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Evidence Guide: HLTWHS300A - Contribute to WHS processes

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

HLTWHS300A - Contribute to WHS processes

What evidence can you provide to prove your understanding of each of the following citeria?

Plan and conduct work safely

  1. Plan work in accordance with relevant WHS legislation, standards, codes of practice/compliance codes and guidance material
  2. Identifyhazards as part of work planning and work process
  3. Address identified hazards prior to starting work using judgement within defined scope of responsibilities
  4. Report residual risk according to organisation procedures
  5. Report incidents and injuries in line with organisation policies and procedures
  6. Undertake WHS housekeeping in work area
  7. Monitor own levels of stress and fatigue to ensure ability to work safely and sustainably
Plan work in accordance with relevant WHS legislation, standards, codes of practice/compliance codes and guidance material

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identifyhazards as part of work planning and work process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Address identified hazards prior to starting work using judgement within defined scope of responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report residual risk according to organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report incidents and injuries in line with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake WHS housekeeping in work area

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor own levels of stress and fatigue to ensure ability to work safely and sustainably

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support others in working safely

  1. Share information on safe work practices and work procedures with others, including members of the work group where relevant
  2. Check the WHS practices of less experienced members of the workgroup or other stakeholders in the work context
  3. If appropriate provide guidance and coaching to less experienced members of the workgroup to support them in working safely
  4. If appropriate support others accurately record incidents and complete associated workplace documentation according to organisation procedures
Share information on safe work practices and work procedures with others, including members of the work group where relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check the WHS practices of less experienced members of the workgroup or other stakeholders in the work context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If appropriate provide guidance and coaching to less experienced members of the workgroup to support them in working safely

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If appropriate support others accurately record incidents and complete associated workplace documentation according to organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to WHS participative processes

  1. Raise WHS issues in accordance with organisation procedures within appropriate timeframes
  2. Contribute to workplace meetings, workplace inspections or other consultative activities
  3. Provide assistance to workgroup members or other stakeholders to contribute to workplace safety
Raise WHS issues in accordance with organisation procedures within appropriate timeframes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to workplace meetings, workplace inspections or other consultative activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assistance to workgroup members or other stakeholders to contribute to workplace safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to hazard identification, WHS risk assessment and risk control activities

  1. Report identified hazards and inadequacies in risk controls within appropriate timeframes
  2. Check the workplace for hazards using itemised checklist(s) in accordance with work procedures
  3. Contribute to risk assessments
  4. Provide input to development and implementation of control measures, with reference to the hierarchy of risk control
Report identified hazards and inadequacies in risk controls within appropriate timeframes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check the workplace for hazards using itemised checklist(s) in accordance with work procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to risk assessments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide input to development and implementation of control measures, with reference to the hierarchy of risk control

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in the control of emergency situations

  1. Identify emergency signals and alarms and respond to them appropriately
  2. Take initial action to control/confine emergency according to organisation procedures, and taking account of the nature and scope of the emergency
  3. Implement emergency response procedures within scope of training and competence
Identify emergency signals and alarms and respond to them appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take initial action to control/confine emergency according to organisation procedures, and taking account of the nature and scope of the emergency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement emergency response procedures within scope of training and competence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects of assessment:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Evidence gathered by an assessor to determine competence will include practical demonstration of competence, including:

workplace demonstration, simulation exercise, scenario or role play

indirect evidence from workplace supervisor reports, workplace documentation, and written responses to problems, scenarios and case studies

Evidence of performance over time must be obtained to inform a judgement of competence

Products that could be used as evidence include:

Verbal and written responses to verbal, pictorial or physical scenarios

Demonstrated response to scenarios, simulations, role plays

Completed hazard or incident reports, completed workplace inspection checklists

Reports from workgroup members, supervisors

Processes that could be used as evidence include:

How workplace checks/inspections are carried out

How hazards are addressed

How mentoring of fellow workgroup members is undertaken

Access and equity considerations:

All workers in the health industry should be aware of access and equity issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

Basic hazard identification procedures such as workplace inspections and review of workplace data

Hierarchy of risk control and its application

Nature of common workplace hazards relevant to work role

Personal protective equipment (PPE) requirements including use, storage and maintenance

Principles of basic risk assessment

Relationship between WHS and sustainability in the workplace, including the contribution of maintaining health and safety to environmental, economic, workforce and social sustainability

Roles and responsibilities of Health and Safety Representatives (HSRs) and Health and Safety committees (HSCs)

Roles and responsibilities of workers, officers and Persons Conducting a Business or Undertaking (PCBUs)

Safety signs and their meanings, including signs for:

dangerous goods class signs

emergency equipment

personal protective equipment

specific hazards such as sharps, radiation

Sources of WHS information within the workplace and awareness of external sources of WHS information, including Safe Work Australia and relevant state/territory regulators

Standard emergency signals, alarms and required responses

The difference between hazard and risk

The legal rights and responsibilities of the workplace parties

Workplace specific information including:

hazards of the particular work environment

hazard identification procedures relevant to the hazards in their workplace

designated person(s) for raising WHS issues

organisation and work procedures particularly those related to performance of own work, specific hazards and risk control, reporting of hazards, incidents and injuries and WHS issue resolution, consultation, use of PPE and emergency response

potential emergency situations, alarms and signals and required response

Essential skills:

