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.”
Verb Describe Apply
Competency to Curriculum
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 INPUTS Efforts on the part of the program or intervention staff OUTPUTS Changes in the participants OUTCOMES Long term Program resources Activities Participation Short Medium Change knowledge, attitudes, beliefs Change in practice 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