WordPress.com€¦ · Web viewDraft Version: 3.0 Recognition Assessor Kit Cert II & III Steel Fixing Modified: 4/4/2008 Page 1 of 20 COAG SCIP Project Created: 27/02/2008 Draft Version:

COAG SKILLS EXPRESS CONSTRUCTION

INDUSTRY PARTNERSHIP (SCIP PROJECT)

ASSESSOR KITBCG20206 Certificate II in Steel Fixing

andBCG31103 Cert III in Steel Fixing

COAG SCIP ProjectCreated: 23/11/2007Draft Version: 3.0

Recognition Assessor Kit Cert II & III Steel Fixing

Modified: 4/4/2008Page 1 of 22

CONTENTS

1.0 INTRODUCTION.......................................................................................................3

2.0 ASSESSOR’S QUALITIES.......................................................................................3

3.0 ASSESSOR’S ROLES AND RESPONSIBILITIES...................................................4

4.0 ASSESSMENT QUALIFICATION REQUIREMENTS...............................................4

5.0 QUALIFICATION FRAMEWORK GUIDELINE (CERTIFICATES II AND III)............5

BCG20206 Certificate II in Steel Fixing...........................................................................................................................6

5.2 BCG31103 Certificate III in Steel Fixing...........................................................................................................7

6.0 STEPS IN RECOGNITION........................................................................................8

6.1 Detailed Information about the Steps of the Model.................................................................................................9

7.0 ASSESSMENT GUIDELINES.................................................................................127.1 Establishing Competence........................................................................................................................................127.2 Preparing for Assessment.......................................................................................................................................127.3 Conducting an Observation...................................................................................................................................147.4 Conducting an Interviewing (oral questioning).....................................................................................................15

8.0 RECORDING ASSESSMENT.................................................................................16

9.0 ASSESSMENT PLAN AND GAP TRAINING PLAN................................................17




1.0 INTRODUCTION

This Assessor Kit aims to help you to meet industry expectations as an assessor.

It outlines the various steps required to perform an assessment and deliver gap training.

These steps are in line with the Skills Express Construction Model. The assessor’s own discretion should guide the process of assessment and gap training. Therefore, the steps suggested must be used primarily as a guide. Whenever appropriate reasonable adjustments should be made.

Nothing in this guide substitutes for or cancels out the contents of the relevant training package. You should become familiar with the endorsed components of the BCG03 Training Package, especially the prescribed Assessment Guidelines.

The list of roles and responsibilities in this kit does not cover every possible situation. In exceptional circumstances you will need to use your best professional judgment to assist the candidate throughout the recognition process.

A more thorough list of duties of the assessor as an employee of an RTO will be included in a duty statement which you must sight and sign on commencement of employment.

2.0 ASSESSOR’S QUALITIES

Highly skilled Current in their vocational field and industry practice Trained and current in assessment practice Familiar with the RTO’s policies, procedures and assessment processes Committed to ongoing professional renewal Supportive of the candidate and committed to the fair treatment of others Good communicator who is able to:

- give effective feedback and support to candidates in their development - use interviewing and questioning skills to draw out relevant information

from candidates- use active listening skills (e.g. empathy, clarification, appreciation etc)

An effective coach of candidates who is able to:- identify opportunities in the workplace for effective learning- relate work roles and activities to units of competency- develop a work related training pathway based the candidate’s workplace

activities A negotiator who is able to consult with candidates and employers to gain

agreement for an effective Recognition and Gap Training Plan Open minded, mature and willing to consider alternative ideas or points of view Diplomatic, tactful in dealing with people




Observant of the surrounding environment and the needs of the candidates Tenacious – persistent, focused on achieving objectives Decisive – reaches timely conclusions based on logical reasoning and analysis Self – reliant – acts and functions independently while interacting effectively with

others Able to understand complex operations from a broad perspective and to

understand the role of individual units within an organisation Is involved in an assessor network Understands the importance of conversations with assessors Appreciates that assessment will be conducted on the job

3.0 ASSESSOR’S ROLES AND RESPONSIBILITIES

Conducts assessment in line with the Assessment Guidelines for BCG03 General Construction (the Training Package)

Makes every effort to understand the full text of the Units of Competency being assessed

Ensures that the assessment process:- covers all the competency standards - addresses the four dimensions of competency:

task skills task management skills contingency management skills job/role environment skills

Provides comprehensive and accessible advice to candidates on the context, purpose and type of assessment

Ensures the assessment involves the evaluation of sufficient evidence to enable professional judgements to be made about whether or not competency has been attained

Provides ongoing feedback to the candidate about the outcomes of the assessment process and guidance for future options including gap training

Ensures that the assessment process takes into account the skills and knowledge that the candidate already possesses

In order for prior learning to be recognised, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed industry or enterprise Units of Competency.

