Skills Versus Competency

Competency | A skill performed to a specific standard under specific conditions.

Competency

Competency involves applying knowledge, skills and attitudes to perform work activities to the standard expected in the workplace.

Competencies are gained through:

• life experience
• formal education
• apprenticeship
• on-the-job experience
• self-help programs
• training and development programs

Key features of competency

• being able to do the job
• knowing how and why things are done
• knowing what to do if things go wrong
• Knowing the right approach to do a job properly and safely.

Dimensions of Compentency

1. Task Skills

• This requires performance of the task[s] to the required standard as described in the unit of competency and expected in the workplace.
• Trainer needs to provide activities to develop individual actions as well as the whole task.

2. Task Management Skills

• Captures the skills used as people plan and integrate tasks
• Trainees should be provided with learning activities that develop skills

3. Contingency Management Skills

• The requirement to respond to irregularities and breakdowns in routines.
• Activities that develop skills of trainees in dealing with contingencies should be well planned. For example:

a. breakdown

b. irregularities

c. imperfections

d. the unknown.

Exposure to these conditions during the in-house training should be a part of the practice of the skills.

5. Job/Role Environment

• The requirement to deal with the responsibilities and expectations of the work environment.
• The capacity to work with others and adapt to different situations is central to successful performance
• Does the trainee comply with workplace procedures and standard methods in performing the task?
• Does the trainee communicate effectively?
• Does the trainee observe enterprise and regulatory requirements?

• Instructors focus on managing instruction | - Trainers focus on managing learning
• Most students enter at about the same time | - Trainees enter at various times throughout the year
• Students all cover the same material | - Different trainees maybe trained for different unit of competency within the same program
• Students all proceed from one topic to the next at the same time | - Each trainee moves on the next task only after mastering the task he or she is currently working on
• The instructor controls the learning pace | - Each trainee progress at his or her own pace
• All students are usually tested once | - Each trainee is tested when ready to demonstrate mastery
• Very little continuous feedback is given | - Immediate feedback is given to each trainee at critical points in the learning process
• The instructor is involved in teaching only one topic at a time | - The instructor must be able to answer questions on many different tasks each day
• Retesting is discouraged or not allowed at all | - Retesting is encouraged to reach mastery
• Materials, tools and supplies for only one topic are needed at a time | - The trainer must see that all materials needed for many tasks are readily available
• The number of students enrolled is maximum capacity at the beginning of the year and declines to half or less towards the end | - As vacancies are filled, trainees’ enrolment remains at capacity all year long