Implement and Monitor Work Health and Safety Practices

SITXWHS003
IMPLEMENT AND MONITOR WORK
HEALTH AND SAFETY PRACTICES
STUDENT NAME: ............................................................................
STUDENT ID: ..........................................
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SITXWHS003 IMPLEMENT AND MONITOR WORK HEALTH AND SAFETY
PRACTICES
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This learner resource guide supports SITXWHS003 IMPLEMENT AND MONITOR WORK HEALTH AND SAFETY
PRACTICES
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any
means, electronic or mechanical, including photocopying, scanning, recording, or any information storage
and retrieval system, without permission in writing from the Author.
Teachers, trainers and trainees are directed to the relevant legislation, regulations, and codes of practice
and guidance notes for an authoritative understanding of regulatory requirements. This learner guide
should be read in conjunction with relevant legislation and is not a substitute for it.
Every effort has been made to trace and acknowledge copyrighted material. The author tenders his/her
apologies should any infringement have occurred. Images contained are used under licence.
This learner resource will help you build the skills required to meet the performance criteria of this unit:
SITXWHS003 IMPLEMENT AND MONITOR WORK HEALTH AND SAFETY PRACTICES
It’s important that Learning and Assessment is conducted in a safe environment where your assessment
work demonstrates consistent performance of typical activities experienced in the management and
leadership field of work.

SITXWHS003 IMPLEMENT AND MONITOR WORK HEALTH AND SAFETY
PRACTICES
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GENERAL REQUIREMENTS
Assessments
Competence and Assessment information
To be assessed as competent participants must provide evidence of their knowledge and skills relative to
this unit of competence.
They must successfully complete a number of assessment activities to the standard and the performance
benchmarks required for this qualification level.
It is the responsibility of the trainer/assessor to determine what and how much evidence is required to
make an assessment judgement that complies with the rules of evidence and the principles of assessment.
Trainer/assessors might use the assessment tools in this resource, supplement them or design other
assessment tasks.
might have specific assessment tools in their Training and Assessment Strategy (TAS) and assessment
could be supplemented by reviewing portfolios of evidence and third-party workplace reports of on-the-
job performance.
Perform all practical assessment tasks without risk to self, danger to others or damage to property, land or
equipment
Abide by all relevant instructions and directions as they relate to the assessment tasks.
Special Needs.
If participants have special needs, for example a disability or cultural or lifestyle need that might impact on
training or assessment they are still entitled to the same educational opportunities as everyone else.
A participant, for instance, who has a difficulty with reading and writing could undertake a verbal
assessment of knowledge, with the trainer assessor documenting the responses. The trainer/assessor will
not answer the questions but will collect evidence from the participant in a format adapted to ensure the
participant is not disadvantaged
If a participant believes they have special needs, they should talk to their trainer/assessor.
Complaints and appeals.
has an appeals and complaints process which allows participants to challenge an assessment decision
and /or enables them to be reassessed.
All training participants or candidates for assessment have the right to appeal an assessment result they
believe to be unfair, incorrect or inappropriate.
policies and procedures will enable participants to action a complaint or grievance regarding any act,
product or service of – academic or non-academic and including assessment results.

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If a participant wishes to appeal a decision they should talk to the assessor or to an appropriate
representative.
Cheating and plagiarism
Cheating and plagiarism are unacceptable and will be subject to disciplinary action.
Plagiarism is using the ideas or work of another person/s as if they were your own without giving proper
credit to the source.
If participants use materials from published authors, to support their assessment work, they must cite and
reference the works correctly.
If they do not know how to do this the trainer/assessor should provide assistance or direct them to the
Harvard referencing system or similar on the Internet.
Cheating is defined as obtaining, attempting to obtain or aiding another to obtain credit for work or any
improvement in evaluation of performance, by any dishonest or deceptive means.
has policies and procedures relevant to cheating and plagiarism and has informed all participants of their
responsibilities.
Conducting assessments
Participants must be deemed satisfactory against all components of the assessment to be judged as
competent for this unit of competency.
Each competency unit can be completed and assessed individually and is designed to be integrated with
your learning guide but can be assessed holistically.
A broad definition of Holistic Learning is learning that is not restricted to specific competencies, but
incorporates, knowledge, understanding, problem solving, technical skills and application across a broad
range of tasks.
Performance Standards
To receive a satisfactory result for the assessments participants must complete all activities, questions,
projects and tasks nominated by the assessor, to the required standard.
Completion of all tasks, to a satisfactory level will contribute to a final assessment of the competence

