ETTE assessment and teaching training

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ETTE assessment and teaching training

 

Origin

- Diploma’s are to different to compare (can we trust them?)

- We need to be sure you can work safe (how can we create trust?)

- How can we trust each other?

- Understanding (do we mean the same?)

- Trust in assessment (do we measure the same?)

Little quiz ?

Who do you prefer in case of fire?

A. Is able to extinguish fire B. Knows all fire classes

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Competence based safety

- Starting from competence (able to do)

- Underpinning knowledge

- Underlying attitude

- Underpinning legislation

International

- Every country has different rules, but

- Water is wet (and conductive)

- Gravity works

- Electricity hurts

- Nuances between countries

- Functions (but same competences)

- Legislation (small differences)

Basic competence

1. work with respect for own safety

2. contribute to a safe and sustainable working environment

3. work ergonomically

4. use personal protection equipment

5. prevent fire in a performance environment

6. work safely at heights

7. work safely with mobile electrical systems under supervision

8. work safely with machines

9. work safely with chemicals

10. Fit up and rig performance equipment

Specialist competences (level 2)

- Pyrotechnics

- Electricity

- Automation (mechanics)

- Rigging

- Self driving work platforms

- First aid

- ...

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Organizational competences (level 3)

- Risk assessment

- Coaching for safety

- Audience safety

- Emergency management

- ...

Advantages

- We bring safety back to the floor

- Safety is everyone’s responsibility

- No legalistic / top-down approach

- Reflects real needs

- Fits OHS framework directive

- Fits in

- Education programs

- Job profiles

- Wide sectoral occupations •...

Links with

- ESCO (link with 28 EU countries)

- National systems

- Certification systems

Assessment

- Process = learning = grades

- Result is absolute = yes or no

- Practical test

- Simulated environment

- According European standards (EN ISO/IEC 17024)

- Paper test

Outcomes of the ETTE project

- Competence descriptions

- Knowledge descriptions

- Courses (open source)

- Assessment (+ rules & quality assurance)

- EU safety passport

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The ETTE safety passport - a personal document owned by a practitioner in the field of performing arts, entertain-

ment or events.

- states the safety competences the wearer has proved in an assessment, agreed between the participating countries.

- helps an employer or contractor to identify the safety competences in order to improve safety and fulfil his legal obligations.

- only states safety competences, it does not judge other professional capabilities.

- The training materials for the ETTE safety competences, developed by the partner coun-tries, are free to use by all organizations or individuals. We promote the use of these training materials in regular education, continuous training or self-study.

- The assessment of the ETTE safety competences is sector specific and practice based. (In other words, the practitioner is assessed in a sector specific realistic environment and has shown that he/she is able to perform the competences. Underlying knowledge is tested where needed.)

- The assessment of the ETTE safety competences is done in a standardized way by quali-fied assessors according to the guidelines and quality insurance procedures developed by the partner countries. (In other words, it does not make any difference where an in-dividual is tested, the result should be the same. ) The quality control of the assessment of the ETTE safety competences is done by the consortium of participating countries.

- The basic set of competences consists of the lowest common denominator of safety competences in the participating countries. This is the minimum competence required to behave safe on stage and it is the basis for more specific safety competences. It in-cludes a profound understanding of the fundamental mechanisms in safety. (This has no influence on the minimum level a country wants to set, it is only the common ground we build on.)

- The specific competences can be assessed internally or externally. Internal assessment is developed and supervised by the partner countries. External assessment is existing as-sessment by third parties that reaches the standards set by the participating countries.

But

- The ETTE safety passport does not say anything about social relations, wages or other matters that belong to the legal relationship between employer / contractor and employ-ee / subcontractor.

- The ETTE safety passport does not judge what competences you need to be allowed on a specific stage or in a specific country. It is the employer’s / contractor’s responsibility to decide what safety competences are needed for a specific function or job, according to local legislation or traditions.

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Questions?

A bit of philosophy ...

When did you make your first risk assessment?

Safety Behaviour

- Difficult to measure

- Universal usable

- Usable on long term

Procedures

- Easy to measure

- Limited without context

- Describe “good practice”

- Tool / not a goal

Theatre

- Is creating, making something new

- You can’t make rules for what does not exist

More than a job

 

 

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Abraham Maslows Hiërarchie of needs

The show must go on

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Who has ever had a speeding ticket?

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Nothing so dangerous as a safety adviser

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Do you walk here?

40 fly bars a 250 kg = 10 ton

 

1 bus a 9400 kg = 9.4 ton

 

Humor(t)

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Shit happens! vs.Who did this?

Safety in Europe

 

One Europe, two visions

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• Safety• Behaviour

• Responsibility • Relative

• Liability• Procedures

• Liability • Absolute

A vision on safety

Legislation

- Is not the starting point

- Essence is working safe

- Supported by knowledge

- Supported by legislation

- Legislation is the proof we are doing well

- Safety vs. liability

Safety is part of the job

- Where possible safety is embedded in action

But

- Basic skills

- Organizational / managing skills

Competence based systems

Competence

- Being able to

- Skills

- Underpinning knowledge

- Underlying attitude

- (Underpinning legislation)

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Competence, occupation and function

- A set of competences = occupation

- In a specific context = function

- Every practitioner is unique > unique set of competences

Competence descriptions

- Different ways, depending on the use

- Generic

- advantage of flexibility (use in different contexts)

- Not useful for education or assessment

- Detailed

- We need to know exactly what is to be able to, to know

- (the higher the level or the more artistic, the vaguer, more generic it will be > needs more skills and interpretation of teacher / assessor)

- Starting from competence : practical example

- What is the job of a stage tech? (occupation)

- Loads and unloads sets

- Builds sets on stage

- Lays dance carpet

- ...

Performance criteria

How can I see objectively that someone is able to?

Skills

- How do you recognize a good stage technician? (for building sets)

- Uses plan

- Moves sets

- Lifts sets ergonomically

- Asks help if things are to heavy

- Uses work lights in stead of theatre lights

- ...

- (these are criteria)

Knowledge

- What does he need to know to do so?

- Symbols used in plans

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- Set mounting techniques

- Ergonomic principles

- ...

= why we act like we act= Agreements to understand each other = good practice and rules

- Can be independent

- Basics of electricity

- Lighting equipment

- Can be situational

- Know local habits

- Know where to switch the lights on

- Know the rules

Knowledge on its own has no value, if you are not able to apply it, it is like a closed book Knowledge is underpinning, it supports the skills So: “need to know basis”

 

Attitude

- What attitude does he need for this?

- Collaborative

- Efficient

- H&S aware

- ...

Attitude makes the difference between a crane driver and a theatre machinist, they both move objects but the way they do it is different

- the intention

- the engagement

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- the feeling

- Attitudes can’t be teached, but can be developed

Competence

Is the whole of

- Skills

- Knowledge

- Attitudes

You need the combination to have the competence, to be able to perform a task in a specific context.

- H&S is an integral part of this

- Advantage: based on daily reality and individual needs

 

(we are sheep)

Artistic competences

- Can you teach art?

- Same question as what is art ;-)

- You can’t teach, but you can develop it if “it” is there

- Do technicians need artistic competence

- And if so, on what level?

- How does this translate in visible competence?

- How do we describe “it”

- Most descriptions define all surrounding competence, but fail to describe the core

What’s in a word?

Learning outcome

Competence

What do I need to know?

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ESCO

 

 

Goal: go-between for job matching

- Skills – competences

- Occupations

- Qualifications

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The ETTE competences

Why these 10 competences?

- Survival skills

- You will stay alive

- You won’t hurt others

- Occur in (almost) all stage occupations in ESCO

- Do not conflict with national or EU legislation

Examples:

- First aid, depends on country if allowed or needed

- Fire fighting, depends on country if allowed or needed

- Electricity (independent), is connected to certification

Work with respect for own safety

Show awareness of risks related to activities in the performing arts and act accordingly to en-sure the own safety.

Understand the risks and prevention measures for your own personal health and safety on stage and apply the basic safety rules in your own practice, according to training and instruc-tion.

Scope note

- Includes protection against occupational diseases

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- Includes the theoretical background of risk prevention.

Skill

Understand the risks in a performance environment and the mechanisms behind them Understand your own position in the safety chain and acts accordingly Work according safety training and instructions Protect oneself against hazards Signal risks to responsible

Knowledge

01.01 Accident theory 01.02 Five steps to reduce risk 01.03 Your rights and obligations

Attitude

Safety awareness

Awareness of your own behaviour

Contribute to a safe and sustainable working environment

Show awareness of risks related to activities of you and your colleagues on stage and audi-ence area in the performing arts and act accordingly to ensure the own safety.

Context

Understand the risks and prevention measures for the health and safety and apply the basic safety rules for you and colleagues, according to training and instruction, for performance and art facility purposes.

Scope note

- limited to the actions the practitioner can take within the responsibility of his function and his/her position in the chain of command.

- Includes the theoretical background of health and safety organisation.

Skill

Works with attention for the safety of colleagues, artists, public and other stakeholders Detects, prevents and protects against risks and injury (such as electric shock, hearing damage, hazardous substances, tripping, fire, ..) Pays attention to minimum lighting conditions and sound levels on stage to ensure orienta-tion and communication during setup, focus , sound check, rehearsal and performance. Works with attention for the sustainable use of materials and energy Proposes improvement and prevention measures Informs him/herself about the regulations and practices in unfamiliar workplaces

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Works according the rules and regulations in the workplace Mounts and uses collective protection equipment where needed Act accordingly the agreed procedure in case of an emergency Complies with legal working time regulations

List of Knowledge

02.01 Risks on stage02.02 Safety in the audience area • 02.03 Sustainability 02.04 Safety Legislation02.05 Danger signs02.06 Prohibition signs

Attitude

Safety awarenessAwareness of others behaviour

Work ergonomically

Apply ergonomic principles in the organization of the workplace and while manually han-dling equipment and materials.

Context

Work ergonomically to improve and safeguard personal health and safety.

Scope Note

Includes manual fly bar systems.

Skill

Identify ergonomic risks Organize workplace ergonomically Apply the ergonomic principles and methods while lifting, carrying or moving heavy or unpractical loads Use the right equipment when lifting, carrying or moving heavy objects Ask for help for tasks you can't carry out on your own Communicate with colleagues while lifting, carrying or moving objects

Knowledge

03.01 Risks as result of manual handling 03.02 Ergonomical methods 03.03Equipment forlifting, carrying or moving

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Attitude

Awareness of long term impact on personal health

use personal protection equipment

Assess the need for personal protection equipment according to training, instruction and manuals. Inspect the equipment and use it consistently.

Scope Note

Includes safety shoes, hearing protection, gloves, hard hats, fall protection, etc.

excludes climbing equipment

Skill

Identify / spot the risks for personal injury Chose the appropriate PPE's according to the risks Check the PPE's before use Use safety shoes, hearing protection, gloves, hard hats etc. according to instructions and reg-ulations Choose a safe attachment point for the fall protection Maintain and store the PPE's

Knowledge

04.01 Body protection 04.02 Eye and face protection 04.03 Hearing protection 04.04 Breathing protection 04.05 Fall protection 04.06 Mandatory action signs

Attitude Personal Safety awareness Awareness of long term impact on personal health Non macho attitude

prevent fire in a performance environment

Take the appropriate steps to prevent fire in a performance environment.

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context

Take the appropriate steps to prevent fire and to ensure fire intervention is facilitated in a per-formance environment.

Scope note

Excludes the actual fire intervention and evacuation organisation.

Skill

Identify, spot and reduce fire risks Check used materials for fire resistance Ensure safe distance to hot surfaces Ensure free access to firefighting equipment Ensure free access to emergency exits and escape routes Ensure visibility of safety icons, safety and emergency lighting Act accordingly the agreed procedure in case of a fire accident Store flammable substances according to instructions and regulations

Knowledge

05.01 Fire theory05.02 Fire classes05.03 Risks of fire, smoke and CO 05.04 Fire fighting signs05.05 Evacuation routes and compartments

05.06 Evacuation routesigns05.07 Safety and emergency lighting05.08 Properties of materials05.09 Safety distances (09.03 Storage of hazardous substances )

Attitude

safetyawareness

Work safely at heights

Take necessary precautions while working at heights, on ladders, mobile scaffolding, fixed working bridges, single person lifts etc. in order to prevent falling or endangering people working under these structures.

Scope note

Includes surfaces and areas more than 1 m above adjacent floor, like ladders, mobile scaf-folding fixed working bridges and telescope single person lifts which can’t drive at heights.

Excludes self-driving lifts at heights (cherry picker, fork lifts with basket, ...)

