Table of Contents

Table of Contents 1
Instructions to Assessor 3
Prior to conducting the assessment 3
Conducting the assessment 7
After the assessment 7
Learner Workbook Activity answers 9
Activity 1A 9
Activity 1A checklist – for assessor 12
Activity 1B 13
Activity 1B checklist – for assessor 15
Activity 1C 16
Activity 1C checklist – for assessor 17
Activity 1D 18
Activity 1D checklist – for assessor 19
Activity 2A 20
Activity 2A checklist – for assessor 21
Activity 2B 22
Activity 2B checklist – for assessor 23
Activity 3A 24
Activity 3A checklist – for assessor 27
Activity 4A 28
Activity 4A checklist – for assessor 32
Activity 4B 33
Activity 4B Checklist – for assessor 34
Activity 4C 35
Activity 4C Checklist – for assessor 36
Activity 4D 37
Activity 4D Checklist – for assessor 38
Activity 4E 39
Activity 4E Checklist – for assessor 41
Workplace Documentation – for learner 42
Workplace documents checklist 42
Supplementary Oral Questions (optional) – for assessor 44
Competency record to be completed by assessor 47


Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
? Address each question including any sub-points
? Demonstrate that you have researched the topic thoroughly
? Cover the topic in a logical, structured manner
? Your assessment tasks are well presented, well referenced and word processed
? Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone elses thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
? Presenting any work by another individual as ones own unintentionally
? Handing in assessments markedly similar to or copied from another learner
? Presenting the work of another individual or group as their own work
? Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to AIBT’s website, in writing, outlining the reason(s) for the appeal.

Recognised prior learning.
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
? Direct observation
? Product-based methods e.g. reports, role plays, work samples
? Portfolios – annotated and validated
? Questioning
? Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
? Supervisors
? Trainers
? Team members
? Clients
? Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor
Candidate Details
Assessment – BSBRSK501 – Manage Risk
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBRSK501 – Manage Risk.
Name: _____________________________________________________________
Student ID: _____________________________________________________________
Email: _____________________________________________________________
Declaration:
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

Learner Workbook Activity answers
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Activity 1A
Objective • To review organisational processes, procedures and requirements for undertaking risk management in accordance with current risk management standards.
• To determine scope for risk management process
• To identify internal and external stakeholders and their issues.
Case Study – Risk Assessments
William owns a bicycle retail and repair shop which has seen an increase in business during the COVID-19 pandemic.
With a busier store and higher demand for bikes and repairs, William considers the measures that he needs to put in place to meet public health requirements and how he can lower the risk of COVID-19 at the store.
William decides it is not reasonably practicable for his 10 employees to work from home as they are all involved in sales and repairs, which must be done at the premises. He looks through the COVID-19 resource kit on the Safe Work Australia website and identifies the control measures that are relevant to his business. This includes physical distancing, cleaning and hygiene practices and policies for employees who show symptoms of COVID-19.
The business regularly holds events to allow customers to test ride their range of bikes, with attendance of up to 20 people. William understands that these events pose a higher risk of spreading COVID-19 and do not meet the new rules for public gatherings, so immediately cancels these activities.
The business also allows customers to take bikes from the store for test rides. William is aware that it is possible for the COVID-19 virus to be on different surfaces for periods of time and this may result in transmission. It is difficult to disinfect bikes after each customer use due to cleaning products potentially contaminating and damaging parts of the bike.
William weighs up the likelihood of COVID-19 transmission from test rides and how to eliminate or minimise the risk of that happening, including measures like ceasing test rides or regularly disinfecting bikes. He then considers the suitability of those measures against their cost.
William decides the best way to minimise the risk is to temporarily limit the number of customer test rides. He clearly communicates this new practice to customers through his website and using signage at the store. William considers that this may result in a decline in sales but knows that this is necessary to reduce the risk of spreading COVID-19. William will still ensure that his employees disinfect bikes after each customer use but by limiting the number of test rides it will reduce the potential damage to his stock from disinfecting practices and save on cleaning costs and staff time.
1. From a provided case study, complete the following tasks:
(A) Interpret the current risk of a bicycle retail and repair shop.
(B) Identify the processes, procedures and requirements which have been implemented for risk management purpose.
2. Research further information from government website or reliable sources, then complete following tasks:
• Determing scope of risk management processes of a case study in relation to Work Health and Safety (WHS) and Ocuupational Health and Safety (OHS) legislation.
3. In relation to a case study, identify at least one example of internal and external stakeholders who are relevant to risk management of current risk and their concerns.
Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s)of assessment
Marking checklist Performance Criteria
1.
Learner can correctly interpret the current risk of a provided case study of bicycle retail and repair shop. Yes No
(Please circle) 1.1
Learner can correctly identify the processes, procedures and requirements which have been undertaken for risk management purpose. Yes No
(Please circle)
2. Learner can correctly determine scope of risk management processes in relation to Work Health and Safety (WHS). Yes No
(Please circle) 1.2
Learner can correctly determine scope of risk management processes in relation to Ocuupational Health and Safety (OHS) legislation. Yes No
(Please circle)
3. Learner can correctly identify at least one example of internal stakeholder with their concern. Yes No
(Please circle) 1.3
Learner can correctly identify at least one example of external stakeholder with their concern. Yes No
(Please circle)
Comments
Assessor’s comments here:
The learner’s performance was: Not yet satisfactory Satisfactory

