THE COMPETENCE MODELTHE COMPETENCE MODEL

• Defined as marked or sufficient Defined as marked or sufficient aptitude, skill, strength, judgment, or aptitude, skill, strength, judgment, or knowledge without noticeable weakness knowledge without noticeable weakness or demeritor demerit

• Implicit in the definition: context and Implicit in the definition: context and requirementsrequirements

• Context: a job, role, function, or taskContext: a job, role, function, or task

• Requirements: context-related demandsRequirements: context-related demands

or standard expressed in terms of level of or standard expressed in terms of level of expectation or sufficiencyexpectation or sufficiency

• Updates rarely address competence-Updates rarely address competence-related aptitudes and strengths such related aptitudes and strengths such as interpersonal skills and motivation as interpersonal skills and motivation required on the jobrequired on the job

• To be competence is to possess To be competence is to possess sufficient knowledge and ability to sufficient knowledge and ability to meet specified requirements in the meet specified requirements in the sence of being able, adequate, sence of being able, adequate, suitable, and capablesuitable, and capable

• According to McBer & Company (1978) According to McBer & Company (1978) competence is generic knowledge, competence is generic knowledge, skill, trait, self-schema or motive skill, trait, self-schema or motive causally related to effective and/or causally related to effective and/or outstanding performance in a joboutstanding performance in a job

• Competence model starts with Competence model starts with identification of the basic functions identification of the basic functions performed (job or function analysis) in performed (job or function analysis) in general it also called job descriptiongeneral it also called job description

Refreshers and Updates

New Roles PreparationCritical Skills of Mind

Applied Human Relations

JOB FUNCTION ANALYSIS

University of MinnesotaUniversity of Minnesota

• 1975 College of Pharmacy decided to 1975 College of Pharmacy decided to develop a competency-based develop a competency-based curriculumcurriculum

• Interested in predictive validity – can Interested in predictive validity – can students’ future competence be students’ future competence be predicted from knowledge of test predicted from knowledge of test results, grades, or degrees?results, grades, or degrees?

• Thomas E. Cyrs lead the projectThomas E. Cyrs lead the project

• Competence must be assess in the Competence must be assess in the real-world settingreal-world setting

• Panels of faculty, students, Panels of faculty, students, practitioners, and consumers practitioners, and consumers identified competence in the identified competence in the practice of pharmacy and arrived at practice of pharmacy and arrived at a set of tentative statementsa set of tentative statements

• Resulted in two categories of Resulted in two categories of competence statements: competence statements:

1.1. Must have – core competencies Must have – core competencies frequently foundfrequently found

2.2. Should have – desired but not Should have – desired but not necessarily fount at allnecessarily fount at all

• College of Pharmacy staff and College of Pharmacy staff and practitioners, students, and faculty practitioners, students, and faculty reviewed these statementsreviewed these statements

• On-site job analyses in different On-site job analyses in different setting provided comparative data setting provided comparative data for final confirmation and validation for final confirmation and validation of the statementsof the statements

• As a result a lists of performance or As a result a lists of performance or behavioral objectives in hierarchical behavioral objectives in hierarchical relationships were then evaluated by relationships were then evaluated by professional review panelsprofessional review panels

Practice Audit Model – Practice Audit Model – Pennsylvania State UniversityPennsylvania State University

• Developed by Office of CPE Penn State UDeveloped by Office of CPE Penn State U

• To develop a generic model of CPE based To develop a generic model of CPE based on Minn Modelon Minn Model

• The objectives of the 5 years project:The objectives of the 5 years project:1.1. To collaborate university and professionsTo collaborate university and professions

2.2. To focus CPE on the needs of professional To focus CPE on the needs of professional practice as close as possiblepractice as close as possible

3.3. To build long-term relationship by To build long-term relationship by institutionalizing CPE development process institutionalizing CPE development process with professional assocwith professional assoc

• Collaboration, practice orientation Collaboration, practice orientation and institutionalization are the and institutionalization are the concepts of competence modelconcepts of competence model

Phase 1Profession Team Organization

Phase 2Develop Practice Description

Phase 3Develop Practice Audit Session Materials

Phase 4Practice Audit Session

Phase 5Analyze Performance Indicators

Compare Performance and Standards

Phase 6Design & Plan CPE Programs

Phase 7Implement Program & Evaluate

Effectiveness

ASTD ResearchASTD Research

• 1981 started a project to produce a 1981 started a project to produce a detailed and updatable definition of detailed and updatable definition of excellence in training & developmentexcellence in training & development

• The project concluded that T&D central The project concluded that T&D central focus is to “identifying, assessing-and focus is to “identifying, assessing-and through planned learning-helping through planned learning-helping develop the key competencies which develop the key competencies which enable individuals to perform current or enable individuals to perform current or future jobs” (McLagan & Bedrick, 1983, future jobs” (McLagan & Bedrick, 1983, p. 14)p. 14)

• The project also produced a set of role The project also produced a set of role profiles defining critical outputs and profiles defining critical outputs and competencies for each of the 15 roles competencies for each of the 15 roles establishedestablished

• Trainers roles:Trainers roles:

1.1. EvaluatorEvaluator

2.2. Group facilitatorGroup facilitator

3.3. Individual development councelorIndividual development councelor

4.4. Instructional writerInstructional writer

5.5. InstructorInstructor

6.6. Manager of training & developmentManager of training & development

7.7. marketermarketer

8.8. Media specialistMedia specialist

9.9. Need analystNeed analyst

10.10. Program administratorProgram administrator

11.11. Program designerProgram designer

12.12. StrategiesStrategies

13.13. Task analystTask analyst

14.14. TheoreticianTheoretician

15.15. Transfer agentTransfer agent

AMA Competence ModelAMA Competence Model

• Competence model of managerial Competence model of managerial abilitiesabilities

