{"id":53,"date":"2023-12-21T19:10:06","date_gmt":"2023-12-22T00:10:06","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/cacfv2\/?post_type=chapter&p=53"},"modified":"2024-06-05T16:35:12","modified_gmt":"2024-06-05T20:35:12","slug":"assessing-competencies","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/cacfv2\/chapter\/assessing-competencies\/","title":{"raw":"Assessing Competencies","rendered":"Assessing Competencies"},"content":{"raw":"

Assessing Competencies Required for Different Roles<\/h3>\r\nGiven the range of practitioners and professions relevant to climate adaptation, it is impossible to describe competency profiles for every potential role or function. Further, as previously stated, not all climate adaptation roles will require the same competencies, or the same level of proficiency in each competency. The degree to which climate adaptation is the focus of an individual\u2019s role, and the functions of climate adaptation that are most relevant to that role, will shape the degree to what each practitioner requires. Mapping specific competencies to roles and the development of assessment tools aligned with the framework are important pieces for implementation of the framework. In the next pages, we provide a simple self-assessment tool as well as some example role profiles, indicating the areas of the framework that are most related to their work. Before we get there, we should talk about proficiency scales.\r\n

PROFICIENCY SCALES<\/h3>\r\nFormal and informal assessments and learning activities related to the framework are not part of the core competency framework. These are generally developed after the framework has been finalized, as different competencies and performance criteria lend themselves to different approaches to measuring performance expectations, and performance expectations will vary in different situations and geographies.\r\n\r\nMany people use the term \u201cproficiency levels\u201d to describe levels in a framework. In the CACFv2 we have identified the difference between competencies in one area that are simple or more complex (levels of complexity) and levels of proficiency, which are the basis for assessment.\r\n\r\nThe simplest way to explain the difference is that although the competencies within a competency area may be more complex than others (e.g., \u201cfollow policy\u201d vs \u201cdevelop policy\u201d), every competency can be measured against a proficiency scale (i.e., how well or how consistently does someone perform against the performance criteria). There are different proficiency scales that may be used when developing assessments for a competency.\r\n\r\nSome competencies may lend themselves to a typical skill progression scale (i.e., a variation on the Dreyfus model) as shown in Figure 5:\r\n\r\n \r\n\r\n[caption id=\"attachment_553\" align=\"aligncenter\" width=\"900\"]\"\" Figure 5. Typical Progression\/Proficiency Scale. Adapted from the Open Competency Toolkit by Dennis Green and Carolyn Levy CC:BY SA4.0[\/caption]\r\n

Typical Progression\/Proficiency Scale. Adapted from the Open Competency Toolkit by Dennis Green and Carolyn Levy CC:BY SA4.0<\/p>\r\nOther competencies may be better assessed by a binary system - such as \u201ccompetent\u201d or \u201cnot yet competent\u201d. This often applies to explicitly or demonstrably measurable competencies like working safely where you can either perform to expectations or you can\u2019t.\r\n\r\nCompetencies that rely heavily on behavioural indicators are often best reflected using a frequency scale (Figure 6). For these, it\u2019s important to measure how often the behaviour is demonstrated, rather than measuring the difficulty or complexity.\r\n

\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Sample Behavioural Frequency Scale<\/strong><\/td>\r\n<\/tr>\r\n
<\/td>\r\nHow frequently is this behaviour demonstrated?<\/td>\r\n<\/tr>\r\n
Rating<\/strong><\/td>\r\n1<\/td>\r\n2<\/td>\r\n3<\/td>\r\n4<\/td>\r\n5<\/td>\r\n<\/tr>\r\n
Frequency<\/strong><\/td>\r\nNever<\/strong><\/td>\r\nSometimes<\/strong><\/td>\r\nUsually<\/strong><\/td>\r\nConsistently<\/strong><\/td>\r\nLeads by Example<\/strong><\/td>\r\n<\/tr>\r\n
Descriptor<\/strong><\/td>\r\nNo experience in this area, or limited experience and requiring constant training\/supervision<\/td>\r\nAware of expected behaviours; requires regular reminding or reinforcement<\/td>\r\nRegularly demonstrates the behaviour; self-identifies gaps and faults; requires occasional reminding or reinforcement<\/td>\r\nConsistently demonstrates the behaviour; may remind others of expectations<\/td>\r\nModels the behaviour for others; provides guidance and direction to others<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\nFigure 6: Typical Frequency Scale\r\n\r\nAs people use the CACFv2 to develop assessments, some or all of these scales may be utilized. We have used a simple proficiency scale in our self-assessment tool.\r\n\r\n ","rendered":"

