Before you assess competence, you need to define it

Organisations often begin workforce-development projects by asking what training people need or how their performance should be assessed.

There is an earlier question that needs to be answered:

What does competent performance actually look like in this role?

Without a clear answer, training can become a collection of courses rather than a planned route to capable performance. Assessment may focus on what is easy to test rather than what matters in the workplace. Managers may also have different expectations of people carrying out the same job.

A well-designed competency framework provides the common reference point needed to bring these activities together.

What is a competency framework?

A competency framework describes what someone must know, what they must be able to do and the behaviours they are expected to demonstrate in a particular role.

It normally begins with the purpose of the role and the duties carried out in the workplace. The knowledge, skills and behaviours required to perform those duties are then identified.

This approach is reflected in Skills England’s occupational standards, which define the duties and knowledge, skills and behaviours required for full occupational competence.

However, competency frameworks are not only relevant to apprenticeships or regulated qualifications. They can help any organisation establish clear and consistent expectations for its workforce.

More than a job description

A job description usually explains the responsibilities attached to a role. A competency framework goes further by describing what capable performance looks like and how it can be recognised.

For example, a job description might state that someone is responsible for carrying out an inspection. A competency framework should explain:

• what the person needs to inspect;
• the knowledge supporting the activity;
• how the inspection should be carried out;
• the standards, procedures or regulations that apply;
• the decisions the person is authorised to make;
• the behaviours expected when completing the work; and
• the evidence that could demonstrate competence.

This provides a much stronger foundation for training, assessment and continuing professional development.

When is a competency framework useful?

Organisations may need to develop or review a framework when:

• new technology changes how work is performed;
• regulations or industry standards are revised;
• new roles or responsibilities are introduced;
• performance differs between teams or locations;
• experienced employees are approaching retirement;
• there is no consistent approach to training or sign-off;
• employees need clearer development and progression routes; or
• the organisation needs reliable evidence of workforce competence.

A framework can also support recruitment, induction, training-needs analysis, succession planning, performance management and compliance.

Starting with the work

An effective framework should be based on real workplace activity. It cannot be developed solely from existing course material or generic lists of skills.

The development process should involve managers, employees and occupational specialists. It should examine:

1. The purpose and scope of the role.
2. The duties and activities carried out.
3. The decisions and responsibilities involved.
4. The knowledge, skills and behaviours required.
5. The risks, regulations and standards affecting performance.
6. The evidence that could demonstrate competence.
7. How competence will be assessed and quality assured.

The resulting statements need to be clear, observable and assessable. Terms such as “works effectively” or “understands quality” are rarely sufficient unless the expected performance is explained.

Connecting the framework to learning and assessment

Developing a framework is not the end of the process. It must be translated into practical arrangements for developing and confirming competence.

This may include:

• mapping existing training to the framework;
• identifying gaps in learning provision;
• developing workplace assignments and evidence requirements;
• preparing supervisors and assessors;
• establishing internal quality assurance;
• defining refresher or reassessment requirements; and
• reviewing the framework as roles and technology change.

Digital systems can support implementation by giving employees access to requirements and allowing them to collect evidence, receive feedback and demonstrate progress.

RI Training uses Moodle to support learning and knowledge development and SwiftTrack to support workplace evidence, assessment, feedback and continuing competence records.

Technology provides the structure, but the quality of the result still depends on a framework that accurately reflects the work.

A recent example: working with the BBKA

RI Training recently completed a consultancy project with the British Beekeepers Association (BBKA), following a review of its Advanced Husbandry assessment.

Working with BBKA stakeholders, we helped to define the role of an Advanced Practical Beekeeper through four connected areas of competence: managing apiaries in line with recognised practice and legal obligations, developing others, resolving bee husbandry issues and promoting beekeeping to the public.

The framework then provided the basis for a revised approach to evidence and assessment, supported by an online portfolio course in Moodle. The project demonstrates how role analysis, competency statements, evidence requirements, practical assessment and digital delivery can be developed as one coherent process.

[Read the BBKA competency framework case study]([insert BBKA case study URL])

How RI Training can help

RI Training can support the complete process from initial role analysis to implementation. This includes:

• reviewing roles and existing standards;
• consulting employers, employees and occupational specialists;
• developing duties, knowledge, skills and behaviour statements;
• writing performance and evidence requirements;
• designing training and assessment arrangements;
• preparing supervisors, assessors and IQAs;
• supporting digital implementation; and
• reviewing and updating existing frameworks.

Before investing in new training or assessment systems, it is worth asking one question:

Have we clearly defined the competence we are trying to develop?

Sources:

• Skills England, Employability Skills Framework: https://www.gov.uk/government/publications/employability-skills-framework
• Skills England, What is an occupational standard?: https://occupational-maps.skillsengland.education.gov.uk/what-is-an-occupational-standard/