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Micro-credentialing Recognising skills wherever they are
Candidate User
Guide
Micro-Credentialing of Enterprise Skills
Phase Two Program
Version 010520 © Latrobe Valley Authority
State Government of Victoria
Micro-credentialing Recognising skills wherever they are
Overview Through discussions with jobseekers, businesses, industry and education providers in Gippsland, the Latrobe
Valley Authority (LVA) identified a ‘gap’ between the skills that local jobseekers have and what our local
employers are looking for. Employers have identified that they want jobseekers to be able to demonstrate
great communication, collaboration and problem-solving skills.
The Latrobe Valley Authority (LVA) in partnership with the University of Melbourne’s Assessment Research Centre (ARC) has engaged industry, education and community to work together in developing and piloting a process for recognition and assessment of these skills in a practical sense.
We refer to the three skills – communication, collaboration and problem solving – as ‘enterprise skills’. Enterprise skills are generic skills that are transferable across different jobs. The assessment and recognition of these skills will be referred to as ‘micro-credentialing’. If a candidate meets the assessment standards and requirements, they will earn a micro-credential and receive an Enterprise Skills Profile for the skill/s they have selected, warranted by the University of Melbourne.
The working definition of each enterprise skill is presented below:
Enterprise Communication Skill: A person’s ability to deliver and receive information so that the message
is understood
Enterprise Collaboration Skill: A person’s ability to work with others on a common task while respecting
the needs and contributions of others
Enterprise Problem Solving Skill: A person’s ability to examine a problem to reach a solution
The Enterprise Skills Framework For each enterprise skill, there are several different sub-skills (capabilities) represented by a range of
behavioural indicators. These indicators can be performed or demonstrated at different levels (quality
criteria). A framework has been developed for each enterprise skill that outlines the different behaviour
indicators and how the behaviours can be demonstrated.
Please see the framework for each enterprise skill in Appendix 1 to 3.
Along the bottom of each framework are the behaviour indicators that will be assessed. The rows in each
column describe the levels of quality a behaviour can be demonstrated. Up the right-hand side of each
framework are some level statements that provide descriptions of different levels of competence.
If you require further assistance in understanding the Enterprise Skills Framework and Assessment Criteria,
please contact:
Dr Rebekah Luo Megan Collins [email protected] [email protected] (03) 8344 8432 (03) 8344 6857
Micro-credentialing Recognising skills wherever they are
About this Guide This guide will provide you with information about what you need to do and the tasks you will need to
complete as part of micro-credentialing.
There are four sections to this guide:
Section 1: RUBY Assessment Platform
RUBY is the online platform which you will use to complete the assessments and 360° surveys. This
section describes the functionalities of RUBY and explains how you will use it.
Section 2: The 360° Survey
A 360° survey involves you rating yourself, and other people who work with you closely rating you
against certain criteria. This section outlines the purpose of the 360° survey and the processes to be
undertaken, including how you will select your raters, how to complete a self-assessment, and what
your raters will need to do.
Section 3: The Online Quiz
This section describes the purpose of the online quiz and provides instructions on how to complete
it.
The survey data and online quiz data will be collated and considered together in determining your level of
competence in the selected enterprise skill.
Micro-credentialing Recognising skills wherever they are
Section 1: RUBY Assessment Platform To access RUBY, each user needs a username and password. You would have received a username and
password through email. Please follow the instructions in the email to complete your registration as a RUBY
user.
Note. The RUBY assessment application works best on Google Chrome or Mozilla Firefox internet
browsers. Please use one of these browsers, if possible.
If you experience any technical difficulties and require assistance, please email one of the following people:
Dr Rebekah Luo ([email protected])
Megan Collins ([email protected])
Information sheet and consent form For candidates aged 18 years and above, you will see a welcome message followed by an information sheet
and consent form when you log in. Please read the Information Sheet and Consent Form. If you consent to
participate in the field trial, please click ‘I Agree’ at the bottom of the page.
