In submitting this assignment for assessment, the student acknowledges that:

References are included, where applicable

A backup copy of the assignment has been retained by the student

The Chisholm Institute policy on plagiarism has not been breached

(that is, the contents of the assignment are all the work of the student,
including in-class small group work and work in the students practice
environment).

Department Use Only:

ASSESSMENT TASK DECISION

Comments:

Outcome:

oMR Meets Requirements

oFER Further Evidence Required resubmit by date:

Entering a grade and saving associated evidence in Chisholm Institutes files provides verification by the assessor.

Assessor Name: _____________________________________ Date:

Finished product inspection checklist

(assessment instrument to be completed by the TAE40110 assessor)

Entering a grade and saving associated evidence in Chisholm Institutes files provides verification by the assessor.

TAEASS401B Plan assessment activities and processes

Unit and
Element

Task 7(b): Assessment Plan

Assessment task description and assessment criteria
The assessment plan includes:

TAEASS401B.
01, 02.

Assessment plan parameters training specifications

- purpose of the assessment
- training specifications, including a unit of competency
- contextualisation of the competency standard
- assessment guidelines from the training package

TAEASS401B.
01, 02.

Assessment plan parameters other considerations

- description of the target group of candidates

Meets
Requirements
Yes

No

TAEASS401B Plan assessment activities and processes

Unit and
Element

Task 7(b): Assessment Plan

Assessment task description and assessment criteria
- guidance on reasonable adjustments to assessment for
candidates with particular needs
- relationship to Vocational Education and Training policies and
frameworks
- assessment environment and OHS risk control plan for the
assessment environment

TAEASS401B.
01, 02, 03.

Assessment plan design

TAEASS401B.
01, 02, 03.

Review of the assessment plan

- approval by appropriate personnel.

- assessment plan and mapping matrix (assessment tasks and

assessment methods mapped to elements, critical aspects of
evidence, required skills and required knowledge from the unit
of competency)
- resources

Meets
Requirements
Yes

No

7(b)

Assessment Task Instructions:

Assessment Plan
Scenario
Providing
nationally recognised training
in your practice environment

Background Information
Your workplace (or a simulated workplace) is the practice environment for this task
that you will complete outside of class. (Advice on the practice environment can be found
in the General Information for Students.)

You have delivered group-based learning in a unit of competency to the workers in

your practice environment. They have been practising their skills and knowledge in
the workplace and are ready to be assessed.
At least one of these workers will have a special need (such as, poor literacy; poor
numeracy; English as a second language; learning difficulty; physical or intellectual
disability; medical or psychological condition).
Information related to this Assessment Task
You need to design an assessment plan that will meet the needs of the client and of
the workers involved in your delivery of group-based learning.
The assessment plan will be based on the unit of competency that was used for your
delivery of group-based learning.
The assessment plan will also include guidance on reasonable adjustments for
candidates with special needs and advice on Recognition of Prior Learning for
experienced workers in your practice environment.
The assessment plan must cover at least one entire unit of competency.

All areas in the template must be completed.

To be submitted in electronic format.

The training specification (unit of competency) MUST be different to the unit of

competency used to complete Assessment Task 7(a).

The training specification (unit of competency) MAY be from another training

package to the one that was used to complete Assessment Task 7(a).

The training specification MAY be a module from an accredited course.

Assessment Plan

An Assessment Plan is an overall planning document that may include:

Advice on requirements for each section is written in italic script throughout

the template.

Occupational Health and Safety Risk Control Plan relates to keeping the
candidate, assessor and other workers safe during an assessment, rather
than the usual OHS Risk Controls for the work activity.

Explanation of the Assessment plan and mapping matrix gives advice on the
way the Assessment tasks are mapped to the Assessment methods and the
requirements of the unit of competency on the following page.

Use information from the Training needs analysis for your practice
environment in Assessment Task 3(b) to assist you with the Assessment
Guidelines of the Training Package.

Use information from the Learning Program for your practice environment in
Assessment Task 4(b) to assist you with the Training specifications, Target
group of candidates, and Relationship to Vocational Education and Training
policies and frameworks.

what is to be assessed
when assessment is to take place
where assessment is to take place
how assessment is to take place.

Purpose of the assessment

Purpose of the Assessment
(This may include determining training needs of learners, including language, literacy and
numeracy levels before training; monitoring the progress of learners during training;
awarding a qualification or statement of attainment for a unit of competency; meeting
licensing, legislative or regulatory requirements; providing recognition of prior learning.)

