602, 411 and 511
SnehaShrestha 
FNSRSK511_StudentPackV10.0.v1.0.docx
Student Pack
What is the purpose of this document?
The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.
The information includes the following:
· Information related to the unit of competency
· Guidelines and instructions to complete each task and activity
· A student evaluation form
Student Evaluation Form
Link to other unit documents
· The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.
· The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.
· The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.
Document Usage
CAQA Resources
Student Pack © 2019 CAQA Resources, CAQA and RTO Training Resources
This template and all its including associated content is a copyrighted work under Australian and other copyright laws. Do not submit copies or modifications of this template to any website or any third parties. Please review the following license agreement to learn how you may or may not use this template.
Copyright protects this material. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher to use for a specific intended purpose. The only exception is brief quotations embodied in critical reviews and certain other noncommercial uses permitted by Copyright Act 1968 (Cth). For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the address below.
If you believe that information of any kind in this publication is an infringement of copyright, in the material in which you either own the copyright or are authorised to exercise the rights of a copyright owner, and then please advise us by contacting CAQA, Career Calling International Pty. Ltd. 2/10 Lawn Court, Craigieburn, Victoria 3064.
1. Student and trainer details
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Student details |
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Full name: |
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Student ID: |
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Contact number: |
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Email address: |
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Trainer details |
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Full name: |
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2. Qualification and unit of competency
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Qualification/Course/Program Details |
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Code: |
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Name: |
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Unit of competency |
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Code: |
FNSRSK511 |
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Name: |
Undertake risk identification |
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Releases: |
1.0 |
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Release date: |
01/Jul/2020 |
3. Assessment Submission Method
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☐ By hand to trainer/assessor ☐ By email to trainer/assessor ☐ Online submission via Learning Management System (LMS) ☐ Any other method _________________________________________________ (Please describe here) |
4. Student declaration
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· I have read and understood the information in the Unit Requirements prior to commencing this Student Pack · I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; · I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack; · For the purposes of assessment, I give the trainer/assessor permission to:
· Reproduce this assessment and provide a copy to another member of staff; and · Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
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5. Assessment Plan
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The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways. |
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Evidence number/ Task number |
Assessment method/ Type of evidence/ Task name |
Sufficient evidence recorded/Outcome |
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Assessment task 1 |
Knowledge Test (KT) |
S / NS (First Attempt) S / NS (Second Attempt) |
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Assessment task 2 |
Skill Test (ST) |
S / NS (First Attempt) S / NS (Second Attempt) |
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Outcome |
C ☐ NYC ☐
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Date assessed:
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Trainer signature:
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6. Completion of the Assessment Plan
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Your trainer is required to fill out the Assessment Plan Outcome records above, when: · You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency. · Your work has been reviewed and assessed by your trainer/assessor. · You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency. · You have been provided with relevant and detailed feedback. Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as: · Result of Assessment (satisfactory or unsatisfactory) · Student name, signature and date · Assessor name, signature and date · Relevant and detailed feedback
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7. Unit Requirements
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You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification. |
Pre-Assessment Checklist: Task 1 - Knowledge Test
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The purpose of this checklist |
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The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. |
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Section 1: Information for Students |
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☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date. |
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Section 2: Reasonable adjustments |
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I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment |
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Declaration (Student to complete) ☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
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Assessment method-based instructions and guidelines: Knowledge Test
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Assessment type
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· Written Questions
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Instructions provided to the student:
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Assessment task description:
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· This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency. · The Knowledge Test is comprised of nine (9) written questions · You must respond to all questions and submit them to your Trainer/Assessor. · You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task · You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.
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Applicable conditions:
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· All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test). · You must read and respond to all questions. · You may handwrite/use a computer to answer the questions. · You must complete the task independently. · No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. · As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
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Resubmissions and reattempts:
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· Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. · The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. · For more information, please refer to the Training Organisation’s Student Handbook.
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Location:
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· This assessment task may be completed in:
☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment.
· Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.
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Instructions for answering the written questions:
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· Complete a written assessment consisting of a series of questions. · You will be required to answer all the questions correctly. · Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer. · Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking. · Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality. · You must write your responses in your own words. · Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used. · When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.
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Purpose of the assessment
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This assessment task is designed to evaluate student’s knowledge essential to undertake risk identification in a range of contexts and industry settings and knowledge regarding the following: · Knowledge of the internal and external stakeholders relevant to risk · Knowledge of the key features and purpose of standards for risk management as indicated by regulators · Knowledge of the methods of identifying and assessing risks · Knowledge of the functions of risk clusters · Knowledge of the key principles and practices of risk management · Knowledge of the types and key principles of risk controls · Knowledge of the risk mitigation strategies · Knowledge of the methods for prioritising risks · Knowledge of the internal and external stakeholder environment and boundaries. |
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Task instructions
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· This is an individual assessment. · To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc. · To be assessed as Satisfactory in this assessment task, all questions must be answered correctly. |
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
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Q1: |
Discuss the role of the following stakeholders relevant to risk in 100-150 words. a) Internal stakeholders b) External stakeholders |
Satisfactory response |
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Yes
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No
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Q2: |
Answer the following questions regarding the key features and purpose of standards for risk management as indicated by regulators.
2.1 Discuss the features of risk management standards as indicated by regulators in 100-150 words. 2.2 What is the purpose of standards for risk management? Write your answer in 100-150 words.
