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GAINMORE Advantedge Potential to Performance Success System – Competency

Is leadership competence or competency?

Competence and competency
The concept of competence remains one of the most diffuse terms in the organisational and occupational literature (Nordhaug and Gronhaug, 1994). Exactly what does an author mean when using any of the terms of competence?

Individual Competence
The concept of individual competence is widely used in human resource management (Boyatzis, 1982, Schroder, 1989, Burgoyne, 1993). This refers to a set of skills that an individual must possess in order to be capable of satisfactorily performing a specified job. Although the concept is well developed, there is continuing debate about its precise meaning.

Others take a job-based competence view that according to Robotham and Jubb (1996) can be applied to any type of business where the competence-based system is based on identifying a list of key activities (McAuley, 1994) and behaviours identified through observing managers in the course of doing their job.

A useful view is to look at competence to mean a skill and the standard of performance, whilst competency refers to behaviour by which it is achieved (Rowe, 1995). That is, competence describes what people do and competency describes how people do it.

Rowe (1995, p16) further distinguishes the attributes an individual exhibits as “morally based” behaviours – these are important drivers of behaviours but especially difficult to measure – and “intellectually based” behaviours as capabilities or competencies. Capabilities are distinguished as these refer to development behaviours – i.e. are graded to note development areas to improve behaviours in how people undertake particular tasks.

Young (2002) develops on a similar theme and builds on Sarawano’s (1993) model, linking competency and competence to performance and identifies competency as a personal characteristic (motives, traits, image/role and knowledge) and how the individual behaves (skill). Competence is what a manager is […]

Why use simulations? Because lectures and case studies don’t cut it!

In spite of the extensive evidence, it seems that traditional lectures, use of static case studies and ‘knowledge transfer’ continue to be the main methodologies used by teachers and trainers.

It is time to change. Gen iY is here and if we continue with last century methods, we have little chance of being their guides of choice:

 

// Assesing and comparing the use of simulations, case studies and games for management development –

 

Competence and Competency

Competence and Competency//