Able to do a task (this is ‘skill’).

The process of certification. ISO defines ‘accreditation’ as… ‘the formal recognition by an independent body, generally known as an accreditation body, that a certification body operates according to international standards.’

Anon., ‘Quality management systems – Requirements’, ASQ/ANSI/ISO 9001:2015. American National Standard. 2015. Also, https://www.iso.org/certification.html.

An evaluation and demonstration of understanding against the learning outcomes. Assessments are conducted against specified criteria. These criteria are specified by a subject matter expert: they are not based on other students’ performances.

An assessment can be:

• Self assessment (e.g.,).
  
• Written or oral examination.
  
• Interview.
  
• Hands-on demonstration.
  
• Assessment of experience and training portfolio.
  
• Etc..
  

An ‘outcome-based’ assessment means the assessment must be ‘evidence-based’, and:

• State the required competency and refer to its standard (i.e., a  Competency Standard). 
• Provide clear assessment criteria for judging performance.
  
• Specify the level of performance evidence required for the job.
  

‘Awarding Bodies/Organisations issue certificates for qualifications to formally recognise the achievements of individuals.  They quality assure the delivery and assessment of those qualifications.’

‘Best practice’ goes beyond ‘good practice’, and would be expected to be the best available practice, supported by other practices that give a measured and demonstrable improvement.

Document (letter, card, or other medium) awarded to certificate holders that designates the successful completion of a certificate program’s requisites.

A ‘Certificate of Attendance’ is awarded to individuals who have attended or participated in classes/courses/programs. The certificate confirms the participant was present for the duration of the class/course/program: it does not confirm the accomplishment of the intended learning outcomes.

Certification is a process to show an individual is qualified in terms of particular knowledge or skills. It is the confirmation of certain characteristics of a person. This confirmation is usually provided by either:

• Formal assessment (e.g., examination); or,
  
• An external review.
  

A specific element of a module/course with a learning outcome.

A co-requisite is a requirement that should be taken at the same time. Co-requisites usually contain information needed to allow a specified competency to be achieved.

Coaching is a one-to-one relationship, involving a series of conversations, just like mentoring. It may be confidential, but its main purpose is to identify opportunities for improved performance and practical ways forward. It is important: ‘A coach is someone who intervenes and is...designed to improve the performance of an individual in a specific task.’

This is different from a mentor a mentor is a... ‘... critical friend, or guide who is responsible for overseeing the career and development of another person outside the normal manager/subordinate relationship.’

The ability to undertake responsibilities, and to perform activities to a recognised standard. It is a combination of practical and thinking skills, experience, and knowledge. Developing and maintaining competencies involves education, training, mentoring, etc.. The traditional definition of ‘competence’ is:

Competence = skills + experience + knowledge

These three components of competency have overlap and dependency; for example, ‘knowledge’ is understanding gained through experience or study (see below).

The definition of ‘competence’ now includes ‘values’ or ‘behaviours’. ‘Behavioural’ competencies relate to the job holder (person), whilst ‘job-specific’ competencies relate to the job.

This appraisal is solely linked to competency. It is not the ‘performance appraisal’ for individual employees which is conducted typically by line managers, focusing on the employee’s performance and development and the support they need in their role.

The ‘performance appraisal’ is still important (it is used to both assess recent performance and focus on future objectives, opportunities and resources needed), but the competency appraisal should not be linked to performance, progression, salary, etc..

Different tasks will require differing levels of competency. These levels will be specified in the Competency Standard. Levels could be: Foundation, Practitioner. These increasing competence levels correspond to increasing job responsibilities.

The organisational arrangements to control, assure, and develop, competent performance. The aim is:

• Ensure that individuals are clear about the performance that is expected of them;
  
• They have received appropriate training, development and assessment; and,
  
• That they maintain, or develop, their competence over time.
  

Competency mapping is:

• Identifying and assessing the strengths and weaknesses of staff (both functional and behavioural competencies require mapping); and,
  
• Identifying key competencies for a particular job.
  

The ‘map’ needs to contain the competencies needed to do a job (e.g., as listed in a job description), and these are compared to the competencies of the job holder, or prospective candidate. Any gap can be managed, then - in parallel - filled by training, etc..

An individual (or organisation) is competent when he/she has:

• Sufficient knowledge of the tasks to be undertaken and the risks involved;
  
• The experience and ability to carry out their duties, and recognise their limitations.
  

An individual or group of individuals which can demonstrate appropriate knowledge, skills, and experience to perform the necessary assessments of the topic, skill, or competence under consideration.

The course gives an attendee an awareness of terms, concepts, techniques and processes. It gives an introduction of basic concepts, terminologies, and practices.

The course is appropriate for those who have no experience in the subject.

The course is appropriate for those who want to appreciate the subject but will not be required to select or explain the most appropriate actions.

This course/programme is appropriate for those who can perform actions associated with this competency without assistance.

Students taking this course/programme are typically recognized within their organizations as ‘a person to ask’ or ‘the go-to person’ when difficult questions arise regarding this specialty. 

