ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name: Advance Diploma of IT
Unit / Subject Name: BSBCRT611- Apply critical thinking for complex problem requirements
Trainer’s Name: Assessment No: Task 1, Task 2 & Task 3
I declare that: I fully understand the context and purpose of this assessment. I am fully aware of the competency standard/criteria against which I will be assessed. I have been given fair notice of the date, time and venue for the assessment. I am aware of the resources I need and how the assessment will be conducted. I have had the appeals process and confidentiality explained to me. I agree that I am ready to be assessed and that all written work is my own. This assessment is my: o First submission o Re-submission (Attempt )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY:
Result: Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each Assessment task & final outcome of the unit Yes / No
Assessor’s Feedback:
Assessor’s Signature: Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
TYPES OF EVIDENCE
The RTO ensures that assessment is carried out in accordance with the requirements of the unit and the standards and will implement an assessment process which identifies the evidence required for each unit of competency. They will identify the type of evidence and the assessment methods used.
Types of evidence include:
Direct Evidence – things that the assessor, observes first-hand, e.g., observation or work samples
Indirect Evidence – things that someone else has observed and reported to us, e.g., third party reports
Supplementary Evidence – other things that can indicate performance, such as training records, questions, written work, portfolios
Assessment methods may include but are not limited to:
Written Activity
Case Study
Observation/Demonstration
Practical Activity
Questions
Third Party Report
Assessment must comply with the assessment methods of the training package and be conducted in accordance with the Principles of Assessment and assessment conditions. This means the assessment must be fair, flexible, reliable and valid.
ASSESSMENT INFORMATION FOR STUDENTS
Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
Your skills and knowledge using written and observation activities that apply to the workplace.
Your ability to apply your learning.
Your ability to recognise common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
HOW YOU WILL BE ASSESSED
The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.
What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?
Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.
In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).
Assessor Responsibilities
Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:
Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
Ensure that their own qualifications are current.
When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
When required, ensure supervisors and students sign off on third party assessment forms or third party report.
Follow the recommendations from moderation and validation meetings.
How should I format my assessments?
Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.
How long should my answers be?
The length of your answers will be guided by the description in each assessment, for example:
Type of Answer
Answer Guidelines
Short Answer
4 typed lines = 50 words, or
5 lines of handwritten text
Long Answer
8 typed lines = 100 words, or
10 lines of handwritten text = of a foolscap page
Brief Report
500 words = 1 page typed report, or
50 lines of handwritten text = 1foolscap handwritten pages
Mid Report
1,000 words = 2 page typed report
100 lines of handwritten text = 3 foolscap handwritten pages
Long Report
2,000 words = 4 page typed report
200 lines of handwritten text = 6 foolscap handwritten pages
How should I reference the sources of information I use in my assessments?
Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:
Website Name – Page or Document Name, Retrieved insert the date. Webpage link.
For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State
Assessment guide
The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task. The following is a list of general assessment methods that can be used in assessing a unit of competency. Check your assessment tasks to identify the ones used in this unit of competency.
Assessment Method
Satisfactory Result
Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions
All questions answered correctly
Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace
Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report
Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator
Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity
The assessor will mark the activity against the detailed guidelines/instructions
Does not follow guidelines/instructions
Attachments if requested are attached
Requested supplementary items are not attached
All requirements of the written activity are addressed/covered.
Response does not address the requirements in full; is missing a response for one or more areas.
Responses must refer to appropriate sources from your workbook and/or workplace
One or more of the requirements are answered incorrectly.
Does not refer to or utilise appropriate or correct sources of information
Observation/Demonstration
All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level
Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study
All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study.
Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace
Answers do not address the question in full; do not refer to appropriate sources.
Practical Activity
All tasks in the practical activity must be competed and evidence of completion must be provided to your trainer/assessor.
All tasks have been completed accurately and evidence provided for each stated task.
Tasks have not been completed effectively and evidence of completion has not been provided.
Attachments if requested are attached
Requested supplementary items are not attached
1.
Assessment Plan
The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.
Evidence number/ Task number
Assessment method/ Type of evidence/ Task name
Sufficient evidence recorded/Outcome
Assessment task 1
Knowledge Test (KT)
S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 2
Project (PT)
S / NS (First Attempt)
S / NS (Second Attempt)
Outcome
C ☐ NYC ☐
Date assessed:
Trainer signature:
2.
Completion of the Assessment Plan
Your trainer is required to fill out the Assessment Plan Outcome records above, when:
· You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.
· Your work has been reviewed and assessed by your trainer/assessor.
· You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.
· You have been provided with relevant and detailed feedback.
Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:
· Result of Assessment (satisfactory or unsatisfactory)
· Student name, signature and date
· Assessor name, signature and date
· Relevant and detailed feedback
3.
Unit Requirements
You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.
Pre-Assessment Checklist: Task 1 – Knowledge Test
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
☐ Make sure you have completed the necessary prior learning before attempting this assessment.
☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
☐ Make sure you understand what evidence is required to be collected and how.
☐ Make sure you know your rights and the Complaints and Appeal process.
☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor).
☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).
☐ Make sure that you have all the required resources needed to complete this assessment task.
☐ The due date of this assessment task is in accordance with your timetable.
☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
☐ The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the
Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
☐ I do require reasonable adjustment
☐ I do not require reasonable adjustment
Declaration (Student to complete)
☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to me.
☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.
☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.
☐ I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Knowledge Test
Assessment type
· Written Questions
Instructions provided to the student:
Assessment task description:
· This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.
· The Knowledge Test is comprised of seven (7) written questions
· You must respond to all questions and submit them to your Trainer/Assessor.
· You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task
· You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.
Applicable conditions:
· All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).
· You must read and respond to all questions.
· You may handwrite/use a computer to answer the questions.
· You must complete the task independently.
· No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
· As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
· Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
· The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
· For more information, please refer to the Training Organisation’s Student Handbook.
Location:
· This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.
· Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.
Instructions for answering the written questions:
· Complete a written assessment consisting of a series of questions.
· You will be required to answer all the questions correctly.
· Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.
· Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.
· Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.
· You must write your responses in your own words.
· Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.
· When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.
Purpose of the assessment
This assessment task is designed to evaluate your knowledge for the following:
· Knowledge of legislative frameworks and organisational policy or procedures applicable to identified workplace problem.
· Knowledge of critical and creative thinking techniques applicable to performance evidence.
· Knowledge of advantages and risks in the development of solutions for identified workplace problems.
· Knowledge of decision-making processes including barriers to effective decision-making.
· Knowledge of sources of relevant information to identified issue, including desk research and stakeholder consultations.
· Knowledge of organisational requirements for development and presentation of a brief and feedback register.
· Knowledge of approval process for workplace solution.
