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Qualification in Occupational Psychology (Stage 2) Candidate Handbook

Valid from 31 March 2012Updated May 2017

Qualifications Office

The British Psychological Society, St Andrews House, 48 Princess Road East, Leicester, LE1 7DR.

Tel: (0116) 252 9505 Fax: (0116) 227 1314

Email: [email protected]

www.bps.org.uk/exams

Glossary of Terms ....................................................................................................................................4List of commonly used Society abbreviations ........................................................................................51 Welcome ..............................................................................................................................................62 Aims and Features of the QOP (Stage 2) .........................................................................................73 Introduction to the QOP (Stage 2) ...................................................................................................8 3.1 Outline of the Structure of the QOP (Stage 2) ......................................................................8 3.2 Aims ............................................................................................................................................8 3.3 Learning Outcomes and Key Roles .........................................................................................9 3.4 Title to be Adopted by Candidates of QOP (Stage 2)............................................................9

4 How to Become a Trainee Occupational Psychologist ..................................................................10 4.1 Enrolment Process ..................................................................................................................10 4.2 Applications for Accreditation of Existing Competence (AEC) ..........................................11 4.3 Length of Enrolment ..............................................................................................................11 4.4 Backdating Enrolment ............................................................................................................12

5 Competences to be acquired for the QOP (Stage 2) ....................................................................13 5.1 Process Skills ............................................................................................................................13 5.2 Consultancy Cycle ...................................................................................................................13 5.3 Generic Skills ...........................................................................................................................13 5.4 Key Roles ..................................................................................................................................13

6 Undertaking the QOP (Stage 2) ......................................................................................................18 6.1 Supervised Practice .................................................................................................................18 6.2 Planning Your Training ..........................................................................................................18 6.3 Supervisory Support ................................................................................................................19 6.4 Support for Co-ordinating Supervisors and Designated Supervisors ..................................22 6.5 Supervision of non-UK-based Trainee Occupational Psychologists ....................................22 6.6 Proficiency in English .............................................................................................................22

7 How to complete Submissions .........................................................................................................23 7.1 Introduction ............................................................................................................................23 7.2 Annual Progress Report ..........................................................................................................23 7.3 The Portfolio of Competence Submission ............................................................................24 7.4 Requirements for both Breadth and Depth entries .............................................................34

8 Assessment ........................................................................................................................................38 8.1 Timing of Submissions ............................................................................................................38 8.2 Failure to submit the Annual Progress Report and Portfolio of Competence ...................38 8.3 Electronic Submissions ...........................................................................................................39 8.4 The Portfolio of Competence entries ....................................................................................39 8.5 Assessment Feedback ..............................................................................................................39 8.6 Outcomes of Assessments .......................................................................................................40 8.7 Resubmissions ..........................................................................................................................41 8.8 Appeals and Complaints .........................................................................................................42

9 Qualification Policy, Standards and Administration ......................................................................43 9.1 Qualifications Officer ..............................................................................................................43 9.2 Chief Supervisor/Registrar .....................................................................................................43 9.3 Chief Assessor ..........................................................................................................................43 9.4 Chair of the Qualifications Board ..........................................................................................44 9.5 The Qualifications Board .......................................................................................................44

10 Society Expectations of Candidates ................................................................................................45Appendix 1: Useful Forms .....................................................................................................................46Appendix 2: The Fee Structure and Payments required for the Qualification .................................47Appendix 3: Definitions of the Curriculum Areas ...............................................................................49Appendix 4: Evidencing Generic Skills .................................................................................................64Appendix 5: Evidencing Ethics in entries .............................................................................................68Appendix 6: Making a resubmission .....................................................................................................69Appendix 7: Queries regarding Assessment Decisions ........................................................................71Appendix 8: Assessment Guidelines for the Qualification in Occupational Psychology ..................72

Contents

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Glossary of Terms

Graduate Basis for Chartered Membership (GBC)This is the minimum threshold for entry to postgraduate training in applied psychology.

Membership of the Division of Occupational Psychology (DOP)The Division of Occupational Psychology (DOP) is part of the British Psychological Society (the Society) which is responsible for the professional activities of occupational psychologists in the UK.

Accredited MScThese are courses which have been accredited by the Society and details can be found on the website at: www.bps.org.uk/careers/accredited-courses/accredited-courses.cfm

Chartered Membership; ‘Chartered Psychologist’This is full recognition by the Society of an individual’s competence as a professional practitioner or researcher of psychology.

Registration as an Occupational PsychologistThis is full recognition by the Health and Care Professions Council (HCPC) of an individual’s competence to practise as a practitioner psychologist.

PlacementThe HCPC refers to your supervised practice as a ‘Placement’; in the context of this Candidate Handbook, a Placement is hereafter referred to as ‘Supervised Practice’.

Membership Standards Board (MSB)The Board with responsibility for setting policy and standards in relation to membership of the Society and standards of education and training.

Qualifications Standards Committee (QSC)The QSC is tasked with setting policy and standards in relations to all of the Society’s Qualifications. It reports to the MSB.

Health and Care Professions Council (HCPC)From 1 July 2009 the Health Professions Council (now the Health and Care Professions Council) became the regulatory body for psychology in the UK.

Practitioner Psychologists must be registered with the HCPC in the relevant area of applied psychology in order to practise in the UK.

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ADM Assessment & Development Matters

AMR Assessment Master Record

APA American Psychological Association

BPS The British Psychological Society

CS Co-ordinating Supervisor

CPD Counselling and Personal Development

CPsychol Chartered Psychologist

CSci Chartered Scientist

DEW Design of Environments and Work: Health and Safety

DOP Division of Occupational Psychology

EAWOP European Association of Work and Organizational Psychologists

EFPA European Federation of Psychologists Association

ERM Employee Relations and Motivation

EuroPsy European Certificate in Psychology

GBC Graduate Basis for Chartered Membership (formerly known as GBR – Graduate Basis of Registration)

HMI Human-Machine Interaction

HCPC Health and Care Professions Council

ICPR International Coaching Psychology Review

IND The Individual

IUPsyS International Union of Psychological Sciences

JOOP Journal of Occupational and Organizational Psychology

MBPsS Graduate Member of the British Psychological Society

MSB Membership Standards Board

ODC Organisational Development and Change

ORD The Organisation

PACD Performance Appraisal and Career Development

PEB Psychology Education Board

PoC Portfolio of Competence

PPB Professional Practice Board

PSA Personnel Selection and Assessment

PsyPAG Psychology Postgraduate Affairs Group

PTC Psychological Testing Centre

QCDA Qualifications Curriculum and Development Authority

QOP (Stage 2) Qualification in Occupational Psychology (Stage 2)

QSC Qualifications Standards Committee

RQTU Register of Qualifications in Test Use

SGCP Special Group in Coaching Psychology

TCP The Coaching Psychologist

TOP Trainee Occupational Psychologist

TRB Training (at Breadth)

TRD Training (at Depth)

WWE Work and the Work Environment

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List of commonly used Society abbreviations

Welcome to the British Psychological Society’s Qualification in Occupational Psychology (Stage 2) (QOP (Stage 2)). We very much hope that you will find your period of enrolment a fruitful and fulfilling time.

This Candidate Handbook is designed to supplement the Regulations for the Society’s Postgraduate Qualifications (known as the Overarching Regulations) which you should read carefully and adhere to at all times. If there is any aspect of your training about which you are still unclear after reading both the Regulations and the relevant Candidate Handbook you should approach your Co-ordinating Supervisor for further information.

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1 Welcome

The Qualification was established by the Society with the aim of ensuring that those people wishing to gain Chartered Membership of the Society, Full Membership of the Division of Occupational Psychology (DOP) and eligibility to apply for registration with the Health and Care Professions Council (HCPC), are given the opportunity to undertake relevant training. It is a legal requirement to be registered with the HCPC if you wish to use the protected title of, and substantively practise as an Occupational Psychologist. The main features of the Qualification are that candidates are:

l Required to take responsibility for their own learning and professional development;

l Required to develop and demonstrate competences in relation both to the underpinning knowledge-base of occupational psychology (Stage 1) and professional practice (Stage 2);

l Provided with detailed information about the competences they are required to develop and the means by which their ability to demonstrate these competences is assessed;

l Supported in their development by Supervisors with expertise in relevant areas of occupational psychology.

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2 Aims and Features of the QOP (Stage 2)

3.1 Outline of the Structure of the QOP (Stage 2)3.1.1 Requirements for EnrolmentTo be eligible for entry onto the QOP (Stage 2), psychologists are required to have:l Graduate Membership of the Society with the Graduate Basis for Chartered Membership; andl A Society-Accredited MSc in Occupational Psychology.

3.1.2 Structure of QOP (Stage 2)The structure of the QOP (Stage 2) is as follows:l An Annual Progress Report; and l A Portfolio of Competence to demonstrate the competences encompassing the Key Roles 1–4

which define skills relevant to: – Ethics and Professional Standards; – Practice; – Research and Evaluation; – Communication;These are addressed within two components of your supervised practice:l Breadth of Practice component which demonstrates the practical application of the skills that

underpin competence in at least five of the eight areas of Occupational Psychology (as outlined below):

– Human-Machine Interaction; – Design of Environments and Work: Health and Safety; – Personnel Selection and Assessment; – Performance Appraisal and Career Development; – Counselling and Personal Development; – Training; – Employee Relations and Motivation; – Organisational Development and Change.l Depth of Practice component: in-depth supervised practice within the consultancy cycle in at least

one of four fields of practice: – Work and the Work Environment; – The Individual; – The Organisation; – Training.

Once you have completed all the requirements and successfully demonstrated evidence of the competences you will be awarded the QOP (Stage 2).

3.2 AimsThe QOP (Stage 2) aims to provide a framework for training and experience which ensures that successful candidates have gained all the competences required of an Occupational Psychologist. Such competences mean that successful candidates will:l Critically apply psychological theory and techniques.l Practise safely, competently and ethically.l Identify and understand clients’ needs and concerns.l Contrast, compare and critically evaluate.l Monitor and evaluate their practice.l Take account of social and cultural contexts and the nature of relationships.l Use and interpret tests and/or other assessment procedures relevant to the study.l Commit to delivering best practice in the interests of their clients. l Recognise the purpose and practice of receiving supervision. l Initiate, develop, maintain and end purposeful alliances with clients and partners.l Understand the explicit and implicit communications in a client relationship. l Develop a personal, coherent, and ethical way of working with clients.

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3 Introduction to the QOP (Stage 2)

l Respond appropriately to the complex demands of clients.l Commit themselves to ongoing professional and personal development Further details of the competences to be acquired are contained in Section 5 of this Candidate Handbook.

3.3 Learning Outcomes and Key Roles The learning outcomes are described in Section 5 of this Candidate Handbook and are linked to the competences required for safe, effective and legal autonomous practice.

3.4 Title to be Adopted by Candidates of QOP (Stage 2)As a candidate on the Qualification you will be required to use the title: Trainee Occupational Psychologist (TOP).

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4.1 Enrolment ProcessThe general steps required in enrolling on QOP (Stage 2) are as follows. You must provide:l Your Society Membership Number, as this confirms that you are a current Graduate Member of

the Society with the Graduate Basis for Chartered Membership (GBC);l Evidence that you hold Stage 1 of the Qualification in Occupational Psychology (i.e. a Society-

accredited MSc in Occupational Psychology)1; l The Enrolment form (in four sections);l If appropriate, an application for Accreditation of Existing Competence (AEC). All applications

for AEC must be submitted at enrolment and no subsequent application for AEC will be accepted (see Section 4.2)

l A Plan of Training;l Confirmation from an appropriately qualified Occupational Psychologist that they have agreed to

act as your Co-ordinating Supervisor. For more information on who is appropriately qualified to be a Co-ordinating Supervisor see Section 6 of this Candidate Handbook. You and your Co-ordinating Supervisor must complete the appropriate section of the enrolment form which is held on the Society’s website;

l References from two character referees to support your application to enrol. Please note: at least one of your referees must be a Chartered Psychologist who is also a Full Member of the Division of Occupational Psychology and registered with the Health and Care Professions Council as an Occupational Psychologist. However, the referee cannot be your Co-ordinating Supervisor. Your second referee cannot be a fellow trainee. The referees should complete the relevant forms available on the website. The references should be submitted to the Office with the enrolment documentation.

l A contract between you and your Co-ordinating Supervisor. A sample contract is available on the Society’s website;

l A copy of the relevant Criminal Records Check: – Disclosure and Barring Service in England and Wales – Protecting Vulnerable Groups Scheme Disclosure if resident in Scotland – Access Northern Ireland in Northern Ireland. If you do not have an enhanced DBS through your employer then the Society can help you

obtain one (via the Membership Team);l A health reference (a pro-forma is available on the Qualifications webpage);l The current fees.

Once satisfied with your application, the Chief Supervisor/Registrar will write to confirm this and also your enrolment date (which will be backdated, if appropriate, to the approved commencement date of the Plan of Training).

Applicants from outside of the UK must meet the same admissions criteria as candidates from the UK. More information is available on our website (www.bps.org.uk/qualifications). Applicants who do not have English as their first language are also required to meet the English Language requirements (see the Regulations Section 3.3).

4.2 Applications for Accreditation of Existing Competence (AEC)Candidates who enrol on the QOP (Stage 2) may have already gained some evidence of competence in occupational psychology through prior work.

If you wish to suit an application for AEC, you should note the following.

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4 How to Become a Trainee Occupational Psychologist

1 Candidates should provide evidence that they have been awarded their Society-accredited MSc. This evidence could be an original letter from the University, Academic Transcript or the degree certificate.

You should submit your application for AEC with your enrolment documentation; no subsequent AEC submissions will be accepted;

All applications for AEC must be accompanied by the AEC form, available from our website, as a cover sheet and must adhere to the format specified in this Candidate Handbook;

No part of the work undertaken towards Stage 1 of the Qualification (including any put forward in support of an exemption from part of Stage 1) may be used to support an application for AEC;

Up to 50 per cent of the QOP (Stage 2) may be claimed in an application for AEC, i.e. up to five Breadth entries (one from each of your chosen areas) and one Depth entry (although you may only claim a Depth entry if you submit a least one Breadth entry at the same time).

l Where AEC is granted, an appropriate reduction in the minimum period of supervision may also be granted at the discretion of the Occupational Psychology Qualifications Board (the Board);

l Should any of your entries not be accepted as part of your AEC application you can resubmit those entries again and you will need to undertake supervised practice in that area whilst you are enrolled on the Qualification.

l Only experience which has been gained since you graduated from your Society-accredited MSc in Occupational Psychology can be included.

l All experience gained must have been formally supervised by a Chartered Psychologist, who is Full Member of the Division of Occupational Psychology and registered with the HCPC as an Occupational Psychologist.

An application for AEC must include the following: l A completed AEC form, signed by you and the Supervisor, who supervised you for the experience

(this may or may not be your current Co-ordinating Supervisor);l An electronic copy of the AEC form and AEC Portfolio of Competence entries and of the

supporting evidence should be submitted to the ‘drop box’ provided by the Society (http://dropbox.yousendit.com/bpsqualifications01).

4.3 Length of EnrolmentThe QOP (Stage 2) has been designed with an expectation that it will normally take a candidate a minimum of two years (full-time) to develop and demonstrate all of the occupational psychology competences required. Some candidates might take longer, particularly if they are working in a part-time post or outside the field of Occupational Psychology. However currently, candidates are taking an average of three and a half years to complete the QOP (Stage 2).

The minimum length of time in which candidates can complete both stages of the Qualification is three years. This three-year period includes time spent on a Society-accredited MSc. The expectation is that a candidate in full-time training could achieve Stage 1 in a minimum of one year and Stage 2 in a minimum of two years. Candidates enrolling on QOP (Stage 2) must be enrolled for a minimum of two years (unless granted a reduction due following a successful AEC application.)

4.4 Backdating EnrolmentThe Chief Supervisor/Registrar has some discretion to backdate enrolment by up to six months and, in exceptional circumstances, nine months prior to the receipt of an enrolment application.

An application for backdating enrolment requires the explicit support of your Co-ordinating Supervisor who must be satisfied that the work undertaken: l Was supervised in accordance with the Regulations and Candidate Handbook for the Qualification;

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l Has associated with it the appropriate documentation which must be presented in the portfolio submitted at enrolment; and

l Was covering a period during which the candidate was a Graduate Member of the Society with the Graduate Basis for Chartered Membership.