It is critical that the candidate demonstrate the ability to

Contribute to WHS processes in the work context by:

addressing their own health and safety

addressing health and safety of others who may be affected by their actions

identifying ways to keep up to date with current WHS issues as they apply to workplace systems, equipment and processes

supporting members of the workgroup who may be less experienced in the workplace in regard to WHS matters

taking initiative to address hazards and manage risks at a systemic level

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes the ability to:

Check the workplace for hazards and risks using an itemised checklist

Provide advice and feedback in a constructive and supportive manner

Take into account and use opportunities to address waste minimisation, environmental responsibility and sustainable practice issues

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Hazard identification is:

The process of identifying sources of harm, and may be required:

before new forms of work and organisation of work are implemented

before changes are made to workplace, equipment, work processes or work arrangements

as part of planning major tasks or activities, such as equipment shutdowns

following an incident report

when new knowledge becomes available

at regular intervals during normal operations

prior to disposal of equipment, or materials

A hazard is:

A source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these

Common workplace hazards (from Safe Work Australia Work Health And Safety Risks - Code of Practice) include:

Manual tasks - Overexertion or repetitive movement can cause muscular strain

Gravity - Falling objects, falls, slips and trips of people can cause fractures, bruises, lacerations, dislocations, concussion, permanent injuries or death

Electricity - Potential ignition source. Exposure to live electrical wires can cause shock, burns or death from electrocution

Machinery and equipment - Being hit by moving vehicles, or being caught by moving parts of machinery can cause fractures, bruises, lacerations, dislocations, permanent injuries or death

Hazardous chemicals - Chemicals (such as acids, hydrocarbons, heavy metals) and dusts (such as asbestos and silica) can cause respiratory illnesses, cancers or dermatitis

Extreme temperatures - Heat can cause burns, heat stroke or fatigue. Cold can cause hypothermia or frost bite

Noise - Exposure to loud noise can cause permanent hearing damage

Radiation - Ultra violet, welding arc flashes, micro waves and lasers can cause burns, cancer or blindness

Biological - Micro-organisms can cause hepatitis, legionnaires’ disease, Q fever, HIV/AIDS or allergies

Psychosocial hazards - Effects of work-related stress, bullying, violence and work-related fatigue

Risk:

In relation to any hazard, means the probability and consequences of injury, illness or damage resulting from exposure to a hazard

Residual risk is

The risk which remains after controls have been implemented

Examples of risks requiring management in a direct client care work environment may include:

Worker fatigue or burnout requiring appropriate supervision and stress management

Injury or damage resulting from violent or aggressive behaviour, requiring strategies to defuse or avoid behaviours of concern

Risks relating to working in client’s homes, requiring appropriate worker education and associated strategies

Fire in client’s homes requiring workers to provide basic information on home fire safety

Organisation procedures include:

Policies and procedures underpinning the management of WHS, including:

Hazard, incident and injury reporting

Hazard identification, risk assessment and control

Human resources policies and procedures such as harassment and grievance procedures, induction programs, team meetings, alcohol and drug policies

Consultation and participation

Quality system documentation

WHS housekeeping includes:

Workplace and personal routines designed to improve health and safety; for example, cleaning up spills, keeping walkways, exits and traffic areas clear

Information includes:

Hazard, incident and investigation reports

Workplace inspection reports

Incident investigation reports

Minutes of meetings

Job Safety Analyses (JSAs) and risk assessments

Safety Data Sheet (SDS) and registers

Employees handbooks

Manufacturers’ manuals and specifications

Information from Health and Safety Representatives

Reports from Health and Safety committee

Information from external sources on hazards and risk relevant to the work group

Work procedures include:

Standard operating procedures

Batch specifications

Operator or manufacturer manuals

Procedures for selecting, fitting, using and maintaining personal protective equipment

Mentoring and coaching may include:

Providing guidance and explanation on implementation of work and organisation procedures

Providing feedback

Providing encouragement

Assisting with problem solving

Incidents include:

Any event that has caused or has the potential for injury, ill-health or damage

Other workplace documentation may include:

Job checklists, schedules

Workplace inspection checklists

Risk controls include:

The devices and methods to, where practicable, eliminate the hazard or, where this is not practicable, minimise the risk associated with the hazard

Designated persons may include:

Team leaders/supervisors

Officers

HSRs

HSC members

PCBUs

Organisation WHS personnel

Other persons designated by the organisation

Hierarchy of risk control (from Safe Work Australia Work Health And Safety - Risks Code of Practice) includes:

The ranking of ways control risks ranked from the highest level of protection and reliability to the lowest, including:

Level 1 controls

Eliminate hazards

Level 2 controls

Substitute the hazard with something safer

Isolate the hazard from people

Use engineering controls

Level 3 controls

Use administrative controls

Use personal protective equipment (PPE)

Emergency signals and alarms may include:

Machinery malfunction alarms

Fire alarms

Evacuation alarms or announcements

Reversing beepers on mobile plant

Emergency may include any abnormal or sudden event that requires immediate action such as:

Serious injury events

Events requiring evacuation

Fires and explosions

Hazardous substance and chemical spills

Explosion and bomb alerts

Security emergencies, such as armed robberies, intruders and disturbed persons

Internal emergencies, such as loss of power or water supply and structural collapse

External emergencies and natural disasters, such as flood, storm and traffic accident impacting on the organisation