Your Way: RPL - What IS the Professional Conversation?

This 1 hour webinar is from our  suite of Your Way offerings. It is ready to be presented to your staff, at a time that suit you! Need more information? Simply fill out our enquiry form below for a quote.

A professional conversation, when used appropriately, has the opportunity to gather ‘direct evidence’ through oral questioning. A professional conversation therefore enables the candidate to provide a clear response to questions on how they have ‘applied’ their knowledge in a practical situation in the workplace.

RPL candidates for any training product are ‘legitimately presenting as competent’ if the RTO has supplied them with clear information for them to complete a self-assessment of their existing skills, knowledge and experience gained through formal, informal or non-formal learning. The development approach used to create the self-assessment criteria is central to the validity of the information received from the candidate as it reflects, in summary form, the requirements of each unit of competency in the qualification.

This concept of candidates ‘legitimately presenting as competent’ is central to a ‘user-friendly approach’ to making an RPL assessment judgement. The approach provides an opportunity for the assessor to engage in a professional conversation with the candidate to gather ‘direct evidence’ about how they have applied their knowledge in the workplace.

It can also substantially reduce the amount of paperwork that candidates are often required to gather prior to the commencement of an RPL assessment.

Key topics covered

• Creating a self-assessment that supports a professional conversation
• 'Mapping' the self-assessment and the professional conversation questions to the units of competency
• Writing the professional conversation questions in a manner that provides direct evidence of the candidate's performance in the workplace and reduces the amount of paperwork traditionally required to be compiled by the candidate
• Recording the candidate's responses succinctly whilst still enabling the assessor's professional judgement to  be clearly identified in the record of assessment
• Determining any need for subsequent assessment of practical skills
• Identifying gaps and using the skills of an assessor to determine if they are gaps in evidence or gaps in skills and knowledge

Presenters