Trainers may require learners to undertake research activities, including online research, to gather information or further understanding about a specific subject area. Competency Based Assessment (CBA) Principle of Competency Based Assessment Competency based assessment is aimed at compiling a list of evidence that shows that a person is competent in a particular unit of competency. Competencies are gained through a multitude of ways including: Training and development programs Formal education Life experience Apprenticeships On-the-job experience Self-help programs. All of these together contribute to job competence in a person. Ultimately, assessors and participants work together, through the ‘collection of evidence’ in determining overall competence. This evidence can be collected: Using different formats Using different people Collected over a period of time. The assessor, who is ideally someone with considerable experience in the area assessed, reviews the evidence and verifies the person as being competent or not. Flexibility in Assessment Whilst allocated assessment have been identified for this subject, all attempts are made to determine competency and suitable alternate assessment tools may be used, according to the requirements of the participant. The assessment needs to be equitable for all participants, taking into account their cultural and linguistic needs. Competency must be proven regardless of: Language Delivery Method Assessment Method. Assessment Objectives The assessment tools used for subjects are designed to determine competency against the ‘elements of competency’ and their associated ‘performance criteria’. The assessment tools are used to identify sufficient: Knowledge, including underpinning knowledge Skills
Element 3: Deliver training sessions Confirm attendance of learners at the training session Prepare the training for the training session Introduce training topic to learners Explain the training and assessment activities involved in the training session Present training session Provide opportunities for learners to practice skills Provide feedback to learners Ensure safety of learners during training delivery and practice Reviewing data contained in workplace performance systems/databases Reviewing application forms and resumes Seeking input from managers, supervisors and co-workers Obtaining feedback from customers Checking currency of qualifications, certificates and licenses Identifying individual learner preferences for training delivery Assessing the level of literacy and numeracy amongst the target group Identifying individual differences that exist amongst the potential learners such as: Gender, age of motivation Level of literacy and numeracy, or language issues Out-of-work commitments that could impinge on availability for training Personal confidence Previous engagement with training and the levels of success achieved Experience/length of time in the job/industry Physical or mental disabilities Cultural issues Educational background. Identify required competencies may include: Reviewing relevant training programs Verifying plans for the business Reviewing relevant policies and procedures
Activity – Activity Pick a range of competencies for different departments and identify standards of performance for each? Where have these standards come from? Slide Slide No Trainer Notes Activity – Activity Based on the standards of performance identified in the last slide, ensure they are measurable. Slide Slide No Trainer Notes Class Activity – Questions Where do these standards come from? Slide No Trainer Notes Class Activity – Questions Where else can performance standards come from?
Class Activity – Questions What performance standards could you develop for these areas? No Trainer Notes Activity – Questions What performance standards could you develop for these areas? No Trainer Notes Class Activity – Questions What are examples of behavioural standards? Can they be trained? Which ones would need to be documented? When are these communicated with staff? are assumed? What happens if these are not followed? Slide Slide No Trainer Notes Class Activity – Questions What job behaviour standards could you develop for staff? What specific standards could be put in place?
No Trainer Notes Class Activity – Question Answer the question in the slide. Slide No Trainer Notes Activity – Discussion Explain the importance of task functions. Slide No Trainer Notes Class Activity – Discussion Explain the importance of these task functions. Slide No Trainer Notes Class Activity – Discussion Explain the importance of these maintenance functions. Maintenance functions ‘Maintenance’ functions centre on ensuring the learners continue to work harmoniously and that are good working relationships among all participants. This includes your being involved in: Provision of positive feedback to learners – to help keep them interested, engaged and motivated Giving encouragement – either verbally or non-verbally.
Slide Slide No Trainer Notes Class Activity – Questions How do you communication using written explanation correctly? Slide No Trainer Notes Class Activity – Questions What other tips would you recommend? Slide No Trainer Notes Class Activity – Questions What tips would you recommend? Slide Slide No Trainer Class Activity – Questions What other tips would you recommend? Slide