Competence Map for Workplace Instructors

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ISBN 978-952-13-5672-8

Competence Map for Workplace InstructorsHeljä Hätönen

Competence Map for Workplace Instructors

© Educa-Instituutti Oy, Finnish National Board of EducationPublished by the Finnish National Board of EducationFunded by the Finnish National Board of Education

Translation Semantix Finland OyGraphic design Layout Studio Oy

ISBN 978-952-13-5672-8 (pb)ISBN 978-952-13-5673-5 (pdf )

Print Juvenes Print – Suomen Yliopistopaino Oy, Tampere, 2014

3Competence Map for Workplace Instructors

Contents

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Role and duties of workplace instructors . . 5

Competence areas for workplace instructors . . . . . . . . . . . . . . . . . 6

Competence levels as criteria for assessing competences . . . . . . . . . . . . . . . . 8

Instructions for competence assessment . . . . . . . . . . . . . . 10

Descriptions of competence areas for workplace instructors . . . . . . . . . . . . . . . . 10

1 Planning of training, vocational skills demonstrations and competence tests arranged at the workplace . . . . . . . . . . 11

1.1 Familiarity with the qualification structure and forms of education and training provision 12

1.2 Familiarity with Qualification Requirements for one’s own vocational field 13

1.3 Planning of training provided at the workplace jointly with a representative of the education provider 14

1.4 Documents related to training provided at the workplace 15

1.5 Planning of vocational skills demonstrations and/or competence tests 16

1.6 Communications 17

2 Instructing the student and assessing learning . . . . . . . . . . . . . . . . . 18

2.1 Induction of students 19

2.2 Work task-based instruction of students 20

2.3 Individual instruction of students 21

2.4 Interaction and methods of instruction 22

2.5 Assessment of learning 23

3 Assessing the student’s or candidate’s competences . . . . . . . . . . . . . . . . . . . . . 24

3.1 Legislation and regulations on vocational skills demonstrations 25

3.2 Assessing a student’s competence in vocational skills demonstrations 26

3.3 Legislation and regulations on the completion of a competence-based qualification 27

3.4 Assessing a candidate’s competence in a competence test for a competence-based qualification 28

4 Personal development as a workplace instructor . . . . . . . . . . . . . 29

Preparing a development plan . . . . . . . . . 30

Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Appendix

Competences of workplace instructors . . . 33

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4 Competence Map for Workplace Instructors

Foreword

The purpose of vocational education is to train a competent labour force. In the future, workplaces will increasingly serve as the arena for organising vocational education and training, vocational skills demonstrations included in vocational upper secondary education and training, and competence-based qualifications completed as vocational adult education and training. Training provided at the workplace requires that the workplace in question has a sufficient number of employees with the relevant vocational skills, education and work experience to qualify as responsible trainers for students (Decree 811/1998, section 5).

This competence map serves as a tool for identifying and developing workplace instructors’ competences. Key competence areas and objectives required in the work of a workplace instructor are described in the map. Workplace instructors can use the map to assess their competences in various situations: when acting as a workplace instructor, prior to workplace instructor training, immediately after the training, as well as a few months after the training’s conclusion, when they have been able to apply the matters learnt in practice. The competence map helps to identify personal strengths and competence development needs and can be used in planning competence development.

Within vocational upper secondary education and training and preparatory training for competence-based qualifications, organised under vocational adult education and training, ‘workplace instructor’ has become an established concept, with ‘workplace trainer’ as its counterpart within apprenticeship training. In this competence map, the concept ‘workplace instructor’ is used to refer to both. The competence map is suitable for competence assessment for workplace instructors as well as workplace trainers within apprenticeship training. In addition, it can be used in the planning of development activities. Other people acting as student instructors in other levels of education can also use the competence map, where applicable.

The instructions on the training of workplace instructors, prepared by the Finnish National Board of Education in 2012, have been used as the basis for preparing the competence map. These instructions introduce the objectives, targets and criteria of assessment related to workplace instructor training (Finnish National Board of Education, 2012). They are available on the Finnish National Board of Education website at http://www.oph.fi/koulutus_ja_tutkinnot/ammattikoulutus/tyopaikkaohjaajien_koulutus. This competence map is also available on the same website.