• The model clusters abilities in four The model clusters abilities in four general areas:general areas:

1.1. Socio-emotional maturitySocio-emotional maturityself-controlself-control

spontaneityspontaneity

perceptual objectivityperceptual objectivity

1.1. Socio-emotional maturitySocio-emotional maturityself-controlself-control

spontaneityspontaneity

perceptual objectivityperceptual objectivity

Accurate self-assessmentAccurate self-assessment

Stamina and adaptabilityStamina and adaptability

2. Entrepreneurial abilities2. Entrepreneurial abilitiesEfficiency orientationEfficiency orientation

ProactivityProactivity

3.3. Intellectual abilities Intellectual abilities

Logical thoughtLogical thought

ConceptualizationConceptualization

Diagnostic use of conceptsDiagnostic use of concepts

Specialized knowledgeSpecialized knowledge

4. Interpersonal abilities4. Interpersonal abilitiesDevelopment of othersDevelopment of others

Expressed concern with impactExpressed concern with impact

Use of unilateral powerUse of unilateral power

Use of socialized powerUse of socialized power

Concern with affiliationConcern with affiliation

Positive regardPositive regard

Management of groupsManagement of groups

Self-presentationSelf-presentation

Oral communicationOral communication

University of Chicago Model of University of Chicago Model of Effective Teaching of adultEffective Teaching of adult

• The qualitative study was made in order The qualitative study was made in order to identify skills, abilities, and other to identify skills, abilities, and other characteristics that were directly linked characteristics that were directly linked to effectiveness in teaching or mentoring to effectiveness in teaching or mentoring adult studentsadult students

• The competence model consists of 5 The competence model consists of 5 areas:areas:

• 1.1. Student-centered orientationStudent-centered orientation•Positive expectations of studentsPositive expectations of students

•Attends to students’ concernsAttends to students’ concerns

• 2.2. Humanistic learning orientationHumanistic learning orientation•Values the learning processValues the learning process

•Views specialized knowledge as a resourceViews specialized knowledge as a resource

• 3.3. Provides context conducive to Provides context conducive to adult adult learninglearning

•Works to understand students’ frames of Works to understand students’ frames of referencereference

•Works to establish mutuality and rapportWorks to establish mutuality and rapport

•Holds students accountable to their best Holds students accountable to their best learning interestlearning interest

• 4.4. Grounds learning objectives in Grounds learning objectives in an an analysis of students’ needsanalysis of students’ needs

•Actively seeks information about studentsActively seeks information about students

•DiagnosesDiagnoses

•Prescribes actionPrescribes action

• 5.5. Facilitates the learning processFacilitates the learning process•Links pedagogy to students’ concernsLinks pedagogy to students’ concerns

•Structures processes to facilitate students’ Structures processes to facilitate students’ active learningactive learning

•Adapts to situational demandsAdapts to situational demands

•Responds to noverbal cuesResponds to noverbal cues

• Competence Model is based on actual Competence Model is based on actual practicepractice

• It is a collaboration between university, It is a collaboration between university, continuing education units, professional continuing education units, professional associations, and private sectorsassociations, and private sectors

• Associations have discovered adult Associations have discovered adult education as a relevant field of researcheducation as a relevant field of research

• Professional schools have benefited from Professional schools have benefited from university-based CPE creative university-based CPE creative approaches toe teaching and mentoringapproaches toe teaching and mentoring

• Adult learners have seen both associations and Adult learners have seen both associations and universities as supportive and challenginguniversities as supportive and challenging

• Stereotypes such as the view of professional Stereotypes such as the view of professional societies as trade associations and the societies as trade associations and the suspicion of the quality of any research suspicion of the quality of any research performed outside the academic setting have performed outside the academic setting have been dispelledbeen dispelled

• If competence is understood as a complex of If competence is understood as a complex of knowledge, skill, trait, self-schema, motive, and knowledge, skill, trait, self-schema, motive, and attitude, it becomes important to examine their attitude, it becomes important to examine their interplay and relative impact on performanceinterplay and relative impact on performance

• Competence model concentrate of Competence model concentrate of defining the knowledge and skill defining the knowledge and skill generally present and operative in generally present and operative in acceptable performanceacceptable performance

• Performance acceptable today may Performance acceptable today may perform unacceptably tomorrow perform unacceptably tomorrow without any deficiency in knowledge without any deficiency in knowledge or skillsor skills

• Competence models fail to identify Competence models fail to identify competence in personal affairs which competence in personal affairs which affects the performanceaffects the performance

• Most serious flaw of Competence Most serious flaw of Competence models is implicit assumption that models is implicit assumption that performance is entirely and individual performance is entirely and individual affair therefore it focuses on the affair therefore it focuses on the individualindividual

• There are other influences on There are other influences on performance such as relationship performance such as relationship individuals have in the organizational individuals have in the organizational setting; the ensemble of peers, setting; the ensemble of peers, subordinates, superiors, and systemssubordinates, superiors, and systems

• Individual performance is heightened by Individual performance is heightened by the stimulation of peers, challenges and the stimulation of peers, challenges and supportiveness of bosses etc.supportiveness of bosses etc.