Assessment 1

KINGSFORD
INTERNATIONAL
KII4014 INSTITUTE
Use Safety Principles in

Hospitality ASSESSMENT 1
Contents
Instructions to Learner ........................................................................................................................ 2
Assessment instructions..................................................................................................................... 2
Assessment requirements ................................................................................................................. 4
Demonstration (if applicable) ............................................................................................................ 4
Assessment 1 (Summative Assessment)......................................................................................... 5
Section A ........................................................................................................................................ 8
Section A1: Scenarios .................................................................................................................. 8
Scenario 2: Kings Arms Hotel ...................................................................................................... 10
Scenario 3: Rio restaurant ............................................................................................................. 12
Section A2: Scenarios ................................................................................................................ 13
Scenario 1: How could this have happened? ....................................................................... 13
Scenario 2: Take control! .......................................................................................................... 16
Scenario 3: Expanding the menu ............................................................................................ 18
Section A3: Skills Activity .......................................................................................................... 20
Task 1: Complete a risk assessment ...................................................................................... 20
Task 2: Question and answer ................................................................................................... 23
Task 3: Action plan ..................................................................................................................... 24
Task 4: Communicate new procedures ................................................................................ 26
Task 6: Monitor WHS procedures .......................................................................................... 30
Task 8: Training evaluation ...................................................................................................... 34
Training Needs Analysis ................................................................................................................... 35
Task 10: Compliance.................................................................................................................. 36
Task 11: Question and answer ................................................................................................. 38
Section B1: Knowledge Activity (Q & A) ................................................................................. 40
Instructions to Learner
Welcome to KII4014 Use Safety Principles in Hospitality! This KII unit covers the following unit/s of
competency.
SITXFSA001 Use hygienic practices for food safety
KII4014 Use Safety Principles in Hospitality Assessment 1
SITXFSA002 Participate in safe food handling practices

SITXWHS003 Implement and monitor work health and safety practices
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 in the provided cover 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 else's thoughts, writings or inventions and representing them as your
own. Plagiarism is a serious act and may result in a learner’s 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 one's 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 “NS” grade and
NYC.
Kingsford International Institute |CRICOS: 03689D RTO: 45363| Jan 2020 v1.1 1
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 NYS = Not Yet Satisfactory
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 the course coordinator, in writing,
outlining the reason(s) for the appeal. For more information please refer to our policy and procedures by visiting
www.kii.edu.au/documents or login to your LMS account by clicking the link
https://www.kiionline.edu.au/course/view.php?id=59 .
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
▪ Questioning
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 Assessment 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 may 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 (orientation). For more information refer to our assessment policies by visiting
www.kii.edu.au/documents or login to your LMS account by clicking the link
https://www.kiionline.edu.au/course/view.php?id=59 .
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.
Demonstration (if applicable)

Throughout this unit, you will be expected to show your competency of the elements through demonstrations.
Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The
demonstrations will be completed as well as the activities found in this Assessment
An explanation of demonstrations:
Demonstration is off-the-job
A demonstration will require:
Performing a skill or task that is asked of you
▪ Undertaking a simulation exercise.
The demonstration will take place in the training environment. Your trainer/assessor will ensure you are
provided with the correct equipment and/or materials to complete the task. They will also inform you of how
long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for this KII unit.
Assessment 1 (Summative Assessment)
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed after finishing
the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
• Skills – skill requirements, required skills, essential skills, foundation skills
• Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge

evidence
• Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills activity

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further
instructions to you, if necessary.
Section B: Knowledge activity (Q & A)

The knowledge activity is designed to be a verbal questionnaire where the assessor asks you a series of
questions to confirm your competency for all of the required knowledge in the unit of competency.
ASSESSMENT COVERSHEET
Unit:
Course Name:
Assessment Tool: Assessment 1
Student must fill this section:
Student Name:
Student ID:
Privacy Release Clause: “I give my permission for my assessment material to be used in the auditing,
assessment validation & moderation Process”
Authenticity “I declare that:

Declaration:
• The material I have submitted is my own work;
• I have kept a copy of all relevant notes and reference material that I
used in the production of my work;
• I have given references for all sources of information that are not my
own, including the words, ideas and images of others.”
Student signature: Date:
Assessment Completion Status
Attempt Satisfactory Non-Satisfactory Date Assessor’s

Signature
Initial attempt  
2nd  
attempt/Reassessment
Feedback to student:
Information for Student:
• All work is to be entirely of the Student.

• Read the instructions for each question very carefully.
• Be sure to PRINT your FULL name & LAST name in every place that is provided.
• Short questions must be answered in the spaces provided or follow the word limits as instructed.
• For those activities requesting extra evidence such as: research reports, ESSAY reports, etc. The student must attach its own work formatted
in double space, Arial 12 pts.
• All assessment tasks must be addressed correctly in order to obtain a competence for the unit of competency.
• If the Student doesn’t understand the assessment, they can request help from the assessor to interpret the assessment.
• All assessments must be submitted online. Login to www.kiionline.edu.au and follow the subject link to submit your assessments. Note that
the hard copy of the assessments will not be accepted.
Re-assessment of Result& Academic Appeal procedures:
If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to
the Operations Manager. This should be submitted after completion of the subject and within fourteen days of commencement of the new term.
Re-assessment Process:
• An appeal in writing is made to the Operations Manager providing reasons for re-assessment /appeal.
• Operations Manager will delegate another faculty member to review the assessment.
• The student will be advised of the review result done by another assessor.
• If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge
and the Operations Manager OR if need be an external assessor.
• The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be
final.
• If the student is still not satisfied with the result, the he / she has the right to seek independent advice or follow external mediation option
with nominated mediation agency.
• Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject. The cost of reassessment
will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require
assessment to be reliable, fair, practical and valid.
Academic Appeals
• If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling
protocol.
• To appeal a decision, the person is required to complete the KII- Request for Appeal of a Decision form with all other supporting documents,
if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student Support Officer
either in hard copy or electronically via the following contact details:
Student Support Officer, Kingsford International Institute (KII), Level 6, 128-136 Chalmers St, Surry Hills, NSW 2010, Email: admin@kii.edu.au
• The notice of appeal should be in writing addressed to the Operations Manager and submitted within seven days of notification of the
outcome of the re-evaluation process.
• If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit.
• In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred
appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate.
• The decision of Operations Manager will be final.
• Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint /
grievance policy.
“I understand all the above rules and guidelines for the assessment”
Full Name Signature Date (dd/mm/yyyy)
Section A
Section A1: Scenarios
Objective: To provide you with an opportunity to show you have the required skills for this unit.
▪ Complete Scenarios 1. 2 and 3

