Categories: Uncategorized

Facilitate the development and use of WHS Risk Management Tools

BSBWHS509
LEAD INITIAL RESPONSE TO AND INVESTIGATE WHS INCIDENTS

ASSESSMENT WORKBOOK AND
INSTRUCTIONS TO CANDIDATE

Student name:

Student number:

Training dates:

Assessment dates:
• Written tasks
• Case Study/Class Activity
Lecturer:

Assessor:

BSBWHS509: Facilitate the development and use of WHS Risk Management Tools

Unit Of competency
Modification History
Release Comments
Release 1 This version first released with BSB Business Services Training Package Version 1.0

Application
This unit describes the skills and knowledge required to Investigate WHS Incidents.
It applies to individuals with responsibility for risk management. These people will work in a range of work health and safety (WHS) roles across all industries and apply a substantial knowledge base and well developed skills in a wide variety of WHS contexts.
NOTE: The terms ‘occupational health and safety’ (OHS) and ‘work health and safety’ (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Unit Sector
Regulation, Licensing and Risk – Work Health and Safety

Elements and Performance Criteria
ELEMENT PERFORMANCE CRITERIA
Elements describe the essential outcomes. Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Select and develop WHS risk management tools 1.1 Apply knowledge of risk management tools that address requirements of the WHS legislation and the workplace
1.2 Consult with individuals and parties on suitable risk management tools
1.3 Modify existing risk management tools and/or develop new ones to meet workplace requirements
1.4 Determine risk management tools to be used in the workplace
2 Facilitate the use of WHS risk management tools 2.1 Develop and conduct required training and instruction for
parties and individuals who will use risk assessment tools
2.2 Consult and liaise with individuals, parties and work areas
regards logistical arrangements necessary for the use of
risk management tools.
2.3 Facilitate, in collaboration with individuals and parties,
necessary logistical arrangements
2.4 Use and apply risk management tools
2.5 Provide support to individuals and parties to use risk
management tools.
3 Communicate outcomes of use of risk management tools 3.1 Collate and analyse results and findings of the use of risk
management tools
3.2 Communicate results, findings and outcomes to individuals
and parties.
4 Review use of risk management tools 4.1 Review usefulness and usability of risk management tools
4.2 Modify and/or change risk management tools, based on
the review outcomes
4.3 Modify consultation, liaison, logistical arrangements and
communications based on the review outcomes

Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill Performance
Criteria Description
Reading 1.1, 3.1, 4.1  Interprets and critically analyses complex texts to identify
 suitable risk management tools
 Applies appropriate strategies to construct meaning from complex texts when identifying legislative and workplace requirements
Writing 1.3, 3.3, 4.2, 4.3  Develops or modifies risk management tools and arrangements
 Communicates risk management arrangements and outcomes
 using layout vocabulary, grammatical structure and conventions appropriate to context and audience
Oral communication 1.2, 2.1, 2.2, 2.3, 3.2  Presents information about risk management using structure
 and language appropriate to the audience
 Asks questions and listens to extract main ideas across a
 range of contexts
Numeracy 3.1, 3.2  Extracts and evaluates the mathematical information embedded in a range of tasks and texts in risk management processes
Navigate the world of work 1.1  Understands own legal rights and responsibilities and extends understanding of general legal principles applicable across WHS risk management contexts
 Keeps up to date on changes to legislation or regulations relevant to own rights and responsibilities and considers implications of these when negotiating, planning and undertaking WHS risk management work
Interact with others 1.2, 2.1, 2.2, 2.3, 3.2  Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, in relation to consultations and use of risk management tools
 Provides feedback to others in forms they can engage with
 respond to when supporting use of tools
Get the work done 1.3, 1.4, 2.1, 2.4, 2.4, 2.5, 3.1, 4.1-4.3  Sequences and schedules complex activities, monitors implementation and manages relevant communication when designing and conducting training
 Uses analytical processes to decide on a course of action, establishing criteria for deciding between options, seeking input and advice from others before taking action when necessary
 Contributes to the design of new approaches within the immediate
work environment
 Uses digital systems and tools effectively to complete routine tasks, adapting some functions to improve personal efficiency
Unit Mapping Information
Code and title current version Code and title previous version Comments Equivalence status
BSBWHS509 Facilitate the development and use of risk management tools BSBWHS509A Facilitate the development and use of hazard-management tools Updated to meet the Standards for Training Packages Title change Equivalent unit
Links
Companion Volume implementation guides are found in VETNet – https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

