National Occupational Standards for Applied Psychology - who is competent to do what? Ray Miller Chair, Professional Practice Board, BPS February 2004 Ray Miller: NOS 1 February 2004 Ray Miller: NOS 2 A short history lesson • 1990 - feasibility project for occupational standards in Level 5 NVQ/SVQ • Mid 90’s - Level 5 NVQ exemplar project • 1998 - National Occupational Standards for Applied Psychology (Generic) • No approval sought for NVQ/SVQs • NOS basis for defining competence • 2001 - Review of NOS February 2004 Ray Miller: NOS 3 Why Occupational Standards? • European harmonisation • Government training and education agenda • Employers' need for competence • Professional self regulation • Development of training options • Statutory Regulation • Continuing professional development • Re-accreditation February 2004 Ray Miller: NOS 4 What is competence? The assurance that an individual can complete a specified task to the required standard. Knowledge + Skills + Supervised Practice + Review February 2004 Ray Miller: NOS 5 Key Purpose • To develop and apply psychological principles, knowledge, models and methods in an ethical and scientific way in order to promote the development, wel being and effectiveness of individuals, groups, organizations and society February 2004 Ray Miller: NOS 6 Key Roles February 2004 Ray Miller: NOS 7 Model for development February 2004 Ray Miller: NOS 8 Acquiring competence • Occupational Competence Required Performance - what? Occupational Context - where? • Learning Specification Knowledge Skills • Assessment Specification Evidence Requirements - portfolio Assessment Strategy - methods/ criteria February 2004 Ray Miller: NOS 9 Training • Competence based • Maps requirements for different Divisions • Fits core competencies model (rather than core placement) • Greater flexibility in approach (routes/ levels) • Possibility of modular/ in service/ part time • Consistent and coherent across routes • Provides comparisons across Divisions February 2004 Ray Miller: NOS 10 Professional regulation • Sets minimum standard for Chartering/ Statutory Regulation • Specification of limits of competence • Explicit criteria for re-accreditation • Accreditation of other learning and experience (e.g. overseas training) • Boundaries with other professions February 2004 Ray Miller: NOS 11 Continuing professional development • Sets standard for maintaining competence • Comparison between previous standards and current requirements • Additional competencies or contexts can be acquired (e.g. Management/ Teaching) • Clear relationship between CPD and service requirements (and pay? Agenda for Change) • Lateral transfer - career change - explicit requirements February 2004 Ray Miller: NOS 12 Employment • Understanding job roles (and pay?) • Basis for job specification • Basis for employee specification/ recruitment • Template for service related development and training • Management of skil mix and governance • Workforce planning/ forecasting • Workforce development (PDP) February 2004 Ray Miller: NOS 13 Where do we go from here? • Final Generic Standards available from BPS • Divisions map existing training requirements to Standards • What is the same? What is different? • Agreeing terminology • Standardising the benchmarks/ assessment • Do we need Divisions? • Who is competent to do what? February 2004 Ray Miller: NOS 14 Six step program • Contextualise NOS/ language simplification • Express qualifications in NOS terms • Course accreditation criteria in NOS terms • Develop NOS as criteria for registration (consultation with HPC) • Develop software to provide easy access to standards and applications • CPD “outputs” project – link to NOS February 2004 Ray Miller: NOS 15 Who is competent to do what? • Increasing convergence of competence across some Divisions (DCP, DCoP, DHP) • Development of modular, extended, partial, shared training • Impact of CPD – career pathway • Safe practice or gold standard? • Do adjectival t

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