Unit Five Portfolio1a

Scripture Union Queensland: CHC50502

Youth Ministry Internship Scheme
Diploma of Youth Work (CHC50502)

UNIT FIVE
Learning & Assessment Portfolio

Work Within a Legal and Ethical Framework
(CHCCS301A)

Implement and Monitor OHS Policies and
Procedures for a Workplace
(CHCOHS401A)

Participate in Workplace Safety Procedures
(CHCOHS301A)
This portfolio belongs to:

Due Date: Friday, 21st November, 2008

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Student Details

Student Name: Deltry Dickie

Home Phone: 07 4151 1605 Work Phone:

Mobile Phone: 0414 992553 Email Address: geodel5@bigpond.net.au

Workplace Details

Name of Organisation: Biggenden SS; Burnett Heads SS; Rosedale SS

Your Role Description: School Chaplain

Phone: 4127 6333; 4130 2333; 4156 5777 Mob:

Fax: Email Address: ddick25@eq.edu.au

Postal Address:

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CONTENTS

What is a Learning and Assessment Portfolio? 4

CHCCS301A Unit Descriptor 6

CHCOHS401A Unit Descriptor 8

CHCOHS301A Unit Descriptor 10

UNIT FIVE Suggested Unit Study Guide 11

Student Checklist 12

Assessment Task

AT1 Online Tasks 13

AT2 Develop a Duty Statement 14

AT3 Occupational Health & Safety Short Answer Response 17

AT4 Develop a Self Care Plan 28

Assessor’s Marking Sheet 35

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What is a Learning and Assessment Portfolio?

The Learning and Assessment Portfolio is a central recording tool for you as a student to collate
and record components of this course, which will serve as evidence in a judgment of your
competence in the various aspects of this course.

The material recorded and compiled in this document will be drawn from your experiences
across all aspects of this course, from your workplace through to in-class activities and
homework tasks. It also serves as a structured and reflective journal for your various
experiences throughout your youth work training. Each Unit within the course has a related
Portfolio to serve as a record; therefore, by the end of your training you will have completed all
the required portfolios.

This is an important document that should be kept safe and you as the trainee are responsible
for the care of this document and all material that is recorded in it.

In short the answer to this question is ‘a collection of an extensive range of tasks’. Each Portfolio
is quite different and will contain activities that are relevant to the various knowledge and skills
focused on in each Unit. Some of the components of the portfolios include:
 Personal diary like entries about your place of work and other training experiences
 Planning or Report forms for you to complete in relation to specified tasks
 Self-assessment or Peer assessment recordings
 Case-studies
 Homework tasks
 Examples of work or materials collected
 Third Party Reports for your work peers or senior staff to complete
It will be very clear for each page of the portfolio what is required of you so there should be little
confusion as to what you are required to complete and when.

How do I use this Portfolio?

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At times you may be directed to your portfolio by a specific lecture requiring you to complete a
task or a homework exercise that is contained within the portfolio. At other times you will be
completing personal entries in reflection on experiences from everyday aspects of your training.
Though there will be some clearly dictated activities at prescribed times throughout the term of
your training, you are alone responsible for directing the completion of each component of the
portfolio and its safe handling.

It is highly recommended that you read through this portfolio in detail when you receive it and
plan how it will be completed, especially when there are specified activities that require
organisation within the period of your training for the given Unit. Beyond that, the best way to
ensure its completion is to weekly peruse the portfolio, reflect and write about your experiences,
and of course complete relevant reports and tasks. Additionally, you should plan a regular time
to reflect with your peers, senior staff and trainers and give them opportunity to also write in the
sections that are relevant to them.

Important Note – Completion of all activities, questions, reports and reflections in this portfolio
is mandatory. You may not select to complete some pages and not others. If you do not submit
a completed portfolio you cannot be deemed Competent for this unit.

CHCCS301A Unit Descriptor

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This unit describes the knowledge and skills required by the workers to work within a legal and
ethical framework that supports duty of care requirements.

Element Performance criteria
1. Demonstrate an 1.1 All work reflects an understanding of the legal
understanding of responsibilities and obligations of the work role
legislation and
common law 1.2 Key statutory and regulatory requirements relevant to the
relevant to work work role are demonstrated
role
1.3 Duty of care responsibilities are fulfilled in the course of
practice
1.4 Responsibility is accepted for own actions
1.5 Confidentiality is maintained
1.6 Where possible the agreement of the client is sought prior
to providing services

2. Follow the 2.1 Work is performed within organisational policies protocols
organisation's and procedures
policies and
practices 2.2 Contribution is made to the review and development of
policies and protocols
2.3 Work is undertaken within position specifications/role
responsibilities
2.4 Clarification is sought when unsure of scope of practice as
defined by position description
2.5 Clarification is sought of unclear instructions

3. Work ethically 3.1 The rights of the client are protected when delivering
services
3.2 The ability to use effective problem solving techniques
when exposed to competing value systems is demonstrated
3.3 Services are delivered to all clients regardless of personal
values, beliefs and attitudes
3.4 Potential ethical issues and ethical dilemmas in the
workplace are recognised and discussed with an
appropriate person
3.5 Unethical conduct is recognised and reported to an
appropriate person

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4. Recognise and 4.1 The client and/or their advocate/s is supported to identify
respond when the and express their concerns
clients rights and
interests are not 4.2 The client and/or their advocate/s is referred to advocacy
being protected services as appropriate
4.3 Organisational policy and protocols are followed when
managing a complaint
4.4 Witnessed signs consistent with financial, physical,
emotional, sexual abuse and neglect of the client are
recognised and reported to an appropriate person
4.5 Understanding of the role and responsibilities of legal
guardians is demonstrated

CHCOHS401A Unit Descriptor

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On completion of this unit, the worker will be able to accurately implement and monitor defined
OHS policies and procedures for a work place or area, within scope of responsibilities. The
worker will also be capable of coaching the team in participating and contributing to OHS
management issues. The worker will be able to perform duties as a safety committee member or
a team leader in an organisation.

