Assessment Summary
Unit Details	BSBCMM201 – Communicate in the workplace
Assessment Type	This is a summative assessment, which requires each student to have adequate practice prior to undertaking this assessment
Assessment Methods	Assessment 1 Written Questions
Assessment 2	Role-Play/Project

Contents

Assessment information……………………………………………………………………… 3

Purpose………………………………………………………………………………………………………………… 3

Unit description………………………………………………………………………………………………….. 3

Key competencies…………………………………………………………………………………………….. 3

Foundation skills…………………………………………………………………………………………………… 3

Performance evidence……………………………………………………………………………………… 4

Knowledge evidence………………………………………………………………………………………… 4

Assessment Conditions……………………………………………………………………………………….. 4

Pre-requisites……………………………………………………………………………………………………… 4

Terminology used………………………………………………………………………………………………… 4

Completing the assessments/Expectations…………………………………………………. 4

Assessment…………………………………………………………………………………………………………. 5

Summary of assessment methods and tasks…………………………………………………. 5

Instructions ………………………………………………………………………………………………………….. 5

Required resources……………………………………………………………………………………………. 6

Reasonable adjustment…………………………………………………………………………………… 6

Plagiarism policy………………………………………………………………………………………………… 6

Academic appeals…………………………………………………………………………………………….. 7

Reassessment process………………………………………………………………………………………… 7

Assessment records…………………………………………………………………………………………….. 8

Declaration………………………………………………………………………………………………………….. 8

Assessment submissions and contact details…………………………………………………. 8

Assessment 1 – Written Questions…………………………………………………………………………………………………………… 11

Instructions for Students ………………………………………………………………………………….. 11

Assessment 2 – Role-play/Project …………………………………………………… 25

Instructions for Students …………………………………………………………………………………………………………… 25

Role Play Observation Checklist and Assessment Outcome – Assessment 2, Part A 28 Performance Checklist and Assessment Outcome – Assessment 2, Part B                                                                                                                                     30

Performance Checklist and Assessment Outcome – Assessment 2, Part C                                                                                                                                                     32

Appendices…………………………………………………………………………………………………………… 33

Assessment information

Purpose	This document represents the main assessment instrument for the unit of competency BSBCMM201 – Communicate in the workplace
Unit description	This unit describes the skills and knowledge required to communicate in the workplace including gathering, conveying and receiving information and completing routine written correspondence.   It applies to individuals who perform a range of routine workplace communication tasks using a limited range of practical skills and fundamental knowledge of effective listening, questioning and non-verbal communication in a defined context under direct supervision or with limited individual responsibility.   No licensing, legislative or certification requirements apply to this unit at the time of publication.
Key competencies	Gather, convey and receive information and ideas.Complete workplace documentation and correspondence.Communicate      in    a     way     that    responds    positively to                               individual differences.
Foundation skills	Learning skills to:Seeks advice from others to implement strategies to improve knowledge or skills.
Reading skills to:	Reviews textual information to identify and interpret communication       requirements    and                                       organisational standards.
Writing skills to:	Develops simple written texts using appropriate grammar, spelling and punctuation in accordance with organisational formats.   Completes workplace forms and texts in accordance with           organisational               conventions          and               legislative requirements.
Oral communication skills to:	Explains ideas and requirements clearly and listens carefully to verbal instructions and discussions.   Asks questions to confirm understanding.
Navigate                               the world of work to:	Understands responsibilities of role and complies with legislative, regulatory and organisational requirements.
Interact                              with others to:	Recognises common cultural and other differences of people in the work context and makes adjustments to accommodate the differences.   Follows   accepted   communication   practices   and protocols to assist in building and maintaining positive working relationships.