Task instructions
· This is an individual assessment.
· To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
· To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
Q1:
Answer the following questions:
1.1. Explain the legal frameworks related to workplace problems concerning discrimination on the basis of disability in 200-250 words.
1.2. Explain the organisational policy or procedure applicable to the workplace problem specified/identified in Q1.1 in 50-100 words.
Satisfactory response
Yes
No
Q2:
Answer the following questions:
2.1. Explain the different steps of critical thinking in 150-200 words.
2.2. How can you use the following critical and creative thinking techniques to generate innovative solutions to issues?
Mind mapping
Edward De Bono’s Six Thinking Hats
Write 100-150 words for each.
Satisfactory response
Yes
No
Q3:
Answer the following questions:
3.1. What are the advantages of team problem-solving in the development of solutions for identified workplace problems? Discuss any five (5) advantages in 200-250 words.
3.2. What are the disadvantages or risks associated with team problem-solving in the development of solutions for identified workplace problems? Discuss any three (3) disadvantages or risks in 200-250 words.
Satisfactory response
Yes
No
Q4:
Answer the following questions:
4.1. Explain the basic steps in decision-making processes in 200-250 words.
4.2. Explain the following decision-making processes in 100-150 words each.
Decision matrix
Decision tree analysis
4.3. Explain the following barriers to effective decision-making in 70-120 words each.
Bounded rationality
Escalation of commitment
Satisfactory response
Yes
No
Q5:
Explain the following sources of relevant information to identified issues in 200-250 words.
Desktop research
Stakeholder consultations
Satisfactory response
Yes
No
Q6:
Answer the following questions:
6.1. What do you mean by organisational requirements? Write your answer in 30-50 words.
6.2. Discuss the organisational requirements for the development and presentation of a feedback register. Write your answer in 150-200 words.
6.3. How will you structure the information in the development of a brief? Write your answer in 100-150 words.
Satisfactory response
Yes
No
Q7:
Answer the following questions:
7.1. Explain the purpose of the approval process for workplace solution in 50-100 words.
7.2. How can you develop an approval process for workplace solutions? Write your answer in 200-250 words.
Satisfactory response
Yes
No
Assessment Results Sheet
Outcome
First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Student Declaration
· I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources.
· I have kept a copy of all relevant notes and reference material that I used as part of my submission.
· I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
· I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
· All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration
I hold:
☐ Vocational competencies at least to the level being delivered
☐ Current relevant industry skills
☐ Current knowledge and skills in VET,
and undertake
☐ Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only
The outcome of this assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Pre-Assessment Checklist: Task 2 – Project
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment
Declaration (Student to complete) ☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment. Student Name: ______________________________________ Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Project
Assessment type
· Project
Instructions provided to the student:
Assessment task description:
· This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.
· This assessment task requires you to complete a project.
· You are required to apply critical thinking for complex problem solving in this assessment task.
· You will receive your feedback within two weeks, and you will be notified by your trainer/assessor when results are available.
· You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.
Applicable conditions:
· This project is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook).
· You must read and respond to all the criteria of the project.
· You may handwrite/use computers to answer the criteria of the project.
· You must complete the task independently.
· No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
· As you complete this assessment task, you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
· The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.
Resubmissions and reattempts:
· Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
· The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
· For more information, please refer to the Training Organisation’s Student Handbook.
Location:
· This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.
· Your trainer/Assessor will provide further student information regarding the location for completing this assessment task.
Purpose of the assessment
This assessment task is designed to evaluate your following skills and abilities:
· Skills to lead the process for addressing at least one complex workplace issue up to the point of implementation.
· Skills to identify task objectives and risks involved with pursuing identified problem
· Skills to research legislative frameworks and applicable frameworks for identified problem
· Skills to calculate resources required for solution development process
· Skills to facilitate others in idea generation for possible solutions
· Skills to present proposed solution to key stakeholders
· Skills to use feedback to revise solution to achieve stakeholder approval
· Skills to seek necessary approvals for the implementation of the solution.
Task instructions
· This is an individual assessment.
· To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
· You must document your responses in the provided template.
· The student must be concise, to the point and write answers according to the given word limit to each question and not provide irrelevant information.
· You must write your responses in your own words.
· You will be required to complete all parts of this assessment task.
Assessment environment
The assessment can be completed in one of the following assessment environments:
· Online environment
· Simulated environment/ Classroom environment
· Workplace environment
Online Environment
Assessment task instructions
·
The purpose of this assessment task is to apply critical thinking in order to develop solutions to complex issues arising in the workplace.
· The training organisation must ensure that the online assessment environment is in accordance with the requirements specified.
· The training organisation will assign a supervisor to the student.
· The training organisation will provide the resources required to complete the assessment task.
· The student must use the templates provided to document their responses.
· The student must follow the word-limits specified in the templates.
· The trainer/assessor must assess the student using the performance checklist provided.
Online environment requirements
Assessment task environment
This assessment task will be completed in an online environment prepared by your training organisation.
All required resources to complete the assessment task will be discussed with the student before they commence the assessment. The online environment is very much like a learning environment where a student is able to practice, use and operate appropriate industrial equipment, techniques, practices under realistic workplace conditions.
Requirements for the online assessment environment
The trainer/assessor will ensure that the online assessment environment is set up to complete this assessment task.
The online environment consists of:
· A learning management system where the student will be required to complete their job-related tasks and activities
· The standard operating/workplace procedures related to the tasks and activities.
· The trainer/assessor will provide the student with assistance throughout the assessment activity.
The online environment must meet the following criteria:
Opportunities for the student to:
Yes/No/NA
Follow standard operating/workplace procedures
Use up-to-date software and equipment
Work within stated timelines to meet deadlines
Gain experience in the challenges and complexities of dealing with multiple tasks
Experience prioritising competing tasks and dealing with contingencies
The environment to work with others in a team
Online assessment environment sufficient to communicate, contribute and participate in tasks and activities.
Assessment environment sufficient to work independently and manage workload
Resources, tools, and equipment requirements
The following resources, tools and equipment required to complete the assessment task will be discussed with the student before they commence the assessment:
· Workplace personnel/stakeholders to participate in the questioning session requires active participation in a range of creative thinking activities
· Please refer to the roles and responsibilities section for more information
· This should be organised by the training organisation either via, LMS, telephone conferences, video conferencing or anything of a similar nature
· organisational policies and procedures
· opportunities to collaborate with others throughout the concept development process
· resources required to undertake research, prepare a brief and develop a feedback register.
Online assessment scenario
You are required to apply critical thinking in order to develop solutions to complex issues arising in the workplace. You are required to read and understand a predetermined issue and/or situation and participate in a number of assessment activities.
