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RIIBEF402D – Supervise on-site operationsAssessment Tools – Assessor Guide

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SkillsDMC (Resources and Infrastructure Industry Skills Council Ltd)

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Published by: SkillsDMC (Resources and Infrastructure Industry Skills Council Ltd)

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First published: 2015

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ContentsIntroduction......................................................................................................................................................5

Companion Volumes and Support Materials................................................................................................5

Assessor Guide...............................................................................................................................................6

Contextualising the tools..............................................................................................................................6

Using the Assessment materials for RPL.....................................................................................................6

Steps in the RPL process.............................................................................................................................7

Overview of RPL process.............................................................................................................................7

1. Planning for Assessment.............................................................................................................................8

Set up for Practical Assessment..................................................................................................................8

Set up for Theory Assessment.....................................................................................................................8

Preparation for Assessment.........................................................................................................................8

Meeting with the Candidate..........................................................................................................................9

2. Conducting the Assessment........................................................................................................................9

Managing risk...............................................................................................................................................9

Gathering and recording evidence during practical assessment.................................................................9

Gathering supporting evidence..................................................................................................................10

Workplace Health and Safety.....................................................................................................................10

3. Finalising the Assessment.........................................................................................................................11

Summary and sign-off................................................................................................................................11

General Tips...............................................................................................................................................11

Suggested Methods of Assessment and marking guidance............................................................................1

RIIBEF402D – Supervise on-site operations...............................................................................................1

Assessment Summary Cover Sheet................................................................................................................4

Candidate.....................................................................................................................................................4

Assessor......................................................................................................................................................4

Co-Assessor.................................................................................................................................................4

Pre-Assessment...........................................................................................................................................5

Assessment Summary.................................................................................................................................6

Re-assessment............................................................................................................................................7

2nd Re-assessment.......................................................................................................................................7

Assessment Method 1 – Direct Observation and Competency Conversation.................................................9

SkillsDMC Issued July 2015 Assessor Guide RIIBEF402DReview July 2016 Version 1

Page ii of xi

Assessment Method 1 – Direct Observation and Competency Conversation.............................................9

Assessment Method 1 – Observation and Competency Conversation......................................................10

Assessment Method 2 Theory - Questioning.............................................................................................11

Continue Assessment Method 2: Theory - Questioning............................................................................12























Assessment Method 3 Supporting Evidence - Supervisor Testimony...........................................................35

Assessment Method 3: Supporting Evidence – complete where applicable..............................................35

Assessment Method 3 – Other Supporting Evidence....................................................................................36

Assessment Method 3: Supporting Evidence – complete where applicable..............................................36

Assessment Method 4 Workplace Portfolio (Project)....................................................................................37

Assessment Method 4: Workplace Portfolio (Project)................................................................................37

Assessment Method 4: Workplace Portfolio (Project)................................................................................38

Additional Section............................................................................................................................................1SkillsDMC Issued July 2015 Assessor Guide RIIBEF402D

Review July 2016 Version 1Page iii of xi

The Context of Assessment.............................................................................................................................1

Additional Items............................................................................................................................................2


Page iv of xi

IntroductionThis guide provides advice for an assessor on how to use the Resources and Infrastructure Industry Assessment Toolkit to manage the required assessment, or recognition of prior learning (RPL) process, for the relevant unit of competency. It provides general information on how to integrate the unit of competency performance criteria with the authentic workplace context to enable a candidate to be deemed competent for a particular stand-alone Unit of Competency, Skill Set or Qualification.

Companion Volumes and Support MaterialsSkillsDMC has developed a range of Companion Volumes to assist with implementation of the RII Resources and Infrastructure Industry Training Package. The Companion Volumes are non-endorsed components which provide implementation and assessment advice for RII Training package materials.. Development and maintenance of these Companion Volumes occurs through the SkillsDMC continuous improvement process.

Companion Volumes currently available on SkillsDMC website are:

Companion Volume Implementation Guide

provides an overview of the RII Resources and Infrastructure Industry Training Package including information about mapping, regulation and licencing, implementation, pathways advice and relevant links.

Companion Volume Foundation Skills

provides information about the core skill demands of learning, reading, writing, oral communication and numeracy in a unit of competency. It also offers advice on the development and assessment of Foundation Skills in the Resources and Infrastructure Industries and includes mapping of all Units of Competency to the Australian Core Skills Framework (ACSF).

Companion Volume Range of Conditions

contains the Range Statements for all Units of Competency. This volume has been broken up into ‘competency streams’ to simplify navigation.

The Companion Volume and Support Materials are located at www.skillsdmc.com.au


Page v of xi

Assessor GuideThis Guide includes:

General Assessment Advice

An Introduction to the Guide and guidance on how to contextualise the tool for an assessment or use the materials for Recognition of Prior Learning (RPL) purposes.

Advice on Planning for the Assessment and Conducting and Finalising the Assessment.

Assessment Information and templates for this Unit

An outline of suggested Assessment Methods with corresponding marking information Assessment Summary Tool Practical and Theory Assessment Tools Supporting Evidence Tool

This Assessor Guide provides a framework for an assessor to manage the specific competency-based assessment for this unit. It combines the operational (workplace) context with the industry standard to provide a comprehensive assessment tool to ensure the Candidate has the opportunity to be deemed competent.

The assessor is to conduct the assessment within the boundaries of the Assessor Guide so all requirements of the unit can be met.

Contextualising the toolsBefore using the tools for any type of assessment, the documents must be read over by the assessor to ensure they are suitable for the context in which they are being used.

There is an “Additional Section” at the end of both the Assessor and Candidate Guide for contextualisation. This section provides scope for supplementary or replacement questions and the customisation of specific organisational policies, procedures or similar to be identified

Assessment tools may also be combined for multiple units, where units are combined for delivery. This involves combining the same types of tool (practical with practical, theory with theory) under headings that match the plan of delivery.

Using the Assessment materials for RPLThe assessment tools can be used for assessment after training has been delivered or for RPL purposes.

RPL is a process to recognise a person’s skills and knowledge, regardless of how they have been acquired. RPL assessments can cover part or whole units of competency. All employees interested in training should be made aware of what the RPL process is, and how RPL can be applied for, according to the organisation’s site policy.


Page vi of xi

Steps in the RPL processStep 1:

Candidate applies for RPL according to site policy

Step 2:

Initial interview and collection of documents

Step 3:

Conduct a competency conversation

Step 4:

Observe performance

Overview of RPL processThe steps in the RPL process are covered in the following diagram.


Page vii of xi

1. Planning for AssessmentSet up for Practical Assessment Ensure date, time, place, Candidate, assessment instrument and any tools/equipment are arranged. Ensure the environment is adequate for verbal delivery of assessment. Clarify the timing of the assessment with the Area Supervisor or relevant person and any other work in

progress during this time. Determine contingency options if this access is interrupted. Gather relevant site standards and procedures from the appropriate authorised company personnel.

