www.recognisingcompetency.org.au “by 1 january 2007, all rtos and assessment centres in receipt...
TRANSCRIPT
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“By 1 January 2007, all RTOs and assessment centres in receipt of public funds will have contractual obligations to offer all workers entering training, who are not new entrants to the labour market, a quick and simple process to recognise their skills”
Council of Australian Governments Feb 2006
quick and simple
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RPL is not just collecting and sorting paper
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RPL is not RPL is not being a being a
gatekeeper gatekeeper of of
competencycompetency
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RPL is not just ticking
boxes
Competency
Element Perf Criteria
Know-ledge
Element Perf Criteria
Know-ledge
Competency
Element Competency
Element Perf Criteria
Perf Criteria
Element Know-ledge
Element
Know-ledge
Perf Criteria
Competency
Know-ledge
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A professional judgement
The Connoisseur Assessor
“I can smell competency”
RPL Assessor
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Dangers
ComplexityUncertaintyUnrealistic expectations
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Danger 1- Complexity
Complex referralUncertain processMultiple processes
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Danger 2- Uncertainty
How will it happen?How much will it cost?What is required by me?
Candidate Assessor
What happens if there is a gap?
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Danger 3- Unreal expectations
How much potential RPL did the Skill Store identify?
How much RPL will the RTO identify?How big is the gap?Who gets to break the news?Potential candidate dissatisfactionPotential assessor dissatisfaction
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Challenges to overcome
PerceptionsPercentagesParadigms
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Perceptions• Complex
– Too much focus on the past– Time consuming– Confusing
• Costly– Too expensive– Not funded
• Controversial– What will the auditor say?– Will it have parity of esteem?
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Percentages• Competency silos• 80 % competent• =not yet competent• Validation pathway
– Recognise the known
• Developmental pathway– Learn the unknown
0
20
40
60
80
100
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Paradigms
• The power relationships are wrong– least powerful person made responsible
• Too much focus on the past
• Too much reliance on paper-based evidence
• Role of assessor miscast & devalued
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Respect for Experiential Learning
Understanding the mature aged workers skills and abilities
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Experiential Learning
“Insight gained through the conscious or unconscious internalisation of our own or observed interactions, which build upon our past experiences and knowledge”The Power of experiential learning, Beard and Wilson 2002
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• What I hear, I forget. • What I see, I remember. • What I do, I understand.
– Kung Fu Tzu (Confucius)
• I never teach my pupils; I only attempt to provide the conditions in which they can learn.
– Albert Einstein
• The only kind of learning which significantly influences behavior is self-discovered or self-appropriated learning - truth that has been assimilated in experience.
– Carl Rogers
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Experiential learning process
• Learners construct their own experience
• Learning is a holistic experience
• Learning is socially and culturally constructed
• Learning is influenced by the socio-emotional context in which it occurs– Using experience for learning, Boud & Walker 1993
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Kolb’s Experiential Learning Cycle
Experience in action
Observation & reflection
Theorising
Experiment & change
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I know
I kn
ow
I k
no
w
ConfidentSelf Area of free
activity Self confident Competent Public Will seek RPL
The Confident Self
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I know I don’t know
ConfidentSelf
Open tolearn
I kn
ow
Recognise boundaries
Will seek training
Mentor Self directed Formal
Open to learn
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I kn
ow
I d
on
’t k
no
w
ConfidentSelf
Unconsciouscompetence
I know
Not confident Unnamed skill Common sense In wrong box
Private experience
UnconsciousCompetence
Open tolearn
I don’t know
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I kn
ow
I know
ConfidentSelf
DangerousUnconsciouscompetence
Open tolearn
I don’t know
I d
on
’t k
no
w
Don’t recognise boundaries
Pub expert Once knew, but
times have changed
Need to unlearn
Dangerous“It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.”
