From Competency Lexicon To Accredited Prior Experiential Learning

Tool: The Journey So Far

Gregory Borne

Ian Sherriff

Nick W

The Five Stages: From Lexicon to APEL

●Identification This stage saw the development of the competency lexicon. Based on extensive employer engagement with multiple stakeholders. It identifies the perceived needs and shortfalls within public sector organisations both now and in the future.

2.Validation Creation of Lexicon Prompt that can be presented to supplier and user groups in order to ascertain relevance and applicability of the various competencies and behaviours that have already been identified in the Lexicon.

3. ExpansionFollowing the validation process the competency elements and associated behaviour need to be examined for ambiguous behavioural elements. Following validation relevant active words and phrases are identified that will form the foundation of the conversion process.

4. Conversion The conversion process will involve the use of the competency/APEL conversion matrix. The matrix disaggregates the various competency components so that experiential learning can be converted into leaning outcomes ultimately leading to accreditation. This accreditation (depending upon the level of experience) may provide exemption either partially or completely from a recognised HE/FE course . Further, learning outcomes may indicate the need to create particular courses or training programmes

5. APEL ProtocolProtocols for the integration of APEL into institutional frameworks are variable and fragmented depending upon the institution. An appropriate protocol and progression framework will have to developed in order to maintain consistency and academic rigour.

IdentificationCreating the Competency Lexicon

●The competency lexicon is a compendium of competencies and associated behaviours focused on public sector organisations

●The Lexicon was developed through extensive multi agency employer engagement

●Over 150 individual in prominent public sector organisation were interviewed and participated in focus groups

Validation

Four Primary Case Study’s for Development and Validation

●Extensive public sector engagement. Multi-sectoral approach

●South Somerset Voluntary Sector

●Devon Parish Councils

●Cornwall Parish Councils

Lexicon Prompt●A representative subsection of the lexicon was transferred into a questionnaire format to ascertain whether respondents had or needed certain competencies to operate effectively in their existing roles

●Interviewees/respondents were asked to indicate whether they felt the competency and associated behaviours were:●R= Relevant (Relevant to their organisation and job role) ●E= Existing (Did they already possess the specified competency)●N= Needed (Was a particular competency needed for enhanced operations of a particular organisation)

●Whilst the lexicon represents a ‘generic’ tool, using the above mentioned format it can be customised to specific organisations or individual needs

●The following slide provides an example of the lexicon prompt

Competency Competency Unit Behaviour R E N Comment

1 Provide high quality services and products

1.1 End user satisfaction

The ability to understand the end user and be sensitive to needs, wants and expectations .

1.1.1 Have a strategic understanding of the end users need

1.1.2 Make informed decisions .

1.1.3 Conduct regular surveys of end user satisfaction to improve service/product.

1.1.4 Establish effective contact and rapport at various levels within organisations and concerned stakeholders.

1.2 Relationship Building

The ability to establish rapport easily and to develop and maintain a network of contacts who can provide information, help and access.

1.2.1 Develop and use a network of contacts.

1.2.2 Build and maintain positive partnerships and long term relationships.

1.2.3 Offer trade-offs to others to get their co-operation or support.

ConversionLearning Outcomes

●Using the aforementioned process, competencies and behaviours can be identified to specific individuals and organisations.

●At this stage however, the Lexicon is still just a lexicon; In other words, a compendium of competencies and behaviours identified as important to public sector organisations. At this stage it can be modified to individual organisations in order to help them understand the shortfalls in their skills and educational base. The Lexicon at this point is still in the Validation and Expansion phase.

●This process is ongoing and will be further enhanced by the seminal work being conducted with Devon and Cornwall Parish Councils.

●In order for the Lexicon to become an Accredited Prior Experiential Learning (APEL) tool it needs to go through a conversion process

ConversionCompetency Conversion Matrix (CCM)

●The competency conversion matrix focuses on a specific competency and associated behaviours, transferring these into a tangible leaning outcome.

●Learning outcomes can then be set against a specific course or module in order to identify existing skills and knowledge that may be attributed to learning elements and hence Accreditation for Prior Experiential learning (APEL)

●This format can be applied to multiple audiences on a flexible basis and can be transferred from one course to another

●This format is also able to identify shortfalls in existing

●The following slide provides outlines the primary elements of the CCM

ConversionCompetency Conversion Matrix Primary

Elements

●Competency●Behaviour●Skills●Knowledge●Attributes

Conversion Process

●Step 1: Using the Lexicon, individuals identify their existing competencies and skills base●Step 2: The CCM is applied to these competencies and behaviour●Step 3: Using the active words and phrases in each behaviour the relevant knowledge, skills and attributes can be ascertained●Step 4: This can then be translated into learning outcomes

●This process can be applied in varying degrees depending on the APEL requirements

●The following slide provides an example of the CCM in action applied to a single Lexicon element. This same process can be applied to all Lexicon elements. Moreover, the lexicon conversion process can apply to multiple employee levels on a stratified basis. The following example applies to a senior level manager

Competency Behaviour Knowledge Skills Attributes

Respond to the emerging policy area of sustainable development for the public sector

Identify the relevant issues of sustainable development policy for the public sector and your organisation more specifically

Knowledge of the basic principles of sustainable development.

Understand the political context from the global national regional and local perspectives.

Be aware of relevant legislation and regulatory frameworks, combining social, environmental and economic mechanisms

Understand the need to create sustainable communities

Understand the need for sustainable consumption and production and the requirement to improve general efficiency

Evaluate and analyse disparate information sources.

The ability to comprehend significant issues from complex problems and apply these to your organisation structure

Effective communication skills both written and oral

Identify existing capacity and identify sustainable development opportunities

The ability to view specific issues in a boarder context. Remain open minded and flexible in yourmanagement approach

Competency Conversion Matrix In Action Preparing for A sustainable Future

Procedure for APEL

Using the Lexicon in conjunction with the CCM the following steps will lead to APEL

●Step 1: Identification of the learning components of a particular course (Modular/CPD)

●Step 2: Self assessment by potential learner using the competency Lexicon (complying with the APEL protocols for the particular institution)

●Step 3: Conversion of Lexicon competencies and behaviours into leaning outcomes using CCM

●Step 4: Off setting existing identified skills and knowledge with relevant components of identified course

●Step 5: Award of accreditation or otherwise to prospective candidate

The Future●Whilst this presentation has separated the respective stages of Lexicon to APEL development, in reality these stages are dynamic and non linear. A constant reflexive process is employed to ensure reliability

●Future research with Devon and Cornwall parish councils will greatly enhance the process

●APEL protocol. Significant attention needs to be paid to the diverse and fragmented rules and regulations that govern APEL on a national basis

●The Lexicon/APEL process represents a concrete format for providing part time work based learners with the opportunity to engage with HE and FE.

●The identification of learning outcomes from the lexicon not only provides a format for APEL but can also be used to develop future courses that respond to employer needs.