Set up for Theory Assessment Ensure date, time, place, Candidate, assessment instrument and any tools/equipment are arranged Ensure the environment is adequate for delivery of assessment, eg by computer, pen-and-paper or

orally Confirm the assessment questions have been drafted for easy conversion into a computer-based

questionnaire Check availability of support where English or computer literacy is an issue for the Candidate. Confirm the theory assessment has been drafted as a bank of assessment questions from which a

suitable set of sample questions can be chosen for any one assessment Check that when sample of assessment questions is chosen from the complete bank of items they

have been suitably selected (e.g. all areas of the job role have sufficient sample questions included; all sections of the assessment have representative questions included) Issues of question selection and coverage are decided according to site policy.

Ensure the assessment form is finalised for the Candidate to use (whether in computer, pen-and-paper or oral format).

Gather relevant site standards and procedures from the appropriate authorised company personnel.

Preparation for AssessmentItem Details ContingencyDate/Time

Location/Site

Equipment/tools

Other resources required

PPE required

Mode of communication

Special Requirements


Page viii of xi

Meeting with the Candidate Introduce yourself and verify the identity of Candidate Establish that learning has occurred and confirm the Candidate is prepared for the assessment Explain what is required of Candidate. Both Candidate and assessor must confirm Candidate’s

readiness for assessment. Discuss the process of the assessment and how a mix of questions and actions will be part of the

assessment process Advise the Candidate of performance requirements for “Satisfactory” performance, according to site

policy. Discuss your organisation’s approach to skills recognition (or RPL) and the procedure to apply for it Explain how evidence needs to be collected in a variety of ways Confirm the number of attempts to be given on any particular assessment item Indicate the Candidate’s rights in the appeals process if a conflict arises Indicate the link between the assessment and the corresponding unit of competency

2. Conducting the AssessmentSkills need to be applied in the workplace in a variety of circumstances. As such, assessors must ensure that the Candidate can competently and safely undertake the task/s being assessed in different situations and conditions. Sound assessment practice involves the assessor determining that candidates are able to demonstrate the required level of performance prescribed by the unit of competency consistently, over time, and in a range of workplace conditions/settings.

The requirement for performance to be demonstrated on more than one (1) occasion is intended

to drive the use of rigorous assessment practices. Assessment decisions based on a single observation of performance are not sufficient to make a valid or reliable determination of competency.

Managing risk Define the assessment work area and equipment to be used as part of the assessment. Check any safety requirements, such as the use of PPE, have been met. Explain the methods of communication and the signal to stop the assessment. Where the Candidate is working dangerously or without necessary care or confidence, the assessor

must direct the Candidate to cease work and terminate the assessment. Immediate feedback should be given.

Gathering and recording evidence during practical assessment Do not interrupt while the Candidate is performing a task. Ask “What if …” questions where possible to assess knowledge relating to emergency and/or operating

situations Keep instructions to specific actions and position yourself so not to hinder the Candidate but still be

able to observe all actions. Ask safety related questions prior to instructing the Candidate to act, in order to clarify his/her intent. Keep quiet through action steps to allow the Candidate to concentrate.


Page ix of xi

Examine the selection of actions, degree of completion, and timing of outcomes of actions and record these on the instrument.

Check the Candidate’s actions with “what if…” questions to capture different dimensions of competency.

Summarise the assessment progress at the end of each section/element. Ensure that all assessment criteria are met before the Candidate is granted overall competency on the

unit. All questions must be answered correctly unless otherwise stated in the assessment instrument or elsewhere in site policy.

Record results in the appropriate place within this document and add notes relating to specific occurrences that identify the individual assessment against the standard work processes.

Gathering supporting evidence The supporting evidence assessment can be undertaken at any stage. The assessment component covers various aspects of a Candidate’s job performance, workplace activities and previous experience and can inform the assessor of his/her competence against the unit of competency.

Not all methods of gathering supporting evidence need to be used for each element. The assessor should gather enough evidence to support a final decision on the Candidate’s competence, taking into account whether separate practical and theory assessments have also been undertaken.

Tick () the box as ‘Satisfactory’, if enough supporting evidence has been gathered for that particular element to form the view that the Candidate has demonstrated satisfactory performance overall. Cross (X) the box where there is not enough supporting evidence to show that the Candidate has achieved satisfactory performance against that particular element.

Workplace Health and Safety Ensure all personnel have completed an area-specific induction prior to assessment commencing. Site, area and statutory safety requirements must be observed at all times during the assessment. Personal Protective Equipment (PPE) appropriate to the task and the assessment context is to be worn

at all times


Page x of xi

3. Finalising the AssessmentSummary and sign-off Make a final decision about the Candidate’s competence after completing the required assessment(s),

and provide feedback to the Candidate on their performance (highlighting both positive examples and room for improvement).

If the Not Satisfactory box is ticked, the assessor must inform the Candidate’s supervisor and further training needs to be given to bring the Candidate up to a satisfactory level.

Complete the final assessment summary sheet, including signatures of those involved, and explain that the Candidate is now responsible for maintaining their competence.

The Assessor will need to explain the re-assessment policy that applies to the Candidate in relation to gaining competence in this unit.

General Tips All assessment should be customised to reflect site-specific:

risks and hazards equipment and machinery processes and procedures, including reporting and recording procedures standards and requirements

All sections of the assessment must be completed with an ink pen. Pre–assessment: To ensure that the Candidate understands the assessment process the assessor

must explain the assessment and any appeal processes to the Candidate. Both are to sign the Pre-assessment form prior to commencing the assessment.

Performance will often need to be demonstrated over a period of time and/or in different locations. More than one assessment of a block of tasks may be necessary. The relevant part of a blank assessment tool can be copied for re-use, then dated and attached to the original once it is completed.

Where appropriate, performance should be assessed across different conditions e.g. wet and dry weather; day and night; different equipment attachments; different materials, etc.

The assessment tool is structured to allow for suitable breaks where needed between blocks of tasks. Outcomes from theory and other supporting evidence assessments should be reflected in the final

assessment summary. On final completion of the overall assessment the “Assessment Summary” sheet must be completed by

both the Candidate and Assessor. Communicate to the Candidate any feedback comments.


Page xi of xi

Assessment Tools for:RIIBEF402D – Supervise on-site operationsCandidate Name:

Suggested Methods of Assessment and marking guidanceRIIBEF402D – Supervise on-site operationsThe following information outlines the assessment items Candidates will be required to complete during each unit. For each separate assessment method there are acceptable responses recorded and parameters are set in which the assessment context is defined.

Note that some methods require the collection of a number of pieces of ‘evidence’ over a period of time. Other methods, such as the theory assessment, will take a more definitive amount of time.

Assessment Method 1Nature of task: Direct Observation and Competency Conversation

Location for assessment: Candidate Workplace

Supervision: Trainer/ Assessor

Commence Date: Complete Date:

Information:1. Skills need to be applied in the workplace in a variety of circumstances. As such, assessors must

ensure that the Candidate can competently and safely undertake the task/s being assessed in different situations and conditions, to industry standards. Sound assessment practice involves the assessor determining that the Candidate is able to demonstrate the required level of performance prescribed by the unit of competency consistently, over time, and in a range of workplace conditions or settings.

2. Assessors will evaluate the skills demonstrated by Candidates as specified in the Observation Checklist, (contained in this Assessor Guide).The Assessor will also conduct a competency conversation to determine and record Candidate competence. These questions guide your conversation with the Candidate and assist in your assessment of their competence. The notes you take about this conversation are important evidence for assessment.

