CHCPRP003 Student Assessment Book V8 150221.v1.0

STUDENT ASSESSMENT BOOK

Unit Code: CHCPRP003
Unit Name: Reflect on and improve own professional practice

h&h Accredited Training
98 South Street Granville | 02 9682 0100 | www.hnh.org.au | rto 90784

CHCPRP003 Reflect on and improve own professional practice

Organisation h&h Accredited Training
Version Dates Version 8 approved 15.02.21
Review Date Version 8 will be reviewed as training materials are amended
CEO: Susan Ellis Hill
Approved by
General Manager: Kate Lovett
Relevant to Trainers and Assessors; Students

Student Name
Student Email Address
Unit Start Date

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Student Assessment Cover Sheet
Unit Code: CHCPRP003
Unit Name: Reflect on and improve own professional practice
Student Name:

Trainers or Assessors to complete this section
Assessor Overall Comments:
Trainers or Assessors are required to complete this section with feedback for overall result. For re‐submission
information, trainers or assessors are required to complete the following pages.

Student Assessment
Satisfactory Unsatisfactory Date: ___________
Booklet:
Trainers or Assessors please note – all the above requirements need to be met for overall
competency

FINAL RESULT: Competent Not Yet Component Withdrawn

Date __________
Assessor Name: Assessor Signature:

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Assessment Item Check List
Assessment Item 1: Short Questions and Answers
Comments:

First attempt: Satisfactory  Unsatisfactory 
(for further attempts – maximum 2 – please copy this assessment item check list and attach here)
Resubmission Details (including date and outcome):

Resubmission Outcome: Satisfactory  Unsatisfactory 

Student Name: ____________________________________________________________________
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Assessment Item 2: Personal Development Plan
Comments:

First attempt: Satisfactory  Unsatisfactory 
(for further attempts – maximum 2 – please copy this assessment item check list and attach here)
Resubmission Details (including date and outcome):

Resubmission Outcome: Satisfactory  Unsatisfactory 

Student Name: _____________________________________________________________________
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How to Lodge Assessments (Student Instructions)

Recognition of prior learning /credit transfer instructions

All students are entitled to apply for Recognition of Prior Learning (RPL) and/or Credit Transfer (CT).
Please ask for a copy from front reception of the h&h RPL/CT Application Forms should this apply to
you.

RPL is a process that assesses an individual’s non‐formal and informal learning to determine the
extent to which that individual has achieved the required learning outcomes, competency outcomes,
or standards for entry to, and/or partial or total completion of, a qualification.

CT assesses the initial qualification or unit that an individual is using to claim access to, or the award
of credit in, a destination course. The assessment determines the extent to which the client’s initial
qualification or unit is equivalent to the required learning outcomes, competency outcomes, or
standards in a qualification.

Please note that h&h recognises AQF qualifications and Statements of Attainments issued by other
Registered Training Organisation (RTO). h&h will apply the credit transfers to your qualification once
verification has been provided from the previous RTO.

Completing assessment items

Assessments can be submitted to h&h in the following ways:

 By post to: PO Box 1 Granville NSW 2142
 By email to: granville@hnh.org.au
 In person to the college between 9.00am and 3.00pm Monday to Saturday
 Online assessments are completed through the h&h CANVAS portal, via the link received on
enrolment

When presenting your written assessment/s it is important that you follow the guide below, as
assessments determine your competency. Your assessment should:

• be typed or hand written (neatly and clearly), including use of the provided assessment cover
sheet
• using black or blue pen only, pencil is not allowed; any assessments submitted in pencil will
be returned, to be RE‐WRITTEN in black or blue pen
• if additional paper is required, please see front reception for A4 paper to insert into your
assessment
 please do not staple or glue paperwork into your assessment
• give clear references (if external information sources are used)

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Please use the following points as a guide when submitting your assessment items:

• have your name on front cover sheet and Pre‐assessment checklist
• attempt to response all assessment items
• show that you have researched the topic thoroughly
• write/type in simple, clear language
• use correct grammar, punctuation (check your spelling)
 please ensure you WRITE your name at the bottom of each page where indicated (Student
Name___)
• ensure you put your name on any additional assessment items (portfolio, posters etc.) these
are required to be collected from trainer/assessor after the assessment is complete

Submitting your own work

Your assessment must be in your own words. When you commenced your course you signed an h&h
Student Declaration Form, which states that you are completing and handing in your own work.
Copying someone else’s work is plagiarism and a form of cheating.

