BSBMGT617 Develop And Implement Business Plan :
| | Unit Result Record Sheet BSBMGT617 Develop and implement a business plan | ||||||
| Student Name: BLOCK Print | |||||||
| Student Number: BLOCK Print | |||||||
| Assessment Completed (Evidence must be in students file) | Result | Date Assessed | Reassessment Completed (If required) (Evidence must be in students file) | Result | Date Reassessed | ||
| Satisfactory | Not Yet Satisfactory | Satisfactory | Not Yet Satisfactory | ||||
| Written Assessment Questions | |||||||
| Summative Written Assessment Questions | |||||||
| Summative Practical Demonstration of Skills | |||||||
| Result for unit | Competent Not Yet Competent | ||||||
| Assessor Name: & Signature | Signature: | ||||||
| Date result reached: | |||||||
| Comments: | |||||||
| Student Declaration: I declare that: I was made aware of all assessment requirements for this/these unit/sI have received feedback from my assessor on the results of each individual assessment task and my overall result for this/these unit/sI have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yet satisfactorily completedAll work for assessment tasks submitted for this unit is my own with no part of any assessment being copied/plagiarised from another person’s work, except where authorized and listed/referenced | |||||||
| Student Signature: | |||||||
Student Name: Student ID:
Received by Australian College of Trade:
NAME: Signature: Date:
UNIT: BSBMGT617 Develop and implement a business plan
BSBMGT617
Develop and implement a
business plan
Learner Workbook
Table of Contents
Table of Contents…………………………………………………………………………………………………………. 2
Instructions to Learner…………………………………………………………….. Error! Bookmark not defined.
Assessment instructions……………………………………………………. Error! Bookmark not defined.
Assessment requirements………………………………………………………………………………………… 5
Observation/Demonstration…………………………………………………………………………………………… 6
Third Party Guide…………………………………………………………………………………………………………. 6
Third party details (required information from the learner)……………………………………………… 6
Activities…………………………………………………………………………………………………………………….. 8
Activity 1A…………………………………………………………………………………………………………….. 8
Activity 1B…………………………………………………………………………………………………………….. 9
Activity 1C…………………………………………………………………………………………………………… 10
Activity 1D…………………………………………………………………………………………………………… 11
Activity 1E…………………………………………………………………………………………………………… 12
Activity 1F…………………………………………………………………………………………………………… 13
Activity 1G…………………………………………………………………………………………………………… 14
Activity 2A…………………………………………………………………………………………………………… 15
Activity 2B…………………………………………………………………………………………………………… 16
Activity 2C…………………………………………………………………………………………………………… 17
Activity 2D…………………………………………………………………………………………………………… 18
Activity 3A…………………………………………………………………………………………………………… 19
Activity 3B…………………………………………………………………………………………………………… 20
Activity 3C…………………………………………………………………………………………………………… 21
Summative Assessments………………………………………………………………………………………………. 22
Section A: Skills Activity………………………………………………………………………………………….. 23
Section B: Knowledge Activity (Q & A)……………………………………………………………………….. 26
Section C: Performance Activity……………………………………………………………………………….. 28
Workplace Documentation – for learner………………………………………………………………………….. 32
Workplace documents checklist……………………………………………………………………………….. 32
Supplementary Oral Questions (optional) – for assessor…………………………………………………….. 33
Competency record to be completed by assessor………………………………………………………………. 36
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
- Address each question including any sub-points
- Demonstrate that you have researched the topic thoroughly
- Cover the topic in a logical, structured manner
- Your assessment tasks are well presented, well referenced and word processed
- Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
- Presenting any work by another individual as one’s own unintentionally
- Handing in assessments markedly similar to or copied from another learner
- Presenting the work of another individual or group as their own work
- Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
- Direct observation
- Product-based methods e.g. reports, role plays, work samples
- Portfolios – annotated and validated
- Questioning
- Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
- Supervisors
- Trainers
- Team members
- Clients
- Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
- Performing a work-based skill or task
- Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
- Performing a skill or task that is asked of you
- Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
- Assessment is required in the workplace
- Where there are health and safety issues related to observation
- Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves. Documents relevant to collection of third-party evidence are included in the Third Party section in the Observations/Demonstrations document.
