ette assessment and teaching training
TRANSCRIPT
1
ETTE assessment and teaching training
Origin
- Diploma’s are to different to compare (can we trust them?)
- We need to be sure you can work safe (how can we create trust?)
- How can we trust each other?
- Understanding (do we mean the same?)
- Trust in assessment (do we measure the same?)
Little quiz ?
Who do you prefer in case of fire?
A. Is able to extinguish fire B. Knows all fire classes
2
Competence based safety
- Starting from competence (able to do)
- Underpinning knowledge
- Underlying attitude
- Underpinning legislation
International
- Every country has different rules, but
- Water is wet (and conductive)
- Gravity works
- Electricity hurts
- Nuances between countries
- Functions (but same competences)
- Legislation (small differences)
Basic competence
1. work with respect for own safety
2. contribute to a safe and sustainable working environment
3. work ergonomically
4. use personal protection equipment
5. prevent fire in a performance environment
6. work safely at heights
7. work safely with mobile electrical systems under supervision
8. work safely with machines
9. work safely with chemicals
10. Fit up and rig performance equipment
Specialist competences (level 2)
- Pyrotechnics
- Electricity
- Automation (mechanics)
- Rigging
- Self driving work platforms
- First aid
- ...
3
Organizational competences (level 3)
- Risk assessment
- Coaching for safety
- Audience safety
- Emergency management
- ...
Advantages
- We bring safety back to the floor
- Safety is everyone’s responsibility
- No legalistic / top-down approach
- Reflects real needs
- Fits OHS framework directive
- Fits in
- Education programs
- Job profiles
- Wide sectoral occupations •...
Links with
- ESCO (link with 28 EU countries)
- National systems
- Certification systems
Assessment
- Process = learning = grades
- Result is absolute = yes or no
- Practical test
- Simulated environment
- According European standards (EN ISO/IEC 17024)
- Paper test
Outcomes of the ETTE project
- Competence descriptions
- Knowledge descriptions
- Courses (open source)
- Assessment (+ rules & quality assurance)
- EU safety passport
4
The ETTE safety passport - a personal document owned by a practitioner in the field of performing arts, entertain-
ment or events.
- states the safety competences the wearer has proved in an assessment, agreed between the participating countries.
- helps an employer or contractor to identify the safety competences in order to improve safety and fulfil his legal obligations.
- only states safety competences, it does not judge other professional capabilities.
- The training materials for the ETTE safety competences, developed by the partner coun-tries, are free to use by all organizations or individuals. We promote the use of these training materials in regular education, continuous training or self-study.
- The assessment of the ETTE safety competences is sector specific and practice based. (In other words, the practitioner is assessed in a sector specific realistic environment and has shown that he/she is able to perform the competences. Underlying knowledge is tested where needed.)
- The assessment of the ETTE safety competences is done in a standardized way by quali-fied assessors according to the guidelines and quality insurance procedures developed by the partner countries. (In other words, it does not make any difference where an in-dividual is tested, the result should be the same. ) The quality control of the assessment of the ETTE safety competences is done by the consortium of participating countries.
- The basic set of competences consists of the lowest common denominator of safety competences in the participating countries. This is the minimum competence required to behave safe on stage and it is the basis for more specific safety competences. It in-cludes a profound understanding of the fundamental mechanisms in safety. (This has no influence on the minimum level a country wants to set, it is only the common ground we build on.)
- The specific competences can be assessed internally or externally. Internal assessment is developed and supervised by the partner countries. External assessment is existing as-sessment by third parties that reaches the standards set by the participating countries.
But
- The ETTE safety passport does not say anything about social relations, wages or other matters that belong to the legal relationship between employer / contractor and employ-ee / subcontractor.
- The ETTE safety passport does not judge what competences you need to be allowed on a specific stage or in a specific country. It is the employer’s / contractor’s responsibility to decide what safety competences are needed for a specific function or job, according to local legislation or traditions.
5
Questions?
A bit of philosophy ...
When did you make your first risk assessment?
Safety Behaviour
- Difficult to measure
- Universal usable
- Usable on long term
Procedures
- Easy to measure
- Limited without context
- Describe “good practice”
- Tool / not a goal
Theatre
- Is creating, making something new
- You can’t make rules for what does not exist
More than a job
6
Abraham Maslows Hiërarchie of needs
The show must go on
7
Who has ever had a speeding ticket?
9
Nothing so dangerous as a safety adviser
10
Do you walk here?
40 fly bars a 250 kg = 10 ton
1 bus a 9400 kg = 9.4 ton
Humor(t)
11
Shit happens! vs.Who did this?
Safety in Europe
One Europe, two visions
12
• Safety• Behaviour
• Responsibility • Relative
• Liability• Procedures
• Liability • Absolute
A vision on safety
Legislation
- Is not the starting point
- Essence is working safe
- Supported by knowledge
- Supported by legislation
- Legislation is the proof we are doing well
- Safety vs. liability
Safety is part of the job
- Where possible safety is embedded in action
But
- Basic skills
- Organizational / managing skills
Competence based systems
Competence
- Being able to
- Skills
- Underpinning knowledge
- Underlying attitude
- (Underpinning legislation)
13
Competence, occupation and function
- A set of competences = occupation
- In a specific context = function
- Every practitioner is unique > unique set of competences
Competence descriptions
- Different ways, depending on the use
- Generic
- advantage of flexibility (use in different contexts)
- Not useful for education or assessment
- Detailed
- We need to know exactly what is to be able to, to know
- (the higher the level or the more artistic, the vaguer, more generic it will be > needs more skills and interpretation of teacher / assessor)
- Starting from competence : practical example
- What is the job of a stage tech? (occupation)
- Loads and unloads sets
- Builds sets on stage
- Lays dance carpet
- ...
Performance criteria
How can I see objectively that someone is able to?
Skills
- How do you recognize a good stage technician? (for building sets)
- Uses plan
- Moves sets
- Lifts sets ergonomically
- Asks help if things are to heavy
- Uses work lights in stead of theatre lights
- ...
- (these are criteria)
Knowledge
- What does he need to know to do so?
- Symbols used in plans
14
- Set mounting techniques
- Ergonomic principles
- ...
= why we act like we act= Agreements to understand each other = good practice and rules
- Can be independent
- Basics of electricity
- Lighting equipment
- Can be situational
- Know local habits
- Know where to switch the lights on
- Know the rules
Knowledge on its own has no value, if you are not able to apply it, it is like a closed book Knowledge is underpinning, it supports the skills So: “need to know basis”
Attitude
- What attitude does he need for this?
- Collaborative
- Efficient
- H&S aware
- ...
Attitude makes the difference between a crane driver and a theatre machinist, they both move objects but the way they do it is different
- the intention
- the engagement
15
- the feeling
- Attitudes can’t be teached, but can be developed
Competence
Is the whole of
- Skills
- Knowledge
- Attitudes
You need the combination to have the competence, to be able to perform a task in a specific context.
- H&S is an integral part of this
- Advantage: based on daily reality and individual needs
(we are sheep)
Artistic competences
- Can you teach art?
- Same question as what is art ;-)
- You can’t teach, but you can develop it if “it” is there
- Do technicians need artistic competence
- And if so, on what level?
- How does this translate in visible competence?
- How do we describe “it”
- Most descriptions define all surrounding competence, but fail to describe the core
What’s in a word?
Learning outcome
Competence
What do I need to know?
16
ESCO
Goal: go-between for job matching
- Skills – competences
- Occupations
- Qualifications
17
The ETTE competences
Why these 10 competences?
- Survival skills
- You will stay alive
- You won’t hurt others
- Occur in (almost) all stage occupations in ESCO
- Do not conflict with national or EU legislation
Examples:
- First aid, depends on country if allowed or needed
- Fire fighting, depends on country if allowed or needed
- Electricity (independent), is connected to certification
Work with respect for own safety
Show awareness of risks related to activities in the performing arts and act accordingly to en-sure the own safety.
Understand the risks and prevention measures for your own personal health and safety on stage and apply the basic safety rules in your own practice, according to training and instruc-tion.
Scope note
- Includes protection against occupational diseases
18
- Includes the theoretical background of risk prevention.
Skill
Understand the risks in a performance environment and the mechanisms behind them Understand your own position in the safety chain and acts accordingly Work according safety training and instructions Protect oneself against hazards Signal risks to responsible
Knowledge
01.01 Accident theory 01.02 Five steps to reduce risk 01.03 Your rights and obligations
Attitude
Safety awareness
Awareness of your own behaviour
Contribute to a safe and sustainable working environment
Show awareness of risks related to activities of you and your colleagues on stage and audi-ence area in the performing arts and act accordingly to ensure the own safety.
Context
Understand the risks and prevention measures for the health and safety and apply the basic safety rules for you and colleagues, according to training and instruction, for performance and art facility purposes.
Scope note
- limited to the actions the practitioner can take within the responsibility of his function and his/her position in the chain of command.
- Includes the theoretical background of health and safety organisation.
Skill
Works with attention for the safety of colleagues, artists, public and other stakeholders Detects, prevents and protects against risks and injury (such as electric shock, hearing damage, hazardous substances, tripping, fire, ..) Pays attention to minimum lighting conditions and sound levels on stage to ensure orienta-tion and communication during setup, focus , sound check, rehearsal and performance. Works with attention for the sustainable use of materials and energy Proposes improvement and prevention measures Informs him/herself about the regulations and practices in unfamiliar workplaces
19
Works according the rules and regulations in the workplace Mounts and uses collective protection equipment where needed Act accordingly the agreed procedure in case of an emergency Complies with legal working time regulations
List of Knowledge
02.01 Risks on stage02.02 Safety in the audience area • 02.03 Sustainability 02.04 Safety Legislation02.05 Danger signs02.06 Prohibition signs
Attitude
Safety awarenessAwareness of others behaviour
Work ergonomically
Apply ergonomic principles in the organization of the workplace and while manually han-dling equipment and materials.
Context
Work ergonomically to improve and safeguard personal health and safety.
Scope Note
Includes manual fly bar systems.
Skill
Identify ergonomic risks Organize workplace ergonomically Apply the ergonomic principles and methods while lifting, carrying or moving heavy or unpractical loads Use the right equipment when lifting, carrying or moving heavy objects Ask for help for tasks you can't carry out on your own Communicate with colleagues while lifting, carrying or moving objects
Knowledge
03.01 Risks as result of manual handling 03.02 Ergonomical methods 03.03Equipment forlifting, carrying or moving
20
Attitude
Awareness of long term impact on personal health
use personal protection equipment
Assess the need for personal protection equipment according to training, instruction and manuals. Inspect the equipment and use it consistently.
Scope Note
Includes safety shoes, hearing protection, gloves, hard hats, fall protection, etc.
excludes climbing equipment
Skill
Identify / spot the risks for personal injury Chose the appropriate PPE's according to the risks Check the PPE's before use Use safety shoes, hearing protection, gloves, hard hats etc. according to instructions and reg-ulations Choose a safe attachment point for the fall protection Maintain and store the PPE's
Knowledge
04.01 Body protection 04.02 Eye and face protection 04.03 Hearing protection 04.04 Breathing protection 04.05 Fall protection 04.06 Mandatory action signs
Attitude Personal Safety awareness Awareness of long term impact on personal health Non macho attitude
prevent fire in a performance environment
Take the appropriate steps to prevent fire in a performance environment.
21
context
Take the appropriate steps to prevent fire and to ensure fire intervention is facilitated in a per-formance environment.
Scope note
Excludes the actual fire intervention and evacuation organisation.
Skill
Identify, spot and reduce fire risks Check used materials for fire resistance Ensure safe distance to hot surfaces Ensure free access to firefighting equipment Ensure free access to emergency exits and escape routes Ensure visibility of safety icons, safety and emergency lighting Act accordingly the agreed procedure in case of a fire accident Store flammable substances according to instructions and regulations
Knowledge
05.01 Fire theory05.02 Fire classes05.03 Risks of fire, smoke and CO 05.04 Fire fighting signs05.05 Evacuation routes and compartments
05.06 Evacuation routesigns05.07 Safety and emergency lighting05.08 Properties of materials05.09 Safety distances (09.03 Storage of hazardous substances )
Attitude
safetyawareness
Work safely at heights
Take necessary precautions while working at heights, on ladders, mobile scaffolding, fixed working bridges, single person lifts etc. in order to prevent falling or endangering people working under these structures.
Scope note
Includes surfaces and areas more than 1 m above adjacent floor, like ladders, mobile scaf-folding fixed working bridges and telescope single person lifts which can’t drive at heights.
Excludes self-driving lifts at heights (cherry picker, fork lifts with basket, ...)
22
Skill
Selects and uses the appropriate equipment to go to the high working post Identify / spot environmental influences and changes that affect the safe use (weather, rake, floor stability, ...) Mounts and uses the equipment according to the safety regulations and instructions Visually inspect the equipment Applies the appropriate collective protection Uses the appropriate personal safety equipment Ensures no objects can fall during activity Secures small tools and equipment Close off underlying areas Ensures underlying work area is free Communicate with colleagues while working on heights
Knowledge
06.01 Risks of working on heights 06.02 Ladders06.03 Scaffolding06.04 Single person working platform
(04.05 Fall protection)
Attitude
Safety awareness • Proactive
Work safely with mobile electrical systems under supervision
Take the necessary precautions while providing temporary power distribution for perfor-mance and art facility purposes under supervision.
Context
Provide power distribution for lighting, stage, sound, video and rigging purposes under super-vision. This competence is limited to mobile, temporary installations with connectors. It ex-cludes working with generators, camlock or power lock connectors and high voltage (>1000V)
Scope Note
This competence specifically deals with activities under supervision (not personal responsi-bility), in other words the responsibility for the final work, which is in most countries part of electrical legislation and certification, is the responsibility of the supervisor.
Skill
Read electrical diagrams and plans for mobile electrical installations Calculate mono-phase electric loads
23
Provide power distribution for light, stage, sound, video and rigging purposes Put cables, fuse boards and splitters in place, based on instructions Connect, label, protect, and secure cables Perform visual inspection for electric risks . Troubleshoot basic problems: checking cables, connections, ... Repair mono-phase cables (checked by supervisor) Use appropriate tools and PPE’s Act accordingly the agreed procedure in case of an electrical accident
Knowledge
07.01 Basic electrical concepts 07.02 Basic electrical calculations 07.03 AC and DC07.04 Series and Parallel circuits 07.05 Electrical Risks 07.06 Protection against electrical risks
(04.01 Body protection ) (04.02 Eye and face protection)
Attitude
Awareness of invisible risks Awareness of others behaviour
Work safely with machines
Check and safely operate machines and equipment required for your work according to man-uals and instructions.
Context
judge the mechanical equipment as intended and specified by the manufacturer without overload
Scope note:
Includes more generally used small electrical and mechanical tools like drills, manual sawing machines, washing machines, sewing machines, etc. that are also used in nonprofessional environment.Excludes permanently installed equipment or specialized theatre equipment
Skill
Use the right tools for the job and material Ensures work environment is clean, free of and stable Ensures materials are fixed securely Works according the safety instructions Prevent risks for yourself and environment
24
KnowledgeRisks related to hand and hand-electrical tools • Hand tools Hand-electrical tools
Attitude
Safety awarenessAwareness of others behaviour
Awareness of your environment
Work safely with chemicals
Take the necessary precautions for storing, using and disposing chemical products.
Context
Using, storing and disposing chemical products in such a way that injuries and damage to health and environment are avoided.
Scope Note
Includes washing and cleaning products, glues, paints, make up, smoke liquids, CO2, ... and other products normally used in a performance environment.Excludes pyrotechnics
Skill
Identify products based on manufacturers information, safety information sheets, etc. Take precautions Choose the right tools to handle the materials Ensures work environment is clean, free of and stable Prevent unnecessary exposure to chemicals Ensure ventilation Works according to the safety instructions Store chemicals according regulations Dispose chemicals according regulations Act accordingly to the agreed procedure in case of an accident
Knowledge
09.01 Chemical risks09.02 Use of chemicals09.03 Storage of hazardous substances
09.04 movement of chemicals09.05 Disposal of chemicals
25
09.06 Safety sheets 09.07 Labels of hazardous substances
(02.05 Danger signs)
Attitude
Safety awarenessAwareness of long term impact on personal health • Respect for safety warnings and instruc-tions
Fit up and rig performance equipment
Fit up and rig basic performance equipment (sound, light, video, set and machinery) and se-cure it against falling (secondary safety)
context
The unloading, hanging, placing and securing of different types of performance equipment on existing structures and on the stage floor.
Scope note
Excludes the building or using of the suspension constructions
The competence is limited to the physical placement of the equipment, not the electrical connections (which are dealt with in mobile electricity competence)
Skill
Place, move, stack and transport technical performance equipment and materials according to the needs during the fit up Inspect the technical performance equipment visually for damage Choose the right mounting accessories Choose the right mounting methods Mount and rig technical performance equipment according to instructions and/or plans Check that technical performance equipment and objects can move freely during different operations when needed Immobilize technical performance equipment once in place Secure technical performance equipment and accessories Check that all technical performance equipment are secured according to safety procedures Take action if something goes wrong Report if something is not performed according to the agreed procedures.
Knowledge
10.01 Principles of mechanics 10.02 Checking and identifying rigging equipment
10.03 Fly bar and permanent suspension systems
26
10.04 Checking and mounting trusses10.05 Mounting, hanging and securing equipment
(06.01 Risks of working on heights)
Attitude
Safety awarenessAwareness of others behaviour Attention to movements around you
28
Assessment training for assessors - ETTE
Introduction
1. Interview your neighbor (5 min per person)
2. Questions
a. What does he/she expect of the training?
b. What is it that he/she hopes to learn?
c. What else should we know about him/her?
3. Swap roles
3.1 Introduce your partner to the group - learning goals will be noted on the board..
What is assessment?
The process of collecting evidence and making judgements on whether competency has been achieved to confirm that an individual can perform to the standard expected in the work-place, as expressed by the relevant endorsed industry/enterprise competency standards of a training package or by the learning outcomes of an accredited course.”
That means that assessment involves working out a number of things:
- which standards or objectives are being assessed which types of evidence are best to collect
- which evidence is best for this particular candidate which evidence is the best indicator of achievement
Judging if someone meets the standard
29
Why do we assess?
Talent
Understanding
Learned behaviour
In order for your candidate to improve you have to know what is the challenge is:
- Give the right feedback 7
What ?
- Can you improve?
- How to improve
- Knowledge
30
- Theoretical
- Study, read, learn
- Ability
- Talent
- A little With aid
- Skill
- Learned behaviour
- Yes, by practicing
- By doing it (but knowledge and ability need to be good)
Proof of competency.
Impact:
- onjobprospects,
- onsalary,
- onCV
Assessment = Recognising competency
Assessors aim to recognise that knowledge and those skills. This is called recognising compe-tency.To help us recognise competency, there are 4 questions that we can ask:
1. Can this person transfer these skills to new situations?
31
2. How does this person respond when things go wrong?
3. How does this person cope with changes to the conditions under which the task is being performed?
4. How does this person manage the task as part of the other demands of the job? Wat does an assessor do? Seek EVIDENCE.
Rules of evidence - types
information gathered to support a judgement of competence against the specifications of the relevant unit/s of competency.
3 types of evidence:
- Direct Evidence – things that we, as assessor, observes first-hand, eg, observation, work samples Indirect Evidence – things that someone else has observed and reported to us, eg, third party reports
- Supplementary Evidence – other things that can indicate performance, such as training records,
- questions, written work, portfolios
Rules of evidence - criteria
- Rule
- Valid
- Current
- Sufficient
- Authentic
Evidence must be
- Address the elements and performance criteria
- Reflect the skills, knowledge and context described in the competency standard
- Demonstrate the skills and knowledge are applied in real or simulated workplace situa-tions
- Demonstrate the candidate's current skills and knowledge
32
- Comply with current standards
Demonstrate competence over a period of time Demonstrate competence that is able to be repeated Comply with language, literacy and numeracy levels which match those required by the work task (not beyond)
- Be the work of the candidate
- Be able to be verified as genuine
Assessment how?
33
How do we assess a candidate?
1. Collecting evidence and judging Focus on two methods
2. OBSERVATION
3. INTERVIEW
4. Being aware of our role as an assessor
Observation
Assessment by observation
34
2 types of observation
-Participatory: You are part of the setting and observe how a person acts/reacts in interaction with you.
Distant: You are not a part of the situation. You observe the skills/actions taken/behaviour from the side.
Something different
https://youtu.be/JOHv3hT2vgs?t=24
The fine line between observation and evaluation
- Observation
- Evaluation
- Positive
- Negative
- Clarity and Connection
- Confusion and separation
- Expansive
- Constrictive
- Freedom of choice
- Limit your behaviour and behaviour of others
- State what is in a neutral, objective way
35
- Indicate an opinionated subjective value
- Mental of scientific approach
- Emotional
Assessor’s skills: observation
- Consistent: the way you gather information has been decided before you start
- Specific: You observe to attain a goal and the way you will observe has to be consistent.
Eyes
What do you see? Direct and indirect (body language) evidence.
Ears
What do you hear (or fail to hear)?
Body/feelings
What do you notice about the candidate? Do you feel sympathy, antipathy, annoyed, in-trigued, nervous....
One for the road
https://youtu.be/zCQ-etiFyho?t=37
Bias comes in all shapes
36
A small list of assessment bias
- Contrast effect
- Discrimination
- Halo-effect
- Illusion of validity
- Just like me
- Curiosity
- First impression
- Being preoccupied
- Projection
- Central scoring
- Horn Effect
- Generalise/Indulgence
- Past judgement
- Relation
- General interview
- Prejudice
37
- Roll confusion
- Finding the answers to your own questions
- Experiment effect - Overscore positive elements/aspects
- Judging the development or potential rather than the qualities
- Judging too quickly
- Self Fulfilling prophecy
- Narrow mindedness (not being open to expectations and ideas of others)
Communication...
How to skip/eliminate the noise? How do you avoid bias? How to be objective?
Subjectivity- objectivity: Intersubjectivity
1. We can only see the world through our own eyes
2. We are what we are by our past, our experiences, our DNA, our personality 3. We view the world as we are 4. We measure/see the world to our own standards 5. How can we measure/assess in an objective way? INTERSUBJECTIVITY or 2 see more than 1
Oxford English dictionary defines values both as “principles or standards of behaviour [sic]”
38
Bias
Selfassessment exercise
Assessor’s skills: Asking questions
Specific technique Goal = judge a candidate on their competencies Observe + ask specific questions ?Proof/ evidence/ clarity
STAR(R)(T) The Interview
START is an acronym for: S/T – SITUATION or TASK A – ACTION R – RESULT
T – TAKE AWAY
39
Questions
Closed QuestionsOpen questionsLeading or loaded questions Recall and process questions Rhetorical questions Funnelling
Questions: yes or no?
Closed Questions
Closed questions invite a short focused answer- answers to closed questions can often (but not always) be either right or wrong. Closed questions are usually easy to answer - as the choice of answer is limited - they can be effectively used early in conversations to encourage participation and can be very useful in fact-finding scenarios such as research.
Closed questions are used to force a brief, often one-word answer.
Closed questions can simply require a ‘Yes’ or ‘No’ answer, for example: ‘Do you smoke?’, ‘Did you feed the cat?’, ‘Would you like a cup of tea?’
Closed questions can require that a choice is made from a list of possible options, for exam-ple: ‘Would you like beef, chicken or the vegetarian option?’, ‘Did you travel by train or car today?’
Closed questions can be asked to identify a certain piece of information, again with a limit-ed set of answers, for example: ‘What is your name?’, ‘What time does the supermarket open?’, ‘Where did you go to University?’
More questions
Open Questions
40
By contrast, to closed questions, open questions allow for much longer responses and there-fore potentially more creativity and information. There are lots of different types of open question; some are more closed than others!
Leading or ‘Loaded’ Questions
A leading question, usually subtly, points the respondent’s answer in a certain direction.
Asking an employee, ‘How are you getting on with the new finance system?’ This question prompts the person to question how they are managing with a new system at work. In a very subtle way it raises the prospect that maybe they are not finding the new system so good.
‘Tell me how you’re getting on with the new finance system’ is a less leading question – the question does not require any judgement to be made and therefore does not imply that there may be something wrong with the new system.
And more questions
Recall and Process QuestionsQuestions can also be categorised by whether they are ‘recall’ – requiring something to be remembered or recalled, or ‘process’ – requiring some deeper thought and/or analysis.
A simple recall question could be, ‘What is your mother’s maiden name?’. This requires the respondent to recall some information from memory, a fact. A school teacher may ask recall questions of their pupils, ‘What is the highest mountain?’ Process questions require more thought and analysis and/or a sharing of opinion. Examples include, ‘What skills can you bring to this organisation that the other applicants cannot?’ or ‘What are the advantages and disadvantages of asking leading questions to children?’
Rhetorical Questions
Rhetorical questions are often humorous and don’t require an answer.
On the art of questioning
Funnelling
We can use clever questioning to essentially funnel the respondent’s answers – that is ask a series of questions that become more (or less) restrictive at each step, starting with open ques-tions and ending with closed questions or vice-versa.
From open to closedCan you tell me something about a holiday you went on? How was the holiday in Italy? How long did you stay?Would you go again?
From closed to openWhat is your favorite book? Have you read a lot of his/her works? Do you read a lot in that genre?....
41
Questions about questions
A good question is one that gets the information that we need.
Good questioning involves a number of rules:
Rule
1. Ask open questions – to draw out more complex explanations or opinions eg, why would someone choose to support an aged person with a walking frame instead of crutches? Rule
2. Ask closed questions – to obtain a specific, factual answer eg, how many times should you look right before crossing a road?
3. Avoid leading questions – that may influence the response eg, you wouldn’t start the en-gine before doing a safety check, would you?
4. Ask hypothetical questions – to outline a set of circumstances when you want to obtain an understanding of practical procedures eg, if you were caring for a foster child and they displayed signs of abuse, what would you do?
5. Ask clarifying questions – to confirm your interpretation of something that they have said or done eg, So, what you are saying is that you would fill the kettle with water before turning it on?
6. Avoid ambiguous, unclear or multiple questions – that may confuse the person eg. where would you put the dripline under a tree and why is it best to use mulch when planting in hot conditions?
Responses or Answers
A direct and honest response – this is what the questioner would usually want to achieve from asking their question.A lie – the respondent may lie in response to a question. The questioner may be able to pick up on a lie based on plausibility of the answer but also on the non-verbal communication that was used immediately before, during and after the answer
is given. Out of context – The respondent may say something that is totally unconnected or irrelevant to the question or attempt to
change the topic. It may be appropriate to reword a question in these cases.Partially Answering – People can often be selective about which questions or parts of ques-tions they wish to answer. Avoiding the answer – Politicians are especially well known for this trait. When asked a ‘difficult question’ which probably has
an answer that would be negative to the politician or their political party, avoidance can be a useful tact. Answering a
question with a question or trying to draw attention to some positive aspect of the topic are methods of avoidance. Stalling – Although similar to avoiding answering a question, stalling can be used when more time is needed to formulate an
acceptable answer. One way to do this is to answer the question with another question. Distortion – People can give distorted answers to questions based on their perceptions of so-
42
cial norms, stereotypes and other forms of bias. Different from lying, respondents may not re-alise their answers are influenced by bias or they exaggerate
in some way to come across as more ‘normal’ or successful. People often exaggerate about their salaries. Refusal – The respondent may simply refuse to answer, either by remaining silent or by saying, ‘I am not answering’.
Niki VervaekeCoaching & Counselling Training 0474 662 338 www.arche-nv.be
Assessment bias (exercise)
- Contrast effect: Results are being determined by comparing one candidate to another candidate
- Discrimination/ prejudice: unfair judgement based on bias (gender, race, religion, dis-ability...)
- Halo-effect: you presume that, when one piece of evidence is good or bad , others will be as well.
- Illusion of validity: You like the candidate, you sympathize with the candidate and therefore find him/her competent and so you assess in a positive way
- Just like me: You assess the candidate in a positive way because he/she reminds me of you, looks like you, acts like you. You recognize yourself in the candidate
- Curiosity: You ask questions about irrelevant subjects First impression: You have a tendency to judge or form an opinion based on a first im-pression
- Being preoccupied: you are preoccupied with other things and are not paying attention to what the candidate is doing or saying
- Projection: you have a tendency to project your own motives , properties unto others Central scoring You never give extremely high or low scores
- Horn Effect : Because certain competencies were assessed negatively you start assessing the remaining competencies positively (compensating)
- Generalise : You give a general score based on just a couple of actions
- Indulgence: You tend to score high more than low.
- Past judgement: you let earlier judgements weigh through
- Relation: You tend to judge in a positive way in order not to disturb or break the rela-tionship
43
- General interview: You keep on the surface, no specific questions asked, it’s a very gen-eral assessment
- Prejudice: You conclude things before you know the facts (eg hearsay). You hear and see what you want to hear and see.
- Arche coaching & counselling - Niki Vervaeke - 30-05-2017
Roll confusion: You forget your role as assessor and start coaching or teaching or correcting Finding the answers to your own questions: Happens when assessors are not used to
working with the pre-set criteria and indicators.
Experiment effect: The candidate behaves differently because he
she is being assessed.
Overscore positive elements/aspects : This might happen when acandidate acts in a more positive way than expected.
Judging the development or potential rather than the qualities: You pay to much attention to the effort or evolution made by the candidate rather than looking at the apparent qualities/skills.
Judging to quickly: You have a tendency to form your opinion to quickly and you use the pro-cedure to confirm your first impression.
Self Fulfilling prophecy: you judge based on presumed qualities of the candidate and/or giv-en/provided evidence or earlier experiences.
Narrow mindedness (not being open to expectations and ideas of others): Candidates have their own ideas and expectations which will not always be the same as ours. If we cannot be aware of that and recognize that we will never understand each other.
Person 1
- Please note two kinds of Bias you are aware of
- Pass the paper to your neighbor.
- Give a practical solution to each bias your neighbour put down.
Arche coaching & counselling - Niki Vervaeke - 30-05-2017
Assessment bias and solutions Indulgence
- Work according to pre-defined criteria
- Use the WAKKER Method
First impression
- ‘Park’ your first impression. Be open to new impressions and compare them later on with the impression you ‘parked”
- Be factual - note what you see
- Be aware of your judgement or prejudice
44
Just like me
- Be aware of your reflex
- Prepare yourself
- Look for contrast and siimilarities
Curiosity
- Be concrete about what you want to know and prepare your questions
- If you have ‘curiosity questions’ write them down and ask them after the interview
Central tendency
- Try to asses 2 times and see where you have extremes
Contrasteffect
See candidates apart from one another
Assess according to criteria Illusion of validity
- Look at the indicators and at what the candidate really showed and judge whether the candidate is or isn’t competent
Confusion of role
- Be formal and serious (in attitude and behaviour)
Prepare yourself, use the protocol and put the criteria first Prejudice
- Look at the criteria and not at the whole picture Generalise
- Note and force yourself to line up concrete actions and behaviour (what did you really see)
- Use the criteria to judge
- Ask for a lot of examples
Arche Coaching & Counselling - Niki Vervaeke - 30-05-2017
Structure of the master documents
The ETTE structure
- Competence > able to > training
- Knowledge > know, understand > teaching, learning
- Attitude > habits > coaching, experience
45
Structure of the documents
- Master documents
- Used in different ways
- For different target groups
- On different media
Master documents
Information from ESCO, to link to the European occupational database. Information for students, like core and extra text, rehearsal questions, etc. Information for teachers, like supporting materials, methods, etc. Information for developers, technical information about the versions etc.
- Small content blocks
- One subject
- One story line
- Can be read independently
- As reference material
- In other courses
Relation between master documents
- Competence
- Knowledge
- Exercises
- (links, tools, teaching materials, ...)
Competence blocks
- Describe one competence.
- a unit of activities that always appear together and that form a logical unit that can be assessed.
- about being able to do something, not about knowing something.
- Linked to different knowledge blocks
- underpinning knowledge needed to be able to perform the competence.
- Where useful, linked to exercises.
Knowledge blocks
- Describe the knowledge needed to perform a competence.
- Sized so they need a maximum of one hour learning / teaching.
- Linked to the competence (or in some cases to more than one competence.)
46
- Where a bock builds on another block or on previous, general knowledge or skills, this will be noted / linked in “expected knowledge and skills”
- Can be linked to exercises too.
Exercises
- Describe an exercise to train a skill or knowledge.
- Written separately so they easily can be transferred
- Form a methodology catalogue for the teacher.
Competence blocks
Competence block - ESCO
- Competence title adopted from ESCO
- Description adopted from ESCO
- a short description to give the user better understanding of the competence.
- Context adopted from ESCO
- a more free explication of where and in what context the competence is used.
- Scope note adopted from ESCO
- to draw borders where one can assume the title or definition is not clear enough.
- can include or exclude specific complexity level sor situations.
Example:
- Includes protection against occupational diseases
- Excludes climbing equipment
Competence block - Skill
Describe concrete and measurable actions that you would expect from a worker that com-mands a competence. Where possible the skills are written in observable sentences.
Examples
- Works according safety training and instructions • Protects oneself against hazards
- Signals risks to responsible
Competence block - Knowledge
- The knowledge section refers to the knowledge blocks that contain detailed information about the underpinning knowledge of this competence. In electronic versions, this will be links.
47
- Only knowledge really needed to command the skills and the whole of the competence is included.
Example:
01.01 Accident theory
Competence block - Attitude
- The attitude section refers to attitudes that will support the mastering of the compe-tence.
- (general attitudes that can be expected from every professional are left out)
Example:
Awareness of long term impact on personal health
Competence block - Core text
- Need to know
- What the learner will see and use in the first place.
- Focuses on the practical side, the result in reality.
- Explains good practice, supported with reasons
- Used in textbooks, learning platforms, etc.
- Contains two sections:
* A short introduction, explaining the reason, the context and the use of the compe-tence.
* A text about how to behave, how to act according the competence.
Competence block - Extra text
- Nice to know
- Supporting the text, but does not contain essential information. This can be examples of good practice, cases, nice to know information, etc.
- Can be used in textbooks or other learner documentation
- “the little frames next to the text”
- Can contain multiple text blocks
Examples:
- A description of an accident that happened
48
- A case on how a problem was solved
- The history of a particular practice
Competence block – Terms and definitions
- Essential terminology to understand
- Used as a reminder and a check for the students
- Frame in book
Competence block References, national notes and legislation
- To support trainers to find more “in depth” information about the competence.
- Specific legislation on the content of the block.
- Differences in practice or legislation in a specific country.
Competence block - Training
- Meant for trainers.
- Gives a general overview on how the competence can be trained.
- Excludes the learning of the theoretical part
Competence block - Exercises
- Meant for trainers
- Refers to exercise document
- Containing concrete exercises that can be used to train learners
Competence block - Assessment
- Different types of evaluation and assessment
- Self
- PeeR
- Intermediate
- final assessment.
- Two sections
Competence block - Measuring sentences
- Set of four sentences
- A short sentence on what level a competence is mastered.
49
- Concrete description has proven to be more objective than numeric scales or general sentences.
- From the point of view of the user
- For intermediate evaluation purposes
- Self, coach or peer assessment
- Not for final assessment
- Can be used in digital documents (drop down lists) or paper (tick boxes).
Competence block - Measuring sentences
- The sentences describe four levels:
- The learner has not even started to master the competence
- The learner is on the way, but still missing some mastering
- The learner masters the competence, this is enough
- The learner does more than expected, this is more than enough
- (Put from low to high)
Competence block - Measuring sentences
- In theory, only two levels: yes or no.
- Reason for four levels system
- To be able to motivate a learner.
- The learner is on the way, the learner is working on it.
- The learner is better than expected.
- From the point of view or the user • Self-assessment
- Peer or coach
Competence block - Measuring sentences
- From the point of view of the learner
- I have no idea
- I am not always sure
- I take all the necessary measures
- I check also others, I look at the wider organisation
Competence block - Measuring sentences
- From the point of view of the peer or the coach
- The learner has no idea
- The learner is not always sure
- The learner takes all the necessary measures
50
- The learner checks also others, the learner looks at the wider organisation
Competence block - Measuring methods
- Method to measure / assess this competence
- Help coaches and trainers to develop / prepare a final assessment.
Competence block - Technical information
- Meant for developers and maintaining the content.
- History Shows the different steps of the development of the document.
Example:
- 24/08/2016 written by CVG
- 20/09/2016 agreed by ETTE group
ESCO reference
- The ESCO reference refers to competences in the ESCO system.
Tags
- List of key words to “mark” the text in order to make it easier to find it online.
Example:
Safety/Personalprotection/hardhat/...
Knowledge block
- Contains all information about a specific knowledge unit
- Knowledge can support one or more competences
- Is underpinning, it is needed to master the competence.
- To learn and teach
- Focus lays on knowing and understanding, but also on the application of the knowl-edge.
- Structured in a specific way to be reused in many different ways
Knowledge block - Title
- Title
- (Visible for students, teachers and developers)
- Representing the content of the knowledge block in a bold and clear way.
51
Example:
- Bodyprotection
- Allow activities on height
Information about the competence or knowledge blocks that use the block.
Example:
Supports chapter 5, Prevent fire in a performance environment
Knowledge block - Learning outcomes
- (Visible for students, teachers and developers)
- Description of what you are expected to know at the end of the block.
- Refer to a certain level of understanding / action (Bloom) At the end of this block, you:
* are able to .... • can state ...
* can describe ... • can name ...
* know...
* understand ...
* are able to apply ...
Can be used as the starter of a course element, so the learner knows what is expected from him at the end.
Knowledge block
Expected knowledge and skills
- Visible for students, teachers and developers)
- What you are expected to know before you start the knowledge block.
- Can refer to other knowledge blocks or for example to work experience
- Does not refer to situational knowledge, like manuals, plans or legislation. only when there is an absolute need for previous knowledge or experience.
- More general expectations as calculus, reasoning or writing skills are not mentioned.
- In no case there is a reference to a degree or a certificate.
Example:
- Before you start, you should read the chapter about accident theory
52
- Before you start, you should have seen a setup in a theatre of event space
Knowledge block - Core text
- Need to know
- Supports the competence
- Essential underpinning knowledge, knowledge needed to practice
- Focusses on the theoretical / knowledge part of the subject.
- Written from a practical point of view, (where possible) case based, and supported with real live examples.
- Gives background to the competence
- Used in textbooks, learning platforms, etc.
Knowledge block - Extra text
- Not essential, but nice to know
- Cases, examples, stories, higher level information, etc.
- Helps giving context
Knowledge block - Rehearsal questions
- Help the learner to check if he has understood the content
- Large set of questions to create enough variety
- The learner will only see a selection
- The questions
- Case based, using real life examples
- Based on competences
- Adapted to the target group (we don’t train writers, we train technicians)
Knowledge block - Rehearsal questions
- Two types of questions • Rehearsal questions
- Refer to a more theoretical part of the text and are solely used to rehearse the content
- Assessment questions
- Reflect the questions used in the assessment
- More competence based
- Application of the theory, in function of the competence they support.
53
Knowledge block - Activities
- Create awareness
- Actions the learner can do by himself or in group
- To get a better understanding of the subject
- Relate the theory to the reality of the workplace.
Example:
During the next week, observe how personal protection equipment is used in your work-place. The questions below can help to analyse the situation.
- Areall PPE that are need edavailable?
- Are they used(correctly)?
- What could bei mproved?
Knowledge block
What you need to remember
- Repeats in short bullet points the essence of the block
- Used to help the learner to grab the essence of the text at the end of a chapter
Knowledge block - Teaching material
- Notes and links to all kind of tools and support for teachers.
- Pictures, drawings and illustrations
- Free to use under a creative commons license.
- Graphics contain no text, in order to facilitate translations.
- Tables
- If possible published in the original format (Excel) so they can be translated.
- PowerPoint presentations
- Published in the original format (PPT).
- Predefined templates and lay-out options to facilitate adaptations.
- Microteaching materials
Microteaching materials like short video’s or animation are published in a standard available format.
Classical teaching equipment
- Like test banks, physical setups etc.
- If available construction descriptions are published.
54
Knowledge block - Technical information
- Meant for developers and maintaining the content.
- History
- Shows the different steps of the development of the document
Example:
- 24/08/2016 written by CVG
- 20/09/2016 agreed by ETTE group
Tags
- List of key words to “mark” the text in order to make it easier to find it online.
Example:
Safety / Personal protection / hard hat / ...
Exercises
- Describe in detail a practical exercise that can be done with learners to train a skill
- Meant to be inspirational, rather than guidelines
- Can be adapted to the local situation, the group or the time of the year.
Exercises - Title
- Clear and understandable title, and a link to the competence concerned
- The essence is that you should be able to find it back in a larger library.
Example:
- Riskobservation
In the title block relation with the skills and competence unit(s) are noted.
- Exercise on 01 Work with respect for own safety (Understands the risks in a perfor-mance environment and the mechanisms behind them)
Exercises - Purpose
- Describes in short what the exercise is meant for.
Example:
Practicing the detection and observation of risks in a real live environment
55
Exercises - Description
A more detailed insight in the exercise.
Example:
- This exercise lets the participants discover by themselves what types of risks
- and risk full situations occur in a real live situation. They learn to describe and discuss risks and find possible solutions.
Exercises - Participants
- Short description of the type of participants expected
- Competences expected from the candidates
- Group size
- Minimum and maximum
Exercises - Type
- Gives an indication of what type of exercise this is
- Help trainers to pick the appropriate exercise for their target group or circumstances.
Types:
- Observation
- Discussion
- Activity
- ...
Exercises - Space needed
- Explains what type of space you need to run this exercise.
Example:
A stage or theatre space.If not available, a school environment with enough potential riskfull situations can work too. (Classroom, studio, theatre, height, attaching points, etc.)
Exercises - Equipment needed
- What type of equipment you need to run this exercise
- Detailed enough to order the equipment
- Starts from an empty space with no equipment available.
56
Example:
- 1 x 500 W PC spotlight with a disconnected live wire in the plug
- 1 x 500 W PC spotlight with a missing bulb
- 1 x 500 W PC spotlight in good working condition
- 3 extension cords 5 m
- 1 splitter block
Exercises - Timing
- Indication of the time needed to perform this exercise • Can be split up in parts.
Example:
30 min. Observation • 30 min. Discussion
Exercises - Procedure
- How and in what order the exercise takes place
- Includes briefing, timing, activity and feedback (if needed).
Example:
The participants are briefed about the exercise. They are asked to:
- Look around in the space
- Identify potential risks
- Note the risk and the exact spot
- The participants get a checklist to note what they see
- The participants are send in the space for 30 minutes
- When they come back, the risks and possible solutions are discussed and prioritized.
In the discussion following elements are noted:
- why is it a risk?
- what is the chance an accident could happen?
- What can be done / improved in the situation?
Exercises - Remarks / alternatives
- Extra notes or alternatives for specific groups.
Examples:
For younger participants a defined amount of risks can be asked
57
- Ideally only existing risks are used, but if needed extra risks can be simulated
Exercises - Documents
- Documents available to support this exercise
- Linked to exercise
- Documents in changeable format to adapt.
- Documents can be checklists, plans, schemes etc.
Example:
Checklist risks
Exercises - Technical information
- Meant for developers and maintaining the content.
- History
- Shows the different steps of the development of the document
Example:
- 24/08/2016 written by CVG
- 20/09/2016 agreed by ETTE group
Tags
List of key words to “mark” the text in order to make it easier to find it online.
Example:
Safety / Personal protection / hard hat / ...
Extra learning material
- PPT
- Video
- ...
Will be developed further, you can help.
Some thoughts about teaching
What is our audience?
- Don't read, but look up
58
- Experienced?
- Newbies?
What is our audience?
- Large organisation?
- Small organisation?
- Independent / freelance?
- Different Sectors: Theatre / R&R / event ?
- Different fields (sound, light, multi skilled, ...
- Different levels (volunteer, stage hand, technician, stage manager, ...)
- Different backgrounds (low educated > academic)
What is our audience?
- Different ways of learning
- By doing (apprentice)
- Self learning (independent)
- Structured (student)
How do we deliver our content?
Different types of content distribution
Different types
- Face to face
- Book / course
- Website
- Learning platform
- Micro learning
Different types
- Face to face
- Book / course
- Website
- Learning platform
- Micro learning
- Synchronized activity
- Two way communication
- Collective content
59
- Structured content
- Pushed learning
- Initiative = teacher
- Feedback = short feedback loop
- Intensive (long attention span)
- Learner needs to be at school
- Easy to adapt
- All types of teaching materials can be used
Learning platform
• Example Dokeos / Chamillo / Desiderius
• Integrated system
• Content• Tools• Assessment
• Individual
• Log in
• Follow activity
• Learner can follow multiple courses
Functionality
Documents
60
Links
Questions
61
Learning path
62
Learning path
Learning path
Statistics
63
Micro learning
• Pushed learning • Learner gets message every day
• Small bits (5 to 10 min. of learning) • Text
• Questions
• Activity• If answers are not OK
• Unit returns after a while • Else only rehearsal questions
E-learning is
NOT• Less work
• Less intensive • Cheaper
BUT• More flexible• Easier to combine with work • Less (indirect) time consuming • Easier to organize
• Time • Space
64
• Short focus (High impact)
Blended learning
• Choosing the right method for a specific content block
• Does this content need • Teaching?
• Training?• Reading and remembering? • Exercise?•...
Blended learning
• Depending on the type of tekst and the expected level of understanding
• Just reading• Background info, just knowing it exists • Example: safety symbols
• Face to face• Explaining and understanding concepts • Example "what is safety"
• Practice training• Competences, being able to do
Competence
• Needs introduction • Needs training• Repeating till it is “owned” by the student
• On the floor• Can be supported by reading text of watching video’s
Knowledge
• Example: Five steps to reduce risk
• Needs deep understanding • Discussion
• Examples
•...• Needs application
• Interpretation • Exercises
• Face to face
65
1. Eliminating the risk 2. Collective protection 3. Individual protection 4. Training
5. Information, notification and warning
Knowledge
• Example: Danger signs • Needs remembering
• Read
•...• Needs rehearsal
• Questions• Gametotest
•...
• Online / book
Hanging loads
This sign indicates danger for hanging or suspended loads. This can be for example trusses or fly bars.
Blended learning
• Example• Preparation (read text) • Face to face teaching • Practice• Rehearsal questions• Exercises
Logical order
• Traditional• First explain all the theory • After that training
• (The learner has no context to put the information in.)
• Opposite • First try things out • Explain why it works that way.
66
• (the advantage is that the learner has a "frame" to put the information in.)
Learning by doing
• How did your parents teach you to walk, talk, climb, run, play a game, or learn how to be-have?
• A series of lectures? • Just let you do these things? • Let you fail? And retry?
Learning by doing
• So, why do we lecture?
Role plays and gaming
• Simulation • In case of
• Todangerous• To interfering in the production • Toexpensive •...
• Create a safe environment to learn • Allow to fail
67
Implementing the ETTE content
Different ways to "bring" a course
A separate safety course
- Clear focus
- Risk for lack of connection with reality
- Not part of the job “graded and deleted”
Integrated in other courses
- Blended in other subjects
- Risk for “lost in the crowd”
- Part of the job
- Long lasting
Translation
- All parts for students
- Core text
- Extra text
- Terms and definitions
- Parts for teachers
- Only English
It is up to you now
- To use to content
- To chose the method
- To chose the medium
- Please give feedback!
68
Principles behind the procedure
Skill based
- Assessment is always based on skill.
- The candidate has to prove / show that he is skilled.
- The assessor observes or measures without interference or questioning.
- The assessor marks against a predefined list what skills he has observed (Yes), what skills he has not seen (NO) and which skills could not be observed (not seen).
Skill based
- avoid measuring other skills than foreseen in the skill profile
- For example written tests will advantage people that express themselves well on paper
- role plays will also test assertively and oral expression
- If these elements are not part of the skills, they should be neutralized.
Knowledge
- For most competences, the knowledge is underpinning. In other words, if you measure the skill in a correct way, you know the candidate has also the required knowledge. So there is no need to measure the knowledge in the tests.
- In exceptional cases it can be useful to test also the knowledge. This can be the case if knowledge is needed independently from a skill, or if the testing method can’t prove the available knowledge.
Objective
- The assessment should only measure what is in the skills descriptions that are certified. It should not take in account other elements noticed during the test. The assessment should be designed in a way that it is repeatable with the same result.
- To increase the objectiveness each skill is measured twice in two different situations and by two assessors. This gives 4 measuring points and avoids lucky shots or errors.
- To avoid drifting of the assessment over time, the ideal situation is that combinations of assessors change permanently. In this way the differences are levelled out and assessors stay fresh.
- In some cases objectivity cannot be reached. This is specifically the case in the assess-ment of artistic skills. In these cases inter-subjectivity will be used. This involves an as-sessment with more assessors that independently assess and discuss afterwards towards a consensus.
69
Stress
- In general, it is good to avoid stressful situations in assessment. We don’t measure stress, we measure the ability to perform in a normal situation.
Independent
Independency of the assessment against education programs has to be guaranteed. There should be no difference for a candidate that is self- educated and one from an education pro-gram. This means that preferred methods can only be valued if they are accepted as preferred in the sector. If a candidate uses another method with a similar result, he/she also proves his/her skills.
Independent
Independency of the candidate against the assessor. There can be no (previous) relation be-tween candidate and assessor. This counts for work relations, private relations and especially educational relations. (In the latter case the assessor would assess his own work as an educa-tor).
Professional
The candidate has the right to professional assessment. This means, amongst others, well trained assessors (see further) and well equipped assessment centres.
Non discriminating
All elements of gender (M-F-X), religion, origin, training, appearance, etc. ... should be neu-tralized in the assessment. This asks a great awareness of the assessors towards (unconscious) discrimination mecha-nisms.
Fair
The test procedures should be fair. Every candidate has an equal chance to pass.
Information
All information is public
- to ensure the same opportunities for all candidates
- also improves the trustworthiness of the certificate towards the sector
- (Confidential information, like detailed questions or test set-ups, is kept secret for all)
70
Ownership of the candidate
- The candidate “owns” his assessment.
- he owns all documents concerning the tests,
- he is entitled to stop a procedure when he wants to.
- a strict confidentiality • No information (except for the assessment
Right to appeal
- right to complain and to appeal the decisions made by the assessors
- clear appeal procedures and steps (internal, external)
In practice
- Standardised test
- Natural environment, no stress, ...
- Two times two eyes
- Agreed methods
- Observation
- Interviews
- Roleplay
- Training of assessors
- Quality assurance procedures •...
71
The assessor An assessor will measure the competences of a candidate against a given qualification profile according to a pre-defined standard or procedure and judge objectively if the candidate reaches the performance criteria of the competences. This means the assessor leads the candidate through the assessment procedure without influ-encing the result. The training and education of the assessor is based on the competence profile.
The assessor
An assessor will:
- Give information
- Lead the procedure
- Measure the outcomes
- Judge objectively
- Give feedback
- Give advice
- To be able to fulfil this task, the assessor needs to:
- Have expertise in the field (of the candidate)
- Have in-depth knowledge about the targeted qualifications
- Have in-depth knowledge of assessment and validation principles and processes
- Have in-depth knowledge of the assessment procedures
- Have in-depth understanding of the code of conduct and the underlying ethical princi-ples
- Be competent in observation, interviewing, role play, assessment, and feedback tech-niques
Relation with other roles
The teacher
The person that will learn the candidates the more theoretical approach to the subject
The trainer
- The person that will train the candidate in practicing the competences.
- This can be as well someone in a school environment, dealing with practical exercises as someone working on stage, training candidates. (In the second case this will be part
72
of a job)
The assessor
- The person that will assess the candidates, based on a competence profile that is trans-lated in a standardised test
The verifier
- The person that monitors the assessment process and ensures the quality of the process.
The coach
-The person that guides a candidate through the process, without taking part of the training or assessment procedure. This
can include guidance towards training or education, supporting self-assessment, etc.
These 5 roles have a common ground. They need to be competent professionals. It is essential that they know thoroughly the occupation(s) that they work with.
Competence profile assessor
Description:
- An assessor measures the competences of a candidate against a given qualification pro-file, according to a pre-defined standard or procedure and judges objectively if the can-didate reaches the performance criteria of the competences.
Scope note:
- A part from the specific skills needed to assess candidates, the assessor alsoneeds a pro-found understanding of:
- The field, and the occupations
- The qualifications and standards for the targeted occupations
- The different standards, assessment methods and procedures of the targeted occupations
- Assessors need to have substantial demonstrable experience in the targeted occupations they are assessing.
- (This is not further developed in this profile, as it depends on the type of field, educatio-nand assessment.)
Assessment Competences
-administer exams (Set the dates and policies for the exam session and make sure all accom-modations and materials are provided)
prepare examinations for vocational courses (Prepare examinations that test both theoretical and practical understanding of the content and the procedures imparted during a course or
73
teaching programme. Develop exams that assess the most important insights that trainees should have gained from participating in the course.)
manage tests (Develop, administer and evaluate a specific set of tests relevant to your activi-ties or to the people who have to complete the tests)
conduct examination processes for apprentices (Provide examinations to trainees and stu-dents on their practical knowledge. Follow procedures to assure transparency and accuracy in the assessment exercise.)
instruct on safety measures (Provide instruction on the possible causes of accidents or sources of danger and explain the protective measures that should be taken to guarantee health and safety.)
assess students (Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the stu-dent achieved.)
assist clients with special needs (Aid clients with special needs following relevant guidelines and special standards. Recognise their needs and accurately respond to them if needed.)
Communication and feedback
competences
- show social competences (Ability to interact effectively with other people.)
- listen actively (Give attention to what other people say, patiently understand points be-ing made, asking questions as appropriate, and not interrupting at inappropriate times; able to listen carefully the needs of customers, clients, passengers, service users or oth-ers, and provide solutions accordingly.)
- use different communication channels (Use various types of communication channels such as verbal, handwritten, digital and telephonic communication with the aim of constructing and sharing information and ideas.)
- use questioning techniques (Formulate questions appropriate to the purpose, such as eliciting accurate information or supporting the learning process.)
- interview people (Interview people in a range of different circumstances)
- assess others (Assess, estimate and understand the feelings or temperament of others; showing empathy)
- give constructive feedback (Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mis-takes and set up methods of formative assessment to evaluate work.)
74
Quality and ethics competences
- follow ethical code of conduct (Carry out workplace activities according to accepted principles of right and wrong, including fairness, transparency and impartiality in work practices and conduct towards other people.)
- apply quality standards (Follow procedures which prevent errors in creation and deliv-ery of a product, a solution or a service to customers.)
Professional development competences
- manage personal professional development (Take responsibility for lifelong learning and continuous professional development. Engage in learning to support and update professional competence. Identify priority areas for professional development based on reflection about own practice and through contact with peers and stakeholders.)
- reflect on practice (Routinely evaluate own practice, critically evaluating and monitor-ing the practice methods and outcomes in consistent, coherent and appropriate ways, being aware of relevant methodologies and utilising feedback from managers, supervi-sors, other professionals, and patients/clients, in order to adapt the practice according-ly.)
- monitor developments in field of expertise (Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.)
- develop professional network (Reach out to and meet up with people in a professional context. Find common ground and use your contacts for mutual benefit. Keep track of the people in your personal professional network and stay up to date on their activities.)
Administration competences
- maintain professional administration (File and organise professional administration documents comprehensively, keep customer records, fill in forms or log books and pre-pare documents about company- related matter.)
- keep personal administration (File and organise personal administration documents comprehensively.)
Knowledge
- assessment processes (Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different as-sessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.)
Code of conduct - attitude and role
- assessing competencies according to a method that meets all the criteria stated.
75
- in objective and neutral (especially gender and culture neutral) manner, and provide ad-vice to the applicant.
- trust relationship with the applicant.
- ensure the confidentiality of the data collected is not compromised.
- high standards of ethics regarding the protection of privacy or exclusion from discrimi-nation.
- never been the instructor of the applicant.
Code of conduct – contact with candidate
- not longer than needed
- some restraint not deeper in the privacy of the applicant than is necessary
- professional distance
- no contact with third parties (organizations, natural persons, employers)
- not be guided by the interests or needs of his or her own organization or other organiza-tions.
- act in accordance with the rules and principles of privacy protection.
- treat all information of the applicant strictly confidentially
- not convey or communicate to third parties under any circumstances
- after the service has been completed, confidentiality obligation continues to exist
Silent vs. working assessor
- Close vs. Distant
- Different view
- Supporting candidate
Adapt to special needs
- What are special needs?
- Special needs refer to individuals that have any (or a combination) of a wide range of physical disabilities, medical conditions, intellectual difficulties, or emotional prob-lems, including deafness, blindness, dyslexia, learning difficulties, and behavioural problems requiring special support. People with special needs are people who need special help or care.
- In our specific case, these can also include:
- Reading or writing issues
- Language issues
76
Adapt to special needs
- These"conditions"are not necessary negative for the competences needed, but they trig-ger a lot of bias.
- A person that has difficulties to express him/herself will automatically beseen as "less in-telligent", while the real problem is maybe only the lack of vocabulary.
- A person in a wheel chair will beseen as unable to perform technical tasks.
- We can also see these conditions as special gifts. Conditions like ADHD or autism spec-trum disorders can have very positive effects in a creative artistic-technical environ-ment.
- To guarantee equal rights, it is possible that weneed to adapt the standard test proce-dures to the special needs. This does not mean we look less critical to the competences of the candidate, we only measure them in an adapted way that would fit in their future work environment.
Adapt to special needs
• How can we adapt to special needs?
- Tests within a physical environment can be adapted according the adaptations one would expect in real life working environment. We could for example foresee a ramp for a wheel chair user. Or the candidate could bring adapted equipment to the test, as long as it fits the requirements.
- Written tests could be replaced by oral tests for people with language , reading or writ-ing issues.
- Competences that are impossible to reach, regarding the "condition" of the person are more difficult to alter. We would sign off a competence that is not reached in reality. Ex-ample is "working at height" for a person in a wheel chair. An alternative would be to interview the candidate to check his insight in the competence, but the qualification would need to mention that the competence is not measured in practice.
Adapt to special needs
How do we define alternative assessment methods for special needs?
Due the variety of needs, it is left to the assessors to define alternative methods. The alteration should be based on an assessment of the special needs and an evaluation of the competences and performance criteria. The core question is if we measure what the competence describes. Some examples:
- For working safe, you don't need to be able to read, that's why we have safety signs. The written exam can be replaced with an oral version.
* A test could be performed in another language, we do not measure language skills.
77
* Someone under supervision can get the assignment oral, with time for questions, in-stead of on paper. We do not measure language skills.
* The essence is that we ensure that the end result is not influenced, that we measure what we need to measure. Where parts of competence cannot be measured for obvi-ous reasons, this will be mentioned in the qualification. It is up to the assessors, to de-cide what is possible.
The procedure
- Physical setup
- Vision
- Technical rider
- The procedure manual
- General course of the tests
- Checklist Introduction candidate
- House rules and Safety Briefing
- Description a ssignment
- Exercise with test procedure
Vision behind the setup
- Simulated environment
- Natural
- Build in difficulties
- But no tricks
- Identical for every test
Technical rider
78
Technical rider
Technical rider
General course of the tests
The assessors check in advance, before the candidate arrives, the material present (see techni-cal rider) The candidate will receive an introduction which walks him /her through the entire proce-dure and arrangements. (see checklist introduction) Before starting the test, the candidate has the opportunity to get acquainted with the test space and ask questions related to the specific functioning of some (not standard) devices. The candidate receives a comprehensive safety briefing, based on the risk analysis of the test situation, at the start of the test. (see checklist introduction)
79
General course of the tests
Per test one assessor instructs the candidate. The candidate can ask questions (or help) to this assessor. The second assessor observes without comment. The different tests are linked together as a chain. The consecutive tests are building on the re-sults of each other. If a result is compromising the next test, the assessors can adapt in be-tween different tests. The assessor / assistant functions as a colleague. (This can be an assessor or an external em-ployee) It assessor / assistant should not be proactive, should not take initiative and act only when asked by the candidate. • The assessor will perform tasks that are out of the responsibility of the candidate, like sling-ing a truss or operating fly bars.
General course of the tests
The criterion focused interview can be performed after each test if:
- a candidate shows different / unexpected (but not incorrect) behaviour
- certain competences did not become visible (but are not wrong)
- At the end of the whole test sequence a conversation about all of the tests can happen.
- Evaluators can stop the test if the safety of the participant, the assessors or the equip-ment is seriously compromised.
General course of the tests
Total duration
The recommended duration is 1 hour, not including breaks The assessors indicate when the time limit for a particular test is close. Candidates should take the total test within the allotted time. In case of technical problems or unforeseen situations, the assessors can prolong the test time.
SafetyThe candidate brings his own safety shoes and gloves to the test.
Equipment candidate
The candidate may, if he wants, bring his own tools.
Introduction talk
- Introduction assessors
- The assessors briefly introduce themselves.
- Introduction candidate
80
- The candidate briefly introduces himself.
- Verification ID candidate
- The assessors verify the ID of the candidate.
- Schedule of the day
- The schedule is run through, hereby the following elements are agreed:
Introduction talk
- Test order
- The evaluators explains in brief what tests will be done and in what order.
- Duration tests
- The timing of the test is explained.
- The evaluators explain the circumstances under which testing is halted based on the ex-ceeding the timing.
- Eating, smoking, toilet stops, ...
- Practical arrangements, identify places, ...
Introduction talk
- Responsibility
- The limits of the candidates responsibility are explained. The assessor will point out the actions that need to be done by the assessor, like slinging and operating the fly system.
- Asking questions
- Who can the candidate ask questions to during the test? What questions are allowed, what not?
- Asking for help
- What help can a candidate expect, what can he ask? (Physical assistance)
- Remark about notes (not negative)
- It is made clear to the candidate that writing of the assessors is not necessarily a nega-tive signal. This to keep the candidate at his ease.
Note silent assessor
- The principle of "silent" and "speaking" assessor is explained. (To guarantee objectivity there is an assessor observing the process from the outside, while the second assessor is observing the process from the inside.)
- The "speaking" assessor acts as a equal colleague. The candidate can treat him in this way.
Introduction talk
- Complaints and Code of ethics
81
- The complaints procedure and the code of ethics are repeated (the candidate has al-ready heard this in the information brochure and in the guidance, but it seems impor-tant to repeat this.)
House rules and Safety Briefing
- use genie tower
- The candidate is given a safety briefing and instructions on using the genie tower and scaffolding.
- use fly bars
- The candidate is not supposed to use fly bar systems or perform slinging.
- Check personal protection equipment
- The assessors check whether the candidate's safety shoes (and other brought PPE) com-ply with the standards.
- Stopping the test
- The conditions under which a test can be shut down for safety reasons is repeated
- Short overview space
- The candidate is given a brief tour of the area.
- Overview equipment
- The candidate is given time to review the available equipment and possibly try out a few things.
- Note about the use of PPE
- Gloves, harnesses, hard hats, etc. are available in a case on stage
- The space expects that, based on their risk assessment, you perform under the most strict safety regulations, more concrete:
* you need to wear a harness in the aerial work platform
* you need to wear a hard hat in the aerial work platform
* you need to secure all tools used on height
* we expect you to point out to colleagues if they don't follow the safety rules
Exercise
Intake talk
The procedure
• 10 competences • 1 test • 5 assignments
Competences vs. tests
82
Description assignment
- Assignment 1.1
* Load in equipment
- Method
* Direct observation of the process in a simulated professional context
- Documents
* Stage plan
- Equipment
* a loading ramp
* 4 risers 2 x 1m x 100 cm high, with railing
* 1 case spotlights (no tip)
* 1 case cables (on wheels, tipped)
* 1 case with weight (on wheels, stacked, weight indication)
* 1 amplifier case (19 inch rack)
* 2 speakers (no case)
* 2 speaker stand (no case)
* 1 ladder
* 2 trusses
* PPE's are available on stage in a case.
- Consumables
* None
- Space
* Stage floor, the place of the audience is clearly marked, the zero point and the border of the stage is clear
* An emergency exit is marked
* A door from the loading area t the stage is simulated.
* Outside of the stage floor, a height difference, with a loading ramp, is simulated with risers.
* (set-up see rider)
- Course of the test
* The assessor explains what exactly will be build on stage, based on the stage plan. The assessor gives the (oral) assignment to the candidate to unload the equipment and prepare the stage for building.
83
* When the participant indicates that the task is completed, the assessor can ask addi-tional questions.
- Timing
* 5 min
- Directions for the candidate
* The candidate can, if he thinks it is necessary, request physical assistance from the as-sessor.
* The candidate cannot ask questions during the execution of the practical test.
* The candidate may, if he wishes, give further explanation after conducting the test.
- Directions for the assessors
* The assessors observe the test, without comment. The assessors can ask the candidate additional information about the operations carried out, after the completion of the tests.
** Assessors give no indication of the results during or after the test.
** The active assessor acts a colleague, but doesn't take any initiative.
** The active assessor only acts on requests of the candidate and does not offer help himself.
** The active assessor communicates like a normal colleague.
Assessment decision
- The assessors decide autonomously and in consensus.
- When in doubt about the criteria provided in the test setting, evaluators rely on the competence descriptions.
- The measuring criteria specified in the score sheets serve as indicators, there is always a reference added to the original skills. Evaluators ultimately decide on the basis of the original skills.
- The evaluators judge only on the competencies and related criteria. Other observations should not influence the assessment.
- In case only a part is tested (because the applicant already holds a number of compe-tencies or tests), only the competencies of the partial test are assessed.
84
The written test
- Still under development
- Multiple choice
- Test battery
86
ETTE organisation and quality management
The assessment centres
- The organisation of the consortium (under construction)
- Quality based on EU standard
- The DIN EN ISO/IEC 17024
- states a set of requirements to guarantee the quality of and equality between in-ternational assessment centres.
- Procedures guarantee quality and assessment principles
- Are accredited by the consortium
- Organise the tests
- Propose external certificates
- First line quality management
Consortium
- The consortium is responsible for issuing of the Safety passport.
- The consortium functions transparent, open and fair
- The consortium is formed by:
- The project partners / founding Fathers – Mothers
- Pearle and Uni-may as representatives of the labour structure
- All accredited assessment centres
- The consortium has following tasks:
- Guaranty and verify actively the quality of the testing procedures
- Approve changes in procedures and tests
- Accredit assessment centres
- Accept external certificates
- Maintain and update procedures and master documents
- Accredit assessors
- Manage card registration
- Serve as last order complaint possibility for candidates (see complaints)
- Decide in disputes between partners
ETTE safety certificate
Procedure manual
Versie 0.82
Datum 13/6/2017
00 title
ETTE test v0_82
Pagina 1 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Introduction
The bundel in front of you is the procedure manual for the test procedure, developed during the
ETTE project. It contains all documents needed to execute the test and guides you through the
whole procedure.
The bundle contains three parts, the documents needed for preparation and introduction, the
actual test documents and the results document.
ContentPart 1, preparation
Course of the test, an overview of the whole test procedure
Equipment list, gives an overview of all the equipment needed to build and execute the test
Setup, a guideline and checklist to build the test setup
Drawing of the setup
Checklist for the introduction of the candidate
Drawing accompagning the introduction
Document to sign off the safety briefing
a cheat sheet for the assessors, repeating the most important elements of the test documents.
Reference document, a table matching the competences with the actual tests.
Part 2, sub-test documents
1 load in equipment
2 fit up and rig
3 placing riser
4 working on height
5 load out
Part 3, results document
results document
01 introduction
ETTE test v0_82
Pagina 2 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Test procedure ETTE safety certificate
General course of the tests
The assessors check in advance, before the candidate arives, the material present (see technical rider)
The candidate has received in advance a brochure describing the whole procedure and all the elements
of the introduction.
The candidate will receive an oral introduction which walks him / her through the entire procedure and
arrangements. (see checklist introduction)
Before starting the test, the candidate has the opportunity to get aquainted with the test space and
ask questions.
The candidate receives a comprehensive safety briefing, based on the risk analysis of the test situation,
at the start of the test (see checklist introduction). This includes the functioning of the (single person)
aerial work platform, the responsabilities of his /her function and the house rules. The candidate signs
of a document stating he/she has received this safety briefing.
Per test one assessor (the active assessor) instructs the candidate briefly. The candidate can ask
questions (or fysical help) to this assessor. The second assessor observes without comment.
The different tests are linked together as a chain. The consecutive tests are building on the results of
each other. If a result is compromising the next test, the assessors can adapt in between different tests.
The active assessor functions as a colleague. This assessor should not be proactive, should not take
initiative and act only when asked by the candidate.
The assessor will perform tasks that are out of the responsability of the candidate, like switching
power, and operating motors or fly bars.
The criterion focused interview can be performed at the end of the tests if:
* a candidate shows different / unexpected (but not incorrect) behavior
* certain competences did not become visible (but are not wrong)
Assessors can stop the test if the safety of the participant, the assessors or the equipment is seriously
compromised.
At the end of the whole test sequence the assessors decide based on their observations if the
candidate passes or not.
The assessors inform the candidate about their descision and give feedback on his / her performance.
Total duration
The recomended duration is 1 hour, not including breaks
The assessors can indicate when the time limit for a particular test is close.
Candidates should take the total test within the allotted time. In case of technical problems or
unforeseen situations, the assessors can prolong the test time.
Safety
The candidate has to bring his own safety shoes and can bring gloves, ear protection, etc. to the test.
02 Course
ETTE test v0_82
Pagina 3 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Assessment decision
The assessors decide autonomously and in consensus.
When in doubt about the criteria provided in the test setting, assessors rely on the competence
descriptions.
The measuring criteria specified in the score sheets serve as indicators, there is always a reference
added to the original skills. Assessors ultimately decide on the basis of the original skills.
The assessors judge only on the competencies and related criteria. Other observations should not
influence the assessment.
02 Course
ETTE test v0_82
Pagina 4 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Equipment list ETTE safety certificate
Power supply
2 x 16 A mono-phase, stage left back (schuko or CEE, depending the spotlight cables)
1 x 16 A mono-phase for aerial work platform, stage right back
1 x 16A three-phase for motor control, stage right back
1 x 16A power supply for laptop etc.
Internet access
Power cables
4 x splitter box 4ch
5 x schuko cable 10m
5 x schuko cable 5m
Rigging
2 x motor hoist
1 x control system for motor hoists
Power cables for motor hoists
4 x trusses 3m
Conical connectors for the truss
Pins for the truss with split pins
2 x slings
Accessories (chackles, etc.) (To hang the two trusses to the motors)
2 x Hammer for the truss (copper and steel)
Risers and ramp
7 x risers 2 m x 1 m
16 x legs, height depending on ramp
for a 2 meter ramp -> 60cm
for a 3 meter ramp -> 80 cm
for a 4 meter ramp -> 110 cm
12 x legs 0,40m
10 m handrail
4 x clamps to connect risers
1 x Ramp of 2, 3 or 4 m
Ladders, AWP, Scaffold, pallet truck
1 x A ladder, working height 3m
1 x (step)ladder Type A with a working height of 2 meters
1 x aerial work platform (genie or alps or …)
1 x scaffolding on wheels with the dimension of min. 2,5 m wide and 90 cm deep and a floor height of
at least 1,70m to 2,20m. (Working height 3.5 m)
1 pallet truck
1 pallet
Pipe and drape
7 m + 8 m + 7 m (2.20 high)
03 equipment list
ETTE test v0_82
Pagina 5 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Safety equipment
1 x Emergency exit light
2 sets safety signs (hard hat, safety shoes, harness, hanging loads)
1 x Fire extinguisher
1 x First aid kit
1 x restraint harness
1 x restraint lanyard (without shock absorber)
3 sets ear protection (can be disposable plugs)
2 x hard-hat
2 sets working-gloves
1 x set chemical gloves
1 x eye-protection (glasses, gogles, …)
Tables, chairs
2 x Table approx. 2m x 1m
3 x chair
Cleaning, tools and disposables
1 x pack of clean rags or paper
1 x dirty rags
1 x labelled cleaning product
1 x chemical disposer container
Different attachment system and different kinds of tape
Tie-wraps
Velcro
Rubber mats
different types of tape (Gaffa, electro, ballet, …)
White tape
Marker
Wrench with wrist-strap
Flight cases
1 x flight case 1, marked with "NO TIP" (should hold 4 spotlights)
1 x flight case 2, (should hold cables etc.)
1 x flight case 3, to be stacked on the top of flight case 2, marked with a weight of 30 kg
Sound
2 passive speakers (weight less than 20 kg)
2 x speaker stand
1 x Amplifier in case, no wheels
1 x speaker cable 15m
1 x speaker cable 20m
Lighting
5 x spotlights (PC or Fresnell 1K) with a cable of max. 1,5m
1 x spotlight without a safety
1 x spotlight with a safety which is disconnected form the barn door
1 x spotlight without a bulb
1 x spotlight with a visibly damaged cable (wires visible at plug)
1 x spare spotlight
1 x spare bulb
03 equipment list
ETTE test v0_82
Pagina 6 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Test procedure ETTE safety certificate
SetupThis document describes the setup of the test setting. It can be used by the assessors as
a check list in advance of the testing.
GeneralThe test-setup for the safety certificate reflects the normal activities during a building
day of a performance or event in an average space. It is a simulation of common
activities. The candidate performs in a number of activities like loading and unloading,
hanging spotlights, setting up a speaker, placing a riser. The candidate works under
supervision of the assessors during the whole test and gets a safety briefing at the start
of the test. We don't need staff during the tests. We only would like to have a
permanence in case of technical problems.
The location can be a studio or a stage as well. It must be possible to rig a truss, with a
weight of < 200kg/ hanging point. The attachment point must have minimum of 5m
height. The area under the attachment point must have a minimum width of 16 meters
have a minimum of 7m deep. On top the setup needs a space for chair and desk for the
assessor. The setup will be based on the following items:
loading dockThe test-setup needs risers to simulate a truck loading and unloading situation. The place
of a truck or loading dock is indicated with risers.
Truck at the LOADING DOCK
4 x risers 2m x 1m
10m handrail (4m left, 4m right, 2m back)
1 x ramp.
The slope of the ramp must be 30%.
The height of the risers depend of the length of the ramp:
2 meter ramp -> 60cm
3 meter ramp -> 80 cm
4 meter ramp -> 110 cm
04 setup
ETTE test v0_82
Pagina 7 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Equipment on the Truck:
2 x truss pieces of 2m or 3 m with conical connectors
1 x A-ladder working height 3m (see 10)
2 x passive speaker standing on the "truck" platform without a case, marked with a
weight of 20KG
2 x speaker stand
1 x amplifier in a flight case without wheels
1 x flight case 1, marked with "NO TIP"
1 x flight case 2, tipped
1 x flight case 3, stacked on the top of flight case 2, marked with a weight marked with a
weight of 30 kg
Content of the flight case 01
4 x spotlights with a cable of max. 1,5m
o 1 x spotlight without a safety
o 1 x spotlight with a safety which is disconnected form the barn door
o 1 x spotlight without a bulb
o 1 x spotlight with a visibly damaged cable
Content of the flight case 02
1 x speaker cable 15m
1 x speaker cable 20m
2 x splitter box 4ch
1 x schuko cable 10m
4 x schuko cable 5m
Different attachment system and different kinds of tape
o Tie-wraps
o Velcro
o Rubber mats
o White tape
o Marker
2 x Hammer for the truss (copper and steel)
conical connectors for the truss
Pins for the truss with split pins
wrench with wrist-strap
Content of the flight case 03
Fake weight of 30kg
04 setup
ETTE test v0_82
Pagina 8 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
stageThe stage dimensions are minimum 8m wide and 7m deep.
The stage is surrounded by walls of at least 2.20 m height that hold the emergency exit,
the stage door and the door to the warehouse. The walls are made of pipe and drape or
a wood construction.
The front of the stage is marked on the floor. The place of the audience and the zero
point are clearly marked.
Stage doorThe stage door connects the loading dock to the stage.
1 x stage door is approx. 1.60m to 1,80m wide
The stage door is separated from the emergency exit with at least 40 cm of material.
04 setup
ETTE test v0_82
Pagina 9 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Emergency exitThe emergency exit connects the loading dock to the stage.
1 x emergency exit is min. 1.20 m wide
The emergency exit is separated from the stage door with at least 40 cm of material.
1 x emergency Exit sign is placed above the door [ISO 7010-E001 or ISO 7010-E002] based
on EN ISO 7010:2012 | Graphical symbols - Safety colours and safety signs - Registered
safety signs
truss or fly barA 6 m long truss is rigged on two motor hoists from two attachment points at 3 m from
the front of the stage border. Control of the motors is placed on stage right, back of the
stage. The truss will be operated by the assessor. (Alternatively a motorised fly bar can
be used. )
04 setup
ETTE test v0_82
Pagina 10 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
power supply | controlPlease provide following power supplies:
2 x 16 A mono-phase, stage left back (shucko or CEE, depending the lighting cables)
1 x 16 A mono-phase for aereal work platform, stage right back
1 x 16A three-phase for motor control, stage right back
fire extinguiser1 x fire extinguisher (CO2) on stage right back
marks on the floorThe placement of the risers are marked on the floor.
The back of the risers is in line of the back of the truss.
tape marks the two back corners of the riser of 3 m wide and 2 m deep.
04 setup
ETTE test v0_82
Pagina 11 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
aerial work platformThe test setup needs a single person aerial work platform (manual by hand).
Aerial work platform, working height approx. 8 and platform height approx. 6m with a
lift capacity of approx. 150kg
Tools and waste from the production before are placed in the cage of the platform.
scaffold on wheelsThe test setup needs a small scaffolding on wheels (manual by hand).
1 x scaffolding on wheels with the dimension of min. 2,5 m wide and 90 cm deep and a
floor height of at least 1,70m to 2,20m. (Working height 3.5 m)
laddersThe test setup needs two ladders.
1 x type A or type Y ladder with a working height of 4 meters (on the truck)
1 x ladder Type A with a working height of 2 meters (in the warehouse)
04 setup
ETTE test v0_82
Pagina 12 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
door to the warehouseA door connects the stage to the warehouse.
1 x door is approx. 1.60m to 1,80m wide
warehouseAt the warehouse of the ETTE Hilversum-Test-Setup the following areas will be arranged:
3 extra risers (on a Euro pallet to take in the length)(see 13)
Pallet truck
1 x ladder Type A with a working height of 2 meters (see 10)
04 setup
ETTE test v0_82
Pagina 13 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
extra risersThe test setup needs risers during the test. The risers should be stored on a pallet at the
warehouse. The pallet is oriented in the length.
3 x risers 1m x 2m
12 x legs 0,40m
1 x Europallet
1 x pallet truck
4 clamps
table with safety equipment and consumablesThe personal protection equipment will be used by the candidate and the assessors.
1 x Table approx. 2m x 1m
1 x restraint harness
1 x restraint lanyard (without shock absorber)
3 sets ear protection
2 x hard-hat
2 sets working-gloves
1 x eye-protection
1 x clean rags or paper
1 x dirty rags
1 x labeled cleaning product
1 x chemical disposer container
1 x spare bulb
1 x spare spotlight
1 x first aid kit
04 setup
ETTE test v0_82
Pagina 14 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
assessors tableTwo assessors are onside. One assessor instructs the candidate. The second assessor
observes without comment. The assessors need:
1 x table
3 x chairs
1 power supply for laptop etc.
Internet access
ContactIf you have any questions about the test setup, please contact us:
BE:
Chris van Goethem
+32(475)781990
DE:
DTHG | Deutsche Theatertechnische Gesellschaft e.V.
Kaiserstraße 22
53113 Bonn
fax: +49 228 36939-79
Hubert Eckart
fon: +49 228 369390
Christian A. Buschhoff
fon: +49 171 28 14 100
04 setup
ETTE test v0_82
Pagina 15 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Drawing setup ETTE safety certificate
05 Drawing setup
ETTE test v0_82
Pagina 16 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Test procedure ETTE safety certificate
Checklist Introduction candidate
Introduction assessorsThe assessors briefly introduce themselves.
Introduction candidateThe candidate briefly introduces himself.
Schedule of the testThe schedule is run through, hereby the following elements are agreed:
Test order
The candidate gets a drawing of the finnished product to be build.
The evaluators explains in brief what tests will be done and in what order.
* load in equipment
* fit up and rig sound and lighting
* placing risers
* working on height
* load out
Duration testsThe timing of the test is explained.
The assessors explain the circumstances under which testing is halted based on the
exceeding the timing.
ResponsabilityThe limits of the candidates responsability are explained. The assessor will point out the
actions that need to be done by the assessor, like switching the power and operating the
fly system.
Asking questionsThe candidate can ask all questions he/she wants. It is up to the assessor to decide wheater
the answer is part of the expected competence and if the assessor answers the questions
or not.
Asking for fysical helpThe candidate can ask for fysical help with tasks he/she can't or shouldn't perform
him/herself. It is not negative to ask assistance.
Remark about notes (nt negative)It is made clear to the candidate that writing of the assessors is not necessarily a negative
signal. This to keep the candidate at his ease.
Note assessmentOnly health and safety competence will be measured, other competences are only used to
measure these, but will not be taken in acount. For example focussing lights is not
measured, but working on height is.
There are no trick situations in the test, but situations occuring also in normal work can be
simulated.
The candidate will receive his/her result at the end of the test.
06 Introduction
ETTE test v0_82
Pagina 17 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Note silent assessorThe principle of "silent" and "active" assessor is explained. (To guarantee objectivity there
is one assessor observing the process from the outside, while the second assessor is
observing the process from the inside.)
The "active" assessor acts as a equal colleague. The candidate can treat him in this way.
Complaints and Code of ethicsThe complaints procedure and the code of ethics are repeated (the candidate has already
heard this in the information brochure and in the guidance, but it seems important to
repeat this.)
06 Introduction
ETTE test v0_82
Pagina 18 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
House rules and Safety Briefing
use areal work platform
The candidate is given a safety briefing and instructions on using the aereal work platform.
* emergency stop
* outriggers
* normal use, operating buttons
use fly system
The candidate is not supposed to use fly systems.
Check personal protection equipment
The assessors check whether the candidate's safety shoes (and other brought PPE) comply
with the standards.
Stopping the test
The conditions under which a test can be stopped for safety reasons is repeated
* safety of candidate
* safety of the assessors
* safety of the equipment
Short overview space
The candidate is given a brief tour of the area. (And is asked if he has more questions)
Note about the use of PPE
Gloves, harnasses, hard hats, etc are available on a table.
The space expects that, based on their risk assessment, you perform under the most strickt
safety regulations, more concrete:
* you need to wear a harness in the aireal work platform
* you need to wear a hard hat in the aireal work platform
* ear protection has to be worn during noisy activities
* gloves need to worn during activities with risk
* you need to secure all tools used on height
* we expect you to point out to colleagues unsafe situations
Maximum weights
* the maximum weight a single person is allowed to lift in this house is 25 kg.
Check safety equipmentThe assessors verify the safety shoes and other brought PPE's.
Verification ID candidateThe assessors verify the ID of the candidate.
Sign of safety briefing, rights & privacy declarationThe candidate signs of the safety briefing confirmation.
06 Introduction
ETTE test v0_82
Pagina 19 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Drawing setup for candidate
07 drawing introduction
ETTE test v0_82
Pagina 20 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Agreement of briefing
Date:
Test location:
The candidate:
Name
First name
ID nr.
The assessors
Name
First name
ID nr.
Name
First name
ID nr.
Safety briefing
The candidate declares to have had a full safety briefing and has understood all the
elements of the briefing.
The candidate declares to have not withhold any information about hidden disabilities,
conditions, illnesses or elements that could influence the safety of the test.
Rights declaration
The candidate declares to have understood his rights as stated in the information
brochure concerning the test procedure, the ethical code and the appeal procedure on the
results.
Privacy
The candidate allows the assessors and the assessment centre to use and store his
personal data, for as far as needed for the test procedure, the management of the
passport and the quality control of the procedures.
ID
The assessors have verified the identification documents of the candidate.
Signed
08 signoff briefing
ETTE test v0_82
Pagina 21 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Short cheat sheet for assessment
This cheat sheet is a short reminder on how the scoring of competences works. For more detailed
information, see the documents of the assessors training.
Competences
The test measures 10 competences, derived from the ESCO framework.
The competences are numbered from 1 to 10 in the reference table "overview of tests".
Skills
The 10 competences are detailed in skills, general statements of what you want to see, to observe,
when a candidate is working.
These skills are numbered in the reference table giving the competence number and a decimal behind
it. (For example 1.4)
Sub-tests
the complete test is devided in 5 sub-tests, numbered 1 to 5
In the reference table, you can see which skill is measured in which sub-test.
X means a skill is measured at least once in a sub-test
O means that a skill can be measured in one of the sub-test, these are skills that are more general and
can occur at different moments.
Measuring criteria
In each sub-test a set of attention points are given. We cal them measuring criteria. These are the
concretisation of the skills in this specific test situation. The measuring criteria are what you need to
observe in this concrete situation if the candidate masters the skill.
The reference to the skill measured is given at the end of the line.
Observation scores
Each measuring criterium can be marked with 3 possibilitees.
1 the measuring criterion is observed, you have seen the candidate behave in the proper way, the
candidate has performed as expected.
2 the measuring criterion is not obseved, the candidate dit not perform as expected.
3 it was impossible to observe the behaviour. You could not see if the candidate behaved in a proper
way or not. This can be caused by previous actions of bacause you missed something.
(We avoid to use right or wrong, because this would already include a judgement, while we only want
to observe in this stadium.)
Other competences
The test only measures the 10 given competences, other observations should not be taken in account.
If in doubt
In case there are unclarities in the measuring criteria, the competence description and the skills prevail.
It id the assessors discretion to decide.
Not measured skills
Some skills are not measured, or only measured once.
The reason for this is that they are difficult to simulate, for time or efficientie reasons.
In this case the skills will be measured in a written, multiple choice, competence based test.
Decision
The two assessors decide in concensus at the end of the test if the candidate masters all competences.
It is their authority to weight each observed action and to make a final descision.
09 cheat sheet
ETTE test v0_82
Pagina 22 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Test procedure ETTE safety certificate
Overview of tests and measured competences
Test
01 Work with respect for own safety 11 12 13 14 15
1.01 Understands the risks in a performance environment and the
mechanisms behind them1.02 Understand own position in the safety chain and acts accordingly X
1.03 Works according safety training and instructions X
1.04 Protects oneself against hazards
1.05 Signals risks to responsible O O O O O
02 Contribute to a safe and sustainable working environment 11 12 13 14 15
2.01 Works with attention for the safety of colleagues, artists, public and other
stakeholders X
2.02Detects, prevents and protects against risks and injury (such as electric
shock, hearing damage, hazardous substances, tripping, fire, ..) X X
2.03 Pays attention to minimum lighting conditions and sound levels on stage to
ensure orientation and communication during setup, focus , sound check,
rehearsal and performance.
2.04 Works with attention for the sustainable use of materials and energy X X
2.05 Proposes improvement and prevention measures
2.06 Informs him/herself about the regulations and practices in unfamiliar
workplaces O O O O O
2.07 Works according the rules and regulations in the workplace O O O O O
2.08 Mounts and uses collective protection equipment where needed X X
2.09 Act accordingly the agreed procedure in case of an emergency
2.10 Complies with legal working time regulations
10 Reference
ETTE test v0_82
Pagina 23 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
03 Work ergonomically 11 12 13 14 15
3.01 Identify ergonomic risks X
3.02 Organize workplace ergonomically x X X X
3.03 Apply the ergonomic principles and methods while lifting, carrying or
moving heavy or unpractical loads X X X X X
3.04 Use the right equipment when lifting, carrying or moving heavy objectsX X X
3.05 Ask for help for tasks you can't carry out on your own X X X X
3.06 Communicate with colleagues while lifting, carrying or moving objectsX X X
04 Use personal protection equipment 11 12 13 14 15
4.01 Identify / spot the risks for personal injury4.02 Chose the appropriate PPE's according to the risks X X X X
4.03 Check the PPE's before use X
4.04 Use safety shoes, hearing protection, gloves, hard hats etc. according to
instructions and regulations X
4.05 Choose a safe attachment point for the fall protection X
4.06 Maintain and store the PPE's X
05 Prevent fire in a performance environment 11 12 13 14 15
5.01 Identify, spot and reduce fire risks
5.02 Check used materials for fire resistance X
5.03 Ensure safe distance to hot surfaces X
5.04 Ensure free access to firefighting equipment X
5.05 Ensure free access to emergency exits and escape routes X X
5.06 Ensure visibility of safety icons, safety and emergency lighting
5.07 Act accordingly the agreed procedure in case of a fire accident
5.08 Store flammable substances according to instructions and regulations
10 Reference
ETTE test v0_82
Pagina 24 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
06 Work safely at heights 11 12 13 14 15
6.01 Selects and uses the appropriate equipment to go to the high working post
6.02 Identify / spot environmental influences and changes that affect the safe
use (weather, rake, floor stability, ...) X
6.03 Mounts and uses the equipment according to the safety regulations and
instructions X
6.04 Visually inspect the equipment X
6.05 Applies the appropriate collective protection X
6.06 Uses the appropriate personal safety equipment X
6.07 Ensures no objects can fall during activity X
6.08 Secures small tools and equipment X
6.09 Close off underlying areas X
6.10 Ensures underlying work area is free X
6.11 Communicate with colleagues while working on heights X
07 Work safely with mobile electrical systems under supervision 11 12 13 14 15
7.01 Read electrical diagrams and plans for mobile electrical installations X
7.02 Calculate mono-phase electric loads X
7.03 Provide power distribution for light, stage, sound, video and rigging
purposes X
7.04 Put cables, fuse boards and splitters in place, based on instructions X X
7.05 Connect, label, protect, and secure cables X X
7.06 Perform visual inspection for electric risks . X
7.07 Troubleshoot basic problems: checking cables, connections, ... X
7.08 Repair mono-phase cables (checked by supervisor)
7.09 Use appropriate tools and PPE’s
7.10 Act accordingly the agreed procedure in case of an electrical accident
10 Reference
ETTE test v0_82
Pagina 25 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
08 Work safely with machines 11 12 13 14 15
8.01 Use the right tools for the job and material X X X
8.02 Ensures work environment is clean, free of and stable
8.03 Ensures materials are fixed securely
8.04 Works according the safety instructions
8.05 Prevent risks for yourself and environment
09 Work safely with chemicals 11 12 13 14 15
9.01 Identify products based on manufacturers information, safety information
sheets, etc. X
9.02 Take precautions X
9.03 Choose the right tools to handle the materials X
9.04 Ensures work environment is clean, free of and stable
9.05 Prevent unnecessary exposure to chemicals X
9.06 Ensure ventilation
9.07 Works according to the safety instructions X
9.08 Store chemicals according regulations X
9.09 Dispose chemicals according regulations X
9.10 Act accordingly to the agreed procedure in case of an accident
10 Reference
ETTE test v0_82
Pagina 26 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
10 Fit up and rig performance equipment 11 12 13 14 15
10.01 Place, move, stack and transport technical performance equipment and
materials according to the needs during the fit up X X X
10.02 Inspect the technical performance equipment visualy for damage
10.03 Choose the right mounting accessories X
10.04 Choose the right mounting methods
10.05 Mount and rig technical performance equipment according to instructions
and/or plans X X
10.06 Check that technical performance equipment and objects can move freely
during different operations when needed X
10.07 Immobilize technical performance equipment once in place X X
10.08 Secure technical performance equipment and accessories X X
10.09 Check that all technical performance equipment are secured according to
safety procedures X
10.10 Take action if something goes wrong
10.11 Report if something is not performed according to the agreed procedures.
10 Reference
ETTE test v0_82
Pagina 27 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Test procedure ETTE safety certificate
Asignment 1.1
Load in equipment
Method
Direct observation of the process in a simulated professional context
Documents
Stage plan
Equipment
a loading ramp
4 risers 2 x 1m x 100 cm high, with railing
1 case spotlights (no tip)
1 case cables (on wheels, tiped)
1 case with weight (on wheels, stacked, weight indication)
1 amplifier case (19 inch rack)
2 speakers (no case)
2 speaker stand (no case)
1 ladder
2 trusses
PPE's are available on stage in a case.
Consumables
None
Space
Stage floor, the place of the audience is clearly marked, the zero point and
the border of the stage is clear
An emergency exit is marked
A door from the loading area t the stage is simulated.
Outside of the stage floor, a height difference, with a loading ramp, is
simulated with risers.
(set-up see rider)
Course of the test
The assessor explains what exactly will be build on stage, based on the
stage plan.
The assessor gives the (oral) asignment to the candidate to unload the
equipment and prepare the stage for building.
When the participant indicates that the task is completed, the assessor can
ask additional questions.
11 load in equipment
ETTE test v0_82
Pagina 28 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Timing
5 min
Directions for the candidate
The candidate can, if he thinks it is necessary, request physical assistance
from the assessor.
The candidate cannot ask questions during the execution of the practical
test.
The candidate may, if he wishes, give further explanation after conducting
the test.
Directions for the assessors
The assessors observe the test, without comment.
The assessors can ask the candidate additional information about the
operations carried out, after the completion of the tests.
Assessors give no indication of the results during or after the test.
The active assessor acts a collegue, but doesn't take any initiative.
The active assessor only acts on requests of the candidate and does not
offer help himself.
The active assessor communicates like a normal colleague.
