REAL OBSERVER HANDBOOK - Careerforce...REAL Observers play a significant role in the assessment...

Enabling workplace training

REAL OBSERVER HANDBOOK

1REAL Observer Handbook

ContentsWhat is a REAL observer? ............................................................................. 2Who can be a REAL observer? ...................................................................... 2Why have I been asked to be a REAL observer? ........................................... 3The REAL Approach ...................................................................................... 4Where did REAL come from?........................................................................ 5The Experiential Learning Cycle.................................................................... 6Putting REAL into action ............................................................................... 7What will you do as a REAL observer? .......................................................... 8Evidence ....................................................................................................... 9There are several ways to collect evidence ................................................ 10How this aligns with REAL .......................................................................... 10The evidence bank ..................................................................................... 11The evidence rainbow ................................................................................ 12Documenting evidence ............................................................................... 14Insufficient evidence .................................................................................. 15Providing feedback ..................................................................................... 16Examples of good observation ................................................................... 17Exemplar 23388 .......................................................................................... 18Exemplar 23386 Page 1 .............................................................................. 19Exemplar 23386 Page 2 .............................................................................. 20Exemplar 28542 Page 1 .............................................................................. 21Exemplar 28542 Page 2 .............................................................................. 22

2 Careerforce te toi pūkenga

What is a REAL observer?REAL Observers play a significant role in the assessment process. They support assessors by collecting evidence of a trainee’s competence.

As an observer, you are often referred to as the “assessors eyes and ears” as the assessor cannot always be working alongside the trainee like you can, collecting “naturally occurring evidence” as it takes place.Observers can identify and collect evidence that already exists.

• You may have seen trainees already.• You may have heard trainees.• Evidence may be filed or documented.• It may have already been assessed.

And finally, you know correct standard of performance expected of a trainee within your workplace.

Who can be a REAL observer?• Team leader, supervisor, manager• Health professionals, social workers, youth leaders, cleaners• Members of a multi-disciplinary team• Senior staff members• Coordinators, administrators• Educators, trainers


Why have I been asked to be a REAL observer?• You have been asked to be an observer as you work alongside trainees

and see them in their everyday work practice. This makes you an ideal person to be able to capture “naturally occurring evidence” as it takes place.

• You are an experienced and competent employee. You understand and can apply workplace policies and procedures and your work practice always meets the standard that is required.

• You have credibility in the workplace, meaning your colleagues respect you and your knowledge and often will seek you out for advice and support.

• You are able to communicate well with both the trainee and the assessor in your workplace. Workplace observation will only be successful if there is a strong and open relationship between the three parties.

• You are able to articulate clearly and accurately what is required and what has been completed and to what standard. You have the ability to provide constructive feedback and you are objective in your judgment and assessment of situations.

• Being a REAL Observer is a great role to add to your professional development and fits in well with a professional pathway.


EFFICIENT LIVING

The REAL ApproachREAL is how you, as an observer, can make a difference for your trainees. It’s the Careerforce way of doing things.

REAL stands for:RespectfulAcknowledging the skills and competencies a trainee already has.

EfficientUsing existing workplace processes and systems in the collection of evidence.

AppliedNew skills learned are transferred into the workplace.

LivingTraining is flexible, dynamic and progressive and is responsive to need.

RESPECTFUL APPLIED


Where did REAL come from?Research tells us that the way people prefer to learn at work is changing. 70% of learning takes place informally or experientially as people go about their work individually or working together.

Rated most important in a workplace learning research survey was:• Knowledge sharing in teams• General conversations and meetings• Learning from buddies/mentors• Web searching• Personal and professional networks and communities

Footnote: Jane Hart – Modern Workplace Learning


The Experiential Learning Cycle

Experience the activityPerform it

Do it

Applywhat was

learned to a similar or different situation

GeneraliseTo connect the experience to

real world examples

ProcessAnalyse the experience

ShareReactions,

observations publicly


ASSESSThe assessor/observer collects new evidence

towards assessment of the new learning. This occurs when the trainee is ready

and as opportunities arise.

LEARNLearning is accessed as required to meet any ‘gaps’ in skills and knowledge that

the trainee may have.

Putting REAL into actionThe ALA approach ensures we are considering your workplace and processes. This is so we can capture the different evidence points that drop out from workplace processes.

ASSESSThe assessor and/or observer collects and documents existing evidence that links to

the trainee’s programme. They may talk with the trainee to back up this evidence or

uncover more.


What will you do as a REAL observer?• Observe the trainee in their natural work environment.• Ensure that the evidence/performance meets your organisational

requirements (policies and procedures).• Ask the trainee questions to ensure their understanding and

competence as needed.• Provide clear information to the assessor, completing any required

documentation.• Give feedback to the trainee.