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Satisfactory response |
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Yes
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No
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Q3: |
Answer the following questions regarding methods of identifying and assessing risks.
3.1 Explain the methods of identifying risks in 100-150 words. 3.2 Discuss the methods of assessing risks in 100-150 words.
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Satisfactory response |
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Yes
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No
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Q4: |
Answer the following questions regarding the functions of risk clusters.
4.1 What are risk clusters? Give your answer in 100-150 words. 4.2 Explain the functions of risk clusters in 100-150 words.
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Satisfactory response |
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Yes
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No
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Q5: |
Answer the following questions regarding key principles and practices of risk management.
5.1 Discuss the principles of risk management in 100-150 words. 5.2 Explain the following risk management practices in 150-200 words. a) Understanding your risk profile b) Ensure a solid foundation c) Know where your money is going
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Satisfactory response |
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Yes
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No
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Q6: |
Answer the following questions regarding types and key principles of risk controls.
6.1 Discuss the various types of risk control in 100-150 words. 6.2 Explain the key principles of risk control in 150-200 words.
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Satisfactory response |
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Yes
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No
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Q7: |
Explain the following risk mitigation strategies in 150-200 words. a) Maintain adequate emergency funds b) Diversify investments c) Have an exit strategy for every investment
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Satisfactory response |
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Yes
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No
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Q8: |
Discuss the following methods for prioritising risks in 150-200 words. a) Identification of risk b) Measuring likelihood c) Assess impact d) Finding out the overall calculated risk
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Satisfactory response |
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Yes
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No
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Q9: |
Discuss the internal and external stakeholder environment and boundaries in 100-150 words.
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Satisfactory response |
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Yes
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No
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Assessment Results Sheet
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Outcome |
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ _______(year) Feedback:
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Student Declaration |
· I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources. · I have kept a copy of all relevant notes and reference material that I used as part of my submission. · I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. · I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. · All appeal options have been explained to me.
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Student Signature |
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Date |
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Trainer/Assessor Name |
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Trainer/Assessor Declaration |
I hold:
☐ Vocational competencies at least to the level being delivered ☐ Current relevant industry skills ☐ Current knowledge and skills in VET, and undertake ☐ Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
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Trainer/Assessor Signature |
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Date |
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Office Use Only |
The outcome of this assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
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Pre-Assessment Checklist: Task 2 – Skill Test
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The purpose of this checklist |
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The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. |
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Section 1: Information for Students |
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☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this Assessment Task (AT). ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date. |
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Section 2: Reasonable adjustments |
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I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment |
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Declaration (Student to complete) ☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
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Assessment method-based instructions and guidelines: Skill Test
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Assessment type
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· Skill Test - Undertake risk identification
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Instructions provided to the student:
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Assessment task description:
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· This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency. · This assessment task is a Skills Test. · This assessment task consists of three (3) practical demonstration activities. · Activity 1: Conduct research and prepare for consultation. · Activity 2: Consult stakeholders and determine risk to be addressed. · Activity 3: Identify and assess controls. · You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available. · You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.
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Applicable conditions:
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· This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test). · You will be assessed independently on this assessment task. · No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. · As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor. · Your trainer/assessor may ask you relevant questions during this assessment task
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Resubmissions and reattempts:
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· Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. · The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. · For more information, please refer to the Training Organisation’s Student Handbook.
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Location:
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· This assessment task may be completed in:
☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment.
· Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.
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Purpose of the assessment
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The purpose of this assessment task is to assess the student’s knowledge and skills essential to undertake risk identification in a range of contexts and industry settings. · Skills to identify stakeholders and provide information relevant to risk assessment. · Skills to investigate organisational processes to identify risks to which the organisation is vulnerable. · Skills to in consultation with stakeholders, define the organisational environment and review boundaries. · Skills to determine which internal and external stakeholders should be involved. · Skills to use risk management standards established by regulators to identify risks. · Skills to consult with internal and external stakeholders about the identified risk cluster elements. · Skills to gather information about risks identified by stakeholders. · Skills to examine the application and efficacy of existing controls. · Skills to determine the need for updated or new controls to address identified risks. · Skills to as needed, recommend changes to existing controls and report the need for new controls. |
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Task instructions
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· This assessment task aims to prepare three (3) different loan applications on behalf of clients, each with different credit scenarios. · The student will take on the role of the mortgage broker. · The trainer/assessor must assign a supervisor to the student. · The student must use the templates provided to document their responses. · The trainer/assessor must assess the student using the performance checklist provided. |
Assessment Task 2: Skills Test
Skills Test:
· Conducting research and preparing for consultation
· Consulting stakeholders and determining risk to be addressed
· Identifying and assessing controls
Assessment environment
The assessment task is to be completed in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.
Simulated industry workplace: These activities will be completed in a simulated environment provided by your training organisation. The training organisation must ensure that the assessment takes place under the following conditions and the student has access to the following resources:
The simulated workplace environment consists of:
· A safe environment for the student to complete the assessment task
· Standard operating/workplace procedures.
· A Supervisor to provide you with assistance throughout the assessment activity.
· Office equipment, technology, software and consumables
· Computer
· Internet
· MS Word
· Printer or e-printer
· Team members
· Contact software system and data
· Legislation, regulations and codes of practice applicable to risk management
· Standards for risk management as indicated by regulators.