________________________________________
Assessment requirements
Modification History
Release Comments
Release 1 This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence
Evidence of the ability to:
 select, develop and modify suitable work health and safety (WHS) risk management tools, in consultation with others, that address the workplace and legal requirements
 facilitate the use of WHS risk management tools including:
 developing and conducting training for users
 consulting on and facilitating logistical arrangements for use
 supporting users
 use and apply WHS risk management tools and communicate outcomes including:
 completing risk management process steps
 facilitating logistical arrangements
 collating and analysing results and findings
 communicating results, findings and outcomes to others
 review usefulness and usability of WHS risk management tools and make changes based on the review outcomes.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
 describe risk management tools, their correct application, use and limitations
 identify internal and external sources of WHS information and data, and how to access them
 outline the language, literacy and cultural profile of the work team
 describe WHS risk management methods, techniques, procedures and processes, including:
– correct application and use
– limitations
– usefulness and usability
 summarise the nature of workplace processes (work flow, planning and control) and hazards relevant to the workplace
 outline organisational WHS policies, procedures, processes and system
 identify other functional areas that impact on the management of WHS
 describe techniques, tools and processes for identifying WHS hazards including:
 hazard and risk checklists
 hazard hunts
 job safety analyses
 manifests and registers, including for dangerous goods, hazardous chemicals and plant
 surveys using questionnaires, interviews and other survey techniques
 safe work method statements
 workplace inspections and walk throughs
 describe tools, techniques and methods to address specific physical or psychosocial risks
 outline WHS Acts, regulations, codes of practice and other instruments issued by WHS regulators and how they apply to the organisation.
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals carrying out work health and safety duties in the workplace and include access to:
 relevant WHS Acts, regulations, codes of practice, standards and guidelines
 sources of information, data and advice
 risk management tools
 workplace policies and procedures
 case studies and, where possible, real situations
 interaction with others.
Assessors must satisfy NVR/AQTF assessor requirements.
Assessment Plan Brief description of assessment purpose to candidate Related
task Date of Assessment Formative or Summative
Written tasks The written assignment answers will demonstrate the following performance evidence:
• select, develop and modify suitable work health and safety (WHS) risk management tools, in consultation with others, that address the workplace and legal requirements
• facilitate the use of WHS risk management tools including:
• developing and conducting training for users
• consulting on and facilitating logistical arrangements for use supporting users
• use and apply WHS risk management tools and communicate outcomes including:
• completing risk management process steps
• facilitating logistical arrangements
• collating and analysing results and findings
• communicating results, findings and outcomes to others
• review usefulness and usability of WHS risk management tools and make changes based on the review

Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
 describe risk management tools, their correct application, use and limitations
 identify internal and external sources of WHS information and data, and how to access them
 outline the language, literacy and
cultural profile of the work team
 describe WHS risk management methods, techniques, procedures and processes, including:
– correct application and use
– limitations
– usefulness and usability
 summarise the nature of workplace processes (work flow, planning and control) and hazards relevant to the workplace
 outline organisational WHS policies, procedures, processes and system
 identify other functional areas that impact on the management of WHS
 describe techniques, tools and processes for identifying WHS hazards including:
 hazard and risk checklists
 hazard hunts
 job safety analyses
 manifests and registers, including for dangerous goods, hazardous chemicals and plant
 surveys using questionnaires, interviews and other survey techniques
 safe work method statements
 workplace inspections and walk
throughs
 describe tools, techniques and methods to address specific physical or psychosocial risks
 outline WHS Acts, regulations, codes of practice and other instruments issued by WHS regulators and how they apply to the organisation outcomes.

1.1
1.3
1.4
2.2
2.3
2.4

2.2
2.3
3.1
3.2
3.2

4.1

4.1
1.1
1.1
2.5
2.4

4.1

3.2

1.1
1.2
1.4
1.4
4.1

1.2
3.1

2.4

1.1
Class Activity

Reasonable adjustment
Reasonable adjustment may be considered under the circumstances of having medical requirements, an intellectual or physical disability. Reasonable adjustment will be considered and appropriate changes will be to enable a fair and flexible approach to assessments.
Consideration will also be given for language, literacy and numeracy and cultural or religious obligation.
Allowable Reasonable Adjustment (Strategy to meet unique participant’s needs)

Resource Requirements for Assessment

Supplementary Evidence (Provided by candidate as agreed)

I agree to undertake the assessment, in the knowledge that information gathered, will only be used for training, assessment and professional development purposes and can only be accessed by my lecturer, assessor, manager or DNA Kingston Training For the Government to assess an individual’s entitlement to Commonwealth assistance. The College will be required to disclose this information to the Department of Training and workforce Development (DTWD) & Department of Education, Employment and Workplace Relations (DEEWR) for these purposes. DEEWR will store the information securely in the VET FEE-HELP IT System (VITS). DEEWR may disclose information to the Australian Taxation Office. Personal information gathered for these purposes will not otherwise be disclosed without the individual’s consent unless required or authorised by law.