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Skill

Selects and uses the appropriate equipment to go to the high working post Identify / spot environmental influences and changes that affect the safe use (weather, rake, floor stability, ...) Mounts and uses the equipment according to the safety regulations and instructions Visually inspect the equipment Applies the appropriate collective protection Uses the appropriate personal safety equipment Ensures no objects can fall during activity Secures small tools and equipment Close off underlying areas Ensures underlying work area is free Communicate with colleagues while working on heights

Knowledge

06.01 Risks of working on heights 06.02 Ladders06.03 Scaffolding06.04 Single person working platform

(04.05 Fall protection)

Attitude

Safety awareness • Proactive

Work safely with mobile electrical systems under supervision

Take the necessary precautions while providing temporary power distribution for perfor-mance and art facility purposes under supervision.

Context

Provide power distribution for lighting, stage, sound, video and rigging purposes under super-vision. This competence is limited to mobile, temporary installations with connectors. It ex-cludes working with generators, camlock or power lock connectors and high voltage (>1000V)

Scope Note

This competence specifically deals with activities under supervision (not personal responsi-bility), in other words the responsibility for the final work, which is in most countries part of electrical legislation and certification, is the responsibility of the supervisor.

Skill

Read electrical diagrams and plans for mobile electrical installations Calculate mono-phase electric loads

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Provide power distribution for light, stage, sound, video and rigging purposes Put cables, fuse boards and splitters in place, based on instructions Connect, label, protect, and secure cables Perform visual inspection for electric risks . Troubleshoot basic problems: checking cables, connections, ... Repair mono-phase cables (checked by supervisor) Use appropriate tools and PPE’s Act accordingly the agreed procedure in case of an electrical accident

Knowledge

07.01 Basic electrical concepts 07.02 Basic electrical calculations 07.03 AC and DC07.04 Series and Parallel circuits 07.05 Electrical Risks 07.06 Protection against electrical risks

(04.01 Body protection ) (04.02 Eye and face protection)

Attitude

Awareness of invisible risks Awareness of others behaviour

Work safely with machines

Check and safely operate machines and equipment required for your work according to man-uals and instructions.

Context

judge the mechanical equipment as intended and specified by the manufacturer without overload

Scope note:

Includes more generally used small electrical and mechanical tools like drills, manual sawing machines, washing machines, sewing machines, etc. that are also used in nonprofessional environment.Excludes permanently installed equipment or specialized theatre equipment

Skill

Use the right tools for the job and material Ensures work environment is clean, free of and stable Ensures materials are fixed securely Works according the safety instructions Prevent risks for yourself and environment

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KnowledgeRisks related to hand and hand-electrical tools • Hand tools Hand-electrical tools

Attitude

Safety awarenessAwareness of others behaviour

Awareness of your environment

Work safely with chemicals

Take the necessary precautions for storing, using and disposing chemical products.

Context

Using, storing and disposing chemical products in such a way that injuries and damage to health and environment are avoided.

Scope Note

Includes washing and cleaning products, glues, paints, make up, smoke liquids, CO2, ... and other products normally used in a performance environment.Excludes pyrotechnics

Skill

Identify products based on manufacturers information, safety information sheets, etc. Take precautions Choose the right tools to handle the materials Ensures work environment is clean, free of and stable Prevent unnecessary exposure to chemicals Ensure ventilation Works according to the safety instructions Store chemicals according regulations Dispose chemicals according regulations Act accordingly to the agreed procedure in case of an accident

Knowledge

09.01 Chemical risks09.02 Use of chemicals09.03 Storage of hazardous substances

09.04 movement of chemicals09.05 Disposal of chemicals

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09.06 Safety sheets 09.07 Labels of hazardous substances

(02.05 Danger signs)

Attitude

Safety awarenessAwareness of long term impact on personal health • Respect for safety warnings and instruc-tions

Fit up and rig performance equipment

Fit up and rig basic performance equipment (sound, light, video, set and machinery) and se-cure it against falling (secondary safety)

context

The unloading, hanging, placing and securing of different types of performance equipment on existing structures and on the stage floor.

Scope note

Excludes the building or using of the suspension constructions

The competence is limited to the physical placement of the equipment, not the electrical connections (which are dealt with in mobile electricity competence)

Skill

Place, move, stack and transport technical performance equipment and materials according to the needs during the fit up Inspect the technical performance equipment visually for damage Choose the right mounting accessories Choose the right mounting methods Mount and rig technical performance equipment according to instructions and/or plans Check that technical performance equipment and objects can move freely during different operations when needed Immobilize technical performance equipment once in place Secure technical performance equipment and accessories Check that all technical performance equipment are secured according to safety procedures Take action if something goes wrong Report if something is not performed according to the agreed procedures.

Knowledge

10.01 Principles of mechanics 10.02 Checking and identifying rigging equipment

10.03 Fly bar and permanent suspension systems

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10.04 Checking and mounting trusses10.05 Mounting, hanging and securing equipment

(06.01 Risks of working on heights)

Attitude

Safety awarenessAwareness of others behaviour Attention to movements around you

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Assessment training for assessors - ETTE

Introduction

1. Interview your neighbor (5 min per person)

2. Questions

a. What does he/she expect of the training?

b. What is it that he/she hopes to learn?

c. What else should we know about him/her?

3. Swap roles

3.1 Introduce your partner to the group - learning goals will be noted on the board..

 

What is assessment?

The process of collecting evidence and making judgements on whether competency has been achieved to confirm that an individual can perform to the standard expected in the work-place, as expressed by the relevant endorsed industry/enterprise competency standards of a training package or by the learning outcomes of an accredited course.”

That means that assessment involves working out a number of things:

- which standards or objectives are being assessed which types of evidence are best to collect

- which evidence is best for this particular candidate which evidence is the best indicator of achievement

Judging if someone meets the standard

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Why do we assess?

Talent

 

Understanding

Learned behaviour

 

In order for your candidate to improve you have to know what is the challenge is:

- Give the right feedback 7

What ?

- Can you improve?

- How to improve

- Knowledge

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- Theoretical

- Study, read, learn

- Ability

- Talent

- A little With aid

- Skill

- Learned behaviour

- Yes, by practicing

- By doing it (but knowledge and ability need to be good)

Proof of competency.

Impact:

- onjobprospects,

- onsalary,

- onCV

 

Assessment = Recognising competency

Assessors aim to recognise that knowledge and those skills. This is called recognising compe-tency.To help us recognise competency, there are 4 questions that we can ask:

1. Can this person transfer these skills to new situations?

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2. How does this person respond when things go wrong?

3. How does this person cope with changes to the conditions under which the task is being performed?

4. How does this person manage the task as part of the other demands of the job? Wat does an assessor do? Seek EVIDENCE.

Rules of evidence - types

information gathered to support a judgement of competence against the specifications of the relevant unit/s of competency.

3 types of evidence:

- Direct Evidence – things that we, as assessor, observes first-hand, eg, observation, work samples Indirect Evidence – things that someone else has observed and reported to us, eg, third party reports

- Supplementary Evidence – other things that can indicate performance, such as training records,

- questions, written work, portfolios

 

Rules of evidence - criteria

- Rule

- Valid

- Current

- Sufficient

- Authentic

Evidence must be

- Address the elements and performance criteria

- Reflect the skills, knowledge and context described in the competency standard

- Demonstrate the skills and knowledge are applied in real or simulated workplace situa-tions

- Demonstrate the candidate's current skills and knowledge

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- Comply with current standards

Demonstrate competence over a period of time Demonstrate competence that is able to be repeated Comply with language, literacy and numeracy levels which match those required by the work task (not beyond)

- Be the work of the candidate

- Be able to be verified as genuine

 

Assessment how?

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How do we assess a candidate?

1. Collecting evidence and judging Focus on two methods

2. OBSERVATION

3. INTERVIEW

4. Being aware of our role as an assessor

 

Observation

Assessment by observation

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2 types of observation

-Participatory: You are part of the setting and observe how a person acts/reacts in interaction with you.

Distant: You are not a part of the situation. You observe the skills/actions taken/behaviour from the side.

 

 

Something different

https://youtu.be/JOHv3hT2vgs?t=24

The fine line between observation and evaluation

- Observation

- Evaluation

- Positive

- Negative

- Clarity and Connection

- Confusion and separation

- Expansive

- Constrictive

- Freedom of choice

- Limit your behaviour and behaviour of others

- State what is in a neutral, objective way

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- Indicate an opinionated subjective value

- Mental of scientific approach

- Emotional

Assessor’s skills: observation

- Consistent: the way you gather information has been decided before you start

- Specific: You observe to attain a goal and the way you will observe has to be consistent.

Eyes

What do you see? Direct and indirect (body language) evidence.

Ears

What do you hear (or fail to hear)?

Body/feelings

What do you notice about the candidate? Do you feel sympathy, antipathy, annoyed, in-trigued, nervous....

One for the road

https://youtu.be/zCQ-etiFyho?t=37

Bias comes in all shapes

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A small list of assessment bias

- Contrast effect

- Discrimination

- Halo-effect

- Illusion of validity

- Just like me

- Curiosity

- First impression

- Being preoccupied

- Projection

- Central scoring

- Horn Effect

- Generalise/Indulgence

- Past judgement

- Relation

- General interview

- Prejudice

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- Roll confusion

- Finding the answers to your own questions

- Experiment effect - Overscore positive elements/aspects

- Judging the development or potential rather than the qualities

- Judging too quickly

- Self Fulfilling prophecy

- Narrow mindedness (not being open to expectations and ideas of others)

Communication...

How to skip/eliminate the noise? How do you avoid bias? How to be objective?

 

Subjectivity- objectivity: Intersubjectivity

1. We can only see the world through our own eyes

2. We are what we are by our past, our experiences, our DNA, our personality 3. We view the world as we are 4. We measure/see the world to our own standards 5. How can we measure/assess in an objective way? INTERSUBJECTIVITY or 2 see more than 1

 

Oxford English dictionary defines values both as “principles or standards of behaviour [sic]”

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Bias

Selfassessment exercise

Assessor’s skills: Asking questions

Specific technique Goal = judge a candidate on their competencies Observe + ask specific questions ?Proof/ evidence/ clarity

STAR(R)(T) The Interview

START is an acronym for: S/T – SITUATION or TASK A – ACTION R – RESULT

T – TAKE AWAY

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Questions

Closed QuestionsOpen questionsLeading or loaded questions Recall and process questions Rhetorical questions Funnelling

Questions: yes or no?

Closed Questions

Closed questions invite a short focused answer- answers to closed questions can often (but not always) be either right or wrong. Closed questions are usually easy to answer - as the choice of answer is limited - they can be effectively used early in conversations to encourage participation and can be very useful in fact-finding scenarios such as research.

Closed questions are used to force a brief, often one-word answer.

Closed questions can simply require a ‘Yes’ or ‘No’ answer, for example: ‘Do you smoke?’, ‘Did you feed the cat?’, ‘Would you like a cup of tea?’

Closed questions can require that a choice is made from a list of possible options, for exam-ple: ‘Would you like beef, chicken or the vegetarian option?’, ‘Did you travel by train or car today?’

Closed questions can be asked to identify a certain piece of information, again with a limit-ed set of answers, for example: ‘What is your name?’, ‘What time does the supermarket open?’, ‘Where did you go to University?’

More questions

Open Questions

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By contrast, to closed questions, open questions allow for much longer responses and there-fore potentially more creativity and information. There are lots of different types of open question; some are more closed than others!

Leading or ‘Loaded’ Questions

A leading question, usually subtly, points the respondent’s answer in a certain direction.

Asking an employee, ‘How are you getting on with the new finance system?’ This question prompts the person to question how they are managing with a new system at work. In a very subtle way it raises the prospect that maybe they are not finding the new system so good.

‘Tell me how you’re getting on with the new finance system’ is a less leading question – the question does not require any judgement to be made and therefore does not imply that there may be something wrong with the new system.

And more questions

Recall and Process QuestionsQuestions can also be categorised by whether they are ‘recall’ – requiring something to be remembered or recalled, or ‘process’ – requiring some deeper thought and/or analysis.

A simple recall question could be, ‘What is your mother’s maiden name?’. This requires the respondent to recall some information from memory, a fact. A school teacher may ask recall questions of their pupils, ‘What is the highest mountain?’ Process questions require more thought and analysis and/or a sharing of opinion. Examples include, ‘What skills can you bring to this organisation that the other applicants cannot?’ or ‘What are the advantages and disadvantages of asking leading questions to children?’

Rhetorical Questions

Rhetorical questions are often humorous and don’t require an answer.

On the art of questioning

Funnelling

We can use clever questioning to essentially funnel the respondent’s answers – that is ask a series of questions that become more (or less) restrictive at each step, starting with open ques-tions and ending with closed questions or vice-versa.

From open to closedCan you tell me something about a holiday you went on? How was the holiday in Italy? How long did you stay?Would you go again?

From closed to openWhat is your favorite book? Have you read a lot of his/her works? Do you read a lot in that genre?....

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Questions about questions

A good question is one that gets the information that we need.

Good questioning involves a number of rules:

Rule

1. Ask open questions – to draw out more complex explanations or opinions eg, why would someone choose to support an aged person with a walking frame instead of crutches? Rule

2. Ask closed questions – to obtain a specific, factual answer eg, how many times should you look right before crossing a road?

