DEVELOPING AND VERIFYING OCCUPATIONAL STANDARDS
DEVELOPINGAND VERIFYINGOCCUPATIONALSTANDARDSAn EU funded project managed bythe European Commission Liaison OfficePRISTINA, 20111
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EU KOSVET VDevelopment of Quality Assurance, Accreditation and Development of NQA & NQF in KosovoContract No. 2009/216-809The publication has been produced with the assistance of the European Union.The content of the publication is the sole responsibility of the contractor,PEM GmbH, and can in no way be taken to reflect the views of the European Union.3
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CONTENTOverview of VET ChangesGeneral Presentation of Occupational Standards and Training StandardsOccupational standardsOccupational AnalysisCarrying Out the Occupational AnalysisVerification and Validation of Data Resulting from Occupational AnalysisSetting up Functions and Key ActivitiesDevelopment of Performance Criteria and Range StatementDevelopment of Evidence RequirementsOccupational Standards Development ChecklistDevelopment of Occupational StandardsCriteria for Determining the Quality of Occupational StandardsChecklist for Occupational Standards QualityFormat of the Occupational Standards56881113182022242526323335
Overview ofVET ChangesAll of us live times of changes. In order to adapt to theinevitable development of life, organizations, public orprivate ones, need to respond quickly and effectively tosocial, technological, economic and politic change.The competitiveness among companies is given notonly by the new and high technology but rather by thecompetence of personnel.The ETF Glossary of Labour Market Terms and Standardand Curriculum Development Terms, (ETF 1997) givesthree definitions of the noun competence:The world of school is not a standalone system. Itexists, functions and develops in relationship withworld of work, with industry in fact. The final productof the school – trained individual – is an input for acompany providing goods and services, and the morecompetent the individual is, the higher will be the qualityof products and services provided by the company.In order to allow this to happen, the company musttell the school what its expectations are vis-à-vis thecompetence of the graduates, being them youngstersin initial education, or adults seeking for acquiring newskills or upgrading the existing ones.All definitions deal with work. To be competent means togive work results. In two words competence comprisesknowing and doing. The outcome of the two must be theexpected result at work, being it product or service.Therefore the concept focuses on what is expected froma worker rather than on the learning process.1. the ability to do something well and effective2. the ability to meet the requirements of employment3. the ability to meet the demands of specific work rolesCompetence includes all aspects of work performance,not only the ability to perform tasks and accomplishduties: Ability to perform regular tasks of one occupation(task skills)Competence Ability to deal with a combination of these tasks andperforming them at the expected level of performance(task management skills)At the core of VET system stays the concept ofcompetence. Competence means the ability to useknowledge, skills and attitudes in order to perform workactivities and to achieve expected results. Ability to deal with unexpected situations which mightoccur while working (contingency management skills) Capacity to integrate your tasks in the workenvironment (job/role environment skills)6
Task skills deal with the requirement of performing jobspecific tasks in accordance with agreed methods andprocedures.Contingency management skills mean the requirementto respond to unexpected situations. It is also the abilityto manage non-routine tasksExamplesJoint timber elements in accordance withconstruction specifications defined in theblueprints. (from the occupational standard ofcarpenter)ExamplesGive appropriate first aid with care for integrity ofthe injured person (from almost any occupationalstandard dealing with health and safety)Provide tourist information to clients (fromoccupational standard of concierge)Assess the situation and disconnect the machinein case of break down of energy supply (fromindustry operator occupational standard)Task management skills represent to manage a numberof different tasks. The component captures the abilityof an individual to integrate a number of potentiallydifferent tasks to achieve a complete outcome.Job environment skills represent the requirement todeal with responsibilities and expectations of workenvironment. This requirement refers to working inteam, interacting with clients, colleagues, hierarchicalpositions, communicating effectively with others.ExamplesPlan own activities in order to meet deadlines(from almost any occupational standard)Select appropriate materials for meeting therequirement of quality standards (from anyoccupational standard dealing with production ofgoods)ExamplesAddress the problem to appropriate personnel incase of breaking down of energy supply (from anyoccupational standard in industry)Approach appropriately the requirements ofdifficult clients (from banking field)7