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Candidates must be able to demonstrate that they have met the competences required to become a safe, effective and ethical autonomous practitioner in occupational psychology. In broad terms this means that you will need to provide evidence (in the form of your annual submission) that you have met all the competences required. Further details of the competences are provided in this section of the Candidate Handbook.

5.1 Process SkillsYou must also demonstrate the application of all the Process Skills in each of your breadth entries: l Gathering Information;l Testing or Analysing the Information;l Evaluating the Information;l Applying the Information.

5.2 Consultancy CycleYou must provide evidence of the all of the stages of the Consultancy Cycle in each of your depth entries:l Establishing Agreements with Customer;l Identifying Needs and Problems;l Analysing Needs and Problems;l Formulating Solutions;l Implementing and Reviewing Solutions;l Evaluating Outcomes;l Reporting and Reflecting on Outcomes.

Depth entries must demonstrate evidence of applying occupational psychology at a level equivalent to a professional doctorate2.

Further information on the assessment process and criteria can be found in the Assessment Guidelines, which can be found in Appendix 3.

5.3 Generic SkillsYou must demonstrate the application of all of the Generic Skills. These can be demonstrated in either the breadth or depth entries and only need to be demonstrated once throughout the entirety of your Portfolio of Competence.

The generic skills are:l Questionnaire or Survey Design;l Interviewing;l Report Writing;l Presentation Skills;l Statistical Skills or Qualitative Analyses;l Evaluation Techniques.

Further guidance to providing evidence of the generic skills will be found in Appendix 4.

5.4 Key Roles In addition to the above, you will need to evidence all the Key Roles outlined below. For each Key Role element (e.g. 1.1) there is a set of descriptors providing guidance about what needs to be achieved in order to demonstrate the individual competences.

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5 Competences to be acquired for the QOP (Stage 2)

2 Quality Assurance Agency for Higher Education (2001). The Framework for Higher Education Qualifications in England, Wales and Northern Ireland.

Where Key Role elements are claimed, you must provide explicit evidence for each element. The entry must cover the full range of the descriptors for each of the elements claimed. It is acceptable for the evidence to be distributed across a number of sections within an entry but not across entries. Please ensure you label each element (e.g. 1.1, 1.2, 1.3, 1.4) in the left hand margin of the entry as well as in the text after the evidence has been presented.

If an entry has been accepted but a key role/number of key roles has been rejected, you can resubmit the entry to provide additional evidence to claim the key roles rejected. Only the information regarding the key role claimed will be assessed. No new key roles can be claimed for on a resubmission.

Evidence for Key Roles should not be claimed in the Reflections section of an entry, as this section focuses on your thoughts about an activity, rather than the activity itself.

You should remember that Key Role 1 should underpin all of your work. Any failure to properly consider ethical principles and codes in any submission could result in failure of that submission, even if ethical practice has been demonstrated elsewhere. This includes, but is not limited to, demonstrating an understanding of the HCPC’s Standards of Conduct, Performance and Ethics, and the HCPC’s Guidance on Conduct and Ethics for Students, and the British Psychological Society’s Code of Ethics and Conduct, and the British Psychological Society’s Membership Conduct Rules.

For clarity on the definitions of the Key Roles, please see Appendix 3.

Key Role 1: Develop, implement and maintain personal and professional standards and ethical practiceLearning outcomes for these competences are as follows.

1.1 Establish, maintain and develop systems for legal, ethical and professional standards in occupational psychology.

Descriptors – Establish and maintain systems for the security of information. – Establish, maintain and review systems for the control of information. – Ensure compliance with legal, ethical and professional practices for self and others including

the HCPC’s Standards of Conduct, Performance and Ethics. – Establish, implement and evaluate established procedures to ensure competence in psycho-

logical practice and research.

1.2 Comply with legal, ethical and professional standards in occupational psychology. Descriptors – Monitor and evaluate developments in legal, ethical and professional standards in occu-

pational psychology. – Implement developments in legal, ethical and professional standards in occupational

psychology.

1.3 Contribute to the continuing development of oneself as a professional occupational psychologist. Descriptors – Establish, evaluate and implement processes to develop oneself as a practitioner. – Elicit, monitor and evaluate knowledge and feedback to inform practice. – Organise, clarify and utilise access to competent consultation and advice. – Develop and enhance oneself as a psychological practitioner. – Incorporate best practice into one’s own work.

1.4 Respond to unpredictable contexts and events professionally and ethically. Descriptors – Work autonomously as an occupational psychologist across a varied set of contexts. – Evaluate and respond to change in service delivery context. – Apply creative and innovative techniques, principles and solutions to psychological practice.

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1.5 Formulate developments in legal, ethical and professional standards in occupational psychology. Descriptors – Apply ethical principles governing occupational psychology practice appropriately,

including the application of professional codes of conduct and the HCPC’s Standards of Conduct, Performance and Ethics.

– Seek out and participate in professional psychological affairs. – Make recommendations for policy changes.

Key Role 2: Apply psychological and related methods, concepts, models, theories and knowledge derived from reproducible findingsLearning outcomes for these competences are as follows

2.1 Establish requirements for and benefits of occupational psychology. Descriptors – Identify, prioritise and agree expectations, needs and requirements of clients. – Assess client’s expectations of the applications. – Review psychological literature and other information sources for applications.

2.2 Plan applications of occupational psychology. Descriptors – Determine aims, objectives, criteria, theoretical frameworks and scope of applications. – Assess resources, requirements and constraints for the applications. – Produce implementation plans for the applications.

2.3 Establish, develop and maintain working relationships with clients. Descriptors – Establish contact with clients. – Develop and maintain working agreements and practices with clients. – Develop and maintain working relationships with clients. – Monitor and evaluate working relationships and practices with clients.

2.4 Conduct applications of occupational psychology. Descriptors – Establish operations to deliver the planned activities and procedures. – Implement planned applications. – Maintain systems for recording the processes and outcomes of the applications. – Analyse and interpret results and outcomes from the applications.

2.5 Direct the implementation of applications of occupational psychology. Descriptors – Establish needs and implement strategies for the procurement of application services. – Assess the capabilities of human resources required for the application. – Advise and guide the activities of designated others. – Ensure technical support for applications. – Oversee and direct the conduct of the applications.

2.6 Monitor the implementation of the applications of occupational psychology. Descriptors – Review the application programme. – Prioritise and implement changes identified by the monitoring process. – Review client needs, requirements and expectations within application programmes. – Implement quality assurance and control mechanisms.

2.7 Evaluate the impact of the applications of occupational psychology. Descriptors – Establish evaluation needs and design evaluation.

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– Implement planned evaluation. – Assess the outcomes of the evaluation.

Key Role 3: Research and develop new and existing psychological methods, concepts, models, theories and instruments in occupational psychologyLearning outcomes for these competences are as follows.

3.1 Design psychological research activities. Descriptors – Generate ideas for specific psychological research. – Formulate specific questions for psychological research. – Generate theoretical contexts for specific psychological research. – Define the parameters and resources for psychological research. – Describe the methodology for psychological investigations. – Prepare, present and revise research designs for psychological investigations.

3.2 Conduct psychological research activities. Descriptors – Negotiate procurement of resources and access to conduct research. – Prepare to implement research designs. – Collect data as specified by research designs. – Conduct preliminary investigations of existing measures, methods, techniques and models.

3.3 Analyse and evaluate psychological research data. Descriptors – Analyse data as specified by research designs. – Interpret results of research. – Evaluate and make recommendations on the outcomes from research. – Write up and report research findings. – Review the research process. – Review and evaluate the relationships between current issues in psychological theory and

practice.

3.4 Initiate and develop psychological research and knowledge. Descriptors – Identify areas of occupational psychology that offer development opportunities. – Review and evaluate existing measures, methods, techniques and models. – Explore development opportunities in occupational psychology.

3.5 Produce and evaluate original psychological research and knowledge. Descriptors – Conduct research to advance existing methods, models, theories, instruments and

understanding in occupational psychology. – Monitor and evaluate investigations against the proposal. – Evaluate implications of research outcomes for new developments. – Evaluate the potential impact of new developments.

3.6 Conduct systematic review. Descriptors – Define and search parameters. – Conduct a search using appropriate database and sources. – Summarise findings from the review.

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Key Role 4: Communicate psychological knowledge, principles, methods, needs and policy requirementsLearning outcomes for these competences are as follows.

4.1 Promote psychological principles, practices, services and benefits. Descriptors – Seek opportunities for the promotion of occupational psychology. – Evaluate needs and requirements for promoting psychological principles, practices and

services. – Evaluate methods and resources for use in promotion of psychological principles, practices

and services. – Select promotional resources and services to demonstrate the value of psychological

principles, practices and services.

4.2 Provide psychological advice and guidance to others and facilitate the use of psychological services. Descriptors – Provide psychological advice to aid problem solving and decision making. – Provide psychological advice about specific psychological processes and outcomes of

psychological interaction, applications and developments.

4.3 Provide psychological advice to aid policy decision making. Descriptors – Provide advice on the assessment on the policy documents from a psychological perspective. – Monitor, evaluate and feedback on the implementation of policy in relation to occupational

psychology services. – Make recommendations to change policy.

4.4 Communicate the processes and outcomes of psychological and other applications and developments. Descriptors – Prepare information for dissemination. – Present information to individuals, groups, organisations on the processes and outcomes of

psychological applications and developments. – Evaluate the impact of disseminated information.

4.5 Disseminate psychological knowledge to address current issues in society. Descriptors – Identify and analyse psychological components of current social issues. – Present psychological analysis of current social issues.

4.6 Prepare and present evidence in formal settings. Descriptors – Prepare psychological evidence and produce reports. – Present testimony in formal situations.

4.7 Provide expert psychological opinion to informal information requests. Descriptors – Evaluate the implications of responses to information requests. – Appraise the scope and nature of information reports. – Analyse and select response options. – Provide responses to information requests.

4.8 Provide feedback to clients. Descriptors – Evaluate feedback needs of client. – Prepare and structure feedback. – Select methods of communicating feedback. – Provide feedback to clients.

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6.1 Supervised PracticeSupervised practice is the experiential process designed to develop your knowledge and skills so that you are competent to practise independently as an Occupational Psychologist.

The principle of practice under supervision has a strong tradition in professional training in preparation for independent practice. With support and guidance from an experienced Co-ordinating Supervisor and/or a Designated Supervisor you will gain direct experience of the realities of professional working in relevant contexts, developing practical skills and the ability to integrate theory into practice.

Those engaging the services of Occupational Psychologists have a right to expect that those achieving recognition from their professional and regulatory bodies show consistency in their ability to meet certain standards in the delivery of those services. This section of the Candidate Handbook explains the features of supervised practice. An advantage of structuring supervised practice around a series of competences is that it ensures that candidates will able to practise across a variety of settings and tasks.

This approach maintains a clear emphasis on what you as a Trainee Occupational Psychologist will actually do and on the understanding and demonstration of good professional practice in your work, whatever the setting. The system will be reviewed and revised as appropriate.

We acknowledge that it may be difficult for one Co-ordinating Supervisor to be knowledgeable and supportive in all aspects of a candidates’ working practice. It may be necessary to appoint various Designated Supervisors who are able to work with you in certain situations or contexts. However, it is important that one Co-ordinating Supervisor has oversight of the entire training process.

6.1.1 Key Features of the System of Supervised PracticeThe system of supervised practice operated in relation to the QOP (Stage 2):l Is planned, with flexibility to allow necessary changes, as shown in the Plan of Training;l Emphasises the acquisition and demonstration of generic and specific core competences as a

practitioner;l Is facilitated by experienced professionals, i.e. your Co-ordinating Supervisor and, if needed,

a Designated Supervisor(s)l Is supported by a range of additional training and development activities;l Involves the recording and collection of evidence of competence (see Section 7 for more details

of what you will need to submit and how your portfolio will be assessed);l Is subject to independent assessment and ratification by the Board.

6.1.2 Time Requirements of Supervised PracticeYour supervised practice must comprise a minimum of two years’ full-time postgraduate experience or its part-time equivalent – after the award of your Society-accredited MSc in Occupational Psychology. See Section 4.4 for information regarding backdating of Plans of Training and Section 4.2 for details of how to make an Application for Accreditation of Existing Competence (AEC).

6.2 Planning Your Training6.2.1 Plans of TrainingDuring your training you will undertake work-based learning activities or placements (hereafter referred to as supervised practice). The Board needs to be reassured that whilst you are undertaking this type of supervised practice, you are working in a safe and secure environment. To this end the Board has set a requirement that you, your Co-ordinating Supervisor and your employer (if employed) or the supervised practice provider3 are aware of this need. Please see the guidance document on the Enrolment Forms for more information on the enrolment process. Both you and your Co-ordinating Supervisor should

3 The ‘placement host’ is either the organisation you are directly employed by who provides you with work-based placement opportunities, or a placement contact from the environment within which the supervised practice is taking place.

6 Undertaking the QOP (Stage 2)

remember when formulating your Plan of Training that you are now applying the knowledge that you have already gained through your MSc into a professional context.

You are required to submit written Plans of Training to demonstrate how you propose to use your supervised practice to enable your development of the competences required for the Qualification. You will be helped in formulating your Plan of Training by your Co-ordinating Supervisor. You should ensure that you are able to demonstrate in your plan that you have access to an appropriate number, duration and range of opportunities for supervised practice to support the achievement of the learning outcomes (i.e. generic skills, process skills, etc.).

Once you have completed your Plan of Training (PoT)4, it is submitted to the Chief Supervisor/Registrar for approval as part of the enrolment process. In cases where Plans of Training fail to meet the requirements, the Chief Supervisor/Registrar will write to you within three months of receiving all the information for enrolment as well as the Plan of Training giving full details of all points to be addressed. The Plan of Training will then need to be revised and re-submitted to the Chief Supervisor/Registrar for approval before your enrolment can be completed. The Plan of Training is an aid to the planning process as well as a form of contract.

6.2.2 Reviewing and Revising PlansWhile we expect you to make every effort to plan your training effectively at the outset, we recognise that either your own circumstances and/or those of your work environment may later change in ways it would not have been possible for you to foresee at the time you applied to enrol. It is, therefore, acceptable to submit a Plan of Training in provisional or outline form and revise it if your circumstances change. An updated Plan of Training is required as part of the annual submission process. This could be a confirmation of the original plan where no changes have occurred or are anticipated.

6.2.3 Changing your EmploymentYou may need to change your employment. If you are also changing your Co-ordinating Supervisor you should ensure that you have a contract with your new Co-ordinating Supervisor and should include an agreed procedure for ending the supervisory arrangement. These should be followed so that there is a smooth transition and change. In any event, the Board should be informed by you of any changes to employment as they need to be reassured that you are undertaking your supervised practice in a safe environment. You will also need to complete a new Plan of Training for the new period of supervised practice.

You should complete the Change in Employment documentation and a Plan of Training and forward these to the Qualifications Office for approval by the Chief Supervisor/Registrar.

6.3 Supervisory SupportAs outlined in Section 2.6.2 of the Regulations you are required to engage the services of one or more appropriately qualified psychologists (see Section 6.3.1 and 6.3.2) who will undertake to support you in your training. For the QOP (Stage 2), your main source of support will be your Co-ordinating Supervisor, who will take responsibility for the entire supervision process (and the co-ordination of your training), including any necessary training in key skills, the completion of documentation and the assembly of evidence regarding your development of the required competences. Your Co-ordinating Supervisor may also advise you to engage the services of one or more Designated Supervisors to help guide you through some aspects of your training.

6.3.1 Your Co-ordinating SupervisorYou will need to identify a Chartered Psychologist who is a Full Member of the Division of Occupational Psychology and a HCPC registered Occupational Psychologist who is able and willing to fulfil the roles of a Co-ordinating Supervisor outlined below. All Co-ordinating Supervisors must be on the Society’s Register of Applied Psychology Practice Supervisors (RAPPS), available on the Society’s website, www.bps.org.uk/what-we-do/developing-profession/register-applied-psychology-practice-supervisors-rapps/register-app. If your potential Co-ordinating Supervisor is not on the ‘Qualification in Occupational

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4 A proforma is available from our website (see inside front cover for the webpage address).

Psychology’ section of the Register they will need to contact the Society’s Qualifications Officer who will arrange for them to undertake the Society’s approved training programme for its Qualifications Supervisors. The Chief Supervisor/Registrar will, as part of the enrolment procedure, assess the eligibility of the person you have identified to take on this role.

