ASSESSMENT PLAN UNIT STANDARD PLAN AND CONDUCT ASSESSMENT OF LEARNING OUTCOMES (ASSMT 01) S.O A.C ASSESSMENT TOOL EVIDENCE REQUIRED RESOURCE DUE DATE CONTINGENCY PLAN ■ Structured Interview with ■ Demonstrated ■ Policy 21 Aug. ‘03 If the learner is unable 1 1.1 Relevant parties. understanding of the documents. to attend the structured ■ Job descriptions. Legislative interview on the fore- ■ Job specifications. Requirements ■ Relevant mentioned date, a ■ Required job profile. (depending on Stakeholders follow-up date will be policies). /line managers scheduled. ■ Demonstrated individual understanding of the currently Company’s specific occupying procedures. advertised ■ Propper gathering position of information pertaining to vacant position Depending on the level of ■ Direct Evidence: ■ Observation/ ■ If any of the following 1.2 the individual, 4 or more of Demonstrating Simulation restraining factors are the following psychometric understanding of Exercises present; physical batteries can be used: assessment levels disabilities, literacy ■ Group Exercise. and batteries to be problems, language ■ Roll Play used difficulties; alternative ■ Oral Presentation exercises and batteries ■ Indirect Evidence: ■ Psychometric will be used. ■ Self- evaluation Indicating previous Batteries Questionnaire. experience with ■ Should the candidate ■ Personality Questionnaires regards to not be able to attend a (16PF/Disc). assessment centre one-day assessment, ■ In-Basket Exercise. procedures eg. instruments and ■ Problem Analysis. Performance batteries can be ■ Scheduling Exercise. appraisals and other completed over a ■ Fact-finding Exercise. documented period of 2 consecutive evidence of learner’s dates, OR, some Additional information can competence batteries can be done be submitted for our via e-mail, prior to perusal: assessment date. ■ Performance Appraisals. ■ Supplementary ■ Documents ■ 360º Analysis. Evidence. provided by ■ Candidate may ■ Candidate’s CV. candidate / submit supplementary ■ The learner must company evidence prior to Once the above-mentioned be able to select an assessment date. is completed, the following appropriate procedure applies: procedure for vacant ■ Report and feedback ■ Comprehensive Report is position. This can be done compiled. procedure must be ■ Selection / telephonically, via fax ■ Management Feedback aligned with legal Assessment or e-mail, or in indicating the strengths, and organisational Policy person. development opportunities, requirements. individual rating. Once above-mentioned is finalised, a Short-List can be compiled, depending on the number of candidates evaluated as well as the requirements of the company. A practical application assessment is thus appropriate A practical application ■ Demonstration of ■ Psychometric ■ If any assessment 1.3 assessment of the learner’s the establishing a tests’ tool cannot be ability to indicate that the developmental standardised validated, alternative procedure, a and validation tools must be ■ Psychometric assessment standardised manuals. implemented. batteries are standardised, validation process therefore valid and reliable. and it being ■ Should a second approved. registered Structured interview to psychometrist or determine reasons for ■ Demonstrated ■ Observation psychologist not be understanding of records and available, a video ■ Direct observation of which reasons for two embedded recording of oral the input at least 2 registered separate and knowledge. communications / psychometrists or objective observation presentations can be psychologists is given. records. made to be evaluated the other consultant at a later stage. Structured interview to ■ Direct observation: The To be If the cost implications 1.4 determine reason for the Selection of psychometric determined exceed the client’s use of: Assessment tests and prior to budget, alternative ■ Psychometric batteries batteries according batteries used 21 Aug.’03. arrangements can be ■ Supplementary evidence to assessment in our made, for example, ■ Computerised criteria. assessment making use of generic tests/ batteries centers are tools instead of ■ Customised assessment ■ Indirect cost effective customised tools. tools observation: The and generic ■ Observation records ability to create pertaining ■ Assessment checklist checking and management ■ Assessment material packing lists as well skills and packing list as customizing competencies. material to meet The cost Behavioural observation of specific job related implication is selecting and preparing requirements. therefore resources indicated above limited, except when customisation is required, Behavioural observation of Demonstrating an ■ HR policy Prior to Should current 1.5 learner conducting an ability to aligning ■ Assessment 21 Aug.’03 procedures not be in ■ Interview with relevant selection criteria and and selection line with client’s stakeholders to determine the control procedures of policy. requirements, a client’s organisational and own company and ■ Relevant procedure needs to be legal requirements. client’s company. Stakeholders mutually agreed upon. Role-play/Simulation of the above ■ Checklist The learner must be ■ Co- Prior to If the plan is not 1.6 ■ Observation record able to draw up a assessor’s 21 Aug.’03. authorised, it needs to checklist to ensure acceptance be altered in order to be that the specific ■ Designated aligned with the client’s assessment plan is personnel’s needs. accepted acceptance ■ Acceptance letter of plan Simulation/ Case Study of Documented Printed or On or before ■ If the candidate does 2 2.1 learner compiling an evidence of electronic assessment not have relevant proof ■ Advertisement for print or competence with advertisements date. of competence, a electronic media regards to the as done by simulation exercise placement of learner. must be done to advertisements. determine skills and competence. ■ If the desired target market does not respond, 2.2 Structured interview The learner displays ■ Checklist On or before determining whether learner the ability to adhere ■ Management assessment adheres to control to control procedures ratings date. procedures by making and deals with ■ Assessment effective use of responses Policy ■ Checklist appropriately ■ Management ratings 2.3 Structured interview where The learner will ■ Job Assessment ■ If there is not the learner will discuss the demonstrate an specifications date sufficient candidates use and suitability of the understanding and meeting the required ■ Grading and short listing ability to screen ■ Assessment specifications, scale applicants by using criteria extension on cut-off the grading and date needs to be short listing scale. ■ Management implemented and Rating Scale assessment of this criteria to be rescheduled. ■ Should it be an internal post that needs to be filled, the screening and short listing procedure may not always be necessary, thus interview to be reformatted to accommodate specific KPA of learner. 