SITXHRM003 Lead And Manage People :
| Unit Result Record Sheet SITXHRM003 Lead and manage people | |||||||
| 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 | ||
| Written Assessment Questions | |||||||
| Summative Written Assessment Questions | |||||||
| Summative Practical Demonstration of Skills | |||||||
| Result for unit | 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/s I have received feedback from my assessor on the results of each individual assessment task and my overall result for this/these unit/s I 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: __________
Lead And Manage People
Table of Contents
Table of Contents …………………………………………………………………………………………………………. 2
Instructions to Learner ………………………………………………………………………………………………….. 4
Assessment instructions ………………………………………………………………………………………………….. 4
Assessment requirements ……………………………………………………… Error! Bookmark not defined.
Observation/Demonstration ………………………………………………………………………………………….. 7
Third Party Guide …………………………………………………………………………………………………………. 8
Third party details (required information from the learner) …………………………………………………. 8
Activities ……………………………………………………………………………………………………………………. 9
Activity 1A ……………………………………………………………………………………………………………………… 9
Activity 1B ……………………………………………………………………………………………………………………. 10
Activity 1C ……………………………………………………………………………………………………………………. 11 Activity 2A ……………………………………………………………………………………………………………………. 12
Activity 2B ……………………………………………………………………………………………………………………. 13 Activity 2C ……………………………………………………………………………………………………………………. 14
Activity 2D ……………………………………………………………………………………………………………………. 15 Activity 2E…………………………………………………………………………………………………………………….. 16
Activity 2F …………………………………………………………………………………………………………………….. 17
Activity 2G ……………………………………………………………………………………………………………………. 18
Activity 2H ……………………………………………………………………………………………………………………. 19
Activity 3A ……………………………………………………………………………………………………………………. 20
Activity 3B ……………………………………………………………………………………………………………………. 21
Activity 3C ……………………………………………………………………………………………………………………. 22
Activity 3D ……………………………………………………………………………………………………………………. 23 Activity 3E…………………………………………………………………………………………………………………….. 24
Summative Assessments ……………………………………………………………………………………………… 25
Section A: Skills Activity …………………………………………………………………………………………………. 26
Section B: Knowledge Activity (Q & A) ……………………………………………………………………………… 27
Section C: Performance Activity………………………………………………………………………………………. 32
Workplace Documentation – for learner …………………………………………………………………………. 33
Workplace documents checklist ……………………………………………………………………………………… 33 Supplementary Oral Questions (optional) – for assessor ……………………………………………………. 34 Competency record to be completed by assessor ……………………………………………………………… 37
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.
SITXHRM003 Lead And Manage People 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).
Activity 1A
| Estimated Time | 20 Minutes |
| Objective | To provide you with an opportunity to act as a positive role model through individual performance. |
| Provide at least two reasons why it is important for managers and supervisors to act as positive role models within the workplace? What roles and functions do you have as a manager? Provide a minimum of three examples. | |
1B
| Estimated Time | 20 Minutes |
| Objective | To provide you with an opportunity to show support for and commitment to organisational goals in day-to-day work performance. |
| Describe the difference between a mission statement and a vision statement / corporate aims, and explain their use for your organisation. What actions can you take within the workplace to show support for and commitment to organisational goals? | |
1C
| Estimated Time | 20 Minutes |
| Objective | To provide you with an opportunity to interact with team members in a positive and professional manner. |
| Why is it important for managers and supervisors to interact with team members in a positive and professional manner? Outline a range of actions that may take place in positive and professional interactions? Within a workplace environment, demonstrate a range of the actions provided to interact with your employees in a positive and professional manner. | |
2A
| Estimated Time | 15 Minutes |
| Objective | To provide you with an opportunity to recognise how to develop and clearly communicate short, medium and long-term plans and objectives consistent with organisational goals in consultation with the team. |
| Describe the use of short-term, medium-term and long-term plans and objectives within your business. | |
2B
| Estimated Time | 30 Minutes |
| Objective | To provide you with an opportunity to communicate expectations, roles and responsibilities of team members to encourage them to take responsibility for own work. |
| In groups, explain a range of key customer needs and expectations that employees need to meet. What responsibilities do employees have at your workplace in relation to personal presentation? How are individual job roles communicated to employees in your organisation? | |
2C
| Estimated Time | Minutes |
| Objective | To provide you with an opportunity to understand how to encourage teams and individuals to develop innovative approaches to work. |
| Why might it be difficult to gain innovative ideas from employees without them being encouraged? Why is important to listen to customer feedback in order to develop innovative approaches to work? How can this be encouraged? | |
2D
| Estimated Time | 25 Minutes |
| Objective | To provide you with an opportunity to recognise how to identify and reward individual and team efforts and contributions. |
| What are the advantages of performance-related pay? What are the issues with the use of profit sharing as a reward for team efforts and contributions? | |
2E
| Estimated Time | 20 Minutes |
| Objective | To provide you with an opportunity to identify how to model and encourage open and supportive communication within the team. |
| What are the benefits of developing a workplace forum for employees to discuss issues and seek advice? Describe a range of actions that could be taken to encourage supportive communication within your workplace. | |
2F
| Estimated Time | 20 Minutes |
| Objective | To provide you with an opportunity to seek and share information from the wider business environment with the team. |
| Outline the business information that would need to be shared with new recruits during an induction session. Why might it be necessary to share information with colleagues regarding the recruitment plans of the organisation? | |
2G
| Estimated Time | 15 Minutes |
| Objective | To provide you with an opportunity to recognise how to represent team interests in the wider environment. |
| What social considerations of employees might you represent to the personnel responsible for developing a roster? In what circumstances might you represent the interests of a team in relation to responding to service outcomes and disputes? | |
2H
| Estimated Time | 25 Minutes |
| Objective | To provide you with an opportunity to recognise how to seek feedback from team members and implement changes within the bounds of organisational goals and policies. |