The following are the goals and objectives to complete this assessment task:
· Scope problem solving process
· Identify complex issue for resolution within scope of job role and in consultation with relevant stakeholders
· Document task objectives and risks involved in pursuing identified issue
· Research legislative frameworks and organisational policy or procedures applicable to identified issue
· Calculate required resources and present to relevant stakeholders
· Lead solution development process
· Facilitate ideation session with relevant stakeholders
· Evaluate formulated solutions for advantages and limitations using critical thinking techniques
· Apply decision-making processes to select most viable solution
· Prepare a brief on proposed solution according to organisational policy and present to key stakeholders
· Refine solution for implementation
· Develop a feedback register to systematically record feedback according to organisational requirements
· Refine proposal based on analysis of feedback
· Seek necessary approvals to implement solution
A supervisor will be assigned to you by your training organisation. The supervisor can answer your questions related to understanding the requirements associated with the assessment task. The supervisor will act according to job role and responsibilities.
The supervisor can be your trainer or assessor or a different trainer or assessor or a staff member (including mentors) from the training organisation.
Roles and responsibilities
As part of your job role, you have the following job responsibilities:
· Evaluates own performance to identify opportunities for improvement
· Makes a range of critical and non-critical decision in relatively complex situations, taking a range of constraints into account
· Interprets, analyses and presents numeric and financial information to identify patterns and trends
· Identifies and articulates ideas and requirements clearly and persuasively using techniques appropriate to audience and environment
· Participates in a verbal exchange of ideas and elicits the views and opinions of others by listening and questioning
· Gathers, interprets and analyses textual information when developing the proposal and monitoring operational performance
· Communicates relationships between ideas and information, matching style of writing to purpose and audience
· Systematically gathers and analyses all relevant information and evaluates options in order to monitor performance and identify opportunities for improvement
· Uses main features and functions of digital tools to complete work tasks and access information.
Task requirements
This assessment task requires you to apply critical thinking in order to develop solutions to complex issues arising in the workplace. The assessment activities are mentioned within the assessment task.
Simulated Environment
Assessment task instructions
· The purpose of this assessment task is to apply critical thinking in order to develop solutions to complex issues arising in the workplace.
· The training organisation must ensure that the simulated assessment environment is in accordance with the requirements specified.
· The training organisation will assign a supervisor to the student.
· The training organisation will provide the resources required to complete the assessment task.
· The student must use the templates provided to document their responses.
· The student must follow the word-limits specified in the templates.
· The trainer/assessor must assess the student using the performance checklist provided.
Simulated environment requirements
Assessment task environment
This assessment task will be completed in a simulated environment prepared by your training organisation.
The simulated environment will provide you with all the required resources (such as the equipment and participants, etc.) to complete the assessment task. The simulated environment is very much like a learning environment where a student is able to practice, use and operate appropriate industrial equipment, techniques, practices under realistic workplace conditions.
Requirements for the simulated assessment environment
The trainer/assessor will ensure that the simulated assessment environment is sufficient to complete this assessment task.
The simulated environment consists of:
· The training organisation as the workplace where the student will be required to complete their job-related tasks and activities
· The standard operating/workplace procedures related to the training organisation
· The trainer/assessor will provide the student with assistance throughout the assessment activity.
The simulated environment must meet the following criteria:
Opportunities for the student to:
Yes/No/NA
Follow standard operating/workplace procedures
Use up-to-date software and equipment
Work within stated timelines to meet deadlines
Gain experience in the challenges and complexities of dealing with multiple tasks
Experience prioritising competing tasks and dealing with contingencies
Simulated environment to work with others in a team
Simulated environment sufficient to communicate, contribute and participate in tasks and activities.
Simulated environment sufficient to work independently and manage workload
Resources, tools, and equipment requirements
The following resources, tools and equipment will be made available by the training organisation at the simulated workplace to complete this assessment task:
· Workplace personnel/stakeholders to participate in the questioning session requires active participation in a range of creative thinking activities
· Please refer to the roles and responsibilities section for more information
· organisational policies and procedures
· opportunities to collaborate with others throughout the concept development process
· resources required to undertake research, prepare a brief and develop a feedback register.
Simulated assessment scenario
You are required to apply critical thinking in order to develop solutions to complex issues arising in the workplace. You are required to read and understand a predetermined issue and/or situation and participate in a number of assessment activities.
The following are the goals and objectives to complete this assessment task:
· Scope problem solving process
· Identify complex issue for resolution within scope of job role and in consultation with relevant stakeholders
· Document task objectives and risks involved in pursuing identified issue
· Research legislative frameworks and organisational policy or procedures applicable to identified issue
· Calculate required resources and present to relevant stakeholders
· Lead solution development process
· Facilitate ideation session with relevant stakeholders
· Evaluate formulated solutions for advantages and limitations using critical thinking techniques
· Apply decision-making processes to select most viable solution
· Prepare a brief on proposed solution according to organisational policy and present to key stakeholders
· Refine solution for implementation
· Develop a feedback register to systematically record feedback according to organisational requirements
· Refine proposal based on analysis of feedback
· Seek necessary approvals to implement solution
A supervisor will be assigned to you by your training organisation. The supervisor can answer your questions related to understanding the requirements associated with the assessment task. The supervisor will act according to job role and responsibilities.
The supervisor can be your trainer or assessor or a different trainer or assessor or a staff member (including mentors) from the training organisation.
Roles and responsibilities
As part of your job role, you have the following job responsibilities:
· Evaluates own performance to identify opportunities for improvement
· Makes a range of critical and non-critical decision in relatively complex situations, taking a range of constraints into account
· Interprets, analyses and presents numeric and financial information to identify patterns and trends
· Identifies and articulates ideas and requirements clearly and persuasively using techniques appropriate to audience and environment
· Participates in a verbal exchange of ideas and elicits the views and opinions of others by listening and questioning
· Gathers, interprets and analyses textual information when developing the proposal and monitoring operational performance
· Communicates relationships between ideas and information, matching style of writing to purpose and audience
· Systematically gathers and analyses all relevant information and evaluates options in order to monitor performance and identify opportunities for improvement
· Uses main features and functions of digital tools to complete work tasks and access information.
Task requirements
This assessment task requires you to apply critical thinking in order to develop solutions to complex issues arising in the workplace. The assessment activities are mentioned within the assessment task.
Workplace Environment
Assessment task instructions
· The purpose of this assessment task is to apply critical thinking in order to develop solutions to complex issues arising in the workplace.
· The training organisation must ensure that the workplace assessment environment is in accordance with the requirements specified.
· The workplace will assign a supervisor to the student.
· The trainer/assessor can also act as a supervisor to the student as well.