	Get       the               work done to:Plans and implements routine tasks and workload making limited decisions on sequencing, timing and collaboration, seeking assistance in setting priorities.   Uses digital technology to find, record or communicate basic information.
Performance evidence	Evidence of the ability to: communicate information and ideas verbally and non-verbally, taking cultural differences and language barriers into considerationproduce written material, used routinely in day to day work, which is clear, concise and effectively convey the intended meaning to the recipientcomplete workplace formsuse style, format and level of accuracy appropriate to the type of written materialprovide prompt responses to requests for information in accordance with organisational requirements
Knowledge evidence	identify any organisational policies, plans and procedures which detail organisation’s standards or protocols for workplace communicationdescribe different communication stylesoutline barriers to communication
Assessment Conditions	Skills must be demonstrated in the workplace. This can be: office equipmentbusiness resourcesworkplace policies and procedures relating to communicationcase studies and, where possible, real situationsinteraction with others Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.
Pre-requisites	NIL
Terminology used	The following terms are used in each assessment task to guide the student and assessor as to what is expected from each assessment task: Instructions:   Provides a brief description about the assessment task and broadly indicates what the Student is required to do.Conditions of assessment: Outlines the conditions in which the assessment must be undertaken. In some cases, it will give options for the student about what to base the assessment task on and whether it is practical demonstration or project.Description of task/decision making rules: Advises the student and the assessor of the task description and the criteria that the assessment must meet in order for a satisfactory result to be awarded.Due Date – the date on which assessment falls due.
Completing the assessments/Ex	Assessors must ensure that students completely understand the assessment process and various assessment tasks before undertaking the assessments.

This assessment tool is structured in a way that each assessment task clearly outlines the:

• Instructions for completing the assessment task;
• Conditions in which the assessment must be conducted;
• Evidence that must be presented by the student; and
• Decision-making rules by which the evidence will be judged.

Every assessment task will require satisfactory completion in order for students to be deemed Competent. The students will need to adhere to any guidelines on length of answers required where stipulated. Please note, a paragraph is three or more sentences.

Each assessment task has a section for the assessor recording the assessment outcome as either ‘Satisfactory’ (S) or ‘Not Satisfactory’ (NS). Once the student satisfactorily completes all assessment tasks, the assessor will complete the assessment summary cover sheet and record either a “Competent” (C) or “Not Competent” (NC) outcome.

When awarding any assessment result, assessors must ensure that feedback for the student is recorded in the spaces provided after each assessment task and on the record of assessment outcome.

The assessment methods that are used in this assessment tool are:

Assessment Task #

Method       of Assessment Questions

Roleplay/Project

Description

You are required to answer 18 short answer questions related to this unit.

• communicate information and ideas verbally and non-verbally, taking cultural differences and language barriers into consideration
• produce written material, used routinely in day to day work, which is clear, concise and effectively convey the intended meaning to the recipient
• complete workplace forms
• use style, format and level of accuracy appropriate to the type of written material
• provide prompt responses to requests for information in accordance with organisational requirements

Instructions:

• You can seek clarification regarding the assessment required to be done.
• You can ask for reasonable time from Assessor for preparation of project or Assessment.
• You can seek information on additional reading material and reference for completion of the assessments.

	If you have any special needs, you can seek assistance from Assessors depending upon the nature of the need.You can seek assistance from assessor while using special diagnostic equipmentReview the observation checklist/decision making rules to know what is expected of you. You may refer to the observation checklist for observation based assessments at any stage prior to the commencement of your assessment. You must not refer to this checklist whilst you are being assessed.Your assessor will also explain to you the observation process prior to the assessment.
Required resources	Each assessment task in this assessment tool outlines specific resources that the student must have access to as part of the assessment process. Assessors must ensure that students have appropriate access to these resources before any assessment is conducted.
Reasonable adjustment	Acumen Education enables reasonable adjustments to be made to assessment procedures for students with special needs, such as people with disabilities or with language or literacy difficulties. Assessing knowledge is usually assessed through written or oral, short-answer tests where assessors seek to determine the extent of the student’s knowledge.   Following are some of the examples of adjustments that can be made for the students: Ask questions orally instead of in a written formatProvide equipment such as text enlargers, image enhancers, and voice recorders.Give the student more time to complete the assessment;, allocate a different time for completion of the assessment;Offer a separate, quiet room.Modifying or providing equipmentAdapting delivery strategiesEnsuring  that    course    activities   are     sufficiently flexible, providing additional support to student where necessaryCustomising resources and activities within the training package or accredited courseMonitoring the adjustments to ensure student needs continue to be met
Plagiarism policy	Acumen education takes a systemic approach to the treatment of plagiarism in academic work. The policy is intended to promote honesty in learning and assessment and respect for the work of others. Contravention of this policy will result in students being penalized.   Please read the plagiarism policy available in your student handbook and to be aware of the consequences and to understand your rights and

