Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.
-
Upload
amberly-george -
Category
Documents
-
view
215 -
download
0
Transcript of Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.
![Page 1: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/1.jpg)
Assessment of Competences Module 5
Pilot Training
Trainer: Dr.in Camilla Bensch
![Page 2: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/2.jpg)
Assessment of Competences
• Welcome
• Introduction to the subject
• Expectations about the module and overview of the module
• First approach to the subject assessment of competences
![Page 3: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/3.jpg)
Overview: contents of the module
• Introduction: different assessment approaches
• FIT (interest test)
• Competence profile and cards
• Grading professions
• Vocational backpacks
• Hamet
• Melba
• IDA – case
• Several work sheets with diff. approaches
• Hat cards, lifestyle cards,… (Doose)
• Transformation to practice, implementation…
![Page 4: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/4.jpg)
Paradigm shift
Institutionalized support
• Preferred orientation: handicap
• Orientation towards deficiencies
Individual support• Preferred orientation: individual
person
• Seek for competences and strengths
treatment
perception cognition communication motor act. behavior
![Page 5: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/5.jpg)
Paradigm shift
Institutionalized support
• Goal: reduction of negative behaviour
• Support is based on examinations, standardized tests, professional opinions
• The person often is only partly involved in the planning process
Individual support
• Goal: extension of life quality
• Support is based on cooperation of the person, family-members, friends, professionals…
• The person controls the planning process and the activities
![Page 6: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/6.jpg)
Positive competence orientated approach
Important questions during the transition from school to work:
• Which strengths and competences has the juvenile?
• Which interests has he/she?
• Which activities does he/she like to do during leisure time?
• How is his/her lifestyle?
• What dreams does he/she have for the future?
• Which are the favorite school subjects?
• Which experiences does he/she already have?
![Page 7: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/7.jpg)
Overview of assessment approaches
1. Talks
2. Standardized and psychometric procedures
3. Observation of behaviour
4. Third party assessment
![Page 8: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/8.jpg)
1. Talks
To get an overall impression of the personality, motivation, vocational
desires and expectations. Material supports conversation with untalkative
adolescents.
Instruments and material:
• Creative approaches (drawings, tree of strengths, …)
• Pictured or playful material (Doose cards:
hats/dreams/lifestyle/vocational, “grading” professions, competence-
cards …)
• Work sheets (9 things about me, competences-interests-appropriate
professions,…)
![Page 9: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/9.jpg)
2. Standardized tasks and psychometric proceduresStandardized situations with tasks to evaluate the workmanship and the work
results.
Instruments: A) Standardized tasks
• hamet2
• IDA
B) Psychometric procedures
• Intelligence tests (Hawie, LPS, …): only allowed to be applied by psychologists
• Vocational interest tests (FIT, AIST/allgem. Interessensstrukturtest)
• Vocational aptitude assessment (MELBA)
• Vocational aptitude tests for particular professional categories (technical
understanding, bureau…)
![Page 10: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/10.jpg)
3. Observation of behaviour
Observing the behavior to draw conclusions about the abilities
• Observations during the appointment
Instruments and methods:
• Practical tasks (vocational backpacks, …)
• Practical training and short term work experience
(- will be dealt in module 7)
![Page 11: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/11.jpg)
4. Third party assessment
Getting information by involvement of teachers, parents and supervisors during internships.
Instruments and methods:
•Talks
•Questionnaires
•Feed back sheets
![Page 12: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/12.jpg)
FIT – Fotointeressentest (Photo Interest Test)
non verbal standardized test of vocational interests
Method: The juvenile sorts photos in 3 groups: • + interest • - disinterest• ~ undecided The results are recorded and subsequently interpreted.
Material: 131 photos of professions, manual, stencils for analysing the data.
Goal: clarification of vocational interests.