▪ Read the Scenarios and answer the questions in the space provided below. Your answers must be relevant
to the scenarios.
Scenario 1 Sally’s Sandwiches: You work in a café in a shopping centre. You prepare and serve
sandwiches, rolls, wraps, hot and cold meals, snacks, pastries, cakes and desserts. Some items are
purchased pre-prepared, partially or fully cooked. Others, especially sandwiches, rolls and wraps, are
prepared fresh every day. Your local food safety legislation requires the business to have a food
safety program. Café requires you to be familiar with the local legislation and follow the food safety
program.
Q1: What are three of your legal responsibilities as a food handler in this workplace?
Q2: What is the overall purpose of your business’s food safety program?
Q3: What are two types of information contained in the food safety program?
Q4: Where are the step-by-step instructions on how to implement the requirements of the food safety
plan detailed?
Q5: The food safety program is developed using the principles of the HACCP system. What is the basic
aim of the HACCP system?
Q6: What are three hygiene procedures the café expects you to follow?
Q7: Are the following scenarios hygiene hazards? If yes, what can you do to remove or minimise them?
If no, why isn’t it?
▪ Scenario 1: There is food debris and some dirt on the floor of the walk-in cool room where all
the perishable stock is stored.
▪ Scenario 1: You notice one of your colleagues is washing her chopping board, knives and other
preparation utensils in a sink of hot, soapy water.
▪ Scenario 1: The paper towel dispenser at the hand-wash basin has run out and everyone is
drying their hands on a tea towel.
Response to Scenario 1:
Q8: You can’t find an appropriate solution to the lack of paper towels to dry hands on. What should
you do?
Q9: You’ve been told the Environmental Health Officer (EHO) is coming in to inspect the café
tomorrow. Who is this person employed by and what is their role?
Q10: What are two potential ramifications to the business if the EHO finds it is not meeting food safety
standards?
Q11: The EHO has noticed that the fly screen door on the back door of the café is damaged with several
holes in it. It is a potential source of contamination. How does the Food Standards Code define
contamination?
Q12: How could food become contaminated as a result of the holes in the screen door?
Q13: The café provides you with an apron and a cap to wear when preparing and serving food. What is the
food safety role of these items?
Q14: As part of the café’s dress code, you are expected to wear rubber-soled, enclosed shoes at work.
▪ Is this a food safety requirement?
▪ Why is it a requirement?
▪ What is this type of clothing called?
Q15: What are two techniques you can use to minimise contact, and therefore crosscontamination,
between the ready-to-eat items stored in the refrigerated display cabinet? Include techniques
the café might already be using in your response.
Scenario 2: Kings Arms Hotel
You work as a kitchen hand in the Kings Arms Hotel. You clean all the crockery and cutlery from the bistro
and all equipment and utensils used by the cooks in the kitchen. You use an automatic dishwasher for most
items. Some larger or heavily soiled items, or preparation equipment parts such as the blades from the
slicer, have to be washed by hand. You also empty the garbage bins in the kitchen during and after service
and remove them to the external bulk waste bin.
▪ Read the Scenario and answer the questions in the space provided below. Your answers must be
relevant to the scenario.
Q1: Do you think that your workplace’s food hygiene procedures don’t apply to you because you are not
handling food, only cleaning up afterwards? Explain your answer briefly.
Q2: What are you required to do after handling the rubbish, going to the toilet or using chemicals?
Q3: How will you effectively both cleaning and sanitise utensils items?
Q4: As the hot soapy water you are hand-washing items and other utensils. What do you need to do to sanitise
the items afterwards?
Q5: As you work in the kitchen and are never seen by customers, what do you need to do to maintain
your personal hygiene standards and cleanliness of your uniform. Is it important to maintain the hygiene
standards if you are not seen by customers?
Q6: You are mainly responsible for cleaning dishes and food preparation equipment and don’t come into
contact with food other than to dispose of it. As a result, do you think you couldn’t possibly contaminate
food? Explain your answer briefly.
Q7: One of your responsibilities after service is over is to clean and sanitise all benches and surfaces. Is it
still a requirement of food safety requirement that you wear rubber gloves when completing these
tasks? Explain your answer briefly.
Scenario 3: Rio restaurant
▪ Read scenario below and answer the questions. Read the Scenario and answer the questions in the space
provided below. Your answers must be relevant to the scenarios.
It’s Thursday evening and the restaurant is busy. You feel awful. You think you have a cold as you have
been sneezing all day and you must blow your nose regularly. You’re about to start work in the cold
larder section of the kitchen, preparing cold salads, entrées and sauces.
Q1: What should you do?
Q2: What are the risks associated with your working if you have an infectious disease?
Q3: Should you be working in the cold larder preparing food tonight? Why/why not?
Q4: You know it’s very important to wash your hands correctly. What are the steps you should follow
to make sure your hands are thoroughly clean?
Q5: The chef has asked you to continue working but to wear disposable gloves at all times. You are
already behind in your work tasks so you are rushing to catch up. You realise you have sneezed
several times and blown your nose without changing the gloves.
Food may have become contaminated.
Q6: If you have contaminated food, what conditions will the bacteria need to grow to cause illness?
Q7: The risk of infecting customers is increased as you are working with potentially hazardous foods. What does
the term ‘potentially hazardous foods’ mean?
Section A2: Scenarios

Scenario 1: How could this have happened?

Read the case study and answer the questions.
Stephanie and Jack own a gourmet sandwich bar and have always been meticulous about their hygiene
procedures and personal hygiene standards. They were astounded when told that a number of customers
had been sick. Over the past 24 hours customers had been vomiting and had severe headaches and
diarrhoea after eating pre-prepared chicken and salad rolls from the sandwich bar.
Stephanie and Jack could not understand why the food poisoning had occurred. The chicken was
delivered pre-cooked and always kept in the refrigerator when not in use. The rolls are prepared in the
morning around 10 am. They are wrapped in cling film and stacked on a stainless-steel tray on top of the
counter. They are held there at room temperature until sold at some stage during the busy lunch time
period from 12.30 to 2.30 pm. If they are not sold by 4 pm, they are thrown out.
Stephanie and Jack and the rest of the staff always wear a pair of protective rubber gloves when preparing
all rolls and sandwiches prior to service, as they can prepare items faster using their hands than when using
tongs and other utensils.
The local Environmental Health Officer (EHO) visited the restaurant and found bacterial growth in the
chicken. Stephanie and Jack had to close their business while a complete investigation took place.
Q1: The food poisoning outbreak could have occurred due to a loss of control of a food safety hazard at
one or more stages of the chicken’s food production process. Identify one potential food safety
issue at each stage that could have contributed to the food poisoning outbreak.
Q2: Holding the prepared item on the service counter within the temperature danger zone for a long
period of time prior to selling it is one potential cause of the microbiological contamination. Why
is the temperature and length of time the food was held a food hazard?
Q3: How will you control this hazard?
Q4: How and when should the temperature of the chicken and prepared rolls be monitored?
Q5: Where should details about how to control this hazard be documented for employees to access
and follow?
Q6: One of the other issues identified by the EHO was staff were not changing their disposable gloves
often enough. Where could Stephanie and Jack place instructions for staff on how to use and
dispose of gloves?
Q7: Some of the people who were made ill by the contaminated chicken are classified as vulnerable or
high-risk persons. In food safety terms, what is a vulnerable person?
Q8: The EHO has asked that all chicken currently held in storage be disposed of as it may be
contaminated. You are in the process of emptying the fridges, cleaning them and returning safe
food to their correct storage areas. How do you make sure the potentially contaminated food
does not become mixed up with the safe food?
Q9: When should you dispose of the potentially contaminated food?
Q10: What are four examples of other food safety procedures you and the other sandwich bar staff
should follow on a daily basis?
Q11: The sandwich bar contains a wide range of potentially hazardous foods, such as cold processed
meats, dairy products, sliced or grated fruits and vegetables, and eggs or egg-based products.
What are two work practices you can use to handle these foods safely and prevent
contamination?
Scenario 2: Take control!

