CPCCOM1014
Conduct workplace communication
STUDENT NAME:
STUDENT ID:
SUBMISSION DATE:
NOTE
Penalties exist for plagiarism and academic
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Retained a copy of your
The Assessment Booklet is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.
The information includes the following:
Information related to the unit of competency
Guidelines and instructions to complete each task and activity
A student evaluation form
Student Evaluation Form
These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.
Link to other unit documents
The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.
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The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.
Document Usage
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Student Pack 2019 CAQA Resources, CAQA and RTO Training Resources
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ASSESSMENT TASK 1: KNOWLEDGE TEST
LEARNER INSTRUCTIONS
Make sure you have completed the necessary prior learning before attempting this
Make sure your trainer/assessor clearly explained the assessment process and tasks to be
Make sure you understand what evidence is required to be collected and
Make sure you know your rights and the Complaints and Appeal
Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor).
Make sure that you have access to a computer and the internet (if you prefer to type the answers).
Make sure that you have all the required resources needed to complete this assessment
The due date of this assessment task is in accordance with your
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
The request for an extension to submit your assessment work must be made before the due date.
Assessment task description:
This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.
The Knowledge Test is comprised of eight (8) written questions
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, g. provide an answer within the required word limit, to be deemed satisfactory in this task.
Applicable conditions:
All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).
You must read and respond to all
You may handwrite/use a computer to answer the
You must complete the task
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
Instructions for answering the written questions:
Complete a written assessment consisting of a series of
You will be required to answer all the questions
Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.
Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.
Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.
You must write your responses in your own
Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.
When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.
Purpose of the assessment:
This assessment task is designed to evaluate students knowledge essential to conduct workplace communication in a range of contexts and industry settings and knowledge regarding the following:
Knowledge of the conveying and receiving information and instructions
Knowledge of the effective listening, questioning and speaking skills to confirm understanding
Knowledge of the accessing and interpreting basic information from a range of sources
Knowledge of the selecting and sequencing basic information
Knowledge of the preparing and presenting basic written reports
Knowledge of the preparing and presenting basic verbal reports
Knowledge of the participating effectively in simple meeting processes
Knowledge of the entering information into basic workplace records and
Task instructions:
This is an individual
To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
To be assessed as Satisfactory in this assessment task, all questions must be answered
Provide your response to each question in the box below.
Q1: Answer the following questions:
1.1 You have been provided with a set of instructions to carry out a construction How will you ensure that you understand them correctly?
1.2 You are implementing a set of instructions. You are not clear about certain instructions and information required to carry out the How would you clarify the required information and instructions? List two (2) methods.
Q2: Answer the following questions:
2.1 You are working on a construction site. A number of co-workers are from culturally and linguistically diverse backgrounds whose first language is non-English. List any five (5) questioning and speaking skills you would use to confirm understanding.
2.2 Mention any two (2) listening skills you would use when receiving information.
Q3:Answer the following questions:
3.1 Mention any two (2) sources of information from where you can access information regarding the following:
Safety requirements
Evacuation procedure
3.2 If someone has in your workplace gets injured while working, who would you report to?
Q4: Analyse the instructions given in column 1 of the table. Select and sequence information and rewrite in column 1 of the table.
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Instructions |
Correct sequence |
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Select tools and equipment required to carry out the task. |
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Perform clean up |
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Carry out the job task |
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Access and clarify job instructions |
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Q5:Answer the following questions:
5.1 What written report would you completed if you have identified any hazard in the workplace?
5.2 Your supervisor ensure that the staff members are clear about the first aid procedures to implement in case if any hazardous chemical is inhaled by a worker. What report would you present to the staff members in this case?
Q6:Answer the following questions:
6.1 You have seen that the guard of the table saw is broken. How would you prepare and present basic verbal report regarding the fault identified? What would you say?
6.2 How would you prepare and present basic reports? Mention the steps.
Q7:Answer the following questions:
7.1 How can you ensure that prepare and participate effectively in meetings?
7.2 How can we run a toolbox meeting effectively?
Q8:Answer the following questions:
8.1 What information would you record in an incident report form? Prepare a list of any five (5).
8.2 List five (5) pieces of information you would enter into your meeting agenda.
ASSESSMENT TASK 2: SKILLS TEST
LEARNER INSTRUCTIONS
Make sure you have completed the necessary prior learning before attempting this
Make sure your trainer/assessor clearly explained the assessment process and tasks to be
Make sure you understand what evidence is required to be collected and
Make sure you know your rights and the Complaints and Appeal
Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Make sure that you have access to a computer and the internet (if you prefer to type the answers).
Make sure that you have all the required resources needed to complete this Assessment Task (AT).