· The workplace will provide the resources required to complete the assessment task.
· The student must use the templates provided to document their responses.
· The student must follow the word-limits specified in the templates.
· The trainer/assessor must assess the student using the performance checklist provided.
Workplace requirements
Assessment task environment
This assessment task will be completed in your workplace.
The requirements for the workplace environment
The assessment task can be completed in the workplace if the student is currently working or has access to a workplace meeting the assessment criteria.
The workplace must meet the following criteria:
Opportunities for students to:
Yes/No/NA
Follow standard operating/workplace procedures
Use up-to-date software and equipment
Work within stated timelines to meet deadlines
Gain experience in the challenges and complexities of dealing with multiple tasks
Experience prioritising competing tasks and dealing with contingencies
Workplace environment to work with others in a team
Workplace environment to sufficient to communicate, contribute and participate in tasks and activities.
Workplace sufficient to work independently and manage workload
Resources, tools, and equipment requirements
The following resources, tools and equipment must be available at the workplace to complete this assessment task:
· Workplace personnel/stakeholders to participate in the questioning session requires active participation in a range of creative thinking activities
· Please refer to the roles and responsibilities section for more information
· organisational policies and procedures
· opportunities to collaborate with others throughout the concept development process
· resources required to undertake research, prepare a brief and develop a feedback register.
Workplace scenario
You are required to apply critical thinking in order to develop solutions to complex issues arising in the workplace. You are required to read and understand a predetermined issue and/or situation and participate in a number of assessment activities.
The following are the goals and objectives to complete this assessment task:
· Scope problem solving process
· Identify complex issue for resolution within scope of job role and in consultation with relevant stakeholders
· Document task objectives and risks involved in pursuing identified issue
· Research legislative frameworks and organisational policy or procedures applicable to identified issue
· Calculate required resources and present to relevant stakeholders
· Lead solution development process
· Facilitate ideation session with relevant stakeholders
· Evaluate formulated solutions for advantages and limitations using critical thinking techniques
· Apply decision-making processes to select most viable solution
· Prepare a brief on proposed solution according to organisational policy and present to key stakeholders
· Refine solution for implementation
· Develop a feedback register to systematically record feedback according to organisational requirements
· Refine proposal based on analysis of feedback
· Seek necessary approvals to implement solution
A supervisor will be assigned to you by your training organisation. The supervisor can answer your questions related to understanding the requirements associated with the assessment task. The supervisor will act according to job role and responsibilities.
The supervisor can be your trainer or assessor or a different trainer or assessor or a staff member (including mentors) from the training organisation.
Roles and responsibilities
As part of your job role, you have the following job responsibilities:
· Evaluates own performance to identify opportunities for improvement
· Makes a range of critical and non-critical decision in relatively complex situations, taking a range of constraints into account
· Interprets, analyses and presents numeric and financial information to identify patterns and trends
· Identifies and articulates ideas and requirements clearly and persuasively using techniques appropriate to audience and environment
· Participates in a verbal exchange of ideas and elicits the views and opinions of others by listening and questioning
· Gathers, interprets and analyses textual information when developing the proposal and monitoring operational performance
· Communicates relationships between ideas and information, matching style of writing to purpose and audience
· Systematically gathers and analyses all relevant information and evaluates options in order to monitor performance and identify opportunities for improvement
· Uses main features and functions of digital tools to complete work tasks and access information.
Task requirements
This assessment task requires you to apply critical thinking in order to develop solutions to complex issues arising in the workplace. The assessment activities are mentioned within the assessment task.
Assessment Task 2: Project
This assessment task requires you to demonstrate the skills and knowledge required to lead the process for addressing complex workplace issue up to the point of implementation.
During the above, the candidate must:
· Identify task objectives and risks involved with pursuing the identified problem
· Research legislative frameworks and applicable frameworks for the identified problem
· Calculate the resources required for the solution development process
· Facilitate others in idea generation for possible solutions
· Present the proposed solution to key stakeholders
· Use feedback to revise solution to achieve stakeholder approval
· Seek necessary approvals for the implementation of the solution.
Workplace/simulated workplace requirements
This assessment task will be completed at your training organisation. The training organisation must meet the following requirements:
Requirements:
The simulated workplace environment consists of:
· Your training organisation as your workplace
· Standard operating/workplace procedures.
· Your trainer/assessor to provide you with assistance throughout the assessment activity.
· The following equipment and resources to assist with addressing complex workplace issue:
· Resources to undertake research, prepare a brief and develop a feedback register.:
· Computers and internet for all participants and students
· MS Office
· Printer
· WHS policies, procedures, programs and legislative requirements (Appendix C)
· Opportunities to collaborate with others throughout the concept development process (As given in the assessment activities)
· Communication technology such as video-conferencing tool used
The simulated workplace environment must meet the following criteria:
Are there opportunities for students to:
Yes/No/NA
Follow standard operating/workplace procedures
Use up-to-date software and equipment
Work within stated timelines to meet deadlines
Gain experience in the challenges and complexities of dealing with multiple tasks
Experience prioritising competing tasks and dealing with contingencies
Workplace environment to work with others in a team
Safety processes relevant to the area of work
Resources specified in the simulated workplace requirements
WHS policies, procedures, programs and legislative requirements (Given in the assessment task)
Workplace environment sufficient to work independently and manage workload
Opportunities to collaborate with others throughout the concept development process (As given in the assessment activities)
The existing complex issue for resolution
In the last year, your training organisation has seen a number of injuries in the workplace due to a lack of knowledge among staff members regarding desktop ergonomics.
These injuries are related to the following:
Posture-related injuries from computer use
Back and neck pain, headaches, and shoulder and arm pain were common computer-related injuries. Such muscle and joint problems were caused or made worse by poor workstation (desk) design, bad posture and sitting for long periods of time.
Reason: Although sitting requires less muscular effort than standing, it still causes physical fatigue (tiredness), and you need to hold parts of your body steady for long periods of time. This reduces the circulation of blood to your muscles, bones, tendons and ligaments, sometimes leading to stiffness and pain. If a workstation is not set up properly, these steady positions can put even greater stress on your muscles and joints.
Computer-related overuse injuries of the hand or arm
Pain, swelling, stiffness of the joints, weakness and numbness due to overuse of computers and long working hours. This is known as ‘overuse injury’ and typically occurs in the elbow, wrist or hand of computer users.
Eyestrain from computer use
Focusing your eyes at the same distance point for long periods of time caused fatigue. The human eye structurally prefers to look at objects more than six metres away, so any work performed close up puts extra demands on your eye muscles.
The illuminated computer screen also caused eye fatigue. The workers have blurred vision, temporary inability to focus on faraway objects and headaches.