To achieve competence in a unit of competency within a qualification (HLT21212

Certificate II in Health Support Services).

Training specifications

Use information from the Learning Program for your practice environment in
Assessment Task 4(b) to assist you with the Training specifications.

Unit or Module Code

Unit or Module Title

BSBWOR203

Work effectively with others

Critical aspects for assessment and evidence required to demonstrate

competency in this unit (or specific evidence requirements)
(Check the evidence guide in the unit of competency.)

Evidence of the following is essential:

providing support to team members to ensure goals are met

seeking feedback from clients and/or colleagues and taking appropriate action

Knowledge of appropriate conflict resolution techniques.

Contextualisation of the Competency Standard to meet client needs

Contextualisation means linking the requirements of the unit of competency to the

work environment of the client it can involve replacing wording in the unit with
those from the work environment of the client.
(in general, may not change the number and content of elements and
performance criteria. May add specific industry terminology to the performance
criteria, add to or amend the range statement, and add detail to the evidence
guide. None of these changes may distort or limit the competency standard and
must be according to rules on contextualisation in the Training Package.)
Section of
the Unit of
competency
(performance
criteria, range
statement or
evidence
guide)

Details of requirements
(current wording in the section of
the unit of competency)

Contextualisation details
(changes to be made to the
wording, such as specifically
identifying tools and
equipment; organisational
policies, procedures and
forms; organisational
terminology; and people)

Performance
criteria

1.1Identify own responsibilities

and duties in relation
to workgroup members and
undertake activities in a manner
that promotes cooperation and
good relationships
1.3 Encourage, acknowledge
and act upon
constructive feedback provided
by others in the workgroup
2.1 Provide support to team
members to ensure workgroup
goals are met
2.2 Contribute constructively to
workgroup goals and tasks
according to organisational
requirements.
2.3 Share information relevant
to work with workgroup to
ensure designated goals are met
2.4 Identify and
plan strategies/opportunities
for improvement of workgroup
in liaison with workgroup
3.4 Seek assistance from
workgroup members when
issues, problems and conflict
arise and suggest possible ways
of dealing with them as
appropriate or refer them to the
appropriate person

work group to team members

Assessment Guidelines of the Training Package

Use information from the Training needs analysis for your practice
environment in Assessment Task 3(b) to assist you with the Assessment
Guidelines of the Training Package.

Training Package Assessment Guidelines: assessment system overview

Assessment must be
carried out in
accordance with the:

Benchmarks for
assessment

Pathways

Assessments against the units of competency in this

Training Package must be carried out in accordance with
these endorsed Assessment Guidelines. This document is
to be used in conjunction with the Health Training
Package Qualifications Framework and associated units
of competency.
The Assessment Guidelines comprise seven key sections:
SECTION 1: Assessment system overview
SECTION 2: Skills Recognition
SECTION 3: Assessor requirements
SECTION 4: Designing assessment resources SECTION
5: Conducting assessment
SECTION 6: Assessment in the health industry SECTION
7: Further sources of information
Assessment within the National Training Framework is the
process of collecting evidence and making judgements
about whether competency has been achieved to confirm
whether an individual can perform to the standards
expected in the workplace, as expressed in the relevant
endorsed unit of competency. In the areas of work
covered by the Health Training Package, the endorsed
units of competency are the benchmarks for assessment.
As such, they provide the basis for nationally recognised
Australian Qualifications Framework (AQF) Qualifications
and Statements of Attainment issued by Registered
Training Organisations (RTOs).
The competencies in this Training Package may be
attained in a number of ways including through:
formal or informal education and training
experiences in the workplace
general life experience, and/or
any combination of the above

Training Package Assessment Guidelines: specific requirements

(This may include requirements that are specific to the industry or training package
and about reasonable adjustments for candidates with special needs.)
Requirements that are
specific to the industry
or training package
(if applicable)

(may be advice on
qualification or licence
requirements for
assessors and/or the
conduct of assessment,
such as advice on
simulated workplaces)

