“Competence, like beauty and contact lenses, is in the eye of the beholder.” L. Peters

1. “Competence, like beauty and contact lenses, is in the eye of the beholder.” L. Peters

2. Competencies to Professional Identities—A Feast or Famine? Council on Linkages Review of Competency Framework Web Cast February 13, 2008

3. 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.

4. “A great many people think that they are thinking when they are merely rearranging their prejudices.” William James

5. 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.

6. 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.

7. 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)

8. 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.)

9. The Anatomy of an Instructional/ Individual Competency Statement Single Verb + Specific Content Instructional Design Assessments Indicators

10. Competency examples Makes community-specific inferences from quantitative and qualitative data Translates policy into organizational plans, structures, and programs

11. Bloom’s Taxonomy EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

12. 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.

13. 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)

14. 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

15. 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

16. Essential Important Suggested NA 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

17. “The is no educational benefit from the second kick from a mule.”

18. Verb Describe Apply Synthesis Evaluation Instructional Design Mental practice Dialogue/Dyads Case Study Situational Analysis Table top exercise Modeling Peer review Clinical assessments Competency to Curriculum

19. 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 Curriculum to Evaluation

20. Basics of a Logic Model Efforts on the part of the program or intervention staff Changes in the participants INPUTS OUTPUTS OUTCOMES Program resources Activities Participation Short Medium Long-term Change knowledge, attitudes, beliefs Change in practice Change in the profession

21. Competency Challenges • Partnering between academia and practice in the adoption and use of overarching competencies. • Translating the existing competency sets into a format that informs training and workforce preparation. • Selecting competency indicators. • Designing assessments that measure the competence of individuals and of groups. • Validating existing competencies. • Updating existing competencies.

22. A man is love is incomplete until he his married. Then he is finished. Zsa Zsa Gabor

23. “ When I woke up this morning my girlfriend asked me, 'Did you sleep good?' I said, 'No, I made a few mistakes.‘” Stephen Wright