Note: Careerforce used to use the terms verification and verifier. Where a Careerforce assessment may use these terms please read them as observer or observation. It may be that not all material has yet been updated to reflect this change.


Evidence

GETTING THE BALANCE RIGHT:

BE RESPECTFUL

BE EFFICIENT


There are several ways to collect evidence

How this aligns with REALStart with naturally occurring evidence and conversation (Assess).

Summarise this evidence using the Careerforce resources or your own O&I documentation, identify gaps (Learn).

Specifically elicit the remaining evidence supporting learning where needed. (Assess).

• Written assessment tasks

• Observation (real and/or simulated)

Specifically elicited

• Gathering evidence through contextualised discussion (talking it through)

Professional conversation

• Observations (yours and others)

• Documentation (within the workplace)

• Attestation (from those who know)

Naturally occurring


The evidence bankYou may already have a wealth of evidence about your trainees.

As an observer working closely with the trainee you’ve already seen and heard the trainee demonstrate skills and apply knowledge.

During your working day you will see and hear more evidence.

Your trainee will have completed paperwork/documentation as part of their day to day work.

Capture already existing evidence on the Trainee Assessment.

When you see new evidence while you work, record it.

Don’t go looking for existing evidence

tomorrow if you already saw it yesterday!


The evidence rainbow


Documenting evidenceUsing the Trainee Assessment and observation forms:

• Complete checklists• Make brief notes within comment boxes• Be specific to the task• Date and sign where indicated

Remember! Someone independent of yourself should be able to pick up the assessment and get a clear picture of the trainee’s performance.

Examples of notation• “Personal plan sighted and followed by trainee” SP 12/5/16• “Strategies described and implemented as per clients Behaviour

Plan.” ML 7/4/16• “The trainee consistently uses te reo and is actively engaged in

powhiri, mihimihi, karakia and waiata. The trainee has demonstrated kawa and tikanga when they lead the youth activities”. HP 14/6/16

• “The trainee demonstrated correctly how to clean the bathroom from top to bottom. This included explaining the need to ensure they do not transfer dirt from areas that have not already been cleaned”. AW 30/5/16

• “Workplace Care Medication Competency completed 5/03/16” CT 13/05/16

• Client satisfaction survey dated 1/12/15 (sighted). Evidences effective communication. JM 12/5/16

• “Reported change in client condition (skin rash) to Clinical Coordinator verbally”. TR 19/4/16

• “Consistently completes clear and concise progress notes”. FS 7/7/16


Insufficient evidenceIf you have insufficient evidence to support competence

• Use several sources of evidence if possible (see chart on several ways to collect evidence, page 10) as this ensures your collection of evidence is robust, consistent and sufficient.

• It may be that you have observed a task being performed but to obtain all the evidence required you might have to have a chat with the trainee to “talk it through”. This is where you can get that little extra evidence that you require by using open ended questioning.

• Highlight the gaps in competence if you can not obtain the extra evidence and then support learning to fill the gaps in knowledge and performance.

• Once the new learning has taken place, you only need re-observe the part of the task that did not meet the standard.


Providing feedbackAs part of your role as a REAL Observer you will be required to provide the trainee with some REAL feedback.

Ensure you provide your feedback in a caring way. Start with telling them what they have done well (commend) then if there was some part they could improve on, let them know what that is and how they can go about making that improvement (recommend) and then finally finish with another positive note (commend). This is the commend/recommend/commend model of giving feedback, also often referred to as the “feedback sandwich”.

It is also helpful to ask the trainee how they felt it went. They often know themselves the answers to “What went well/not so well/what would you do differently?”. It is an important part of the process that they reflect on these questions and come up with some of the solutions themselves. This is empowering the trainee and enabling them in being independent learners.

Feedback as an overall process will provide motivation and encouragement to the trainee and will help support and enhance their reflective practice.


Examples of good observation


Exemplar 23388

Challenging behaviour (US 23388 v3) Assessor Guide © Careerforce – Issue 1.0 | June 2015 1

Verification Note to workplace observer: You have been asked to complete this verification as the supervisor/manager of the trainee who has observed them working over a period of time.

The trainee has provided details of identifying, implementing and evaluating positive approaches to reduce the need for challenging behaviour.

You need to be confident that the information they have provided is correct and that the trainee consistently uses positive approaches to reduce challenging behaviour.

If you agree that the trainee meets these standards, tick the boxes below. If you do not agree, discuss the requirements with the trainee. Please comment on the trainee’s performance. The assessor may wish to contact you to discuss this verification.

I confirm that the trainee has identified, implemented and evaluated positive support strategies to reduce challenging behaviour to the standards below. The trainee:

Please tick if you

agree

follows their organisation’s policies and procedures at all times.