3. The Assessor will provide feedback to the Candidate and record results appropriately.4. The Candidate will need to ascertain appropriate times and dates with Supervisors/ Managers and plan

for the assessment.5. Explain the elements of the observation (contained in this Assessor Guide) at the pre-assessment and

how the Candidate will be required to demonstrate competence at the observation.


CandidateInitial:__________

Page 1 of 41

Assessment Method 2Nature of task: Theory / Questioning

Location for assessment: Workplace / Own time

Supervision: Trainer/ Assessor


Information:1. The questions pertaining to this assessment are included in the Candidate Guide.2. The questions and candidate answers are to be submitted to the Assessor as evidence of competency.3. Candidates are required to complete these questions in their own time to hand back to the Assessor at

the time of final summative assessment.4. The Assessor should provide feedback to the Candidate and record results appropriately on the

Marking Sheet provided (found within this Assessor Guide).

Assessment Method 3Nature of task: Supporting Evidence – Third Party (Supervisor Report)

Location for assessment: Workplace

Supervision: Supervisor


Information:1. The Third Party/ Supervisor Report is included in the Candidate Guide.2. Once completed by the workplace Supervisor, this report is to be extracted from the Candidate Guide

and submitted to the Assessor as evidence of competency.3. Candidates are required to have their Supervisor complete this report in the workplace to hand back to

the Assessor at the time of final summative assessment.4. The Assessor should provide feedback to Candidate and record results appropriately on the Marking

Sheet provided (found within this Assessor Guide).



Page 2 of 41

Assessment Method 4Nature of task: Workplace Portfolio (Project)

Location for assessment: Workplace / Own time

Supervision: Trainer/Assessor


Information:1. Instructions pertaining to the workplace portfolio (Project) are included in the Candidate Guide.2. The pages reflecting the workplace portfolio (Project) results are to be extracted and submitted to the

Assessor as evidence of competency.3. Candidates are required to complete this project in their own time and to hand back to the Assessor at

the time of final summative assessment.4. The Assessor should provide feedback to the Candidate and record results appropriately on the

Marking Sheet provided (found within this Assessor Guide).



Page 3 of 41

Assessment Summary Cover SheetCandidate Assessor

Candidate name:

(Print)

Candidate comments:

Assessor name:

(Print)

Assessor comments:

Co-AssessorCo-Assessor Assessor name:

(Print)

Co-Assessor comments:

Candidate information

Any documentation provided as evidence must be prepared by you to a satisfactory standard and be in accordance with workplace/site policy and procedures, and industry standards.

If collecting material for an assessment portfolio, please ensure that the confidentiality of colleagues, workers and other persons is protected, and block out any sensitive information.

If you have any doubts regarding confidentiality and privacy issues, contact the organisation concerned.

(Signature)

(Date)

(Signature)

(Date)

Candidate Declaration: I declare that all work submitted for assessment has been completed by me, that all work has been attributed in the references provided for each item and that the intellectual property of authors is acknowledged.

Where work has been completed as part of a group activity, the work of each individual has been recognised.



Page 4 of 41

Pre-AssessmentAssessment process explained to the Candidate ( if Yes).

Any appeal relating to the outcome of the assessment or the way in which the assessment was conducted shall be made through the company’s fair treatment policy as explained to the Candidate ( if Yes).

Candidate name:

(Print)

Candidate comments:

Assessor name:

(Print)

Assessor comments:

I fully understand the assessment and appeals process.

Assessment and appeals process has been explained to the Candidate.

(Signature)

(Date)

(Signature)

(Date)



Page 5 of 41

Assessment SummaryCandidate Name

Date Submitted:

Unit Name & Code RIIBEF402D – Supervise on-site operationsAssessment MethodsTick the box when an assessment method is completed

Overall Outcome ()Satisfactory Not Satisfactory

1.1. Direct Observation and Competency Conversation

1.2. Theory Assessment – Questioning

1.3. Supporting EvidenceNote: this report supports the assessment by the Assessor.

1.4. Workplace Portfolio (Project)

1st Assessment Overall Result for Unit of CompetencyCompetent Not Yet Competent

Re-submission/re-sitYes

What is required?

(Date)

Assessor

(name)

(Signature)

(Date)

Candidate

I have been provided with feedback on my performance for each assessment activity or task. I agree with the outcomes of my assessment for this unit of competency.

(Signature)

(Date)



Page 6 of 41

Re-assessmentCompetent Not Yet Competent

Re-assessment Overall Result for Unit of Competency

Assessor

(name)

(Signature)

(Date)

CandidateI have been provided with feedback on my performance for each assessment activity or task. I agree with the outcomes of my assessment for this unit of competency.

(Signature)

(Date)

Assessment MethodsTick the box when an assessment method is completed

Date:Overall Outcome ()Satisfactory Not Satisfactory


1.2. Theory Assessment Questions

1.3.Supporting EvidenceNote: this report supports the assessment by the Assessor.

1.4. Workplace Assignment (Project)



Page 7 of 41

2nd Re-assessment2nd Re-assessment Overall Result for Unit of Competency

Competent Not Yet Competent

Assessor

(name)

(Signature)

(Date)

CandidateI have been provided with feedback on my performance for each assessment activity or task. I agree with the outcomes of my assessment for this unit of competency.

(Signature)

(Date)

Assessment MethodsTick the box when an assessment method is completed

Date:Overall Outcome ()Satisfactory Not Satisfactory


1.2. Theory Assessment Questions

1.3.Supporting EvidenceNote: this report supports the assessment by the Assessor.

1.4. Workplace Assignment (Project)



Page 8 of 41

Assessment Method 1 – Direct Observation and Competency Conversation

Assessment Method 1 – Direct Observation and Competency Conversation

Candidate Name:

Assessor Name:

Workplace location:Site detailsNOTE: This unit must be assessed in the context of this sector’s work environment; and this unit must be assessed in compliance with relevant legislation/regulation and using policies, procedures, processes and operational manuals directly related to the industry sector for which it is being assessedDuring the assessment, the Candidate must ‘demonstrate knowledge’ when supervising on-site operations through the points below.

You will need to have a competency conversation to assess if the Candidate has the required knowledge for this unit.Competency ConversationAsk where and how the organisational policy and procedures are used for the following:

operational and maintenance procedures fault finding and troubleshooting techniques working in teams communication systems, processes and procedures

(e.g. two way radio) graphical representation (e.g. maps, diagrams, and

their uses for interpretation and prediction) maintaining required documentation e.g.

requisition formsdaily log reports

Assessment ComponentSatisfactory

()

RIIBEF402DKnowledge Evidence

Yes No

Candidate Feedback:Competency conversation comments:

Candidate Signature: Date:

Assessor Signature: Date:



Page 9 of 41

Assessment Method 1 – Observation and Competency Conversation

Candidate Name:

Assessor Name:

Workplace location:Site detailsNOTE: This unit must be assessed in the context of this sector’s work environment; and this unit must be assessed in compliance with relevant legislation/regulation and using policies, procedures, processes and operational manuals directly related to the industry sector for which it is being assessed

During the assessment, the Candidate demonstrates completion of supervising on-site operations that safely, effectively and efficiently meets all of the required outcomes on more than one (1) occasion including:

Ability to;

identify hazards on site and determine a range of preventative measures

induct new personnel and visitors about on-site and equipment safety procedures

identify and define potential problems and impact through investigation and analysis of available information

outline contingency plans and implement appropriate action to resolve the problem

review the outcome of work and refine decisions for future activity

allocate tasks to others and ensure compliance to policies and meeting targets

manage people and process effectively including conflict resolution and negotiation with others

maintain written records and logs work effectively with others to supervise on-site

operations, including the use of a range of communication techniques to clearly and concisely train and instruct others; and to communicate/consult on technical information, rules, procedures and regulations to/with others

Assessment Component Satisfactory ()

RIIBEF402DPerformance Evidence

Yes

No

Candidate Feedback:Observation comments:




Page 10 of 41


Assessment Method 2 Theory - QuestioningCandidate Name:

Assessor Name:

During the assessment, did the Candidate adequately answer the following questions:

Q1.In your role as a supervisor what compliance documentation do you need to access, interpret and apply?

