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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
BSBWHS401A Implement & Monitor WHS Policies, Procedures
& Programs to Meet Legislative Requirements
Student Name:
Starting Date:
Finishing Date:
Date Submitted:
Due Date: After receiving your booklet, It should take you a maximum of 1 week 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

Name & Signature of Student:
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
________________________________________
Or, if submitted electronically, the receipt of the
email is sufficient for electronic submission.
BSBWHS401A Implement & Monitor WHS Policies, Procedures & Programs to Meet Legislative Requirements
Page 1 of 92
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
________________________________________
(Can be handwritten or electronic)
Was a Re-submission granted?  Yes  No  N/A
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 Audit Checklist
 Successful  Unsuccessful
 Assessment 2, Individual Oral Presentation & Documentation (3 PowerPoint Slides)
 Successful  Unsuccessful
 Assessment 3, Practical Observation by Trainer and Third Party


Part A: observation guides/feedback sheets for your oral presentation/s signed off by your Supervisor
Part B: observation guide (jointly signed by Trainer & Supervisor)
 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.
BSBWHS401A Implement & Monitor WHS Policies, Procedures & Programs to Meet Legislative Requirements
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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.
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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.
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
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 implement and monitor the organisation’s work
health and safety (WHS) policies, procedures and programs in the relevant work area in order to meet legislative requirements.
This unit applies to workers with supervisory responsibilities for implementing and monitoring the organisation’s WHS policies,
procedures and programs in a work area.
The unit applies to individuals with a broad knowledge of WHS policies who contribute well-developed skills in creating solutions
to unpredictable problems through analysis and evaluation of information from a variety of sources. These workers provide
supervision and guidance to others and have limited responsibility for the output of others.
Details of the competencies of this unit can be accessed at: http://www.training.gov.au
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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, Karen@polytechnic.qld.edu.au
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” available on the intranet. Additional readings and examples/templates relating to this unit can
be found on the intranet and/or requested by yourself (for the trainer to send to you via email).

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
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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.
PERFORMANCE
LEVEL 4
ACSF Reading
Skills Level
ACSF Writing Skills
Level
UNIT CODE & TITLE: BSBWHS401A Implement & Monitor WHS Policies,
Procedures & Programs to Meet Legislative Requirements
EXAMPLE OF ACTIVITIES
WORKPLACE & EMPLOYMENT APPLICATION
AT THIS LEVEL
-
-
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
-
-
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
BSBWHS401A Implement & Monitor WHS Policies, Procedures & Programs to Meet Legislative Requirements
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-
-
-
-
ACSF Learning
Skills Level
Identify and document career
goals
-
-
can respond appropriates by acting to correct processes or inputs
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
Creative
Club newsletter
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.
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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, self-management,
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 Task 1, Oral/Written Questions, including Documentation Evidence: There are 6 activities that need to be
completed within this booklet. They are due at the end of Week 4. Activities consist of a number of questions and the need to
examples, comments or explanations to be provided, to particular incidents/activities that occur within Thrifty Car Rentals. A
completed WHS accident/incident form and a WHS Audit Checklist will also need to be attached to this book.
The instructions for completing the Activities are outlined in the Study Schedule below.
Assessment Task 2, Oral Presentation and Project/Documentation in the format of 3 PowerPoint Slides: Assessment 2 is an
oral presentation you will give to your Trainer on WHS procedures, within your organization. Please ensure you make
arrangements with the staff within your branch.
Scenario: You have just taken over the role of Safety Officer in your place of work. You need to prepare a presentation for the
rest of your co-workers which covers WHS areas/issues.
Your aim is to (1) ensure that your co-workers can follow the organizations’ established safety procedures when at work, (2) put
forward recommendations to senior management on additional WHS training that needs to take place within your branch.
In a PowerPoint Presentation, make sure you cover the following areas:
1.
What are the procedures for reporting accidents? E.g.
 Where are the forms located?
 How do you fill them out?
 When do you fill them out?
 Why is this important?
2.
How are hazards reported within the workplace?
 What are the most common hazards identified in the organization?
 How can we control the risks associated with these hazards, using the ‘Hierarchy of Control’ principles.
3.
Recommendations to Thrifty, on additional WHS training that needs to be provided and the costs associated with
delivering this training
Assessment 3, Practical Observation by Trainer & Third Party:
1. Part A: Please have the observation guides/feedback sheets for your oral presentation/s signed off by your Supervisor at
Thrifty. These forms can be found at the back of this booklet (in the same area that your PPTs have to be attached too).
2.
Part B: Please have your immediate supervisor and Trainer; sign off on your competence in the relevant areas, after
observing you in a workplace situation, with focus on WHS.
If you have not created a PPT before, please contact your
Trainer for a ‘Reading’ to be send to you on Creating PPT’s.
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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 the training.gov 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.
STUDY SCHEDULE & RESOURCE LIST
You will participate in a face-to-face introductory workshop and/or online conversation in Week 1, which will get you oriented
and started on the Assessment items for this unit. 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 finishing the unit. It should take you about 40 hours of
study over a 1 week period to complete the reading and assessment activities. 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: RECOMMENDED STUDY & READING SCHEDULE
BSBWHS401A IMPLEMENT & MONITOR WHS POLICIES, PROCEDURES & PROGRAMS TO
MEET LEGISLATIVE REQUIREMENTS
Week
Week 1
Topic Covered
Introduction to
WHS
WHS Policies,
Procedures &
Legislation
PC1.2
RK4
PC1.1
Resources and Assessments
Reading 1: Introduction to WHS
Activity 1: Questions
Can you locate the WHS policies & procedures within the organisation?
Yes / No
Branch:
Location of WHS policies:
What are the names of the main WHS policies & procedures within the organisation?
WHS Policy Document 1:
WHS Policy Document 2:
WHS Policy Document 3:
WHS Policy Document 4:
WHS Policy Document 5:
WHS Policy Document 6:
WHS Policy Document 7:
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Can you recite the main WHS legislation, Advisory Standards/ Codes of Practice, relevant to your
organisation?
Legislation/Advisory Standards 1:
Legislation/Advisory Standards 2:
Legislation/Advisory Standards 3:
Legislation/Advisory Standards 4:
Other general legislation:
RS4
Every organization has policies and procedures. It is important to know these and to be able to
refer to them when appropriate.
Using Table 1 below, correctly match each of Thrifty’s policies and procedure to its correct use in
Table 2. NOTE: some may overlap with each other.
Table 1:
Types of Policies & Procedures
Storage and Handling of Flammable and
Combustible Liquids Policy
Alcohol & Drug Policy
Emergency Procedures
WHS Policy
Spill Response Procedures
Table 2:
Types of Policy & Procedures
Use
Emergency
Evacuation
Fire
Hazard Management
Incident (accident) investigating &
reporting
Use
Hazard management
Fire
Emergency
Evacuation
Incident (accident) investigating &
reporting
A WHS hazard is defined as ‘the potential to cause harm’. Examples of hazards include:









Blocked exits
Slippery or uneven floors
Untidy or noisy work areas
Lack of adequate storage
Reliance of low order control measures (PPE)
Unguarded or poorly maintained machinery
Unlabelled chemicals
Ergonomically unsuitable work stations
Internal or external threats of occupational violence and bullying
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Hazard
Identification
Activity 2: Complete the Hazard Identification Activities that are at the end of
Reading 1. (This activity is not assessable).
PC4.1
RK3
Week 1
WHS
Consultation
Processes
WHS consultation is a formal/informal meeting between employers and employees, along with
workplace health and safety officers (WHSO), workplace health and safety representatives
(WHSR) and/or committees. Workplace consultation is important because it is a participative
arrangement that provides and explains WHS information in a manner accessible to all
employees. Furthermore, it allows WHS issues to be dealt with and resolved promptly and
efficiently.
Reading 2: WHS Consultation
PC1.2
RK2
CA4
PC2.2 (partial)
Activity 3: How are consultative procedures implemented within your organization?
If you know, feel free to start answering the questions below.
If you are not too sure – please arrange to have a meeting with your Supervisor to help find the
answers to the following questions.
 Does your organization have a Workplace Health & Safety Representative (WHSR)?
YES / NO.
 Who?
 What do they do?
Hint: you may like to look at the WHS Policy to find out what their responsibilities are within the organization
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 Who is on the WHS Committee?
 What do they do?
Hint: you may like to look at the WHS Policy to find out what their responsibilities are within the organization
 Do you have a Workplace Health and Safety Officer (WHSO)? BE AWARE: THIS IS NOT AN
INTERNAL PERSON AT THRIFTY!
 If not, why not? Hint: does your workplace have more than 30 people or has the laws recently changed?
 Traditionally, what did the WHSO do? Hint: you may like to look at the WHS Policy to find out what their
PC2.1
RK5
responsibilities are within the organization

Who is responsible for the overall safety of your workplace?

Who monitors the overall implementation of WHS procedures within your organization?
Hint: look at the organization chart for senior management


Why is it important to have effective consultative mechanisms in place within the
organization?
Explain how ‘consultation’ can improve an organization’s culture
HINT: sharing responsibility, ability to monitor and promptly deal with issues as they arise, improving culture etc
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PC2.3
Provide an example of how WHS issues are raised through consultative processes within your
organization.
PC2.4
Provide an example of how WHS issues and outcomes are ‘recorded’ and ‘communicated’ within
the organization.
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PC4.2
Week 2
&3
Hierarchy of
Control
PC5.1
An electrical cord is found lying across a busy walkway. A Hazard Identification Form is filled out.
YOU are the Branch Manager – what are the steps you would take to rectify the issue?
Reading 3: Ergonomics & Work Design
Reading 4: Hierarchy of Control (steps used to control risks)
Reading 5: WHS Reporting
Reading 6: WHS Inspections
Reading 7: WHS Inspection Checklist
Activity 4: Questions & Answers
Provide an example of how you/the organization uses the ‘hierarchy of control’
(Reading 4) to control the risks associated with identified hazards.
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PC5.3
Report the inadequacies you have identified (above) to your supervisor AND WHS compliance
officer.
 What was their response?
 How long did it take for the issue to be resolved?
 Do you think this was prompt enough? Explain.
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WHS Inspections
&
Awareness
Activity 5
Using the WHS Checklist from Reading 7 (or similar) inspect your organization’s
WHS environment.
Once completed, make sure you give a copy of the checklist to your supervisor and forward a
copy to the WHS compliance officer, and you make them aware of your findings.
Also attach the completed checklist to the back of this booklet (where indicated) OR fill out the
one that is part of Reading 7.
CA3
PC1.3, 4.1, RK3, RS2,
RS1
Make sure you complete all sections of the checklist:
 What are the problems/hazards/issues?
 What are the actions required to fix the problems and therefore reduce the WHS risks to
the individuals within the organization?
 Who is responsible for addressing these problems?
Report the inadequacies you have identified (above) to your supervisor AND WHS compliance
officer. What was there response? How long did it take for the issues to be resolved?
WHS Record
Keeping
There are a wide range of records that need to be kept in terms of WHS. What WHS records
need to be kept within your branch / location? List these.
HINT: Find the WHS Register and view the ‘contents’ – everything that you should be recording, should be in here.
PC6.1
Attach a completed WHS Accident / Incident Form to this booklet where indicated.
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PC6.1
What records would you look at, within your organisation to see if there was a pattern of
occupational injury and disease occurring?
CA1, CA2, PC6.2
What records would you look at, within your organisation to see what type of hazards were
being identified?
If a ‘pattern’ of staff accidents was found, what would you do to control and/or minimise this
from happening?
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WHS Training
Explain how staff within the organisation is provided with WHS ‘induction’? Look at the
Induction Checklist if you need help in this area.
PC3.1
PC3.3
Do you think there is anything missing from the WHS induction program? What would you
recommend be included and/or excluded?
How would you evaluate the organisation’s WHS system particularly its WHS induction/training?
Is it working well? Does it need improving? How is it in terms of quality?
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PC3.4
RK1 – WHS
RK3 – BSBCMM401A
(legislation)
Based on the recommendations you have put forward (above) regarding the WHS Training –
what would the financial / human / capital “costs” be to the organization to achieve this?
Activity 6
Thinking about Thrifty Car Rentals, what are the key parts / aspects of the following
laws/codes? Give an example if it’s easier to explain.
Anti-discrimination
Privacy & Ethical issues
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Codes of practice /Advisory Standards / WHS (i.e. first aid, noise or manual handling,
ergonomics)
Environmental issues (i.e. waste & recycling)
Required Skill – WHS
(RS2) Required Skill –
BSBCMM401A (RS3)
What literacy skills do you need to have to be able to read and understand the various WHS
policies and procedures at Thrifty?
What literacy skills do you have to prepare an oral presentation and to write in a range of styles
for different audiences? Give example.
E.g. some definitions of literacy consider it the ability to "read, write, spell, listen, and speak."
Since the 1980s, some have argued that literacy is ideological, which means that literacy always
exists in a context (aka the THRIFTY CAR RENTAL CONTEXT), in tandem with the values
associated with that context (AKA it is ok to swear at Thrifty Car Rentals in front of employees as
we have a 'casual approach' but we would never do this in front of the customer as it is a more
formalised environment).
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Week 4
Finalization of
Assessment
Items
You need to take time this week to:
1. Ensure all 6 of your activities are compete
2. Prepare for Assessment 2 (your oral presentation) which will take place at an
agreed time and place, between yourself and the rest of the members of your
organization.
The requirements of Assessment 2 are outlined below.
Assessment 3’s instructions (i.e. observation forms) are also outlined below.
PC3.2 (WHS Training)
Assessment Task 2
Oral Presentation and Project/Documentation in the format of 3 PowerPoint Slides:
RS2 (WHS literacy)
RS3 (coaching &
mentoring)
3.1, 3.2, 3.3, 3.4
5.1
6.1, 6.2
CA3
Assessment 2 is an oral presentation you will give to your Trainer on WHS procedures, within
your organization. Please ensure you make arrangements with the staff within your branch.
Scenario: You have just taken over the role of Safety Officer in your place of work. You need to
prepare a presentation for the rest of your co-workers which covers WHS areas/issues.
Your aim is to (1) ensure that your co-workers can follow the organizations’ established safety
procedures when at work, (2) put forward recommendations to senior management on
additional WHS training that needs to take place within your branch.
In one PowerPoint Presentations, make sure you cover the following areas:
What are the procedures for reporting accidents? E.g.
 Where are the forms located?
 How do you fill them out?
 When do you fill them out?
 Why is this important?
How are hazards reported within the workplace?
 What are the most common hazards identified in the organization?
 How can we control the risks associated with these hazards, using the ‘Hierarchy of
Control’ principles.
Recommendations to Thrifty, on additional WHS training that needs to be provided and the
costs associated with delivering this training
Assessment 3
Practical Observation by Trainer & Third Party – Oral Presentation:

Part A: Please have the observation guides/feedback sheets for your oral presentation/s
signed off by your Supervisor at Thrifty. These forms can be found at the back of this
booklet (in the same area that your PPTs have to be attached too)
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REQUIRED EXAMPLE: PLEASE ATTACH YOUR COMPLETED
“WHS ACCIDENT / INCIDENT” FORM HERE
BSBWHS401A Implement & Monitor WHS Policies, Procedures & Programs to Meet Legislative Requirements
Page 24 of 92
ATTACH THE COMPLETED
“WHS INSPECTION CHECKLIST” / “WHS AUDIT CHECKLIST”
FOR ACTIVITY 5 HERE
NOTE: This checklist can be found IN ‘READING 7’ section.
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Page 25 of 92
ATTACH YOUR FIRST COMPLETED POWERPOINT PRESENTATION
(ASSESSMENT 2) HERE.
E.g. What are the procedures for reporting accidents?
How are hazards reported within the workplace?
Recommendations to Thrifty, on additional WHS training that needs
to be provided and the costs associated with delivering this training
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ASSESSMENT 2: Observation Checklist Form for Presentation
This is an individual assessment that will take place at an agreed time between yourself and the rest of your ‘team’
within the organization.
Scenario: You have just taken over the role of Safety Officer in your place of work. Make sure you cover the following
areas:
Did the Trainee:
S or US Comments and Feedback
Demonstrate
the
accident
reporting
requirements to all staff within the branch?
Eg. Fill out the form, inform the WHS
Compliance Manager, fax the form to Govt
Dept, File the form
Explain the process of Hazard Identification &
Hierarchy of Control to all staff within the
branch?
Eg. Inform the staff/branch manager, inform
the WHS Compliance Manager, have the hazard
fixed by either PPE, Administration, Elimination,
Separation etc
Put forward recommendations on further
Training Required at Thrifty in terms of WHS,
and the costings Involved in this training?