Read the case study and answer the questions.
Stephanie and Jack are concerned the pre-prepared chickens they purchased from a supplier could have
already been contaminated when they were delivered. They want to have more control over the
production process to reduce the risk of another food poisoning outbreak. One option is to cook their own
chickens on the premises rather than buying them pre-prepared. They have researched purchasing a small
chicken rotisserie.
Q1: How and where should fresh raw chickens be stored on delivery?
Q2: How can the raw chickens be protected against contamination while they are stored in the
refrigerator?
Q3: Once the chickens are cooked, they must be cooled before they can be used to prepare rolls and
sandwiches. What are the time and temperature requirements for cooling food under the Food
Standards Code and local legislation?
Q4: How can the temperature of the chickens be monitored during the cooling period?
Q5: Where would the temperatures from monitoring processes be recorded?
Q6: You have taken the temperature of the chickens three times in a row and are getting different
results each time. You think the thermometer is not working correctly and needs to be
recalibrated. Briefly describe the steps to recalibrate a probe thermometer using the boiling point
method.
Q7: After the chickens are cooked, all equipment, surfaces and utensils must be cleaned. Describe the
steps you would follow to manually clean the tongs, knives, chopping boards and other utensils
used during the preparation and processing of the chickens.
Q8: Should the benches and other surfaces be sanitised after cleaning? Why/why not?
Q9: The dishwasher is not working properly. Dishes are coming out with food still attached to them
and the plates are cold. Is this a food safety issue or a maintenance problem? What should you
do?
Scenario 3: Expanding the menu

Read the scenario and answer the questions.
In addition to cooking chickens for their rolls and sandwiches, purchasing the rotisserie could create new
items for them to sell: whole or segmented hot chicken. Stephanie and Jack are considering installing a
small self-service section that offers a daily hot roast. A hot display cabinet would hold pre-cooked
chicken or meat, chips, vegetables and gravy. Customers purchase a plate and serve themselves from the
display case.
Q1: The chips and vegetables will be purchased frozen. What are the correct storage conditions for
frozen products?
Q2: What two techniques can be used to ensure the frozen vegetables remain frozen during storage?
Q3: You are setting up the hot display by stocking crockery, eating and service utensils. A number of
the plates have small chips on the rim. What should you do?
Q4: It’s lunchtime and the new hot display is popular. How can you ensure the safety of food sold to
customers in this format?
Q5: They run out of chickens and must reheat some of the cooked and cooled chickens held in the
refrigerator. What’s the maximum amount of time you can take to reheat potentially hazardous
foods like chicken?
Q6: Customers have asked if the roast chicken meal can be placed in takeaway containers for them to
take home or back to the office. If Stephanie and Jack decide to offer this service, how must these
single use containers be stored?
Q7: The new chicken menu item is creating more waste as the chickens are delivered in cardboard
boxes. How can you prevent the accumulation of waste and cardboard in the preparation area?
Q8: How can the accumulation of cardboard boxes lead to an increase of the risk of pest invasion?
Q9: How can you reduce the risk of an invasion?
Q10: You’ve observed your colleagues using these work practices. Are they complying with food safety
procedures and regulations or are they not conforming?
▪ Sarah ties her long hair up before starting work.
▪ Jess never washes the bins after emptying them.
▪ Matt regularly leaves the egg mayonnaise out on the workbench in the morning while preparing
rolls and sandwiches.
Q11: What should you do if you think they are not conforming to food safety procedures and standards?
Section A3: Skills Activity

Task 1: Complete a risk assessment

▪ You are required to complete a risk assessment in your workplace or a simulated workplace.
▪ You are required to identify risks in the workplace related to the following situations:
• Evacuation of staff and customers.
• Security management of cash, documents, equipment, keys or people.
• Handling chemicals and hazardous substances.
• Workplace accidents.
• Hazard identification and reporting.
▪ You are then required to complete a risk assessment matrix and risk rating template based on the identified
risks. Assess the identified risks from most important to least important.
▪ See below Risk Assessment template, Risk matrix and Risk rating template.
▪ Complete the Risk assessment template, Risk matrix and Risk rating template.
▪ Place the risks you identified on the risk assessment matrix and prioritise at least three of these in order
from most important to least important to address.
▪ Save your completed templates for later submission to your assessor.
KII4014 Use Safety Principles in Hospitality
Assessment 1
RISK ASSESSMENT TEMPLATE
Potential hazard Who is at risk? Existing control measures Preventative measures Responsibilities
Plans for evacuation are Everyone Make sure everyone can see Make the evacuation strategy visible to all by Manager.
not present. the evacuation strategy by displaying it.
displaying it.
Problems with hazard Customers and Training employees on hazard Setting up a safety and hazard protocol for the Manager/ Director
identification and employees detection. company.
reporting
Accidents due to lack of Employees Labelling hazardous chemicals Managing proper storage for such substances with Store Manager/ Director
storage for hazardous and verbally warning favorable storage conditions.
substances employees against them.
Workplace accidents due Employees Ask the employees to wear Change the floors to something non-slippery. Supervisor/ Manager
to slippery floors anti-slip shoes.
Petty cash theft Petty cash It involves hiring well-armed Proper security measures like password-protected Manager/ Director
security personnel to prevent lockers, emergency buttons, and the placement of
an immediate threat. cameras around the place.
Plans for evacuation are Everyone Make sure everyone can see Make the evacuation strategy visible to all by Manager.
not present. the evacuation strategy by displaying it.
displaying it.
Risk matrix
Accidents due to Plans for
lack of storage for evacuation are not
CONSEQUENCES
Very high
severity 4 hazardous present.
substances
Problems with
hazard
High severity 3 identification and
reporting
Workplace
Medium severity accidents due to
2 slippery floors
Petty cash theft

Low severity
1
Low likelihood Medium Very high

High likelihood 3
1 likelihood 2 likelihood 4
LIKELIHOOD
Risk rating template
Risk Risk assessment equation Risk rating
Plans for evacuation are not 4 x 4 = 16 High Risk

present.
Problems with hazard 3x3=9 High Risk
identification and reporting
Accidents due to lack of storage 4 x 3 = 12 High Risk
for hazardous substances
Workplace accidents due to 2x3=6 Medium Risk
slippery floors
Petty cash theft 1 x 1 = 1. Minimal Risk
Plans for evacuation are not 4 x 4 = 16 High Risk

