ISO IEC TR 33017 pdf – Information technology — Process assessment — Framework for assessor training
This document provides a framework for assessor training aimed at training providers who design,develop,and/or deliver training courses for assessors conducting assessments conformant withISO/IEC 33002.
The document defines four training course elements:—Foundation
—Process assessment model-Assessor
– Practical assessment performance
Whilst the training is defined as separate training course elements, the elements can be combined intoone or more training courses for delivery. Furthermore, training modules and learning objectives canbe addressed in training courses in any combination or sequence.
There are no normative references in this document.
3Terms and definitions
No terms and definitions are listed in this document.
lSO and IEC maintain terminological databases for use in standardization at the following addresses:- ISO online browsing platform: available at https://www.iso .org/obp
一IEC Electropedia: available at http://www.electropedia .org/
4 Training content and delivery
The following are a set of best practices for the content and delivery of training courses:
Participants receive preparatory information prior to the training event that includes a completecourse outline, course schedule and an overview of the learning goals. Participants also receivebackground reading or work needed to prepare for the training accompanied by instructions.
Training courses are built around a syllabus with content geared toward a particular target group.The level and prior experiences of participants is considered in designing the course.
Training modules and materials include learning objectives with reference to the cognitive levels oflearning.
Training materials provided to participants include a set of presentation notes with supportmaterials for each session (e.g.PowerPoint, participant worksheets, and handouts).
Training includes diverse ways of presenting the material and involving the participants. Thematerials are designed to include a variety of learning methods including discussions in both smalland large groups, interactive exercises,case studies, and role plays providing opportunities forparticipants to clarify, question, apply, and consolidate new knowledge. The facilitators encouragegroup participation and are comfortable in modifying activities as needed.
Case study or other experiential methods are supported and facilitated by discussion which giveparticipants the opportunity to seek information beyond what is contained in the case study, andto raise and debate various points of view on the case issues.Participants are encouraged to defendtheir opinions with evidence and reason.The discussion permits the Instructor to check participantskills in inquiry, analysis,and decision making.
Participants will come to the training event with their own experiences and concerns. Thoseexperiences can be valuable for discussion and application.Using participant experiences will helpthem see how what they are learning can be carried back into their work.Case studies and specificexamples can increase involvement and learning.
Training includes a mechanism for soliciting participant course evaluations and for recording,analysing, and acting on participant feedback received.Such assessment mechanisms may includeboth daily and end-of-course assessments to provide evidence that the course offers an appropriate”learning opportunity”for participants. Participants are provided with an evaluation form tocomplete at the end of the training event.
5 Declaration of conformance
5.1Statement of conformance
Any training course wishing to claim conformance to the minimum set(or a subset) of the competenciesto be met by the assessor in conducting an assessment conformant with ISO/IEC 33002 as defined inthis document may provide a statement of conformance.
The statement of conformance is accompanied by a training curriculum defining the training course asa collection of training modules, defining pre-requisite training and experience needed for participationin the course, and defining for each training module the following:
—Module ID and name
—Module learning objectives—Module type (see 5.2)
-Module cognitive level of learning (using Bloom’s taxonomy)
Module recommended duration (in hours or minutes)
A cross reference from the training module or learning objectives to the relevant module and/orlearning objectives in this document
5.2 Module type
The module type is referenced as one or more of:a) Instructor presentation (IP) – given by tutorb) Delegate presentation (DP) – given by delegate