員工素質(zhì)模型3

NationalOccupationalStandardsforAppliedPsychology

-whoiscompetenttodowhat?RayMillerChair,ProfessionalPracticeBoard,BPSFebruary20041RayMiller:NOSFebruary20042RayMiller:NOSAshorthistorylesson1990-feasibilityprojectforoccupationalstandardsinLevel5NVQ/SVQMid90’s-Level5NVQexemplarproject1998-NationalOccupationalStandardsforAppliedPsychology(Generic)NoapprovalsoughtforNVQ/SVQsNOSbasisfordefiningcompetence2001-ReviewofNOSFebruary20043RayMiller:NOSWhyOccupationalStandards?EuropeanharmonisationGovernmenttrainingandeducationagendaEmployers'needforcompetenceProfessionalselfregulationDevelopmentoftrainingoptionsStatutoryRegulationContinuingprofessionaldevelopmentRe-accreditationFebruary20044RayMiller:NOSWhatiscompetence?Theassurancethatanindividualcancompleteaspecifiedtasktotherequiredstandard.Knowledge+

Skills+

SupervisedPractice+ReviewFebruary20045RayMiller:NOSKeyPurposeTodevelopandapplypsychologicalprinciples,knowledge,modelsandmethodsinanethicalandscientificwayinordertopromotethedevelopment,wellbeingandeffectivenessofindividuals,groups,organizationsandsocietyFebruary20046RayMiller:NOSKeyRolesFebruary20047RayMiller:NOSModelfordevelopmentFebruary20048RayMiller:NOSAcquiringcompetenceOccupationalCompetence RequiredPerformance -what? OccupationalContext -where?LearningSpecification Knowledge SkillsAssessmentSpecification EvidenceRequirements-portfolio AssessmentStrategy-methods/criteriaFebruary20049RayMiller:NOSTrainingCompetencebasedMapsrequirementsfordifferentDivisionsFitscorecompetenciesmodel(ratherthancoreplacement)Greaterflexibilityinapproach(routes/levels)Possibilityofmodular/inservice/parttimeConsistentandcoherentacrossroutesProvidescomparisonsacrossDivisionsFebruary200410RayMiller:NOSProfessionalregulationSetsminimumstandardforChartering/StatutoryRegulationSpecificationoflimitsofcompetenceExplicitcriteriaforre-accreditationAccreditationofotherlearningandexperience(e.g.overseastraining)BoundarieswithotherprofessionsFebruary200411RayMiller:NOSContinuingprofessionaldevelopmentSetsstandardformaintainingcompetenceComparisonbetweenpreviousstandardsandcurrentrequirementsAdditionalcompetenciesorcontextscanbeacquired(e.g.Management/Teaching)ClearrelationshipbetweenCPDandservicerequirements(andpay?AgendaforChange)Lateraltransfer-careerchange-explicitrequirementsFebruary200412RayMiller:NOSEmploymentUnderstandingjobroles(andpay?)BasisforjobspecificationBasisforemployeespecification/recruitmentTemplateforservicerelateddevelopmentandtrainingManagementofskillmixandgovernanceWorkforceplanning/forecastingWorkforcedevelopment(PDP)February200413RayMiller:NOSWheredowegofromhere?FinalGenericStandardsavailablefromBPSDivisionsmapexistingtrainingrequirementstoStandardsWhatisthesame?Whatisdifferent?AgreeingterminologyStandardisingthebenchmarks/assessmentDoweneedDivisions?Whoiscompetenttodowhat?February200414RayMiller:NOSSixstepprogramContextualiseNOS/languagesimplificationExpressqualificationsinNOStermsCourseaccreditationcriteriainNOStermsDevelopNOSascriteriaforregistration(consultationwithHPC)DevelopsoftwaretoprovideeasyaccesstostandardsandapplicationsCPD““outputs””project––linktoNOSFebruary200415RayMiller:NOSWhoiscompetenttodowhat?IncreasingconvergenceofcompetenceacrosssomeDivisions(DCP,DCoP,DHP)Developmentofmodular,extended,partial,sharedtrainingImpactofCPD––careerpathwaySafepracticeorgoldstandard?D