	responsibilities.
Academic appeals	Where a student wishes to appeal an assessment they are required to notify their assessor in the first instance. Where appropriate the assessor may decide to re-assess the student to ensure a fair and equitable decision is gained. The assessor shall complete a written report regarding the re-assessment outlining the reasons why assessment was or was not granted.If this is still not to the student’s satisfaction the student shall formally lodge an appeal by submitting a written letter within one week of receiving the results using the form 10.1 for Complaints and appeals outlining the reasons for the appeal. They shall lodge this with student administrations department and the appeal shall be entered into the ‘complaints and appeals register’.The Course coordinator shall be notified and shall seek details from the assessor involved and any other relevant parties. A decision shall be made regarding the appeal either indicating the assessment decision stands or details of a possible re-assessment by another assessor appointed by Acumen. The student shall be notified in writing of the outcome with reasons for the decision. The student shall also be provided the option of activating the external appeals process if they are not satisfied with the outcome. The student is required to notify Acumen if they wish to proceed with the external appeals process.
Reassessment process	Student will be assessed as being competent only upon satisfactory completion of all the assessments in a unit.If a student is not able to demonstrate satisfactory completion of all of the required assessments of the unit, the result for that unit will be recorded as Not Competent.If a student has submitted all the tasks and successfully completed more than 50%* of the assessment tasks for a unit, they will be provided with specific feedback and invited to re-submit their assessment.If a student has submitted and not successfully completed more than 50%* of the assessment tasks for a unit, they will be required to undertake the unit again.In the case of re-submission, the following actions shall occur:The student must apply for resubmission within one week of the result is made available to him/her. This means that the student is responsible to acknowledge that he/she has received the result and has been deemed NC for the units of competency undertaken.Reassessment may need to be arranged every weekend on Saturday evenings in order to minimize disruption.If a student is assessed as “Not Competent’ after the resubmission, he or she will be identified as a student-at-risk and an Academic Performance   Improvement    (API)   Plan   will   be   created   during   an

	Intervention   Strategy   Meeting   between   the   Acumen’s   Operations Manager, Trainer & Assessor and student. The date for a third assessment will be nominated by the student in consultation with Trainer & Assessor, but should be no longer than 1 month from the previous re- submission date. 7. One re-submission is allowable per unit per student free of cost. Additional re-submissions will be charged at $200.   If the student remains ‘Not Competent’ after a third re-submission, he or she will be notified that this result is final and he or she will be unable to successfully complete the course in which they are enrolled at this point.   * Due to the variance in the amount of work completed for each assessment task in a unit, 50% will be determined by the number of assessment tasks submitted as opposed to the amount of evidence submitted.
Assessment records	We are required to retain a copy of your assessment and all other evidentiary records.    If you require a copy of this assessment submission please be sure to copy it prior to submitting it to us.
Declaration	You must sign the student declaration confirming the authenticity of your submitted work, understanding the requirements to complete the assessment tasks and that the assessment process including the provisions for re-submitting and academic appeals were explained to you and that you understand these processes on the assessment summary cover sheet. Acumen Education cannot assess any submitted work until the declaration is received.
Assessment submissions and contact details	You must submit this completed assessment tool to your trainer on the due date. Please feel free to contact us if you have any questions regarding the assessment process: Phone: 03 9044 6402/03 84151244

ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.
Student Name:		Student ID No:
Email:		Contact number:
Unit Code & Title	BSBCMM201 – Communicate in the workplace
First Submission	q	Subsequent submission	q
Please attach the following documentation to this form	Result S = Satisfactory NS = Not Satisfactory
Assessment 1	Written Task	S | NS
Assessment 2	Part A – Role Play	S | NS
Part B – Project	S | NS
Part A – Project	S | NS
Final Assessment Result for this unit (Student will be assessed as being competent only upon satisfactory completion of all the above mentioned assessments)	Competent	Not Competent
The Evidence provided is:   Valid	Sufficient		Authentic	Current
Student Declaration: I acknowledge that I understand the requirements to complete the assessment tasks. The assessment process including the provisions for re-submitting and academic appeals were explained to me and I understand these processes. I understand the consequences of plagiarism and confirm that this is my own work and I have acknowledged or referenced all sources of information I have used for the purpose of this assessment.   Student’s Signature:                                                                                         Date:                /            _/_
Final feedback:
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.	Signature:   Date:              _/              /
Administrative use only

