Trainers and assessors guide

BSBOHS406C Use equipment to conduct workplace monitoring

Version 1.1

Copyright warning
This product is copyrighted to Aspire Training & Consulting (ABN 51 054 306 428). Aspire Training & Consulting owns all copyright to its products. This resource is provided to trainers and assessors to support them in the delivery and assessment of the associated unit of competency. Some sections of the resource can be customised; other sections can be copied and distributed. Customisation: Purchasers may customise the content of Sections 2.2, 3.5 and 3.6 of this resource to suit their requirements. Purchasers must include the following statement on any customised resource: This delivery plan/form is based on the delivery plan/form from the Trainers and assessors guide for [unit code and title] provided by Aspire Training & Consulting. The intellectual property of this resource remains with Aspire Training & Consulting. This statement must appear in 8 pt Arial as a footer on each page of the customised resource. Purchasers may copy the customised resource as required and make these copies available to staff members within their organisation and to current students enrolled in relevant courses within their organisation. Copying other sections of this resource: Purchasers may copy other sections of this resource as required, and distribute them to staff members within their organisation, and to current students enrolled in relevant courses. Note: Purchasers must not on-sell the original, customised or copied resources, or make them available to other organisations. Aspire Training & Consulting: invests significant time and resources in creating its original products protects its copyright material will enforce its rights in copyright material reserves its legal rights to claim its loss and damage or an account of profits made resulting from infringements of its copyright. Aspire is committed to developing quality resources that meet the needs of our customers. However, occasionally Aspire finds, or is notified of, errors. Please refer to our website at www.aspirelearningresources.com.au to see if there are any updates that may be relevant to you. Every effort has been made to ensure the information in this resource is accurate; however, the author and publisher do not give warranty in relation to the content of this work and accept no responsibility for any loss, damage or injury arising from such information. Except where an information source is acknowledged, the names and details of individuals and organisations used in examples are fictitious and have been devised for learning purposes only. Any similarity to actual people or organisations is unintentional. All websites referred to in this unit were accessed and deemed appropriate at time of publication. Aspire Training & Consulting apologises unreservedly for any copyright infringement that may have occurred and invites copyright owners to contact Aspire so any violation may be rectified. BSBOHS406C Use equipment to conduct workplace monitoring Trainers and assessors guide 2011 Aspire Training & Consulting Level 8, 409 St Kilda Road MELBOURNE VIC 3004 AUSTRALIA Phone: (03) 9820 1300 First published October 2011 ISBN: 978 1 74240 658 9

Contents
About this guide Section 1: Unit of competency
1.1 1.2 1.3 1.4 1.5 1.6 1.7 Elements of competency and performance criteria Range statement Required skills and knowledge Evidence guide Employability skills Skill sets Recognition of prior learning (RPL)

1 3
4 6 9 12 14 16 17

Section 2: Training requirements

2.1 2.2 Training and assessment strategy Delivery plans

19
20 22

Section 3: Assessment resources

3.1 3.2 3.3 3.4 3.5 3.6 Alternative final assessment Solutions to assessment activities Solutions to final assessments Evidence of competency Assessment mapping Assessment records

39
40 44 55 62 64 77

Appendix: Sample assessment records Glossary References

97 115 117

Section 1: Unit of competency

The BSB07 Business Services Training Package was developed by the Business Skills Australia Industry Skills Council in consultation with industry stakeholders including employers, unions, peak bodies, professional associations, regulatory bodies, registered training organisations (RTOs) and other relevant parties. The training package specifies the skills and knowledge required to perform effectively in the workplace. Individual units of competency are nationally agreed statements that describe work outcomes and can stand alone when applied in the workplace. This section outlines the requirements of the unit of competency for BSBOHS406C Use equipment to conduct workplace monitoring. Section one contains the following information: 1.1 1.2 1.3 1.4 1.5 1.6 1.7 Elements of competency and performance criteria Range statement Required skills and knowledge Evidence guide Employability skills Skill sets Recognition of prior learning (RPL)

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1.2 Range statement

This unit of competency may be relevant to a wide range of workplace contexts. The range statement relates to the whole unit of competency. It allows for different work environments and situations that affect performance. Trainers should include other operating contexts, where appropriate. The Aspire learner guide BSBOHS406C Use equipment to conduct workplace monitoring covers all aspects of the range statement as outlined below. Agent and/or condition may include: real or potential hazard to be monitored and may include, but is not be limited to: biological agents such as insects, mites and bacteria electricity fibres, dusts, particulates fumes, mists, gases, vapours heat and humidity light noise radiation (ionising, non-ionising, laser) vibration. Characteristics may include: dose factors relating to concentration and time how an agent affects specific parts of the body, such as extent of damage to tissue and/or effects such as additive, antagonistic, synergism and potentiation how an agent is absorbed into the body way an agent behaves in the environment, including over distance and time. Defining the area where measurements are to be taken may include: area/space available location movements of people and equipment number of persons occupying area other factors that may impact on the sampling or data collection processes physical features of equipment, such as emitting sources tasks/activities being undertaken. Regulatory requirements and/or standards may include: Australian and international standards, such as those produced by Standards Australia and the Australian Safety and Compensation Council biological exposure indices exposure standards for atmospheric contaminants in occupational environments

