A LOOK AT HOW COMPETENCIES CAN BE USED IN COURSES Although it is abstract to many, competencies are...

A LOOK AT HOW COMPETENCIES CAN BE USED IN COURSESAlthough it is abstract to many, competencies are becoming more and more used in workplace employee job descriptions and often help drive the training path for the employee.

A Competency is the ability of to do a specific task correctly. Each of these competencies are usually further defined as a set of behaviours that enable the identification, development and assessment of the behaviours and competency in an individual. Competencies are often grouped into specific domains making a 3 tier system:

Domain -> Competency -> Behaviour.

This presentation will have a look at different approaches taken in two courses as to how competencies were defined, used and measured and reported on.

Gavin Henrick

Learning Technology Services

Overview• Key competencies for sales representatives – CPSA• ATD World-Class sales competency model• ICE Competencies models• Programming Competency Based Education• Professional competences for teachers• CMALT and UK Professional Standards Framework • RCSI Masters of Pharmacy

KEY COMPETENCIES FOR SALES REPRESENTATIVESExample Framework cpsa.com 2003

Key Competencies for Sales Reps 1• I. Account Management• II. Business Acumen• III. Communication• IV. Consultative Selling Skills• V. Knowledge Management• VI. Customer Value Creation• VII. Local Area/Regional Marketing• VIII. Product & Technical Knowledge• IX. Relationship Building• X. Sales & Technology• XI. Sales Administration• XII. Self Development• XIII. Strategic Sales Planning• XIV. Time & Territory Management• Source www.cpsa.com

Key Competencies for Sales Reps 2

Account Management• Develop Account Plan• Connect And Navigate• Build The “Value Case”• Implement and Operationalize

Key Competencies for Sales Reps 3

Develop Account Plan• Build Account Profile• Complete Sales Opportunity Analysis• Develop Your Sales Strategy• Develop Sales Tactics

Key Competencies for Sales Reps 4

Build Account Profile• Identify business drivers (vision, key strategies,

objectives, including e-business strategy)• Research account history• Complete a win/loss analysis• Review the organization chart• Complete stakeholder analysis and analysis of key

relationships• Review current share of customer and competitor’s share

of customer• Analyze customer interaction points (i.e. channel analysis)

ATD WORLD-CLASS SALES COMPETENCY MODELExample Framework ATD

World-Class Sales Competency Model

ICE CORE COMPETENCIES

Intercontinental Exchange's Core competencies

ICE Core CompetenciesTeamwork• Offers assistance to colleagues; is widely regarded and

respected as someone to go to for help• Collaborates and interacts without regard to title, level or

position• Fosters friendly and cooperative relationships• Shares knowledge and mentors staff; works to develop others’

knowledge as well as own• Gives and shares credit as appropriate• Contributes to recruiting and training efforts of others,

including candidate referrals, job interviews and mentoring• Attends and participates in company and department level

functions inside and outside of the office

ICE – Functional Competencies• Operations• Sales and Marketing• Technology• Business Support• Product Development

ICE – Product Development• Technical Knowledge• Productivity and Quality• Design and Innovation

ICE - Product - Design

Design and Innovation• Creates achievable goals on all levels including

functionality, scalability, performance, quality and simplicity

• With limited direction and input, effectively designs completely new solutions where nothing existed prior

• Looks to improve and integrate existing solutions and to develop new and creative solutions

• Identifies and effectively applies emerging technologies

PROGRAMMINGVirginia CTE Resource Center – Competency System for Programming course 2015

Programming Competency List• Personal Qualities and People Skills• Professional Knowledge and Skills• Technology Knowledge and Skills• Examining All Aspects of an Industry• Addressing Elements of Student Life• Exploring Programming Concepts• Using Algorithmic Procedures• Implementing Programming Procedures• Mastering Programming Fundamentals• Developing Interactive Multimedia Applications• Using Web Technology• Preparing for Industry Certification• Developing Employability Skills

Using Web Technology• Explain how to locate resources and references to aid

program development.• Evaluate the validity of sample code obtained from the

Internet and/or other sources.• Develop a Web page, using HTML and/or JavaScript.• Publish a program link on a Web page.

Explain how to locate resources and references to aid program development.

Explanation should include• the use of a variety of online and published sources (e.g.,

open-source Web sites, journal articles, online tutorials, resource libraries) to access information about new programming ideas, structures, and code applications

• the need for proper citation of all materials adopted from other sources in the program documentation.

Record

Traditional letter or numerical grades do not provide adequate documentation of student achievement in competency-based education

Rating Scale• Can teach others• Can perform without supervision• Can perform with limited supervision• Can perform with supervision• Cannot perform

PROFESSIONAL COMPETENCES FOR TEACHERSGeneral Teaching Council for Northern Ireland

Structure

27 competences broken into three areas:• Professional Values and Practice• Professional Knowledge and Understanding• Professional Skills and Application

Phase exemplars• initial teacher education• induction• early professional development• continuing professional development, collaborative

practice and school improvement

Competence – the development continuum

The new competence statements are predicated upon the notion that the achievement of competence is a developmental process which, of necessity, transcends early teacher education and continues throughout a teacher’s career.

