developing a competence framework - a step-by-step guide.devmts.org.uk/sl4.pdf · this is a...
TRANSCRIPT
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Developing a competence framework - a step-by-step guide.
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This is a step-by-step guide to guide you through the process of developing a field-level, external, ‘centre-outwards’ framework.
Author: Dr Stan Lester, Stan Lester Developments, UK Copyright © The ComProCom Partnership 2017 This document may be used and distributed in its original and unabridged form for non-commercial purposes. No other public reproduction of this document, or publication of extracts from it, is permitted unless permission is obtained from the authors and reference is made to the source material and to ComProCom.
The European Commission support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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This is a step-by-step guide to guide you through the process of developing a field-level, external, ‘centre-outwards’ framework. It is arranged in several sections: • Before starting (investigation/scoping) • Level 1 – the structure of the framework • Level 2 – outline detail • Level 3 – detail and explanations • Ethics and judgement • Subset frameworks • Knowledge and skills.
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Before starting
investigation and scoping
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Conservation c. 4000 people
Prof bodies Icon 3500 BAPCR, BAFRA (ARA, MA, BHI)
11 UK university courses - declining, more
entrants from EU
Workforce 50% private practice () - most 1-3 people 50% public/voluntary () - museums & galleries - heritage orgs - archives - local gov’t - HLF etc projects
Roles conservator/restorer preventive conservator collections care mgr () conservation scientist conservation technician
Related Curatorial Archives Historic buildings conservation
collections manager tutor/trainer
Other stakeholders DCMS, CCSkills EH, NT etc
Entry Non-graduate c. 10% First degree 20% Master’s 70%
c. 15% via structured training posts
Prof quals No legal restrictions ACR – 900 CTQ (techs) – 120 ACR > for senior posts/ project leader & req’d for register of practices
Distribution London 40%, other cities 45% Note: this is for illustrative purposes
only and does not claim to be an accurate representation of this field.
Before starting Get a good overview of the field you are working with.
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Before starting
conservation treatments
manage work
provenance research
lab analysis
recording
env monitoring
env control
recommendations + advice
business management
project management
grant application
protect heritage
transportation
prof dev’mt
teaching & training
emergency planning
practice research
materials research
visual assessment agree
measures
promote conservation
Map out the main activities and roles covered by the field.
Note: this is for illustrative purposes only and does not claim to be an accurate representation of this field.
SCIENCE ROLE
PREVENTIVE ROLE
INTERVENTIVE ROLE
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Before starting
Conserve material heritage for the benefit of current and future generations
Assess the condition and significance of objects
Agree conservation measures
Carry out conservation treatments
Implement protective measures
Review the effect of conservation measures
Summarise the key activities needed to achieve the field’s purpose.
Note: this is for illustrative purposes only and does not claim to be an accurate representation of this field.
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Before starting
Conserve material heritage for the benefit of current and future generations
Assess the condition and significance of objects
Agree conservation measures
Carry out conservation treatments
Implement protective measures
Review the effect of conservation measures
Check that these are worded in a way that applies to everyone the framework is intended to cover.
Note: this is for illustrative purposes only and does not claim to be an accurate representation of this field.
Implement conservation measures
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Level 1
the structure of the framework
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What are the key ACTIVITIES central to the field/profession?
Level 1
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Key ACTIVITIES
Either areas of practice, e.g.:
Audit
Accounts
Financial management
Taxation
Information systems
Level 1
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Key ACTIVITIES
Or a cycle, e.g.:
Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Level 1
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Key ACTIVITIES
Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Whichever approach is chosen: make sure these are major work activities, rather than simply areas of knowledge or skill.
Level 1
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Key ACTIVITIES
Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Are there any important generic areas of
competence central to the field or profession?
Level 1
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Key ACTIVITIES
Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Level 1
GENERIC AREAS e.g.:
Managing self/own work
Continuing development
Working with clients
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Key ACTIVITIES
Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Level 1
GENERIC AREAS
Managing self/own work
Continuing development
Working with clients Ethics and judgement
relating to the field of work
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Key ACTIVITIES
Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Level 1
GENERIC AREAS
Managing self/own work
Continuing development
Working with clients
Ethics and judgement
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Key ACTIVITIES Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Level 1
GENERIC AREAS
Managing self/own work
Continuing development
Working with clients
Ethics and judgement
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Key ACTIVITIES Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Level 1
GENERIC AREAS
Managing self/own work
Continuing development
Working with clients
Ethics and judgement
Investigate and assess the feasibility of an enterprise
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Key ACTIVITIES Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Level 1
GENERIC AREAS
Managing self/own work
Continuing development
Working with clients
Ethics and judgement
Investigate and assess the feasibility of an enterprise
Each Level 1 statement becomes the heading for a part of the framework. Each of the activities and generic areas break down into Level 2 and 3 statements; ethics and judgement can be treated differently, see later.
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Level 2
outline detail
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Level 2
GENERIC AREAS
Investigate and assess the feasibility of the venture
What are the core activities that are needed to achieve the purpose of the main activity? Aim for no more than five or so.
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Level 2
GENERIC AREAS
Investigate and assess the feasibility of the venture
The aim here – and in the next level – is to describe critical activities, not trivia or every possible thing that could be included under the heading.
What are the core activities that are needed to achieve the purpose of the main activity? Aim for no more than five or so.
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Level 2
GENERIC AREAS
Investigate and assess the feasibility of the venture
The aim here – and in the next level – is to describe critical activities, not trivia or every possible thing that could be included under the heading.
What are the core activities that are needed to achieve the purpose of the main activity? Aim for no more than five or so.
A research technique – such as critical incident analysis or semi-structured interviewing – is useful here.
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Level 2
GENERIC AREAS
Investigate and assess the feasibility of the venture
Assess the market for the services/products Identify the financial implications of the venture Assess the need for resources and support Evaluate the proposed venture in terms of personal capacities and goals.
Write these using active verbs – not as skills or areas of knowledge.
What are the core activities that are needed to achieve the purpose of the main activity? Aim for no more than five or so.
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Level 2
GENERIC AREAS
Investigate and assess the feasibility of the venture
Assess the market for the services/products Identify the financial implications of the venture Assess the need for resources and support Evaluate the proposed venture in terms of personal capacities and goals.
Write these using active verbs – not as skills or areas of knowledge.
What are the core activities that are needed to achieve the purpose of the main activity? Aim for no more than five or so.
Generally, these are most readable if written as if prefaced by ‘You should be able to…’
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Level 2
GENERIC AREAS
Investigate and assess the feasibility of the venture
Assess the market for the services/products Identify the financial implications of the venture Assess the need for resources and support Evaluate the proposed venture in terms of personal capacities and goals.
Make sure that these activities are written in a way that applies across the different work roles in the profession or field. Differences can be picked out or explained in the detail.
GENERIC AREAS
Write these using active verbs – not as skills or areas of knowledge.
What are the core activities that are needed to achieve the purpose of the main activity? Aim for no more than five or so.
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Level 3
further detail and explanations
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Level 3
GENERIC AREAS
Investigate and assess the feasibility of the venture
Assess the market for the services/products Identify the financial implications of the venture Assess the need for resources and support Evaluate the proposed venture in terms of personal capacities and goals.
The next step is to fill in the detail beneath each activity.
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Investigate and assess the feasibility of the venture
Assess the market for the services/products • this includes making an evidence-based estimate of
market capacity including the likely demand for the services/products, current competition and its effects, and how much the business can influence demand
• it may involve identifying if there is scope for exploiting or creating niche markets, or differentiating services/products
• it includes making a realistic assessment of how the business can market and sell its services/ products, and how sales are likely to increase over time
• where relevant to the business, use market research to raise awareness of the business or the specific services/products
• …
Level 3
GENERIC AREAS
The purpose of this is to explain what needs to be done, so it does not have to have a set format.
