Skill development plan for staff carrying
out work-based assessments
Revised 12 March 2012
Contents
 What this document is for
 Skill development
 Service definition
 Service standards
 Core competencies
 Workforce development
 Skills matrix
 Appendix 1: Access technology equipment and software
 Appendix 2: Further information and resources
What this document is for
This document has been designed and created to both:
 assist managers with recruitment, induction and appraisal of
staff whose role includes carrying out work-based assessments.
 help employment and technology service delivery staff to
consider and plan their professional development requirements.
It has been commissioned by RNIB Group's Living With Sight Loss
programme, and has been put together in consultation with
employment staff, access technology staff and managers within
RNIB and Action.
It forms part of a wider service delivery framework and is based on
the identification of four key areas:
1. Service definition
2. Service standards
3. Core competencies
4. Workforce development
RNIB – supporting blind and partially sighted people
Registered charity number 226227
Skill development
Skill development requirements would typically be identified
through the appraisal or induction process, and follows four simple
steps:
1. Clarify the role that the member of staff is expected to carry out
(service definition).
2. Identify any standards that are expected in the delivery of a
service (service standards).
3. Ascertain if the member of staff has the competency to carry out
the role to those standards; i.e. required skills, qualifications or
demonstrable abilities (core competencies).
4. If not, or there is need for some development, plan a
programme of professional development opportunities to develop
those competencies (workforce development).
1. Service definition
A work-based assessment is a visit to a client’s workplace, by a
technology/employment specialist, to evaluate the potential for
equipment, software, and adjustments that would better allow the
client to fulfill their role.
It is normally commissioned by an employer on behalf of one of
their employees (the client) who is blind or partially sighted, or by
Jobcentre Plus as part of the Access to Work scheme.
The visit is followed by a formal, written report, the aim of which is
to provide a professional appraisal of the client's needs, and a set
of impartial recommendations as to the options that are available
to the client.
2. Service standards
Service delivery standards are typically defined by contractual
requirements, but also by RNIB or Action's internal quality
assurance standards, as well as published external standards.
rnib.org.uk
RNIB's Evidence and Service Impact (ESI) team is responsible for
building and maintaining a knowledge base on what constitutes
effective services for blind and partially sighted people, and for
disseminating this knowledge in order to improve the impact of our
services for blind and partially sighted people. This document is an
example of that knowledge base.
In addition to this document, Evidence and Service Impact have
produced the following related documents:
 Best practice guidelines for carrying out work-based
assessments
 Report writing guidelines for work-based assessments
These documents set some standards relevant to those aspects of
the role, and are also available from RNIB Evidence and Service
Impact
3. Core competencies
The skills required for work-based assessments are divided into
four broad categories:
 access technology knowledge and expertise
 other technical knowledge and expertise
 report-writing skills
 other non-technical skills and expertise.
3.1 Access technology knowledge and expertise.
This is mostly self taught, and time needs to be put aside to
develop product knowledge. Each work-based assessor needs
access to evaluation and demonstration software, and a test-bench
PC to practice these skills. (See appendix 1)
3.2 Other technical knowledge and expertise
This includes:
 lighting
 ergonomics
rnib.org.uk
 low vision aids and assessments
 low-tech/no-tech products
 transcription
3.3 Report writing skills
All work-based assessors need to be able to produce reports to a
high standard, as well as check and peer-review other reports.
These skills can be developed by suitable training, peer support
and self-improvement, as well as studying the Report Writing
Guidelines (also available from Evidence and Service Impact).
3.4 Other, non-technical skills
These include:
 knowledge of assessment methodology
 disability awareness
 employment and equality law
 interpersonal communication skills
 providing information and advice
 knowledge of eye conditions and their functional implications
4. Workforce development
Development of competencies fall into three broad areas:
 self-teaching
 peer support
 formal professional development
4.1 Self-teaching
Given the right equipment, software, documentation and
resources, work-based assessors should have an implicit ability to
develop many skills by self-teaching. This requires resource
allocation of equipment, software and time.
