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Marking Guide

CHCCOM005

Communicate and work in health


or community services
Assessment Marking Guide: CHCCOM005

Assessor’s Marking Guide


This Assessor’s Marking Guide is copyright as per Copyright Act 1968 and subsequent
amendments. No part of this Assessor’s Marking Guide may be reproduced, stored in a
retrieval system or transmitted in any form or by any means including electronic, mechanical,
photocopying, recording or otherwise, without the prior written permission of FRONTIER
TRAINING AND TECHNOLOGY.

MARKING GUIDE INSTRUCTIONS FOR ASSESSORS


As the assessment is summative, the assessor must ensure the student
has sufficient practice and understanding of the unit before
commencing with the assessment.
The assessor must also perform the following before commencing
with the assessment:
❖ Read details of all assessment tasks
❖ Familiarise with assessment instructions and checklists for all
tasks
❖ Conduct assessment appropriate to assessment requirements
❖ Ensure students have relevant facilities to demonstrate their
skills
❖ Choose an assessment venue apt for observing/evaluating
student’s performance
❖ Provide suitable time for assessment completion
❖ Provide all the resources required by students:
♦ Computers
♦ Printer
♦ Internet access etc.
❖ Define for students:
♦ What is expected throughout the assessment
♦ Start and end dates of assessment tasks
♦ Level of competency anticipated

It is crucial that the assessor meets the following standards while


conducting this assessment:
❖ Establish and direct evidence gathering process
❖ Evidence gathering process is:
♦ Valid
♦ Reliable
♦ Fair
♦ Flexible
❖ Defined date for assessment commencement
❖ Students undertake all assessment tasks
❖ Record all answers during oral questioning
❖ Record observations in the assessor’s checklist
❖ Collect supporting documents as evidence, where applicable
❖ Ensure that any changes made to the assessment procedure
are:
♦ Reasonable
♦ Allowable
♦ Maintain integrity of assessment

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Marking Guide CHCCOM005
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Assessment Marking Guide: CHCCOM005

❖ Interfere with assessment only when students’ actions inflict


risk to self or others
❖ If a student executes a task incorrectly, mark it as incorrect
❖ Record observations/comments only based on competence
❖ End the assessment definite to the end date/time.
❖ Address cases of plagiarism or cheating to FRONTIER
TRAINING AND TECHNOLOGY Plagiarism and Cheating Policy
and Procedures and Complaints & Appeals Policy & Procedures.
(refer to Frontier Training and Technology policy)
❖ Students must NOT BE LED BY THE ASSESSOR.
❖ Assessments are participatory: only help students re-word
questions
❖ Students are assessed. Not assessors.
❖ Final outcome must be determined based on:
♦ Assessor’s knowledge and judgement
♦ Observation checklists

Reasonable adjustments are made:


❖ To meet needs of all students
❖ To the assessment process
❖ NOT TO THE ASSESSMENT REQUIREMENTS
❖ To enhance:
♦ Flexibility
♦ Fairness
♦ Meet specific needs of students
❖ Some examples of reasonable adjustments:
♦ Educational support
♦ Providing extra time for course/assessment
completion
♦ Presenting questions:
▪ Orally for students with literacy difficulty
▪ Diagrammatically/pictorially
❖ Frontier Training and Technology can take meaningful,
transparent and reasonable steps to consult, consider and
implement reasonable adjustments for students with disability
and learning difficulties.
The students will be assessed based on their performance in class.
The assessor will utilize the checklist and their professional expertise
to decide the final outcome
Each assessment task will be reviewed and graded as:
❖ Satisfactory
❖ Not satisfactory
The student will be granted 3 attempts of submission.
❖ If more than one attempt required, the student can approach
the trainer for further assistance.
There are two outcomes to the unit
❖ On successful completion of every assessment, student will be
deemed Competent (C)
❖ If found unsuccessful the student will be deemed Not yet
competent (NYC)

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Marking Guide CHCCOM005
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Assessment Marking Guide: CHCCOM005

♦ Valid evidence should be produced to support the


reason behind deeming the student Not Yet Competent
(NYC).
♦ Provide advice to the student on improving their
skills/knowledge before reassessment.
In case of uncertainty about the final outcome, collect more
information.
Provide the student with:
❖ Assessment based feedback
❖ Advice on knowledge and skill improvement
❖ Opportunity for discussion on assessment outcome and
reassessment information
❖ The education organization’s appeal process
❖ Comments/feedback copy to the student whose performance
was deemed Not Satisfactory (NS). Avoid checklist in the
feedback to ensure the assessment remains valid.
❖ Information to the students, who do not meet the competency
requirements on the issues reflected in their assessment.
❖ Reassessment procedures and date.
❖ Assessment outcome report as per (Frontier Training and
Technology policies and procedures)
Office use:
Hand all completed assessment checklist/evidence; along with the
Assessment Competency Record sheet to the Director of Studies or a
delegate.