Third party details (where required from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Third party name:
Position of third party:
Telephone number:
Email address:
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here)
Third party signature: Date:
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
| Estimated Time | 20 Minutes |
| Objective | To provide you with an opportunity to review and evaluate pre-existing strategic, business and operational plan, if available. |
| Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Review and evaluate your organisations pre-existing strategic, business and operational plans, if available. Does your organisation have a pre-existing strategic, business and operational plan? Briefly describe it. | |
| Estimated Time | 30 Minutes |
| Objective | To provide you with an opportunity to analyse and interpret business vision, mission, values and objectives. |
| Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Attempt to locate your organisations vision statement. Describe it and any ways in which you think it could be altered. Attempt to locate your organisations mission statement. Describe it and any ways in which you think it could be altered. What are the current objectives of your organisation? Can you think of any which could be implemented? In pairs, share your ideas on objectives that could be implemented. | |
Activity 1E
| Estimated Time | 20 Minutes |
| Objective | To provide you with an opportunity to identify financial, human and physical resource requirements for the business. |
| Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Identify three forms of existing finance funds in your organisation. Provide two examples of factors that a human resources audit should assess. Provide three examples of production facilities which should be considered when implementing a business plan. | |
| Estimated Time | 25 Minutes |
| Objective | To provide you with an opportunity to consider any permits or licenses that may be required for new activity. |
| Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): If your company were to alter their address because of a change of location in the business plan, what steps would you need to take when updating ASIC? Provide three examples of factors you should cover in your code of practice. Briefly describe your company’s approach to the area. | |
Activity 1G
| Estimated Time | 20 Minutes |
| Objective | To provide you with an opportunity to write business plan. |
| Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): What are the components of a typical business plan? Briefly explain what should be included in each section. Provide two examples of benefits that can arise from writing a business plan and researching your industry. | |
| Estimated Time | 30 Minutes |
| Objective | To provide you with an opportunity to communicate business plan to all relevant parties and ensure understanding of performance requirements and timeframes. |
| Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Why should your marketing team conduct a media outlet analysis before sending out your business plan? What steps should you work through to communicate your business plan? Explain two advantages of segmenting your stakeholders and employees? | |
Activity 2B
| Estimated Time | 30 Minutes |
| Objective | To provide you with an opportunity to ensure skilled labour is available to implement plan; and test performance measurement systems and refine, if necessary. |
| Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Develop a staffing plan to assess your current employees. Locate any statistics you have regarding their productivity. List three examples of benefits of performance measurement. | |
| Estimated Time | 30 Minutes |
| Objective | To provide you with an opportunity to analyse performance reports against planned objectives; and review performance indicators and refine if necessary. |
| Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): What actions could you take to analyse the performance of an employee whose job role has changed within the period of their set performance objectives? What performance indicators are used by your business to measure performance? In pairs, discuss how you feel these could be refined to meet the needs of the new business plan. | |
Activity 3B
| Estimated Time | 25 Minutes |
| Objective | To provide you with an opportunity to ensure groups and individuals contributing to under-performance are coached, and provide training where appropriate. |
| Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): What procedures are in place in your organisation to reduce under-performance? Are there any methods you think could be implemented to support those in the new business plan? Describe two benefits of one-on-one learning as a response to under-performance. | |
| Estimated Time | 20 Minutes |
| Objective | To provide you with an opportunity to review system processes and work methods regularly as part of continuous improvement. |
| Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Does your business currently have a procedure for the continuous improvement of system processes and work methods? Describe what they are and some improvements that have been made. If not, describe how CI could implemented in your workforce. | |
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
- Skills – skill requirements, required skills, essential skills, foundation skills
- Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
- Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following skills:
- Reading
- Writing
- Oral communication
- Numeracy
- Navigate the world of work
- Interact with others
- Get the work done.
Answer the activity in as much detail as possible, considering your organisational requirements.
- Research and gather information regarding the most recent business plan of your organisation. Consider the following points:
Ø Goals
- Objectives
Ø Mission statement
- Vision statement
Ø Marketing/financial plan
- Business summary.
Present this information in an essay of 1000 words, demonstrating your understanding of the key features of the business plan.
- Write a business plan specific to your organisation.
Within the business plan you should:
- Consider your style of writing for your intended audience
Ø Ensure that your business plan covers all relevant information and ideas for stakeholders.
You may use the example of the typical components in a business plan provided in the Learner Guide.
3. Design a pitch for a new product or service that your organisation could provide. Present this idea to a group of your class peers and then participate in a discussion about the pitch. During this discussion, you must:
- Seek advice using language and features appropriate to your audience
Ø Use listening and questioning to elicit the views of others
- Use listening and questioning to clarify or confirm your understanding.
4. Looking at the most recent business plan of your organisation, gather information regarding the incoming and outcoming expenditure of the business.
Use this information to review pricing structures and suggest two strategies that could be implemented which aim to improve the income of the business.
You might consider the following aspects of the business:
- Research competitors
Ø Position in the market.
- Identify three examples of legislative requirements that you would consider when writing and implementing a new business plan.
6. This will be a role-playing/demonstrative task.
Working in a group, you will present the business plan you designed in a previous task. Others within the group will take the role of your colleagues and internal and external stakeholders. They will communicate with you any ideas they have for your business plan, as well as any issues.
You should demonstrate your ability to:
- Collaborate effectively with others to achieve joint outcomes
Ø Provide support to colleagues
- Play an active role throughout the discussion, showing control and leadership of your business plan
Ø Use appropriate conventions and protocols throughout the discussion.
- Plan and design a strategy that will monitor the performance of under-performing staff members and identify opportunities for improvement.
Explain why you have chosen this strategy.
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
- Outline processes for developing business plans
- Describe performance objectives and measures including key performance indicators
- Identify key stakeholders.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
- Describe the process that you would go through to develop a business plan for your organisation.
2. What are the performance objectives and measures of your organisation?
You should consider any key performance indicators.
3. What is the difference between performance objectives and goals which are outlined in a business plan?
- Identify the key stakeholders of your organisation.