4.0 ASSESSMENT QUALIFICATION REQUIREMENTS

Assessors demonstrate currency in their vocational field by working in the industry, visiting worksites, taking part in industry events etc. Assessors’ currency in their vocational field and training/assessment should be renewed and updated at least annually.

The table below illustrates the types of activities (training or assessment) an assessor can be engaged in depending on their qualifications and experience.




Activities the Assessor is allowed to engage in:

Qualification and Experience Requirements:

Recognition Assessment for BCG03 and Gap Training (on work sites)

Trainer/Assessor who holds a BCG03 Certificate III in Steel Fixing and vocational currency plus TAA04 Certification IV Training and Assessment

Recognition Assessment for BCG03 only (on worksite)

Assessor with BCG03 Certificate III in Steel Fixing, vocational currency and TAA04 Statements of Attainment in Assessment Units (first 6 units)

Recognition Assessment for BCG03 only (on a worksite) with supervisor who holds BCG03 Certificate III in Steel Fixing

Supervisor/Industry expert who holds BCG03 Certificate III in Steel Fixing and vocational currency

Assessor and a Trainer with TAA04 Certificate IV in Training and Assessment who does not have industry expertise assess as a team

Recognition Assessment for BCGO3 (on worksite) by workplace trainers/supervisors

In partnership with a RTO Trainer/Assessor with TAA04 Certificate IV Training and Assessment

Supervisor/trainer who holds BCG03 Certificate III in Steel Fixing, vocational currency and TAA04 Certificate IV in Training and Assessment

5.0 QUALIFICATION FRAMEWORK GUIDELINE (Certificates II and III)

Distinguishing Features of Certificates II and III

Certificate IIThe competencies at Certificate II level enable an individual with this qualification to:

Demonstrate basic operational knowledge in a moderate range of areas Apply a defined range of skills Apply known solutions to a limited range of predictable problems Perform a range of tasks where choice between a limited range of options is

required Assess and record information from varied sources Take limited responsibility for outputs in work and learning




Certificate IIIThe competencies at Certificate III level enable an individual with this qualification to:

Demonstrate some relevant theoretical knowledge Apply a range of well developed skills Apply known solutions to a variety of predictable problems Perform processes that require a range of well developed skills where some

discretion and judgement is required Interpret available information, using discretion and judgement Take responsibility for own outputs in work and learning Take limited responsibility for the output of others

BCG20206 Certificate II in Steel Fixing

Core: Safety and Induction (BCG20206 4 units)BCGCM1001B Follow OH&S policies and procedures

BCGCM1002B Work effectively in the General Construction industry

BCGCM1004B Conduct workplace communication

BCGCM1006A Work safely at heights

Core: Prepare for Steel Fixing (BCG20206 3 units)BCGCM1003B Plan and organise work

BCGCM1005B Carry out measurements and calculations

BCGCM2001B Read and interpret plans and specifications

Core: Steel Fixing Operations (BCG20206 4 units)BCGSF2001B Handle steelfixing materials

BCGSF2002B Use steelfixing tools and equipment

BCGSF2004B Place and fix reinforcement materials

BCGSF3001B Apply reinforcement schedule




http://www.ntis.gov.au/?/trainingpackage/BCG03/unit/BCGSF3001B




http://www.ntis.gov.au/?/trainingpackage/BCG03/unit/BCGCM2001B



http://www.ntis.gov.au/?/trainingpackage/BCG03/unit/BCGCM1006A




5.2 BCG31103 Certificate III in Steel FixingCore Units of Competency (Compulsory units) - all candidates must do the 14 units below:

BCGCM1001B Follow OH&S policies and procedures BCGCM1002B Work effectively in the General Construction industry BCGCM1003B Plan and organise work BCGCM1004B Conduct workplace communication BCGCM1005B Carry out measurements and calculations BCGCM2001B Read and interpret plans and specifications BCGCM2006B Apply basic levelling procedures BCGSF2001B Handle steel fixing materials BCGSF2002B Use steel fixing tools and equipment BCGSF2003B Cut and bend materials using Oxy/LPG equipment BCGSF2004B Place and fix reinforcement materials BCGSF2005B Arc weld reinforcement steel BCGSF2006B Machine cut reinforcement materials BCGSF3001B Apply reinforcement schedule

Elective Units of Competency – all candidates must do 3 elective units. At least 2 can be chosen from the list below.

