www.recognisingcompetency.org.au “by 1 january 2007, all rtos and assessment centres in receipt...

www.recognisingcompetency.org.au

“By 1 January 2007, all RTOs and assessment centres in receipt of public funds will have contractual obligations to offer all workers entering training, who are not new entrants to the labour market, a quick and simple process to recognise their skills”

Council of Australian Governments Feb 2006

quick and simple


RPL is not just collecting and sorting paper


RPL is not RPL is not being a being a

gatekeeper gatekeeper of of

competencycompetency


RPL is not just ticking

boxes

Competency

Element Perf Criteria

Know-ledge


Know-ledge

Competency

Element Competency


Perf Criteria

Element Know-ledge

Element

Know-ledge

Perf Criteria

Competency

Know-ledge


A professional judgement

The Connoisseur Assessor

“I can smell competency”

RPL Assessor


Dangers

ComplexityUncertaintyUnrealistic expectations


Danger 1- Complexity

Complex referralUncertain processMultiple processes


Danger 2- Uncertainty

How will it happen?How much will it cost?What is required by me?

Candidate Assessor

What happens if there is a gap?


Danger 3- Unreal expectations

How much potential RPL did the Skill Store identify?

How much RPL will the RTO identify?How big is the gap?Who gets to break the news?Potential candidate dissatisfactionPotential assessor dissatisfaction


Challenges to overcome

PerceptionsPercentagesParadigms


Perceptions• Complex

– Too much focus on the past– Time consuming– Confusing

• Costly– Too expensive– Not funded

• Controversial– What will the auditor say?– Will it have parity of esteem?


Percentages• Competency silos• 80 % competent• =not yet competent• Validation pathway

– Recognise the known

• Developmental pathway– Learn the unknown

0

20

40

60

80

100


Paradigms

• The power relationships are wrong– least powerful person made responsible

• Too much focus on the past

• Too much reliance on paper-based evidence

• Role of assessor miscast & devalued


Respect for Experiential Learning

Understanding the mature aged workers skills and abilities


Experiential Learning

“Insight gained through the conscious or unconscious internalisation of our own or observed interactions, which build upon our past experiences and knowledge”The Power of experiential learning, Beard and Wilson 2002


• What I hear, I forget. • What I see, I remember. • What I do, I understand.

– Kung Fu Tzu (Confucius)

• I never teach my pupils; I only attempt to provide the conditions in which they can learn.

– Albert Einstein

• The only kind of learning which significantly influences behavior is self-discovered or self-appropriated learning - truth that has been assimilated in experience.

– Carl Rogers


Experiential learning process

• Learners construct their own experience

• Learning is a holistic experience

• Learning is socially and culturally constructed

• Learning is influenced by the socio-emotional context in which it occurs– Using experience for learning, Boud & Walker 1993


Kolb’s Experiential Learning Cycle

Experience in action

Observation & reflection

Theorising

Experiment & change


I know

I kn

ow

I k

no

w

ConfidentSelf Area of free

activity Self confident Competent Public Will seek RPL

The Confident Self


I know I don’t know

ConfidentSelf

Open tolearn

I kn

ow

Recognise boundaries

Will seek training

Mentor Self directed Formal

Open to learn


I kn

ow

I d

on

’t k

no

w

ConfidentSelf

Unconsciouscompetence

I know

Not confident Unnamed skill Common sense In wrong box

Private experience

UnconsciousCompetence

Open tolearn

I don’t know


I kn

ow

I know

ConfidentSelf

DangerousUnconsciouscompetence

Open tolearn

I don’t know

I d

on

’t k

no

w

Don’t recognise boundaries

Pub expert Once knew, but

times have changed

Need to unlearn

Dangerous“It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.”

Mark Twain


Kn

ow

n t

o o

ther

s

I know

Confident Self

DangerousUnconsciouscompetence

Blind Area

I don’t know

I d

on

’t k

no

w

I identify training need

I seek to learnOpen to

instruction

Confident SelfOpen to

learn

With opportunity


I kn

ow

I know

ConfidentSelf

DangerousHidden

Open tolearn

I don’t know

I d

on

’t k

no

w

I can do thatNamed skill More confidentFrom private

experience to public competence

ConfidentSelf


With feedback


I kn

ow

I know

ConfidentSelf

DangerousHidden

Blind Area

I don’t know

I d

on

’t k

no

wReframedAffirmedConfidentCompetentConnectedGrowing

ConfidentSelf


The learning/recognition

environment Open tolearn


Design

A sound methodology

A role worthy of my time

A familiar process of inquiry

Form follows function


An approach that:

• values and empowers candidates• values the role of the assessor

• is strengths-based

• has validation and developmental pathways

• supports assessors making sound judgements


Works with people as they

• define their own goals• demonstrate and discover their skills• develop action plans for addressing issues

they have identified• mobilise resources and build networks


Six Steps to Recognition

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

Briefing

Organisation andcandidate receive

briefing on processand requirements

1.PlanningInterview

Developpartnership andassessment plan

2.EvidenceGathering

Secondary sourcesfocus

3.Assessment

InterviewEssential

knowledge focusMake

recommendation.

Optional

RecordingCreate primarysource, record

Evaluation

Debrief candidatereceive feedback,


Supporting Documentation• Rationale

• Aim

• Roles of assessor

• Role of Candidate

• Agenda


Empowerment

is the process of increasing the capacity of individuals or groups to make choices and to transform those choices into desired actions and outcomes.

Central to this process are actions which both build individual and collective assets, and improve the efficiency and fairness of the organizational and institutional context which govern the use of these assets.

» World Bank


Empowerment

Knowing what comes nextPredicting what comes nextControl of processControl of paceKnowing what’s expected of meBuilding confidence


Evidence

Expanding our views of evidence


Employer Nomination

Form• Record of employer /

candidate details• Outline of employment

history• Candidate shares the

same job description as other workers who have the nominated qualification

• Considered to be operating at similar levels of competence.


Skills Audit• Candidate• 3rd Party• Performance

Criteria level• 5 point scale


3rd Party Details

• How well do you know the candidate’s work?

• How well do you know the competencies?

• Relationship to Candidate?


Competency clusters

• Program & service delivery Program & ServiceDelivery

Communication

Workplace

• Communication

• Workplace• Health, safety

& hygiene Health, safety& hygiene


Program & ServiceDelivery

Communication

Health, safety& hygiene Workplace



Communication

WorkplaceHealth, safety& hygiene

Essential Knowledge

Clusters• Law, regulation &

policy

Law, Regulation, Policy

Knowledge

Hea

lth &

Saf

ety

Client focus

Sector focus

• Sector focus

• Client focus• Health & safety



Knowledge


KnowledgeH

eal

th &

Saf

ety

Client focus

Sector focus


Health, safety& hygiene

Lines of inquiry

• Clarifying experience


Communication

Workplace

Law, Regulation, PolicyLaw, Regulation, Policy

Knowledge

Hea

lth &

Saf

ety

Client focus

Sector focus

• Exploring the routine & planned

• Responding to challenges

• Promoting health, safety & wellbeing


“By 1 January 2007, all RTOs and assessment centres in receipt of public funds will have contractual obligations to offer all workers entering training, who are not new entrants to the labour market, a quick and simple process to recognise their skills”

Council of Australian Governments Feb 2006

www.recognisingcompetency.org.au “by 1 january 2007, all rtos and assessment centres in receipt...

Documents