Plagiarism is a serious act. Where it has been found that a student has submitted work that has been
plagiarised, this activity may lead to expulsion from their individual course, and exclusion from college
activities.

When a student is expelled, h&h has no duty to refund any payment for studies undertaken, or
studies, as yet, to be commenced.

If a trainer/assessor is concerned about a student’s authenticity within their submission, the
trainer/assessor may request a verbal appointment with the student to assess their gained
knowledge through a series of questions from the student assessment booklet.

This is overseen by management. A suitable time will be organised with both student and
trainer/assessor.

If a group activity has been assessed in the classroom or on site, the trainer/assessor will mark the
student’s assessment booklet with detailed information regarding this assessment i.e. a detailed
outline of a role play that was delivered and assessed.

Assessments should be presented in a plastic sleeve without staples, assessment items are not
returned as they are kept for compliance purposes, as a part of our quality assurance commitment.
It is important to keep a copy of your assessments in case they are lost in transit.

Classroom students will receive feedback on their assessment items within 14 days of submission (via
trainer/assessor conversation or email).

Distance students will receive their feedback/results via telephone or email within a 14‐day
timeframe.

Traineeship students will receive feedback on their assessment items within 14 days of submission
(via trainer/assessor conversation or email).
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Assessment results

Students are aiming to receive an overall competent result for the unit they are studying. To achieve
competency, the students must obtain satisfactory results for all assessment items within the unit.
Example assessment items are questions and Responses, projects and work experience.

How a trainer/assessor determines the assessment item results:

Satisfactory (S) – this result indicates that you have met the relevant criteria in this assessment item,
to gain a satisfactory result.

Unsatisfactory (US) – this result indicates some of the below reasons:

• the evidence was not of a satisfactory standard (in this case, you will be required to re‐submit
the relevant evidence)
• the evidence you submitted was not complete
• the evidence you submitted was not your own work
• the evidence submitted was outside the course timeframe

If you obtain an unsatisfactory result, the trainer/assessor will organise a time to go through the
assessment item and work with you to devise a suitable action plan to re‐submit. Students are able
to resubmit their assessment items twice after the initial submission.

Additional support is provided to the student during this time in the form of meetings, extra classes,
email and phone support and one on one trainer/assessor discussions. Upon the third unsatisfactory
result, the student will be required to re‐enrol into the unit of competency.

A fundamental element of the h&h training system is the provision of additional support and/or
reasonable modifications/adjustment for students requiring further assistance. For example, cultural
barriers may limit a student’s understanding in units delivered.

Trainers, in these instances, may investigate a different approach to their training style that adapts
to the particular cultural background.

Appeals against assessment results

Please note students have 30 days from the date that the assessment was deemed Unsatisfactory or
NYC to appeal the assessment result. Please see front reception for an appeal against assessment
form.

This appeal can be submitted on the grounds that the student:

1. was not informed about the assessment process for the course
2. assessment process differed significantly from what the student was told
3. assessment environment adversely affected the student’s performance
4. believed that they had demonstrated competency in the assessment/s

Good Luck with your studies, from the h&h team
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Pre‐Assessment Checklist (to be completed by the student)
Student Name: Assessor Name: Date:
Assessment Location:
(please tick below location/s you have been advised as where you may be assessed)
Classroom □ Traineeship □ Distance □ Online □
Checklist for conducting the assessment: (please tick all that apply)
I, confirm that this assessment is in my own words, I have read the ‘how to lodge
□
assessments’ section in this booklet regarding plagiarism
I (as the student) confirm my readiness to be assessed □
Date, time and location of the assessment has been provided □
How my performance will be assessed, has been explained □
Assessment methods, processes and documentation have been explained □
Any factors that may interfere with the completion of the assessment, have been discussed
□
with the assessor
Confidentiality of the assessment outcome has been explained □
I understand that feedback will be provided to me within 14 days of submission from my
□
trainer / assessor
I understand my right to appeal the assessment decision (within 30 days of assessment
□
results)
Any possible hygiene/Work Health and Safety hazards for this assessment have been
□
identified and discussed
Student Comments:

By signing this pre‐assessment checklist, the student acknowledges that they are ready for
assessment and that the assessment process has been fully explained. The assessment information
gathered will be used by the training organisation for specific record keeping purposes.