3. Avoid leading questions – that may influence the response eg, you wouldn’t start the en-gine before doing a safety check, would you?

4. Ask hypothetical questions – to outline a set of circumstances when you want to obtain an understanding of practical procedures eg, if you were caring for a foster child and they displayed signs of abuse, what would you do?

5. Ask clarifying questions – to confirm your interpretation of something that they have said or done eg, So, what you are saying is that you would fill the kettle with water before turning it on?

6. Avoid ambiguous, unclear or multiple questions – that may confuse the person eg. where would you put the dripline under a tree and why is it best to use mulch when planting in hot conditions?

Responses or Answers

A direct and honest response – this is what the questioner would usually want to achieve from asking their question.A lie – the respondent may lie in response to a question. The questioner may be able to pick up on a lie based on plausibility of the answer but also on the non-verbal communication that was used immediately before, during and after the answer

is given. Out of context – The respondent may say something that is totally unconnected or irrelevant to the question or attempt to

change the topic. It may be appropriate to reword a question in these cases.Partially Answering – People can often be selective about which questions or parts of ques-tions they wish to answer. Avoiding the answer – Politicians are especially well known for this trait. When asked a ‘difficult question’ which probably has

an answer that would be negative to the politician or their political party, avoidance can be a useful tact. Answering a

question with a question or trying to draw attention to some positive aspect of the topic are methods of avoidance. Stalling – Although similar to avoiding answering a question, stalling can be used when more time is needed to formulate an

acceptable answer. One way to do this is to answer the question with another question. Distortion – People can give distorted answers to questions based on their perceptions of so-

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cial norms, stereotypes and other forms of bias. Different from lying, respondents may not re-alise their answers are influenced by bias or they exaggerate

in some way to come across as more ‘normal’ or successful. People often exaggerate about their salaries. Refusal – The respondent may simply refuse to answer, either by remaining silent or by saying, ‘I am not answering’.

Niki VervaekeCoaching & Counselling Training 0474 662 338 www.arche-nv.be

 

Assessment bias (exercise)

- Contrast effect: Results are being determined by comparing one candidate to another candidate

- Discrimination/ prejudice: unfair judgement based on bias (gender, race, religion, dis-ability...)

- Halo-effect: you presume that, when one piece of evidence is good or bad , others will be as well.

- Illusion of validity: You like the candidate, you sympathize with the candidate and therefore find him/her competent and so you assess in a positive way

- Just like me: You assess the candidate in a positive way because he/she reminds me of you, looks like you, acts like you. You recognize yourself in the candidate

- Curiosity: You ask questions about irrelevant subjects First impression: You have a tendency to judge or form an opinion based on a first im-pression

- Being preoccupied: you are preoccupied with other things and are not paying attention to what the candidate is doing or saying

- Projection: you have a tendency to project your own motives , properties unto others Central scoring You never give extremely high or low scores

- Horn Effect : Because certain competencies were assessed negatively you start assessing the remaining competencies positively (compensating)

- Generalise : You give a general score based on just a couple of actions

- Indulgence: You tend to score high more than low.

- Past judgement: you let earlier judgements weigh through

- Relation: You tend to judge in a positive way in order not to disturb or break the rela-tionship

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- General interview: You keep on the surface, no specific questions asked, it’s a very gen-eral assessment

- Prejudice: You conclude things before you know the facts (eg hearsay). You hear and see what you want to hear and see.

- Arche coaching & counselling - Niki Vervaeke - 30-05-2017

Roll confusion: You forget your role as assessor and start coaching or teaching or correcting Finding the answers to your own questions: Happens when assessors are not used to

working with the pre-set criteria and indicators.

Experiment effect: The candidate behaves differently because he

she is being assessed.

Overscore positive elements/aspects : This might happen when acandidate acts in a more positive way than expected.

Judging the development or potential rather than the qualities: You pay to much attention to the effort or evolution made by the candidate rather than looking at the apparent qualities/skills.

Judging to quickly: You have a tendency to form your opinion to quickly and you use the pro-cedure to confirm your first impression.

Self Fulfilling prophecy: you judge based on presumed qualities of the candidate and/or giv-en/provided evidence or earlier experiences.

Narrow mindedness (not being open to expectations and ideas of others): Candidates have their own ideas and expectations which will not always be the same as ours. If we cannot be aware of that and recognize that we will never understand each other.

Person 1

- Please note two kinds of Bias you are aware of

- Pass the paper to your neighbor.

- Give a practical solution to each bias your neighbour put down.

Arche coaching & counselling - Niki Vervaeke - 30-05-2017

Assessment bias and solutions Indulgence

- Work according to pre-defined criteria

- Use the WAKKER Method

First impression

- ‘Park’ your first impression. Be open to new impressions and compare them later on with the impression you ‘parked”

- Be factual - note what you see

- Be aware of your judgement or prejudice

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Just like me

- Be aware of your reflex

- Prepare yourself

- Look for contrast and siimilarities

Curiosity

- Be concrete about what you want to know and prepare your questions

- If you have ‘curiosity questions’ write them down and ask them after the interview

Central tendency

- Try to asses 2 times and see where you have extremes

Contrasteffect

See candidates apart from one another

Assess according to criteria Illusion of validity

- Look at the indicators and at what the candidate really showed and judge whether the candidate is or isn’t competent

Confusion of role

- Be formal and serious (in attitude and behaviour)

Prepare yourself, use the protocol and put the criteria first Prejudice

- Look at the criteria and not at the whole picture Generalise

- Note and force yourself to line up concrete actions and behaviour (what did you really see)

- Use the criteria to judge

- Ask for a lot of examples

Arche Coaching & Counselling - Niki Vervaeke - 30-05-2017

Structure of the master documents

The ETTE structure

- Competence > able to > training

- Knowledge > know, understand > teaching, learning

- Attitude > habits > coaching, experience

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Structure of the documents

- Master documents

- Used in different ways

- For different target groups

- On different media

Master documents

Information from ESCO, to link to the European occupational database. Information for students, like core and extra text, rehearsal questions, etc. Information for teachers, like supporting materials, methods, etc. Information for developers, technical information about the versions etc.

- Small content blocks

- One subject

- One story line

- Can be read independently

- As reference material

- In other courses

Relation between master documents

- Competence

- Knowledge

- Exercises

- (links, tools, teaching materials, ...)

Competence blocks

- Describe one competence.

- a unit of activities that always appear together and that form a logical unit that can be assessed.

- about being able to do something, not about knowing something.

- Linked to different knowledge blocks

- underpinning knowledge needed to be able to perform the competence.

- Where useful, linked to exercises.

Knowledge blocks

- Describe the knowledge needed to perform a competence.

- Sized so they need a maximum of one hour learning / teaching.

- Linked to the competence (or in some cases to more than one competence.)

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- Where a bock builds on another block or on previous, general knowledge or skills, this will be noted / linked in “expected knowledge and skills”

- Can be linked to exercises too.

Exercises

- Describe an exercise to train a skill or knowledge.

- Written separately so they easily can be transferred

- Form a methodology catalogue for the teacher.

Competence blocks

Competence block - ESCO

- Competence title adopted from ESCO

- Description adopted from ESCO

- a short description to give the user better understanding of the competence.

- Context adopted from ESCO

- a more free explication of where and in what context the competence is used.

- Scope note adopted from ESCO

- to draw borders where one can assume the title or definition is not clear enough.

- can include or exclude specific complexity level sor situations.

Example:

- Includes protection against occupational diseases

- Excludes climbing equipment

Competence block - Skill

Describe concrete and measurable actions that you would expect from a worker that com-mands a competence. Where possible the skills are written in observable sentences.

Examples

- Works according safety training and instructions • Protects oneself against hazards

- Signals risks to responsible

Competence block - Knowledge

- The knowledge section refers to the knowledge blocks that contain detailed information about the underpinning knowledge of this competence. In electronic versions, this will be links.

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- Only knowledge really needed to command the skills and the whole of the competence is included.

Example:

01.01 Accident theory

Competence block - Attitude

- The attitude section refers to attitudes that will support the mastering of the compe-tence.

- (general attitudes that can be expected from every professional are left out)

Example:

Awareness of long term impact on personal health

Competence block - Core text

- Need to know

- What the learner will see and use in the first place.

- Focuses on the practical side, the result in reality.

- Explains good practice, supported with reasons

- Used in textbooks, learning platforms, etc.

- Contains two sections:

* A short introduction, explaining the reason, the context and the use of the compe-tence.

* A text about how to behave, how to act according the competence.

Competence block - Extra text

- Nice to know

- Supporting the text, but does not contain essential information. This can be examples of good practice, cases, nice to know information, etc.

- Can be used in textbooks or other learner documentation

- “the little frames next to the text”

- Can contain multiple text blocks

Examples:

- A description of an accident that happened

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- A case on how a problem was solved

- The history of a particular practice

Competence block – Terms and definitions

- Essential terminology to understand

- Used as a reminder and a check for the students

- Frame in book

Competence block References, national notes and legislation

- To support trainers to find more “in depth” information about the competence.

- Specific legislation on the content of the block.

- Differences in practice or legislation in a specific country.

Competence block - Training

- Meant for trainers.

- Gives a general overview on how the competence can be trained.

- Excludes the learning of the theoretical part

Competence block - Exercises

- Meant for trainers

- Refers to exercise document

- Containing concrete exercises that can be used to train learners

Competence block - Assessment

- Different types of evaluation and assessment

- Self

- PeeR

- Intermediate

- final assessment.

- Two sections

Competence block - Measuring sentences

- Set of four sentences

- A short sentence on what level a competence is mastered.

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- Concrete description has proven to be more objective than numeric scales or general sentences.

- From the point of view of the user

- For intermediate evaluation purposes

- Self, coach or peer assessment

- Not for final assessment

- Can be used in digital documents (drop down lists) or paper (tick boxes).


- The sentences describe four levels:

- The learner has not even started to master the competence

- The learner is on the way, but still missing some mastering

- The learner masters the competence, this is enough

- The learner does more than expected, this is more than enough

- (Put from low to high)


- In theory, only two levels: yes or no.

- Reason for four levels system

- To be able to motivate a learner.

- The learner is on the way, the learner is working on it.

- The learner is better than expected.

- From the point of view or the user • Self-assessment

- Peer or coach


- From the point of view of the learner

- I have no idea

- I am not always sure

- I take all the necessary measures

- I check also others, I look at the wider organisation


- From the point of view of the peer or the coach

- The learner has no idea

- The learner is not always sure

- The learner takes all the necessary measures

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- The learner checks also others, the learner looks at the wider organisation

Competence block - Measuring methods

- Method to measure / assess this competence

- Help coaches and trainers to develop / prepare a final assessment.

Competence block - Technical information

- Meant for developers and maintaining the content.

- History Shows the different steps of the development of the document.

Example:

- 24/08/2016 written by CVG

- 20/09/2016 agreed by ETTE group

ESCO reference

- The ESCO reference refers to competences in the ESCO system.

Tags

- List of key words to “mark” the text in order to make it easier to find it online.

Example:

Safety/Personalprotection/hardhat/...

Knowledge block

- Contains all information about a specific knowledge unit

- Knowledge can support one or more competences

- Is underpinning, it is needed to master the competence.

- To learn and teach

- Focus lays on knowing and understanding, but also on the application of the knowl-edge.

- Structured in a specific way to be reused in many different ways

Knowledge block - Title

- Title

- (Visible for students, teachers and developers)

- Representing the content of the knowledge block in a bold and clear way.

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Example:

- Bodyprotection

- Allow activities on height

Information about the competence or knowledge blocks that use the block.

Example:

Supports chapter 5, Prevent fire in a performance environment

Knowledge block - Learning outcomes

- (Visible for students, teachers and developers)

- Description of what you are expected to know at the end of the block.

- Refer to a certain level of understanding / action (Bloom) At the end of this block, you:

* are able to .... • can state ...

* can describe ... • can name ...

* know...

* understand ...

* are able to apply ...

Can be used as the starter of a course element, so the learner knows what is expected from him at the end.

Knowledge block

Expected knowledge and skills

- Visible for students, teachers and developers)

- What you are expected to know before you start the knowledge block.

- Can refer to other knowledge blocks or for example to work experience

- Does not refer to situational knowledge, like manuals, plans or legislation. only when there is an absolute need for previous knowledge or experience.

- More general expectations as calculus, reasoning or writing skills are not mentioned.

- In no case there is a reference to a degree or a certificate.

Example:

- Before you start, you should read the chapter about accident theory

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- Before you start, you should have seen a setup in a theatre of event space

Knowledge block - Core text

- Need to know

- Supports the competence

- Essential underpinning knowledge, knowledge needed to practice

- Focusses on the theoretical / knowledge part of the subject.

- Written from a practical point of view, (where possible) case based, and supported with real live examples.

- Gives background to the competence

- Used in textbooks, learning platforms, etc.

Knowledge block - Extra text

- Not essential, but nice to know

- Cases, examples, stories, higher level information, etc.

