Training, assessment and authorisation answer different questions
| Record | Question | What it does not prove |
|---|---|---|
| Training record | What learning was completed? | Safe performance in practice |
| Knowledge assessment | Does the worker understand the subject? | Practical execution |
| Competency assessment | Can the worker perform the defined activity safely? | Manager permission to perform it |
| Authorisation | May the worker perform the activity in this service? | That competence will remain current forever |
| Scheduling eligibility | May this worker take this assignment now? | Eligibility for a different person, task or item of equipment |
Who can assess competence?
The assessor should thoroughly understand and have direct experience of the activity being assessed. The provider should also confirm that the person has the authority, assessment skill and current practical capability needed to make or recommend the decision.
A job title alone is insufficient. Record why the assessor was suitable for the specific activity, equipment and context.
Methods that can contribute evidence
Knowledge questions
Check understanding, judgement, escalation and the reasons behind safe practice.
Simulated demonstration
Use when live assessment would be unsafe or impractical, while recording the limits of simulation.
Direct workplace observation
Observe the worker performing the defined activity in a realistic context.
Records produced
Review notes, MAR entries, checks or other work created by the worker.
Service-user feedback
Use relevant feedback as supporting evidence, not as the only assessment method.
Reflective discussion
Explore decisions, changes, near misses and how the worker would escalate concerns.
Record more than pass or fail
A useful competency record should include:
- Activity and expected outcome
- Assessment method and context
- Assessment date
- Assessor and suitability
- Evidence observed
- Knowledge demonstrated
- Outcome and rationale
- Limitations or conditions
- Follow-up actions
- Reassessment date or trigger
- Worker acknowledgement
- Manager authorisation
Three practical examples
Medicines
A course and quiz establish learning. Direct observation, current assessor evidence and an annual competency review support the practical decision. A manager still records whether the worker is authorised.
Moving and handling
Observe the worker with the relevant technique and equipment. Record whether competence transfers to the person and environment or whether further assessment is needed.
New-worker shadow shift
Shadowing provides experience, but it becomes an assessment only when an appropriate assessor observes defined outcomes and records a decision.
Freshness, incidents and reassessment
Evidence freshness should follow task-specific guidance or an organisation-defined review policy. Where no period exists, do not invent an expiry. Instead, record the evidence date and consider whether changes, absence, incidents, complaints or supervision concerns make reassessment necessary.
An expired course and a competency reassessment trigger require different actions. Refresh learning when the learning review is due; reassess practical competence when evidence about safe performance has changed.