Student Signature: Date:

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Unit Compliance

Application

This unit describes the skills and knowledge required to evaluate and enhance own practice through
a process of reflection and ongoing professional development.

This unit applies to workers in all industry sectors who take pro‐active responsibility for their own
professional development.

Elements and Performance Criteria
ELEMENTS PERFORMANCE CRITERIA
Elements describe the Performance criteria describe the performance needed to
essential outcomes. demonstrate achievement of the element.
1. Reflect on own practice 1.1 Undertake self‐evaluation in conjunction with supervisors
and/or peers
1.2 Reflect on and recognise the effect of values, beliefs and
behaviour in practice
1.3 Share two‐way, open and evaluative feedback with co‐workers
or peers
1.4 Actively seek and reflect on feedback from clients, organisations
or other relevant sources
2. Enhance own practice 2.1 Determine improvements needed based on own evaluation and
feedback from others
2.2 Identify potential support networks both internal and external
to the organisation
2.3 Seek specialist advice or further training where need is identified
2.4 Recognise requirements for self‐care and identify requirements
for additional support
2.5 Devise, document and implement a self‐development plan that
sets realistic goals and targets
3. Facilitate ongoing 3.1 Access and review information on current and emerging industry
professional development developments and use these to improve practice
3.2 Assess and confirm own practice against ethical and legal
requirements and opportunities
3.3 Identify and engage with opportunities to extend and expand
own expertise
3.4 Regularly participate in review processes as a commitment to
upgrading skills and knowledge

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment
skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of
competency.
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Assessment requirements

Performance Evidence

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:
Skill Evidence
 undertaken a structured process to reflect on and improve own practice and created 1 personal
development plan that includes:
o goals
o timeframes
o ways of measuring progress

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task
outlined in elements and performance criteria of this unit, manage the task and manage
contingencies in the context of the work role. This includes knowledge of:
Knowledge Evidence
 legal and ethical considerations for reviewing and improving own practice, including:
 codes of practice
 duty of care
 rights and responsibilities of workers and employers
 work role boundaries – responsibilities and limitations
 models and processes of professional reflection
 professional development opportunities, including:
 industry networking
 professional associations
 training requirements and options
 informal and formal ways of learning and developing
 principles and techniques for:
 creating a personal development plan
 personal goal setting
 setting realistic timeframes
 measuring progress and performance
 types of work methods and practices which can improve performance

 learning styles and how they relate to different individuals

Assessment Conditions

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. Assessors must satisfy the Standards for Registered Training Organisations (RTOs)
2015/AQTF mandatory competency requirements for assessors.
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Assessment item 1: Short Questions and Answers

Briefly answer the questions below in the spaces provided. If extra paper for answers is required,
ensure you write the question number on the paper and attach to the back of the relevant question.

This assessment includes all elements below:

1. Reflect on own practice
2. Enhance own practice
3. Facilitate ongoing professional development

1. What do you understand ‘self‐evaluation’ to mean:

2. (a) Self‐evaluation is the process of assessing strengths and weaknesses and identifying areas
that require improvement. Why is it important to undertake self‐evaluation in
conjunction with your supervisors and/or peers:

Student Name: ____________________________________________________________________
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Student Notes:

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(b) Self‐evaluation should not be an uncomfortable experience for the employee. Describe the
questions to ask that are clear and straightforward:

3. Humans hold different values and beliefs, and act in different ways which has an enormous
impact on a person and their professional development. Define values, beliefs and behaviour:

Student Name: ____________________________________________________________________
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Student Notes:

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4. (a) Why is it important to be mindful of your behaviour in the workplace:

(b) List five actions that demonstrate you are being mindful of your behaviour in the workplace:

Student Name: ____________________________________________________________________
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Student Notes:

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5. List three consequences of allowing values, beliefs and behaviour to affect your professional
practice:

6. (a) It is often stated that people dread feedback. However, feedback can be constructive and
informative. Write, in your own words, how successful evaluative, vertical and horizontal
feedback can be:

Student Name: ____________________________________________________________________
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Student Notes:

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(b) It is important to talk with employees, rather than at them. Provide an example:

7. List three benefits of two‐way, open and evaluative feedback:

Student Name: ____________________________________________________________________
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Student Notes:

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8. How should you receive feedback:

9. Data, and the analysis of the data, can provide insight into how an organisation is performing.
Why is it important to seek feedback:

Student Name: ____________________________________________________________________
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Student Notes:

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10. (a) List three ways you could obtain feedback:

(b) There are two types of surveys, name what these are called, and how they work with
gaining information:

Student Name: ____________________________________________________________________
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Student Notes:

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11. What should you keep in mind while reflecting on feedback:

12. The ability to interpret feedback and cross‐examine the findings with self‐assessment is an
important skill. Why is it important to interpret feedback:

Student Name: ____________________________________________________________________
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Student Notes:

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13. (a) After feedback has been received, what are the four steps that assist in determining the

potential improvements to be made?

(b) From your response to Q.13(a), briefly describe one of the steps in detail:

Student Name: ____________________________________________________________________
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Student Notes:

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14. (a) A support network assists an individual, or an organisation, in achieving set goals. Write,

in 80 words, a brief description of an internal and an external support network:

(b) Provide two examples of who may be part of an internal and an external support network:

Student Name: ____________________________________________________________________
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Student Notes:

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15. It is essential to identify internal and external support networks. How should you go about
identifying support networks:

16. Once you have identified your support network, how can you build on that support network:

Student Name: ____________________________________________________________________
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Student Notes:

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17. Due to the ever‐developing nature of a business, it is crucial to take every opportunity to
develop knowledge, skills and performance levels and retain an advantage over competitors.
Why should individuals seek specialist advice. List five sources of specialist advice:

18 It may be identified that further training is required; a training plan for the individual will need
to be developed. Developing the plan requires certain steps. List five questions to consider,
for the individual, when developing their plan:

Student Name: ____________________________________________________________________
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Student Notes:

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19. Prior to a situation deteriorating, it is considered a ‘sound’ move to initiate training or advice,
Write, in 150 words, why it is beneficial for the employer to encourage training:

Student Name: ____________________________________________________________________
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Student Notes:

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20. Write, in your own words, what self‐care is, and why it is important in the workplace:

21. List four guidelines a person can incorporate into their life, that will allow them to take good
care of themselves:

Student Name: ____________________________________________________________________
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Student Notes:

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22. You have to devise, document and implement self‐development plans for realistic goals and
target. Write, in 100 words, what you understand self‐development plans to be, and why they
are important?

23. There are certain steps to take that will help develop the most appropriate plan for the
employee's individual needs. List four of the steps involved in devising a self‐development
plan:

Student Name: ____________________________________________________________________
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Student Notes:

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24. Write, in 120‐150 words, why it is important to regularly update the progress of the self‐
development plan:

Student Name: ____________________________________________________________________
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Student Notes:

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25. If an organisation wants to stay ahead and maintain a competitive edge, it is vital to stay
updated with current industry developments. Why is it important to stay current with industry
developments? List three mechanisms to have in place for success:

26. It is important to access information on industry developments. Provide three examples of
emerging industry developments:

Student Name: ____________________________________________________________________
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Student Notes:

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27. Working ethically encourages a culture of accountability, decision‐making and transparency.
Explain what it means to work ethically and according to the law:

28. Assessing and confirming own practice against ethical requirements is also vital because it is
‘good for business’. List three benefits of ethical conduct within the work role:

Student Name: ____________________________________________________________________
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Student Notes:

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29. As part of a person’s job responsibilities they should learn about the law. How can an
individual obtain the ethical requirements related to their job role:

30. Prior to ‘expanding’ expertise, the expert must be found. How can you identify an expert
relating to the business and the specific job role:

Student Name: ____________________________________________________________________
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Student Notes:

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31. Shadowing the expert will allow the individual to gain insight into the professional's job,
organisation, and culture. Explain why you would ‘shadow’ an expert:

32. Organisations use performance reviews to evaluate and assess the performance of individual
employees. Why are review processes used, and what can the review process include?

