PLAR Practitioner Competency Profile /

Self Assessment Tool

Prior Learning Assessment & Recognition (PLAR) Practitioner

Competency Profile & Self-Assessment Tool
(based on the PLAR Practitioner DACUM Occupational Analysis February 2002)
The Knowledge, Skills & Abilities required by PLAR Practitioners are identified here.

The DACUM was initiated to determine the knowledge, skills, and abilities of a PLAR Practitioner, in order that a two level training
program could be developed by Red River College (RRC). The results of the DACUM process were used to validate and revise
the RRC PLAR Foundation Course (Level 1) workshop series, and to develop a new PLAR Practitioner (Advanced) Course (Level
2). These two courses were developed for in-person, on line, and mixed delivery options. DACUM participants included 17 PLAR
Advisors, Assessors and Facilitators from Manitoba and one facilitator from Saskatchewan. The DACUM is not intended as a
finished product on its own, but provides the basis for curriculum development of PLAR Practitioner courses. It could also provide
the basis for voluntary certification of PLAR Practitioners in the future. Both levels of PLAR courses have incorporated the DACUM
results, frequency of use responses from DACUM participants, and information from the national Guidelines for the Canadian PLAR
Practitioner1. The two courses developed from the PLAR Practitioner DACUM have an assessment component and are being
articulated with college and university Adult Education programs.
The PLAR Foundation Course (Level 1) is basic PLAR training, with some application of skills as an expected outcome.
It is intended for:
individuals new to PLAR;
individuals who have minimal experience in PLAR;
individuals who have PLAR included as a specific responsibility of their job; and
individuals who may not have PLAR included as a specific responsibility of their job, but who need a basic knowledge of PLAR as it
relates to or impacts their work/organizations objectives.
The PLAR Practitioner (Advanced) Course (Level 2) has a focus on breadth and depth of skills for the roles of Advisor, Assessor and
Facilitator, and an analysis of challenges and opportunities within each persons PLAR environment. It addresses PLAR and organizational
change, and quality in a PLAR system. A research component is included.
It is intended for those who have experience with PLAR (minimum 6mo-1 year); and have either
completed the PLAR Foundation Training; or
could gain credit for the PLAR Foundation Training through a PLAR process.
1

Developed by the Canadian Association for Prior Learning Assessment (CAPLA) in 2000

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Page 1 of 13

PLAR Practitioner Competency Profile /

Self Assessment Tool

NAME:

FOCUS OF SELF-ASSESSMENT OR PORTFOLIO:

Assessing Advising Facilitating/System Development

NOTE: Frequency of use noted on following DACUM listing was arrived at through survey of PLAR Practitioners involved in the development of the
PLAR Practitioner DACUM
H = 75% or greater frequency of responses indicating importance of skill for specific role
M = mid-range frequency
Low frequency responses are blank in this listing

Self Assessment Scale:

1 Have no experience with this
2 Have observed this or been oriented to this
3 Can participate in and assist with this
4 Can do this with minimum assistance
5 Can successfully do this without assistance

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Page 2 of 13

6. Identify the benefits of PLAR

7. Describe the relationship between PLAR and outcomes-based
education
8. Explain how PLAR impacts educational processes
9. Explain how PLAR contributes to change
10. Describe the stages of the PLAR process
11. Identify roles and responsibilities
Candidates
Advisors
Assessors
Facilitator/organization
12. Describe ranges of evidence
13. Implement principles of collaborative practice
14. Reflect on PLAR practice
15. Recognize challenges and issues in PLAR

Facilitator

Clearly articulate the meaning of PLAR

Explain PLAR philosophy
Explain PLAR principles
Demonstrate principles of sound authentic assessment
Explain uses of PLAR in different contexts

Assessor

1.
2.
3.
4.
5.

