Competency Model Clearinghouse Banner - Click here to go to the home page

Home Back

Technical Assistance Guide for Developing and Using Competency Models – One Solution for a Demand-Driven Workforce System

Table of Contents

Chapter 1. Competency Models

What is a competency?

What is a competency model?

Who benefits from competency models?

Competency Models Enable Business and Industry to:

Competency Models Enable Workforce Investment Boards to:

Competency Models Enable One-Stop Career Centers to:

Competency Models Enable Economic Developers to:

Competency Models Enable Educators and Training Providers to:

Competency Models Enable Professional Organizations to:

Competency Models Enable Students and Their Parents to:

How are competency models being used?

Note: The initiatives described below have been selected to provide examples of how competency models have been used effectively in the public workforce system. The inclusion of these examples is not intended to imply endorsement of the models or their developers.

Outreach/Generation of Career Interest—Communicating Industry Demands

Career Guidance

Labor Pool Analysis/Strategic Planning for Workforce Programs

Certification/ Curriculum Development

Curriculum Development

Training/ Certification/ Apprenticeship

Career Development/ Apprenticeship/ Certification

Career Lattice/ Apprenticeship/ Training

Training/ Career Ladder

Recruitment & Hiring/ Training & Development

Career Development/ Certification/ Licensure

Performance Management/Compensation

Chapter 2. "Building Blocks" for Competency Models

Tier 1: Personal Effectiveness Competencies

Tier 2: Academic Competencies

Tier 3: Workplace Competencies

Tier 4: Industry-Wide Technical Competencies

Tier 5: Industry-Specific Technical Competencies

Tier 6: Occupation-Specific Knowledge Areas

Tier 7: Occupation-Specific Technical Competencies

Tier 8: Occupation-Specific Requirements

Tier 9: Management Competencies

Chapter 3. Developing Competency Models from Existing Resources

Step 1. Gather background information.

Step 2. Develop draft competency model framework

Step 3. Gather feedback from industry representatives

Step 4. Refine the competency model framework

Step 5. Validate the competency model framework

Step 6. Finalize the model framework

Foreword

This guide is a resource for the stakeholders and partners of the public workforce investment system supported by the U.S. Department of Labor, Employment and Training Administration (ETA). As ETA looks to the future, industry and occupational competency models have been identified as a key resource in providing a framework for business and industry to clearly articulate their workforce needs. In addition, competency models form the basis on which curriculum developers and training providers ensure that workers have the right skills. ETA is serving as a broker of information in the area of competency models and skill development by promoting the use of, supporting development of, and disseminating competency information. This guide is an integral part of that effort.

This guide was developed by Personnel Decisions Research Institutes, Inc. (PDRI) and Aguirre International.

Chapter 1. Competency Models

What is a competency?

A competency is the capability to apply or use a set of related knowledge, skills, and abilities required to successfully perform "critical work functions" or tasks in a defined work setting.

Competencies often serve as the basis for skill standards that specify the level of knowledge, skills, and abilities required for success in the workplace as well as potential measurement criteria for assessing competency attainment.

What is a competency model?

A competency model is a collection of competencies that together define successful performance in a particular work setting. Competency models are the foundation for important human resource functions such as recruitment and hiring, training and development, and performance management because they specify what is essential to select for or to train and develop. Competency models can be developed for specific jobs, job groups, organizations, occupations or industries.

Elements of a competency model

Competency models can take a variety of forms. Typically, they include the following elements:

Competency names and detailed definitions. For example, a competency model could include a competency called "Teamwork" defined as follows:
- Establishing constructive and solid interpersonal relationships;
- Treating others with courtesy, tact and respect;
- Working effectively with others, regardless of organizational level, background, gender, race or ethnicity;
- Working to resolve disagreements, attempting to persuade others and reach agreements;
- Biding by and supporting group decisions; and
- Facilitating team interaction and maintaining focus on group goals.
Descriptions of activities or behavior associated with each competency. For example, the following behaviors could be associated with the competency "Teamwork":
- Handling differences in work styles effectively when working with coworkers
- Capitalizing on strengths of others on a team to get work done
- Anticipating potential conflicts and addressing them directly and effectively
- Motivating others to contribute opinions and suggestions
- Demonstrating a personal commitment to group goals
A diagram of the model. Typically, the model (or a summary of the model) is presented as a visually appealing graphic. Presentation of the model in graphical form helps users to quickly grasp the key features of the model.