Mark Twain
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Kn
ow
n t
o o
ther
s
I know
Confident Self
DangerousUnconsciouscompetence
Blind Area
I don’t know
I d
on
’t k
no
w
I identify training need
I seek to learnOpen to
instruction
Confident SelfOpen to
learn
With opportunity
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I kn
ow
I know
ConfidentSelf
DangerousHidden
Open tolearn
I don’t know
I d
on
’t k
no
w
I can do thatNamed skill More confidentFrom private
experience to public competence
ConfidentSelf
Unconsciouscompetence
With feedback
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I kn
ow
I know
ConfidentSelf
DangerousHidden
Blind Area
I don’t know
I d
on
’t k
no
wReframedAffirmedConfidentCompetentConnectedGrowing
ConfidentSelf
Unconsciouscompetence
The learning/recognition
environment Open tolearn
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Design
A sound methodology
A role worthy of my time
A familiar process of inquiry
Form follows function
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An approach that:
• values and empowers candidates• values the role of the assessor
• is strengths-based
• has validation and developmental pathways
• supports assessors making sound judgements
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Works with people as they
• define their own goals• demonstrate and discover their skills• develop action plans for addressing issues
they have identified• mobilise resources and build networks
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Six Steps to Recognition
• Supported process• Paper work minimised• Interview and observation driven• Generates evidence• Developmental & validation pathways• Empowering
Briefing
Organisation andcandidate receive
briefing on processand requirements
1.PlanningInterview
Developpartnership andassessment plan
2.EvidenceGathering
Secondary sourcesfocus
3.Assessment
InterviewEssential
knowledge focusMake
recommendation.
Optional
RecordingCreate primarysource, record
Evaluation
Debrief candidatereceive feedback,
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Supporting Documentation• Rationale
• Aim
• Roles of assessor
• Role of Candidate
• Agenda
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Empowerment
is the process of increasing the capacity of individuals or groups to make choices and to transform those choices into desired actions and outcomes.
Central to this process are actions which both build individual and collective assets, and improve the efficiency and fairness of the organizational and institutional context which govern the use of these assets.
» World Bank
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Empowerment
Knowing what comes nextPredicting what comes nextControl of processControl of paceKnowing what’s expected of meBuilding confidence
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Evidence
Expanding our views of evidence
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Employer Nomination
Form• Record of employer /
candidate details• Outline of employment
history• Candidate shares the
same job description as other workers who have the nominated qualification
• Considered to be operating at similar levels of competence.
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Skills Audit• Candidate• 3rd Party• Performance
Criteria level• 5 point scale
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3rd Party Details
• How well do you know the candidate’s work?
• How well do you know the competencies?
• Relationship to Candidate?
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Competency clusters
• Program & service delivery Program & ServiceDelivery
Communication
Workplace
• Communication
• Workplace• Health, safety
& hygiene Health, safety& hygiene
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Program & ServiceDelivery
Communication
Health, safety& hygiene Workplace
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Program & ServiceDelivery
Communication
WorkplaceHealth, safety& hygiene
Essential Knowledge
Clusters• Law, regulation &
policy
Law, Regulation, Policy
Knowledge
Hea
lth &
Saf
ety
Client focus
Sector focus
• Sector focus
• Client focus• Health & safety
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Law, Regulation, Policy
Knowledge
Law, Regulation, Policy
KnowledgeH
eal
th &
Saf
ety
Client focus
Sector focus
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Health, safety& hygiene
Lines of inquiry
• Clarifying experience
Program & ServiceDelivery
Communication
Workplace
Law, Regulation, PolicyLaw, Regulation, Policy
Knowledge
Hea
lth &
Saf
ety
Client focus
Sector focus
• Exploring the routine & planned
• Responding to challenges
• Promoting health, safety & wellbeing
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www.recognisingcompetency.org.au
“By 1 January 2007, all RTOs and assessment centres in receipt of public funds will have contractual obligations to offer all workers entering training, who are not new entrants to the labour market, a quick and simple process to recognise their skills”
Council of Australian Governments Feb 2006
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