January 2013

Heljä Hätönen Minna Taivassalo-SalkosuoManaging Director, MA Senior AdviserEduca-Instituutti Oy The Finnish National Board of Education


Role and duties of workplace instructors

Workplace instructors act as a link between their workplace, the student or candidate and the education provider. With respect to the quality of learning at the workplace, the workplace instructor’s activities and instruction skills play a significant role. Jointly with the supervising teacher, workplace instructors ensure that learning at the workplace is goal-oriented and that the student receives guidance. Especially in the case of young students, the workplace instructor is often their first contact with a professional in the field. Workplace instructors therefore serve as an example and role model for young people.

Alongside workplace instructors, the entire workplace community is involved in guiding students to carry out work in the field. This means that it is important that workplace instructors inform other employees about training arranged at the workplace. They can then participate in the induction of the student and take him or her into account as a member of the workplace community.

A positive attitude towards work and the instruction of students, as well as the patience to keep encouraging the student to try things out, are essential to a workplace instructor. They also create an atmosphere favourable to learning and training at the workplace.

The duties of a workplace instructor vary between workplaces, depending e.g. on the size of the company, the company’s or organisation’s sector of activity, the number of personnel etc. Workplaces have various methods of distributing work tasks, including those related to instruction.

Workplace instructors• actasacontactpersonbetweentheworkplace,teacher(s),studentor

candidateandeducationprovider

• ensurethattheworkplaceprovidesasafelearningenvironmentofhighquality

• planlearningattheworkplace,vocationalskillsdemonstrationsandcompetencetestsjointlywithteachersandthestudent

• implementinstructionandassessmentinaccordancewiththepreparedagreementsandplans

• guideandsupportstudentsandassesstheirlearning

• assesscompetencesjointlywithvariousstakeholders.


Competence areas for workplace instructors

‘Competence area’ refers to specified competences required in the work

of workplace instructors. Competence of workplace instructors

comprises a combination of various competence areas. Competence

areas for workplace instructors have been defined on the basis of the

instructions titled ‘Training for Workplace Instructors’, issued by the

Finnish National Board of Education in 2012.

The competence areas are:

1. Competencesrelatedtotheplanningoftrainingprovidedattheworkplace,

vocationalskillsdemonstrationsandcompetencetests

2. Instructingthestudentandassessinglearning

3. Assessingthestudent’sorcandidate’scompetences

4. Personaldevelopmentasaworkplaceinstructor.

The main competence areas have been further divided into more specific competence areas (Figure 1).

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Figure 1. Competence areas for workplace instructors.

Personal development

as a workplace instructor

Assessment of a student’s or a candidate’s competences

Legislation and regulations on vocational skills demonstrations

Assessing a student’s competences in vocational

skills demonstrations

Legislation and regulations on the completion of competence-based qualifications

Assessment of a candidate’s competences in competence tests for competence- based qualifications

Instructing the student and assessing

learning

Induction of studentsTask-

based instruction of students

Individual instruction

of students

Interaction and methods

of instruction

Assessment of learning

Planning of training provided at the workplace, in vocational skills demonstrations and competence

tests

Familiarity with the

qualification structure and forms

of education and training provision

Familiarity with the Qualification Requirements for one’s own vocational field

Planning of training provided at the workplace jointly with a representative of the education provider

Documents related to training provided at

the workplace

Planning of vocational skills demonstrations and/or competence

tests

Communications


Competence levels as criteria for assessing competences

The competence levels serve as predefined criteria for assessing competences, intended to facilitate and harmonise assessment. The competence map includes general descriptions of the various competence levels (Figure 2). For assessment purposes, the map includes more concrete competence objectives for competence levels 1, 2 and 3 in each competence area. For the main part, Competence level 1 corresponds to the description presented in the instructions ‘Training of Workplace Instructors, 3 credits’ (FNBE, 2012).

It is not required that workplace instructors possess the highest level of competence (level 3) in all competence areas. Instead, in some areas level 1 or 2 competence qualifies as sufficient. What is relevant is the appropriate combination of various competence areas. All competence levels starting from level 1 should therefore be seen as representing existing competence. Competence level 0 means that the person does not possess any competences in the competence area in question. This might be the case with beginner workplace instructors, for example.

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Figure 2. General descriptions of the levels of competence.

The workplace instructor is highly competent in the competence area. He or she has a broad perspective of issues in the area as a whole and can see new connections between them. The workplace instructor can develop matters be-longing under the competence area from the perspective of the entire workplace community and training provided at the workplace.

The workplace instructor does not yet have any competences in the area. This might be the case with beginner workplace instructors, for example. Objectives for workplace instructor training will be set so as to achieve competence level 1 at a minimum.