Some competency models include information about the skills and abilities required for different levels of mastery, or information about the level of competence required at different occupational levels.

Who benefits from competency models?

Competency models benefit all partners and stakeholders within the workforce investment system including Workforce Investment Boards, One-Stop Career Centers, business and industry, economic developers, educators and training providers, professional organizations, and students and their parents.

Competency Models Enable Business and Industry to:

Clearly articulate their workforce needs
Define requirements for employee success on a job and at different levels of career progression
Increase the likelihood that qualified candidates will be hired
Place individuals into appropriate assignments once they are hired
Provide a shared understanding of what will be measured in performance appraisals
Facilitate performance appraisal discussions
Focus on the knowledge, skills and abilities that have the most impact on effectiveness and productivity
Ensure training and development efforts and investments are in line with organizational values and vision
Guide employee development efforts
Focus training and development efforts on areas where there are significant deficiencies
Provide a framework for ongoing coaching and mentoring
Identify gaps in current training offerings
Assess preparations for handling pending retirements through succession planning

Competency Models Enable Workforce Investment Boards to:

Identify specific skill gaps that can be resolved through training
Identify gaps in current training offerings
Select appropriate training offerings, curricula, and certifications using competency models as criteria
Assess the knowledge, skills, abilities, interests and talents of the local workforce in relation to the competency requirements of available jobs to identify excellent matches
Identify available workers with the employers’ required skill sets
Manage changing industry trends within regions by determining the degree of overlap between the required skill sets of incoming and outgoing employers and subsequently the need for additional training

Competency Models Enable One-Stop Career Centers to:

Design programs and provide services to meet the needs of their area employers
Compare the skill base of workers and job seekers to required competencies to identify gaps
Provide credible guidance and counseling to workers about the kinds of jobs or training they should consider
Serve the needs of workers transitioning from declining industries by identifying transferable skills and skill gaps
Counsel workers about skill gaps and how to remedy them with appropriate training from local community colleges
Help employers identify their skill requirements through an analysis of tasks and duties performed at work
Customize employer profiles and prepare job descriptions
Help employers with succession plans and out-placement activities during downsizing or reorganizations
Contract for training in competencies required for success

Competency Models Enable Economic Developers to:

Develop and use customized tools to make their locale or region more attractive for employers
Facilitate groups of competing and cooperating companies, suppliers, service providers and research institutions working together in geographically bound concentrations to produce clusters of innovation

Competency Models Enable Educators and Training Providers to:

Ensure that future workers have the right skills
Select appropriate education and training programs to remedy knowledge or skill gaps
Design and develop course and program curriculum based on emerging and declining skills within industries and occupations
Determine which competencies are in highest demand and help students plan their courses accordingly
Suggest relevant postsecondary education and training opportunities, including apprenticeships
Interpret career assessment tools so that students and workers view their strengths and weaknesses and their likes and dislikes in the context of the workplace
Reduce the course and program curriculum development time
Eliminate redundancy across courses
Improve instructional materials
Work with business experts to identify skill requirements to ensure that the curriculum and/or professional, technical programs are responsive to these requirements
Offer targeted training courses to workers who are displaced or want to learn/upgrade relevant skills for new career opportunities

Competency Models Enable Professional Organizations to:

Communicate effectively with employers and workers about training and retraining needs
Communicate industry demands and requirements to potential workers
Develop training and certification initiatives that complement employer and educational training opportunities
Assist employees in matching their skills with employer work requirements

Competency Models Enable Students and Their Parents to:

Accurately assess employer expectations of the skills they need for jobs and careers of their choice
Explore career options and evaluate skills to determine likelihood of success
Plan education, internships, and work experiences to build skills that are in demand

The following Matrix of Potential Users by Potential Uses summarizes how these partners and stakeholders can use competency models to meet their specific needs.