Advice on reasonable
adjustments for
candidates with special
needs

Assessor Requirements: This section identifies the

mandatory competencies for assessors, and clarifies how
others may contribute to the assessment process where
one person alone does not hold all the required
competencies. Assessor Competencies The Standards for
Registered Training Organisations specify mandatory
competency requirements for assessors. For information,
Standard 7.3 from the Standards for Registered Training
Organisations follows:
7.3 a: The RTO must ensure that assessments are
conducted by a person who has:
(i)the following competencies1 from the Training Package
for Assessment and Workplace Training, or demonstrated
equivalent competencies:
a) TAAASS401A Plan and organise assessment;
b) TAAASS402A Assess competence;
c) TAAASS404A Participate in assessment
validation;
(ii) Relevant vocational competencies, at least to the level
being assessed.
B: However, if a person does not have all of the
competencies in Standards 7.3 a
(i) and the vocational competencies as defined in 7.3 a (ii),
one person with the competencies listed in Standard 7.3 a
(i), and one or more persons who have the competencies
listed in Standard 7.3 a
(ii) may work together to conduct assessments.
Access & Equity: An individual's access to the
assessment process should not be adversely affected by
restrictions placed on the location or context of
assessment beyond the requirements specified in this
Training Package. Reasonable adjustments can be made
to ensure equity in assessment for people with disabilities.
Adjustments include any changes to the assessment
process or context that meet the individual needs of the
person with a disability, but do not change competency
outcomes. Such adjustments are considered reasonable
if they do not impose an unjustifiable hardship on a
training provider or employer. When assessing people with
disabilities, assessors are encouraged to apply good
practice assessment methods with sensitivity and
flexibility.
Appendix A: Training and Assessment for People with
Specific Needs
Reasonable adjustment

Mobility impairment:
Access to aids such as for holding documents
Adjustable tables
Lifting limits
Wheelchair access.

Target group of candidates

Use information from the Learning Program for your practice environment in
Assessment Task 4(b) to assist you with the Target group of candidates, but
make sure you provide Guidance on reasonable adjustments to assessments
for candidates with particular needs rather than general support strategies.

Description of Target Group of Candidates for Assessment

(General description of the candidates for assessment that are expected to be in the group.
This may involve their age range, gender, educational background, previous experience of the
subject.)

Mature employees with varied experience undergoing career change.

Specific Requirements of Candidates

(Particular needs of some or all of the target group of candidates for assessment. This may
involve language, literacy or numeracy needs; cultural diversity; physical, psychological and
intellectual disabilities and impairments.)

1. One of the employees have English as second language.

2. Varied backgrounds of experience

Guidance on reasonable adjustments that may be made to assessments

for candidates with particular needs
(such as: modified equipment, increased time allocation, oral/written questions, provide breaks
in assessment, allow support if required)

Allow 50% more time to complete assessment task.

Oral questions may be given as a written test.
Ergonomic workstation for wheelchair users.

Relationship to Vocational Education and Training

policies and frameworks

Use information from the Learning Program for your practice environment in
Assessment Task 4(b) to assist you with the Relationship to Vocational
Education and Training policies and frameworks.

Vocational education and training (VET) policies

VET Quality
Framework:
Standards for NVR
Registered Training
Organisations 2011
(website:
www.asqa.gov.au)
List the Essential
Standards for
Continuing
Registration (Part 3).

VET Quality Framework 2011

Standards for NVR Registered Training Organisations in the
VET Quality Framework
Standards
Standard 1: The applicant has strategies in place to provide
quality training and assessment across all of its operations
1.1 The applicant has a defined continuous improvement
strategy that allows for the collection and analysis of data.
The strategy includes implementation of continuous
improvement activities for training and assessment.
1.2 Strategies for training and assessment meet the
requirements of the relevant Training Package or accredited
course and have been developed in consultation with
industry.
1.3 Staff, facilities, equipment, and training and assessment
materials to be used by the applicant are consistent with the
requirements of the Training Package or accredited course
and the applicants own training and assessment strategies.