Appeals

Information for Complaints & Appeals policies can be found in the Student Handbook or on the web site: www.dnakingston.com.au
Candidates have the right to challenge the assessment decisions made by the assessor on a unit of competence.

Assessment Agreement and Declaration
Unit of competence: BSBWHS509 Facilitate the development and use of WHS Risk Management Tools
Candidate name:
Assessor names:
Methods of Evidence to be collected: • Written tasks
• Class activity

Please complete the declaration below by ticking  each box & signing where indicated

Pre-assessment checklist: I declare that :

• The purpose of the assessments have been fully explained
• I have received copies of the relevant unit of competency
• I have had the assessment methods explained
• I understand what evidence is to be collected
• Reassessment and my rights and the appeal system have been fully explained (Student handbook)
• Access and Equity policies have been explained (Student handbook)
• Credit transfer and RPL processes have been explained (Student handbook)
• Privacy policy has been explained (Student handbook)

Declaration: I declare that :

• I have discussed any special needs to be considered during assessment with the assessor
• This assessment is my original work and no part of it has been copied from any other source except where due acknowledgement is made.
• No part of my assessment will be written for me by any other person except where such collaboration has been authorised by the teacher concerned.
• I will not provide previously submitted this work for this or any other program/unit.
• I will not allow my work to be copied by another person
• I give permission for this work to be reproduced, communicated, compared and archived for the purpose of detecting plagiarism.
• I give permission for a copy of my marked work to be retained by the School for review and comparison, including review by external auditors.
• I understand that plagiarism is the presentation of the work, idea or creation of another person as though it is your own. Plagiarism occurs when the origin of the material used is not appropriately cited.
.

I Agree to undertake the Assessment
I agree to undertake the assessment, in the knowledge that information gathered, will only be used for training, assessment and professional development purposes and can only be accessed by my lecturer, assessor, manager or DNA Kingston Training.
Candidate
name:

Date:
Candidate
signature:

Assessor
name:

Date:
Assessor
signature:

Assessment 1
Written tasks

Instructions to students:

Why do I need to do this assessment?
The purpose of this assessment is to ensure that the required performance evidence has been demonstrated.

Who will complete this assessment?
All students undertaking the unit BSBWHS505 Investigate WHS Incidents

When this assessment will take place? The tasks are to be completed throughout the duration of the unit. This assessment must be successfully completed and deemed “Satisfactory” by the end of the unit.

Where is the location of this assessment?
This assessment is to be carried out at a DNA Kingston Training campus.

What is this assessment?
You are to complete the series of written tasks to meet required evidence.

Formatting instructions:
You are expected to provide neatly typed answers to the provided tasks. Please ensure that you use the following style guide for your assignment:
• All font to be in Arial size 11 and single-spaced;
• Indicate name and student number on the top left-hand corner of every page (left header);
• Indicate the unit code and unit title on the right-hand corner of every page (right header);
• Indicate the assignment question number beside each answer; and
• Indicate the page number on the bottom right corner of every page (right footer).

How will I be assessed?
Your lecturer will assess you using a marking guide. Assessment for this unit is competency based. This means that you need to demonstrate your performance evidence to the standard required in the workplace.

All students are to be advised of reassessment opportunities and/or review appeal mechanisms where you have the opportunity to challenge the assessment procedures and/or assessment decisions.

Please see the student handbook for clarification on the colleges’ policies on plagiarism and collusion.

