Unit 2 Assess occupational competence in the work environment
AC:
Unit 2: 2.2, 2.4
Unit 3: 2.3, 2.4, 2.6
A3 Feedback forms
L.O-Be able to make assessment decisions about occupational competence.
Be able to carry out assessments of vocational skills, knowledge and
understanding.
Task 1- Analyse learner evidence, make assessment decisions and provide detailed
feedback to both learners which affirms their achievement.
Feedback Form 1
Trainee Assessor Name: Mohamed Bousaada Amri
Learner Name: John Black
Date of Assessment Feedback: 2/08/2020
Assessment Method used and evidence provided
Performance Criteria
Go
1 : recognising prior learning
•The learner will become eligible to take the Use operational safety
in a telecommunications rigging environment Competence
Assessment, a fully completed and valid rigging advanced level
Logbook Work Experience to be completed (within 2 years of
gaining a Stage-rigger certificate) must be presented to the
Assessor.
No
Go
Comments
John certification at either basic,
intermediate or advanced levels are valid.
•Licence to perform dogging;
X
•Licence to perform rigging basic level;
•Licence to perform rigging intermediate
level;
•Licence to perform rigging advanced
level.
2: (observation of performance in the work environment)
1 : Prepare to use operational safety in a telecommunications
rigging environment
1.1.
Prepare for given work according to relevant
legislation, codes, regulations and standards and
applicable to fall arrest, fall guarding and fall restraint
systems.
X
1.2.
Select tools and safety equipment required for
safe rigging practice.
X
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2 : Assess hazards associated with wearing safety equipment
X
2.1.
Inform appropriate personnel of potential faults
and non-compliances in personal equipment

During the Toolbox meeting, John is
missing to inform the rigging team to
highlight the exigence to carry out a
regular visual inspection before each
use to determine if the equipment
has sustained any damage and that it
will work as intended.
2.2.
Inform appropriate personnel of primary
hazards associated with the use of a safety harness and
associated equipment and control strategies
X
3 : Check and fit a safety harness:
3.1.
Use correct safety harness fitting method;
X
3.2.
Confirm that the lanyard is appropriate for the
task and check lanyard and harness for faults according
to manufacturer's specifications and workplace
procedures;
X

John was missing to identify the
necessity to use lanyard with shock
absorber ( as per Work at height risk
assessment)
3.3.
Fit the safety harness according to
manufacturer's instructions
X
4 : Use a safety harness in a telecommunications environment
4.1.
Minimise risks to self and others while using a
safety harness and lanyards using identified safety
principles associated with effective fall arrest, fall
guarding and fall restraint systems;
X
4.2.
Confirm the safety of possible hook-on points
and select the optimum hook-on points;
4.3.
Attach and detach lanyards in a safe manner to
and from anchor points.
X

John was chosen the anchor point
factor 2, instead anchor point
factor 0 (above head) as per anchor
point safety requirement: work at
height risk assessment).
3: (questioning the learner)
questioning the learner

assess OHS requirements and work practices associated with
X
rigging.
4: (examining products of work)
5.
fall:
Verify the rescue plan to be activated in the event of a
X
2
5.1.
Confirm the rescue plan is in place with work
supervisor;
5.2.
plan;
Notify individuals of their roles in the rescue
5.3.
Provide a report to the supervisor on the
application of operational safety in rigging practice in a
telecommunications environment;
X

During the Toolbox meeting, John is
missing to inform the members of
the rescue team (involved in the
rigging operation), to respond
according to the draft law on
emergency posts of the organization,
regardless of their roles within
rigging team members
X
6 : use of others (witness testimony)
8.1.
Credible and competent witnesses of the Rigging Team,
should be identified who can for example testify that the learner
can successfully undertake certain tasks as following :
(a) Toolbox meeting conducted and Lifting plan
briefed
X
(b) List the duties of personnel involved in
lifting operation are clearly identified and
nominated
X
(c) Risk assessment conducted and control
measures briefed
(d) Accident prevention and emergency
response briefed
X
Many problems in health and safety arise
due to poor communication during
Toolbox meeting, There were several
communication barriers ware identified
from the point of view of the recipient,
including language and dialect, the use of
technical language, abbreviations,
background noise and distractions, and
lack of interest and attention. ,
X
Feedback to learner:
Great work with good evidence, clearly competency mapping.
1 : recognising prior learning : Good , Yes the learner must needed to demonstrate the Completion of the following Rigger
certification at either basic, intermediate or advanced levels.
2: (observation of performance in the work environment) :
3
1: Well done, Yes it’s mandatory to takes personal responsibility for adherence to relevant legislation, codes,
regulations and standards relevant to own work context, and draws attention to any issues that may affect self or
others.
2: Good, Yes the learner must prove his ability to inform appropriate personnel of primary hazards associated with the
use of a safety harness and associated equipment and control strategies.
What about Inform appropriate personnel of potential faults and non-compliances in personal equipment?
In fact, you are missing during the Toolbox meeting with the rigging team, to highlight the exigence to carry out a
regular visual inspection before each use to determine if the equipment has sustained any damage and that it will
work as intended.
3 : Good , Yes , it’s required to understand the nature and purpose of own role and associated responsibilities when
using harness and lanyard, and how role contributes to the work of others in the immediate work context , as well as
recognise and follows protocols relating to manufacturer’s instructions and safety principles and practices regarding
fitting and use of harness and lanyards.
What about the safe Clearance distances for a shock absorbing lanyard? Please performs basic mathematical
calculations to compare and measure equipment requirements, when using harness and shock absorbing lanyard.
4: Good, Yes, the use of safety harness in a telecommunications environment requires safety awareness skills to apply
precautions and required action to minimise, control or eliminate hazards that may exist during work activities prevent
and treat hypothermia.
What about lanyard anchor point safety factor? Please select an appropriate anchor point safety factor to suit different
applications for work at heights conforming to industry and OHS standards.
3: (questioning the learner)
Well done , Yes , it’s legibly required to understand the government and local government legislation, regulations, and
by-laws including applicable site and company OHS procedures, OHS Act, relevant codes of practice and
subsequent amendments in regards to fall arrest, fall guarding and fall restraint when working at heights in a
telecommunications rigging environment
4: (examining products of work)
5.1: Good, Yes, it’s require to produce a rescue plan to be activated in the event of a fall and Confirm rescue plan is in
place with work supervisor.
5.2: What about Notify individuals of their roles in rescue plan? Please Use listening and questioning skills to confirm
understanding of rescue plan in the event of a fall, you can participate with rigging team in a verbal exchange of ideas
and solutions, and uses appropriate, detailed and clear language to address key personnel and disseminate
information.
5.3 : Well done , Yes , Legibly completes relevant reports and documentation using clear and technically specific
language , must provide to supervisor.
analytical skills to properly and adequately
for example
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I think you did a great job when you ran the Practical Performance. It showed that you are capable to get the job done right, on
time, and safe. I admire your portfolio rigging skills and knowledge.
Grade : Competent
Future Development Points
Further interpersonal and Communication skills for safety briefings and toolbox talks training
requirements will be highly recommended, within 3 months of the assessment.
Trainee Assessor Signature: Mohamed Bousaada Amri
Date: 03/08/2020
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Feedback Form 2
Trainee Assessor Name: Mohamed Bousaada
Learner Name: Ali Mabrouk
Date of Assessment Feedback: 13/08/2020
Assessment Method used and evidence provided
Performance Criteria
Go
No
Go
Comments
1: recognising prior learning
Reading:

Gathers, interprets and analyses text relating to
organisational goals, standards and values to aid planning
X
and decision making
Writing:
•
Records and reports key information related to the
organisational goals, standards and objectives;
X
•
Researches, plans and prepares documentation for
relevant stakeholders
X
the documentation submit for relevant
stakeholders , aren’t in compliance with
organization Document Control


Missing document indexing
font type and font style non
conforme as per organisation
Document Control

Missing Numeracy skill to establish
2: oral and written questions
Oral questions:
Uses appropriate structure and language when developing
performance plans, or when seeking and providing information
about organisational goals and objectives.
X
Numeracy :
Identifies and comprehends mathematical information in familiar
texts to establish key performance indicators
X
valid realistic and achievable Key
Performance Indicators.

Emotional assessment/opinion was
identified during sketch target KPIs
6
establishment, which opened the
door to human error and the
vagaries of interworking
relationships.
3: Skill Test

the learner must undertake the online Color Code Personality
& Team Building Assessment (Personality and Team building
X
Test based on the Color Code Personality/Interpersonal Skills
System, developed by Taylor Hartman, PhD ) : 25 questions
quiz from childhood perspective)

The learner must read and committed with the full,
Comprehensive Analysis containing a 14+ page report with
X
customized content that describes his core motive and his
individual personality style in-depth, including a list of his
strengths and limitations.
4: assessments of the learner in simulated environments5.
Color Code Personality/Interpersonal Skills workshop for a teambuilding will be organised , in which , the learner must justify and
prove the required knowledge and skills to :

develop increased levels of self-awareness for the rigging
team (the #1 key element for developing Emotional
Intelligence skills)

how effectively make the rigging team understand and
work with team members

how to improve the rigging team communication skills,
and are better prepared to create successful professional
relationships.

Ali was unable to regulate and
manage these emotion during
Interpersonal Skills workshop

missing empathy skills to
communicate with others
X
X
X
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5: projects
Navigate the world of work:

Understands how own role meshes with others and
contributes to broader work goals


Every time, Ali was unable to set up
required intervention to others
employees, whether due to discipline,
performance, or conflict resolution,
the guidelines to improve employee’s
interoffice communications.

Missing Self-Regulation skill : Unable
Identify specific strategies for
communicating more effectively
Fail to get the team on board with
organization mission, vision, and
value
Missing measurement tools and
techniques to evaluate the
effectiveness of organisation goals.
Misunderstanding of the relationship
between an organisation’s vision
mission strategy and objectives
Monitors adherence to organisational policies and
procedures and considers own role in terms of its
contribution to broader goals of the work environment.
Get the work done::

Develops plans to manage relatively complex, nonroutine tasks with an awareness of how they contribute
to longer term operational and strategic goals

Uses systematic, analytical processes in complex, nonroutine situations, setting goals, gathering relevant
information and identifying and evaluating options
against agreed criteria

Evaluates effectiveness of decisions in terms of how well
they meet stated goals
X
X

X


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Feedback to learner:
To be effective, leaders must have a solid understanding of how their emotions and actions
affect the people around them. The better a leader relates to and works with others, the more
successful he or she will be.
Emotional intelligence is defined as the ability to understand and manage your own emotions,
as well as recognize and influence the emotions of those around you.
During the assessment activities, you are missing, the ability to be respectively in tune with
yourself and your emotions, as well as having sound situational awareness which can be a
powerful tool for leading a team.
Grade : Not yet competent
Future Development Points
Take the time to work on self-awareness, self-regulation, motivation, empathy, and social skills.
Trainee Assessor Signature: Mohamed Bousaada Amri
Date: 13/08/2020
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