1.4 The applicant has a defined strategy, procedures and

measures to ensure training and assessment services are
conducted by trainers and assessors who:
(a) have the necessary training and assessment
competencies as determined by the National Quality Council
or its successors, and
(b) have the relevant vocational competencies at least to the
level being delivered or assessed, and
(c) can demonstrate current industry skills directly relevant to
the training/assessment being undertaken and
(d) continue to develop their Vocational Education and
Training (VET) knowledge and skills as well as their industry
currency and trainer/assessor competence.
1.5 The applicant has a defined strategy and procedures in
place to ensure that assessment, including Recognition of
Prior Learning (RPL):
(a) will meet the requirements of the relevant Training
Package or accredited course
(b) will be conducted in accordance with the principles of
assessment and the rules of evidence
(c) will meet workplace and, where relevant, regulatory
requirements.
(d) is systematically validated.
Standard 2: The applicant has strategies in place to adhere
to the principles of access and equity and to maximise
outcomes for its clients.
2.1 The applicant has a strategy in place detailing how it will
establish and meet the needs of clients.
2.2 The applicant has a strategy in place for the
implementation of continuous improvement of client services
informed by the analysis of relevant data.
2.3 The applicant has in place a process and mechanism to
provide all clients information about the training, assessment
and support services to be provided, and about their rights
and obligations, prior to enrolment or entering into an
agreement.
2.4 Where identified in the learning and assessment strategy,
the applicant has engaged or has a defined strategy in place
to engage with employers or other parties who contribute to
each learners training and assessment on the development,
delivery and monitoring of training and assessment.
2.5 The applicant has a defined process and mechanism in
place to ensure learners receive training, assessment and
support services that meet their individual needs. AQTF
Essential Conditions and Standards for Initial Registration | 6
2.6 The applicant has a defined process and mechanism in
place to ensure learners have timely access to current and
accurate records of their participation.
2.7 The applicant has a defined complaints and appeals
process that will ensure learners complaints and appeals are
addressed effectively and efficiently.
Standard 3: The applicant has in place management
systems that will be responsive to the needs of clients, staff
and stakeholders, and the environment in which the RTO will

operate.
3.1 The applicant has a strategy in place detailing how the
management of its operations will ensure clients receive the
services detailed in their agreement with the applicant. 3.2
The applicant has a defined strategy for the implementation
of a systematic continuous improvement approach to the
management of operations.
3.3 Where applicable, the applicant has a defined process
and mechanism to monitor training and/or assessment
services provided on its behalf to ensure that it complies with
all aspects of the AQTF Essential Conditions and Standards
for Initial Registration.
3.4 The applicant has a defined strategy and process to
manage records to ensure their accuracy and integrity.

Registered Training
Organisation
policies and
procedures
List RTO policies and
procedures that are
relevant to this
learning program
(these may be from
the Registered
Training Organisation
Policies and
Procedures Manual
for the simulated
workplace).

Access and Equity

Occupational Health and Safety
Privacy Policy
Training and Assessment Strategy Policy
Assessment Validation Policy
Complaints and Appeals
Risk Management Policy

Assessment environment
Assessment Environment
(workplace, simulated
workplace, off-the-job such as
a classroom)

simulated workplace, classroom

Occupational Health and Safety Risk Control Plan relates to keeping the
candidate, assessor and other workers safe during an assessment, rather
than the usual OHS Risk Controls for the work activity.

Occupational Health and Safety

Outline any OH&S requirements that need to be considered in the assessment of this unit
Hazard

Risk
Assessment

Control Measure

Person
responsible

Timeframe
to complete

Organisational
Health and Safety
(physical)

High

Explanation of
safety and
evacuation
procedures

Safety
Officer of
the
workplace

Before
assessmen
t

Workplace
bullying / Stress
(psychological)

Medium

Setting ground
rules /boundaries
working as a group

Safety
Officer of
the
workplace

Before
assessmen
t

Physical broken
equipment, electric
cords, personal
accessories of
learners
(physical)

Low

OHS check
equipment before
use, reporting
hazards to trainer,
learners
responsible for
personal
accessories safety

Safety
Officer of
the
workplace

Before
assessmen
t

Assessor unfamiliar
with environment
(health and
evacuation)

High

Induction
- facilities
- evacuation
procedure

Safety
Officer of
the
workplace

Before
assessment

Other workers in the

office area
(emotional and
confined space)

Low

Relocate other
workers to other
areas

Workplace
supervisor

Start of
assessment

Small space for

assessor and
candidate (confined
space)

Medium

Well-designed
rooms with proper
chairs, computers
and regular breaks

Workplace
officer/
supervisor

Start and
during the
assessmen
t

Explanation of the Assessment plan and mapping matrix

Explanation of the Assessment plan and mapping matrix gives advice on the way the Assessment tasks are referenced or mapped to the
Assessment methods and requirements of the unit of competency.