Feet posture
Some employees were observed sitting with their legs not touching the floor or crossed beneath the chair. This position can place a high amount of stress on the popliteal arch that runs through the thigh and knee underside and can result in serious discomfort and injury.
There should also be room under the desk to extend the legs and feet comfortably. Many workstations used the space beneath the desk for storage of files, printer paper and other office supplies. This has caused the employees to tuck their legs and feet under the chair, which could eventually lead to the problems mentioned above.
Keyboard and Mouse Arrangement
The keyboards at many of the workstations were at the incorrect height for the user. The result was ulnar deviation and flexion of the wrists. The hands and wrists’ use in these deviated postures places a large amount of stress on the hands and wrists’ tendons and nerves.
Improper keyboard position can lead to such cumulative trauma disorders as tendonitis and carpal tunnel syndrome. These disorders are caused by injury to the tendons and the median nerve at the point where they pass through the carpal tunnel of the wrist.
In all of the workstations, the mouse was placed too far to the right of the user. This caused a large amount of stress on the arm, shoulder and neck. As the user reached to the side to grasp the mouse, the arm became abducted, placing significant strain on the shoulders and neck.
Desk Height
Incorrect desk height was a problem found at many of the workstations. Desk height refers to the desk that the computer is on as well as any desk used for writing and other activities. The desk should be at the correct height to allow the user to position his hands, wrists and arms in a neutral position. Improper desk height can cause arm abduction and flexion or extension of the wrists. It is also important that all work surfaces used by the employee are the same height. This will allow the chair to be adjusted at a height that will promote proper sitting posture at both desks.
Screen Glare
Screen glare was a significant problem for many of the users in this facility. This glare can cause eyestrain and headaches. To reduce glare, the monitor should be placed so that the screen is flat (not tilted) and directly in front of the user. Tilting the screen up or down can increase the glare on the screen and can also contribute to improper head and neck posture.
Reason for the complex issue
The management has identified that most of the injuries were due to a lack of knowledge of desktop ergonomics.
They have requested the Health and Safety Committee (HSC) to look into the issue and come up with a viable solution. The following are the task objectives:
· To consult with the Health and Safety Representatives (HSRs) to identify viable solutions to the problem.
· Assess the advantages and limitations in the development of formulated solutions and select the most viable solution based on the evaluation conducted.
· Ensure the developed solutions meet the constraints specified.
Constraints
· The management has allocated a budget of $5,000 to resolve the issues.
· Timeframe for the implementation of the solution is three months.
Your team members and your role
You are working as a Work Health and Safety Officer in the Health and Safety Committee (HSC). You have five (5) Health and Safety Representatives (HSRs) in the Health and Safety Committee (HSC).
As part of your job role, you have the following job responsibilities:
· Identify complex issue for resolution within the scope of job role and in consultation with relevant stakeholders
· Document task objectives and risks involved in pursuing the identified issue
· Research legislative frameworks and organisational policy or procedures applicable to the identified issue
· Calculate the resources required for the solution development process
· Facilitate ideation session with relevant stakeholders and facilitate others in idea generation for possible solutions
· Evaluate formulated solutions for advantages and limitations using critical thinking techniques and apply decision-making processes to select the most viable solution
· Prepare a brief on the proposed solution according to organisational policy and present to key stakeholders and present the proposed solution to key stakeholders
· Develop a feedback register and systematically record feedback according to organisational requirements
· Refine proposal based on analysis of feedback and seek necessary approvals to implement the solution
Skills Test
This assessment task requires you to demonstrate the skills and knowledge required to lead the process for addressing complex workplace issue up to the point of implementation.
During the above, the candidate must:
· Identify task objectives and risks involved with pursuing the identified problem
· Research legislative frameworks and applicable frameworks for the identified problem
· Calculate the resources required for the solution development process
· Facilitate others in idea generation for possible solutions
· Present the proposed solution to key stakeholders
· Use feedback to revise solution to achieve stakeholder approval
· Seek necessary approvals for the implementation of the solution.
To do so, you are required to complete the following activities:
· Activity 1: Scope problem-solving process
· Activity 2: Lead solution development process
· Activity 3: Refine solution for implementation
During the completion of these activities, you are required to demonstrate the following skills:
· Skills to evaluate own performance to identify opportunities for improvement
· Skills to make a range of critical and non-critical decision in relatively complex situations, taking a range of constraints into account
· Skills to interpret, analyse and present numeric and financial information to identify patterns and trends
· Skills to identify and articulate ideas and requirements clearly and persuasively using techniques appropriate to the audience and environment
· Skills to participate in a verbal exchange of ideas and elicit the views and opinions of others by listening and questioning
· Skills to gather, interpret and analyse textual information when developing the proposal and monitoring operational performance
· Skills to communicate relationships between ideas and information, matching style of writing to purpose and audience
· Skills to systematically gather and analyse all relevant information and evaluates options in order to monitor performance and identify opportunities for improvement
· Skills to use the main features and functions of digital tools to complete work tasks and access information
The roles and their responsibilities: Relationships with stakeholders such as team members and Manager
The assessment task requires you to communicate with a number of organisational stakeholders. The main roles applicable to the assessment task includes:
Role number 1: Manager: The Manager is the individual who supervises or is in charge of the organisation. They belong to a higher rank or status. Their job role and responsibilities are:
· Assign a team to you to complete the project.
· Assist you in understanding the task requirements.
· Provide you with information about job roles and responsibilities.
· Supervise you in completing the assessment task and requirements.
· Review and assess student/candidate performance and provide them with constructive feedback, as necessary.
Role number 2: Team members (HSC committee): The Health and Safety Representatives (HSRs) are student’s co-worker or workfellow. They are associates that the candidate works with. Their job role and responsibilities are:
· Participate in ideation session and provide suggestions regarding solutions to the complex problem.
· Participate in a healthy and open discussion.
· Communicate and collaborate with you for the required assessment activity.
Note:
· The trainer/assessor will take on the role of Manager.
· The trainer/assessor will assign Health and Safety Representatives (HSRs) to the student for each activity.
· Each student will be assessed individually for all assessment activities.
Timeframe to complete the project:
Two weeks (You have two weeks to complete the project)
Task requirements
· You will be assessed on your technical knowledge and skills to complete this project.
· You will be assessed on working in a team environment and meeting your job role and responsibilities.
· You must follow the instructions provided by the Manager.
· All individuals must complete their role and assigned responsibilities and meet the specified deadlines.
· The task must be completed in the specified timeframe.
Activity 1: Scope problem-solving process
This activity requires you to scope the problem-solving process for the complex workplace issues given in the case study.
You must document the scope problem-solving process using
‘Template 1’ provided.
To do so, you are required to:
· Identify complex issue for resolution within the scope of the job role.
· Identify and document task objectives and risks involved in pursuing the identified issue.
· Research and document legislative frameworks and organisational policy or procedures applicable to the identified issue.
· Calculate resources required for the solution development process based on the issue identified, constraints given in the case study and legislative requirements.
· Complete ‘Template 1: Problem-solving process’.
· E-mail and present the scope problem-solving process (Template 1) to the Health and Safety Representatives (HSRs). Follow the e-mail guidelines provided below.
· Ensure the text written in the e-mail is grammatically correct and free of errors.
· Use business style writing.
· Write an appropriate subject line.
· The text must provide a summary of the attachment.
· Attach ‘Template 1: Problem-solving process’ to the e-mail.
Activity 2: Lead solution development process
This activity requires you to lead the solution development process.
To do so, you are required to complete the following two (2) parts:
· Part A: Lead ideation session with the Health and Safety Representatives (HSRs)
· Part B: Prepare a brief on propose solution
Part A: Lead ideation session with the Health and Safety Representatives (HSRs)
This part of the activity requires you to lead an ideation session with the five (5) Health and Safety Representatives (HSRs).
Note: The trainer/assessor will allocate the five (5) Health and Safety Representatives (HSRs) to the student. The Health and Safety Representatives (HSRs) can be staff members or students.
Roles and responsibilities during the ideation session:
During the ideation session, you will be required to use the following creative thinking techniques to generate and formulate solutions:
· Brainstorming
· Six Thinking Hats
For the ideation session, there will be six (6) participants, including you.
You will wear a “Green Hat”. You will put forward proposals, suggestions or ideas to resolve the complex workplace issue identified.
Each team member will put on a different colour hat and discuss ideas or put forward questions.
The trainer/assessor will allocate different coloured hats to the Health and Safety Representatives (HSRs).
The trainer/assessor must ensure that the Health and Safety Representatives (HSRs) are clear about their roles before the discussion.
Following are the different coloured hats and their roles:
Hats
Roles
White hat: Facts
Looking at the situation objectively
The white hat will focus on current information and discuss further information requirements.
Green Hat: Creativity
Looking at the situation creatively
The green hat will represent creative thinking and the generation of new ideas. The Green Hat will put forward proposals, suggestions or ideas.
Yellow Hat: Benefits
Looking at the situation positively
The yellow hat will look for benefits and encourages a positive way of thinking even for people who are always critical.
Black Hat: Risks
Looking at the situation negatively
The black hat relates to caution and is used for critical judgement. The black hat will focus on preventing mistakes.
Blue Hat: Process
This blue hat will ask for summaries, conclusions and decisions. The blue hat will manage the thinking process, allowing for better synergy between the other thinking hats’ thought patterns and habits.
Red Hat: Feelings
Looking at the situation emotionally
The red hat will look at the situation with feeling, intuition and emotion. It will allow people to put forward feelings without justification or prejudice.
During the ideation session, you are required to demonstrate skills to:
· Facilitate ideation session
· Identifies and articulates ideas and requirements clearly and persuasively using techniques appropriate to the audience and environment
· Participates in a verbal exchange of ideas and elicits the views and opinions of others by listening and questioning
· Evaluate formulated solutions for advantages and limitations using critical thinking techniques
· Apply decision-making processes to select the most viable solution
To conduct the ideation session, you are required to:
· Discuss and consult with the Health and Safety Representatives (HSRs) on the complex workplace issue.
· Put forward proposals, suggestions or ideas to resolve the complex workplace issue.
· Brainstorm ideas with the Health and Safety Representatives (HSRs). Facilitate them in idea generation for possible solutions.
· Evaluate formulated solutions for advantages and limitations using critical thinking techniques (Six Thinking Hats).
· Apply decision-making processes to select the most viable solution
After the ideation session, you are required to document the following using ‘Template 2’:
· Ideas or solutions discussed to resolve the complex workplace issue.
· Advantages and limitations of formulated solutions or ideas.
· Most viable solution and basis for selection.
· What decision-making processes were used to select the most viable solution?
· How did you ensured that you articulate ideas and requirements clearly and persuasively using techniques appropriate to the audience and environment?
· What questioning and listening skills did you applied to elicit the views and opinions of others?
Template 2: Outcomes of the ideation session
Outcomes of the ideation session
Ideas or solutions discussed to resolve the complex workplace issue (Any three)
Advantages and limitations of formulated solutions or ideas (50-100 words for each of the three formulated solutions or ideas)
Most viable solution and basis for selection (100-150 words)
What decision-making processes were used to select the most viable solution? (Any two in 50-100 word each)
How did you ensured that you articulate ideas and requirements clearly and persuasively using techniques appropriate to the audience and environment? (100-150 words)
What questioning and listening skills did you applied to elicit the views and opinions of others? (100-150 words)
Part B: Prepare a brief on propose solution
CONTEXT:
As per the organisational policy, a brief on the proposed solution is to be prepared using the pre-existing organisational template and should be sent via e-mail to the Manager and Supervisor.
DESCRIPTION:
This part of the activity is a continuation of part A.
This part of the activity requires you to prepare a brief on the proposed solution using ‘Template 3’ according to organisational policy and present it to the Manager and Health and Safety Representatives (HSRs).
Note: The trainer/assessor will be the Manager and provide his e-mail address. The trainer/assessor will further provide the student with the e-mail addresses of the Health and Safety Representatives (HSRs).
The brief of the proposed solution must be 300-400 words in length and include the following:
·
Purpose – A statement of the problem or issue in one or two lines, explaining clearly the purpose of the briefing.
·
Main body – Information on the proposed solution and reason for selection of the solution. The information given should be concise, factual, clear, substantiated and unbiased.
·
Conclusion/Recommendations – This summarises what you’ve already said, and no new details should be included. The conclusion should leave a clear message to the reader and where applicable, guidance about how to proceed.
After preparing the brief of the proposed solution using ‘Template 3’, you must e-mail the proposed solution to the Manager and Supervisor.
Follow the guidelines provided below when writing e-mails.
· Ensure the text written in the e-mail is grammatically correct and free of errors.
· Use business style writing.
· Write an appropriate subject line.
· The text must provide a summary of the attachment and a request for feedback.
· Attach ‘Template 3: Brief on the proposed solution’ to the e-mail.
Template 3: Brief on the proposed solution
Brief on the proposed solution (300-400 words)
Purpose – A statement of the problem or issue in one or two lines, explaining clearly the purpose of the briefing
Main body – Information on the proposed solution and reason for selection of the solution. The information given should be concise, factual, clear, substantiated and unbiased.
Conclusion/Recommendations – This summarises what you’ve already said, and no new details should be included. The conclusion should leave a clear message to the reader and, where applicable, guidance about how to proceed
Activity 3: Refine solution for implementation
This activity is a continuation of Activity 2.
This activity requires you to gather feedback regarding the proposed solution and refine solutions for implementation.
To do so, you are required to complete the following three (3) parts:
· Part A: Develop a feedback register
· Part B: Refine proposal based on the analysis of feedback received.
· Part C: Seek the necessary approvals to implement the solution.
Part A: Develop a feedback register
This part of the activity requires you to develop a feedback register to systematically record the feedback.
The feedback register must be developed using MS-Word and must follow the organisational requirements.
As per the organisational requirements, the feedback register must include the following details:
· Issue no.
· Description (what is the feedback, concern, opinion or advice provided)
· Raised by (name of person or group)
· Actions progress notes (e.g. arrange a meeting to discuss, no action required, feedback accepted and implemented)
· Status (pending / complete)
· Date resolved
Part B: Refine proposal based on the analysis of feedback received.
This part of the activity requires you to gather and refine the proposal based on the analysis of feedback received.
To do so, you are required to:
· Confirm with the trainer/assessor the feedback received in the e-mail (Activity 2 – Part B)
· Record the feedback using ‘Feedback Register’ developed in part A of this activity.
· Refine proposal prepared in Activity 2 – Part B.
Part C: Seek the necessary approvals to implement the solution.
This part of the activity is a continuation of Part B of this activity.
This part of the activity requires you to seek the necessary approvals to implement the solution.
To do so, you are required to:
· E-mail the proposal refined in part B of this Activity to the Manager (Trainer/assessor) and request for necessary approvals for the implementation of the solution.
Follow the guidelines provided below when writing e-mails.
· Ensure the text written in the e-mail is grammatically correct and free of errors.
· Use business style writing.
· Write an appropriate subject line.
· The text must provide a summary of changes made to the proposal and request for implementation of the propose solution.
· Attach ‘Refined proposal’ to the e-mail.
Appendix C: WHS
policies, procedures, programs and legislative requirements
The following is an excerpt of the WHS policies, procedures, programs and legislative requirements currently in place in the training organisation.
WHS
policies, procedures, programs and legislative requirements
The purpose of these WHS policies, procedures, programs and legislative requirements is to establish and maintain an effective health and safety management system. The training organisation is committed to implementing a structured approach to workplace health and safety to achieve a consistently high standard of safety performance.
This Plan will assist in meeting its obligations in accordance with work health and safety legislation.
This Plan applies to all officers and workers and to other persons at risk from work carried out at workplaces. Failure to comply with the requirements of this Plan may lead to disciplinary action.
Risk management procedures
The training organisation has established a risk management process and structure based on AS ISO 31000:2018, Risk Management. This helps the organisation close operational gaps derived by risks by creating a holistic organisation-wide risk management approach.
The current risk management procedures followed by the training organisation are as follow:
Legislation, regulations, standards and codes relating to risk management followed by Online Media Solutions
· Work Health and Safety Act 2011
· Work Health and Safety Regulations 2011
· AS ISO 31000 Risk Management: Guidelines
· Australian Standard for Risk Management AS 4360:2004
· Model code of practice: Work Health and Safety
Hazard identification procedures
· Look at all aspects of the work and include non-routine activities such as maintenance, repair, or cleaning.
· Look at the physical work environment, equipment, materials, products, etc. that are used.
· Look at injury and incident records.
· Talk to the workers: they know their job and its hazards best.
· Look at the way the work is organised or done (include the experience of people doing the work, systems being used, etc.).
· Look at foreseeable unusual conditions (for example possible impact on hazard control procedures that may be unavailable in an emergency situation, power outage, etc.).
· Determine whether a product, machine or equipment can posses any hazard.
WHS risk assessment procedure
The purpose of any WHS risk assessment is to ensure that, for any identified hazards, appropriate control measures are implemented in order to protect workers, contractors and visitors from risks to their health, safety and welfare.
Firstly, consider the consequences should something happen; will it cause a serious injury, illness or death or a minor injury. Secondly, consider how likely this will occur—very likely, not likely at all or somewhere in between? Some of the things to think about include:
· how often is the task undertaken
· how frequently are people near the hazard
· how many people are near the hazard at a particular time
· has an incident happened before
· have there been any ‘near misses.’
Use the table below to determine how significant the risk is.
Where a manager, worker, contractor, or visitor to the workplace identifies a hazard, the training organisation requires that it is eliminated or reduced in consultation with the relevant stakeholders.
· Step 1: identify the Consequences—or how severely could it hurt someone
· Step 2: identify the likelihood—or how likely is it for an injury to occur
· Step 3 & 4: identify the Risk Priority Score—to prioritise your actions
· Step 5: apply the hierarchy of hazard control
· Step 6: identify who, how and when the effectiveness of controls will be checked and reviewed
Step 1—CONSEQUENCES
How severely could it hurt someone? or
How ill could it make someone? — Circle it
Step 2—LIKELIHOOD
How likely is it for an injury to occur? —Circle it
Very likely, could happen frequently
Likely, could happen occasionally
Unlikely, could happen, but rare
Very unlikely, could happen, probably never will
L1
L2
L3
L4
Kill or cause permanent disability or ill health
C1
Very high risk (1)
Very high risk (1)
High Risk (2)
Substantial Risk (3)
Long term illness or serious injury
C2
Very high risk (1)
High Risk (2)
Substantial Risk (3)
Moderate Risk (4)
Medical attention and several days off work
C3
High Risk (2)
Substantial Risk (3)
Moderate Risk (4)
Acceptable Risk (5)
First Aid needed
C4
Substantial Risk (3)
Moderate Risk (4)
Acceptable Risk (5)
Low Risk (6)
Hierarchy of controls
Control measures for WHS hazards should be implemented as required using the following hierarchy of control, in order of preference, these measures relate to:
· elimination (removal of the hazard)
· substitution (substitute the hazard for something which is less hazardous, e.g. replace a hazardous chemical with one within is not hazardous)
· isolation (isolate the hazard from people, e.g. place a noisy piece of equipment in another location)
· engineering (e.g. guarding on machinery)
· administrative (e.g. provision of training, policies and procedures, signage)
· personal protective equipment (e.g. use of hearing, eye protection, high visibility vests).
Consultation and communication arrangements
Open communication between workers and managers is important to ensuring a safe workplace. Therefore, workers are encouraged to:
·
ask questions relating to WHS
· bring up safety concerns
· make recommendations regarding WHS
· give regular feedback
· become involved in the evaluation of safety issues
· participate in any WHS related problem-solving process.