General Presentation ofOccupational Standards and Training StandardsOccupational standardsOccupational standards are statements of workperformance reflecting the ability to successfullycomplete the functions required in an occupations,as well as the application of knowledge, skills andunderstanding in an occupation.Broad functions - referring to significant functions in anoccupation.Usually standards are built up of units of competence.A unit refers to a competence which, when applied ina work situation, can logically stand alone. It includesa title, expressed in outcomes terms, and a descriptionwhich clarify the unit title and notes any relationshipwith other units from the same standard or from relatedones. The unit of competence is the smallest part of aqualification which can be recognized with a separatecertificate.Occupational standards are defined in terms of activitiesperformed by a person in a given occupation whereaseducation and training standards are developed fromthe activities defined in occupational standards, andthey include learning outcomes and learning activitieswhich ensure that the necessary skills and knowledgeare developed by a person to enable him or her toperform at an agreed level in an occupation.ExamplesBritish standards for welderUnit T/102/3947 – Unit 22 – Cutting sheet metalto shape using hand and machine tool,orUnit –M/102/3932 – Unit 07 – Joining materials bythe manual gas welding process.The development of a common format for occupationalstandards enables the promotion of nationalconsistency and help to ensure that standards areeasily understood by various users, i.e. employers, HRmanagers, teachers/trainers, training planners andmanagers, individuals.Australian standard for welder(Unit RUAME5.15A) Weld using manual metal arcwelding process (MMAW)Formats differ between standards developers andbetween countries. The following list describes thecommon components of formats used in variouscountries:8
Key activities – represent relevant actions associatedwith performing the work of the function. Manystandards associate key activities with elements ofcompetence which represent the basic building blocks ofthe unit and continue the description of the key purposeof the unit itself. They describe, in outcomes terms,activities that a person who works in a particular areaof work is able to perform. Elements describe actions oroutcomes which are demonstrable and assessable.It is very important that in no case elements of aparticular unit of competence are not lists of tasksassociated to the function described in the unit.Performance statements are evaluative statementswhich specify what is to be assessed and the requiredlevel of performance. Performance statement (foundin many standards as performance criteria) definesthe benchmark of quality performance of the actiondescribed in the element of competence.The benchmark refers either to the action itself or, moreoften, to the outcome of the action.ExampleElement – Prepare metals for weldingPerformance criteria – Weld requirementsidentified from specifications and/or drawingsMaterial is correctly prepared using appropriatetools and techniquesMaterial assembled/aligned for specificationwhere requiredExampleUnit – Weld using manual metal arc welding process(MMAW)Elements –Prepare metal for weldingSelect welding machine settingsand electrodesIdentify distortion preventionmeasuresWeld materials by correctprocess up to quality describedin related standardInspect weldsCorrect faults9
Context statement – Statement about context in whichthe performance is to be achieved. It might refer tothe range of equipments or tools used to performthe function described by the unit, the places wherethe actions might take place. The context statementprovides the user with the context of function, providesa link to knowledge and enterprise requirements, andassists users in providing a focus of assessment, andassist with updating standards as they are reviewed.The context statement (found in some standards asrange of variables or range statement) relates to theunit of competence as a whole.Evidence guide or assessment guide relates directlyto performance statement and range statement.Its purpose is to guide assessment of the unit ofcompetence either in the workplace and/or trainingprogram.Basically the evidence guide direct the assessor to whatto look for at a candidate in order to make sure that thecandidate might be declared as being competent.The evidence guide usually refers to the followingaspects: Critical aspects of evidence to be considered Concurrent assessment and interdependence withother units of competence Underpinning knowledge Recommended method(s) of assessment Key competences associated to the unit ofcompetence.ExampleRange statement - This work would be carried out using a range ofmaterials for heavy or light fabrication- The person would work autonomously or