“Competence, like beauty and contact lenses, is in the eye of the beholder.” L. Peters
description
Transcript of “Competence, like beauty and contact lenses, is in the eye of the beholder.” L. Peters
“Competence, like beauty and contact lenses, is in the eye of the beholder.”
L. Peters
Competencies to Professional Identities—A Feast or Famine?
Council on Linkages Review of Competency Framework
Web CastFebruary 13, 2008
Objectives
At the end of this session, the participants will be able to:1.) describe the competency development process;2.) explain how competencies link to instructional evaluation; and,3.) apply these principles to the review of the Council of Linkages competencies.
“A great many people think that they are thinking when they are merely rearranging
their prejudices.”
William James
Lessons Learned from Previous Efforts
Innovation crosses more than one generation of leadership.Professionals in practice are skeptical about the motives for competency initiatives.Competencies are dynamic.
Lessons Learned (continued)
Core competencies come first.Discipline specific competencies are built upon core competencies.Discipline and content specific competencies are increasing in number.There has been no systematic crosswalk between workforce, instructional, and or discipline specific competencies.
Competency Statement Parameters
• Each statement may have only one verb. (Multiple verbs turn single competencies into multiple competencies)
• Each statement needs a verb that is measurable. A verb like understand can not be measured. (Understanding to one person is not understanding to another)
Competency Statement Parameters
• Each statement can have no hidden modifiers, such as adequate, appropriate, suitably, and the like. (Words, such, as these, imply standards that can vary. If there are standards, they need to be stated explicitly. From an instructional perspective, no one would be taught to perform a competency inadequately.)
• Each statement may appear only once in the framework. (Each domain needs to be able to stand alone.)
The Anatomy of an Instructional/ Individual Competency Statement
Single Verb + Specific Content
Instructional Design
Indicators
Assessments
Competency examples
Makes community-specific inferences from quantitative and qualitative data
Translates policy into organizational plans, structures, and programs
Bloom’s Taxonomy
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Competency “Rule of Thumb”
Higher level skills are built upon lower level skills.Lower level skills are considered to be “embedded” in higher level skills.Lower level skills are often considered entry level.Higher level skills are more complex and require more time to reach mastery.
Competency Progression Example
↓ Identifies sources of public health data and information (tier 1)
↓ Summarizes sources of public health data and information (tier 1 or 2)
↓ Manages sources of public health data and information (tier 2 or 3)
↓ Evaluates sources of public health data and information (tier 2 or 3)
Sample Skills by Bloom’s Taxonomy
Knowledge: name, list, arrange, relate, specify, enumerate, define, recall, label, cite, repeat, copy, order, record
Comprehension: describe, iterate, recognize, summarize, explain, discuss, locate, input, translate, paraphrase, itemize
Application: practice, calculate, compute, sketch, illustrate, interview, operate, simulate, demonstrate, apply, schedule, utilize, relate, diversify
Sample Skills by Bloom’s Taxonomy
Analysis: interpret, test, differentiate, scrutinize, investigate, interpret, compare, contrast, discriminate, distinguish, question, manipulate, dissect, estimate, measure
Synthesis: compose, construct, predict, reason, hypothesize, design, formulate, manage, develop, assemble, propose, theorize, invent, attribute, simplify
Evaluation: judge, assess, recommend, determine, criticize, argue, defend, estimate, appraise, justify, feedback, review
Competency FrameworkDomain Area: (8 domains)
Topic Area:
Competency A
Learning Objective 1
Indicator(s)
Learning Objective 2
Indicator(s)
Competency B
Learning Objective 1
Indicator(s)
Learning Objective 2
Indicator(s)
Esse
ntia
l
Impo
rtan
t
Sugg
este
d
NA
Job relevance
“The is no educational benefit from the second kick from a mule.”
Competency to CurriculumVerbDescribe
Apply
Synthesis
Evaluation
Instructional DesignMental practiceDialogue/DyadsCase StudySituational AnalysisTable top exerciseModelingPeer reviewClinical assessments
Curriculum to EvaluationInstructional DesignMental practice
Situational analysis
Table Top
Clinical Assessments
Learner AssessmentShort answer questionNavigation exerciseAlternative situationRole playCheck ListsEssay QuestionStandardize PatientsVideo Taping
INPUTS OUTPUTS OUTCOMES
Program resources
Activities Participation Short Medium
Efforts on the part of the program or intervention staff Changes in the participants
Long-term
Basics of a Logic Model
Change knowledge,
attitudes, beliefs
Change in practice
Change in the profession
Competency Challenges1. Partnering between academia and practice
in the adoption and use of overarching competencies.
2. Translating the existing competency sets into a format that informs training and workforce preparation.
3. Selecting competency indicators.4. Designing assessments that measure the
competence of individuals and of groups.5. Validating existing competencies.6. Updating existing competencies.
A man is love is incomplete until he his married. Then he is finished.
Zsa Zsa Gabor
“ When I woke up this morning my girlfriend asked me, 'Did you sleep good?' I said, 'No, I made a few mistakes.‘”
Stephen Wright