《员工素质模型(英文版)ppt课件.ppt》由会员分享，可在线阅读，更多相关《员工素质模型(英文版)ppt课件.ppt（16页珍藏版）》请在三一办公上搜索。
1、February 2004,Ray Miller: NOS,1,National Occupational Standards for Applied Psychology- who is competent to do what?,Ray MillerChair, Professional Practice Board, BPS,February 2004,Ray Miller: NOS,2,A short history lesson,1990 - feasibility project for occupational standards in Level 5 NVQ/SVQMid 90
2、s - Level 5 NVQ exemplar project1998 - National Occupational Standards for Applied Psychology (Generic)No approval sought for NVQ/SVQsNOS basis for defining competence2001 - Review of NOS,February 2004,Ray Miller: NOS,3,Why Occupational Standards?,European harmonisationGovernment training and educat
3、ion agendaEmployers need for competenceProfessional self regulation Development of training optionsStatutory RegulationContinuing professional developmentRe-accreditation,February 2004,Ray Miller: NOS,4,What is competence?,The assurance that an individual can complete a specified task to the require
4、d 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, well being and effectiveness of individuals, gr
5、oups, 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 CompetenceRequired Performance - what?Occupational Context - where?Learning SpecificationKnowledgeSkillsAs
6、sessment SpecificationEvidence Requirements - portfolioAssessment Strategy - methods/ criteria,February 2004,Ray Miller: NOS,9,Training,Competence basedMaps requirements for different DivisionsFits core competencies model (rather than core placement)Greater flexibility in approach (routes/ levels)Po
7、ssibility of modular/ in service/ part timeConsistent and coherent across routes Provides comparisons across Divisions,February 2004,Ray Miller: NOS,10,Professional regulation,Sets minimum standard for Chartering/ Statutory RegulationSpecification of limits of competence Explicit criteria for re-acc
8、reditation 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 competenceComparison between previous standards and current requirementsAdditional co
9、mpetencies 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 s
10、pecificationBasis for employee specification/ recruitmentTemplate for service related development and trainingManagement of skill mix and governanceWorkforce planning/ forecastingWorkforce development (PDP),February 2004,Ray Miller: NOS,13,Where do we go from here?,Final Generic Standards available
11、from BPSDivisions map existing training requirements to StandardsWhat is the same? What is different?Agreeing terminology Standardising the benchmarks/ assessmentDo we need Divisions?Who is competent to do what?,February 2004,Ray Miller: NOS,14,Six step program,Contextualise NOS/ language simplifica
12、tionExpress qualifications in NOS termsCourse accreditation criteria in NOS termsDevelop NOS as criteria for registration (consultation with HPC)Develop software to provide easy access to standards and applicationsCPD “outputs” project link to NOS,February 2004,Ray Miller: NOS,15,Who is competent to
13、 do what?,Increasing convergence of competence across some Divisions (DCP, DCoP, DHP)Development of modular, extended, partial, shared trainingImpact of CPD career pathwaySafe practice or gold standard?Do adjectival titles reliably reflect competence?Need for the individual competence portfolio related to job requirements?,February 2004,Ray Miller: NOS,16,The competent psychologist,