1. Explain OHS 1.1 Accurately and clearly explain to the work group basic
information for co- requirements of OHS legislation, regulations codes of
workers in team. practice and relevant state and national industry
standards in area of responsibility appropriate for the
health and safety needs of the work group
1.2 Provide in a readily accessible manner, information on
the relevant enterprise OHS policies, procedures and
programs and accurately and clearly explain them to
the work group
1.3 Regularly provide relevant information about identified
hazards and the outcomes of risk assessment and risk
control procedures and accurately and clearly explain
them to the work group.

2. Coach co-workers 2.1 Establish mutual support groups eg. buddy system to
in team. encourage effective development of individual and group
competencies in OHS

2.2 Provide personal encouragement and assistance to
team members to contribute to the management of OHS
at the workplace.

3. Promote 3.1 Deal with and promptly resolve issues raised through
consultation and consultation or refer to the appropriate personnel for
participation resolution in accordance with workplace procedures
3.2 Provide opportunities for individuals and
representatives to contribute to participative processes
3.3 Use feedback from individuals and teams to identify
and implement improvements in the management of
OHS
3.4 Promptly inform the work group of the outcomes of
consultation over OHS issues.

4. Implement and 4.1 Implement and monitor effectiveness of processes to
monitor enterprise identify routine hazards and assess risk
procedures for 4.2 Monitor adherence to work procedures and action non-
identifying hazards compliance
and risk. 4.3 Monitor existing risk control measures and report

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results regularly in accordance with workplace
procedures
4.4 Evaluate and identify inadequacies in existing risk
control measures in accordance with the hierarchy of
control and report to designated personnel
4.5 Identify inadequacies in resource allocation for
implementation of risk control measures and report to
designated personnel.

5. Maintain 5.1 Accurately and legibly complete OHS records for work
appropriate OHS area, in accordance with workplace requirements for
records. OHS records and legal requirements for the
maintenance of records of incidents, occupational
injury and disease

5.2 Use aggregated information from the area's OHS
records to identify hazards and monitor risk control
procedures within work area according to procedures
and within scope of responsibilities and competencies.

CHCOHS301A Unit Descriptor

On completion of this unit, the worker will be able to identify occupational health and safety
hazards, and assess risk, as well as follow instructions and procedures in the workplace with
minimal supervision. The worker will also be capable of participating and contributing to OHS
management issues.

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1. Identify hazards 1.1 Identify hazards in the work area and during the
and assess risk. performance of workplace duties.
1.2 Assess level of risk.

2. Follow procedures 2.1 Report hazards in the work area to designated
and strategies for personnel according to workplace procedures
risk control. 2.2 Follow workplace procedures and work instructions for
assessing and controlling risks with minimal
supervision.
2.3 Whenever necessary, within the scope of
responsibilities and competencies, follow workplace
procedures for dealing with hazards and incidents, fire
and/or other emergencies.

3. Contribute to OHS 3.1 Describe employee rights regarding consultation on
in the workplace. OHS matters
3.2 Raise task and/or job specific OHS issues with
appropriate people in accordance with workplace
procedures and relevant OHS legislative requirements
3.3 Contribute to participative arrangements for OHS
management in the workplace within organisational
procedures and the scope of responsibilities and
competencies
3.4 Provide feedback to supervisor on hazards in work
area in line with organisational OHS policies and
procedures

3.5 Provide support in implementing procedures to control
risks in accordance with organisational procedures

UNIT FIVE Suggested Unit Study Guide

Week One

 Online Task One.
 Read Unit 5 Unit Introduction
 Organise discussion with LCC members and other relevant stakeholders for Assessment
Task 2

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Week Two

 Online Task Two.
 Do first half of Assessment Task 3

Week Three

 Online Task Three.
 Do second half (IE - complete) Assessment Task 3

Week Four

 Online Task Four.
 Have discussion and read the readings for Assessment Task 2

Week Five

 Online Task Five.
 Complete Assessment Task 2

Week Six
 No Online Task
 Start Assessment Task 4

Week Seven
 No Online Task
 Complete any outstanding assessment
 Complete Assignment Task 4
 Submit Unit Portfolio for Assessment

Student Checklist

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This page has been provided for student use only as desired. It provides you with a
guide to help you manage the completion of the portfolio. As you plan and
complete each assessment task in the portfolio you can use this document to
track your progress; it should provide a useful organizational tool for you.

Assessment Planned date to complete Complete
& details of any activities

AT1 - Online Tasks 

AT2 – Develop a Duty
Statement 

AT3 – Occupational
Health & Safety Short
Answer Response


AT4 – Develop a
Self Care Plan 

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Task One Online Tasks

OLT1 – Reflect on the values of SU Qld and Education Queensland

Performance Criteria Covered
 CHCCS301A – Various
 CHCOHS401A – None

OLT2 – SU Qld Rapid Induct Process

 CHCCS301A – None
 CHCOHS401A – Various

OLT3 – Is Chaplaincy a “Profession” ?