Matrix of Potential Users by Potential Uses
Potential Uses	Potential Users
Potential Uses	WIBs	One-Stops	Business & Industry	Economic Developers	Educators	Professional Organizations	Students and their Parents
Outreach/ Generation of Career Interest—Communicating Industry Demands	X					X
Career Exploration		X			X		X
Career Guidance/ Counseling		X			X
Career Paths, Ladders & Lattices			X			X
Labor Pool Analysis	X	X		X
Strategic Planning for Workforce Programs: Training, Development & Placement	X		X		X
Curriculum Development					X	X
Workforce Assessment, Development, Training and Placement		X	X
HR Services to Business		X
Selection and Placement			X
Compensation			X
Performance Management			X
Certification criteria			X			X
Licensure criteria						X
Assessment development					X	X

(Descriptions of Potential Uses to Accompany Previous Table)
Outreach/ Generation of Career Interest—Communicating Industry Demands	Workforce Investment Boards (WIBs) and professional organizations can use competency models to perform community outreach activities that generate career interest and communicate industry expectations and demands to potential workers. Targets of these outreach activities include youth, unemployed individuals, incumbent workers, and individuals with disabilities or other barriers.
Career Exploration	One-Stop Career Centers and educators can use competency models to offer targeted career exploration services and resources to encourage job seekers to investigate different career options. By becoming familiar with the types of jobs available, as well as their own individual interests, job seekers can identify the right career paths for themselves. Career exploration includes completing self-assessments such as personality and interest inventories and gathering information on available careers using tools such as job descriptions, workforce information, promotional videos, realistic job previews, and informational interviews with job incumbents. Providing students and their parents with competency model information could inform their career exploration activities.
Career Guidance/ Counseling	One-Stop Career Centers and educators can use competency models in providing career guidance and counseling to jobseekers to help them find a good job and career fit. Career guidance/counseling includes helping job seekers select a career path, set career goals, obtain appropriate training/education, conduct a job search, fill out a job application, write a cover letter and resume, and prepare for a job interview.
Career Paths, Ladders & Lattices	Career paths are groups of jobs included in a particular career field. Career ladders represent the upward movement of workers throughout their careers (for example, from Assistant Mechanic to Mechanic to Senior Mechanic). Career lattices represent careers that do not follow a linear progression and include lateral moves. Employers, industries, and professional organizations can use competency models with career paths, ladders, and lattices to facilitate employee career progression.
Labor Pool Analysis	WIBs, One-Stop Career Centers, and economic development agencies conduct labor pool analyses to examine the available labor force composition, as well as the education and skill levels, and entrepreneurial, managerial, and leadership talent of the workforce. A comparison of the results of these analyses to competency models can help WIB and One-Stop Career Center staff to identify skill gaps.
Strategic Planning for Workforce Programs: Training, Development & Placement	WIBs can use competency models to help businesses and industries with strategic planning for training, development, and placement programs by assessing gaps between important competencies and current training offerings. These gaps can be addressed by creating additional in-house training, or by identifying external training providers such as local community colleges that deliver appropriate training.
Curriculum Development	The first stages of the process for developing a curriculum (DACUM) is similar in some respects to the process for building a competency model—it involves identifying the duties and tasks of the work to be performed and the necessary knowledge, skills, and abilities that would lead to satisfactory performance of that work. A competency model can be developed using the content of course curricula. Conversely, a competency model can be a good starting point for the development of curricula. Competency models identify the skills and abilities that are valued in a specific job or career field. A competency model could therefore serve as an outline of important topics to be covered in a course. If competency models are to be used to develop course curricula, they need to be quite detailed and specific so that they will support the development of learning objectives and specific course content.
Workforce Assessment, Development, Training and Placement	One-Stop Career Centers can compare the skill base of their clients to the skill requirements included in local business and industry competency models to identify gaps to be addressed. Linking competencies to training programs and other developmental experiences allows educators and One-Stop Career Centers to select appropriate education and training to address these knowledge or skill gaps.
HR Services to Business	One-Stop Career Centers often serve as an external Human Resource agency for businesses by helping with Human Resource functions such as recruiting new employees and retraining displaced employees. Competency models can be used to guide these activities and improve employee retention and employer productivity.
Selection and Placement	Selection and Placement are Human Resource functions performed within organizations and industries. Selection is the decision to hire individuals, whereas placement is the assignment of these individuals to specific jobs once they have been hired. Competency models often are the basis for developing and using selection tools as well as making placement decisions.
Compensation	Compensation is a Human Resource function performed within organizations and industries. Compensation is the amount of wages and other financial benefits earned from labor. Competency models can be used to make appropriate compensation decisions based on the skill requirements of jobs.
Performance Management	Performance Management is a Human Resource function performed within organizations and industries. Performance Management is the process of defining performance expectations, assessing performance, and working with employees to optimize performance on an ongoing basis. Performance management typically includes performance appraisals or performance reviews. Competency models can be used to guide this process by ensuring that employees understand their job expectations or competency requirements, by providing a job-relevant basis for performance appraisal dimensions or standards, and by providing information that can be used as the basis for performance appraisal or review discussions.
Certification criteria	Certification criteria are the set of standards used to measure proficiency in a particular career field. Certification typically is a voluntary process overseen by a nongovernmental agency in which individuals are recognized for advanced knowledge and skill. It usually requires written or hands-on testing and an evaluation of education and/or experience. Competency models can serve as the foundation for certification criteria.
Licensure criteria	Licensure criteria are the set of standards that must be met for an individual to demonstrate minimally acceptable competence in a particular field. Licensure generally is the mandatory governmental requirement necessary to practice in a particular profession or occupation. It usually requires written or hands-on testing, sometimes in addition to the successful completion of educational training and/or relevant experience. Basing licensure criteria on competency models ensures that the appropriate requirements are being tested or trained.
Assessment development	Educators and professional organizations use competency models to develop appropriate assessments of individual learning, knowledge, or skills. Information captured from assessments based on competency models can inform employee selection and development, as well as curriculum development.

