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Assessment Cover Sheet
Please fill out the necessary information, and sign and date where required
Training & Assessment Guide for Unit of Competency
BSBWHS501A Ensure a Safe Workplace
Student Name:
Starting Date:
Finishing Date:
Date Submitted:
Due Date: After receiving your booklet, It should take you a maximum of 4-6 weeks to complete.
I DECLARE THAT :

no part of this book (i.e. Answers to Questions,
Documentation etc) has been copied from
another person’s work except where referenced
accordingly

no other person has written any part of this
book/assessment, except where such
collaboration has been authorized by
Queensland Polytechnic

I hold a copy of the documentation within this
book, which can be produced should the original
be lost or damaged, or is deemed necessary

the signature is my own and/or the email that I
have sent, which includes this book, is my own
personal email address

this book has not been submitted for any other
study requirements
ADDITIONALLY:

I have completed a pre-training review and have
contributed to development of my training plan /
qualification

I am aware that this assessment item/book can
be adapted to meet my individual needs if
required

I am aware that I can apply for RPL or RCC
based on my previous experience of expertise

I am aware that this assessment approach is
negotiable and by undertaking this ‘book’, I have
agreed upon this format

I am aware of my responsibilities with regards to
assessment items
BSBWHS501A Ensure a Safe Workplace
Name & Signature of Student:
________________________________________
Or, if submitted electronically, the receipt of the email
is sufficient for electronic submission.
Page 1 of 28
Student Number (if known):
Student Contact Details
Phone:
Email:
Name & Signature of Assessor
Marking of Assessment:
Karen Lamkin
Attempt 1 -  Successful  Unsuccessful
Attempt 2 -  Successful  Unsuccessful
Was a Re-submission granted?  Yes  No  N/A
________________________________________
(Can be handwritten or electronic)
By signing the Assessment Cover Sheet, the student agrees that if a
resubmission is required, they will make the suggested improvements
Resubmission Date Due: _______________
Was an extension granted?  Yes  No  N/A
Extension Due Date: __________________
Assessment Summary / Final Checklist
 Assessment 1, Oral/Written Questions, which includes:
 a completed WHS accident / incident form
 a completed WHS induction checklist
 a completed Audit Checklist
 Successful  Unsuccessful
 Assessment 2, Documentation Evidence
 Successful  Unsuccessful
 Assessment 3, Practical Observation by Trainer and Third Party
 Successful  Unsuccessful
 Assessment 4, WHS Unit (Cert IV level)
 Successful  Unsuccessful
Final Result -  Competent  Not Yet Competent
Name & Signature of Student:____________________________________
Name & Signature of Assessor ____________________________________
Feedback / Comments
Please note, all assessment items are kept by Queensland Polytechnic. Constructive Feedback will be
provided by either phone call / email. By signing the Assessment Cover Sheet, the student agrees that
feedback will be provided in this manner.
This guide and all related learning resources contain material copied in reliance upon the Educational
Copying Agreement between the Copyright Agency Ltd and Queensland Polytechnic/ACIL Training under
Part VB of the Copyright Act 1968. Distribution is limited to enrolled students of Queensland
Polytechnic/ACIL Training and their partners.
BSBWHS501A Ensure a Safe Workplace
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USING THIS BOOK
The Certificate IV in Business consists of 10 units of competency (subjects). The Diploma of Management consists of 8 units. One
unit within the Certificate IV in Business may be from a Diploma level. One unit within the Diploma of Management may be from
the Advanced Diploma or Certificate IV level. The Diploma of Management is broken down into a number of booklets – generally
it is one book per unit, however at times, you may have a book that covers two units. You will be given one book at a time to
complete. Within this book you will find all the materials you need to undertake your study i.e. hand-written question and
answers, supervisor and trainer third party observation forms, readings, and documentation/evidence that you need to collect
and/or further assessment instructions.
If you haven’t already got a load of documents/evidence, you have created throughout your career at Thrifty Car Rentals, or at
other positions/organisations, you may need to jump on a computer and word-process a document, create a spreadsheet using
Excel or a PowerPoint Presentation. When you do this, the document you create, will need to be attached to your booklet in the
appropriate place (ready for marking). The books and the time it should take you to complete each one, varies considerably,
depending on the requirement of the unit, your skills levels and/or previous experience and qualifications.
WELCOME TO QUEENSLAND POLYTECHNIC
Queensland Polytechnic is committed to providing you with quality training and assessment and assisting you in furthering your
career and reaching your goals. Our trainers and assessors are highly qualified, have extensive experience in their industry, and are
here to support you in your training program.
The qualification you are enrolled in is made up of units of competency (units) – such as this one-- which have been determined by
the relevant industries and categorised into National Competency Standards for specific industries. The standards provide a
framework for training and assessment and specify what competencies an employee at a particular level within a particular
industry can be reasonably expected to achieve. A competency is a skill that you have obtained or could obtain. A competency is
made up of a number of elements – normally you demonstrate competency in a skill by demonstrating competence in each
element that makes up that skill. Competency-based assessment involves collecting evidence and making judgements about
whether competency has been achieved.
Outlined below, are a number of areas that are relevant to Competency Based Learning / Qualifications. You may have already
read about this in the Student Handbook, however, it is always good to re-revisit this information to ensure you understand it, and
its relevance to you, each time you undertake a Unit of Competency. If you have any questions, concerns or issues with any of the
