[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M71D78NTEBJMQ3MWFJ6VZCMH":3,"skill-same:01M71D78NTEBJMQ3MWFJ6VZCMH":64},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":18,"publishedAt":33,"linkOnly":34,"markdownContent":35,"markdownBody":36,"frontMatter":37,"refName":41,"commitSha":42,"skillDirectory":43,"forksCount":44,"repositoryHtmlUrl":45,"repositoryHomepageUrl":6,"ownerHtmlUrl":46,"ownerBlogUrl":47,"ownerDescription":48,"updatedAt":49,"install":50,"resources":63},"01M71D78NTEBJMQ3MWFJ6VZCMH","vocational-training-progress-review",null,"Review progress for apprentices, trainees and employers against their plan and adjust it with evidence.\nTRIGGERS - Use when a vocational trainer and assessor needs a progress review & adjustment for apprentices, trainees and employers in training centres, workplaces and online.","lionelsimai\u002Fclaude-skills-collection","lionelsimai","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F260158848?v=4","01M6CHZPS8G9TSB113TT0BBM6E","Lionel ","01M6CHZPXGW2SPE3BHQTGJ0S8J",38,"MIT","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fvocational-training-progress-review\u002FSKILL.md",[],[19,20,21,22,23,24,25,26,27,28,29,30,31,32],"progress","training","vocational training progress review","review","with","plan","evidence","for","triggers","adjust","use","when","assessor","it","2026-11-10 10:12:30",false,"---\nname: vocational-training-progress-review\ndescription: |\n  Review progress for apprentices, trainees and employers against their plan and adjust it with evidence.\n  TRIGGERS - Use when a vocational trainer and assessor needs a progress review & adjustment for apprentices, trainees and employers in training centres, workplaces and online.\ncategory: Vocational Training\nlicense: MIT\nversion: 1.0\n---\n# Progress Review & Adjustment — Vocational Training\n\nReview progress for apprentices, trainees and employers against their plan and adjust it with evidence. The deliverable is a progress review summary with decisions and an updated plan.\nThis skill is written for a vocational trainer and assessor working with apprentices, trainees and employers in training centres, workplaces and online.\n\n## When to use\n- You are a vocational trainer and assessor preparing, delivering or reviewing this part of your work in training centres, workplaces and online.\n- You need a defensible, repeatable approach that produces a progress review summary with decisions and an updated plan.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Competence | the ability to perform work to the required standard |\n| Portfolio | a collection of evidence of a learner's skills |\n| IQA | internal quality assurance of assessment decisions |\n\n## Workflow\n1. **Step 1** - Pull together training plans and the latest results for achievement rates since the last review\n2. **Step 2** - Compare actual progress with the plan's goals and timelines; identify what moved, what stalled and why\n3. **Step 3** - Discuss the evidence with apprentices, trainees and employers honestly, including where the original plan no longer fits\n4. **Step 4** - Agree adjustments: continue, intensify, change approach or close — and record the reasoning\n5. **Step 5** - Update the plan and review date, and communicate changes to everyone involved in training centres, workplaces and online\n\n## Profession-Specific Components\n| Component | Details for Vocational Training |\n|-----------|-------------------------------|\n| Core documentation | training plans; assessment records; portfolios of evidence; progress reviews |\n| Core tools & equipment | e-portfolio systems; workshop equipment; simulators; video observation tools |\n| People involved | apprentices, trainees and employers; the vocational trainer and assessor; colleagues and other services in training centres, workplaces and online |\n| Primary record | training plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in training centres, workplaces and online] | **Objective:** [What this must achieve] | **Audience:** [apprentices, trainees and employers and other stakeholders]\n\nThe finished output is a progress review summary with decisions and an updated plan, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in training plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against achievement rates.\n3. **Medium-term:** Review results, close actions, and update local procedures in training centres, workplaces and online.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| achievement rates | Agree a local target and track the trend | Measured from training plans and reviewed on a set cycle |\n| assessment timeliness | Agree a local target and track the trend | Measured from training plans and reviewed on a set cycle |\n| employer satisfaction | Agree a local target and track the trend | Measured from training plans and reviewed on a set cycle |\n| learner retention | Agree a local target and track the trend | Measured from training plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: unsafe practice assessed as competent.\n- Never let this happen: evidence gaps in portfolios.\n- Never let this happen: learner disengagement.\n- Work only within the competence and authority of a vocational trainer and assessor; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to training centres, workplaces and online's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA vocational trainer and assessor in training centres, workplaces and online applies this workflow for apprentices, trainees and employers: they open\ntraining plans, work through the five steps using e-portfolio systems, and close by recording\nthe outcome against achievement rates and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n","# Progress Review & Adjustment — Vocational Training\n\nReview progress for apprentices, trainees and employers against their plan and adjust it with evidence. The deliverable is a progress review summary with decisions and an updated plan.\nThis skill is written for a vocational trainer and assessor working with apprentices, trainees and employers in training centres, workplaces and online.\n\n## When to use\n- You are a vocational trainer and assessor preparing, delivering or reviewing this part of your work in training centres, workplaces and online.\n- You need a defensible, repeatable approach that produces a progress review summary with decisions and an updated plan.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Competence | the ability to perform work to the required standard |\n| Portfolio | a collection of evidence of a learner's skills |\n| IQA | internal quality assurance of assessment decisions |\n\n## Workflow\n1. **Step 1** - Pull together training plans and the latest results for achievement rates since the last review\n2. **Step 2** - Compare actual progress with the plan's goals and timelines; identify what moved, what stalled and why\n3. **Step 3** - Discuss the evidence with apprentices, trainees and employers honestly, including where the original plan no longer fits\n4. **Step 4** - Agree adjustments: continue, intensify, change approach or close — and record the reasoning\n5. **Step 5** - Update the plan and review date, and communicate changes to everyone involved in training centres, workplaces and online\n\n## Profession-Specific Components\n| Component | Details for Vocational Training |\n|-----------|-------------------------------|\n| Core documentation | training plans; assessment records; portfolios of evidence; progress reviews |\n| Core tools & equipment | e-portfolio systems; workshop equipment; simulators; video observation tools |\n| People involved | apprentices, trainees and employers; the vocational trainer and assessor; colleagues and other services in training centres, workplaces and online |\n| Primary record | training plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in training centres, workplaces and online] | **Objective:** [What this must achieve] | **Audience:** [apprentices, trainees and employers and other stakeholders]\n\nThe finished output is a progress review summary with decisions and an updated plan, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in training plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against achievement rates.\n3. **Medium-term:** Review results, close actions, and update local procedures in training centres, workplaces and online.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| achievement rates | Agree a local target and track the trend | Measured from training plans and reviewed on a set cycle |\n| assessment timeliness | Agree a local target and track the trend | Measured from training plans and reviewed on a set cycle |\n| employer satisfaction | Agree a local target and track the trend | Measured from training plans and reviewed on a set cycle |\n| learner retention | Agree a local target and track the trend | Measured from training plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: unsafe practice assessed as competent.\n- Never let this happen: evidence gaps in portfolios.\n- Never let this happen: learner disengagement.