The simulated workplace environment must meet the following criteria:
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Are there opportunities for students to? |
Yes/No/NA |
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An environment that accurately represents workplace conditions. |
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Access to clients in the simulated workplace environment. |
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Follow standard operating/workplace procedures |
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Use up-to-date software and equipment |
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Work within stated timelines to meet deadlines |
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Gain experience in the challenges and complexities of dealing with multiple tasks |
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Experience prioritising competing tasks and dealing with contingencies |
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Workplace environment to work with others in a team |
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Resources, equipment and material specified in the simulated workplace requirements |
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Workplace environment sufficient to work independently and manage workload |
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Case study
‘Aussie Farm Foods Pty. Ltd’ is focused on an online grocery retail business. The organisation purchases products from domestic and international market and sell its products to small retailers and supermarkets. ‘Aussie Farm Foods’ is an online portal available 24 X 7 to interest friendly customers. It is a virtual online marketplace facilitating the easy buying and selling of groceries.
Vision
To be the leader in delivering quality products at a very reasonable cost and become the market leader.
Mission
Profitable growth through superior customer service, innovation, quality products and an excellent supply-chain distribution channel
Business structure
‘Aussie Farm Foods’ buys its products from domestic and international market and sell its products to small retailers and supermarkets.
The company has four (4) branches in the following four major cities of Australia:
· Melbourne
· Sydney
· Brisbane
· Perth
Each branch has facilities of a warehouse and cold storage for storing products. The company has a well-established distribution channel across each city.
‘Aussie Farm Foods’ has an existing e-commerce website where small retailers of supermarkets can place their orders and make payments. The delivery is done within 24 hours of orders received.
Organisational structure
The branch manager manages each branch and reports to the Operations Manager.
Enterprise, including business records, to conduct enterprise planning activity
The following are some of the Enterprise, including business records, to conduct enterprise planning activity:
· Sales plan from the last year
· Outcomes of the last financial year
· Outcomes of SWOT analysis
· Business and marketing plan excerpt for the current year
Sales plan from the last year
Outcomes of last financial year
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Outcomes of last financial year Due to the pandemic (COVID-19) situation, most of the restaurants, most of the restaurants and food chains were closed. Restaurants and food chains have a share of 15% in total sales. This led to a decline in the ‘Aussie Farm Foods’ sale. Sales benchmark information ‘Aussie Farm Foods’ expected to achieve 90% of its total sales/revenue. However, a decline of 15% was noticed in the total sales. |
Outcomes of SWOT analysis
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Outcomes of SWOT analysis During this COVID-19 pandemic, the sales of the ‘Aussie Farm Foods’ declined by 15%. Further, most of the residents are ordering groceries online. This is an excellent time and opportunity to increase its customer base and venture into this new market. The management conducted a SWOT analysis to identify the correct strengths, weaknesses, opportunities and threats. Following were the outcomes of SWOT analysis:
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Organisation’s resource usage expenses:
· The monthly transport expenses of the organisational have increased by 15%.
· The fuel expenses increased by 10% in 2020.
· The usage of plastic paper has been increased by 7% for packaging of agricultural produce in the year 2020.
· Energy consumption has increased by 20% in the year 2020.
Outcomes of resource usage on sustainability:
· The overall transportation cost has been increased due to the lack of a tracking system in the organisation.
· The use of plastic papers has impacted the responsibility of the business towards the sustainability of the environment.
· The increase in energy consumption has also increased power sustainability issues.
Business and financial records
Sales record
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Sales record |
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2018 |
2019 |
2020 |
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Unit sales |
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B2C Sales |
10,706 |
50,000 |
100,000 |
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B2B Sales |
1,077 |
5,000 |
10,000 |
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Total unit sales |
11,783 |
55,000 |
110,000 |
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Unit prices |
Year 1 |
Year 2 |
Year 3 |
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B2C Sales |
$100 |
$100 |
$100 |
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B2B Sales |
$1,000 |
$1,000 |
$1,000 |
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Sales |
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B2C Sales |
$1,070,600 |
$5,000,000 |
$10,000,000 |
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B2B Sales |
$1,077,000 |
$5,000,000 |
$10,000,000 |
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Total Sales |
$2,147,600 |
$10,000,000 |
$20,000,000 |
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Direct unit costs |
Year 1 |
Year 2 |
Year 3 |
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B2C Sales |
$80 |
$80 |
$80 |
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B2B Sales |
$850 |
$850 |
$850 |
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Direct Cost of Sales |
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B2C Sales |
$856,480 |
$4,000,000 |
$8,000,000 |
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B2B Sales |
