CHCCCS007

Develop and implement service

programs
Learner Workbook
Candidate Details

Assessment – CHCCCS007: Develop and implement service programs

Please complete the following activities and hand in toyour trainer/assessor for marking. This forms
part of your assessment for CHCCCS007: Develop and implement service programs.

Name: _____________________________________________________________

Address: _____________________________________________________________

_____________________________________________________________

Email: _____________________________________________________________

Employer: _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.

Signed: ____________________________________________________________

Date: ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Learner 2: ____________________________________________________________

Signed: ____________________________________________________________

Learner 3: ____________________________________________________________

Signed: ____________________________________________________________
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 notbe 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 thedisclosure 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 documentmust 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
certaintasks, 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 demonstrationwill require:

 Performing a skill or task that is asked of you

 Undertakinga 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 demonstratethe 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 evidenceare included in the Third Party section in the
Observations/Demonstrations document.

Third party details (required information 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: ___________________

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.

There is no skills activity required for this unit, as they have been covered in the previous
activities.

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 attach completed written answers, portfolios or any
evidence of competency to this workbook.
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:

 Program planning principles and processes, including:

o program design
o program resourcing
o implementation systems and procedures
o feedback and complaints procedures
o evaluation and continuous improvement
o accountability and governance
o funding framework, including not-for-profit, government funding
 Supports needed for effective consumer participation at all levels of program planning
 Requirements of specific service user groups and individuals, including:
o diverse and multi-faceted needs and issues service user participation opportunities and
barriers
o opportunities for collaboration and service partnerships
o risk, regulatory and sustainability considerations
o standards, codes and legislation compliance

Answer each question in as much detail as possible, considering your organisational requirements
for each one.

1. List four tools or strategies that you can use to gather client feedback on service provision
Four devices or procedures that you can use to assemble customer criticism on administration
arrangement are

 Give Proactive Live Chat Support

 Get Feedback on Live Chat Session

 Give Dedicated Customer Feedback Forms on Your Site

 Measure Your Customer Service Performance

2. Give examples of at least five barriers which can prevent consumer participation in program
planning.
 Money related Barriers:
The expense of care is among the most as often as possible referred to obstructions to
emotional wellness treatment. About 60–70 present of respondents in enormous,
network based overviews state they are stressed over expense

 Limited time issues

Unfit to get to data about the association (for example access to specific media or
contact focuses, language challenges) Improper special exercises (for example sex
issues, utilization of liquor Improper pictures (for example Native sensitivities about
perished people being depicted or named)
  Correspondence issues
Being not able to adequately speak with staff without relying upon mediators, family or
companions. Feeling awkward imparting in constrained English Proficiency issues (for
example archives just in English, incapable to peruse in one's own language) Contrasts
in significance for basic words Social confusions and generalizations

 Structural issues
Come up short on a comprehension inside the association of social contrasts Staff all
drawn from the equivalent ethno-social gathering Dynamic frameworks that pre-
assume a specific ethno-social foundation Timing of gatherings and exercises Unseemly
assistance conveyance (for example utilizing non-certify translators for formal purposes)

 Trust issues
A terrible individual involvement in associations of expert in the nation of source (for
example social persecution or slaughter of minority gatherings) A dread of network
specialist organizations (for example Native experience under Australia's Assimilation
Policy) Worry about privacy (for example imparting individual data to different offices
and government divisions) Absence of affectability and regard for distinction

3. Give examples of five factors which can affect the needs, issues, and priorities of an individual
service user.

 Individual Preferences
At the individual level, shopper conduct is impacted by different shades of preferences,
disdains, needs, ethics and qualities. In certain powerful enterprises, for example,
design, food and individual consideration, the individual view and assessment of the
shopper relating to style and fun can turn into the prevailing affecting variable. Despite
the fact that promotion can help in affecting these variables somewhat, the individual
customer different preferences apply more noteworthy impact on the end buy made by
a shopper.

 Financial Conditions
Customer spending choices are known to be enormously affected by the monetary
circumstance winning in the market. This remains constant particularly for buys made of
vehicles, houses and other family unit machines. A constructive monetary condition is
known to make buyers increasingly certain and ready to enjoy buys regardless of their
own money related liabilities.