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Investigate and assess the feasibility of the venture
Assess the market for the services/products • this includes making an evidence-based estimate of
market capacity including the likely demand for the services/products, current competition and its effects, and how much the business can influence demand
• it may involve identifying if there is scope for exploiting or creating niche markets, or differentiating services/products
• it includes making a realistic assessment of how the business can market and sell its services/ products, and how sales are likely to increase over time
• where relevant to the business, use market research to raise awareness of the business or the specific services/products
• …
Level 3
GENERIC AREAS
A rule of thumb is no more than five points – one or two are sometimes enough (or a single sentence).
The purpose of this is to explain what needs to be done, so it does not have to have a set format.
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Investigate and assess the feasibility of the venture
Assess the market for the services/products • this includes making an evidence-based estimate of
market capacity including the likely demand for the services/products, current competition and its effects, and how much the business can influence demand
• it may involve identifying if there is scope for exploiting or creating niche markets, or differentiating services/products
• it includes making a realistic assessment of how the business can market and sell its services/ products, and how sales are likely to increase over time
• where relevant to the business, use market research to raise awareness of the business or the specific services/products
• …
Level 3
GENERIC AREAS
A rule of thumb is no more than five points – one or two are sometimes enough (or a single sentence).
The purpose of this is to explain what needs to be done, so it does not have to have a set format.
If necessary, describe how actions might be different in different circumstances or for people in different roles.
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Investigate and assess the feasibility of the venture
Assess the market for the services/products • this includes making an evidence-based estimate of
market capacity including the likely demand for the services/products, current competition and its effects, and how much the business can influence demand
• it may involve identifying if there is scope for exploiting or creating niche markets, or differentiating services/products
• it includes making a realistic assessment of how the business can market and sell its services/ products, and how sales are likely to increase over time
• where relevant to the business, use market research to raise awareness of the business or the specific services/products
• …
Level 3
GENERIC AREAS
A rule of thumb is no more than five points – one or two are sometimes enough (or a single sentence).
The purpose of this is to explain what needs to be done, so it does not have to have a set format.
If necessary, describe how actions might be different in different circumstances or for people in different roles.
An alternative, particularly where the framework covers different levels of work, is to use ‘subsets’ – these are explained later.
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Key ACTIVITIES Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Levels 1-3
GENERIC AREAS
Managing self/own work
Continuing development
Working with clients
Ethics and judgement
Investigate and assess the feasibility of an enterprise
Develop a business plan for the enterprise
Establish the enterprise
Manage the enterprise
Review the enterprise Review the financial position of the enterprise • this includes assessing the turnover, profitability,
cashflow and capitalisation of the
Manage your involvement in the enterprise
Update and develop your knowledge and skills
Work effectively with customers, colleagues and suppliers
Repeat for the other areas – and the majority of the framework is now finished.
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Key ACTIVITIES Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Levels 1-3
GENERIC AREAS
Managing self/own work
Continuing development
Working with clients
Ethics and judgement
Investigate and assess the feasibility of an enterprise
Develop a business plan for the enterprise
Establish the enterprise
Manage the enterprise
Review the enterprise Review the financial position of the enterprise • this includes assessing the turnover, profitability,
cashflow and capitalisation of the
Manage your involvement in the enterprise
Update and develop your knowledge and skills
Work effectively with customers, colleagues and suppliers
Repeat for the other areas – and the majority of the framework is now finished.
(Note that in this case the ‘implement’ area has been split in two – ‘establish’ and ‘manage’).
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Ethics and judgement
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Level 2/3
Ethics and judgement
Finally, the ethics and judgement section.
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Level 2/3
Ethics and judgement
• Follow good business practice in dealings with
customers, suppliers and third parties • Minimise the impact of the business on the
environment • Seek advice if you are uncertain about, or unable to
resolve, conflicts of interest • …
Finally, the ethics and judgement section. This section does not need to follow a particular structure, but should avoid becoming excessively detailed. Note that this section has been written as a set of actions.
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Level 2/3
Ethics and judgement
• Follow good business practice in dealings with
customers, suppliers and third parties • Minimise the impact of the business on the
environment • Seek advice if you are uncertain about, or unable to
resolve, conflicts of interest • Keep yourself up-to-date with laws and codes of
practice relating to your business, trade or profession, and act in accordance with them
• …
Finally, the ethics and judgement section. This section does not need to follow a particular structure, but should avoid becoming excessively detailed. Note that this section has been written as a set of actions. This still applies if the point refers to drawing on an area of knowledge – what is it that the knowledge is used to do?