OLT4 – Working Through Ethical Dilemmas


OLT5 – Burn Out and What To Do (To Avoid It and Deal With It)


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Task Two Develop a Duty Statement

Introduction to the Task

A Youth or Children’s Worker can’t just turn up to work and do what they want – there should be
a Duty Statement or Role Statement that sets out what tasks that employee should be
performing to achieve the purposes of their position. For an SU Qld Chaplain, their Duty
Statement is the document that ultimately guides the practice of that Chaplain in their school. It
is the responsibility of the LCC to develop this Duty Statement with the Chaplain. When
developing a Duty Statement, it is important to recognise that other documents and policies exist
that inform, guide and relate to its development. A Duty Statement needs to be based on and sit
within these other documents and policies for it to be legitimate for the purpose of effectively
informing Chaplaincy practice.

For more information on SU Qld Chaplaincy Duty Statements and the related documents
and policies, go back and read the Unit 5, Unit Introduction (particularly sections 2 & 4).

The Task

This task involves:
 Reading a range of documents and policies that provide the legal and organisational
underpinning for the roles SU Qld Chaplains play in Queensland state schools

 Meeting with members of your LCC and any other relevant stakeholders to discuss your
Duty Statement

 Prepare your Duty Statement

(1) Read the Documents and Policies

Essential Reading:

 Education Queensland Policy SCM-PR-012 - “Chaplaincy Services in Queensland State
Schools”

 Models of Chaplaincy Services

 Generic Role Statement for an SU Qld Chaplain (scroll down to point 5). It is also in the Unit
5 Unit Introduction

 Code of Conduct for SU Qld Chaplains (on Moodle)

Other Useful Reading:

 DETA Code of Conduct

 EQ Code of Behaviour

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(2) Meet to Discuss Duty Statement

Things to consider:
 Deciding who should be involved in the discussion (EG LCC members, Principal and / or
other school staff, SU Qld staff, other stakeholders ???)

 Setting a time that suits these people and giving reasonable notice

 Sending out any materials that you would like these people to have as part of their
preparation

 Format for the Duty Statement (there are no prescribed templates and formats for SU Qld
Duty Statements)

(3) Prepare the Duty Statement

As just mentioned, there are no prescribed formats for SU Qld Chaplaincy Duty Statements.
Some suggestions in relation to this are:
 Ask LCC members and other stakeholders if they have any suggestions for preferred
formats

 Ask other, more experienced Chaplains for a look at their Duty Statements (if they have
one!)

 Google search some options

 Base the Duty Statement in some way on the Chaplaincy Models as a guide and weight the
statement under each of the headings to give more shape and meaning to it (EG – Pastoral
Care [60%]…)

When you have completed your Duty Statement, either attach it as a file or attach it in the space
provided below

 CHCCS301A – All

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Role Statement
Chaplain
Biggenden State School

SU Qld is an interdenominational Christian organisation whose aim is to “bring hope to a young
generation”.

The Chaplaincy Service
The Chaplaincy Service at Biggenden State School follows the ‘Pastoral Care’ model of chaplaincy, by
providing an extra dimension to the school’s pastoral care, guidance and counselling services.

The aim of the Biggenden State School Chaplaincy Service is to be available at all times to support,
encourage and connect with students, staff and families. This is achieved by showing the unconditional
love of God through service to individuals together with the local and school community.

General Qualities of a Chaplain

Chaplains need to be:
· Committed Christians who are actively involved in a local Christian church
· Relational - this is a people-helping role
· Experienced and effective in working with young people
· Good communicators with a range of people in a range of settings
· Able to express their faith and beliefs appropriately
· Able to work with churches of all denominations
· Sensitive to the religious and cultural beliefs of others
· Able to work both independently and as a member of a team

General Activities in the Life of the School

· participate in school camps, excursions, sports days, Award nights, school committees
· facilitate groups, events and activities with voluntary student participation, including lunchtime groups
· visit students who are absent from school (including school refusals, hospital visitation,
bereavement)
· public prayer at formal school functions, for example Anzac Day and Remembrance Day
· participate in HRE/Life Skills/Personal Development programs, e.g. Girl’s with a Purpose
· assist with special needs and behaviour management programs
· provide resource support for teachers, e.g. Values program
· assist school counsellors and staff in the provision of student welfare services
· provide guidance to students on issues of human relationships

Pastoral Care

· provide pastoral care and personal support for students, staff and parents of the school
community within a Christian framework in cooperation with the school’s Guidance Officer and other
support staff
· provide pastoral care and support following Critical Incidents

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· assist in the development and support of the school’s care program

SU Qld Camps and Community Outreach programs:

• facilitate and participate (with students) in SU Qld holiday camps, and student leadership training
events e.g. Easter Camp

Relationship between local churches and the School:

• liaise between the school and local Christian churches
• make regular visits to local Christian churches and talk about the chaplain’s work in the schools
• connect students with local Christian churches with parents’/caregivers’ permission
• publish a regular newsletter for distribution to local Christian churches and Chaplaincy supporters
Reporting
The Chaplain is required to meet monthly with the LCC, at which time a written report will be submitted,
detailing the events of the previous month.
The Chaplain is to meet regularly with their SU Qld District Coordinator.
The Chaplain will prepare a regular prayer letter that can be distributed to all the supporters of the
Chaplaincy Service and other interested persons.

Performance Appraisal

A performance appraisal wi l be carried out annually.
l
Feedback will be sought from the Administration team, school staff, LCC members, the Chaplain, SU Qld
and parents.
The Chaplain will be required to develop and implement a strategic plan following this review for the
following year’s work.

Accountability
The Chaplain will be responsible to:
• The School Principal in matters related to management within the school, including adherence to
EQ policies and procedures
• The LCC in matters related to local policy decisions and operation, including funding, role,
professional development of Chaplains, approval of visiting personnel, referral of students to local
churches
• Local SU Qld Regional staff in matters related to agreed principles, employment matters and overall
policy.