Assessing Competencies Required for Different Roles<\/h3>\n

Given the range of practitioners and professions relevant to climate adaptation, it is impossible to describe competency profiles for every potential role or function. Further, as previously stated, not all climate adaptation roles will require the same competencies, or the same level of proficiency in each competency. The degree to which climate adaptation is the focus of an individual\u2019s role, and the functions of climate adaptation that are most relevant to that role, will shape the degree to what each practitioner requires. Mapping specific competencies to roles and the development of assessment tools aligned with the framework are important pieces for implementation of the framework. In the next pages, we provide a simple self-assessment tool as well as some example role profiles, indicating the areas of the framework that are most related to their work. Before we get there, we should talk about proficiency scales.<\/p>\n

PROFICIENCY SCALES<\/h3>\n

Formal and informal assessments and learning activities related to the framework are not part of the core competency framework. These are generally developed after the framework has been finalized, as different competencies and performance criteria lend themselves to different approaches to measuring performance expectations, and performance expectations will vary in different situations and geographies.<\/p>\n

Many people use the term \u201cproficiency levels\u201d to describe levels in a framework. In the CACFv2 we have identified the difference between competencies in one area that are simple or more complex (levels of complexity) and levels of proficiency, which are the basis for assessment.<\/p>\n

The simplest way to explain the difference is that although the competencies within a competency area may be more complex than others (e.g., \u201cfollow policy\u201d vs \u201cdevelop policy\u201d), every competency can be measured against a proficiency scale (i.e., how well or how consistently does someone perform against the performance criteria). There are different proficiency scales that may be used when developing assessments for a competency.<\/p>\n

Some competencies may lend themselves to a typical skill progression scale (i.e., a variation on the Dreyfus model) as shown in Figure 5:<\/p>\n

 <\/p>\n

\"\"
Figure 5. Typical Progression\/Proficiency Scale. Adapted from the Open Competency Toolkit by Dennis Green and Carolyn Levy CC:BY SA4.0<\/figcaption><\/figure>\n

Typical Progression\/Proficiency Scale. Adapted from the Open Competency Toolkit by Dennis Green and Carolyn Levy CC:BY SA4.0<\/p>\n

Other competencies may be better assessed by a binary system – such as \u201ccompetent\u201d or \u201cnot yet competent\u201d. This often applies to explicitly or demonstrably measurable competencies like working safely where you can either perform to expectations or you can\u2019t.<\/p>\n

Competencies that rely heavily on behavioural indicators are often best reflected using a frequency scale (Figure 6). For these, it\u2019s important to measure how often the behaviour is demonstrated, rather than measuring the difficulty or complexity.<\/p>\n

\n\n\n\n\n\n\n\n
Sample Behavioural Frequency Scale<\/strong><\/td>\n<\/tr>\n
<\/td>\nHow frequently is this behaviour demonstrated?<\/td>\n<\/tr>\n
Rating<\/strong><\/td>\n1<\/td>\n2<\/td>\n3<\/td>\n4<\/td>\n5<\/td>\n<\/tr>\n
Frequency<\/strong><\/td>\nNever<\/strong><\/td>\nSometimes<\/strong><\/td>\nUsually<\/strong><\/td>\nConsistently<\/strong><\/td>\nLeads by Example<\/strong><\/td>\n<\/tr>\n
Descriptor<\/strong><\/td>\nNo experience in this area, or limited experience and requiring constant training\/supervision<\/td>\nAware of expected behaviours; requires regular reminding or reinforcement<\/td>\nRegularly demonstrates the behaviour; self-identifies gaps and faults; requires occasional reminding or reinforcement<\/td>\nConsistently demonstrates the behaviour; may remind others of expectations<\/td>\nModels the behaviour for others; provides guidance and direction to others<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

Figure 6: Typical Frequency Scale<\/p>\n

As people use the CACFv2 to develop assessments, some or all of these scales may be utilized. We have used a simple proficiency scale in our self-assessment tool.<\/p>\n

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