Clarifying the use of competence and competency models in recruitment, assessment and staff development

Abstract

Emphasizes the need for clear terminology; distinguishes between “competence” and “competency”. Argues that competence and competency models have been used in three different areas: recruitment, skill assessment and development. Considers competence models, such as the MCI standards in the area of skill assessment, which focus on What people can do; require clear, measurable standards; and exclude grading. Discusses behaviour inventories – which focus on how people behave and can be graded in relation to recruitment and staff development. Makes a distinction between intellectually based and morally based behaviours which allows a “dartboard” model to be created with “hard” competences at the centre, phasing out through intellectually based behaviours to “soft” morally based behaviour at the periphery. Behaviours, capabilities and attributes are added to the vocabulary, hopefully to provide greater clarification.