Comments: Heather follows our behaviour support policy and behaviour support plans for our clients. Documents all relevant information in client’s journal.

implements strategies following their professional responsibilities.

Comments: Strategies outlined here are an accurate account of Heather’s work. Follows strategies as per BSPs.

evaluates and reviews strategies identifying any positive and negative outcomes from their implementation.

Comments: Heather has clearly identified the outcomes of these strategies. Participates in the development and review of BSP’s for clients.


Exemplar 23386 page 1

Personal care needs (US 23386 v4) Trainee Assessment © Careerforce – Issue 4.0 | April 2015 2

Task 2: Support a person to meet their personal care needs In this task, you will demonstrate supporting someone with five different personal cares while your verifier or assessor observes you. This might happen over several days with more than one person. Your assessor may also ask you questions as you work.

Observation checklist

The information in this column is for you. These columns are for the observer to check off for each observation.

You support the person’s personal care needs by:

1.

2.

3.

4.

5.

following their personal plan.

Show your assessor where on the personal plan you identify information about personal cares.

Follows personal plan when providing personal cares. Can explain plan in relation to cares.

following your organisation’s policies and procedures.

taking into account the person’s functional ability.

using their preferred name.

encouraging the person to make choices, where possible.

respecting the person’s privacy.

keeping information about the person confidential.

respecting the person's cultural identity.

using their preferred communication method.

Show your assessor where on the personal plan you identify information about preferred communication methods. For example, speaking slowly, using gestures or communication devices.


Exemplar 23386 page 2

Personal care needs (US 23386 v4) Trainee Assessment © Careerforce – Issue 4.0 | April 2015 3

Observation comments

The workplace observer or assessor must fill this out for each observation, including comments.

Observation 1 Workplace observer/Assessor: Joanna Martino Date: 11/11/15

Comments: Toileting client JB. Jane followed continence plan. Provided gentle prompt and assistance with clothing only promoting JB’s independence..

Observation 2 Workplace observer /Assessor: JM Date: 13/11/15

Comments: Obs 2-5 all completed with client DS during morning cares.

Showering. Maintained safety and comfort. Prompted DS to use shower rail and bathroom warm.


Comments: Dressing. Encouraged DS to choose his clothing for the day and only assisted as needed with buttons and laces.


Comments: Shaving. Independence goal supported. Visual cards used to enable DS to shave with his electric razor.


Comments: Oral cares. Jane was unhurried in her approach which enabled DS his dignity and independence.


Exemplar 28542 Page 1

Professional and ethical behaviour (US 28542 v1) Trainee Assessment © Careerforce – Issue 1.0 | April 2015 2

Task 3: Working professionally and ethically Ask your manager, supervisor or a senior staff member who you have worked with closely to complete and sign the verification form provided with this assessment.

Verification form

You have been asked to verify that the trainee works professionally and ethically in a health and wellbeing setting as required by law, a relevant code of ethics, and/or your workplace policies and procedures. You have been asked to do this in your capacity as the trainee’s manager, supervisor or senior staff member who has worked closely with the trainee. Please add comments to support the verification statements below.

Please tick each statement below if you agree that the trainee has met the requirements listed below.

I confirm that the trainee consistently demonstrates professional and ethical behaviour according to the standards below. The trainee:

works within the specifications and boundaries of their role.

Please comment:

Tino is very clear about his role and boundaries. Tino seeks guidance and reports issues reliably.

behaves professional and ethically in all work activities.

Please comment:

Tino shows respect and support for his work colleagues and clients. He reflects that the process he has taken is correct and fair.

behaves professionally and ethically in their interactions with others.

Please comment:

Tino is a person who relates to others naturally with respect and understanding.


Exemplar 28542 Page 2

Professional and ethical behaviour (US 28542 v1) Trainee Assessment © Careerforce – Issue 1.0 | April 2015 3

addresses ethical issues, grievances and/or disputes according to organisational policy and procedure.

Please comment:

Tino discusses areas of uncertainty and concerns. He has a sense of fairness, seeing all sides of a discussion.

maintains professional, cultural and age-appropriate physical, emotional, sexual and spiritual boundaries at all times.

Please comment:

Tino respects all people and is professional regarding personal beliefs and values.

works within relevant legislation and/or organisational policies and procedures at all times.

Please comment:

Tino’s work reflects his understanding and application of the code of rights.

Please add any further comments you wish to make.

Tino will respectfully address issues of concern to support and advocate for others if needed.

Verifier Name:

Verifier Signature: Date:

Contact details: ph/email

Freephone: 0800 277 486Email: [email protected]

www.careerforce.org.nz

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REAL OBSERVER HANDBOOK - Careerforce...REAL Observers play a significant role in the assessment...

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