Entered onto Student Management Database	_                                 Date	Initials
USE FOR REASSESSMENT ONLY
Assessment Task No/s
Components
Result of Reassessment	Competent – C	Not Competent – NC
(Please circle the Final Assessment Outcome)
Feedback to Student       Please provide general feedback on the Student’s performance.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Trainer/Assessor Signature		Date

Assessment 1 – Written Questions

Instructions for Students:

• This is the first of the two assessment tasks you must complete satisfactorily to be deemed competent in this unit.
• In this task, you must answer eighteen (18) questions that cover the knowledge requirements of this unit.
• Read the Assessment description carefully.
• Assessment may be submitted in Microsoft Word format or may be handwritten. Clearly label your work with your name, unit code, unit title, Assessment Task and respective Question number with the answer to all the documents and sheets that are attached to your submission.
• Acknowledge clearly when and how you are drawing on the ideas or phrases of others.
• Consult your assessor when you are unsure about how to acknowledge the contributions of others to your thought and writing.
• Read the Plagiarism policy and procedure carefully to understand the consequences that you could face if your work is plagiarized.
• Seek clarification regarding the assessment required to be done, if you do not understand the task.
• Ask for reasonable time from Assessor for preparation of project or Assessment.
• Seek information on additional reading material and reference for completion of the assessments.
• Students with special needs can seek assistance from assessors depending upon the nature of the need.
• Assessment may be completed in your own time and is due one week after the module end date.
• Submit this document along with your assessment work.

Written Questions

1	Give 3 examples of workplace documents you may use to gather information about the business, its offerings or tasks for the day or shift.

• Satisfactory                         q Not Satisfactory

2	List 5 barriers to effective communication. Explain each barrier in 20-30 words.

3	Give 3 examples of how you can use listening and speaking skills to overcome communication barriers.

• Satisfactory                         q Not Satisfactory

4	List 6 sources of information (internal or external) you can use to research business ideas or approaches.

5	Identify   two   organisational   policies   and/   or   procedures   that   affect   each   of   the following areas of communication:
Communication type	Relevant policies and procedures
Verbal and non-verbal communication
email and electronic communication
Written communication, including marketing materials

• Satisfactory                         Not Satisfactory

6	List 3 rules to good quality written communication.

• Satisfactory                         Not Satisfactory

7	Why is it recommended to compile an initial draft of any document?

• Satisfactory                         Not Satisfactory

8	Give an example of how you can adjust your communication style to accommodate someone with vision impairment. (one example)

• Satisfactory                         Not Satisfactory

9	Give an example of how you can adjust your communication style to accommodate someone who is hearing impaired.

• Satisfactory                         Not Satisfactory

10	How should you conduct yourself when dealing with someone who has a special need?

• Satisfactory                         Not Satisfactory

11	Identify  five  different  behaviors  you  may  encounter  when  dealing  with  teams  made up of people from different cultural backgrounds.

• Satisfactory                         Not Satisfactory

12	List 3 benefits of a socially diverse workplace.

• Satisfactory                         Not Satisfactory

13	How can you develop a culture of open communication in the workplace? Identify 3 points.

• Satisfactory                         Not Satisfactory

14	Describe 2 strategies you can use to overcome language barriers.

• Satisfactory                         Not Satisfactory

15	What is the purpose of privacy legislation? Identify the privacy legislation that applies to organisations in Australia. Respond in 30-40 words.

• Satisfactory                         Not Satisfactory

16	Name 3 things that a style guide may cover.

• Satisfactory                         Not Satisfactory

17	Why must you proof-read all documents before sending them?

• Satisfactory                         Not Satisfactory

18	Briefly describe (in 45-50 words each) any four communication styles and their effects on workplace conflict.

• Satisfactory                         Not Satisfactory

Assessment Outcome – Assessment 1

Student name

Unit and Task being assessed

Course name and title

Feedback / Comments:

Result: ¨ Satisfactory     ¨ Not Satisfactory      ¨ Not Assessed

Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.     Assessor Name:     Assessor Signature:                                                                                         Date: _             /_                                                                                                                               /

Student Declaration: I have read and agree with this assessment record.     Student Signature:                                                                                           Date: _            /_                                                                                                                               /

Assessment 2 – Role-play/Project

Instructions for Students:

• This is the second of the two assessment tasks you must complete satisfactorily to be deemed competent in this unit.
• In this task, you must demonstrate your ability to

• communicate information and ideas verbally and non-verbally, taking cultural differences and language barriers into consideration
  • produce written material, used routinely in day to day work, which is clear, concise and effectively convey the intended meaning to the recipient
  • complete workplace forms
  • use style, format and level of accuracy appropriate to the type of written material
  • provide prompt responses to requests for information in accordance with organisational requirements

• Read the Assessment description carefully.
• There are 3 parts to this task and you must complete all parts.
• The duration of role play in Part A of the task will be on longer than 10 minutes.
• Your assessor will observe you performing the role play in this task and record and assess your performance in the Role Play Observation Checklists for this task.
• Review the Role-play observation Checklist so that you are familiar with the behaviours that you are expected to perform during the observation in part A.
• In Part B, you must complete a training plan for your colleagues, and identify the internal and external sources of information you used in your research for the training plan.
• Part B may be submitted as a handwritten or typed document.
• In Part C, you must communicate the details of the training to your colleagues through a memo.
• Part C may be submitted as a typed document.
• Clearly label your work with name, unit code and unit title to all the documents and sheets that are attached to your submission.
• Assemble and analyze a set of sources that you have determined are relevant to the issues you are investigating
• Review other resources, tools, job aids that provide guidance related to the task you are going to perform.
• Acknowledge clearly when and how you are drawing on the ideas or phrases of others.
• Consult your assessor when you are unsure about how to acknowledge the contributions of others to your thought and writing.
• Read the Plagiarism policy and procedure carefully to understand the consequences that you could face if your work is plagiarized.
• Seek clarification regarding the assessment required to be done, if you do not understand the task.
• Ask for reasonable time from Assessor for preparation of project or Assessment.

• Students with special needs can seek assistance from assessors depending upon the nature of the need.
• Submit this document along with your assessment work.

Resources required for assessment:

The assessor must ensure that the following resources are made available to students, for assessment:

• office equipment
• business resources
• workplace policies and procedures relating to communication
• case studies and, where possible, real situations
• interaction with others

Scenario

You are a cook at Acumen Restaurant.

You have been asked by the chef to organise a 1-hour refresher WHS training session for all staff (8 in total).

Two of your colleagues who will receive training, Jack and Lina, are new to Australia, and do not speak English very well. Therefore, you must provide support to these staff to overcome language barriers and participate in the training session.

Prior to the training session, the chef has asked you to meet separately with Jack and Lina, and get their ideas on some ways to make the training session easier for them to follow.

Part A

Meet with your two colleagues who are new to the country and have language barriers, and get inputs from them about two ways in which you can make the training session more effective for them.

Before the meeting, research the importance of WHS in the Australian workplace, so that you can provide a brief background of the training session to the staff.

During the meeting, you must:

• discuss the purpose of the meeting
• briefly explain the importance of WHS in the Australian workplace
• ask your colleagues for suggestions to make the information provided in the training session easy for them to understand

You must ensure that you use clear, plain English and simple sentence and question structures during the meeting.

You must demonstrate respect for all the participants in the meeting, by avoiding culturally insensitive and unprofessional language and non-verbal communication.

You must listen carefully to the inputs of the staff members, and make notes.

You must maintain professional and courteous behaviour by showing empathy and understanding for their points of view.

This is a role play. Your assessor will organise two volunteers to play the roles of the staff members.

During the roleplay, your assessor will record and assess your performance using the Role Play Observation Checklist below.

Assessment 2, Part A – Cue Card Lina When prompted to give suggestions to make the training session easier to understand for participants with language barriers, you provide the following suggestion: • “It is difficult for me to follow fast spoken English. Please provide a printed document with points so that I can read them and follow the presentation easily.” “>

Assessment 2, Part A – Cue Card Jack When prompted to give suggestions to make the training session easier to understand for participants with language barriers, you provide the following suggestion: • “I may not understand some words. So please include diagrams or pictures in the presentations.”

Role Play Observation Checklist and Assessment Outcome – Assessment 2, Part A

Student name
Unit and Task being assessed
Course name and title
Assessor name
Date of observation
Part A – Role play 1 – Customer
Did the student demonstrate the following skills:	Check (X)	Comments
Y	N
Present ideas in plain English, using clear and simple sentences
Demonstrates respect for staff and builds rapport through verbal and non-verbal communication
Asks clear and direct questions to seek inputs and feedback from the staff members
Listens carefully when receiving feedback and inputs
Result:   ¨ Satisfactory    ¨ Not Satisfactory    ¨ Not Assessed
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.     Assessor Signature:                                                                                         Date:              _/_                                                                                                                               /
Student Declaration: I have read and agree with this assessment record.     Student Signature:                                                                                           Date:              _/_                                                                                                                               /

Part B

You must research and identify:

• 3 topics to be covered in the training session
• the equipment you will need for the training session, such as computers, projectors, etc.
• two ways in which you will make the training more accessible for those staff who don’t speak English very well
• a list of sources of information you have used in your research

Submission requirements:

• Draft an email to the chef identifying the researched training topics and provide a brief on how will you be conducting this training.
• Complete a Training Plan (using the template in Appendix A), with the details above.

Submit the email draft and Training Plan to your assessor.

Performance Checklist and Assessment Outcome – Assessment 2, Part B

Student name
Unit and Task being assessed
Course name and title
Assessor name
Did the student submit a training plan that:	Satisfactory	Comments
Uses the organisational template provided	Yes / No
Identifies training topics and equipment needed	Yes / No
Identifies two in which the training will be adapted to meet the needs of those with language barriers (based on staff consultation)	Yes / No
Identifies internal and external sources of information used (detailing the external sources of information)	Yes / No
Covers all points specified in the task and demonstrates student’s ability to follow work instructions	Yes / No
Presents written information and ideas in clear and concise language	Yes / No
Uses language suitable to the workplace	Yes / No
Uses correct spelling, grammar and punctuation.	Yes / No
Result: ¨ Satisfactory    ¨ Not Satisfactory    ¨ Not Assessed
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.   Assessor Name:     Assessor Signature:                                                                                         Date:              _/_                                                                                                                               /
Student Declaration: I have read and agree with this assessment record.   Student Signature:                                                                                           Date:              _/_                                                                                                                               /

Part C

The chef has approved the training plan and finalised the date and time of training at 22th February 2019, at 10 AM.

The training will take place in the dining area of the restaurant, as the restaurant will be closed at that time.

The chef has asked you to prepare a memo for staff and give them at least 2 weeks’ notice of the training.

Using the template in Appendix B, prepare a memo for the staff, that will be posted on the notice board.

In your memo you must inform the staff of the upcoming training, including:

• date, time, location and duration of training
• purpose and topics

Ensure that the date of the memo matches the timeline the chef has given you (two weeks’ notice for training).

Submit your memo to your assessor.

Performance Checklist and Assessment Outcome – Assessment 2, Part C

Student name
Unit and Task being assessed
Course name and title
Assessor name
Did the student submit a memo that:	Satisfactory	Comments
Uses the organisational template provided	Yes / No
Identifies the correct details for date, time, duration, and venue of training	Yes / No
Reflects the communication timeline specified by the chef (i.e. date of the memo)	Yes / No
Covers all points specified in the task and demonstrates student’s ability to follow work instructions	Yes / No
Presents written information and ideas in clear and concise language	Yes / No
Uses language suitable to the workplace	Yes / No
Uses correct spelling, grammar and punctuation.	Yes / No
Result: ¨ Satisfactory    ¨ Not Satisfactory    ¨ Not Assessed
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.   Assessor Name:     Assessor Signature:                                                                                         Date:              _/_                                                                                                                               /
Student Declaration: I have read and agree with this assessment record.     Student Signature:                                                                                           Date:              _/_                                                                                                                               /

Appendices

Appendix A: Training Plan Template

Acumen Restaurant Training Plan

COURSE INFORMATION   Name of course: Duration: Trainer: No. of Participants:

TRAINING OUTLINE   Topics to be covered:                 Training equipment and resources required:

Identify any special participant needs and resources required to ensure access for all participants:

TRAINING NEEDS ANALYSIS   Identify the sources of information you have used in your research (tick all that apply):   Internal                                                                    External Staff consultation                                           🗆 Customer feedbackSupervisor consultation                                  🗆 Journals and business publicationsBusiness reports                                                🗆 WebsitesOrganisational policy and strategy        🗆 External consultants documents

Identify details of the external sources of information used:

Appendix B: Memo Template

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