Assessment Plan and Mapping Matrix

Task
Numbe
r

Description of
Assessment Task

Assessment activity for

the candidate to
demonstrate
competence in skills
and/or knowledge
(such as a practical
task as carried out in
the workplace and/or
areas of knowledge)

Method of
Assessment
(observation, inspection
of finished products,
questions, and so on)

Method used to assess

the Task (such as
observation of
procedures followed in
a demonstration,
inspection of finished
products, oral or
written questions on
required knowledge)

Unit of competency
(code) and Element/s of
competency assessed

in the assessment task

Direct quote from the
unit of competency:
Unit code; Element
number and name
(found near the
beginning of the unit)

Critical Aspects of
Evidence (from the
unit of competency)
assessed in the
assessment task

Required Skills (from

the unit of
competency)
assessed in the
assessment task

Required Knowledge
(from the unit of
competency)
assessed in the
assessment task

Direct quote from the

unit of competency:
Critical aspects for
assessment and
evidence (found in the
Evidence Guide of the
unit)

Direct quote from the

unit of competency:
Required Skills
(usually found after the
Elements in the unit)

Direct quote from the

unit of competency:
Required Knowledge
(usually found after the
Elements in the unit)

Assessment plan and mapping matrix

Assessment Plan and Mapping Matrix

Assessment tasks in the Assessment plan are designed by the assessor for the candidate to undertake to show competence.
The Critical aspects for assessment and evidence in the Evidence Guide are the foundation for creating the assessment tasks, as well
as any other requirements of the unit of competency.

Tas
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Description of
Assessment
Task

Oral questions
on :
How to provide
support to
team members
Sharing
information
strategies

Method of
Assessment
(observation, inspection
of finished products,
questions, and so on)

direct
questioning
combined with
review of portfolios
of evidence and
third party
workplace reports
of on-the-job
performance by the
candidate

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

Contribute to
workgroup
activities

Critical Aspects of
Evidence (from
the unit of
competency)
assessed in the
assessment task

providing
support to team
members to
ensure goals are
met

Required Skills (from the

unit of competency)
assessed in the
assessment task

Required Knowledge (from

the unit of competency)
assessed in the assessment
task

literacy skills

anti-discrimination
legislation

communication
skills

ethical principles

technology skills

codes of practice

culturally
appropriate
communication

privacy laws

occupational health

Tas
k
Nu
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Description of
Assessment
Task

Method of
Assessment
(observation, inspection
of finished products,
questions, and so on)

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

Critical Aspects of
Evidence (from
the unit of
competency)
assessed in the
assessment task

Required Skills (from the

unit of competency)
assessed in the
assessment task

Required Knowledge (from

the unit of competency)
assessed in the assessment
task

skills

and safety (OHS)

environmentally
sustainable work
practices

organisational
policies, plans and
procedures

Workgroup member
responsibilities and
duties, and
relationship to
individual
responsibilities and
duties.

Tas
k
Nu
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Description of
Assessment
Task

Case studies
on :
Identifying
own responsibi
lities and
duties in
relation
to workgroup
members
Strategies
fulfilling work
requirements
of self and
others
Strategies to
provide
feedback to
others in work
group

Method of
Assessment
(observation, inspection
of finished products,
questions, and so on)

analysis of
responses
to case
studies and
scenarios
demonstrati
on of
techniques

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

Develop effective
workplace
relationships

Critical Aspects of
Evidence (from
the unit of
competency)
assessed in the
assessment task

seeking
feedback from
clients and/or
colleagues and
taking appropriate
action

Required Skills (from the

unit of competency)
assessed in the
assessment task

Required Knowledge (from

the unit of competency)
assessed in the assessment
task

literacy skills

anti-discrimination
legislation

communication
skills

ethical principles

technology skills

codes of practice

culturally
appropriate
communication
skills

privacy laws

occupational health
and safety (OHS)

environmentally
sustainable work
practices

organisational
policies, plans and
procedures

Workgroup member
responsibilities and
duties, and

Tas
k
Nu
mb
er

Description of
Assessment
Task

Method of
Assessment
(observation, inspection
of finished products,
questions, and so on)

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

Critical Aspects of
Evidence (from
the unit of
competency)
assessed in the
assessment task

Required Skills (from the

unit of competency)
assessed in the
assessment task

Required Knowledge (from

the unit of competency)
assessed in the assessment
task

relationship to
individual
responsibilities and
duties.

