PRO Learning Manager ( Progressive LMS ™ (using job competencies)
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Use of the Competency version provides:
- Skills and competency tracking, including non-training information
- Training by skill competency (once a competency is achieved, it is tracked by learner)
- Linking of competencies with tests and with courses
- Ability for supervisors to determine skills attainment
- Organizational competencies reporting
Competency describes a person’s ability to perform to a satisfactory level in the workplace, including the person’s ability
to transfer and apply skills and knowledge to new situations, and to achieve agreed outcomes.
Note: Should you have training materials that are developed to both
methods (training by module objectives and training for skill competencies, you can purchase the competency as a module and track some training by module objectives and other course material by skill competencies.
Job Competency Topics:
The Competency module provides for the definition of skill competencies associated with job positions/roles and assignment of skill competencies to courses and curriculum.
Content and testing are developed relative to skill competencies and course development is a process of competency selection and sequencing.
Mastery of a skill competency remains with the individual's history across courses.
The four aspects of skill competency are:
task skills, or the requirement to perform individual skills;
task management skills, or the requirement to manage a number of different tasks within the job;
contingency management skills, or the requirement to respond to irregularities and breakdowns in routine;
job or role environment skills, or the requirement to deal with the responsibilities and expectations of the work
environment, including working with others.
By setting skill competency standards within an industry, training can be developed which focuses on outcomes specified
by that industry. In this way, training will be more relevant to workplace performance. Training developed around these principles
is skill competency based training.
The linkage between competency standards and vocational education and training involves seven steps. These are
Course development, including training objectives, curricula and learning materials, is based on the achievement of the
established skill competency standards.
Course accreditation by training recognition bodies ensures that courses and training programs are designed to achieve
the established skill competency standards.
Training delivery of accredited courses and recognised training programs by registered training providers ensures that
quality vocational education and training is provided to the workforce.
Assessment of skill competency involves judging the competency of an individual against the established skill competency
standard. The assessment process may include the process of recognizing prior learning, not just the outcomes of recent
Certification / qualification is formal recognition that an individual has achieved or demonstrated the required standard of skill competency.
Provision of a credential or statement of attainment will assist the individual in proving their skills when moving between
jobs (portability) and in career progression in general.
Portability of skills is a great benefit when moving between organizations, states, etc.
Monitoring and verification processes ensure that the vocational training system delivers national skill competency
Review of industry skill competency standards on a regular basis ensures that the standards remain relevant to the actual
needs of industry.
Our Skill Competency LCMS faciliates learning management by job competency by incorporating the ability to:
1.) import SCORM compliant courseware,
2.) deliver course content and questions according to skill competency, and
3.) assess, report and track by skill competency.
Our Skill Competency LCMS stores skill competencies along with supporting learning content,
tests learners against these skillcompetencies, and produces reports
showing learner performance relative to skill competencies.
What are the advantages of skill competency standards and skill competency based training
There are many advantages for enterprises in using skill competency standards and skill competency based training. These
more effective recruitment through a national system of skills recognition;
targeted training to meet enterprise requirements;
increased access to cost efficient training
through being able to select from a range of training providers and
through being able to identify and select the parts of the training offered that are most relevant to the enterprise;
improved knowledge of the skill profile of the enterprise’s workforce;
linking present and future enterprise skill needs with work organisation;
an emphasis on flexibility and continued skill development to facilitate faster adjustment to change and improved workplace performance; and
access to national credentials or certification.
As the level of responsibility increases, so too does
the complexity of the standard of performance required to meet the skill competency.
The emphasis is on aligning levels of skill competence to the level of responsibility
which individuals carry within the workplace.
Assessment of skill competence is an essential aspect to the development of skill competence through skill competency-based
training. Assessment will primarily occur in the workplace and at other times in educational institutions.
Assessment can be undertaken using techniques such as:
- direct observation;
- third party reports;
- practical tasks;
- written/oral questioning;
- simulation; or
- a combination of the above.
Different assessment techniques will be needed in different workplaces and industries or for different levels of work.
Our Skill Competency LCMS provides for Assignments and Instructor marked test questions for periodic assessment during a course utilizing blended types of delivery such as instructor-led classroom and online activities. As learners complete
required courses and test assessments in a curriculum, the skills mastered and test scores are stored for reporting purposes.
In this sample Business Services curricula, the following elements can be assessed using the following suggestions.
Element A.I.2 Workplace procedures and work instructions for controlling risks are followed accurately.
Workplace procedures and work instructions for controlling risks are followed accurately.
This could be assessed using:
direct observationobserving adherence to specified procedures and instructions;
report from a supervisoraccording to a checklist based on set procedures and instructions;
simulationa relevant set of circumstances could be artificially created and the trainee observed following appropriate directions and instructions;
written/oral questioning based on workplace procedures and work instructions; or
a combination of the above.
Element B.7.1 Occupational health and safety records for work area are accurately and legibly completed in accordance with workplace requirements for occupational health and safety records and legal requirements for the maintenance of records of occupational injury and disease.
This could be assessed using:
direct observationchecking completed records against workplace and legal requirements;
demonstration and questioningwhere the assessor can observe the simulated completion of records for specified circumstances and ask questions about the process undertaken; or
a combination of the above.
Element C.3.3 Activities are appropriately monitored to ensure that this procedure is adopted effectively throughout area of managerial responsibility.
This could be assessed by:
direct observationagainst a checklist that specifies how monitoring should occur, for example, monthly review of reports, and how the procedure for identifying hazards should be adopted, for example, weekly inspections;
demonstration and questioning—where the assessor can observe simulated monitoring of a range of activities and ask questions about the process undertaken;
conduct of a project—which could require the establishment of appropriate monitoring strategies and written or oral explanation of how and why these have been chosen; or
a combination of the above.