This can be far ranging, from identifying more
up to date training required in terms of Spill
Response, fire extinguisher training, first aid
training etc. Can also be focused on
ergonomics, manual handling, safe driving
The Trainee’s overall performance was:
Satisfactory

Unsatisfactory

Thrifty Staff Member / QP Assessor’s signatures:
Date:
I received feedback from the Thrifty Staff Member / QP Assessor/Trainer
Name:
Signature:
BSBWHS401A Implement & Monitor WHS Policies, Procedures & Programs to Meet Legislative Requirements
Date
Page 27 of 92
ASSESSMENT 3: BSBWHS401A Implement & Monitor WHS Policies, Procedures & Programs to Meet Legislative Requirements
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
Performance Criteria
S or US
Provide information to
the work team about
WHS policies and
procedures
Can the trainee explain to you what they know about WHS Laws & Codes of
Practice/Advisory Standards?
S or US
Comments
Eg. Workplace Heath and Safety Act, Regulations, Noise, First Aid, Flammable
Goods, MSDS (Detailer’s products), Manual Handling, Waste Management,
Fuel Management(Flammable Goods)
Can the trainee provide information about the workplace’s WHS policies,
procedures and WHS induction programs?
Was he/she able to show you where this information Is located at the
workplace?
Eg. Alcohol & Drugs Policy, WHS policy, Emergency Procedures Maintenance
Procedures, Spill Response Procedures, Storage & Handling of Flammable &
Combustible Liquids, MSDS procedures
Eg. Can he/she tell you who the WHS Manager is In the workplace? Can he/she
tell you who conducts the WHS Training/induction programs? Can he/she show
you where their WHS Induction Checklist is
Filed?
BSBWHS401A Implement & Monitor WHS Policies, Procedures & Programs to Meet Legislative Requirements
S or US
Page 28 of 92
Can the trainee read and apply the workplace’s WHS policies and procedures to
their own dept / location / work area? (critical aspect) E.g. Can he/she
implement the emergency drill practices
S or US
Does the trainee have literacy skills to comprehend these documents and to
interpret WHS requirements? E.g. Reading, writing, comprehension abilities
S or US
Can the trainee provide information about the workplace’s WHS policies,
procedures and WHS induction programs?
S or US
Was he/she able to show you where this information is located at the workplace?
Eg. Alcohol & Drugs Policy, WHS policy, Emergency Procedures Maintenance
Procedures, Spill Response Procedures, Storage & Handling of Flammable &
Combustible Liquids, MSDS procedures
Eg. Can he/she tell you who the WHS Manager is in the workplace? Can he/she
tell you who conducts the WHS Training/induction programs? Can he/she show
you where their WHS Induction Checklist is Filed?
Can the trainee read and apply the workplace’s WHS policies and procedures to
their own dept / location / work area? (critical aspect) E.g. Can he/she implement
the emergency drill practices
Does the trainee have literacy skills to comprehend these documents and to
interpret WHS requirements? E.g. Reading, writing, comprehension abilities
Can the trainee clearly explain information relating to hazard identification?
S or US
Was the trainee able to tell you about how these hazards are assessed and
controlled?
E.g. Monthly OH&S Audits, who is the WHS representative at the branch?, use of
PPE equipment, Accident/Incident Forms
E.g. If a bit of the carpet was ripped in the front office, what would they do to
report this? What rating would this ‘hazard’ be given? Ie. High, low. How would
it be controlled/fixed?
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Implement and monitor
participation
arrangements for
managing WHS
Does the trainee communicate to workplace parties the importance of effective
consultation mechanisms in managing health and safety risks in the workplace?
E.g. Department meetings?, Emails to branches re: WHS, Ensuring all staff
participate/lead the Emergency Drills, and WHS Audits, to increase
familiarisation of the procedures and Duty of Care
S or US
Can he/she explain the importance of why staff meet regularly to discuss WHS
matters? Why are WHS consultative mechanisms important?
S or US
E.g. all staff participating and consulting with each other in Regards to WHS is
important because – it is the law, it improves culture & awareness, we have a
duty of care, it helps reduce workers compensation claims, workplace accidents
& incidents, law suits. It ensures everyone is responsible for WHS (Required Skill)
Can he/she promptly deal with issues raised through consultation?
S or US
E.g. Was he/she able to take action to fix the issue / hazard? And, to follow thru
with this until it was finalised?
Was the trainee able to record and communicate the WHS outcomes of
consultation to staff/management team?
E.g. A identified hazard was fixed on a vehicle (ie. Bald tyres) – was this
communicated to all involved in a prompt fashion? Was the hazard correction
communicated to the WHS Manger and/or Operations Manager, if it was in a
different area as Head office?
Implement and monitor
organisational
procedures for
providing WHS training
Implement and monitor
organisational
procedures and legal
Did the trainee promptly action the hazard in accordance with Procedures? Eg.
Did he/she fix the hazard / follow the instructions from the WHS Manager?
S or US
Does the trainee make arrangements to meet WHS training needs of team
members in consultation with relevant individuals?
Does the trainee provide workplace learning opportunities, and coaching and
mentoring assistance, to facilitate team and individual achievement of identified
WHS training needs?
Does the trainee identify and report to management the costs associated with
providing training for work team, for inclusion in financial and management
plans?
S or US
Did the trainee promptly identify and report on hazards in accordance
with the workplace’s procedures?
BSBWHS401A Implement & Monitor WHS Policies, Procedures & Programs to Meet Legislative Requirements
S or US
S or US
S or US
Page 30 of 92
requirements for
identifying hazards and
assessing and
controlling risks
E.g. Notify Branch Manager and/or WHS Manager
Did the trainee promptly action the hazard in accordance with Procedures? Eg.
Did he/she fix the hazard / follow the instructions from the WHS Manager?
Can the trainee implement procedures to control risks using the hierarchy of
controls? Eg. Procedures include putting up signs (Administration),
purchasing PPE, ensuring staff wear PPE, eliminating a chemical from the
Detailers cleaning product range
Can the trainee identify and report inadequacies in existing risk control measures
in accordance with the hierarchy of controls?
Eg. Fire drills may not be practiced regularly at the location, Electricity Tagging
may not be up to date, Fire extinguisher training is not up to date
Implement and monitor
organisational
procedures for
maintaining WHS
records for the team
Required Skills
Required Knowledge
Reporting would be done to Manager, Operations Manager or WHS Manager –
depending on the inadequacy?
Can the trainee monitor outcomes of reported inadequacies, where appropriate,
to ensure a prompt response? Eg. Daily monitoring of the issues/problems until
fixed, keeping track of issues via diary / personal notes, regular contact with
WHS Manager until resolved
Can the trainee use data from Staff Accident Records to identify hazards and
monitor risk control procedures? E.g. Staff Accidents & cause of these
Does he/she have analytical skills to be able to evaluate the Staff Accidents and
reasons behind this, and be able to put effective controls in place, so accidents
can be reduced? (required skill)
Does the trainee use aggregate information and data from work area records to
identify hazards and monitor risk control procedures in work area?
Does the trainee use analytical and problem solving skills to:
 identify hazards
 assess risks in the work area
 review information relating to monitoring and evaluating incidents, and
the effectiveness of risk controls
Does the trainee use coaching and mentoring skills to provide support to
colleagues?
Does the trainee use literacy skills to understand and interpret documentation,
and to interpret WHS requirements?
Can the trainee identify hazards and associated risks in the workplace?
BSBWHS401A Implement & Monitor WHS Policies, Procedures & Programs to Meet Legislative Requirements
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
Page 31 of 92
Eg. Tag N Testing
Eg. Electrical faults/faulty equipment
Eg. Slippery areas of the car wash
Eg. Detailers not wearings hats, sunscreen or yellow vests
Eg. Staff not having a license when driving
Eg. Smoking when near the fuel pumps
Critical Aspects
(Evidence Required)
Does the trainee understand the key provisions of relevant WHS Acts,
regulations and codes of practice that apply to the business? Ie. First aid, manual
handling, hazardous substances guidelines, importance of duty of care and
consultation in the workplace, hazard identification etc
S or US
Does the trainee understand organisational policies and procedures relating to
hazard management, fire, emergency, evacuation, incident investigation and
reporting?
S or US
Does the trainee understand the relevance of consultation and participation as
key mechanisms for improving WHS and culture? Eg. WHS committees, WHS
hazard identification by all staff
S or US
Does the trainee understand the WHS legislative responsibilities, duties and
obligations of managers, supervisors, persons conducting and workers in the
workplace?
Eg. Everyone has a ‘duty of care’ to be reasonable for WHS
S or US
Can the trainee apply organisational WHS management systems and procedures
in the work team area?
Eg. Can policies & procedures be followed
Eg. Has he/she carried out an WHS audit?
S or US
Can the trainee apply procedures for assessing and controlling risks to health and
safety associated with those hazards, according to the hierarchy of control and as
specified in commonwealth and state or territory WHS Acts, regulations and
codes of practice?
S or US
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Does the trainee provide specific, clear and accurate information and advice on
workplace hazards to work team?
E.g. Using mobile phone near fuel pumps, slippery floors in wash bay area,
excessive noise, manual handling issues, safe driving, ergonomics
Can the trainee tell you what the LEGAL responsibilities are of the Director and
themselves?
S or US
S or US
Eg. Duty of Care, Responsible steps, everyone is responsible
(also a critical aspect)
Can the trainee tell you who the WHS Manager is, who the WHSO is, who the
WHS Committee members are?
QUEENSLAND POLYTECHNIC’S STAFF MEMBER TO FILL OUT
THRIFTY CAR RENTAL’s SENIOR STAFF MEMBER TO FILL OUT
The trainee is competent in the unit:
The trainee is competent in this unit.
Satisfactory
 Unsatisfactory 
Satisfactory
 Unsatisfactory 
Assessor: KAREN LAMKIN
Thrifty Staff Member:
Signature: .................................................Date: ..............................
Signature: ..........................................Date: ..............................
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Assessment
Method
Y/N
Performance
Criteria /
Elements
Underpinning
Skills (RS)
Underpinning
Knowledge
(RK)
Critical
Aspects
(CA)
ALL
ALL
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Job Role Environment
Skills
ALL
√
Contingency Planning
Skills
ALL
√
Task Management
Skills (Variables)
3
√
Task Skills
RK2
√
Technology
RS 2
RS3 (coaching
& mentoring)
Learning
PC3.2 (WHS
Training)
3.1, 3.2, 3.3,
3.4
5.1
6.1, 6.2
Dimensions of Competency
Self-Management
ALL
Planning & Organising
ALL
Initiative & Enterprise
Assessment 3
Part A:
observation
guides/feedback
sheets for your
oral
presentation/s
signed off by
your Supervisor
Part B:
observation
guide (jointly
signed by Trainer
& Supervisor)
Y
1
Problem Solving
Assessment 2
Oral Presentation
& Documentation
Evidence
(3 PowerPoint
Slides)
Y
1.1, 1.2, 1.3
2.1, 2.2, 2.3,
2,4
3.1, 3.3, 3.4
4.1, 4.2,
5.1, 5.2, 5.3
6.1, 6.2
Teamwork
Assessment 1
Oral/Written
Questions
Includes: a
completed WHS
accident /
incident form
a completed
Audit Checklist
Communication
Mapping Matrix for BSBWHS401A Implement & Monitor WHS
Policies, Procedures & Programs to Meet Legislative
Requirements
Employability Skills
√
Y
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READING 1 – INTRODUCTION TO WHS
Toolkit: http://nonprofitrisk.org/tools/workplace-safety/nonprofit/tutorial/1.htm
What is Work Health and Safety?
Work Health and Safety is a discipline with a broad scope involving many specialized fields. In its broadest sense, it
should aim at:





the promotion and maintenance of the highest degree of physical, mental and social well-being of
workers in all occupations;
the prevention among workers of adverse effects on health caused by their working conditions;
the protection of workers in their employment from risks resulting from factors adverse to health;
the placing and maintenance of workers in an workplace environment adapted to physical and mental
needs;
the adaptation of work to humans.
In other words, work health and safety encompasses the social, mental and physical well-being of workers that is
the “whole person”.
Successful work health and safety practice requires the collaboration and participation of both employers and
workers in health and safety programs, and involves the consideration of issues relating to workplace medicine,
industrial hygiene, toxicology, education, engineering safety, ergonomics, psychology, etc.
Work health issues are often given less attention than workplace safety issues because the former are generally
more difficult to confront. However, when health is addressed, so is safety, because a healthy workplace is by
definition also a safe workplace. The converse, though, may not be true - a so-called safe workplace is not
necessarily also a healthy workplace. The important point is that issues of both health and safety must be
addressed in every workplace. By and large, the definition of work health and safety given above encompasses
both health and safety in their broadest contexts.
Poor working conditions affect worker health and safety