within ateam environment using predetermined standardsof quality, safety work and welding procedures andthe skills applied to a range of fabrication activities- Weld quality meets a standard up to AS1554 GPor equivalent- Materials may include carbon steel or stainlesssteel, etc- Preparation of materials may include preheating, set up of jigs, fixtures, clamps, etc- Test procedures may include voltage drop,amperage setting, earthing, electrode and wireconductivity, electrode flux condition, etcEducation and training standards are developed fromthe activities defined in occupational standards. Theyinclude learning outcomes which describe what peoplewill be able to do at the end of a learning program. Theymight also include learning objectives to ensure thatthe necessary skills and knowledge are developed bya person to enable him or her to function at an agreedlevel in an occupation.While the occupational standard starts fromemployment outcomes and defines the competencesrequired in an occupation, the training standard startsfrom the competence intended to be achieved, definesthe learning outcomes, and contains other informationlike: Learning content related to learning outcomes, e.g.learning activities necessary to acquire skills andknowledge, teaching methods, etc. Assessment of achievement, e.g. assessmentmethods, expected evidence of achievement. Process requirements, e.g. responsibilities, duration ofprograms, acceptable or desirable learning location10
OccupationalAnalysisDevelopment of an occupational standard requirescomprehensive, complete and accurate data on theskills, knowledge and competences necessary for a goodperformance. The information can be obtained througha process of analysing the occupation in a rational andstructured manner. The occupational analysis s is themost important stage in setting up an occupationalstandard.Apart from the use for developing learning programmes,the data from an occupational analysis can be used for Auditing the skills required in an occupation; Developing job description; Reviewing the relevance of existing training programs; Improving the methods used in an occupation; Establishing a basis for accurate staff recruitment; Evaluating the performance of staff; Planning and problem solving; Writing standards.There are different techniques for collecting data aboutan occupation, i.e. observation of work, interviews(individual or group ones), questionnaire, review ofexisting documentation (job descriptions, occupationalstandards from other countries, description oftechnological process, etc.), conference. All thesetechniques have strengths and weaknesses, advantagesand disadvantages therefore the use of a combinationof them would be most advisable, if we need to get thecomprehensive and accurate picture of an occupation orof a part of it.The occupational analysis is a method of breaking downan occupation into two categories of components.On one hand there are the activities performed in anoccupation and the associated expected outcomes(results). On the other hand we define the knowledge,skills, attitudes and performance requirements (KSAPR)necessary to obtain the expected outcomes.Usually the data that emerge from an occupationalanalysis are unable to be formatted directly intooccupational standards. Standards developers shouldinterpret, categorise, collate and analyse the data tocreate the standard.Occupational Analysis operates on the followingprinciples: Experts who work in the occupation are better able toprovide information on the occupation than anyoneelse; Any occupation can be analysed in terms of the coreskills used in the occupation and the major functionsthat people perform; All skills and functions connect directly to theknowledge that workers must have in order to performin the occupation.A occupational analysis comprises 4 stages:1. Identification of occupation2. Development of the skills framework3. Identification of major functions4. Setting up skill, knowledge, activities, performancerequirements.11
Techniques used in collecting data foroccupational analysisFormal interview is structured around a checklist ofprepared questions, organised as a mixture of openended, problem solving and closed questions. Theinterview can be conducted either with an individualor with a group. It is crucial to gather in the grouppractitioners of analysed occupation as well assupervisors, in order to obtain clear and objectiveinformation.Analysis of local documentation (job description,national classification of occupations, etc)Local documentation is many times a very useful initialsource of information. A skilled analyser can use thissource for defining the occupation and identifying mainskills from the very beginning.Analiza e dokumentacionit ndërkombëtar(ISCO,standardet profesionale nga vendet tjera)Direct observationThe aim of this technique is to gain a clear pictureand an understanding of a job or a task within itsenvironmental, social and psychological context. Whenit is associated with an individual interview it enhancesthe quality of information