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Some or all of the assessments listed here will be used to assess the unit. Types of assessments chosen will
be dictated by the performance evidence and the assessment conditions for the unit.
Multiple-choice questions
Purpose: To assess whether the learner understands the unit content and has the knowledge/ability to
competently carry out the tasks as described.
Content: There are a range of multiple-choice questions. Each has four possible answers. Only one of them
is correct. An answer document is provided for assessors.
How to use: The multiple choice is available in electronic or hard copy versions. Both can be used as follows:
prior to the unit to determine the learner’s level of knowledge
alongside the multimedia/text content as the learner progresses through it
at the completion of each section
at the completion of the entire unit as a final assessment of knowledge (summative assessment).
Contextualising to specific circumstances: The assessor may rewrite the questions to suit the target group,
the specific workplace/training environment, and the different industry sectors: hospitality, tourism,
events, holiday parks and resorts.
Short-answer questions
Purpose: To assess whether the learner understands the unit content and has the knowledge/ability to
competently carry out the tasks as described.
Content: Short-answer questions are generally divided into sections according to the elements within the
competency. An answer document is provided for assessors.
How to use: The worksheets are available in electronic or hard copy versions. Both are designed to be
completed alongside the multimedia/text content as the learner progresses through it. However, they can
also be used as follows:
at the completion of each section
at the completion of the entire
unit
as a closed book test (summative assessment).
Contextualising to specific circumstances: The assessor may rewrite questions to suit the target group, the
specific workplace/training environment, and the different industry sectors: hospitality, tourism, events,
holiday parks and resorts.
Assessment – Practical Demonstration
Your assessor will do the following.
Observe you in a workplace or simulated workplace using a range of skills/tasks.
Use the checklist to observe you using a range of skills/tasks.
Observe you over a period of time while you learn and use various skills/tasks.
Ensure that you can consistently perform all tasks multiple times
satisfactorily. Decide when you are competent at all tasks.

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You are required to do the following.
You must answer all verbal questions.
You can ask your assessor for further clarification of any question, if necessary.
Provide all necessary information when answering questions.
Your assessor will submit results of your practical demonstration tasks via the LMS.
Assessment – Scenario
The assessment must be written using an industry standard software package such as Microsoft Word,
Excel, PowerPoint, etc.
Name the file using the assessment task number and then save your file.
Ensure your submission identifies the unit code and title, the assessment task number and the name of
the assessment at the top of the page. Alternatively, you may place this information in the document
header.
Add your name and student number to the header or footer on every page.
Assessment – Role-Play
The assessment may require you to undertake a series of role-plays to demonstrate your ability to perform
a role-play exercise. A role-play exercise is an assessment activity in which candidates act out an imaginary
scenario that closely mirrors a situation that could occur in the unit of competency.
Any written component of the assessment must be written using an industry standard software
package such as Microsoft Word, Excel, PowerPoint, etc.
Name the file using the assessment task number and then save your file.
Ensure your submission identifies the unit code and title, the assessment task number and the name of
the assessment at the top of the page. Alternatively, you may place this information in the document
header.
Add your name and student number to the header or footer on every page.
Assessment – Evaluation of a Third-party report (Only applicable for students with a suitable workplace
and job role. Please discuss with your assessor)
Third-party supervisor/assessor report
The supervisor (in the workplace) or the assessor (in a simulated training environment) will complete
this checklist to verify the learner’s application of skills and knowledge in the workplace or simulated
training environment.
Observations will be conducted over a period of time to ensure consistent performance of the learner
of all criteria to be achieved on multiple occasions.
The supervisor/assessor will submit the completed checklist as supporting evidence of the learner’s
performance in the workplace or simulated training environment.
The learner is required to sign this document once completed by the supervisor/assessor.

SITXWHS003 IMPLEMENT AND MONITOR WORK HEALTH AND SAFETY
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ASSESSMENT INFORMATION
The assessment tasks for SITXWHS003 Implement and monitor work health and safety practices are
included in this Student Assessment Tasks booklet and outlined in the assessment plan below.
To be assessed as competent for this unit, you must complete all of the assessment tasks satisfactorily.
Assessment Plan
Assessment Task Overview
1. Written questions You must correctly answer all questions.
2. Project Tasks 1-11
Complete a risk assessment.
Implement and monitor adherence to workplace health and safety
procedures.
Coordinate consultative processes.
Coordinate WHS training and the maintenance of records.
Demonstrate management practices that must be implemented for
compliance with WHS
Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for
clarification if you have any questions at all.
If submitting electronically
When you have read and understood this unit’s assessment tasks, print out the Student Assessment
Agreement. Fill it out, sign it, and hand it to your assessor, who will countersign it and then keep it on file.
Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.
Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per your RTO’s
assessment appeals process.
You have the right to appeal the outcome of assessment decisions if they feel they have been dealt with
unfairly or have other appropriate grounds for an appeal.

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Naming electronic documents
It is important that you name the documents that you create for this Assessment Task in a logical manner.
Each should include:
 Course identification code
 Assessment Task number
 Document title (if appropriate)
 Student name
 Date it was created
For example, BSBINN502 AT2 Briefing Report Joan Smith 20/10/19
Alternatively, populate the space below in blue or black pen