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1、National Occupational Standards for Applied Psychology- who is competent to do what?,February 2004,1,Ray Miller Chair, Professional Practice Board, BPS,February 2004,2,A short history lesson,1990 - feasibility project for occupational standards in Level 5 NVQ/SVQ Mid 90s - Level 5 NVQ exemplar proje
2、ct 1998 - National Occupational Standards for Applied Psychology (Generic) No approval sought for NVQ/SVQs NOS basis for defining competence 2001 - Review of NOS,February 2004,3,Why Occupational Standards?,European harmonisation Government training and education agenda Employers need for competence
3、Professional self regulation Development of training options Statutory Regulation Continuing professional development Re-accreditation,February 2004,4,What is competence?,February 2004,5,The assurance that an individual can complete a specified task to the required standard.,Knowledge + Skills + Sup
4、ervised Practice + Review,Key Purpose,To develop and apply psychological principles, knowledge, models and methods in an ethical and scientific way in order to promote the development, well being and effectiveness of individuals, groups, organizations and society,February 2004,6,Key Roles,February 2
5、004,7,Model for development,February 2004,8,Acquiring competence,Occupational Competence Required Performance - what? Occupational Context - where? Learning Specification Knowledge Skills Assessment Specification Evidence Requirements - portfolio Assessment Strategy - methods/ criteria,February 2004
6、,9,Training,Competence based Maps requirements for different Divisions Fits core competencies model (rather than core placement) Greater flexibility in approach (routes/ levels) Possibility of modular/ in service/ part time Consistent and coherent across routes Provides comparisons across Divisions,
7、February 2004,10,Professional regulation,Sets minimum standard for Chartering/ Statutory Regulation Specification of limits of competence Explicit criteria for re-accreditation Accreditation of other learning and experience (e.g. overseas training) Boundaries with other professions,February 2004,11,
8、Continuing professional development,Sets standard for maintaining competence Comparison between previous standards and current requirements Additional competencies or contexts can be acquired (e.g. Management/ Teaching) Clear relationship between CPD and service requirements (and pay? Agenda for Cha
9、nge) Lateral transfer - career change - explicit requirements,February 2004,12,Employment,Understanding job roles (and pay?) Basis for job specification Basis for employee specification/ recruitment Template for service related development and training Management of skill mix and governance Workforc
10、e planning/ forecasting Workforce development (PDP),February 2004,13,Where do we go from here?,Final Generic Standards available from BPS Divisions map existing training requirements to Standards What is the same? What is different? Agreeing terminology Standardising the benchmarks/ assessment Do we
11、 need Divisions? Who is competent to do what?,February 2004,14,Six step program,Contextualise NOS/ language simplification Express qualifications in NOS terms Course accreditation criteria in NOS terms Develop NOS as criteria for registration (consultation with HPC) Develop software to provide easy
12、access to standards and applications CPD “outputs” project link to NOS,February 2004,15,Who is competent to do what?,Increasing convergence of competence across some Divisions (DCP, DCoP, DHP) Development of modular, extended, partial, shared training Impact of CPD career pathway Safe practice or gold standard? Do adjectival titles reliably reflect competence? Need for the individual competence portfolio related to job requirements?,February 2004,16,The competent psychologist,February 2004,17,