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1.3 Required skills and knowledge

BSBOHS406C Use equipment to conduct workplace monitoring covers the outcomes, skills and knowledge required to accurately use equipment to contribute to the monitoring of agents and/or conditions in the workplace including, but not be limited to noise, vibration, light, fibres, dusts, fumes, mists, heat and humidity, radiation, and biological agents such as insects, mites and bacteria. The required skills and knowledge describe the type and quantity of evidence needed for competency. Competency requires the application of these skills and knowledge in the workplace. The required knowledge identifies what a person needs to know to perform the work in an informed way. The required skills describe how this knowledge is applied in the workplace.

Required skills
The unit of competency BSBOHS406C Use equipment to conduct workplace monitoring contains a list of skills the learner is required to learn in order to demonstrate competent performance. The following table details these required skills and outlines where they are covered in the learner guide.
Required skills Where covered in this learner guide 4.1, 4.2, 4.3 2.2, 2.3, 2.4, 3.5 1.5, 1.6, 2.3

Literacy skills to prepare reports for a range of target groups Organisational and time management skills to sequence tasks and meet timelines Research and data analysis skills to assess resources required to systematically manage OHS and to analyse relevant workplace information and data Research and data analysis skills to evaluate interactions between employees, their activities, equipment, environment and work systems Technology skills to access internal and external OHS data Evaluation skills to systematically manage required OHS resources and where appropriate access these resources Analysis skills to evaluate relevant workplace information and data and to recognise limitations of data

1.5, 2.4, 3.4

2.1, 4.1 2.1, 2.3, 4.1 1.5, 1.6, 2.3

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1.5 Employability skills

The Employability Skills Framework (2002) developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia lists the employability skills. They are: communication teamwork planning and organising initiative and enterprise problem-solving self-management technology learning. Training packages now have employability skills embedded into each unit of competency. As the trainer, you should understand the range of employability skills and how you can assist the learner to develop them. Make sure all learners are familiar with employability skills. It is your job to know where they are embedded. You should explain the importance of having these skills to the learner and that these skills will develop as the learner goes about their daily work or when they practise the tasks in the learner guide. Help the learner to read the employability skills section at the front of the learner guide. Identify how the learner can demonstrate they have acquired the skills. Encourage the learner to think about employability skills each time they complete a chapter in the Aspire learner guide. Ask them to complete the employability skills table after the final assessment. Learners should document what they did to develop each employability skill. They may describe some work or task they completed. For example, they may describe or demonstrate how they created their work area or tell you how they solved a problem.

Facets of the employability skills

The following facets of the employability skills apply generally to work in the business skills, with specific customisation required to address work at different levels and sectors of the industry.

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2.2 Delivery plans

The following delivery plans can be used to deliver BSBOHS406C Use equipment to conduct workplace monitoring. These plans, including the time allocations, are suggestions only. You may need to add to them, change them or substitute your own activities according to the interest level, experience of the learners and the specific situation. Remember; it is your responsibility as the trainer to use the most appropriate strategies for your learners.
Topic: Selecting measuring devices Suggested time allocation: 8 hours Suggested resources: Slide nos: 218

Recommended reading Slide presentation software Terminology checklist Hazard Risk Agents or conditions Radiation Physiology Material safety data sheet (MSDS) Personal protective equipment (PPE) Additive effect Antagonistic effective Synergism effects Potentiation effects Standard operating procedures (SOPs) Job safety analysis (JSA) Particles Psychrometers Lumens Decibels Calibration Suggested training strategies Introduce learners to the Aspire learner guide Use equipment to conduct workplace monitoring. Review the Before you begin section, including the key elements, performance criteria, essential knowledge and skills required to demonstrate competence in this unit. Consider discussing Recognition of Prior Learning processes with learners at this stage.

Recommended reading Aspire learner guide BSBOHS406C Use equipment to conduct workplace monitoring Chapter 1: Selecting measuring devices

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Section 3: Assessment resources

Assessment is all about collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms the learner can perform to the expected workplace standard, as outlined in the units of competency. This section contains an alternative final assessment and model answers to the assessment activities in the corresponding Aspire learner guide. The Aspire assessment activities have also been mapped in section 3.5. Trainers and assessors can use this mapping information to complete the assessment records in section 3.6. It is an important responsibility of trainers and assessors to complete the assessment records themselves. This ensures all additional assessment activities deemed appropriate, outside those in the Aspire learner guide, are included in these records; for example, recording observation assessments. Section three contains the following information: 3.1 3.2 3.3 3.4 3.5 3.6 Alternative final assessment Solutions to assessment activities Solutions to final assessments Evidence of competency Assessment mapping Assessment records

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3.2 Solutions to assessment activities

The following solutions or model answers are to the assessment activities in the Aspire learner guide BSBOHS406C Use equipment to conduct workplace monitoring. In many cases, the answers provided by learners will vary due to a number of factors, including the: learners own experiences learners workplace experiences training situations and strategies presented by the trainer interpretation of the assessment activity by the learner/assessor the type of organisation, work practices, processes and systems encountered by the learner. These solutions should serve as a reliable guide to the type of information that should be covered in the learners response. Assessors should have a copy of the activities to guide their assessment.