A1. Answers could include: WorkSafe regulations, State and Territory WHS Codes of Practice, Australian Dangerous Goods Code, Environmental Protection Authority legislation, Australian standards, Equal Employment Opportunity and Disability discrimination legislation, licensing requirements, working at heights, radiation safety, confined spaces entry, tag out – isolation procedures, construction induction, permit to work system, manufacturer’s guidelines and specifications, job descriptions, awards and agreements.


RIIBEF402D1.1.Performance EvidenceKnowledge Evidence

Yes

No

Q2. WHS Codes of practice are most useful because:

A. they tell the company what to do about WHSB. they help the work team to achieve safety targetsC. they give detailed advice about how to meet the

requirements of WHS regulationsD. all of the above

A2. Answer C

RIIBEF402D1.1, 1.2.Performance EvidenceKnowledge Evidence Yes

No

Q3. A responsibility that your team members have for WHS is:

A. putting their own safety ahead of their co-workers' safety

B. having 5-minute WHS safety talksC. not interfering with or misusing anything that is

provided in the interests of health and safetyD. being enthusiastic about WHS

A3. Answer C

RIIBEF402D1.6, 1.9.Performance Evidence

Yes

No

Q4. Management must develop WHS policies and procedures, as well as make them accessible to their employees and monitor their effectiveness.

True

False


Yes

No



Page 11 of 41

A4. Answer True

Continue Assessment Method 2: Theory - QuestioningCandidate Name:

Assessor Name:

During the assessment, did the Candidate adequately answer:


Q5. Every company in Australia must set up a WHS Committee.

True

False

A5. Answer False

RIIBEF402D1.1.Performance Evidence

Yes

No

Q6. What do you need to communicate to employees as part of an effective WHS consultation process?

A. health and safety actions that have been undertaken as a result of employee feedback

B. new WHS initiativesC. the success of WHS policies, procedures and

programsD. all of the above

A6. Answer D


Yes

No

Q7. What is a question that you need to ask to identify the WHS TRAINING needs of your team?

A. what type of incidents are occurring and how can we prevent them?

B. when would be a good time to schedule a safety talk and how long should it be?

C. what skills do we currently have and what skills do we need?

D. who shall we get to run the WHS training and when?

A7. Answer C


Yes

No

Q8. What type of audits might you be required to conduct on site?

A8: Answers could include: Site safety, camp, housekeeping, consumables, hazardous goods, vehicle safety, equipment safety, and hazard.


Yes

No



Page 12 of 41


Assessor Name:



Q9. What should you do when you've identified several hazards at once in your workplace?

A9: Example answer: It would be ideal to be able to eliminate every safety hazard immediately, assess the likelihood of them causing injury, prioritise the risks and deal with the most serious hazards first.


Yes

No

Q10. Describe three (3) different activities you could engage in that would encourage safe work practices.

A10. Answers could include: Consultative WHS processes, ensuring high levels of housekeeping, application of traffic plans, ensuring pre-start, start-up, park-up and shut-down procedures are consistently and correctly applied, correct use of lock-out and tagging procedures, proper manual handling and use of lifting aids, no speeding or reckless use of equipment, use of personal protection equipment, application of risk management processes, application of safe work procedures.


Yes

No

Q11. Explain how the hierarchy of controls can assist in the control of hazards and the minimisation of the risk of injury.

A11. Answer could include; the hierarchy of controls identifies a number of measures that can be used to control hazards, they include elimination (most useful), substitution, control, changing work practices, training, PPE (least useful).

RIIBEF402D1.1., 1.5., 1.6.Performance Evidence

Yes

No

Q12. When should site safety training be provided in a workplace?

A. after a risk assessment where hazards have been identified the level of risk is high

B. when '5 minute safety talks' are actually lasting for 20 minutes

C. when management has allocated funds for training in the annual budget

D. all of the above

A12. Answer A


Yes

No



Page 13 of 41


Assessor Name:



Q13. Describe the details of your site’s emergency procedure and describe what should happen in an emergency.

A13. Answer could include: Definition of an emergency, policy and procedure, alarms, muster point/s, emergency equipment and location, response procedures, evacuation procedures, emergency duties, calling of emergency services, reporting mechanisms, and media control.

RIIBEF402D1.1., 1.7.Performance Evidence

Yes

No

Q14. Identify some possible communication methods that could be used to contact emergency services from a site and describe the method used to call emergency services from your site.

A14. Answers could include: two way radio, satellite telephone, telephone, and emergency stop buttons.

RIIBEF402D1.8.Knowledge Evidence

Yes

No

Q15. What procedures and practices are usually referred to in a site’s safety and/or equipment safety induction?

A15. Answers could include: Company and site policies and procedures relating to; risk management, WHS, management structure, reporting, operations, traffic management, training, recording that the induction has been conducted and gaining the inductees acknowledgement that they have received and understood the induction, recording, filing and informing others of the completion of the induction.


Yes

No

Q16. Induction processes may include a diagnostic skills assessment to see if people require further training in areas such as use of the permit system.

True

False

A16. Answer True


Yes

No



Page 14 of 41


Assessor Name:



Q17. The best WHS training strategy is to always conduct a formal, off-the-job training course.

True

False

A17. Answer False

RIIBEF402D1.9.

Yes

No

Q18. If an older team member refused to train a younger team member because they thought they would not understand the workplace instructions due to lack of experience, what is the type of barrier?

A18. Answer example: The first team member has assumed that a young person who has had limited work experience would not understand a procedure. It is possible but it is not necessarily so. This attitude would be a barrier to communication because the younger team member may miss out on vital information and an opportunity to learn.

RIIBEF402D1.2., 1.9.Performance EvidenceKnowledge Evidence

Yes

No

Q19. What WHS and safety records might you have to complete and keep when supervising on-site operations?

A19. Answers could include: Details of the way risks are reviewed, Safe Work Methods Statements (SWMS), Job Safety Analysis (JSA), safety audits, site safety inspections, equipment inspections, outcomes of WHS audits, action plans for reviews of specific WHS matters, notes of safety meetings, safety induction sheets, incident reports, accident investigations, HAZIDs, HAZOPs.

RIIBEF402D1.1., 1.10.Performance EvidenceKnowledge Evidence

Yes

No

Q20. Identify the personnel you have to keep up to date and brief about on-site operations.