The workplace instructor is able to indepen-dently undertake tasks in the competence area. He or she has versatile knowledge of matters in the area and can apply this knowledge in a flexible and diverse manner.

Competence comprises basic competences required in the work of workplace instructors. The workplace instructor can operate in accordance with agreed rules and instructions. He or she has basic knowledge of matters in the competence area.

General descriptions of competence levels:


Assess your own competences as a workplace instructor, using

the assessment form included as an appendix. Mark your score directly on

the figure in the appendix.

Instructions for competence assessment

Read the descriptions for each competence area on the following pages, and select the level between 0 and 3 that best describes your own level of competence at the time of assessment. You can also use the general descriptions in Figure 2 when assessing your competence level. The main principle is that the higher competence levels include the competences in the lower levels. The descriptions of the competence levels are indicative: it is not necessary to match all items mentioned in a given description in order to justifiably mark that level as your competence level.

Descriptions of competence areas for workplace instructors

This competence map is intended for use by workplace instructors in

all sectors. For this reason, sector-specific vocational competences are not

identified on the map.

11

Planning of training provided at the workplace, in vocational skills demonstrations and competence

tests

Familiarity with the

qualification structure and forms

of education and training provision

Familiarity with the Qualification Requirements for one’s own vocational field


Documents related to training provided at

the workplace

Planning of vocational skills demonstrations and/or competence

tests

Communications


The aim is that workplace instructors• arefamiliarwiththequalification

structureandformsofeducationandtrainingprovision

• arefamiliarwiththeQualificationRequirementsfortheirownvocationalfield

• areabletoplantrainingprovidedattheworkplace

• areabletoplanvocationalskillsdemonstrationsorcompetencetestsjointlywiththeeducationproviderororganiserofcompetencetests

• informothersattheworkplaceoftrainingarrangedthere.

Planning of training, vocational skills demonstrations and competence tests arranged at the workplace

1

Assess your competences in

the following competence areas:


0

1

2

3

Iamfamiliarwiththequalificationstructurewithinvocationaleducationand

training(vocationaluppersecondaryqualifications,furthervocational

qualificationandspecialistvocationalqualifications)andthevariousformsof

educationandtrainingprovision.Thesearevocationaluppersecondary

educationandtraining,competence-basedqualificationsandapprenticeship

training.

0

1

2

3

Iunderstandandamabletoexplaintomyco-workershowtheprovisionof

instruction,assessmentoflearningandcompetenceassessmentdifferbetween

variousformsofeducationandtrainingprovision.

0

1

2

3 Iamabletoguideotherworkplaceinstructorsintheplanningofinstruction

andassessmentofstudentsorcandidateswithinvariousformsofeducation

andtrainingprovision

Familiarity with the qualification structure and forms of education and training provision

1.1


0

1

2

3

IhavefamiliarisedmyselfwiththeQualificationRequirementsfor

myownvocationalfield.IknowhowtheQualificationRequirementssteer

curriculumpreparationbyeducationprovidersaswellastheplansfor

trainingprovidedattheworkplace.

0

1

2

3

IknowhowtoutilisetheQualificationRequirementsformyownvocational

fieldinthecontextofworkplacetrainingandthearrangementofvocational

skillsdemonstrationsandcompetencetests.Iamabletoguideothersat

myworkplacewithrespecttoutilisingtheQualificationRequirementsin

theimplementationoftrainingattheworkplace.

0

1

2

3 Iaminvolvedincooperationwithvariousparties,aimedatdeveloping

theQualificationRequirementsformyownfield,andvocationaleducation

andtrainingonamoregenerallevel,tobettermeettheneedsofworkinglife.

Familiarity with Qualification Requirements for one’s own vocational field

1.2


0

1

2

3

Iknowwhatkindofplansandagreementsneedtobepreparedontraining

arrangedattheworkplacewithinvariousformsofeducationandtraining

provision.Iamabletostateintheplanningstagewhatkindsofworktasks

myworkplacecanoffertovariousgroupsofstudentsandcandidates

completingcompetence-basedqualifications.Iensure,formypart,that

orders,instructionsandrecommendationsrelatedtoworktasksand

workplace,suchasoccupationalsafetyandhealthordersandagreementsin

thesector,aretakenintoaccountintheplans.

0

1

2

3

Iamabletomapthelearningopportunitiesofferedbymyworkplaceand

evaluatehowtheyaresuitedtovariousformsofstudyandstudentswith

differentbackgrounds.Iamabletoprepareviableplans,jointlywith

arepresentativeoftheeducationprovider,fortheimplementationof

trainingattheworkplaceforstudentsandcandidates.

