员工素质模型

February2004RayMiller:NOS1NationalOccupationalStandardsforAppliedPsychology-whoiscompetenttodowhat?RayMillerChair,ProfessionalPracticeBoard,BPSFebruary2004RayMiller:NOS2February2004RayMiller:NOS3Ashorthistorylesson•1990-feasibilityprojectforoccupationalstandardsinLevel5NVQ/SVQ•Mid90’s-Level5NVQexemplarproject•1998-NationalOccupationalStandardsforAppliedPsychology(Generic)•NoapprovalsoughtforNVQ/SVQs•NOSbasisfordefiningcompetence•2001-ReviewofNOSFebruary2004RayMiller:NOS4WhyOccupationalStandards?•Europeanharmonisation•Governmenttrainingandeducationagenda•Employers'needforcompetence•Professionalselfregulation•Developmentoftrainingoptions•StatutoryRegulation•Continuingprofessionaldevelopment•Re-accreditationFebruary2004RayMiller:NOS5Whatiscompetence?Theassurancethatanindividualcancompleteaspecifiedtasktotherequiredstandard.Knowledge+Skills+SupervisedPractice+ReviewFebruary2004RayMiller:NOS6KeyPurpose•Todevelopandapplypsychologicalprinciples,knowledge,modelsandmethodsinanethicalandscientificwayinordertopromotethedevelopment,wellbeingandeffectivenessofindividuals,groups,organizationsandsocietyFebruary2004RayMiller:NOS7KeyRolesFebruary2004RayMiller:NOS8ModelfordevelopmentFebruary2004RayMiller:NOS9Acquiringcompetence•OccupationalCompetenceRequiredPerformance-what?OccupationalContext-where?•LearningSpecificationKnowledgeSkills•AssessmentSpecificationEvidenceRequirements-portfolioAssessmentStrategy-methods/criteriaFebruary2004RayMiller:NOS10Training•Competencebased•MapsrequirementsfordifferentDivisions•Fitscorecompetenciesmodel(ratherthancoreplacement)•Greaterflexibilityinapproach(routes/levels)•Possibilityofmodular/inservice/parttime•Consistentandcoherentacrossroutes•ProvidescomparisonsacrossDivisionsFebruary2004RayMiller:NOS11Professionalregulation•SetsminimumstandardforChartering/StatutoryRegulation•Specificationoflimitsofcompetence•Explicitcriteriaforre-accreditation•Accreditationofotherlearningandexperience(e.g.overseastraining)•BoundarieswithotherprofessionsFebruary2004RayMiller:NOS12Continuingprofessionaldevelopment•Setsstandardformaintainingcompetence•Comparisonbetweenpreviousstandardsandcurrentrequirements•Additionalcompetenciesorcontextscanbeacquired(e.g.Management/Teaching)•ClearrelationshipbetweenCPDandservicerequirements(andpay?AgendaforChange)•Lateraltransfer-careerchange-explicitrequirementsFebruary2004RayMiller:NOS13Employment•Understandingjobroles(andpay?)•Basisforjobspecification•Basisforemployeespecification/recruitment•Templateforservicerelateddevelopmentandtraining•Managementofskillmixandgovernance•Workforceplanning/forecasting•Workforcedevelopment(PDP)February2004RayMiller:NOS14Wheredowegofromhere?•FinalGenericStandardsavailablefromBPS•DivisionsmapexistingtrainingrequirementstoStandards•Whatisthesame?Whatisdifferent?•Agreeingterminology•Standardisingthebenchmarks/assessment•DoweneedDivisions?•Whoiscompetenttodowhat?February2004RayMiller:NOS15Sixstepprogram•ContextualiseNOS/languagesimplification•ExpressqualificationsinNOSterms•CourseaccreditationcriteriainNOSterms•DevelopNOSascriteriaforregistration(consultationwithHPC)•Developsoftwaretoprovideeasyaccesstostandardsandapplications•CPD“outputs”project–linktoNOSFebruary2004RayMiller:NOS16Whoiscompetenttodowhat?•IncreasingconvergenceofcompetenceacrosssomeDivisions(DCP,DCoP,DHP)•Developmentofmodular,extended,partial,sharedtraining•ImpactofCPD–careerpathway•Safepracticeorgoldstandard?•Doadjectivaltitlesreliablyreflectcompetence?•Needfortheindividualcompetenceportfoliorelatedtojobrequirements?February2004RayMiller:NOS17Thecompetentpsychologist