How are competency models being used?

Competency models generally are developed as a platform for other products. Identifying the knowledge, skills, and abilities necessary to successfully perform critical work functions in an industry or occupation paves the way for a myriad of uses. Here are a few examples of how models have been used.

Note: The initiatives described below have been selected to provide examples of how competency models have been used effectively in the public workforce system. The inclusion of these examples is not intended to imply endorsement of the models or their developers.

Outreach/Generation of Career Interest—Communicating Industry Demands

As part of their strategic plan, the Pima County Workforce Investment Board (WIB) in Arizona works to enhance the knowledge and skills of area youth to ensure they are proficient in basic skills, know how to learn, and have the skills necessary to achieve in the workforce. The Pima County WIB uses employer competency models to define employer expectations against which to measure student and program performance. For more information, visit
http://www.pimaworks.com/plan/plan.html#

Career Guidance

The Georgia Department of Education uses a competency-based approach to career guidance. The competencies are organized around three career development areas: self-knowledge/self-awareness; educational and occupational exploration; and career planning and decision-making. These competencies are used to help guide personal, social, familial, educational, and occupational choices. For more information, visit
http://www.gadoe.org/ci_cta.aspx?PageReq=CICTACareer

Labor Pool Analysis/Strategic Planning for Workforce Programs

Part of the mission of the Workforce Investment Board (WIB) in the Northwest PA region is to ensure the presences of an educated available workforce in the region. To investigate the reported disconnect between the workforce development needs of employers, the skills of the workforce, and the training provided by educational programs in the region, the board conducted an employer needs assessment and gap analysis. One of the main objectives of this process was to understand and determine the skill, competency, and training needs of regional employers for key occupations within seven target industry clusters. For more information, visit
http://www.nwpawib.org/

Certification/ Curriculum Development

To keep pace with technological change and benchmark the effectiveness of the manufacturing workforce, the Manufacturing Skill Standards Council (MSSC) has recently created skill standards that identify critical work functions, competencies, and performance indicators of competency achievement. The skill standards will be used for many purposes, including certification and curriculum development. For more information, visit
http://www.msscusa.org/

Curriculum Development

The American Chemical Society developed the Voluntary Industry Standards (VIS) Database as a web-based application that can be used by two-year colleges and local area chemical industries when developing course curricula. Among other things, the database enables users to assess the gaps between the importance placed on a particular competency in local industry against the emphasis placed on this competency in course curricula. Schools and colleges can use this information to develop curricula that represent the skills that workers need in their local areas. For more information, visit
https://portal.acs.org/portal/acs/corg/coldfusionapp?_nfpb=true&_pageLabel=mapp_cts_page

Louisiana Technical College developed their automotive technology course curriculum around the competencies identified as necessary for automotive technicians by the National Automotive Technicians Education Foundation (NATEF) and the certification test requirements of the National Institute for Automotive Service Excellence (ASE). For more information about the Louisiana Technical College automotive technology curriculum, visit
http://www.greateracadianaregion.net/programs/automotive/index.htm

Founded by the governors of 19 western states, Western Governors University, a distance learning institution, takes curricula designed around competencies to the extreme. Unlike traditional universities that are credit-based, WGU is a competency-based institution, meaning that degrees and certificates are awarded based on a student's demonstrated knowledge and skills instead of accumulated credits. Working with mentors who are experts in specific fields of study, students at WGU are individually assessed to determine which competencies they have mastered and what they will need to learn in order to earn a degree. For more information, visit
http://www.westerngovernors.net/

Austin Community College has developed over 40 Austin Competency Analysis Profiles (ACAPs) to be used as the basis for its curriculum development. The profiles consist of lists of competencies for a particular occupation arrived at through a job analysis process involving business, industry, labor, and community agency representatives from throughout the Austin, Texas area. Each ACAP identifies the competencies needed to both enter and advance in a given occupation or occupational area. For more information, visit
http://irt.austincc.edu/ids/curriculum/acap.html

Training/ Certification/ Apprenticeship

The National Institute for Metalworking Skills (NIMS) defined competencies for workers in the metalworking industry to create skill standards to serve as benchmarks for performance in the industry. The competencies are used to help define a skills and training framework for the metalworking industry nationwide, and serve as the basis for a certification program and an apprenticeship program. For more information on these programs, visit
https://www.nims-skills.org/web/nims/7

Career Development/ Apprenticeship/ Certification

The Computing Technology Industry Association (CompTIA) developed the National Information Technology Apprenticeship System (NITAS), a competency-based apprenticeship program that promotes consistent and flexible credentialing for the career development and advancement of IT workers. Using a combination of classroom instruction and on-the-job training, the seven-track NITAS career matrix allows workers to progress through all or part of the apprenticeship program. Standardized, industry-recognized certifications are earned as each apprenticeship tier is completed, and the certifications are transferable from employer to employer. For more information about this program, visit
http://www.nitas.us/

Career Lattice/ Apprenticeship/ Training

The Nursing Career Lattice Program, sponsored by the Council for Adult and Experiential Learning (CAEL) and the U.S. Department of Labor, addresses the current national nursing shortage with the development of a career lattice program intended to increase the number of Certified Nursing Aides (CNAs), Licensed Practical Nurses (LPNs) and Registered Nurses (RNs) in the United States. This program allows nurses to advance in their careers through competency-based apprenticeship and training programs. For more information, visit
http://www.cael.org/healthcare.htm

Training/ Career Ladder

Through the Retail Learning Leadership Initiative, the NRF Foundation (NRFF) is working with retail employers such as Toys “R” Us, Saks Inc., The Home Depot, and CVS/pharmacy to develop a competency-based, cross-industry training program and career ladder. The goal is for the training program and career ladder to be used nationally for all levels of employees, from sales associates through retail management, throughout the retail industry and the public workforce system. For more information about this initiative, visit:
http://www.nrf.com/content/default.asp?folder=foundation&file=prtnrPrjct.htm

