Recognising Competency

1
Supporting assessors making sound judgements
2
(No Transcript)
3
(No Transcript)
4
Index

• Process Overview
• Community Development Approach
• Competency Clusters
• The Six Step Process
• Initial Steps
• Interim Steps
• Evaluation Steps
• Johari Window
• Knowing and Not Knowing
• TAAASS402A Assess Competence

5
Discovery
6
RPL - Recognition of Prior Learning

• People gain knowledge and skills from work and/or
  life experience as well as study.
• RPL is a formalised way of recognising competency
  whether that has been achieved by prior
  educational achievements, work or other forms of
  practical and life experience.

7
RPL - Recognition of Prior Learning

• By recognising past experiences and achievements,
  RPL is meant to ensure that workers do not have
  to repeat skills and knowledge already gained.
• So far so good...

8
It is not happening

• Nationally, 4 get some recognition of current
  competency
• At AQF 2-3 only 2 get RPL
• At Diploma level 10 get RPL

9
Whats wrong

• Too expensive
• Not Funded
• Too much focussed on the past
• Time consuming
• Confusing
• Bureaucratic

10
Competency Silos

• 80 competent
• not yet competent
• Validation pathway
• Recognise the known
• Developmental pathway
• Learn the unknown

11
The wrong paradigm

• The power relationships are wrong
• least powerful person made responsible
• Too much focus on the past
• Too much reliance on paper-based evidence
• Too lonely!
• Role of assessor miscast

12
Dream

• Be bold
• Set high goals

13
Dare to Dream

• I dream of a future in which the skills and
  abilities of people are freely recognised as
  transferable, portable assets which assure them
  of lifelong employability.

14
Dare to Dream

• I dream of a future in which assessors are as
  highly regarded as the finest teachers.
• I dream of assessors confident in their abilities
  as connoisseurs of competence.
• Skilled practitioners who exercise judgement and
  can give name and form to the skills and
  abilities of workers.

15
We have the skills

• We use these skills in teaching
• The guide on the side
• Collaborative teams
• Experiential learning
• Mentoring
• Industry partnerships
• We use these skills in industry
• Client centered practice
• Action learning
• Behavioural Interviewing
• Mentoring
• 360 degree feedback
• Appreciative inquiry

16
Dare to Dream

• Not a collector and sorter of paper

17
Dare to Dream
18
Dare to Dream

• Not just ticking boxes

19
Dare to Dream

• Assessors confidently exercising

• Skill
• Judgement

20
Dare to Dream

• The Connoisseur Assessor

I can smell competency RPL Assessor
21
Design

• Form follows function

22
An Emphasis on Design

• A positive approach
• A sound methodology
• A familiar process of inquiry

23
A community development approach

• Community development builds social capital.

24
A community development approach

• It emphasises the importance of working with
  people as they
• define their own goals,
• mobilise resources,
• build networks and
• develop action plans for addressing issues they
  have identified.

25
A community development approach

• values and empowers candidates
• strengths-based
• identifies solutions
• validation and developmental pathways

26
Six Steps to Recognition

• Supported process
• Paper work minimised
• Interview and observation driven
• Empowering
• Generates evidence
• Developmental validation pathways

27

• Key step
• Organisation and candidate receive briefing on
  process and requirements
• Candidate receives kit
• Brochure
• Nomination form
• Self assessment form
• 3rd Party assessment
• Competency list
• Process overview
• Contact numbers

28
Candidates Brochure

• Explains
• Motivates
• Empowers
• Reassures

29
Action Plan

• Explains each step of the process
• Directs candidate

30

• Develop partnership with candidate
• Review congruence of preliminary evidence
• Benchmark candidates responses
• Explore depth of skill
• Plan assessment pathway

31

• Generating Evidence
• Employer nomination
• Candidate's CV
• Evidence of relevant qualifications
• Job description
• 3rd party assessment
• Self-assessment of Competency
• Record of discussion of some critical aspects of
  assessment

32
Employer Nomination Form

• Record of employer / candidate details
• Outline of employment history

33
Skills Audit

• Candidate
• 3rd Party
• Performance Criteria level

34
3rd Party Details

• How well do you know the candidates work?
• How well do you know the competencies?
• Relationship to Candidate?