0

1

2

3 Iamabletoensurethatagreementsconcerningtrainingarrangedat

myworkplaceareuptodate.Whennecessary,Iwillcheckanymatters

concerningtheseagreementswitharepresentativeoftheeducationprovider.

Iamabletodevelopmyworkplaceasalearningenvironment.Iamableto

engageinbroadcooperationwithvariouseducationprovidersinorderto

developtrainingprovidedattheworkplace.


1.3


0

1

2

3

Iamfamiliarwithdocumentsrelatedtotrainingprovidedattheworkplace.

Theseincludeanindividualstudyplanwithinvocationaluppersecondary

educationandtraining,anindividualeducationplanwithinspecialneeds

education,adocumentonindividualisationforcompetence-based

qualifications,oranindividualstudyprogrammeforapprenticeshiptraining.

0

1

2

3

Formypart,Iknowhowtotakeaccountofthedocumentsguiding

thestudent’slearningattheworkplaceandhowtoprovideguidancefor

thepreparationofstudent-specificplans.

0

1

2

3 Iknowhowtoutilisedocumentsguidinglearningattheworkplaceand

amabletodevelopthemjointlywithteachers.Iamabletoensurethat

student-specificdocumentsareup-to-dateandeveryoneattheworkplaceis

awareofthesedocumentsandusesthemasagreedinprovidinginstructionto

students.

Documents related to training provided at the workplace

1.4


0

1

2

3

Asarepresentativeoftheworkplace,duringtheplanningstageIamableto

illustratetheopportunitiesmyworkplaceofferstoarrangevocationalskills

demonstrationsand/orcompetencetestsforcompetence-basedqualifications,

inaccordancewiththeQualificationRequirementsandwhatisagreedin

theplanforarrangingcompetencetests.Ialsostatewhichvalidoccupational

safetyandhealthandworksafetyregulationsareobservedattheworkplace,

aswellasspecialregulationsforthevocationalfield.

0

1

2

3

Jointlywithvariousparties,Iamabletoplantheimplementationof

vocationalskillsdemonstrationsand/orcompetencetestsattheworkplace.

Ialsointroduceideasforimplementingcomprehensivevocationalskills

demonstrationsandcompetencetests.Iknowhowtousetheassessment

criteriapresentedintheQualificationRequirementsinsupportofplanning.

Iamabletoassessthefeasibilityandviabilityofskillsdemonstrationplans

preparedbystudents.

0

1

2

3 Whenplanningvocationalskillsdemonstrationsand/orcompetencetests,

Iknowhowtoensurethatthestudentorcandidateisabletodemonstratehis

orherskillsandcompetenceinaversatile,comprehensivemanner.Icangive

andreceivefeedbackinordertodeveloptheplanningofvocationalskills

demonstrationsandcompetencetests.

Planning of vocational skills demonstrations and/or competence tests

1.5


0

1

2

3

Incooperationwithmyemployer,Icaninformtheentireworkplace

communityoftraining,vocationalskillsdemonstrationsandcompetencetests

arrangedattheworkplace,ingoodtime.

0

1

2

3

Atmyworkplace,Icanactasacontactpersonforworkplacetrainingand

distributeinformationregardingvocationaleducationandtrainingandany

relatedchanges,usingversatilemethods.

0

1

2

3 Iamabletoactivelysearchforinformationonvocationaleducationand

traininganditsdevelopmentfromvarioussources.Iamabletoproduce

informationmaterialsforuseattheworkplace.Iactivelyprovidefeedback

andinformationtobeusedinthedevelopmentofvocationaleducationand

training,fromtheworkplaceandworkplaceinstructorperspective.

Communications1.6

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Työpaikka- ohjaajana kehitty- minen

Instructing the student and assessing

learning

Induction of studentsTask-

based instruction of students

Individual instruction

of students

Interaction and methods

of instruction

Assessment of learning


The aim is that workplace instructors are able to• provideinductiontostudents

• instructstudentsinlearning

• assessstudents’learning.

Instructing the student and assessing learning

Assess your competences in the following competence areas:

2


0

1

2

3

Iamabletoprovideinductiontostudentsinsuchawaythattheygain

aclearoverallideaoftheworkplace,processesattheworkplaceandtheirown

worktasks.Iamabletoinductstudentsinoccupationalsafetyandhealthin

accordancewiththeOccupationalSafetyandHealthAct,theworkplace’s

instructions,collectiveagreementsandothersector-specificregulations.