- Helps giving context

Knowledge block - Rehearsal questions

- Help the learner to check if he has understood the content

- Large set of questions to create enough variety

- The learner will only see a selection

- The questions

- Case based, using real life examples

- Based on competences

- Adapted to the target group (we don’t train writers, we train technicians)

Knowledge block - Rehearsal questions

- Two types of questions • Rehearsal questions

- Refer to a more theoretical part of the text and are solely used to rehearse the content

- Assessment questions

- Reflect the questions used in the assessment

- More competence based

- Application of the theory, in function of the competence they support.

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Knowledge block - Activities

- Create awareness

- Actions the learner can do by himself or in group

- To get a better understanding of the subject

- Relate the theory to the reality of the workplace.

Example:

During the next week, observe how personal protection equipment is used in your work-place. The questions below can help to analyse the situation.

- Areall PPE that are need edavailable?

- Are they used(correctly)?

- What could bei mproved?

Knowledge block

What you need to remember

- Repeats in short bullet points the essence of the block

- Used to help the learner to grab the essence of the text at the end of a chapter

Knowledge block - Teaching material

- Notes and links to all kind of tools and support for teachers.

- Pictures, drawings and illustrations

- Free to use under a creative commons license.

- Graphics contain no text, in order to facilitate translations.

- Tables

- If possible published in the original format (Excel) so they can be translated.

- PowerPoint presentations

- Published in the original format (PPT).

- Predefined templates and lay-out options to facilitate adaptations.

- Microteaching materials

Microteaching materials like short video’s or animation are published in a standard available format.

Classical teaching equipment

- Like test banks, physical setups etc.

- If available construction descriptions are published.

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Knowledge block - Technical information


- History

- Shows the different steps of the development of the document

Example:



Tags

- List of key words to “mark” the text in order to make it easier to find it online.

Example:

Safety / Personal protection / hard hat / ...

Exercises

- Describe in detail a practical exercise that can be done with learners to train a skill

- Meant to be inspirational, rather than guidelines

- Can be adapted to the local situation, the group or the time of the year.

Exercises - Title

- Clear and understandable title, and a link to the competence concerned

- The essence is that you should be able to find it back in a larger library.

Example:

- Riskobservation

In the title block relation with the skills and competence unit(s) are noted.

- Exercise on 01 Work with respect for own safety (Understands the risks in a perfor-mance environment and the mechanisms behind them)

Exercises - Purpose

- Describes in short what the exercise is meant for.

Example:

Practicing the detection and observation of risks in a real live environment

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Exercises - Description

A more detailed insight in the exercise.

Example:

- This exercise lets the participants discover by themselves what types of risks

- and risk full situations occur in a real live situation. They learn to describe and discuss risks and find possible solutions.

Exercises - Participants

- Short description of the type of participants expected

- Competences expected from the candidates

- Group size

- Minimum and maximum

Exercises - Type

- Gives an indication of what type of exercise this is

- Help trainers to pick the appropriate exercise for their target group or circumstances.

Types:

- Observation

- Discussion

- Activity

- ...

Exercises - Space needed

- Explains what type of space you need to run this exercise.

Example:

A stage or theatre space.If not available, a school environment with enough potential riskfull situations can work too. (Classroom, studio, theatre, height, attaching points, etc.)

Exercises - Equipment needed

- What type of equipment you need to run this exercise

- Detailed enough to order the equipment

- Starts from an empty space with no equipment available.

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Example:

- 1 x 500 W PC spotlight with a disconnected live wire in the plug

- 1 x 500 W PC spotlight with a missing bulb

- 1 x 500 W PC spotlight in good working condition

- 3 extension cords 5 m

- 1 splitter block

Exercises - Timing

- Indication of the time needed to perform this exercise • Can be split up in parts.

Example:

30 min. Observation • 30 min. Discussion

Exercises - Procedure

- How and in what order the exercise takes place

- Includes briefing, timing, activity and feedback (if needed).

Example:

The participants are briefed about the exercise. They are asked to:

- Look around in the space

- Identify potential risks

- Note the risk and the exact spot

- The participants get a checklist to note what they see

- The participants are send in the space for 30 minutes

- When they come back, the risks and possible solutions are discussed and prioritized.

In the discussion following elements are noted:

- why is it a risk?

- what is the chance an accident could happen?

- What can be done / improved in the situation?

Exercises - Remarks / alternatives

- Extra notes or alternatives for specific groups.

Examples:

For younger participants a defined amount of risks can be asked

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- Ideally only existing risks are used, but if needed extra risks can be simulated

Exercises - Documents

- Documents available to support this exercise

- Linked to exercise

- Documents in changeable format to adapt.

- Documents can be checklists, plans, schemes etc.

Example:

Checklist risks

Exercises - Technical information


- History

- Shows the different steps of the development of the document

Example:



Tags

List of key words to “mark” the text in order to make it easier to find it online.

Example:

Safety / Personal protection / hard hat / ...

Extra learning material

- PPT

- Video

- ...

Will be developed further, you can help.

Some thoughts about teaching

What is our audience?

- Don't read, but look up

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- Experienced?

- Newbies?


- Large organisation?

- Small organisation?

- Independent / freelance?

- Different Sectors: Theatre / R&R / event ?

- Different fields (sound, light, multi skilled, ...

- Different levels (volunteer, stage hand, technician, stage manager, ...)

- Different backgrounds (low educated > academic)


- Different ways of learning

- By doing (apprentice)

- Self learning (independent)

- Structured (student)

How do we deliver our content?

Different types of content distribution

Different types

- Face to face

- Book / course

- Website

- Learning platform

- Micro learning

Different types

- Face to face

- Book / course

- Website

- Learning platform

- Micro learning

- Synchronized activity

- Two way communication

- Collective content

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- Structured content

- Pushed learning

- Initiative = teacher

- Feedback = short feedback loop

- Intensive (long attention span)

- Learner needs to be at school

- Easy to adapt

- All types of teaching materials can be used

Learning platform

• Example Dokeos / Chamillo / Desiderius

• Integrated system

• Content• Tools• Assessment

• Individual

• Log in

• Follow activity

• Learner can follow multiple courses

Functionality

 

Documents

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Links

Questions

 

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Learning path

 

62

 

Learning path

 

Learning path

Statistics

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Micro learning

• Pushed learning • Learner gets message every day

• Small bits (5 to 10 min. of learning) • Text

• Questions

• Activity• If answers are not OK

• Unit returns after a while • Else only rehearsal questions

 

E-learning is

NOT• Less work

• Less intensive • Cheaper

BUT• More flexible• Easier to combine with work • Less (indirect) time consuming • Easier to organize

• Time • Space

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• Short focus (High impact)

Blended learning

• Choosing the right method for a specific content block

• Does this content need • Teaching?

• Training?• Reading and remembering? • Exercise?•...

Blended learning

• Depending on the type of tekst and the expected level of understanding

• Just reading• Background info, just knowing it exists • Example: safety symbols

• Face to face• Explaining and understanding concepts • Example "what is safety"

• Practice training• Competences, being able to do

Competence

• Needs introduction • Needs training• Repeating till it is “owned” by the student

• On the floor• Can be supported by reading text of watching video’s

Knowledge

• Example: Five steps to reduce risk

• Needs deep understanding • Discussion

• Examples

•...• Needs application

• Interpretation • Exercises

• Face to face

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1. Eliminating the risk 2. Collective protection 3. Individual protection 4. Training

5. Information, notification and warning

Knowledge

• Example: Danger signs • Needs remembering

• Read

•...• Needs rehearsal

• Questions• Gametotest

•...

• Online / book

Hanging loads

This sign indicates danger for hanging or suspended loads. This can be for example trusses or fly bars.

 

Blended learning

• Example• Preparation (read text) • Face to face teaching • Practice• Rehearsal questions• Exercises

Logical order

• Traditional• First explain all the theory • After that training

• (The learner has no context to put the information in.)

• Opposite • First try things out • Explain why it works that way.

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• (the advantage is that the learner has a "frame" to put the information in.)

Learning by doing

• How did your parents teach you to walk, talk, climb, run, play a game, or learn how to be-have?

• A series of lectures? • Just let you do these things? • Let you fail? And retry?

Learning by doing

• So, why do we lecture?

Role plays and gaming

• Simulation • In case of

• Todangerous• To interfering in the production • Toexpensive •...

• Create a safe environment to learn • Allow to fail

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Implementing the ETTE content

Different ways to "bring" a course

A separate safety course

- Clear focus

- Risk for lack of connection with reality

- Not part of the job “graded and deleted”

Integrated in other courses

- Blended in other subjects

- Risk for “lost in the crowd”

- Part of the job

- Long lasting

Translation

- All parts for students

- Core text

- Extra text

- Terms and definitions

- Parts for teachers

- Only English

It is up to you now

- To use to content

- To chose the method

- To chose the medium

- Please give feedback!

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Principles behind the procedure

Skill based

- Assessment is always based on skill.

- The candidate has to prove / show that he is skilled.

- The assessor observes or measures without interference or questioning.

- The assessor marks against a predefined list what skills he has observed (Yes), what skills he has not seen (NO) and which skills could not be observed (not seen).

Skill based

- avoid measuring other skills than foreseen in the skill profile

- For example written tests will advantage people that express themselves well on paper

- role plays will also test assertively and oral expression

- If these elements are not part of the skills, they should be neutralized.

Knowledge

- For most competences, the knowledge is underpinning. In other words, if you measure the skill in a correct way, you know the candidate has also the required knowledge. So there is no need to measure the knowledge in the tests.

- In exceptional cases it can be useful to test also the knowledge. This can be the case if knowledge is needed independently from a skill, or if the testing method can’t prove the available knowledge.

Objective

- The assessment should only measure what is in the skills descriptions that are certified. It should not take in account other elements noticed during the test. The assessment should be designed in a way that it is repeatable with the same result.

- To increase the objectiveness each skill is measured twice in two different situations and by two assessors. This gives 4 measuring points and avoids lucky shots or errors.

- To avoid drifting of the assessment over time, the ideal situation is that combinations of assessors change permanently. In this way the differences are levelled out and assessors stay fresh.

- In some cases objectivity cannot be reached. This is specifically the case in the assess-ment of artistic skills. In these cases inter-subjectivity will be used. This involves an as-sessment with more assessors that independently assess and discuss afterwards towards a consensus.

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Stress

- In general, it is good to avoid stressful situations in assessment. We don’t measure stress, we measure the ability to perform in a normal situation.

Independent

Independency of the assessment against education programs has to be guaranteed. There should be no difference for a candidate that is self- educated and one from an education pro-gram. This means that preferred methods can only be valued if they are accepted as preferred in the sector. If a candidate uses another method with a similar result, he/she also proves his/her skills.

Independent

Independency of the candidate against the assessor. There can be no (previous) relation be-tween candidate and assessor. This counts for work relations, private relations and especially educational relations. (In the latter case the assessor would assess his own work as an educa-tor).

Professional

The candidate has the right to professional assessment. This means, amongst others, well trained assessors (see further) and well equipped assessment centres.

Non discriminating

All elements of gender (M-F-X), religion, origin, training, appearance, etc. ... should be neu-tralized in the assessment. This asks a great awareness of the assessors towards (unconscious) discrimination mecha-nisms.

Fair

The test procedures should be fair. Every candidate has an equal chance to pass.

Information

All information is public

- to ensure the same opportunities for all candidates

- also improves the trustworthiness of the certificate towards the sector

- (Confidential information, like detailed questions or test set-ups, is kept secret for all)

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Ownership of the candidate

- The candidate “owns” his assessment.

- he owns all documents concerning the tests,

- he is entitled to stop a procedure when he wants to.

- a strict confidentiality • No information (except for the assessment

Right to appeal

- right to complain and to appeal the decisions made by the assessors

- clear appeal procedures and steps (internal, external)

In practice

- Standardised test

- Natural environment, no stress, ...

- Two times two eyes

- Agreed methods

- Observation

- Interviews

- Roleplay

- Training of assessors

- Quality assurance procedures •...

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The assessor An assessor will measure the competences of a candidate against a given qualification profile according to a pre-defined standard or procedure and judge objectively if the candidate reaches the performance criteria of the competences. This means the assessor leads the candidate through the assessment procedure without influ-encing the result. The training and education of the assessor is based on the competence profile.

The assessor

An assessor will:

- Give information

- Lead the procedure

- Measure the outcomes

- Judge objectively

- Give feedback

- Give advice

- To be able to fulfil this task, the assessor needs to:

- Have expertise in the field (of the candidate)

- Have in-depth knowledge about the targeted qualifications

- Have in-depth knowledge of assessment and validation principles and processes

- Have in-depth knowledge of the assessment procedures

- Have in-depth understanding of the code of conduct and the underlying ethical princi-ples

- Be competent in observation, interviewing, role play, assessment, and feedback tech-niques

Relation with other roles

The teacher

The person that will learn the candidates the more theoretical approach to the subject

The trainer

- The person that will train the candidate in practicing the competences.