The due date of this assessment task is in accordance with your
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
The request for an extension to submit your assessment work must be made before the due
Assessment task description:
This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.
This assessment task is a Skills
This assessment task consists of three (3) practical demonstration
Activity 1: Receive information regarding the incident and prepare an incident report
Activity 2: Receive information regarding the SDS and communicate to the staff members
Activity 3: Conduct a meeting and clarify the hand signals to be used on construction
You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.
Applicable conditions:
This skill test is untimed and is conducted as an open book assessment (this means you can refer to your textbook or other learner materials during the test).
You will be assessed independently on this assessment
No marks or grades are allocated for this assessment The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor.
Your trainer/assessor may ask you relevant questions during this assessment
Purpose of the assessment:
The purpose of this assessment task is to assess the students knowledge and skills essential to conduct workplace communication in a range of contexts and industry settings.
Skills to receive information regarding the incident and prepare an incident report
Skills to receive information regarding the SDS and communicate to the staff members
Skills to conduct a meeting and clarify the hand signals to be used on construction site
Task instructions:
This is an individual
This assessment task requires the student to communicate effectively with other workers in a construction workplace environment.
The student is required to complete the following three (3) activities in this assessment task:
Activity 1: Receive information regarding the incident and prepare an incident report
Activity 2: Receive information regarding the SDS and communicate to the staff members
Activity 3: Conduct a meeting and clarify the hand signals to be used on construction site
The trainer/assessor (Supervisor) will induct you to the
You will be required to complete all parts of this assessment
The templates for each activity are provided along with this assessment
The student must follow the instructions of the trainer/assessor (Supervisor).
The trainer/assessor must assess the performance of the student as per the performance checklist provided and verbal questioning.
Skills Test:
This assessment task requires the student to communicate effectively with other workers in a construction workplace environment.
This includes:
Communicating with and receiving information and instructions from others
Gaining access to, interpreting, and sequencing data
Delivering information in both verbal and written reports
Entering information into workplace records and documents
Taking part in simple meeting processes
Instructions for trainer/assessor:
The trainer/assessor must assign a supervisor to each student or take on the role of
The trainer/assessor must arrange a worksite for the student to carry out the
The workplace must be:
An actual workplace
A close simulation of the workplace environment provided that simulated or project- based assessment techniques replicate construction workplace conditions, materials, activities, responsibilities and procedures
Note: The requirements for a simulated workplace environment are given below.
The Supervisor or trainer/assessor must ensure that the simulated workplace environment requirements.
The role of the Supervisor (trainer/assessor) is to allocate the tasks, activities and responsibilities that you will be required to undertake to complete these assessments.
The trainer/assessor must assign a team of two (2) team members to the Each team will have a supervisor that will provide instructions to the student to perform the construction tasks.
The worksite must meet the requirements given in the Simulated workplace environment requirements section given below.
The trainer will supervise/observe the work by standing near the working location and evaluate your performance based on performance checklist benchmarks.
The trainer/assessor must use realistic tasks or simulated tasks, relevant specifications and work instructions, standard work practices, safety requirements and environmental constraints present on the worksite.
The trainer/assessor must ensure all work is performed to the standard required in the workplace and must comply with appropriate work health and safety (WHS) and environmental requirements, workplace requirements, drawings and specifications.
The trainer/assessor must mark the students responses to verbal questions on the verbal questions record sheet included in the students assessment pack.
The trainer/assessor must provide a verbal briefing on each assessment prior to
Workplace requirements and job specification
The trainer/assessor or training organisation is required to provide a workplace or a close simulation of the workplace environment to replicate construction workplace conditions and standards, materials, activities, responsibilities, procedures, safety requirements and environmental considerations to each student.
The training organisation will take you to the location of the construction worksite.
Further, the training organisation must ensure the construction site must meet the requirements given in the table below.
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The training organisation must ensure that the construction site provides the opportunity to the student to communicate effectively with other workers in a construction workplace. |
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Access to the equipment and materials specified in the assessment task. |
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The site and its surroundings are accessible and clear of hazards, so far as reasonably practicable. |
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The site must have realistic workplace conditions, standards, materials, activities, responsibilities, procedures, safety requirements, and environmental considerations. |
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An experienced employee is available to provide adequate guidance and supervision to less experienced employees. |
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The students have the clothing and footwear required. In addition, the clothing and footwear are in good condition and suitable for the task. |
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Appropriate supervision has been arranged to ensure adherence to the SWMS. |
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Instruction for the trainer/assessor
At the construction worksite, the student will communicate effectively with other workers in a construction workplace environment.
