TAA04 TRAINING AND ASSESSMENT PACKAGE

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TAA04TRAINING AND ASSESSMENT PACKAGE
TAAENV403B ENSURE A HEALTHY AND SAFE LEARNING
ENVIRONMENT
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OVERVIEW
This workshop will cover the processes and
strategies that can be used to ensure that
training and assessment take place in, and comply
with, occupational health and safety
requirements
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ASSESSMENT

• Assessment for these units will be based on
• Your workshop participation and contribution
• The completion of the learning activities during
  the workshop
• Completion of a practical assessment task which
  will be fully explained by your facilitator

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KNOWLEDGE

• All learners need to know
• the hazards relevant to the industry in which
  they are working or will work
• occupational health and safety procedures
  applicable the workplaces where they do or will
  work
• commonly used OHS symbols and signs
• the legal responsibilities of employers and
  employees

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OVERVIEW OF OHS SYSTEM

• Commonwealth, states, and territories
• enacted legislation that establishes general
  duties for workplace parties to ensure healthy
  and safe working conditions.
• OHS legislative regime consists of
• Principal OHS Acts
• Regulations
• Codes of Practice

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WHO HAS DUTY OF CARE?

• Employers
• Working environment safe and without risks to the
  health of employees
• Adequate training, information and supervision to
  ensure the health and safety of employees and
• a consultation processes with employees on OHS
  issues.
• Employees
• take reasonable care of their own health and
  safety and that of others in the workplace, to
  the extent to which they are capable.
• Designers
• Manufacturers
• Self-employed persons

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RESPONSIBILITY

• It is the responsibility of trainers and
  workplace supervisors to assist people in
  learning all that they need to know and do to
  work safely
• It is the responsibility of learners to
  demonstrate safe work practices in all training
  and assessment situations

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PROCESSES OF OHS

• Identify hazards What hazards are present in
  the workplace? Examples
• Assess risks What is the possible frequency and
  severity of injury or disease that may result
  from the identified hazards? Assessment
• Control risks How can the risk be eliminated or
  minimised? Hierarchy of control
• Monitor Dont stop! Review and evaluate the
  effectiveness of controls

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EXAMPLES
Physical hazards noise, electrical, heat or cold, dust, fire, working space
Chemical hazards gases, fumes, liquids
Ergonomic hazards tool and equipment design, work station design, task design
Radiation hazards x-rays, microwaves, ultraviolet or infra-red radiation
Psychological hazards shift work, workload, harassment, discrimination, bullying
Biological hazards bacterial, viral or fungal infections
Environmental temperature, lighting, sunlight, workplace layout
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RISK ASSESSMENT
Severity Likelihood
Insignificant Minor Moderate Major Catastrophic Rare Unlikely Possible Likely Almost certain
Map the likelihood of a hazard causing harm
against the likelihood of an actual occurrence
Match this to the probable severity (damage
rating) of the harm
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SOLUTIONS

• The Hierarchy of Control prioritises preferred
  options for implementing possible problem
  solutions and OHS controls
• Hierarchy of Control priorities
• 1. Elimination
• 2. Substitution
• 3. Engineering
• 4. Administration
• 5. Personal Protective Equipment

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PROCESS AND DOCUMENTATION

• Identify hazards
• Hazard Identification
• Assess risks
• Risk Assessment
• Prioritisation Matrix
• Control risks
• Hierarchy of Control

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ACTIVITY

• In groups of 4
• Select one process /document
• Hazard Identification Page 32,
  guide_smallbiz_safetychecklist_1284a.pdf
• Risk Assessment Page 33, Hazpak.pdf,
  Haz_checklist_and_risk_control_plan.doc
• Prioritisation matrix Page 35, Hazpak.pdf
• Planned controls Page 38
• Discuss with team members
• 5 minute presentation

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SUMMARY

• You have a legally enforceable duty of care to
• ensure that you understand the legislative
• requirements for OHS and have sufficient
• competence in OHS requirements for the industry
• concerned
• It is essential that you access appropriate
• professional development to bring your OHS skills
  
• and knowledge to the required level

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TAA04TRAINING AND ASSESSMENT PACKAGE

• TAAENV402B
• FOSTER AND PROMOTE AN INCLUSIVE LEARNING CULTURE

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OVERVIEW

• This workshop will cover
• the competencies required to foster and promote
• an environment which supports inclusive work
• practices and learning culture

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ASSESSMENT

• Assessment for this unit will be based on
• Your workshop participation and contribution
• The completion of the learning activities during
  the workshop
• Completion of a series of assessment tasks which
  will be fully explained by your facilitator

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ACTIVITY 1
Case Study In groups Respond Record Discuss 15
minutes
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DIFFERENCES IN THE LEARNER GROUP

• Cultural and linguistic diversity
• ESL
• Indigenous culture
• Other cultural differences
• Health conditions
• Medical conditions
• Religious practices Age, gender, sexuality
• Early school leavers
• Older learners returning to study

• Single parents returning to study
• Part itme sutdents
• Refugees
• Survivors of trauma
• Disabilities
• Acquired brain injury
• Learning disabilities
• Sensory impairments
• Physical disabilities
• Intellectual disability
• Mental health conditions
• Chronic medical conditions

From One and All Facilitators guide to assist
in the delivery of TAAENV402A Foster and promote
an inclusive learning culture.
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SUMMARY

• As a trainer, you have duty of care to foster a
  promote an inclusive learning environment.
• Be aware of and responsible to
• you role model the behaviour, tolerances and
  acceptances in your classroom and beyond.