A20. Answers could include: Managers, work health and safety committees and other people with specialist responsibilities, other employees, supervisors, landholders, clients, engineers, geologists, team members, team members, operators, contractors, head office staff.

RIIBEF402D2.1.Performance EvidenceKnowledge Evidence Yes

No



Page 15 of 41


Assessor Name:



Q21. When you run on-site operations it is important that you:

A. follow the standard work proceduresB. communicate the work procedures to the team

membersC. report regularly to the site supervisor about progress

and any problemsD. all of the above

A21. Answer D


Yes

No

Q22. For many operations, poor communication is one of the biggest factors that lead to problems with operational targets. Your role as team co-ordinator is to ensure that all team members understand their own, each other's and the client objectives.

True

False

A22. Answer True


Yes

No

Q23. How do you communicate with the team and other relevant parties in order to maintain good working relationships?

A23. Answers could include: Styles of communication such as verbal, written, body language; characteristics of communication such as open, honest, timely, assertive, reflective, professional, adapted to meet individual needs, formal, informal; methods of communication such as phone, email, written, post, two way radio, face-to-face. Good communication means adapting your communication style to the situation. There are many communication styles and they all have advantages and disadvantages. It is important for a supervisor to pick an approach that best suits the situation as well as the people involved.


Yes

No



Page 16 of 41


Assessor Name:



Q24. Talking to people, and listening to what they say, promotes trust and confidence.

True

False

A24. Answer True


Yes

No

Q25. Earning trust has nothing to do with setting and communicating clear goals. It's all about personalities.

True

False

A25. Answer False


Yes

No

Q26. Product, process and interpersonal relations are all important if an organisation is going to meet client expectations. Give an example of what each of these might be in a site operation.

A26. Answers could include: Product; getting the samples the geologist requires.Process; how the product was achieved, good communication, problems dealt with, contract outcomes met, in time and within budget.Interpersonal relations; good clear timely communication, following up.

RIIBEF402D2.2.

Yes

No



Page 17 of 41


Assessor Name:



Q27. Information must be passed on to the appropriate person within the requested timeline to prevent problems such as:

A. unhappy clientsB. potential hazards to team membersC. contamination of the environmentD. all of the above

A27. Answer D


Yes

No

Q28. As a supervisor how do you deal with conflict? Is conflict always bad? Why/why not?

A28. Answer could include: Don't avoid conflict, deal with it up-front. If it is a negative influence, a good team leader should try to resolve the situation. Conflict can also be a positive influence and can stimulate improvements. Try to resolve negative situations so the team can focus on their work goals. Conflict can also be a positive influence and can stimulate new ideas and improvements.


Yes

No

Q29. What is consultation and what are the benefits of consulting when managing people?

A29. Answer could include: Consultancy decision-making is when the team leader consults with the team before making a final decision.When we consult we benefit from a wide variety of ideas coming from a diverse group of people. This allows us to discover ways of doing things that we had not previously considered. Consulting with team members gives them greater ownership of the final decision that is made. When this occurs, people are more willing to be committed to changes.Consulting helps build ownership and commitment and provides a good forum for solving complex issues


Yes

No

Q30. A reason why you would have regular communication by radio or telephone with the client is to:

A. report progressB. request informationC. request assistanceD. all of the above

A30. Answer D


Yes

No



Page 18 of 41


Assessor Name:



Q31. When providing safety induction training and instruction it is important to:

A. use language that the people will understandB. use highly technical language so the people

understand the engineers on siteC. not allow them to ask questions along the way as

there will be a test at the endD. all of the above

A31. Answer A

RIIBEF402D2.4.

Yes

No

Q32. It is important to honour confidentiality clauses in the contract to:

A. ensure head office staff are kept on sideB. support a good working relationship with the

landholderC. keep commercially sensitive geological information

away from the client’s competitorsD. all of the above

A32. Answer C

RIIBEF402D2.3.

Yes

No

Q33. Which site/organisational personnel might be required to consult on operations progress, problems encountered and results?

A33. Answers could include: Managers, work health and safety committees and other people with specialist responsibilities, other employees, supervisors, landholders, clients, engineers, geologists, team members, team members, operators, contractors, and head office staff.

RIIBEF402D2.4., 2.5.

Yes

No

Q34. How often do you need to communicate with clients, personnel and other relevant parties and what factors influence this?

A34. Answers could include: Answer will be influenced by the nature of the operation and the role of the individuals. Factors could include; urgency of the issue, contractual requirements, interpersonal issues, availability of communications equipment, availability of the people.

RIIBEF402D2.4., 2.5.

Yes

No



Page 19 of 41


Assessor Name:



Q35. When solving a problem it is important to:

A. solve it as quickly as possible to prevent downtimeB. immediately call the engineer and explain the

situationC. identify a clear and accurate definition of the

problemD. all of the above

A35. Answer C


No

Q36. To start the process to solve a problem you should:

A. check it really is a problemB. immediately call the supervisor and explain the

situationC. determine a possible range of solutionsD. all of the above

A36. Answer A


No

Q37. Put the following in order when solving problems:

A. gain approval to proceed with a solutionB. identify the root causeC. identify a preferred optionD. analyse information about the problem such as the

symptoms

A37. Answer In order, D, B, C, A


No

Q38. Give examples of groups or headings you use to characterise problems when defining them?

A38. Answers could include, for example: Equipment, maintenance, mechanical, electrical, hydraulic, materials, products, process, geology, human.


Yes

No

Q39. Which of the following is the most important part of analysing a problem on site?

A. how it may influence my personal key performance indicators

B. immediate and potential effects of the problemC. what the supervisor might say if I get the analysis

wrongD. all of the above

A39. Answer B


Yes

No



Page 20 of 41


Assessor Name:



Q40. Which of the following are the three basic decision types?

A. quick, urgent, criticalB. easy, hard, extremely difficultC. every day, crisis, complexD. on site, off site, head office

A40. Answer C


Yes

No

Q41. How do you determine the fundamental cause of a non-routine problem?

A41. Answers could include: Investigate, collect information, define the problem, analyse information, eliminate possibilities.


Yes

No

Q42. How do you decide whether to fix a problem yourself, seek assistance or refer it on to someone else?

A42. Answers could include: Define the problem, analyse information, consider limits of own responsibility and skills, risks, safety requirements, consider requirement for technical expertise.


Yes

No

Q43. What factors influence who you need to consult with about fixing a problem?

A43. Answers could include: Looking for thought about who would be affected. Answer could include; roles and responsibilities of self and others, potential effects of the problem, risks, safety requirements, technical expertise, policies and procedures.


No

Q44. You should seek advice from other people when the problem:

A. is outside your responsibility and skill levelB. could cost a lot of money to fixC. is within your scope of responsibility but you don’t

want to take the riskD. all of the above

A44. Answer A


Yes

No



Page 21 of 41


Assessor Name:



Q45. When you report problems to other people you should include the following information:

A. why you think there is a problemB. type of problemC. the effect the problem is havingD. all of the above

A45. Answer D


Yes

No

Q46. What factors do you think about when deciding on the preferred option to address the problem?

A46. Answers could include: Analyse available information including; consulting with the team and other stakeholders such as the supervisor, client, engineers, landholders, geologists; safety requirements; costs; time available / urgency; availability of resources; chances of the option fixing the problem; temporary vs permanent solutions; regulatory requirements.