Assessment 1
Written tasks
Task Related Performance Criteria Question For Assessor:
Satisfactory
Y / N

1.1

Conduct a review on these important WHS foundational basics:
a. What parts of the legislation are Mandatory and what does this mean?
b. What parts of the legislation are voluntary? What are the exceptions to this?
c. What is a PCBU and what are they responsible for?
d. Someone whose decisions affect or influence the daily activities or behaviours of the company and personnel is called an ………….? Who can they be?
e. Define the terms:
– ALARP
– ‘Due Diligence’
– Others
– Reasonably Practicable
– Risk Management
f. What must be considered when Risk Management is examined? Include the 5 organizational particulars.
g. What do you need to consider to assess what is ‘reasonably practicable”?
h. What tools are used to identify and assess the seriousness of Hazards?
i. What is important to apply when identifying risk management tools and what can this include?
j. Using the “General Duty of Care (W.A), 2005, Guidance Note” contained in the class room:
– State the examples of general duties of care within the workplace.
– State the requirements for PCBU and Officers (Employers)
– State the requirements for Workers
– State the requirements for Manufacturers, suppliers, erectors, installers, importers, designers etc.
– State the requirements for self-employed people.
– State the varying duties for labour hire agencies
1.2

1.4 a. What is the important feature of WHS legislation and what are some alternative options?
b. “Consultation is a two way process” what does this mean?
c. Who would you expect to be consulted within the workplace?
d. What are the benefits of using external parties?
e. Name the factors that can be barriers to consultation in the workplace?
f. What should be considered when establishing an effective consultative process?
g. Give an overview of the consultative process in workplaces.
h. What could be considered appropriate for large or multiple sited organisations?
i. How are contractors represented?
j. Regarding the legislation, what is the PCBU required to do?
k. Give an overview of Procedures relating to consultation
l. When evaluating the consultative process, what must be considered?
m. Describe how risk management tools for the workplace are selected.

1.3 a) An organisation must………. if they have not any hazard management tools. If they do have a set, what must they do?
b) Hazard management tools are used for what?
c) What is a checklist? Should your workplace have one? If it hasn’t, where could you go to get a generic one? Should you make it specific to your workplace? Why?
d) Download an example of one and submit it.
e) What is does JSA stand for? Give an overview of how it is created
f) What is a hazard management form?
g) What are the 2 factors that you consider when using a risk matrix?
h) Describe the commonest form of risk management
i) What is a Workplace inspection sheet?
j) What is a Manifest or Register?

2. 2.1

a. How should hazard management tools be used?
b. How can people be instructed in the methods?
c. How can management foster workplace learning?
d. Explain the following barriers to learning on pages 26 and 27 of your learning guide
e. Describe the process of Team Learning
f. “Risk Bias” was explained to you in class tutorial, how can this affect/contribute to Team Learning?
g. What does the process of team learning start with?
h. What are the 3 points when dialogue should happen? Describe what should be done at these 3 points.

a) How can the introduction of risk management tools minimise disruption to the workplace?
b) What does ‘Logistics’ mean and what does its arrangements include?
c) When is the best time to use Hazard management tools?
d) If you cannot assess the actual process, what is the best alternative?
e) What does ‘resource management’ mean?
f) How do you assess ‘Specialised Equipment’?
g) What must you consider in regards to PPE?
h) When identifying hazards, what else is necessary and why? Name the sources of information and data.
i) Give a complete overview of a policy.
j) What can policies specifically relate to?
k) A Health and Safety policy can include ……………….. And these Objectives are: >>>
l) (i) Where should policies be located?
(ii) Should every person on site have access to policies?
(iii) How would a worker know where to find a policy?
m) What should an organisation do each time a policy is established? – * Expand upon just the 1 sentence in the learning guide – for example – should they be communicated to the workplace? Should there be any input from personnel? What about multiple sites or remote sites?
n) Give a description of procedures.
o) Policies and procedures generally combine to form a….? Describe what this is and what it involves.
p) WHSMS have what type of procedures and what is their function? How are they managed?
q) What does the Code of Practice state that PCBU’s must do?
2.4
2.5 a. How do you consider what risk management tools are to be used?
b. Regarding personnel, what else must be considered?
c. How does Legal requirements affect the acquisition of risk management tools?
d. What is the absolute ideal regarding risk analysis? Give an example.
e. Hazard analysis tools are only likely to be effective if the following ideals are addressed – describe them:
– Hazard Identification
– Assessing the risk
– Documenting
– Controlling
– Monitoring
f. Can you recognise any parts of our safety acronym SAFE here?
g. Under legislation, a PCBU has a risk management duty under what circumstances and what must be considered?
h. Under legislation, what are the duties of an Officer?
i. Give an overview – in your own words – of the Risk Assessment process.
j. What should be considered?
k. Describe the Risk assessment outcome
l. What is a ‘Nomogram’?
m. What are the 3 factors it calculates? Is this different from the Risk Assessment Matrix card?
n. What is the ‘Ishikawa’ diagram also known as and give a description of it.
o. Why is it called the Fishbone?
p. Why is it important to consult with all personnel? Give examples of how this consultation can be implemented
q. In your own words – describe the Evaluation System process
r. In your own words – explain what you know about the ‘hierarchy of control’.
s. What can take priority over the ‘Hierarchy of control’?
t. Where can you access extra guidance regarding suitable controls?
u. What is the most desirable to the least desirable form of control?
v. Why are they considered?
w. Compliance assumes that resources are available to implement safety procedures, what happens if they are inadequate?
x. How do you provide support to others? Particularly managers… What else should managers provide? (p46)
y. How are negative reactions treated?
z. Why is good body language important and how do you recognize it? What about verb skills?
3.
3.1

