1. Research results Julie Collareda 15/9/06

2. Culture  Education model rather than enhancing workplace performance Purpose of recognition  Everyone should undertake full training  TAFE provider of learning  What constitutes appropriate evidence

3. Processes Prior to enrolment OH&S requirements Audit considerations Wanting to provide recognition and the need for compliance Understatement of recognition Impact on the size of a section and grading of jobs

4. Hidden recognition Bateman 2006

5. Bateman (2006) “…RPL is an assessment and needs to be included within the broader framework of assessment, and be bound by the same principles and rules of evidence and quality assurance arrangements as other assessments. As such RPL should have parity of esteem with other forms of assessment”.

6. Brian Spencer (2006) Recognition is presented as complex, costly and controversial. Attending classes is presented as simple, cheap and popular. Recognition: same as job application? –Position description –Application –Interview –Referees

7. Model Briefing Planning interview Evidence gathering Assessment interview Optional recording Evaluation

8. Why do it differently Teaching practice Learning theories Experiential learning Fits modern business practice –Appreciative inquiry –Behavioural interviews –360 degree feedback

9. Appreciative Inquiry Appreciative Inquiry is an approach … based on strengths rather than weaknesses, on a vision of what is possible rather than an analysis of what is not. (Cooperrider cited in Mitchell & McKenna 2006)

10. Professional judgment What we must never forget is that assessment … is about a judgment of a learners’ knowledge and skills and ultimately the extent of their learning. Assessment … can be diagnostic, formative and summative. Assessment in its broadest sense needs to be part of the teaching and learning program/plan and should be integrated to provide critical information and feedback to the trainers and the Learners (Bateman 2005).

11. Assessors Assessors involved in RPL need to be: –Accepting of the concept of RPL –Be highly skilled in their vocational field –Have industry ‘currency’ and be conversant with the Training Package –Be highly skilled assessors and assessment tool developers –Have confidence in their judgements. (Bateman 2006)

12. Conclusions? Model? What do we have to change? Recognising professional practice Skills of assessors