Monitor pupils’ progress

Initial: Monitor pupils’ progress through observation, marking, targeted questioning, and discussion.

Induction: Monitor pupils’ progress through marking, observation, targeted questioning, and discussion.

Early Prof. Dev: Monitor pupils’ progress with greater responsiveness to their individual needs and with an increasing impact on their progress.

CPD: Liaise with others to monitor pupils’ progress.

CMALT AND UK PROFESSIONAL STANDARDS FRAMEWORK Association for Learning Technology

Overview

CMALT is a peer-based professional accreditation scheme developed by ALT to enable people whose work involves learning technology to:• have their experience and capabilities certified by peers;• demonstrate that they are taking a committed and serious

approach to their professional development.

Breakdown• Areas of Activity• Core knowledge• Professional values

1. Operational Issues

2. Teaching, learning and / or assessment processes

3. The wider context

4. Communication

5. Specialist area

Professional values - extract

How to write CPD

Description: A brief description of what you have done including a clear statement of your involvement, i.e. what you have done;

Evidence: You must include evidence to support the examples of CPD activities, directly within the portfolio, or in a numbered appendix, or as a link;

Reflection: reflecting on what you learnt as a result of doing it.

RCSI MASTERS IN PHARMACYAn example of self and tutor assessed competencies

PSI Core Competency Framework

The Structure of the Framework• Domain 1 – Professional Practice• Domain 2 – Personal Skills• Domain 3 – Supply of Medicines• Domain 4 – Safe and Rational Use of Medicines• Domain 5 – Public Health• Domain 6 – Organisation and Management Skills

Compass Activity1.1 Practises patient-centred care

1.1.1 Demonstrates a patient-centred approach to practice

1.1.2 Ensures patient safety and quality are at the centre of the pharmacy practice

1.1.3 Educates and empowers the patient to manage their own health and medicines

1.1.4 Acts as a patient advocate to ensure that patient care is not jeopardised

1.1.5 Monitors the medicines and other healthcare needs of the patient on a regular basis and makes recommendations for improvement to the patient and other healthcare professionals as appropriate

1.1.6 Understands patients rights to receive safe and high quality healthcare including pharmacy care and ensures that patient care delivered reflects evidence-based practice

Rating System

Mark Ranking DefinitionPercentage Range

n/a CannotNot applicable in this training establishment

n/a

1 RarelyVery rarely meets the standard expected. No logical thought process appears to apply

0-20%

2 Sometimes Much more haphazard than "mostly" 21-50%

3 MostlyImplies standard practice with occasional lapses

51-84%

4 ConsistentlyDemonstrates the expected standard practice with very rare lapses

85-100%

Compass Activity - Assessment

• Student scores each behaviour in the assessment

• Tutors get alerted on submission and then score the student on each behaviour too

• Both can see each others scoring

• Feedback is also enabled for both

• This is repeated for each phase

Compass Activity – Visual Report

• In addition to tabular view an interactive graph report view is available with drill down capability for Domain, Competency and Behaviour

• Can compare student vs tutor, different phases to see visual progression

Compass Activity – Final Report

STUDENT SKILLSConsider skills that students really need when they graduate

theguardian.comThe ten skills students really need when they graduate• Business sense• global mindset• A language• A squeaky clean digital footprint• Office etiquette• How to make a good cuppa• Good with computers• Teamwork• Talking to people• Positive attitudeFrom: http://www.theguardian.com/education/2014/feb/04/skills-graduates-need-students-employability

Flux Report by Right Managementmost important skills to develop in employees to drive company growth• Leadership skills 62%• Management skills 62%• Interpersonal skills 53%• Innovation and creativity 45%• Resilience 43%• Technical/specialist skills 40%• IT skills 40%• Sales/marketing skills 32%• Client management skills 24%• Other/none of the above 4%http://www.rightmanagement.co.uk/thought-leadership/research/the-flux-report-building-a-resilient-workforce-in-the-face-of-flux.pdf

WHAT ABOUT MOODLE?

Moodle outcomes• Can be set at site, or course level• Can be assigned to an activity for grading• Graded using a scale• Can import/export in bulk

• Moodle Docs https://docs.moodle.org/29/en/Outcomes

Outcomes in a course

Outcomes in Gradebook

Outcomes in Gradebook

Outcomes Report

Outcomes - Grading

Competency based learning

Framework for competency-based education in Moodle• Specification in Moodle Docs https://

docs.moodle.org/dev/Competency_Based_Education • Discussion on specification and requirements https://

moodle.org/mod/forum/discuss.php?d=316151 • Survey https://

docs.google.com/forms/d/1T4ScNUsWSqKkA4-cVdXpO4R5dneaQ1vgcTtqnH-bCJM/viewform

Competency based learning – 101• 1. Set up a competency framework

• Multiple levels possible

• 2. Set up Learning plan templates• Assign competencies to plan

• 3. User can add evidence • Can allocate competencies to evidence

FINAL THOUGHTS

In summary• Competencies are used in multiple ways

• As assignments themselves• As grading aspects of an assignment• As part of a larger non technical learning practice

Contact Info

Gavin Henrick

Email: gavin@lts.ie

Blog: http://www.somerandomthoughts.com

Twitter: http://twitter.com/ghenrick