present.
Assessment 1
Task 2: Question and answer

Q1: What tasks do you complete when organising a risk assessment?
Step 1: Identifying risks, or anything that might be harmful, is the first step.
Employers are required to evaluate the hazards to their employees' health and safety. Your
employer is required to routinely look for potential biological, chemical, physical, and mental
dangers. One typical categorization of dangers is as follows:
 Physical factors include things like lifting, awkward postures, stumbles and falls, noise, dust,
machinery, and computer equipment.
 Mental: such as a heavy workload, long hours, serving clients who have high needs, bullying,
etc. These are sometimes known as "psychosocial" dangers since they have an impact on
mental health and happen in working relationships.
 Chemical: for instance, asbestos, cleaning agents, aerosols, etc.
 biological: These conditions include tuberculosis, hepatitis, and other infectious diseases that
affect healthcare professionals, particularly those who provide home care.
Step 2: Decide who might be hurt and how in step two.
Starting with the full- and part-time employees of your organization, determine who is at risk.
Employers are also required to evaluate the risks that agency and contract workers, guests, clients,
and other members of the public may encounter while on their property. Employers must evaluate
daily schedules in all the many places and circumstances where their employees are engaged. For
instance:
 The personal safety of their clients in the house must be taken into consideration by home
care supervisors, who must also make sure that their own home care personnel have safe
working and lifting conditions.
 The repetitive duties at the checkout, lifting heavy objects, and slips and trips due to spills
and barriers in the store and storage areas are all risks in a supermarket. Particularly at night,
employees are at risk of violence from both customers and trespassers.
 Each employee's workstation equipment in call centers, such as the desk, screen, keyboard,
and chair, must be customized.
Employers have particular responsibilities for the health and safety of young workers, those with
disabilities, people working nights or shifts, and women who are pregnant or nursing.
Step 3: Evaluate the hazards and take appropriate action.
This means that employers must take into account the likelihood that any hazard may result in
damage. Depending on this, your company may or may not decide to lower the amount of risk. Some
risk typically persists even after all safety measures have been taken. Employers must decide for
each remaining hazard whether the risk remains high, medium, or low.
Step 4: Document your results.
The principal conclusions of the risk assessment must be documented in writing by employers with
five or more employees. This record is to detail any risks identified during the risk assessment as well
as any steps taken to lessen or eliminate risk.
This documentation serves as evidence that the evaluation was completed and serves as the
foundation for a subsequent review of working procedures. The risk analysis is a work-in-progress. It
ought to be readable for you. It shouldn't be kept hidden in a cabinet.
Step 5: Review the risk assessment
Keeping an eye on a risk assessment is necessary to

 Make sure that established safe working procedures are followed (for instance, that
supervisors and line managers abide by management's safety directives); and
Take into consideration any new working procedures, new equipment, or more challenging

work targets.
Q2: What steps are involved in a risk assessment according to your organisation’s procedures?
My organization’s risk assessment procedure is quite similar to the standard.
Step 1: The hazards are identified.
Workplace risks can take many different shapes, including physical, mental, chemical, and biological
risks, to name a few. A variety of methods can be used to find hazards. First, a complete inspection
of the workplace is conducted. Naturally, if you work in the same setting every day, you might
overlook some risks. As a result, the following are also evaluated while adhering to HSE guidelines:
 Accident and illness histories
 atypical operations
 long-term risks to one's health.
Step 2: Who may be harmed and how s decided
People who may be in danger at work include full-time and part-time employees, contract workers,
visitors, clients, and other members of the public. Also taken into account are lone workers and
individuals who may not always be present in the workplace or at particular times, such as those
who work night shifts. This, of course, aids in identifying preventative measures for reducing a
specific risk for each hazard to which harm may be averted.
Step 3: Risks are evaluated and control measures are decided upon.
The logical next step after identifying hazards is to entirely eliminate the dangers they pose.
However, in cases where this is not feasible, control measures are implemented. An employee who
works as a cleaner, for instance, will unavoidably come into touch with chemicals. It is likely that
such a hazard cannot be eliminated, but certain control measures, including the provision of
protective gloves, mops, and even instruction on the proper handling and storage of cleaning agents,
can and should be put in place. Here is a list of just a few hazards that have been included in risk
assessments previously:
 Direct contact with cleaning chemicals such as bleach can cause skin irritation or eye
damage. Breathing issues may result from the vapor of cleaning agents.
 There may be a slip or spill, as well as the production of dust and off-cuts.
 Tools for Electricity Working Conditions May Include Risk of Burns or Shocks That Could Be
Fatal
 Falling things that could be fatal from the work area above.
 Lone working alone and running the risk of harm or illness.
 Materials must be brought manually to the work area, and if done incorrectly, this could
result in short-term or long-term harm.
 Discomfort and potential harm might be caused by noise from adjacent machinery or other
tradespeople.
 When disturbed, there may be asbestos on the premises, which poses a risk of airborne
fibers.
 Possible disruption of electrical, gas, or water operations
 Falls, trips, and slips that may result in sprains, fractures, etc. if people trip over debris,
offcuts, tools, or spills.
 Working at Heights: Risk of Fatal Falls, Fractures, and/or Serious Bruises
Step 4: Findings are recorded.
Important discoveries are documented, as per the instructions of HSE. The dangers, potential harm
to individuals, and essentially the control mechanisms you have put in place, are all a part of these
findings. It is important to note that only organizations with five or more employees are now
required to record the results of a specific risk assessment in writing. Despite this need, it is still wise
to keep a reference.
Step 5: The risk assessment is reviewed.
The final and crucial step is to review the risk assessment. It's possible that new tools, materials, or
tasks have been added since the previous assessment, as workplaces change over time. This being
the case, previous risk evaluations are examined to see if there have been any significant
developments since then. If so, decisions are made regarding any new threats or essential control
measures to be put in place.
Q3: Who is involved in a risk assessment in your organisation?

In my organization, each Head of Function and their relevant departmental managers are
accountable for making sure risk assessments are carried out for the workplace and work activities
that fall under their purview. It is expected of employees who engage in specific risky activities that
carry a high risk for both the employee and his or her students to undertake risk assessments of
these activities to make sure adequate controls are in place to reduce the risk to a manageable level.
Q4: Explain any new preventative measures that you would implement for the three areas you identified
in your risk assessment.
Safegardng Petty cash: The custodian of the fund is in charge of maintaining the security of the small
cash. The custodian is responsible for taking the necessary precautions to keep the petty cash fund
and unreimbursed receipts secure at all times. They can do that by
 locking up the small-change money.
 limiting the custodian's access to the petty cash fund.
 obtaining signed receipts for any memorandum cash given to a person to complete a
purchase.
 obtaining invoices and/or unused cash issued for purchase as soon as possible.
Weekly counts of the petty cash fund are required to ensure its integrity. The permitted amount
must equal the sum of the cash on hand, cash signed for, cash on hand with receipts, and payment
authorizations currently being processed for reimbursement.
Preventing Hazards: The best strategy to prevent illnesses or injuries at work is to identify potential
hazards and take steps to eliminate them. Four easy steps can be taken to do this:
Find the Risk: Anything that has the potential to result in harm to your health, illness, or injury is
considered a hazard. Manual labor, messy workplaces, bullying and aggression, heights, defective or
unguarded machinery, chemicals, noise, poor job design (such as repetitive motion activities), or
insufficient management systems are some examples of workplace hazards (for example, no
procedures for performing tasks safely or for using personal protective equipment).
Analyze the Risk: A risk is the possibility that a hazard will result in a disease, an injury, or other harm
to your health. Your list of potential hazards can be lengthy, with some posing more dangers to your
safety than others. Therefore, you must determine which risks are more important than others and
address those first. Asking the following questions can help you determine the danger each hazard
poses:
 What possible effects could the risk have?
 How bad could a sickness or injury be?
 What kind of health harm is most likely to result from the risk?
 Would only basic first aid be required? or result in long-term illness or disability? Or would it
be fatal?
Fix the issue: A hazard should always be entirely eliminated from your workplace. If this isn't feasible,
you should systematically consider the other options. While some issues may be quickly and readily
resolved, others will require more thought and work. Focus on the most pressing risks while not
ignoring the less serious ones that can be quickly and easily remedied. There are certain solutions
that work better than others. Make sure your solution doesn't create any brand-new risks.
Analyze the Results: Check to see if the adjustments worked once you think the issue has been
resolved. Obtain input from people who may be impacted by the changes and include them in any
adjustments you make to their workplace or daily activities. Check your incident logs to see if the
number of incidents is decreasing. Make sure your solution doesn't create any brand-new risks.
Perhaps there are even more ways you and your staff might enhance things. Decide on a time to
reevaluate the risk. Pick a timeline that is suitable for the task and the level of risk involved. The risk
assessment needs to be reassessed if the work process changes or if new equipment is added to a
task.
Preventing workplace trips and falls: The contact between the foot and the ground or walking
surface changes unintentionally or unexpectedly in both slips and trips. This data demonstrates how
important regular housekeeping, high-quality walking surfaces (flooring), choosing the right
footwear, and walking at the right speed is for preventing fall accidents.
Housekeeping: The first and most crucial (basic) level of preventing falls from trips and slips is good
housekeeping. It contains:
 removing all messes marking spills and wet areas right away
 sweeping or wiping up waste from floors, eliminating obstructions from paths, maintaining
clutter-free walkways at all times, securing (tacking, taping, etc.) rugs, carpets, and mats that
don't lie flat
 maintaining adequate lighting in working spaces and pathways, covering cables that cross
them, and always closing file cabinet or storage drawers
 Any additional preventive measures, including the installation of advanced flooring,
specialized footwear, or instruction in safe walking and falling skills won't be as successful
without proper housekeeping habits.
Flooring: The next step in avoiding slips and trips is to alter or change walking surfaces. Additional
steps to increase safety and lower the danger of falling include refinishing or replacing flooring,
installing mats, pressure-sensitive abrasive strips, abrasive-filled paint-on coating, and metal or
synthetic decking. But it's important to keep in mind that high-tech flooring needs proper
maintenance just like other types of flooring. Resilient, non-slip flooring also lessens or eliminates
foot strain and helps with anti-slip measures.
Footwear: The prevention of fall occurrences should concentrate on choosing appropriate footwear
in workplaces where floors may be oily or damp or when employees spend a lot of time outside. It is
highly advised to check with manufacturers because there isn't footwear with anti-slip features for
every circumstance.
Kingsford International Institute |CRICOS: 03689D RTO: 45363| Jan 2020 v1.1
22
Task 3: Action plan
▪ You are to create three new workplace health and safety procedures based on the risk assessment
you completed in Task 1.
▪ These need to be related to:
• evacuation of staff and customers
• security management of cash, documents, equipment, keys or people • handling
chemicals and hazardous substances • workplace accidents.
• hazard identification and reporting.
▪ You need to complete an action plan for the three new WHS procedures.
▪ You need to include information about:
• the new procedure.
• who is responsible for implementation?
• areas and team members involved
• timeframe for roll-out of new procedures
• any training to educate team members on the new procedures
• when the new procedures will be reviewed for effectiveness.
▪ See below_Action plan template.
▪ Complete the action plan for the three (3) new WHS procedures you are implementing in your
workplace.
▪ Save your template for later submission to your assessor
Assessment 1
▪ Action plan TEMPLATE