Certification

The American Hotel and Lodging Educational Institute used the logic of competency models to develop the Hospitality Skills Certification (HSC) program. The HSC program is a competency-based certification program that recognizes line employees in the hospitality industry for their knowledge and job performance in occupations such as guest services, food and beverage server, and housekeeping. Through an assessment and testing process, employees earn a designation that acknowledges their competence in the duties they perform. For more information about this program, visit
http://www.ei-ahla.org/content.aspx?id=112

Recruitment & Hiring/ Training & Development

Due to the increasing demands being made on nurse leaders in professional positions, the Nursing Leadership Institute created a competency model to be used for selection, training, and development of nurse managers. The model is based on 120 one-on-one interviews with nurse managers in 24 healthcare facilities. For more information about this model, visit
http://nursing.fau.edu/index.php?main=6&nav=384

Career Development/ Certification/ Licensure

The Federal Aviation Administration (FAA) maintains a competency-based infrastructure supported by related training and development activities for managers and employees in key occupations. This infrastructure serves as the basis for many different human resource programs such as career development programs, professional certifications, and licensure programs. For an example of a competency-based licensure exam guide for commercial pilots, visit
http://www.faa.gov/training_testing/

Performance Management/Compensation

As part of the U.S. Government Accountability Office’s (GAO) 2002 - 2007 Strategic Plan to become a model federal agency and a world-class professional services organization, the agency chose to implement competency-based performance management and compensation systems for key personnel. It is hoped that the new systems will improve individual and team performance to support the agency’s core values, strategic plan, and performance goals. For more information, visit
http://www.gao.gov/sp.html

Chapter 2. "Building Blocks" for Competency Models

A large amount of information is available to developers and users of competency models. Competency modeling experts reviewed the competency modeling literature as well as past competency models developed for a wide range of corporations and government agencies to derive a single reference source that can be used to guide model developers in their efforts to construct competency models. This reference source consists of a set of "building blocks" for competency model development. These "building blocks" are arranged in nine tiers including::

Tier 1 -- Personal Effectiveness Competencies
Tier 2 -- Academic Competencies
Tier 3 -- Workplace Competencies
Tier 4 -- Industry-Wide Technical Competencies
Tier 5 -- Industry-Specific Technical Competencies
Tier 6 -- Occupation-Specific Knowledge Areas
Tier 7 -- Occupation-Specific Technical Competencies
Tier 8 -- Occupation-Specific Requirements
Tier 9 -- Management Competencies

Each tier includes a set of related competencies. The tiers are arranged in a hierarchy. At the base of the model, the competencies apply to a large number of occupations and industries. As a user moves up the model, the competencies become industry and occupation specific. See Figure 1. The graphic of the Competency Model Building Blocks Tiers below.

Competency Model Building Blocks

Figure 1. Competency Model Building Block Tiers

Tier 1: Personal Effectiveness Competencies

Personal Effectiveness Competencies hover below the base of the pyramid, and influence all of the other competencies. Competencies included in this domain represent motives and traits as well as interpersonal and self-management styles and generally are applicable to a number of industries at a national level. Personal Effectiveness Competencies include:

Interpersonal Skills
Integrity
Professionalism
Initiative
Dependability & Reliability
Willingness to Learn

Tier 2: Academic Competencies

At the base of the model are Academic Competencies. This domain contains critical competencies primarily learned in an academic setting, as well as cognitive functions and thinking styles. These competencies are likely to apply to all organizations represented by a single industry or industry association nationwide. They serve as the foundation for Occupation and Industry Specific Competencies. These competencies include:

Reading
Writing
Mathematics
Science & Technology
Communication – Listening & Speaking
Critical & Analytic Thinking
Active Learning

Tier 3: Workplace Competencies

The next competency domain included in the model is Workplace Competencies. Competencies included in this domain represent those skills and abilities that allow individuals to function in an organizational setting. As with the Academic Competencies, these are generally applicable to a large number of occupations and industries on a national level. The competencies in this domain include:

Teamwork
Adaptability/Flexibility
Customer Focus
Planning & Organizing
Creative Thinking
Problem Solving & Decision Making
Working with Tools & Technology
Using Computers
Accessing & Updating Computer Files
Keyboarding & Word Processing
Scheduling & Coordinating
Checking, Examining & Recording

Tier 4: Industry-Wide Technical Competencies

Industry-Wide Technical Competencies represent the next domain in the hierarchy of "building blocks." Competencies included in this domain represent the knowledge, skills and abilities needed by all occupations within an industry. These competencies remain undefined in the building block model. Industry representatives need to specify and define these competencies for each industry as part of the competency model development process.