Essential Knowledge and Skills
The chaplain will have:
• A visible Christian character and faith life.
• A broad understanding of the theological issues important for working in a parachurch ministry.
• An ability to apply the teachings of the Bible to real-life situations and communicate its message to
others.
• An ability to express their faith openly whilst remaining sensitive to the religious and cultural
beliefs of others.
• An understanding of the theories and practicalities involved in providing pastoral care within a
school community.
• An ability to work effectively with young people and a broad understanding of families and the
issues affecting them.
• An ability to communicate with a range of people in a range of settings.
• An ability to work both as a member of a team and independently.

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Task Three Occupational Health & Safety Short Answer Response

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The Workplace Health and Safety Act 1995 (state legislation for Queensland) places obligations
on certain persons to ensure workplace health and safety. Ensuring workplace health and safety
involves identifying and managing exposure to risks at the workplace. DETA Creating Healthier
Workplaces is DETA’s response to this obligation for state schools; the policies and procedures
that work toward creating a safe, healthy and supportive working and learning environment for
state school settings. These involve inducting staff into the health and safety expectations and
procedures at the school; emergency procedures; identifying hazards, reporting and recording
procedures; general training; specific training in certain areas of relevance to the school;
involvement in consultation and review etc etc…

While the SU Qld Chaplain is not going to be the person responsible for OHS in their school, the
standard set for the nationally accredited unit CHCOHS401A, is that the Diploma student would
know enough about OHS to be able to “implement and monitor” OHS in their workplace. In
Queensland organisations, the responsibility for OHS is held with the employer, manager or
supervisor of the organisation, but any organisation of over 30 people is required to have a
“Workplace Health and Safety Officer” (WHSO). So in Queensland schools, the Principal is
ultimately responsible for OHS, but will appoint a WHSO who is then the delegated person
responsible for co-ordinating the overall OHS process for the school. EQ’s “Occupational Health
and Safety Self-Evaluation Package”, is a document that provides an overview of the relevant
OHS requirements in an EQ setting and the general responsibilities of the WHSO in those
settings.

From time to time, the manual will refer to the DOEM (Department of Education Manual). You
may remember from the Unit Introduction that this has been superseded by the EPPR
(Education Policies and Procedures Register).

The Task

This task involves going through EQ’s Occupational Health and Safety Self-Evaluation Package
and answering a range of questions under each module heading to demonstrate your
knowledge and understanding of what would be required in the WHSO role. It is a
straightforward comprehension and SHORT ANSWER response task. Some will want to space it
out over the time of the unit, while others will want to get into it and get it out of the way!

Do not cut and paste text into the boxes. Please read the manual and write your
responses in your own words.

Essential Reading
 EQ’s “Occupational Health and Safety Self-Evaluation Package” (also on Moodle)

Other Useful Reading
 DETA’s “Creating Healthier Workplaces”

 Qld Government’s “Workplace Health and Safety”

 Qld Government’s “Workplace Health and Safety Act 1995”

1 Introduction

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1.1 Who is ultimately responsible for OHS in each Queensland state school?

The school administration, represented by the school principal

1.2 What is the relevant piece of legislation (IE – Act) that governs OHS in Queensland state
schools?

The Workplace Health and Safety Act 1995

1.3 What is the objective of the Act?

The objective is to ensure there is uniform adherence to the regulations specified in the Act that
ensure people’s safety in the work environment. Therefore there are protocols to identify
hazards, to assess risks and to introduce appropriate controls.

1.4 What are the four principles of “risk management”?

1. To identify the work process and practices that pose hazards to both the workplace and the
external environment
2. To assess the degree of risk created by the identified hazards
3. To formulate appropriate control strategies for reducing the risk to health and safety;
4. To monitor the performance of these control methods.

2 Action Plan

2.1 When should re-evaluation of compliance levels be undertaken?

Re-evaluation of compliance levels occur if there are any changes to the work environment,
substances, equipment or personnel. Modules need to be completed on a regular basis to
ensure that all health and safety regulations are adhered to.

2.2 What criteria should determine which modules become a “high priority” for a school?

This would be determined by the school committee gauged from the results of the self-
evaluation modules and completed the self-evaluation performance graph. Those modules
dealing with major health and safety issues or the lowest compliance scores would take priority.

3 Checklist

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3.1 What are the 6 main tasks that arise from engaging with the Workplace Health & Safety
Checklist?

1. A WP&S list would be complied after consulting with appropriate staff, volunteers or parents
2. The outcomes would then be discussed by the relevant committee.
3. An action plan would be agreed upon according to the priority areas.
4. The principal would assign self-evaluation modules to relevant staff to be completed based on
the agreed action plan.
5. Read ‘Introduction to Workplace Health and Safety Self-Evaluation’, particularly the section
titled ‘Overview of module components: “Guidelines for completing the self-evaluation package”
and “Steps to completing a module”’.
6. The staff assigned to the particular modules should make sure that all problems and
recommendations are recorded and dealt with.

3.2 How are modules determined as high, medium or low priority?

High priority modules are those where all the questions have been answered NO.
Medium priorities are modules where two questions have been answered NO.
Low priority modules are determined where one question has been answered NO.

For a deeper understanding of this topic, read through the checklist and the questions asked under
each heading. They provide a useful insight into the nature of each of the risk areas.

4 Modules 1 – 4

Module 1 – Communication of Health and Safety Policy and Information

4.1.1 What is an OHS Policy?

An OHS policy could be described as a plan of action designed by an employer that complies
with existing government policy on the necessary safety procedures for the employees and for
that particular work environment.

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4.1.2 List 3 workplace issues that relate to OHS information?