Micro-credentialing Recognising skills wherever they are
Micro-credentialing Recognising skills wherever they are
Home page By clicking ‘I Agree’, you will be brought to a Home dashboard that looks like this:
360° Survey and Online Quiz
Click here to complete a self-rating of your own Communication, Collaboration or Problem-Solving
skills and the Online Quiz.
Note: Individuals who participated in the 2019 Field Trial will see assessment tasks from this
previous phase on the list of assessments/surveys. Please proceed to complete 2020 Field Trial
assessments only.
More information about each assessment method is presented in Sections 2 to 3.
Micro-credentialing Recognising skills wherever they are
Section 2: 360° Survey
The Purpose The 360° survey has two parts to it:
1. You rating yourself. This component will be referred to as 360° Self-rating.
2. Other people who know you well (referred to as ‘raters’) rating you against the criteria. This
component is referred to as 360° Peer or Supervisor rating.
You will nominate your ‘raters’. Some examples of the different categories of raters may be:
teachers, peers, sports coaches, mentors, someone on a committee or in a club/voluntary
environment with you, team members, work supervisors, current or previous managers, supervisors,
team leaders, co-workers/colleagues, or even someone you oversee in a work or community
capacity.
Please note: Family members and close personal friends should not be included as raters.
The 360° Survey has been designed to gather evidence of how well you apply or demonstrate the skills and
knowledge required from different perspectives.
Your Role You have two tasks to undertake in the 360° survey. They are to:
Complete the 360° Self-rating and rate your own level of skills and knowledge.
Please complete the self-rating first before proceeding to the other assessments. Please be as
honest as possible when completing the self-rating. This survey will take approximately 20 minutes
to complete.
Nominate four other raters to complete the 360° Peer or Supervisor rating.
These raters should be people who have worked with you closely or who know you well and have
seen you demonstrate these skills (in the classroom, workplace or a community context) and who
can make judgments about your level of skills and knowledge. You can nominate your raters (or
change those you have previously nominated) using the Candidate Registration Survey on the LVA
Online Engagement Platform https://engage.vic.gov.au/micro-credentialing-trial/candidates
Micro-credentialing Recognising skills wherever they are
Completing the 360° Self-rating
To access the self-assessment, please click on the ‘360° Survey and Online Quiz’ icon on the Home Page of
RUBY.
To start the self-rating survey, click on the eye icon for the 360° self-rating assessment. Click on the
Assess link to start your assessment. Please respond to all questions by selecting one option for each
question. You should select the level that best describes your typical behaviour (i.e. what you would usually
do in this situation). Please ensure that you take your time, respond thoughtfully and honestly. You can save
and continue at any time if required.
We estimate that the time required to complete the Self-Assessment is between 10-15 minutes. When you
have completed the survey – go back to the Home Page. Click on the back arrow to go to the Online Quiz.
Micro-credentialing Recognising skills wherever they are
Section 3: Online Quiz
The Purpose The online quiz has been designed to assess your skills and knowledge particularly in a variety of scenarios
where communication, collaboration or problem-solving skills are required. Each quiz consists of around 3
scenarios, with multiple questions related to each scenario. You may consider that there is more than one
correct answer to each question; please choose the answer that you think is most appropriate for the
scenario described.
There are different types of questions in the online quiz:
1. Simple multiple-choice questions
Select one answer by clicking on the most appropriate option.
2. Audio/video recording questions
Depending on the option you have selected, you may be asked to record a voice message or a video
of your response.
To do this, please enable web browser to use microphone and camera on your computer by clicking
‘Allow’.
Further instructions about the audio and video recording functions are provided on the assessment
platform.
3. Open-ended questions
Some questions require you to enter your response in the text box provided (e.g., draft an email
response, leave a text/SMS message, explain your strategy, etc.). Each text box has a different
character limit. Please read note underneath the text box.
We estimate that the quiz will take approximately 30-45 minutes to complete.
Micro-credentialing Recognising skills wherever they are
How to complete the Online Quiz? The online quiz is accessible through RUBY, on the ‘360° Survey and Online Quiz’ tab.