Recently, representatives of the Advanced Manufacturing industry used the building blocks as the starting point for the development of an Advanced Manufacturing competency model. The industry-wide competencies identified by these industry representatives included:

Production
Maintenance, Installation & Repair
Manufacturing Process Development/Design
Supply Chain Management
Quality Assurance/Continuous Improvement
Health & Safety

Tier 5: Industry-Specific Technical Competencies

At the next level in the model are the Industry-Specific Technical Competencies. Competencies included in this domain represent the knowledge, skills, abilities and other characteristics needed by all occupations within an industry segment (e.g., the Chemical Manufacturing segment of the Advanced Manufacturing Industry). These competencies remain undefined in the building block model. Industry leaders and partner associations need to specify and define these competencies for each specific industry as part of the competency model development process.

Tier 6: Occupation-Specific Knowledge Areas

All occupations require a specific knowledge base, over and above that which is required for occupations in the industry as a whole. At the next level of the model are Occupation-Specific Knowledge Areas. The knowledge areas contained in the Department of Labor’s Occupational Information Network (O*NET) tool are shown below. These broad knowledge areas can be used as a basis for specifying more detailed knowledge areas required for work in a specific occupation. A great deal of information about the knowledge required in various occupations can be obtained from existing resources, such as community college curricula.

O*NET Knowledge areas:

Tier 7: Occupation-Specific Technical Competencies

Building on Occupation-Specific Knowledge Areas, all occupations require certain technical competencies. Often, these competencies are specific to a particular occupation, organization, or WIB. These competencies are not specified in the model and need to be defined by partners and shareholders developing competency models that are specific to their occupation(s) of interest. As with the Occupation-Specific Knowledge Areas, many readily available resources (such as community college curricula) can be used to identify or develop Occupation-Specific Technical Competencies.

Tier 8: Occupation-Specific Requirements

The top level of the model is labeled Occupation-Specific Requirements. This domain includes requirements such as certification, licensure, and specialized educational degrees, or physical and training requirements. Again, these competencies are specific to a particular occupation, organization, or WIB. Model developers need to specify those requirements that are specific to the key occupation(s) in a given industry sector. Once again, many readily available resources (such as community college curricula) can be used to identify these requirements.

Tier 9: Management Competencies

The competencies included in the Management Competencies domain are specific to supervisory and managerial occupations and include:

Staffing
Informing
Delegating
Networking
Monitoring Work
Entrepreneurship
Supporting Others
Motivating & Inspiring
Developing & Mentoring
Strategic Planning/Action
Preparing & Evaluating Budgets
Clarifying Roles & Objectives
Managing Conflict & Team Building
Developing an Organizational Vision
Monitoring & Controlling Resources

See Figure 2. The graphic of the Competency Model Building Blocks below.

Competency Model Building Blocks

Figure 2. Competency Model Building Blocks

Top

Chapter 3. Developing Competency Models from Existing Resources

Competency models typically describe the knowledge, skills and abilities that are common across an industry, an occupational group, an organization, or a single occupation. There have been numerous publicly funded efforts over the past several years to develop products that identify the competencies or skills that businesses seek or industry demands. Although the projects involved the identification of competencies, the resulting products were frequently not referred to as competency models.

Those efforts produced end products such as skill standards, certifications, or curriculum for a specific occupation within an industry or across an industry sector. An analysis of the content of the skill standards, certifications and curricula indicate a wide variance. The focus tends to be rather broad dealing primarily with academic and workplace competencies or very narrow describing specific technical competencies. Few include content across all tiers of the building blocks model described in the previous section of this guide.

