Competencies and workplace learning: some reflections on the rhetoric and the reality

Abstract

Evidence suggests increased usage of competency models by organisations to drive workplace learning initiatives in the USA and more recently in the UK. The use of competency frameworks as the focus of workplace learning serves the dual purpose of facilitating the identification of learning needs and ensuring that learning provision addresses business needs (Reid and Barrington, 1994;Thomson and Mabey, 1994). Furthermore, the drive for mobility, flexibility and employability has also resulted in employees expecting that their enhanced competencies be recognised through certification processes. The increased usage of competencies is also reflected in the burgeoning academic literature on the topic.The most recent Cranfield University of Limerick survey (1999) reveals a significant increase in the usage of competency frameworks in Europe. Empirical evidence exists to suggest that the competency movement has taken hold in a number of countries, among them Australia (Cornford and Athanasou, 1995), the USA (Boyatzis and Kolb, 1995), the UK (Newton and Wilkenson, 1995), the Scandinavian countries (Mabon, 1995) and Israel (Reichel, 1996). This trend can be attributed to the proactive role played by national governments in recognising the benefits that can accrue through the creation and adoption of recognisable competency standards.

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

“…The competency method seeks to identify the ideal combination of skills, knowledge, and attitudes, and is noted as a tool to structure and facilitate 25 communication between education and the labour market (Green 1996). Evidence suggests increased usage of competency method by organizations to drive workplace learning initiatives in the USA and more recently in the UK (Garavan et al 2001). The increased usage of competencies is also reflected in the burgeoning academic literatures.…”

HRD: the shapes and things to come

“…This position is characterised by tight management control, close direction and prescription of required competencies as well as by promoting the concept of ''best fit'' between strategic objectives and competencies possessed by employees. Garavan & McGuire (2001) Significantly, they point to the importance of spiritual development as being central to both the process and product of workplace change at both the individual and organisational levels. (Tosey & Robinson 2002).…”

“…Furthermore, Garavan & McGuire (2001) had earlier stated that Taylor's espousal of the need to improve efficiency and increase production, together with his functional view of management, led ultimately to the development of the competency approach. This seeks to identify the ideal combination of knowledge, skills and attitudes, so enabling employees to become high performers with the potential to add value to the organization.…”

Atitudes e Habilidades Sociais para Trabalho em Equipe: Desenvolvimento de uma Escala

“…Já os estudos relativos a competências têm abordado, entre outros, as correntes teóricas adotadas por diferentes autores (Brandão, 2007;Dutra, 2004;Jones & Moore, 2008;Leitão, 2010), níveis de objeto de estudo (Brandão & Guimarães, 2001;King, Fowler, & Zeithaml, 2002), desenvolvimento de competências (Antonello, 2006;Bahry & Tolfo, 2007;Zarifian, 2001), relação entre competências e aprendizagem (Garavan & McGuire, 2001), competência no trabalho (McMullan et al, 2003), variáveis associadas a competências (Bowditch & Buono, 1992;Le Boterf, 2003;Martin-Baró, 1983;Skinner, 1987;Todorov, 1989;Zarifian, 2001) e características e problemas identificados nesse campo de estudo (Brandão & Borges-Andrade, 2007;Garavan & McGuire, 2001;Jubb & Robotham, 1997).…”