 Gathering Influence
Gathering impact is likewise observed to influence the choices made by a shopper. The
essential persuasive gathering comprising of relatives, cohorts, close family members
and the auxiliary compelling gathering comprising of neighbors and associates are seen
have more noteworthy impact on the buying choices of a customer. State for example,
the mass preference for cheap food over home prepared food or the furor for the SUV's
against little utility vehicle are glaring instances of the equivalent.

 Promoting Campaigns
Promotion assumes a more noteworthy job in impacting the buying choices made by
shoppers. They are even known to realize an extraordinary move in pieces of the overall
industry of serious businesses by affecting the buying choices of shoppers. The
Marketing efforts done on standard premise can impact the purchaser buying choice to
such a degree, that they may decide on one brand over another or enjoy liberal or
pointless shopping. Advertising efforts whenever attempted at customary interims even
assistance to remind shoppers to look for not all that energizing items, for example,
wellbeing items or protection strategies.
Summative Assessments:Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
 Assessor’s signature

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 followingperformanceevidence:

 Developed, implemented and evaluated at least 1 community sector service program

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Develop a service program for your organisation which includes at least three different
customer-focussed services. Make sure you include clear strategies, methods, staff roles and
responsibilities, and monitoring/evaluation methods in the plan. Document your plan clearly
using organisational templates and following all relevant policies and procedures.

Our service program includes three different customer-focussed services.

 Services on multiple platforms

You ought to enable customers to switch between various channels yet welcome a dependable
nature of administration. This can help bolster your picture's reputation and legitimacy. Here are
some recommended systems that will help you with giving superb administration to your
customers. Individuals expect extraordinary assistance administrations when they're in a rush.
You have to ensure that your customer help and reinforce pages are flexible arranged to satisfy
their wants.
Strategies and methods:
1. Online networking - Many purchasers are going to interpersonal organizations for
customer requests and fights. You should use the power of online systems
administration to defeat any issues among you and your customers.
2. Self-Service - Many customers foresee that brands should help them with fixing minor
issues without anyone else, and they'll every now and again scan for such courses of
action on your site's FAQ pages.
Staff roles and responsibilities:
1. Managing the networking.

Monitoring/evaluation methods in the plan:

 Rapid response Customer Service Team

For that fast rest to the customer become significant in any case it helps building up goof
relations amongst customers.

For rapid response services we have to Train workers with the Right Skills
Strategies and methods:

1. Great Communication aptitudes - The people you utilize must be sure and have heavenly
relational capacities. They should have the option to pass on what they mean in a
 positive manner, and they should attempt to never end discussions with the end goal
that leaves a customer baffled,
2. Knowledge - Ensure that your customer help specialists have absolute information on
your thing, administrations, and assessing plans.

Staff roles and responsibilities:

Monitoring/evaluation methods in the plan:

• Use Customers relation management systems

Various organizations fight to set up amazing coordination among different gatherings, which
routinely prompts customer disillusionment.

Strategies and methods:

To conquer this issue, organizations can streamline their workforce structures using splendid
CRM stages. Such structures help to ensure that everyone is on the proportional page - which is
huge in setting up high customer bolster measures.

2. Implement the service plan that you created in question one. Oversee all tasks and services,
and make sure that all activities are carried out in strict accordance with the plan. Make sure
customers have their needs and requirements met, and that customer service is prioritised in
all interactions.

Associations place client care at the focal point of the dynamic procedure whether their clients
are singular customers or worldwide ventures. When something turns out badly between a
business and a client, taking care of the circumstance viably can have the effect between holding
a customer and losing one.

Goals
 Learn how understanding change can assist you with making a fruitful client assistance
plan
 Identify techniques for effective arrangement usage in your association
 Set explicit group targets, objectives and activity steps dependent on "Voice of the
Customer" information and a target perspective on your qualities and shortcomings
 Develop and present a complete activity intend to improve both inner and outer client
care

Program Description

This two-section module initially gets ready members to make and actualize client support
Improvements; at that point strolls them through each progression of structuring and
introducing a total Improvement plan. Members are first indicated why understanding change is
critical to Effective client assistance. They are acquainted with the two kinds of progress, just as
techniques for managing each. They genuinely examine their Organizations' qualities and
shortcomings, and get familiar with the administration related attributes of viable and incapable
groups. They are offered instruments to manage struggle, and afterward take an interest in a
reasonable objective setting exercise.
Part II opens by examining the periods of a venture to actualize a client care plan. Next, it covers
every one of the 8 stages of undertaking arranging. Demonstrated instruments for executing
 plans and picking up responsibility are presented, and members are offered chances to work on
introducing their arrangements.

