Actualize
Competency
Proficiency
Mastery
Stage
Education is what remains after one has forgotten what one has learned in school.
Maslow defines self-actualization as "the desire for self-fulfillment, namely the tendency for the individual to become actualized in what he is potentially capable of achieving."
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Self-actualization requires that learning be applied in service to a goal or end. Not learning for learning's sake.
― Albert Einstein
3 major principles of Blended Learning:
From Competency to Proficiency to Mastery.
Mastery is a fundamental progression, from learning to performing to improving.
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I am knee deep in the competency world and have read everything I can find about how to define this work. Is it Competency-based I am knee deep in the competency world and have read everything I can find about how to define this work. Is it Competency-based
What skills do you need?
I am knee deep in the competency world and have read everything I can find about how to define this work. Is it Competency-based education, or Mastery-based Education or Proficiency-based Education? All of these terms are being used interchangeably, but do they really mean the same thing? I don’t think that they do.
From Competency to Proficiency to Mastery.
Mastery is a fundamental progression, from learning to performing to improving.
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Competency vs. Mastery vs. Proficiency
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I am knee deep in the competency world and have read everything I can find about how to define this work. Is it Competency-based education, or Mastery-based Education or Proficiency-based Education? All of these terms are being used interchangeably, but do they really mean the same thing? I don’t think that they do.
Here is the way I am thinking about it. The term Competency-based Education, for me, is not about “being competent”. It is bigger than that. It is about this fundamental shift in teaching and learning that measures individual learning rather than measuring seat time. Competencies are created to define sets of knowledge, skills, concepts and mindsets that learners need to know and be able to do. Learners progress once they have demonstrated mastery of competencies, not after a set amount of time in a course.
Mastery and proficiency then are about assessing and achieving competencies. Learners must demonstrate their proficiency in a competency and multiple demonstrations of proficiency lead to mastery of that competency.
So how are we defining this work? We are developing a Competency-based Educational Model in which students progress toward a degree or certification based on their ability to demonstrate mastery of a comprehensive set of skills, knowledge, behaviors and mindsets at multiple times in multiple ways.
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Click here for a more in depth look at the working definition of Competency Education.
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By Sandra Moumoutjis| February 21st, 2014|Uncategorized|3 Comments
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http://building21.org/2014/02/competency-vs-mastery-vs-proficiency/
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All experiences aren’t created equal. Which experiences contribute the most to learning and growth? And what specific leadership lessons can be learned from each experience?
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Developmental Assignments
While the intent is not to minimize or downplay the importance of striving for excellence in all 28 leadership competencies, it is often difficult to focus on more than a few competencies at the same time.
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Stretch beyond your normal.
Stretch assignments
Undertaking challenging and complex assignments outside your normal work role can be highly valuable in not only broadening your technical expertise, but also building important attributes such as resilience, self-awareness, flexibility and courage.
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When selecting a stretch assignment it is important to consider the value or importance of the task to your organisation. Stretch assignments may include: handling a crisis; working with difficult clients; working in a rapidly changing situation; influencing and supporting others to take difficult action; working with multiple people with contradictory and competing views; leading a change management process; volunteering to take over a project that is in trouble; working with difficult stakeholders; managing a performance concern; and representing employees to higher management.
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Your competitive edge in the (job) market.
Competence-based qualifications provide a flexible way to enhance and maintain (vocational) skills.
In addition to the 52 vocational qualifications offered, there are nearly 300 further and specialist qualifications in different fields available.
Vocational skills are demonstrated in competence tests irrespective of whether the skills were acquired through work experience, study or other activities.
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What matters is possessing the skills and competencies required in the profession.
Three levels of competence based qualifications
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Vocational qualifications indicate competence to enter employment in the field.
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Further vocational qualifications indicate the vocational skills required of skilled workers in the field.
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Specialist vocational qualifications indicate a command of the most demanding tasks in the field.
Competence-based qualifications provide eligibility to further study at polytechnics or universities.
With a competency-based approach, students advance when they have demonstrated mastery of a competency, which is defined as “a combination of skills, abilities and knowledge needed to perform a task in a specific context.” Mastery is the sole determinant of progress, which means that delivery options multiply and expand since any instructional method or instructional provider that can move a student toward mastery is theoretically acceptable.
In competency-based education, assessment is embedded in every step of the learning process in order to provide students with guidance and support toward mastery. This heightened level of assessment is designed to build competencies in real time. The following figure, from the National Postsecondary Education Cooperative’s report “Defining and Assessing Learning,” provides a simple yet powerful visual of the competency-based approach:
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Integration
A Generational Model for Professional Development Practice what they have learned, and pass on their expertise to a second generation, who pass it on to a third. To do more to connect the dots between learning and work.
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Today’s successful workplaces are fast moving, global and digital. Learning innovation, done well, delivers results that can support sustainable, agile workplaces.
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Expectation Management.
There is much more to “fitting-in.” Whether you are joining a new organization, department, team or project, you need to (learn how to) integrate your value (Talent, Skills, Abilities), into the organizational culture.
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Integration can be difficult to achieve all at once, a good practice is to employ a strategy of short-term, ad-hoc objectives that slowly builds towards full integration (by linking...) (various subsystems where necessary).
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at a new company, you need to integrate yourself into the team and learn the company culture.
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ways to integrate yourself within a new organization.
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Integration is harder to achieve the greater the number of systems that are involved
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Challenges to achieving integration mostly have to do with the inherent difficulties in linking (a series of) diverse existing systems ...
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the actual delivery of the information to key business units that need it.
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Because integration is difficult to achieve all at once, a common practice is to employ a strategy of short-term, ad-hoc objectives that slowly builds towards full integration (by linking...) (various subsystems where necessary).
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In competency-based education, assessment is embedded in every step of the learning process in order to provide students with guidance and support toward mastery. This heightened level of assessment is designed to build competencies in real time.