Activity 1B
Objective To understand about reviewing political, economic, social, legal, technological and policy context.
Political
These factors determine the extent to which a government may influence the economy or a certain industry. A government may impose a new tax or duty due to which entire revenue generating structures of organizations might change. Political factors include tax policies, Fiscal policy, trade tariffs etc. that a government may levy around the fiscal year and it may affect the business environment. Example Index Terms – Embargoes & Sanctions, Coups.
Economic
These factors are determinants of an economy’s performance that directly impacts a company and have resonating long term effects. A rise in the inflation rate of any economy would affect the way companies’ price their products and services. Adding to that, it would affect the purchasing power of a consumer and change demand/supply models for that economy. Economic factors include inflation rate, interest rates, foreign exchange rates, economic growth patterns etc. It also accounts for the FDI (foreign direct investment) depending on certain specific industries who’re undergoing this analysis. Example Index Terms – Ownership Changes, Bankruptcy, Company Relocations.
Societal
These factors scrutinize the social environment of the market, and gauge determinants like cultural trends, demographics, population analytics etc. Example Index Terms – Child Labor Laws, E Coli, Medical Ethics.
Technological
These factors pertain to innovations in technology that may affect the operations of the industry and the market favorably or unfavorably. This refers to automation, research and development, workforce; anything that would disrupt the course of company to conduct business. Example Index Terms – Computer Crime, Labor Shortages, Labor Disputes.
Legal
These factors have both external and internal sides. There are certain laws that affect the business environment in a certain country while there are certain policies that companies maintain for themselves. Legal analysis takes into account both of these angles and then charts out the strategies in light of these legislations. Example Index Terms – Class Actions; Fines & Penalties, Patent Infringement
From: LexisNexis (Access: March 2021)
1. Read the explaination of Political, Economic, Societal, Technological and Legal categories, then apply these to the case study of Bicycle Retail Shop.
You must explain how these risks may influence the shop in accordance with the current risk.

Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist Performance Criteria*
1. Learner understands and can identify how political risk may influence the bicycle retail shop. Yes No
(Please circle) 1.4
Learner understands and can identify how economic risk may influence the bicycle retail shop. Yes No
(Please circle)
Learner understands and can identify how societal risk may influence the bicycle retail shop. Yes No
(Please circle)
Learner understands and can identify how technological risk may influence the bicycle retail shop. Yes No
(Please circle)
Learner understands and can identify how legal risk may influence the bicycle retail shop. Yes No
(Please circle)
Comments
Assessor’s comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
Activity 1C
Estimated Time 30 Minutes
Objective • To review strengths and weaknesses of existing arrangements
• To document critical success factors, goals or objectives for area included in scope.
1.) Identify at least two strengths and weaknesses of WHS risk management approaches which have been implemented within the Bicycle Shop (a provided case study).
2.) How can critical success factors, goals or objectives advocate risk management achievement in the organisation?
3.) Identify two critical success factors which would assist the bike shop (a risk assessment case study) to acheive the risk management processes relating to WHS.
Activity 1C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist Performance Criteria
1. Learner identifies two strengths of WHS risk management approaches which have been implemented within the Bicycle Shop.
Yes No
(Please circle) 1.5
Learner identifies two weaknesses of WHS risk management approaches which have been implemented within the Bicycle Shop. Yes No
(Please circle)
2. Learner identifies the importance of critical success factors, goals or objectives advocate risk management acheivement in the organisation. Yes No
(Please circle) 1.6
3. Learner identifies two critical success factors which would assist the bike shop (a risk assessment case study) to acheive the risk management processes relating to WHS. Yes No
(Please circle)
Comments
Assessor’s comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
Activity 1D
Estimated Time 50 Minutes
Objective • To obtain support for risk management activities
• To communicate with relevant parties about the risk management process and invite participation.
1. As a role play activity, this task develop from a case study of bicycle shop (Activity 1A), learners need to perform the following task as instructed by the trainer:
• One person performs as the risk assessment manager while other members perform as colleagues,employees or clients etc.).
As risk assessment manager, you will need to provide the following describtions;
• Determine the area of risk management
• Identify the risk management activities which have been implemented in the shop
In a discussion, you should communicate:
• To obtain support from other stakeholders in regards to risk management activities
• To discuss about the risk management processes
Activity 1D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist Performance Criteria
1.
Learner performs a role play in a group of 3-4 people or as instructed by the trainer.
Yes No
(Please circle) 1.7 and 1.8
1.8
Learner performs the roles of manager, colleagues, employees or clients in a group.
Yes No
(Please circle)
Learner determines the area of risk management in a group.
Yes No
(Please circle)
Learner identifies the risk management activities which have been implemented in the shop. Yes No
(Please circle)
Learner obtains support from other stakeholders in regards to risk management activities .
Yes No
(Please circle)
Learner discusses discuss about the risk management processes
Yes No
(Please circle)
Comments
Assessor’s comments here:

The learner’s performance was: Not yet satisfactory Satisfactory
Activity 2A
Estimated Time 30 Minutes
Objective To invite relevant parties to assist in the identification of risks.
1. As a role of the owner/ manager of Bicycle retail shop, write a formal email to stakeholders
• Inviting them to attend a small group discussion with a topic of assisting risk identification in a provided case study of bicycle retail shop.
• Participate in an oral discussion to assist in the identification of risks
• Use apporpriate verbal and non-verbal communication
Activity 2A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist Performance Criteria
1.
Learner writes a formal email to invite stakeholders to attend a small discussion Yes No
(Please circle) 2.1
Learner assists risk identification in a privded case study of bicycle retail shop Yes No
(Please circle)
Learner uses appropriate verbal and non-verbal language when communicate to others. Yes No
(Please circle)
Comments
Assessor’s comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
Activity 2B
Estimated Time 30 Minutes
Objective • To research risks that may apply to scope.
• To use tools and techniques to generate a list of risks that apply to the scope, in consultation with relevant parties.
1. Research and identify one WHS risk which may apply to the bicycle retail shop. This must support by information assessing such as incident statistics, past accounts and confirmation of events.
2. Outline three tools and techniques for determining risks.
3. Perform the following task by carring out the following activities:
• Each learner must select a tool and technique to generate a list of risks regarding WHS area of a bicycle retail shop.
• Discuss your method of consultation with relevant stakeholder regarding the selected tools and techniques. You are also required to design a stakeholder feedback form.
Activity 2B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist Performance Criteria
1. Learner identifies one WHS risk which may apply to the bicycle retail shop. Yes No
(Please circle) 2.1
Learner includes information assessing such as incident statistics, past accounts and confirmation of events. Yes No
(Please circle)
2. Learner outlines three tools and techniques for determining risks. Yes No
(Please circle)
Learner selects a tool and technique to generate a list of risks regarding WHS area of a bicycle retail shop. Yes No
(Please circle)
3. Learner presents the selected tool and technique to a group. Yes No
(Please circle)
Learner includes how a tool and technique can be utilised to generate a list of risks. Yes No
(Please circle)
Comments
Assessor’s comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
Activity 3A
Estimated Time 60 Minutes
Objective • To know how to assess likelihood of risks occurring
• To assess the impact or consequence if risks occur.
• To evaluate and prioritise risks for treatment
1. Provide 5 analysis techniques, which you can use to determine the likelihood of risks occurring, and then describe more details in each analysis technique.
2. Identify the term of hierarchy of controls and how this can help to prioritise risks for treatment?
3. According to an example of risk matrix template below, interpret and identify following elements:
(A) Assess the likelihood of Covid-19 transmission from the test ride of William’s retail shop. (You must answer in the range of “Rare”, “unlikely”, “possible”, “likely” or “most likely” according to an example of risk matrix template).
(B) Assess the impact or consequence of Covid-19 transmission if they occur (You must answer in the range of “Very low”, “Low”, “Moderate”, “High”, or “Extreme” according to an example of risk matrix template).
Example to answer A& B: Learner may differently answers, for instance,
You believe the likelihood of Covid-19 transmission would be ‘Most likely’ and the impact or consequence of it would be ‘extreme’. The reason is because you do not believe even if the shop claimed that all bicycles have been already cleaned or wiped after test ride, you are unsure that all viruses have been killed.
(C) Evaluate and prioritise three (3) risks for treatment in accordance with William’s bicycle retail shop.
(D) Develop a contingency plan in accordance with William’s bicycle retail shop.

Activity 3A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist Performance Criteria
1. Learner identifies five (5) analysis techniques with their details that can use to determine the likelihood of risks occurring.
Yes No
(Please circle) 3.1-3.3
2. Learner identifies the term of hierarchy of controls and how this can help to prioritise risks for treatment.
Yes No
(Please circle)
3. Learner assesses the likelihood of Covid-19 transmission from the test ride in accordance with an example risk matrix template. (Learner includes the word of “Rare, unlikely, possible, likely or most likely”) Yes No
(Please circle)
Learner assesses the impact or consequence of Covid-19 transmission if they occur from the test in accordance with an example risk matrix template. (Learner includes the word of “Very low”, “Low”, “Moderate”, “High”, or “Extreme”). Yes No
(Please circle)
Learner evaluatess and prioritises three (3) risks for treatment in accordance with William’s bicycle retail shop. Yes No
(Please circle)
Learner develops the contingency plan for William’s bicycle shop. Yes No
(Please circle)
Comments
Assessor’s comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
Activity 4A
Estimated Time 25 Minutes
Objective • To determine and select most appropriate options for treating risks
• To develop an action plan for implement appropriate optioning risk treatment.
1. From a case study in activity 1A, determine and select the approach that you believe it is the most effective for treating risks. (Your selected option would be “strategies for controlling risk, sequence risk control activities, treatment options or porter’s five forces”; however, you must reasonably describe and advocate why your selected option represents the most appropriate option for treating risks in accordance with the risks in William’s retail shop.)
2. Before generating an action plan for treating risks, identify three (3) elements which you need to cosider.
3. Develop an action plan for implementing the risk treatment for the bicycle retail shop. (You can choose to either use the provided template or develop by yourself).
Description of identified situation of risk:
Potential impact of risk:
Comments on the risk:
Recommendations:
Proposed action:
Staff involved and responsibilities assigned:
Resources needed:
Timelines:
Deadlines:
Required reports:
Frequency of reports:
Authorised by: Date:
Activity 4A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist Performance Criteria
1. Learner determines and selects the approach that you believe it is the most effective for treating risks. Yes No
(Please circle) 4.1
2. Learner selects options of “strategies for controlling risk, sequence risk control activities, treatment options or porter’s five forces” and provides with reasonable supports. Yes No
(Please circle)
3. Learner identifies three (3) elements which need to cosider before generating an action plan. Yes No
(Please circle)
Learner develops an action plan for implementing the risk treatment for the bicycle retail shop. Yes No
(Please circle) 4.2
Comments
Assessor’s comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
Activity 4B
Estimated Time 30 Minutes
Objective To communicate risk management processes to relevant parties.
1) Write a report of the risk management process within the bicycle reatil shop.
2) Complete the following tasks:
• Discuss how you will communicate the risk management process which has been developed by yourself to your stakeholder using verbal and non-verbal techniques. (This may include the visual such as chart or diagram which you believe it is beneficial to present the information to your pair.)
• Prepare feedback from to receive feedback on whether the risk management process is effective for the bicycle retail shop.

