Write the required output first
Compare “six supervisors need to understand our assessment process” with “we need the changed loading activity reviewed before a decision”. The first starts with learner roles, existing knowledge and course suitability. The second starts with the activity, evidence, site context and agreed deliverable. Both needs can exist, but they should have separate scopes and acceptance criteria.
Illustrative enquiry: a new maintenance activity
A facilities coordinator introduces a maintenance task and finds that supervisors use different descriptions for hazards and controls. The coordinator can ask about HIRA training for those supervisors and separately describe the task requiring review. Do not assume that a classroom exercise will produce an authorised operational assessment or that an assessment visit includes training every supervisor.
Use the correct catalogue selection
The current catalogue includes HIRA in accredited and CPD groups, and a separate Risk Assessment entry without duration or prices. State the exact HIRA listing and ask about its outcomes, assessment and completion record. The under-specified Risk Assessment entry has not been treated as a separate new course page in this programme.
Compare the proposed next step
For training, confirm learner count, course identity, mode, date and assessment terms. For a consulting discussion, confirm the workplace question, evidence access, responsible decision-maker and intended output. If the proposal bundles both, ask for each part to be identifiable so that price, timing and responsibility can be assessed.
Compare the evidence
| Need | Prepare | Confirm |
|---|---|---|
| Develop learner understanding | Roles and learning requirement | Selected course and outcomes |
| Review a workplace activity | Task context and available evidence | Professional scope and deliverable |
| Do both | Separate learning and site requirements | What each part includes and excludes |