Workers must help shape decisions about WHS, particularly when:
· identifying hazards and assessing risks
· making decisions about ways to eliminate or minimise those hazards or risks
· proposing business changes that may affect the health and safety of workers
· purchasing of new equipment or substances
· developing or changing job tasks or safety procedures.
All workers belong to a workgroup and are encouraged to raise any work health and safety concerns they may have with their Manager and/or Health and Safety Representative.
Emergency evacuation procedures
· On hearing an evacuation alarm or on the instruction of emergency control personnel, immediately cease all activity and secure personal valuables.
· Assist any person in immediate danger, but only if safe to do so.
· If practical, and only if safe to do so, secure any activity or process that may become hazardous or suffer damage if left unattended due to evacuation.
· Act in accordance with directions given by emergency control personnel and evacuate the building immediately.
· Assist with the general evacuation if directed to do so by emergency control personnel.
· Assist with the evacuation of disabled occupants.
· In a fire, do not use a lift to evacuate a building.
· Move calmly to the nominated evacuation assembly area and do not leave the evacuation assembly area until the all-clear has been given.
· Follow the instructions of relevant emergency services personnel and campus emergency control personnel.
Incident investigation procedures
All incidents are to be investigated to determine the root cause(s) and contributing factors involved in a timely manner. The extent of the investigation will be dependent upon the severity or potential severity of the incidents.
Supervisors are responsible for performing an initial investigation immediately upon finding out about the incident to determine its root cause(s). Management will be contacted as needed to assist in the completion of the investigation. The purpose of the investigation is not to fix or find blame, but to identify the root cause and determine preventative measures to prevent future accidents/incidents.
Investigation Guidelines
Injury Accident
Non-Injury Near Miss
Property Damage Incident
Provide for immediate medical attention
Secure area to preserve the accident scene
Secure area to preserve the incident scene
Secure area to preserve the incident scene
Report the incident to management
Report the incident to management
Report the incident to management
Assemble and complete necessary reporting and investigation forms
Assemble and complete necessary reporting and investigation forms
Assemble and complete necessary reporting and investigation forms
Interview injured personnel and witnesses
Interview witnesses
Interview witnesses
Examine the accident work area for causative factors and take pictures
Examine the incident area for causative factors and take pictures
Examine the incident area for causative factors and take pictures
Review established procedures to ensure they are adequate and were followed
Review established procedures to ensure they are adequate and were followed
Review established procedures to ensure they are adequate and were followed
Review training records of affected individuals
Review training records of affected individuals
Review training records of affected individuals
Determine all contributing causes to the accident
Determine all contributing causes to the near-miss
Determine all contributing causes to the property damage incident
Take corrective actions, in consultation with management
Take corrective actions, in consultation with management
Take corrective actions, in consultation with management
Record all findings and actions taken or to be taken
Record all findings and actions taken or to be taken
Record all findings and actions taken or to be taken
Communicate “lessons learned” in safety training/meetings
Communicate “lessons learned” in safety training/meetings
Communicate “lessons learned” in safety training/meetings
Training procedures
The Health and Safety officer will conduct a training needs analysis and arrange for appropriate WHS training to be undertaken by workers as required.
Where required, workers are to demonstrate their competencies to perform required tasks safely. A separate documented assessment of a person’s competency may be undertaken in tasks with a high potential for injury.
As a guide, competency assessments should be signed and dated by the assessor and contain the following elements:
· task or equipment description
· information on licenses held (or other relevant qualifications)
· a checklist containing the essential competencies that were demonstrated, and
· comments or confirmation that the competency was met.
The training organisation is committed to developing a suite of competencies to deal with all safety-sensitive work tasks.
HAZARD/INJURY/INCIDENT REPORTING
How to Report a Hazard or Injury or Incident:
All managers and workers, including contractors, are required to complete an incident form if a hazard/injury/incident occurs, and:
· Advise the Manager of the incident or injury or hazard
· For recording purposes complete a Hazard/Injury/Incident Report Form
· Complete the relevant sections of the form giving details of the incident. The form should be completed even when an injury has not occurred, that is, in the event of a near miss
· The relevant parties should sign all hard copy forms
· The Manager or their delegate must record all injuries on the injury register
· Internal reporting of any hazard/injury/incident should occur separately from reporting of notifiable incidents
Recoding procedures
According to WHS policies and procedures:
· Hazards identified during worksite inspection should be documented in the WHS Hazard inspection checklist.
· Risk assessment should be conducted and documented using WHS Risk assessment template.
· Incidents should be recorded in the Incident report form.
· Any inadequacies in existing risk control measures are to be documented and reported using the WHS Risk Assessment template.
Performance Criteria/Performance Checklist
Your task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence
S
N/S
Trainer/Assessor to complete
(Comment and feedback to students)
a) Identified complex issue for resolution within the scope of the job role.
·
·
b) Identified and documented task objectives and risks involved in pursuing the identified issue.
·
·
c) Researched and documented legislative frameworks and organisational policy or procedures applicable to the identified issue.
·
·
d) Calculated resources required for the solution development process based on the issue identified, constraints given in the case study and legislative requirements.
·
·
e) Completed Problem-solving process’.
·
·
f) E-mailed and presented the scope problem-solving process to the Health and Safety Representatives (HSRs).
·
·
g) Discussed and consulted with the Health and Safety Representatives (HSRs) on the complex workplace issue.
·
·
h) Forwarded proposals, suggestions or ideas to resolve the complex workplace issue.
·
·
i) Brainstormed ideas with the Health and Safety Representatives (HSRs). Facilitate them in idea generation for possible solutions.
·
·
j) Evaluated formulated solutions for advantages and limitations using critical thinking techniques (Six Thinking Hats).
·
·
k) Applied decision-making processes to select the most viable solution
·
·
l) Confirmed with the trainer/assessor the feedback received in the e-mail.
·
·
m) Recorded the feedback using ‘Feedback Register’ developed.
·
·
The student’s performance was:
· Not satisfactory
· Satisfactory
Feedback to student:
Student signature
Observer signature
Assessment Results Sheet
Outcome
First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Second attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Student Declaration
· I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
· I have kept a copy of all relevant notes and reference material that I used as part of my submission.
· I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
· I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
· All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration
I hold:
☐ Vocational competencies at least to the level being delivered
☐ Current relevant industry skills
☐ Current knowledge and skills in VET,
and undertake
☐ Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only
The outcome of Assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
BSBCRT611- Apply critical thinking for complex problem requirements V01.2022 Page 2 of 11
BSBCRT611- Apply critical thinking for complex problem requirements V01.2022 Page 2 of 11
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