2.4 Structured interview/ Demonstrating an ■ Job Assessment Should it be an internal questionnaire demanding ability and specifications date post that needs to be written response where the understanding of ■ Management filled, the short listing learner discuss the way a how to draw up a ratings procedure may not shortlist is compiled short list always be necessary then a case study needs to be compiled to evaluate the ability to draw up this short list. Computerised data base ■ The ability to use ■ Computer- Day of ■ If a database is not in 2.5 and demonstrating ised database assessment. place, an appropriate understanding of ■ Develop- database needs to be existing database. mental reports. created. ■ Ability to compile ■ Assessment ■ If the candidate does report distribution policy not display sufficient lists and a future documents knowledge of the development matrix. assessment policy, ■ Maintaining he/she needs to be database according given sufficient time to company’s specific study the content assessment policies. thereof. A re- assessment can be scheduled. Questioning pertaining the Demonstrate an ■ Assessment Assessment ■ If a verification 3 3.1 use of background checks understanding of policy of date. checklist does not and validation procedures ■ Existing company. already exist, one using company specific verification methods ■ Verification needs to be compiled. ■ Evaluation tool (checklist) used. checklist. ■ If the candidate is unfamiliar with Case study/Simulation/Role Performing at least verification methods, Play to determine learners two techniques time should be allowed ability to validate and verify during verification for the candidate to authenticity of documents process. familiarise him/herself with it. Questioning to determine Demonstrating an ■ Assessment Assessment If the candidate is not 3.2 ■ the use of checklists for understanding of the material. date. able to process assessment centre. benefits of using and ■ Report and information and compile ■ candidate’s ability to compiling profile. a developmental report evaluate, interpret and ■ Completed ■ Job on the assessment date integrate assessed checklists. description and due to time information into a required profile. considerations, comprehensive development ■ Demonstrated alternative report and profile. ability to create a arrangements needs to conducive be made. Direct observation of environment. conduct during assessment ■ Demonstrated procedure and report ability to compile a writing. development report and profile. Direct observation of ■ Transcribed ■ Video tapes. Prior to or■ If transcribed 3.3 interview. interview. ■ Transcribed on assess- documents or video ■ Video recording of documents. ment date. recordings of previous previous interviews. ■ Direct interviews are not observation. available, damaged or outdated, a date needs to be scheduled for direct, on-the-job observation. 3.4 Questioning pertaining short Ability and ■ Screening Assessment If insufficient list results understanding of methods. date. information is available how to draw up a ■ Job to compile a fair and short list reflecting specifications. objective short list, assessment results. ■ Assessment more information results. should first be ■ Management gathered. ratings. ■ Candidate’s report and profile. 3.5 Questioning pertaining ■ Demonstrate a ■ Short list. Assessment If legislative ■ Assessment and selection knowledge of the ■ Screening date. requirements are not checklist/strategy. legislative methods. met during selection ■ How to meet legislative requirements and ■ Develop- procedure, the strategy requirements when making assessment mental report needs to be revised. selections using profiles and strategies. and profile. job specifications ■ The ability to ■ Policies and determine best legal match between requirements required profile and legislative requirements. ■ An understanding of the need to comply to the above. 3.6 Direct observation/ Role Play Ability to provide the ■ Feedback Prior to or Should candidates not indicating learner’s ability to candidate with form. on assess- be available for oral give feedback to successful proper written and/or ■ Video ment date. feedback, electronic and unsuccessful candidates oral feedback in a recording. feedback should be tactful manner. ■ Case study given or role play used. (written / oral) 3.7 ■ Observation of the use of ■ Ability to effectively ■ Relevant Assessment If a database is not in existing database record and stakeholders. date. place, an appropriate document all ■ Database. database needs to be ■ Structured interview where information ■ Reports. created. the learner will discuss the pertaining the process of documenting assessment. results, agreements reached, ■ Finalised report and how results are forwarded authorised by and to designated personnel forwarded to designated personnel 3.8 Role-play where The ability to ■ Alternative Assessment unpredictable situation is implement plans put into date played out and learner contingency plans place. needs to adapt to it by using and adapt to ■ Simulation ■ Check lists and changing situation/ exercises ■ Contingency plans environment.
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