The trainer will supervise/observe the work by standing near the working location. The student will be required to bring all necessary PPEs required to complete this activity.
The trainer/assessor will further allocate the role of team members required to participated in the activities to the staff members.
Task description:
In this task, the student is required to complete a set of activities to demonstrate skills to communicate effectively with other workers in a construction workplace environment.
Activity 1: Receive information regarding the incident and prepare an incident report
Activity 2: Receive information regarding the SDS and communicate to the staff members
Activity 3: Conduct a meeting and clarify the hand signals to be used on construction site
Activity 1: Receive information regarding the incident and prepare an incident report
Activity context:
An employee (Mark) was working on a ladder, and the ladder collapsed. The employee fell off the ladder and breaks his arm. The incident took place at 9am on the construction site.
The investigation reveals the following details:
The employee had worked seven 12-hour shifts in a
The accident happened at the end of the
The employee was standing on the top step of the ladder (an unsafe action).
The employee was approximately 3 metres above floor
No fall arrest or restraint system was
A ladder inspection policy is in place, but there is no evidence that the ladder has ever been
Investigation reveals the ladder was damaged and did not provide a stable working platform in any environment.
An interview with the facility manager reveals that he did not inspect the ladder due to He was aware that the ladder needed to be inspected.
You went to the site and took the following photograph of the present
Description of the activity:
This activity requires the student to receive information regarding the incident that took place on the construction site and prepare an incident report.
To do so, you are required to follow the steps given below and complete the templates associated with each step, if any.
Step 1: Receive information and instructions from the two (2) staff members working with Mark on the construction site.
Demonstrate use of the following listening skills when receiving
Listen carefully, paying close attention to body language and tone of
Let the other person talk as long as they need
Ask clarifying questions, and respond first with empathy rather than
Use the following using effective speaking and questioning skills to confirm
Ask questions to confirm
Use correct grammar and pronunciation to when asking
The common questioning techniques involve the 5Ws (who, what, where, when, why) and 1H (how).
Step 2: Prepare an incident report based on the identified gathered and received in Step 1.
Access information given in the activity context and outcomes of Step
Select and sequence information to prepare an incident
Enter information into incident report provided in Template
Template 1: Incident report
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Activity 1 Template Hazard/incident/accident reporting |
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Workplace hazard/incident/accident report |
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Details of the person reporting the hazard/incident/accident |
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Surname: |
First name: |
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Telephone no: |
Phone: |
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Details of hazard/incident/accident |
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Date of injury/hazard/incident/accident: |
Time of discovery: |
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Address: |
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Details of injury/hazard/incident/accident: (draw a diagram to assist with distances/location/ orientation) |
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Describe the circumstances of the hazard/incident/accident. |
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Description of hazard/incident/accident: |
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Description of hazard/incident/accident: |
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Name(s) of witness(es): |
Signature of witness(es): |
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When was the injury/hazard/incident/accident reported? Date:
Time: |
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Who was the injury/hazard/incident/accident reported to? Name:
Position: |
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Action |
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Details of preventative measures suggested: |
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Signature: |
Date: |
Activity 2: Receive information regarding the SDS and communicate to the staff members
Activity context:
The organisation wants to ensure that the staff members working on the construction site are clear about the first aid treatments to be provided when pre-mixed concrete is swallowed or inhaled.
Following is an extract of SDS for pre-mixed concrete is as follow:
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SDS |
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Product: |
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CONCRETE, PREMIXED CONCRETE
Names/Synonyms
Ready-mixed concrete, Grout, Mortar, Sure-Set, Easycrete, Coremasta, Liquifill, Imagecrete Use
Premixed concrete is used for a wide variety of building and construction applications Other Information Plastic concrete begins to harden about one hour after delivery and is quite hard within eight hours. The rate of setting depends on ambient conditions (temperature, wind and humidity) and the concentration of cementitious ingredients |
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Section 2: Hazards identification |
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Classification of the substance or mixture GHS classifications
Skin Corrosion Category 1 Serious Eye Damage Category 1 Skin Sensitisation Category 1
Specific Target Organ Toxicity (Repeated Exposure) Category 2 Label elements
Signal word WARNING Pictograms |
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Section 3: First aid measures |
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Swallowed
Rinse mouth and lips with water. Do not induce vomiting. If symptoms persist, seek medical attention Eye
Flush thoroughly with flowing water, while holding eyelids open, for 15 minutes to remove all traces. If symptoms such as irritation or redness persist, seek medical attention
Skin
Remove heavily contaminated clothing. Wash off skin thoroughly with water. Use a mild soap if available. Shower if necessary. Seek medical attention for persistent redness, irritation or burning of the skin
Inhaled
Remove the source of contamination or move the victim to fresh air. Ensure airways are clear and have a qualified person give oxygen through a face mask if breathing is difficult. If irritation persists seek medical attention First Aid Facilities Eye wash and normal washroom facilities |
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Section 4: Handling and storage |
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Storage Precautions
No special storage requirements Transport
Not classified as a Dangerous Goods, according to the Australian Code for the Transport of Dangerous Goods by Road and Rail.
