or memorandum of the training plan
At minimum, your training plan should include:
A draft email / memorandum addressed to staff at The Naja Group of Colleges' Norwest Campus Cafeteria with the following Appendix:
A training plan on the use of the forms and checklists designed to implement policies and procedures that address the following areas of concern at the Norwest Campus Cafeteria:
For this task, you are to prepare for and conduct a meeting with all staff members of The Naja Group of Colleges' Norwest Campus Cafeteria.
You have now implemented all policies and procedures relating to the identified areas of concern (Hazard identification and reporting, incident and incident reporting, and evacuation of staff, students and visitors) at The Naja Group of Colleges' Norwest Campus Cafeteria.
You now need to decide on a routine and systematic risk identification schedule. To demonstrate compliance with WHS legislation, policies and procedures, you decide to set a consultation session / meeting with the staff members of The Naja Group of Colleges' Norwest Campus Cafeteria to discuss developing a schedule for risk identification.
Demonstrate your ability to:
Instructions for the role play:
Participate in the role play with your Trainer / Assessor and fellow class mates.
The list below provides you with guidance as to the proceedings of the meeting:
Your Trainer / Assessor will document this activity and will use the list below as the criteria to assess you.
They want to see that you are able to:
You will need to be prepared to answer questions from the audience. These questions will be to clarify a point you have made, or request further information.
You will also be assessed on your ability to:
Your assessor will also consider the language, format, content and level of detail of your own delivery.
It has been 3 months since implementing the policies and procedures relating to the areas of concern identified earlier concern (Hazard identification and reporting, incident and incident reporting, and evacuation of staff, students and visitors).
You, the Operations Manager at The Naja Group of Colleges, had set a target to reduce the number of WHS incidents by 90%.
It has been a couple of weeks since you last received any WHS documentation from the Norwest campus, so you decide to contact the Principal of the campus to make sure everything is going well.
For this task, you are to draft an email to the Principal of The Naja Group of Colleges' Norwest Campus Cafeteria requesting to be updated on the recent implementation of the WHS Policies and procedures.
A draft email addressed to the Principal of The Naja Group of Colleges' Norwest Campus with the following Appendix requesting an update on the major areas of concern:
Having requested an update from the Principle of the Norwest campus, the Principle acknowledges that recently a WHS incident had occurred on the campus and that she investigated the incident as per policy guidelines.
The Principal sends you the incident report that has been filled out when the incident took place.
1. DETAILS OF PERSON IN MAKING REPORT |
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NAME: |
Jan Hunt |
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POSITION: |
Administration Manager |
DEPARTMENT: |
Administration |
CAMPUS |
Norwest |
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2. DETAILS OF INCIDENT |
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DATE: |
16 / 04 / 2018 |
TIME |
12:50 PM |
LOCATION: |
Campus Cafeteria Emergency Exit. |
||
Details: ● On Monday the 16th of April, 2018, a client, who was running late decided to leave through the emergency exit and stairwell, falling and breaking her wrist. ● The exit door was blocked by boxes of paper. ● A staff member heard calls for help, managed to open the exit door and help the client. ● Not realising what had happened, or the seriousness of the accident, the staff member criticised the client’s high heels, implying that such a thing would never happen to a man- ‘Any sensible woman would take the lift’. ● The client was humiliated. ● The client was taken to Norwest Private Hospital by ambulance. ● She is threatening to sue NGC for injuries, loss of income and mental trauma. ● Another staff member noticed a strange odour and an oily substance on the stairwell. ● This staff member reported the incident verbally to the Principle. ● This incident has only just become known to the Principle, who has been contacted by both the client’s lawyer and the Office of the Human Rights Ombudsman. |
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3. DETAILS OF WITNESSES ( if any ) |
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NAME: |
JOB TITLE: |
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NAME: |
JOB TITLE: |
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NAME: |
JOB TITLE: |
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SIGN: |
DATE: |
In accordance with the recently implemented policies and procedures the following should be carried out in the event of a WHS incident:
For this task, you are to follow the documentation and reporting requirements of the relevant policies and procedures by:
Evidence of further investigation if required A risk assessment of the WHS incident, and An updated risk register.
APPENDICES
THE NAJA GROUP OF COLLEGES
The Naja Group of Colleges ( NGC ) is an educational institution providing Vocational Education and Training in five ( 5 ) campuses across Australia. The NGC employs 57 people to deliver four ( 4 ) business stream courses as well as three ( 3 ) accounting stream courses to more than 3,000 students each year.
THE NAJA GROUP OF COLLEGES HAS TWO CORE FUNCTIONS:
The Naja Group of Colleges is one of the Department of Education’s largest provider of students to university. Approximately 350 to 400 NGC students gain entry to university each year.