Three workplace issues that relate to OHS information are:
1. all conditions involved in the workplace environment, such as temperature, ventilation,
lighting, noise, vibration, radiation, air quality, building age, ergonomic quality of furniture,
work layout, and space
2. manual tasks
3. first aid

4.1.3 Why is it important to have a written OHS policy?

This demonstrates to the worker that management are committed to their health and safety in
the workplace.

Module 2 – Allocation of Responsibility – Accountability for Health and Safety

4.2.1 Who is responsible to allocate OHS duties to others in a Queensland State School?

It is up to the particular management personnel of the school to allocate duties and provide
clear guidelines through consultation with their staff as to how they plan to cover OHS policy
requirements.

4.2.2 What are some of the benefits of OHS consultation?

1. Clear definition of roles
2. Procedures can be monitored and maintained; activities can be clearly identified and related
to specific tasks and budgets.
3. Through consultation everyone is kept informed about occupational health and safety issues
and the responsibility is a shared concern.
4. This general approach to OHS can result in improved conditions through identified needs and
the appropriate allocation of funds, personnel and time.

Module 3 – Purchasing Controls

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4.3.1 What is the best outcome for OHS purchasing controls?

Access to information concerning the availability of the required goods and services need to be
easily identified and the costs should not add any extra health and safety risks to the workplace.

4.3.2 What potential costs do OHS purchasing control measures prevent?

By preventing workplace injuries and illnesses, there should be fewer costs involved with risk
factors such as workers’ compensation claims, workplace rehabilitation.

Module 4 – Contractors

4.4.1 Who is a contractor and list 3 examples of the kind of work they might do on an EQ site?

This person is not an education employee but is a person who has been engaged to work on the
school premises; for example an electrician to repair or improve power supply; a builder working
on a new classroom; an ICT person installing a new computer system.

4.4.2 What are the 3 OHS requirements of contractors?

Notification of the work to the specific authority which is to be carried out, if this is required by
the contract.
Work plans should be submitted and inductions taken place if this is a requirement.
Ensure correct personal safety wear is worn at all times.

5 Modules 5 - 8

Module 5 – Health and Safety Consultation

5.5.1 What is OHS consultation?

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Consultation is communicating with all personnel in the workplace to ensure that there is a clear
and shared understanding of the needs in the workplace environment. This can bring about
improved cooperation.

5.5.2 What is a “Workplace health and safety committee”?

An OHS committee is a group of employees brought together to consult with management in
order to developing and carrying out measures to ensure a workplace health and safety
environment.

5.5.3 What is a “Workplace health and safety officer” or WHSO ?

A WHSO is a school employee who advises management on the health and safety aspects at
the school.

5.5.4 What is a “Workplace health and safety representative” or WSHR ?

The WHSR is an employee or a representative of the WHSR who can inspect and report on
unsafe and unhealthy situations in the workplace.

5.5.5 What are the benefits of consultation?

The benefits include improved communication where people can offer suggestions and
observations and who feel that their contribution is appreciated. Workplace risks and hazards
can be effectively identified, evaluated and controlled. Policies and procedures relating to the
specific workplace can be formulated and any concerns relating to cost can be minimised.

Module 6 – Risk Management

5.6.1 How does Section 22 of the Workplace Health and Safety Act 1995 describe the 5 stages
of the risk management process?

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These stages can be listed as
1. identify potential hazards
2. Assess what risks are associated with that hazard
3. Decide on how to control or minimise the risk/s
4. Implement the necessary control measures
5. Monitor and review how effective the measures have been in minimising the risk/s.

5.6.2 Risks can result in serious injuries. List 3 other serious repercussions of risks left
unmanaged?

There could be legal liability of the employer
There could be a loss of work time by the employee.
There could be increased levels of stress.

Module 7 – Manual Tasks

5.7.1 What are “workplace manual tasks”?

Manual tasks in the workplace are any activities where a person has to use force to move an
object, such as lifting, moving, pushing, pulling or carrying so as to change the original position
of the object.

5.7.2 What are 3 of the injuries or long term health problems experienced by the Australian
workforce as a result of manual tasks?

1. Injuries to muscles, joints, spinal discs and tendons through force having to be used to do a
task.
2. Musculoskeletal injuries can occur through a person having poor posture while completing
working tasks.
3. The use of machines that have a high vibration can have injurious effect on a worker’s health.
Vibration can affect muscles, nerves, joints and blood circulation, particularly in body areas close
to the point of transmission, where the most of the vibrational energy is dampened.

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5.7.3 List 3 of the “potentials for risk” associated with manual tasks that are most likely to affect
your role in the school?

1. Checking existing records to see what injuries or accidents have occurred in the past.
2. Asking staff about their experiences in this regard.
3. Observing others at their tasks.

Module 8 – Hazardous Substances

5.8.1 What is a hazardous substance?

This is a substance which is likely to harm the health and safety of people in the workplace.

5.8.2 What 3 outcomes does the user of hazardous substances need to be aware of?

1. If there are any short or long term effects on your health.
2. If there was a possibility of exposure; what the substance was and where and how it was
used.
3. How that exposure could affect the particular area of body e.g. on the skin, if it were inhaled,
affect the eyes or ingested.

5.8.3 What is an MSDS and list pieces of information that it should include on it?

An MSDS is a Material Safety Data Sheet which must accompany any hazardous substance.
Basic information on the label of the substance must include the product name, the
manufacturers and suppliers details, the package size and where necessary, the directions for
use.

6 Modules 9 – 12

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Module 9 - Plant

6.9.1 What is meant by the term “plant” and list 3 examples of what “plants” you may come into
contact with or use as part of your role in the school?