 Personal computer: All work-based assessors need access to a
personal computer of sufficient specification (see appendix 1)
rnib.org.uk
that can be used as a test-bench PC for running access
technology software, multiple installations, installation of noncorporate software etc.
 Other hardware: In addition, all assessors need access to a
sufficient range of no/low tech products (see appendix 1) to
familiarise themselves with and to evaluate their potential
 Software: Central teams within RNIB and Action (for example;
ESI, Products and Publications, ATEG, ATSU and RNIB's
Information and Knowledge Systems) can help obtain
evaluation licences from suppliers for use by staff throughout
RNIB and Action. However, there will be examples where
specific software licences may need to be purchased out of
local budgets.
 Time: Depending on experience and skills, at least one day per
month should be allocated to updating skills, particularly since
access technology is in a constant state of development. Staff
new to this role will typically require more time allocated until
they become familiar with all the major access technology
software, hardware, and low vision aids.
 Web-resources: There are many sources of information on the
web, some of which are listed in appendix 2. Information
contained in factsheets on RNIB and Action's websites, whilst
primarily aimed at clients, can also be a useful source of
information.
 Conferences and events: All staff should be encouraged to
attend Sight Village once a year, Techshare, and supplier
demonstrations
4.2 Peer support
Peer support can be one of the most effective ways to learn new
skills and develop competencies. The following opportunities are
normally available to all members of staff:
 Subscription to our internal mailing lists (Techno; Employment
Stream; RNIB Techies)
 Subscription to external mailing lists (BCAB, JAWS, Tech-Dis,
etc). See appendix 2 for details.
rnib.org.uk
 Shadowing colleagues (technology and employment staff
carrying out work-based assessments)
 Shadowing RNIB's Access Technology Support Unit (ATSU)
team, where assessment and technical skills can be developed.
 Shadowing staff at Action and RNIB resource centres
 Mentoring. All new members of staff should be mentored by an
experienced member of staff in a similar role for at least a year.
All experienced staff should arrange for periodic shadowing and
mentoring with peers
 Peer review. All assessment reports need to be thoroughly
checked and commented on by at least one colleague.
 E-newsletters, such as e-access bulletin, Access World etc.
4.3 Formal professional development opportunities
such as training courses, membership of professional
bodies, etc.
Attending training courses, or obtaining a relevant qualification,
can ensure that staff are kept abreast of the latest and best
practice with a given field. These include:
 Any Action and RNIB professional development opportunities
related to carrying out work-based assessments
 Membership of the Vocational Rehabilitation Association (VRA)
 Ability Net accreditation scheme for professional development
in adaptive technology (level 3 OCN qualification - modular).
 Other RNIB and Action courses such as:
 Understanding sight loss
 Report writing
 Emotional support skills
 Job Retention training
 Access technology training
 Post-graduate study
 Short training courses in specific areas of access technology,
typically provided by suppliers of software or hardware.
rnib.org.uk
rnib.org.uk
5. Skills matrix
Each service delivery area has been matched in a skills matrix
against examples of professional development opportunities:
5.1 Access technology knowledge and expertise
Core competencies
Access technology skills and
product knowledge
Development opportunities
 Need access to evaluation
and demonstration software,
and a test-bench PC to
practice these skills. (See
appendix 1).
