Interpreting Competency Standards
Interpreting Competency
Standards
Each unit of competency describes a
specific work activity, the condition
under which it is conducted and the
evidence that may be gathered.
Competency Standards
Are the criteria to be used for assessment
leading to national recognized qualifications.
Are required to provide detail for a proper
assessment of competency.
Are used for assessment of new or existing
employees and may assist employees to assess
their own skills and knowledge and Identify
where training is needed.
Competency Standards
Competency Standards are intended to describe
industry’s perspective of work requirements.
Are made of building blocks called units. A
collection of units of competency (Competency
Standards) needs to cover the full range of work
activities within an industry. Sometimes units
of competency run across industry sectors.
Assessments will group together relevant units
of competency.
Competency Standards
The criteria used for assessment of competency
The indicators that describe when someone
performs these activities well
The Standards are not curricula documents or
training programs. Standards provide a basis
for assessment including the recognition of
current competency within the National
Training Frame work
Structure and Layout of the
Standards
Unit Code & Title
Competency Field
Unit of Elements of Competency
Competency
Performance Criteria
Range Statement
Evidence guide
Performance criteria, Range statements and Evidence guides together
identify what must be assessed for a unit of competency within the framework
provided by the element statements. Unit of Competency may be assessed
( and learned) in an integrated fashion with other units of competency
Competency Standards
What is the title of your Unit?
What is the meaning of the code?
Elements of competency
Identify and describe actions or
outcomes (performances), which are
observable.
An element defines the skills associated
with the unit.
Competency Standards
Performance Criteria
Performance Criteria
Outline what people do to display competency.
Performance criteria are as precise as possible.
Describe only essential aspects of
performance
Describe evidence that is
observable
Refer to the work requirements
Performance where practicable
Criteria
Describe aspects of work
organizations and the overall work
role
Range Statements
Specify the range of contexts and conditions
in which the competency is valid.
The range of equipment, processes and
procedures
Special characteristics and needs of customers
Particular locations
The range of applications arising from
particular quality assurance systems
Evidence Guide
Cover the required evidence of
Competency including the critical
aspects of unit including underpinning
knowledge and the relationship of
the unit to other units of competency.
The Evidence Guide provides
information for assessors and
candidates, supplementing information
given in the Performance Criteria
Critical Employability Skills
• These are competencies that underpin all
work. Critical Employability Skills are
integrated within the units of competency
and are allocated three performance levels.
• Critical Employability Skills are seen to have
the capacity to assist in the transfer of
knowledge and skill to new situations e.g.
Different equipment or
• software or new processes.
Critical Employability Skills
• Three levels of performance denote level of
competency required to perform a task.
• These levels do not relate to the
Qualifications Framework.
• They relate to the seven areas of generic
competency that underpin effective workplace
practices.
Critical Employability Skills
The seven critical employability skills are :::::
Carries out established processes
Makes judgement of quality using given criteria
Manage process
Select the criteria for the evaluation process
Establishes principles and procedures
Evaluates and reshapes process
Establishes criteria for evaluation
Competency Standards
• Level 1.
• Carries out established processes.
• Makes judgement of quality using given criteria.
• Level 2.
• Manage process
• Select the criteria for the evaluation process.
• Level 3.
• Establishes principles and procedures
• Evaluates and reshapes process
• Establishes criteria for evaluation.
Collecting, analyzing and
organizing Information
The capacity to locate
information, sift and sort
information in order to select
what is required and present
it in a useful way, and
evaluate both the information
itself and the sources and
methods to obtain it.
Communicating Ideas and
Information
• The capacity to communicate effectively with
• others using a range of spoken, written,
• graphic and other non-verbal means of
• Expression.
Planning and Organizing
Activities
The capacity to plan and organize one’s own
work activities, including making good use of
time and resources, sorting out priorities and
monitoring one’s own performance.
Working with others in
teams
The capacity to interact effectively with other
people both on a one-to-one basis and in
groups, including understanding and responding
to the needs of a client and working effectively
as a member of a team to achieve a shared goal.
Using Mathematical Ideas
ad Techniques
• The capacity to use concepts such as
• number, space and measurement and
• techniques such as estimation for
practical
• purposes.
Solving Problems
• The capacity to apply problem solving
• strategies in purposeful ways, both in
• situations where the problems and the desired
• solution are clearly evident and in situations
• requiring critical thinking and a creative
• approach to outcome.
Using Technology
The capacity to apply technology, combining
the physical and sensory skills needed to
operate equipment with the understanding of
scientific and technological principles needed
to explore and adapt systems.
QUALIFICATION PLAN
Activity
• Do activity on pages 42, 40
• Use your competency standard as a guide
and develop an assessment task/ activity.
• Ensure that the critical aspects of
evidence and the Critical Employability
skills are captured in this task/ activity.
• Show how the criteria are captured in the
task.