Poor working conditions of any type have the potential to affect a worker's health and safety.
Unhealthy or unsafe working conditions are not limited to factories — they can be found anywhere,
whether the workplace is indoors or outdoors. For many workers, such as agricultural workers or miners,
the workplace is “outdoors” and can pose many health and safety hazards.
Poor working conditions can also affect the environment workers live in, since the working and living
environments are the same for many workers. This means that workplace hazards can have harmful
effects on workers, their families, and other people in the community, as well as on the physical
environment around the workplace. A classic example is the use of pesticides in agricultural work.
Workers can be exposed to toxic chemicals in a number of ways when spraying pesticides: they can inhale
the chemicals during and after spraying, the chemicals can be absorbed through the skin, and the workers
can ingest the chemicals if they eat, drink, or smoke without first washing their hands, or if drinking water
has become contaminated with the chemicals. The workers' families can also be exposed in a number of
ways: they can inhale the pesticides which may linger in the air, they can drink contaminated water, or
they can be exposed to residues which may be on the worker's clothes. Other people in the community
can all be exposed in the same ways as well. When the chemicals get absorbed into the soil or leach into
groundwater supplies, the adverse effects on the natural environment can be permanent.
Overall, efforts in work health and safety must aim to prevent industrial accidents and diseases, and at the same
time recognize the connection between worker health and safety, the workplace, and the environment outside the
workplace.
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Why is work health and safety important?
Work plays a central role in people's lives, since most workers spend at least eight hours a day in the workplace,
whether it is on a plantation, in an office, factory, etc. Therefore, work environments should be safe and healthy.
Yet this is not the case for many workers. Every day workers all over the world are faced with a multitude of health
hazards, such as:





dusts;
gases;
noise;
vibration;
extreme temperatures.
Unfortunately some employers assume little responsibility for the protection of workers' health and safety. In fact,
some employers do not even know that they have the moral and often legal responsibility to protect workers. As a
result of the hazards and a lack of attention given to health and safety, work-related accidents and diseases are
common in all parts of the world.
Costs of workplace injury/disease
HOW MUCH DOES A
WORKPLACE DISEASE OR
ACCIDENT COST?
Work-related accidents or diseases are very costly and can have many serious direct and indirect effects on the
lives of workers and their families. For workers some of the direct costs of an injury or illness are:




the pain and suffering of the injury or illness;
the loss of income;
the possible loss of a job;
Health-care costs.
It has been estimated that the indirect costs of an accident or illness can be four to ten times greater than the
direct costs, or even more. A workplace illness or accident can have so many indirect costs to workers that it is
often difficult to measure them. One of the most obvious indirect costs is the human suffering caused to workers'
families, which cannot be compensated with money.
The costs to employers of workplace accidents or illnesses are also estimated to be enormous. For a small
business, the cost of even one accident can be a financial disaster. For employers, some of the direct costs are:







payment for work not performed;
medical and compensation payments;
repair or replacement of damaged machinery and equipment;
reduction or a temporary halt in production;
increased training expenses and administration costs;
possible reduction in the quality of work;
negative effect on morale in other workers.
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Some of the indirect costs for employers are:






the injured/ill worker has to be replaced;
a new worker has to be trained and given time to adjust;
it takes time before the new worker is producing at the rate of the original worker;
time must be devoted to obligatory investigations, to the writing of reports and filling out of forms;
accidents often arouse the concern of fellow workers and influence labour relations in a negative way;
poor health and safety conditions in the workplace can also result in poor public relations.
Overall, the costs of most work-related accidents or illnesses to workers and their families and to employers are
very high.
On a national scale, the estimated costs of workplace accidents and illnesses can be as high as three to four per
cent of a country's gross national product. In reality, no one really knows the total costs of work-related accidents
or diseases because there are a multitude of indirect costs which are difficult to measure besides the more obvious
direct costs.
Health and safety programmes
For all of the reasons given above, it is crucial that employers, workers and unions are committed to health and
safety and that:





workplace hazards are controlled - at the source whenever possible;
records of any exposure are maintained for many years;
both workers and employers are informed about health and safety risks in the workplace;
there is an active and effective health and safety committee that includes both workers and
management;
worker health and safety efforts are ongoing.
Effective work health and safety programs can help to save the lives of workers by reducing hazards and their
consequences. Health and safety programs also have positive effects on both worker morale and productivity,
which are important benefits. At the same time, effective programs can save employers a great deal of money.
POINTS TO REMEMBER
1. Work health and safety encompasses the social, mental and physical well-being of workers in
all occupations.
2. Poor working conditions have the potential to affect a worker's health and safety.
3. Unhealthy or unsafe working conditions can be found anywhere, whether the workplace is
indoors or outdoors.
4. Poor working conditions can affect the environment workers live in. This means that workers,
their families, other people in the community, and the physical environment around the
workplace, can all be at risk from exposure to workplace hazards.
5. Employers have a moral and often legal responsibility to protect workers.
6. Work-related accidents and diseases are common in all parts of the world and often have many
direct and indirect negative consequences for workers and their families. A single accident or
illness can mean enormous financial loss to both workers and employers.
7. Effective work health and safety programs can help to save the lives of workers by reducing
hazards and their consequences. Effective programs can also have positive effects on both
worker morale and productivity, and can save employers a great deal of money.
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Extent of the problem worldwide
A. Accidents
In general, health and safety in the workplace has improved in most industrialized countries over the past 20 to 30
years. However, the situation in developing countries is relatively unclear largely because of inadequate accident
and disease recognition, record-keeping and reporting mechanisms.
It is estimated that at least 250 million workplace accidents occur every year worldwide. 335,000 of these
accidents are fatal (result in death). (Since many countries do not have accurate record-keeping and reporting
mechanisms, it can be assumed that the real figures are much higher than this.) The number of fatal accidents is
much higher in developing countries than in industrialized ones. This difference is primarily due to better health
and safety programs, improved first-aid and medical facilities in the industrialized countries, and to active
participation of workers in the decision-making process on health and safety issues. Some of the industries with
the highest risk of accidents worldwide are: mining, agriculture, including forestry and logging, and construction.
Identifying the cause of an accident
In some cases, the cause of an industrial injury is easy to identify. However, very often there is a hidden chain of
events behind the accident which led up to the injury. For example, accidents are often indirectly caused by
negligence on the part of the employer who may not have provided adequate worker training, or a supplier who
gave the wrong information about a product, etc. The consistently high fatal accident rates in developing
countries emphasize the need for work health and safety education programs that focus on prevention. It is
equally important to promote the development of work health services, including the training of doctors to
recognize work-related diseases in the early stages.
Diseases
Some workplace diseases have been recognized for many years, and affect workers in different ways depending on
the nature of the hazard, the route of exposure, the dose, etc. Some well-known workplace diseases include:




Asbestosis (caused by asbestos, which is common in insulation, automobile brake linings, etc.);
Silicosis (caused by silica, which is common in mining, sandblasting, etc.);
Lead poisoning (caused by lead, which is common in battery plants, paint factories, etc.);
And noise-induced hearing loss (caused by noise, which is common in many workplaces, including
airports, and workplaces where noisy machines, such as presses or drills, etc. are used).
There is also a number of potentially crippling health problems that can be associated with poor working
conditions, including:





heart disease;
musculoskeletal disorders such as permanent back injuries or muscle disorders;
allergies;
reproductive problems;
Stress-related disorders.
Many developing countries report only a small number of workers affected by work-related diseases. These
numbers look small for a variety of reasons that include:



inadequate or non-existent reporting mechanisms;
a lack of work health facilities;
a lack of health care practitioners who are trained to recognize work-related diseases.
Because of these reasons and others, it is fair to assume that in reality, the numbers of workers afflicted with
workplace diseases are much higher. In fact, overall, the number of cases and types of workplace diseases are
increasing, not decreasing, in both developing and industrialized countries
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EXPOSURE TO HAZARDS IN THE
WORKPLACE CAN LEAD TO SERIOUS
ILLNESS
Identifying the cause of workplace disease
The cause of work-related diseases is very often difficult to determine. One factor is the latency period (the fact
that it may take years before the disease produces an obvious effect on the worker's health). By the time the
disease is identified, it may be too late to do anything about it or to find out what hazards the worker was exposed
to in the past. Other factors such as changing jobs or personal behaviours (such as smoking tobacco or drinking
alcohol) further increase the difficulty of linking workplace exposures to a disease outcome.
Although more is understood now about some workplace hazards than in the past, every year new chemicals and
new technologies are being introduced which present new and often unknown hazards to both workers and the
community. These new and unknown hazards present great challenges to workers, employers, educators, and
scientists, that is to everyone concerned about workers' health and the effects that hazardous agents have on the
environment.
POINTS TO REMEMBER ABOUT
THE EXTENT OF THE PROBLEM WORLDWIDE
1. There are at least 250 million workplace accidents every year worldwide, at least 335,000 of which
result in death.
2. Developing countries have more fatal accidents than industrialized nations, emphasizing the need for
health and safety education programs that focus on prevention.
3. Some workplace diseases have been recognized for many years and affect workers in different ways.
Such diseases are still problems in all parts of the world.
4. The numbers of work-related diseases in developing countries are much higher in reality than the
numbers that are reported.
5. The numbers of cases and types of workplace diseases are increasing in both developing and
industrialized countries.
6. It is often difficult to identify the cause of both workplace accidents and diseases.
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The range of hazards
There are an unlimited number of hazards that can be found in almost any workplace. There are obvious unsafe
working conditions, such as unguarded machinery, slippery floors or inadequate fire precautions, but there are
also a number of categories of insidious hazards (that is, those hazards that are dangerous but which may not be
obvious) including:





chemical hazards, arising from liquids, solids, dusts, fumes, vapors and gases;
physical hazards, such as noise, vibration, unsatisfactory lighting, radiation and extreme temperatures;
biological hazards, such as bacteria, viruses, infectious waste and infestations;
psychological hazards resulting from stress and strain;
hazards associated with the non-application of ergonomic principles, for example badly designed
machinery, mechanical devices and tools used by workers, improper seating and workstation design, or
poorly designed work practices.
Most workers are faced with a combination of these hazards at work. For example, it is not difficult to imagine a
workplace where you are exposed to chemicals, unguarded and noisy machines, hot temperatures, slippery floors,
etc. all at the same time. Think about your own workplace. Are there various hazards there that you can think of?
HAZARDS ARE OFTEN BUILT INTO
WORKPLACE.
WORK PROCESSES CAN BE
DESIGNED TO PREVENT
ACCIDENTS AND ILLNESSES.
EXISTING HAZARDS SHOULD BE
REMOVED FROM THE
WORKPLACE.
Workers do not create hazards - in many cases the hazards are built into the workplace. The trade union position
on work health and safety is to ensure that work is made safer by modifying the workplace and any unsafe work
processes. This means that the solution is to remove the hazards, not to try to get workers to adapt to unsafe
conditions. Requiring workers to wear protective clothing which may not be suited or designed for the climate of
your region is an example of forcing workers to try to adapt themselves to unsafe conditions, which is also shifting
the responsibility from management to the worker.
It is important for unions to maintain this position because many employers blame workers when there is an
accident, claiming that the workers were careless. This attitude implies that work can be made safer if workers
change their behavior or if employers only hire workers who never make mistakes. Everyone makes mistakes — it
is human nature, but workers should not pay for mistakes with their lives. Accidents do not stop simply by making
workers more safety conscious. Safety awareness may help but it does not remove unsafe work processes or
conditions. The most effective accident and disease prevention begins when work processes are still in the
design stage, when safe conditions can be built into the work process.
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POINTS TO REMEMBER
ABOUT THE RANGE OF HAZARDS
1. There are an unlimited number of hazards that can be found in almost every workplace. These
include both obvious unsafe working conditions and insidious, less obvious hazards.
2. Hazards often are built into the workplace. Therefore, trade unions must ensure that hazards
are removed, rather than trying to get workers to adapt to unsafe conditions.
3. The most effective accident and disease prevention begins when work processes are still in the
design stage, when safe conditions can be built into the work process.
Importance of management commitment
A SUCCESSFUL HEALTH AND SAFETY PROGRAMME
REQUIRES STRONG MANAGEMENT COMMITMENT AND
WORKER PARTICIPATION.
In order to develop a successful health and safety program, it is essential that there be strong management
commitment and strong worker participation in the effort to create and maintain a safe and healthy workplace.
An effective management addresses all work-related hazards, not only those covered by government standards.
All levels of management must make health and safety a priority. They must communicate this by going out into
the worksite to talk with workers about their concerns and to observe work procedures and equipment. In each
workplace, the lines of responsibility from top to bottom need to be clear, and workers should know who is
responsible for different health and safety issues.
POINTS TO REMEMBER ABOUT THE IMPORTANCE
OF MANAGEMENT COMMITMENT
1. Strong management commitment and strong worker involvement are necessary elements for a
successful work health and safety program.
2. An effective management addresses all work-related hazards, not only those covered by
government standards, and communicates with workers.
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The importance of training
EFFECTIVE
TRAINING IS A KEY
COMPONENT OF
ANY HEALTH AND
SAFETY
PROGRAMME.
Workers often experience work-related health problems and do not realize that the problems are related to their
work, particularly when a workplace disease, for example, is in the early stages. Besides the other more obvious
benefits of training, such as skills development, hazard recognition, etc., a comprehensive training program in
each workplace will help workers to:



recognize early signs/symptoms of any potential workplace diseases before they become permanent
conditions;
assess their work environment;
insist that management make changes before hazardous conditions can develop.
POINTS TO REMEMBER
ABOUT THE IMPORTANCE OF TRAINING
A comprehensive health and safety training program in each workplace will, among other more
obvious benefits, help workers to recognize any early signs/symptoms of potential workplace
diseases before they become permanent conditions, to assess their work environment, and to insist
that management make changes before hazardous conditions can develop.
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Role of the health and safety representative
As health and safety representative your role is to work
proactively (this means taking action before hazards become a
problem) to prevent workers from being exposed to workplace
hazards. You can do this by making sure management eliminates
hazards or keeps them under control when they cannot be
eliminated.
Steps to help you reach your goals are:
1. Be well informed about the various hazards in your workplace
and the possible solutions for controlling those hazards.
2. Work together with your union and the employer to identify
and control hazards.
3. Although these Modules have been developed for the protection of workers, you may occasionally need to share
some of this information with your supervisors and employer in the process of working towards a safe and healthy
workplace.
Being a health and safety representative is not always easy, but helping to protect the lives of your fellow
workers is worth all the time and effort you put into the job.
USE A VARIETY OF SOURCES FOR
INFORMATION ABOUT POTENTIAL
OR EXISTING HAZARDS IN YOUR
WORKPLACE.
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Summary
Workers in every occupation can be faced with a multitude of hazards in the workplace.
Work health and safety addresses the broad range of workplace hazards from accident
prevention to the more insidious hazards including toxic fumes, dust, noise, heat, stress,
etc. Preventing work-related diseases and accidents must be the goal of work health and
safety programs, rather than attempting to solve problems after they have already
developed.
Hazards in the workplace can be found in a variety of forms, including chemical,
physical, biological, psychological, non-application of ergonomic principles, etc. Because
of the multitude of hazards in most workplaces and the overall lack of attention given to
health and safety by many employers, work-related accidents and diseases continue to
be serious problems in all parts of the world. Therefore, trade unions must insist that
employers control hazards at the source and not force workers to adapt to unsafe
conditions.
Management commitment to health and safety and strong worker participation are two
essential elements of any successful work health and safety program. The most effective
accident and disease prevention begins when work processes are still in the design
stage.
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PORTFOLIO ACTIVITY 1: Identifying hazards in the workplace
Instructions:
The pictures below show different workplaces where a variety of hazards can be
found. Look at the pictures and imagine what sort of problems might exist in each
workplace. Some of the major hazards associated with each of these jobs are given
below.
Discuss the hazards and/or risks that may be associated with these jobs (RS1)
Welder — A welder can be burnt from the sparks and there is always the danger of the work process
starting a fire. There is the problem of the intense light which can cause permanent eye damage as well
as the fumes given off by the process which can damage the lungs.
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Discuss the hazards and/or risks that may be associated with these jobs (RS1)
Mechanic - Depending on the precise nature of a mechanic's duties, there may be safety problems from
cuts and falls, etc., and exposure to chemical hazards: oils, solvents, asbestos and exhaust fumes.
Mechanics can also have back and other musculoskeletal problems from lifting heavy parts or bending
for long periods.
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Discuss the hazards and/or risks that may be associated with these jobs (RS1)
Port worker - Again hazards depend largely on the nature of the job and in particular the cargo being
handled. Port workers often have no idea of the dangerous nature of the cargo; there may be a sign on
the side of a box or drum, but the information may not be in their language or in words that make much
sense to the average worker. The condition of the cargo is also important as leaking drums or split bags
can be very hazardous for the handlers. Other risks include falls, cuts, back and other musculoskeletal
problems as well as collisions with fast moving vehicles such as fork-lift trucks or delivery trucks.
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Discuss the hazards and/or risks that may be associated with these jobs (RS1)
Textile worker - The textile worker faces a variety of problems. First there is the problem of safety with
many machines around that are often unguarded, as well as the risk of fire with so much combustible
material in the workplace. Then there are the hazards of noise and vibration. There is also exposure to
dust from the material which can seriously affect the lungs. Exposure to cotton dust can lead to the
workplace disease known as byssinosis.
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Discuss the hazards and/or risks that may be associated with these jobs (RS1)
Tractor driver - One of the most serious problems with tractors is that they often overturn and, if they
have no safety cab, the driver can easily be crushed. Other problems include noise, vibration and
exposure to chemical herbicides and pesticides when being sprayed by tractor.
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Discuss the hazards and/or risks that may be associated with these jobs (RS1)
Agricultural worker - When spraying crops the worker may be exposed to hazardous chemicals
contained in the spray. Many pesticides and herbicides that have been banned in some countries
because of their toxic effects are still used in many developing countries. If spraying takes place on a
windy day, the spray can be breathed into the lungs and blown on to the skin where it can cause
damage. It can also be absorbed into the body through the skin.
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Discuss the hazards and/or risks that may be associated with these jobs (RS1)
Electronics assembly worker - An electronics assembly worker can suffer eye problems from doing
close work, often in poor light. Because such workers sit still for long periods with inadequate
seating, they can also suffer from back and other musculoskeletal problems. For some workers there
are the dangers of solder fumes or solder “flecks” in the eye when the excess solder is cut off with
pliers.
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Discuss the hazards and/or risks that may be associated with these jobs (RS1)
Office worker - Many people may think that office workers have no health and safety problems; this is far
from true. Stress is one of the most common complaints, as well as exposure to chemical hazards from
office machines such as photocopiers. Poor lighting, noise and poorly designed chairs and stools can
also present problems.
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Discuss the hazards and/or risks that may be associated with these jobs (RS1)
Construction worker - Construction workers face a variety of hazards, particularly safety problems such
as falls, slips, trips, cuts, and being hit by falling objects. There are also dangers from working high up,
often without adequate safety equipment, musculoskeletal problems from lifting heavy objects, as well as
the hazards associated with exposure to noisy machinery.
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Discuss the hazards and/or risks that may be associated with these jobs (RS1)
Miner - The hazards of mining are well known and include the ever present danger of dusts, fire,
explosion and electrocution, as well as the hazards associated with vibration, extreme temperatures,
noise, slips, falls, cuts, etc.
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READING 2 – WHS Consultation
The Work health and Safety Act refers to consultation ‘as an important strategy in achieving work health and
safety’, and thus makes provision for mandatory or advisable consultation mechanisms to be established in the
workplace. Effective consultation or ‘participative arrangements’ can make a real difference to work health and
safety management. Change for the better is not difficult to achieve when employers and employees work
together and co-operate to find solutions to problems.
Everyone has a role to play in work health and safety. The Work health and Safety Act sets out responsibilities for
employers as well as employees, and also provides a consultative framework for dealing with health and safety
issues. An important feature or object of the Act is the flexibility it gives to workplaces to determine a system of
consultation and representation, which suits their situation. The underlying principle is that all employees need
to be represented by someone who is accessible and who understands their work environment and needs. The
consultative framework also reflects the fact that effective consultation on health and safety can make a real
difference to health and safety management. The framework for consultation set out in the Work Health and
Safety Act has three levels:

Work Health and Safety Committees

Work Health and Safety Representatives (WHSRs); and

Work Health and Safety Officers (WHSOs)
The long-term success of work health and safety plans depends on the commitment if management consults with
employees. Section 65-98 of the Work Health and Safety Act outlines a framework to facilitate workplace
consultative arrangements and requires employers, Principal Contractors and workers to work together to
achieve a safer workplace. Section 91-98 of the Act provides for the appointment of WHSO’s and their
responsibilities and duties under the Act. This section recognizes that workers have valuable on-the-job
experience and can provide valuable information in managing hazards in the workplace.
The ‘advisable provision’ means most small businesses don’t appoint a WHSO, WHSR or Work Health and Safety
Committee due to the fact that they are not legally required to because they employ less than 30 workers.
However, under s.93 of the Act, it states ‘an employer must appoint a qualified person as a work health and
safety officer from a workplace prescribed under a regulation, if 30 or more workers are normally employed at
the workplace’.
If consultative mechanisms such as the aforementioned were utilized, the WHSO’s functions would include –

informing management of the overall state of health and safety at the workplace;

conducting workplace inspections to identify any hazards and unsafe or unsatisfactory workplace
conditions and practices;

assisting management in establishing appropriate training and educational programs in regards to work
health and safety, and implementing reporting systems.
These functions will be explored in more detail in the pages/sections to follow.
Advantages of consultative mechanisms

Streamlines the communication process and helps increase communication;

Makes employees take responsibility for their own health and safety;

Supplies feedback on management health and safety strategies and policies.
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Disadvantages of consultative mechanisms

It is only compulsory to appoint officers if you employ 30 or more workers;

It may create communication barriers rather than enhance it;

In practice, it’s not known if representatives make a significant difference as although they exists on a
wide spread basis - the number of claims haven’t reduced;

Many committees have their own agenda. E.g. Excon used their health and safety committee to avoid law
suits rather than to improve the health and safety of its workplace;

Throughout Australia, the health and safety representatives’ roles are not unified.
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WORK HEALTH & SAFETY COMMITTEES
A Work Health and Safety Committee is the group of people, and area, covered by an elected health and safety representative. Workers in a Work health
and Safety Committee share similar work health and safety concerns and face similar work health and safety conditions
Section 86(1) off the Work Health and Safety Act sets out
the basic requirements for forming a committee.
A Work Health and Safety Committee may be
established by an employer or at the request of a WHS
Representative. Workers in a Work health and Safety
Committee share similar work health and safety concerns
and face similar work health and safety conditions.
Membership of Committee
An employer must establish the work health and safety
committee within 28 days of the request or direction from
either the WHS representative or by written notice given
to the employer from the Chief Executive. A work health
and safety committee must consist of at least 2
members.
Factors that should be considered when establishing a
committee include:

The number of employees at the workplace;

Any overtime or shift arrangements at the workplace;

The number of groupings of employees who perform
the same or similar types of work;

The areas at the workplace where each type of work
is performed;

The type of work performed at the workplace; and

The nature of any hazards at the workplace.
These factors need to be taken into account because
each committee will be represented by one health and
safety representative, and members of the group need to
know that their representative understands their health
and safety needs, and will be available when needed.
How many committees should the workplace have?
There can be one or more committee. This will be
determined between the employer and employees or
their elected representative, and will depend on the
particular needs and nature of the workplace.
Why do workplaces need to have committees?
WHS committees are the foundation for the consultative
framework set out in the Work Health and Safety Act.
Who works out the composition & functions of the
committee?
The Act states that at least half the members of a health
and safety committee must be workers.
What things need to be considered when forming a
WHS committee?
There are several things to consider when forming the
committee. The aim should be to ensure the committee
is representative of the workplace, and will allow
discussion of health and safety issues covering all areas
and processes. Consultation between management and
employees should focus on developing a committee best
suited to the needs of the particular company or
workplace.
When deciding what suits the workplace, bear in mind:

The size of the workplace;

The types of work undertaken at the workplace;

Workplace arrangements such as shifts or work
teams;

The number of nature of risks involved in the
workplace;

The ideal size for workable committees.
But if the committee has too many members it will
struggle to work effectively. There may be a need to set
up more than one committee and make arrangements for
co-ordination between them.
How many members should the WHS committee
have?
Too many people on a health and safety committee, or
too few, can create problems. This question should be
considered carefully when establishing the committee.
The number of members will depend on the size and
scope of your workplace operations. Six to twelve
members is a workable size. A committee of this size
should be able to hold meetings that run smoothly and
ensure members can be made responsible for follow-up
actions.
Who should be members of the committee?
According to the Act, at least half the committee
members must be employees. The committee should
aim to tap into employees’ first-hand knowledge of work
processes and hazards.
Health and safety
representatives may be the employee representatives on
the committee.
Employer representatives may be drawn from line
managers, supervisors, personnel officers or health and
safety professionals. These people should provide the
committee with accurate information on company policy,
production needs and on technical matters such as
processes, plant, machinery and equipment.
Sometimes it may be difficult to decide who is a
management representative and who represents
employees because in most workplaces nearly everyone
is an “employee”.
Generally the management
representatives are nominated by management, and the
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employee representatives are nominated by the
employees.
Within the agreed objectives for the committee, health
and safety committees can:
The committee will only work well if senior management
is represented on the committee. Senior management
presence will ensure decisions can be made by the
committee and not continually referred elsewhere.

develop systems to integrate health and safety
issues into the overall workplace management
system. For example, plans to improve production
and efficiency should incorporate health and safety
issues and standards;
Must H&S representatives be the employee
representatives on the committee?
No, but where health and safety representatives are not
members of the committee, it is important to arrange
communication
between
health
and
safety
representatives and employee representatives on the
committee. This will ensure they know about committee
activities and issues being addressed.

develop health and safety policies and procedures;

develop agreed procedures for dealing with health
and safety issues and reviewing the issues resolved;

develop systems to ensure consultation occurs on all
issues related to health and safety. These issues
might include development of training programs and
changes within the workplace or issues being
considered as part of enterprise bargaining;
What does the committee do?
The committee should explore broad work health and
safety issues and develop policies, procedures and
programs that contribute to work health and safety. The
committee also has a role in monitoring steps taken to
solve health and safety problems, and overseeing the
implementation of risk control measures.

examine and discuss reports by health and safety
representatives or management representatives
responsible for health and safety on issues such as
chemical storage and handling, or emergency
procedures;

monitor and support hazard management programs
in the workplace;

analyze accident and disease statistics and trends
and make recommendations for action;

examine health and safety audit reports and
recommend a course of action to implement changes
resulting from the report findings;

distribute and discuss new health and safety
legislation, codes of practice, reports and information
supplied by the Division of Work Health and Safety or
other external sources of information;

examine work health and safety training needs in the
workplace and develop a training plan and program;
and

establish any other roles or tasks specific to the
workplace, which are likely to make the workplace a
healthier and safer place.
The Work Health and Safety Act sets out the two broad
functions for the health and safety committee;


to facilitate co-operation between an employer and
the employees of the employer in instigating,
developing and carrying out measures designed to
ensure the health and safety of employees while they
are at work; and
to formulate, review and disseminate to the
employees (in appropriate languages) the standards,
rules and procedures relating to health and safety,
which are to be complied with at the workplace.
No duties for committees have been prescribed by
regulations, but most workplaces define the committee
functions within the consultative framework set out in the
Act.
When establishing the committee functions, some
assessment of the respective roles of, and relationship
between, the committee and health and safety
representatives should be made. The committee and the
health and safety representative roles should generally
complement each other; however the committee
activities should not duplicate the functions of health and
safety representatives.
What specific functions can the committee
undertake?
The first task after establishing the committee should be
the development of its terms of reference, or objectives.
This can flow on from the consultative process
undertaken to determine the membership of the
committee.
How often should the committee meet?
The Act requires committees to meet at least once every
three months. The committee may decide to meet more
frequently. Most work health and safety committees find
that by meeting on a monthly basis they can plan,
implement and monitor programs more effectively.
Regular meetings help to keep members enthusiastic
and committed. By setting a particular date (such as the
first Monday or Tuesday of each month) all members will
know when they should attend, so they can plan
accordingly.
Attendance at committee meetings should be a priority.
Every member of the committee should make time to
attend each meeting, and should attempt to be there on
time.
The frequency of meetings may depend upon:

the volume of work handled by the committee;
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
the size of the workplace, or area covered by the
committee;

the kind of work carried out; or

the nature of the hazards and degree of risk across
the workplace or area covered by the committee.
Other factors affecting the frequency of committee
meetings or even the need for special meetings may
include:
effective means of improving health and safety in the
workplace. Employee representatives should be in a
position to raise issues suggested by other
employees in the workplace.
How important is management support?
The committee needs management support to operate
effectively. This support may involve:

Being active members of the committee;

a change of process or operation within the
workplace;

Providing information about the workplace and its
processes;

the purchase of new equipment or the introduction of
new systems of work;

providing time and facilities for committee meetings;

a dangerous occurrence or incident which requires
investigation and analysis; and

encouraging committee members to attend health
and safety training;

the introduction of new legislation or codes of
practice relevant to the industry.

providing statistics, reports and necessary reference
material; and
How can you make sure the committee works?
There are many ways of making sure your health and
safety committee will be effective:

endorsing the activities of the committee.

senior management should be represented on the
committee so decisions can be made by the
committee and not referred elsewhere;

the most effective committees tend to be those with
personnel well trained in communications and health
and safety representing management and
employees. The employee representatives on the
committee should be selected by the employees, and
be representative of the workplace.
An
understanding of health and safety issues is vital;


the committee must have a clear, well developed set
of objectives that is understood by all committee
members;
the committee must meet regularly, and committee
members should keep to the agreed meeting
schedule. Regular attendance by all committee
members is important to build up relationships on the
committee and also to show members that health
and safety is a priority. Regular attendance enables
continuity and smooth running meetings. It can also
help develop a co-operative problem solving climate;

while there is no fixed ideal size, committees should
be as small as possible while still being
representative of the workplace. Six to twelve
members is a good number;

the committee must have a manageable agenda for
each meeting; so all business items can be
addressed. Otherwise stagnation or stalling, which
results in no significant achievements can be a
problem. Each committee member should have an
opportunity to contribute items to the agenda;

It is important that all members of the committee are
committed to the objectives of improving work health
and safety and see the committee as contributing to
this end;

A two-way flow of information between employees
and the health and safety committee should be
established. The committee needs to be seen as an
How does the WHS committee fit in with an overall
health & safety program?
Health and safety committee activities are an important
part of an overall health and safety program that aims to
prevent incidents, injuries and disease in the workplace.
The health and safety committee has a key role in the
development, implementation and monitoring of steps
taken to improve health and safety in the workplace.
What practical arrangements should be considered?
Practical, organizational matters need to be addressed
for the committee to work effectively. It is important to
ask:

Who will chair the meeting? Committee members
may agree upon, or elect a chairperson, or the
position may be rotated.

Will there be a quorum? The number of members
needed for a meeting to be valid should be decided.
All parties need to be represented, and when setting
the quorum the parties should allow for absences.

Who will take the notes or minutes? The proceedings
of all meetings should be recorded. This could be
done by a committee member or a minute taker.
Typing (or word processing) and photocopying
facilities need to be available.

Who will distribute the minutes? The committee
member taking the minutes should distribute the draft
minutes after review and approval by the
chairperson.

Who will draw up and issue the agenda? A
committee member (usually the chairperson) should
be responsible for drawing up the agenda. Every
committee member should be able to contribute
agenda items for discussion, so all members need to
be aware of agenda arrangements and time-lines for
preparing and distributing the agenda.
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The agenda should be distributed a week prior to the
meeting, to remind committee members of the date and
time, and to give them time to prepare for the meeting.