Advisor

A. Apply PLAR philosophy /knowledge

H
H
H
H

H
H
H
H
H

H
H
H
M
H

H
H

H
H
H

H
H
H

H
H
H
H

H
H
H
H

H
H
H
H

Self
Assess

PLAR Practitioner Competency Profile /

Self Assessment Tool

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Comments on selfassessment
or Possible evidence

Page 3 of 13

Facilitator

Provide PLAR information

Define program//PLAR process
Assist learners to identify goals
Assist learners to identify and reflect on their learning
Assist learners to articulate their learning
Collaborate in the development of an action plan to prove
prior learning
7. Guide learners in preparation and presentation of evidence
8. Link learners to appropriate resources
9. Promote learners' independence/ownership
10. Facilitate portfolio development
11. Prepare learners for assessment
12. Provide encouragement
13. Mentor candidates
14. Provide post-assessment guidance
15. Advocate for learners

Assessor

1.
2.
3.
4.
5.
6.

Advisor

B. Advise Learners

H
H
H
H
H

M
H
M
H
H

H
H

H
H
H
H
M
H
M
M
M

Self
Assess

PLAR Practitioner Competency Profile /

Self Assessment Tool

Comments on selfassessment
or Possible evidence

H
H
M
M
H

H
H

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Page 4 of 13

PLAR Practitioner Competency Profile /

Self Assessment Tool

Facilitator

M
M
M
H
H

H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H

H
H
H
H

Self
Assess

Assessor

1. Identify and use standards

2. Ensure criteria are transparent
3. State criteria for assessment
4. Recognize equivalent learning
5. Collaborate in the development of an assessment plan
6. Use a variety of assessment tools
7. Review the evidence with the candidate
8. Verify authenticity of evidence
9. Validate evidence
10. Apply assessment criteria
11. Assess to level of competence for the outcome(s)
12. Apply flexible yet rigorous assessment practices
13. Evaluate evidence and provide feedback
14. Document relevant observations & answers to questions
15. Make reasoned judgements on evidence
16. Provide and document rationale for decisions
17. Identify learning gaps
18. Determine credit awards
19. Provide post-assessment guidance

Advisor

C. Assess Learning

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Comments on selfassessment
or Possible evidence

Page 5 of 13

PLAR Practitioner Competency Profile /

Self Assessment Tool

Develop a strategic plan

Promote systemic change
Use outcomes-based models of education
Promote increased PLAR capacity with
program/departments
5. Mentor programs/ departments/ organizations
6. Coordinate PLAR application within and across programs
7. Secure resources
8. Create linkages
9. Build and maintain partnerships
10. Develop collaborative plans
11. Review and revise plans
12. Lead teams
13. Develop resource materials and processes
14. Build a supportive environment for PLAR
15. Lead policy and procedure development for PLAR
16. Interpret policies and systems
17. Promote best practices
18. Create awareness of successes
19. Embed PLAR in existing structures/practices
20. Ensure quality in PLAR projects and practices

M
H

H
H
H

Self
Assess

Facilitator

1.
2.
3.
4.

Assessor

Advisor

D. Facilitate Implementation Of PLAR

Comments on selfassessment
or Possible evidence

H
H
M
H

H
H
H
M
H
H

H
H
M
M
H

H
H
H
H
H

H
H
H
H
H
H
H
H
H
H
H
H
H
H
H

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Page 6 of 13

PLAR Practitioner Competency Profile /

Self Assessment Tool

Assessor

Facilitator

1. Create development teams - formal and informal

2. Apply adult learning principles

3. Apply PLAR philosophy in developing curriculum

4. Create sustainable PLAR structures and practices

5. Select and use learning technologies

H
M

H
H

6. Develop outcomes-based curriculum

7. Develop training and materials
8. Review, evaluate and revise training and materials
9. Develop new assessment systems in collaboration
with stakeholders
10. Create assessment tools
11. Develop PLAR tracking and administrative systems
12. Develop promotional materials

