Scaling up

In Roses are red, I proposed definitions for oft-used yet ambiguous terms such as “competency” and “capability”.

Not only did I suggest a competency be considered a task, but also that its measurement be binary: competent or not yet competent.

As a more general construct, a capability is not so readily measured in a binary fashion. For instance, the question is unlikely to be whether you can analyse data, but the degree to which you can do so. Hence capabilities are preferably measured via a proficiency scale.

Feet on scales

Of course numerous proficiency scales exist. For example:

No doubt each of these scales aligns to the purpose for which it was defined. So I wonder if a scale for the purpose of organisational development might align to the Kirkpatrick Model of Evaluation:

 Level  Label  Evidence 
0 Not Yet Assessed  None
1 Self Rater Self rated
2 Knower Passes an assessment
3 Doer Observed by others
4 Performer Meets relevant KPIs
5 Collaborator Teaches others

Table 1. Tracey Proficiency Scale (CC BY-NC-SA)

I contend that such a scale simplifies the measurement of proficiency for L&D professionals, and is presented in a language that is clear and self-evident for our target audience.

Hence it is ahem scalable across the organisation.

2 thoughts on “Scaling up

  1. Thanks for sharing this, Geoff. It’s somewhat similar to another scale I stumbled upon in the K12 arena: Emerging, Developing, Proficient and Extending. I suppose the moral of the story is to use whatever makes sense in the given context.

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