What should the agenda include?
The agenda sets out the framework for the meeting and
includes:
How will decisions be made? It is recommended
that decisions be made through consensus.
Who sees the minutes? A copy of the minutes
should be provided to each member of the
committee as soon as possible after the meeting.
Other employees need to be informed of the
committee’s work so the minutes should also be
displayed where employees are likely to see them,
such as on a notice board in the canteen or other
meeting area. The employer also needs to be
briefed on the committee’s recommendations.
Where will the committee meet? The meeting area
needs to be a quiet, well-equipped room where the
meeting is not likely to be interrupted. Establishing
a regular venue allowing presentations, videos and
effective discussion will mean each meeting can be
properly conducted.
What time of day will the committee meet? All
members need to attend, so meeting times should
consider shift arrangements. Regular attendance
allows continuity. Ideally, meetings should be held
at times convenient to the majority of members.
Committee members inconvenienced by having to
attend meetings, which fall outside their shift,
should be compensated for attending the meeting.
What does the chairperson do?

Schedules meetings and notifies members;

Prepares the agenda and includes items submitted
by other members;

Invites specialists or resource people when
required by the committee;

Guides the meeting according to the agenda and
time available;

Ensures all discussion items end with a decision
and definite outcomes;

Reviews and approves the draft minutes for
distribution; and

Ensures the committee carries out its functions.

Meeting time, venue and date;

Introduction of visitors and other introductions
where necessary;

Apologies for those not attending;

Approval of minutes from previous meeting;

business arising from the minutes (including
progress reports on outstanding items);

reports on inspection, incidents or other
statistics;

correspondence;

new or other business;

information session (when applicable); and

time, date and place of next meeting.
What should the minutes include?
The minutes record what happened at the meeting and
should include:

the time, venue and date of the meeting;

details of who attended;

items discussed (reports, problems, statistics);

reasons for recommendations (and
arguments voiced);

recommendations - specifying action needed, by
when and by whom;

time and date of next meeting; and

signature of the chairperson.
counter
What are the secretary’s duties?
The committee secretary:

Keeps the committee records;

Reports on the status of recommendations;

Prepares the draft minutes;

After the chairperson’s approval, distributes the
draft minutes; and

Assists the chairperson as required.
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SOLUTIONS TO COMMON COMMITTEE PROBLEMS
THE EFFECTIVENESS OF HEALTH AND SAFETY COMMITTEES DEPENDS ON THE COMMITMENT AND SKILLS OF THEIR MEMBERS.
WHEN PROBLEMS ARISE, THEY SHOULD BE DEALT WITH QUICKLY AND OPENLY.
Problem 1 – the meeting is put off, cancelled or not seen as important:

make sure all members understand their role and the importance of an effective committee;

set a meeting schedule for the next year with a regular meeting time;

display the meeting schedule on notice boards so all members and others in the workplace are aware of meeting arrangements;

remind all members of the meeting a week ahead of time;

distribute the meeting agenda to members before the meeting;

make sure the meeting time is fixed for a time when the majority of members can attend. Examine shift arrangements; and

review committee membership and evaluate member participation and commitment.
Problem 2 – the committee meetings are bogged down with day-to-day issues:

make sure all committee members understand the committee’s role in dealing with long-term policy and work health and safety
program issues;

make sure the committee has well defined objectives and clearly set out functions;

ensure the development and implementation of an Issue Resolution procedure;

make sure all committee members understand the difference between the health and safety representative role, and the role of the
committee; and

ensure the agenda is not crowded with minor problems which should be solved elsewhere.
Problem 3 – the same items appear on the agenda month after month with no outcome:

the chairperson must make sure definite outcomes result from each agenda item;

examine the composition of the committee. More appropriate or effective management representatives may be needed;

Prioritize items which have appeared more than once and make sure they are resolved;

where outcomes seem beyond the scope of the committee make sure those who can resolve the issue are invited to the next meeting.
The committee should also check that progress is made; and

effective communication skills training may be necessary.
Problem 4 – recommendations for action are put off or not followed up and implemented:

make sure all recommendations are noted in the minutes and the action required is clearly described;

make sure minutes are distributed and displayed so responsibility for action is understood within the workplace;

make sure committee operations are well supported by management with facilities, time to implement action, resources and
information;

recommendations not implemented should be included on the agenda for the next meeting and the chairperson should pursue the
matter. Those people not implementing recommendations need to explain the lack of action and detail plans to implement
recommendations; and

the committee should review its operations and make sure all members are committed to the agreed objectives.
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Problem 5 – committee lacks direction and decisions are referred elsewhere:

make sure a senior manager is a member of the committee so decisions can be made by the committee;

committee members should be trained in health and safety and clearly understand the committee’s role. All members should know
how the committee fits into the overall approach to health and safety in the workplace; and

the committee will be an effective part of the overall health and safety program if a two-way flow of information between the committee
and the workforce exists, and there is a common understanding of the committee’s objectives. Issues raised by employees, health
and safety representatives, supervisors and management should be in keeping with the scope of the committee’s role.
Problem 6 – committee meetings always run out of time and business is not completed:

make sure the agenda is manageable and all items can be worked through in the allocated time;

make sure all members arrive on time;

Prioritize items if it appears there will not be enough time. Make sure urgent or important matters come first;

make sure the agenda is circulated so all members come prepared;

make sure day-to-day issues are dealt with elsewhere;

the chairperson should keep time and sum up where appropriate; and

make sure running out of time is not an excuse for stalling committee business. The efficient and speedy resolution of business
means a more effective committee.
Problem 7 – committee meetings are dominated by particular committee members(s):

make sure all committee members are trained, well informed and confident about holding a position on the committee;

consider allocating time for each member who wants to contribute to the discussion on a particular item;

consider training in effective meeting procedures for the committee;

make sure the committee is not too large – too many people trying to have a say will slow down the committee meeting;

“representatives” on the committee are jus that, representatives. They must have the opportunity to present the views of those they
represent. Where domination occurs, the chairperson must encourage balanced discussion; and

if the chairperson dominates, plan to rotate the chair each meeting, or establish a meeting code so that all members have an equal
chance to contribute.
Problem 8 – the venue for the meetings is inappropriate, noisy or crowded. There is no equipment and meetings are frequently interrupted:

make sure a suitable venue is always available for committee meetings and make a firm booking with set times and dates;

ensure management support for the committee through the provision of facilities and equipment.

Make sure the committee has a “profile” in the workplace so committee meetings are seen as needing a suitable venue. An effective
committee will be supported;

Make sure the secretary or chairperson takes responsibility for setting up the room before the meeting so any necessary equipment is
ready and working; and

Make sure others in the workplace understand committee meetings should not be interrupted.
Problem 9 – the committee is too big. No one gets a proper say:

More than one committee may be needed if the workplace is large. A tiered structure with departmental or section committees
coordinated by an overall committee can work well;

The workplace should aim for a representative committee where people from a range of areas, needs, operations and levels of
expertise can work together. This need not mean a large committee if management and employees work out membership and
composition together; and

The chairperson should be trained in meeting procedures to ensure discussion is balanced and enables proper representation by
those attending the meeting.
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WORKPLACE HEATH & SAFETY REPRESENTATIVES (WHSR)
A WHSR IS THE ELECTED VOICE OF THE WORKER’S CO-WORKERS AT THE WORKPLACE. WHSR ARE ENCOURAGED TO JOIN WITH
THEIR EMPLOYER TO MONITOR HEALTH AND SAFETY ISSUES IN THE WORKPLACE, AND TO WORK WITH THEIR EMPLOYER TO
IMPROVE HEALTH AND SAFETY STANDARDS.
A WHSR is the elected voice of the workers. WHSRs are encouraged to join with their employer to monitor health and safety issues in the
workplace, and to work with their employer to improve health and safety standards. While the Act does not require that workplace have a
WHSR, workers are entitled to elect a WHSR on their own initiative or at their employer's suggestion.
Workers may negotiate with the employer on such issues as the number of WHSRs at the workplace and their areas or representation, the
election process, training of WHSRs and frequency of workplace inspections by the WHSR.
Workplaces should have one WHSR that exercises entitlements under the Act for the workplace within the representative’s area of
representation. All WHSR are elected by the workers’ co-workers at the workplace. An employer cannot appoint a WHSR under s67(2) of the
Act. Anyone can be a WHSR, but representatives must be elected by the workers.
What are the functions and powers of a WHSR?
The primary role of a WHSR is to represent the health and safety interests of the workers pursuant to s81 of the Work Health and Safety Act
sets out the entitlements of the health and safety representatives.
Key functions are:

Inspecting the workplace. A WHSR may inspect any part of the workplace within the representative’s area of representation;

To review immediately in the event of any accident, hazardous situation, dangerous occurrence or immediate risk to the health and safety
of any person;

Accompanying an inspector. A WHSR must be told of the presence of and may accompany an inspector during an inspection of the
workplace;

Being present at any interview between an employee and an inspector. The WHSR may be present at any interview between a worker and
employer if a workplace incident has happened and the employer wishes to interview the worker. The worker must ask for the
representative to be present.

Requesting the establishment of a health and safety committee. A WHSR may require their employer to establish a health and safety
committee for the workplace;
What are the skills and qualities a WHSR needs?
The role of a WHSR is an important one so it is vital the group elects someone with the skills needed to do the job well. An effective WHSR
should know about the tasks performed by the workers at the workplace and understand the health and safety issues, which apply to their
area within the workplace. WHSR need to:

Act as a link between employees and management and negotiate on health and safety issues;

Assisting with identifying and designing solutions to health and safety problems;

Apply their knowledge of health and safety legislation, codes of practice and standards;

Involve other employees in resolving health and safety issues;

Communicate, negotiate and listen effectively; and

Learn new skills and put them into practice
What training do WHSR need?
The functions performed by WHSR may require the development of specialized skills. The consultative framework set out in the Work Health
and Safety Act relies on the health and safety representative being able to understand and negotiate many issues.
What are the employer’s responsibilities to the WHSR?
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The Work Health and Safety Act require employers to:

Provide information. The WHSR is entitled to have access to any information in the employer’s possession relating to:
o
the health and safety of the employees; and
o
actual or potential hazards arising at any workplace under the employer’s control, and hazards arising from the nature of the
work, the plant or substances used in work processes. This information could include:
-
safety data sheets on chemicals used in the workplace
-
technical specifications of processes which create noise, vibration or radiation;

Consult on change. Employers must consult with WHSRs on any proposed changes to the workplace that may affect the health and
safety. This includes changes to the plant or substances used at the workplace, or the conduct of work at the workplace;

Allow relevant training. Employers may permit WHSR to undertake any appropriate training, and

A worker elected as a WHSR holds that position for two years from the day the worker was elected s84 of the Act or if the worker
resigns the position or ceases to work at the workplace s85.
WORKPLACE HEATH & SAFETY OFFICERS (WHSO)
As mentioned earlier, the Work Health and Safety Act requires employers to appoint a qualified person as a WHSO when 30 or more workers
are normally employed in the workplace (s93). The identity of the WHSO is to be displayed. The employer must display a notice advising the
identity of the work health and safety officer for the workplace.
Functions of WHSO

Tell the employer about the overall state of health and safety at the workplace;

To conduct inspections at the workplace to identify any hazards and unsafe or unsatisfactory work health and safety conditions and
practices;

Report to the employer any hazard or unsafe or unsatisfactory work health and safety practice identified during inspections;

To establish appropriate educational programs in work health and safety;

To investigate, or assist the investigation of, all work injuries, work-caused illnesses and dangerous events at the workplace;

To help inspectors in the performance of the inspectors' duties;

To report any workplace incident, work-caused illness, dangerous event to the employer.
Employer to help WHSO
An employer must 
provide information in the employer's or contractor's possession about risks to the work health and safety of workers and other persons
from workplaces, workplace activities or specified high risk plant to the WHSO;

allow the WHSO to attend any interview between the employer and a worker if the worker agrees;

must consult the WHSO on any proposed change to the workplace that affects, or may affect, work health and safety;

may instruct the WHSO on action to be taken to ensure work health and safety at the workplace;

must assist the WHSO to seek advice on issues that affect, or may affect, work health and safety.
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READING 3 – ERGONOMICS & WORK DESIGN
ERGONOMICS IS THE STUDY OF THE RELATIONSHIP BETWEEN PEOPLE AND THE THINGS WE USE. THE EMERGENCE OF ERGONOMICS IS
BEGINNING TO HAVE AN IMPACT ON THE RELATIONSHIP BETWEEN KNOWLEDGE WORKERS AND THEIR WORKPLACE. COMPUTERS ARE STILL
RELATIVELY NEW IN THE WORKPLACE, AND ERGONOMICS HAS ONLY RECENTLY EMERGED AS AN IMPORTANT CONSIDERATION IN FITTING
COMPUTERS INTO WORKPLACE DESIGN.
REASONS FOR CONCERN
During the 1980’s the knowledge worker’s workplace gained attention when workers began to blame headaches, depression, anxiety, nausea,
fatigue and other irritability on prolonged interaction with a terminal or PC. These and other problems often associated with extended use of a
terminal or PC is collectively referred to as ‘video operator’s distress syndrome’, or VODS. Although there was little evidence to link these
problems directly with using terminals or PCs (the same problem occurred in other work environments), VODS caused people to take a closer
look at the workplace and the types of injuries being reported. As the number of repetitive stress injuries (RSIs) increased for knowledge
workers, workstation ergonomics became an increasingly important issue for corporate productivity.
A properly designed workplace has the potential to cause cumulative trauma disorder (CTD), a condition that can lead to a permanent disability
of motor skills. CTD now accounts for more than half of all work-related problems. It typically occurs when people ignore human factor
considerations while spending considerable time at the keyboard. Other workstation related injuries include mental stress, eyestrain, headaches,
muscular injuries, and skeletal injuries. Hand and wrist problems have always been the main complaint, with RSIs, called carpal tunnel
syndrome (CTS) being the most common.
Furthermore, talk about the radiation emitted by monitors has unduly frightened office workers. A controversial and apparently flawed study in
the late 1980’s concluded that women who are exposed to the radiation emitted from terminals and PCs may have a higher rate of miscarriage
then those who are not. A comprehensive four-year federal government study completed in 1991 concluded those women who work with
terminals and PCs and those who do not have the same rate of miscarriage.
WORKPLACE DESIGN – AN EVOLUTION
Proper workplace design, whether on the factory floor or in the office is good business. Any good manager knows that a healthy, happy worker is
a more productive worker. A good manager also knows that the leading causes of lost work time are back, shoulder and neck pain, and CTD.
The key to designing a proper workplace for the knowledge worker is flexibility. The knowledge worker’s workplace should be designed with
enough flexibility to enable it to be custom fitted to its workers. The following highlights important consideration in workplace design –

The Hardware: The monitor should be located directly in front of you at arm’s length with the top at forehand level. Outside windows should
be to the side of the monitor to reduce glare. The monitor should be high resolution with anti-glare screens. The monitor should be free from
smudges or dust build-up. The keyboard should be located such that the upper arm and forearms are at a 90-degree angle. The keyboard
should be ergonomically designed to accommodate better the movements of the fingers, hands and arms.

The Chair: The chair should be fully adjustable to the size and contour of the body. Features should include pneumatic seat height
adjustment, seat and back angle adjustment, back rest height adjustment, recessed armrests with height adjustments, lumber support
adjustments for lower back support, and five pedestals on casters.

The Desk: Use wrap around workspace to keep the PC, important office materials and files within 18 inches of the chair. Have an
adjustable tray for the keyboard and mouse, and make sure this tray has height and swivel adjustments.

