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
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
• 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
Refreshers and Updates
Critical Skills of Mind
JOB FUNCTION
ANALYSIS
Applied Human Relations
New Roles Preparation
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
• 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:
1. Must have – core competencies frequently
found
2. Should have – desired but not necessarily
fount at all
• 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
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:
1. To collaborate university and professions
2. To focus CPE on the needs of professional practice
as close as possible
3. To build long-term relationship by institutionalizing
CPE development process with professional assoc
• Collaboration, practice orientation and
institutionalization are the concepts of
competence model
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
Phase 6
Implement Program & Evaluate
Design & Plan CPE Programs
Effectiveness
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)
• The project also produced a set of role profiles
•
defining critical outputs and competencies for
each of the 15 roles established
Trainers roles:
1. Evaluator
2. Group facilitator
3. Individual development councelor
4. Instructional writer
5. Instructor
6. Manager of training & development
7. marketer
8. Media specialist
9. Need analyst
10. Program administrator
11. Program designer
12. Strategies
13. Task analyst
14. Theoretician
15. Transfer agent
AMA Competence Model
• Competence model of managerial
abilities
• The model clusters abilities in four
general areas:
1. Socio-emotional maturity
self-control
spontaneity
perceptual objectivity
1. 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
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
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:
• 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
• 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
• 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
• 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
• 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
• 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.