Handling
Prevent all contact with skin. Ensure a high level of personal hygiene is maintained when using this product. That is; always wash hands before eating, drinking, smoking or using the toilet.
Proper Shipping Name None Allocated |
Description of the activity:
This activity requires the student to receive information regarding the SDS and communicate to the staff members.
To do so, you are required to follow the steps given below and complete the templates associated with each step, if any.
Step 1: Receive information and instructions from Supervisor regarding the following aspects of SDS.
Product name and
Hazards
First aid measures
Handling and storage
When receiving information regarding the SDS:
Demonstrate use of the following listening skills when receiving
Listen carefully, paying close attention to body language and tone of
Let the other person talk as long as they need
Ask clarifying questions, and respond first with empathy rather than
Use the following using effective speaking and questioning skills to confirm
Ask questions to confirm
Use correct grammar and pronunciation to when asking
The common questioning techniques involve the 5Ws (who, what, where, when, why) and 1H (how).
Supervisor will discuss the information given in the SDS (Refer to activity context):
Step 2: Give verbal report to the staff members and ensure the information and instructions are clear to the staff members.
Product name and
Hazards
First aid measures
Handling and storage
To convey information and confirm instructions are clear, you must:
Demonstrate use of the following listening skills when conveying
Listen carefully, paying close attention to body language and tone of
Let the other person talk as long as they need
Ask clarifying questions, and respond first with empathy rather than
Use the following using effective speaking and questioning skills to convey information and confirm understanding.
Ask questions to confirm
Use correct grammar and pronunciation to when asking
The common questioning techniques involve the 5Ws (who, what, where, when, why) and 1H (how).
Activity 3: Instructions for student
The student must describe the processes and procedures for the tool-box meeting to the
The student must follow the processes for participating in the tool-box
The student must place a ? against each item they think the Supervisor has covered. The student must place an X against any item that is not covered. If the Supervisor (trainer) discusses an item that is not included on the form, the student must add a comment in the Comment/Discussion section at the bottom of the form to briefly identified what was
Activity 3: Participate in a tool-box meeting
The trainer/assessor, acting as the worksite supervisor, will run a tool-box meeting for students. The students are to listen carefully to the information provided and then fill out the Record Tool-box Meeting form below. The student must place a ? against each item they think the Supervisor has covered. The student must place an X against any item that is not covered. If the Supervisor (trainer) discusses an item that is not included on the form, the student must add a comment in the Comment/Discussion section at the bottom of the form to briefly identified what was discussed.
If the student thinks there were no additional items discussed, be sure to write not applicable in the form as any blank boxes will be marked as unsatisfactory.
The student will be given time to fill out the Record Toolbox Meeting in the classroom after they complete the tool-box meeting. Students are allowed to take the Record Toolbox Meeting form with them to the tool-box meeting.
At the conclusion of the meeting, the trainer/assessor will ask each student to repeat or paraphrase one item from the list of items. The student will need to respond verbally by summarising their understanding of what was said about that specific item. This also provides the opportunity for the student to demonstrate their verbal communication with the rest of the group.
The trainer/assessor will make a note on the assessment record of which question each student was asked to paraphrase, in addition to comparing the students response to the exemplar answer contained in the assessor guide.
Exemplar responses
The trainer/assessor must run the tool-box meeting using the script attached at Appendix C this Assessor Guide
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Assessment 2 Activity 3 – RECORD TOOL-BOX MEETING |
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Date: |
Name of Supervisor running the meeting: |
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Items Discussed |
Please ? Yes or No |
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Mobile phone s& safety |
Yes |
No |
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PPE/water /fatigue |
Yes |
No |
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Weather conditions and impact on job |
Yes |
No |
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Fitness for work/alcohol/drugs/fatigue/illness |
Yes |
No |
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Worker conduct and behaviour |
Yes |
No |
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Incident & accident reporting |
Yes |
No |
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Emergency procedures to be followed in case of fire/accident/emergency |
Yes |
No |
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Breaks/conveniences/medical facility/first aid personnel |
Yes |
No |
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Housekeeping activities |
Yes |
No |
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Risk assessments |
Yes |
No |
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TOOL-BOX SIGN OFF |
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Student Signature |
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