The Room: The work areas should permit freedom of movement and ample legroom. Lighting should be positioned to minimize glare on the
monitor and printed equipment. Attention to the overall environment can reduce stress and increase worker performance for example;
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equipping impact printers with acoustical enclosures can reduce the noise level. Indirect lighting can reduce glare. Proper ventilation
eliminates health concerns caused by the ozone emitted by laser printers (Excessive exposure to ozone can cause headaches and
nausea).

Other Equipment such as:

The adjustable footrest takes pressure off the lower back while encouraging proper posture.

The mouse should fit the size of your hand so that it is comfortable to work with. Your wrist should be in a neutral
position (minimal bend in any direction at the wrist) when you use the mouse, and your fingers should be able to rest
on the push buttons between actions. It’s also a good idea to position the mouse on the desk so that the weight of
your arm is supported by the desk.
Make sure the mouse is alongside the keyboard and try to keep your wrist in a natural and comfortable position when
using the mouse. If an activity primarily involves the mouse rather than the keyboard, bring the mouse in front of the
keyboard. This helps minimize discomfort by ensuring your elbow remains close to your body and your arm is not
under strain while you use the mouse.
Other ways to help take the strain out of activities in which you are using the mouse a great deal are to use keyboard
shortcuts rather than using the mouse and to change your mouse hand from time to time.

Position the phone so that you can perform simple tasks such as taking notes without twisting or cradling the phone
on your shoulder. This means that the cord must be long enough. If you are using the phone frequently in your work,
or if you need to do other tasks such as keying information at the same time as using the phone, a headset is
recommended.

If your workstation has been set up properly, a wrist rest should not be needed. If you do use one, make sure that
you only use it when pausing between typing rather when actually keying, to avoid strain on the wrists.

Laptops were designed for short term or mobile use; however, this portability means that people often use them at an
unsuitable work height. Because the screen and keyboard are hard to adjust, you may have to hold your arms too
high or bend your neck to see the screen. This may result in discomfort over a long period. There are several ways to
address these problems. Make sure you:
o
Dock the laptop into a desktop computer at a suitable workstation.
o
Connect the laptop to stand-alone equipment such as a separate screen, keyboard and mouse.
o
Transfer information onto a desktop computer if working for long periods.
o
Be aware of your posture and break up keying with other activities.
o
Become keyboard literate so that you don’t have to look down at the keys — this helps reduce strain on the
neck.
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A workstation designed for the employee’s size helps the employee be more productive and feel less fatigued. The figure below
shows a well-designed, ergonomically friendly workstation containing a microcomputer. See Figure 1: A well-designed workstation,
below.
Health Factors Related to Office Work
As mentioned above, there is a growing concern for the health of employees in the area of office ergonomics as these factors can directly affect
worker productivity. Also, employers are required by law to ensure the health and safety of workers, and in the case of ergonomics this is
interpreted as the requirements to provide a workplace designed to minimize risk of back and other muscular-skeletal injury. Such design needs
to include plant, equipment and containers used in the workplace. Subsequently, work health experts have recently discovered there are 4
primary sources of frequent physical problems in offices that everyone should be aware of. These are – air, chairs, lights and computers. Each
of these will now be discussed in further detail.
Air
Air quality is a growing concern because of the steadily increasing number of sealed office
structures.
The so-called ‘sick building syndrome’ has been used to describe a range of complaints that
encompass eye, nose, throat, and skin irritations, headache, fatigue, dizziness, difficulty in
concentration, and shortness of breath. This syndrome is considered to exist in a particular building
when at least 20% of the employees complain of similar symptoms, but the symptoms tend to
disappear after employees leave the premises.
Although it is difficult to establish direct cause and effect relationships between office conditions and such illnesses, come serious
ailments can be linked to microorganisms born in air conditioning or ventilation systems. Similarly, chemicals in carpets, drapes and
copying machines or the building materials themselves may induce physical reactions or illnesses.
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One easy, yet relatively inexpensive way to improve air quality is to add plants. Certain houseplants that require low light are
especially effective in filtering certain chemicals from the air. Not only are plants used to improve air quality, they can also serve two
functional purposes – as work dividers and as sound absorbers.
Chairs
Backaches and neck aches are related directly to the design and condition of the chair. In addition, musculoskeletal injuries caused by
sitting in a chair for too long can be traced to poor lumbar (low back) support. What should you look for in a good chair?
1.
Chairs should be adjustable to fit your body, height, giving your legs good circulation (your feet should be able
to
rest flat on the floor with your knees bent at 90 degrees).
2.
The seat and back should be contoured to the curves of your thighs and back.
3.
Adjustable armrest should take some of the pressure off when you keyboard
4.
A chair should let you fidget – tilting, swiveling and rocking as the spirit moves you.
The major problem with new chair options today is that many workers either do not know how or do not bother to make the needed
adjustments. However regardless of how the chair is designed, it is important to walk every half-hour. Otherwise, you will invite fatigue
and muscle stiffness.
Lights
Poor lighting may lead to headaches or fatigue. Natural lighting is easiest on your eyes, but because
natural light is not always available in offices, incandescent lighting which almost replicates natural daylight
is often used. One of the more common lighting problems, a desktop in shadow, can be taken care of easily
with a desk lamp. The recommended intensity range for office lighting is 100 to 150 foot candles. Eyestrain
from dim lighting or harsh shadows should be corrected. Many vision problems office workers have today,
however are related to computers.
Computers
Increased use of personal computers for word processing, data entry, personal organization and other business tasks related to using
the Internet and intranets have drawn new attention to workplace ailments that can reduce employee productivity and increase a
company’s costs for workers compensation. Some common ailments resulting from computer use are eyestrain and repetitive strain
injury (RSI).
Eyestrain
How do computers cause eyestrain? It is not that monitors emit enough rays that it causes harm to the eyes, rather staring at small
letters and numerals on a screen for hours on end can create visual fatigue. This is also caused by the glare of an over bright or badly
placed light that reflects off a computer screen.
For any computer operator, a regular eye examination is important. In addition a number of eye specialists
recommend following the 20-20 rule. Keep you face at least 20 inches from the screen and pause every 20
minutes to look around the room. In addition, exercising the eyes can help reduce eyestrain. Proper eye care
is essential; poor work habits and inadequate lighting causes many cases of fatigue, headaches and
eyestrains.
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Repetitive Strain Injury (RSI)
Tingling in the finger, pain in hands or wrist that doesn’t disappear if you rest for 24-48 hours, loss of dexterity, muscle fatigue, loss of
gripping strength, a sudden inability to perform normal tasks such as washing your hair or opening a jar – any of these complaints
could be a symptom of RSI. Though workers have been typing for decades, it is believed that since computer keyboards are larger
than those of typewriters are and lack the build in pause provided by carriage returns, RSI is
becoming more common among office workers. Pain in the neck, back, shoulders, arms, wrists
and legs can be thwarted by taking regular full body stretches away from the computer
workstation or desk.
Workers often forget how long they have been sitting in one position. As a result, some muscles
may tighten and connective tissue may strain. The idea is that shifting the body or changing its
relations to the screen and keyboard will help. RSI such as carpal tunnel syndrome and
tendonitis are caused from poor keyboarding position such as elevated elbows, bent wrists, and
excessive pounding of the keyboards.
Here are some exercises that will help to reduce strain on the carpal tunnel area –
 Rest your forearm on the edge of the desk, palm down. Grasp the fingers of the resting hand and gently bend your wrist back
for 5 seconds. Repeat with the other hand.
 Gently press your hand against the table and stretch your wrist and fingers for 5 seconds. Repeat with the other hand.
 Tightly clench hands and release, fanning and stretching your fingers out.
 Sit upright in your chair with your feet flat on the floor. Lower your head and slowly roll your body as far as you can toward your
knees. Hold this position for 20 seconds. Push yourself up with your leg muscles. Repeat three times.
 Keep a squeeze toy by your desk, or some silly putty or play-doh to give your hands a little work-out once in a while.
Ergonomic Training
Hence, employees who work in poorly lit areas, poorly designed chairs, offices with poor ventilation and at computers are at a great risk of
suffering from a variety of health problems than those who work at ergonomically sound workstations. Ergonomic workstations and stress relief
techniques can reduce employee injuries. Therefore, one of the most important factors in ergonomic programs is employee training -- workers
should be shown how to analyze their workstations and make necessary adjustments (such as lowering monitor contrast and brightness or
increasing chair lumbar support). Each knowledge worker can then contribute to the quality of his or her workplace by following a couple of
simple rules. These include: First, make the adjustments necessary to custom fit your workplace. Second, take periodic mini-breaks. These minibreaks should involve looking away from your monitor and/or generally altering your body orientation for a few seconds (make a fist, turn your
head from side to side, roll your shoulders, walk around your desk, wiggle your toes, stretch your neck and so on). Changing your posture
frequently will help minimize fatigue as it encourages body movement and use of different muscle groups. Third, prevent computer injuries. In
‘Zap! How Your Computer Can Hurt You – And What You Can Do About It’, author Don Sellers offers these suggestions to avoid computer
related injuries –
1.
Correct ergonomic problems promptly. The longer stresses continue, the more difficult the damage is to repair.
2.
Minimize the strain. If possible, intersperse computer work with other tasks. Type with less force.
3.
Rest your eyes periodically. Take 15 minute rest breaks every two hours for moderately demanding computer work. During the break, make
phone calls, file or do pencil and paper planning.
4.
Invest in special computer glasses designed for computer use. Make the design correct for the distance and angle at which you view the
monitor.
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5.
Balance your lighting. When you look at your computer screen, there should be no hot spots of bright light around it.
6.
Position your monitor 18-24 inches from your eyes. Adjust the angle to eliminate reflections and clean the screen regularly.
7.
Sit in a chair that fits you. Have a co-worker check you posture when you are sitting at your computer.
8.
Adjust the surface on which the keyboard sits so that your wrists are not forced into unnatural positions – bent up or down.
9.
Work defensively. Sit directly in front of your keyboard.
Lastly, it must also be remembered that employees who operate out of a virtual office and who do not have a fixed workplace face a number of
ergonomic issues. One of these issues is the weight of the equipment that they have to carry while they work ‘on the go’. Selecting a briefcase
with wide, padded shoulder straps can lessen this load. Still another ergonomic issue that needs to be addressed by virtual employees concerns
the small screens and keyboards of laptops and notebook computers. In examining the ergonomics of these smaller computers, users should
pay attention to how the equipment is designed, used and transported as well as how it functions.
Green Computing
The dawning of the age of green computing is upon us. Green computing is merely
environmental sensible computing. Computers drain critical resources such as electricity and
paper. They also produce unwanted electrical, chemical and bulk waste side effects. As a
society we are finally adopting a more environmental sound position with respect to the use
and manufacture of computing hardware. For example, the USA government now requires its
agencies to purchase PCs, monitors and printers that comply with the Environmental
Protection Agency’s Energy Star guidelines. To comply with Energy Star requirements,
monitors and processors in standby mode (not in use) can consume no more than 30 watts of power. Printers are permitted a range of 30 to 45
watts. Computer manufactures have been moving toward more energy efficient products in hopes of reducing manufacturing costs and
increasing product competitiveness.
In the last 10 years, computer related energy consumption has increased fivefold. Computer use is now estimated to account for 5-10% of all
commercial electrical consumption. It costs over $250 a year to keep a PC and a laser page printer running 24 hours a day. We could save a lot
of money and fossil fuel if every user were conscientious about turning off PCs and peripheral devices when not in use. Judicious computering
can even save trees – why print a letter when e-mail is faster and better for the environment? Green computing means printing only what needs
to be printed, saving the paper for more meaningful applications.
Other recommendations by green computing proponents include buying equipment from vendors who are manufacturing environmentally safe
products, purchasing recycled paper, recycling paper and toner printer cartridges (which would properly end up in landfills), buying reconditioned
components rather than new ones, recycling old PCs and printers, shopping electronically to save gas, and telecommuting at least once or twice
a week.
Computers and energy use
Each year, more and more computers are purchased and put to use. But is not just the number of computers that is driving energy consumption
upward. The way we use computers also adds to the increasing energy burden. Research reveals that most desktop personal computers are not
being used most of the time they are running. Thus, when buying computers make a decision with energy use and recycling in mind.
Consider the following suggestions –
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
Buy a monitor that is only as large as you really need. A 17-inch monitor uses 40% more energy than a 14-inch monitor does when in
active mode.

Buy only as much monitor resolution as you need. Higher resolution monitors use more energy.

Consider an ink jet printer. These printers are slower than laser printers but use 80 to 90% less energy.

Consider purchasing retrofit power management devices. These devices power-down computer equipment when it is not actively in
use.

Buy laser printers with low or no ozone emissions to maintain indoor air quality.

Request that packaging materials used by your computer vendor be recyclable or biodegradable.

Use only printing paper that has been recycled and is recyclable, or donate PC printouts and other paper to a school so they can be
used for painting/drawing or scribbling.

Turn off your computer and/or peripherals when they are not in use. The approximate cost of running a PC and a laser printer 24 hours
a day for a year is in the vicinity of $250 or over. A modest amount of turning computer equipment on and off will not harm the
equipment.

Do not run computers continuously (unless they are in use continuously). Also, if possible don’t run your computer all the hours you
are in the office.

Look for ways to reduce the amount of time your computer is on without adversely affecting your productivity.

Break the habit of turning on all your equipment as soon as you enter the office each day. Turn on each piece of equipment only when
you intent to start using it.

If practical, informally group your computer activities and try to do them during one or two parts of the day, leaving the computer off at
other times.

Do not turn on your printer unless you are ready to print. This especially applies to laser printers since they consume a considerable
amount of electricity even while idling.

If for some reason you must leave your computer on while you are not working on it, turn off your monitor to reduce energy
consumption.

Turn off your entire computer system (CPU, monitor, and printer) when you go to lunch or will be out of the office for a meeting or
errand. Re-booting when you resume computer work usually just takes a minute.

Be an energy educator and gently remind your co-workers and colleagues to save energy by changing their computer habits.
Adapted from:

AusInfo. (1998). Style Manual for Authors, Editors and Printers, 5th Edn., Australian Government Publishing Service: Canberra.

Carter, R. (1999), Business Administration, Butterworth-Heinemann, UK.

Odgers, P., & Keeling, B. (2000). Administrative Office Management, 12th Edn., South-Western Educational Publishing: Australia.