\n- Work only within the competence and authority of a vocational trainer and assessor; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to training centres, workplaces and online's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA vocational trainer and assessor in training centres, workplaces and online applies this workflow for apprentices, trainees and employers: they open\ntraining plans, work through the five steps using e-portfolio systems, and close by recording\nthe outcome against achievement rates and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n",{"name":5,"license":15,"version":38,"category":39,"description":40},1,"Vocational Training","Review progress for apprentices, trainees and employers against their plan and adjust it with evidence.\nTRIGGERS - Use when a vocational trainer and assessor needs a progress review & adjustment for apprentices, trainees and employers in training centres, workplaces and online.\n","main","c605eae5729892d78c0b76dfdd58d3533bb26a91","skills\u002Fvocational-training-progress-review",5,"https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection","https:\u002F\u002Fgithub.com\u002Flionelsimai","www.theaicapitol.com","Founder at The AI Capitol | I help founders turn AI into 10X revenue through systems, not tools. 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Use when a youth worker needs a troubleshooting & problem solving for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-troubleshooting-guide\u002FSKILL.md",[],[72,73,74,75,76,77,26,78,79,80,30,81,29,82,27,83,84,85],"youth work troubleshooting guide","work","troubleshooting","troubleshooting guide","guide","problem solving","outreach","settings","common","people","worker","diagnose","problem","communities",{"skillNo":87,"name":88,"nameZh":6,"description":89,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":90,"categories":91,"keywords":92,"publishedAt":33},"01M71E7R3YHK4RAQVCRPB4CTXN","youth-work-tools-equipment-checklist","Select, check and maintain the tools and equipment a youth worker relies on.\nTRIGGERS - Use when a youth worker needs a tools & equipment checklist for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-tools-equipment-checklist\u002FSKILL.md",[],[93,73,94,95,30,81,29,96,82,27,97,26,85,98,78,79],"youth work tools equipment checklist","checklist","Tools","maintain","select","check",{"skillNo":100,"name":101,"nameZh":6,"description":102,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":103,"categories":104,"keywords":105,"publishedAt":33},"01M71E7NX1BMFEFBH01KCRJDEP","youth-work-supplies-procurement","Specify, source and manage the supplies and materials used in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a supplies & procurement for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-supplies-procurement\u002FSKILL.md",[],[106,107,73,108,109,78,79,81,29,82,27,110,111,26,85,30],"procurement","youth work supplies procurement","materials","source","specify","manage",{"skillNo":113,"name":114,"nameZh":6,"description":115,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":116,"categories":117,"keywords":123,"publishedAt":33},"01M71E7JVFP6P96GAT2VT9JY0D","youth-work-stakeholder-presentation","Present youth worker findings and proposals to decision-makers and stakeholders.\nTRIGGERS - Use when a youth worker needs a stakeholder presentation for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-stakeholder-presentation\u002FSKILL.md",[118],{"categoryNo":119,"categoryName":120,"taxonomyType":121,"taxonomyTypeDesc":122},"01JBSEEDCAT000000000000003","演示文稿","SCENARIO","使用场景",[124,73,125,126,26,127,85,27,128,78,79,30,81,29,82],"youth work stakeholder presentation","presentation","decision","proposals","present",{"skillNo":130,"name":131,"nameZh":6,"description":132,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":133,"categories":134,"keywords":135,"publishedAt":33},"01M71E7GE5VA1RG4XEM2GAZRFY","youth-work-session-delivery","Prepare for and deliver a professional session or appointment for young people and their communities in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a session delivery guide for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-session-delivery\u002FSKILL.md",[],[136,137,138,73,139,79,76,140,78,30,81,29,82,27,26,141,142,85],"delivery","work session","session","youth work session delivery","prepare","professional","deliver",{"skillNo":144,"name":145,"nameZh":6,"description":146,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":147,"categories":148,"keywords":152,"publishedAt":33},"01M71E7DQSMY2ZW1BF3A1Z0VJM","youth-work-service-plan","Design a realistic, measurable service plan for young people and their communities as a youth worker.\nTRIGGERS - Use when a youth worker needs a service plan design for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-service-plan\u002FSKILL.md",[149],{"categoryNo":150,"categoryName":151,"taxonomyType":121,"taxonomyTypeDesc":122},"01JBSEEDCAT000000000000015","视觉设计",[73,153,24,154,26,27,82,155,156,85,79,78,81,29,30],"service","youth work service plan","design","as"]