In an effort to maximize the return on previous investments ETA working with industry leaders is in the process of developing industry-wide, cross-sector frameworks that can be used as a basis for developing the foundational and technical competency products needed by a demand-driven workforce investment system. These frameworks will be used by the system to

engage business and industry to determine its workforce skill requirements,
develop curriculum and training programs that meets those requirements, and
provide guidance to the now and future workforce about the skills they will need to be successful.

The objective is to free up resources, time, and energy for innovative development of competency content that can keep up with the pace of changing technology and reflect the changing requirements of specific regions or businesses. The end product is the framework for an industry competency model. The framework does not include performance indicators (standards) or measurement criteria (assessments) for competency content area. Standards and assessment instruments must be developed by industry to meet specific regional and business needs. The following process describes how ETA used resources developed and validated by and for industry to develop the framework.

Step 1. Gather background information.

The development of an industry competency model framework is based on an analysis and synthesis of existing national and state skills standards, technical curriculum, and certifications in the industry sector. This step was accomplished using industry or subject matter experts (SMEs) familiar with the terminology, processes and skills required in the industry.

The process of gathering information involves:

cataloging existing resources,
classifying the resources to the high growth/high demand industry sectors,
comparing the contents to the building blocks framework, and
analyzing the contents to determine commonalities for an industry model.

Step 2. Develop draft competency model framework

Use the building blocks framework to insure that the draft industry framework is comprehensive:

Identify themes and patterns existent in the information
Relate the terms to the building block content areas
Develop a draft competency model framework

The draft competency model framework includes competency names with definitions and descriptions. This step is undertaken with the knowledge that the original developers may have used slightly different terms to indicate a competency e.g. using the term communication rather than listening and speaking. Competencies might also be shown on a different tier of the building blocks model than what was indicated in the original material e.g. critical thinking might have been referred to as a workplace or organizational competency whereas it is shown with academic competencies in the building blocks model. The important issue is to insure that the required competencies are included in an industry model. It is less important to display them on any particular tier.

Step 3. Gather feedback from industry representatives

Refine the draft model developed in Step 2 through input from target users of the competency model. Focus groups members representing high growth/high demand industry sectors were selected based on:

familiarity with the competency requirements of the industry,

representation across geographic and industry sub-sectors, and

representation of diverse viewpoints.

The following activities were used to gather feedback from the focus group members either in person or through a series of telephone and electronic communications:

Summarize the purpose and process of the competency model development project at the beginning of the session.

Review draft competency model – The group members were provided an opportunity to familiarize themselves with the competency model.

Discuss each competency in turn.

Gather input regarding:

The competency names, definitions, and (as relevant) the specific behaviors used to describe each competency. Discuss how this material should be edited to ensure that it accurately captures the essence of the competency in language that will "ring true" to users.

Whether any of the competencies in the draft model should be deleted because they are not relevant to, or important to, the target occupation(s), organization, or industry.

Whether any competencies should be added. If so, work with the group to derive definitions and behaviors describing those competencies.

Step 4. Refine the competency model framework

Using industry experts as in Step 1, refine the draft model:

Analyze the information gathered through the focus group session,
Edit the competency names, definitions and (as relevant) behaviors to reflect the input gathered,
Add or delete competencies from the model as appropriate.

Step 5. Validate the competency model framework

To insure acceptance by the target community of users the behaviors associated with the competencies identified in the framework should be those that are important for successful job performance. The competency model framework should be distributed widely to industry associations and their membership. It will then become the responsibility of business and industry to insure that the model becomes a useful and usable tool that is updated regularly to meet an industry’s changing workforce needs.

Step 6. Finalize the model framework

Competency model frameworks will be developed for each of the high growth/high demand industries. Those models will be available on the Competency Model Clearinghouse Web site. The framework for an industry model is displayed as a graphic representation of the content building blocks customized to the industry. See Figure 3. for an example of the graphic of the Advanced Manufacturing Competency Model below.

Advance Manufacturing Competency Model

Figure 3. Advance Manufacturing Competency Model

Top