| How might you seek feedback from team members on a range of organisational proceedings? What are the benefits of these methods? What actions could be taken to improve group dynamics? Provide four examples of workplace policies and procedures that you may want to gain feedback about from employees. | |
3A
| Estimated Time | 20 Minutes |
| Objective | To provide you with an opportunity to delegate tasks and responsibilities, identify barriers to delegation, and implement processes to overcome them. |
| In pairs, discuss the importance of informing employees of nature and scope of work in advance of their shift. Identify a range of barrier that may arise when delegating tasks and responsibilities, and highlight barriers to overcome them. | |
3B
| Estimated Time | 15 Minutes |
| Objective | To provide you with an opportunity to recognise how to evaluate team member skills and provide opportunities for individual development; and provide mentoring and coaching to support team members. |
| Describe three methods of evaluating the skills of team members. Provide a range of examples of training and coaching that is utilised in your organisation. | |
Activity 3C
| Estimated Time | 20 Minutes |
| Objective | To provide you with an opportunity to understand how to monitor team performance to ensure progress towards achievement of goals. |
| Describe two aspects of team performance that need to be monitored when reviewing progress towards meeting goals. Explain how reviewing complaints can act as useful method of monitoring customer service levels. | |
Activity 3D
| Estimated Time | 10 Minutes |
| Objective | To provide you with an opportunity to identify how to motivate individuals and teams to achieve optimum performance. |
| How can Maslow’s hierarchy of needs theory be applied to the motivation of employees? | |
Activity 3E
| Estimated Time | 15 Minutes |
| Objective | To provide you with an opportunity to understand how to provide recognition and rewards for team achievements. |
| Provide three examples of team achievements that may lead to recognition and rewards. What methods could you use to recognise and reward team achievements? | |
Summative Assessments of Manage People
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.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
Writing skills to:
- Prepare and document clear and articulate team plans
Oral communication skills to:
- Overcome communication barriers in providing effective support and motivation to a team
Planning and organising skills to:
- Ensure activities and initiatives important to team development are integrated into own work planning
Answer the activity in as much detail as possible, considering your organisational requirements.
- Prepare and document a clear and articulate team plan to dictate the roles and responsibilities they will undertake over a two-week period.
- Within a workplace environment, demonstrate effective support and motivation to a team. What communication barriers do you have to overcome and how is this achieved?
- Create a workplace schedule that demonstrates the integration of activities and initiatives to support team development into your plans.
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:
- Roles of and functions performed by supervisors and managers
- Expectations, roles and responsibilities of team members
- Considerations in the individual development of staff
- Features of different leadership styles
- Features of open and supportive communication ➢ Characteristics of effective leadership ➢ Principles of teamwork and:
o characteristics of effective teams o roles and attributes of team members o organisation of teams o potential team problems o benefits of effective teamwork
- Role and theories of motivation as they apply to the management of individuals and teams
- The role of group dynamics in successful team management
- Forms of recognition and reward applicable to leading staff
- Types of organisational plans and planning processes
Answer each question in as much detail as possible, considering your organisational requirements for each one.
- Describe a minimum of three roles and functions performed by supervisors and managers.
- Highlight two expectations, roles and responsibilities of team members in the workplace.
- What aspects do you need to consider about employees in regard to each of the following:
- Change in job responsibilities
- External training and professional development
- Formal promotion
- Internal training and professional development
- Opportunity for greater autonomy or responsibility
- Explain the use of at least two different styles of leadership.
- What are the key features of open and supportive communication and why should it be encouraged?
- Describe the meaning of being a leader in comparison to a manager and highlight the characteristics of an effective leader.
- Explain the importance of teamwork within your organisation including examples of tasks that require teamwork, the roles of people within these teams, how teams are organised, and any issues that arise in teams.
- Briefly describe the humanistic theory of motivation. How can Maslow’s hierarchy of needs theory be applied to the motivation of employees?
- What are the characteristics of a group with a positive dynamic and why is this important for successful team management? Compare this to a group with a negative dynamic.
- What methods could you use to recognise and reward leading staff members?
- Describe the use of short-term, medium-term and long-term plans and objectives within your business.
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
- Monitor individual or team performance demonstrating at least four of the following leadership and management roles: o decision making o delegation of tasks o information provision o provision of feedback
- motivation through recognition and rewards o planning and organising
- Seek and respond to feedback from team members during the above service periods, in line with organisational goals and policies in the following areas:
- allocation or performance of work
- effectiveness of communication within team, between other teams or within organisation
- efficiency or deficiency in workplace practices
Answer the activity in as much detail as possible, considering your organisational requirements.
- Within the workplace, monitor individual or team performance demonstrating at least four of the following leadership and management roles:
- During the monitoring of team performance, seek feedback from employees and provide responses in line with organisational policies and procedures in relation to the following:
- Allocation or performance of work
- Effectiveness of communication within team, between other teams or within organisation
- Efficiency or deficiency in workplace practices
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-1C, 2A-H, 3A – 3E | 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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