This document discusses competency-based learning. It defines competency-based learning as systems of instruction, assessment, grading, and reporting that are based on students demonstrating mastery of expected knowledge and skills. Competency-based learning focuses on identifying specific competencies or skills and allowing students to develop mastery of each at their own pace, often with a mentor. It highlights that a key characteristic is its focus on mastery, with students required to demonstrate competency before moving forward. The document also discusses pros and cons, characteristics, essential components for implementation, and models for competency-based learning like the 3A Learning model.

1. COMPETENCY-BASED LEARNINGS
JANEE A. RAMIREZ
Reporter

2. What is competency-based learning?
it refers to systems of
instruction, assessment, grading, and
academic reporting that are based on
students demonstrating that they have
learned the knowledge and skills they are
expected to learn as they progress
through their education..

3. What is competency-based learning?
is an approach to education that focuses
on the student’s demonstration of desired
learning outcomes as central to the
learning process.

4. What is competency-based learning?
 Begins by identifying specific
competencies or skills, and enables
learners to develop mastery of each
competency or skill at their own pace,
usually working with a mentor.

5. CBL is appropriate for adult learners with
life experience who may have developed
competencies
Can be delivered through a campus
program.

6. The Characteristics Of Competency-Based Learning
A key characteristic of this type of learning is its focus on mastery. In other
learning models, students are exposed to content–whether skills or
concepts–over time, and success is measured summatively. In a
competency-based learning system, students are not allowed to continue
until they have demonstrated mastery of the identified competencies (i.e.,
the desired learning outcomes to be demonstrated). In this way, the
definition of competency-based learning is closely tied to mastery learning.
Competency-based learning is similar to outcomes-based learning in that
said outcomes–in this case, called ‘competencies’–are identified
beforehand, and students are frequently assessed. In this way,
competency-based learning can be thought of as a form of outcomes-
based learning.

7. Pros & Cons Of Competency-Based Learning
Its effectiveness, of course, depends on the ecology it
is embedded in. In a system with deep and diverse
support systems, robust assessment forms, and clear
and manageable learning outcomes that are
accessible to all learners, competency-based learning
can be an effective model, potentially reducing
inefficiency (including time spent learning) and
increasing pedagogical precision and student
achievement.

8. Its strengths lie in its flexibility, as learners are able to
move at their own pace. This supports students with
diverse knowledge backgrounds, literacy levels, and
other related aptitudes. Its challenges should sound
familiar to most educators, including the difficulty in
identifying–and agreeing upon–the most important
competencies, how to best assess them, and how to
support learners that struggle.

9. Competency
Competency (Wikipedia):
The ability of an individual to do a job
properly.
A competency is a set of defined
behaviors that provide a structured guide
enabling the identification, evaluation,
and development of the behaviors in
individual employees.

10. Competency
Features of the most competency-based
program is partnerships between
employers and educators
Meet the needs of students and
employers

11. 6 essential components
 Choose a learner: role/function, division, an
entire organization
 Identify desired competencies
 Perform a gap analysis
 Develop Individual Development Plans (IDPs)
 Implement IDPs
 Monitor results, adjust IDPs & coaching
strategies as needed

12. Choose a learner
• What is the scope of your competency-
based learning program?
• Who are the learners?

13. Identify desired competencies
• Keep this simple
• Limit to 8-10 competencies
• Define basic, intermediate, advanced
behaviors
• Easy to read in a table format

14. Key action Basic Intermediate Advanced
Prepare for
Training
Studies course material with
facilitator mentor and/or
SME practices using
equipment reviewa
participant info
Reviews course materials,
adept at using equipment,
understands participant
needs, able to prepare and
use relevant activities,
examples and analogies
Knows course materials
expert at using equipment,
understands all aspects of
participants, creates relevant
activities, examples and
analogies in the moment
facilitatesutilization of high
impact learning plans

15. Performing a gap analysis
• Keep it simple
• Manager and individual assess separately
• Come to a consensus
• Choose a target level( basic, intermediate,
advanced ) for each competency

16. Create individual development plan
• Choose 2 competencies to work on within 90 days:
-1 that is achievable within 30 days
- 1 with the biggest impact
• Choose learning interventions to meet competency
goal
- Could be a class, advanced job responsibility,
self-study, or a combination
• Identify timeframe and support needed

17. Name:
Mentor:
Date: Current Behavior Desired Bahavior Game Plan Time Frame Support
Prepares for
training delivert

18. Implement and monitor development
• Provide an opportunity for learners to
engage in activities to develop competency
• Check in ideally every 2 weeks during the
timeframe
• Adjust the plan as needed
• Celebrate progress!

19. Implementing competency –based learning
• People learn from their experiences.
• The 70-20-10 model for learning design recognizes and
leverages the way we really learn.
- 70% - application. doing it, stretch goals
- 20% - coaching, peers
- 10% - classroom/formal
• Organizations report people to learn more, better, and
faster when 70-20-10 is applied. And they report up to
75% reduction in their training spend.

20. 3A Learning: a model to implement 70-20-10
Align
Assess need/skill gap
Set goals
Define follow-up plan
Blooms
Learning Objectives
Learning Impact Maps
Assimilate
10%
Active Learning
Learning Objectives
Application Practice
Facilitator
Competencies
Action Planning
Impact map
Apply
70% + 20%
Document 90-day goals
Accountability
Sustain behavior change
Results
Partner with manager
Follow through
Coaching
Celebrate success
Purpose
Tools

21. 3A Learning and ADKAR
Align Assimilate Apply RESULTS
Reinforcement
Accountability
Success stories
celebration
Ability
Mentor
Coach
Knowledge
Relevant, participant-centered
learning event
Desire
Learning Impact Map
Behaviors/result
Awareness
Learning Impact Map
objectives