Transcript Recognising Competency

“By 1 January 2007, all RTOs and
assessment centres in receipt of
public funds will have contractual
obligations to offer all workers
entering training, who are not new
entrants to the labour market, a
quick and simple process to
recognise their skills”
Council of Australian Governments Feb 2006
www.recognisingcompetency.org.au
RPL is not
just
collecting
and sorting
paper
www.recognisingcompetency.org.au
RPL is not
being a
gatekeeper
of
competency
www.recognisingcompetency.org.au
RPL is not
just ticking
boxes
Compet Element Perf
Knowency
Criteria ledge
Element Perf
Know- Compet
Criteria ledge
ency
Element Compet Element Perf
ency
Criteria
Perf
Element Know- Element
Criteria
ledge
Know- Perf
Compet Knowledge
Criteria ency
ledge
www.recognisingcompetency.org.au
A professional judgement
The Connoisseur Assessor
“I can smell
competency”
RPL Assessor
www.recognisingcompetency.org.au
Dangers
 Complexity
 Uncertainty
 Unrealistic expectations
www.recognisingcompetency.org.au
Danger 1- Complexity
 Complex referral
 Uncertain process
 Multiple processes
www.recognisingcompetency.org.au
www.recognisingcompetency.org.au
www.recognisingcompetency.org.au
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?
www.recognisingcompetency.org.au
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 dissatisfaction
 Potential assessor dissatisfaction
www.recognisingcompetency.org.au
Challenges to overcome
Perceptions
Percentages
Paradigms
www.recognisingcompetency.org.au
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?
www.recognisingcompetency.org.au
Percentages
•
•
•
•
Competency silos
80 % competent
=not yet competent
Validation pathway
– Recognise the
known
• Developmental
pathway
– Learn the unknown
www.recognisingcompetency.org.au
100
80
60
40
20
0
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
www.recognisingcompetency.org.au
Respect for Experiential Learning
Understanding the mature aged
workers skills and abilities
www.recognisingcompetency.org.au
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
www.recognisingcompetency.org.au
• 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
www.recognisingcompetency.org.au
Experiential learning process
• Learners construct their own experience
• Learning is a holistic experience
• Learning is socially and culturally
constructed
• Learning is influenced by the socioemotional 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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The
Confident
Self
 Area of free
activity
 Self confident
 Competent
 Public
 Will seek RPL
I know I know
I know
Confident
Self
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Open to
learn
 Recognise
boundaries
 Will seek
training
 Mentor
 Self directed
 Formal
I know
I know
Confident
Self
www.recognisingcompetency.org.au
I don’t know
Open to
learn
Unconscious
Competence
I know
I know
 Not confident
 Unnamed skill
 Common sense
 In wrong box
Private
experience
I don’t know

Confident
Self
Unconscious
competence
www.recognisingcompetency.org.au
I don’t know
Open to
learn
Dangerous
I know
I know
I don’t know
 Don’t recognise
boundaries
 Pub expert
 Once knew, but
times have
changed
 Need to unlearn
I don’t know
“It ain't what you don't know
that gets you into trouble.
Confident
Open to
It's what you know for sure that
Self
learn
just ain't so.”
Mark Twain
Unconscious
competence
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Dangerous
I identify
training need
I seek to learn
Open to
instruction
I don’t know
With
opportunity
Known to others
I know
I don’t know
Confident
Open to
Confident Self Blind Area
Self
learn
Unconscious
competence
www.recognisingcompetency.org.au
Dangerous
I know
With
feedback
I know
I don’t know
I can do that
Named skill
More confident
From private
experience to
public
competence
I don’t know
Confident
Self
Confident
Self
Open to
learn
Hidden
Unconscious
competence
Dangerous
www.recognisingcompetency.org.au
The learning/
recognition
environment
I know
I know
I don’t know
Reframed
Affirmed
Confident
Competent
Connected
Growing
Confident
Self
Confident
Self
Hidden
Unconscious
competence
www.recognisingcompetency.org.au
I don’t know
Open to
Blind Area
learn
Dangerous
Design
Form follows function
A sound methodology
A role worthy of my time
A familiar process of inquiry
www.recognisingcompetency.org.au
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
www.recognisingcompetency.org.au
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
www.recognisingcompetency.org.au
Six Steps to Recognition
Briefing
Organisation and
candidate receive
briefing on process
and requirements
•
•
•
•
•
•
1.
Planning
Interview
2.
Evidence
Gathering
3.
Assessment
Interview
Develop
partnership and
assessment plan
Secondary sources
focus
Essential
knowledge focus
Make
recommendation.
Optional
Recording
Create primary
source, record
Supported process
Paper work minimised
Interview and observation driven
Generates evidence
Developmental & validation pathways
Empowering
www.recognisingcompetency.org.au
Evaluation
Debrief candidate
receive feedback,
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
www.recognisingcompetency.org.au
Empowerment
 Knowing what comes next
 Predicting what comes next
 Control of process
 Control of pace
 Knowing what’s expected of me
 Building confidence
www.recognisingcompetency.org.au
Evidence
 Expanding our views of evidence
www.recognisingcompetency.org.au
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.
www.recognisingcompetency.org.au
Skills Audit
• Candidate
• 3rd Party
• Performance
Criteria level
• 5 point scale
www.recognisingcompetency.org.au
3rd Party
Details
• How well do you
know the
candidate’s work?
• How well do you
know the
competencies?
• Relationship to
Candidate?
www.recognisingcompetency.org.au
Competency
clusters
• Program &
service delivery
• Communication
• Workplace
• Health, safety
& hygiene
www.recognisingcompetency.org.au
Program & Service
Delivery
Communication
Health, safety
& hygiene
Workplace
www.recognisingcompetency.org.au
Program & Service
Delivery
Communication
Health, safety
& hygiene
Workplace
• Client focus
• Health &
safety
www.recognisingcompetency.org.au
Sa f
ety
lth &
Knowledge
focus
• Sector focus
Communication
Law, Regulation, Policy
Sector
• Law, regulation &
policy
Program & Service
Delivery
Hea
Essential
Knowledge
Clusters
Client focus
Health, safety
& hygiene
Workplace
egu
o
Kn
licy
dg
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w
C
www.recognisingcompetency.org.au
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Health & Safet
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Sect
Law
on
lati
s
Lines of
inquiry
• Promoting
health, safety &
wellbeing
www.recognisingcompetency.org.au
Sa f
ety
lth &
Knowledge
Client focus
Health, safety
ed
e
& hygiene
nn
nc
focus
• Responding to
challenges
Law, Regulation, Policy
Sector
• Exploring the
routine & planned
Communication
Hea
• Clarifying
experience
Program & Service
Delivery
Workplace
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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
www.recognisingcompetency.org.au
www.recognisingcompetency.org.au
www.recognisingcompetency.org.au