3 Ways to address learning levels in competency models
How do you address learning levels in competency models (novice vs. expert or front line manager vs. senior leader)?
There are actually 3 ways to address these levels in a competency model.
1) Define levels through task/behavioral examples
The task examples/behavioral examples in competency models define what the task or skill looks like at various levels of proficiency.
Here’s an example in the category of Leading People/People Management which would be used to align with management training content.
Let’s say that the task is: Communicate business strategy to the team.
Some of the task examples might be:
Level 1: Forward messages from the business to the team as I think they need them
Level 2: Forward messages from the business to the team with an overview that explains what I think they mean to them
Level 3: As strategy changes, translate it to team members in terms that relate to what they do
Level 4: Regularly discuss corporate strategy and how it translates to team activity
Level 5: Develop tools and/or templates that enable me to translate corporate strategy to the team level in a structured way
In other words, your behavioral examples define proficiency levels.
In this way, even a novice becomes aware of the best practices, and next practices when they are accessing the competency model and assessing their skills.
Over time, the way that things should be done will change. In the Fourth Industrial Revolution, with the impact of digitization and AI, things will keep changing fast. The future of work never lets up. It’s these behaviors that describe the best practices that will change most often, which makes managing your competency models easier.
2) Set proficiency requirements to levels by job/role
It’s important to separate what you think people in a role are doing from what they SHOULD be doing.
A new manager may not know how to handle strategy conversations because they haven’t had to do it before. They would likely enter the job at a level 1 or perhaps a level 2.
What they SHOULD be doing is the expectation or requirement. This is the defined proficiency level in the competency model.
The defined proficiency level for a front line manager is probably level 3.
The defined proficiency level for a mid-level leader is probably level 4.
The defined proficiency level for a senior leader is probably level 5.
So at this point, you’ve defined the levels and set the targets.
3) Define competency-based learning by required proficiency level
When someone realizes during a competency assessment that they don’t meet the target level of proficiency for their role, which means they have a skill gap, they should be recommended the right level of learning activity.
To create competency-based learning, you want a development opportunity whose learning objective aligns to the behavior(s) the person should exhibit. For example:
A front line manager would be recommended learning activities where they learn to translate strategy to team members in terms that relate to what they do. Maybe a Cascading Strategy management training course or skill practice.
A senior leader would be recommended learning activities where they learn to develop tools for translating strategy in a structured way, and make them a part of regular communication. Maybe a skill practice.
For all you learning professionals, think about it like Blooms verbs.
· Level 1 activities are like Knowledge level
· Level 2 activities are like Comprehension level
· Level 3 activities are like Application level
· Level 4 activities are like Analysis level
· Level 5 activities are like Synthesis and Evaluation levels
The higher the level of proficiency you need someone to achieve, the more important it is that the learning be experiential. To get someone to a level 3, 4 or 5, you really need experiential learning. If you’re not doing, you can’t apply, analyze, synthesize or evaluate. Level 4 behaviors can often be learned by mentoring others (not managing them) – that is, collaborative learning. But you can’t learn the creativity and innovation required for level 5 without actual hands on work.
Summary
So in summary, to incorporate learning levels in competency models…
1) Define levels through task/behavioral examples
2) Set proficiency requirements to levels by job/role
3) Define competency-based learning by required proficiency level
Now you have a model that people can easily assess against for both upskilling in their current job and also reskilling to learn a new role (career planning and workforce agility). It will define any skill gaps and tell them exactly what learning level of activity they need to develop. It will make them self-sufficient and able to capitalize on intrinsic motivation and a growth mindset. And it tells you exactly what learning content you need to close your organizational skill gaps and position it for future success.
And it’s easier than you think.
