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23. What is level of competency?
LCS have been prepared in order to determine real working conditions which may have different degrees of complexity, variety and autonomy. Such degrees represent the different levels of competency required for the performance of a job.
Within the competency standardisation and certification system of the United Kingdom, levels have been structured after the analysis of productive functions. The objective was to define a reference framework which could be broad enough to maintain the sense of flexibility and keep individuals’ possibilities of transferring their competencies to new labour contexts.
The definition of levels of competency is considered within the structure of standardised systems of labour competency certification. By using this structure it is feasible to view the possibilities of promotion and transfer among different qualifications.
The five levels of competency defined by the United Kingdom are:
Level 1: Competency in the performance of a broad scope of labour activities, mostly routine and predictable ones.
Level 2: Competency in a significant and broad scope of labour activities, carried out in different contexts. Some of the activities are complex or not routine tasks and there is some autonomy and individual responsibility. It may often require the cooperation with other people, being part of a group or doing team work.
Level 3: Competency in a broad scope of different labour activities developed in a great variety of contexts which are mostly complex and not routine like. There is great responsibility and autonomy and it often requires controlling and providing guidance to other people.
Level 4: Competency in a broad scope of professional or technically complex labour activities, carried out in a great variety of contexts and with a substantial degree of autonomy and personal responsibility. It may often require being responsible for the work of others and the distribution of resources.
Level 5: Competency which involves applying an important scope of fundamental principles and complex techniques in a broad and sometimes unpredictable variety of contexts. It requires a high degree of personal autonomy and, frequently, great responsibility regarding the work of others and the distribution of substantial resources. Furthermore, it requires personal responsibility regarding analysis, diagnoses, design, planning, implementation and assessment tasks.
These levels of competency have served as a model in other systems and can currently be found, practically in the same way, in the systems applied in Mexico, Colombia and Chile, among other countries. They can also be found in countries of the English Caribbean such as Barbados, Jamaica and Trinidad and Tobago.
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