THE FIVE KEY STRATEGIES ARE:
THE NAJA GROUP OF COLLEGES CAFETERIA
The Naja Group of Colleges expanded their business model to introduce quality cafeterias to their campuses as part of our continued efforts to give our students an exceptional experience.
The cafeteria offer all-you-can eat premiere offerings for breakfast, lunch and dinner.
We know students, and staff have busy schedules and fast-paced lives but want more than fast food. We believe convenience means providing unlimited all-day access to nutritious home-cooked meals. That is why the Naja Group of Colleges' all-you-care-to-eat cafeteria is open 7:00 a.m. to 7:30 p.m. seven days a week.
The Naja Group of Colleges' cafeteria offers a variety of delicious home-cooked meals at modern selfserve stations.
The Naja Group of Colleges' cafeteria at each of our campuses are designed to cater for up to 100 patrons at any given time. Students and staff have the option to book table online via the Colleges' website.
The Naja Group of Colleges' cafeteria menu:
more! o Eggplant Parmesan
Chicken o Lemon & Rosemary
Chicken
Apex institute of Education | SITXWHS003 – Learner Assessment Pack V2.0_Jun 2019 | CRICOS: 03156M Page 32 of 50
The Naja Group of Colleges will be the leader in the provision of high quality educational programs that encourage excellence, promote critical thinking, develop autonomous study skills and foster lifelong learning for tertiary bound students.
The Naja Group of Colleges provides a wide range of flexible educational opportunities for both local and international students. Relevant and unique curriculum is created through a rigorous process of review and development, often conducted in partnership with Australian universities. Programs are delivered in a supportive adult environment by dedicated staff using world-class facilities and learning technologies, providing diverse pathways to further education or employment.
Learning
A positive approach to lifelong learning and an understanding that all students have the capacity to gain knowledge and skills and to enjoy learning.
Excellence
A commitment to excellence in academic and social achievement by both staff and students.
Integrity
High expectations for staff and student conduct, including honesty and trust worthiness in all activities.
Equity
Inclusive practices to meet the diverse needs of students and to achieve the best possible outcomes for all. A workplace and learning environment that is safe and free of discrimination, abuse or exploitation.
Respect
Behaviour, language and actions that demonstrate a high regard for self and others.
As Work Health and Safety (WHS) is regulated by legislation it is vital that the COLLEGE has a mechanism to enable the identification of legislative requirements. This document outlines the process in which the WHS Unit and campus community identifies applicable legislation and remains up to date with legislative changes.
This document outlines legislation, codes of practice and Australian Standards applicable to the COLLEGE’s WHS Management System. The list of applicable standards and codes of practice is not exhaustive, and aims to identify those operations where reference to guidelines is required to minimise risk of injury.
Responsibilities
The Manager of the WHS Unit is responsible for ensuring:
Managers and supervisors are responsible for ensuring WHS legislative compliance for activities under their responsibility.
To ensure that the COLLEGE has reference to the most applicable and current legislation, the WHS Unit maintains subscriptions and memberships to publications, journals and associations.
Subscriptions include:
The Manager WHS or WHS Advisors shall identify any relevant new legislation, standards, codes of practices and agreements or changes and initiate a legislative compliance review for applicable WHSMS documentation.
All work health and safety management system (WHSMS) documentation shall identify:
practice or Australian Standard.
Mechanisms are in place for alerting new and changed legislative requirements to the COLLEGE community. This primarily includes communication via the Central WHS Committee and Workplace Advisory Committees.
Where appropriate stakeholders such as Directors, CEOs, Heads or Managers of Departments, or technical officers may be communicated directly via email of any changes or updates.
Access to current relevant WHS legislation, Australian Standards, codes of practice, agreements and guidelines is primarily available through electronic media from the WHS site including this document and other external internet sites. Where electronic information is inaccessible, relevant legislative material is to be maintained in hardcopy and noted in this document accordingly.
The WHS Unit provides external links on the COLLEGE website to facilitate individuals accessing up to date legislative information. External links to sites containing relevant information include;
Any person undertaking specific activities, performing work or operating equipment which includes those activities requiring licences, certificate of competency, notification to regulatory department, registration, approval, exemption or any other type as required by legislation will ensure compliance with relevant legislation and associated requirements.
The WHS Training Guidelines details activities requiring qualification and licences. The following COLLEGE guidelines details specific requirements for these activities:
Legislative requirements are incorporated into the operations of the COLLEGE undertakings through the following processes:
COLLEGE workers are provided with information regarding WHS related regulatory requirements including legislation that significantly affects their role and responsibilities. This is identified via the WHS training competency profile and on-the-job training via information outlined in safe work procedures.
Government Organisations
Safe Work Australia is an Australian Government statutory agency which has a responsibility to improve work health and safety and workers compensation arrangements across Australia. Safe Work Australia is a national policy body, not a regulator of work health and safety.