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Levels 1-3
GENERIC AREAS
Investigate and assess the feasibility of an enterprise
Develop a business plan for the enterprise
Establish the enterprise
Manage the enterprise
Review the enterprise Review the financial position of the enterprise • this includes assessing the turnover, profitability,
cashflow and capitalisation of the …
Manage your involvement in the enterprise
Update and develop your knowledge and skills
Work effectively with customers, colleagues and suppliers Maintain effective communications with business associates and colleagues • this includes …
Business ethics and judgement
• this includes …
The framework is complete!
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Subset frameworks
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‘Subset’ frameworks
A ‘set’ of frameworks can be used where the overall framework covers different levels, or substantially different groups of jobs.
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‘Subset’ frameworks
A ‘set’ of frameworks can be used where the overall framework covers different levels, or substantially different groups of jobs. A good example is the UK
Engineering Council specification (‘UK-Spec’), which has subsets for three different levels of work.
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‘Subset’ frameworks
A ‘set’ of frameworks can be used where the overall framework covers different levels, or substantially different groups of jobs.
The structure of the framework – normally to the second level – remains the same throughout.
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‘Subset’ frameworks
A ‘set’ of frameworks can be used where the overall framework covers different levels, or substantially different groups of jobs.
The structure of the framework – normally to the second level – remains the same throughout.
The third level (most detailed) statements are adapted to each level or group of roles. Only some areas of the framework are likely to need subsets.
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‘Subset’ frameworks
A ‘set’ of frameworks can be used where the overall framework covers different levels, or substantially different groups of jobs.
The structure of the framework – normally to the second level – remains the same throughout.
The third level (most detailed) statements are adapted to each level or group of roles. Only some areas of the framework are likely to need subsets.
Where possible, draft the framework carefully to avoid the need for subsets.
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Knowledge and skills
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Knowledge
An ‘external’ competence framework generally does not include specific reference to knowledge, except when it is linked to particular actions (as in the ethics and judgement example given above).
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Knowledge
An ‘external’ competence framework generally does not include specific reference to knowledge, except when it is linked to particular actions (as in the ethics and judgement example given above).
For most frameworks therefore, this section can be ignored.
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Knowledge
An ‘external’ competence framework generally does not include specific reference to knowledge, except when it is linked to particular actions (as in the ethics and judgement example given above).
However, if the framework is going to be used to underpin an educational curriculum or training programme, it can be useful to draw out key areas of knowledge and sometimes skill.
For most frameworks therefore, this section can be ignored.
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Knowledge
One way to approach this is to develop a ‘concepts and principles’ section applying to the whole framework.
Concepts and principles
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Knowledge
One way to approach this is to develop a ‘concepts and principles’ section applying to the whole framework. Start with concepts and principles that apply across the field.
Concepts and principles
General concepts and principles • Financial concepts and how to apply them –
turnover, cashflow, profitability, capitalisation, gearing, surplus/deficit, profit/loss
• Economic and market concepts and how to apply them – supply and demand, elasticity, substitution, monopolies and niches, market characteristics
• Principles of security and confidentiality • Principles of good business practice • Principles of sustainability and minimising
environmental impact
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Knowledge
One way to approach this is to develop a ‘concepts and principles’ section applying to the whole framework. Start with concepts and principles that apply across the field.
Concepts and principles
General concepts and principles • Financial concepts and how to apply them –
turnover, cashflow, profitability, capitalisation, gearing, surplus/deficit, profit/loss
• Economic and market concepts and how to apply them – supply and demand, elasticity, substitution, monopolies and niches, market characteristics
• Principles of security and confidentiality • Principles of good business practice • Principles of sustainability and minimising
environmental impact Specific understanding • The main legislation affecting businesses and
where to find advice on it • Record-keeping and reporting responsibilities of
business owners and directors • …
Also check each part of the framework to see if it suggests any additional, more specific areas of knowledge.
