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Competence in Context CNG – Chicago Oct 9, 2013

Competence in Context CNG – Chicago Oct 9, 2013. Judith A. Hale, Ph.D., CPT Ibstpi Fellow President of Hale Associates CEO of The Institute for Performance Improvement Haleassoci@aol.com Judy@TIfPI.org Skype: Judith Hale. Objective. Objective:

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Competence in Context CNG – Chicago Oct 9, 2013

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  1. Competence in ContextCNG – ChicagoOct 9, 2013 Judith A. Hale, Ph.D., CPT Ibstpi Fellow President of Hale Associates CEO of The Institute for Performance Improvement Haleassoci@aol.com Judy@TIfPI.org Skype: Judith Hale .

  2. Objective Objective: • Facilitate discussions about how “context” affects: • How competence is defined • The job task analysis process • The assessment process • The metrics used to evaluate the overall effectiveness of certifications

  3. Discussion • When you heard the words competence in context, what came to mind? • What attracted you to this session?

  4. NCCA Accreditation Standards • Recertification: Standard 20 • The certification program must demonstrate that its recertification requirements measure or enhance the continued competence of certificants. • Glossary - Continued competence • The ability to provide service at specified levels of knowledge and skill, not only at the time of initial certification but throughout an individual’s professional career.

  5. NCCA Accreditation Standards • Glossary - Certification – • A process, often voluntary, by which individuals who have demonstrated the level of knowledge and skill required in the profession, occupation, role, or skill are identified to the public and other stakeholders. • Glossary - Certification Program — • The standards, policies, procedures, assessment instruments, and related products and activities through which individuals are publicly identified as qualified in a profession, occupation, role, or skill.

  6. Definitions • Competence – what one can do under normal conditions • Context - factors in the: • Marketplace • Workplace • Work design That affect a person’s ability to do what is expected under normal conditions • Performance – what one actually does under normal conditions that contributes to desired results

  7. Discussion • As you reflect on the standards and definitions, what comes to mind? • What questions do these standards and definitions raise for you in terms of demonstrating the relevance of your credentials?

  8. Why Context? • The factors in the: • Marketplace • Workplace • Work design • That affect a person’s ability to do what is expected at the service level expected

  9. Marketplace Conditions

  10. Competency & ContextMarketplace

  11. Factors • What are examples of factors in the marketplace that affect: • How you define and assess competence? • How you demonstrate the value of your credential(s)?

  12. Competency & ContextWorkplace

  13. Factors • What are examples of factors in the workplace that affect how you: • How you define and assess competence? • How you demonstrate the value of your credential(s)?

  14. Competency & ContextWork Design

  15. Factors • What are examples of factors in how the work is designed that affect: • How you define and assess competence? • How you demonstrate the value of your credential(s)?

  16. Discussion • How might the consideration of marketplace, workplace, or work design factors affect: • The job analysis process? • The selection of people to participate in the job task analysis? • The design of the assessment? • The metrics used to evaluate the effectiveness of the credential?

  17. Integration Exercise • Given what you have learned, what new ideas or insight come to mind? • How might you use this information? • What are some specific takeaways and or actions you will consider?

  18. Judith A. Hale, Ph.D., CPT • Judith is the author of the practical book Performance-Based Evaluation that comes with 44 tools. Her other books includethe best selling Performance Consultant’s Fieldbook, 2nd Ed.; the popular Performance-Based Certification: how to design a valid cost effective program, 2nd Ed (2012); Performance-Based Management, and Outsourcing Training and Development. • She is the architect of two evidence-based certifications the Certified Performance Technologist (CPT) and the Certified School Improvement Specialist (CSIS). • She has been a consultant to management for over 25 years. She specializes in certification, evaluation, and performance improvement. • She can be reached at Haleassoci@aol.com or Judy@TIfPI.org

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