SafeWork NSW
SafeWork NSW (formerly WorkCover NSW) is the workplace safety regulator in NSW.
Key Legislation
The legislation for WHS in NSW is:
A summary of the NSW WHS Regulation is available and outlined in plain English:
Other legislation which is applicable to the COLLEGE’s WHSMS includes:
A code of practice is a practical guide to achieving the standard of safety required by WHS legislation. Codes of practice are admissible in court proceedings and should be followed unless there is an alternative course of action, which achieves the same or better standard of health and safety in the workplace. The model codes of practice issued by Safe Work Australia have been determined as appropriate codes of practice by SafeWork NSW.
The following codes of practice were released since 1 January 2012:
A full list of the model codes of practice is available on the Safe Work Australia web site.
The key standards that are relevant in relation to the WHSMS include:
Key standards relevant to emergency preparedness include:
Key standards relevant to lighting levels include:
Key standards relevant to slip resistance
Key standards relevant to ergonomics include:
Key standards relevant to laboratory safety include:
Key standards relevant to electrical safety include:
Key standard relevant to machinery include:
Key standard relevant to testing and tagging include:
Key standards relevant to confined space include:
Key standards relevant hazardous substances include:
The following outlines the process of reviewing WHS documentation in terms of ensuring legislative compliance.
A legislative compliance review assesses the COLLEGE’s policies, guidelines or procedures of the WHS management system against any legislative, industry codes of practice or standards at the desktop level.
Legislative compliance reviews are conducted when WHSMS documentation is due for review or due to external changes, e.g. changes or introduction of legislation, codes of practice or national standards.
Persons conducting a legislative compliance review on WHSMS documentation are to possess the necessary qualifications, skills and experience of the area being audited.
The policy or procedure requiring review shall be assessed for compliance of the requirements of any applicable legislation, codes of practice or national standards and referred to in the document.
The review shall include identifying and referencing legislative requirements related to the policy, guideline or procedure and incorporating these needs into the process.
The revised policy, guidelines or procedures as a result of legislative compliance review are to be communicated to the COLLEGE’s WHS Committee for consultation. This primarily includes the change or addition of legislation, codes of practice or Australian Standards.
Corrective actions to WHS policy, guidelines or procedures to remedy non-compliance to legislative requirements will be implemented and monitored by the Health and Safety Advisor. These corrective actions shall be communicated to the COLLEGE WHS Committee and any other relevant personnel for action if required.
Related Documents.
COLLEGE’s COLLEGEWHS Web Site
In order to ensure that these guidelines continue to be effective and applicable to the
COLLEGE, they will be reviewed regularly by the WHS Unit in consultation with the WHS Committee. Conditions which might warrant a review of the guidelines on a more frequent basis would include:
Following the completion of any review, the program will be revised/updated in order to correct any deficiencies. These changes will be communicated via the WHS Committee.
Legislation |
Related Policy / Procedure / Code |
Commentary |
Responsibility |
Apex institute of Education | SITXWHS003 – Learner Assessment Pack V2.0_Jun 2019 | CRICOS: 03156M Page 42 of 50
Risk Assessment Template
Use this template to document a risk assessment to manage health and safety hazards and risks.
Activity Description: |
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Conducted by: |
Date: |
Consider the hazards identified in Task One and use the risk assessment matrix below as a guide to assess the risk level.
Likelihood |
Consequence |
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Insignificant |
Minor |
Moderate |
Major |
Critical |
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Almost Certain |
Medium |
Medium |
High |
Extreme |
Extreme |
Likely |
Low |
Medium |
High |
High |
Extreme |
Possible |
Low |
Medium |
High |
High |
High |
Unlikely |
Low |
Low |
Medium |
Medium |
High |
Rare |
Low |
Low |
Low |
Low |
Medium |
|
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Assessed Risk Level |
Description of Risk Level |
Actions |
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Low |
If an incident were to occur, there would be little likelihood that an injury would result. |
Undertake the activity with the existing controls in place. |
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Medium |
If an incident were to occur, there would be some chance that an injury requiring First Aid would result. |
Additional controls may be needed. |
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High |
If an incident were to occur, it would be likely that an injury requiring medical treatment would result. |
Controls will need to be in place before the activity is undertaken. |
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Extreme |
If an incident were to occur, it would be likely that a permanent, debilitating injury or death would result. |
Consider alternatives to doing the activity. Significant control measures will need to be implemented to ensure safety. |
In the table below:
Note: Control measures should be implemented in accordance with the preferred hierarchy of control. If lower level controls (such as Administration or PPE) are to be implemented without higher level controls, it is important that the reasons are explained.