information, please feel free to contact your Trainer / Assessor.
Recognised Prior Learning (RPL)
The purpose of Recognised Prior Learning (RPL) is to help Trainees / Students to claim credit towards national competency
standards that form part of the program they are undertaking. Queensland Polytechnic recognises that skills and knowledge are
gained through work, educational, and life experience regardless of how, when or where it was acquired, provided that the
learning is relevant to the competency outcomes in a unit. Credit for these skills and knowledge may be given by Queensland
Polytechnic towards unit and/or programs it currently offers. Recognition will be given to any applicant who has successfully
completed units of competency which give equivalence into training programs offered by Queensland Polytechnic, and/or which
have been gained with another recognised training organisation, eg TAFE.
Queensland Polytechnic’s RPL Policy and practices are equitable and culturally inclusive. The Rules of Evidence (Sufficiency,
Validity, Authenticity and Currency) and the Principles of Assessment apply to RPL applications just as they do to any other
assessment. All RPL assessments are of the similar rigour when compared to other assessment tools and processes. Queensland
Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide reassessment on
appeal to any RPL applicant, if requested. If you believe, you have a case for your previous experience to be recognised, please
contact your Trainer / Assessor.
Exemptions, National Recognition and Credit Transfer
If a student/trainee (you) has completed units from another course/program, and the content is very similar to what has been
studied, an application for an exemption in that unit can be achieved. An assessment of the equivalence to the required learning
outcomes, competency outcomes or standards in a qualification will be undertaken by a qualified Trainer / Assessor before credit
transfer can be obtained. An application can be made for any of the above when the student believes that they have already
attained the necessary skills and competencies. If you believe, you have a case for your previous experience to be recognised,
please contact your Trainer / Assessor.
Flexible Delivery
Flexible delivery means providing training when it best suits the participant and employer. Flexible delivery focuses on learning
rather than teaching and to provide the best possible learning experience for the student. This means that the student (you) has
greater control over what, when and how you learn.
BSBWHS501A Ensure a Safe Workplace
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Rules of Evidence
AQTF Standards state that assessment must be based on what is sometimes termed the 'rules of evidence' - validity, reliability,
fairness and flexibility. Refer to Table 2, below. This is also good teaching and assessment practice and ensures the best learning
outcomes for students.
Table 2, Rules of Evidence
Validity
This means that the evidence
relates to the unit competency,
addresses essential skills and
knowledge, dimensions of
competency and employability
skills
A valid assessment assesses
what it claims to assess
Reliability
This means that the
assessment tool and process
will produce consistent
outcomes when applied by a
range of assessors in a range
of contexts. Thus,
‘consistent’ outcomes are
achieved in assessment
regardless of who does the
assessment, when it is
conducted and in whatever
context it was conducted
Evidence collected is relevant to
the activities and demonstrates
that the performance criteria
have been met
Fairness
Flexibility
This means that the
assessment will not
disadvantage any person and
will take into account the
Assessment Tasks and the
Assessment Tools are
structured so that they do not
disadvantage
This means that the assessment
tool and process allows for
assessment in a range of
assessment contexts
Assessment practices and
methods are equitable to all
learners and their
characteristics
Participants will be able to have
their previous experience or
expertise recognized (RPL or
RCC)
Assessment procedures and
the criteria for judging
performance are made clear to
all learners
The assessment approach can be
adapted to meet the needs of all
participants and workplaces
Opportunities will be provided
to allow participants to
challenge assessments and
have the opportunity of
reassessment
The assessment strategy
adequately covers both the on
and off-the-job components of
training
Where practical and
appropriate, assessment will be
negotiated and agreed between
the assessor and the student
Types of Evidence
Evidence is information upon which an Assessor makes a judgement of competency. Evidence you may be asked to may include:
Direct
demonstration/observation
Indirect demonstration
Products
Workplace documents
Questions - written and oral
Assignments
Third party reports
Self-assessment
Simulation
Portfolios
BSBWHS501A Ensure a Safe Workplace
Performance of a task, or range of tasks, either in the workplace or in a simulated
work environment, witnessed directly by an Assessor
Use of photographs, videos, etc. showing performance of a task when the
Assessor cannot be present
Models, items, objects that have been made, fixed or repaired by the student
Rosters, budgets, reports, standard operating procedures etc. developed by the
student
Asking the student about real or hypothetical situations to check understanding,
task management and contingency management skills. May be short answer,
discussion, multiple choice, etc.
Projects, reports, essays, etc, relevant to the learning, literacy and numeracy
(LLN) requirements of the unit of competency
Documented and verified reports from supervisor, colleague, subject expert,
Trainer or others
A student’s personal statement on their performance (not generally sufficient in
isolation)
Simulated activity to accommodate difficult to demonstrate criteria e.g.
emergencies, contingencies, difficult behaviors etc.
Collections of evidence compiled by the student
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Equity Groups and Reasonable Adjustment
'Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment is designed to ensure that all
students are treated equally in the assessment process – this means that, wherever possible, "reasonable", adjustments are made
to the assessment process to meet the individual needs of students.'
Equity groups may include, but are not limited to:





Students with English as a second language
Students with literacy or numeracy difficulties
Indigenous students and/or students in remote locations
Women in non-traditional industries
Students with sensory impairment and/or Students with physical or intellectual disabilities
Reasonable adjustment may mean:




Making learning materials and methods accessible
Adapting the physical environment and equipment
Making adjustments to the procedures for conducting assessment
Making adjustments to the evidence gathering techniques
In the event that you have difficulties understanding the requirements for the assessment outlined in this unit, due to language or
any of the other difficulties, Queensland Polytechnic will attempt to make reasonable adjustments to the assessment in order to
afford you every opportunity to achieve competency. This may include oral questioning or demonstration of skills and knowledge
in another format. If you believe, you have a case for your needs to be adapted, please contact your Trainer / Assessor.
Withdrawal from a Unit of Competency / Qualification
If you wish to withdraw from a unit of competency / qualification / traineeship this may be negotiated between the student,
employer and Queensland Polytechnic at any time.
Quality Improvements
Queensland Polytechnic is constantly looking for ways to improve its training and assessment services, its materials and its
processes. From time to time materials may change due to improvement.
Learner Surveys / Questionnaires
Queensland Polytechnic requires all course participants to complete an AQTF Learner survey, once a
year. The survey takes approximately 5 minutes to complete, and will be distributed at the end of each
year, or at the end of your studies. The survey focuses on whether you have engaged in activities that
are likely to promote high-quality skill outcomes and includes your perceptions of the quality of your
competency development and of the support that you have received during your training.
Data collected from the surveys, will help support continuous improvement processes ensuring that:
 Queensland Polytechnic continue to provide quality training and assessment across all our operations
 Queensland Polytechnic adhere to principles of access and equity and continue to maximise outcomes for our clients
 Queensland Polytechnic’s Management systems continue to be responsive to the needs of our clients (you), staff and
stakeholders
UNIT DESCRIPTION
This unit describes the performance outcomes, skills and knowledge required to establish, maintain and evaluate the
organisation’s Work Health and Safety (WHS) policies, procedures and programs in the relevant work area in accordance with
WHS legal requirements.
Details of the competencies of this unit can be accessed at: www.training.gov.au
BSBWHS501A Ensure a Safe Workplace
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EMPLOYABILITY SKILLS
Employability Skills are defined as "skills required not only to gain employment, but also to progress
within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic
directions". Hence, skills that applies across a variety of jobs and life contexts. These are also sometimes
referred to as generic skills, capabilities, enabling skills, key competencies, key skills, core skills, life skills,
essential skills, necessary skills, and transferable skills. Industry's preferred term is Employability Skills.
An Employability Skills Framework was developed in 2002 by the Business Council of Australia and the
Australian Chamber of Commerce and Industry, in consultation with other peak employer bodies. This framework, includes eight
(8) ‘skill grouping’ Employability Skills, which are outlined in Table 1, below.
Table 1, Employability Skills
Communication
Teamwork
Problem Solving
Initiative & Enterprise
Planning & Organising
Self-Management
Learning
Technology
that contribute to productive and harmonious relations between
employees and customers
that contribute to productive working relationships and outcomes
that contribute to productive outcomes
that contribute to innovative outcomes
That contribute to long term and short term strategic planning
that contribute to employee satisfaction and growth
that contribute to ongoing improvement and expansion in employee
and company operations and outcomes;
that contribute to effective execution of tasks
More information about employability skills for these units can be accessed at: http://employabilityskills.training.com.au/
TRAINER / ASSESSOR
Trainer / Assessor: Karen Lamkin, [email protected]
Mobile: +61 439 817 361
MATERIALS & RESOURCES REQUIRED

All readings, samples, information contained within this Training & Assessment Guide plus the “Introduction to Thrifty
Training Manual” and the Thrifty WHS Policy (including a worklife balance component) available on the intranet.

All students are advised of the need for regular access to the internet, intranet and CarsPlus, and a reliable calculator,
printer and computer/laptop with Microsoft Word, Excel, PowerPoint, Outlook and Internet Explorer (or similar) software
applications, for completion of the Certificate IV in Business and/or the Diploma of Management

Access to Thrifty’s policies and procedures as well as relevant legislation is also required. If you have problems accessing
this, please contact your Trainer or immediate supervisor, ASAP

During the Assessment Process, if sample documentation is required, and it is either not provided in this book or you
cannot locate it in the workplace, please contact your immediate supervisor and/or Trainer/Assessor, so that this can be
provided to you

