Certificate of competency: Difference between revisions
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'''[[Certificate]] of competency''' is a goal in traditional [[education]]. The purpose of the certificate is to impress an employer. Nowadays, many employers realize that a qualification does not equal the qualities needed for the role on offer. In result of job interviews have become longer and more stringent as companies look for additional personal skills and attitudes before taking on an [[employee]]. This trend is growing, and academic qualifications are steadily decreasing in significance with major employers. Strategic learners on the other hand view success as the ultimate degree and certificate of competence. Their goal is to succeed and this may involve supplementing their self-directed learning with some formal learning and qualifications, but never involves substituting personal development for formal qualifications | '''[[Certificate]] of competency''' is a goal in traditional [[education]]. The purpose of the certificate is to impress an employer. Nowadays, many employers realize that a qualification does not equal the qualities needed for the role on offer. In result of job interviews have become longer and more stringent as companies look for additional personal skills and attitudes before taking on an [[employee]]. This trend is growing, and academic qualifications are steadily decreasing in significance with major employers. Strategic learners on the other hand view success as the ultimate degree and certificate of competence. Their goal is to succeed and this may involve supplementing their self-directed learning with some formal learning and qualifications, but never involves substituting personal development for formal qualifications | ||
(A. Q. Knotts 2012, | (A. Q. Knotts 2012, p. 19). | ||
==Components of certificate== | ==Components of certificate== | ||
An organiser of competence-based qualifications is responsible for arranging the assessment of a competence test performance and submitting the related assessment proposal to the Qualification Committee in the manner agreed in the contract for arranging competence-based qualifications. | An organiser of competence-based qualifications is responsible for arranging the assessment of a competence test performance and submitting the related assessment proposal to the Qualification Committee in the manner agreed in the contract for arranging competence-based qualifications. | ||
Similar [[information]] must be submitted on all performances in competence tests. Such an assessment proposal must contain the following information: the candidate's name, date of birth, qualification, qualification modules with grades, the end date of the competence test and the time of the assessment meeting, a description of the competence test performance and an account of where the competence tests were arranged, and assessors. If it is proposed that any performances be failed, the grounds for this must be provided. Provision of such information is particularly significant, due to the possibility of an assessment rectification procedure. In the case of failed performances, the related assessment criteria under the Qualification Requirements for competence-based qualifications must be mentioned | Similar [[information]] must be submitted on all performances in competence tests. Such an assessment proposal must contain the following information: the candidate's name, date of birth, qualification, qualification modules with grades, the end date of the competence test and the time of the assessment meeting, a description of the competence test performance and an account of where the competence tests were arranged, and assessors. If it is proposed that any performances be failed, the grounds for this must be provided. Provision of such information is particularly significant, due to the possibility of an assessment rectification procedure. In the case of failed performances, the related assessment criteria under the Qualification Requirements for competence-based qualifications must be mentioned | ||
(T. Päivärinta 2013, | (T. Päivärinta 2013, p. 25-26). | ||
==Perceptions of HR certification== | ==Perceptions of HR certification== | ||
| Line 17: | Line 17: | ||
* '''peer recognition''' | * '''peer recognition''' | ||
A [[Workforce]] survey conducted in 1998 found that 56% of respondents had obtained one form of HR certification, 67% said they believed HR certification gave them more credibility among corporate peers and other senior managers, and 96% said their employers did not require certification in order to be hired | A [[Workforce]] survey conducted in 1998 found that 56% of respondents had obtained one form of HR certification, 67% said they believed HR certification gave them more credibility among corporate peers and other senior managers, and 96% said their employers did not require certification in order to be hired | ||