- This can be as well someone in a school environment, dealing with practical exercises as someone working on stage, training candidates. (In the second case this will be part

72

of a job)

The assessor

- The person that will assess the candidates, based on a competence profile that is trans-lated in a standardised test

The verifier

- The person that monitors the assessment process and ensures the quality of the process.

The coach

-The person that guides a candidate through the process, without taking part of the training or assessment procedure. This

can include guidance towards training or education, supporting self-assessment, etc.

These 5 roles have a common ground. They need to be competent professionals. It is essential that they know thoroughly the occupation(s) that they work with.

Competence profile assessor

Description:

- An assessor measures the competences of a candidate against a given qualification pro-file, according to a pre-defined standard or procedure and judges objectively if the can-didate reaches the performance criteria of the competences.

Scope note:

- A part from the specific skills needed to assess candidates, the assessor alsoneeds a pro-found understanding of:

- The field, and the occupations

- The qualifications and standards for the targeted occupations

- The different standards, assessment methods and procedures of the targeted occupations

- Assessors need to have substantial demonstrable experience in the targeted occupations they are assessing.

- (This is not further developed in this profile, as it depends on the type of field, educatio-nand assessment.)

Assessment Competences

-administer exams (Set the dates and policies for the exam session and make sure all accom-modations and materials are provided)

prepare examinations for vocational courses (Prepare examinations that test both theoretical and practical understanding of the content and the procedures imparted during a course or

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teaching programme. Develop exams that assess the most important insights that trainees should have gained from participating in the course.)

manage tests (Develop, administer and evaluate a specific set of tests relevant to your activi-ties or to the people who have to complete the tests)

conduct examination processes for apprentices (Provide examinations to trainees and stu-dents on their practical knowledge. Follow procedures to assure transparency and accuracy in the assessment exercise.)

instruct on safety measures (Provide instruction on the possible causes of accidents or sources of danger and explain the protective measures that should be taken to guarantee health and safety.)

assess students (Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the stu-dent achieved.)

assist clients with special needs (Aid clients with special needs following relevant guidelines and special standards. Recognise their needs and accurately respond to them if needed.)

Communication and feedback

competences

- show social competences (Ability to interact effectively with other people.)

- listen actively (Give attention to what other people say, patiently understand points be-ing made, asking questions as appropriate, and not interrupting at inappropriate times; able to listen carefully the needs of customers, clients, passengers, service users or oth-ers, and provide solutions accordingly.)

- use different communication channels (Use various types of communication channels such as verbal, handwritten, digital and telephonic communication with the aim of constructing and sharing information and ideas.)

- use questioning techniques (Formulate questions appropriate to the purpose, such as eliciting accurate information or supporting the learning process.)

- interview people (Interview people in a range of different circumstances)

- assess others (Assess, estimate and understand the feelings or temperament of others; showing empathy)

- give constructive feedback (Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mis-takes and set up methods of formative assessment to evaluate work.)

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Quality and ethics competences

- follow ethical code of conduct (Carry out workplace activities according to accepted principles of right and wrong, including fairness, transparency and impartiality in work practices and conduct towards other people.)

- apply quality standards (Follow procedures which prevent errors in creation and deliv-ery of a product, a solution or a service to customers.)

Professional development competences

- manage personal professional development (Take responsibility for lifelong learning and continuous professional development. Engage in learning to support and update professional competence. Identify priority areas for professional development based on reflection about own practice and through contact with peers and stakeholders.)

- reflect on practice (Routinely evaluate own practice, critically evaluating and monitor-ing the practice methods and outcomes in consistent, coherent and appropriate ways, being aware of relevant methodologies and utilising feedback from managers, supervi-sors, other professionals, and patients/clients, in order to adapt the practice according-ly.)

- monitor developments in field of expertise (Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.)

- develop professional network (Reach out to and meet up with people in a professional context. Find common ground and use your contacts for mutual benefit. Keep track of the people in your personal professional network and stay up to date on their activities.)

Administration competences

- maintain professional administration (File and organise professional administration documents comprehensively, keep customer records, fill in forms or log books and pre-pare documents about company- related matter.)

- keep personal administration (File and organise personal administration documents comprehensively.)

Knowledge

- assessment processes (Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different as-sessment strategies such as initial, formative, summative and selfassessment are used for varying purposes.)

Code of conduct - attitude and role

- assessing competencies according to a method that meets all the criteria stated.

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- in objective and neutral (especially gender and culture neutral) manner, and provide ad-vice to the applicant.

- trust relationship with the applicant.

- ensure the confidentiality of the data collected is not compromised.

- high standards of ethics regarding the protection of privacy or exclusion from discrimi-nation.

- never been the instructor of the applicant.

Code of conduct – contact with candidate

- not longer than needed

- some restraint not deeper in the privacy of the applicant than is necessary

- professional distance

- no contact with third parties (organizations, natural persons, employers)

- not be guided by the interests or needs of his or her own organization or other organiza-tions.

- act in accordance with the rules and principles of privacy protection.

- treat all information of the applicant strictly confidentially

- not convey or communicate to third parties under any circumstances

- after the service has been completed, confidentiality obligation continues to exist

Silent vs. working assessor

- Close vs. Distant

- Different view

- Supporting candidate

Adapt to special needs

- What are special needs?

- Special needs refer to individuals that have any (or a combination) of a wide range of physical disabilities, medical conditions, intellectual difficulties, or emotional prob-lems, including deafness, blindness, dyslexia, learning difficulties, and behavioural problems requiring special support. People with special needs are people who need special help or care.

- In our specific case, these can also include:

- Reading or writing issues

- Language issues

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- These"conditions"are not necessary negative for the competences needed, but they trig-ger a lot of bias.

- A person that has difficulties to express him/herself will automatically beseen as "less in-telligent", while the real problem is maybe only the lack of vocabulary.

- A person in a wheel chair will beseen as unable to perform technical tasks.

- We can also see these conditions as special gifts. Conditions like ADHD or autism spec-trum disorders can have very positive effects in a creative artistic-technical environ-ment.

- To guarantee equal rights, it is possible that weneed to adapt the standard test proce-dures to the special needs. This does not mean we look less critical to the competences of the candidate, we only measure them in an adapted way that would fit in their future work environment.


• How can we adapt to special needs?

- Tests within a physical environment can be adapted according the adaptations one would expect in real life working environment. We could for example foresee a ramp for a wheel chair user. Or the candidate could bring adapted equipment to the test, as long as it fits the requirements.

- Written tests could be replaced by oral tests for people with language , reading or writ-ing issues.

- Competences that are impossible to reach, regarding the "condition" of the person are more difficult to alter. We would sign off a competence that is not reached in reality. Ex-ample is "working at height" for a person in a wheel chair. An alternative would be to interview the candidate to check his insight in the competence, but the qualification would need to mention that the competence is not measured in practice.


How do we define alternative assessment methods for special needs?

Due the variety of needs, it is left to the assessors to define alternative methods. The alteration should be based on an assessment of the special needs and an evaluation of the competences and performance criteria. The core question is if we measure what the competence describes. Some examples:

- For working safe, you don't need to be able to read, that's why we have safety signs. The written exam can be replaced with an oral version.

* A test could be performed in another language, we do not measure language skills.

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* Someone under supervision can get the assignment oral, with time for questions, in-stead of on paper. We do not measure language skills.

* The essence is that we ensure that the end result is not influenced, that we measure what we need to measure. Where parts of competence cannot be measured for obvi-ous reasons, this will be mentioned in the qualification. It is up to the assessors, to de-cide what is possible.

The procedure

- Physical setup

- Vision

- Technical rider

- The procedure manual

- General course of the tests

- Checklist Introduction candidate

- House rules and Safety Briefing

- Description a ssignment

- Exercise with test procedure

Vision behind the setup

- Simulated environment

- Natural

- Build in difficulties

- But no tricks

- Identical for every test

Technical rider

 

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Technical rider

 

Technical rider

 

General course of the tests

The assessors check in advance, before the candidate arrives, the material present (see techni-cal rider) The candidate will receive an introduction which walks him /her through the entire proce-dure and arrangements. (see checklist introduction) Before starting the test, the candidate has the opportunity to get acquainted with the test space and ask questions related to the specific functioning of some (not standard) devices. The candidate receives a comprehensive safety briefing, based on the risk analysis of the test situation, at the start of the test. (see checklist introduction)

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Per test one assessor instructs the candidate. The candidate can ask questions (or help) to this assessor. The second assessor observes without comment. The different tests are linked together as a chain. The consecutive tests are building on the re-sults of each other. If a result is compromising the next test, the assessors can adapt in be-tween different tests. The assessor / assistant functions as a colleague. (This can be an assessor or an external em-ployee) It assessor / assistant should not be proactive, should not take initiative and act only when asked by the candidate. • The assessor will perform tasks that are out of the responsibility of the candidate, like sling-ing a truss or operating fly bars.


The criterion focused interview can be performed after each test if:

- a candidate shows different / unexpected (but not incorrect) behaviour

- certain competences did not become visible (but are not wrong)

- At the end of the whole test sequence a conversation about all of the tests can happen.

- Evaluators can stop the test if the safety of the participant, the assessors or the equip-ment is seriously compromised.


Total duration

The recommended duration is 1 hour, not including breaks The assessors indicate when the time limit for a particular test is close. Candidates should take the total test within the allotted time. In case of technical problems or unforeseen situations, the assessors can prolong the test time.

SafetyThe candidate brings his own safety shoes and gloves to the test.

Equipment candidate

The candidate may, if he wants, bring his own tools.

Introduction talk

- Introduction assessors

- The assessors briefly introduce themselves.

- Introduction candidate

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- The candidate briefly introduces himself.

- Verification ID candidate

- The assessors verify the ID of the candidate.

- Schedule of the day

- The schedule is run through, hereby the following elements are agreed:

Introduction talk

- Test order

- The evaluators explains in brief what tests will be done and in what order.

- Duration tests

- The timing of the test is explained.

- The evaluators explain the circumstances under which testing is halted based on the ex-ceeding the timing.

- Eating, smoking, toilet stops, ...

- Practical arrangements, identify places, ...

Introduction talk

- Responsibility

- The limits of the candidates responsibility are explained. The assessor will point out the actions that need to be done by the assessor, like slinging and operating the fly system.

- Asking questions

- Who can the candidate ask questions to during the test? What questions are allowed, what not?

- Asking for help

- What help can a candidate expect, what can he ask? (Physical assistance)

- Remark about notes (not negative)

- It is made clear to the candidate that writing of the assessors is not necessarily a nega-tive signal. This to keep the candidate at his ease.

Note silent assessor

- The principle of "silent" and "speaking" assessor is explained. (To guarantee objectivity there is an assessor observing the process from the outside, while the second assessor is observing the process from the inside.)

- The "speaking" assessor acts as a equal colleague. The candidate can treat him in this way.

Introduction talk

- Complaints and Code of ethics

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- The complaints procedure and the code of ethics are repeated (the candidate has al-ready heard this in the information brochure and in the guidance, but it seems impor-tant to repeat this.)

House rules and Safety Briefing

- use genie tower

- The candidate is given a safety briefing and instructions on using the genie tower and scaffolding.

- use fly bars

- The candidate is not supposed to use fly bar systems or perform slinging.

- Check personal protection equipment

- The assessors check whether the candidate's safety shoes (and other brought PPE) com-ply with the standards.

- Stopping the test

- The conditions under which a test can be shut down for safety reasons is repeated

- Short overview space

- The candidate is given a brief tour of the area.

- Overview equipment

- The candidate is given time to review the available equipment and possibly try out a few things.

- Note about the use of PPE

- Gloves, harnesses, hard hats, etc. are available in a case on stage

- The space expects that, based on their risk assessment, you perform under the most strict safety regulations, more concrete:

* you need to wear a harness in the aerial work platform

* you need to wear a hard hat in the aerial work platform

* you need to secure all tools used on height

* we expect you to point out to colleagues if they don't follow the safety rules

Exercise

Intake talk

The procedure

• 10 competences • 1 test • 5 assignments

Competences vs. tests

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Description assignment

- Assignment 1.1

* Load in equipment

- Method

* Direct observation of the process in a simulated professional context

- Documents

* Stage plan

- Equipment

* a loading ramp

* 4 risers 2 x 1m x 100 cm high, with railing

* 1 case spotlights (no tip)

* 1 case cables (on wheels, tipped)

* 1 case with weight (on wheels, stacked, weight indication)

* 1 amplifier case (19 inch rack)

* 2 speakers (no case)

* 2 speaker stand (no case)

* 1 ladder

* 2 trusses

* PPE's are available on stage in a case.

- Consumables

* None

- Space

* Stage floor, the place of the audience is clearly marked, the zero point and the border of the stage is clear

* An emergency exit is marked

* A door from the loading area t the stage is simulated.

* Outside of the stage floor, a height difference, with a loading ramp, is simulated with risers.

* (set-up see rider)

- Course of the test

* The assessor explains what exactly will be build on stage, based on the stage plan. The assessor gives the (oral) assignment to the candidate to unload the equipment and prepare the stage for building.