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
- Analyse and research business vision, mission, values, objectives, goals, competitors, financial targets, management arrangements, marketing approaches and strategic, business and operational plans
- Write a business plan which included a description of the business, products and services, financial, physical and human resource requirements, permit and license requirements, marketing activity, financial indicators, productivity and performance targets for key result areas
- Implement a business plan including ensuring skilled labour is available, and that training is provided where appropriate
- Monitor and respond to business performance including evaluation of performance against key results indicators including profit and loss, community awareness or branding, environmental impact governance, quality, sales, triple bottom line and the workforce
- Consult, communicate with and report to key stakeholders including business partners, financiers, customers, staff and technical advisers
- Provide an analysis of the strengths and weaknesses of a business plan.
Answer the activity in as much detail as possible, considering your organisational requirements. Provide a summary of each (no more than 50 words each).
- For an organisation of your choice, carry out research in order to determine business:
Ø Vision
- Mission
Ø Values
- Objectives
Ø Goals
- Competitors
Ø Financial targets
- Management arrangements
Ø Marketing approaches
- Strategic, business and operational plans.
2. Using the information collected in Question 1, write a 2-page business plan for your chosen organisation.
Within your business plan, you should include at least THREE of the following and consider any training which would be required to implement the plan.
Ø A description of the business
- Products and services
Ø Financial, physical and human resource requirements
- Any permit and licence requirements
Ø Marketing activity
- Financial indicators
Ø Productivity and performance targets for key result areas.
For the business plan you have created, produce a 1-page document identifying your requirements for skilled labour and what training would be necessary.
3. During the course of this unit, produce a dairy documenting your performance of the following tasks within your workplace:
- Monitor and respond to business performance including evaluation of performance against key results indicators including profit and loss, community awareness or branding, environmental impact governance, quality, sales, triple bottom line and the workforce
Ø Consult, communicate with and report to key stakeholders including business partners, financiers, customers, staff and technical advisers
- Provide an analysis of the strengths and weaknesses of a business plan.
For each diary entry, provide a description of the situation, as well as what you did to complete the task.
Where possible, provide documentation to support your diary entries.
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
| Document name/description | Document attached | |
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| Yes No (Please circle) | ||
| For RTO use only | ||
| Have originals or digital copies been supplied for the workplace documents? | Yes No (Please circle) | |
| If not originals, have the originals been validated or checked? | Yes No (Please circle) | |
| Learner’s signature | ||
| Assessor’s signature | ||
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
| Learner’s name | ||
| Assessor’s name | ||
| Unit of Competence (Code and Title) | ||
| Date of assessment | ||
| Question: | ||
| Learner answer: | ||
| Assessor judgement: | Satisfactory | Not Satisfactory |
| Question: | ||
| Learner answer: | ||
| Assessor judgement: | Satisfactory | Not Satisfactory |
| Question: | ||
| Learner answer: | ||
| Assessor judgement: | Satisfactory | Not Satisfactory |
| Question: | ||
| Learner answer: | ||
| Assessor judgement: | Satisfactory | Not Satisfactory |
| Question: | ||
| Learner answer: | ||
| Assessor judgement: | Satisfactory | Not Satisfactory |
| Feedback for the learner | |
| I have read, understood, and am satisfied with the feedback provided by the assessor. | |
| Learner’s name | |
| Learner’s signature | |
| Assessor’s name | |
| Assessor’s signature | |
Competency as recorded by Assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
| Learner’s name | ||||
| Assessor’s name | ||||
| Unit of Competence (Code and Title) | ||||
| Date(s) of assessment | ||||
| Activities List 1A-1G, 2A-2D, 3A-3C | S | NS | ||
| Have the activities been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
| Has sufficient evidence and information been provided by the learner for the activities? | Yes No (Please circle) | |||
| Comments from trainer/assessor: | ||||
| Summative Assessments: Section A checklist | S | NS | ||
| Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
| Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
| Comments from trainer/assessor: | ||||
| Summative Assessments: Section B checklist | S | NS | ||
| Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
| Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
| Comments from trainer/assessor: | ||||
| Summative Assessments: Section C checklist | S | NS | ||
| Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
| Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
| Comments from trainer/assessor: | ||||
| Unit Result | ||||||
| Has the learner completed all required assessments to a satisfactory standard? | Yes No (Please circle) | |||||
| Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? | Yes No (Please circle) | |||||
| Has the learner completed all required assessments to a satisfactory standard? | Yes No (Please circle) | |||||
| Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? | Yes No (Please circle) | |||||
| Comments from trainer/assessor: | ||||||
| The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as: | ||||||
| Authentic | Yes No (Please circle) | |||||
| Valid | Yes No (Please circle) | |||||
| Reliable | Yes No (Please circle) | |||||
| Current | Yes No (Please circle) | |||||
| Sufficient | Yes No (Please circle) | |||||
| The learner is deemed: | Not yet Competent | Competent | ||||
| If not yet satisfactory, date for reassessment: | ||||||
| Comments from trainer/assessor: | ||||||
| Learner’s signature | ||||||
| Assessor’s signature | ||||||
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