(H. Aguinis, M. Lengnick-Hall | (H. Aguinis, M. Lengnick-Hall 2012, p. 247). | ||
==Example of X- ray operator's certificate== | ==Example of X - ray operator's certificate== | ||
The x-ray machine operator certificate begins the following informations: | The x-ray machine operator certificate begins the following informations: | ||
* '''Name of x-ray operator''' | * '''Name of x-ray operator''' | ||
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* Use of computerised radiography equipment Demonstrated ability to use radiography equipment to produce a plain radiograph, perform necessary post processing and store and transfer images. | * Use of computerised radiography equipment Demonstrated ability to use radiography equipment to produce a plain radiograph, perform necessary post processing and store and transfer images. | ||
Certificate of X-ray operator ends with the number of the license granted and the signature of two persons- the certified person and the person performing the qualification(K. Thayalan 2014, | Certificate of X-ray operator ends with the number of the license granted and the signature of two persons - the certified person and the person performing the qualification(K. Thayalan 2014, p. 167-169). | ||
{{infobox5|list1={{i5link|a=[[Internal training]]}} — {{i5link|a=[[Employment history]]}} — {{i5link|a=[[Work sample test]]}} — {{i5link|a=[[Employee selection]]}} — {{i5link|a=[[Certified internal auditor]]}} — {{i5link|a=[[Employability skills]]}} — {{i5link|a=[[Job analysis]]}} — {{i5link|a=[[Job shadowing]]}} — {{i5link|a=[[Behavioral interview]]}} }} | {{infobox5|list1={{i5link|a=[[Internal training]]}} — {{i5link|a=[[Employment history]]}} — {{i5link|a=[[Work sample test]]}} — {{i5link|a=[[Employee selection]]}} — {{i5link|a=[[Certified internal auditor]]}} — {{i5link|a=[[Employability skills]]}} — {{i5link|a=[[Job analysis]]}} — {{i5link|a=[[Job shadowing]]}} — {{i5link|a=[[Behavioral interview]]}} }} | ||
| Line 37: | Line 37: | ||
==References== | ==References== | ||
* Aguinis H., Lengnick-Hall M. (2012). ''[http://www.hermanaguinis.com/HRMR2012a.pdf Human Resource Management Review ]'', "Elsevier". | * Aguinis H., Lengnick-Hall M. (2012). ''[http://www.hermanaguinis.com/HRMR2012a.pdf Human Resource Management Review ]'', "Elsevier". | ||
* Knotts A. (2012). ''[https://books.google.pl/books?id=uE4kpCaflfUC&pg=PA55&lpg=PA55&dq=You+Can+Be+M.o.r.e.:+%5B%5BMotivating%5D%5D+Others+to+Reach+Excellence&source=bl&ots=dTTH6uIa-0&sig=ACfU3U1lhvAeG7wosbWomPkCh6dQmjzGjA&hl=pl&sa=X&ved=2ahUKEwjd6o6Nva_hAhUNpIsKHZrVDH8Q6AEwAHoECAYQAQ#v=onepage&q=You%20Can%20Be%20M.o.r.e.%3A%20%5B%5BMotivating%5D%5D%20Others%20to%20Reach%20Excellence&f=true You Can Be M.o.r.e.: Motivating Others to Reach Excellence], | * Knotts A. (2012). ''[https://books.google.pl/books?id=uE4kpCaflfUC&pg=PA55&lpg=PA55&dq=You+Can+Be+M.o.r.e.:+%5B%5BMotivating%5D%5D+Others+to+Reach+Excellence&source=bl&ots=dTTH6uIa-0&sig=ACfU3U1lhvAeG7wosbWomPkCh6dQmjzGjA&hl=pl&sa=X&ved=2ahUKEwjd6o6Nva_hAhUNpIsKHZrVDH8Q6AEwAHoECAYQAQ#v=onepage&q=You%20Can%20Be%20M.o.r.e.%3A%20%5B%5BMotivating%5D%5D%20Others%20to%20Reach%20Excellence&f=true You Can Be M.o.r.e.: Motivating Others to Reach Excellence], "AuthorHouse". | ||
* Päivärinta T. (2013). ''[https://www.oph.fi/download/156393_Competence-based_qualification_guide_2.pdf Competence-based Qualification Guide ]'', "Finnish National education". | * Päivärinta T. (2013). ''[https://www.oph.fi/download/156393_Competence-based_qualification_guide_2.pdf Competence-based Qualification Guide ]'', "Finnish National education". | ||
* Thayalan K. (2014). ''[https://books.google.pl/books/about/The_Physics_of_Radiology_and_Imaging.html?id=JLrTAwAAQBAJ&redir_esc=y The Physics'' ''of Radiology and Imaging ]'', "Jaypee Brothers Medical Publisher". | * Thayalan K. (2014). ''[https://books.google.pl/books/about/The_Physics_of_Radiology_and_Imaging.html?id=JLrTAwAAQBAJ&redir_esc=y The Physics'' ''of Radiology and Imaging ]'', "Jaypee Brothers Medical Publisher". | ||
Latest revision as of 18:09, 17 November 2023
Certificate of competency is a goal in traditional education. The purpose of the certificate is to impress an employer. Nowadays, many employers realize that a qualification does not equal the qualities needed for the role on offer. In result of job interviews have become longer and more stringent as companies look for additional personal skills and attitudes before taking on an employee. This trend is growing, and academic qualifications are steadily decreasing in significance with major employers. Strategic learners on the other hand view success as the ultimate degree and certificate of competence. Their goal is to succeed and this may involve supplementing their self-directed learning with some formal learning and qualifications, but never involves substituting personal development for formal qualifications (A. Q. Knotts 2012, p. 19).