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* When the participant indicates that the task is completed, the assessor can ask addi-tional questions.

- Timing

* 5 min

- Directions for the candidate

* The candidate can, if he thinks it is necessary, request physical assistance from the as-sessor.

* The candidate cannot ask questions during the execution of the practical test.

* The candidate may, if he wishes, give further explanation after conducting the test.

- Directions for the assessors

* The assessors observe the test, without comment. The assessors can ask the candidate additional information about the operations carried out, after the completion of the tests.

** Assessors give no indication of the results during or after the test.

** The active assessor acts a colleague, but doesn't take any initiative.

** The active assessor only acts on requests of the candidate and does not offer help himself.

** The active assessor communicates like a normal colleague.

 

Assessment decision

- The assessors decide autonomously and in consensus.

- When in doubt about the criteria provided in the test setting, evaluators rely on the competence descriptions.

- The measuring criteria specified in the score sheets serve as indicators, there is always a reference added to the original skills. Evaluators ultimately decide on the basis of the original skills.

- The evaluators judge only on the competencies and related criteria. Other observations should not influence the assessment.

- In case only a part is tested (because the applicant already holds a number of compe-tencies or tests), only the competencies of the partial test are assessed.

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The written test

- Still under development

- Multiple choice

- Test battery

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ETTE organisation and quality management

The assessment centres

- The organisation of the consortium (under construction)

- Quality based on EU standard

- The DIN EN ISO/IEC 17024

- states a set of requirements to guarantee the quality of and equality between in-ternational assessment centres.

- Procedures guarantee quality and assessment principles

- Are accredited by the consortium

- Organise the tests

- Propose external certificates

- First line quality management

Consortium

- The consortium is responsible for issuing of the Safety passport.

- The consortium functions transparent, open and fair

- The consortium is formed by:

- The project partners / founding Fathers – Mothers

- Pearle and Uni-may as representatives of the labour structure

- All accredited assessment centres

- The consortium has following tasks:

- Guaranty and verify actively the quality of the testing procedures

- Approve changes in procedures and tests

- Accredit assessment centres

- Accept external certificates

- Maintain and update procedures and master documents

- Accredit assessors

- Manage card registration

- Serve as last order complaint possibility for candidates (see complaints)

- Decide in disputes between partners

ETTE safety certificate

Procedure manual

Versie 0.82

Datum 13/6/2017

00 title

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ETTE safety Certificate draft

Introduction

The bundel in front of you is the procedure manual for the test procedure, developed during the

ETTE project. It contains all documents needed to execute the test and guides you through the

whole procedure.

The bundle contains three parts, the documents needed for preparation and introduction, the

actual test documents and the results document.

ContentPart 1, preparation

Course of the test, an overview of the whole test procedure

Equipment list, gives an overview of all the equipment needed to build and execute the test

Setup, a guideline and checklist to build the test setup

Drawing of the setup

Checklist for the introduction of the candidate

Drawing accompagning the introduction

Document to sign off the safety briefing

a cheat sheet for the assessors, repeating the most important elements of the test documents.

Reference document, a table matching the competences with the actual tests.

Part 2, sub-test documents

1 load in equipment

2 fit up and rig

3 placing riser

4 working on height

5 load out

Part 3, results document

results document

01 introduction

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Test procedure ETTE safety certificate


The assessors check in advance, before the candidate arives, the material present (see technical rider)

The candidate has received in advance a brochure describing the whole procedure and all the elements

of the introduction.

The candidate will receive an oral introduction which walks him / her through the entire procedure and

arrangements. (see checklist introduction)

Before starting the test, the candidate has the opportunity to get aquainted with the test space and

ask questions.

The candidate receives a comprehensive safety briefing, based on the risk analysis of the test situation,

at the start of the test (see checklist introduction). This includes the functioning of the (single person)

aerial work platform, the responsabilities of his /her function and the house rules. The candidate signs

of a document stating he/she has received this safety briefing.

Per test one assessor (the active assessor) instructs the candidate briefly. The candidate can ask

questions (or fysical help) to this assessor. The second assessor observes without comment.

The different tests are linked together as a chain. The consecutive tests are building on the results of

each other. If a result is compromising the next test, the assessors can adapt in between different tests.

The active assessor functions as a colleague. This assessor should not be proactive, should not take

initiative and act only when asked by the candidate.

The assessor will perform tasks that are out of the responsability of the candidate, like switching

power, and operating motors or fly bars.

The criterion focused interview can be performed at the end of the tests if:

* a candidate shows different / unexpected (but not incorrect) behavior

* certain competences did not become visible (but are not wrong)

Assessors can stop the test if the safety of the participant, the assessors or the equipment is seriously

compromised.

At the end of the whole test sequence the assessors decide based on their observations if the

candidate passes or not.

The assessors inform the candidate about their descision and give feedback on his / her performance.

Total duration

The recomended duration is 1 hour, not including breaks

The assessors can indicate when the time limit for a particular test is close.

Candidates should take the total test within the allotted time. In case of technical problems or

unforeseen situations, the assessors can prolong the test time.

Safety

The candidate has to bring his own safety shoes and can bring gloves, ear protection, etc. to the test.

02 Course

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Assessment decision

The assessors decide autonomously and in consensus.

When in doubt about the criteria provided in the test setting, assessors rely on the competence

descriptions.

The measuring criteria specified in the score sheets serve as indicators, there is always a reference

added to the original skills. Assessors ultimately decide on the basis of the original skills.

The assessors judge only on the competencies and related criteria. Other observations should not

influence the assessment.

02 Course

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Equipment list ETTE safety certificate

Power supply

2 x 16 A mono-phase, stage left back (schuko or CEE, depending the spotlight cables)

1 x 16 A mono-phase for aerial work platform, stage right back

1 x 16A three-phase for motor control, stage right back

1 x 16A power supply for laptop etc.

Internet access

Power cables

4 x splitter box 4ch

5 x schuko cable 10m

5 x schuko cable 5m

Rigging

2 x motor hoist

1 x control system for motor hoists

Power cables for motor hoists

4 x trusses 3m

Conical connectors for the truss

Pins for the truss with split pins

2 x slings

Accessories (chackles, etc.) (To hang the two trusses to the motors)

2 x Hammer for the truss (copper and steel)

Risers and ramp

7 x risers 2 m x 1 m

16 x legs, height depending on ramp

for a 2 meter ramp -> 60cm

for a 3 meter ramp -> 80 cm

for a 4 meter ramp -> 110 cm

12 x legs 0,40m

10 m handrail

4 x clamps to connect risers

1 x Ramp of 2, 3 or 4 m

Ladders, AWP, Scaffold, pallet truck

1 x A ladder, working height 3m

1 x (step)ladder Type A with a working height of 2 meters

1 x aerial work platform (genie or alps or …)

1 x scaffolding on wheels with the dimension of min. 2,5 m wide and 90 cm deep and a floor height of

at least 1,70m to 2,20m. (Working height 3.5 m)

1 pallet truck

1 pallet

Pipe and drape

7 m + 8 m + 7 m (2.20 high)

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Safety equipment

1 x Emergency exit light

2 sets safety signs (hard hat, safety shoes, harness, hanging loads)

1 x Fire extinguisher

1 x First aid kit

1 x restraint harness

1 x restraint lanyard (without shock absorber)

3 sets ear protection (can be disposable plugs)

2 x hard-hat

2 sets working-gloves

1 x set chemical gloves

1 x eye-protection (glasses, gogles, …)

Tables, chairs

2 x Table approx. 2m x 1m

3 x chair

Cleaning, tools and disposables

1 x pack of clean rags or paper

1 x dirty rags

1 x labelled cleaning product

1 x chemical disposer container

Different attachment system and different kinds of tape

Tie-wraps

Velcro

Rubber mats

different types of tape (Gaffa, electro, ballet, …)

White tape

Marker

Wrench with wrist-strap

Flight cases

1 x flight case 1, marked with "NO TIP" (should hold 4 spotlights)

1 x flight case 2, (should hold cables etc.)

1 x flight case 3, to be stacked on the top of flight case 2, marked with a weight of 30 kg

Sound

2 passive speakers (weight less than 20 kg)

2 x speaker stand

1 x Amplifier in case, no wheels

1 x speaker cable 15m


Lighting

5 x spotlights (PC or Fresnell 1K) with a cable of max. 1,5m

1 x spotlight without a safety

1 x spotlight with a safety which is disconnected form the barn door

1 x spotlight without a bulb

1 x spotlight with a visibly damaged cable (wires visible at plug)

1 x spare spotlight

1 x spare bulb

03 equipment list

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SetupThis document describes the setup of the test setting. It can be used by the assessors as

a check list in advance of the testing.

GeneralThe test-setup for the safety certificate reflects the normal activities during a building

day of a performance or event in an average space. It is a simulation of common

activities. The candidate performs in a number of activities like loading and unloading,

hanging spotlights, setting up a speaker, placing a riser. The candidate works under

supervision of the assessors during the whole test and gets a safety briefing at the start

of the test. We don't need staff during the tests. We only would like to have a

permanence in case of technical problems.

The location can be a studio or a stage as well. It must be possible to rig a truss, with a

weight of < 200kg/ hanging point. The attachment point must have minimum of 5m

height. The area under the attachment point must have a minimum width of 16 meters

have a minimum of 7m deep. On top the setup needs a space for chair and desk for the

assessor. The setup will be based on the following items:

loading dockThe test-setup needs risers to simulate a truck loading and unloading situation. The place

of a truck or loading dock is indicated with risers.

Truck at the LOADING DOCK

4 x risers 2m x 1m

10m handrail (4m left, 4m right, 2m back)

1 x ramp.

The slope of the ramp must be 30%.

The height of the risers depend of the length of the ramp:

2 meter ramp -> 60cm

3 meter ramp -> 80 cm

4 meter ramp -> 110 cm

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Equipment on the Truck:

2 x truss pieces of 2m or 3 m with conical connectors

1 x A-ladder working height 3m (see 10)

2 x passive speaker standing on the "truck" platform without a case, marked with a

weight of 20KG

2 x speaker stand

1 x amplifier in a flight case without wheels

1 x flight case 1, marked with "NO TIP"

1 x flight case 2, tipped

1 x flight case 3, stacked on the top of flight case 2, marked with a weight marked with a

weight of 30 kg

Content of the flight case 01

4 x spotlights with a cable of max. 1,5m

o 1 x spotlight without a safety

o 1 x spotlight with a safety which is disconnected form the barn door

o 1 x spotlight without a bulb

o 1 x spotlight with a visibly damaged cable




2 x splitter box 4ch

1 x schuko cable 10m

4 x schuko cable 5m

Different attachment system and different kinds of tape

o Tie-wraps

o Velcro

o Rubber mats

o White tape

o Marker

2 x Hammer for the truss (copper and steel)

conical connectors for the truss

Pins for the truss with split pins

wrench with wrist-strap


Fake weight of 30kg

04 setup

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stageThe stage dimensions are minimum 8m wide and 7m deep.

The stage is surrounded by walls of at least 2.20 m height that hold the emergency exit,

the stage door and the door to the warehouse. The walls are made of pipe and drape or

a wood construction.

The front of the stage is marked on the floor. The place of the audience and the zero

point are clearly marked.

Stage doorThe stage door connects the loading dock to the stage.

1 x stage door is approx. 1.60m to 1,80m wide

The stage door is separated from the emergency exit with at least 40 cm of material.

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Emergency exitThe emergency exit connects the loading dock to the stage.

1 x emergency exit is min. 1.20 m wide

The emergency exit is separated from the stage door with at least 40 cm of material.

1 x emergency Exit sign is placed above the door [ISO 7010-E001 or ISO 7010-E002] based

on EN ISO 7010:2012 | Graphical symbols - Safety colours and safety signs - Registered

safety signs

truss or fly barA 6 m long truss is rigged on two motor hoists from two attachment points at 3 m from

the front of the stage border. Control of the motors is placed on stage right, back of the

stage. The truss will be operated by the assessor. (Alternatively a motorised fly bar can

be used. )

04 setup

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power supply | controlPlease provide following power supplies:

2 x 16 A mono-phase, stage left back (shucko or CEE, depending the lighting cables)

1 x 16 A mono-phase for aereal work platform, stage right back

1 x 16A three-phase for motor control, stage right back

fire extinguiser1 x fire extinguisher (CO2) on stage right back

marks on the floorThe placement of the risers are marked on the floor.

The back of the risers is in line of the back of the truss.

tape marks the two back corners of the riser of 3 m wide and 2 m deep.

04 setup

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aerial work platformThe test setup needs a single person aerial work platform (manual by hand).

Aerial work platform, working height approx. 8 and platform height approx. 6m with a

lift capacity of approx. 150kg

Tools and waste from the production before are placed in the cage of the platform.

scaffold on wheelsThe test setup needs a small scaffolding on wheels (manual by hand).