Assessment activity 1 Part A

1. Answers may vary. The learner should have referred to some of the following: How to read product labels, instruction manuals, MSDSs, etc. An understanding of the workflow processes Knowledge of workplace policies and procedures Personal experience How to consult with others both inside and outside the organisation How to research products and processes An understanding of basic human physiology Knowledge of the work environment 2. The list of factors and examples will depend on the learners responses. Factors and examples could include the following: Location; it is important to test the actual location and not a simulated environment Area or space available; ensure that testing of the area or space can occur using the appropriate monitoring equipment

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Gathering evidence
Evidence can be gathered through: real work/real-time activities through observation and third-party reports structured activities. Evidence can also be gathered through: formative assessments: where assessment is progressive throughout the learning process and validated along the way by the trainer also known as assessment for learning summative assessment: where assessment is an exercise or simulation at the end of the learning process also known as assessment of learning.

Evaluating evidence
The following steps may help you evaluate evidence.
Step 1: Evidence is gathered.

Step 2: Rules of evidence are applied evidence is valid, sufficient, current and authentic. Step 3: Evidence meets the full requirements of the unit/s of competency. Step 4: The assessment process is valid, reliable, fair and flexible.

Step 5: The trainer or assessor makes a straightforward and informed judgment about the candidate and completes assessment records.

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3.6 Assessment records

To comply with the critical aspects of assessment and evidence outlined in the unit of competency, learners must provide evidence of the specified required knowledge and skills. These should be assessed in the workplace or in a simulated workplace. Trainers can use the following assessment forms to record the learners evidence of competency. The pre-assessment checklist helps the trainer determine if the learner is ready for assessment. The self-assessment record allows the learner to assess their own abilities against the requirements of the unit of competency. The recognition of prior learning interview questions help the trainer match the learners previous training, work or life experience to the requirements of the unit/s of competency. The required skills checklist facilitates the observation process; allows trainers to identify skill gaps and provide useful feedback to learners. The required knowledge checklist can be used to record the learners understanding of the required knowledge; to identify knowledge gaps and to provide useful feedback to learners. The portfolio of evidence checklist helps the trainer annotate or detail aspects of the learners portfolio of evidence. The workplace assessment checklist can be used by the learners supervisor to show workplace-based evidence of competence. The assessment summary allows trainers to detail the learners evidence of competence against the elements, performance criteria and required skills and knowledge as described in the unit of competency. Remember, if the learner has completed the section tasks and assessments in the Aspire learner guide, these can be included as evidence. Refer to the assessment mapping in section 3.4 to include this information in the summary of evidence column.

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Recognition of prior learning (RPL) interview questions

The following questions are designed to assist trainers/assessors through the RPL interview process. These questions will help trainers/assessors assess the required knowledge. 1. Explain the terms agents or conditions, and characteristics of agents or conditions. 2. List some legislative requirements and exposure standards in relation to some agents or conditions. 3. Explain how knowledge of workflow processes assist in the development of monitoring processes 4. What sort of OHS issues might arise when conducting monitoring activities? 5. What are some sampling methods? Explain the value of a sampling plan. 6. Discuss some strategies to ensure safe and effective use of monitoring equipment. 7. List how to establish work permits and/or written authority for monitoring activities. 8. What reporting and notification obligations may arise from monitoring activities? 9. What is involved in making sure that any reports consider their target audience? 10. Describe how results from monitoring could be effectively stored.

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Assessment summary
Institution: Candidates name: Unit of competency: BSBOHS406C Use equipment to conduct workplace monitoring Trainer/assessor: Date: Summary of evidence provided to meet unit of competency Element 1: Select measuring device/s 1.1 Identify agent and/or condition to be measured through consultation with workplace and affected parties. 1.2 Identify characteristics of agent and/or condition. 1.3 Define area where measurements are to be taken. 1.4 Identify types of appropriate measuring equipment. 1.5 Select measuring equipment appropriate to the agent and/or condition, the environment, the activities being carried out and the level of risk. 1.6 Recognise limits of own expertise and available equipment, and seek expert advice and equipment as appropriate. Element 2: Prepare to collect workplace information and data 2.1 Identify any regulatory requirements and/or standards that impact on the measuring process 2.2 Define a sampling process 2.3 Make arrangements with the workplace to collect information and data including advising those involved in workplace activities of any requirements

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