Procedure - CQI / IRCA Auditor Course Tutor Qualification
Procedure for CQI / IRCA Auditor Course Tutor Qualification
1. Terms and definitions (job description)
1.1 Lead tutor
The lead tutor, meaning the tutor who acts in the capacity of leading the course and would normally is regarded as the main presenter. For courses requiring only one presenter then this presenter would be required to be of Lead Tutor status.
A lead tutor shall hold current IRCA (or accepted equivalent) registered Lead Auditor.
1.2 Support tutor
A tutor who is approved by ATP to act in the capacity of a support tutor to a Lead Tutor (A Lead Tutor is automatically approved to act as a Support tutor).
1.3 Trainee tutor
The tutor candidate who fulfills the minimum qualification requirements.
2. Tutor qualification process
The following flow diagram defined the process of qualifying all CQI and IRCA auditor course tutor(s).
3. Tutor qualification requirements
The following table defined the minimum requirements for all CQI and IRCA auditor course tutor(s).
a. Good understanding and technical knowledge of the course-related subject.
1. Be able to involve and engage learners throughout the learning process
For auditing courses:
Lead Auditor / Auditor Conversion courses:
- Lead Tutors must meet the criteria of the Lead Auditor or Principal Auditor certification grades defined in the IRCA Auditor Certification criteria
- Support Tutors for Lead Auditor courses must meet the requirements of the Auditor Certification grade or higher.
Internal Auditor/ Transition/ Foundation courses:
– Lead Tutors shall meet the criteria of the Auditor Certification grade or higher as defined in the IRCA Auditor Certification criteria
b. Good knowledge of formal and informal methods to assess student learning.
1. Be able to test learners’ understanding through questioning and observation of learner participation
Good knowledge and application of the course learning outcomes and enabling objectives
|2. Lead Auditor/Auditor Conversion courses:
– Lead Tutors must demonstrate a consistent and fair application of the examination marking scheme.
c. Good knowledge of learning theory and how people learn (as evidenced by Certificate in Education, Train the Trainer certificate, etc.)
1. Be able to facilitate skills-based practical activities, including the ability to give clear instructions for practical activities
Be able to use practical examples to demonstrate course learning outcomes and enabling objectives
2. Be able to manage session timings effectively. Be able to close the learning cycle for each session as per the course design intent
In addition to the generic competence requirements for CQI and IRCA Certified Course tutors (section 8.2 of the Quality Handbook version 1), tutors delivering VILT (Virtual Instructor-Led Training) course must also demonstrate the following:
|Confident use of the virtual classroom platform and able to effectively use the tools specified in the session/module plans
|Ability to resolve common technology issues with learners – or access to live technical support
|Ability to use a variety of techniques to ensure active participation of all learners
|Effective management of media and materials – can access required documents/tools promptly
|Responds promptly to learners, e.g. to raised hands and chat questions/comments
|Monitors the engagement and progress of each learner and takes action to involve/support them as necessary
|Maintains an active pace and avoids pauses where learners are uncertain what is happening
|Able to work with a producer (if applicable) to ensure the smooth operation of VILT sessions/modules
4. Tutor qualification maintenance
- The ATP will conduct the regular tutor reviews audit (at least once per year) that includes, but not limited to:
- Delegate feedback;
- Review of their course delivery;
- Other records, as appropriate.
- Each qualified lear tutor shall conduct as minimal 4 courses and 50 delegates annually.