1 x scaffolding on wheels with the dimension of min. 2,5 m wide and 90 cm deep and a

floor height of at least 1,70m to 2,20m. (Working height 3.5 m)

laddersThe test setup needs two ladders.

1 x type A or type Y ladder with a working height of 4 meters (on the truck)

1 x ladder Type A with a working height of 2 meters (in the warehouse)

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door to the warehouseA door connects the stage to the warehouse.

1 x door is approx. 1.60m to 1,80m wide

warehouseAt the warehouse of the ETTE Hilversum-Test-Setup the following areas will be arranged:

3 extra risers (on a Euro pallet to take in the length)(see 13)

Pallet truck

1 x ladder Type A with a working height of 2 meters (see 10)

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extra risersThe test setup needs risers during the test. The risers should be stored on a pallet at the

warehouse. The pallet is oriented in the length.

3 x risers 1m x 2m

12 x legs 0,40m

1 x Europallet

1 x pallet truck

4 clamps

table with safety equipment and consumablesThe personal protection equipment will be used by the candidate and the assessors.

1 x Table approx. 2m x 1m

1 x restraint harness

1 x restraint lanyard (without shock absorber)

3 sets ear protection

2 x hard-hat

2 sets working-gloves

1 x eye-protection

1 x clean rags or paper

1 x dirty rags

1 x labeled cleaning product

1 x chemical disposer container

1 x spare bulb

1 x spare spotlight

1 x first aid kit

04 setup

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assessors tableTwo assessors are onside. One assessor instructs the candidate. The second assessor

observes without comment. The assessors need:

1 x table

3 x chairs

1 power supply for laptop etc.

Internet access

ContactIf you have any questions about the test setup, please contact us:

BE:

Chris van Goethem

+32(475)781990

[email protected]

DE:

DTHG | Deutsche Theatertechnische Gesellschaft e.V.

Kaiserstraße 22

53113 Bonn

fax: +49 228 36939-79

Hubert Eckart

[email protected]

fon: +49 228 369390

Christian A. Buschhoff

[email protected]

fon: +49 171 28 14 100

04 setup

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Drawing setup ETTE safety certificate

05 Drawing setup

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Checklist Introduction candidate

Introduction assessorsThe assessors briefly introduce themselves.

Introduction candidateThe candidate briefly introduces himself.

Schedule of the testThe schedule is run through, hereby the following elements are agreed:

Test order

The candidate gets a drawing of the finnished product to be build.

The evaluators explains in brief what tests will be done and in what order.

* load in equipment

* fit up and rig sound and lighting

* placing risers

* working on height

* load out

Duration testsThe timing of the test is explained.

The assessors explain the circumstances under which testing is halted based on the

exceeding the timing.

ResponsabilityThe limits of the candidates responsability are explained. The assessor will point out the

actions that need to be done by the assessor, like switching the power and operating the

fly system.

Asking questionsThe candidate can ask all questions he/she wants. It is up to the assessor to decide wheater

the answer is part of the expected competence and if the assessor answers the questions

or not.

Asking for fysical helpThe candidate can ask for fysical help with tasks he/she can't or shouldn't perform

him/herself. It is not negative to ask assistance.

Remark about notes (nt negative)It is made clear to the candidate that writing of the assessors is not necessarily a negative

signal. This to keep the candidate at his ease.

Note assessmentOnly health and safety competence will be measured, other competences are only used to

measure these, but will not be taken in acount. For example focussing lights is not

measured, but working on height is.

There are no trick situations in the test, but situations occuring also in normal work can be

simulated.

The candidate will receive his/her result at the end of the test.

06 Introduction

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Note silent assessorThe principle of "silent" and "active" assessor is explained. (To guarantee objectivity there

is one assessor observing the process from the outside, while the second assessor is

observing the process from the inside.)

The "active" assessor acts as a equal colleague. The candidate can treat him in this way.

Complaints and Code of ethicsThe complaints procedure and the code of ethics are repeated (the candidate has already

heard this in the information brochure and in the guidance, but it seems important to

repeat this.)

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House rules and Safety Briefing

use areal work platform

The candidate is given a safety briefing and instructions on using the aereal work platform.

* emergency stop

* outriggers

* normal use, operating buttons

use fly system

The candidate is not supposed to use fly systems.

Check personal protection equipment

The assessors check whether the candidate's safety shoes (and other brought PPE) comply

with the standards.

Stopping the test

The conditions under which a test can be stopped for safety reasons is repeated

* safety of candidate

* safety of the assessors

* safety of the equipment

Short overview space

The candidate is given a brief tour of the area. (And is asked if he has more questions)

Note about the use of PPE

Gloves, harnasses, hard hats, etc are available on a table.

The space expects that, based on their risk assessment, you perform under the most strickt

safety regulations, more concrete:

* you need to wear a harness in the aireal work platform

* you need to wear a hard hat in the aireal work platform

* ear protection has to be worn during noisy activities

* gloves need to worn during activities with risk

* you need to secure all tools used on height

* we expect you to point out to colleagues unsafe situations

Maximum weights

* the maximum weight a single person is allowed to lift in this house is 25 kg.

Check safety equipmentThe assessors verify the safety shoes and other brought PPE's.

Verification ID candidateThe assessors verify the ID of the candidate.

Sign of safety briefing, rights & privacy declarationThe candidate signs of the safety briefing confirmation.

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Drawing setup for candidate

07 drawing introduction

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Agreement of briefing

Date:

Test location:

The candidate:

Name

First name

ID nr.

The assessors

Name

First name

ID nr.

Name

First name

ID nr.

Safety briefing

The candidate declares to have had a full safety briefing and has understood all the

elements of the briefing.

The candidate declares to have not withhold any information about hidden disabilities,

conditions, illnesses or elements that could influence the safety of the test.

Rights declaration

The candidate declares to have understood his rights as stated in the information

brochure concerning the test procedure, the ethical code and the appeal procedure on the

results.

Privacy

The candidate allows the assessors and the assessment centre to use and store his

personal data, for as far as needed for the test procedure, the management of the

passport and the quality control of the procedures.

ID

The assessors have verified the identification documents of the candidate.

Signed

08 signoff briefing

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Short cheat sheet for assessment

This cheat sheet is a short reminder on how the scoring of competences works. For more detailed

information, see the documents of the assessors training.

Competences

The test measures 10 competences, derived from the ESCO framework.

The competences are numbered from 1 to 10 in the reference table "overview of tests".

Skills

The 10 competences are detailed in skills, general statements of what you want to see, to observe,

when a candidate is working.

These skills are numbered in the reference table giving the competence number and a decimal behind

it. (For example 1.4)

Sub-tests

the complete test is devided in 5 sub-tests, numbered 1 to 5

In the reference table, you can see which skill is measured in which sub-test.

X means a skill is measured at least once in a sub-test

O means that a skill can be measured in one of the sub-test, these are skills that are more general and

can occur at different moments.

Measuring criteria

In each sub-test a set of attention points are given. We cal them measuring criteria. These are the

concretisation of the skills in this specific test situation. The measuring criteria are what you need to

observe in this concrete situation if the candidate masters the skill.

The reference to the skill measured is given at the end of the line.

Observation scores

Each measuring criterium can be marked with 3 possibilitees.

1 the measuring criterion is observed, you have seen the candidate behave in the proper way, the

candidate has performed as expected.

2 the measuring criterion is not obseved, the candidate dit not perform as expected.

3 it was impossible to observe the behaviour. You could not see if the candidate behaved in a proper

way or not. This can be caused by previous actions of bacause you missed something.

(We avoid to use right or wrong, because this would already include a judgement, while we only want

to observe in this stadium.)

Other competences

The test only measures the 10 given competences, other observations should not be taken in account.

If in doubt

In case there are unclarities in the measuring criteria, the competence description and the skills prevail.

It id the assessors discretion to decide.

Not measured skills

Some skills are not measured, or only measured once.

The reason for this is that they are difficult to simulate, for time or efficientie reasons.

In this case the skills will be measured in a written, multiple choice, competence based test.

Decision

The two assessors decide in concensus at the end of the test if the candidate masters all competences.

It is their authority to weight each observed action and to make a final descision.

09 cheat sheet

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Overview of tests and measured competences

Test

01 Work with respect for own safety 11 12 13 14 15

1.01 Understands the risks in a performance environment and the

mechanisms behind them1.02 Understand own position in the safety chain and acts accordingly X

1.03 Works according safety training and instructions X

1.04 Protects oneself against hazards

1.05 Signals risks to responsible O O O O O

02 Contribute to a safe and sustainable working environment 11 12 13 14 15

2.01 Works with attention for the safety of colleagues, artists, public and other

stakeholders X

2.02Detects, prevents and protects against risks and injury (such as electric

shock, hearing damage, hazardous substances, tripping, fire, ..) X X

2.03 Pays attention to minimum lighting conditions and sound levels on stage to

ensure orientation and communication during setup, focus , sound check,

rehearsal and performance.

2.04 Works with attention for the sustainable use of materials and energy X X

2.05 Proposes improvement and prevention measures

2.06 Informs him/herself about the regulations and practices in unfamiliar

workplaces O O O O O

2.07 Works according the rules and regulations in the workplace O O O O O

2.08 Mounts and uses collective protection equipment where needed X X

2.09 Act accordingly the agreed procedure in case of an emergency

2.10 Complies with legal working time regulations

10 Reference

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03 Work ergonomically 11 12 13 14 15

3.01 Identify ergonomic risks X

3.02 Organize workplace ergonomically x X X X

3.03 Apply the ergonomic principles and methods while lifting, carrying or

moving heavy or unpractical loads X X X X X

3.04 Use the right equipment when lifting, carrying or moving heavy objectsX X X

3.05 Ask for help for tasks you can't carry out on your own X X X X

3.06 Communicate with colleagues while lifting, carrying or moving objectsX X X

04 Use personal protection equipment 11 12 13 14 15

4.01 Identify / spot the risks for personal injury4.02 Chose the appropriate PPE's according to the risks X X X X

4.03 Check the PPE's before use X

4.04 Use safety shoes, hearing protection, gloves, hard hats etc. according to

instructions and regulations X

4.05 Choose a safe attachment point for the fall protection X

4.06 Maintain and store the PPE's X

05 Prevent fire in a performance environment 11 12 13 14 15

5.01 Identify, spot and reduce fire risks

5.02 Check used materials for fire resistance X

5.03 Ensure safe distance to hot surfaces X

5.04 Ensure free access to firefighting equipment X

5.05 Ensure free access to emergency exits and escape routes X X

5.06 Ensure visibility of safety icons, safety and emergency lighting

5.07 Act accordingly the agreed procedure in case of a fire accident

5.08 Store flammable substances according to instructions and regulations

10 Reference

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06 Work safely at heights 11 12 13 14 15

6.01 Selects and uses the appropriate equipment to go to the high working post

6.02 Identify / spot environmental influences and changes that affect the safe

use (weather, rake, floor stability, ...) X

6.03 Mounts and uses the equipment according to the safety regulations and

instructions X

6.04 Visually inspect the equipment X

6.05 Applies the appropriate collective protection X

6.06 Uses the appropriate personal safety equipment X

6.07 Ensures no objects can fall during activity X

6.08 Secures small tools and equipment X

6.09 Close off underlying areas X

6.10 Ensures underlying work area is free X

6.11 Communicate with colleagues while working on heights X

07 Work safely with mobile electrical systems under supervision 11 12 13 14 15

7.01 Read electrical diagrams and plans for mobile electrical installations X

7.02 Calculate mono-phase electric loads X

7.03 Provide power distribution for light, stage, sound, video and rigging

purposes X

7.04 Put cables, fuse boards and splitters in place, based on instructions X X

7.05 Connect, label, protect, and secure cables X X

7.06 Perform visual inspection for electric risks . X

7.07 Troubleshoot basic problems: checking cables, connections, ... X

7.08 Repair mono-phase cables (checked by supervisor)

7.09 Use appropriate tools and PPE’s

7.10 Act accordingly the agreed procedure in case of an electrical accident

10 Reference

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08 Work safely with machines 11 12 13 14 15

8.01 Use the right tools for the job and material X X X

8.02 Ensures work environment is clean, free of and stable

8.03 Ensures materials are fixed securely

8.04 Works according the safety instructions

8.05 Prevent risks for yourself and environment

09 Work safely with chemicals 11 12 13 14 15

9.01 Identify products based on manufacturers information, safety information

sheets, etc. X

9.02 Take precautions X

9.03 Choose the right tools to handle the materials X

9.04 Ensures work environment is clean, free of and stable

9.05 Prevent unnecessary exposure to chemicals X

9.06 Ensure ventilation

9.07 Works according to the safety instructions X

9.08 Store chemicals according regulations X

9.09 Dispose chemicals according regulations X

9.10 Act accordingly to the agreed procedure in case of an accident

10 Reference

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10 Fit up and rig performance equipment 11 12 13 14 15

10.01 Place, move, stack and transport technical performance equipment and

materials according to the needs during the fit up X X X

10.02 Inspect the technical performance equipment visualy for damage

10.03 Choose the right mounting accessories X

10.04 Choose the right mounting methods

10.05 Mount and rig technical performance equipment according to instructions

and/or plans X X

10.06 Check that technical performance equipment and objects can move freely

during different operations when needed X

10.07 Immobilize technical performance equipment once in place X X

10.08 Secure technical performance equipment and accessories X X

10.09 Check that all technical performance equipment are secured according to

safety procedures X

10.10 Take action if something goes wrong

10.11 Report if something is not performed according to the agreed procedures.

10 Reference

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Asignment 1.1

Load in equipment

Method

Direct observation of the process in a simulated professional context

Documents

Stage plan

Equipment

a loading ramp

4 risers 2 x 1m x 100 cm high, with railing

1 case spotlights (no tip)

1 case cables (on wheels, tiped)

1 case with weight (on wheels, stacked, weight indication)

1 amplifier case (19 inch rack)

2 speakers (no case)

2 speaker stand (no case)

1 ladder

2 trusses

PPE's are available on stage in a case.

