Workplace personnel information

Introduction

This information is designed to help workplace personnel who may be involved in assessments of co-workers or friends. It may also be helpful to assessors and assessees who want to know more about the possible role of other workplace personnel in assessments.

Workplace personnel may become involved in the assessment process in several ways

• as a co-worker or supervisor of an assessee
• as a technical expert on an assessment panel
• as a support person assisting the assessee.

The co-worker or supervisor

You might be a co-worker or supervisor working in a children's services environment where a person is seeking assessment. You may be asked to take part in the assessment process in some way. Typical situations may include:

• an assessee request for a reference or other workplace item (such as written, photographic or video records) that can be used as evidence of competence
• an assessee request to have an assessor observe during workplace activities
• requests for access to facilities and equipment as part of the assessment process
• a request for you to be a member of an assessment panel (see previous heading)
• an assessee request for you to be a support person (see below).

Assessment can be an important aspect of professional and career development. Being involved in another person's assessment may be a useful way of learning about assessment opportunities that are available to you.

Sylvia's story describes how a co-worker became involved in another worker's assessment.

The technical expert

Technical experts are people who are qualified and experienced in the competencies being assessed. They participate in assessment panels, alongside a qualified assessor. A technical expert may be a co-worker or supervisor of the person being assessed.

Assessment panels, sometimes called partnership arrangements, may be used to conduct assessments in children's services workplaces. Formal requirements for partnership arrangements in assessment, including technical experts, are set out in the Assessment Guidelines section of the Community Services Training Package. To find out more about the Community Services Training Package, contact the Human Services Training Advisory Council on 08 8981 2550 or email at hstac@hstac.com.au.

If you are asked to be an industry expert on an assessment panel, you will need to be familiar with the competencies being assessed. You should be ready to participate actively in the assessment, such as by asking questions that will help the assessee to explain their evidence. The assessor may ask for your views on the assessee's evidence.

Jarryd's story describes an assessment panel in action.

The support person

A support person is someone who helps an assessee prepare and present evidence of their competence. While support people do not have a formal role in the assessment process, there is plenty of scope for them to help the assessee both before and during assessment.

A support person is usually a co-worker or friend who knows the assessee and has an understanding of the assessment process outlined in this guide, particularly in relation to evidence.

The extent of support is worked out between the assessee and the support person. Typical situations where support people become involved in assessments include:

• assessee requests for help in identifying and preparing evidence (often a friend or co-worker is better able to identify an assessee's strengths and skills that the assessee themselves)
• assessee requests for support in the assessment process, especially in interviews or demonstrations
• assessee requests for help in communicating with the assessor, especially where the assessor's first language is English and the assessee's is not.

Carmen's story shows how a support person was involved in a friend's assessment.

Workplace personnel using this guide

Workplace personnel may wish to use the following children's services assessment information and tools contained in this guide.