 One day per month allocated
to updating skills
 Techshare
 Sight village
 Shadowing and mentoring
 Subscription to mailing lists
 RNIB/Action professional
development days
 Short training courses
 RNIB access technology
training courses
 Suppliers' demonstrations
 Ability Net accreditation
 Coventry University
foundation degree in
Assistive Technology
rnib.org.uk
5.2. Other technical knowledge and expertise
Core competencies
Knowledge of the effects of
lighting, and identifying practical
solutions
Development opportunities
 Subscription to mailing lists
 Shadowing and mentoring
 RNIB Understanding Sight
Loss course
Sufficient understanding of
workstation ergonomics and
other disabilities to be able to
refer to a specialist where
required
 Subscription to mailing lists
 Shadowing and mentoring
 Ability Net accreditation
scheme
 Coventry University
foundation degree in
Assistive Technology
Knowledge of low vision aids
and low vision assessments
 Need access to sufficient
range of low vision products
 Shadowing and mentoring
(Shadowing staff at an RNIB
or Action Resource Centre)
 Subscription to mailing lists
 Ability Net accreditation
scheme
 Coventry University
foundation degree in
Assistive Technology
 RNIB understanding sight
loss course
 Short commissioned or
external courses
rnib.org.uk
Knowledge and expertise of
low-tech/no-tech products
 Self teaching. Need access
to sufficient range of lowtech/no tech products (see
appendix 1)
 Shadowing and mentoring
(e.g. Resource Centres)
 Subscription to mailing lists
Transcription
 Peer support
 Subscription to mailing lists
 Shadowing and mentoring
 RNIB Centre for Accessible
Information (CAI)
 RNIB Transcription Centres
5.3 Report Writing
Core competencies
Good report writing skills
Development opportunities
 Report writing guidelines
 Peer review of reports
 Mentoring
 Subscription to mailing lists
 RNIB / Action course - report
writing
 RNIB course peer-reviewing
reports
rnib.org.uk
Can check and peer-review
reports
 Peer support
 Mentoring
 RNIB / Action course - report
writing
 RNIB course peer-reviewing
reports
 Subscription to mailing lists
rnib.org.uk
5.4 Other skills
Core competencies
Development opportunities
Disability awareness,
employment, and equality
legislation
 Peer support
 Mentoring
 Ability Net accreditation
scheme
 Post graduate study
 Subscription to mailing lists
 Action's job retention training
course
 Coventry University
foundation degree in
Assistive Technology
Good interpersonal
communication skills that will
encourage appropriate
discussion about the issues a
client is facing
 Shadowing and mentoring
 RNIB course - Emotional
support skills
 Action's job retention training
course
Providing information and advice  E bulletins
 Web resources
 Conferences and events
 Subscription to mailing lists
 Shadowing and mentoring
 Membership of the
Vocational Rehabilitation
Association
 IAG NVQ level 3
rnib.org.uk
Have an understanding of
assessment methodology
 Guidance / best practice
document for carrying out
work-based assessments
 Shadowing and mentoring
(colleagues doing
assessments)
 Subscription to mailing lists
 Ability Net accreditation
scheme
 Action's job retention training
course
 Coventry University
foundation degree in
Assistive Technology
Knowledge of eye conditions
and their implications
 RNIB understanding sight
loss course
 Subscription to mailing lists
 Shadowing and mentoring
 RNIB understanding sight
loss course
 Web resources
rnib.org.uk
Appendix 1: Essential equipment and software
Assessors need access to the following equipment and software:
PC
Notebook PC conforming to the following specifications:
 Pentium dual-core processor
 2GB RAM
 80GB HDD
 Additional graphics card or chipset
 Sound card
 Several USB ports
 Bluetooth adaptor
 10/100 network adaptor
 DVDR CDRW optical drive
Software:
 Microsoft Windows XP / Windows 7
 Microsoft Office 2000 / 2003 / 2007
 JAWS
 Supernova
 ZoomText
 MAGic
 Lunar / Lunar Plus
 Kurzweil 1000
 OmniPage
 Drive imaging software such as Ghost or Drive Image
 HDD partition management software such as Partition Magic
Computer peripheral hardware
 Scanner
 Docking station
rnib.org.uk
 Floppy disk drive
Access technology hardware
 Desktop video magnifier
 Pocket video magnifier
 Mainstream voice recorder such as Olympus
 Specialist voice recorder and DAISY player such as Milestone
or Victor Stream
Mobile telephone
 Mobile phone with Talks
 iPhone
Low tech / low vision items
 Tape measure
 Large character keyboard stickers – different colour
backgrounds
 Bump-ons
 Tacti-mark
 Bar magnifier
 Dome magnifier
 Illuminated hand-held magnifier
 Coloured Overlays
 Berol black pens/gel pens
 Labelling device (e.g. PenFriend)
rnib.org.uk
Appendix 2: Further information and resources
Ability Net accreditation scheme:
 AbilityNet’s Accreditation Scheme is a series of modules
leading to OCN level 3 qualification in the field of accessibility
and access technology.