Yes

No

Q47. What would you do if a site had to be closed due to a cyclone warning or other serious weather event?

A47. Answers could include: Formulate an action plan, obtain additional advice as needed, organise alternative duties for team members, implement the action plan.

RIIBEF402D3.3., 3.5., 3.6.Performance EvidenceKnowledge Evidence

Yes

No

Q48. What needs to be in an action plan used to solve a problem and prevent it from happening again?

A48. Answers could include: Measurable objectives, human, equipment and materials resource needs, timelines, risks, safety requirements, environment and workplace instructions, workplace instructions, alternative duties for teams, regulatory requirements.


No

Q49. Who are the relevant people you would normally consult about obtaining additional equipment, team / contractors and advice to solve a non-routine problem?

A49. Answers could include: Colleagues and specialist resource managers, managers, WHS experts, people with specialist responsibilities, other employees, supervisors.


Yes

No



Page 22 of 41


Assessor Name:



Q50. What is a contingency plan in problem solving?

A50. Answer example: A plan which gives a range of options about what to do in different “what if” situations.


Yes

No

Q51. What information should be included in a contingency plan?

A51. Answers could include: Contracting out or outsourcing human resources and other functions or tasks, diversification of outcomes, finding alternative sources of materials and consumables, rental, hire purchase or alternative means of procurement of required equipment, risk identification, seeking further funding, strategies for reducing costs, wastage or consumables, alternative duties for teams, succession planning, regulatory requirements.


Yes

No

Q52. After a problem is rectified describe the follow up that needs to be undertaken.

A52. Answers could include: Follow-up, inspections, checks, housekeeping, and training.


Yes

No

Q53. When equipment has been repaired follow up should include:

A. a housekeeping and safety checkB. seeking approval for de-isolationC. a test to see if the fault has been correctedD. all of the above

A53. Answer D


No

Q54. What would you do if improvement goals following a problem are not being met?

A54. Answers could include: Review, new action plan, try an alternative solution, follow up, inspections, checks, housekeeping, and training.


Yes

No



Page 23 of 41


Assessor Name:



Q55. Monitoring the work progress regularly will help you to:

A. determine if progress is meeting contractual requirements

B. gather information to help review the progressC. know when to prepare alternative plans if requiredD. all of the above

A55. Answer D


Yes

No

Q56. Monitoring and planning go hand in hand because:

A. results obtained once an operational target has been achieved can be used to develop the next target

B. they both help you write a report for your manager feedback on the progress towards targets

C. they achieve the same outcomeD. monitoring while implementing a plan will allow you

to determine if alternative plans are required

A56. Answer D


Yes

No

Q57. What systems, procedures and records does your company have for the monitoring and reporting of operational targets?

A57. Answers could include: Reporting to clients and supervisors, daily activity logs, records and/or reports, maintenance records, operational or project cost records, materials usage record, requirements for reviewing and providing commentary on these records and reports.


Yes

No

Q58. In controlling the work program to ensure objectives are met should you be monitoring everything? Why or why not?

A58. Answer example: No. If you're monitoring everything you may not be allocating your time effectively. You may also unnecessarily increase the cost of monitoring. You should measure what counts most in meeting the goals and objectives of the operational plan.


Yes

No



Page 24 of 41


Assessor Name:



Q59. What steps and/or processes would be required to implement systems, procedures and records for monitoring and reporting operational performance to clients and supervisors?

A59. Answers could include: Apply the procedures, maintain activity logs and records, provide instruction and supervision of others responsible for applying procedures and keeping records, monitor and review the application of procedures and keeping of records, provide commentary on the operational performance outcomes.


Yes

No

Q60. How could you identify and rectify unsatisfactory operational performance?

A60. Answers could include: Monitor performance, review and explain operational targets, apply closer supervision of operations, make adjustments to operating procedures and workplace instructions, seek advice increasing on improving operational efficiency, monitor use of consumables, follow practices to reduce damage to equipment.


Yes

No

Q61. Training is an effective way to address work progress problems if the problem is due to:

A. lack of motivationB. lack of knowledge and skillsC. personal problems outside the workplaceD. team disharmony

A61. Answer B


Yes

No

Q62. What techniques could you use for supervising individuals and your team?

A62. Answers could include: Direct observation, review of daily activity logs and records, inspection of work in progress and completed work.


Yes

No



Page 25 of 41


Assessor Name:



Q63. What techniques could you apply when mentoring or coaching individuals and your team?

A63. Answers could include: Identify individual’s learning need by observation of feedback from the individual or others, identify the individual’s learning style through discussion with the individual, explain what the individual need to know and do to successfully perform the activity, demonstrate (or have demonstrated) the skills and performance of the activity to the individual, have the individual explain and demonstrate the activity, provide them with feedback on their knowledge and performance and what corrective action they need to carry out, have them practice the activity under supervision and provide ongoing feedback on their performance, counselling.

RIIBEF402DPerformance Evidence

Yes

No

Q64. What factors can cause failure to reach operational targets?

A64: Answers could include: Poor workmanship, poor quality materials and tools, unforseen technical problems, poor planning, environmental issues, weather related issues, lack of availability of resources.


Yes

No

Q65. What processes might be required for sourcing equipment, materials, contractors and team members to meet operational targets?

A65. Answers could include: Action plan, contingency plan, seeking advice from technical experts, liaising with the client/supervisor, preparing monthly estimates, scheduling operations.


No

Q66. What are some strategies you could use to motivate your team to meet the operational targets?

A66: Answers could include:Motivate the team, set clear goals and communicate them, keep the team up to date on the scope of activities, use participative leadership, delegating responsibility. Good results will be where the effort is, so invest more time and energy into the key objectives, not into less important areas.


Yes

No



Page 26 of 41


Assessor Name:



Q67. What factors should you take into account when allocating specific tasks to team members?

A67. Answers could include: Most effective use of their skills, need to provide training opportunities, succession planning, experience and expertise, delegating responsibility, specifications for the job, specifications of equipment and materials, team dynamics, who is available, geographic location, size of the team.

RIIBEF402D4.3.

Yes

No

Q68. If you are not getting the desired work progress you would implement alternative plans because:

A. planning ahead always produces the results you expect

B. small refinements may be necessary to achieve the required progress

C. it would show upper management that you are proactive in identifying errors

D. changes to plans keep the team on their toes

A68. Answer B

RIIBEF402D4.4, 4.5.

Yes

No

Q69. Which personnel should you consult with when preparing recommendations for variations of the operational targets?

A69. Answers could include: Other effected work groups or teams and groups designated in workplace policies and procedures, those who have the authority to make decisions and/or recommendations about operations such as workplace supervisors, other managers, supervisor, client, engineers, geologists.

RIIBEF402D4.4, 4.5.

Yes

No

Q70. What are some methods of communication through which you could be required to provide recommendations for the variation of the operational targets?

A70. Answers could include: Orally, in writing, by e-mail.


Yes

No



Page 27 of 41


Assessor Name:



Q71. What information should you provide when making recommendations to vary the operational targets?

A71. Answers could include: Description of the situation and/or problem, cost or hazard that exists, who was consulted, options considered feasible, cost of alternative solutions, pros and cons of each alternative solution, recommended solution and why.