![Page 13: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/13.jpg)
FIT – Fotointeressentest (Photo Interest Test)
non verbal standardized test of vocational interests
Dimensions of interests (Holland): • R: realistic type• I: investigative type• A: artistic type• S: social type• E: enterprising type• C: conventional type
![Page 14: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/14.jpg)
FIT – Fotointeressentest (Photo Interest Test)
non verbal standardized test of vocational interests
Vocational fields (Egloff):1. Outdoor activities, relating to nature, plants, animals2. Dealing with food, cultivating hospitality3. Crafts, embellishment, decorating, being creative4. Manual work, construction, furnishing, mounting5. Hands-on practice with vehicles6. Planning, calculation, design, analysis 7. Shopping, selling, administration, traffic, security8. Working with language, information, entertainment9. Dealing with people, instructing, fostering, coaching
![Page 15: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/15.jpg)
1. Outdoor activities, relating to nature, plants, animals
![Page 16: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/16.jpg)
2. Dealing with food, cultivating hospitality
![Page 17: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/17.jpg)
3. Crafts, embellishment, decorating, being creative
![Page 18: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/18.jpg)
4. Manual work, construction, furnishing, mounting
![Page 19: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/19.jpg)
5. Hands-on practice with vehicles
![Page 20: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/20.jpg)
6. Planning, calculation, design, analysis
![Page 21: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/21.jpg)
7. Shopping, selling, administration, traffic, security
![Page 22: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/22.jpg)
8. Working with language, information, entertainment
![Page 23: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/23.jpg)
9. Dealing with people, instructing, fostering, coaching
![Page 24: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/24.jpg)
Competence – profile and competence cardsnon standardized, self-provided method
Method: Discussion of competences based on cards with pictures, and filling in a form by self attribution and attribution by the counselor.
Material: 29 cards with terms of competences and images on one side and explanatory notes and examples on the backside.
Goal: the counselor gets to know the juvenile and his/her competences better, he/she gets familiar with terms of competences to be able to use them in job interviews, he/she trains self attribution and can compare it with the attribution by others.
![Page 25: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/25.jpg)
Competence – profile and competence cardsnon standardized, self-provided method
![Page 26: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/26.jpg)
„Grading“ professionsnon standardized, self-provided method
Method: The juvenile looks at the pictures of the Occupational Image Folder and grades the professions afterwards. According to his/her interest he/she grades the professions with 1 (=very good) to 5 (=does not interest me at all).
Material: Folder with pictures and important information about professions on the back side. List of these professions with column for the grades, the juvenile gives.
Goal: The juvenile gets an overview of possible professions and gets informed. The counselor gets to know the vocational interests of the juvenile.
![Page 27: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/27.jpg)
Vocational backpacksnon standardized, practical assessment method
Method: The juveniles pick out one of the backpacks with their preferred profession and try out their competences with practical tasks. Presentation of their results afterwards.
Material: backpacks or boxes with material for different professions (plumber, hair dresser, baker,…) and written instructions for practical tasks
Goal: first practical assessment of vocational skills and interests
![Page 28: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/28.jpg)
Vocational backpacksnon standardized, practical assessment method
hairdresser cook
florist electrician
![Page 29: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/29.jpg)
Hamet handlungsorientierte Module zur Erfassung u. Förderung beruflicher Kompetenzen (practical modules for assessment and development of vocational competencies) standardized, practical assessment method
Method: diagnostic procedure developed for juveniles with special educational needs. Fulfills test performance criteria. Tasks are based on vocational conditions of industry, trade, service and office sectors. 4 Modules with subtests. Modules can be performed separately or together.
Material:. Test case, manual, test-material, tools, analyses- sheets, CD-Rom.
Goal: practical assessment procedure to examine and support career orientated abilities.
![Page 30: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/30.jpg)
Hamet Module 1
standardized, practical assessment method
Practical assessment procedure to examine and support career orientated abilities in a workshop. Evaluation by means of counting the mistakes of all sub tests. Quality of work, speed of work and work behavior are examined.
26 sub tests. Professional Tools and work materials are needed.
Duration: A full working day is required
![Page 31: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/31.jpg)
Hamet Module 1: factor A
standardized, practical assessment method
![Page 32: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/32.jpg)
Hamet Module 1: factor B
standardized, practical assessment method
![Page 33: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/33.jpg)
Hamet Module 1: factor C
standardized, practical assessment method
![Page 34: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/34.jpg)
Hamet Module 1: factor D
standardized, practical assessment method
![Page 35: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/35.jpg)
Hamet Module 1: factor E
standardized, practical assessment method
![Page 36: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/36.jpg)
Hamet Module 1: factor F
standardized, practical assessment method
![Page 37: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/37.jpg)
Hamet Module 2: learning aptitude
standardized, practical assessment method
• Assessment of progress in learning
• A task of module 1 is chosen by the proband and the instructor.
