8 ROLES WE PLAY
OUR CONSULTING TOOLBOX
OUR MODUS OPERANDI
CIP vs. INNOVATION
LEAN CONCEPTS IMPLEMENTATION
9 KNOWLEDGE AREAS
METHODS TO OPTIMIZE
5 PHASES OF CHANGE
BEHAVIORS AND BELIEVES
Learning need to be assessed on a continuous basis.
Assessments help not only to the learner's progress, but it also helps
motivate Learners to complete their Learning Modules (LMs).
As endorsed by the National Labour Organization and according to the National
Qualifications Framework (NQF), the following 4 points form the core of
only the valid skills must to be assessed
the results need to be consistent when various
time, duration, participants, location, accommodate special requirements,
does not mean lowering the acceptable pass rate or level
equality, transparent, agreement, explain the process and role
definitions prior to assessment, right to appeal
1) What need to be assessed?
In most cases, it is about competency! For example, you can learn the theory
to drive a car, the road signs, laws, rules and symbols, but does that mean
that one is a capable driver?....No, but the theory is valuable and required.
Only by demonstrating, proves that one is a competent driver. Someone once
"Don't Debate....DEMONSTRATE!!", another said: Talk is Cheap . This
way, by demonstration, it is applied theory, shows the learner actually
understood the concept and applies it in a new scenario.
Once someone demonstrates what was learned, that is assessable on
quantitative and qualitative levels.
Sure, there are many things that can not be demonstrated, like real life
emergency cases. Or when one needs to shut a plant down to be assessed being
a competent plant operator, when it is too expensive or hazardous or when
someone can get hurt, then another approach need to be taken. Perhaps a
simulation? It is like learning to fly a passenger jet, first the pilot spend
100s of hours in a simulator before he sits in the cockpit.
2) Setting the standard?
Ask yourself: What is required for this learner to know and do, to do his/her
job well and to be competent?
There must be an acceptable level that needs to be achieved. It will be
different in most cases, but once the (pass) level has been set, it should be
maintained. One can not let someone pass by dropping the pass level. Should
someone fail to pass, it should rather be seen as a wonderful opportunity to
excel, knowing a weakness allow one to learn and improve. It is not a shame.
3) How to?
Assessments must be fair; the process must be clearly understood and
explained. If there is no equality and consistency in the assessment of, say
10 people, there sure will be a great deal of unhappiness. Always avoid
favouritism or victimizing someone during an assessment. Without fairness and
transparency, the assessment process and assessors will not gain credibility
and will cause ambiguity.
Assessments should also be a 2-way street. Feedback is required for both the
learner and the assessor, to be able to continuously improve yourself and the
learning system. My personal experience, sure you will agree, was that I
learned a lot more by making mistakes, or being wrong. When one then realizes
a mistake, face it and change it; then it is about self-conscious learning,
the best learning experience one can make.
The outcome of the assessment must also be clear and there must be measurable
Plan Of Action (POA), should the learner not reach the minimum level or
should the learning system be changed. A learning system is a living system;
things change .conditions, technology, safety levels, scrap levels etc.
Learning material and systems need to be updated, that is why feedback from
the learner is so important, else the wrong learning material will make the
whole organization learn something that is wrong.
Assessments should be a positive event, linked with a celebration, either way
pass or fail. The assessor must make a great effort to gain the learner s
trust and respect. Treat each other with dignity. Once this level of comfort
was reached, the learner will be assured that he/she is not going to be
penalized for not knowing better. Even during the assessment, select an
appropriate place, sit next to each other, not seating opposite a table, and
will help develop a sense of team building.
5) Who should partake in the assessment?
At least 2 people should be there, the learner, the assessor and the
observer. The 3 different role definitions should also be clearly explained
before an assessment. The assessor should be a technical or field expert and
needed to be certified competent on the technical level. Prior to the
assessment, the assessor should also be certified as a competent assessor.
The observer is there to observe, see that the assessment take place
according to the policy set. Like a moderator.
6) When should an assessment take place?
Learning should be paced, or self paced if the learner is mature and self
motivated. All participants should agree upon assessment date, time and
location. The learner, should be reviewed on a continuous and frequent basis,
to gain confidence and prepare for the assessment. At the end, the assessment
is not a test, by merle a case of doing his/her job as it would be done on
any other day.
Acknowledge the learner is competent be issuing a certificate or diploma of
achievement. Present it to the successful candidates, so all can see and
celebrate together. This is most rewarding, gaining respect amongst your fellow
workers. Link the achievement with an incentive. In most cases, plan to be
re-assessed offer a period of time, as we all do forget things sometime.
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