Student Name: ____________________________________________________________________
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Student Notes:

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33. Why are review processes important for employees:

34. Why are review processes important for management:

Student Name: ____________________________________________________________________
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Student Notes:

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Assessment Item 2: Personal Development Plan

1. You are required to create a personal development plan based on 3 goals you would like to
achieve within your work role (if you are not currently employed, please obtain a position
description from your trainer assessor to assist you with this task).
Individual Developmental Plan
Name: Position:
Relationship of Knowledge,
Developmental
the goal to the skills, abilities Developmental Resources Date
goals for the
organisation’s to be activity Required Completed
coming year
goal developed
Goal 1.

How will you measure your progress towards goal 1?

Goal 2.


Student Name: ____________________________________________________________________
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Student Notes:

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Relationship of Knowledge,
Developmental Developm
the goal to the skills, abilities Resources Date
goals for the ental
organisation’s to be Required Completed
coming year activity
goal developed
Goal 2.


Student Name: ____________________________________________________________________
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Student Notes:

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2. SWOT Analysis: Questions for Conducting a Personal Analysis ‐
SWOT analysis is a powerful personal development tool. Not only can it help you identify your
strengths and weaknesses, SWOT can help you discover a direction for personal and or
professional development, as well as areas of concern for you to address. The following are
questions that will help you with each area.
Strengths:

1. What do you do best?

2. What are your positive traits?

3. What advantages do you have

(education, skills, networks, etc)

4. What resources do you have?

5. What is your greatest achievement?

6. What values do you have that may help

you reach your goals?

7. What do other people see as your

strengths?

Weaknesses:

1. What tasks do you avoid doing because

of a lack of confidence?

2. What personality traits may be holding

you back in your career?

3. What disadvantages do you have?

4. What fears do you have that may be

holding you back?

5. What are your negative habits or traits?

6. What resources are you lacking?

7. In what areas do you need more training
or education?

Student Name: ____________________________________________________________________
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Student Notes:

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Opportunities:

1. How can you turn your strengths into

opportunities?

2. How can you turn your weaknesses into

opportunities?

3. Is there a need in your department that no

one is meeting?

4. What could you do today that isn’t being

done?

5. How is your industry changing? How can

you take advantage of those changes?

6. What new technology may help you meet

your goals?

7. Do you have contacts that could help you?

Threats:

1. What obstacles do you face?

2. Could any of your weaknesses prevent you

from succeeding?

3. Do any of your strengths hold you back?

4. Is your job (life, health, etc.) changing?

5. Do you have any obligations (work or
otherwise) that may limit your
development?

6. Are you competing with others for what

you want?

Student Name: ____________________________________________________________________
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Student Notes:

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Checklist Instructions

1. For those students working in the industry, please ask your supervisor / manager to sign the
section below after observing these skills
2. h&h Trainer/Assessors are to complete the comments section and signature below, after
observing these skills.

Student practical skills observation
Student name: Date:
Task descriptions Yes No
Does the student undertake self‐evaluation in conjunction with supervisors and/or
peers?

Does the student reflect on and recognise the effect of values, beliefs and
behaviour in practice?
Does the student share two‐way, open and evaluative feedback with co‐workers or
peers?

Does the student actively seek and reflect on feedback from clients, organisations
or other relevant sources?
Does the student determine improvements needed based on own evaluation and
feedback from others?
Does the student identify potential support networks both internal and external to
the organisation?
Does the student seek specialist advice or further training where need is identified?

Does the student recognise requirements for self‐care and identify requirements
for additional support?
Does the student devise, document and implement a self‐development plan that
sets realistic goals and targets?
Does the student access and review information on current and emerging industry
developments and use these to improve practice?
Does the student assess and confirm own practice against ethical and legal
requirements and opportunities?
Does the student identify and engage with opportunities to extend and expand
own expertise?
Does the student regularly participate in review processes as a commitment to
upgrading skills and knowledge?

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Student practical skills observation
Assessor comments:

Satisfactory  Unsatisfactory 
Trainer or Assessor Name: Signature:
Supervisor or Manager: Signature:

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STUDENT ASSESSMENT BOOK

4. (a) Why is it important to be mindful of your behaviour in the workplace:

10. (a) List three ways you could obtain feedback:

13. (a) After feedback has been received, what are the four steps that assist in determining the

14. (a) A support network assists an individual, or an organisation, in achieving set goals. Write,

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