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1, 63-69.  \nCompetencies and Employer Engagement  \nPam Irwin  \nGreater Manchester Strategic Alliance  \nUK.  \nUsing the UK experience as a template, this paper explores the concept of competencies as a viable bridge to employer engagement. In this context, the definition of competency coalesces into three primary interpretations (input, output and ‘behaviour’), leading to three applications: work related skill sets, standards and professionalism. These in turn, inform intersecting relationships – the link between employer skills needs and education (work-based learning), educational and workplace competency, and quality (accreditation of employer based training, and credit accumulation and transfer systems) and vocational competency (fit for practice, and fit for purpose) . For each element, relevant models and indicative practice is presented. The paper concludes by offsetting competencies with employer engagement, and offers approaches (vignettes) to actively advance this critical agenda.  \nKey words: competencies, employer engagement, educational and vocational competency, accreditation and employer based training, fit for practice/fit for purpose  \nDefining Competencies  \nAlthough the terms ‘competency’ and ‘competencies’are widely used in management, employment and education, they are challenging to define. Initially coined by Boyzatis (1982) to mean “‘an underlying characteristic of a person…motive, trait, skill, aspect of one's self-image or social role, or a body of knowledge” (p. 21), other conceptions of competency range from Randell’s (1989)‘nothing more or less than glorious human skills’ to ‘a dimension of behaviour’ (Liam, Healy, & Associates, 2003) . Often equated with skills, competencies are also categorised as generic (transferable) and situation specific (van  \nGelderen, 2007), and core and defined (Skills for Health, Pam Irwin, Greater Manchester Strategic Alliance, UK.  \nCorrespondence concerning this article should be addressed to Pam Irwin, Greater Manchester Strategic Alliance, 1st floor, Tresco House, 149-153 Oxford Road, Manchester. M1 7EE. UK. e-mail: [pamirwin@gmail.com](pamirwin@gmail.com)  \n2007a) . By contrast, the Organisation for Economic CoOperation and Development [OECD] Directorate for Education’s (2005) selection and definition of competencies is more holistic, and, in addition to knowledge and skills,“a competency involves the ability to meet complex demands by drawing on and mobilising psychosocial resources (including skills and attitudes) in a particular context.”Analogously, Lathi (1999) adopts an inclusive definition of competency – essentially the skills needed to perform specific functions, integrating elements of knowledge, skills and behaviours and/or attitudes.  \nCompetencies-Typology  \nOther interpretations of competency are discussed by van Gelderen (2007) . He describes three views of competency – the perspective adopted in this paper. First, competency is an underlying characteristic of an individual (the input approach favoured in the United States of  \nPam Irwin  \nAmerica); next, competency is linked to standards or outcomes (the output model identified in the United Kingdom [UK]); and in the final definition, competency is informed by both inputs and outputs and related to behaviour or attitudes.  \nCompetencies-Applications  \nIn turn, these approaches broadly align with three primary applications of competency – work related skill sets, standards, and ‘professionalism’.  \nThe Input Model of Competency – Work Related Skills Sets  \nThe input model of competency causally relates competency with successful performance in the workplace (Spencer & Spencer, 1993) . It also suggests that these work related skill sets are discrete and can be learned; collaborative competencies (Barr, 1998) being one example. Much of the revitalised vocational agenda in the UK seems to conform to this ass","cbCaiiytbWBKckuy","https://ap.wps.com/l/cbCaiiytbWBKckuy","pdf",57555,"English","# Competencies and Employer Engagement\n# Defining Competencies\n## Competencies-Typology\n## Competencies-Applications\n# The Input Model of Competency - Work Related Skills Sets\n# The Output Model of Competency - Standards","[{\"question\":\"How does the paper define competency for employer engagement?\",\"answer\":\"The paper treats competency as a viable bridge to employer engagement and describes three main interpretations: input, output, and behaviour.\"},{\"question\":\"What are the three primary applications of competencies discussed in the paper?\",\"answer\":\"Competencies are applied through work-related skill sets, standards, and professionalism, each supported by specific models and practice examples.\"},{\"question\":\"How do input and output models relate to workplace performance and standards?\",\"answer\":\"The input model causally links competency to successful workplace performance and suggests skills can be learned, while the output model emphasizes standards such as National Occupational Standards that define performance statements and evidence of competence.\"}]","Competencies and Employer Engagement | PDF",1792074099,18]