The course/programme must:

• Ensure the student becomes familiar with the ways in which systems have failed in the past;
  
• Show the student is keeping abreast of technologies, architectures, application solutions, standards, and regulatory requirements in the areas of his/her expertise;
  
• Show the student has sufficient breadth of experience, knowledge and deep understanding to be able to work in novel situations;
  
• Give the student the skills to be able to train practitioner level students; and,
  
• Show the student is able to deal with multiple problems under pressure.
  

The course gives basic skills in the techniques and concepts related to the subject.

The course is appropriate for those who have the level of experience gained in a classroom and/or experimental scenarios or as a trainee on-the-job.

This course is appropriate for those who have basic skills and experience in the area.

This course allows the attendee to understand the topic.

It gives the ability to successfully complete tasks in this competency as requested. Help from an expert may be required from time to time, but a practitioner will be able to perform independently in most situations. 

Provide tangible evidence.

Work activities accomplished under the direction of qualified supervision, but excluding time spent in organised training programmes.

Indicates the workplace experience required to demonstrate competency. This will include years of experience, level of experience, and type of experience.

‘Formative’ assessment monitors student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. It contributes to learning through providing feedback.

‘Good practices’ are practices, documents, and guidelines produced by: government departments; standards-making organisations (e.g. ISO, ASME, CEN); trade federations; professional institution; etc.. They are readily available, and recognised as current practice. They can be considered ‘minimum’ requirements.

Learning (e.g., by experience) that is guided by an individual (a coach or a mentor).

Understanding gained through experience or study. Conversely, experience is the knowledge that comes from personal involvement.

A learning objective gives the way to meeting the aim (intent) of a course/program of learning.

A Learning outcome identifies what the learner will know and be able to do by the end of a course or programme. The learning outcomes give measurable results from studying the course or program. Assessment is against the outcomes.

Description of the training, mentoring, and relevant experience needed to gain a particular competence.

A trusted adviser, with the necessary knowledge and wisdom to provide advice and guidance.

A mentor is: ‘[a]... critical friend, or guide who is responsible for overseeing the career and development of another person outside the normal manager/subordinate relationship.’

Advice and direction given to staff by a recognised mentor. It is ‘guided learning’.

A collection of classes with a clear learning outcome.

Qualifications must be 'portable': as staff move jobs, the qualifications they obtain need to be recognised by all companies. A problem with 'job' qualifications (e.g.,) is that they are often studied for, and awarded by companies. This means they are ‘self-certified’: the pipeline companies organise the training and assessment of staff. This leads to a problem with ‘portability’: staff move jobs often, and the qualification they bring with them into another company may not be recognised by the new company.

The required knowledge or conditions that should be satisfied before being considered for a competency. A pre-requisite is a requirement that should be met before attempting a competency.

A specified group of modules leading to a qualification.

An official record or document (such as a certificate or diploma) which shows a person has completed a course of study or training and is qualified to practice a profession or activity. A qualification is expressed in a formal document (e.g., a certificate, degree, diploma, or award).

According to the European Commission a qualification is ‘a formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to a given standard’.

These differences are necessary as some competencies required in the workplace are beyond the scope of educational and assessment processes.

There is often confusion over the terms ‘qualification’ and ‘certification’. Engineering standards ask for ‘qualified’ personnel (‘qualified’ through training and/or experience) to produce the products to the required standard. Standards such as ASME B31.4 ask for these qualified personnel, but never ask for ‘certified’ personnel.

Companies often decide who is ‘qualified’, by assessing their personnel’s training and experience against their own processes and criteria. The customer must trust the companies’ processes. These processes and criteria are documented but they are not usually ‘certified’ (a verification that the product, service or system in question meets specific requirements). These ‘employer-based’ qualifications will lead to a variety of criteria, inconsistency, and lack of credibility.

A statement of outcomes which are to be assessed, and which a student should be able to demonstrate for the award of the qualification.

Qualifications are usually grouped into levels; for example, in England and Wales academic qualifications range from entry level to level 8:

• Levels 1 to 3: e.g., qualifications awarded at high school level.
  
• Levels 4 to 5: e.g., under-graduate qualifications.
  
• Level 6: e.g., bachelor’s degree.
  
• Level 7: e.g., post-graduate certificate/diploma/degree (masters).
  
• Level 8: doctorate.
  

An individual that has been evaluated and can perform assigned tasks.

Competencies do not last a lifetime. They have a time limit: the actual time depends on the competency, as some competencies change frequently (e.g., IT competencies).

What you can do. An ability to perform a given task well, arising from talent, training or practice.  A demonstrable competency to perform a given task well, arising from talent, training or practice.

An individual recognised as having a special skill or specialised knowledge of a process in a particular field, or of a piece of equipment. The SME must have demonstrable:

• talent.
  
• education (study).
  
• training.
  
• practice/experience.
  

‘Summative’ assessment is to evaluate student learning at the end of a program by comparing it against some standard or benchmark; for example an end-of-module examination.

Ability to manage staff with these skills and/or understanding.

Ability to train staff with these abilities and/or understanding, and/or supervisory abilities. ASME B31Q states that the trainer must have demonstrated knowledge of the subject matter; for example:

• the individual is a ‘Subject Matter Expert’; or,
  
• he/she meets the education, experience, and training requirements to be qualified for the skill;
  
• or, possesses the knowledge, skill, and ability to provide the training using the selected training materials.
  

Able to understand and explain the task (this is ‘knowledge’).