Transcript Core Competencies Webcast

“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 Cast
February 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
Assessments
Indicators
Competency examples
Makes community-specific inferences
from quantitative and qualitative data
Translates policy into organizational
plans, structures, and programs
Bloom’s Taxonomy
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
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 Framework
Domain 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)
Job
relevance
“The is no educational benefit from the
second kick from a mule.”
Competency to Curriculum
Verb
Describe
Apply
Synthesis
Evaluation
Instructional Design
Mental practice
Dialogue/Dyads
Case Study
Situational Analysis
Table top exercise
Modeling
Peer review
Clinical assessments
Curriculum to Evaluation
Instructional Design
Mental practice
Situational analysis
Table Top
Clinical Assessments
Learner Assessment
Short answer question
Navigation exercise
Alternative situation
Role play
Check Lists
Essay Question
Standardize Patients
Video Taping
Basics of a Logic Model
Efforts on the part of the program
or intervention staff
INPUTS
Program
resources
Changes in the participants
OUTPUTS
Activities
Participation
OUTCOMES
Short
Change knowledge,
attitudes, beliefs
Medium
Change in
practice
Longterm
Change in
the
profession
Competency Challenges
1. 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