Occasionally, candidates may be self-employed. Co-ordinating Supervisors will have a particularly key role to play in these circumstances, as candidates should not be operating as independent practitioners in occupational psychology until they have completed the QOP (Stage 2). Further information can be sought from the Qualifications Officer.

Before requesting approval of a potential Co-ordinating Supervisor, you should make sure that the person you have identified is willing and able to undertake on your behalf, for the full period of your enrolment, the following activities:l Undertake a needs analysis at the outset of your training;l Hold the required quarterly face-to-face meetings with you during each year of your training and

record these on the Quarterly Face-to-Face Supervisory Meeting Record;l Oversee the preparation and review of your initial Plan of Training, and revise it as necessary;l Provide you with information relevant to your training (e.g. academic, ethical, organisational,

professional);l Provide you with guidance on necessary opportunities relevant to the satisfactory demonstration of

the competences;l Observe, or arrange for you to be observed, working in a practitioner situation;l Appraise your integration and effectiveness and provide positive and critical feedback on your

strengths and weaknessesl Encourage you to reflect on your learning and practice and to engage in creativity, problem-solving

and the integration of theory into practice;l Listen to your views and concerns regarding your work in progress and offer appropriate advice;l Countersign your enrolment documentation5;l Complete the required sections of your Annual Progress report;l Complete the required sections of your Portfolio of Competence entries (at Breadth and Depth).

If your Co-ordinating Supervisor is external to your place of work, then they must visit your workplace at the start of your enrolment to ensure that you are working in a safe and secure environment. They must also visit the site once a year for every year of your enrolment to update the risk assessment contained in the enrolment form as part of the Annual Progress Report.

It should be noted that l All arrangements (including Supervision fees) between candidates and Co-ordinating Supervisors

(including Designated Supervisors) are for agreement between the candidate and Co-ordinating Supervisor and external to the Society.

l It is your responsibility to ensure that your Co-ordinating Supervisor has copies of the following: – The current Regulations and Candidate Handbook; and – All correspondence between you and the Society (including all letters providing details of

the results of assessments).

Potential Co-ordinating Supervisors may request references before entering into any arrangement with you. However, you must request that your potential Co-ordinating Supervisor provides you with details of all fees which would be incurred and that a formal contract of supervision is drawn up. A sample contract is available on our website. This is there for information purposes only and you are advised to draw up your own contracts with your Co-ordinating Supervisor. The contract forms part of the documentation required for enrolment on the Qualification. You are, therefore, required to forward a copy of your contract with your Co-ordinating Supervisor to the Society which will be held on your file.

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5 Further details of all these documents are provided in the relevant sections of this Candidate Handbook.

You should make regular progress reports (verbal or written), as agreed with your Co-ordinating Supervisor and record these in the Quarterly Supervisory Face-to-Face Meeting Record (available from the Society’s web-site). Your Co-ordinating Supervisor should give appropriately detailed and prompt feedback on each of these. While agreeing terms with your proposed Co-ordinating Supervisor, you should also agree how often contact will be made and which method(s) of communication is/are to be used, for example, face-to-face meetings, emails and/or telephone conversations in addition to the required quarterly face-to-face meetings.

6.3.2 Designated SupervisorsDesignated Supervisor(s) may be required in order to facilitate specific areas of your training (e.g. research, workplace support, etc.) and may both provide breadth of experience and foster a multi-disciplinary perspective. A Designated Supervisor need not necessarily be a psychologist (s/he might, for example, be an appropriately qualified ergonomist, HR specialist, training specialist or coaching specialist) as long as they can demonstrate all competences relevant to supporting you in the particular aspect of your work. Any Designated Supervisor(s) you engage will need to be made fully aware of the relevant section(s) of your Plan of Training and to agree to facilitate you in their achievement.

Before requesting approval of a potential Designated Supervisor, you should make sure that the person you have identified is willing and able to undertake on your behalf, the following activities:l Liaise with the Co-ordinating Supervisor;l Provide you with direct supervision in a given area of work;l Countersign relevant documentation for both enrolment and assessment;l Listen to your views or concerns about work in progress and advise as appropriate;l Model and teach practical competence through illustration, prompting and feedback;l Encourage you to apply best practice and good communication;l Appraise your effectiveness and provide positive and critical feedback on your strengths and

weaknesses.

6.3.3 Changing your Co-ordinating SupervisorYou may need to change your Co-ordinating Supervisor because of changed circumstances or because the Co-ordinating Supervisor no longer wishes to continue supervision. Your contract with your Co-ordinating Supervisor should include an agreed procedure for ending the supervisory arrangement and these should be followed so that there is a smooth transition and change. In any event, the Board should be informed by you of the change in Co-ordinating Supervisor, indicating who the new Co-ordinating Supervisor will be together with appropriate information so that eligibility for supervision can be checked. It is necessary to complete a ‘Request for approval of change of Co-ordinating Supervisor’ form and forward a copy of your new contract with your new Co-ordinating Supervisor to the Qualifications office (full details of the way to do this are presented in the Regulations Section 2.6.2).

If there are any enquiries and appeals in relation to your Co-ordinating Supervisor, they should be directed to the Board via the Qualifications Office (see Regulations, Section 8).

6.3.4 Problems in Relationships between Trainee Occupational Psychologists and their SupervisorsIf your relationship with your Co-ordinating Supervisor or a Designated Supervisor develops a problem, it is expected that you will each take all reasonable steps to resolve these. However, if the problem cannot be resolved and an irretrievable breakdown in the relationship takes place, then you will need to take one of the following two steps.

In the case of your relationship with your Co-ordinating SupervisorEither you or your Co-ordinating Supervisor may refer the matter to the Chief Supervisor/Registrar (care of the Qualifications Office). S/he may approve or, in some cases, suggest a change of Co-ordinating Supervisor or any other changes which are considered appropriate.

In the case of your relationship with an Designated Supervisor

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Either you or the Designated Supervisor concerned should bring the breakdown to the attention of your Co-ordinating Supervisor. S/he may advise that you reformulate the relevant area of your Plan of Training and/or appoint a new Designated Supervisor. You will need to enter any such changes into the Updated Plan of Training form and submit this for the approval of the Chief Supervisor/Registrar.

6.4 Support for Co-ordinating Supervisors and Designated SupervisorsThe Board organises training (including a face-to-face workshop) to clarify outstanding issues and to provide help and guidance for Co-ordinating Supervisors, Designated Supervisors and candidates.

If a Co-ordinating Supervisor or Designated Supervisor needs help or guidance they should contact the Chief Supervisor/Registrar, via the Qualifications Office.

The Chief Supervisor/Registrar provides written guidance from time to time, and runs training workshops for Co-ordinating Supervisors. All Co-ordinating Supervisors must undertake the Qualification’s Supervisor training before becoming an ‘Approved Supervisor’. The Chief Supervisor/Registrar may organise workshops to develop:l a common understanding of the assessment process;l the requirements of supervisors;l agreed standards of practice;l the skills of the supervisor.

6.5 Supervision of non-UK-based Trainee Occupational PsychologistsSection 4.4 of the Regulations stipulates that the majority of a candidate’s training must be undertaken in the UK or UK context (e.g. working for a British company in an overseas posting). Candidates will not normally be able to undertake their supervised practice outside the UK, however, in a limited number of circumstances, this may be allowed. Where a candidate wishes to undertake part of their training outside of the UK, s/he must contact the Qualifications Officer for more information. Such an intention must be supported by the Co-ordinating Supervisor, and the candidate must provide any information necessary to ensure that circumstances comply with the Regulations.

6.6 Proficiency in EnglishAll assessments will be conducted in the English language.

All candidates are expected to communicate competently, in both written and spoken language, with a proficiency in English which is at, or equivalent to, Level 8 of the International English Language Testing System (IELTS). Full details of this level of proficiency can be obtained from www.ielts.org.

If English is not your first language you must provide evidence that you have passed the IELTS at Level 8 before you commence the Qualification.

Exemption from this requirement can be provided at the discretion of the Board where a candidate can demonstrate an appropriate level of proficiency in the English Language. This might be on the basis of a degree which has been awarded which was undertaken in the English language, or other proof which the Board considers to be appropriate.

You should be aware that even where IELTS has been passed at Level 8, the Assessors have discretion to reject a submission on the basis that it does not communicate your competence sufficiently.

All Portfolio of Competence entries must be written in a professional manner, for example, spelling and grammar must be of a good standard and you should avoid the use of jargon and acronyms. As a rule of thumb, Assessors will consider whether a breadth or depth entry could go to a client and be fit for purpose.

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7.1 IntroductionThe Portfolio for assessment is in two parts. The first part the Annual Progress Report, this monitors your progress as a candidate through the qualification, more information about this part of the submission is found in Section 7.2 below. The second part of the Submission is the Portfolio of Competence. More information on this part of your submission can be found at Section 7.3.

7.2 Annual Progress ReportThe Annual Progress Report is forwarded to the Chief Supervisor/Registrar on the anniversary of the commencement of a candidate’s Plan of Training for every year that they are enrolled on the Qualification.

The Annual Progress Report consists of the following:l The Annual Supervised Practice (Work Place) Review;l Co-ordinating Supervisor’s Evaluation of Candidate Progress Form;l 4 x Quarterly Face-to-Face Supervisory Meeting records;l Updated Plan of Training.

The following Sections give guidance on the completion of the required documentation for the Annual Progress Report. Each Report is individual to you, therefore, the guidance is designed to be an aide-mémoire for the Annual Progress Report.

7.2.1 Responsibilities for completing the Annual Progress Report documentation

7.2.2 Annual Supervised Practice ReviewThe Qualifications Board needs to be assured about the quality of candidates’ supervised practice experiences, so an audit review must be submitted on an annual basis. The guidance notes give information on how to complete this form.

7.2.3 The Co-ordinating Supervisor’s Evaluation Candidate Progress Form The Co-ordinating Supervisor’s Evaluation of Candidate Progress Form (ECP) needs to be completed by your Co-ordinating Supervisor and submitted with each Annual Progress Report. The ECP form should include comments from both your Co-ordinating Supervisor and you. The ECP form is completed by your Co-ordinating Supervisor with advice taken from your Designated Supervisor (if applicable). The ECP form is your Co-ordinating Supervisor’s view of your progress.

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7 How to complete Submissions

Annual Progress Report Primary Responsibility Secondary Responsibility Documentation

Annual Supervised Candidate Co-ordinating Supervisor Practice Review

Evaluation of Candidate Co-ordinating Supervisor Candidate Progress form (ECP)

Quarterly Supervisory Co-ordinating Supervisor Employer/Designated Meeting Record and the Candidate Supervisor

Updated Plan of Training Candidate Co-ordinating Supervisor

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Competence not yet This may reflect: Demonstrated: l some degree of concern over aspects of the candidate’s performance l failure to meet initial goals l minor difficulties in several areas or a major concern (not amounting to unprofessional or unethical conduct).

However, it may indicate serious concern about the candidate’s performance.

If major difficulties are described in more than one area specified by the subheadings or if conduct is unethical then this rating should be used.

The reasons for the rating should be obvious from the written comments in the section.

Competence This is at least as good as the general level of performance expected of the Demonstrated competent psychologist. As a rule of thumb assessors will consider whether the candidate could work unsupervised with one of their clients.

It reflects a good match between performance and the initial objectives. (Where initial goals are not met this is due to unforeseen circumstances or revision of the goals during their training.)

The candidate will have undertaken a reasonable workload and carried out the work competently.

7.2.4 Quarterly Face-to-Face Supervisory Meeting Record You are required to meet face-to-face with your Co-ordinating Supervisor at least once a quarter, where you and your Co-ordinating Supervisor should review and plan your supervision. These meetings should be recorded in the Quarterly Face-to-Face Supervisory Meeting Record and form part of your Annual Progress Report. The meeting record should also include your planning for the next three months of your supervised practice.

7.2.5 Updated Plan of TrainingYou are required to complete an Updated Plan of Training as part of your Annual Review. You should indicate any changes that have occurred during the period of your supervised practice.

7.3 The Portfolio of Competence SubmissionThis section is not exhaustive or definitive but is designed to give guidance to both candidates and Co-ordinating Supervisors on the preparation of the Portfolio of Competence (PoC) submission.

For example, in the first submission you could submit five Breadth entries, in the second year you could submit three Breadth entries and in the third year you could submit two Breadth entries and the two Depth entries that are required.

The annual Portfolio of Competence submission(s) should contain:l Submission Summary Tablel New Breadth and/or Depth entries

All the relevant template documentation is held on the Society’s website, see front cover for details.

7.3.1 Responsibilities for completing the Portfolio documentation

7.3.2 The Portfolio of Competence entriesYou need to submit a Submission Summary table with every submission, which provides:l an overview of the Portfolio of Competence entries;l a list of the individual entry references and their practice components (Breadth or Depth);l submission number and date of submission;l a list of the generic skills and Key Role elements that are being claimed in your submission.

In order to demonstrate competence during your enrolment on the Qualification, you must keep a structured record of your practice and provide reflections on your development in every entry in your Portfolio. The Portfolio of Competence entries will have two main sections: l the Breadth entries; and l the Depth entries.

Depth entries can be submitted before breadth entries.

Submission using the Qualification’s formats is compulsory and templates for the Submission Summary Table, Breadth and Depth entries can be downloaded from the candidate pages of the Society’s website (see inside cover for more details).

7.3.2.1 The Breadth of Practice ComponentThe Portfolio of Competence entries relating to the Breadth component are assessed against Process Skills, Generic Skills and the Key Roles for the Qualification.

Your entries must show that you have covered the process skills in each of the five areas of occupational psychology you have elected to undertake. You should submit a minimum of two entries per area (e.g. two entries referring to Human-Machine Interaction).

The main body of the Portfolio of Competence entries should contain a professional prose style account of what you actually did. It is vital that your contribution is specified clearly and unambiguously. This should be presented under the subheadings of the appropriate practice component.

Sufficient detail should be provided for the Assessors to judge the quality of the experiences. At the same time, however, excessive wordiness should be avoided.

Each entry should follow the template format which is available on the Society’s website. Failure to follow this format will normally lead to your entry being rejected by the Assessors.

7.3.1.2 Knowledge AreaYou should ensure that you use the correct entry reference prefix on your submissions.

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Portfolio Documentation Primary Responsibility Secondary Responsibility

Submission Summary Table Candidate Co-ordinating Supervisor

Breadth entries Candidate Co-ordinating Supervisor

Depth entries Candidate Co-ordinating Supervisor

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Entry Reference

Prefix

HMI

DEW

PSA

PACD

Knowledge Area

Human-Machine Interaction

Design of Environments and Work: Health and Safety

Personnel Selection and Assessment

Performance Appraisal and Career Development

Definition of knowledge area

People cannot give their best if they are struggling with the tools they use in their job. Human-centred design and installation of equipment can enhance every aspect of performance. This is true in all spheres, but computer systems in particular need good design, careful selection and thoughtful introduction into the workplace, if they are to produce real benefits. And software is as important as hardware.

The right conditions can improve productivity, increase job satisfaction and protect the health of workers. Important factors include such things as lighting, noise and temperature, shift work and fatigue and the effects of drugs (including medicines and social drugs, such as alcohol).

Selecting the right person for the job is the first crucial step in achieving good results for employer and employee alike. Modern systems of assessment, which include the use of psychometrics, computerised selection, assessment centres, and structured interviews, can ensure that the best decisions are made.

Organisations need to know how their members are performing. They need this information to identify and to rectify conditions which are causing inefficiency, but organisations also need this information for the proper development of their members.

Examples of work that might fall under

each category

l Usability testing of prototype equipment

l Implementing changes in work processes designed to reduce human error

l Usability of an electronic system

l Collecting and negotiating user requirements

l Assessing validity and priority of user requirements

l Briefing design/developers for specification

l Conducting a stress risk assessment

l Evaluating the correct lighting required in a new work environment

l Analysing the health consequences of shift patterns and implementing changes as a result

l Identifying measures to reduce workplace musculo-skeletal injuries

l Projects designed to change the health and safety culture of an organisation

l Job analysis and design of a competency framework

l Design of a structured interview

l Diversity projects aimed at creating a more diverse workforce

l Design of a graduate assessment process

l Evaluation of a development centre

l Design and implementation of appraisal process

l Implementing talent identification and management processes

l Evaluating a fast-track graduate development process.

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Entry Reference

Prefix

CPD

TRB6

ERM

Knowledge Area

Counselling and Personal Development

Training

Employee Relations and Motivation


Management development is well-established, but development is not just for managers.