The term ‘plant’ can include items such as a screwdriver to a complex air conditioning system
that can be moved from one place to another.
1. Personal protective equipment such as disposable gloves
2. Photocopier
3. Cooking equipment

6.9.2 What are 3 risks associated with “plant”?

1. Plant which have moving parts
2. Potential exposure to noise
3. Contact with plant that has strong vibration.

6.9.3 What are 3 advantages of regular inspections and an inspection program?

1. Discovering problems that may not have been identified at the original analysis
2. Recognising potential problems from long term use resulting from normal wear and tear,
corrosion and damaged plant parts
3. Noting poor work practices by employees while at their task and using equipment.

6.9.4 What is the advantage of regular maintenance?

Proper maintenance can ensure that the plant is fully functional and does not in any way
compromise a person’s health and safety.

Module 10 – Workplace Environment

6.10.1 What are 3 things that the physical environment can have a direct impact on?

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1. This can affect a worker’s ability to concentrate on the work at hand.
2. The design of the building, its age, the workplace layout and workstation set-up can affect the
physical comfort of the worker.
3. Adjustments can be made to the work area, in terms of the heights and angles of furniture and
equipment, which should make the employee feel more comfortable and safe.

6.10.2 What are 3 work environmental factors that should be assessed when assessing a
workplace environment?

1.The design of the physical environment should be able to accommodate a wide variety of
human characteristics such as age, sex, experience, physical stature etc.
2. The work environment should satisfy the physical and mental requirements of the people who
work within it.
3. Adjustments to the work area, in terms of the heights and angles of furniture and equipment,
should be made for the comfort and safety of each person.

6.10.3 What are 3 environmental hazards that may require consideration in a workplace?

1. Noise: Excessive exposure to loud noise can cause severe damage to the ear and can even
result in ‘noise induced’ hearing loss. Excess noise in the work place can be dangerous if it
hinders general communication between workers and overpowers auditory alarms.

2. Lighting: workers whose work environment is either dim or overbright can suffer from eye
strain, headaches and irritability and this can reduce productivity.

3. Ventilation: this is an important area since poor ventilation can result in exposure to dust,
fumes, gases and aerosols. Some of these can cause respiratory and skin damage. Exposure to
different types of dust can result in the person developing fibrosis of the lung, allergic reactions
and asthma attacks.

6.10.4 What are 3 guidelines that should be followed in the design of a work area to enable the
efficient management of tasks?

The work environment should be designed to meet the physical needs in relation to the furniture
and surrounds and also the mental needs of the people who work there.
1. There should be enough space to allow for comfort in relation to the heights and
angles of furniture and equipment so there is enough clearance for leg-room, elbow
room etc.
2. Consideration should be given to the worker’s posture in relation to location of
materials/equipment, heights of working surfaces
3. How far the worker has to reach can affect how materials are stored.

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6.10.5 What are the top 3 ways that the risks associated with a hazard can be controlled?

1. Eliminate the risk from the workplace such as removing hazardous playground
equipment
2. Redesigning a workplace so that workers have easier access to equipment or other work
stations
3. Substituting a material such as a slippery flooring with a non-slip variety.

Module 11 – Training

6.11.1 Who should receive OHS training?

It is important that all employees receive OHS training. This would also include updating the
information when necessary. As well as general training, an employee would also require
training for their particular area, e.g. manual handling, hazardous substances, plant, noise, office
ergonomics, accident substances, plant, noise, office ergonomics, accident reporting;

6.11.2 What are the 3 basic objectives of OHS training?

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1. To prevent or reduce injuries according to the risk management assessment approach
used to identify, assess, control and review the workplace.
2. To recognise and understand the work activities and risks associated with these
3. To promote healthy and safe work practices.

Module 12 – Accident Reporting and Investigation

6.12.1 What are the definitions of an “accident” and an “incident”?

An accident is an unplanned or unexpected event that can have undesirable or unfortunate
consequences that could result in someone being injured or property being damaged.

An incident is an undesirable event or occurrence that can cause a disruption to the working
routine but does not cause any injury or loss.

6.12.2 What is a “serious bodily injury??

This is when a person is injured in a way that he or she has to go to hospital, either overnight or
longer. Serious bodily injury can also result in the death of the person.

6.12.3 What is an “illness caused by work?

A worker, employer or self-employed person can have a can have a pre-existing illness that
can reoccur or be aggravated, accelerated, exacerbated or cause deterioration to the person’s
physical or mental health.

6.12.4 What is a “dangerous event”?

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This is an event at a workplace that can involve the imminent risk of an explosion, fire or serious
bodily injury, i.e. a near miss.

6.12.5 What is a “work injury”?

This is an injury to an employer, self-employed person or worker that occurs during the course
of their work, which requires first aid or medical treatment.
This designation can also include an existing condition which recurs, is aggravated, accelerated,
exacerbated or deteriorates in any way by that wound.

6.12.6 List 3 reasons why it is important to report and record accidents and incidents?

1. Records and reports, when analysed, can show if there is a trend across districts and
throughout the state.
2. It can be extremely helpful in identifying unknown hazards.
3. Legislation requires records to be kept.

6.12.7 List 3 reason why it is important to investigate accidents and incidents?

1. When a comprehensive investigation is carried out, risk situations, dangerous
equipment, substances, systems and work practices are among the things that can be
identified.
2. Investigation can identify where personnel need further training.
3. Investigation can also reveal where there has been a breakdown in communication or
lack of information.

7 Modules 13 - 17

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Module 13 – Emergency Planning

7.13.1 What is an emergency situation and list 3 examples?

An emergency situation can be internal or external and has the potential to have a negative
effect on the health of safety of the workplace personnel. It also demands an immediate
response by all personnel.
1. A bomb threat
2. A fire breakout
3. A natural disaster such as a flood, storm cyclone bushfire, earthquake or tidal wave.

