Competencies versus everything else
People often confuse a competency with other things in a learning plan. Here's the difference.
| Term | What it describes | Example |
|---|---|---|
| Learning activity | What the teacher or system does | Show a video about VueX in a new VueJS application |
| Learning objective | What the learner will do in the lesson | Students will hear about how to use VueX in VueJS applications |
| Learning outcome | What the learner can do after the lesson | After the live coding demonstration, the learner will build functional front-end applications using VueX and VueJS |
| Competency | A lasting skill the person holds | Build functional user-input-driven front-end applications using VueX and VueJS |
Notice how the competency drops the lesson context ("after the live coding demonstration"). It describes the skill itself, so it still means something after the class is forgotten.
Write it from the master's point of view
Learning outcomes often begin "Student will be able to…" (the learner's view). Competencies read as if the person already has the skill: "Repairs a 1cc gasoline-powered engine." Drop the lead-in and start with the verb.
The six STRONG principles
Significant
Valuable, important, worthy.
A strong competency is independently valuable to the widest audience possible, for the longest time possible. It should feel like a goal, not a chore.
"Signed all HR paperwork."
"Differentiates the merits of 24 and 26 pay-period models."
"Attended XYZ conference."
"Manages company keys and secrets using HashiCorp's Vault."
Ask: Is this worth someone's time? Would anyone outside this class care that a person has it?
Targeted
Appropriate, leveled, tethered.
A strong competency is intentional about the level of mastery it targets. The verbs you choose set the level. "List five benefits" and "Defend the need for" are very different asks.
A ladder of verbs, using the same subject:
- Define basket weaving.
- Recognize the five basket styles.
- Use a template to weave a basket.
- Experiment with different techniques.
- Defend the use of baskets over plasticware.
- Design a new style of basket.
Another example, same topic at different levels:
- Understand the purpose of the SOLID principles.
- Apply the SOLID principles to an object-oriented interface and class.
- Defend the need for SOLID principles in mobile application development.
Ask: What level of mastery do we really need from this role? Are the verbs matching it?
Reasonable
Reachable, attainable, possible.
A strong competency is within reach of the people it's assigned to. If it's too hard, people won't engage.
"Describe the relationship between illustrations and the story in which they appear."
"With prompting and support, describe the relationship between illustrations and the story in which they appear."
Ask: Can the people we'll assign this to actually get there?
Observable
Measurable, provable, evident.
A strong competency can be shown through measurement and evidence. The best ones need about 60 seconds to prove.
"Feels genuine respect for all co-workers and supervisors."
"Demonstrates a respectful attitude towards co-workers and supervisors."
Some skills are harder to see, like attitudes and values. There may still be ways to detect them, through consensus or intuition. What matters is that they're measurable at the level you're targeting.
Ask: How would an evaluator know? What would they see?
Narrative
Descriptive, signaling, advertising.
A strong competency tells part of the story of what its holder can do. A resume tries to tell a story about a whole career. A competency tells the story of one skill.
"Pass a written test to demonstrate your readiness to care for dolphins."
"Teach tricks and special behaviors to dolphins of all varieties." / "Design a nutrition plan for a healthy and active adult dolphin."
Ask: If an employer read only this line, would they know what this person can do?
Granular
Right-sized, balanced, focused.
A strong competency balances value against size. Too large and it becomes impossible to attain or measure. Too small and it loses its value.
"Lists the leaders of all countries for the past 100 years."
"Lists the leaders of Honduras for the past 100 years."
"Rebuilds all engine parts from a Cummins diesel V12 engine."
"Cleans the cylinder block of a diesel engine." / "Detects damage and imperfections in a diesel cylinder block."
Too big? Try these questions: Can you split it into two or three? Is it a compound statement? Is the target too broad? Is it too difficult?
Putting the six together
A strong competency is valuable, targeted at the right level, reasonable to achieve, measurable, right-sized, and tells part of the holder's story.
Before and after:
After the live coding demonstration, the learner will build functional user-input-driven front-end applications using VueX and VueJS.
Build functional user-input-driven front-end applications using VueX and VueJS.
Types of competencies
Competencies can be about:
- Skills and knowledge, which are easier to measure
- Attitude, behavior, leadership, motives and values, which are harder to measure
Both matter. Start with what you can measure confidently. Add the harder ones when you have a good way to observe them.
A checklist you can print
For each competency you write, ask:
- S: Would someone outside this class value it?
- T: Do the verbs match the level of mastery we need?
- R: Can the people it's assigned to reach it?
- O: Could an evaluator confirm it, ideally in about a minute?
- N: Does it tell part of a person's story?
- G: Is it neither too big nor too small?