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OPITO Competence Assessor Initial Training to Enable Trainee Competence Assessors in the Offshore Industry

opito assessor training

To ensure that employees within organizations work in accordance with their operational standards and are meeting company’s expectations, assessors play a key role in assessing competence. Personnel must be trained to consistently perform the competence assessor role successfully. The competence assessor program has been developed for individuals within an organization who are designated to be competence assessors.

The aim of the OPITO Competence Assessor Training program is to impart the initial training to enable trainee competence assessors, to acquire the necessary knowledge and skills which underpin the tasks to be performed as a Competence Assessor.

Upon successful conclusion of this training, and with evidence that the skills and knowledge have been successfully applied in the workplace (see Section B), the learner will receive an OPITO approved Competence Assessor Certificate, which entitles them to perform competence assessments on others in any area where they themselves are technically competent.

  • Duration: 14 hours (2 days)
  • Validity: No expiry
  • Prerequisites: There are no formal pre-requisites for attendance on the Competence Assessor Training Program. However, to ensure successful completion of the Competence Assessor Training Standard, learners must have access to a minimum of two candidates undergoing an assessment process in their workplace.

opito competent assessor training

Competence Assessor Training

Introduction to Assessment (Theory)

The Principles of Competence Assessment Including Individual Roles and Responsibilities

  • The purpose of workplace competence management systems
  • The main benefits of competence assessment for employers and employees
  • The roles and responsibilities of individuals involved in the assessment and quality assurance process
  • Assessment-related terminology
  • Confidentiality requirements
  • Potential conflict of interest situations
  • Equal opportunities during assessment
  • Typical structures of competence assessment standards

Evidence Sources

  • The two main sources of assessing competence: Observation & Questioning
  • Other sources of assessing competence
  • The use of technology in assessment e.g. audio/visual records
  • The strengths and weaknesses of each source of evidence

Applicable Regional Legislation and Guidelines

  • Using different types of evidence for carrying out assessments
  • How evidence should be produced from normal work activities
  • Communication skills to include active listening, body language, barriers
  • Unobtrusively observing candidates perform in the workplace
  • Asking questions during or as soon as possible after the observation in a suitable environment
  • The differences between types of questions
  • Asking clear, appropriate questions which examine knowledge and do not “lead” candidates or negatively affect their confidence
  • Judging reports of RPL, previous work experience and candidate achievement
  • Judging and evaluating Products of Work
  • When simulation can be used and setting appropriate tasks
  • Using evidence from other authenticated witnesses/sources
  • Encouraging candidates to contribute evidence that adds value to the assessment
  • Making the assessment decision
  • The importance of consistency in assessment decisions

Planning and carrying out the Assessment (Practical)

Assessment Planning

  • Creating an assessment plan based on a provided standard using a blank template

Collecting and Evaluating Evidence and Making the Assessment Decision

  • Creating an assessment plan based on a provided standard using a blank template
  • In groups, evaluating and discussing a range of completed documentation and deciding on what would, and would not be acceptable assessment evidence
  • Individually, evaluating samples of workplace evidence making an assessment decision and explaining the rationale behind their conclusion - Discuss the results as a group

Feedback and Record Keeping (Theory)

Recording Assessment Decisions

  • Recording the assessment decision and justification
  • Ensuring assessment records are accurate, complete, up to date, and provide an auditable trail of evidence
  • The internal verification processes

Providing Feedback

  • Providing feedback to the candidate
  • Conveying and explaining assessment decisions to the candidate
  • Giving candidates constructive advice when the evidence does not meet the required standard
  • Identifying and agreeing to the next steps in the assessment process
  • Obtaining feedback from the candidate on the assessment
  • Recording candidate feedback, where required
  • The appeals procedure, and processes for handling appeals

Feedback and Record Keeping (Practical)

Recording Assessment Decisions

  • Recording assessment decisions (using the information from previous exercises in Unit 2) and cross-referencing evidence to the standard being assessed using the blank assessment form 8.2 Exchange and check (verify) another learner’s work for accuracy and understanding
  • Discuss the results as a group

Providing Feedback

  • Conducting a feedback session where the decision is ‘Not Yet Competent’ and recording a summary of the feedback provided
  • Sharing and discussing feedback as a group
  • Conducting feedback sessions in which difficult issues or disagreements are raised using several feedback scenarios
  • Sharing and discussing feedback as a group

Disclaimer: For general information purpose only - please check with OPITO for the latest and accurate information on Training Standards

Last Updated: March 28, 2021