2Agenda Challenges of RPL Issues of RPL Administration of RPL Visualising competencyUnits of competencyRules of EvidenceHow much is enough evidence?What about employability skills and dimensions of competencyThe importance of good documentationDeveloping RPL toolsWelcome guests to the Chisholm awareness DayIntroduce Directors and yourselfPurpose of the session – Raising awareness of Chisholm with all staffRPL is a Key focus of Chisholm’s 2011 Teaching & Learning PlanOpportunity for Institute to ensure that everyone is on the same the same timeAcknowledge wealth of experience in the room support for everyone to further improve what they do
3RPL Myths It is easier/better to do the course than to RPL If you haven’t sat in my class you haven’t learnt anything!RPL dilutes the qualificationYou need three pieces of evidence for each performance criteriaAll that paperwork!*MC please insert the Director’s name and don’t forget to include yourself.*Welcome guests to the Chisholm awareness DayIntroduce Director and yourselfPurpose of the session – Raising awareness of Chisholm with all staff
4RPL BarriersTeacher/assessor reluctance, lack of confidence in their judgement of competency through RPL and fear that RPL will reduce class numbers and cause job lossesOver-the-top evidence requirements (massive historical paper-chase)Invalid, inflexible and unreliable processes and RPL documentsLack of RPL resources and common understanding of RPL in RTOMCRead agenda items
5Worries about compliance requirements Students not well supported through RPL (high non-completion)Income or not?Assessors not given time to manage RPL candidates
6What are the RPL issues for you and your learners?
7Credit Transfer and RPL If a student has completed modules or competencies that are the same or deemed equivalent, either in a different course, or at another registered education provider, locally or internationally, they may be eligible for a credit transfer.RPL:A student may be eligible for Recognition of Prior Learning. (RPL), if they meet the requirements for the modules or competencies based on any formal or informal education they have completed together with life and work experience.
8Visualising Competency What does a competent person look like in the workplace?What is in the unit of competency?Critical evidence criteriaElements and performance criteriaRequired Skills and KnowledgeRange statementEmployability skillsDimensions of competency
9Visualising Competency Rules of EvidenceValidCurrentSufficientAuthenticPrinciples of AssessmentValidReliableFlexibleFairEmployability SkillsCommunicationTeamworkProblem SolvingInitiative and EnterprisePlanning and OrganisingSelf-managementLearningTechnologyDimensions of CompetencyTask SkillsTask Management SkillsContingency Management SkillsJob role Environment Skills
10The RPL Journey So, a student comes to the desk… Does the frontline staff member have appropriate RPL information about your course/unit?Is the student a good candidate for RPL? (who decides?)How much information does the candidate need?How much support do they need to successfully complete?What happens if they can’t collect evidence?
11Seven Questions to Competency Visualising competencyWhat does a competent person look like in the workplace?
12Seven Easy Questions To Competency What do I need as evidence? What questions capture the essence of the unit?What benchmarks responses will I need from the candidate?MCRead agenda items
137 Easy Questions What activities could I ask the candidate to perform? What behaviours would I need to see demonstrated?How do I map the full requirements of the unit?*******MCRead agenda items
14Mapping Ensure: RPL evidence is mapped to the Unit requirements That requirements are at the correct AQF levelThat evidence adheres to the Rules of EvidenceThat documents fulfil the AQTF requirements
154 Evidence Filters - types of evidence ApplicationCompetency conversationThird party verificationand/orPractical demonstrationApplication (evidence could be flimsy, so can move to other forms of evidence)Competency conversation looking at unit of competency and then being able to summarise the essence in one or two questions ‘how did you?’ Not ‘what did you?’Practical demonstration essential to have the rpl tools to record thisThird party verification
16What is good evidence? Filter 1 – Application evidence Evidence can be anything that demonstrates competency:DocumentsAudio filesVideosPhotosWhat about:a picture of a cake?A piece to taste the cake?A picture of an engine?
17Okay, so the application evidence is not quite enough Filter Number 2 -Competency ConversationDevelop a couple of really broad questionsHow did you? (not - what did you?)Some follow up questionsWhat responses might you need (some key words/phrases)
18Competency Conversation Conversation takes placeKey questions asked and responses givenAssessor leads the interviewAssessor records notes of conversation (or records with permission of candidate) – makes notes on checklistResults recorded and advised to candidateFollow up as required · The assessor and the candidate conduct a competency conversation, which may be face-to-face, by phone or video conference· The conversation is led by the assessor and is guided by the key questions (and key concepts in responses) prepared beforehand· The conversation is intended to help the candidate recall examples of their knowledge and skills demonstrated in their work environment· The assessor should note responses to the questions and probe further when required to gather enough evidence to enable a judgement to be made· Records of the conversation is essential to aid the assessor making judgement and for audit purposes
19Still not sure of their competency Still not sure of their competency? Filter 3 and 4 - Third party and practical demonstrationCan they obtain third-party evidence? (from employers or supervisors)Yes, it is okay to follow this upThird party in isolation is not enough evidenceOr maybe it would be best if they just show you how they do it?Set up a Challenge Test but ensure you have an observation checklist to record the result
20Documentation Yes, you will need: You should retain: An RPL applicationInformation for the candidate on evidence required (make it readable, no jargon and don’t just copy and paste the elements/performance criteria)You should retain:Your notes on their evidence and result/feedbackDocuments used to gather evidence (such as competency conversation questions, observation checklist, etc)Mapping to the units/modulesAn assessment record sheetNo, you do not retain:Their evidence portfolio unless local instructions say otherwise
21Documentation Information for candidates Evidence requirementsSelf assessment toolRPL process informationMapping of unit to evidence (LAP)Assessment ToolsCompetency conversation questionsChecklists for observation or challenge testsTemplates for you to keep notesContact recordPathway / training plan for the candidate