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Competence/y models

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
Knowledge Skills Social competence Autonomy

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
competency
Personal competency
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.

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