Chapter 3 - 8
22.1.
Determine the outcomes that can/should be taught on the course and those
which are better suited to workplace or academic learning.
22.2.
Determine the most appropriate methods of training and assessing a learner to
achieve the desired outcomes, e.g. practical lessons in applying particular techniques
that the learner will be expected to use in the workplace; theory lessons in the
underlying legislation/regulations/organisational procedures for the activities the
learner will undertake.
22.3.
Sequence the learning outcomes into a syllabus so that a learner builds their
knowledge, skills and understanding of acceptable behaviours and attitudes in their
field of endeavour.
22.4.
Draft the lesson plans to match the syllabus.
22.5.
Write or obtain suitable training materials to support the training and
assessment.
22.6.
Determine the skillsets and number of instructors and assessors required to
deliver the training.
22.7.
Write the Assessment Strategy, Assessment Specification and assessment
materials for the course.
THE EVENT HORIZON EXPERIENCE
23.
After mapping the existing courses to NOS, it was time for the owner of the training
requirement, BECTU, to work with Event Horizon to set down exactly what the expectations are
for each grade.
24.
The nature of work in this part of the explosives industry is that individuals move around a lot,
working on location almost anywhere on the globe. Despite this constraint, Event Horizon did
receive agreement that a three-tier qualifications framework should meet their requirement.
25.
Event Horizon approached HSQ to determine the most appropriate way to deliver the
framework – bespoke or recognised qualifications. BECTU’s aspiration to enable their qualified
members’ credentials to have value in the wider industry and in the eyes of the authorities, plus
deeper consideration of the need for each qualification to demonstrate the capability of the
individual in the most efficient way, led to the conclusion that the industry-recognised
qualifications fit the bill.
26.
Event Horizon confirmed this conclusion with BECTU and pressed on with the development of
their Qualifications Centre and the redesign of their training courses and the associated
assessment strategies to deliver the knowledge requirements and some of the performance
criteria for these qualifications:
Chapter 3 - 9
26.1.
Level 4 Diploma in the use of explosives in the entertainment industry - HSQ code:
Q10-C2-003.
26.2.
Level 3 Diploma in the use of explosives in the entertainment industry - HSQ code:
Q10-D3-002.
26.3.
Level 2 Certificate in the use of explosives in the entertainment industry - HSQ code:
Q10-D4-001.
Chapter 5 - 1
CHAPTER 4 – MAPPING A ROLE PROFILE AGAINST THE STANDARDS
1.
In this chapter, we will give you a handrail to create Role Profiles for you or your staff. Such a
role profile is important in pretty much every way that you might want to implement the
occupational Standards because it is a simple document that ties the abstract Standards to the
physical person.
2.
The English language is quite sparse in words relating to jobs, roles, tasks and other work
activities, hence the common interchangeability of the phrases ‘job description’ and ‘role profile’
and the possibilities for confusion. For the purposes of this book, we will understand the
difference between a job description and a role profile in this context:
2.1.
A job description will include all the tasks that a person is expected to do in the course of
their lawful duties; it can also include a description or list of the personal attributes
expected.
2.2.
A Role Profile in this context is a detailed list of the activities that the incumbent is
expected to be able to perform, that conform to the performance and knowledge criteria
for each relevant occupational standard.
Figure 9. Role Profiling Process
Chapter 5 - 2
3.
As you will see from the examples in this chapter, it is entirely possible, maybe even inevitable in
a small/medium enterprise where staff are increasingly likely to be multi-skilled, that a job
description will incorporate a number of different roles and therefore require a suite of role
profiles.
4.
There are two possible approaches and the complete process is pictured in the flow chart at
Figure 1.
5.
Bottom-up, documentary approach:
5.1.
Design a new job description or take the existing job description
5.2.
Break it down into activities and personal attributes
5.3.
Ignore the personal attributes
5.4.
Compare each line of the activities list against a list of occupational standards
5.5.
When you find a match, open up the detailed occupational standard and decide whether
the job holder is required to conduct all of the performance criteria and to know and
understand all of the knowledge criteria listed.
5.5.1.
YES – this Standard is relevant and can be annotated as such
5.5.2.
NO – this standard is not relevant and either the job description needs to be modified
to meet the criteria or the search for a proper match resumed.
6.
Top-down, observational approach:
6.1.
Select a worker to observe
6.2.
Arrange to visit them at their place of work
6.3.
Interview to allow them to explain all the things that they do:
6.3.1.
Tick off Standards as the interview progresses
6.3.2.
Clarify points against the Standards
6.4.
Observe them at work over a couple of visits, to ensure that you have captured all of their
working activities, capturing Standards as you see them being used
6.5.
Ask their supervisor and/or manager for an explanation of what they expect from the
worker, capturing Standards as they come to light.
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