• Differential diagnosis: finding of reasons for mistakes during modul1
• Training of the task• Testrepetition• Presentation of resultsDuration: depends on task –
like module 1
![Page 38: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/38.jpg)
Hamet Module 3: social skills
standardized, practical assessment method
The requirement profile of social skills is based on a survey among companies.Features: •teamwork – cooperation with colleagues •cooperation with supervisors•contact with clients•capacity to accept critic•rules of communication•outward appearance•value system•social reliability•casual contacts
Some features are directly observed during the situations others are tested with diagnostic situations in groups.A social skills profile and recommendations for further training are made.Duration: ~ 4 hours
![Page 39: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/39.jpg)
Hamet Module 4: cross linked reasoning
standardized, practical assessment method
• Ability to think in context • Fault diagnostics and problem
recognition • Consideration of multiple
components and their interdependence in order to find an optimal solution
• Regarding attention for work flow, error recognition and quick subsequent responsiveness
Duration: ~ 45 minutes
![Page 40: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/40.jpg)
MELBA Merkmalprofile zur Eingliederung Leistungs-gewandelter und Behinderter in Arbeit (=attribute profile for vocational integration of handicapped persons) Standardized vocational proficiency checklist
Method: 29 vocational attributes of a specific person are estimated on a scale of 5 and documented on profile sheets. The same 29 vocational attributes which are required by a specific professional activity are evaluated on a a scale of 5 and also documented on a profile sheet. Each attribute is defined, so that a standardized description of the attributes is ensured. Profile comparison by putting them on top of each other.
Material: • Requirement profile sheets with 29 attributes• Ability profile sheets with 29 attributes• Manual with attribute definitions and instructions for implementation and
data-interpretation
Goal: documentation and comparison of abilities of a person on the one hand and the requirements of an activity on the other hand for an ability-adequate positioning.
![Page 41: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/41.jpg)
IDA Instrumentarium zur Diagnostik von Arbeits-fähigkeiten (=instrument for diagnosis of vocational skills) standardized, practical assessment methodMethod: diagnostic instrument for vocational competencies, compatible
with MELBA. 14 standardized vocational tasks. The tasks can be composed individually.
Material: IDA – case with• tasks: material for paper and pencil tests and manual tasks• Timer, tools, pencils, wire, …• Documentation sheets• Manual and instructions for data-interpretation
Goal: assessment of • cognitive abilities• Quality of workmanship• Psychomotorical abilities• Abilities of reading/writing/communication
![Page 42: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/42.jpg)
Doose cards non standardized pictured, playful material
4 card sets: Dreamcards, Life style, hat cards, vocational cards
Method:Sorting the cards and putting them to different piles: things, I always wanted
to do/ things which do not interest me/ things I could try sometimePlaying with the cards like a board game
Material: dreamcards: 144 cards with drawings showing different activitiesLifestyle cards: 58 cards with drawings showing different aspects of
everyday lifeHat cards: 108 cards with drawings showing different rolesVocational cards: 144 cards with drawings showing different vocational
topics
Goal: starting a conversation, getting to know the adolescent, getting information about the person, his/her desires, dreams, interests and life style
![Page 43: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/43.jpg)
Doose cards
non standardized pictured, playful material
![Page 44: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/44.jpg)
My abilities!What am I good at?
My interests!What am I interested in?
Which professions fit?
![Page 45: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/45.jpg)
![Page 46: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/46.jpg)
academic
social
real-life skills
attitude to work
physical
others (characteristics,...)
![Page 47: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/47.jpg)
Tree of strengthsnon- standardized, self provided method, creative approach
Method: creative method, individual work. Juvenile draws a tree with roots, trunk and branches.
Material: • paper• Drawing materials: pens, crayons, painting colures, …
Goal: communication about the strengths of the juvenile, information about his/her self assessment, stimulation of imagination and vision of a positive future
![Page 48: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/48.jpg)
Tree of strengthsnon- standardized, self provided method, creative approach
• Branches: future vocational possibilities based on my individual competencies
• Trunk: competencies I want to develop
• Roots: my individual competencies
![Page 49: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/49.jpg)
Transformation to practice: Case “Joseph”Age: 16 years School education: secondary school, repetition of one class,
grades of special school in mathematics, german and english, favorite subjects: handicrafts and geography
Strengths: politeness, reliability, social competencesHobbies: play computer games, go out with friendsHandicap: learning and physically challenged by a walking
disability after an accidentDream job: car mechanic
Plan a Clearing process: Which methods of assessment of competences would you apply to find out which profession would fit for Joseph? Imagine the results? What could be a possible clearing recommendation? How would you communicate the results to Joseph and his parents?
![Page 50: Assessment of Competences Module 5 Pilot Training Trainer: Dr. in Camilla Bensch.](https://reader036.fdocuments.us/reader036/viewer/2022070406/56649e005503460f94ae90e6/html5/thumbnails/50.jpg)
Transformation to practice: implementation of methods in the countries
• Implementation of new methods: Which methods should be adopted? What could be useful? - Why? What is necessary for the implementation?
• Feed back round