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COMPETENCE HOW DO WE KNOW WHEN WE GET THERE? SUSAN THOMAS ART MA POLQM QUALITY FORUM OCTOBER 2013
COMPETENCE 2 OBJECTIVES Definition of Competence The Learning Model Assessment Levels Assessment Tools
COMPETENCE DEVELOP OVER TIME Knowledge Training Experience Competence LEARNING ORGANIZATIONS ARE HIGH IN COMPETENCE
COMPETENCE 4 FUNDAMENTAL TO PROFESSIONALISM KNOWLEDGE, SKILLS AND … Abilities or Attitudes Synergy
COMPETENCE IS … 5 THE WHAT … WHERE … WHEN … WHY … HOW …
THE LEARNING MODEL 6 THE CONSCIOUS COMPETENCE LEARNING MODEL 1.UNCONSCIOUS INCOMPETENCE 2.CONSCIOUS INCOMPETENCE 3.CONSCIOUS COMPETENCE 4.UNCONSCIOUS COMPETENCE 5.COMPLACENCY
ASSESSMENT LEVELS 7 ASSUMPTIONS: EXPECTATIONS DEFINED/ MEASUREABLE TRAINING FACILITATES COMPETENCE COMMITMENT TO SELF ASSESSMENT, SELF-DIRECTED LEARNING AND NEW SKILLS DEVELOPMENT
ASSESSMENT LEVELS 8 NOVICE RULE-BASED BEHAVIOUR SELF ASSESSMENT/COMPETENCE ASSESSMENT BASED ON CONFORMING TO RULES
ASSESSMENT LEVELS 9 EXPERIENCED BEGINNER INCORPORATES CONTEXT, ENVIRONMENT, LIMITED EXPERIENCE, SITUATIONAL LEARNING CONCERNED ABOUT LOOKING STUPID/MAKING MISTAKES COULD BE DEEMED ‘MARGINALLY’ COMPETENT
ASSESSMENT LEVELS 10 INITIAL COMPETENCE FOCUSES ON PROCESS AND TASKS HEAVY CONSCIOUS INVOLVEMENT
ASSESSMENT LEVELS 11 PROFICIENT PERCEIVES SYSTEM AS A WHOLE SYNERGY INCORPORATES CRITICAL THINKING, PROBLEM SOLVING; INTEGRATES JUDGEMENT
ASSESSMENT LEVELS 12 NOVICE EXPERIENCED BEGINNER INITIAL COMPETENCE PROFICIENCY EACH STAGE HAS ITS OWN COMPETENCE OBJECTIVES
ASSESSMENT TOOLS 13 FOR ASSESSMENT AND REASSESSMENT MEASURE OBJECTIVES ACROSS FULL SCOPE OF EXPECTATIONS…KNOWLEDGE, SKILLS, ABILITIES USE ACTION WORDS NOT JUST TASKS
ASSESSMENT TOOLS 14 CSLI GP-21 Policies, Processes and Procedures for Competence Assessment and Re-assessment KNOWLEDGE TRAINING EXPERIENCE COMPETENCE
ASSESSMENT TOOLS 15 QUIZZING – VERBAL AND WRITTEN THEORY TECHNIQUE/SKILLS INTERPRETATION PROBLEM-SOLVING/CRITICAL THINKING INTERPERSONAL SKILLS SAFETY/QUALITY/ENVIRONMENT/SYSTEM
ASSESSMENT TOOLS 16 DIRECT OBSERVATION CHECKLIST LEARNER, TRAINER, ASSESSOR EXPLICIT BEHAVIOR-ORIENTED OBJECTIVES MEASURABLE SAFETY
ASSESSMENT TOOLS 17 MONITORING RESULTS, REPORTS, RECORDS, RESPONSE TO ISSUES QC, EPT RE-TESTING OR BLIND SAMPLES NON-CONFORMIING EVENTS MAINTENANCE RECORDS
SUMMARY 18 WHAT? WHERE? WHEN? WHY? HOW? IT’S A LOT OF WORK TO DO RIGHT … BUT COMPETENCE ASSESSMENT IS A KEY DRIVER OF QUALITY!
19 THANK YOU!
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