Whereas the EQF rates „competence“ on a level with „knowledge“ and „skills“, the German Qualifications Framework (DQR) has „competence“ as the overarching category. It distinguishes:
|Professional competence||Professional competence|
In education as well as in HR, distinctions between
have for some time been in use, all of the four categories/dimensions or „facets“ together making up the full professional action competence.
Competency models often relate to a company and its business goals as well as to the individual employee. Enterprises use their own competency models as a backdrop for HR development and recruiting. They expect that, if developed and implemented effectively, a well-defined competency framework can help to find and keep the best people, to enable better employee performance, and eventually improve business results.
Example: The general competency model of AUDI AG
|Professional competencies||Social competencies|
|Entrepreneurial competencies||Individual competencies|
Source: Omert 2007,www.q-zwh.de
This general model contains detailed competency descriptions on department and job role level.
The German Federal Institute for Vocational Education (BIBB) has developed a competency model as a blueprint for redesigning German vocational training regulations. The occupational profile is rearranged as a combination of action fields (Handlungsfelder), which are attributed competency descriptions, like this:
|Work/business processes||Professional competency||Methodological competency||Social
|Action field 1|
|Action field 2|
|Action field 3|
|Action field 4|
Source: Hensge/Lorig/Schreiber 2009
In this way a transition can be effected from the traditional occupational profile with its input content to a competency/outcome-based occupational training profile resp. regulations.