▪
Date of plan: Name of person completing plan:
New WHS procedure Who is responsible for Areas and team Timeframe for roll- Training Review
implementation? members involved out When will new Provide a description and timeline for When will the new
Include anyone who procedures need WHS training. procedure be
will need to assist and to be fully rolled reviewed for
their job role. out? effectiveness?
Display Emergency Exits Manager: needs to Middle level 2-3 days The employees will be made aware of To be reviewed in
decide how to do it. management, the new signs and their importance, a year's time with
staff to put up the janitorial staff and an emergency drill will be an imitation
signs. practiced. emergency to
check the
effectiveness of
the training.
Practice Effective Housekeeping Janitorial staff Janitorial staff 7 days The janitorial staff will be provided To be reviewed n a
with proper training so that the floors year based on the
are always dry and non-slippery so number of slips
that no one slips on them. and small
accidents due to
the lack of
standard
housekeeping.
Hazard identification Manager: to initiate All the employees 10 days An expert on hazards will be brought To be reviewed n a
the training. in to train the employees on year based on the
Experts: to train the identifying the hazards, assessing the number of hazard
employees on hazard risks, and figuring out means to detection and
identification. control the hazard controlled that
year.
Task 4: Communicate new procedures

▪ You are to run a team meeting outlining the three new procedures you identified in Task
3.
▪ You will organise a suitable time for the meeting with your assessor and your team members.
▪ During the meeting you must include the following.
• Explanation of new WHS procedures.
• Any changes to WHS policies as a result of this.
• Any changes to hazard identification, risk assessment or reporting.
• Ask for input from team members about the new WHS procedures.
• Outline how the team’s ideas can be applied to the new WHS procedures.
• Outline when and how the new procedures will be rolled out to all team members.
• Explanation of how the new procedures comply with WHS legislation or hospitality industry
safety codes of practice/standards.
• Explanation of where documents of the new procedures can be accessed.
• Explanation of any training that will be provided to team members.
▪ You need to organize a meeting agenda and meeting invitations (as required in your organization).
▪ You need to use appropriate tools and documentation during the meeting, for example, a
PowerPoint presentation, technological equipment (laptop, projector, etc.), handouts.
▪ Copies of the agenda, PowerPoint presentations and handouts are to be given to the assessor prior
to the meeting.
▪ Conduct your team meeting.
▪ Your assessor will use the checklist below to assess your performance during the meeting.
MEETING AGENDA
MEETING INFORMATION
This meeting will be held to go over the new work safety and health policies that have been
implemented to create a safer and healthier working environment for the physical and mental
wellbeing of the employees. In order to make the changes successful, trainings must be offered, and
this conference will provide a thorough explanation of the new processes surrounding emergency
signs, hazard identification, and cleaning, as well as their significance.
PREPARATION FOR MEETING

MEETING AGENDA
The manager will give a presentation in advance that goes into great detail about the harmful
practices in our company and how we intend to modify them going forward. In addition, all of the
equipment and tools required to finish the task at hand will be arranged before to the meeting and
their significance will be discussed within that same meeting. Moreover, the entire process of
implementing new practices will be clarified, streamlined, and laid out for everyone to comprehend.
AGENDA ITEMS
1. Presentation by the manager

2. Question and answer session regarding the presentation
3. Discussion among the employees regarding the new changes
4. Inputs from the employees
5. Feedback session on the changes and other potential necessary changes
ACTION ITEMS/OUTCOMES FROM MEETING
1.Starting date of the changes

2.Starting date of the training sessions
3.Positive response of the employees on the changes
4.Employees’ complete grasp of the situation and the changes
▪ Attach copies of your PowerPoint presentation and or handouts here for your three (3) new WHS
procedures.
Have you
completed
You must complete the following tasks for this assessment this task?
Yes No
Organised and distributed agenda.
Explained three new WHS procedures.
Used oral communication skills to explain WHS procedures and information on safe
work practices.
Consulted with staff about new WHS procedures.
Listened to and used team feedback to identify ways to improve WHS procedures.
Provided an opportunity for staff members to contribute their views on current and
future WHS management practices.
Outlined how and when the new WHS procedures would be rolled out.
Explained how the new procedures comply with WHS legislation or industry codes of
practice/standards.
Explained any training that team members will undergo for the new procedures.