3. Evaluate the service program you implemented in the previous question and identify at least
three strengths and three weaknesses. Take action to revise the plan, in order to capitalise on
strengths and improve weaknesses.

Strengths:
Customer service strengths are those things that you consistently excel in, and those which you
do better than your competitors. However, customer service strengths ultimately relate to
customer perceptions — it is their view of what you do well rather than your own which is
important. Strengths include

 Fast issue response time

 Low hold time
 High customer satisfaction rating on surveys you conduct.

Weaknesses:
Weaknesses are areas of customer service that need improvement. Once identified, it is
important to establish the reasons for poor performance. Weaknesses found while conducting a
customer SWOT analysis include

 poor staff training

 inadequate delivery mechanisms
 Unreliable technology.

Action plan:-

Stock Strengths and Limitations

Start by making a rundown of your shortcomings. Try not to keep down. Rundown all that you can
think about that needs some improvement. In the event that you are experiencing difficulty
recognizing explicit shortcomings, consider occurrences that left you feeling uncertain or frustrated
in your presentation. Next, compose your self-distinguished shortcomings into classifications, which
can cause them to appear to be less overpowering. For example, on the off chance that you wish to
be all the more cordial, genuine and obvious, make a classification to take a shot at entitled,
"emphaticness aptitudes." Finally, recognize regions where you exceed expectations. It's essential to
use your qualities as you make an arrangement for development.

Set Goals
Set objectives to make an activity plan for improving shortcomings. Ensure your objectives are
explicit, quantifiable, feasible, reasonable and convenient (S.M.A.R.T). An expansive objective like
"improve working connections" is hard to quantify. Rather, separate it into sensible objectives, for
example, planning a gathering one week from now with a partner to examine methods of improving
correspondence between your areas of expertise. Dole out a cut-off time to every objective. Survey
your objectives to guarantee they are feasible. Your rundown of objectives goes about as a key
arrangement for improving shortcomings. It will likewise assist you with organizing assignments and
spare time

Acquire Additional Training

Proficient advancement is a key move you can make to improve shortcomings. As you audit your
objectives, recognize territories for development that require new information and preparing.
Numerous associations will give free preparing or even reserve outside instructional classes for you.
Utilize your composed activity intend to put forth a defense for why your manager should bolster
extra preparing to assist you with accomplishing your maximum capacity at work. Notice explicit
preparing programs that can empower you to beat shortfalls in information or aptitudes. Some
preparation incorporates confirmations that you can list on your resume to support your expert
portfolio.

Discover a Mentor
See a guide as your sounding board as you progress in the direction of improving shortcomings. It is
essential to have a change self-image who can give you wise counsel and legit criticism. A believed
coach will come clean with you about zones that need improvement. Together you can create
strategies for beating your impediments. Meet consistently with your tutor to write about your
advancement. Look for counsel on the most proficient method to defeat unexpected hindrances that
may subvert your personal development objectives, for example, absence of time to take a PC class.
Request that your tutor consider you responsible for cut-off times. Select an accomplished guide
who has your eventual benefits on a basic level.
Summative Assessments:Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
 Assessor’s signature

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 Yes No (Please circle)
documents?

If not originals, have the originals been validated or checked? Yes No (Please circle)

Learner’s signature
 Assessor’s signature

SupplementaryOral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.

Learner’s name

Assessor’s name

Unit of Competence
(Code and Title)

Date of assessment

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Feedback for the learner

I have read, understood, and am satisfied with the feedback provided by the assessor.

Learner’s name

Learner’s signature

Assessor’s name

Assessor’s signature
Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for theunit or if reassessment is required.

Learner’s name

Assessor’s name

Unit of Competence
(Code and Title)

Date(s) of assessment

Has the learnercompleted all required assessments to a satisfactory standard? Yes No

(Please circle)

Has sufficient evidence and information been provided by the learner to prove Yes No
their competency across the entire unit? (Please circle)

The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:

Authentic Yes No
(Please circle)

Valid Yes No
(Please circle)

Reliable Yes No
(Please circle)

Current Yes No
(Please circle)

Sufficient Yes No
(Please circle)
Learner is deemed: Not yet competent Competent

If not yet competent, date for re-assessment:

Comments from trainer/assessor:

Learner’s signature

Assessor’s signature