$915,450 |
$4,250,000 |
$8,500,000 |
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Subtotal Direct Cost of Sales |
$1,771,930 |
$8,250,000 |
$16,500,000 |
Break-even analysis
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Break-even analysis |
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Monthly Units Break-even |
1,345 |
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Monthly Revenue Break-even |
$245,200 |
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Assumptions: |
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Average Per-Unit Revenue |
$182.26 |
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Average Per-Unit Variable Cost |
$150.38 |
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Estimated Monthly Fixed Cost |
$42,892 |
Profit and Loss record
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Profit and Loss record |
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2018 |
2019 |
2020 |
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Sales |
$2,147,600 |
$10,000,000 |
$20,000,000 |
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Direct cost of sales |
$1,771,930 |
$8,250,000 |
$16,500,000 |
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Other cost of sales |
$0 |
$0 |
$0 |
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Total cost of sales |
$1,771,930 |
$8,250,000 |
$16,500,000 |
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Gross margin |
$375,670 |
$1,750,000 |
$3,500,000 |
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Gross margin % |
17.49% |
17.50% |
17.50% |
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Expenses |
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Wages |
$128,000 |
$370,000 |
$600,000 |
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Marketing/Promotion |
$120,000 |
$150,000 |
$200,000 |
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Depreciation |
$0 |
$0 |
$0 |
|
Rent |
$60,000 |
$180,000 |
$380,000 |
|
Utilities |
$12,000 |
$36,000 |
$72,000 |
|
Insurance |
$500 |
$1,500 |
$3,000 |
|
Others |
$40,000 |
$100,000 |
$200,000 |
|
|
|
|
|
|
Total Operating Expenses |
$360,500 |
$837,500 |
$1,455,000 |
|
|
|
|
|
|
Profit before interest and taxes |
$15,170 |
$912,500 |
$2,045,000 |
|
Taxes incurred |
$4,551 |
$273,750 |
$613,500 |
|
|
|
|
|
|
Net profit |
$10,619 |
$638,750 |
1,431,500 |
|
Net profit/sales |
0.49% |
6.3875% |
7.1575% |
Balance Sheet
|
Balance Sheet |
|||
|
|
2018 |
2019 |
2020 |
|
Assets |
|
|
|
|
|
|
|
|
|
Current Assets |
|
|
|
|
Cash |
$1,014,862 |
$1,522,431 |
$3,215,219 |
|
Inventory |
$118,360 |
$551,077 |
$1,102,154 |
|
Other current assets |
$5,000 |
$5,000 |
$5,000 |
|
Total current assets |
$1,138,222 |
$2,078,508 |
$4,322,374 |
|
|
|
|
|
|
Long-term assets |
|
|
|
|
Long-term assets |
$100,000 |
$100,000 |
$100,000 |
|
Accumulated depreciation |
$0 |
$0 |
$0 |
|
Total long-term assets |
$100,000 |
$100,000 |
$100,000 |
|
Total assets |
$1,238,222 |
$2,178,508 |
$4,422,374 |
|
|
|
|
|
|
Liabilities and capital |
Year 1 |
Year 2 |
Year 3 |
|
|
|
|
|
|
Current liabilities |
|
|
|
|
Account payable |
$262,252 |
$775,538 |
$1,489,404 |
|
|
|
|
|
|
Other current liabilities |
$0 |
$0 |
$0 |
|
Subtotal current liabilities |
$262,252 |
$775,538 |
$1,489,404 |
|
|
|
|
|
|
Long-term liabilities |
$0 |
$0 |
$0 |
|
Total liabilities |
$262,252 |
$775,538 |
$1,489,404 |
|
|
|
|
|
|
Paid-in capital |
$1,177,500 |
$1,177,500 |
$1,177,500 |
|
Retained Earnings |
($62,500) |
($201,530) |
$225,470 |
|
Earnings |
$10,619 |
$638,750 |
1,431,500 |
|
Total capital |
1,125,619 |
1,614,720 |
2,834,470 |
|
Total liabilities and capital |
1,387,871 |
2,390,258 |
4,323,874 |
|
|
|
|
|
|
Net Worth |
1,125,619 |
1,614,720 |
2,834,470 |
Financial risk factors and risk management policy and procedures
|
Financial risk management policy and procedures Purpose The purpose of the Financial Risk Management Policy (FRMP) is to present the financial risk management policies for Aussie Farm Foods, the main focus of which is the market risk, counterparty and liquidity. Basic principles Risk management is a process and not an isolated event, and therefore it should involve all areas of the Company. The implementation and dissemination of this management should be led by the Board of Directors and by the Executive Board. Risk Management requires a constant and rigid observation of the models and methods established, guaranteeing in this way that they follow the organisation’s development and evolution in its performing markets. Different risk factors and existing risk controls Market risk: Market risk may be defined as the risk posed by price oscillations of the various risk factors identified in Company’s transactions. For this, the organisation seeks to identify which risk factors it is exposed and which of those can be protected financially or physically. To measure the potential impact in prices oscillations, simulation models will be used to preset the highest loss prediction, following the confidence interval selected (Risk models). Furthermore, stress models will also be used. Risk factors: The risk factors mapped in this policy are described below: · Exchange Rate: this refers to activities tied to the variation of other currencies. · Commodities: this refers to activities tied to the variation in commodities’ price such as corn, soybean, soybean meal and oil. · Inflation: this refers to activities tied to the variations in selling prices indexes of the products; contemplating domestic and international markets. · Interest Rates: this refers to activities tied to the variation in pre-fixed and post-fixed interest rates. Exposure to the exchange rate This section addresses specifically the exposure to variations in foreign exchange rates (USD/GBP/EUR). BRF have two types of exchange rate exposures: (1) exposure to operational income and (2) exposure to balance sheet. If the Company is protected by these two exposures, its cash flow is also protected. Exposure to operational income The organistaion considers in exposure the revenues, costs and expenses directly performed or indexed to foreign currency, as well as the exposure derived by the quantitative models used to describe the risk factors. As previously presented, it suits the Risk Management team to measure the exposure and to monitor the models. Also reinforces the necessity of frequent tests and revisions of these models. As a support and part of this Policy, there is an internal technical and strategical document that describes the models, as well as a position report