PRO Learning Manager (using job competencies)

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Use of the Competency version provides:

• Skills and competency tracking, including non-training information
• Training by skill competency (once a competency is achieved, it is tracked by learner)
• Linking of competencies with tests and with courses
• Ability for supervisors to determine skills attainment
• Organizational competencies reporting

Competency describes a person’s ability to perform to a satisfactory level in the workplace, including the person’s ability to transfer and apply skills and knowledge to new situations, and to achieve agreed outcomes.

Note: Should you have training materials that are developed to both methods (training by module objectives and training for skill compentencies, you can purchase the competency as a module and track some training by module objectives and other course material by skill competencies. However, courses will need to be written and tracked in separate databases for the two methods of tracking. This occurs because testing, employee training history and course materials are all tracked with different approaches for competency from objectives.

Job Competency Topics:

	Our Competency LCMS Features and Benefits		Job Competency DACUM Job Analysis Facilitation Consulting Services
	Competency-Based Management Training		Competency-Based Education and Training

  In conjunction with our Human Capital Development features, the Competency version provides for the definition of competencies associated with jobs and assignment of competencies to jobs.
Content and testing are developed relative to competencies and course development is a process of competency selection and sequencing.
Mastery of a competency remains with the individual's history across courses (and job assignments when this module is implemented with the Human Capital Development features).
Learner's course maps change to reflect prior mastery of competencies.

The four aspects of competency are:

task skills, or the requirement to perform individual skills;
task management skills, or the requirement to manage a number of different tasks within the job;
contingency management skills, or the requirement to respond to irregularities and breakdowns in routine;
job or role environment skills, or the requirement to deal with the responsibilities and expectations of the work environment, including working with others.

By setting competency standards within an industry, training can be developed which focuses on outcomes specified by that industry. In this way, training will be more relevant to the workplace. Training developed around these principles is competency based training.

The linkage between competency standards and vocational education and training involves seven steps. These are outlined below.

Course development, including training objectives, curricula and learning materials, is based on the achievement of the established competency standards.

Course accreditation by training recognition bodies ensures that courses and training programs are designed to achieve the established competency standards.

Training delivery of accredited courses and recognised training programs by registered training providers ensures that quality vocational education and training is provided to the workforce.

Assessment of competency involves judging the competency of an individual against the established competency standard. The assessment process may include the process of recognising prior learning, not just the outcomes of recent training.

Certification is formal recognition that an individual has achieved or demonstrated the required standard of competency. Provision of a credential or statement of attainment will assist the individual in proving their skills when moving between jobs (portability) and in career progression in general. Portability of skills is a great benefit when moving between organizations, states, etc.

Monitoring and verification processes ensure that the vocational training system delivers national competency standards.

Review of industry competency standards on a regular basis ensures that the standards remain relevant to the actual needs of industry.

Our Competency LCMS faciliates learning management by job competency by incorporating the ability to:
1.) import SCORM compliant courseware,
2.) deliver course content and questions according to competency, and
3.) assess, report and track by job competency.
Our Competency LCMS stores competencies along with supporting learning content, tests learners against these competencies, and produces reports showing learner performance relative to competencies.

What are the advantages of competency standards and competency based training for workplaces? There are many advantages for enterprises in using competency standards and competency based training. These include:
more effective recruitment through a national system of skills recognition;
targeted training to meet enterprise requirements;
increased access to cost efficient training
through being able to select from a range of training providers and
through being able to identify and select the parts of the training offered that are most relevant to the enterprise;
improved knowledge of the skill profile of the enterprise’s workforce;
linking present and future enterprise skill needs with work organisation;
an emphasis on flexibility and continued skill development to facilitate faster adjustment to change; and
access to national credentials or certification.

As the level of responsibility increases, so too does the complexity of the standard of performance required to meet the competency. The emphasis is on aligning levels of competence to the level of responsibility which individuals carry within the workplace.

Assessment of competence is an essential aspect to the development of competence through competency-based training. Assessment will primarily occur in the workplace and at other times in educational institutions.

• direct observation;
• third party reports;
• practical tasks;
• projects;
• written/oral questioning;
• simulation; or
• a combination of the above.

For example:

Element A.I.2 Workplace procedures and work instructions for controlling risks are followed accurately.
Workplace procedures and work instructions for controlling risks are followed accurately.
This could be assessed using:
direct observation—observing adherence to specified procedures and instructions;
report from a supervisor—according to a checklist based on set procedures and instructions;
simulation—a relevant set of circumstances could be artificially created and the trainee observed following appropriate directions and instructions;
written/oral questioning— based on workplace procedures and work instructions; or
a combination of the above.

Element B.7.1 Occupational health and safety records for work area are accurately and legibly completed in accordance with workplace requirements for occupational health and safety records and legal requirements for the maintenance of records of occupational injury and disease.
This could be assessed using:
direct observation—checking completed records against workplace and legal requirements;
demonstration and questioning—where the assessor can observe the simulated completion of records for specified circumstances and ask questions about the process undertaken; or
a combination of the above.

Element C.3.3 Activities are appropriately monitored to ensure that this procedure is adopted effectively throughout area of managerial responsibility.
This could be assessed by:
direct observation—against a checklist that specifies how monitoring should occur, for example, monthly review of reports, and how the procedure for identifying hazards should be adopted, for example, weekly inspections;
demonstration and questioning—where the assessor can observe simulated monitoring of a range of activities and ask questions about the process undertaken;
conduct of a project—which could require the establishment of appropriate monitoring strategies and written or oral explanation of how and why these have been chosen; or
a combination of the above.