a. Data collected, using hazard management tools, particularly those that acquire S…….. data needs to be C…… , so that it becomes I……… that can be A……… These are called T…..
b. What is the difference between Internal and External influences?
c. Sometimes an implemented program can have differing consequences – what are they?
d. How do you work out the ‘MEAN AVERAGE’ /the MEDIAN/the MODE/ the DISTRIBUTION?
e. What does the information depend upon? Where can you find further instruction?
f. What is the difference between Descriptive data & Inferential data?
g. What does Frequency Counting entail?
h. What does ‘Cross Tabulations’ mean and what combinations can be used?
i. The table compilations can assist in?
j. The results of these tables can be considered broad indicators, how do you precisely identify the nature and extent of WHS problems?
k. Give an overview of and describe the formula of:
– Measurement rates
– Incident rate
– Frequency Rate
– Average lost time rate
– Time series analysis
– Small area analysis
l. What has been traditionally measured to monitor WHS performance?
m. What is a PPI? What are they used to measure? Why are they used?
n. Finish this statement – A PPI is a statistic or other unit of information that…..
o. What is the difference between Qualitative and Quantitative?
p. Outcome focussed and processed focus measurement systems do what?
q. What are Outcome focussed indicators and what do they do? Describe the same for performance indicators.
r. What are some inclusions for PPI’s?
s. How does continuous improvement happen?
t. Describe the national data set.
u. What do these acronyms mean? How are they calculated?
– LTIFR
– IR
– SR

3.2 In your own words, explain the following:
a. What are the differing methods that recommendations and Information can be explained?
b. What is a written report?
c. Describe the differing factors within it. Pl. ease do not copy and paste the information, it is important that you write it out in your own words so that you can be familiar with writing an actual report
d. What should be considered when collecting Additional Notes on Report Writing?
e. Give an overview on Visual Presentations
f. How do you use technology to present information?
g. What are the 4 methods to ensure that reports are clear and easy to understand?
h. How much information can most people grasp at once? How can you alleviate this?
i. How can you make the report easy to follow?
4.0 4.1
4.2 a. Why should an organisation review its hazard management tools?
b. When can they be reviewed?
c. What forms can reviews take and what should they identify?
d. What is an example of a review procedure?
e. When should an organisation review its WHSMS and why?
f. When you have an outcome of a review, what should happen next?
g. Provide an example of a “review form”
h. Give an overview of the process of reviewing hazard management tools.
i. What are the 2 aims when reviewing hazard management tools?
j. What does ‘Usability’ entail?
k. When would you modify risk management tools and what would this involve?

4.3 a. Apart from management tools, what else should a review include?
b. What should the success of tools be an indicator of?
c. What is important for gauging the effectiveness of a process and identifying areas for improvement? How is it gathered and what else can it do?
d. Feedback Forms should ……………
e. What type of questioning can be used? Explain the reasons it can be used.
f. Give another example of your own in both closed and open questioning technique
g. What is important to consider with a graduated response?
h. Name some other forms of gathering feedback
i. What should a well-designed form do?
j. What is the goal of a feedback form and the dangers of the client not understanding the process?
k. If the sought after feedback is complex, what should be done?
l. Overview the distribution process and the Survey process
m. What is the feedback bias involved with these survey forms?
n. Other than improvement, what can surveys also give information on?
o. Name the electronic method that is useful for summarizing feedback and data

Class
Activity 1. Using the differing calculations on p.53 & 54, calculate the:
– LTIFR
– IR
– SR
In this scenario – A workplace employs 500 workers, who work a total of 836,000 hours per year. During that year, there were 23 lost time injuries. This resulted in 415 Days off. Calculate each of the above.
2. Write a JSA on a common task and using a risk matrix, identify the severity of the hazards involved.
(I will cover JSA in class before you are able to do this)

Examples to choose from are:
i) Making a cup of coffee
ii) Preparing a medicine to be injected into a patient
(iii) Carrying groceries out of your car boot to your kitchen cupboard
(iv) Planting a tree
(v) Running a bath for a baby
3. Using the handout – which areas are working well and which areas need improvement – why?