Self
Assess

Advisor

E. Develop
Comments on self-assessment
or Possible evidence

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Page 7 of 13

PLAR Practitioner Competency Profile /

Self Assessment Tool

Assessor

Facilitator

H
M

H
M

H
H

5. Advocate PLAR as a positive change agent

6. Advocate for faculty recognition

7. Advocate for adult learner focused institutions

8. Act as a champion for PLAR

9. Deal with challenges and issues in PLAR

1. Promote PLAR
2. Participate in PLAR networks, associations,
organizations
3. Handle resistance to PLAR
4. Participate in advocacy planning and implementation

Self
Assess

Advisor

F. Advocate For PLAR

Comments on self-assessment
or Possible evidence

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Page 8 of 13

Facilitator

Set timelines and work plans

Set and change schedules
Keep records
Apply policy and follow procedures
Manage budgets
Coordinate training activities
Delegate and supervise staff and projects

Assessor

1.
2.
3.
4.
5.
6.
7.

Advisor

G. Administer

H
H
H
H

H
H
H
H

H
H
H
H
H
H
H

Self
Assess

PLAR Practitioner Competency Profile /

Self Assessment Tool

Comments on self-assessment
or Possible evidence

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Page 9 of 13

PLAR Practitioner Competency Profile /

Self Assessment Tool

Assessor

Facilitator

1. Explain PLAR

2. Use best practices

3. Incorporate focused adult learning practices

4. Facilitate groups
5. Conduct PLAR training needs assessment

H
H

6. Train practitioners

7. Train for advising skills

8. Train for assessing skills

9. Train candidates in PLAR processes, including
portfolio of evidence

Self
Assess

Advisor

H. Educate And Train

Comments on self-assessment
or Possible evidence

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Page 10 of 13

Facilitator

Identify sources of research

Use research tools, e.g. internet
Use software for research and data analysis
Interpret and use research
Participate in research
Develop resources and materials for research
Ascertain research needs
Conduct research to create new PLAR knowledge

Assessor

1.
2.
3.
4.
5.
6.
7.
8.

Advisor

I. Research

H
M

M
H

H
H
H
H
H
H
H
H

Self
Assess

PLAR Practitioner Competency Profile /

Self Assessment Tool

Comments on self-assessment
or Possible evidence

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Page 11 of 13

Assessor

Facilitator

1. Use effective interpersonal skills

2. Share information internal/external
3. Network
4. Be culturally sensitive
5. Use group dynamics techniques
6. Facilitate meetings to achieve objectives
7. Read and use non-verbal communications
8. Use effective writing skills
9. Develop proposals
10. Prepare and present reports
11. Recognize and understand acronyms/terminology
12. Make effective oral presentations
13. Use technology to present information
14. Work with a range of individuals
15. Apply interviewing skills
16. Use questioning techniques
17. Listen actively
18. Provide constructive feedback

Advisor

J. Communicate Effectively With Individuals And Groups

H
H
H
H
H
H
H
H

H
H
H
H
H
H
H
H

M
H
H
M
H
H
H
H
H

H
H
H
M
H
H
H
H
H

H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H

Self
Assess

PLAR Practitioner Competency Profile /

Self Assessment Tool

Comments on self-assessment
or Possible evidence

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Page 12 of 13

PLAR Practitioner Competency Profile /

Self Assessment Tool

K. Personal Attributes

Self
Assess

Comments on self-assessment
or Possible evidence

1. Maintain perspective
2. Be patient
3. Be creative
4. Be approachable
5. Motivate and inspire
6. Be positive and tenacious
7. Be realistic and strive for balance
8. Be objective
9. Maintain sense of humour
10. Be adaptable
11. Be accessible/welcoming
12. Be professional and ethical
13. Be organized
14. Model values of lifelong learning
15. Work collaboratively
16. Demonstrate organizational "savvy"
17. Mediate different points of view
18. Solve problems
19. Make decisions
20. Be computer literate

Red River College 2002. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holder.
Inquiries should be addressed to:
Prior Learning Assessment & Recognition, Red River College, C519-2055 Notre Dame Avenue,
Winnipeg, MB Canada R3H 0J9

Page 13 of 13