Iamabletoadvisestudentsonwhatkindsofknowledgeandskillsare

requiredattheworkplace.

0

1

2

3

Icanensurethatstudentscomplywithoccupationalsafetyandhealth

instructionsandknowwhotheworkplace’soccupationalsafetyandhealth

representativesare,ifthereisaneedtocontactthem.Iamabletodevelop

inductionprovidedatmyworkplace,fromtheperspectiveofinductionof

studentsinparticular.

0

1

2

3 Iamabletodevelopmyworkplaceasasafeworkenvironment.Ialso

encouragestudentstoevaluateanddevelopoccupationalsafetyandhealth

perspectivesintheirownworkandworkenvironment.Whenmyworkplace

undergoeschangesthataffecttrainingarrangedattheworkplace,Iamableto

instructotheremployeestotaketheseaspectsintoaccountwhenproviding

inductiontostudents.Iamabletofamiliariseotheremployeesand

stakeholderswithstudentinduction.

Induction of students2.1


0

1

2

3

Iamabletoensure,jointlywitharepresentativeoftheeducationprovideror

organiserofthecompetence-basedqualification,thatthelearningobjectives

forworkplacetrainingcomplywiththevocationalskillsrequirementsdefined

intheQualificationRequirements.Iamabletolinktheworktasksassigned

tostudentstothevocationalskillsrequirementsdefinedintheQualification

Requirementsandtodiversifytheworktaskswhennecessary.Iamableto

describethevariousphasesoftheworkprocesstostudents.Iamabletotake

accountofoccupationalsafetyandhealthmattersinprovidinginstruction.

0

1

2

3

Icanguidestudentstowardsviewingworksituationsattheworkplaceas

learningsituationsandapplyingthemintheirstudies.Icaninstructstudents

toevaluatetheimplementationoftheirstudyplans,andamendorspecify

theseplansinaccordancewithe.g.worksituations.

0

1

2

3 Icanrequestfeedbackfromstudentsforthedevelopmentofworktasksand

processesandutilisethisfeedbackinthedevelopmentofmytasksand

theworkplace’soperations.

Work task-based instruction of students2.2


0

1

2

3

Incooperationwiththeeducationproviderandstudents,Iamableto

takeaccountofdifferentstudents,theirprerequisitesforlearning,their

healthandabilitytofunctionandanyneedforsupportwhenproviding

instruction.Icanencouragestudentstomonitoranddocumenttheirown

learningprogress.Itakestudents’personallearningobjectivesintoaccount

duringinstruction.

0

1

2

3

Icanassessstudents’learningstylesandadjustmyinstructionon

thebasisofthisinformation.Iamabletoprovideinstructionto

studentswithdifferentlearningstyles.Ihavegoodknowledgeoflearning,

includingpossibleobstaclestolearning.Icanencouragestudentsto

experimentwithandlearnnewthings.Atmyworkplace,Icanprovide

studentsfromvaryingbackgroundsandstartingpointswith

tailoredlearningsituations.

0

1

2

3 Icanpromotestudents’trustintheirownabilitiesandenablesituationsthat

offerthemgoodlearningexperiencesandtheopportunitytolearnfrom

others.Icansupportstudentsinhandlingemotionsrelatedtolearning.

Icanhandleandtakeaccountofstudents’variouslifesituationsandprovide

support.Icanfindthetimeandresourcesfordiscussingmattersthatstudents

finddifficult.Whennecessary,Icanguidethestudenttoseekadditional

supportfromotherstakeholdersduringtheirstudies.

Individual instruction of students2.3


0

1

2

3

Iamabletocreateapositiveandconfidentialatmospherewhen

providinginstruction.Icanapplyvariousmethodswheninstructingstudents.

Icanutilise,wherepossible,theavailableinformationandcommunications

technologyandsocialmediatools.

0

1

2

3

Icanprovideguidanceandencouragementtostudentsinlearningsituations

experiencedasdifficultandamabletofindwell-functioningsolutionsto

suchsituations,incooperationwithvariousstakeholders.Imastervarious

instructionstylesandcanapplythemflexiblyinvariousinstructionsituations.

Iactivelyuseinformationandcommunicationstechnologyandsocialmedia

toolsininstruction.Iamfamiliarwiththeconventionsassociatedwith

usingvariousmediaandcanteachthemtoothers.

