The impact of generic competencies on workplace performance: Review of research

This consolidation study synthesises recent research and evaluation literature on generic skills, with a particular focus on the conceptualisation and piloting of the Mayer key competencies in Australia between 1993 and early 1998. The seven key competencies are:

1. collecting, analysing and organising information
2. communicating ideas and information
3. planning and organising activities
4. working with others and in teams
5. using mathematical ideas and techniques
6. solving problems
7. using technology
   

An eighth key competency, cultural understanding, was also piloted, but work on this competency ceased in 1996.

Between 1994 and 1996 the National Key Competencies Pilot Program enabled the piloting and assessment of the Mayer key competencies. This work has contributed to state and national VET policy development and to widespread debate on the meaning, purpose and value of generic competencies?and of the key competencies in particular. The piloting process also demonstrated the complexity of translating a widely supported concept?the development of generic skills?into agreed approaches and widespread practice. Consequently, there is still much to be learnt in the area of generic skill development and application in education, training and workplace contexts.

Although key competency projects have been completed in a range of contexts and by different researchers, there has been considerable agreement in project findings. Following a review of the findings and recommendations from pilot projects in the vocational education and training (VET) sector and workplaces, Hager et al (1997) identified six core principles for integrating generic ccompetencies. Those principles are:

• key competencies can be learnt and should be taught
• key competencies are overlapping and inter-related, rather than discrete processes with three clearly identifiable performance levels, as conceptualised by Mayer
• key competencies should be viewed as both outcomes and as processes (involving 'enabling' or underpinning knowledge) necessary for more complex learning tasks and work performance
• key competencies are developed throughout life and have lifelong relevance
• key competencies must be contextualised in authentic or simulated environments
• key competencies should be integrated explicitly and systematically with technical competencies within all phases of the training cycle.

This consolidation study provides insight into the development of these principles and relates them to broader trends in generic skill development. The report demonstrates that the key competencies are not a passing fad. They are part of an international trend in which generic skills are viewed as essential for work and life.

While there may never be unanimity on what is meant by 'generic skills' , in Australia or overseas, the key competencies are highly valued in various Australian work contexts. Different key competencies, in different combinations, are required in different workplace contexts, but the key competencies appear to represent a satisfactory working set of generic skills. The most notable exception is cultural understanding, which requires further work.

The report also demonstrates industry perceptions of the value of the key competencies and provides examples of approaches used to integrate the key competencies into the activities of training providers and enterprises. These approaches demonstrate that the key competencies are not an isolated initiative. Rather, they represent one approach to skill development and enhancement. Various researchers have also noted that links exist between key competency approaches that are explicit, systematic and effective and approaches associated with training for transfer, advanced training techniques, problem and project based learning, and the use of continuous improvement teams. However, the links between these approaches and key competency development are not always as explicit as they might be. Within many VET programs there is a need for an increased emphasis on the development of underpinning process skills related to generic skills (such as problem solving and communication with others and in teams) and the development of reflective learning practices.

As a result of this review of recent research, five areas have been identified as requiring further research. The first four areas were identified by Hager et al (1997). These research areas focus on:

• resolution of the issues surrounding the cultural understanding key competency
• teaching and training for learning transfer, particularly practices which encourage 'high road' transfer in a range of formal and informal learning contexts
• effective strategies for integrating the key competencies while addressing equity and English language, literacy and numeracy needs
• the impact of key competency resources and professional development initiatives on teaching and learning practices in the VET sector and workplaces.

To date, Australian studies have focused on the integration of the key competencies in teaching, learning, assessment and reporting practices, particularly in school and VET environments. While generic skills are promoted as enhancing the workplace performance of individuals, work teams and consequently enterprises, there has been far less emphasis on researching the links between generic skills and workplace performance. To address this gap, further testing of the Field & Mawer (1996) model of skills requirements in high performance Australian enterprise is recommended.

Rather than focusing on defining and redefining the key competencies, there is merit in researching and promoting a broader, more integrated approach to workplace performance in which generic competencies are viewed as one important ingredient in the recipe for the effective workplace performance by individuals and teams. Other ingredients include learning to learn (or ensuring the development of learning capacities), the attitudes and proactivity of the individual, and applying technical and generic skills in an integrated way. Factors determined by the context in which work is performed also affect employee performance.

Field & Mawer (1996) developed their skill requirement model on the basis of research involving fifteen 'high performance' enterprises. The term 'high performance' was used to describe the organisations frequently linked with best practice and workplace change. Validation (or customisation) of this model, in a range of enterprises, is recommended as a strategy for increasing our knowledge on the role and impact of generic competencies on workplace performance.