Timo, N. (2001). Notes from WHSO Service Module, Griffith University: Australia.
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READING 4 – Hierarchy Of Control
The Hierarchy of Control is a list of control measures, in priority order, that can be used to eliminate or minimize exposure to the
hazard. It consists of two levels:
LEVEL 1
st
1 Priority
Elimination of Hazard - Consider elimination before all other options.
LEVEL 2
These are considered the ‘minimization options’ which substantially reduce the risk.
nd
2 Priority
rd
3 Priority
th
4 Priority
Last Priority
Substitution
Engineering
Administration
PPE (Using Personal Protective Equipment).
Many employers start from the bottom of the list when considering options. Some think that it is cheaper and/or simpler to
change worker behavior or give them some protection against the hazard that to fix the cause of the problem. In the long run
this approach costs more in time and money and is less effective.
ELIMINATION OF HAZAR D
Options which get rid of the hazard altogether. The best way to eliminate the risk is to completely remove the hazard. For
example:




the need for excessive photocopying and collation can be eliminated if material is circulated by electronic mail;
repair damaged equipment promptly;
ensure new equipment meets the ergonomic needs of users;
move a noisy machine from a quiet area.
SUBSTITUTION
Replacing a hazardous substance or work practice with a less hazardous one. For example:



a telephone hand set can be replaced with a head set where there is constant use of the telephone.
substituting a smaller package or container to reduce the risk of manual handling injuries such as back strain
substituting a hazardous chemical with a less dangerous one
ENGINEERING
The provision of mechanical aids, barriers, machine guarding, ventilation or insulation to isolate a hazard from employees. For
example:







electrical cut out switches,
roll over frames on vehicles,
duress alarms or mechanical screens to separate workers from violent or physically aggressive clients.
isolating copying equipment in soundproof and ventilated rooms
using anti-glare screens on computer VDUs
using trolleys or mechanical lifting aids
changing bench heights to reduce bending
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ADMINISTRATIVE CONTR OLS
Establishing policies, procedures and work practices designed to reduce a worker’s exposure to a risk. It can also include the
provision of specific training and supervision. For example:





providing alternative tasks for workers so as to prevent continuous keyboard work for long periods,
increasing job variety and introducing job rotation.
redesigning jobs
regularly maintaining plant and equipment
training and education to learn how to –
o identify and assess risks
o use methods of control
o know and apply the legislative requirements
o safely use mechanical aids and equipment
PERSONAL PROTECTIVE EQUIPMENT (PPE)
Covering and protecting a worker’s body from hazards. It can be used as a short-term control measure until a “higher order”
control has been provided, or to supplement it. PPE is a Last Resort!
PPE must be provided and maintained by the employer. The employer would also have to provide training for workers required
to use it, and the employee would have a responsibility to use it properly. Some examples of PPE are:



ear plugs in noisy areas
eye protection when working with chemicals
gloves to protect against infection
Regulation 1.3.3 states that the principle of the hierarchy of control must be used in seeking to eliminate or minimize workplace
risks, and that PPE should only be used if it is not reasonably practical to control the risk by engineering or administrative means.
The use of PPE is part of safe work practices, and it is part of the employee's duty of care to use the PPE if required.
This assumes that the employer has met his/her obligations to:





consult with employees and Health and Safety Representative’s,
fully investigate better control methods,
provide appropriate, good-quality, properly fitted, and well-maintained PPE,
make provision for any secondary problems arising from the use of the PPE,
provide appropriate education, training and supervision.
If these conditions have been met, the employer has both a right - and a duty - to enforce the use of PPE, imposing penalties if
necessary. However, it is important that the requirements - and the penalties - are spelled out clearly, and enforced fairly.
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READING 5 – WHS Record Keeping
Under the Work Health and Safety Act and Regulations, employers, self-employed & Principal
Contractors are required in specific circumstances to keep information and records relating to the
health and safety of their workers and others.
What are the WHS record keeping requirements?
Various Acts and regulations specify requirements for collecting, keeping and providing certain types of work health and safety
information and records.
The Work health and Safety Act and the Regulations requires employers, self-employed persons and Principal Contractors to
maintain records and other such information for specified periods of time and the required information relating to a specific
hazard i.e. hazardous substances. There are also legal requirements for other ‘obligation holders’ such as manufacturers and
importers to provide information on their products to the end user. Let’s look at an example.
Under the Regulation (Hazardous Substances) it states that a manufacturer or importer must prepare an MSDS for the
substance –

before first manufacturing or importing it; or

if that is not practicable – as soon as practicable after first manufacturing or importing it; and

amend the MSDS whenever necessary to ensure it contains current information;

review the MSDS at least once every 5 years to ensure it contains current information.
Subsequently, if the manufacturer or importer fails to ensure that the information in the MSDS is adequately and appropriately
documented (i.e. fails to meet their Work Health and Safety Obligation) then they are liable for a penalty for failing to discharge
the obligation.
Therefore, it is necessary to understand that the Act and Regulations places requirements on persons not only Employers or selfemployed and others but persons who are not directly associated with workplace activities
Let’s now look at another example -- the Act and Regulations’ reporting requirements in regards to the ‘reporting and recording
of work-related injuries, illnesses and dangerous events’.
An employer (or person in charge of the workplace i.e. supervisor manager) or self-employed person is required to notify the
Chief executive in the approved form within 24 hours after the person becomes aware of the ‘event’ happening, or in the event
that causes death, as promptly after the person becomes aware of the death. The form must then be kept by the employer for 1
year after it was made.
The following ‘events’ are required to be reported/notified:
1.
A dangerous event: means an event at a workplace involving imminent risk of explosive, fire, or serious bodily injury.
Includes major events such as crane rollovers, boiler explosion etc.
2.
A serious bodily injury: means an injury that causes death or impairs a person to such an extent that
overnight hospitalization.
3.
A work injury: an injury to an employer, self-employed person or worker in the course of doing work that requires first
aid or medical treatment; or the recurrence, aggravation, acceleration, exacerbation or deterioration of any existing
injury in a person in a course of doing work to which work was a contributing factor.
4.
Note: Injuries requiring first aid or medical attention should be recorded in the approved form. Injury types such as
musculo-skeletal injuries, cuts and minor fractures fall into this category.
5.
A work-caused illness (including diseases): a disease that is contracted by an employer or self-employed person or
worker in the course of doing work and to which that work was a contributing factor; or the recurrence, aggravation,
acceleration, exacerbation or deterioration of any existing injury in a person of an existing disease in the course of doing
work was a contributing factor to the recurrence, aggravation, acceleration, exacerbation or deterioration.
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For example, a work-caused illness could include a person’s exposure to a hazardous substance resulting in a respiratory
illness requiring medical treatment.
Note: An illness could also include a worker contracting a communicable disease during work (hepatitis A or B). A workrelated psychological illness, a mental illness triggered by a stress response also falls into this category.
What are the WHS record keeping requirements for incidents not required to be reported/recorded?
There is no legal requirement to report or record any event that does not fall under Work Health and Safety Regulation.
However, incidences (near misses) that have the potential to cause immediate or future harm to workers or property damage
should also be reported and recorded by all staff and supervisors as part of internal reporting and recording management
system. Examples of these incidences should include client aggression or other forms of minor physical assault, harassment or
abuse.
STAFF TRAINING IN REGARDS TO RECORD KEEPING
All staff and supervisor must be properly trained in the policies and procedures relating to their responsibilities and
requirements in the reporting and/or recording of work-related injuries and illnesses.
WHY DO RECORDS NEED TO BE KEPT?
Firstly, there is a legal obligation to maintain health and safety records. Information and records relating to the health and safety
of the employees of the employer is necessary in some industries and need to be kept for a certain time period. An example of
this is employers and self-employed persons must maintain information and records regarding lead, hazardous substances which
include documenting risk assessments, monitoring, health surveillance, training etc.
Secondly, keeping records helps to maintain an effective work health and safety management system. Records can help identify
hazards and control risks before there is an incident that could cause injury or illness. Additionally, records are used to identify
problems and priorities; such records help an organization determine if its performance is improving, stable or deteriorating. If
you have introduced hazard control measures for example, you need to keep checking that they are effective so that you have
information available to help with direct future planning.
If you make changes to the workplace, you may need to introduce monitoring systems to ensure new hazards are not
introduced. Keeping records of the activities in your workplace makes managing health and safety easier and assist in identifying
new areas of opportunity for improvement.
Agencies administering work health and safety legislation want to see that working places manage and measure their own health
and safety performance, and act on the results of that measurement. They need to know that records really reflect what is
going on in the workplace. Employers should also consider the relevance of information when defending or approached to
provide information relating to possible common law claims.
TYPES OF RECORDS
Records relevant to health and safety kept at an organizational level may include –
1.
Incident reports (including reports on near misses, accidents and injuries). Statistical information from incident reports
may indicate trends over time and particular areas for concern, such as the involvement of certain –
o
Work areas and processes
o
Injury types
o
Groups of employees
o
Specific locations
This information can be used to assist in detecting potential problems and in rectifying
identified problems. The information, if collected in a standardized way, can also be used to determine the success or
failure of chosen interventions, for example through comparison with information from other equivalent parts of the
organization or previous records.
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2.
Sickness absence records - these records concern individuals and are kept for personnel and payroll reasons. They can
also be a valuable tool in work health and safety as they may indicate trouble spots, such as unsafe or unhealthy
working conditions, or problems with the management of certain areas or people.
3.
Workers’ individual histories of exposure (to certain substances) - records of people’s exposure to various substances
are important in determining the effectiveness of controls and may be useful in epidemiological studies. They may also
be used for legal purposes, such as in workers compensation cases.
4.
Medical records, including results of medical tests - the results of medical tests may be kept for a number of health and
safety reasons including:
o
To ensure that applicants are fit for the job being sought and that they will not be a danger to themselves, to
others, or to the product (such as food);
o
To provide baseline records with which later comparisons may be made;
o
To alert medical personnel to any health problem the individual may have in case there is a need to provide
treatment on site, or to provide information for medical and paramedical specialists to whom the workers may be
referred
o
Medical tests may be carried out on employees for statutory monitoring purposes such as in the case of persons
working in the lead industry;
o
For other reasons related to workers compensation, superannuation/retirement.
5.
Results of workplace environmental monitoring (workplace or industrial hygiene monitoring)
6.
Rehabilitation information - individual rehabilitation records include a description of the injury or illness, the coordination of those persons involved in the rehabilitation program and the individual’s progress. These records also
show how systems of work have been modified (or need to be) for a reduction of risks to health and safety.
7.
Workers compensation records - reporting requirements for injury and illness involving workers compensation are
provided in the relevant legislation. The compilation of those data may contribute to the statistics on work health and
safety.
8.
Performance appraisal and training records - records enable a systematic approach to training and performance
appraisal. People should be trained in safe work practices. Induction training plus on-going training or skills updating
should be audited for each person. Performance appraisal should include the health and safety dimension, for example,
as outlined for supervisors and managers.
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How can the information be used?
The recording of work-related injuries and illnesses and statistical information and reports generated can be used to provide
information on the position of the organization. How the information can be used includes:

Legal purposes;

Used as a reference when making representations and submissions to management;

When reporting back to co-workers;

Reference concerning on-going issues;

Recording the nature and extent of committee’s and/or representative’s activity;

Raw data needed to compile statistical summaries.
Records that are useful to managers and WHSR/committee include:

Correspondence with internal and external agencies

Reports from the employer about action taken to rectify or prevent problems

Reports on proposed changes which may affect health and safety

Investigation reports for incident or dangerous occurrences. The information in incident reports will highlight the area,
occupation, injury or illness, incident. This information can help:
o
Identify hazards, assess risks and initiate possible suitable risk control measures;
o
Identify unsafe work practices or situations;
o
Identify training needs; or
o
Suggest new or changed procedures.
Comparing past performance will help to assess the effectiveness of your preventive strategies, and determine whether
you need to do a more detailed investigation of the causes of particular incidents. Your incident, injury and dangerous
occurrence reports should give you a broad indication of the effectiveness of your health and safety system.

First aid records e.g. One type of injury that happens repeatedly may point to a hazard you can control. It may be
possible to collect enough figures from the first aid room to see trends when single incidents do not seem to be
connected

Health and safety committee meeting minutes. E.g. Health and safety committee information can be used to:

o
Map the issues raised within the committee and assess patterns;
o
Monitor the actions agreed by the health and safety committee;
o
Reveal any underlying problems which may be causing hazards;
o
Monitor procedures for controlling risks;
o
Identify training needs;
o
Identify the need for particular policies and procedures; and
o
Identify the hidden costs of incidents.
Checklists for inspections/Inspection reports. These can help collect information that will identify actual and potential
problems. To ensure the information collection, analysis and distribution strategies you have developed meet your
needs however, it is important to:
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
Test the design of forms;

Test whether you have collected enough information to identify the underlying causes of accidents and incidents;

Be confident that no under- or over-reporting is occurring; and

Check that all potential users of the information will obtain the information they need.
Well-designed inspection and monitoring reports will:
o
Show changes in normal activities or exposure levels;
o
Show developing patterns;
o
Indicate any potential widespread problems;
o
Show whether corrective action has been taken to control identified hazards;
o
Allow checks on the implementation of preventive strategies;
o
Check whether assigned roles and functions are being carried out; and
o
Identify the causes of incidents, illness and dangerous occurrences.
What types of recording systems are required?
To identify the types of recording systems your workplace may need, ask yourself these questions:

Are the requirements of all relevant legislation satisfied?

Is a register of accidents being maintained?

What information do you have on the incidence of illness and injury?

Is a periodic review made of the incident register, and incident investigation reports, to identify injury and illness trends?

What records do you have on first aid administered in the workplace?

What happens to workplace monitoring (e.g. dust, noise, fumes) reports?

What systems for storing and recording workplace inspection data do you have?

How are product and equipment specifications and standards recorded?

What types of materials are stored and used in the workplace?

Has the information you have collected on hazards been used to make up health and safety
checklists? Do you use the minutes of health and safety committee meetings to follow up on
issues that are raised?

Do you keep records for each employee of the health and safety training undertaken?

When you inspect and maintain equipment, do you keep records?

When was your last fire drill?
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To sum up…..
An effective work health and safety information system is an essential part of an active, preventive approach to work health and
safety. Keeping health and safety records are a legal obligation, so it makes sense to be able to use those records to develop and
monitor your preventive strategies.
A work health and safety information system is not a substitute for an effective prevention strategy, but it will help record the
progress of your work health and safety management system. It is important to remember that the best system in the world is
no use unless the information is used to prevent injuries and illness at their source.
Adequate recording of the work health and safety risk management process will help you to demonstrate that you have been
actively working to ensure work health and safety, should you need to prove this. Keeping records will also help you keep track
of what you have done and are planning to do. This is likely to maximize the effective of the process.
Your records should show that the process has been conducted properly and include information about the hazards and
associated risks at your workplace. The detail and extent of recording will depend on the size of your workplace and the
potential for major work health and safety issues.
Information recorded could include:

how you identified the hazards at your workplace;

how you assessed the risks associated with workplace hazards;

how you decided on control measure to manage exposure to the risks;

how you implemented the control measures;

how you monitored and reviewed the effectiveness of the measures; and

any checklists and worksheets used in working through the work health and safety risk management process.
WHSR and WHSO are also permitted to have access to information the employer may possess on:
 actual or potential hazards at the workplace:
 the conduct or the undertaking of the employer;
 the plant or substances used for the purpose of that undertaking.
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READING 6 – WHS Inspections
Regular inspections of the workplace allow discussion with workers on health and safety issues to take place. Consultation
between management and employees can only enhance health and safety performance.
Workplace inspections are planned, systematic appraisals of the workplace which can help identify hazards, assess and control risks, ensure a
safe and healthy working environment and assist in complying with work health and safety legislation.
Inspections are generally carried out by management representatives and WHSR or members of the health and safety committee. Employees
can also be involved. Inspections can take various forms and are usually classified according to the purpose of the inspection, for example:

routine hazard inspections of the workplace;

routine inspections of particular activities, processes or areas;

specific inspections arising from complaints by employees;

accident and incident investigations; and

follow-up inspections after implementing measures to improve health and safety.
When developing inspection systems it is important to establish:

the emphasis and scope of the inspections;

how they are to be conducted;

how often they are to be carried out;

who will be involved in the inspections;

who is responsible for ensuring that suggested improvements are taken into account;

what checks should be carried out to ensure that corrective action has been taken; and

