Most RPL assessments include a competency conversation, sometimes called an RPL interview or professional conversation. For many candidates it is the part they worry about most. In practice, it is usually a structured discussion about your work, and it is often where your experience comes through most clearly.
Why assessors use a conversation
Documents show what you produced. They do not always show how you think. A competency conversation lets the assessor confirm that the evidence is yours, fill gaps that documents do not cover, and check that you understand the reasons behind what you do. It also supports the Principles of Assessment, especially fairness and flexibility, because you can explain your experience in your own words.
What it looks like
Formats vary between RTOs, but a typical conversation:
- takes between 45 minutes and two hours, sometimes split over more than one session
- happens in person, by phone or by video call
- is guided by questions mapped to the units you are being assessed against
- may be recorded, with your consent, so the assessor has a record of the evidence
You are usually allowed to have your portfolio in front of you and to refer to examples.
The kinds of questions you can expect
Questions tend to fall into a few groups:
- Describe a time when... "Tell me about a time you had to deal with a safety hazard on site. What did you do?"
- Talk me through how you... "Walk me through how you prepare a weekly roster."
- What would you do if... "What would you do if a client complained about a staff member?"
- Why do you... "Why is it important to record that information?"
- What rules apply... "Which legislation or workplace policies guide this part of your job?"
The last type catches people out. Many experienced workers do things correctly without thinking about the rule or reason behind it. It is worth refreshing your knowledge of the policies, procedures and legislation that apply in your role.
How to prepare
- Read the units. Look at the performance criteria and knowledge evidence for each unit on training.gov.au.
- Prepare a few real stories. For each unit, think of two or three specific situations from your work. Use a simple structure: the situation, what you did, why you did it, and how it turned out.
- Revisit the basics. Look again at your workplace policies, safe work procedures and any legislation relevant to your role.
- Know your portfolio. Be ready to explain any document you submitted and your part in it.
- Ask about the format. Find out how long it will take, who will be there and whether it will be recorded.
Avoid memorising answers. Assessors are looking for genuine understanding, and rehearsed answers often sound less convincing than an honest explanation of what you actually do.
On the day
It is fine to pause and think, to ask for a question to be repeated, or to say you do something differently and explain why. If you do not know something, say so. It is better to be honest than to guess, and the assessor may give you another way to show that skill.
If you have disability or other needs, tell the RTO before the conversation. RTOs must make reasonable adjustments for students with disability, such as more time. If English is your second language, ask what support is available, such as an interpreter for parts of the process where language is not what is being assessed.
After the conversation
The assessor will weigh the conversation together with your other evidence. You should receive feedback on each unit, including any gaps and what you can do about them. If you disagree with a decision, every RTO must have a complaints and appeals process.
To understand how assessors judge your evidence overall, read how much evidence you need for RPL.