3. • Competency refers to the knowledge,
skills, abilities, and behaviors that an
individual possesses and can apply
effectively in a specific context or job
role.
• It encompasses a person's capacity to
perform tasks or fulfill responsibilities
competently.
4. Example:
• In a professional context, competency
might include skills like effective
communication, problem-solving, project
management, or technical expertise.
5. • For instance, if you're hiring a software
developer, their competency might be
assessed based on their coding skills,
understanding of programming
languages, and problem-solving abilities
in the field of software development.
7. • Objectives in teaching are the specific
outcomes that teachers want their
students to achieve as a result of their
instruction.
8. • Objectives in teaching are the specific
outcomes that teachers want their
students to achieve as a result of their
instruction.
• Objectives should be clear, concise, and
measurable. They should also be aligned
with the curriculum and the teacher's
overall goals for the lesson or unit.
9. Here are some examples of effective
teaching objectives:
• By the end of this lesson, students will be
able to identify the three main parts of a
plant.
• By the end of this unit, students will be
able to write a persuasive essay that
includes a clear thesis statement,
supporting evidence, and a conclusion
10. • By the end of this course, students will be
able to solve quadratic equations using
the quadratic formula.
11. Additional benefits of using objectives in
teaching:
• Objectives help teachers to focus their
instruction on the most important
learning outcomes.
• Objectives help teachers to create
assessments that are aligned with their
instruction.
12. • Objectives help teachers to track student
progress and identify areas where
students need additional support.
• Objectives help teachers to communicate
their expectations to students and
parents.
• Objectives help students to understand
what they are expected to learn and to set
their own goals.
13. FOR THE STUDENTS FOR THE TEACHERS
The students gets aware of his expected learning at the
end of the session.
The teacher gets aware of the fact how much he has to
teach in a particular session.
Develops clarity of the knowledge and better
understanding of the skills to be acquired.
He can chose appropriate teaching learning method for
his session.
Becomes aware of the criteria by which his performance
will be assessed
He can plan for appropriate assessment and the level of
expected performance.
ADVANTAGES FOR SUCCESSFUL OBJECTIVES
15. • Are formulated by the academic staff,
preferably involving student representatives
in the process, on the basis of input of internal
and external stakeholders.
16. • Are formulated by the academic staff,
preferably involving student representatives
in the process, on the basis of input of internal
and external stakeholders.
• Are statements of what a learner is expected
to know, understand and/or be able to
demonstrate after completion of learning.
17. • They can refer to a single course unit or
module or else to a period of studies, for
example, a first or a second cycle programs.
18. • They can refer to a single course unit or
module or else to a period of studies, for
example, a first or a second cycle programs.
• Learning outcomes specify the requirements
for award of credit.
20. • The use of learning outcomes allows for
much more flexibility than is the case in
more traditionally designed study
programmes .
• They show that different pathways can lead
to comparable outcomes; outcomes which
can be much more easily recognized as part
of another programme or as the basis for
entrance to a next cycle programme.
21. Learning outcomes are an explicit description
of what a learner should know, understand and
be able to do as a result of learning. (Learning
and Teaching Institute, Sheffield Hallam
University)
Learning outcomes are explicit statements of
what we want our students to know, understand
or to be able to do as a result of completing our
courses. (University of New South Wales,
Australia)
22. Learning Outcomes are specific statements of
what students should know and be able to do as
a result of learning (Morss and Murray,2005)
Learning Outcomes are statements of what is
expected that a student will be able to do as a
result of a learning activity (Jenkins and Unwin)
23. Learning Outcomes are statements that specify
what learners will know or to be able to do as a
result of a learning activity. Outcomes are
usually expressed as knowledge, skills or
attitudes. (American Association of Law
Libraries).
24. WHAT ARE THE KEY
DIFFERENCES BETWEEN
COMPETENCY, LEARNING
OBJECTIVES, AND
LEARNING OUTCOMES
25. 1. SCOPE
- Competencies are broader, covering a range of
knowledge, skills, attitudes and behaviors
applicable to a specific profession or domain
- Learning Objectives are more specific,
outlining what learner ls should achieve in a
particular lesson or unit - Learning Outcomes
encompass the overall goals of a course or
program
26. 2. Level of Detail
- Competency provide a comprehensive set of
abilities and qualities necessary for successful
performance in a specific profession or
domain
- Learning Objectives provide specific targets
that guide teaching and assessment within a
shorter timeframe
- Learning Outcomes are general and broad,
focusing on the big picture
27. 3. TIMEFRAME
- Competency extend beyond formal education
and refer to long
- term transferable abilities in real - world
settings
- Learning Objectives pertain to shorter period
such as lessons or units
- Learning Outcomes apply to the entirely of a
course or program
30. • Objective clearly states, so anyone reading it
can understand, what will be done. and who
will do it.
31. • Specific: Refers to being as specific as
possible with the desired goal. Generally, the
narrower and more specific goal is, the clearer
the steps to achieving it will be.
• Measurable: With specific criteria that
measure your progress toward the
accomplishment of the goal.
34. RELEVANT
• The goal must be tied to your organization
priorities ,strategy , team, mission , and the
employee maturity and potential.
ATTAINABLE
• The goals must be challenging yet achievable
35. This refers to the importance of the goal in
relation to the broader objectives. A relevant
goal is one that aligns with the overall purpose
and direction of the individual or organization.
It ensures that the efforts invested in pursuing
the goal contribute meaningfully to the larger
mission or strategy.
37. • The goal must have a start date and an end
date, with possible intermediate milestones
and related expected outcomes.
• stating the time period in which they will
each be accomplished.
•
39. The execution progress must be assessed
by the manager through multiple
checkpoints that should include feedback
and guidance
40. Checkpoints for Progress Evaluation
• Regular assessment points to monitor
project execution.
• Include milestones, deadlines, and key
performance indicators (KPIs).
• Ensure transparency and accountability
41. Feedback and Guidance
• Provide constructive feedback to team
members.
• Offer guidance to overcome challenges and
optimize processes.
• Foster a supportive and growth-oriented
environment.
43. Teacher shares final evaluation when the goal
is met.
Student is recognized and possibly rewarded
for accomplishments.
In case of subpar results, a detailed review is
essential.
Situation and objectives should be revisited
for improvement.
44. Emphasize the importance of sharing lessons
learned in both cases.
Promote a culture of continuous
improvement and knowledge sharing
