THE COMPETENCE MODEL

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THE COMPETENCE MODEL

• Defined as marked or sufficient aptitude, skill,
  strength, judgment, or knowledge without
  noticeable weakness or demerit
• Implicit in the definition context and
  requirements
• Context a job, role, function, or task
• Requirements context-related demands

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• or standard expressed in terms of level of
  expectation or sufficiency
• Updates rarely address competence-related
  aptitudes and strengths such as interpersonal
  skills and motivation required on the job
• To be competence is to possess sufficient
  knowledge and ability to meet specified
  requirements in the sence of being able,
  adequate, suitable, and capable

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• According to McBer Company (1978) competence is
  generic knowledge, skill, trait, self-schema or
  motive causally related to effective and/or
  outstanding performance in a job
• Competence model starts with identification of
  the basic functions performed (job or function
  analysis) in general it also called job
  description

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Refreshers and Updates
JOB FUNCTION ANALYSIS
Critical Skills of Mind
New Roles Preparation
Applied Human Relations
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University of Minnesota

• 1975 College of Pharmacy decided to develop a
  competency-based curriculum
• Interested in predictive validity can students
  future competence be predicted from knowledge of
  test results, grades, or degrees?
• Thomas E. Cyrs lead the project

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• Competence must be assess in the real-world
  setting
• Panels of faculty, students, practitioners, and
  consumers identified competence in the practice
  of pharmacy and arrived at a set of tentative
  statements
• Resulted in two categories of competence
  statements
• Must have core competencies frequently found
• Should have desired but not necessarily fount
  at all

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• College of Pharmacy staff and practitioners,
  students, and faculty reviewed these statements
• On-site job analyses in different setting
  provided comparative data for final confirmation
  and validation of the statements
• As a result a lists of performance or behavioral
  objectives in hierarchical relationships were
  then evaluated by professional review panels

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Practice Audit Model Pennsylvania State
University

• Developed by Office of CPE Penn State U
• To develop a generic model of CPE based on Minn
  Model
• The objectives of the 5 years project
• To collaborate university and professions
• To focus CPE on the needs of professional
  practice as close as possible
• To build long-term relationship by
  institutionalizing CPE development process with
  professional assoc

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

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Phase 1 Profession Team Organization
Phase 2 Develop Practice Description
Phase 3 Develop Practice Audit Session Materials
Phase 4 Practice Audit Session
Phase 5 Analyze Performance Indicators Compare
Performance and Standards
Phase 6 Design Plan CPE Programs
Phase 7 Implement Program Evaluate Effectiveness
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ASTD Research

• 1981 started a project to produce a detailed and
  updatable definition of excellence in training
  development
• The project concluded that TD central focus is
  to identifying, assessing-and through planned
  learning-helping develop the key competencies
  which enable individuals to perform current or
  future jobs (McLagan Bedrick, 1983, p. 14)

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• The project also produced a set of role profiles
  defining critical outputs and competencies for
  each of the 15 roles established
• Trainers roles
• Evaluator
• Group facilitator
• Individual development councelor
• Instructional writer
• Instructor
• Manager of training development
• marketer

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1. Media specialist
2. Need analyst
3. Program administrator
4. Program designer
5. Strategies
6. Task analyst
7. Theoretician
8. Transfer agent

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AMA Competence Model

• Competence model of managerial abilities
• The model clusters abilities in four general
  areas
• Socio-emotional maturity
• self-control
• spontaneity
• perceptual objectivity

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• Socio-emotional maturity
• self-control
• spontaneity
• perceptual objectivity
• Accurate self-assessment
• Stamina and adaptability
• 2. Entrepreneurial abilities
• Efficiency orientation
• Proactivity
• 3. Intellectual abilities
• Logical thought
• Conceptualization

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• Diagnostic use of concepts
• Specialized knowledge
• 4. Interpersonal abilities
• Development of others
• Expressed concern with impact
• Use of unilateral power
• Use of socialized power
• Concern with affiliation
• Positive regard
• Management of groups
• Self-presentation
• Oral communication

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University of Chicago Model of Effective Teaching
of adult

• The qualitative study was made in order to
  identify skills, abilities, and other
  characteristics that were directly linked to
  effectiveness in teaching or mentoring adult
  students
• The competence model consists of 5 areas

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• 1. Student-centered orientation
• Positive expectations of students
• Attends to students concerns
• 2. Humanistic learning orientation
• Values the learning process
• Views specialized knowledge as a resource
• 3. Provides context conducive to adult learning
• Works to understand students frames of reference
• Works to establish mutuality and rapport
• Holds students accountable to their best learning
  interest

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• 4. Grounds learning objectives in an analysis of
  students needs
• Actively seeks information about students
• Diagnoses
• Prescribes action
• 5. Facilitates the learning process
• Links pedagogy to students concerns
• Structures processes to facilitate students
  active learning
• Adapts to situational demands
• Responds to noverbal cues

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• Competence Model is based on actual practice
• It is a collaboration between university,
  continuing education units, professional
  associations, and private sectors
• Associations have discovered adult education as a
  relevant field of research
• Professional schools have benefited from
  university-based CPE creative approaches toe
  teaching and mentoring

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• Adult learners have seen both associations and
  universities as supportive and challenging
• Stereotypes such as the view of professional
  societies as trade associations and the suspicion
  of the quality of any research performed outside
  the academic setting have been dispelled
• If competence is understood as a complex of
  knowledge, skill, trait, self-schema, motive, and
  attitude, it becomes important to examine their
  interplay and relative impact on performance

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• Competence model concentrate of defining the
  knowledge and skill generally present and
  operative in acceptable performance
• Performance acceptable today may perform
  unacceptably tomorrow without any deficiency in
  knowledge or skills
• Competence models fail to identify competence in
  personal affairs which affects the performance

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• Most serious flaw of Competence models is
  implicit assumption that performance is entirely
  and individual affair therefore it focuses on the
  individual
• There are other influences on performance such as
  relationship individuals have in the
  organizational setting the ensemble of peers,
  subordinates, superiors, and systems
• Individual performance is heightened by the
  stimulation of peers, challenges and
  supportiveness of bosses etc.