of a consultant specialized in the subject. Risk control policy and limits To mitigate the risk arising from income exposure, specific control risk policies will be adopted: · Monthly calculation of net income exposure in foreign currency. · Monthly tracking of amortization flow of non-derivatives financial instruments referred to as hedge accounting. · In addition to the limits of this policy, there is a strategic internal document that brings additional limits to this exposure. Exposure to operational income The organisation considers in its exposures the cost arising from the commodity purchase, as well as exposure arising from quantitative models used for description of the risk factors. Risk control policy and limits To mitigate the risks arising from full exposure to variation in commodities prices, specific risk control policies will be adopted: · Monthly calculation of net result exposure. · In relation to soybean, the policy will focus on meal and oil, considering that soybean is a grain used as cover or exposure depending on the average yields of crushing. · The physical storage will always be considered in exposure calculation and in the needed of hedge. Risk management procedures The training organisation has established a risk management process and structure based on AS ISO 31000:2018, Risk Management. This helps the organisation close operational gaps derived by risks by creating a holistic organisation-wide risk management approach. The current risk management procedures followed by the training organisation are as follow:
|
Existing scenario and your responsibilities:
You have been hired as financial consultant by Aussie Farm Foods. Operations Manager of the organisation has assigned two (2) finance team members to you and wants you to identify risks to the organisation, assess existing controls and recommend improvements and mitigation strategies.
To identify risks, assess existing controls and recommend improvements and mitigation strategies, you are required to fulfil the following roles and responsibilities:
· Identify stakeholders and provide information relevant to risk assessment.
· Investigate organisational processes to identify risks to which the organisation is vulnerable.
· In consultation with stakeholders, define the organisational environment and review boundaries.
· Determine which internal and external stakeholders should be involved.
· Use risk management standards established by regulators to identify risks.
· Consult with internal and external stakeholders about the identified risk cluster elements.
· Gather information about risks identified by stakeholders.
· Examine the application and efficacy of existing controls.
· Determine the need for updated or new controls to address identified risks.
· As needed, recommend changes to existing controls and report the need for new controls.
Skills Test:
This assessment task requires the student to:
· Identify two (2) financial risks to the organisation
· Assess existing controls
· Recommend improvements and mitigation strategies.
To do so, you will be required to complete the following activities:
· Activity 1: Conduct research and prepare for consultation.
· Activity 2: Consult stakeholders and determine risk to be addressed.
· Activity 3: Identify and assess controls.
Timeframe to complete the project:
Two (2) weeks: Trainer/assessor to make changes as required.
Task requirements
· You will be assessed on your technical knowledge and skills to complete this project. This includes:
· Analysing and consolidating information and data from a range of sources against defined criteria and requirements
· Using clear and concise language, spelling and grammar and terminology to convey information specific to the audience and purpose
· Participating in verbal exchanges using active listening and questioning techniques to convey information and elicit the views and opinions of internal and external personnel
· Clearly explaining detailed information using concepts, language, tone and pace specific to the audience
· Reviewing, modifying and developing organisational policy and procedures to comply with legislative requirements and organisational goals
· Preparing, facilitating and influencing communication processes to ensure productive and diligent risk awareness
· Implementing strategies for a diverse range of colleagues and clients to build rapport and foster strong relationships
· Collaborating with others, sharing information to build strong work groups and avoiding behaviours that are not conducive to a productive environment
· Accepting responsibility for planning and sequencing complex tasks and workload, negotiating key aspects with others
· Making critical decisions quickly and intuitively in complex situations, taking into consideration a range of variables including the outcomes of previous decisions
· Investigating new and innovative ideas as a means to continuously improve work practices and processes through consultation, and formal analytical thinking
· Using analytical thinking techniques to identify issues and generate possible solutions, seeking input from others as required.
· Using digital systems and technologies to enter, store or access information
· Adopting new and emerging technologies to complete work tasks
· You will further be assessed on working in a team environment and meeting your job role and responsibilities.
· You must follow the instructions provided by the trainer/assessor.
· All individuals must complete their role and assigned responsibilities and meet the specified deadlines
· The task must be completed in the specified timeframe.
Instructions for trainer/assessor:
· The trainer/assessor take on the role of Operations Manager.
· The trainer/assessor will further assign two (2) finance team members to the student.
· The trainer/assessor will assign the role of the finance team members to the staff members of the organisation.
· The trainer/assessor must brief the finance team members regarding information given in the case study.
· The trainer/assessor must assess the student using the performance checklist provided.
Activity 1: Conduct research and prepare for consultation.
This activity requires you to conduct research and prepare for consultation.
To do so, you are required to follow the steps given in Checklist 1 and complete the templates associated with each step.
The supervisor or trainer/assessor will:
· Supervise and observe the student performing this activity.
· Place a tick mark against each step given in the checklist after the student performs/implements the step.
