From Competency Lexicon To
Accredited Prior Experiential Learning
Tool:
The Journey So Far
Gregory Borne
Ian Sherriff
The Five Stages: From Lexicon to APEL
●Identification
This stage saw the development of the competency lexicon. Based on e...
IdentificationCreating the Competency Lexicon
●The competency lexicon is a compendium of
competencies and associated behav...
Validation
Four Primary Case Study’s for Development and
Validation
●Extensive public sector engagement. Multi-sectoral
ap...
Lexicon Prompt
●A representative subsection of the lexicon was transferred into a
questionnaire format to ascertain whethe...
Competency Competency Unit Behaviour R E N Comment
1 Provide high quality
services and products
1.1 End user
satisfaction
...
Conversion
Learning Outcomes
●Using the aforementioned process, competencies and behaviours
can be identified to specific ...
Conversion
Competency Conversion Matrix (CCM)
●The competency conversion matrix focuses on a specific competency
and assoc...
Conversion
Competency 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: T...
Competency Behaviour Knowledge Skills Attributes
Respond to the
emerging policy area
of sustainable
development for the
pu...
Procedure for APEL
Using the Lexicon in conjunction with the CCM the following steps
will lead to APEL
●Step 1: Identifica...
The Future
●Whilst this presentation has separated the respective stages of
Lexicon to APEL development, in reality these ...
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Lexicon to apel

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Lexicon to apel

  1. 1. From Competency Lexicon To Accredited Prior Experiential Learning Tool: The Journey So Far Gregory Borne Ian Sherriff
  2. 2. 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. Expansion Following 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 Protocol Protocols 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.
  3. 3. 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
  4. 4. Validation Four Primary Case Study’s for Development and Validation ●Extensive public sector engagement. Multi-sectoral approach ●South Somerset Voluntary Sector ●Devon Parish Councils
  5. 5. 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
  6. 6. 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.
  7. 7. Conversion Learning 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
  8. 8. Conversion Competency 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
  9. 9. Conversion Competency Conversion Matrix Primary Elements ●Competency ●Behaviour ●Skills ●Knowledge ●Attributes
  10. 10. 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
  11. 11. 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 your management approach Competency Conversion Matrix In Action Preparing for A sustainable Future
  12. 12. 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
  13. 13. 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

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