0

1

2

3 Iamhappytolistentostudents,askquestions,giveadviceandofferhelp.

Ihavemasteredvariousinstructionmethodsthatactivatelearningandcan

choosetheappropriatemethodforthetaskbeingtaughtandthestudent’s

objectives.Togetherwithotheremployeesatmyworkplace,Icandevelop

versatilewaysofprovidinginstructiontostudents.

Interaction and methods of instruction2.4


0

1

2

3

Whenassessingstudents,Iamabletodistinguishbetweentheassessmentof

learningandcompetenceassessment.Imonitorstudents’learningprocessesby

monitoringandobservingtheirworkandprogress.Iguideandencourage

studentstoundertakeself-assessmentanddocumenttheirlearningusing

e.g.alearningdiary.

0

1

2

3

Icanprovidestudentswithsufficientandtimelyconstructivefeedbackon

progressmadeinlearning.Iuseencouragingandmotivatingmethods.

Imakesurethatstudentsunderstandmyfeedbackasintended.Iamableto

presentthelearningassessmentstagesandmethodsasacoherententity,in

ordertoprovidestudentswithaclearideaofwhattheyhavealreadymastered

andwhatstillneedstobelearned.Icaninstructotheremployeesatmy

workplaceinhowtodistinguishbetweenassessmentofstudents’learningand

competenceassessment.

0

1

2

3 Throughassessmentoflearning,Iamabletodeterminewhenstudentsare

readyforavocationalskillsdemonstration.Iamalsoabletoaddressand

discussdifficultmatters.Icandevelopthelearningassessmentmethodsat

myworkplace.

Assessment of learning2.5

24

Assessment of a student’s or a candidate’s competences


Assessing a student’s competences in vocational

skills demonstrations

Legislation and regulations on the completion of competence-based qualifications

Assessment of a candidate’s competences in competence tests for competence- based qualifications


The aim is that workplace instructors are able to• assessthestudent’scompetencesinavocationalskillsdemonstrationor

thecandidate’scompetencesinacompetencetestforacompetence-basedqualification.

Assessing the student’s or candidate’s competences


3


0

1

2

3

Iamfamiliarwiththeprinciplesofvocationalskillsdemonstrationaspartof

assessingthecompetencesofstudentsinvocationaluppersecondaryeducation

andtraining.Iamawareofissuesrelatedtolackofimpartialitywhenacting

asanassessor.Iamawareofmyownroleasanassessorofvocationalskills

demonstrations.Icandocumentmyownassessmentwherenecessaryand

complywithordersconcerningconfidentiality,inaccordancewithinstructions

fromtheeducationprovider.Icandeliveranydocumentsrelatedto

theassessmenttotheeducationprovider,asagreed.

0

1

2

3

Icaninquireandrequestspecificationoflegislation-relatedmattersfrom

teachersorotherstakeholdersandinformotheremployeesatmyworkplaceof

therelatedlegislationandregulations.

0

1

2

3 Icankeeptrackofpossiblechangesinlegislationandregulationsrelatedto

vocationalskillsdemonstrationsusingvarioussources.


3.1


0

1

2

3

Icanassessstudents’competencesinvocationalskillsdemonstrationsby

monitoringandobservingtheirwork,applyingtheassessmentcriteriadefined

intheQualificationRequirements.Iparticipateintheassessmentdiscussion

byprovidingmyownopinionofthestudent’scompetences.

0

1

2

3

Whenperformingtheassessment,Icantakeaccountofstudentswho

needspecialsupportandofstudentsfromdifferentlanguageandcultural

backgrounds.Icanhighlightmattersrelevanttoperformingworkaspartof

thecompetenceassessment.Icanprovidearangeofjustificationsfor

myassessmentonthebasisoftheassessmentcriteria.

0

1

2

3 Icanconcretisethecontentofassessmentcriteriapresentedinthe

QualificationRequirementstogetherwithotheremployeesatmyworkplace.

Iamabletoperformtheassessmentofvocationalskillsdemonstrations

independentlyinsituationswhereIalonedecideonthegradeawardedto

thestudentfortheskillsdemonstration.

Assessing a student’s competence in vocational skills demonstrations

3.2


0

1

2

3

Iamfamiliarwithlegislationandregulationsrelatedtoimplementationof

competencetestsaspartofcompetenceassessmentwithincompetence-based

qualifications.Iamawareofissuesrelatedtolackofimpartialitywhen

actingasanassessor.Iamawareofmyownroleinassessingthecandidate’s

competenceinacompetencetest.Icancomplywithordersconcerning

confidentiality,inaccordancewithinstructionsfromtheorganiserof

thecompetence-basedqualification.Icandeliveranydocumentsrelatedto

theassessmenttotheorganiserofthecompetence-basedqualification,

asagreed.

