Transcription

OpenWHO: Competency-Based Learning: Introduction

Core Competencies and How to Use the Framework :

Presenter:

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[Slide #1] In the previous lesson, we learnt about the World Health Emergencies learning strategy. We also
learnt about the three learning pathways and competencies. In this lesson, we will take a look at these core
competencies in a bit more detail and how it can be used to design, deliver and assess training and education.

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[Slide #2] There are 5 main core competencies. In addition to these, there is also a leadership competency
for personnel in management or leadership roles. For each of these 6 competencies, there are between 6 to
11 behavioural indicators. A total of 49 behavioral indicators. These are outlined in the WHE competency
framework that maps out the competencies to the relevant behavioral indicators. This framework is a very
useful and handy tool and can be used for: needs assessment, design, delivery and assessment of training
and education in the health emergencies programme.

Let’s have a look what these 6 competencies are and discuss an example of a behavioral indicator for each of
these competencies.

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[Slide #3] The first competency is moving forward in a changing environment. Personnel working in
emergencies must be able to perform effectively in contexts that are rapidly changing, insecure, stressful and
could pose a threat to the safety of themselves and the operation. This competency demonstrates the ability
to be flexible, adapt to situations, have situational awareness in diverse environments and show safety and
duty of care. An example of a behavior that can be used to indicate competency is risk awareness – the ability
to accept risk in emergencies and demonstrate risk management capabilities.

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[Slide #4] The second competency is applying technical expertise. Personnel working in emergencies come
from a wide range of technical specialties and bring their expertise to a broad range of emergency contexts.
This competency demonstrates the operationalization of this specialist and technical expertise. An example
of a behavior that can be observed to indicate this competency is striving for excellence. This is demonstrating
that the best, most up to date knowledge, practices and skills are brought to bear in public health emergencies
while challenging current thinking when required.

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OpenWHO: Competency-Based Learning: Introduction

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[Slide #5] The third competency is communication. Communication is crucial in an emergency and this
competency demonstrates that communication is clear, credible, trusted and shared appropriately. An example
of a behavior that can be observed to indicate the achievement of this competency is showing an active
listening mindset.

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[Slide #6] The fourth competency is teamwork. This is an important competency in emergencies because
WHE personnel work together with colleagues from a wide range of backgrounds, cultures, experience, skill
sets and roles. This competency demonstrates working collaboratively with others, developing and promoting
effective relationships and dealing constructively with conflicts. An example of a behavior that demonstrates
this competency is respect for team contributions.

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[Slide #7] The fifth competency is building and promoting partnerships. Effective coordination between WHO
partners is critical in any emergency. This competency demonstrates building and promoting internal and
external partnerships to provide information, assistance and support for public health interventions. An
example of a behavior that can be observed to indicate the achievement of this competency is actively
supporting and promoting WHO partners for positive public health outcomes.

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[Slide #8] In addition to these 5 competencies, the leadership competency is needed for personnel in
management and leadership roles. Leaders have to build, manage and lead teams that are usually rapidly
assembled and come from a wide range of backgrounds and experience. They are also responsible for
managing the programmatic, human resource, financial and administrative aspects in areas under their
responsibility. An example of a behavior that indicates that the competency has been met is directing response
activities that are consistent with the principles of the Incident management system and in line with the WHO
Emergency Response framework.

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[Slide #9] Now that we have learnt about the competency framework how do we integrate that into learning?
There can be many approaches to do this, but let’s have a look at a practical approach on how it can be done.

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OpenWHO: Competency-Based Learning: Introduction

[Slide #10] Start by developing a learning outcome. This describes what learners should achieve at the end
of the learning or training activity. Then, pick one or more competencies that you want participants to achieve
and choose one or more behaviors that are relevant to that competency. A functional competency can be
added that is specific to requirements of the job or role. It is important to determine who this is for? For example,
is it for WHO staff, colleagues from country offices or other partners? Training and education must be tailored
and take into account audience factors such as their learning needs, level of education, past experience,
language and also facilities such as access to computers and internet.

It also needs to integrate adult learning principles. For example, adults are motivated by a problem solving
approach, they need to know why they are learning something, they need to be actively involved in the learning
process and the education or training they receive needs to build on their previous experience and match their
backgrounds.

Finally, there needs to be a way of assessing that the competency has been met. This would, of course,
depend on the competency being assessed.

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[Slide #11] For example, in a simulation exercise, a participant’s behavior may be assessed by one or more
observers and given a score to determine whether it demonstrates the achievement of that competency.

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[Slide #12] The assessment can then be fed back to the participants and the organization to improve the
learning process.

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[Slide #12] And that’s a look at the WHE competency framework. We have taken a look at the 6 core
competencies and how the framework can be used. For more information, please have a look at the resources
in the links below or contact the WHE learning and capacity development team