Regular access to your Trainer/Assessor and supervisors at Thrifty Car Rentals
BSBWHS501A Ensure a Safe Workplace
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AUSTRALIAN CORE SKILLS FRAMEWORK (ACSF)
Each activity/assessment in this booklet has been aligned to the ACSF’s “indicators” of competence so that they are at the levels
appropriate to the delivery of language, literacy and numeracy skills underpinning the unit of competency.
Units of Competency and minimum required levels of reading, writing, numeracy, oral communication and learning skills
The following table provides the level of reading, writing, oral communication and numeracy that is required for the Units of the
Certificate IV in Business and the Diploma of Management.
UNIT CODE & TITLE: BSBWHS501A Ensure a safe workplace
PERFORMANCE
LEVEL 4
ACSF Reading
Skills Level
ACSF Writing Skills
Level
EXAMPLE OF ACTIVITIES
AT THIS LEVEL
-
-
WORKPLACE & EMPLOYMENT APPLICATION
Read text and prepare a
presentation. Read and
comment on an article about
a contemporary issue
-
Write a report on a topic of
interest
Write procedures on minute
taking
-
-
-
-
-
ACSF Oral
Communication
Skills Level
-
-
-
-
ACSF Numeracy
Skills Level
-
Communicate with people
from diverse backgrounds.
Prepare and lead a discussion
Understands vocabulary
specific to a topic
Follows oral texts which
include vocabulary that
creates shades of meaning
Responds to cues such as
change of pace and particular
words which indicate a new
or important point is about to
be made
Reflects on the effectiveness
of the interaction as it occurs
requesting clarification,
and/or variation in volume
and pace as necessary
Interprets gestures and other
non-verbal features
Responds to topic shifts and
points of clarification, and
gives non-verbal feedback
Calculate and compare
annual income options.
Calculate area of an office
-
-
-
-
-
-
-
BSBWHS501A Ensure a Safe Workplace
Analyses, compares and contrasts information gained from tables and charts, e.g.
information on products and materials in order to determine the suitability for
use in different locations
Demonstrates understanding of texts describing interrelationships of events, e.g.
reviews conflicting incident reports to identify key issues and possible follow up
action
Prepares an induction manual or standard operating procedures to be used in
the workplace
Documents roles, responsibilities and timeframes for a project plan
Compiles a report (e.g. on sales figures) with input from a range of sources
Writes clear and detailed instructions organised sequentially, for individual
members of a group in order to complete a group activity
Prepares data for a team/group using graphs to compare production or activity
over a period of time, and includes recommendations for improvements
Gathers information from a range of sources and rewrites using headings,
instructions and layout that meet the needs of the audience and purpose of the
text, e.g. job instructions or evacuation instructions
Writes an instruction manual for a new piece of equipment or machinery
Creates a range of formal texts incorporating specific workplace proformas and
language and maintains records on a computer, e.g. memos, letters to clients,
agendas, minutes, emails or reports
Demonstrates understanding of a text describing complex interrelationships of
events, e.g. writes a letter to a customer apologising for a lost item or prepares a
report for a manager detailing a problem and steps taken to address it
Explains technological concepts to a work group unfamiliar with the concepts
involved, using visual aids such as photos and diagrams
Leads a discussion with a focus group to explore solutions to a complex
workplace problem
Determines customer requirements through open-ended questioning, active
listening, paraphrasing and summarising
Expresses own values, ideas and attributes through language choice as
appropriate to various contexts, e.g. job interview or group discussion
Negotiates a win-win outcome with a work colleague, demonstrating conflict
resolution skills
Leads and/or facilitates group discussion which explores solutions to specific
problems with new technology, e.g. implementation issues arising from changing
work practices as a result of installation of a new computer system
Uses aids (e.g. machine/equipment parts, photos, diagrams or scaled models) to
explain technological concepts or scientific phenomena to an audience or work
group
Collects, represents, summarises and interprets a range of statistical data
appropriately, e.g. in tables, spreadsheets, graphs, plots, measures of central
tendency (mean, median, mode) and simple measures of spread
Works in a group to investigate and report on the options and costs for the use
of a fleet of vehicles for the running of a business, e.g. comparing the use of cars
versus motor bikes for a courier service or comparing leasing cars versus outright
purchase
Works in a team to plan and develop an operating budget for a task or project,
including the income from different sources (e.g. government funding,
membership fees or sales) and expenses (e.g. staffing, materials, marketing,
overheads, travel, training or IT support)
Collects and accurately records data (e.g. measurements, quantities or digital
outputs) on to an appropriate device (e.g. graph, chart, spreadsheet or handheld device), interprets results and outcomes, identifies anomalies or errors and
can respond appropriates by acting to correct processes or inputs
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-
-
-
-
ACSF Learning
Skills Level
Identify and document career
goals
-
-
Interprets and uses ratios and scales to read and discuss the design and
dimensions on the plan of a property (e.g. building, workplace, office or shop) in
order to allocate working space and furniture
Represents statistical system information and data (e.g. customer satisfaction
survey results, phone enquiry data or customer profiles), and analyses and
interprets the data using graphical and numerical processes (e.g. graphs, charts
or averages) to show different interpretations and influences
Calculates, compares and interprets the probabilities of some given or described
events in both numerical and qualitative terms, e.g. production numbers or
faults, or accidents
Organise own workplace professional development/training plan to achieve a
negotiated outcome with consideration of personal priorities and demands on
time
Actively seeks feedback from others as a way of improving performance, e.g.
approaches peers, manager or customers
Makes changes to work routine to meet deadlines, drawing on insights gained
from previous experiences
Uses organisational file sharing and storage systems
Actively encourages others to learn
Initiates team problem solving sessions
Participates in and contributes to change management in the workplace
PERFORMANCE VARIABLES
These variables may influence the individual’s performance at any time
Support
Works independently and
initiates and uses support
from a range of
established resources
Context
Text Complexity
Task Complexity
Range of contexts, including some
that are unfamiliar and/or
unpredictable
Complex texts
Embedded information
Includes specialised vocabulary
Includes abstraction and symbolism
Complex task organisation and analysis
involving application of a number of
steps
Processes include extracting,
extrapolating, inferencing, reflecting,
abstracting
EXAMPLE OF TEXT DOCUMENTS WITHIN 3 DOMAINS OF COMMUNICATION
Text Type
Personal & Community
Workplace & Employment
Education and Training
Procedural
Recipe
Standard operating procedures
Instructions for completing assessment
task
Persuasive
Email to local council complaining
about cat registration bylaws
Informative
Club newsletter
Creative
Report for CEO presenting argument and
recommendations for a particular piece of
new equipment
Report of different approaches to risk
management used in the industry
Oral presentation on an issue in area of
study/expertise
Research paper on main developments
in WHS in the last 20 years
Poem
Design project
Advertising copy or short story
Technical
Explanation of parts of a camera
Instruction manual for a new piece of
equipment
Report on advantages of new computer
system in library
Regulatory
Council planning permission form
Industry standards list
Course completion requirements
Descriptive
Recount of trip to botanic gardens
Memo outlining new office furniture
Essay comparing two paintings
ASSESSMENT REQUIREMENTS