gathered. This technique hasa high degree of credibility, but requires skilled observerwith knowledge in the job or task analysed in ordermake sense of the observation.Analysis of international documentation (ISCO,occupational standards from other countries)This technique is also very useful especially in theinitial stage of the analysis, which can provide valuableinformation on the future trends of the occupation,when it is compared with similar ones performed inmore developed countries.Questionnaire based methods and conferences arealso techniques used for collecting data and althoughthey provide reach information, on one hand they areexpensive and time consuming, on the other handthey require specialised personnel for conducting thesurveys.Interviews (structured or unstructured, sometimescombined with brainstorming)Informal, unstructured, one to one or group interviewallow the standard developer to ask flexible openquestions. This technique is useful for exploring broadissues, but can lead to opinions rather than fact finding.The individual interview is usually an additional sourceof information when standard developer needs toclarify certain aspects insufficiently detailed with groupinterview and other techniques.12
Carrying Out theOccupational AnalysisThe purpose of the occupational analysis is to obtaindata that can serve as the basis for occupationalstandards. Standards developers should strive forspecific detail about the functions that are performed inthe occupation.A further feature of the analysis at this stage isthat it identifies non-technical as well as technicalskills. In this framework the non-technical skills havebeen identified as “workplace skills” or “Personaldevelopment skills”. This is an important point ofanalysis as competence means much more thanthe capacity to apply technical skills. In undertakingor reviewing an analysis at this stage standardsdevelopers must check to see if these have beenidentified. Before moving on to the next stage, theStandards developer and the group must reachconsensus about the framework.There are four basic stages in undertaking the analysis:Defining the OccupationCreating the Skills FrameworkIdentifying Major FunctionsIdentification of skills, knowledge, attitudesStage 1: Identification and definition of occupationThe first stage of any analysis is to clearly define theoccupational area that is being analysed.Stage 3: Identifying major functionsThis stage involves identifying the major functionsthat are found within each of the skills areas. MajorFunction in relationship with an occupation or anoccupational area may be defined as groups ofactivities leading to a certain result which is relevant forthe occupation that is analysed These functions havethe following characteristics: They are generic, i.e. they are not specific to particulartechnologies, or locations, They integrate knowledge and skills; They are relevant to the occupation.Stage 2: Creating a Skills FrameworkThe second stage of the analysis is to create aframework of the SKILLS AREAS which define theoccupation. These include technical and non-technicalskills. As preliminary work for the occupational analysisthe standards developer should undertake some basicresearch on the occupation and draft this frameworkbefore the analysis commences. This can be checkedwith the group during the initial discussions in thestructured group interview. The following is an exampleof a skills framework for the occupation of bricklayer:In developing this list, the group will frequentlychange its mind and go over the material that isbeing developed. This is normal as occupationalanalysis is an iterative process. In creating this list,the standards developer should strive for detail, probeextensively to ensure that the group are thinking aboutthe occupation as a whole, not simply their job in it.ExampleOccupation: BricklayerThe framework indicates that the bricklayer has skillswhich he or she applies (or can) apply in all these areas.WorkplaceSkillsErecting wallsskillsPlastering walls13Erecting walls associated skillsPersonal development skills
Eventually a consensus will emerge about the list thatis created. There is no given rule about the number ofmajor functions to be found within an occupation, butgenerally standards developers should look for between12 and 20 major functions.The aggregate of the functions reflects the occupation.After Stage 3 the occupational analysis should havedeveloped a chart similar to the following one.Occupation: Organise ownworkplacePlan own workactivitiesMaintain safeworking conditionsErecting wallsskillsErect masonrywallsErect gypsumboard wallsErect stone wallsErecting wallsassociated skillsPrepare plasterPurchase andstore construction
OCCUPATIONAL STANDARDS An EU funded project managed by the European Commission Liaison Oc e PRISTINA, 2011 . Verification and Validation of Data Resulting from Occupational Analysis . construction specifications defined in the blueprints. (from the occupational standard of
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