Counselling can help people to cope with stressful events – change and uncertainty, relocation or redundancy, organisational change, new demands on workers, upheavals in their private lives. Happy events, such as promotion or the decision to make a career change, are also stressful. Occupational psychologists use their wide knowledge and understanding of work to help their clients gain control of their work and manage their careers.

Maintaining and improving efficiency depends on training and developing staff. Choosing or designing the right programme depends on proper understanding of the task and an understanding of the learning process. Occupational psychologists have expertise in designing and using modern training systems (including computer-based training) and in evaluating the effectiveness of training outcomes.

The relationship between an organisation and the individuals of whom it is composed is of great importance. Motivation may be difficult to measure, but no-one could doubt its significance. Reward, recognition, respect, leadership, loyalty – these key concepts are all psychological in nature.


each category

l Improving managers’ skills at managing performance

l Evaluating a 360 degree feedback process

l Providing career guidance, l Coaching an

underperforming managerl Supporting newly promoted

supervisors,l Providing outplacement

supportl Implementing an

organisational mentoring scheme

l Training needs analysisl Training designl Training evaluationl Designing leadership

development workshops.l Improving Transfer of

Learning

l Conducting an employee attitude survey

l Identifying effective methods of reward and recognition

l Implementing new methods of formal and informal workforce consultation

l Diversity projects aimed at improving respect for all employees

l Analysing reasons for high staff turnover and recommending appropriate solutions

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Entry Reference

Prefix

ODC

Knowledge Area

Organisational Development and Change


Some organisations are planned, some are haphazard. Quite a few are planned, yet still haphazard. Occupational psychologists help to plan and manage systematic change in organisational structures, relationships and work procedures in response to changes in the organisation’s external environment or, for example, to accommodate the introduction of new technology. They do this through many techniques (e.g. team building) and use various tools to assess the organisation’s culture.


each category

l Supporting managers in managing organisational change,

l Analysing work processes to inform structural change

l Developing new or existing teams

l Unifying organisational culture following a merger

l Facilitating the development of organisational strategy

Further information regarding the Knowledge Areas can be found in Appendix 3

7.3.1.3 Context/BackgroundYou should describe l what was done;l how it was done; l where appropriate, why you did what you did; andl exactly what you did.

7.3.1.4 Process skillsAll the process skills must be demonstrated within each of the Breadth entries.

The following table is not a checklist of what must be covered but it does provide a list of skills related to each of the eight knowledge areas. Your Co-ordinating Supervisor will be able to discuss other examples that may be included. The suitability of some examples of skills can, in some cases, be determined in part by the professional context.

The table is intended to provide examples of the sorts of activity that could provide evidence of breadth of practice. It must be emphasised that the objective of these examples is to give you a series of references against which you can test the skills you feel are applicable to your work. Within each area a variety of experience and skill should be aimed for rather than a concentration on a single or a narrow range of skills.

The process skill of Gathering Information must be presented first followed by Testing or Analysing the information. However, the process skills of Applying the Information and Evaluating the Information can be presented in which way best fits the project. For example you may evaluate the information before applying it in which case Evaluating the Information would be better presented as the third process skill.

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Design of Environments and Work: Health and Safety

l Task analysis and/or Hierarchical task analysis

l Anthropometryl Physiologicall EMGl ECG/HRl Temperaturel Skill testsl Tests of physical

characteristics: e.g. eyesight, colour acuity, hearing, reaction time, temperature tolerance

l Measurement of the environment: light, noise, temperature, vibration, ventilation/ air flow, and workspace position/ location/ height, threat sources

l Occupational stress inventories and intervention techniques

l Occupational health analysis (including knowledge of specialist equipment to support requirements for people with disabilities)

l Functional analysis of a work system

l Link analysisl Verbal protocol

analysisl Error analysisl Psychological

techniques

l Accident analysis (including error analysis)

l Injury analysisl Assessment of

shift patterns, fatigue and jetlag

l Workload measurement and analysis techniques

Knowledge Area

Gathering Information

Testing or Analysing the Information

l Evaluation of software packages (human computer interaction)

l Evaluation using knowledge of legislation and knowledge of design of a study

l Against knowledge of legislation (including Disabilities Discrimination Act)

Evaluating the Information

l Interface design (including alarm design)

l Design of written instructions, procedures, manuals

l Information design – displays – controls

l Fault tree

l Workplace design and layout (including anthropo-metrical considerations)

l Workstation design and assessment

l Systems designl Risk assessment

Applying the Information

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Performance Appraisal and Career Development

l Repertory grid techniques

l Critical incident techniques

l Job analysisl Job

specificationl Person

specification

l Behaviourally anchored rating scales – BARS

l Behavioural expectancy scales – BES

l Use of vocational guidance tools

l Use of psychometric instruments in guidance work

l Use of 360 degree appraisal tools

l Appraisal skills and methods

l Relationship building skills

l Active listening skills

l Open questioning

l Utility analysis of assessment methods

l Reflecting backl Exploring and

clarifyingl Summarisingl Paraphrasing

Knowledge Area



l Validation testing of assessment instruments

l Reliability testing of assessment instruments

l Fairness testing of assessment instruments

l Evaluation of selection processes

l Auditing the process of information collection

l Identifying any missing or confusing information

l Evaluation of provision


l Assessment exercise design

l Selecting assessment methods

l Design and evaluation of selection processes

l Addressing diversity and equality issues

l Addressing discriminatory practices

l Design and use application forms for selection, design the short-listing process.

l Design interview questions and behavioural indicators.

l Drawing up personal development plans – (PDPs)

l Linking PDPs to business plans and attainment of competences

l Executive development planning

l Career development planning

l Design of development centres

l Human Resources Planning

l Outplacement counselling planning


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Performance Appraisal and Career Development (continued)

Counselling and Personal Development

Training (identification of needs, training design and evaluation)

Employee Relations and Motivation

l Oral and written communication

l Structured interviewing

l Listening skillsl Communication

skillsl Interest

inventoriesl Career history

interviewsl Observation

of career counselling and career development interviews

l Stress inventories

l Training needs analysis

l Evaluating an existing training programme against training criteria

l Comparisons with other training programmes.

l Sampling techniques

l Observation techniques

l Focus group techniques

l Non-directive interviewing

l Motivation measurements

l Diary studies

l Summarisingl Reflecting backl Paraphrasingl Clarifyingl Confronting

l Discussing the gathered information with client

l Examining trends in response

l Occupational stress analysis

l Occupational stress analysis (organisational)

Knowledge Area



l Identifying and probing missing or confusing information

l Contracting with the clients

l Developing validation techniques

l Relating training programmes to measures of performance

l Cost benefit analyses

l Against knowledge of legal aspects of employee relations

l In relation to performance at individual, unit or organisational level


l Job coachingl Mentoringl Facilitating

career development activities.

l Problem solving

l Action planning

l Working on development goals

l Goal settingl Report writingl Staff mobility

and expatriate transitions

l Individual occupational stress analysis

l Individual work-related counselling

l Action planning

l Designing a training evaluation

l Instructional design

l Developing training delivery skills

l Developing presentation techniques

l Team workingl Team buildingl Performance

appraisall Psychological

contract issuesl Well-beingl Levels of

turnover and intention to leave


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l Consultation skills

l Samplingl Observationl Use of focus

groupsl Use of

organisational culture and climate measures

l Negotiation techniques

l Directed feedback and further data collection

Knowledge Area




l Contract formulation

l Negotiations and bargaining

l Team development

l Leadership skills development

l Establishing mentorship and support mechanisms


7.3.2 Depth of Practice componentDepth entries are assessed against each stage of the Consultancy Cycle. You can also claim evidence of Generic Skills and Key Roles in your Depth entries.

7.3.2.1 Fields of Practice To show competence to practise independently you must evidence competence in at least one of the following Fields of Practice. You should ensure that you use the correct Entry Reference Prefix on your submissions.

7.3.2.2 Context/BackgroundYou should briefly describe l what was done;l how it was done; l where appropriate why you did what you did; and l exactly what you did.

7.3.2.3 The Consultancy Cycle You must work through the following stages of the Consultancy Cycle:l Establishing agreements with the customer.l Identifying needs and problems.l Analysing needs and problems.l Formulating solutions.l Implementing and reviewing solutions.l Evaluating outcomes.l Reporting and reflecting on outcomes.

Field of Practice Entry Reference Prefix

Work and the Work Environment WWE

The Individual IND

The Organisation ORD

Training TRD7

7 TRD refers to Training entries under the Depth component.

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Identifying needs and problems

l Discussion of request with customer or manager/ supervisor

l Identify and meet with Key stakeholders

l Obtain project mandate/terms of reference

Analysing needs and problems

l Establish constraints and feasibility of alternative methods

l Apply analytical tools

l Analyse data elicited by the analytical tools

Formulating solutions

l Negotiate agreements on work to be carried out trading off between constraints as appropriate

l Construct outline plan and divide work into appropriate manageable stages

l Plan first stage in detail and produce initial risk log

l Agree reporting relationships and agree project controls

l Confirm agreement to proceed according to plan

Implementing and reviewing solutions

l Complete stage work to plan

l Review and monitor progress regularly and discuss and implement revisions and changes as necessary and within agreement

l Manage variance to plan within agreed limits

l Agree on actions to manage variance from plan within agreed limits

l Conclude stage and formally agree completion

l Plan next stage in detail

l Reiterate as appropriate

l Maintain contact with client representatives

l Report on project/ planned work progress as agreed

l Respond to client enquiries as appropriate

Evaluating outcomes

l Evaluate outcomes against objectives using appropriate tools

l Reflect on outcomes

l Review and reflect on project/work

l Report on outcomes and agree the report with client

l Present the report and agree dissemination of content

l Provide Advice and Guidance and recom-mendations to stakeholders as a result of outcomes

In the Depth component, you must provide at least two entries where you have applied all seven stages of the Consultancy Cycle within a single project or piece of work.

The table below is intended to provide examples of the sorts of activity that could provide evidence of depth of practice. It must be emphasised that the objective of these examples is to give you a series of references.

7.4 Requirements for both Breadth and Depth entriesThe following matters are relevant to both the Breadth and Depth entries of your Portfolio of Competence.

7.4.1 Generic SkillsWithin the Portfolio of Competence entries you must demonstrate acquisition of Generic Skills: These can be shown in either depth or breadth.l Questionnaire or survey design.l Interviewing.l Report writing.l Presentation skills.l Statistical or qualitative analysis skills.l Evaluation techniques.

Assessors will not assess Generic Skills unless they are claimed in a specific entry. These can be spread across any combination of the chosen areas but you do not have to claim all, or indeed any of them, within each entry.

You must provide detailed information about what you did in order to claim a Generic Skill. For example, simply saying that you ‘presented results’ to a client will not be sufficient – you will need to describe the rationale behind the presentation in terms of objectives, structure and evaluation of its success. All Generic Skills need to be shown once in the Portfolio of Competence entries at either Breadth or Depth level.

You also need to indicate which Generic Skills you are claiming in that particular entry in the submission summary table.

Co-ordinating Supervisors are expected to comment on such issues as the practical challenges faced by the candidate, the quality of the work produced, or particularly significant learning experiences. This is for the benefit of the Assessors who specifically look for the Co-ordinating Supervisor’s comments.

7.4.2 Key Role Competences (formerly known as Occupational Standards) Each of the Key Roles elements need only be demonstrated once across the whole of the Portfolio of Competence entries (either at breadth or at depth).

You are responsible for identifying what evidence a particular entry provides and listing the competences claimed in a particular process area next to that entry. Clearly, in order to do this, you will need to look at your prose account and examine the competences (found in Section 5 of this Candidate Handbook). In your prose account, indicate in brackets (e.g. 1.3) the reference of competences claimed. You will also need to indicate the Key Role competences you are claiming in your Submission Summary Table.

7.4.3 Theoretical basisEach entry should have a theoretical framework. It is sufficient to describe ONE theoretical area briefly in the entry and support this by references to the research sources which underpin the practice described. It is not sufficient merely to cite a theoretical reference, you need to describe how it has informed the piece of work described in the entry. You must cite at least 5 contemporary references (within the last 10 years), relevant to the knowledge area submitted under, within each entry. You must use the APA style of referencing (see specimen entries on website) if you are citing publications external to your organisation. If you are citing documents that are internal to your organisation then you should use the following example:

Internal document to my organisation (e.g. major consultancy organisation) (remember to anonymise your organisation), name of the internal document, date of the document and version number (if applicable).

7.4.4 Ethical issues

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Every Portfolio of Competence Entry must clearly show that you considered and addressed any relevant ethical issues arising from it. Ethical issues must be considered within the entry and not just in the reflections section as you need to evidence you are considering issues not just reflecting on them. If you do not think any ethical issues arose during the piece of work described (for instance, attending a training course on statistical techniques may not produce any ethical issues) then you need to say so, otherwise it will look to the Assessors as though you have not considered them in relation to that piece of evidence.

You should note that the ethics and background theory/references aspects of the entry are extremely important and are assessed for each entry. However, if there is a continuing theme, where they are being poorly described or inadequately addressed overall, then the whole Portfolio of Competence may be rejected by the Assessors.

Further information regarding evidencing ethics in entries can be found in Appendix 5.

7.4.5 Reflections This should contain contemplation on what was learnt from your experiences. It is through these reflections that the Assessors should be able to observe your journey of increasing professional competence during training. This part of the process contributes to your development as a lifelong ‘reflective practitioner’.

7.4.6 Evidence availableThis should list the documentary evidence available to support the Portfolio of Competence entries. The Assessors through the Society’s Qualifications Office can ask to view this at their discretion. Your Co-ordinating Supervisor should be familiar with this documentary evidence.

7.4.7 General Portfolio of Competence Entry RequirementsCandidates may submit a satisfactory Portfolio of Competence containing 10 Breadth and two Depth entries; a total of just 12 entries. However, where it has not been possible to show evidence for all of the Key Roles in 12 entries, you can provide extra Breadth or Depth entries to meet this requirement. You are advised to be selective in the entries you submit because complete coverage of the criteria is the major goal, thereby demonstrating competence not quantity or repetition of entries.

The length of entries varies according to candidates’ style of writing and the nature of the supervised practice covered by the entry. However, the average length of entries is between six and 11 pages. Entries tend to get shorter in second and later submissions as candidates become more familiar with the requirements of the QOP (Stage 2) and they have often demonstrated competence in Key Roles or Generic Skills previously, so they have fewer to evidence.

Information identifying clients, other professionals and institutions must be removed.

7.4.8 Numbering and Labelling your Portfolio of Competence entriesTake care in numbering your Portfolio of Competence entries. This will enable your Assessors to see easily which of the areas of the Breadth and which of the Depth you are submitting. You must page number each entry, not the Portfolio of Competence entries as a whole. The templates are designed to include page numbers.

Entry references should be prefixed by the appropriate acronym, for example, PSA 2. Use the full title in the knowledge area heading, for example, Personnel Selection and Assessment, not PSA. For example, you may wish to make Employee Relations and Motivation your first Breadth Component area. If you do this, then the first Portfolio of Competence entry for Employee Relations and Motivation will be numbered ERM 1 and each Process Skill area will then be consecutively numbered ERM 1.1, ERM 1.2 and so on. Your second entry will be ERM 2 and each Process Skill Area will then be consecutively numbered ERM 2.1, ERM 2.2 and so on.You may wish to make Work and the Work Environment your first Depth Component example. If you do

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this then the first Portfolio of Competence entry for Work and the Work Environment will be numbered WWE 1 and each Stage of the Consultancy Cycle will be consecutively numbered WWE 1.1, WWE 1.2 and so on. Your second Portfolio of Competence entry will be WWE 2 and each Stage of the Consultancy Cycle will then be consecutively numbered WWE 2.1, WWE 2.2 and so on.

7.4.9 Checklist for completion of Portfolio of Competence entriesBefore submitting your entries, you and your Co-ordinating Supervisor need to make sure that you have considered all previous assessment feedback (if it is a resubmission or a second annual submission, etc.). You need to show that you have examined each entry in detail, and are satisfied that the entry represents a fair and accurate description of the work that you have done. You will also need to agree that the competences and skills claimed are clearly visible in the content of the entry. By signing the entry, your Co-ordinating Supervisor is verifying that they have been presented with enough evidence to corroborate your account of your work.

