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1、February 2004Ray Miller: NOS1National Occupational Standards for Applied Psychology- who is competent to do what?Ray MillerChair, Professional Practice Board, BPS第一页，共16页。February 2004Ray Miller: NOS2A short history lesson1990 - feasibility project for occupational standards in Level 5 NVQ/SVQMid 90
2、s - Level 5 NVQ exemplar project1998 - National Occupational Standards for Applied Psychology (Generic)No approval sought for NVQ/SVQsNOS basis for defining competence2001 - Review of NOS第二页，共16页。February 2004Ray Miller: NOS3Why Occupational Standards?European harmonisationGovernment training and ed
3、ucation agendaEmployers need for competenceProfessional self regulation Development of training optionsStatutory RegulationContinuing professional developmentRe-accreditation第三页，共16页。February 2004Ray Miller: NOS4What is competence?The assurance that an individual can complete a specified task to the
4、 required standard.Knowledge + Skills + Supervised Practice + Review第四页，共16页。February 2004Ray Miller: NOS5Key PurposeTo 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 indi
5、viduals, groups, organizations and society第五页，共16页。February 2004Ray Miller: NOS6Key Roles第六页，共16页。February 2004Ray Miller: NOS7Model for development第七页，共16页。February 2004Ray Miller: NOS8Acquiring competenceOccupational CompetenceRequired Performance - what?Occupational Context - where?Learning Speci
6、ficationKnowledgeSkillsAssessment SpecificationEvidence Requirements - portfolioAssessment Strategy - methods/ criteria第八页，共16页。February 2004Ray Miller: NOS9TrainingCompetence basedMaps requirements for different DivisionsFits core competencies model (rather than core placement)Greater flexibility i
7、n approach (routes/ levels)Possibility of modular/ in service/ part timeConsistent and coherent across routes Provides comparisons across Divisions第九页，共16页。February 2004Ray Miller: NOS10Professional regulationSets minimum standard for Chartering/ Statutory RegulationSpecification of limits of compet
8、ence Explicit criteria for re-accreditation Accreditation of other learning and experience (e.g. overseas training)Boundaries with other professions第十页，共16页。February 2004Ray Miller: NOS11Continuing professional developmentSets standard for maintaining competenceComparison between previous standards
9、and current requirementsAdditional competencies or contexts can be acquired (e.g. Management/ Teaching)Clear relationship between CPD and service requirements (and pay? Agenda for Change)Lateral transfer - career change - explicit requirements第十一页，共16页。February 2004Ray Miller: NOS12EmploymentUnderst
10、anding job roles (and pay?)Basis for job specificationBasis for employee specification/ recruitmentTemplate for service related development and trainingManagement of skill mix and governanceWorkforce planning/ forecastingWorkforce development (PDP)第十二页，共16页。February 2004Ray Miller: NOS13Where do we
11、go from here?Final Generic Standards available from BPSDivisions map existing training requirements to StandardsWhat is the same? What is different?Agreeing terminology Standardising the benchmarks/ assessmentDo we need Divisions?Who is competent to do what? 第十三页，共16页。February 2004Ray Miller: NOS14S
12、ix step programContextualise NOS/ language simplificationExpress qualifications in NOS termsCourse accreditation criteria in NOS termsDevelop NOS as criteria for registration (consultation with HPC)Develop software to provide easy access to standards and applicationsCPD “outputs” project link to NOS
13、第十四页，共16页。February 2004Ray Miller: NOS15Who is competent to do what?Increasing convergence of competence across some Divisions (DCP, DCoP, DHP)Development of modular, extended, partial, shared trainingImpact of CPD career pathwaySafe practice or gold standard?Do adjectival titles reliably reflect competence?Need for the individual competence portfolio related to job requirements?第十五页，共16页。February 2004Ray Miller: NOS16The competent psychologist第十六页，共16页。