7.13.2 List 3 of your responsibilities in an emergency situation?

1. Assess the situation and the immediate danger of the emergency
2. Notify immediately and liaise with the appropriate service personnel.
3. Ensure that all staff, students and visitors have been accounted for.

7.13.3 Why is it important to have more than one alternative assembly area in the event of an
emergency?

That would be in case access to one of the designated areas was hindered because of the
emergency and therefore the other area could be accessed without fear of causing harm to the
students.

Module 14 – First Aid

7.14.1 What is meant by “first aid”?

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The initial care and treatment of the injury

7.14.2 List 3 reasons why first aid is important?

Minimise the risk of infection and worsening of the injury.
Maintain the emotional well being of the student.
Adhere to the legal requirement of Duty of Care.

7.14.3 List 3 things that the “first aid personnel” are responsible for?

Taking positive action in tending to injured personnel according to their training provision
Looking after the injured person until other professional help or assistance is provided
Ensuring that the first aids kits are kept up to date and supplies are replaced when necessary.

Module 15 – Infection Control

7.15.1 What is “infection control”?

It is essentially a set of rules that serve to protect those persons in the working environment
from infection from biohazards. This helps to protect people from discrimination where there is
no or little sign of infection and also protects others from becoming infected.

7.15.2 What is a “biohazard”?

Biohazards, which can include biological and contaminated inert materials, have the potential to
cause infection. The National Health and Medical Research Council (NHMRC) have included
waste from persons with communicable disease as well as laboratory and associated waste
generated by microbiological investigations from all clinical and related laboratory services

7.15.3 What are 2 ways that infection, illness and disease can be controlled in schools?

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Have a policy that if a child presents with an infection, the parent/caregiver would be contacted
and asked to take the child home until the threat is removed.

Module 16 – Occupational Rehabilitation

7.16.1 What is “occupational rehabilitation”?

Occupational rehabilitation is a managed process that aims to return employees, who have been
injured or ill, to the workplace. Workers are supported by allied health, medical, educational and
vocational measures to help them to either return to full work or the highest level of function after
their illness or injury.

7.16.2 List 3 ways that occupational rehabilitation affects your workplace?

1. If a worker has been off for an extended time, he can return to his position on a part-time
basis and the extra hours are covered by another teacher. The worker slowly returns to his full
time program.
2. This program is developed in consultation with the injured/ill employee, their family, school
rehabilitation coordinator, employer representatives, the employee’s treating professionals,
district office personnel (where applicable) and WorkCover.
In this way, there is little disruption to the school system and this approach benefits the
employee and the employer.

Module 17 – Workplace Stress

7.17.1 What is meant by “workplace stress”?

Stress can be two fold. Firstly where an individual feels an imbalance between what is
demanded of him and the lack of resources to fill those demands. Secondly where there is a
clash between the needs of the individual and the organisation and how this can adversely
affect the individual’s motivation to apply himself to the work.

7.17.2 List 3 environmental factors, 3 personal factors and 3 workplace factors that can
contribute to workplace stress?

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Environmental factors
1. The classroom has poor seating or is overcrowded
2. The lighting is either too dim or too harsh.
3. There is excessive noise due to other environmental factors.

Personal factors
1. The attitudes, beliefs and values of a person can contribute to stress where these are in
conflict with other employees, administration personnel or the general school community.
2. The employee may feel stress if he believes his level of education, training and abilities are
not sufficient to do the work well.
3. The employees past experiences, where they have had a negative impact, may lead him to
believe that this new situation will not be any different.

Workplace factors
1. Stress can be caused through lack of recognition for a job well done or where there is no
scope for using initiative
2. He may feel stressed where he has not have the expertise in his designated role, and he is
not allowed to teach in his area of expertise.
3. Stress can also be cause through feeling socially isolated. This could be either due to the
physical locality of the school or through the employee being cut off from family and friends.

7.17.3 What are 3 of the health and behavioural symptoms of stress?

1. Those feeling stress may be very tired most of the time
2. They may complain of insomnia
3. They may experience frequent headaches.

7.17.4 List 2 ways that workplace stress can be managed?

1. Workplace stress can be managed by improving communication between management and
the workers. Through planning and consultation, there can be a greater awareness of the
personal and organisational needs.
2. In order to manage personal stress, it is first necessary to identify the factors that contribute
to the situation, whether that occurs in classroom behaviour management or interpersonal
conflicts, and how to then improve the coping skills of the employee. Techniques to manage
stress include training in the development of assertion skills, conflict resolution and behaviour
management.

 CHCOHS401A – All
 CHCOHS301A – All

Page 36


Task Four Develop a Self Care Plan


At the end of the last task, we touched on “Workplace Stress”, the idea that various
environmental, personal and workplace factors interact to produce a level of stress in the roles
people play in their organisations, and that this stress needs to be monitored and managed.
Some stress is needed and healthy for life. A certain level is required for us all to perform at our
best in whatever we do. So, stress is not a bad thing, but too little or too much stress can be.
What is considered stressful is different from person to person. What one person considers
stressful will be easy for another, and vice versa. Organisations have a responsibility to minimise
and prevent unnecessary stress factors in the workplace, as well as identifying and managing
those stresses that are embedded in workplace roles.

For SU Qld Chaplains, there are a number of potential workplace stressors that need to be
identified, monitored and managed. Some of these are outlined in the Unit Introduction and
examples include a complex organisational arrangement, competing value bases, various
expectations and agendas, the public nature of the role, professional isolation, and the personal
investment required to be effective in the chaplain’s pastoral care role. As such, attention needs
to be given to the organisational, vocational and personal aspects of the chaplain’s life as it
applies to the integrity of their role.