You need to ensure that you:l Have included the Submission Summary table containing your Co-ordinating Supervisor’s

signature, indicating the submission number and the competences claimed in this submission (i.e. first Submission).

l Have posted an electronic version of your new entries to the Qualification’s Drop Box.l Have used the templates from the Society website (see inside cover for details) and each entry has

been started from a new blank template, without altering the format. Experience has shown that this invites errors.

l Have not re-written previously completed entries. l Have cross referenced different parts of one project if they are submitted in different entries,

in order to make the relationship and differences between them clear.l Have not over-elaborated or used overly long sentences.l Have not used jargon. l Have only used acronyms/abbreviations after defining them in that entry.l Have included any Society correspondence regarding your Portfolio of Competence.

Correspondence between you and your Co-ordinating Supervisor need only be included if both parties feel it relevant.

l Have provided evidence of the competences you are claiming, and these are clearly and explicitly visible in the entry narrative, including a reference in brackets.

l Have not speculatively claimed any competences.l Have not included actual evidence of work done unless your Assessors have asked for it.l Have not changed any part of the template (i.e. removing words from the competences).l Have checked that you have only described experience gained after the award of Stage 1 of the

Qualification (i.e. post the award of your Society-accredited MSc).l Have made sure you have listed the Key Role Competences elements claimed in a particular

process area/consultancy cycle stage in the column to the left of that area and within the text after the evidence has been presented.

l Have checked that each of your entries has been clearly referenced and you have demonstrated how they are grounded in psychological theory.

l Have checked that the headings and numbering in each entry are accurate and consistent with the Submission Summary table.

l Have not re-written an entry without your Assessor’s permission (if re-submitting).l Have checked that, in your re-submission, you have not claimed competences/skills which have

already been accepted by your Assessors, have responded to all of your Assessors’ comments, and have not claimed for additional competences over those claimed in the original submission. The point of a resubmission is to be able to include further evidence to support an existing claim of competence.

l Have checked you have clearly shown that you have considered and addressed any ethical issues in your entries. If you do not do this as an on-going task through the whole entry you must address it in the Reflections section. If you think no ethical issues arose then they you need to say so and explain why.

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l Have checked that your Co-ordinating Supervisor has signed every entry (with an electronic signature) and provided supporting comments which add an insight to the information in your individual entries.

l Once a project has been submitted as an entry it can only be re-written and re-submitted at the request of the Assessors. No project or piece of work can be re-submitted more than twice. This is to ensure that if you do not have the required experience you do not submit large numbers of re-written entries trying to claim speculatively competences for which you have no evidence.

l That when resubmitting an entry any new information provided is emboldened and updated supervisor comments are provided.

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The assessment of the QOP (Stage 2) is submitted in two parts: an Annual Progress Report and a Portfolio of Competence Submission. The Annual Progress Report must be submitted annually, whereas the Portfolio of Competence Submission is more flexible with submissions accepted when the candidate is ready to submit.

The requirements for each of these two components are detailed below. You should read this section in conjunction with the Assessment Guidelines for the Qualification, which are published on our website.

8.1 Timing of Submissions8.1.1 Annual Progress Report and Portfolio of Competence SubmissionsYour Annual Progress Report is due on the anniversary of your plan of training commencement. The date you should submit this APR will be given to you at your enrolment by the Qualification’s Officer and will stay the same throughout your enrolment on the Qualification. Submissions for the Portfolio of Competence Submission are accepted on the 1st of the month, February to December inclusive.

The process for Portfolio of Competence Submission is as follows:l You must register your intention to submit to the Qualification’s Office. You must do so by

completing the Registration for Assessment form and sending it to the office by the first of the month before the month you intend to submit.

l You should submit your work for assessment by the 1st of the month. The exception being 1st January when no submissions will be accepted for assessment.

l On the 1st of the registration for assessment month (at close of business) the Qualifications Officer will notify the Chief Assessor and the Assessors about candidates wishing to be assessed. The Qualifications Officer will then allocate Assessors based on availability.

l You will be notified of your results, by email, normally within three months of this date.

Further details of the requirements of Portfolios are provided below.

It should be noted that under no circumstances will the Qualifications Office amend any submission after it has been received for assessment. This includes renaming of the submission files and folders. If the submission is incorrectly named, the Board reserves the right to return the submission without assessing it.

8.2 Failure to submit the Annual Progress Report and Portfolio of CompetenceIf you fail to submit your work by the deadline, your work will not be assessed and you will be required to re-register for the next month.

The Qualifications Officer is not responsible for the submission of your Annual Progress Report. Failure to submit your Annual Progress Review on the date designated when you enrol can result in failure of the Qualification.

If you have extenuating circumstances you wish the Board to consider, you should contact the Qualifications Officer in the first instance.

However, pressure of work will not be considered as an extenuating circumstance. As a candidate for the Qualification you should be planning your workload accordingly.

If you are suspended, the Qualifications Officer will also inform your Co-ordinating Supervisor. Once contact has been made you will need to provide a new Plan of Training.

Once your new Plan of Training is agreed by the Chief Supervisor/Registrar you will be advised of your submission date and the suspension will be lifted.

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8 Assessment

8.3 Electronic SubmissionsYou will be submitting the APR and the Portfolio and Competence separately, probably on separate occasions. However, the same rules will apply for both parts of the submission process.

The documents should be win-zipped if at all possible. Each win zip file should be no bigger than 5Mb. If it is bigger than this you will need to send multiple zipped files which are clearly labelled (if you use PDF documents rather than word documents this can reduce the size). Please note that if you do send a file that is bigger than 5Mb it may not be delivered.

As you are aware, all electronic submissions must contain all of the relevant documentation (including any Co-ordinating Supervisor’s comments). Please ensure that you include not only your Breadth/Depth entries but also the additional documentation required. An electronic signature is acceptable on the entries.

8.3.1 Annual Progress ReportThe annual progress report is required to show evidence of the candidate’s progression annually. The documents are submitted to show the candidate is moving forward even if they have not submitted the portfolio of competence.

The documents that are included in your Annual Progress Report should be saved using the following format:CandidateName_MembershipNumber_NameOfDocumentFor example: Smith_12345_PoTUpdate

All these documents should be zipped using:CandidateName_MembershipNumber_APR For example: Smith_12345_APR

8.3.2 Annual Portfolio of Competence SubmissionThe documents that are included in your Portfolio of Competence Submission should be saved using this format:MembershipNumber_NameOfDocumentFor example: 12345_TRD1

All of these documents should be zipped using:MembershipNumberFor example: 12345

8.4 The Portfolio of Competence entriesThe Submission Summary Table must clearly show where evidence for each of the required competences can be found in your Portfolio of Competence entries. Each section of your Portfolio of Competence entries will need to be verified by your Co-ordinating Supervisor. In practice this means that your Co-ordinating Supervisor will sign each Portfolio of Competence entry.

Where you have additional evidence to support the contents of your Portfolio of Competence, you must list each piece in your Portfolio of Competence entries and your Co-ordinating Supervisor must sign each to confirm that they have seen and approved the evidence and that it verifies your Portfolio of Competence entry.

Assessors may request to see any piece or pieces of supporting evidence referred to in your Portfolio of Competence entries so you must ensure these are all readily available.

8.5 Assessment FeedbackThis section should be read in conjunction with the Assessment Guidelines.

The most important aspects of your professional practice, which distinguish you as a professional psychologist, are that you work safely, competently and ethically. Your Assessors place great emphasis on

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your work being grounded in psychological research and theory, as well as being carried out to a high ethical standard. The main role of the Assessors is to assess whether the information provided in your Portfolio of Competence entries supports your claims of competence.

The Assessors make a judgement as to whether the information in your Portfolio of Competence entries:l supports the claims of competence in either the Breadth or Depth entries;l supports the claims of competence in the Generic Skill areas in either the Breadth and Depth

entries;l supports the claims of competence in the Process Skill areas in the Breadth entries;l supports the claims of competence in the Consultancy Cycle Stages in the Depth entries;l is consistent with the claimed Knowledge Area or Field of Practice areas;l is sufficiently referenced and grounded in psychological theory;l shows that you have appropriately identified, considered and addressed any ethical issues arising

from the work described;l represents good occupational psychology practice.

The Assessors need to see which competences and skills are being claimed in the main body of the entries. In order to track evidence from the Portfolio of Competence the Assessors will produce a post assessment summary using an Assessment Master Record (AMR). The Qualifications Officer sends an electronic copy of the AMR to you and your Co-ordinating Supervisor after each assessment.

Once a competency or generic skill claim has been accepted by the Assessors, it will not need to be assessed again. However, because your Assessors have accepted a claim for competence in one area (e.g. questionnaire and survey design) it does not preclude you from describing other work where you have demonstrated the same skill, however you do not have to claim it expressly again.

You may provide more than one piece of evidence to support a claim for competency in case the Assessors do not accept one or more of the claims and you will still need to submit a full and proper description of the work done.

Assessors will make comments about each specific entry on the Assessment Master Record in the section on entry specific feedback (for either Breadth or Depth). More general comments on the overall submission will be contained in the overall comments section of the Assessment Master Record. All comments made by Assessors should also be taken into consideration before re-submitting any Portfolio of Competence entries.

The Assessors, at their discretion, seek advice or share aspects of your portfolio with their fellow Assessors. This is a valuable part of the Quality control process and aid Assessors to give good consistent feedback. All Assessors are asked if they have any conflicts of interest with any candidates and if they do they will not be asked to view your entries.

8.6 Outcomes of AssessmentsGeneral information relating to the outcomes of assessments (e.g. assessment conventions, procedures relating to re-submissions, dispatch of certificates, etc.) can be found in Section 6 of the Regulations.The following assessment conventions are in operation across the QOP (Stage 2), the Assessment Guidelines and the Postgraduate Regulations contain a full description of each of the assessment outcomes. For this qualification the outcomes are either:l Competence demonstrated;l Competence not yet demonstrated.

A full description of these competency levels is contained in the Assessment Guidelines for the QOP(Stage 2). You can also refer to the description of this in Section 5 of this Candidate Handbook and Appendix 8.

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If the Assessors judge that a Portfolio of Competence entry did not meet the required standard, they might ask you to do one (or more) of the following:l Re-submit the entry;l Supply supplementary evidence;l Submit an alternative entry under the knowledge area or field of practice.l Conditional Pass

A conditional pass is where an entry is acceptable but: – An entry is submitted on incorrect forms – Change of knowledge area (eg. Resubmit as CPD instead of PACD with no other

changes required) – Supervisor has named the candidate in comments/no comments provided by the supervisor – Candidate has named the organisation/person in the entry

The general Society procedures regarding failure to achieve the requirements of any of its postgraduate qualifications and the need to re-submit one or more pieces of work can be found in Section 6.8 of the Regulations. Additional issues of specific relevance to the QOP (Stage 2) are as follows:l Failure to document elements of the Portfolio of Competence may result in failure or a requirement

that you complete some additional entries.l Where there is adequate recording in the Portfolio of Competence entries but insufficient

description of supporting evidence, you may be required to supply additional material to demonstrate coverage of any relevant shortcomings.

l If major shortcomings have been identified in the quality of your practice you may be required to repeat, or find new areas of work to demonstrate, these skills and competences.

l Any changes or new areas of work may need to be specified on an Updated Plan of Training and this will need to be approved by the Chief Supervisor/Registrar.

l When all repeated or new areas of work have been completed, the revised Portfolio of Competence must be submitted for assessment within the timescales advised by the Board.

l Your Co-ordinating Supervisor should maintain an active role in the supervision process, taking care to use his or her judgment, and to advise you accordingly, concerning the fulfillment of specified requirements.

The discretion of the Board can be exercised where there are changes or omissions from the approved Plans of Training or supervision arrangements. In these circumstances you may be required to complete additional Plans of Training or other supplementary work which would be required to be submitted before the Annual Progress Report date.

Where a re-submission is also judged to fail to demonstrate the required competences, one further re-submission is permitted.

8.7 ResubmissionsYou can only re-submit evidence that has already been submitted, and at the request of the Assessors. No new evidence (i.e. new Portfolio of Competence entries) may be submitted with your resubmission. You should contact the Qualifications Officer who will advise you when the next submission date is available. However, this could potentially be at least three months in advance. You must register for assessment one month in advance using the Registration for Assessment form.

You should be aware that if deficiencies are identified at a second re-submission (i.e. a third attempt) you will be deemed to have failed to evidence the competences and, therefore, to have failed the entire Qualification.

Amendment 1 December 2015 From 1 March 2016, all changes made to a submission must be done so in bold. You need to ensure that the assessors can easily see where you have made changes. Any resubmission that does not have the changes in bold will be returned unassessed.

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Amendment 2 December 2015From 1 January 2015, candidates can submit any accepted entry with additional evidence to claim Key Roles and Generic Skills that were not accepted when first submitted. To do this, candidates will need to complete the Coversheet for Resubmitting an Accepted Entry. Candidates should also ensure to tick the relevant box on the Registration for Assessment form.

8.8 Appeals and ComplaintsAll appeals and complaints should be in accordance with Section 8 of the Postgraduate Regulations for Society Qualifications.

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9.1 Qualifications Officer The role of the Qualifications Officer is to ensure the smooth and efficient running of the Society’s examinations and awards. The Qualifications Officer liaises with candidates and the Executive Officers of the Board regarding candidates’ training and assessment. They also attend Board meetings to advise on Society policies.

These are the kinds of things you can expect the Qualifications Officer to do for you: l answer your queries relating to the administration of your training; l forward any queries that he/she is not able to answer (which are usually those requiring knowledge

of Occupational Psychology practice) to the appropriate Officer of the Board such as the Chief Supervisor/Registrar, the Chief Assessor or the Chair;

l process your enrolment form and examination/assessment fees;l deal with work that you submit for assessment (e.g. sending these to the relevant Assessor; logging

the outcome of the assessment);l make information available on the website about any assessments you need to take, or issue this

information in alternative formats, in agreement with the Qualifications office;l notify you of your results;l post you your certificate when you have completed the Qualification.

See the Society’s website (address on inside cover) for contact details.

Whilst the Qualifications Officer will be happy to help you wherever possible, time taken dealing with enquiries inevitably takes time away from other work, so it would be helpful if you would check the Regulations, Candidate Handbook and website for the answer to your questions before contacting the Qualifications Officer. By only contacting the Qualifications Officer for questions which cannot be answered from these sources, you will help us to speed up our response times to all.

9.2 Chief Supervisor/Registrar The Chief Supervisor/Registrar is the professional representative of the Occupational Psychology Qualifications Board in all its dealings with you and other trainees on the Qualification. It is the Chief Supervisor/Registrar who, on behalf of the Board, approves Co-ordinating Supervisors, assesses applications for enrolment and your Plan of Training.

With the exception of certain financial matters handled directly by the Qualifications Office, all communication with and from the Board should be through the Chief Supervisor/Registrar, although complex issues raised by you or by your Co-ordinating Supervisor may be referred at the discretion of the Chief Supervisor to the Board. Together with the Qualifications Officer and the Chief Assessor, the Chief Supervisor/Registrar maintains records of the progress of your progress from enrolment until completion of the Qualification.

9.3 Chief AssessorThe Chief Assessor is responsible for the assessment process. This includes the recruitment and training of assessors, ensuring that all assessments are fair and consistent, advising assessors, helping to prepare and finalise your feedback and ensuring the process runs smoothly.

In order to maintain the independence of the assessment process, the Chief Assessor is not normally permitted to speak to you about your assessment. If your Co-ordinating Supervisor needs some clarification regarding feedback or results, they would normally discuss this with the Chief Supervisor/Registrar. Where the Chief Assessor has another relationship with a candidate, s/he will not be involved in the assessment of that candidate and one of the other Board members will take the Chief Assessor’s role in relation to that candidate’s assessment.

9 Qualification Policy, Standards and Administration

9.4 Chair of the Qualifications Board The Chair is the responsible for overseeing the QOP (Stage 2). In order to maintain independence, the Chair is not directly involved in the assessment of candidates. They chair meetings of the Board and take responsibility for decisions, taken on behalf of the Board, in between meetings.

9.5 The Qualifications BoardAll the Board members and assessors are experienced psychologists who are Chartered Psychologists with Full Membership of the Division of Occupational Psychology and are registered with the Health and Care Professions Council as Occupational Psychologists.

9.5.1 Assessors Assessors are appointed by the Board. The guiding consideration in the assessment process is whether, in the view of the Assessors, you have demonstrated professional competence and that you will be able to work independently and unsupervised once accepted as an autonomous competent practitioner.