Assessments must be handed in on time. Please note, Progression Reports will be provided to your supervisor on a three
(3) monthly basis.

Signed assessment cover sheets (the front page of this book), must accompany each assessment/book.

Students must complete all assessment activities for this unit/book to a satisfactory level in order to be deemed
competent in the unit.

Students will be allowed one resubmission of each assessment providing they have made a reasonable attempt on the
first submission.

Queensland Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide
reassessment on appeal to any applicant, if requested.
BSBWHS501A Ensure a Safe Workplace
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ASSESSMENT INSTRUCTIONS & DETAILS
Part of your assessment for this unit is that you demonstrate you can meet designated timelines. This means submitting work
within the timeline indicated in your study schedule, outlined below. You will also have the chance to develop and practice
employability skills such as communication, teamwork, problem solving, initiative and enterprise, planning and organizing, selfmanagement, learning, and technology.
In order to achieve Competency for this unit, this book, and all of its all assessment tasks must be completed to a satisfactory
level. An acceptable or satisfactory performance level for assessments will be based on what would be expected of a person
completing a similar task in the workplace. You may request feedback and advice from your Trainer/Assessor at any time prior to
submitting the completed book.
The assessment tasks for this unit will require you to complete the following:
Assessment 1, Oral/Written Questions: answer a number of questions and provide examples,
comments or explanations to particular incidents/activities that occur within Thrifty Car
Rentals. Provide as much detail as you can since the more knowledge you show, the less time
it will take you to be deemed competent in the unit.
Assessment 2, Documentation Evidence: provide hard copy evidence/documentation. This
will be required to be attached to the booklet where indicated. Such documentation will
include the Thrifty WHS induction checklist.
Assessment 3, Practical Observation by Trainer & Third Party: have your immediate
supervisor and Trainer sign off on your competence in the relevant areas, after observing you
in a workplace situation.
Assessment 4, The WHS unit, in the Cert IV in Business qualification, with Queensland
Polytechnic.
ASSESSMENT MARKING
It is acceptable for different students to undertake the same Assessment Task in different ways and to format their finished work
differently. Answers to questions throughout this book, may be completed in a variety of ways, appropriate to the specific
question, including:





writing continuous paragraphs of text
using headings and sub-headings to organise text
using bullet points rather than, (or as well as, continuous text
providing examples and illustrations from experience – particularly relevant work experience
submitting workplace documents that are examples of work completed in the workplace
Your Trainer / Assessor will make a decision about whether an Assessment Task has been satisfactorily completed based on the
following considerations:

all parts of the Assessment Task outlined in book, have been completed to a standard that satisfactorily meets the
competency requirements set out for the unit, on www.training.gov.au website ie. all Elements of the Performance Criteria,
Required Skills, Required Knowledge, Critical Aspects have been meet

your work is of a standard to be acceptable in the workplace, as deemed by your immediate supervisor

your work is has acceptable formatting, expression, language, spelling and grammar

the Assessment Task is your own work, except where appropriately acknowledged by the use of referencing . Please note,
while it is not essential for VET students to include the ideas and work of others in assessment tasks – particularly practical
tasks - it is good practice to do so when appropriate to the task. It is highly likely to be necessary to refer to texts and learning
materials when answering questions which focus on knowledge and how to apply it to specific situations. Learning to
reference appropriately also helps student develop skills that will be essential should they decide to go on to higher
education/university, later.
If you are deemed ‘not yet competent’ for an assessment item, a sample/indicative answer will be shown to you, to help you
determine competency in the assessment item.
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STUDY / WORK SCHEDULE & RESOURCE LIST
You will participate in a face-to-face introductory workshop and/or an online conversation in Week 1, which will get you oriented
and started on the Assessment items. At this time, your Trainer/Assessor will go through this book and the Assessment
requirements/tasks. Should you not fully understand a question and/or assessment, please ask for assistance.
The remaining weeks, you will complete your study by working through the activities within this booklet
and attaching the required evidence, as instructed. NOTE: There is no need to word process your answers
to the Questions within this book.
In the last week of your program, you will need to submit this booklet to your Trainer, in hard copy
format. Make sure that all the evidence/documentation is attached to the booklet where
required/indicated.
The following schedule will tell you what you need to complete each week and what resources you need to review. If you follow
this schedule to complete and hand in your work you will have no trouble being ready for the final submission of this booklet. It
should only take you 4-6 weeks (50 hours) to complete this process. Please note however,, the time you will need to spend on
your learning for this unit will also vary depending on your reading skills, computer skills, modem speed and writing skills.
Please don’t hesitate to contact your Trainer / Assessor immediately if you have any difficulties. Problems have a
way of growing bigger over time – so your Trainer who is assessing your work would much rather hear from you
early so any issues can be solved and you can move ahead with your learning. Your Trainer / Assessor will reply
within one day.
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ASSESSMENT 1: ADDITIONAL QUESTIONS REQUIRED TO FULFIL REQUIREMENTS FOR
BSBWHS501A ENSURE A SAFE WORKPLACE
Week
Topic Covered
Week
1
Establish & maintain an
WH&S system
Training Resources and Assessments
How does the organisation communicate its commitment to WH&S?
PC1.1
PC1.3 (partial)
Have you ever had to identify and approve financial resources regarding WH&S? Give me an
example.
PC1.3 (partial)
Have you ever had to identify and approve HRM-related resources regarding WH&S? Give me an
example.
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Establish & maintain an
WH&S system
How does the organisation communicate its commitment to WH&S?
PC1.1
PC1.3 (partial)
PC1.3 (partial)
BSBWHS501A Ensure a Safe Workplace
Have you ever had to identify and approve financial resources regarding WH&S? Give me an
example.
Have you ever had to identify and approve HRM-related resources regarding WH&S? Give me an
example.
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Establish & maintain
procedures for
identifying hazards, and
assessing and
controlling risks
An employee identifies a HAZARD in the workplace at the monthly branch meeting. How do you
resolve this issue? Give me an example of the hazard and the resolution process.
PC2.2
PC2.3
WHEN and HOW do you advise the organisation that the HAZARD that the employee identified
last month in the branch meeting has been resolved? Give me an example.
CA4 (partial)
PC3.1 (partial)
What are the procedures within the BRANCH / Organisation that you have in place, to ensure
Hazards are being identified by everyone all of the time?
CA4 (partial)
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PC3.1 (partial)
PC3.1 (partial)
How are the hazards that are identified, assessed? HINT: urgent
How are the hazards that are identified, and then assessed, controlled by you/the organisation?
HINT: what does the ‘hierarchy of control ‘involve? (4 levels of risk control measures from most to least preferred).
CA4 (partial)
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PC3.2
Establish & maintain a
quality WH&S
management system
Provide an example of where you had to identify any possible hazards at the planning, design or
evaluation stage of a change within the organisation. What was the hazard that could have been
created? How did you overcome it? HINT: setting up a new location
Provide an example of any inadequacies you have identified in the risk control measures the
organisation has in place? I.e. use of PPE, signs, fire extinguishers, electrical safety, polices &
procedures. How have you overcome this issue?
PC3.4
PC3.5
Provide an example of when you have identified an intervention point for an expert (in terms of
WH&S advice). I.e. when do you find you need to seek advice / talk to the external WHSO?
CA3
CA4 (partial)
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PC4.1
Explain how the staff within the organisation are provided with WH&S ‘induction’? Attach the
Induction Checklist to this booklet (where indicated).
CA4 (partial)
PC4.4
CA4 (partial)
PC4.5
List the improvement that need to be made within your branch / location OR organisation wide,
in terms of WH&S. Think of the WH&S objectives – what is the organisation trying to achieve?
What is it NOT achieving at the moment?
How can you make sure that these improvements become a reality, so that the WH&S legislative
framework is followed within your organisation and that legal WH&S standards are maintained
as a minimum?
CA4 (partial)
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RS3
Provide an example of how you use your ‘problem solving skills’ to deal with complex
issues/difficulties/problems at Thrifty.
RK3 (partial)
Provide an example of how Equal Employment Opportunity Laws impact upon the Thrifty
operations / day to day business.
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PC2.1
Provide an overview of how Thrifty has established and maintains its legal requirement of
‘participative arrangements’ with staff in accordance to WH&S.
HINT: you may wish to re-visit the WH&S Policy and look at the roles/responsibilities of stakeholders involved in the
‘consultation process’ ie. the External WHSO, the WH&S Committee, the Safety Support Officers etc.
CA4 (partial)
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PC3.3
CA2
CA4 (partial)
BSBWHS501A Ensure a Safe Workplace
Provide an overview of how Thrifty developed and maintains policies/procedures/processes to
ensure WH&S risks/hazards are identified and measures are put in place to overcome and/or
prevent these.
Make sure you discuss the selection and implementation the ‘hierarchy of control’ in your
answer. Eg. The list of control measures, in priority order, that can be used to eliminate or
minimise exposure to the hazard. These include:
 Elimination of Hazard
 Substitution
 Engineering
 Administration
 Use of Personal Protective Equipment (PPE)
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PC4.2
Provide an overview of Thrifty’s WH&S record keeping system. How does this ‘system’ ensure
patterns of WH&S injury or diseases are identified?
Provide an example of WH&S injuries or diseases if it helps explain.
CA4 (partial)
PC4.3
How does the management team at Thrifty measure / evaluate its WH&S system to ensure it is
always of a high standard?
CA4 (partial)
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CA4 (partial)
NOTE: When you submitted the assessment items for the Certificate IV in Business –
BSBWHS401A Implement and Monitor WHS Policies, Procedures and Programs to meet
Legislative Requirements - you addressed the following areas:








BSBWHS501A Ensure a Safe Workplace
PC1.2: Define WH&S responsibilities for all staff in accordance with WH&S policies 
Portfolio Activity 3
RS1: Analytic skills to be able to identify, assess and control hazards  Audit Checklist
(Portfolio Activity 5)
RS2: Communication skills to consult with staff & promote safe workplace Assessment 2
(Oral Presentation)
RS4: Use ‘technology skills’ to store and retrieve relevant workplace information use of
PPTs to record information about how to fill out incident forms
RK1: Application of Hierarchy of Control Assessment 2
RK2: Hazard identification & management  Audit Checklist (Portfolio Activity 5)
RK3 & CA1: Relevant laws that affect WH&S, environmental issues, industrial relations and
anti-discrimination  Q&A in Portfolio Activity 6
RK2: Reporting requirements eg. Accidents  Assessment 2
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ATTACH THE TRAINING & INDUCTION CHECKLIST HERE
HIGHLIGHT/CIRCLE WHERE THE WHS AREAS ARE ADDRESSED
BSBWHS501A Ensure a Safe Workplace
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ASSESSMENT 3: BSBWHS501A Ensure a Safe Workplace
Trainer/Assessor & Third Party Workplace Observation / Discussion Form
Information for Thrifty Car Rental Staff Member - Workplace Observations are a critical part of each student/trainee’ training. They provide evidence that verifies competency within the
workplace. As the trainee’s immediate supervisor, you can contribute in a meaningful manner to the training process through the accurate and timely recording of observations. It is important
that evidence gathering through observation takes places over a number of shifts, and under a range of circumstances and at various times. Observation may be undertaken in either a formal
or informal setting. A ‘formal’ setting occurs when you and student/trainee arrange a fixed time when observation will take place. ‘Informal’ settings provide opportunities for you to observe the
student/trainee under a variety of conditions ranging from the ‘normal day’ to situations of ‘stress’. It is the student/trainees’ right to be provided with timely feedback on performance. Based
on the observation, you may ask the student/trainee additional questions or prompt them for clarification if they are close to the correct response, and you believe they
have the
knowledge/skills to show competency in the unit. The trainee should be given every reasonable chance to show you they have the skills and knowledge through their responses.
Student/Trainee’s Name:
Student/Trainees Job Position:
Dates/Shifts/Times:
Observer (i.e. Supervisor or Senior Co-worker):
Assessor (ie. QP’s marker):
Performance
Element
Establish and
maintain an WHS
system
Performance Criteria
Can the trainee locate the WHS polices within Thrifty (hard copy or
intranet)?
S or US
Comments
S or US
Can the trainee tell you about these policies and what they entail?
Can the trainee tell you about the laws that impact upon Thrifty, in
regards to WHS matters?
Can the trainee define WHS responsibilities for staff in accordance
with the WHS policies, procedures and programs?
S or US
Eg. Who are the WHS committee members? Who is the WHSO? Who
is the Safety Officer? What is their responsibility in regards to WHS?
Has the trainee identified and approved financial and human resources
for the effective operation of the WHS system?
S or US
Eg. Has he/she purchased ergonomic mats / chairs or PPE equipment?
Establish and maintain
effective and compliant
participation
arrangements for
managing WHS
Has the trainee established and maintained participative arrangements
with staff in accordance with relevant WHS legislation?
S or US
Eg. Has he/she had a WHS meeting with Branch
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Has the trainee appropriately resolved issues raised through
participation and consultation arrangements according to relevant
WHS legislation?
Eg. Has he/she resolved a WHS issue / hazard that was raised at the
Branch Meeting?
Has the trainee promptly provided information about the outcomes
of participation and consultation in a manner that is accessible
and understandable to employees?
Eg. Once the hazard was fixed, did the trainee email WHS
manager and let him/her know that it was resolved
Establish & maintain
procedures for
identifying hazards,
& assessing &
controlling risks
Has the trainee developed procedures for ongoing hazard
identification, and assessment and control of associated risks?
S or US
S or US
S or US
Eg. Implementation of the Hazard book
Does the trainee include hazard identification at the planning,
design and evaluation stages of any change in the workplace to
ensure that new hazards are not created by the proposed
changes and existing hazards are controlled?
Eg. The opening of a new branch, the expansion of the
mechanical store/detailing area, the introduction of a new range
of fleet
Does the trainee develop and maintain procedures for selection
and implementation of risk control measures in accordance with
the hierarchy of control and WHS legislative requirements?
Has the trainee identified inadequacies in existing risk control
measures in accordance with the hierarchy of control and WHS
legislative requirements, and promptly provide resources to enable
implementation of new measures?
S or US
S or US
S or US
Eg. Regular audits
Has the trainee identified intervention points for expert WHS advice, and
requested this advice as required?
Evaluate &
maintain a WHS
management
Has the trainee developed and provided a WHS induction and
BSBWHS501A Ensure a Safe Workplace
S or US
S or US
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system
training program for staff as part of Thrifty’s training program?
Eg. Thrifty as a whole, or individual branch training/inductions
Does the trainee utilise a system for WHS record keeping to allow
identification of patterns of workplace injury and disease in the
organisation, and to maintain a record of WHS decisions made,
including reasons for the decision?