The concept of “self-care” is embedded in the culture of helping professions as an idea, and yet,
those in helping professions can sometimes be slow to put into action even the most basic
practices that promote “self-care” in their emotionally risky roles. Chaplains are no exception to
this, and a number have “burned out” over the years as a result of not paying enough attention
to their own wellbeing. Self-care does not always just happen and the consequences of it not
happening can be serious. The risks need to be managed and careful attention needs to be
given to the Personal, Vocational and Organisational domains to promote the wellbeing the
Chaplain and the wellbeing of the Chaplaincy Service.

For more information on Self-Care, go back and read the Unit Introduction
(particularly section 6).

The Task

This task involves:
 Reading some material on self-care and professional supervision

 Mind Mapping the possibilities for your self care plan

 Developing your self care plan

 Taking the first steps in your self care plan

(4) Read the Material

Essential Reading:

 Unit Introduction - Section 6 (on Moodle)

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 Professional Supervision for SU Qld Chaplains Discussion Paper (September 2008) – (on
Moodle)

Other Useful Reading:

 “Self Care: is there a tablet?” (Chapter from Steve Bagi’s book “pastorpain”) – (on Moodle)

(5) Mind Map the Possibilities

Using the Professional Supervision / Self Care model outlined in the Essential Readings, do up
a Mind Map that explores where you are currently at with the Personal, Vocational and
Organisational domains of your life as they impact upon the Integrity of your Chaplaincy role.
(NOTE: with the Personal domain, attention should be given to each of the 7 different domains
outlined in the Unit Introduction).

The basic Mind Map should start out looking something like this:

…and then you will need to “branch out” (Mind Mapping term) by answering the questions:
 Where am I currently at with this area?

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 What could I do about this area?

Then it should develop along the following lines…

So, you should end up with a lot more bubbles branching out from the centre than what is
outlined above…

This Mind Map should demonstrate that you have thought through your own Self-Care situation;
that you have assessed yourself in the relevant areas and worked out potential areas of
development, growth and action. This is not the self-care plan. It is the thinking behind the self-
care plan.

Attach your Mind Map in the space provided or attach it as a separate file.

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Page 40


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(6) Develop your Self Care Plan

Under each of the headings provided, write down one or two things you are going to do in the
next 12 months to promote your own self care:

3.1 Personal Domain:

3.1.1 Physical Dimension

Replant my vegetable garden.
Improve my general fitness level through regular walking and going back to table tennis as well
as continuing playing croquet at the weekend.
Go to bed regularly by 10 pm so that I can wake up more refreshed in the morning.

3.1.2 Mental / Intellectual Dimension

Study more of Cognitive Behavioural Therapy and see how that can assist me personally and
professionally.
Put aside a regular time, 20 minutes a day, to meditate. This would be either in the morning
after I get up or at evening, before I go to bed.
Play ‘Sequence’ with my family or at school with the students.

3.1.3 Emotional Dimension

Take time at the end of the day to reflect on my day to day activities through journaling.
Make a note of situations or feelings that I need to reassess and look to discuss these in my
Professional supervision sessions.

3.1.4 Spiritual Dimension

Continue my walk and talk with God as the mainstay of my life.
Meet with my chaplaincy group to pray and support one another.
Join the bible study group in my church to help deepen my understanding and therefore assist
my spiritual journey.

3.1.5 Social Dimension

Support the social activities promoted through the clubs with which I am involved e.g. trivia
nights, BBQ’s, theatre nights.
Have a relaxing family evening at the end of the working week and enjoy dinner out
occasionally.

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3.1.6 Occupational Dimension

Update First Aid Certificate
Complete Food Handlers course 2009
Organise my Professional Supervision

3.1.7 Financial Dimension

Keep a financial diary to see what I spend my money on and if there needs to be any changes
to that.
Make an appointment to meet a financial advisor by February 2009.

3.2 Vocational Domain

Complete my diploma studies by the end of 2009.
Attend chaplaincy retreats and State conference.
Keep in regular contact with other chaplains and learn from their experience.

3.3 Organisational Domain

Update my list of community referrals for my three schools.
Complete my Strategic Plan.
Read my emails regularly and act on them ASAP.
Keep my filing up to date.

NOTE: If you are not in a Professional Supervision relationship with someone as
outlined in the SU Qld document, this is something that all SU Qld Chaplains will be
required to sort out in the next 12 months. So, feel free to add that to your list
somewhere… 

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(7) Your First Steps

In this part of the task, choose two actions in the plan you have outlined above and take action
on them. You are required to describe the action you have taken as a result of making the plan
and provide some kind of evidence that you have done this.

EG – You may have decided to meet together with two other Chaplains on a monthly basis for
prayer and discussion. The evidence of this might be a photo of you together doing this or a
third party report from the other two Chaplains confirming that you are doing this and when the
first “get together” is.

Step 1. I have arranged to meet with fellow chaplain, Lexi Callaghan, once a month for prayer
and discussion. We last met at our district retreat in early November and our next meeting will
be on December 3rd at Biggenden State School.

Step 2. Continue work on my Strategic Plan and complete by December 5, 2008.

 CHCCS301A – Various.

Page 44


UNIT FIVE Assessor’s Marking Sheet

Assessor Name: Date:

Signature:

Comments:

Page 45


Results Unit of Competency Outcome
CHCNET4A
CHCYTH3C

Feedback

Feedback given: yes
no
Feedback verbal
mechanism:
written
Notes:

Page 46

Unit Five Portfolio1a

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