Assessors do not have any direct contact with either you or your Co-ordinating Supervisor about the Qualification, during the period of your enrolment on the Qualification.

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Whilst you are enrolled on the QOP (Stage 2) you are engaged in training which is aimed at furthering your career as a professional psychologist. It is, therefore, integral to your training that you are required to act, at all times, in accordance with the standards of conduct expected by the Society.

Full details of the Society’s expectations of candidates’ conduct are outlined in the Regulations and you must abide by these throughout your training. In brief, you are required to:l adhere to the Society’s Membership Conduct Rules and the Code of Ethics and Conduct and to the

Health and Care Professions Council’s Standards of Conduct,Performance and Ethics;l avoid all practices of misconduct, including academic misconduct (for example, plagiarism and all

other forms of cheating) and professional misconduct;l take responsibility for many aspects of the administration related to your training;l meet all deadlines, except where there are genuine extenuating circumstances that prevent you

from doing so;l communicate professionally with all relevant personnel;l pay all fees when they become due;l adopt the title of Trainee Occupational Psychologist (TOP) for the duration of your training

(see Section 3.4);l manage your time effectively.

If you fail to meet any of these expectations of conduct, you could (depending on the nature and severity of the infringement) be withdrawn from the Qualification and might also be considered ineligible to enrol on any of the Society’s other Qualifications.

10 Society Expectations of Candidates

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All forms that are required to complete the QOP (Stage 2) are held electronically on the Society’s website (see inside cover for details). You should check the website regularly as forms are being continually updated. These comprise:l Application for Enrolment (including request for approval of Co-ordinating Supervisor);l Application for Accreditation of Existing Competence (AEC);l Plan of Training;l Request for a change of Co-ordinating Supervisor;l Change of Employment;l Co-ordinating Supervisor’s Evaluation of Candidate Progress;l Updated Plan of Training;l Quarterly Face-to-Face Supervisory Meeting Record;l Registration for Assessment;l Assessment Checklist;l Portfolio of Competence entry templates; – Submission Summary Table – Breadth Template – Depth Templatel Written Agreement of Supervision (Agreement between candidate and the Co-ordinating

Supervisor) (a copy of which should be sent to the Society).

Appendix 1: Useful Forms

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Training as a psychologist should be considered an investment in your future career. The qualification you earn will give you eligibility to apply for Chartered Membership of the Society and Full Membership of the Division of Occupational Psychology. It will also mean that you are eligible to apply to register with the HCPC as a Practitioner Psychologist. As with all professional training, there is a financial commitment.

At the start of training, there is a need to think ahead about the financial aspects of the International Qualification you are about to embark upon. You will be enrolled for a minimum of two years and many candidates are enrolled for longer, so budgeting is vital. It is important to consider all of the costs you are likely to incur throughout your period of study – not just those fees paid directly to the Society.

A2.1 Fees for the QualificationDetails of current fees are held on the Society’s website, and all candidates should refer to this before sending in their fees.

You should note that the Board reserves the right to refuse to conduct an assessment and/or to withhold the award of the QOP (Stage 2) until any outstanding fees are paid.

A2.1.1 Financial HardshipIn certain cases the Board may be able to reduce fees for any candidate who can demonstrate financial hardship. Reductions can be granted if you receive state benefits. You can apply to the Qualifications Office for a reduction in your fees; such applications will be dealt with on a case-by-case basis.

A2.2 Additional FeesA2.2.1 Co-ordinating Supervisor Supervision FeesThis will be a professional colleague who may charge a fee for meetings and services. It is helpful to have an initial meeting and estimate how many meetings might be required in a year, what format these meetings will take (e.g. face-to-face, telephone, video conference, etc.) bearing in mind any minimum requirements set out in the Candidate Handbook and what amount may be charged for these meetings (probably based on an hourly rate). The rates charged will vary between individuals – the Society makes no stipulation on the level of fees charged for this service as it is a private arrangement between yourself and the Co-ordinating Supervisor.

The Society does not stipulate the level of fees required for supervision. Some Co-ordinating Supervisors choose to charge for the whole year and usually stipulate how many sessions this would include.

Supervision fees would form one part of the contract with the Co-ordinating Supervisor.

A2.2.2 Additional Supervisor (e.g. for Work-Based Practice)This will be another professional colleague who again may charge a fee (probably based on an hourly rate). This may be a relatively short-term arrangement but you should still make an estimate of the number of meetings anticipated to allow a financial consideration to be made.

A2.2.3 Travel CostsThese will need to be considered where any travelling is undertaken, for example, to meet the Co-ordinating Supervisor for quarterly face-to-face supervision meetings, and so on. Travel costs may also be incurred when carrying out supervised practice away from your normal place of work. If you are employed you may be able to claim back some or all of these costs from your employer.

Appendix 2: The Fee Structure and Payments required for the Qualification

A2.2.4 Disclosure and Barring Service Check(DBS)If you do not have an Disclosure and Barring Service (DBS) check through your employment, which is less than two years old and from your current employment, then you can obtain a Disclosure through the Society. An application form and current fee information can be obtained by containing the Membership Team on 0116 252 9911

A2.2.5 Indemnity InsuranceCandidates are required to have professional indemnity insurance. This might be arranged through your employer. However, some candidates will need to take out their own policy. The following companies have informed the Society that they offer discounts to trainee psychologists:

Towergate Professional RisksTel: +44 (0) 113 391 9510E-mail: [email protected] www.towergateprofessionalrisks.co.uk

HowdenTel: +44 (0) 113 251 5011E-mail: [email protected] www.howdenins.co.uk/professionals

A2.3 Tax Deductible CostsThere may be aspects of your training that will be eligible for tax deduction, for example, Society subscriptions, IT equipment, etc. Check www.hmrc.gov.uk/ for further details.

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A3.1 Definitions of the Curriculum AreasIn some submissions assessors have raised the issue that there are some topics that may be submitted in two different curriculum /knowledge areas.

As a particular example, two entries both described the candidate providing one-to-one career coaching, but one was submitted under Performance Appraisal and Career Development and the other in Counselling and Personal Development.

Having referred to the definitions of the eight Curriculum /Knowledge Areas, it is clear that the correct area for such evidence is CPD, in fact ‘Providing career guidance’ is listed as an example for the definition of CPD. PACD is more concerned with organisational-level initiatives, such as designing and implementing appraisal or talent management processes.

It is hoped that candidates will find the expanded guidance on the Knowledge Areas included in this Handbook useful in identifying which is the most relevant area for their particular entry. You are encouraged in particular to ensure that entries submitted under Organisational Development and Change are truly at the organisational level, as this is a common ‘fail’ point.

Appendix 3: Definitions of the Curriculum Areas and Key Roles

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Entry Ref Prefix

HMI

Knowledge Area



People cannot give their best if they are struggling with the tools they use in their job. Human centred design and installation of systems and equipment can enhance every aspect of performance. This is true in all spheres, but computer systems in particular need good design, careful selection and thoughtful introduction into the workplace, if they are to produce real benefits. Well-designed software is as important as hardware.

Examples of work that may fall under each category

l Usability testing of prototype equipment

l Implementing changes in work systems/procedures designed to reduce human error

l Collecting and negotiating user requirements

l Assessing validity and priority of user requirements

l Briefing design/developers for specification

DEW Design of Environments and Work: Health and Safety

Temperature, shift work and fatigue and the effects of drugs (including medicines and social drugs, such as alcohol).

l Conducting a stress risk assessmentl Analysing the consequences of shift

patterns and implementing changes as a result

l Projects designed to improve the health and safety practices of an organisation

A3.1.1 Knowledge Areas – Breadth

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Entry Ref Prefix

PSA

Knowledge Area



Selecting the right person for the job is the first crucial step in achieving good results for employer and employee alike.Modern systems of assessment, which include the use of psychometrics, computerised selection, assessment centres, and structured interviews, can ensure that the best decisions are made.


l Job analysis and design of a competency framework

l Design of a structured interviewl Diversity projects aimed at creating

a more diverse workforcel Design of a graduate assessment

processl Evaluation of a development centre

PACD Performance Appraisal and Career Development

Note, PACD entries should relate to organisational interventions. One-to-one work should be submitted under CPD.

Organisations need to know how their members are performing.

They need this information to identify and to rectify conditions which are causing inefficiency, but organisations also need this information for the proper development of their members.

Management development is well-established, but development is not just for managers.

l Design and implementation of appraisal process

l Implementing talent identification and management processes

l Evaluating a fast-track graduate development process

l Improving managers’ skills at managing performance

l Evaluating a 360 degree feedback process

l Implementing an organisational mentoring scheme

CPD Counselling and Personal Development

Counselling can help people to cope with various situations including stressful events, change and uncertainty, relocation or redundancy, organisational change, new demands on workers, upheavals in their private lives.

Happy events, such as promotion or the decision to make a career change, can also be stressful and require support.

Occupational psychologists use their wide knowledge and understanding of work to help their clients gain control of their work and manage their careers.

l Providing career guidancel Coaching an underperforming

managerl Supporting newly promoted

supervisors,l Providing outplacement support

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Entry Ref Prefix

TRB

Knowledge Area

Training


Maintaining and improvingeffectiveness and performance depends on training and developing staff. Choosing or designing the right programme depends on proper understanding of the task and an understanding of the learning process.

Occupational psychologists have expertise in designing and using modern training systems (including computer-based training) and in evaluating the effectiveness of training outcomes.

Whilst it is possible to successfully submit a TRB entry which addresses only part of the training cycle, most entries cover the full cycle of training needs analysis, design, implementation and evaluation.


l Training needs analysis/design/ implementation/evaluation

l Designing leadership development workshops

l Improving transfer of learning

Employee Relations and Motivation and Change

The relationship between an organisation and the individuals of whom it is composed is of great importance. Motivation may be difficult to measure, but no-one could doubt its significance.

Reward, recognition, respect, leadership, loyalty – these key concepts are all psychological in nature.

l Conducting an employee attitude survey

l Identifying effective methods of reward and recognition

l Implementing new methods of formal and informal workforce consultation

l Diversity projects aimed at improving respect for all employees

l Analysing reasons for high staff turnover and recommending appropriate solutions

ERM

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Knowledge Area



Occupational psychologists help to plan and manage systematic change in organisational structures, relationships and work procedures in response to changes in the organisation’s external environment or, for example, to accommodate the introduction of new technology. They do this through many techniques (e.g. team building) and use various tools to assess the organisation’s culture.


l Supporting managers in managing organisational change

l Analysing work processes to inform structural change

l Developing new or existing teamsl Unifying organisational culture,

e.g following a mergerl Facilitating the development of

organisational strategy

Entry Ref Prefix

ODC

A3.1.2 Knowledge Areas – DepthGenerically covers the above areas from breadth to depth

Entry Ref Prefix

WWE

IND

ORD

TRD

Knowledge Area

Work and the Work Environment

The Individual

The Organisation

Training


HMI and DEW

CPD, ERM

PSA, PACD, ODC

Training

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A3.2 Definitions of the key roles

1.1. Establish maintain and develop systems for legal, ethical and professional standards in occupational psychology

1.1 In order to practise effectively and ethically, you will need to put processes in place to support this.

• You will come into contact with information that needs to be kept securely such as– psychometric tests – confidential reports – personal data.

• You need to think through how you will keep these secure and how you meet data protection requirements (1.1.1) for example– password protected/encrypted files– securely locked storage

• How do you make sure that these processes are maintained and working effectively (1.1.2), for example when sharing information with others

• How can you be sure that your practice complies with legal and ethical and professional standards (1.1.3), such as– legislation such as the Equality Act

2010– BPS and HCPC ethical standards

• How do you monitor the standard of your professional practice (1.1.4); examples could include– supervision– appraisal– feedback

1.1.1 Establish and maintain systems for the security of information

1.1.2 Establish maintain and review systems for the control of information

1.1.2 Ensure compliance with legal, ethical and professional practise for self and others

1.1.4 Establish, implement and evaluate procedures to ensure competence in psychological practise and research

Units Key Role Elements Notes

1.2. Comply with legal, ethical and professional standards in occupational psychology occupational psychologist

1.2 in our practice there are constant changes. How do you make sure that you keep up-to-date with changes (1.2.1) and apply these in your own practice (1.2.2)? Examples could be

– new legislation– Professional standards, such the

BPS standards on assessment.

1.2.1 Monitor and evaluate developments in legal, ethical and professional standards in occupational psychology

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1.2. continued Even if nothing significant has changed recently, you need to demonstrate that you have been scanning your environment effectively for changes in all of these areas.

There is a lot of overlap between ethical and professional standards, and they may mean the same thing in some cases.

You should aim to cover ethical, legal and professional issues

You need to show how you implemented them e.g. considering the Equality Act 2010 when developing recruitment and selection methods.

1.2.2 Implement developments in legal, ethical and professional standards in occupational psychology


1.3. Contribute to the continuing development of oneself as a professional occupational psychologist

1.3 Engaging in continuous professional development is an important aspect of practice for all occupational psychologists.• How do you decide which CPD

activities to undertake (1.3.1)• What CPD activities do you

undertake? How do you evaluate what you’ve learned from them (1.3.1)?

• How has this led to your development as a practitioner (1.3.1)?

• What sources of feedback (1.3.2) and professional advice (1.3.3) do you use and how have you gained access to these? Examples could include– QOP supervision– line management supervision– specialists in particular aspects of your work

• How you have you used this advice and feedback to inform your work and your skills and knowledge as an occupational psychologist? And how has this led to your development (1.3.4)?

• How have you incorporated best practice (1.3.5) e.g. adhering to test user’s guide for psychometric testing/ensuring tools used are valid and reliable? You need to show how your examples are best practice.

1.3.1 Establish, evaluate and implement processes to develop oneself as a practitioner

1.3.2 Elicit, monitor and evaluate knowledge and feedback to inform practice

1.3.3 Organise, clarify and utilise access to competent consultation and advice

1.3.4 Develop and enhance oneself as a psychological practitioner

1.3.5 Incorporate best practise into one’s own work

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1.4 Respond to unpredictable contexts and events professionally and ethically

• 1.4.1 You need to demonstrate that you can work independently across a range of contexts. Examples could be:– conducting assessment centres

for different organisations or groups of staff within the same organisation

– team building for a new team compared with team building to resolve conflict

– coaching for leadership development rather than to support somebody through redundancy

• you can evidence this by comparing and contrasting two or more examples; – either within the same entry– refer to examples of other contexts

in contrast to the one described in your entry (this could be a previous entry)

1.4.1 Work autonomously as an occupational psychologist across a varied set of contexts


Changes often occur when delivering projects, such as changes to

– scope of the project– timescales– budgets– people

• How did you investigate what implications this change would have and how did you respond to these (1.4.2)?

• When have you used new techniques or solutions in your work (1.4.3)? Examples could be o applying new theoretical modelso using a new technique which you believe is different from standard practice

• We are looking for something that sets this example apart from standard approaches.

1.4.2 Evaluate and respond to change in service delivery context

1.4.3 Apply creative and innovative techniques, principles and solutions to psychological practice

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1.5*. Formulate developments in legal, ethical and professional standards in occupational psychology

This descriptor should be evident in every entry, as it is a core requirement that due consideration is given to ethical practice at all times.

1.5.1 Apply ethical principles governing occupational psychology practice appropriately, including the application of professional codes of conduct and the HCPC’s Standards of Conduct, Performance and Ethics.


This should take place at your client meeting. How did you identify what the client’s expectations/requirements were of you/project outcomes? What were the priorities and what was agreed?

2.1.1 Identify, prioritise and agree expectations, needs and requirements of clients

2.1.3 Review psychological literature and other information sources for application

2.1. Establish requirements for and benefits of occupational psychology

1.5.2

Make recommendations for policy changes

2.1.2 Assess client’s expectations of the applications

How did you assess these? What does the client expect the outcomes to be? E.g. intervention/report?

What literature did you review and how was this relevant to the project (remember it must be in the knowledge area/field of practice you are claiming under and should be contemporary (within the last 10 years)

This is about planning your approach, giving an account of a structured approach to planning what you are going to do with reference to the aims and objectives, how you will do it, what you will need (people, resources etc.) to deliver it. What form did your implementation plan take?

2.2.3 Produce implementation plans for the applications

2.2. Plan applications of occupational psychology

2.2.2 Assess resources, requirements and constraints for the applications

2.2.1 Determine aims, objectives, criteria, theoretical frameworks and scope of applications

Seek out and participate in professional psychological affairs.