The assessors need to ensure the student is ready for the assessment.
If the student is found to have issues with the assessment:
❖ The assessor can change the assessment.
❖ The assessor need to explain the task in detail.
During assessment the trainer will observe the students and no
lectures will be conducted.
Appropriate feedback will be provided to the student after
assessment.
The student record should reflect your knowledge and skill in
performing the task.
The assessor will take up the role of a supervisor and not interfere
during the assessment.
In case of safety concerns the assessment should be stopped
immediately.

❖ The target students enrolled in the course could be of different


caliber and have English as a second language leading to miss
interpretation in some cases.
❖ The assessor will utilize his expertise and value judgment to
interpret the meaning of the student’s response.
❖ In case of doubt
The assessor can ask the student to explain the answer
verbally for better insight about the student’s response.

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Marking Guide CHCCOM005
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Assessment Marking Guide: CHCCOM005

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Marking Guide CHCCOM005
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21244
Assessment Marking Guide: CHCCOM005

RECORDING AN ASSESSMENT
COMPETENCY DECISION
❖ On satisfactory completion of all tasks, the students will be marked Competent
(C)
❖ On unsatisfactory completion, they will be deemed Not Yet Competent (NYC)
❖ When deeming a student Competent, the assessor must ensure that:
♦ There is evidence of the student meeting requirement of Dimensions of
Competency
♦ The student will for certain be able to apply the knowledge and skills of
the unit into the workplace
♦ Before entering student’s results in Assessment of Competency Record
sheet in the assessment booklet, the assessor must ensure the assessment
evidence is:
▪ Valid
▪ Sufficient
▪ Current
▪ Authentic
❖ The following codes are used to enter the relevant results of each participant
in the Assessment of Competency Record:
C Competent
NYC Not Yet Competent
S Satisfactory
NS Not Satisfactory
CT Credit Transfer
RPL Recognition of Prior Learning
WD Withdrawn
WDNS Withdrawn not
❖ Once the result has been entered using the codes above, the Assessors will
provide the following;
♦ Assessor Feedback
♦ Assessor’s Signature
♦ Assessor’s Name (please print clearly)
♦ Assessment date

ASSESSOR’S FEEDBACK
Good training practice requires the Assessor to provide feedback on the assessment.
This will identify strengths and weakness or be an overall comment on each
participant’s outcomes. The assessor should therefore provide feedback for each
student practice with every assessment.
COVER SHEET FOR ASSESSMENT SUBMISSION
❖ A cover sheet must be included with each assessment submission.
❖ Work submitted without a signed cover sheet will be returned unmarked.

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Marking Guide CHCCOM005
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Assessment Marking Guide: CHCCOM005

ASSESSMENT TASKS: OVERVIEW


This section provides a brief description of the assessment tasks included in this unit of
competency. All the tasks must be completed by the end of the final face-to-face session of
this course.
Through these tasks, students will be able to demonstrate their knowledge and skills in the
elements of competency provided below.

• Communicate effectively with people


• Collaborate with colleagues
• Address constraints to communication
Elements of Competency • Report problems to supervisor
• Complete workplace correspondence and
documentation
• Contribute to continuous improvement

The candidate must show evidence of the ability to


complete tasks outlined in elements and performance
criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There
must be evidence that the candidate has:

• Demonstrated effective communication skills


Critical aspects of assessment in 3 different work situations
• Clarified workplace instructions and
negotiated timeframes with 2 colleagues
• Responded appropriately to 3 different
situations where communication constraints
were present
• Completed 2 written or electronic workplace
documents to organisation standards

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Marking Guide CHCCOM005
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21244
Assessment Marking Guide: CHCCOM005

Number of Assessment Tasks in this unit: 3


Students must complete all assessment tasks to be deemed competent in this unit.
Assessment Assessment Method Assessment Description
No.
Written Question Assessment Task 1 consists of 25 questions that
Answer you are required to provide written answers.
The questions relate to the three elements of
competencies of the unit.