Q1: Did your team have any concerns or issues with the new WHS procedures you are implementing?
Briefly explain.
The team did have some issues regarding the new procedures, the hazard identification procedure to be
specific. It was their argument that they did not actually require hazard identification training and were
perfectly capable of identifying, assessing, and controlling a possible hazard in the workplace and that
the training was a waste of time and money.
The team also reported through feedback that there was a lack of clarity in the meeting and they would
like further clarifications regarding the procedures.
Q2: How could these issues be overcome?
Firstly, the issue regarding hazard identification can be overcome by simply bringing in a trainer and
showing them how much or how little knowledge they have regarding hazard management and explain
the significance of the training. This proves to the employees how health and safety hazards can present
themselves in the most unrecognizable way and why hazard management is so important in the
workplace.
Finding and documenting potential dangers that might be present in your workplace is the overall
objective of hazard identification. Working in a team with members who are both knowledgeable about
the task at hand and unfamiliar with it may be beneficial. In this manner, you can do the inspection with
both an experienced and a new set of eyes.
Secondly, the issue regarding clarity can be addressed by conducting another meeting and dealing with
every query that the staff may have.
Q3: What legislation or industry standards do your new procedures comply with?
Commonwealth
1. Hazard Identification: Under the Work Health and Safety Act of 2011, a Person Conducting a
Business or Undertaking (PCBU) is subject to requirements. Work Health and Safety Act of 1970
(WHS Act) and the Work Health and Safety Regulation of 2011 (WHS Regulation) to control
health and safety concerns. safety to the extent that it is practically possible. Risks are identified
and evaluated as part of a risk management strategy before minimizing risks as much as
possible or, if this is not possible, eliminating hazards in the first instance reassuringly feasible.
Consulting with employees who will be impacted by a health and safety issue is a crucial part of
controlling hazards in the workplace. The processes of hazard identification, risk assessment,
and risk control should engage workers. The Health and Safety Representative (HSR), if present,
must participate in the consultation process when workers are represented by a HSR. The law
also mandates that, when many PCBUs are responsible for a health and safety issue, those
PCBUs consult, work together, and coordinate their risk management efforts to ensure efficient
management of the health and safety issue.
Safety is crucial.
2. Display emergency exits: Occupants of workplaces have responsibilities for emergency exits
from buildings under health and safety legislation. According to Section 26 of the 2004 Victorian
Occupational Health and Safety Act, anyone who "manage or oversee workplaces" must:
 Anyone who (whether as an owner or in another capacity) has any degree of management or
control over a workplace is required to take reasonable steps to ensure that the workplace, as
well as the ways to enter and exit it, are secure and free from health risks.
 A person's obligations under subsection (1) only apply to matters that they manage or have
control over.
This demonstrates that owners of companies must constantly ensure that emergency exits are
functional.
3. Practice Effective Housekeeping: According to the WHS Act, it is the primary responsibility of
anyone operating a business or undertaking to take all reasonable steps to prevent workers and
other people from being exposed to hazards to their health and safety. The WHS Regulations
impose more stringent requirements on anyone operating a business or undertaking with
regard to the work environment and facilities for employees, including the need to:
 ensure, to the extent that it is reasonably practicable, that the design of the workspace,
lighting, and ventilation enables employees to perform their duties without risks to
their health and safety;
 Manage the risks associated with remote and isolated work;
 ensure the supply of suitable amenities for workers, including restrooms, drinking
water, washing facilities, and eating facilities;
 and establish emergency plans.
People running a business or activity who are in charge of or manage a workplace are required to take
reasonable precautions to ensure that no one is put in danger of their health or safety in the workplace,
at entry and exit points, or anywhere else related to the workplace.
Q4: What issues did you identify during the consultation process and what action did you take to resolve
the issues?
During the consultation process I realized that the employees of our organization were having
difficulties getting used to the new changes that were happening in the organization and slowly
reverting back to old procedures. They were finding it difficult to be consistent with the new
practices related to health and safety in the organization and this inconsistency was hindering the
results of the changes. To resolve this, we decided that instead of everyone trying to get used to
the changes individually, it would be better to do it as a group so that any inconsistency can be
identified immediately by at least one member of the team. This helped our organization a lot in
inculcating the new procedures and along with it strengthened the team spirit among the staff
and synergized their efforts.
Q5: Describe any feedback you’ve provided to management during or after the completion of your
consultation activities in Task 4.
After the consultation, I advised the management to consult the staff not only after the new
procedures have been decided on but also before that. This way, the management can know what
problems the staff have been facing before they look for solutions and ways to fix them. In addition,
the staff feel like their views and opinions are also valued in the organization and feel like a part of
the team. In short, consulting before decision making makes the actual decision-making process
easier and instills a sense of belongingness in the employees which makes them want to work
harder which ultimately helps the organization advance quicker.
Q6: Did you have to alter your plan to accommodate changing needs of the workplace or employees? If
so, describe how.
Yes, we had to slightly modify the plan to take the staff into account. As was previously noted, the
staff struggled to adapt to the newly developed safety and health processes and kept gradually
reverting to the ways they used to work. Everyone finds change challenging, and the workers
were no exception. Although they made every effort, they occasionally failed. As a result, there
was a significant shift and extension in the time required to complete the operations.
Q7: Were the consultative processes effective in identifying issues and communicating with staff? What
improvements would you make for the future?
Yes, the consultive processes were very effective in identifying and communicating with staff. Through
the consulting, we got to know all the queries that the staff hand about the new changes along
with all the different ideas about the changes that they think the organization needs. Their
participation was extraordinary and their input on the subject very insightful. This not only helped
the execution of the new procedures but also set the pace for new changes to be made for the
future.
Task 6: Monitor WHS procedures

▪ Implement the three WHS procedures that you identified in Task 3.
▪ Monitor work operations and the use of the three new procedures in your area of responsibility over
a one-week period.
▪ Report on issues of non-compliance with the new WHS procedures and work health and safety
legislation, procedures and safe work practices.
▪ Document any action you intend to take as a result of your observations (hazards identified through
staff processes, who you will notify or consult with, training needs identified, reports to be
completed, etc.)
▪ Briefly comment on the effectiveness of existing procedures in maintaining the health, safety and
security of personnel and any recommendations for change.
▪ See below Monitoring template.
▪ Complete the table monitoring the effectiveness of your newly implemented changes.
▪ Save your template for later submission.
Assessment 1
MONITORING TEMPLATE
Date Issue identified Intended action Effectiveness? Recommendations
How do the existing procedures maintain Are there any recommendations for change?
the health, safety and security of team
members?
Plans for evacuation Display Emergency Exits After this, evacuation in case there is
5/10/2022 are not present. an emergency has become a lot N/A
simpler and easier. Since the exit signs
are big and bright, people have no
trouble navigating their way out of the
establishment in case of an emergency.
Workplace accidents Practice Effective The number of accidents as a result of
5/25/2022 due to slippery floors Housekeeping slippery floors has been reduced by a N/A
whopping 60% and the area is
generally cleaner and less cluttered.
Problems with Hazard identification Numerous new workplace hazards It has been noted that employees usually
6/16/2022 hazard identification have been detected and irradiated. overlook or underestimate the impact of
and reporting Furthermore, accidents due to hazards. Knowledge and impact of Health and
hazardous things have also been safety hazards could be properly imparted on
significantly reduced. them.