1.5.3

Professional affairs refer to opportunities through which occupational psychologists proactively discuss their practice and opportunities for improving aspects of their work with fellow professionals. Examples could be:

– attending or giving a paper at a psychological conference

– a peer group meeting to share and learn from each other’s experience

Policy Change here just means a change to ‘how we do things around here’. It does not need to be a distinct formal written policy. The policy change does not have to be implemented – just recommended.

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2.3. Establish, develop and maintain working relationships with clients.

Establishing contact (2.3.1) could be through telephone/face to face etc.Develop and MAINTAIN – so you need to not just talk about meeting a client at the start, but thread your client meetings and reflect that you have built and maintained the relationship through the course of your project. 2.3.2 relates to working agreements and practices as opposed to 2.3.3 which relates to the client relationship.How did you monitor your relationships and practices? How effective were they (2.3.4).

2.3.1 Establish contact with clients


What plans have you made to prepare to deliver

2.4.1 Establish operations to deliver the planned activities and procedures

2.4.3 Maintain systems for recording the processes and outcomes of the applications

2.4. Conduct applications of occupational psychology.

2.3.2 Develop and maintain working agreements and practices with clients

2.4.2 Implement planned applications

How have you implemented those plans?

How have you recorded the processes you undertook and the outcomes and how have you maintained that, e.g. Database

Think about and define what you need to do and what you will need to obtain (procure) in order to do it successfully

2.5.3 Advise and guide the activities of designated others

2.5. Direct the implementation of applications of occupational psychology.

2.5.2 Assess the capabilities of human resources required for the application

2.5.1 Establish needs and implement strategies for the procurement of application services

2.3.3 Develop and maintain working relationships with clients

2.3.4 Monitor and evaluate working relationships and practices with clients

2.4.4 Analyse and interpret results and outcomes from the applications

Has the application worked? How did you analyse and interpret the results and show how the application worked?

Think about and define the people you will need and whether they have the skills in what you need them to do.

Talk about how you advised, supported and guided the people to deliver the work

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2.5. continued 2.5.4 Ensure technical support for applications

Make sure that what you planned to happen actually happens. Here, technical support means not only the technology (such as ensuring there is a projector in the training room), but also that there is the technical, professional expertise (e.g. subject matter experts), to support successful delivery.

2.6.1 Review the application programme

Look back at what happened when you were delivering the work. Did you negotiate something with the client; did you deliver what was required, and expected (2.6.1)?How did you monitor the process? Were any changes required? What did you change (2.6.2)? Have the client’s needs and expectations been met? How did you review this (2.6.3)? How did you quality assure (2.6.4)? E.g. was it checked by supervisor/expert in the area?

2.6. Monitor the implementation of the applications of occupational psychology.

2.6.2 Prioritise and implement changes identified by the monitoring process

2.6.3 Review client needs, requirements and expectations within application programmes

2.6.4 Implement quality assurance and control mechanisms

2.7.1 Establish evaluation needs and design evaluation

This is about evaluation. Note that ALL your entries need to include evaluation (it is one of the Process Skills and therefore a specific section on the Breadth template), but for claiming these OS you need to demonstrate detailed evaluation. How did you plan (2.7.1) and deliver (2.7.2) an evaluation? How did you assess the outcomes? What did you do with the outcomes (2.7.3)?

2.7. Evaluate the impact of the applications of occupational psychology.

2.7.2 Implement planned evaluation

2.7.3 Assess the outcomes of the evaluation

3.1.1 Generate ideas for specific psychological research

Within Key role 3, research does not have to be in an academic setting – it is about research that you undertake within your applied practice. It recognises that we need to balance the need to undertake research, with what the client in reality is prepared to pay for. Can include research such as survey design, needs analysis, validity studies, and evaluation activities.Planning the research – talk about the method, underpinning theory, what data was needed, what resources you needed to undertake it.

3.1 Design psychological research activities

3.1.2 Formulate specific questions for psychological research

3.1.3 Generate theoretical contexts for specific psychological research

2.5.5 Oversee and direct the conduct of the applications

Where you are not solely responsible for the delivery of the solution, you need to show how you managed the implementation through others.

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3.1 continued It is about taking a structured Project Management approach to research that you need to convey.3.1.6 - Presenting the research can be informal - doesn’t have to be a formal presentation.

3.2.1 Negotiate procurement of resources and access to conduct research

Plan resources (people, time, materials) needed to conduct the research and explain how you negotiated procurement of them (3.2.1) e.g. with HR/line manager What preparation did you undertake to implement the research e.g. brief other team members/discussed approached and gained agreement from the client (3.2.1)? What data did you gather and how it was collected (3.2.3), e.g. interviews, questionnaires etc.Note that here, you may well be able to use the same evidence as you are using for claiming the generic skills for interviewing, questionnaire design and statistical analysis.3.2.4 - Piloting (e.g. a survey) would be a good example of evidence here, or peer review, asking for comment from others, focus groups.

3.2. Conduct psychological research activities.

3.2.2 Prepare to implement research designs

3.2.3 Collect data as specified by research designs

3.2.4 Conduct preliminary investigations of existing measures, methods, techniques and models

3.3.1 Analyse data as specified by research designs

This can be qualitative or quantitative. Note that it includes EVALUATION - you need to show how you have reviewed, interpreted and made recommendations as well as write up and present your findings. NOTE evidence for this could also be used to claim the generic skill of statistical analysis. Data must be psychological and, It doesn’t have to be complex statistics; it can be reporting percentages from a survey for example.In reviewing the process you should identify what worked/what went wrong/what would you change?Current issues may include such things as work-life balance issues/ zero hour contracts/ high absenteeism/turnover. This list is not exhaustive.

3.3 Analyse and evaluate psychological research data.

3.3.2 Interpret results of research

3.3.3 Evaluate and make recommendations on the outcomes from research

3.1.4 Define the parameters and resources for psychological research

3.1.5 Describe the methodology for psychological investigations

3.1.6 Prepare, present and revise research designs for psychological investigations

3.3.4 Write up and report research findings

3.3.5 Review the research process

3.3.6 Review and evaluate the relationships between current issues in psychological theory and practice

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3.4.1 Identify areas of occupational psychology that offer development opportunities

Candidates often interpret this as development opportunities for themselves – it ISN’T! It is about initiating and developing psychological research and knowledge, within your own work context. Existing measures, methods and techniques may include, for example, psychometrics, GROW model, job analysis techniques, etc. 3.4.3 – is about the context of your own work – questions you may ask yourself, either at the start of the project (as part of identifying needs) or as part of the evaluation process, such as ‘why is the turnover so high in this organisation?’

3.4 Initiate and develop psychological research and knowledge.

3.4.2 Review and evaluate existing measures, methods, techniques and models

3.4.3 Explore development opportunities in occupational psychology

3.5.1 Conduct research to advance existing methods, models, theories, instruments and understanding in occupational psych

This is about research to advance understanding that contributes to your practice e.g. psychometrics, counselling approach.

3.5 Produce and evaluate original psychological research and knowledge.

3.5.2 Monitor and evaluate investigations against the proposal

3.5.3 Evaluate implications of research outcomes for new developments

3.5.4 Evaluate the potential impact of new developments

What were you aiming to achieve and did you do this? Explain how you monitored and evaluated.

Explain how what you did can contribute to new developments. What are the implications for practice? Knowledge?

What is the impact of this? E.g. changes made within an organisation, impact on your approach as a practitioner.

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3.6 Conduct systematic review.

Conducting a STRUCTURED review is what is required here – for example, reviewing employment data within a client organisation, using Senate House to review literature.3.6.1 – Define what you are going to do – what are your key words/ search parameters.3.6.2 – What did you do – what sources did you use e.g. psychinfo 3.6.3 – What did you learn? How did you write up the findings of the review?

4.1.1 Seek opportunities for the promotion of occupational psychology

4.1. As a whole this is about how we promote and encourage clients to use our services instead of other disciplines. 4.1.1 – Finding an opportunity to promote occupational psychology e.g. why we should adopt an occupational psychology approach/principles, rather than say a HR approach or other discipline. So give context that demonstrates how you were able to promote the adoption of an occupational psychologist approach. It is about demonstrating the ADDED VALUE that occupational psychology approach brings.

4.1 Promote psychological principles, practices, services and benefits.

4.1.2 Evaluate needs and requirements for promoting psychological principles, practices and services.

4.1.3 Evaluate methods and resources for use in promotion of psychological principles, practices and services.

3.6.1 Define the search parameters

3.6.2 Conduct a search using appropriate database and sources

3.6.3 Summarise findings from the review

Demonstrate how you prepared for a meeting, e.g. if going to see a client about their assessment process, what materials, evidence, data, models do you need to take with you, anticipating the questions and resistance you may be faced with and how to respond to /overcome these.

What type of method / resources did you consider? How did you evaluate this? E.g. academic journals/ PowerPoint/ reports

4.1.4 Select promotional resources and services to demonstrate the value of psychological principles, practices and services

What did you select and why – what was the value? Outcome?

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4.2 Provide psychological advice and guidance to others and facilitate the use of psychological services

4.2. Is about bringing occupational psychology knowledge and advice to add value to the process.

4.3.1 Provide advice on the assessment on the policy documents from a psychological perspective

4.3 is about local policy-making changes to culture/practice – changes to ‘how we do things around here.’ It is not usually related to broader organisational policy (though it could be, if you have had chance to influence these). 4.3.1 – what were you looking at specifically, from a psychological perspective and what did you advise?4.3.2 – How does it affect what we do? How did you implement it? How did you monitor the implementation? Did it work? How did you communicate it?4.3.3. – Make recommendations (for policy /culture/practice) change. Policy model here is about BEST PRACTICE.As an example, you may be reviewing a competency model and may make specific recommendations to a client about the changes required and how the competency model should be applied, which may be a change to the way it is currently applied or suggestions to change an organisational policy on psychometric test use.

4.3 Provide psychological advice to aid policy decision making.

4.2.1 Provide psychological advice to aid problem solving and decision making

4.2.2 Provide psychological advice about specific psychological processes and outcomes of psychological interaction, applications and developments

4.3.2 Monitor, evaluate and feedback on the implementation of policy in relation to occupational psychology services

4.3.3 Make recommendations to change policy

4.4.1 Prepare information for dissemination

4.4. is about communicating what you did and may form part of the Generic Skill for Report Writing or Presentation Skills.4.4.1 – e.g. writing a report4.4.2 – Who and how you presented it to 4.4.3 – evaluating the impact (e.g. I wrote a report, I presented it to x e.g. small number of client senior staff, the result was that x and y changes were implemented. Evaluate the impact e.g. from the client? Were changes made?

4.4 Communicate the processes and outcomes of psychological and other applications and developments

4.4.2 Present information to individuals, groups, organisations on the processes and outcomes of psychological applications and developments

4.4.3 Evaluate the impact of disseminated information

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4.5 Disseminate psychological knowledge to address current issues in society.

4.5. is about identifying and exploring issues that have an impact on societal issues, which could be organisational level, e.g. absenteeism, or encouraging women back into work, diversity and equality, reducing adverse impact in a selection process, etc. The issue needs to be grounded within the wider societal issues. E.g. Why is staff turnover so high in this team within the organisation, whereas across the organisation as a whole it isn’t an issue? And presenting that info e.g. in a report/meeting/presentation.

4.6.1 Prepare psychological evidence and produce reports

4.6. is FORMAL presenting, could be conference presentation, a keynote. Presenting testimony just means presenting the evidence, the data, in a formal presentation setting (usually to senior client staff). Preparation includes anticipating any resistance, challenges, how you will mitigate these, anticipating questions and preparing responses to these. In this you need to evidence how you prepared and presented.

4.6 Prepare and present evidence in formal settings.

4.5.1 Identify and analyse psychological components of current social issues

4.5.2 Present psychological analysis of current social issues

4.6.2 Present testimony in formal situations

4.7.1 Evaluate the implications of responses to information requests

In contrast to 4.6. above, 4.7. is about INFORMAL information requests, e.g. a request coming in via email, or a colleagues stopping you and asking you ‘what do you think about this?’ it is off the cuff, ad hoc responses where you can give your psychological knowledge. What responses could you provide? What did you do and why? E.g. didn’t provide due to data protection issues

4.7 Provide expert psychological opinion to informal information requests.

4.7.2 Appraise the scope and nature of information reports

4.7.3 Analyse and select response options

4.7.4 Provide responses to information requests

4.8.1 Evaluate feedback needs of client

4.8. is about feedback. Could be feedback to the client who has commissioned the work, but could also be feedback given on a one to one basis, e.g. in coaching or feedback of a psychometric report (here you need to talk about the process, what and how you did it, not just the handing over of the report!). NB You cannot claim the creation of a psychometric report as evidence of report writing skills! Consider how the client wants to receive the information, explain how you prepared and structured the feedback, how you communicated and why you chose that method of communication.

4.8 Provide feedback to clients.

4.8.2 Prepare and structure feedback

4.8.3 Select methods of communicating feedback

4.8.4 Present feedback to clients

You need to evidence each of the generic skills once in your Portfolio of Competence/Logbook. In preparing your evidence, it is not sufficient just to describe what you did, you need to demonstrate that you understand the features of the generic skill and indicate why you chose to conduct this aspect of your work in the way that you did. Some of the features listed under each of the Generic Skills may be evidenced by another Generic Skill You need to evidence each of the generic skills once in your Portfolio of Competence/Logbook. In preparing your evidence, it is not sufficient just to describe what you did, you need to demonstrate that you understand the features of the generic skill and indicate why you chose to conduct this aspect of your work in the way that you did.

Some of the features listed under each of the Generic Skills may be evidenced by another Generic Skill in the same entry; for example, analysis of Questionnaire/Survey results may be evidenced separately by an example of the Statistical Skills/Qualitative Analysis Generic Skill.

The features/issues and examples listed do not cover every eventuality and should not be regarded as restrictive.

Questionnaire or Survey DesignQuestionnaires and surveys are widely used for data collection, especially quantitative information from large groups of respondents. Psychologists are specially trained to design and analyse questionnaires and we expect this knowledge to be evidenced.

Issues/Featuresl Purpose of the questionnaire/surveyl Constraints on the surveyl Format of surveyl Method of deliveryl Design of items/questionsl Analysis l Presenting resultsl Outcome.

What did you do, why did you do it this way, what other options did you consider, how effective was it and what have you learned from it which will inform your future practice?

Examples include design of:Employee opinion survey360 degree appraisal Psychometric questionnaire designEvaluation questionnaires for training, usability of equipment, organisational processes Well-being surveyQuestionnaires for career developmentJob evaluationNeeds analysisJob analysis

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Appendix 4: Evidencing Generic Skills

InterviewingInterviews are used to collect data, usually of a qualitative nature. Interviews for recruitment and selection are examples, but interviews can be used to gather the views and specialist knowledge of stakeholders in a range of occupational psychology interventions. Occupational psychologists have specialist knowledge of different types of interview and the uses, risks and benefits of each of these; this knowledge should be evidenced.

Issues/Featuresl Purpose of the interviewl Constraints on the interviewl Structure/formatl Types of questionl Recording responsesl Analysing Responsesl Outcome.

In order to evidence a range of features, you should choose an example where you are involved in the design of the interview, e.g. choice of questions, as well as conducting the interview.

What did you do, why did you do it this way, what other options did you consider, how effective was it and what have you learned from it which will inform your future practice?

Examples include interviews for:Staff selectionJob analysisEvaluationData collection for any reason.

Report Writing In describing a report you have written, you should demonstrate that you have considered a good range of the issues and features involved and how this has affected the way in which you have chosen to write your report,

Issues/Featuresl Purpose of the reportl Audience of the reportl Constraints on reportl Structure/formatl Contentl Quality Assurancel Outcome.

What did you do, why did you do it this way, what other options did you consider, how effective was it and what have you learned from it which will inform your future practice.

Examples include Assessment feedbackReport on survey resultsReport for a client on the outcome of organisational researchRecommendations for changeProposal to a client for a piece of work.

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PresentationIssues/Featuresl Purpose of the presentationl Audience for the presentationl Constraints on presentationl Structure/formatl Visual aids/use of graphics/charts/tablesl Contentl Method of presentation/use of ITl Quality Assurancel Outcome.

You should provide evidence of both preparation and delivery of a presentation.