Assessment
Task 1

Observation In Assessment task 2, the students must


undertake listed tasks to demonstrate their
competency.

Assessment
Task 2

Project In assessment task 3, the student have to


complete two written documents.
1. Memo
2. Agenda of meeting

Assessment
Task 3

Assessment Task 1: Written Questions and Answers


25
Number of Questions

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Marking Guide CHCCOM005
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Assessment Marking Guide: CHCCOM005

Oral ❑ Written ❑

To be set by assessor
Time allotted

Student’s guidelines
Assessment Task 1 consist of 25 written questions that you need to
answer in brief. You are required to discuss with your Trainer and
Assessment Assessor and read thoroughly your participant guide before you attempt
Instructions these questions.
All questions, unless specified, should be answered in relation to the legal
requirements in your State or Territory.
To successfully complete the assessment, you should demonstrate a
thorough knowledge required to operate and structure of the
organization’s costing and contracting system, state or territory building
and construction codes and regulations relevant to the form of building or
construction being undertaken and types, scope and usage of labor
through the employee and contractor systems.
To complete the assessment satisfactorily, all questions must be answered
correctly.Make sure you:
• Answer all questions

• Print clearly

• Use a blue or black pen. Assessments written in pencil will not be


accepted.

• Ask your assessor if you do not understand a question. Whist your


assessor cannot tell you the answer, he/she may be able to re-
word the question for you

• Do not talk to your classmates. If you are caught discussion the


answers you will be asked to leave and your assessment will not be
marked.

• Do not cheat. Anyone caught cheating will automatically be


marked Not Competent for this unit. There are NO EXCEPTIONS to
this rule.
Any instructions will be in Blue and Responses will be in Red

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Marking Guide CHCCOM005
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21244
Assessment Marking Guide: CHCCOM005

Assessor’s guidelines
The Assessor will record a summary of your responses in this assessment
booklet.
Where a Participant does not achieve satisfactory completion, the Assessor
will assess knowledge of that area with a re-submission (maximum of two
re-submissions only) of assessment work to gain the required outcome

Questions
1. What are the three main means of communication?

(PC1.1)
Answer:

• Verbal (spoken)
• Written
• Non-verbal (e.g. body language).

2. Name the seven Cs of communication?

(PC1.2) Answer:

• Clear
• Concise
• Concrete
• Correct
• Coherent
• Complete
• Courteous

3. What will be response when you want to make sure you have communicated effectively?

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Assessment Marking Guide: CHCCOM005

(PC1.3) A. Would you please say what you heard me say, so I can be sure that I was clear?
B. No need to make sure since you know that your communication was effective.
C. I’m not sure that I am conveying my idea the best way. What have you heard me say?
D. A or C

Answer:

D. A or C

4. Which of the following is/are your responsibilities when it comes to responding to


client’s request?
(PC1.4)
A. Ask regular questions to draw out the exact need or concern.
B. Not take things personally
C. Ignore difficult customers
D. All of the above

Answer:

D. All of the above

5. Under what circumstances can confidential information be released to someone?

(PC1.5) Answer:

Students must demonstrate similar meaning as follows:

• Information can only be provided to family and other workers


• There a legislative requirement based on indicators of risk harm
• When the client has given ‘informed consent'

6. Effective communication, in regards to workplace instruction, with your colleagues is


important for various reasons. List atleast three reasons.
(PC2.1)
Answer:

Students can include any three from the following list:

• It minimises misunderstandings and maximises work efficiency.


• It produces healthy working relationships,
• It allows you and your colleagues to resolve issues in a collaborative manner.
• Leads to fun and less stressful work environment.

7. To provide referrals to your client you need a good understanding of the services which
are included in Community service sector such as Aged care and Disability services.
(PC2.2) Name three more such services.
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Assessment Marking Guide: CHCCOM005

Answer:

Students can include any three from the following list:

• Corrective services
• Training, vocational rehabilitation and employment
• Residential care and supported accommodation
• Support for children, families and carers
• Personal and social support
8. What is the correct way to refer someone living with a mental illness?

(PC2.3) A. Crazy
B. Insane
C. Person with psychosocial disability
D. Any of the above

Answer:

C. Person with psychosocial disability

9. What is the role of authority lines in an organisation?

(PC2.4) Answer:

Students must demonstrate similar meaning as follows:

The role of authority lines is to ensure that information and issues pass through
a chain of people in an order that will enable the information to be dealt with at
the most appropriate level.
10. Mention three signs that signal ineffective communication between two people?