http://www.abilitynet.org.uk/atwork_accreditation
Coventry University foundation degree in Assistive
Technology
 2 year part-time course to improve technical knowledge and
expertise in assistive technology, product/service delivery,
management and project skills. The majority of the course is
delivered online, by blended learning or through learning in the
workplace.
 http://www.coventry.ac.uk/at
British Standards PAS150:
 This PAS gives recommendations for the delivery of
rehabilitation services for all disabilities and health conditions,
with both short- and long-term needs. It covers providers in
health, social care and employment and focuses on the
interdependence between work, health and wellbeing. RNIB
Evidence and Service Impact hold a print and electronic copy
for reference. Also available at:
http://www.bsigroup.com/en/Standards-and-Publications/How-wecan-help-you/BSS/-/-/BSS/PS/Our-services/Current-projects/PAS150/
Assessment guidelines (produced by RNIB's Evidence
and Service Impact):
 The assessment guidelines form part of this service delivery
framework, and have been produced to assist staff with carrying
out work-based assessments. Available from Evidence and
Service Impact
rnib.org.uk
Report writing guidelines (produced by RNIB's
Evidence and Service Impact):
 The report writing guidelines form part of this service delivery
framework, and have been produced to assist staff with carrying
out work-based assessments. Available from Evidence and
Service Impact
Employment steam mailing list
 This is a private RNIB list for the benefit of the Employment
Officers or Employment Coordinators, and others in associated
roles. Discussion around issues of employment is welcomed.
To subscribe please contact Ross Hedley or Andy White.
https://lists.rnib.org.uk/mailman/listinfo/techno
Techno mailing list
 This is a private RNIB list for the benefit of Technology Officers
or Technology Coordinators, and others in associated roles.
Discussion around issues of technology is welcomed. To
subscribe please contact Ross Hedley or Andy White.
https://lists.rnib.org.uk/mailman/listinfo/employmentstream
Employment factsheets
 Although primarily aimed at clients, these are a useful source of
information. Find them on the employment section of RNIB's
website: http://rnib.org.uk/employment
E-access bulletin
http://www.headstar.com/eab/
Access World
http://www.afb.org/accessworld
RNIB Technology Update
mailto:technews@RNIB.org.uk
rnib.org.uk
Vocational Rehabilitation Association
www.vra.org.uk
Information Advice and Guidance (IAG)
 NVQ qualifications in IAG are available via the UK-wide network
of further education providers. Further information here:
http://www.edexcel.com/quals/nvq/adguid/Pages/default.aspx
BCAB
 The British Computer Association of the Blind (BCAB) is a lively
group of blind and partially sighted computer users. They offer
training, discussion, networking and help to all their members.
www.bcab.org.uk
Techdis
 JISC Techdis is a leading UK advisory service on technology
and inclusion.
www.techdis.ac.uk
Suggested suppliers for magnifiers
IC-Online Ltd
Unit 3 Marrtree Business Park, Kirkwood Close, Oxspring
Penistone S36 8ZP
Tel: 01226 762513
www.ic-online.co.uk
Optelec UK
2 Millfield House, Woodshots Meadow, Croxley Business Park
Watford WD18 8YX
Tel: 0192 323 1313
www.optelec.co.uk
RNIB / Action for Blind People Resource Centres
Tel: 0303 123 9999 (RNIB helpline will put you in touch with your
nearest centre)
www.rnib.org.uk/shop
rnib.org.uk
Suggested supplier for coloured overlays
Cerium
Cerium Technology Park, Tenterden
Kent TN30 7DE
Tel: 01580 765211
www.ceriumvistech.co.uk
RNIB / Action for Blind People Resource Centres
Tel: 0303 123 9999 (RNIB helpline will put you in touch with your
nearest centre)
www.rnib.org.uk/shop
For more information please contact Ross Hedley (RNIB's
Evidence and Service Impact team) at ross.hedley@rnib.org.uk or
on 0117 934 1718.
Ross Hedley and Andy White
RNIB Evidence and Service Impact
22 March 2012
rnib.org.uk