To start the quiz, click on the eye icon for the Online Quiz. Click on the Assess link to start the Online
Quiz.
Please respond to all questions by selecting one option for each question.
Micro-credentialing Recognising skills wherever they are
Conclusion You must complete all your assessment tasks by 14 June 2020:
The 360° Survey: Self-rating
The Online Quiz
Thank you for completing all the assessments. Your survey ratings and quiz responses will now be reviewed
and appraised. In June/July, you may be contacted further should assessors wish to discuss or clarify any of
your assessments.
Once again, thank you for your participation. Your contribution will help us develop and refine a micro-
credentialing system of enterprise skills for future candidates.
Contact Details Should you require any assistance or have any queries, please contact:
Jenni Hardy
Manager Co-Design & Engagement
Latrobe Valley Authority
131 Princes Drive, Morwell Victoria 3840
T: 1800 136 762 M: 0417 327 923
lva.vic.gov.au
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We acknowledge the traditional Aboriginal owners of country throughout Victoria and Gippsland, their ongoing connection to this
land and we pay our respects to their culture and their Elders past, present and future.
Appendix 1: Enterprise Communication Skills - A person’s ability to deliver and receive information so that the message is understood
Quality criteria
1.3 Draws on content and context when timing delivery
2.3 Tailors method of delivery to suit circumstances
3.3 Adapts style based on audience reaction to suit circumstances
4.3 Varies language based on audience’s reaction
5.2 Redelivers message to confirm understanding
7.3 Customises response to message by considering context
At this level, a person adapts or tailors their communication method and style to maximise the impact on their intended audience. He/she considers and responds to the audience’s needs and reactions and to the circumstances surrounding the context of communication. When communicating a message, they make a judgment about the level of understanding of their audience. They use information gathered through the checking process and re-deliver the message to help their audience reach understanding if required.
2.2 Matches method to audience, purpose or content of message
3.2 Matches delivery style to audience and context
5.1 Check audience’s understanding by asking questions
6.3 Asks questions to seek clarity or confirm understanding
7.2 Addresses key ideas in message
At this level, a person considers the context and audience when
communicating with others. He/she matches their delivery methods and styles
(e.g., tone, volume, pace, language) to suit the audience and context. After
delivering and receiving a message, they ask questions to seek clarity and
confirm understanding.
1.2 Follows instructions and protocols
4.2 Uses a recognised standard language within an organisation
6.2 Repeats or rephrases message received to check understanding
At this level, a person starts to demonstrate consideration of the audience and context. In delivering messages, he/she tends to follow set protocols or policies and considers recognised standards within the organisation. They check their own understanding after receiving a message by repeating or rephrasing the message received.
1.1 Delivers message without consideration of timing
2.1 Delivers message as instructed
3.1 Uses delivery style that is comfortable to self
4.1 Uses the same language style across different contexts
6.1 Acknowledges message (verbally or non-verbally)
7.1 Replies to message without consideration
At this level, a person reacts and responds to communication situations. He/she tends to use a single or default method of delivery when communicating, without considering the audience or context. They typically acknowledge others’ responses and respond when prompted or instructed.
Indicators
1. Times delivery of message to recipient
2. Selects method of delivery (e.g., email, phone call, face-to-face)
3. Selects delivery style (e.g., tone, appearance, volume, pace, etc.)
4. Selects appropriate language
5. Checks whether intended message was communicated
6. Checks own understanding after receiving a message
7. Responds to message received
Level statements
Sub-skills Delivers message Receives message
Appendix 2: Enterprise Collaboration Skills - A person’s ability to work with others on a common task while respecting the needs and contributions of others
Quality criteria
4.4 Encourages collective feedback
6.3 Balances people’s perspectives within an organisation/team to maximise collaboration
7.3 Facilitates or mediates resolution to maximise collaboration
8.3 Negotiates task sharing based on team collaboration/ to build team skills (may allow for someone to build skills, etc.)
9.4 Maximises resources to accomplish team goals
At this level, a person works
collaboratively and assumes group
responsibility for the success of
common tasks. He/she mentors
and facilitates members of the team
to collaborate and manages team
contribution and resources to
maximise outcomes.