Examples include Informing your client of the outcomes of a projectDelivering a paper at a conferenceBriefing stakeholders of organisational changeProducing and presenting a poster at a conference.

Please note that delivering a training session or facilitating a group discussion is not evidence of presentation skills.

Evaluation TechniquesOne of the specialist skills of occupational psychologists is that of evaluating the effectiveness of interventions or processes that they, or others, have delivered. Psychologists rely on this research to inform their choice of methods or applications. You are expected to demonstrate that you can conduct robust evaluations of practice.

Issues/Featuresl Purpose of the intervention being evaluatedl Aim of the evaluationl Data availablel Constraints on evaluationl Methods of data collection, including design of bespoke measuresl Reliability of data collectedl Sample sizel Analysisl Presenting resultsl Outcome.


Examples include:Return on Investment/Utility analysisEvaluation of training, including transfer of learning and performance improvementPredictive validity of interventionMeasuring adverse impact Stakeholder satisfaction with organisational changeDiversity auditEvaluating impact of organisational changeEvaluating performance improvement gained by introduction of new equipmentSafety evaluation.

Please note that training evaluation restricted to participants’ views of the quality of the training and whether training aims were met (e.g. via ‘happy sheets’ at the end of the course) are not sufficiently robust to evidence this generic skill.

Statistical Skills or Qualitative AnalysisPsychologists have expertise in the use of quantitative and qualitative analysis. You are not expected to evidence these skills at the level required for academic research; but you do need to demonstrate that you can choose and apply appropriate methods of data analysis within the constraints of organisational research.

Issues/Featuresl Purpose of the analysisl Type of data collectedl Reliability of data collectedl Choice of statistical testl Method of qualitative analysisl Constraints on analysisl Conducting the analysisl Outcomel Presenting the results.


ExamplesJob analysisTraining needs analysisAnalysis of: Survey resultsManagement information e.g. diversity monitoring, appraisal ratings, sickness absenceAppreciative enquiry/storytellingInternal consistency of a psychometric testPredictive validity of selection methodsInter-rater reliabilityFocus group dataUsability dataAccident and incident reporting.

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The ability to practise ethically is a fundamental requirement of occupational psychologists. These are set out in the BPS Code of Ethics and Conduct. It is important that psychologists give proper consideration to ethics in their practice and we are obliged to address concerns we may have about the unethical practice of both candidates and supervisors.

In issuing this guidance our aim is to provide transparency to candidates and supervisors about the required standard of evidence to demonstrate that candidates have considering ethical issues appropriately. We hope that greater clarity will assist candidates in preparing successful entries.

Providing evidence of ethical practiceThe following guidance clarifies the evidence that assessors look for when considering whether candidates have met the standards of ethical practice required in entries.l We expect candidates to consider a range of ethical issues.l There is an expectation that awareness of all important potential or actual ethical issues is

evidenced (e.g. confidentiality and data protection would not be sufficient where assessors identify other important ethical issues in an entry. These could be either potential or actual issues.)

l Reference to BPS Code of Ethics is not sufficient alone.

We look for evidence that candidates have anticipated potential issues.l It is not enough just to react to ethical issues as they arise. Potential issues should be identified.

Candidates should describe how they have addressed ethical issues through:l managing projects to prevent potential ethical issues occurring;l practising legally and safely;l managing unexpected ethical issues that arise; andl ensuring that those people working with you are practising ethically

Candidates should consider where best to present evidence of ethics in an entry.l Ethics should be considered throughout the entry so that there is evidence that due consideration

has been given to potential as well as actual ethical issues.

Where there is insufficient evidence of ethical practiceWhere the Assessors judge that candidates have not met the required standards for ethics in their entries, there is a range of options open to them, depending the degree of concern they have about the candidate’s consideration of ethical issues in an entry.

Where there is:l a lack of evidence of ethical practice – Assessors are likely to request resubmission.l evidence of poor ethical practice – Assessors cannot accept entries which include unethical

practice and will request an alternative entry.l serious concern about unethical practice – where we have serious concerns (either one significant

example or evidence of repeated ethical breaches) candidates may fail the entire Qualification. In very extreme cases we are obliged to raise our concerns about professional misconduct by invoking Regulation 5.2 from the Regulations for the Society’s Postgraduate Qualifications.

Duty of supervisors to challenge and address candidates’ practiceWhere we have concerns about a candidate’s ethical practise, we would also question the professional conduct of their supervisor in failing to challenge the candidate’s conduct and for recommending an entry/entries which is/are below the ethical standards expected by the Society.

Appendix 5: Evidencing Ethics in entries

Any entry that is submitted for assessment for a second time is a resubmission, regardless of the changes that have been made. On most occasions entries are rejected by the assessors, and a resubmission of the entry requested, because of failure by the candidate to provide adequate underpinning theoretical referencing; or because there is insufficient consideration of ethical issues. Sometimes the entry has been submitted in the wrong curriculum area. Resubmitting the entry gives the candidate the opportunity to correct these errors, and to provide additional evidence for any OS elements or generic skills that the entry feedback indicates would not have been accepted. There is no need to provide additional evidence for those elements or skills that the feedback indicates would have been accepted. When the entry as a whole is accepted these will automatically be credited.

You may resubmit any entry from any submission where the Assessors have specifically requested a resubmission. In this case, you will probably need to resubmit this entry in order to achieve the required number of entries in a particular area. The Assessors will have given clear feedback as to what needs to be evidenced in the next submission of the entry in order for it to be accepted. See below for the process of resubmitting mid-year.

You may also submit a previously accepted entry in the following specific circumstances.l The submission of which it formed part was intended to be your final submission, which means

that ALL the requirements in terms of the number of entries at breadth and depth level were met, and that all OS elements and generic skills had been claimed.

l Your assessment decision from the submission shows that you need only to satisfactorily evidence up to nine OS elements and/or one generic skill for 2010 candidates – two Key Role elements and/or one generic skill for 2012 candidates, in order to achieve the Qualification, and these were evidenced insufficiently in the entry(ies) you want to resubmit.

If you have not explicitly claimed an OS element in your latest submission you will have to prepare a new entry and submit it.

In all cases, you may claim only the OS elements that were originally claimed in each entry.

You should provide extra evidence for each OS element/generic skill and enter this in bold type so that the assessors can easily distinguish what you have added.

Please note that when you amend your entries your supervisor should add new comments – Assessors can and do reject entries which do not clearly evidence that the supervisor has been involved in the process of adding new information.

Process for resubmissionOnce you are ready to re-submit you should contact the Qualifications Officer to find the next available submission date. This is because submissions are only accepted in 11 months of the year, and to be fair to the Assessors we need to manage the workload so that it is fairly evenly spread across those months.

You then register for assessment by the 1st of the month before.

When you make your resubmission you do not need to send any of the documentation that is part of the Annual Progress Report.

You do need to submit your entries and the Submission Summary Table via the dropbox, and send the Submission Checklist to the Qualifications Officer in hard copy with original signatures. All new evidence presented in resubmissions should be emboldened and updated supervisor comments provided.

Your resubmitted entry(ies) will be assessed as per normal, and you will get the assessment decision normally within three months of the submission date.

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Appendix 6: Making a resubmission

If an entry is deemed by the assessors to still fall short of the requirements they will reject the entry again. In these circumstances they will nearly always request that an alternative entry be submitted. This is because a third rejection of any entry means that the entire Qualification has been failed. This is in line with assessment decisions in the Higher Education sector, and is detailed in the Society’s Regulations for Postgraduate Qualifications (page 25). No subsequent enrolment on the Qualification will be permitted.

For these reasons assessors normally guide candidates away from submitting an entry for a third time.

If you choose to submit a previously accepted entry, under the conditions outlined above, to claim outstanding OS elements or generic skills, then under no circumstances will the entry change its status as ‘accepted’. You are, therefore, free to resubmit the entry any number of times until you are deemed to have provided satisfactory evidence for the outstanding elements/skill.

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In most cases your feedback and results will be clear and helpful and you will be able to discuss them with your supervisor and agree how to take things forward. Occasionally your feedback might not be as clear as you would like or there might be something you aren’t happy with. Rarely, you might even feel the regulations haven’t been properly applied. There are three different processes by which you can request further action regarding the results of the assessment of your submission.

Candidate QueryBy far the most frequent way in which candidates (or supervisors on their behalf) question their assessment is by asking for further information, e.g. clarification of the feedback they have received. A query should be addressed to the Qualifications Officer. The Qualifications Officer will ask the Chief Assessor to provide the requested clarification and then provide that answer to the candidate and supervisor. Supervisors and candidates cannot correspond directly with the Assessors or Chief Assessor on matters concerning the qualification.

A query should just be asking for clarification. It should not be used to point out any discrepancies or disagree with the feedback. Nor should it be used to complain about the feedback or the service received. These issues should be raised under one of the formal processes.

Formal AppealIf you are unhappy with the assessment of your submission, you are entitled to make a formal appeal. The Society has an Appeals Manager who can advise you on making an appeal and a booklet describing the appeals process is available on the Society’s website. Your appeal can only be lodged on one of the following three grounds:1. That the Regulations governing the qualification were improperly applied in an individual case.2. That due process in the examination or assessment of a candidate was not followed.3. That further information that may have a bearing on the result of the examination or assessment

has become available subsequent to a decision being made.

The onus is firmly on you as the Appellant to demonstrate why you believe that one of the above did not happen.

Disagreeing with the decision of the Qualifications Board is not sufficient grounds for an appeal. Appeals are considered by an Appeals Panel. There is a charge of £125 for lodging an appeal, which is refundable in the event of a successful appeal. The BPS publishes a booklet, Appeals against a decision of the Society’s Qualification Board, which can be obtained from the Qualifications Officer.

An appeal cannot reverse an assessment decision. In other words, a fail cannot be changed to a pass as a result of an appeal. But if an appeal is successful it can remove a fail mark from your record, allowing you to submit your work again.

ComplaintA complaint might be about any aspect of the service received. This might refer to the service you have received from the Qualifications Office or might be about contact you have had with the Qualifications Board or any communications from us, including matters raised in feedback which do not fall under the appeals procedure. A complaint cannot change a result or remove a fail from your record (only an appeal can have the latter outcome) but it can help us to improve our service to you and resolve other issues. If you wish to make a complaint you can do so by letter or email to the Qualifications Manager. If you wish to discuss the matter less formally you can do so by calling the Qualifications Office and speaking to the Qualifications Officer.

Sometimes it is not entirely clear whether an issue should be considered as a complaint or an appeal. If you are not sure about which process to follow you should contact the Qualifications Office for advice.

Appendix 7: Queries regarding Assessment Decisions

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Appendix 8: Assessment Guidelines for the Qualification in Occupational Psychology – Stage 2

Knowledge Area

Acceptable

As per the knowledge area definitionsPractice is core to the knowledge area, not just the context of the work.

Not acceptable

Does not meet the knowledge area as outlined in the definitionsContext of the work relates to the knowledge area but the practice doesn’t. For example, a new competency framework developed as part of a wider change initiative may not be accepted under ODC if the specific practice is PSA.

Process skills

Evaluating and Applying the Information can be placed in whichever order that is best to describe what the candidate has done.

E.g. Evaluating information then Applying the Information or Applying the Information and Evaluating the Information.

Should focus on what was done, how it was done, why the candidate did it. Should be I not ‘we or us’

Gathering InformationClear explanation of how information has been gathered by the candidate is shown. For example, task analysis, psychometrics, interviews, meetings with client, job analysis, observations, training needs analysis, focus groups. This should provide enough detail so that it is clear what was done, why and how. It is not sufficient to simply describe the information itself – what matters is the process of gathering information.

Testing/Analysing InformationOnce the information has been gathered it needs to be clear how the information was tested and/or analysed. An outline of the method used to analyse the information needs to be clear. For example, it could be a full analysis such as thematic analysis or discussing the information with the client to analyse needs and requirements.

Gathering InformationNot clear how the information was gathered – where from, by whom, for what purpose, who was spoken to?Only describing the information without explaining the process by which it was collected.

Testing/Analysing InformationDoes not state how they tested/analysed the information and why they chose the way they did. Does not outline method used. Content analysis? Thematic analysis? Needs analysis etc. Does not outline the rationale for using this method.

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Acceptable

Evaluating the InformationThis section needs to describe the evaluation of the information and should not be another section on testing/analysing the information. For example, information may be evaluated against the original project requirements to assess if needs are being met. It may represent the evaluation of an intervention such as a training programme, an evaluation of assessment methods for a selection process, development of a validation process, etc.

Applying the InformationThis is how the information was applied (the implementation phase) which may include, for example, the development of an intervention, recommendations made to the client and how these were followed up, development of written procedures, the application of assessment methods, action planning etc.

Not acceptable

Evaluating the InformationThe section continues testing/analysing the information rather than evaluation. No evidence of what was done, how and why.

Applying the informationDoes not explain how the information was used or applied. Lacks detail of actions taken.

Consultancy Cycle Establishing Agreements with CustomersDetails how agreements established with the customer? A meeting to discuss your role? Responsibilities? What the project involves? Timeframes

Outlines agreements made with the customer – what agreement did you come to.

Establishing Agreements with CustomersProvides insufficient detail on how the agreements were formed, what the agreements were etc.

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Acceptable

Identifying Needs and ProblemsDetails how needs and problems were identified. For example through discussions with the customer, meeting with stake-holders, a needs analysis. Outlines what the needs and problems were.

Analysing Needs and ProblemsOutlines how the needs and problems were analysed such as through analytical tools, analysis of data etc.,

Formulating SolutionsBased on what you have found so far from the analysis what are the potential solutions, how were these formulated? Based on what information? Literature?

Implementing and Reviewing SolutionsThis is the implementation stage. What was implemented and how? How was this reviewed to ensure what you implemented is working? Were any changes made?

Evaluating OutcomesHow was an evaluation conducted to ensure you met the project outcomes agreed with the customer? What was found?

Sometimes a client will not pay for an evaluation, but you can evaluate whether the outcomes agreed with the customer have been met and explain how you have evaluated this.

Not acceptable

Identify Needs and ProblemsLacks detail of how the need and problems were identified – may just outline what the needs and problems are.

Analysing Needs and ProblemsDoes not outline how the needs and problems were analysed. May just identify the outcome of the analysis.

Formulating SolutionsDoes not outline how solutions formulated but may just outline what the solutions are. Lacks details on what information was used to formulate the solutions.

Implementing and Reviewing SolutionsNot enough detail provided on what was implemented, how and why.

May outline the implementation but not detail how it was reviewed, whether any changes were made.

Evaluating OutcomesLacks detail of evaluation or the candidate is not able to conduct an evaluation due to the client not wanting one.

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Acceptable

Reporting and Reflecting on OutcomesReporting on outcomes may involve the writing of a report, a presentation to the client etc. Reflecting involves you reflecting on the outcomes of the project, what you would change if faced with a similar project in the future, any issues you had, what worked well.

Not acceptable

Reporting and Reflecting on OutcomesLacks sufficient detail. For example may state they have developed a report but not what was reported.

May outline the reporting aspect but not the reflecting on outcomes.

Ethical Considerations Shows good awareness of ethical issues and manages those that arise appropriately. Considers potential ethical issues that may arise as well as those that do. Explains how they would have been handled.

Refers to relevant codes of practice/legal guidelines e.g. BPS, HCPC, Equality Act, Data Protection etc.

Not enough ethical consideration shown e.g. outlining confidentiality, storage of data etc. is not enough.

Focuses on the ethical practice of the organisation rather than the ethical practice of Occupational Psychology.

Does not refer to relevant ethical or legal guidelines.

Implied rather than explicitly stated what the issues were/how dealt with.

Does not consider potential issues which might have arisen.

Only considered in reflections.

Background Theory and Research

The research is relevant to the knowledge area.Shows how the theory and research informs practice.Includes contemporary (at least 5 citations) literature, published within the last 10 years.

Does not provide theory and research relevant to the knowledge area. For example in TRB/TRD use research and theory relevant to the content of the training (not acceptable) rather than the process such as training needs analysis (acceptable).

Does not use/little use of (at least 5 citations) of relevant contemporary research published within the last 10 years.

Does not explain how research and theory applied to practice.

Conditional Pass if all other requirements metl Submitted on incorrect formsl Change of knowledge area (eg. Resubmit as CPD instead of PACD with no other changes required)l Supervisor has named the candidate in comments/no comments provided by the supervisorl Candidate has named the organisation/person in the entry

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INF145 Occ Stage 2 Candidate Handbook/07.2018

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