BCCCM2009B Work in confined spaces BCGCM2008B Erect and dismantle restricted height

scaffolding BCGCO2004B Carry out concrete work BCGSF2007B Splice and anchor using mechanical methods BCGSF3002B Carry out mono-strand post tensioning BCGSF3003B Carry out multi-strand post tensioning BCGSF3004B Carry out stress bar post tensioning BCPCM2013A Weld using arc welding equipment BSBSBM301A Research business opportunities

If the candidate is not competent in all 17 units (14 core + 3 electives), partial recognition is given. The candidate receives a Statement of Certification for the units for which they have been found to be competent. Please Note: Pressing and holding the ctrl key on the keyboard and clicking on any unit of competency will take you to the National Training Information Service (NTIS) webpage (www.ntis.gov.au) where you will be able to access further information about the competency standards for the respective unit (e.g. Elements, Performance Criteria, Range Statement and Evidence Guide).




http://www.ntis.gov.au/

http://www.ntis.gov.au/?/trainingpackage/BSB01/unit/BSBSBM301A

http://www.ntis.gov.au/?/trainingpackage/BCP03/unit/BCPCM2013A





http://www.ntis.gov.au/?/trainingpackage/BCG03/unit/BCGCO2004B



http://www.ntis.gov.au/?/trainingpackage/BCC03/unit/BCCCM2009B















Or 1 unit from another qualification in the Training package such as:Place Concrete BCGO3001B or Finish Concrete BCGO3002B




Pla

nnin

g In

terv

iew

No

Yes

No

No

No Yes

6.0 STEPS IN RECOGNITION




YesAss

essm

ent

Inte

rvie

w

Assessor Reviews Evidence

Assessor Recommendation/

Individual Training Plan and Learning Support organised (if required)

Assessment/Interview/ Evidence Recorded

Evidence Review

CompletedIncomplete

d

Individual to Gather Further Evidence

Assessment/Evidence Recorded

Marketing Briefing/ Kit

Provided

Worker to complete

paperwork

Planning Interview

AUDIT

FOCUS

CONTINUOUS IMPROVEMENT

ASSESSMENT

FOCUS

Online

Individual

Supported GroupAssessor Task

Multimedia – DVD/Video

On-site Tutorials

On-site Training Sessions

On-site Mentor Training

Online Tools

Research Assignment

Documentation Completed/RTO Approval process/Evaluation

Partial Completion

Course CompletionCompleted

Issue qualification

Brie

fing

Evi

denc

e G

athe

ring

KEY

Worker Task

Joint Task

Rec

ordi

ng

Eva

luat

ion

Gap Training

Sufficient Evidence

Individualised Training Plan

Assessment

Gap Training Occurs

6.1 Detailed Information about the Steps of the Model

Stages Activities Outcomes/Records

Brie

fing

MARKETING

1. Place advertisements in relevant magazines, notify employers of recognition and work with Industry partners to promote recognition

2. Present, promote and/or run briefing sessions

BRIEFING SESSION

3. Follow up initial contact by telephone or in person

4. Present the candidate kit

5. Assess literacy and numeracy needs

6. Establish recognition eligibility

7. Establish Evidence Plan

8. Contact employers/referees

9. Conduct preliminary observation

Informed candidates and employers about recognition and exchange of contact details

Forms given to the Candidate: Work history Work activity description Enrolment application Evidence plan Workplace referee statement

Forms given to the employers/referees: Employer nomination 3rd party report

Forms obtained from the candidate: Candidate support Initial assessment Candidate kit checklist

Plan

ning

In

terv

iew 1. Collect the relevant forms and evidence

(e.g. copies of signed and dated duty statements, licences, tickets etc)

2. Identify an opportunity to observe, interview 3rd parties, sight work sample etc

3. Establish an assessment plan

Evidence is submitted by the candidate, such as:

Photocopy of licence, ticket(s), transcript(s), job description(s), etc

Form completed with the Candidate: Assessment Plan




Evid

ence

Gat

herin

gMAP HOLISTICALLY

(ASSESSOR)1. Conduct observation of workplace

performance

2. Map evidence against Elements, Evidence Guide, Range of Variables

The assessor completes the following forms:

Observation Checklist Evidence Recording Sheet

Keep in touch with the candidate by phone or email.