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Icaninquireaboutandrequestspecificationsoflegislation-relatedmatters

fromstakeholdersandinformotheremployeesatmyworkplaceof

therelatedlegislationandregulations.

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3 Icankeeptrackofpossiblechangesinlegislationandregulationsrelatedto

competencetestsusingvarioussources.

Legislation and regulations on the completion of a competence-based qualification

3.3


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Icanassessthecandidate’scompetencesbymonitoringandobserving

hisorherworkinaccordancewiththeassessmentcriteriadefinedin

theQualificationRequirements.Iwillparticipate,whennecessary,in

anoraldiscussionwherethecandidatesupplementshisorhercompetencetest

performanceandpresentsaself-assessmentofhisorherperformance.

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Whenperformingtheassessment,Icantakeaccountofcandidateswhoneed

specialsupport,alongwithcandidatesfromdifferentlanguageandcultural

backgrounds.Icanassessthecandidate’scompetenceinaccordancewith

targetsandcriteriaofassessmentagreedinadvance,incompliancewith

theprinciplesofassessmentrelatedtocompetence-basedqualifications.

Icanhighlightmattersrelevanttoperformingtheworkaspartof

thecompetenceassessment.

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3 Icanconcretisethecontentofassessmentcriteriapresentedin

theQualificationRequirementstogetherwithotheremployeesat

myworkplace.

Assessing a candidate’s competence in a competence test for a competence-based qualification

3.4


The aim is that the workplace instructor develops his or her own work as an instructor.

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Icanassessmyowninstructionskills,receiveandcollectfeedbackon

myinstructionfromstudents,candidates,otheremployeesat

theworkplaceandrepresentativesoftheeducationprovider.

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Iknowhowtoutilisethefeedbackanddevelopmyinstructiononthatbasis.

Iamwillingtolearnmoreaboutmattersrelatedtoimplementingtrainingat

theworkplaceandamabletogiveconstructivefeedbacktootherworkplace

instructorsaswell.Iencourageotheremployeesatmyworkplacetodevelop

theirskillsrelatedtostudentinstruction.

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3 Imakemyownexpertiseavailabletoothers.Iamabletodevelop

thepracticesusedintheinstructionandassessmentofstudentsat

myworkplace.Itakeanactivepartinthedevelopmentofworkplace

instructortraining.

Personal development as a workplace instructor


4

Työpaikka- ohjaajana kehitty- minen

Personal development

as a workplace instructor


Preparing a development plan

After assessing your own competences at least once, proceed by preparing a plan for the development of competences that are required in instructing students and assessing their learning and competences.

When choosing the focus of the development efforts, select a competence area where you feel you should improve your competences and need more information. Set a concrete goal for your development and think about how to start developing the competences in question: by studying books, participating in a training or having a colleague teach you. Figure 3 presents various options that provide ideas on development methods.

Workplace instructor training is personally tailored for each participant, depending on whether you primarily instruct and assess students in vocational upper secondary education and training, preparatory training for competence-based qualifications or apprenticeship training. In addition, your previously acquired skills and knowledge will be taken into account in the implementation of training. In this way, self-assessment using this competence map will provide background information for the planning and implementation of workplace instructor training.


Hätönen, H. 2011. Osaamiskartoituksesta kehittämiseen II. (From competence mapping to competence development II.) Helsinki: Edita Prima Oy.

Hätönen, H. 2004. Työpaikkaohjaajan osaamiskartta. Menetelmä osaamisen arviointiin ja kehittämiseen (Competence Map for Workplace Instructors. Method for competence assessment and development.) Educa-Instituutti Oy.

Lammi, A. 2012. Opas työpaikkaohjaajien koulutuksen toteuttamiseen (Guide on implementing workplace instructor training). Educa-Instituutti Oy. Helsinki: Edita Prima Oy.

The Finnish National Board of Education. 2012. Training for Workplace Instructors, 3 credits. Regulations and instructions 2012: 41. Available online from: http://www.oph.fi/koulutus_ja_tutkinnot/ammattikoulutus/ tyopaikkaohjaajien_koulutus.

Sources


Figure 3. Various options for competence development(Source Hätönen, H. 2011. Osaamiskartoituksesta kehittämiseen II. From competence mapping to competence development II.).