how they are to be documented.
The main reason for doing inspections is to identify the health and safety hazards in the workplace. During inspections, health and safety issues
can often be identified and resolved before any harmful event takes place. Inspections also help to identify whether measures are in place to
ensure the workplace complies with all relevant health and safety legislation.
Regular inspections of the workplace allow discussion with employees on health and safety issues to take place. It is the employees who are
most familiar with all aspects of the work, equipment and processes within the workplace and they are an invaluable source of information.
Consultation between management and employees can only enhance health and safety performance.
How often should inspections be conducted?
Routine hazard inspections of workplace activities should occur regularly, but their frequency will depend on the nature and circumstances of
each workplace. In workplaces that do not change much, inspections may be organized less frequently than in those where change is part of
the daily operations.
Inspections to investigate specific problems should be scheduled at a time when the problems are most clearly showing to enable the most
useful, accurate information to be gathered.
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What should be inspected?
When deciding which aspects of the workplace are priority areas for routine inspection, it is important to consider:

the existing and potential health and safety hazards within each workplace;

the types of processes, operations and occupations present in the workplace;

any health and safety regulations, codes of practice or standards relating to particular hazards, occupations, industrial processes and
operations which apply to each workplace;

any new processes or arrangements which have been introduced to the workplace;

the equipment, substances or situations that have caused injury or disease in the past; and

the need to follow up and monitor any changes which have been suggested or implements during previous inspections.
Discussions with employees will assist in building up a more complete guide to inspection requirements and will encourage their involvement in
health and safety activities. When the areas for routine inspection have been established, simple questions or ‘workplace inspection checklist’
which can be systematically completed during inspections, should be prepared.
Checklists will help save time and help ensure a thorough inspection is carried out. Checklists can form the basis of a comprehensive review of
workplace practices on a regular basis. Checklists will vary according to the workplace environment. The types of hazards present will
determine the areas covered in a checklist. Some of the areas to cover are:

housekeeping – floors, work benches, ladders and walkways;

fire safety- fire-fighting equipment, access and exits, alarm systems, instructions for employees;

machinery – machines and moving parts, waste disposal, noise levels;

chemical hazards – fumes, gases, storage, labeling, handling, Material Safety Data Sheets, personal protective clothing and
equipment;

manual handling hazards;

first aid provisions; and

electrical safety.
Compliance auditing (safety audits) is a term commonly used within work health and safety and refers to the auditing of a workplace to
determine if minimum work health and safety standards are being met. Because each workplace is different, it is important to develop checklists,
which match the actual design and processes of the workplace. Tailoring inspection checklists to suit the workplace will ensure that all existing
and potential health and safety problems can be identified. Industry Codes of Practice may contain checklists that can be used to identify
particular hazards and hazard areas.
Who should be involved in workplace inspections?
Inspections should be carried out by the nominated management representative and the elected WHSR for the area. Where there is no WHSR,
the employees who work in the area should be involved in the inspection.
Issues that span various designated work groups, or those involving a co-ordinated hazard management program can also involve members of
the health and safety committee. Involving the committee members – both employer and employee representatives – is an important aspect of
successfully implementing a hazard management program. Those most closely involved in a particular type of work can contribute useful
suggestions on doing the job safely. They know the processes and potential hazards because they work with them daily.
What happens after the inspection?
The inspection checklist should indicate the problem areas, the action required to address those problems, a timetable for action, and who will
be responsible for taking that action. Some workplace hazards will be dealt with immediately. Others will involve several stages from
identification and assessment of the risks, to making health and safety improvements and monitoring and evaluating their effectiveness.
What about incident and dangerous occurrence investigations?
Most incidents (occurrences that result in death, injury or illness) and dangerous occurrences (where there is the potential to cause death, injury
or illness) are likely to have a number of causes.
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Regular inspections and consultation between management and employees will assist in preventing many incidents from occurring. When
incidents do occur, they should be investigated thoroughly to identify all underlying causes and develop suitable risk controls.
Factors that may contribute to incidents include:

unguarded machinery hazards;

inadequate maintenance resulting in broken or malfunctioning machinery;

using incorrect materials;

failure to establish or follow safe working practices;

pressure to override safe working practices;

inadequate training and supervision;

environmental factors such as excessive noise, heat or cold;

excessive work or production schedules;

incorrect work procedures;

blocked aisles or passages; or

housekeeping problems.
Where the investigation identifies a specific hazard, then a full risk assessment should be carried out.
Coupled with a regular inspection program, an effective system of incident or dangerous occurrence investigation and reporting will provide vital
information for management. These arrangements will help identify measures that need to be taken to prevent similar occurrences and they can
help evaluate the effectiveness of controls already in place.
What should be investigated?
All incidents or near-injury dangerous occurrences should be investigated as soon as possible after the event. An immediate inspection of the
site should be conducted by the nominated management representative and the health and safety representative, and a chronology of events
should be obtained, including witness’s reports.
A standard comprehensive investigation form should be used and completed for any incident or dangerous occurrence. This form should:

provide an objective assessment of the severity of the incident both in human and financial terms;

identify causes;

identify problem areas or particular hazards;

recommend corrective action;

provide information which can be used as a preventive tool;

provide management, supervisors, health and safety representatives and committees with data about health and safety problems;

provide information which can be used to analyze the need for training programs; and

provide information to assist with the preparation of compensation claims.
Following an incident or dangerous occurrence, it is the employer’s responsibility to ensure corrective action is taken to ensure the incident does
not recur. The relevant management representative should consult with the WHSR concerned, and a Work health and Safety Inspector may
attend. The site or anything associated with the incident should not be moved or altered until the investigation is complete.
The Division of Work Health and Safety needs to be notified within 24 hours and in the approved manner when a serious bodily injury,
dangerous occurrence or a work caused illness occurs at the workplace. Other minor types of events such as minor injuries and occurrences
need to investigated and recorded at the workplace within three days of the event occurring.
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READING 7 – WHS Inspection Checklist
Workplace Assessment Checklist
Date Inspected:
Person undertaking inspection Workplace:
MANAGEMENT
Workplace:
Yes
No
N/A
Comments
Action
Yes
No
N/A
Comments
Action
Is the WHS Policy for the organization clearly
understood?
Is there a designated WHS officer?
Is there a notice of the WHS officer displayed?
Is there a WHS committee?
Are there written safe operating procedures or risk
assessments?
Are key safety rules displayed in work areas?
Are regular checks made on qualifications &/or training
of operators of vehicles?
Are accidents reported & recorded?
Are investigations of all incidents undertaken?
What is the system for reporting & correcting hazards?
TRAINING
Is induction training provided on general WHS policy?
(e.g. Manual handling)
Is training provided specific to the individual workplace?
(e.g. Branch managers & WHS laws)
Are records kept on employee induction training?
Is training monitored regularly?
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WORK ENVIRONMENT
Yes
No
N/A
Comments
Action
Yes
No
N/A
Comments
Action
Do the general ventilation provisions appear sufficient?
(E.g. Too hot or cold)
Are local exhaust systems installed to remove harmful
gases, vapors, fumes & dusts?
Is exposure to noise prevented?
If workers are exposed, are they on the Hearing Testing
Program?
Are workers protected from vibration risks?
Is lighting sufficient? (e.g. General purpose & task
specific)
AMENITIES
Are toilets sufficient?
Are washing facilities adequate?
Are lockers or hangers provided for work clothes?
Are staff amenities kept clean?
Are separate & clean meal rooms provided?
Is there adequate number of tables & chairs?
Is there a stainless steel sink?
Is there a draining board?
It there a vermin proof food & crockery storage
cupboard?
Is there a refrigerator?
Is there regular waste removal?
How often?
Is drinking water readily available?
Is there a chilled water fountain?
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Is there disposable cups?
Is there a rubbish bin provided for disposable cups?
HOUSEKEEPING & WASTE REMOVAL
Yes
No
N/A
Comments
Action
Floors in the office building are:
 In good condition (E.g. Is the surface even & free of
tripping hazards)?
 Clean?
Floors in the detailing/wash bay areas are:
 In good condition (E.g. Is the surface even & free of
tripping hazards)?
 Is the floor clear of waste, oil & water?
Are work areas tidy?
Is there demarcated aisles & storage?
Is there adequate storage facilities?
Are there good stacking & storage practices being used?
Are the toilets cleaned on a regular basis?
Are the internal stairs in good condition?
Are the paths & external stairs in good condition?
Is the operating instructions for all plant & equipment
displayed?
Are the garden shrubs trimmed for clear visibility?
Is there a system for the disposal of general waste?
 How often does this occur?
 Is there sufficient number of bins provided?
Is training provided on waste disposal procedures?
Are aisles of sufficient width?
Are aisles marked? (E.g. Workshop walkways)
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ELECTRICAL EQUIPMENT
Yes
No
N/A
Comments
Action
Yes
No
N/A
Comments
Action
Yes
No
N/A
Comments
Action
Are multi-outlet boards mounted clear of benches &
floors? (E.g. 300 mm)
Do multi-outlet boards have residual current devices?
(E.g. safety switches)
Are trailing leads eliminated?
Is the electrical equipment tested? (E.g. Date coded)
Are danger tags used for electrical equipment?
FIRE PROTECTION
Are fire extinguishers provided?
Are they adequate? (E.g. Suitable types & numbers)
Are the inspection tests up to date? (E.g. When was the
last one)
Are the fire extinguisher’s position & height as per the
standards required?
Is there clear access to the fire extinguishers?
Is there a fire detection system?
Is the fire alarm audible in all rooms?
Is the push-button alarm accessible?
Are all exit locations marked?
Do the exit doors open outward?
Is there clear access for the Fire Service?
FIRST AID KIT
Low Risk Workplace for 1-26 Workers
 appropriately marked (E.g. white cross/green
background)
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 contents appropriately labelled
 contents within the used-by dates
 contents adequately stored
 emergency telephone numbers clearly displayed in
first aid kit
(a) 3 x 7.5cm crepe bandages
(b) 3 x 5cm crepe bandages
(c) 5 x 2.5cm non allergenic adhesive tape
(d) kidney dish
(e) basic dress pack
(f) 2 x gauze swabs sterile
(g) 2 x non adherent dressing large
(h) 2 x non adherent dressing small
(i) 3 x combine pad small sterile
(j) 3 x combine pad large sterile
(k) 5 x triangular bandage large
(l) 5 x eye pads sterile
(m) 12.5cm stainless steel scissors
(n) 12.5cm stainless steel tweezers, disposable type
(o) 12 x safety pins assorted size
(p) 5 x splinter probe disposable
(q) Band-Aids, assorted sizes pk 50
(r) 5 x 15m1 eye irrigation
(s) 6 x 30m1 antiseptic solution
(t) drinking/measuring cup
(u) 10 x disposable latex gloves
(v) note pad & pencil
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(w) Resuscitation mask
(x) re-usable ice pack
(y) 12 x plastic bags medium
(z) first aid booklet
Sharps disposal kit & container
PERSONAL PROTECTIVE EQUIPMENT (PPE)
Yes
No
N/A
Comments
Action
Yes
No
N/A
Comments
Action
Yes
No
N/A
Comments
Action
Has the need for protective equipment been assessed?
If yes, has it been provided?
Is training provided on the use of PPE?
Is regular maintenance & cleaning carried out on PPE?
Is the PPE worn by staff?
SAFETY POSTERS & SIGNS
Are there a sufficient number of signs present:
 Danger?
 Caution?
 Emergency?
 Fire?
 Safety posters? (E.g. Manual handing etc)
EMERGENCY EQUIPMENT
Are emergency procedures & floor plans in place &
understood by all staff?
Are emergency contact telephone numbers displayed on
the notice board, (in addition to the first aid box)?
Are all staff provided with regular training in:
 the use of safety equipment?
 the use of fire equipment?
Is all safety equipment periodically tested?
Are there trained first aid officers?
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EVACUATION
Yes
No
N/A
Comments
Action
Yes
No
N/A
Comments
Action
Are evacuation procedures available, displayed &
correct?
Are emergency wardens appointed?
Are they properly trained?
Is emergency lighting:
 Operable?
 Installed?
Are regular emergency practices, including fire drills
conducted?
(E.g. a minimum of 3 drills held per yr)
ERGONOMICS
Is layout of work area suitable for tasks?
Are appropriate manual handling controls in place?
Are excessively repetitive tasks avoided?
Is work area design & layout suitable for manual tasks?
Are there heavy or bulky loads handles available?
Are they being used?
Are working postures static & awkward?
Are there sustained/forceful exertions?
Are there specific individual needs? (E.g. physical
disability)
Is appropriate mechanical handling equipment provided?
Keyboards/Input devices (E.g. Mouse)
 Are these platforms stable & large enough?
 Are the mouses located right next to the keyboard
so it can be operated without reaching?
 Do wrists/hands rest on sharp/hard edges?
Monitor
 Is the top of the screen at/below eye level so staff
can read it without bending their head/neck
down/back?
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
Can staff with bifocals/trifocals read the screens
without bending their head/ neck backward?
 Does the monitor distance allow staff to read the
screen without leaning their head, neck/trunk
forward/backward?
 Is the monitor positioned directly in front of staff so
they don’t have to twist their head/neck?
 Is there glare from windows/lights on the screens,
causing staff to assume an awkward posture to
clearly see?
Work Area
 Is there sufficient space between table/keyboard so
thighs are not trapped?
Accessories (if used)
 Is the document holder stable & large enough to
hold documents?
 Is the document holder placed at about the same
height & distance as the monitor screen so there is
little head movement, or need to re-focused, when
staff look from the document to the screen?
 Does the wrist/palm rest, allows staff to keep their
forearms, wrists, & hands straight & in line when
using the keyboard/input device?
 Can the telephone be used with the head upright
(not bent) & the shoulders relaxed (not elevated) if
using the computer at the same time?
General
 Does the workstation & equipment have sufficient
adjustability so staff are in a safe working posture &
can make occasional changes in posture while
performing computer tasks?
 Are the computer workstation, components &
accessories maintained in serviceable condition?
 Are the computer tasks organized in a way that
allows staff to vary tasks with other work activities,
or to take micro breaks or recovery pauses while at
the computer workstation?
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SPECIAL WORK PROCEDURES
Yes
No
N/A
Comments
Action
Yes
No
N/A
Comments
Action
Yes
No
N/A
Comments
Action
Is there a permit &/or induction procedure in place for
outside contractors?
Is specific WHS advice provided to cleaners &
maintenance personnel entering the building?
What special procedures are in place for:
 Hot work?
 Confined spaces?
 Working at heights?
Are there procedures for out-of-hours work or working
alone?
FUEL GASES & FLAMMABLE LIQUIDS
*please refer to ‘storage and handling of flammable and
combustible liquids policy’ for an in-depth ADDITIONAL
checklist for this area of concern, particular if site has fuel
tanks
Is the number of cylinders inside rooms kept to a storage
limit?
Are incompatible gases segregated?
Are cylinders securely restrained?
Are gas systems periodically pressure & leak tested?
Is flammable liquid used & stored well away from heat &
ignition sources?
Are all staff aware of access issues & dangers regarding
fuel gases?
GENERAL CHEMICALS
Is there a register of chemicals?
(E.g. Hazardous chemicals)
Are MSDS available for all chemicals? (e.g. ChemWatch)
If so, is it displayed?
Are containers & their labels complete & in good
condition?
Are empty containers disposed of adequately?
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Is the use of chemicals subject to risk assessment?
 Are the risk assessment conducted on a regular
basis?
 Are the risk assessment records kept?
Is general storage for chemicals sufficient, including
security?
Is there segregation of incompatible classes of chemicals?
Is there a procedure for dealing with chemical spills?
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