(PC3.1) Answer:

Students can include any three from the following list:

• Physical disabilities such as hearing problems or speech difficulties


• Lack of attention
• Bad body language
• Unclear verbal language
• Different workplace culture
• Conflicting differences

11. List three internal barrier of communicating a message?

(PC3.2) Answer:

Students can include any three from the following list:


• Fatigue
• Disinterest

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Assessment Marking Guide: CHCCOM005

• Poor listening skills


• Past experiences with the client
• Home or work problems
• Poor listening skills.

12. What three non-verbal strategies you can use to avoid conflict in a communication?

(PC3.3) Answer:

Students must demonstrate similar meaning as follows:

• Eye contact
• Active listening
• Body language

13. What factors determine the ethical conduct and the cause of an ethical dilemma?

(PC4.1) Answer:

• Different legislation
• Community work principles
• The rights and needs of the person who is accessing the service
• The rights of the worker
14. What information should be clearly recorded before reporting an unethical conduct?

(PC4.2) Answer:

Students must demonstrate similar meaning as follows:

• Who was involved


• When the incident(s) occurred and who was present
• The grounds on which you believe the conduct to be unethical
• What actions you have taken (such as speaking directly to the worker or
supervisor)
• Policies and procedures – you need to follow protocol when making a report in
order to direct your concerns to the most appropriate person

15. It is important for you, as a member of a team, to be aware of the role each professional
and industrial association plays. Is this statement true or false?
(PC4.3)
Answer:

True
16 While referring an issue to your supervisor you must make sure that:
A. There is sufficient factual information.
(PC4.4) B. Amount of time elapsed since the issue occurred.
C. What actions you have taken
D. All of the above

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Assessment Marking Guide: CHCCOM005

Answer:

D. All of the above

17 Which of the following is NOT an appropriate purpose of documentation?


A. Referring clients
(PC5.1) B. Taking minutes of meetings
C. Consulting with the community to identify needs
D. Immediate communication of client’s responsibilities to a person.

Answer:

D. Immediate communication of client’s responsibilities to a person.


18. How can you find and clarify your doubts regarding organisation’s policies?

(PC5.2) Answer:

Students must demonstrate similar meaning as follows:

• Ask your supervisor or work based learning coordinator.


• Look at the organisation’s policy and procedures manual.
• Ask other staff members.
• Inspect current case files, letters, etc.

19. Is it important to consider the tone of written document to meet the organisation
standard? Yes or No.
(PC5.3)
Answer:

Yes
20. Identify the statement that is FALSE?

(PC5.4) A. When working with digital media allow for creativity and experimentation as new
platforms emerge and technologies evolve
B. Follow establish clear internal guidelines & engagement policies
C. When working with digital media communicate should be not transparent.
D. As more community members are connected to city social accounts, messaging and
notifications have a broader & more immediate reach.

Answer:

C. When working with digital media communicate should be not transparent.

21. When maintaining client’s records it is beneficial to use abbreviations. Is this true or
false? Why?
(PC5.5)
Answer:

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Assessment Marking Guide: CHCCOM005


False.

Because client records are legal documents and jargon and abbreviations
can be misunderstood.
22. Mention three benefit of continuous improvement process in a community service
organisation?
(PC6.1)
Answer:

Students can include any three from the following list:

• Encourage participation from staff and volunteers


• Improve communication between volunteers, staff and management
• Reinforce your commitment to creating a positive work environment
• Provide an objective basis for decision making
• Create a proactive and planned approach to improving how things are
done.

23. What should be included in the communication when communicating the changes?

(PC6.2) Answer:

Students must demonstrate similar meaning as follows:

• A Sense of Urgency
• The Guiding Coalition
• A Vision & Strategy
• Communicate the Vision

24. ‘You should ask for feedback as soon as possible after you have done something that you
would like feedback about’.
(PC6.3)
John needs a feedback from his supervisor on the work he just completed. So he
approach his supervisor to find that he is stressed about the meeting he has the next
day. So John decided to wait until the meeting is over.

Is John doing the right thing?