· Sign off the checklist and ask the student for the submission of templates associated with each step.
|
For trainer/assessor: For the simulated environment · The trainer/assessor or supervisor must ensure that the student is made familiar with the existing workplace practices used in the workplace. · The trainer/assessor must ensure that the student has access to the following in the simulated workplace scenario: · Office equipment, technology, software and consumables · Computer · Internet · MS Office · Printer or e-printer · Team members · Legislation, regulations and codes of practice applicable to risk management · Standards for risk management as indicated by regulators. · The trainer/assessor will take on the role of the lender. · The trainer/assessor must ensure that the student has access to the internal stakeholders of the training organisation. · The trainer/assessor take on the role of Operations Manager. · The trainer/assessor will further assign two (2) finance team members to the student. · The trainer/assessor will assign the role of the finance team members to the staff members of the organisation. · The trainer/assessor must brief the finance team members regarding information given in the case study. · The trainer/assessor must assess the student using the performance checklist provided. |
Checklist 1: Conduct research and prepare for consultation.
|
Steps |
Place a tick mark, once completed |
|
Step 1: Identify stakeholders and provide information relevant to risk identification. · Identify finance team members. · Arrange a discussion session with the finance team members and provide information pertinent to the following aspects of risk identification. · Organisational processes to be examined to identify risks. · Existing risks and risk controls. · Further, record the information pertinent to the following aspects of risk identification using Template 1. · Organisational processes to be examined to identify risks. · Existing risks and risk controls.
|
· |
|
Step 2: Investigate organisational processes to identify risks to which the organisation is vulnerable. · Engage with the team members assigned and examine the organisational processes and operations as specified in the case study. · Analyse the risk factors given in the case study. · Identify two (2) financial risks considering the volatile market. · Record the risks identified using the Excel Sheet provided along with this assessment task.
|
· |
|
Step 3: In consultation with stakeholders, define the organisational environment and boundaries of review. Further, document the organisational environment and boundaries of review defined using Template 1. |
· |
|
Sign off: Supervisor’s signature: Sign-off date: |
Template 1: Research related to organisational risks.
|
Research related to organisational risks. |
|
Organisational processes to be examined to identify risks. (50-80 words) |
|
|
|
Existing risks and risk controls. (100-150 words) |
|
|
|
Organisational environment and boundaries of review (30-50 words) |
|
|
Performance Criteria/Performance Checklist: Activity 1
|
This task must address the following performance criteria/ performance checklist. |
|||
|
To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence |
S |
N/S |
Trainer/Assessor to complete (Comment and feedback to students) |
|
Identified stakeholders and provide information relevant to risk identification. · Identified finance team members. · Arranged a discussion session with the finance team members and provided information pertinent to the following aspects of risk identification. · Organisational processes to be examined to identify risks. · Existing risks and risk controls. · Further, recorded the information pertinent to the following aspects of risk identification. · Organisational processes to be examined to identify risks. · Existing risks and risk controls.
|
· |
· |
|
|
Investigated organisational processes to identify risks to which the organisation is vulnerable. · Engaged with the team members assigned and examined the organisational processes and operations as specified in the case study. · Identified two (2) financial risks considering the volatile market. · Recorded the risks identified using the Excel Sheet provided along with this assessment task.
|
· |
· |
|
|
In consultation with stakeholders, defined the organisational environment and boundaries of review.
|
· |
· |
|
|
Used active listening and questioning techniques to convey information and elicit the views and opinions.
|
· |
· |
|
|
Clearly explained detailed information using concepts, language, tone and pace specific to the audience.
|
· |
· |
|
|
The student’s performance was: |
· Not satisfactory · Satisfactory |
|
Feedback to student:
|
|
|
Student signature |
|
|
Observer signature |
|
Activity 2: Consult stakeholders and determine risks to be addressed.
This activity requires you to consult finance team members and determine two (2) risk to be addressed.
To do so, you are required to follow the steps given in Checklist 2 and complete the templates associated with each step.
The supervisor or trainer/assessor will:
· Supervise and observe the student performing this activity.
· Place a tick mark against each step given in the checklist after the student performs/implements the step.
· Sign off the checklist and ask the student for the submission of templates associated with each step.
|
For trainer/assessor: For the simulated environment · The trainer/assessor or supervisor must ensure that the student is made familiar with the existing workplace practices used in the workplace. · The trainer/assessor must ensure that the student has access to the following in the simulated workplace scenario: · Office equipment, technology, software and consumables · Computer · Internet · MS Office · Printer or e-printer · Team members · Legislation, regulations and codes of practice applicable to risk management · Standards for risk management as indicated by regulators. · The trainer/assessor will take on the role of the lender. · The trainer/assessor must ensure that the student has access to the internal and external stakeholders of the training organisation. · The trainer/assessor take on the role of Operations Manager. · The trainer/assessor will further assign two (2) finance team members and two (2) external to the student. · The trainer/assessor will assign the role of the finance team members to the staff members of the organisation. · The trainer/assessor must brief the finance team members regarding information given in the case study. · The trainer/assessor must assess the student using the performance checklist provided. |
Checklist 2: Consult stakeholders and determine risks to be addressed.
|
Steps |
Place a tick mark, once completed |
|
Step 1: Determine which internal and external stakeholders should be involved. · Analyse the organisational hierarchy given in the case study. · Determine two (2) internal and two (2) external stakeholders should be involved while determining risks. · Document the information regarding two (2) internal and two (2) external stakeholders that should be involved using Template 2.