Role play:
Customers
conflict
scenario
Good
customer
service/ bad
customer
service

observation
of demonstrated
techniques in
resolving conflict

Deal effectively
with issues,
problems and
conflict

knowledge of
appropriate
conflict resolution
techniques

literacy skills

communication
skills

technology skills

culturally
appropriate
communication
skills

anti-discrimination
legislation

ethical principles

codes of practice

privacy laws

Tas
k
Nu
mb
er

Description of
Assessment
Task

Method of
Assessment
(observation, inspection
of finished products,
questions, and so on)

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

Critical Aspects of
Evidence (from
the unit of
competency)
assessed in the
assessment task

Required Skills (from the

unit of competency)
assessed in the
assessment task

Required Knowledge (from

the unit of competency)
assessed in the assessment
task

occupational health
and safety (OHS)

environmentally
sustainable work
practices

organisational
policies, plans and
procedures

Workgroup member
responsibilities and
duties, and
relationship to
individual
responsibilities and

Tas
k
Nu
mb
er

Description of
Assessment
Task

Method of
Assessment
(observation, inspection
of finished products,
questions, and so on)

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

Critical Aspects of
Evidence (from
the unit of
competency)
assessed in the
assessment task

Required Skills (from the

unit of competency)
assessed in the
assessment task

Required Knowledge (from

the unit of competency)
assessed in the assessment
task

duties.

Tas
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Description of
Assessment
Task

Group
discussion on
a case
scenario on
how to identify
own
responsibilities
in a work
group, how to
share
information
and
opportunities
to meet group
goals and
resolve any
situations of
conflict as per
organisations
policy and
procedure
guidelines

Method of
Assessment
(observation, inspection
of finished products,
questions, and so on)

Review of
documentation
identifying and
planning
strategies/opportun
ities for workgroup
improvement.

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

Develop effective
workplace
relationships
Contribute to
workgroup
activities
Deal effectively
with issues,
problems and
conflict

Critical Aspects of
Evidence (from
the unit of
competency)
assessed in the
assessment task

providing
support to team

Required Skills (from the

unit of competency)
assessed in the
assessment task

literacy skills

communication
skills

technology skills

culturally
appropriate
communication
skills

members to
ensure goals are
met
seeking
feedback from
clients and/or

Required Knowledge (from

the unit of competency)
assessed in the assessment
task

anti-discrimination
legislation

ethical principles

codes of practice

privacy laws

occupational health

colleagues and

and safety (OHS)

taking appropriate

action

environmentally
sustainable work

knowledg

practices

e of appropriate
conflict resolution

organisational
policies, plans and

Tas
k
Nu
mb
er

Description of
Assessment
Task

Method of
Assessment
(observation, inspection
of finished products,
questions, and so on)

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

Critical Aspects of
Evidence (from
the unit of
competency)
assessed in the
assessment task

Required Skills (from the

unit of competency)
assessed in the
assessment task

Required Knowledge (from

the unit of competency)
assessed in the assessment
task

techniques.

procedures

Workgroup member
responsibilities and
duties, and
relationship to
individual
responsibilities and
duties.

Recognition of Prior Learning (RPL) evidence

Outline appropriate evidence for
Recognition of Prior Learning (RPL)
for this unit of competency:

Knowledge:

the organisational standards, policies and procedures that relate to childcare industry

The team responsibilities and duties and their relationship to individual responsibilities and
duties.

Summarise conflict resolution techniques.

Work samples: at least two documents from the current or previous workplace on team work
effectiveness.

Award of achievement for individual or team

Appreciation note from any member of the team or supervisor

Third party report or reference:

- Supervisor or manager to report that candidate has relevant industry knowledge and performs as per
required standard in team activities ensuring gaols are met to organisational requirements within
designated time lines and with appropriate occupational health and safety and conservation
techniques for at least 1 month within the previous year.

Resources
Resources (include Assessment Tool and other resources required)
Name/Type

Work station with personal computer

Printer and paper

Organisational style guide

Assessment Tool

Administration arrangements
Reporting arrangements of assessment outcome to stakeholders:
(outcome reported to such as: candidate, trainer, workplace supervisor, RTO administration staff)

Assessment Outcome reported to:

Candidate
Workplace supervisor
RTO administration staff
Australian Apprenticeship Centre for administration workers

Approval of the assessment plan

Approval of assessment plan

Approval of planning documents

Description of planning
documents:

Assessment plan

Approval of assessment by training personnel

Name of assessor:

Authorising Officer Details

(such as: RTO Manager. This may be your TAE40110 facilitator if you are using a simulated workplace.)
Name of authorising officer:

Position:

TAE40110

Version Control: (ensures the current Assessment Plan is being used)

Version

Date of Issue

File path (location of document)

Author

Review Date