Answer:

Yes. If your supervisor is obviously very busy or stressed, it may not be advisable to
seek immediate feedback

25. In order to prepare for the consultation, regarding additional support, make sure you
are familiar with:
(PC6.4) A. Effective communication strategies
B. Service policies, practices and procedures
C. Job roles and responsibilities
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Assessment Marking Guide: CHCCOM005

D. All of the above

Answer:

D. All of the above

Final Outcome on
Completion of ❑ Satisfactory (S) ❑ Not Satisfactory (NS)
Assessment Task 1

Assessor’s Signature: Date:

Student’s Date:
Signature:

ASSESSMENT TASK NUMBER : 2


Assessment Task Demonstration

Assessment Method Observation

Date of Assessment To be announced by assesor

Elements of Competency PC 1.1 – 3.3

Task Description
1. The student will be placed in three
different situation where they have to
demonstrate effective communication
skills:
• Age care environment where they
have to provide individual support to
an ageing person.
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Assessment Marking Guide: CHCCOM005

• Setting where they have to provide


person-centred support to a disabled
person.
• Situation where they have provide
direct care or domestic support.

2. In all the situations the students must


clarified workplace instructions and
negotiated timeframes with 2 colleagues.

3. Student also have to respond


appropriately where communication
constraints are present in the three
different situations.
Instructions for Candidates
In doing the above student must:
• Communicate effectively with
people
• Collaborate with colleagues
• Address constraints to
communication

The student must go through the checklist


provided to prepare for the task.

Students will be given a week to complete this


assessment. If required, additional help may
be obtained from the trainer, however,
students should not expect the direct answer
from the trainer.

Instructions for Trainer/Assessors Trainers are required to explain the


assessment to the class and discuss the project
expectation. Additional support may be
provided and reasonable adjustments can be
made to students if required. They should be
encouraged to come up with their views
regarding the project.

Trainer will schedule a date and time for the


assessment and inform the student regarding
the same. In order to conduct this task the
following must be provided to the student:

Assessor will make sure of the given checklist


to assess the student.

This task can be conducted in a simulated


environment that reflects workplace
conditions.
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Assessment Marking Guide: CHCCOM005

Time allotted A week


Resources Required
• Skills must have been demonstrated in
the workplace or in a simulated
environment that reflects workplace
conditions. Where simulation is used, it
must reflect real working conditions by
modelling industry operating conditions
and contingencies, as well as, using
suitable facilities, equipment and
resources.

The assessor will use their expert knowledge and judgement to assess the response.

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Assessment Marking Guide: CHCCOM005

ASSESSOR’S CHECKLIST

Assessors can use this checklist to evaluate each student’s competency in this task.
A separate mapping document can be referred for aligning the task with the unit requirements.
Assessors must:
❖ Familiarise themselves with this checklist to ensure understanding of the
requirements.
❖ Use verbal and observation methods to interpret the student’s responses and evaluate
their performance throughout the task.
❖ Provide comments / feedback to justify their judgement.

Competency Situation 1 Situation 2 Situation 3 Comments/Fe


Factors  S /  NS  S /  NS  S /  NS edback

Did the student use


verbal and non-
verbal
S  NS S  NS S  NS
communication to
enhance
understanding and
demonstrate respect

Did the student


communicate
service information S  NS S  NS S  NS
in a manner that is
clear and easily
understood?
Did the student
confirm the person’s
S  NS S  NS S  NS
understanding?

Did the student


listen to requests,
clarify meaning and
S  NS S  NS S  NS
respond
appropriately?

Did the student


exchange
information clearly
S  NS S  NS S  NS
in a timely manner
and within
confidentiality
procedures?
Did the student
listen to, clarify and S  NS S  NS S  NS
agree timeframes

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21244
Assessment Marking Guide: CHCCOM005

for carrying out


workplace
instructions?

Did the student


identify lines of
communication
between S  NS S  NS S  NS
organisation and
other services?

Did the student use


industry
terminology
correctly in verbal, S  NS S  NS S  NS
written and digital
communications?

Did the student


follow
communication
protocols that apply S  NS S  NS S  NS
to interactions with
different people and
lines of authority?
Did the student
identify early signs
of potentially
complicated or
difficult situations S  NS S  NS S  NS
and report
according to
organisation
procedures?
Did the student
identify actual
constraints to
effective
communication and
S  NS S  NS S  NS
resolve using
appropriate
communication
strategies and
techniques?
Did the student Use
communication
skills to avoid, S  NS S  NS S  NS
defuse and resolve
conflict situations?