Keep a record of the correspondence with the candidate. Important details may include: submissions to be made, agreed deadlines and methods of submission as well as assessment criteria or required performance.

Ass

essm

ent

Inte

rvie

w 1. Conduct oral/written questioningThe assessor interviews the candidate and completes the following form:

Underpinning Knowledge Questionnaire

The assessor must provide written and oral feedback to the candidate. The candidate signs off on the feedback section of the Underpinning Knowledge Questionnaire.

Evid

ence

G

athe

ring IDENTIFY GAPS

(ASSESSOR)

1. List the Competency Standards which are not matched by the evidence presented

2. Identify methods to gather further evidence and establish a gap training plan

3. Contact the candidate for further evidence, if required and discuss Gap Training

The assessor completes the following forms:

Evidence Recording Sheet If required, a Gap Training Plan




Opt

iona

l R

ecor

ding

REVIEW EVIDENCE(ASSESSOR)

1. Use the rules of evidence to thoroughly validate the evidence

2. Consult with other assessors to validate the evidence gathering strategy

SUPPORT COMPLETION OF GAP TRAINING(Further Evidence Gathering, Assessment, Evidence Recorded)

1. Set gap training tasks and monitor these by telephone calls, visits to the site, e-mails (if the candidate has the ability to access and use the internet) or other suitable and mutually agreed means

2. Assess achieved competency

3. Make final recommendation for the issuing or not of a full or partial qualification

Forms completed by the assessor:

signed and sated Notes on validation of evidence against the rules. The validation process can be completed with the assistance of a TAFE Head Teacher

Validation Meeting Minutes

Form completed with the candidate:

Gap Training Plan

The assessor keeps records of:

Signed and dated notes of support provided

Additional notes to the Evidence Recording Sheet




Eval

uatio

nDE-BRIEF

1. Review the process

2. Summarize the process to the candidate

3. Point out the candidate’s strengths and areas for improvement

4. Seek the candidate’s feedback

5. Notify the candidate of final pathway

MODERATE

1. Discuss with other assessors the entire recognition process and identify opportunities to improve it

2. Complete a Feedback form

3. Review recognition results and candidate’s feedback

The Candidate completes the following:

Candidate Feedback form

The Assessor completes the:

Assessor Feedback Form

This moderation will have the following outcomes:

moderation meeting minutes filled out Feedback forms written recommendations for

improvement


document.docModified: 04/04/2008

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7.0 ASSESSMENT GUIDELINES NSW WorkCover Authority regulations require all persons intending to carry out construction work to undertake a mandatory three-tiered OHS induction training. The primary responsibility for providing this compulsory induction training falls on the employer. Thus, every candidate needs to provide evidence of OHS induction training to the teaching section before the candidate can carry out construction work.

7.1 Establishing CompetenceA candidate is deemed competent when they meet all the critical requirements of a unit or units of competency. This is established by gathering and making judgements about evidence.

If a candidate fails to meet all the requirements further evidence must be generated. This can be achieved through additional documentation, further questioning, or on the job gap training followed by re-assessment.

7.2 Preparing for Assessment Before you conduct an assessment there are a number of tasks that you have to carry out. You need to be able to relate the qualification to the needs of the candidate, the expected standards and set of circumstances at their workplace. This understanding of both the candidate and their place of work will enable you to design ‘whole of work’ assessment activities.

7.2.1 Identifying Competency Standards

A unit of competency is made up of competency standards. These standards describe the level of skills, knowledge and type of attitude which enable an individual to perform well in the workplace. These standards are listed in the unit of competency as:

COMPETENCY STANDARDS IN OTHER WORDS

Unit title The work activity

Unit descriptor What the work activity entails

Elements The skills required to perform the work activity

Performance criteria The level of skills required to perform the work activity competently

Range statement The conditions under which the work activity is expected to be conducted

Evidence guide The evidence required for a candidate to be deemed competent

7.2.2 Unpacking a unit of competency

By unpacking a unit of competency, you will gain a very good understanding of its full requirements. To unpack a unit of competency, follow the steps below:



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Analyse the Elements and Performance Criteria

What workplace activities can be observed to demonstrate these Elements and Performance Criteria?

Could these be observed at the candidate’s site? Could these be observed over one, two or more activities? What type of evidence would be appropriate for these Elements and

Performance Criteria?

Analyse the Range Statement

What types of workplace contexts would relate to this unit? What evidence type would you use to collect information about the range

of tasks, procedures, techniques, situations, equipment and information sources listed under the Range Statement of a unit of competency?

Which tasks, procedures, techniques, situations, equipment and information sources suggested in the Range Statement exist and are used in the candidate’s workplace?

Analyse the Evidence Guide

The Evidence Guide has the following components: critical aspects of evidence required to demonstrate competency in this unit, relationship to other units, specific knowledge required to achieve the performance criteria, the context of assessment, methods of assessment and specific resource requirements for this unit.

How do the critical aspects of evidence required to demonstrate competency relate to the Elements and Performance Criteria?

What underpinning knowledge is the candidate required to have? How does this requirement relate to the Elements and Performance Criteria?

What resources are needed to carry out the assessment? How do these resource requirements relate to the Elements and Performance Criteria?

Ask the same questions in relation to the other components of the Evidence Guide.

Analyse the key competencies

What general knowledge and skills is the candidate expected to have? How do these skills and knowledge relate to the Elements and

Performance Criteria? What types of evidence can you use to collect information about the

candidate’s generic skills and knowledge?

Once you have completed the process of unpacking a unit, draw up a table and indicate the sources of evidence for the Elements and Performance Criteria of the relevant unit or units of competency. The sample table listed below can be used as a template.



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Unit title and Code

Elements and Performance Criteria

Evidence sources Third Party Evidence

Workplace Referee Statement

Observation

Oral Questioning

Workplace Documents

Log Book

Element 1

1.11.21.31.41.51.61.7

Design or customise existing templates for evidence gathering based on the information you have obtained above about the candidate’s workplace and the units of competency to be assessed. Some of the evidence gathering tools you may use include:

An Observation Checklist An Interview Sheet or Underpinning Knowledge Questionnaire

7.3 Conducting an Observation

7.3.1 Before the Observation

Make sure you:

Collect all the necessary written permissions Complete a hazard identification plan Complete a Safe Work Method Statement Establish the fitness of the candidate to undertake the assessment by asking

such questions as: - Are you ready for the assessment? - Are you taking any prescription drugs which may impair your

performance at work? - Have you taken any drugs or consumed any alcohol?

Clarify the procedures, purpose, equipment requirements, duration and methods of assessment with the candidate

Ask the candidate to confirm their readiness to undertake the assessment

7.3.2 Conducting the Observation

While observing:

Complete the Observation checklist and comments as the candidate carries out the task



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If at any time the candidate engages in an activity which you believe has the potential to endanger themselves, property and/or others, terminate the assessment and provide feedback to the candidate immediately

It is advisable to engage the employer in this discussion

Immediately after the observation:

Write down additional comments about the skills, knowledge and attitudes Demonstrated by the candidate throughout the tasks performed. You may

make some notes under the following headings: - Task skills – did the candidate perform the task at an acceptable

workplace level?- Task management skills – did the candidate manage well the

different tasks involved in the job?- Contingency management skills – did the candidate deal well with

unexpected problems or changes? A candidate may perform under normal workplace routine conditions, in which case, you will not be able to observe their contingency management skills. If that is the case, ask the candidate some hypothetical questions (if – questions). One such question could be what would you have done, if there had been a serious accident on the site?

Write down some feedback in simple language so that the candidate can understand and sign off on it

7.4 Conducting an Interviewing (oral questioning)

You should:

Ensure that your questioning is not limited by the written, pre-determined questions

Ask questions to allow the candidate to express themselves about various aspects of their work experience such as:

Clarity & Precision: i. What exactly do you mean? ii. What’s an example of that?

Accuracy: i. How can we check that this is accurate?

Depth: i. Could you give me more details?

Relevance: i. What is the main point?

Ensure that the questioning is strategic e.g. clients must be asked or prompted to

explain, give details, describe and comment on specific, relevant aspects of their workplace.

For recorded interviews, listen to the recording afterwards and make some notes. You are not required to transcribe the entire interview.



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If you are conducting a written assessment, pay particular attention to the literacy difficulties the candidate may have. Reasonable adjustments to accommodate mild literacy difficulties may include:

Reading out the questions and jotting down the verbal answers Arranging for translation Increasing the font size Writing questions on a white board Allowing the use of calculators if that is a common workplace practice Clarifying the meaning of complex words Offering additional time for completion of a task

To identify literacy difficulties use the questionnaire in the Candidate kit along with careful observation of the way in which the candidate reads and writes.

8.0 RECORDING ASSESSMENT

An RTO’s relevant policies and procedures for record keeping must be adhered to. As part of the record keeping procedures for the SCIP Project the Candidate kit contains the following documents:

Initial Assessment Candidate Support Evidence Plan Recognition Checklist Candidate Feedback Authority to Record Recognition Interview Recognition Employer Authority Recognition Employer Nomination Recognition Third Party Evidence Workplace Referee Statement List of Professional Referees Job History

The candidate must be given sufficient time to:

a) Understand the information required in each one of the documents listed above

and

b) Complete them. The first 5 forms on the list above can be completed throughout the initial briefing or planning interview. The other forms will need to be given to the candidate to take away and come back with the specific information requested.

At the end of the recognition process the candidate will also fill out the Candidate Feedback sheet.

The assessor will need to fill out the following forms throughout the recognition process:

Underpinning Knowledge Questionnaire Evidence Recording Sheet



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Observation Checklist Assessor Feedback

The employer will complete the following forms:

Recognition Employer Authority Recognition Employer Nomination

The candidate’s immediate supervisor will complete the following form:

Recognition Third Party Evidence

The candidate’s nominated referee(s) will fill out the form listed below:

Workplace Referee Statement

In the course of the initial meeting with the candidate you are expected to:

Provide them with your details (please, refer to the front cover of the Candidate kit);

Explain the kit to them and Keep copies of the documents filled out and submitted by the candidate.

The other document which you will need to complete in consultation with the candidate is the Assessment Plan. This is best discussed at a planning interview, following the briefing.

9.0 ASSESSMENT PLAN AND GAP TRAINING PLAN

Before a candidate is given an Assessment Plan they must be informed of the following:

The purpose and outcomes of the Recognition process The relevant units of competency on the qualification they seek Recognition

for The appeals process The RTO’s policies regarding confidentiality and security of information.

Most of this information is contained in the Candidate Kit. Your RTO will provide you with additional details about confidentiality and security of information.

Occasionally, there might be a case where a candidate has satisfied 90% of the requirements of the qualification but requires further gap training. In this case, you are expected to use a Training Plan. To do so, simply customise the template attached to this kit. Refer to the template entitled: Gap Training Plan.

A Gap Training Plan contains the following information:

Details of the training to be delivered (supported role rotation, set tasks conducted under supervision, completion of assigned written work, amongst a number of other options)

A list of all units of competency to be undertakenCOAG SCIP ProjectCreated: 27/02/2008Draft Version: 2.0


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Agreed delivery (formal or informal on-the-job learning, off-the-job structured training, mixed delivery etc)

Timeframes The qualification (code and title) to be issued on completion of the training Any support requirements

The Gap Training Plan must also document the candidate’s progress and any changes to the initial agreement.

Candidates who fall short of the 90% completion must be referred to a structured training program. For the purpose of the SCIP project this type of training is not available throughout the trial period.



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ASSESSMENT PLAN

This Assessment Plan is to be completed with the assessor. Once you have received a Candidate Kit and been given sufficient information about the Recognition process, you are expected to discuss with the assessor the ways in which the required evidence of your skills and knowledge can be generated.

QUALIFICATION (CODE AND TITLE)CANDIDATE NAME

ASSESSOR NAME

TYPE OF ASSESSMENT ASSESSMENT PROCESS OUTLINE DATE

OBSERVATION

UNDERPINNING KNOWLEDGE QUESTIONNAIRE/ ORAL QUESTIONING

WRITTEN QUESTIONING

OTHER (specify)

RELEVANT UNITS OF COMPETENCY

MATERIALS REQUIRED

TYPES OF EVIDENCE THAT MAY BE COLLECTED

I have taken part in the development of this plan and agree with its contents.

Candidate Signature: ________________________________ Date: ________________

Assessor Signature: _________________________________ Date: ________________



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GAP TRAINING PLAN

You must be given a pre-training review by the assessor in which the gaps in your knowledge and/or skills will be discussed. This review must inform the development of the current plan. This Gap Training Plan must be completed by the assessor in consultation with you.

QUALIFICATION (CODE AND TITLE)

CANDIDATE NAME

ASSESSOR NAME

UNIT CODE UNIT TITLE TYPE OF TRAINING

COMPLETION DATE

DESCRIPTION OF SPECIFIC TASKS TO BE UNDERTAKEN BY THE CANDIDATE

ASSESSMENT DETAILS (DATE AND TYPE)

COMMENTS (EVIDENCE TYPE, PROGRESS, CHANGES etc)

I have taken part in the development of this plan and agree with its contents.

Candidate Signature: ________________________________ Date: ________________

Assessor Signature: _________________________________ Date: ________________



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