Knowledge Evidence Yes

No

Q72. A team supervisor should make team members aware of their roles and responsibilities in the work plan because:

A. team members will feel more valued and show a greater sense of pride in their work

B. productivity will be increased when people know what they are supposed to be doing

C. good communication is important when aiming for operational targets

D. all of the above

A72. Answer D


Knowledge Evidence

Yes

No

Q73. When supervising on-site operations it is your role to:

A. provide assistance when requestedB. to co-ordinate the work of the teamC. manage changing requirements and circumstancesD. all of the above

A73. Answer D

RIIBEF402D

5.3.

Performance Evidence

Knowledge Evidence

Yes

No

Q74. How do you promote a positive team culture?

A74: Answers could include: Having fun, participative leadership, celebrating success, regular communication, keeping people informed, listening to ideas, consulting with people, delegating responsibility, rewards for team members, acknowledgement of good work, coaching and mentoring, counselling, providing training, resolving conflict.

RIIBEF402D

5.1.


Knowledge Evidence

Yes

No



Page 28 of 41


Assessor Name:



Q75. What does a participative leader do?

A75. Answer example: The participative leader helps people to contribute to team processes and decisions by keeping members informed, consulting, delegates responsibility, giving positive feedback for good performance and resolving conflict.


No

Q76. A supervisor can create a climate that fosters open communication by:

A. supporting people in such a way that they can be open about any problems

B. using different communication styles to suit different people

C. make sure that team members feel comfortable talking about all sorts of workplace issues without any fear of negative consequences

D. all of the above

A76. Answer D

RIIBEF402D5.1, 5.2, 5.6.Performance EvidenceKnowledge Evidence

Yes

No

Q77. Which of the following describes when a leader makes a draft decision and then presents it to the rest of the team for discussion and input?

A. majority rules - when a decision is made by the leader and then announced to the team

B. consultancy decision-making - when the team leader consults with the team before making a final decision

C. autocratic decision-making - when all team members are involved in the decision making process and have an equal vote

D. all of the above

A77. Answer B


Yes

No

Q78. Operational targets should:

A. be set and checked regularly with the team members

B. be set to meet client requirementsC. take into account availability of staff, materials and

equipmentD. all of the above

A78. Answer D

RIIBEF402D

5.2.

Performance Evidence Yes

No



Page 29 of 41


Assessor Name:



Q79. A supervisor should involve team members in setting operational targets because:

A. team members will feel more valued and show a greater sense of pride in their work

B. productivity will be decreasedC. good communication is not important when aiming

for operational targetsD. the operating instructions say they have to

A79. Answer A


Yes

No

Q80. How could operational targets contribute to the achievement of the company performance/business plan?

A80. Answers could include: Quality requirements, cost efficiency requirements, contribution to profit, create good relationships with clients, meeting WHS and safety requirements.


Yes

No

Q81. Why should you consult the company strategic plan, vision / mission statement and policies and procedures before setting the operational targets for your team?

A81. Answer could include: The mission and vision statements provide guidance on what the company thinks is important, for example, the company may focus on client service, value for money, speed of operations, WHS, etc. This allows you to link your operational targets with the company's strategic direction.


Yes

No

Q82. Give some examples of productivity targets that an on-site supervisor could be expected to achieve?

A82. Answers could include: Monthly or project budgets, daily or hourly meters targets, number of samples, labour hour targets, fuel consumption targets, and downtime targets.


Yes

No



Page 30 of 41


Assessor Name:



Q83. What systems and processes are normally available for you to use to assess progress in achieving productivity targets?

A83. Answers could include: Informal systems used by frontline managers for the work team in the place of existing company-wide systems; formal processes within the company to measure performance, such as feedback arrangements, individual and teamwork plans, KPIs or specified work outcomes, job cost reports, monthly production reports, production records, activity logs and records, stock records.

RIIBEF402D

5.2.



No

Q84. What policies, practices and procedures does your company have for the acquisition of physical resources and services?

A84. Answers could include: Company guidelines which govern and prescribe requirements and procedures for the acquisition of physical resources, policies and procedures.


No

Q85. What steps should you normally take before initiating the acquisition of physical resources and services?

A85. Answers could include: Requirements to consult with applicable personnel, compile list of resources required, identify if there are approved suppliers of any of the required items, verifying the availability, quality and delivery of the resources, gaining approval to use non-approved suppliers, costing the resources, gaining approval to place orders where the value is above your authorised limit.


Yes

No

Q86. What is the process in your organisation for acquiring physical resources and services? What paperwork are you required to completed as part of this process?

A86. Answers could include: Applying the company’s purchase order procedure, including issuing of purchase orders, recording the purchase order, forwarding a copy of the purchase order to accounts payable, and requisition orders.


Yes

No



Page 31 of 41


Assessor Name:



Q87. Upon receiving physical goods and services in your organisation, what is the process required to finalise the acquisition of those resources and services? What paperwork are you required to complete to finalise the acquisition process?

A87. Answers could include: Inspection of the goods and verifying that they are correct and suitable for purpose, ensuring the correct storage and handling of the items, advising accounts payable of the receipt of the goods and authorising payment.

RIIBEF402D

5.4.



No

Q88. How could you encourage efficient and economical use of resources?

A88. Answers could include: Scheduling to maximise utilisation of team, materials and equipment, minimisation of double handling of materials, minimisation of waste, maximisation of recycling of materials, ensure equipment is fit for use.

RIIBEF402D5.5.

Yes

No

Q89. Timelines for tasks:

A. need to be communicated to team members once they are agreed upon

B. should be as short as possible regardless of WHS issues

C. do not have to be agreed by the team members as the supervisor knows everything that is going on

D. all of the above

A89. Answer A

RIIBEF402D5.6.

Yes

No

Q90. Why is it necessary to be able to retrieve reports?

A90. Answers could include: To enable them to be used for future planning, for legal reasons, for regulatory requirements and quality management.


Yes

No



Page 32 of 41


Assessor Name:



Q91. A reason to keep records and reports is to:

A. impress upper management with graphic presentations

B. improve your measuring skillsC. help you make timely decisions to meet operational

targetsD. keep records of results to give to new clients

A91. Answer C


Yes

No

Q92. Why is it necessary to maintain accurate records and reports?

A. so that external auditors can carry out an auditB. being able to access records and reports is a vital

part of quality managementC. to avoid them taking up too much room in the filing

cabinetD. someone always wants to know where the

paperwork is kept

A92. Answer B


Yes

No

Q93. The purpose of activity logs, records and reports are to:

A. train you to write legiblyB. give you something to do in down timeC. document the work undertakenD. all of the above

A93. Answer C


No

Q94. Reports provide a record of events as they occur while operating logs provide an account of all aspects of the subject.

TrueFalse

A94. Answer False.


No



Page 33 of 41


Assessor Name:



Q95. Consumables costs need to be presented so that they can be easily incorporated into the company's financial reporting format.