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Marking Guide CHCCOM005
Responsibility: Curriculum Manager Created: 06/17 Last Reviewed: 06/17
Frontier Training and Technology Pty Ltd.| 735 Pascoe Vale Road, Glenroy, Victoria-3046, Australia | RTO code:
21244
Assessment Marking Guide: CHCCOM005

Final Outcome on
Completion of ❑ Satisfactory (S) ❑ Not Satisfactory (NS)
Assessment Task 2

Assessor’s Signature: Date:

Student’s Date:
Signature:

ASSESSMENT TASK NUMBER : 3


Assessment Task Project

Date of Assessment To be announced by assessor


Elements of Competency PC 5.1 – 5.5

Task Description In this assessment, the student have to complete two


written documents.
1. Memo
2. Agenda of meeting

Instructions for Candidates For Memo:

Write a Memorandum for internal communication within


an organization, regarding a new program according to
which the organisation will donate $20 to ‘X community
service’ for any employee who volunteers for two hours
for that X community service organisation.

Also include the procedure workers must follow in order


to submit their request.

The student must:


• Use appropriate format.
• Introduces the main idea, continuation of the matching
contributions program.
• Introduces the explanation of procedures that follow.
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Marking Guide CHCCOM005
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21244
Assessment Marking Guide: CHCCOM005

For Agenda:

Write an Agenda for a meeting that is schedule for next


week.
The meeting is regarding;

“Maintain good practices regarding documentation in


workplace”.

You should clearly identify the topics you need to cover


regarding the issue and allocate sufficient time for
discussion of each topic.

For each topic mention any relevant information the


members must read and prepare for in advance.

Make sure to use an appropriate format.

Note:

• This task can be conducted in a workplace. In


that case use the organisations standards for
documentation.
• You can attach an agenda and memo that you
have prepared at your work placement.

Instructions for Assessors The assessor will make sure that the students understand
the task.

Time allotted One week

Resources Required
The following conditions must be met for this unit:
• use of suitable facilities, equipment and resources,
including:
o current legislation, regulations and codes of
practice
o organisation policies, procedures and
protocols

Frontier Training and Technology


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Marking Guide CHCCOM005
Responsibility: Curriculum Manager Created: 06/17 Last Reviewed: 06/17
Frontier Training and Technology Pty Ltd.| 735 Pascoe Vale Road, Glenroy, Victoria-3046, Australia | RTO code:
21244
Assessment Marking Guide: CHCCOM005

Assessor must rely on their expert judgement and knowledge to assess the response.

Model Answer:

Memo should include:


To:
From:
Date:
Subject:

• Introduces the main


idea, continuation of the
matching contributions
Program.

• Introduces the explanation of procedures that follow.


• Write procedures

Frontier Training and Technology


Version: 1.0 Page 23 of 26
Marking Guide CHCCOM005
Responsibility: Curriculum Manager Created: 06/17 Last Reviewed: 06/17
Frontier Training and Technology Pty Ltd.| 735 Pascoe Vale Road, Glenroy, Victoria-3046, Australia | RTO code:
21244
Assessment Marking Guide: CHCCOM005

AGENDA:

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Marking Guide CHCCOM005
Responsibility: Curriculum Manager Created: 06/17 Last Reviewed: 06/17
Frontier Training and Technology Pty Ltd.| 735 Pascoe Vale Road, Glenroy, Victoria-3046, Australia | RTO code:
21244
Assessment Marking Guide: CHCCOM005

Frontier Training and Technology


Version: 1.0 Page 25 of 26
Marking Guide CHCCOM005
Responsibility: Curriculum Manager Created: 06/17 Last Reviewed: 06/17
Frontier Training and Technology Pty Ltd.| 735 Pascoe Vale Road, Glenroy, Victoria-3046, Australia | RTO code:
21244
Assessment Marking Guide: CHCCOM005

Final Outcome on
Completion of ❑ Satisfactory (S) ❑ Not Satisfactory (NS)
Assessment Task 3

Assessor’s Signature: Date:

Student’s Date:
Signature:

Frontier Training and Technology


Version: 1.0 Page 26 of 26
Marking Guide CHCCOM005
Responsibility: Curriculum Manager Created: 06/17 Last Reviewed: 06/17
Frontier Training and Technology Pty Ltd.| 735 Pascoe Vale Road, Glenroy, Victoria-3046, Australia | RTO code:
21244

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