Table of Contents
Table of Contents 1 Instructions to Assessor 3 Prior to conducting the assessment 3 Conducting the assessment 7 After the assessment 7 Learner Workbook Activity answers 9 Activity 1A 9 Activity 1A checklist for assessor 12 Activity 1B 13 Activity 1B checklist for assessor 15 Activity 1C 16 Activity 1C checklist for assessor 17 Activity 1D 18 Activity 1D checklist for assessor 19 Activity 2A 20 Activity 2A checklist for assessor 21 Activity 2B 22 Activity 2B checklist for assessor 23 Activity 3A 24 Activity 3A checklist for assessor 27 Activity 4A 28 Activity 4A checklist for assessor 32 Activity 4B 33 Activity 4B Checklist for assessor 34 Activity 4C 35 Activity 4C Checklist for assessor 36 Activity 4D 37 Activity 4D Checklist for assessor 38 Activity 4E 39 Activity 4E Checklist for assessor 41 Workplace Documentation for learner 42 Workplace documents checklist 42 Supplementary Oral Questions (optional) for assessor 44 Competency record to be completed by assessor 47
Instructions to Learner Assessment instructions Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process. Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria: ? Address each question including any sub-points ? Demonstrate that you have researched the topic thoroughly ? Cover the topic in a logical, structured manner ? Your assessment tasks are well presented, well referenced and word processed ? Your assessment tasks include your full legal name on each and every page. Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism Plagiarism is taking and using someone elses thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism: ? Presenting any work by another individual as ones own unintentionally ? Handing in assessments markedly similar to or copied from another learner ? Presenting the work of another individual or group as their own work ? Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet. If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC. Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm). Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency. If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency. Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to AIBTs website, in writing, outlining the reason(s) for the appeal.
Recognised prior learning. Candidates will be able to have their previous experience or expertise recognised on request. Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately. Assessment requirements Assessment can either be: ? Direct observation ? Product-based methods e.g. reports, role plays, work samples ? Portfolios annotated and validated ? Questioning ? Third party evidence. If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party. Third parties can be: ? Supervisors ? Trainers ? Team members ? Clients ? Consumers. The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor Candidate Details Assessment BSBRSK501 Manage Risk Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBRSK501 Manage Risk. Name: _____________________________________________________________ Student ID: _____________________________________________________________ Email: _____________________________________________________________ Declaration: I declare that no part of this assessment has been copied from another persons work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed. Signed: ____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another persons work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ Learner 3: ____________________________________________________________ Signed: ____________________________________________________________
Learner Workbook Activity answers Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment). Activity 1A Objective To review organisational processes, procedures and requirements for undertaking risk management in accordance with current risk management standards. To determine scope for risk management process To identify internal and external stakeholders and their issues. Case Study Risk Assessments William owns a bicycle retail and repair shop which has seen an increase in business during the COVID-19 pandemic. With a busier store and higher demand for bikes and repairs, William considers the measures that he needs to put in place to meet public health requirements and how he can lower the risk of COVID-19 at the store. William decides it is not reasonably practicable for his 10 employees to work from home as they are all involved in sales and repairs, which must be done at the premises. He looks through the COVID-19 resource kit on the Safe Work Australia website and identifies the control measures that are relevant to his business. This includes physical distancing, cleaning and hygiene practices and policies for employees who show symptoms of COVID-19. The business regularly holds events to allow customers to test ride their range of bikes, with attendance of up to 20 people. William understands that these events pose a higher risk of spreading COVID-19 and do not meet the new rules for public gatherings, so immediately cancels these activities. The business also allows customers to take bikes from the store for test rides. William is aware that it is possible for the COVID-19 virus to be on different surfaces for periods of time and this may result in transmission. It is difficult to disinfect bikes after each customer use due to cleaning products potentially contaminating and damaging parts of the bike. William weighs up the likelihood of COVID-19 transmission from test rides and how to eliminate or minimise the risk of that happening, including measures like ceasing test rides or regularly disinfecting bikes. He then considers the suitability of those measures against their cost. William decides the best way to minimise the risk is to temporarily limit the number of customer test rides. He clearly communicates this new practice to customers through his website and using signage at the store. William considers that this may result in a decline in sales but knows that this is necessary to reduce the risk of spreading COVID-19. William will still ensure that his employees disinfect bikes after each customer use but by limiting the number of test rides it will reduce the potential damage to his stock from disinfecting practices and save on cleaning costs and staff time. 1. From a provided case study, complete the following tasks: (A) Interpret the current risk of a bicycle retail and repair shop. (B) Identify the processes, procedures and requirements which have been implemented for risk management purpose. 2. Research further information from government website or reliable sources, then complete following tasks: Determing scope of risk management processes of a case study in relation to Work Health and Safety (WHS) and Ocuupational Health and Safety (OHS) legislation. 3. In relation to a case study, identify at least one example of internal and external stakeholders who are relevant to risk management of current risk and their concerns. Activity 1A checklist for assessor This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competency (Code and Title) Date(s)of assessment Marking checklist Performance Criteria 1. Learner can correctly interpret the current risk of a provided case study of bicycle retail and repair shop. Yes No (Please circle) 1.1 Learner can correctly identify the processes, procedures and requirements which have been undertaken for risk management purpose. Yes No (Please circle) 2. Learner can correctly determine scope of risk management processes in relation to Work Health and Safety (WHS). Yes No (Please circle) 1.2 Learner can correctly determine scope of risk management processes in relation to Ocuupational Health and Safety (OHS) legislation. Yes No (Please circle) 3. Learner can correctly identify at least one example of internal stakeholder with their concern. Yes No (Please circle) 1.3 Learner can correctly identify at least one example of external stakeholder with their concern. Yes No (Please circle) Comments Assessors comments here: The learners performance was: Not yet satisfactory Satisfactory
Activity 1B Objective To understand about reviewing political, economic, social, legal, technological and policy context. Political These factors determine the extent to which a government may influence the economy or a certain industry. A government may impose a new tax or duty due to which entire revenue generating structures of organizations might change. Political factors include tax policies, Fiscal policy, trade tariffs etc. that a government may levy around the fiscal year and it may affect the business environment. Example Index Terms Embargoes & Sanctions, Coups. Economic These factors are determinants of an economys performance that directly impacts a company and have resonating long term effects. A rise in the inflation rate of any economy would affect the way companies price their products and services. Adding to that, it would affect the purchasing power of a consumer and change demand/supply models for that economy. Economic factors include inflation rate, interest rates, foreign exchange rates, economic growth patterns etc. It also accounts for the FDI (foreign direct investment) depending on certain specific industries whore undergoing this analysis. Example Index Terms Ownership Changes, Bankruptcy, Company Relocations. Societal These factors scrutinize the social environment of the market, and gauge determinants like cultural trends, demographics, population analytics etc. Example Index Terms Child Labor Laws, E Coli,
Medical Ethics. Technological These factors pertain to innovations in technology that may affect the operations of the industry and the market favorably or unfavorably. This refers to automation, research and development, workforce; anything that would disrupt the course of company to conduct business. Example Index Terms Computer Crime, Labor Shortages, Labor Disputes. Legal These factors have both external and internal sides. There are certain laws that affect the business environment in a certain country while there are certain policies that companies maintain for themselves. Legal analysis takes into account both of these angles and then charts out the strategies in light of these legislations. Example Index Terms Class Actions; Fines & Penalties, Patent Infringement From: LexisNexis (Access: March 2021) 1. Read the explaination of Political, Economic, Societal, Technological and Legal categories, then apply these to the case study of Bicycle Retail Shop. You must explain how these risks may influence the shop in accordance with the current risk.
Activity 1B checklist for assessor This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competency (Code and Title) Date(s) of assessment Marking checklist Performance Criteria* 1. Learner understands and can identify how political risk may influence the bicycle retail shop. Yes No (Please circle) 1.4 Learner understands and can identify how economic risk may influence the bicycle retail shop. Yes No (Please circle) Learner understands and can identify how societal risk may influence the bicycle retail shop. Yes No (Please circle) Learner understands and can identify how technological risk may influence the bicycle retail shop. Yes No (Please circle) Learner understands and can identify how legal risk may influence the bicycle retail shop. Yes No (Please circle) Comments Assessors comments here: The learners performance was: Not yet satisfactory Satisfactory Activity 1C Estimated Time 30 Minutes Objective To review strengths and weaknesses of existing arrangements To document critical success factors, goals or objectives for area included in scope. 1.) Identify at least two strengths and weaknesses of WHS risk management approaches which have been implemented within the Bicycle Shop (a provided case study). 2.) How can critical success factors, goals or objectives advocate risk management achievement in the organisation? 3.) Identify two critical success factors which would assist the bike shop (a risk assessment case study) to acheive the risk management processes relating to WHS. Activity 1C checklist for assessor This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competency (Code and Title) Date(s) of assessment Marking checklist Performance Criteria 1. Learner identifies two strengths of WHS risk management approaches which have been implemented within the Bicycle Shop. Yes No (Please circle) 1.5 Learner identifies two weaknesses of WHS risk management approaches which have been implemented within the Bicycle Shop. Yes No (Please circle) 2. Learner identifies the importance of critical success factors, goals or objectives advocate risk management acheivement in the organisation. Yes No (Please circle) 1.6 3. Learner identifies two critical success factors which would assist the bike shop (a risk assessment case study) to acheive the risk management processes relating to WHS. Yes No (Please circle) Comments Assessors comments here: The learners performance was: Not yet satisfactory Satisfactory Activity 1D Estimated Time 50 Minutes Objective To obtain support for risk management activities To communicate with relevant parties about the risk management process and invite participation. 1. As a role play activity, this task develop from a case study of bicycle shop (Activity 1A), learners need to perform the following task as instructed by the trainer: One person performs as the risk assessment manager while other members perform as colleagues,employees or clients etc.). As risk assessment manager, you will need to provide the following describtions; Determine the area of risk management Identify the risk management activities which have been implemented in the shop In a discussion, you should communicate: To obtain support from other stakeholders in regards to risk management activities To discuss about the risk management processes Activity 1D checklist for assessor This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competency (Code and Title) Date(s) of assessment Marking checklist Performance Criteria 1. Learner performs a role play in a group of 3-4 people or as instructed by the trainer. Yes No (Please circle) 1.7 and 1.8 1.8 Learner performs the roles of manager, colleagues, employees or clients in a group. Yes No (Please circle) Learner determines the area of risk management in a group. Yes No (Please circle) Learner identifies the risk management activities which have been implemented in the shop. Yes No (Please circle) Learner obtains support from other stakeholders in regards to risk management activities . Yes No (Please circle) Learner discusses discuss about the risk management processes Yes No (Please circle) Comments Assessors comments here:
The learners performance was: Not yet satisfactory Satisfactory Activity 2A Estimated Time 30 Minutes Objective To invite relevant parties to assist in the identification of risks. 1. As a role of the owner/ manager of Bicycle retail shop, write a formal email to stakeholders Inviting them to attend a small group discussion with a topic of assisting risk identification in a provided case study of bicycle retail shop. Participate in an oral discussion to assist in the identification of risks Use apporpriate verbal and non-verbal communication Activity 2A checklist for assessor This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competency (Code and Title) Date(s) of assessment Marking checklist Performance Criteria 1. Learner writes a formal email to invite stakeholders to attend a small discussion Yes No (Please circle) 2.1 Learner assists risk identification in a privded case study of bicycle retail shop Yes No (Please circle) Learner uses appropriate verbal and non-verbal language when communicate to others. Yes No (Please circle) Comments Assessors comments here: The learners performance was: Not yet satisfactory Satisfactory Activity 2B Estimated Time 30 Minutes Objective To research risks that may apply to scope. To use tools and techniques to generate a list of risks that apply to the scope, in consultation with relevant parties. 1. Research and identify one WHS risk which may apply to the bicycle retail shop. This must support by information assessing such as incident statistics, past accounts and confirmation of events. 2. Outline three tools and techniques for determining risks. 3. Perform the following task by carring out the following activities: Each learner must select a tool and technique to generate a list of risks regarding WHS area of a bicycle retail shop. Discuss your method of consultation with relevant stakeholder regarding the selected tools and techniques. You are also required to design a stakeholder feedback form. Activity 2B checklist for assessor This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competency (Code and Title) Date(s) of assessment Marking checklist Performance Criteria 1. Learner identifies one WHS risk which may apply to the bicycle retail shop. Yes No (Please circle) 2.1 Learner includes information assessing such as incident statistics, past accounts and confirmation of events. Yes No (Please circle) 2. Learner outlines three tools and techniques for determining risks. Yes No (Please circle) Learner selects a tool and technique to generate a list of risks regarding WHS area of a bicycle retail shop. Yes No (Please circle) 3. Learner presents the selected tool and technique to a group. Yes No (Please circle) Learner includes how a tool and technique can be utilised to generate a list of risks. Yes No (Please circle) Comments Assessors comments here: The learners performance was: Not yet satisfactory Satisfactory Activity 3A Estimated Time 60 Minutes Objective To know how to assess likelihood of risks occurring To assess the impact or consequence if risks occur. To evaluate and prioritise risks for treatment 1. Provide 5 analysis techniques, which you can use to determine the likelihood of risks occurring, and then describe more details in each analysis technique. 2. Identify the term of hierarchy of controls and how this can help to prioritise risks for treatment? 3. According to an example of risk matrix template below, interpret and identify following elements: (A) Assess the likelihood of Covid-19 transmission from the test ride of Williams retail shop. (You must answer in the range of Rare, unlikely, possible, likely or most likely according to an example of risk matrix template). (B) Assess the impact or consequence of Covid-19 transmission if they occur (You must answer in the range of Very low, Low, Moderate, High, or Extreme according to an example of risk matrix template). Example to answer A& B: Learner may differently answers, for instance, You believe the likelihood of Covid-19 transmission would be Most likely and the impact or consequence of it would be extreme. The reason is because you do not believe even if the shop claimed that all bicycles have been already cleaned or wiped after test ride, you are unsure that all viruses have been killed. (C) Evaluate and prioritise three (3) risks for treatment in accordance with Williams bicycle retail shop. (D) Develop a contingency plan in accordance with Williams bicycle retail shop.
Activity 3A checklist for assessor This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competency (Code and Title) Date(s) of assessment Marking checklist Performance Criteria 1. Learner identifies five (5) analysis techniques with their details that can use to determine the likelihood of risks occurring. Yes No (Please circle) 3.1-3.3 2. Learner identifies the term of hierarchy of controls and how this can help to prioritise risks for treatment. Yes No (Please circle) 3. Learner assesses the likelihood of Covid-19 transmission from the test ride in accordance with an example risk matrix template. (Learner includes the word of Rare, unlikely, possible, likely or most likely) Yes No (Please circle) Learner assesses the impact or consequence of Covid-19 transmission if they occur from the test in accordance with an example risk matrix template. (Learner includes the word of Very low, Low, Moderate, High, or Extreme). Yes No (Please circle) Learner evaluatess and prioritises three (3) risks for treatment in accordance with Williams bicycle retail shop. Yes No (Please circle) Learner develops the contingency plan for Williams bicycle shop. Yes No (Please circle) Comments Assessors comments here: The learners performance was: Not yet satisfactory Satisfactory Activity 4A Estimated Time 25 Minutes Objective To determine and select most appropriate options for treating risks To develop an action plan for implement appropriate optioning risk treatment. 1. From a case study in activity 1A, determine and select the approach that you believe it is the most effective for treating risks. (Your selected option would be strategies for controlling risk, sequence risk control activities, treatment options or porters five forces; however, you must reasonably describe and advocate why your selected option represents the most appropriate option for treating risks in accordance with the risks in Williams retail shop.) 2. Before generating an action plan for treating risks, identify three (3) elements which you need to cosider. 3. Develop an action plan for implementing the risk treatment for the bicycle retail shop. (You can choose to either use the provided template or develop by yourself). Description of identified situation of risk: Potential impact of risk: Comments on the risk: Recommendations: Proposed action: Staff involved and responsibilities assigned: Resources needed: Timelines: Deadlines: Required reports: Frequency of reports: Authorised by: Date: Activity 4A checklist for assessor This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competency (Code and Title) Date(s) of assessment Marking checklist Performance Criteria 1. Learner determines and selects the approach that you believe it is the most effective for treating risks. Yes No (Please circle) 4.1 2. Learner selects options of strategies for controlling risk, sequence risk control activities, treatment options or porters five forces and provides with reasonable supports. Yes No (Please circle) 3. Learner identifies three (3) elements which need to cosider before generating an action plan. Yes No (Please circle) Learner develops an action plan for implementing the risk treatment for the bicycle retail shop. Yes No (Please circle) 4.2 Comments Assessors comments here: The learners performance was: Not yet satisfactory Satisfactory Activity 4B Estimated Time 30 Minutes Objective To communicate risk management processes to relevant parties. 1) Write a report of the risk management process within the bicycle reatil shop. 2) Complete the following tasks: Discuss how you will communicate the risk management process which has been developed by yourself to your stakeholder using verbal and non-verbal techniques. (This may include the visual such as chart or diagram which you believe it is beneficial to present the information to your pair.) Prepare feedback from to receive feedback on whether the risk management process is effective for the bicycle retail shop.
Activity 4B Checklist for assessor This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competency (Code and Title) Date(s) of assessment Marking checklist Performance Criteria 1. Learner writes a report of the risk management process within the bicycle reatil shop. Yes No (Please circle) 2. Learner communicates the risk management process which has been developed to their pa