Activity 4B Checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist Performance Criteria
1. Learner writes a report of the risk management process within the bicycle reatil shop. Yes No
(Please circle)
2. Learner communicates the risk management process which has been developed to their pair. Yes No
(Please circle)
Learner effectively uses verbal technique to communicate with their pair. Yes No
(Please circle)
Learner effectively uses the visual tools (non-verbal techniques) to describe the risk management process. Yes No
(Please circle)
Comments
Assessor’s comments here:
The learner’s performance was: Not yet satisfactory Satisfactory

Activity 4C
Estimated Time 20 Minutes
Objective To understand that all documentation should be in order and appropriately stored.
1. Describe why it is vital to document and keep records of the risk assessment results.
2. What elements should be included when documenting the results of risk assessments?
3. If you were William who is the owner of bicycle retail shop (a case study from activity 1A), how would you appropriately document and keep records of risk assessment results?
Activity 4C Checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist Performance Criteria*
1. Learner describes why it is vital to document and keep records of the risk assessment results. Yes No
(Please circle) 4.4
2.
Learner identifies necessary elements which should be included when documenting the results of risk assessments. Yes No
(Please circle)
3. Learner identifies how they would appropriately document and keep records of risk assessment results if they were William who is the owner of bicycle retail shop. Yes No
(Please circle)
Comments
Assessor’s comments here:
The learner’s performance was: Not yet satisfactory Satisfactory

Activity 4D
Estimated Time 15 Minutes
Objective To implement and monitor the action plan.
1. How would you implement and monitor a risk control plan to be appropriate with William’s bicycle retail shop?

Activity 4D Checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist Performance Criteria
1. Learner describes how they would implement and monitor a risk control plan to be appropriate with William’s bicycle retail shop Yes No
(Please circle) 4.5
Comments
Assessor’s comments here:
The learner’s performance was: Not yet satisfactory Satisfactory

Activity 4E
Estimated Time 45 Minutes
Objective To evaluate the risk management process.
1. List three (3) approaches when you would like to evaluate the risk management process.
2. Evaluate the risk management process in WHS area of William’s bicycle retail shop. The evaluation process must consider:
• Advantages and disadvantages of using each approach in a risk management process
• The most effective approach to implement in a risk management process
• Are measures affordable?
• Are measures realistically workable?
Activity 4E Checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist Performance Criteria
1. Learner lists three (3) approaches to evaluate the risk management process.
Yes No
(Please circle)
4.6
2.
Learner identifies advantages and disadvantages of using each approach in a risk management process. Yes No
(Please circle)
Learner identifies the most effective approach to implement in a risk management process. Yes No
(Please circle)
Learner identifies if measures are affordable. Yes No
(Please circle)
Learner identifies if measure are realistically workable Yes No
(Please circle)
Comments
Assessor’s comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description Document attached
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
Yes No
(Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes No
(Please circle)
If not originals, have the originals been validated or checked? Yes No
(Please circle)
Learner’s signature
Assessor’s signature

Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)
Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature