'NVQ and Competence – Essay Essay\r'

'In this backup paper to the presentation, the purpose, the temperament and the advantages and disadvantages of NVQ go out be stated and analysed; finishing with a determination as to whether to follow a NVQ or non. The definition of an NVQ is â€Å"A statement of competence clearly relevant to dress and think to facilitate entry into, or cash advance in, employment and further scholarship, issued to an individual by a recognized awarding body”. A national vocational qualification (NVQ) is a collection of vocational qualifications (previously un unified), which take aim been integrated into a single perspicacity standard. This has been d cardinal in order to puddle a nation everyy recognised take of academic achievement which en ables employees to urinate a cle atomic number 18r take aim of individually job applicator’s single competency. Competency send packing be defined as:- ‘An vestigial characteristic of a person which results in effect ive and/or superior military operation in a job’ (Boyatis 1982, p21)\r\n cod to the heavy promotion by the knowledge Skills Councils, (LSC’s) and the De comp unrivallednt partment for Education and Employment; the legal age of vocational qualifications atomic number 18 either part of the NVQ scheme, and in the r ar occasion that it isn’t, close to commonly when the qualification is of different genius of those offered by the NVQ syllabus, the qualification result consecrate its comparison identified to its individual, specific, level of the NVQ brass in order for those nationwide (familiar with the NVQs) stomach have more clarity as to where such pukedidates stand on the level of competency. NVQs have been positive to sheath all occupational sectors, with each occupational area in that location are eight levels with the NVQ system to complete to attain ‘full competency’. This is structured in such a management that level superst ar is the to the highest degree basic and level eight, the some sophisticated level of NVQ.\r\nThe ideal situation of development for competence is through by the rumination of the development of heapdidates’ abilities to perform the specific tasks which cooccur directly with the reputation of the job in its respective department, in terms of surgical operation results (grading), with specific indicators. NVQs have originally been authentic with the purpose to serve as a reaction to the ‘confetti-scattering’ style of raising which is sometimes carried out by some establishments e.g. a company which sends their staff on off-the-job training with just the objective to learn one particular skill. This training style results in the potentiometerdidates becoming one-dimensional, over collect to having a peculiar(a) knowledge of skills. NVQs have, in fact been develop in order to give these prognosiss a more rounded knowledge, thusly enabling them to b e more versatile, efficient in their respective job positions.\r\nThe design of NVQ has been structured in such a way that in each of the eight levels, there are mandatory and ex gratia roles (or modules); these are comprised of a collection of several units, those of which are to be completed to be able to progress onto the succeeding level. The table down the stairs muckle be used in aid to understand the structural layout of each level in NVQ.\r\n there are several advantageous principles adopted by the NVQ system. These include:- 1.The NVQ qualifications are open entry in the sense that no front professional attainment or follow out, nor qualifications are required, each view will be categorised level (1-8) after a means of analysis (be it a run or a review of menstruum skills/ experience currently obtained). 2.The centralise- ground schooling formatting of the NVQs. Progression from one level to beside is based on when the criteria to advance has been met, this can be as quick or long as the individual will take to learn, opposed to other sagacity standards where the timescale restricts the learner to learn in its sit time. An example of this is that it is impossible to complete a Master’s Degree fast than in a year. 3.Flexibility is a nonice aspect of NVQs, as they are not generally attendance based †in federation with the focus based learning aspect of the qualification where the learner can take as long/ piteous as they want.\r\nThis also enables candidates to continue with their respective business demands of their external employment, in conjunction with following NVQs. 4.School Integration is available to the NVQs (GNVQs), this enables candidates to have early access to the piles on approach, which runs alongside other assessment standards (e.g. An election run in the same centres as A â€levels etc.), thus showing equivalence in value and progression routes, thus giving more viable options to the candidates). 5.P ortfolio based work splays to prospective employees that a caterpillar tread record is available showing sidereal day to day skills being learnt, thus proving the levels of soul and competence of each candidate. 6.Prior Accreditation being model into consideration as to which level they will be categorised, enables the candidate to use their qualifications/experience regardless of where from, as long as relevant (i.e. A-levels, training at work etc., enabling an individual to start in a more advanced level).\r\nNVQs also have a few disadvantageous aspects when following their assessment standards, these include. 1.Labour intensive nature of assessment there is a accord of practical work undergone in the NVQs 2.More focus in gaining evidence than actual learning, lack of cognitive learning amongst candidates. As most of the proof (to validate competency level) is done via the production of a portfolio and the presenting of a track-record , this can easily turn into a ‘pa per-chase’ quite an than the actual focus on the learning processes of the qualification. The also, ‘going through the motion’ nature of the NVQ can also enable the candidate to not be able to reason, plainly performing tasks without having true understanding. 3.Quality of assessment can, due to the large numbers of assessors, have a large variance as the cross of each individual can differ. peculiarly with the different interpretations of some of the jargon developed by the NVQs assessment grading schemes\r\n4.Partial competency due to selection of optional modules/ decreased definitions and details, as each candidate can choose their modules in the option roles grade and each module having different aspects and natures, the candidate may be subject to in effect not gaining an entire knowledge in their respective occupational fields. An example of this would be (referring to table above) where each module has a code which labels the nature of the unit. Tak e ‘C5’, With C symbolising say, ‘Managing Self and Personal Skills’, one opting out of such a unit, could prove to give them less than the complete note of skills an NVQ could offer, thus lowering competence.\r\nTo conclude, NVQs are a system devised by the government to admirer those in various situations, both academically and professionally in order to light up them more competent in their respective field in a across the nation recognised manner to potential employers. There are a range of advantages and disadvantages to the candidates as well as the employers, such as not having to follow a timescale in learning and also in not receiving a full knowledge due to optional module selection, but as to whether one should be followed or not, fit to the studies that have been carried, out should go hand in hand in the individuals situation.. For instance, one that is currently employed may not be able to dedicate a lot of time to their qualification cour se, would suit an NVQ whereas, an individual wishing to say, be a medical doctor, a career where having immense knowledge of their occupational area is vital, would not suit following an NVQ course, where modules are optional and perhaps having reduced knowledge.\r\nBibliography\r\n1.Armstrong,M(2012)Armstrong’s handbook Of Human pick counselling Practice, eleventh edition, Philadelphia: Kogan Page Limited. 2.Hall,L. Taylor,S. Torrington, D. (2008) â€Å"Human choice Management”, 7th Edition. Pp. 399-407 3.Blosi,W.(2007)An Introduction To Human Resource Management, capital of the United Kingdom: McGraw-Hill Education 4.Marchington,M. Wilkinson, A. (2005) Human Resource Management At Work citizenry and development, London: Chartered Institute of force-out and Development 5.Lundy,O. Cowling, AG, (1996)Strategic Human Resource Management, London: Routledge\r\n'