Indicate where the WHS register was kept within the
branch?

Indicate where the e-copy WHS policies and procedures
were kept?

go through the WHS register and demonstrate where all
components were being filled out and/or filed or
located, according to procedures:
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
S or US
Plant & Equipment Register
First Aid box
Fire Drills
Emergency Drills
Completed Induction Checklists for all staff within
branch
Spill Response checklists
MSDS
Hazmat Box (if applicable)
Spill kit (if applicable)
Accident Notifications
Monthly Branch Audits/completed checklists
WHSO Audits
Completed Hazard Book or identification forms
Job descriptions of staff outlining WHS duties
SSO appointed
Acknowledgement of staff ‘s role in WHS
Monthly meetings of branch managers, which
also takes into account WHS issues
(documentation of this).
S or US
Does the trainee measure and evaluate the WHS system in line
with Thrifty’s quality standards?
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Does the trainee develop and implement improvements to the
WHS system to achieve organisational WHS objectives?
Does the trainee ensure compliance with the WHS legislative
framework so that legal WHS standards are maintained as a
minimum?
Required Skills
Required
Knowledge
S or US
Does the trainee have analytical skills to analyze relevant workplace data
in order to identify hazards, and to assess and control risks?
S or US
Does the trainee have communication skills to consult with staff and to
promote a safe workplace?
S or US
Does the trainee have information technology skills to store and retrieve
relevant workplace information and data?
S or US
Does the trainee have literacy skills to adapt and communicate WHS
policies that reflect WHS legislative requirements?
S or US
Does the trainee have problem-solving skills to deal with complex and nonroutine difficulties?
S or US
Does the trainee have knowledge of the hierarchy of control (the preferred
order of risk control measures from most to least preferred, that is,
elimination, engineering controls, administrative controls, personal
protective equipment) and how this is applied?
Does the trainee have knowledge of how to identify hazards and how to
manage these?
Does the trainee have knowledge of relevant legislation that impacts upon
Thrifty, especially in regard to WHS and environmental issues, equal
opportunity, industrial relations and anti-discrimination?
Does the trainee have knowledge of reporting requirements Eg. WHS
accidents and incident forms
Critical Aspects
S or US
S or US
S or US
S or US
S or US
Does the trainee have detailed knowledge and application of all relevant
WHS legislative frameworks? Eg. First aid, work health and safety act
S or US
Has the trainee established and maintained / managed WHS
arrangements at Thrifty?
S or US
Has the trainee identified areas where expert WHS advice is required? Eg.
When he/she needs to seek advice from WHS Manager or an external
S or US
(Evidence
Required)
BSBWHS501A Ensure a Safe Workplace
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WHSO consultant?
Does the trainee understand the principles and practice of effective WHS
management at Thrifty?
QUEENSLAND POLYTECHNIC’S STAFF MEMBER TO FILL OUT
The trainee is competent in the unit:
Satisfactory

Unsatisfactory

Assessor: KAREN LAMKIN
Signature: .................................................Date: ..............................
S or US
THRIFTY CAR RENTAL’s SENIOR STAFF MEMBER TO
FILL OUT
The trainee is competent in this unit.
Satisfactory

Unsatisfactory

Thrifty Staff Member:
Signature: ..........................................Date:
..............................
BSBWHS501A Ensure a Safe Workplace
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Assessment
Method
Y/N
Performance Criteria /
Elements
Underpinning
Skills (RS)
Underpinning
Knowledge (RK)
Critical
Aspects (CA)
Dimensions of Competency
ALL
√
√
√
√
√
√
√
PC1.3 (partial)
PC3.1 (partial)
PC4.1
ALL
ALL
124
√
√
√
√
√
√
√
√
ALL
ALL
ALL
ALL
√
√
√
√
√
√
√
√
Job Role Environment
Skills
ALL
Contingency Planning
Skills
123
Task Management
Skills (Variables)
Task Skills
Technology
Learning
Self-Management
Y
Planning & Organising
Y
Initiative & Enterprise
ALL
Problem Solving
Y
Teamwork
Assessment 1
Communication
Mapping Matrix - BSBWHS501A Ensure a Safe Workplace
Employability Skills
Oral/Written
Questions
Assessment 2
Oral
Presentation &
Documentation
Evidence
PPT
Incident Form
WHS Audit Form
Assessment 3
Practical
Observation by
Trainer & Third
Party
BSBWHS501A Ensure a Safe Workplace
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