Consumables

None

Space

Stage floor, the place of the audience is clearly marked, the zero point and

the border of the stage is clear

An emergency exit is marked

A door from the loading area t the stage is simulated.

Outside of the stage floor, a height difference, with a loading ramp, is

simulated with risers.

(set-up see rider)

Course of the test

The assessor explains what exactly will be build on stage, based on the

stage plan.

The assessor gives the (oral) asignment to the candidate to unload the

equipment and prepare the stage for building.

When the participant indicates that the task is completed, the assessor can

ask additional questions.

11 load in equipment

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Timing

5 min

Directions for the candidate

The candidate can, if he thinks it is necessary, request physical assistance

from the assessor.

The candidate cannot ask questions during the execution of the practical

test.

The candidate may, if he wishes, give further explanation after conducting

the test.

Directions for the assessors

The assessors observe the test, without comment.

The assessors can ask the candidate additional information about the

operations carried out, after the completion of the tests.

Assessors give no indication of the results during or after the test.

The active assessor acts a collegue, but doesn't take any initiative.

The active assessor only acts on requests of the candidate and does not

offer help himself.

The active assessor communicates like a normal colleague.


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Attention points for quotation

1.1 load in equipment 5'' Nt O

bser

ved

Obs

erve

d

wears safety shoes 04.04

uses gloves 04.02

check ramp 02.02

check route to stage 02.06

asks for help 03.05

communicates with colleague while lifting 03.06

checks weight of cases 03.01

does not roll on ramp with stacked equipment 03.04

puts speakers on rolling flight case 03.04

keeps emergency exit free 05.05

lifts close to the body 03.03

puts wheels in position before tipping 03.03

puts cases and equipment directly in right place 03.02

organises cases for easy acces 03.02

monitor environment when carying long objects 02.02

works according rules and regulations 02.07

signals risks 01.05

informs about local practices 02.06

Comments, remarks, …


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Asignment 1.2

Fit up, rig and connect sound and lighting equipment

Method


Documents

Lighting and stage plot

Equipment

2 trusses of 3 m with pens etc.

slinging materials

5 spotlights (PC or Fresnell) 1kW with clamps (short cables, max 1,5 m)

(One of the spotlights has a visualy damaged cable)

(one of the spotlights is in storage, as spare)

(One spotlight has no bulb)

one safety cable is disconnected from spot

one barndoor without safety cable

2 barndoors with safety cables

spare bulb

safty chains

2 splitter blocks 4 ch with 1,5 square mm cable

1 cable 10 m (1,5 square mm)

2 cables 5 m (1,5 square mm)

2 cables 2 m (1,5 square mm)

(cables are chosen so that you need an "air connection")

different attachment systems for cables (Ty wraps, different types of tape,

elastock, velcro, rubber mats, etc …)

2 pasive speaker

2 speaker stands

speaker cable

amplifier

Consumables

Ty wraps, different types of tape

Space



Two attachment points for a truss are hanging in the space.

a door to a storage space is simulated on Right (Cour)

An emergency exit and a loading entrance are marked Left (Jardin)

the place of the risers is marked on the floor

power supply for sound available on Left (Jardin) backpower supplies for lighting (2 x 16A) available on Right (Cour) back

12 fit up and rig

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Course of the test

The assessor asks the candidate to mount two trusses together.

When this is finished, the assessor will sling the trusses.

The assessor hands over the stage and light plot and gives the (oral)

asignment to the candidate to rig and connect the spotlights to permanent

power according the plan and to fit up and connect the speakers. The

spotlights must be on.

When the test is over, the spotlights are swiched off and the truss goes to a

hight of 4m (by the assessor)



Timing

30 min



from the assessor.


test.


the test.

Directions for the assessor

The assessors observe, without comment, the test.





The active assessor is responsable for slinging the truss. He / she will expect

help from the candiate. He/ she will make that clear to the candidate.


offer help himself.


12 fit up and rig

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1.2 fit up, rig and connect 30'' Nt O

bser

ved

Obs

erve

d

Reads plan 07.01

Caries truss ergonomically 03.03

Connects truss 10.08

uses tools in an proper way 08.01

Lifts truss ergonomically 03.03

Caries spots ergonomically 03.03

Checks cables before usage 07.06

Fixes clamps properly 10.08

Secures spots with safety cable 10.08

Secures barndoors with safety cables or other safety feature 10.08

Organises cables in a proper way 07.03

Connects spots properly 07.04

Ensures no power overload on a cable 07.02

Uses sustainable fixing methods for the cables 02.04

Secures cables at end of truss or fly bar 07.05

Secures flying connections 07.05

Ensures enough cable to go high 10.06

Secures cable in front of door 07.05

Connects cable to power supply 07.04

Leaves enough slack in cable to reconnect 10.06

Ensures no power overload on a power supply 07.02

unplugs spotlight before opening 07.07

replaces bulb 07.07

Unfold the stand to end position 10.05

lifts speaker close to body 03.03

Lifts with knees 03.03

secures cable on stand (round knob) 10.08

Secures speaker cable on ground 07.05

Works ergonomic 03.03

Works efficient 03.03

12 fit up and rig

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does not pull fixed cables 07.07

rolls out leftover cable (not rolling up) 07.05


signals risks 01.05



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Plan fit up assignment 1.2

A B C D

Height truss 4.00 m

50 c

m

Scafolding

Ladder

Genie

Fix bold

12 plan fit up

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Asignment 1.3

Placing riser

Method


Documents

No documents

Equipment

3 risers on pallet

one of the risers has a paint stain (simulated with chalk or finger paint)

12 legs of 40 cm (in risers)

4 fixing clamps for risers

Pallet truck (not in the neighbourhood of the pallet)

a botte of water, labeled as a chemical

safety gloves

safety glasses

set of rags (clean and dirty)

chemical disposal container

Consumables

White tape

Space



The risers are in the room next door or far enough to make the use of the

truck reasonable. The pallet truck is not in the neighbourhood of the pallet.

The placement of the risers is marked on the floor

Course of the test

The assessor gives the (oral) asignment to the candidate to place 3 risers in

the position indicated on the floor.

The assessor remarks that the riser will be used in low light circumstances.

The assessor asks to remove some glue residue, left on the riser.



Timing

5 min

13 placing riser

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from the assessor.


test.


the test.



If the candidate asks for help, the assessor will help setting the risers and

also will connect with clamps if the candidate starts with this.

The assessor will let the candidate lead the placement and positioning.




13 placing riser

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1.3 placing riser 5'' Nt O

bser

ved

Obs

erve

d

Uses pallet truck 03.04

Puts risers close to where they are needed 03.02

Lowers pallet truck before unloading 10.07

Mount legs before moving the riser 03.03

Ask for help 03.05

Tips risers in stead of lifting 03.03

Communicates with collegue 03.06

Lifts without using back, uses knees 03.03

Uses gloves 04.02

Puts risers directly in marked position 10.05

Fixes risers with clamps 10.08

Check if colleague has fixed risers with clamps 10.09

Mark riser sides with white tape 02.08

Stores pallet and truck 10.01

Does not drive pallet truck over cables 02.02

Reads the label on the botle 09.01

Uses safety gloves 09.05

Uses clean rags to disperse product 09.03

Avoids spilledge 09.02

Closes botle after use 09.02

Uses minimum of product 09.05

Works acording instructions on label 09.07

Disposes rags in chemical waste container 09.09

Store botle properly 09.08


signals risks 01.05



13 placing riser

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Label for chemical product used in cleaning test 1.3

13 Label product

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Asignment 1.4

Adjust on height

Method


Documents

None

Equipment

"A" ladder or "Y" ladder (4 m working height)

Scafolding (is already build) (with one missing side board or other error)

Aerial Work Platform (ex Genie) (in the platform are leftover tools and

materials from a previous job)

material to secure area

Harnass and lanyard is in case

hard hats are in case

Wrench

Security lanjard

Consumables

Space



The risers are already in place, the truss is on height

Scafolding, tower and ladder are on stage

Course of the test

The assessor gives the (oral) asignment to the candidate to tighten the bolt

of the first light (A) using the scafolding.

The assessor gives the (oral) asignment to the candidate to adjust

spotlights two and tree (B&C) with the ladder.

The assessor gives the (oral) asignment to the candidate to adjust spotlight

four (D) with a work platform.



Timing

10 min



from the assessor.

14 Height

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test.


the test.






The assessor is not wearing a hard hat

14 Height

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1.5 focus spotlights 5'' Nt O

bser

ved

Obs

erve

d

Inspects scaffolding 06.04

Positions scafolding for optimal access to work area on height 03.02

Uses brakes on scafolding 06.03

Uses outriggers on scafolding 06.03

Checks for objects in pockets 06.07

Climbes on the inside of the scafolding 06.03

Closes hatch of scafolding 06.05

Warns colleagues 06.11

Ensures space under action is free 06.10

Choses the right tools 08.01

Secures the tools 06.08

Uses wrench to tighten clamp 08.01

Ensure no lose elements are left on scafolding 06.07

Caries ladder in apropriate way 03.03

Checks ladder before use 06.04

Asks for help setting up the ladder 03.05

Places ladder in reach of work 06.03

Asks to hold the ladder 06.02

Ensures helper wears hard hat 02.01

Checks for objects in pockets 06.07

Works with face to ladder, tips of foot to ladder (not backwords) 06.03

Moves ladder when objects are out of reach 06.03

Communicates with helper 06.11

Checks the aerial working platform before using 06.04

Removes objects from platform 06.07

Positions platform for optimal access to work area on height 03.02

Mounts outriggers 06.03

Positions and balances the platform 06.03

Secures area below 06.09

Wears safety hanas 04.02

14 Height

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Checks safety hanas before use 04.03

Connect harnas to proper attachment point 04.05

Wears hard hat 06.06

Works according given safety instructions 01.03

Positions material inside the work platform 06.07

Checks above area is free before moving upwards 06.10

Checks area is free before lowering panel 06.10

Warn colleagues 06.11

stores genie properly 10.01

Stores harnas properly 04.06


signals risks 01.05



14 Height

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Asignment 1.5

Load out of the stage

Method


Documents

None

Equipment

Consumables

Space



Course of the test

The assessor gives the (oral) asignment to the candidate to pack all

equipment and load again.



Timing

10 min



from the assessor.


test.


the test.







15 load out

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The assessor operates the fly bar. He/ she will make that clear to the

candidate.


offer help himself.


15 load out

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1.5 load out 22'' Nt O

bser

ved

Obs

erve

d

positions cases in an efficient and ergonomical way 03.02

keeps emergency exits free 05.05

keep fire extinguisers free 05.04

removes cables first 07.04

puts equipment directly in the right case or spot 03.02

removes risers before working on truss 10.01

uses palet and palet truck 03.04

asks for help when moving risers 03.05

communicate when lifting 03.06

puts risers in a safe spot 03.02

puts cases and boxes in a good order 10.01

asks to lower truss 01.02

disconnects cables first 07.05

does not pull cables to cut tape 07.05

ensures pens of plugs don't fall and hit the floor when taken down 07.05

puts cables directly in cases 03.03

removes waste in waste bin 02.04

caries spotlights directly to cases 03.03

packs everything before loading 10.01

uses gloves to load 04.02

use ramp to bring cases in truck 03.03

asks for help to move ramp 03.05

asks for help to load cases 03.05

tips cases or uses breaks 03.03

stacks cases in a logical order 10.01


signals risks 01.05



15 load out

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Procedure manual


Result test ETTE safety certificate(return document to assessment center)

The candidate: Tested at:

Masters all competences and passed the test

Did not pass the test

Has shown to master the competences of the asignments below

test

portfolio

1.1 load in

1.2 fit up and rig

1.3 riser

1.4 height

1.5 load out

Advise

Learning advise

Guidance advice

Remarks / attention points

Assessor 1 (name and signature) Assessor 2 (name and signature)

30 result

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Procedure manual


ETTE assessment and teaching training

Documents

Transcript of ETTE assessment and teaching training