|
· |
|
Step 2: Use risk management standards established by regulators to identify two (2) risks to the organisation. Document the risks identified using the Excel sheet provided with this assessment.
|
· |
|
Step 3: Consult with internal and external stakeholders about the identified risk cluster elements. · Identify risk cluster elements based on the risks identified and record using the Excel sheet provided with this assessment. · Gather information about risks identified by stakeholders. · Consult with internal and external stakeholders about the identified risk cluster elements. · Clearly describe risks and risk cluster elements to the stakeholders. · Discuss the impact the identified risks will have on the organisation. · Gather feedback on the potential risk controls for the identified risks. · Record the following information using the Excel sheet provided with this assessment. · Risks · Risk cluster elements · Impact of identified risks on the organisation. · Potential risk controls. · Record the view of stakeholders using Template 2.
|
· |
|
Sign off: Supervisor’s signature: Sign-off date: |
Template 2: Record of consultation with stakeholders
|
Record of consultation with stakeholders |
|
Information regarding two (2) internal and two (2) external stakeholders |
|
|
|
View of stakeholders regarding risks identified (50-100 words) |
|
|
Performance Criteria/Performance Checklist: Activity 2
|
This task must address the following performance criteria/ performance checklist. |
|||
|
To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence |
S |
N/S |
Trainer/Assessor to complete (Comment and feedback to students) |
|
Determined which internal and external stakeholders should be involved. · Analysed the organisational hierarchy given in the case study. · Determined two (2) internal and two (2) external stakeholders should be involved while determining risks. · Documented the information regarding two (2) internal and two (2) external stakeholders that should be involved.
|
· |
· |
|
|
Used risk management standards established by regulators to identify two (2) risks to the organisation. Documented the risks identified using the Excel sheet provided with this assessment.
|
· |
· |
|
|
Consulted with internal and external stakeholders about the identified risk cluster elements. · Identified risk cluster elements based on the risks identified and record using the Excel sheet provided with this assessment. · Gathered information about risks identified by stakeholders. · Consulted with internal and external stakeholders about the identified risk cluster elements. · Clearly described risks and risk cluster elements to the stakeholders. · Discussed the impact the identified risks will have on the organisation. · Gathered feedback on the potential risk controls for the identified risks. · Recorded the following information using the Excel sheet provided with this assessment. · Risks · Risk cluster elements · Impact of identified risks on the organisation. · Potential risk controls. · Recorded the view of stakeholders.
|
· |
· |
|
|
Used active listening and questioning techniques to convey information and elicit the views and opinions.
|
· |
· |
|
|
Clearly explained detailed information using concepts, language, tone and pace specific to the audience.
|
· |
· |
|
|
Analysed and consolidated information and data from a range of sources against defined criteria and requirements.
|
· |
· |
|
|
Implemented strategies for a diverse range of colleagues and clients to build rapport and foster strong relationships.
|
· |
· |
|
|
Collaborated with others, sharing information to build strong work groups and avoids behaviours that are not conducive to a productive environment.
|
· |
· |
|
|
The student’s performance was: |
· Not satisfactory · Satisfactory |
|
Feedback to student:
|
|
|
Student signature |
|
|
Observer signature |
|
Activity 3: Identify and assess controls.
This activity requires you to identify and assess risk controls.
To do so, you are required to follow the steps given in Checklist 3 and complete the templates associated with each step.
The supervisor or trainer/assessor will:
· Supervise and observe the student performing this activity.
· Place a tick mark against each step given in the checklist after the student performs/implements the step.
· Sign off the checklist and ask the student for the submission of templates associated with each step.
|
For trainer/assessor: For the simulated environment · The trainer/assessor or supervisor must ensure that the student is made familiar with the existing workplace practices used in the workplace. · The trainer/assessor must ensure that the student has access to the following in the simulated workplace scenario: · Office equipment, technology, software and consumables · Computer · Internet · MS Office · Printer or e-printer · Team members · Legislation, regulations and codes of practice applicable to risk management · Standards for risk management as indicated by regulators. · The trainer/assessor will take on the role of the lender. · The trainer/assessor must ensure that the student has access to the internal and external stakeholders of the training organisation. · The trainer/assessor take on the role of Operations Manager. · The trainer/assessor will further assign two (2) finance team members and two (2) external to the student. · The trainer/assessor will assign the role of the finance team members to the staff members of the organisation. · The trainer/assessor must brief the finance team members regarding information given in the case study. · The trainer/assessor must assess the student using the performance checklist provided. |
Checklist 3: Identify and assess controls.
|
Steps |
Place a tick mark, once completed |
|
Step 1: Examine the application and efficacy of existing controls. · Analyse the risk factors and existing risk control given in the case study. · Evaluate application and effectiveness of existing controls. · Further, record the following using the Excel Sheet provided along with this assessment. · Existing controls · Evaluation of existing controls
|
· |
|
Step 2: Determine the need for updated or new controls to address identified risks.
|
· |
|
Step 3: As needed, recommend changes to existing controls and report the need for new controls using the Excel Sheet provided along with this assessment.