Hierarchy of Control |
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Most effective (High level) Least effective (Low level) |
Elimination: remove the hazard completely from the workplace or activity |
Substitution: replace a hazard with a less dangerous one (e.g. a less hazardous chemical) |
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Redesign: making a machine or work process safer (e.g. raise a bench to reduce bending) |
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Isolation: separate people from the hazard (e.g. safety barrier) |
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Administration: putting rules, signage or training in place to make a workplace safer (e.g. induction training, highlighting trip hazards) |
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Personal Protective Equipment (PPE): Protective clothing and equipment (e.g. gloves, hats) |
1. Description of Hazards / Risks |
2. Risk Level |
5. Control Measures (Note: if only Administration or PPE controls are used, please explain why.) |
Other details: |
The Naja Group of Colleges Risk Register FY 2018 / 2020 |
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Identified risk |
Probability |
Impact |
Current controls |
Future actions |
Failure to recruit qualified real estate agents due to increased competition. |
Medium |
High |
All office equipment regularly reviewed and updated as required; IT security monitored and maintained. Appropriate insurances held and coverage reviewed annually. Managers encouraged and incentivised to follow performance management policy. Employee performance plans align with business plan and six- monthly review process in place. Project to raise awareness of antidiscrimination, WHS and other legislation/codes of conduct among agents, clients, tenants Appropriate HR policies and procedures in place. WHS management system in place. |
Industry benchmarking in all areas of organisational performance Conduct periodic reviews of agent performance to ensure professional conduct Staff trained in use of technology as needed. Keep abreast of changes in potential liabilities. Review and develop HR related policies where required. Development of ethical charter, including principles all agents must follow. |
Failure to realise revenue gains due to recent slump in real estate prices. |
High |
High |
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Inadequate insurance cover. |
Low |
High |
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Non-compliance on anti- discrimination. |
Medium |
High |
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Perception of discriminatory practice reducing client and tenant base. |
Medium |
High |
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Poor organisational culture; low level of staff engagement and morale. |
Medium |
Medium |
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Loss of knowledge and capability through departing staff. |
Low |
High |
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Failure to meet occupational |
||||
health and safety requirements. |
Low |
High |
MEETING AGENDA
DATE |
TIME |
||
LOCATION |
MEETING TYPE |
||
MEETING CALLED BY |
TIME KEEPER |
||
MEETING OURPOSE |
|||
SCRIBE |
|||
ATTENDEES |
|||
OTHER PRESENT |
Time |
Agenda Item |
By |
09:00 – 09:15
09:15 – 09:30
09:30 – 09:45
09:45 – 10:30
10:30 – 11:00
11:00 – 11:15 |
TEA BREAK |
11:15 – 13:30 |
|
13:30 – 14:15 |
LUNCH BREAK |
14:15 – 16:30
Bachar S. Naja
VET Academic Manager
Boston International College
Training |
Timeline for undertaking training |
Mode of delivery |
Delivered on demand |
||||||||||||
WHS local area induction |
Within first week of starting |
Internal – local area to use checklist |
|||||||||||||
WHS orientation |
Within 3 months of starting |
Internal – delivered by Professional Development Unit |
|||||||||||||
WHS for Managers and Supervisors |
Within 3 months of appointment |
Internal – online through FLO |
|||||||||||||
Officers |
Internal workshop – delivered by WHS Unit |
ü |
|||||||||||||
Event safety |
Before running University events |
Internal – workshop at Division/School/Faculty |
ü |
||||||||||||
Driver safety |
Prior to using a University vehicle |
Internal - online |
|||||||||||||
Ergonomics |
As required |
Internal – online video or face-toface |
ü |
||||||||||||
Apex institute of Education | SITXWHS003 – Learner Assessment Pack V2.0_Jun 2019 | CRICOS: 03156M Page 49 of 50
Target audience: Who do we want to inform? |
Key messages: What do we want to tell them? |
Resources Required: Do we need any resources |
Communication methods: How are we going to tell them? |
Who is responsible for doing it? |
Deadline: By when does this need to happen? |
Date completed |
Example: Contractors |
• We want to promote the health and wellbeing of our staff and visitors • Our worksite will be smoke free from 30 June 2012 • Contractors visiting the site will not be permitted to smoke on the premises after this date |
• Statistics • Posters • Leaflets |
Letter to manager/CEO of each contracting organisation |
Debbie – Site Manager |
31 March 2015 |
|
Notice on website |
John – IT Manager |
15 April 2015 |
||||
Signage erected at gate |
Charlie – Maintenance foreman |
30 April 2015 |
||||
Article in external newsletters |
Alice – Public Relations Manager |
3 May 2015 |
||||
Advertisement in local paper |
Alice – Public Relations Manager |
15 June 2015 |
||||
Employees |
||||||
Customers |
||||||
Contractors |
||||||
Visitors |
||||||
General public |
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