THE COMPETENCE MODEL

1. 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

2. 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

3. 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

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

5. 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

6. 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

7. 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

8. 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

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

10. 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 7 Implement Program & Evaluate Effectiveness Phase 6 Design & Plan CPE Programs

11. ASTD Research • 1981 started a project to produce a detailed and updatable definition of excellence in training & development • The project concluded that T&D 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)

12. 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

13. Media specialist • Need analyst • Program administrator • Program designer • Strategies • Task analyst • Theoretician • Transfer agent

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

15. 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

16. 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

17. 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:

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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.