Learning and

development

Workplace culture

supporting development

Co- operation

Instruction methods and duties

Studies and training

Broader responsi-bilities and duties Substituting for

other employees, substitute systems

Work in groups

Team-work

Work in pairs

Induction

Internal development activities

Peer-learning and peer-assessment

Visits

Instruction of students

Coaching

Mentoring

Tutoring

Work counsel- ling

Studies leading to a qualification

Con-tinuing educa-tionInfo

ses-sions

Study circles

Litera-ture

Confer-ences

and semi-nars

Trade fairs and study trips

Job rotation

Special tasks

Secondments abroad

Versatility

Competence mapping

Development discussions

Development plans

Discussions

Work-shops

Projects and

development projects

Work- place health pro-

motion

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Instructions for competence assessment1. Readthedescriptionsofeachcompetenceareaandselectthelevel

between0and3thatbestdescribesyourownlevelofcompetenceatthetimeofassessment.YoucanalsousethegeneraldescriptionsinFigure2whenevaluatingyourlevelofcompetence.Themainprincipleisthatthehigherlevelsofcompetencealsoincludelower-levelcompetences.Thedescriptionsareindicative:itisnotnecessarytomatchallitemsmentionedinagivendescriptioninordertojustifiablymarkthatlevelasyourlevelofcompetence.

2. Markyourassessmentscoreforeachcompetenceareainthetableincludedonthenextpage.

3. Markyourassessmentscoreforeachcompetenceareainthecompetencewheel.Aftermarkingallyourcompetencelevelsinthewheel,connectthescoresbydrawingaline.Thiswillillustrateyouroverallcompetencelevel.

4. Afterdrawingyourowncompetencewheel,youcanstartplanningwhichcompetenceareasyouwouldliketodevelop.Participationinworkplaceinstructortrainingisonewayofachievingthis,butyoucanalsolookatotheroptionsforcompetencedevelopment.

Appendix

Competences of workplace instructors

Assessment and development plan form

Assess your own competences as a workplace instructor.

Mark your result in the figure included as an appendix herein.


Name of workplace instructor:

Competencearea Competencelevels

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1 Planningoftraining,vocationalskillsdemonstrationsandcompetencetests

1.1 Familiarity with the qualification structure and forms of education and training provision

1.2 Familiarity with the qualification requirements for one’s own vocational field

1.3 Planning of training provided at the workplace jointly with a representative of the education provider

1.4 Documents related to training provided at the workplace

1.5 Planning of vocational skills demonstrations and/or competence tests

1.6 Communications

2 Instructingstudentsandassessingtheirlearning

2.1 Induction of students

2.2 Work task-based instruction of students

2.3 Individual instruction of students

2.3 Interaction and methods of instruction

2.5 Assessment of learning

3 Assessingthestudent’sorcandidate’scompetences

3.1 Legislation and regulations related to vocational skills demonstrations

3.2 Assessing the student’s competences in a vocational skills demonstration

3.3 Legislation and regulations related to the completion of a competence-based qualification

3.4 Assessment of a candidate’s competence in a competence test for a competence-based qualification

4 Personaldevelopmentasaworkplaceinstructor

Table for competence assessment resultsAppendix


Mark your competence assessment results on the wheel below with a cross (x), for

example, and connect the results with a line.

Appendix

1.1Familiarity with the

qualification structure and forms of education and training provision

1.2Familiarity with the qualification requirements for one’s own voca-

tional field1.3

Planning of training provided at the work-place jointly with a

representative of the education provider

1.4Documents related to training provided at

the workplace

1.5Planning of vocational skills demonstrations and/or competence

tests

1.6Communications

2.1Induction of students

2.2Work task-

based instruction of students2.3

Individual instruction of students

2.4Interaction and methods of instruction

2.5Assessment of

learning

3.1Legislation and

regulations related to vocational skills demonstrations

3.2Assessing the stu-dent’s competences in a vocational skills

demonstration

3.3Legislation and

regulations related to the completion of a competence-based qualification

3.4Assessment of a

candidate’s competence in a

competence test for a competence-based

qualification

4Personal develop-ment as a work-place instructor

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Competenceareastobedeveloped,inorderofpriority

Developmentmethodsandmeasures

Schedule Follow-up

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5.

Personal development plan for workplace instructors

Name:

Date:

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ISBN 978-952-13-5672-8

Competence Map for Workplace InstructorsHeljä Hätönen

Competence Map for Workplace Instructors

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