Submit it to your assessor.

ASSESSOR/OFFICE USE ONLY:
BSBWHS509 Facilitate the development and use of WHS Risk Management Tools

BSBWHS509 Facilitate the development and use of WHS Risk Management Tools

Assessment 1 – Written tasks

Student Name………………………………………ID Number………………………………….

The candidate’s demonstration of the required performance and knowledge evidence have been:

Satisfactory  Not yet satisfactory 

Signed by the Assessor:……………………….……………….…………

Date: ………………………

Signed by the Candidate:………………………………………… ………

Date:………………………..

Feedback to Candidate:

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Assessment 2
Class Activity
Instructions to students:

Why do I need to do this assessment?
The questions are an assessment of your ability to BSBWHS509
This assessment will meet required knowledge evidence.

Who will complete this assessment?
All students undertaking the unit
BSBWHS509 Investigate WHS Incidents

When will this assessment take place?
The assessment may commence after completion of Question 2 in Assessment 1.

Where is the location of this assessment?
The assessment will be undertaken in a DNA Kingston Training campus.

What is this assessment?
This assessment is an activity that you will use to communicate to persons as indicated in task 1.

How will I be assessed?
Your assessor will assess the activity using a marking guide, which is provided below.

Assessment for this unit is competency based. This means that you need to demonstrate your knowledge evidence to the standard required in the workplace.

All students are to be advised of reassessment opportunities and/or review appeal mechanisms where you have the opportunity to challenge the assessment procedures and/or assessment decisions.

Please see the student handbook for clarification on the colleges’ policies on plagiarism and collusion.

Assessment 2
Class activity
Name of candidate:

Student No:
RTO: DNA Kingston Training
Unit of competency: BSBWHS509 Facilitate the development and use of WHS Risk Management tools
Name of assessor:

Date of assessment:

ASSESSOR/OFFICE USE ONLY:

BSBWHS509
Facilitate the development and use of WHS Risk Management Tools

Assessment 2 – Class Activity

Student Name………………………………………ID Number………………………………….

The candidate’s demonstration of the required performance evidence have been:

Satisfactory  Not yet satisfactory 

Signed by the Assessor:……………………….……………….…………

Date: ………………………

Signed by the Candidate:………………………………………… ………

Date:………………………..

Feedback to Candidate:

Final Sign-Off Sheet
Name of candidate:

Student No:

RTO: DNA Kingston Training
Unit of competency: BSBWHS509 Facilitate the development and use of WHS Risk Management Tools
Name of assessor:

Date of assessment:

Assessment evidence gathered Satisfactory  Not yet satisfactory 
Assessment 1:
Written tasks
Assessment 2:
Class activity

Additional aspects embedded in Assessment successfully completed
Performance evidence  Yes  No
Knowledge evidence  Yes  No

Further Evidence Required:  Yes  No
If yes, please explain:

Strategies for further improvement

General comments from Trainer / Assessor:

The candidate is deemed overall:  Competent  Not yet competent

ASSESSOR NAME:

SIGNATURE: DATE :
STUDENT NAME:

SIGNATURE:
DATE:

Document Control Sheet

Kingston Training and Employment Pty Ltd
DNA Kingston Training
Provider No: 6811
Student Assessment Information Document
Version Control
Unit code: BSBWHS509
Unit title: BSBWHS509 Facilitate the development and use of WHS Risk Management Tools
Last date reviewed: February 2020
Renewal: March 2021
Responsibility: Lecturer

Record of updates and changes
Version No. Issue Date Nature of Amendment
Version 4.0 April 2015 Updated in line with new standards
Reviewed and updated. learner and Instructor workbook
Version 5.0 March 2018 • Questions reviewed and amended to better reflect required evidence
• Assessment plan updated
• Version amended
Version 6.O February 2020  Questions amended
 Class Activity updated
 Version Control updated

admin