Components of certificate
An organiser of competence-based qualifications is responsible for arranging the assessment of a competence test performance and submitting the related assessment proposal to the Qualification Committee in the manner agreed in the contract for arranging competence-based qualifications. Similar information must be submitted on all performances in competence tests. Such an assessment proposal must contain the following information: the candidate's name, date of birth, qualification, qualification modules with grades, the end date of the competence test and the time of the assessment meeting, a description of the competence test performance and an account of where the competence tests were arranged, and assessors. If it is proposed that any performances be failed, the grounds for this must be provided. Provision of such information is particularly significant, due to the possibility of an assessment rectification procedure. In the case of failed performances, the related assessment criteria under the Qualification Requirements for competence-based qualifications must be mentioned (T. Päivärinta 2013, p. 25-26).
Perceptions of HR certification
Despite its growing popularity, surprisingly little is known about how HR professionals and employers perceive certification. In a 1992 article, Wiley reported survey data that suggests the following reasons HR professionals seek certification. (in order of popularity):
- professional accomplishment
- personal satisfaction
- test knowledge
- career advancement
- peer recognition
A Workforce survey conducted in 1998 found that 56% of respondents had obtained one form of HR certification, 67% said they believed HR certification gave them more credibility among corporate peers and other senior managers, and 96% said their employers did not require certification in order to be hired (H. Aguinis, M. Lengnick-Hall 2012, p. 247).
Example of X - ray operator's certificate
The x-ray machine operator certificate begins the following informations:
- Name of x-ray operator
- address * profession
- location where used
- licence number
Diagnostic radiographer certify that, in my opinion as a professional diagnostic radiographer, the above-mentioned person has demonstrated competency in performing radiography. This person has satisfactorily demonstrated to me that they are competent in all of the following areas:
- Exposure parameters. Demonstrated ability to alter exposure parameters to compensate for incorrect exposure, different body thicknesses, different receptor/screen combinations and the use of grids, plaster etc.
- Image artefacts Demonstrated ability to identify various imaging faults and how to prevent their recurrence. * Radiographic technique and positioning. Demonstrated ability to use radiographic techniques and appropriately position patients to produce diagnostic radiographs of the areas identified above which have a high standard of image quality.
- Use of computerised radiography equipment Demonstrated ability to use radiography equipment to produce a plain radiograph, perform necessary post processing and store and transfer images.
Certificate of X-ray operator ends with the number of the license granted and the signature of two persons - the certified person and the person performing the qualification(K. Thayalan 2014, p. 167-169).
| Certificate of competency — recommended articles |
| Internal training — Employment history — Work sample test — Employee selection — Certified internal auditor — Employability skills — Job analysis — Job shadowing — Behavioral interview |
References
- Aguinis H., Lengnick-Hall M. (2012). Human Resource Management Review , "Elsevier".
- Knotts A. (2012). You Can Be M.o.r.e.: Motivating Others to Reach Excellence, "AuthorHouse".
- Päivärinta T. (2013). Competence-based Qualification Guide , "Finnish National education".
- Thayalan K. (2014). The Physics of Radiology and Imaging , "Jaypee Brothers Medical Publisher".
Author: Natalia Talarek
