What is competence?
Competence is a repeatable, demonstratable skill underpinned by knowledge learned over time. This demonstrated ability to perform a task is assessed against set criteria in the area (generally a workplace) that a person is usually exposed to.
Competence is a relatively new term, associated with performance and initially coined in a paper written by David McClelland, an American psychologist, in 1973 titled “Testing for Competence Rather Than for Intelligence”. It, however, remains as confusing now as then—what makes competence—what does it actually look like.
David McClelland developed a theory (Achievement Motivation) on the need for achievement which highlighted what motivated an individual to perform a task. So, this would indicate that competence is more than just knowledge and skill, it also incorporates motivation…the ‘what’s in it for me’.
Learning can occur in many ways, both formal, e.g., in a classroom or informal, such as verbal instructions in a workplace or at home. With the appropriate knowledge, a person can practice a skill until they are deemed competent through an assessment. But, as previously mentioned, if the person does not have the motivation, then the learning process is flawed.
The motivation can come from the desire to learn something new, the need to belong or to have power (think expert!). Research found that understanding a person’s intent, their motivation, was more critical than observing their behaviours in determining true competence.
Determining motivation based on the above three can assist individuals with which situations sit best with each, e.g., the people seeking power would more likely seek opportunities where they can exert their influence as leaders. People who desire the need to belong may be best suited to community organisations and serving others.
Competence also has a several aspects that help define what a competent person would require to perform their job—these skills are embodied in performing a task, managing tasks, managing contingencies and in job environment/role situations.
Perhaps the most important aspect of competence is the ability to transfer these skills from one job to another, from one situation to the next. For example, learning how to use a hand drill to bore a 5 mm hole would see someone able to drill a larger hole…say 10 mm. And, some of the knowledge of drills and bits, and skills at using a drill, would transfer to the use of an electric drill.
How long does it take to get competent?
This will be dependent on the level of expertise and the degree of difficulty of the task. Research suggests that this could take upwards of around 10,000 hours, or 9 years (assuming working 4 hours per day, over a 5 day week). This would indicate a degree of mastery for a how long it would take to do a job on ‘auto pilot’. Think expert!
A new skill could, however, typically take around 6 months or so to develop. Some research suggests that it could take as little as twenty hours to learn a skill well enough to perform it with minimal assistance. This would seem more in line with expectations of how long it will take to learn a task, and that anything significantly longer could turn many people off learning something new!
There are some courses, so short in nature, that would suggest someone could be competent in an hour, two hours, or a day. For example, a Senior First Aid course is around 2 days in duration, consisting of theory and practical components. Would this be considered long enough for someone to absorb so much information and perform all the skills to a satisfactory performance level?
Of course, at a qualification level, the time to gain full competence is much longer, from 6 months to over five years. These a generally regulated as to the quality of training and requirements of the job, which are set down in industry accepted standards. Training companies’ are also regulated to ensure these standards are met, and the student is given every prospect for a desirable outcome.
How long does it last?
Well, the saying ‘use it or lose it’ sums it up quite well. Once deemed competent, at a particular time, to maintain an acceptable level they will need to continue with as many of the aspects of the job as possible. This is also a consideration when deeming competence for someone, where they may have experience in one job and wish to transfer or be credited with a previously learned skill.
One ‘assessable’ element of competence is how current is the learned skill in relation to the job or task to be done. For example, if a person learned how to use a forklift two years ago, and has not driven one since, are they still able to drive one? Compare that to someone who has been driving one for the past two years…which person would you rather hire?
Industry does manage this quite well with constant, regular testing and verification of a person’s current competence to perform a task. In some cases, they will only retest a person to ensure they still meet the standards. In others, they will retrain or ‘refresh’ the knowledge and skills. This serves to reinforce previous knowledge and to impart new, perhaps important regulatory requirements.
Typically, high-risk work will have licensing conditions set by regulators under Acts of Government. These can include the competence requirements as well as how often they will need to be retested/refreshed.
Remembering what you learned
Of course, you may lose it as soon as you walk out of the training session!
Many studies have concluded that the amount of information can deteriorate quite quickly after training/learning. Typically, around half of what was presented can be lost after just one hour! Eventually the retention sits around 20% after one month—this is without any reinforcement of information, i.e., without any review of the learning material.
This chart visually depicts what the retention of newly acquired information will be after one month from the original learning, without any reference back to the material. The following chart shows what the retention may look like with a review after one week.
Learning retention with one review, one week later
It is therefore paramount that all aspects of training are reviewed at regular intervals, which includes the theory, practical, contingency and job related facets. How do you manage this? Do you do this internally or do you outsource—no matter which, it will need to be done!
Comments