35

• On site visit
• Assessor observes and questions
• makes checks of the evidence against the
  competency units
• elements, performance criteria
• essential knowledge and underpinning skills.
• Secondary sources focus
• Gathering relevant workplace evidence
• Documents and photographs (where appropriate)

36

• Focus moves to explore essential knowledge
• Make recommendation
• Prepare the candidate for the digital video
  recording, if required

37
Competency clusters

• Program service delivery

• Communication

• Workplace

• Health, safety hygiene

38
(No Transcript)
39
Essential Knowledge Clusters

• Law, regulation policy

• Sector focus

• Client focus

• Health safety

40
(No Transcript)
41
Lines of (appreciative) inquiry

• Clarifying experience

• Exploring the routine planned

• Responding to challenges

• Promoting health, safety wellbeing

42
TheCompetencyWindow
43
The Confident Self
I know
Confident Self
I know I know

• Area of free activity
• Self confident
• Competent

44
Open to learn
I know
I dont know
Confident Self
Open to learn
I know

• Recognise boundaries
• Will seek training

45
UnconsciousCompetence
I know
I dont know
Confident Self
Open to learn
I know

• Not confident
• Unnamed skill
• Common sense

Unconscious competence
I dont know
46
Dangerous
I know
I dont know
Confident Self
Open to learn

• Dont recognise boundaries
• Pub expert
• Once knew, but times have changed
• Need to unlearn

I know
Dangerous
Unconscious competence
I dont know
47
With opportunity
I know
I dont know
Confident Self
Confident Self
Blind Area
Open to learn

• I identify training need
• I seek to learn
• Open to instruction

Known to others
Dangerous
Unconscious competence
I dont know
48
With feedback
I know
I dont know
Confident Self
Open to learn
Confident Self

• I can do that
• Named skill
• More confident

I know
Dangerous
Hidden
Unconscious competence
I dont know
49
The learning/recognition environment
I know
I dont know
Confident Self
Blind Area
Confident Self
Open to learn
I know

• Reframed
• Affirmed
• Confident
• Competent
• Connected
• Growing

Dangerous
Hidden
Unconscious competence
I dont know
50

• Audit requirements focus
• Demonstrate essential knowledge, skills and
  attitudes
• Assessor completes documentation in line with
  AQTF
• Evaluation

51
Destiny
52
The Connoisseur Assessor
Authentic
The feel
The taste
Reliable
Sufficient
The smell
Destiny
The look
Valid
Design
Dream
Discovery
53
(No Transcript)
54
(No Transcript)
55
JoHariWindow

• Joseph Luft
• Harrington Ingham

56
Public Self
Known to me
Public Self

• Area of free activity
• Measure of confid-ence
• Sense of freedom

Known to others
57
Known to me
Public Self

• Hidden Self

Known to others

• Private life
• Fears
• Hopes

Hidden
Unknown to others
58
Known to me
Unknown to me
Public Self
Blind Area

• My blind spot

Known to others

• Does my bum look big in this
• Bad breath
• I dont sound like that do I?

Hidden
Unknown to others
59
Known to me
Unknown to me
Public Self
Blind Area

• Unknown

• Unconscious
• Potential

Known to others
Unknown
Hidden
Unknown to others
60
With Feedback
Known to me
Unknown to me
Public Self
Blind Area
Public Self
Blind Area

• I learn more about myself
• My impact on others

Known to others
Unknown
Hidden
Unknown to others
61
Self Disclosure
Known to me
Unknown to me
Public Self
Blind Area
Public Self

• I am freer
• Less on guard
• More confid-ent

Known to others
Unknown
Hidden
Hidden
Unknown to others
62
Feedback and Self Disclosure
Known to me
Unknown to me
Public Self
Blind Area
Public Self
Blind Area
Known to others

• I am free
• Confident
• Growing

Unknown
Hidden
Hidden
Unknown to others
63
Known to me
Unknown to me
Public Self
Blind Area
Known to others
Unknown
Hidden
Unknown to others
64
Known to me
Unknown to me
Public Self
Blind Area
Known to others
Unknown
Hidden
Unknown to others
65
TAAASS402A Assess Competence

• Establish and maintain the learning environment
• Gather quality evidence
• Support the candidate
• Make the assessment decision
• Record and report the assessment decision
• Review the assessment process

66
Dangerous
I know
I dont know
Confident Self
Open to learn

• Dont recognise boundaries
• Pub expert
• Once knew, but times have changed
• Need to unlearn

I know
Dangerous
Unconscious competence
I dont know