Investigate and assess the feasibility of an enterprise
Develop a business plan for the enterprise
Establish the enterprise
Manage the enterprise
Review the enterprise Review the financial position of the enterprise • this includes assessing the turnover,
profitability, cashflow and capitalisation of the …
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Knowledge
Alternatively, start from the activity-based parts of the framework, and summarise the knowledge relevant to each section – possibly in a short paragraph at the head of the page.
Investigate and assess the feasibility of an enterprise
Develop a business plan for the enterprise
Establish the enterprise
Manage the enterprise
Review the enterprise Review the financial position of the enterprise • this includes assessing the turnover,
profitability, cashflow and capitalisation of the …
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Knowledge
Alternatively, start from the activity-based parts of the framework, and summarise the knowledge relevant to each section – possibly in a short paragraph at the head of the page.
Investigate and assess the feasibility of an enterprise
Develop a business plan for the enterprise
Establish the enterprise
Manage the enterprise
Review the enterprise Review the financial position of the enterprise • this includes assessing the turnover,
profitability, cashflow and capitalisation of the …
This can be done in addition to a ‘concepts and principles’ section, provided it doesn’t lead to repetition.
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Knowledge
Alternatively, start from the activity-based parts of the framework, and summarise the knowledge relevant to each section – possibly in a short paragraph at the head of the page.
Investigate and assess the feasibility of an enterprise
Develop a business plan for the enterprise
Establish the enterprise
Manage the enterprise
Review the enterprise Review the financial position of the enterprise • this includes assessing the turnover,
profitability, cashflow and capitalisation of the …
This can be done in addition to a ‘concepts and principles’ section, provided it doesn’t lead to repetition.
In all cases avoid repeating activities in the framework as process knowledge, e.g. by adding ‘how to’ in front of them.
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Skills
Skills do not normally need to be stated separately in an ‘external’ framework – they are often fairly explicit from the activities.
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Skills
Skills do not normally need to be stated separately in an ‘external’ framework – they are often fairly explicit from the activities.
Occasionally it can be useful to describe skills or techniques in the detail (third level) of the framework, if they are not readily apparent.
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Skills
Skills do not normally need to be stated separately in an ‘external’ framework – they are often fairly explicit from the activities.
Occasionally it can be useful to describe skills or techniques in the detail (third level) of the framework, if they are not readily apparent, e.g.
Assist clients to move forward and make decisions • this will involve respecting clients’ priorities, aims
and circumstances • it will involve using techniques such as active
listening, acknowledging, reframing, asking for clarification, and normalising
• …
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Skills
Skills do not normally need to be stated separately in an ‘external’ framework – they are often fairly explicit from the activities.
Occasionally it can be useful to describe skills or techniques in the detail (third level) of the framework, if they are not readily apparent.
Alternatively, to develop a learning specification to sit alongside the framework, it may be useful to ‘convert’ activities into skills…
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Skills
Investigate/Assess …
Plan/Design …
Implement …
Review/Evaluate …
Managing self/own work
Continuing development
Working with clients
Ethics and judgement
Some skills/capabilities/’transversal abilities’ will relate to the whole area of activity
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Skills
while others can be mapped from the individual sections
Investigate and assess the feasibility of the venture
Assess the market for the services/products Identify the financial implications of the venture Assess the need for resources and support Evaluate the proposed venture in terms of personal capacities and goals.
Some skills/capabilities/’transversal abilities’ will relate to the whole area of activity
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Skills
… or even the detail.
Investigate and assess the feasibility of the venture
Assess the market for the services/products • this includes making an evidence-based estimate of
market capacity including the likely demand for the services/products, current competition and its effects, and how much the business can influence demand
• it may involve identifying if there is scope for exploiting or creating niche markets, or differentiating services/products
• it includes making a realistic assessment of how the business can market and sell its services/ products, and how sales are likely to increase over time
• where relevant to the business, use market research to raise awareness of the business or the specific services/products
• …
while others can be mapped from the individual sections
Some skills/capabilities/’transversal abilities’ will relate to the whole area of activity
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