Q1: What action do you need to take as a result of your monitoring.
After the monitoring, it is clear that the employees could do with another session regarding hazard
identification and control. So, that would be the first action to take post monitoring. Setting up
another informative session exclusively about hazards and their implications from an expert from
the department would do good to the employees.
Additionally, a strict code of conduct concerning hazard reporting could also help the case and
make the employees take the task at hand seriously.
Q2: How will you implement these actions? Include information about timelines.
First, a hazard expert needs to be looked for. This will take 2 to 3 days.
Secondly, a training and information session needs to be set up for the employees. This will also
take 2 to 3 days.
After, the session needs to be conducted which takes 1 day.
Lastly, the rule needs to be made about prompt reporting of hazards which can be effective
immediately after the conclusion of the training session.
Q3: Is there another area of WHS that you are concerned about after completing your monitoring
activities? Explain. How will you respond to this?
Yes, after the completion of the monitoring, it has come to my attention that the machineries in
our organization have been dysfunctional and are in their way to be unsafe for our employees to
use. According to Australian WHS rules, a company is required to guarantee the health and safety
of your employees and not endanger the health and safety of others. This includes establishing
and maintaining safe machinery and infrastructure. So, to ensure the safety of our staff and to
follow the law, I think that replacing our machinery with new updated machinery would be the
best course of action.
Q4: How do you monitor the day-to-day effectiveness of WHS practices in maintaining the health,
safety and security of personnel?
To monitor the effectiveness of WHS practices, we follow the following steps:
Step 1: Explain WHS policies to employees

Informing employees about the policies in place is one of the most basic aspects of putting WHS
policies into practice. According to the Work Health and Safety Act of 2011, the "person
conducting a business or undertaking" (PCBU), who is typically the employer, has a responsibility
of care (WHS Act). So, in essence, we
 Give Workers comprehensive information on your company's WHS regulations and other
safety obligations pertaining to the work they conduct.
 Make a space where employees may voice their worries, queries, and opinions.
 Determine success
Step 2: Implement and oversee partnerships to manage WHS regulations

A high level of protection requires workers' cooperation in all matters relating to their health and safety
at work. Workers are the first to offer suggestions on how to make health and safety policies more
effective, particularly those who speak for other workers. Make measures for everyone to have access
to information, as effective consultation and cooperation between management and employees depend
on both parties being well-informed. Employees should have sufficient knowledge of the company's
health and safety performance while management should be able to present clearly comprehensible
statistics to guide consultation
Step 3: Deliver WHS Training and keep an eye on its practices

WHS training is created and planned to help employees manage risks and hazards to reduce workplace
illnesses and injuries. These steps are then taken to do that:
i. Analyze training needs (TNS): This is done to identify skill gaps among employees as a means of
implementing and monitoring WHS policies. TNA identifies the discrepancy between workers'
existing capacity to fulfill their job-related responsibilities and tasks and their needed skills and
knowledge level.
ii. creating a training curriculum: It's time to create a WHS training program using the findings from
your study after TNA. A solid WHS training program will enable employees to monitor the
processes being followed and report back to management if anything seems out of the usual in
addition to giving them the skills to complete their responsibilities.
iii. provide introductory instruction: The training is intended to improve a new hire's
comprehension, awareness, and abilities so they will be more prepared to cope with risks that
can develop at work. Additionally, when businesses implement a new idea or system in the
workplace, there needs to be affirmations or induction training so that employees are aware of
the new policies.
iv. Give continuing instruction: No matter their level of experience, employees must have their
skills regularly updated in addition to taking the necessary professional development courses to
stay abreast of the most recent industry best practices and standards. This will enable them to
pick up new skills and knowledge that will help your organization's WHS policies. Therefore,
offer mentorship programs and workplace learning opportunities to support people and teams
continuously.
v. Examining and assessing the training curriculum: Determine whether the WHS training program
being used is acceptable and effective in reaching training objectives. To have a fairly accurate
evaluation, compare training results to specific areas like amount of absenteeism, rate of
accidents, incidents/near misses, etc. Analyze the expense of the training programs as well.
Step 4: Put procedures for risk assessment, risk management, and hazard identification into practice
i. Identification of the Risk: Hazard identification is one of the most crucial components of
minimizing employee accidents and injuries as well as technological malfunctions that can have
a major negative impact on your organization. Risks can range from a worker not following
directions to a product that doesn't meet specifications.
ii. Risk assessment for hazards: In essence, hazard risk assessment establishes the likelihood that a
negative or unexpected outcome will materialize. It provides a general estimate of both the
likelihood that an event will occur and its severity.
iii. Control: Assessing and lowering risks to your business, organization, and people is the process of
risk control. Planning, organization, training, awareness, and a variety of other tactics can all be
used to accomplish this process, which addresses risk as one of the key elements that an
organization should consider when examining how they conduct business in the world.
iv. Review and Assessment: Once a risk control has been put in place, it is examined to make sure it
is working as intended and hasn't introduced any new risks. The evaluation process will require
management, labor reps, and employee input data. The following need to be assessed:
 steps for identifying hazards
 The process of risk evaluation
 Engineering, management, personal protective equipment, temporary solutions,
and maintenance procedures
Step 5: Keep WHS Records current

A system for maintaining and updating records must be in place for a corporation to ensure workplace
health and safety. This guarantees that the records are continuously kept current in accordance with
WHS policies. Maintaining accurate records is essential to avoiding significant mishaps and safety risks.
Every workplace, from the most basic office to massive mining operations, depends on records.
Task 8: Training evaluation

▪ Select an area in relation to work health and safety.
▪ Observe, monitor and analyse an employee’s proficiency in completing the required tasks over a
week.
▪ Document your observations in a training needs analysis and make recommendations for further
training required.
▪ Organise and implement the appropriate training.
▪ See below Training needs analysis.
▪ Complete the information regarding the training needs of the employee you have monitored.
▪ Save and submit your template to your assessor when completed.
Assessment 1
Training Needs Analysis

Employee: VIR Job role: SOUS CHEF
Task breakdown or Employee skills/knowledge displayed Competency demonstrated Further training required?
skills/knowledge required to in this task? Yes/No
perform task (Yes/No) (Include details)
The knowledge and techniques for entering tight areas Yes After the completion of the training,
Ability to work in confined spaces safely, including risks, hazards, and safety measures the employees can successfully
work in confined spaces like pits,
tanks, wells, etc.
First Aid Abilities required to treat sick or injured people on the Yes After the completion of the training,
spot, stabilize their conditions, and get them ready for the employees can successfully
transport to a more advanced medical facility. administer first aid treatment to self
and colleagues if and when
required.
Asbestos identification Workers and managers need to recognize asbestos or No The employees still have trouble
material containing asbestos and work safely with it recognizing asbestos and require
further training if they to continue
working with it.

Q1: Research two possible providers for the training needs you identify. Include information on
training costs and arrangements.
Q2: How long does it take to arrange and complete the training from the time the training need was
identified?
Q3: Has training improved the employee’s work practices? If so, explain what you have observed. If
not, describe what action you plan to take.
Task 10: Compliance

▪ Source and collect the following documentation online or from your workplace.
1. WHS consultation form
2. Hazard identification form
3. WHS incident/accident notification form
4. Risk control forms
5. Training action plans
▪ Your assessor may request you to complete examples of this documentation and will discuss with
you your understanding of what each document is used for.
▪ Present these documents to your assessor during a meeting and attach the documents below for
submission with your assignment. (Ensure your documents are appropriately formatted. Do - not
submit unformatted work).
WHS Consultation Form Record of

WHS consultation
(Work Health and Safety Act 2011)
Consulting with your workers, Health and Safety Representative/s (HSR), health and safety committee and other persons
conducting a business or undertaking (PCBUs) is not only good management; it’s also required under the legislation and is
a great way to improve and maintain health and safety in your workplace.
This template can be used / modified to help keep a record of consultation with your workers and other PCBUs.
Reason for consultation:
Date:
Specific issues:
Identify a hazard / assess risk/s Eliminate a hazard and associated risks

