Editorial illustration
Separate participation from performance
A course record confirms that someone took part in learning. It does not, on its own, show that they can perform a particular task under real repair conditions.
Define the requirement first
Connect competence to the technician’s role, the task, its complexity and the required standard. The same course may support different development needs without proving every requirement.
Measure practical capability
Use an assessment aligned with the work to capture observable evidence. Reassessment can help show development after training. Keep learning records and practical evidence connected, but distinct.
Use completion as context
Completion data is still valuable. It tells you who has had the opportunity to learn, which helps when interpreting assessment results.
Report both, separately
Show learning activity and demonstrated competence side by side in reports, so nobody reads one as the other.
A practical example
All technicians at a site completed an HV course. A practical check shows most perform the isolation test to standard, while two need guidance on recording values. (Illustrative.)
Questions we often hear
Should we stop tracking completion?
No. Keep it, but do not use it as evidence of competence on its own.
How often should we reassess?
When requirements change, after targeted development, or on a cycle agreed for the role.