2.3 Adapts verbal communication to address different individuals and groups for collaboration purposes
3.3 Customises written content by considering context and audience/recipient to maximise collaboration
5.3 Customises feedback to suit situation/listener
8.2 Aligns tasks with strengths and weaknesses of team members
At this level, a person understands and recognises the different needs and ways of working of team members. He/she adapts and customises their communication style for collaboration purposes. They leverage on the varying skills and abilities of team members to accomplish a common task.
3.2 Chooses appropriate method of written communication (e.g., SMS, email, group chat, social media) to collaborate
4.3 Requests feedback to improve outcome (collaboration/task)
6.2 Takes into account other people’s perspectives when collaborating with others
7.2 Seeks support to resolve conflict so that collaboration can occur
9.3 Matches resources to team needs within collaborative task
At this level, a person recognises the perspectives of others and the importance of working together. He/she initiates communication and collaboration with others. They consider the perspectives of others when contributing to the team, and seek support to resolve differences.
1.2 Checks for own understanding (e.g., asks questions, clarifies details, etc.)
2.2 Contributes to discussions related to collaboration
4.2 Acts on feedback
given
5.2 Provides general feedback
6.1 Acknowledges people’s differences when working together
8.1 Allocates
tasks to team members
9.2 Allocates available resources to the team
At this level, a person is starting to take a more active role within the team. He/she communicates with and contributes to the team and is starting to consider the contributions of other team members.
1.1 Acknowledges message (verbally/non-verbally)
2.1 Communicates verbally upon request
3.1 Communicates in writing upon request
4.1 Acknowledges feedback (verbally or non-verbally)
5.1 Provides feedback upon request
7.1 Acknowledges that there is a conflict amongst people working together
9.1 Uses available
resources as instructed
At this level, a person works alongside others. He/she communicates with others and contributes to common tasks when prompted.
Indicator
1. Listens actively to team members
2. Communicates verbally
3. Communicates in writing
4. Receives feedback on collaboration
5. Gives feedback on collaboration to others
6. Takes others perspective into account
7. Manages conflict
8. Delegates tasks as a team
9. Organises resources (e.g., time, materials)
Level statements
Sub-skills
Communicates for collaborative purposes Collaborates with others Manages collaborative task
Appendix 3: Enterprise Problem Solving Skills - A person’s ability to examine a problem to reach a solution
Quality criteria
2.4 Formulates solution that can be applied
to beyond the immediate problem
3.4 Evaluates whether solution could be applied to other problems/circumstances
At this level, a person examines and solves the problem by proposing and implementing solutions that could be applied beyond the immediate problem. He/she makes a connection between the current problem and other problems/situations they are experiencing.
1.3 Evaluates information to define the problem
2.3 Prioritises a solution based on analysis of the problem
3.3 Implements steps to solve the existing problem
4.3 Prioritises next steps required to solve problem(s)
At this level, a person evaluates the problem so that a solution can be prioritised. He/she implements the steps required to solve a problem. They monitor the problem-solving process, prioritising and implementing next steps required to solve the problem.
2.2 Proposes ideas for solution 3.2 Organises resources (e.g., time,
materials, personnel) to solve the problem
4.2 Monitors progress to determine next steps if required
At this level, a person suggests ideas for solutions and plans for the problem-solving process. He/she understands what resources are required and organises them to solve the problem. They monitor the problem-solving process to determine if next steps are required.
1.2 Gathers information to define problem 3.1 Identifies steps required to solve the
problem
At this level, a person is starting to break down the problem to determine what to do to solve the problem. He/she gathers information about the problem to determine the steps required to solve the problem.
1.1 Identifies a problem exists 2.1 Follows existing instructions 4.1 Checks progress to determine status of
problem
At this level, a person responds to a problem by following existing instructions. He/she checks whether a problem is solved without implementing further steps.
Indicators 1. Defines the problem 2. Develops solution 3. Implements solution 4. Monitors problem solving process Level statements