TrueFalse

A95. Answer True


No

Q96. Variations to contract requirements should be:

A. discussed with managementB. discussed with the originatorC. noted in operating recordsD. all of the above

A96. Answer D


No

Q97. When there is a variation to contract requirements:

A. the variation should be noted on the activity logB. the client will look after the paperworkC. there is no need for the supervisor to talk to

management or the originator about itD. all of the above

A97. Answer A


No

Q98. Describe what you would typically be required to do if a client told you they wanted a contract variation. Include details of any potential policies and procedures you may need to follow, documentation you may need to complete, a personnel you may need to coordinate with.

A98. Answers could include: Formalise the variation, consult with management, follow company policies and procedures for dealing with this, provide a costing, liaise with the laboratory, note the variation in the activity log/records.


Yes

No



Page 34 of 41


Assessor Name:



Q99. When writing reports you should:

A. always ensure the report was word processed and not hand written

B. be clear and preciseC. give more than the required information to value add

to the processD. all of the above

A99. Answer B

RIIBEF402D6.3.; 6.5.Performance EvidenceKnowledge Evidence

Yes

No

Q100. Activity logs need to be filled out at the time of the activity because:

A. the team will be too busy laterB. the supervisor may do spot checksC. they will be more accurateD. all of the above

A100. Answer C


No

Q101. A good quality activity report will:

A. be concise and relevantB. be sent in when the operator has had time to

complete it rather than when it was dueC. be incomplete with missing detailsD. all of the above

A101. Answer A


No

Q102. To find out how potentially contaminated waste water should be treated, disposed of and reported, you would look at the:

A. Environment Protection Authority licenceB. trend chartC. site planD. hazard incident report

A102. Answer A


Yes

No



Page 35 of 41


Assessor Name:



Q103. Accurate records of measurements of operational activities are most useful:

A. when ordering consumable itemsB. for impressing your supervisor with your measuring

and recording skillsC. in helping you practice your measuring and

recording skillsD. all of the above

A103. Answer A


Yes

No

Feedback to Candidate:

Questioning comments:





Page 36 of 41

Assessment Method 3 Supporting Evidence - Supervisor Testimony

Assessment Method 3: Supporting Evidence – complete where applicable

Candidate Name:

Assessor Name:

Evidence is required to be collected that demonstrates a candidate’s competency in this unit. Evidence must be relevant to the roles within this sector’s work operations

Supervisor Testimony

Details:

Supervisor verification of Candidate performance


RIIBEF402DFoundation SkillsKnowledge EvidenceAnd / orPerformance Evidence

Yes

No






Page 37 of 41

Assessment Method 3 – Other Supporting Evidence

Assessment Method 3: Supporting Evidence – complete where applicable

Candidate Name:

Assessor Name:

Evidence is required to be collected that demonstrates a candidate’s competency in this unit. Evidence must be relevant to the roles within this sector’s work operations

During the assessment, the Candidate provided: Assessment ComponentMap to relevant assessment component

Satisfactory ()

Other 3rd party reportDetails:Other 3rd party verification of Candidate performance

Yes

No

Induction / Employer Training Program(s)Details:Candidate has participated in Employer Induction / training program(s)

Yes

No

Relevant licence / certificateDetails:Relevant licences/certificates sighted and endorsed

Yes

No

Work log book / Equipment use logDetails:Log book sighted and endorsed

Yes

No

Training record bookDetails:Training record sighted and endorsed

Yes

No





Page 38 of 41


Assessment Method 4 Workplace Portfolio (Project)

Assessment Method 4: Workplace Portfolio (Project)Candidate Name:

Assessor Name:

During the assessment, did the candidate satisfactorily demonstrate the following




Page 39 of 41

Part A. You are required to research your workplace to identify three (3) records/reports that you are required to complete when supervising on-site operations.

For each record/report, describe the information that it would typically contain and indicate at which stage of the operational process you would typically complete it.

Please attach all relevant documentation that would be required and outline the work activity you would perform explaining how the attached documentation would support you in supervising on-site operations.

Assessor guide - Safety induction form, maintenance requisition forms, activity logs, records and reports including shift reports, reports to Government authorities such as the EPA, WHS records, daily operations reports, petty cash records, records of purchases, time sheets, plant and vehicle logs, maintenance logs.

RIIBEF402D1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10.2.1, 2.2, 2.3, 2.4, 2.5.3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7.4.1, 4.2, 4.3, 4.4, 4.5.5.1, 5.2, 5.3, 5.4, 5.5, 5.6.6.1, 6.2, 6.3, 6.4, 6.5, 6.6.Performance EvidenceKnowledge Evidence

Yes

No



Page 40 of 41

Assessment Method 4: Workplace Portfolio (Project)Candidate Name:

Assessor Name:

During the assessment, did the candidate satisfactorily demonstrate the following


Part B. Consider the following statement:”

“Keeping records is a waste of time, it's better to just go ahead and do things”

Explain three (3) potential problems that this statement could cause in an organisation and discuss three (3) benefits of adequate record keeping.

Assessor guide - Poor record management can cause confusion in the workplace – operational targets/specific tasks could be forgotten about or become difficult to track; you could end up with an under/oversupply of stock; accidents could be caused through the use of defective equipment or through a lack of training; some operations require records be kept by law, and by not keeping records, criminal charged could be laid and fines could be issued, etc.Keeping records is a good idea so that you have a record of what you promised to do. Also, you can refer back to them if there is a problem. Keeping records is a good idea so that you don't forget what you've promised to do. Records provide accurate measures for you to assess what is really happening, without having to rely on guesswork or assumption.Records give you information to make timely decisions to improve results. Records may; be a regulatory requirement, be a requirement from the client, be necessary to identify samples and support the chain of custody for samples.

RIIBEF402D1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10.2.1, 2.2, 2.3, 2.4, 2.5.3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7.4.1, 4.2, 4.3, 4.4, 4.5.5.1, 5.2, 5.3, 5.4, 5.5, 5.6.6.1, 6.2, 6.3, 6.4, 6.5, 6.6.Performance EvidenceKnowledge Evidence

Yes

No



Page 41 of 41

Assessment Method 4: Workplace Portfolio (Project)Feedback to Candidate:

Workplace project comments:





Page 42 of 41

Additional SectionThis section provides scope for you to add supplementary assessment items. It can be used to customise additional assessment methods and/or contextualised questions.

The Context of AssessmentThe RTO/Compliance Manager should take time to consult with the candidate’s site to determine the information that will complete the list below. Each of the assessment methods in this Guide should then be conducted using this list as a reference. This will help to ensure that the assessment process is consistent with the organisation’s/site’s work context.

Where assessment is being conducted in a simulated environment, the RTO should complete this page based on the documentation, policies, procedures and equipment that are used in the simulated environment. Further information about appropriate simulated assessment environments can be found in the SkillsDMC Companion Volume: Implementation Guide, available from www.skillsdmc.com.au.

The Assessor using this document should take time to familiarise themselves with the items in the list below. Where this is not possible, the Assessor should consider working with an Industry Subject Matter Expert from the organisation/site who is already familiar and experienced with the items listed.

Specific company policies that must be assessed against:

Specific company procedures (including work procedures) that must be assessed against:

Specific legislative/regulatory/statutory documentation that must be adhered to during the assessment:



Section 2Page 43 of 3

http://www.skillsdmc.com.au/

Additional ItemsCandidate Name:

Assessor Name:

Evidence

Satisfactory ()

Yes No


Workplace project comments:






RTO Name here

RTO ID Number here




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