11 load in equipment
ETTE test v0_82
Pagina 29 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Attention points for quotation
1.1 load in equipment 5'' Nt O
bser
ved
Obs
erve
d
wears safety shoes 04.04
uses gloves 04.02
check ramp 02.02
check route to stage 02.06
asks for help 03.05
communicates with colleague while lifting 03.06
checks weight of cases 03.01
does not roll on ramp with stacked equipment 03.04
puts speakers on rolling flight case 03.04
keeps emergency exit free 05.05
lifts close to the body 03.03
puts wheels in position before tipping 03.03
puts cases and equipment directly in right place 03.02
organises cases for easy acces 03.02
monitor environment when carying long objects 02.02
works according rules and regulations 02.07
signals risks 01.05
informs about local practices 02.06
Comments, remarks, …
11 load in equipment
ETTE test v0_82
Pagina 30 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Test procedure ETTE safety certificate
Asignment 1.2
Fit up, rig and connect sound and lighting equipment
Method
Direct observation of the process in a simulated professional context
Documents
Lighting and stage plot
Equipment
2 trusses of 3 m with pens etc.
slinging materials
5 spotlights (PC or Fresnell) 1kW with clamps (short cables, max 1,5 m)
(One of the spotlights has a visualy damaged cable)
(one of the spotlights is in storage, as spare)
(One spotlight has no bulb)
one safety cable is disconnected from spot
one barndoor without safety cable
2 barndoors with safety cables
spare bulb
safty chains
2 splitter blocks 4 ch with 1,5 square mm cable
1 cable 10 m (1,5 square mm)
2 cables 5 m (1,5 square mm)
2 cables 2 m (1,5 square mm)
(cables are chosen so that you need an "air connection")
different attachment systems for cables (Ty wraps, different types of tape,
elastock, velcro, rubber mats, etc …)
2 pasive speaker
2 speaker stands
speaker cable
amplifier
Consumables
Ty wraps, different types of tape
Space
Stage floor, the place of the audience is clearly marked, the zero point and
the border of the stage is clear
Two attachment points for a truss are hanging in the space.
a door to a storage space is simulated on Right (Cour)
An emergency exit and a loading entrance are marked Left (Jardin)
the place of the risers is marked on the floor
power supply for sound available on Left (Jardin) backpower supplies for lighting (2 x 16A) available on Right (Cour) back
12 fit up and rig
ETTE test v0_82
Pagina 31 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Course of the test
The assessor asks the candidate to mount two trusses together.
When this is finished, the assessor will sling the trusses.
The assessor hands over the stage and light plot and gives the (oral)
asignment to the candidate to rig and connect the spotlights to permanent
power according the plan and to fit up and connect the speakers. The
spotlights must be on.
When the test is over, the spotlights are swiched off and the truss goes to a
hight of 4m (by the assessor)
When the participant indicates that the task is completed, the assessor can
ask additional questions.
Timing
30 min
Directions for the candidate
The candidate can, if he thinks it is necessary, request physical assistance
from the assessor.
The candidate cannot ask questions during the execution of the practical
test.
The candidate may, if he wishes, give further explanation after conducting
the test.
Directions for the assessor
The assessors observe, without comment, the test.
The assessors can ask the candidate additional information about the
operations carried out, after the completion of the tests.
Assessors give no indication of the results during or after the test.
The active assessor acts a collegue, but doesn't take any initiative.
The active assessor is responsable for slinging the truss. He / she will expect
help from the candiate. He/ she will make that clear to the candidate.
The active assessor only acts on requests of the candidate and does not
offer help himself.
The active assessor communicates like a normal colleague.
12 fit up and rig
ETTE test v0_82
Pagina 32 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Attention points for quotation
1.2 fit up, rig and connect 30'' Nt O
bser
ved
Obs
erve
d
Reads plan 07.01
Caries truss ergonomically 03.03
Connects truss 10.08
uses tools in an proper way 08.01
Lifts truss ergonomically 03.03
Caries spots ergonomically 03.03
Checks cables before usage 07.06
Fixes clamps properly 10.08
Secures spots with safety cable 10.08
Secures barndoors with safety cables or other safety feature 10.08
Organises cables in a proper way 07.03
Connects spots properly 07.04
Ensures no power overload on a cable 07.02
Uses sustainable fixing methods for the cables 02.04
Secures cables at end of truss or fly bar 07.05
Secures flying connections 07.05
Ensures enough cable to go high 10.06
Secures cable in front of door 07.05
Connects cable to power supply 07.04
Leaves enough slack in cable to reconnect 10.06
Ensures no power overload on a power supply 07.02
unplugs spotlight before opening 07.07
replaces bulb 07.07
Unfold the stand to end position 10.05
lifts speaker close to body 03.03
Lifts with knees 03.03
secures cable on stand (round knob) 10.08
Secures speaker cable on ground 07.05
Works ergonomic 03.03
Works efficient 03.03
12 fit up and rig
ETTE test v0_82
Pagina 33 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
does not pull fixed cables 07.07
rolls out leftover cable (not rolling up) 07.05
works according rules and regulations 02.07
signals risks 01.05
informs about local practices 02.06
Comments, remarks, …
12 fit up and rig
ETTE test v0_82
Pagina 34 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Test procedure ETTE safety certificate
Plan fit up assignment 1.2
A B C D
Height truss 4.00 m
50 c
m
Scafolding
Ladder
Genie
Fix bold
12 plan fit up
ETTE test v0_82
Pagina 35 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Test procedure ETTE safety certificate
Asignment 1.3
Placing riser
Method
Direct observation of the process in a simulated professional context
Documents
No documents
Equipment
3 risers on pallet
one of the risers has a paint stain (simulated with chalk or finger paint)
12 legs of 40 cm (in risers)
4 fixing clamps for risers
Pallet truck (not in the neighbourhood of the pallet)
a botte of water, labeled as a chemical
safety gloves
safety glasses
set of rags (clean and dirty)
chemical disposal container
Consumables
White tape
Space
Stage floor, the place of the audience is clearly marked, the zero point and
the border of the stage is clear
The risers are in the room next door or far enough to make the use of the
truck reasonable. The pallet truck is not in the neighbourhood of the pallet.
The placement of the risers is marked on the floor
Course of the test
The assessor gives the (oral) asignment to the candidate to place 3 risers in
the position indicated on the floor.
The assessor remarks that the riser will be used in low light circumstances.
The assessor asks to remove some glue residue, left on the riser.
When the participant indicates that the task is completed, the assessor can
ask additional questions.
Timing
5 min
13 placing riser
ETTE test v0_82
Pagina 36 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Directions for the candidate
The candidate can, if he thinks it is necessary, request physical assistance
from the assessor.
The candidate cannot ask questions during the execution of the practical
test.
The candidate may, if he wishes, give further explanation after conducting
the test.
Directions for the assessor
The assessors observe, without comment, the test.
If the candidate asks for help, the assessor will help setting the risers and
also will connect with clamps if the candidate starts with this.
The assessor will let the candidate lead the placement and positioning.
The assessors can ask the candidate additional information about the
operations carried out, after the completion of the tests.
Assessors give no indication of the results during or after the test.
13 placing riser
ETTE test v0_82
Pagina 37 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Attention points for quotation
1.3 placing riser 5'' Nt O
bser
ved
Obs
erve
d
Uses pallet truck 03.04
Puts risers close to where they are needed 03.02
Lowers pallet truck before unloading 10.07
Mount legs before moving the riser 03.03
Ask for help 03.05
Tips risers in stead of lifting 03.03
Communicates with collegue 03.06
Lifts without using back, uses knees 03.03
Uses gloves 04.02
Puts risers directly in marked position 10.05
Fixes risers with clamps 10.08
Check if colleague has fixed risers with clamps 10.09
Mark riser sides with white tape 02.08
Stores pallet and truck 10.01
Does not drive pallet truck over cables 02.02
Reads the label on the botle 09.01
Uses safety gloves 09.05
Uses clean rags to disperse product 09.03
Avoids spilledge 09.02
Closes botle after use 09.02
Uses minimum of product 09.05
Works acording instructions on label 09.07
Disposes rags in chemical waste container 09.09
Store botle properly 09.08
works according rules and regulations 02.07
signals risks 01.05
informs about local practices 02.06
Comments, remarks, …
13 placing riser
ETTE test v0_82
Pagina 38 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Test procedure ETTE safety certificate
Label for chemical product used in cleaning test 1.3
13 Label product
ETTE test v0_82
Pagina 39 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Test procedure ETTE safety certificate
Asignment 1.4
Adjust on height
Method
Direct observation of the process in a simulated professional context
Documents
None
Equipment
"A" ladder or "Y" ladder (4 m working height)
Scafolding (is already build) (with one missing side board or other error)
Aerial Work Platform (ex Genie) (in the platform are leftover tools and
materials from a previous job)
material to secure area
Harnass and lanyard is in case
hard hats are in case
Wrench
Security lanjard
Consumables
Space
Stage floor, the place of the audience is clearly marked, the zero point and
the border of the stage is clear
The risers are already in place, the truss is on height
Scafolding, tower and ladder are on stage
Course of the test
The assessor gives the (oral) asignment to the candidate to tighten the bolt
of the first light (A) using the scafolding.
The assessor gives the (oral) asignment to the candidate to adjust
spotlights two and tree (B&C) with the ladder.
The assessor gives the (oral) asignment to the candidate to adjust spotlight
four (D) with a work platform.
When the participant indicates that the task is completed, the assessor can
ask additional questions.
Timing
10 min
Directions for the candidate
The candidate can, if he thinks it is necessary, request physical assistance
from the assessor.
14 Height
ETTE test v0_82
Pagina 40 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
The candidate cannot ask questions during the execution of the practical
test.
The candidate may, if he wishes, give further explanation after conducting
the test.
Directions for the assessor
The assessors observe, without comment, the test.
The assessors can ask the candidate additional information about the
operations carried out, after the completion of the tests.
Assessors give no indication of the results during or after the test.
The assessor is not wearing a hard hat
14 Height
ETTE test v0_82
Pagina 41 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Attention points for quotation
1.5 focus spotlights 5'' Nt O
bser
ved
Obs
erve
d
Inspects scaffolding 06.04
Positions scafolding for optimal access to work area on height 03.02
Uses brakes on scafolding 06.03
Uses outriggers on scafolding 06.03
Checks for objects in pockets 06.07
Climbes on the inside of the scafolding 06.03
Closes hatch of scafolding 06.05
Warns colleagues 06.11
Ensures space under action is free 06.10
Choses the right tools 08.01
Secures the tools 06.08
Uses wrench to tighten clamp 08.01
Ensure no lose elements are left on scafolding 06.07
Caries ladder in apropriate way 03.03
Checks ladder before use 06.04
Asks for help setting up the ladder 03.05
Places ladder in reach of work 06.03
Asks to hold the ladder 06.02
Ensures helper wears hard hat 02.01
Checks for objects in pockets 06.07
Works with face to ladder, tips of foot to ladder (not backwords) 06.03
Moves ladder when objects are out of reach 06.03
Communicates with helper 06.11
Checks the aerial working platform before using 06.04
Removes objects from platform 06.07
Positions platform for optimal access to work area on height 03.02
Mounts outriggers 06.03
Positions and balances the platform 06.03
Secures area below 06.09
Wears safety hanas 04.02
14 Height
ETTE test v0_82
Pagina 42 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Checks safety hanas before use 04.03
Connect harnas to proper attachment point 04.05
Wears hard hat 06.06
Works according given safety instructions 01.03
Positions material inside the work platform 06.07
Checks above area is free before moving upwards 06.10
Checks area is free before lowering panel 06.10
Warn colleagues 06.11
stores genie properly 10.01
Stores harnas properly 04.06
works according rules and regulations 02.07
signals risks 01.05
informs about local practices 02.06
Comments, remarks, …
14 Height
ETTE test v0_82
Pagina 43 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Test procedure ETTE safety certificate
Asignment 1.5
Load out of the stage
Method
Direct observation of the process in a simulated professional context
Documents
None
Equipment
Consumables
Space
Stage floor, the place of the audience is clearly marked, the zero point and
the border of the stage is clear
Course of the test
The assessor gives the (oral) asignment to the candidate to pack all
equipment and load again.
When the participant indicates that the task is completed, the assessor can
ask additional questions.
Timing
10 min
Directions for the candidate
The candidate can, if he thinks it is necessary, request physical assistance
from the assessor.
The candidate cannot ask questions during the execution of the practical
test.
The candidate may, if he wishes, give further explanation after conducting
the test.
Directions for the assessor
The assessors observe, without comment, the test.
The assessors can ask the candidate additional information about the
operations carried out, after the completion of the tests.
Assessors give no indication of the results during or after the test.
The active assessor acts a collegue, but doesn't take any initiative.
15 load out
ETTE test v0_82
Pagina 44 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
The assessor operates the fly bar. He/ she will make that clear to the
candidate.
The active assessor only acts on requests of the candidate and does not
offer help himself.
The active assessor communicates like a normal colleague.
15 load out
ETTE test v0_82
Pagina 45 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Attention points for quotation
1.5 load out 22'' Nt O
bser
ved
Obs
erve
d
positions cases in an efficient and ergonomical way 03.02
keeps emergency exits free 05.05
keep fire extinguisers free 05.04
removes cables first 07.04
puts equipment directly in the right case or spot 03.02
removes risers before working on truss 10.01
uses palet and palet truck 03.04
asks for help when moving risers 03.05
communicate when lifting 03.06
puts risers in a safe spot 03.02
puts cases and boxes in a good order 10.01
asks to lower truss 01.02
disconnects cables first 07.05
does not pull cables to cut tape 07.05
ensures pens of plugs don't fall and hit the floor when taken down 07.05
puts cables directly in cases 03.03
removes waste in waste bin 02.04
caries spotlights directly to cases 03.03
packs everything before loading 10.01
uses gloves to load 04.02
use ramp to bring cases in truck 03.03
asks for help to move ramp 03.05
asks for help to load cases 03.05
tips cases or uses breaks 03.03
stacks cases in a logical order 10.01
works according rules and regulations 02.07
signals risks 01.05
informs about local practices 02.06
Comments, remarks, …
15 load out
ETTE test v0_82
Pagina 46 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft
Result test ETTE safety certificate(return document to assessment center)
The candidate: Tested at:
Masters all competences and passed the test
Did not pass the test
Has shown to master the competences of the asignments below
test
portfolio
1.1 load in
1.2 fit up and rig
1.3 riser
1.4 height
1.5 load out
Advise
Learning advise
Guidance advice
Remarks / attention points
Assessor 1 (name and signature) Assessor 2 (name and signature)
30 result
ETTE test v0_82
Pagina 47 van 47
13/06/2017
Procedure manual
ETTE safety Certificate draft