Trainers/Assessors are not usually fans of the RPL process. Just the word RPL is enough to make anyone shudder. Why are they so difficult?
They are difficult because conveying the task of mapping and what consists of direct, indirect evidence, supplementary evidence and all the rules of evidence that need to be met. Despite coaching people through the RPL process and giving a list of suggested documentation what usually happens is that a whole lot of evidence will land on a desk or an in an inbox and the trainer/assessor is either left to map it or have endless conversation with candidates as to what is required and hearing “but I do that”, and responding, yes I need evidence of that and you saying that is not enough.
So what can we do, and at the time of writing a RPL for Advanced Diploma of Management was being undertaken (epic…… ).
We could do the following:
- Explain to potential RPL candidates that whilst they have the option and right to RPL – it can take longer than completing the assessment. Just because RPL is available doesn’t make it the best option.
- Explain that you do not have the time to map their evidence, and that this is their responsibility.
- Give them examples of different times of evidence and tell them that they need at least 2 types of evidence in any unit.
- Discuss the expectations around a competency conversation – At Criterion Training we like to use STAR – situation, task, action and result.
- Discuss rules of evidence.
- Discuss principles of evidence.
- And email a summary of these discussions and expectations.
These things may help with the frustration and endless ping pong that goes along with RPL. And hopefully, it will avoid an avalanche of unmapped, irrelevant and no longer current evidence arriving for RPL.