|
· |
|
Sign off: Supervisor’s signature: Sign-off date: |
Performance Criteria/Performance Checklist: Activity 3
|
This task must address the following performance criteria/ performance checklist. |
|||
|
To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence |
S |
N/S |
Trainer/Assessor to complete (Comment and feedback to students) |
|
Examined the application and efficacy of existing controls. · Analysed the risk factors and existing risk control given in the case study. · Evaluated application and effectiveness of existing controls. · Further, recorded the following using the Excel Sheet provided along with this assessment. · Existing controls · Evaluation of existing controls
|
· |
· |
|
|
Determined the need for updated or new controls to address identified risks.
|
· |
· |
|
|
As needed, recommended changes to existing controls and report the need for new controls.
|
· |
· |
|
|
The student’s performance was: |
· Not satisfactory · Satisfactory |
|
Feedback to student:
|
|
|
Student signature |
|
|
Observer signature |
|
Assessment Results Sheet
Appendix A: Reasonable Adjustments
|
Write (task name and number) where reasonable adjustments have been applied:
|
|
|
|
Reasonable Adjustments
|
|
· Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. · Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. · The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. · The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. · The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. · All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. |
|
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
|
||
|
Category |
Possible Issue |
Reasonable Adjustment Strategy (select as applicable) |
|
LLN |
Speaking Reading Writing Confidence |
Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists |
|
Non-English Speaking Background |
Speaking Reading Writing Cultural background Confidence |
Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs |
|
Indigenous |
Knowledge and understanding Flexibility Services Inappropriate training and assessment |
Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. |
|
Age |
Educational background Limited study skills |
Make sure font size is not too small Trainer/Assessor should refer to the student’s experience Ensure that the time available to complete the assessment takes account of the student’s needs Provision of information or course materials in an accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift |
|
Educational background |
Reading Writing Numeracy Limited study skills and/or learning strategies |
Discuss with the Student previous learning experience Ensure learning and assessment methods meet the student’s individual need |
|
Disability |
Speaking Reading Writing Numeracy Limited study skills and/or learning strategies |
Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment Provide information or course materials in an accessible format, e.g. a textbook in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift
|
|
Explanation of reasonable adjustments strategy used
|
|
|
|
Trainer/Assessor Name |
|
|
Trainer/Assessor Declaration |
I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required.
|
|
Trainer/Assessor Signature |
|
|
Date |
|
Appendix B: Learner Evaluation Form
Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below:
· logistics and support
· facilitation
· training material
· assessment
Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form!
|
Unit of Competency Name |
|
Trainer/Assessor Name |
|
|||
|
Student Name (Optional) |
|
Dates of Training |
|
|||
|
Employer/Work site (if applicable) |
|
Date of Evaluation |
|
|||
|
A |
Logistics and Support Evaluation |
|||||
|
No. |
Criteria/Question |
Strongly Disagree |
Disagree |
Neutral |
Agree |
Strongly Agree |
|
1 |
The communication regarding the required attendance and time to study to pass this unit was correct |
|
|
|
|
|
|
2 |
The staff were efficient and helpful. |
|
|
|
|
|
|
3 |
The training equipment and material used was effective and prepared. |
|
|
|
|
|
|
4 |
The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.) |
|
|
|
|
|
|
Additional Comments on Logistics and Support
|
|
No. |
Criteria/Question |
Strongly Disagree |
Disagree |
Neutral |
Agree |
Strongly Agree |
|
B |
Trainer/Assessor Evaluation |
|||||
|
1 |
The trainer/assessor was prepared and knowledgeable on the subject of the program |
|
|
|
|
|
|
2 |
The trainer/assessor encouraged student participation and input |
|
|
|
|
|
|
3 |
The trainer/assessor made use of a variety of methods, exercises, activities and discussions |
|
|
|
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4 |
The trainer/assessor used the material in a structured and effective manner |
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5 |
The trainer/assessor was approachable and respectful of the learners |
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6 |
The trainer/assessor was punctual and kept to the schedule |
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7 |
The trainer/assessor was easy to understand and used the correct language |
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Additional Comments on Training |
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No. |
Criteria/Question |
Strongly Disagree |
Disagree |
Neutral |
Agree |
Strongly Agree |
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C |
Learning Evaluation |
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1 |
The learning outcomes of the unit are relevant and suitable. |
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2 |
The content of the unit was relevant and suitable for the target group. |
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3 |
The length of the training was suitable for the unit. |
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4 |
The learning material assisted in the learning of new knowledge and skills to apply in a practical manner. |
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5 |
The learning material was free from spelling and grammar errors |
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6 |
Handouts and exercises were clear, concise and relevant to the outcomes and content. |
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7 |
Learning material was generally of a high standard, and user-friendly |
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Additional Comments on Learning Evaluation |
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Expected sales ($000) January February March April May June July August September October November December 550 350 650 640 660 720 680 700 720 690 810 900
Southern Academy of Business and Technology | Level 2,95 Bathurst Street Sydney NSW 2000 RTO Code: 31595 | CRICOS Code: 03602E | Phone: 1300 852 205 (Australia) | +61 02 8031 7727 (Overseas) Version : 1.0 Website: www.sabt.edu.au Email: [email protected] Page 1 of 1
Southern Academy of Business and Technology | Level 2,95 Bathurst Street Sydney NSW 2000 RTO Code: 31595 | CRICOS Code: 03602E | Phone: 1300 852 205 (Australia) | +61 02 8031 7727 (Overseas) Version : 1.0 Website: www.sabt.edu.au Email: [email protected] Page 1 of 1