Facilities for workers Workplace WHS changes
WHS procedure/s Other
Who is consultation with?
Workers Other PCBUs

HSRs Other (specify)…… …………………..
HSRs representative WHS Committee
Names and positions of those present:
Description of issue for consultation:
List any concerns raised during discussion:

Q1: Explain the conventions you should follow to complete these forms.
Q2: Which WHS legislation or codes of practice did you need to refer to or comply with when
implementing and monitoring the WHS procedure in Tasks 3, 4 and 6? Explain.
Q3: What data can you collect in your workplace to see the effectiveness of WHS procedures?
Q4: How often should WHS documents be referred to, to check the effectiveness of WHS
procedures?
Q5: You notice that some team members are not stacking the shelves correctly and according to
work safety procedures in the storeroom. You have just seen some heavy items stored on top.
What is your response? When would you deal with this issue?
Q6: You are looking through the WHS incident reports and notice that many of the forms are
difficult to read due to the illegibility of the handwriting. It is really important for anyone to be
able to read these documents in order to analyse the information in them. How and when
would you deal with this issue?
Q7: What action can you take to minimise the use of printed materials and reduce waste when
organising WHS documentation?
Q8 : Explain the scheduled hazard identification activities that are required to be completed in your
workplace according to workplace legislation.
Q9: WHS legislation specifies that hazard identification should occur in which situations? List four.
Hazard identification should occur in the situation following:
Section B
Section B1: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge
for this unit.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. What is meant by contamination, and which foods are most likely to become contaminated?
2. What hazards may cause a hygiene risk?
3. What actions do you take to keep hygiene at suitable levels within the food preparation area?
4. Describe proper hand washing practices in detail.
5. Explain how you can identify food hazards.
6. What are major causes of food contamination?

for this unit.
for each one.
1. At an operational level in your own job role, how does each of the following impact you?
▪ Contents of national codes and standards that underpin regulatory requirements

▪ Reasons for food safety programs and what they must contain
▪ Local government food safety regulations and inspection regimes
▪ Consequences of failure to observe food safety policies and procedures
▪ Meaning of contaminant, contamination and potentially hazardous foods as defined by
the Australia New Zealand food standards code.
2. Identify and summarise each of the following as they relate to your own organisation and
specific work practise.
▪ Critical control points for the specific food production system and the predetermined
methods of control, especially time and temperature controls used in the receiving,
storing, preparing, processing, displaying, serving, packaging, transporting and disposing
of food
▪ Main types of safety hazards and contamination
▪ Conditions for development of microbiological contamination ▪ Environmental
conditions and, temperature controls, for storage ▪ Temperature danger zone and the
two-hour and four-hour rule.
3. In your own organisation’s food safety program, identify each of the following:
▪ Food safety procedures and associated requirements ▪ Monitoring documents that

must be completed.
4. Describe the correct procedure for each of the following:
▪ Bacterial swabs and counts

▪ Checking and recording that food is stored in appropriate timeframes
▪ Chemical tests
▪ Monitoring and recording food temperatures using a temperature measuring device
accurate to plus or minus one degree Celsius
▪ Monitoring and recording temperature of cold and hot storage equipment ▪ Visually
examining food for quality review.
5. Describe your food safety requirements in relation to each of the following:
▪ Packaging control: o using packaging materials suited to foods o monitoring of

packaging damage
▪ Protective barriers
▪ Temperature control
▪ Supervision of food displays
▪ Utensil control
▪ Providing separate serving utensils for each dish.
6. Which practices must be implemented for the safe handling of each of the following food types?
▪ Dairy
▪ Dried goods
▪ Eggs
▪ Frozen goods
▪ Fruit and vegetables ▪ Meat and fish.
7. Outline the operating procedures for all equipment that you use to ensure food safety, including
those for temperature probes.
8. How do you make appropriate choices for cleaning and sanitising work areas, utensils and other
equipment?
9. What are your requirements in relation to each of the following?
▪ Cleaning: o dirt o food waste o grease o pest waste removal ▪ Sanitising: o eating
and drinking o utensils o food contact surfaces ▪ Maintenance:
o recalibrating measurement and temperature controls o minor
faults.
10. Which groups of customers are at a high-risk of suffering from the effects of food safety issues?

for this unit.
for each one.
1. List seven primary components of state or territory WHS legislation.
2. Identify and read your organisation’s work health and safety policies and procedures.
Write a two-three-page report detailing:
▪ Three methods used for work health and safety consultation

▪ Three methods used for identifying hazards
▪ Three methods used for conducting risk assessments.
Your report should be clear, informative and free from spelling and grammar errors.
Write a two age report detailing:
▪ The location of the first aid kid

▪ The emergency evacuation plan
▪ Three responsibilities every employee has when it comes to ensuring safety.
4. List five consultative processes you could use to discuss work health and safety issues in the
workplace.
Write a two-page report detailing your organisation’s time requirements for hazard inspection
when changes to the workplace are implemented:
▪ Before the premises are used for the first time

▪ Before and during the installation or alteration of any plant
▪ Before changes to work practices are introduced
▪ When any new information relating to health and safety risks becomes available.
If this information is unavailable, you should speak to your manager/supervisor and solicit their
ideas and recommendations. Then write your report accordingly.
6. Explain why it is important to maintain work health and safety records and list five different
types of WHS records you may complete.

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KINGSFORD

Use Safety Principles in

SITXFSA002 Participate in safe food handling practices

▪ Address each question including any sub-points

▪ Demonstrate that you have researched the topic thoroughly

▪ Cover the topic in a logical, structured manner

▪ Presenting any work by another individual as one's 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

Assessment appeals process

Recognised prior learning

▪ Product-based methods e.g. reports, role plays, work samples

Demonstration (if applicable)

A demonstration will require:

Performing a skill or task that is asked of you

▪ Undertaking a simulation exercise.

Assessment 1 (Summative Assessment)

Skills, knowledge and performance may be termed as:

• Skills – skill requirements, required skills, essential skills, foundation skills

• Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge

• Performance – evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills activity

Section B: Knowledge activity (Q & A)

Assessment Tool: Assessment 1

Student must fill this section:

Authenticity “I declare that:

Assessment Completion Status

Attempt Satisfactory Non-Satisfactory Date Assessor’s

Information for Student:

• All work is to be entirely of the Student.

Full Name Signature Date (dd/mm/yyyy)

▪ Complete Scenarios 1. 2 and 3

▪ What is this type of clothing called?

Scenario 2: Kings Arms Hotel

Scenario 3: Rio restaurant

Q1: What should you do?

Section A2: Scenarios

Scenario 1: How could this have happened?

Q3: How will you control this hazard?

does not become mixed up with the safe food?

Q9: When should you dispose of the potentially contaminated food?

Scenario 2: Take control!

Q5: Where would the temperatures from monitoring processes be recorded?

Scenario 3: Expanding the menu

Q9: How can you reduce the risk of an invasion?

▪ Jess never washes the bins after emptying them.

Section A3: Skills Activity

Task 1: Complete a risk assessment

RISK ASSESSMENT TEMPLATE

Petty cash theft

Low likelihood Medium Very high

Risk rating template

Risk Risk assessment equation Risk rating

Plans for evacuation are not 4 x 4 = 16 High Risk

Plans for evacuation are not 4 x 4 = 16 High Risk

Task 2: Question and answer