Modelling Competencies for Supporting Work-integrated Learning in Knowledge Work

Purpose: The paper suggests a way to support work-integrated learning for knowledge work which poses a great challenge for current research and practice. Methodology/Approach: We first suggest a Workplace Learning Context Model which has been derived by analyzing knowledge work and the knowledge sources used by knowledge workers. We then focus on the part of the context which specifies competencies by applying the competence performance approach, a formal framework developed in cognitive psychology. From the formal framework, we then derive a methodology of how to model competence and performance in the workplace. The methodology is tested in a case study for the learning domain of Requirements Engineering. Findings: The Workplace Learning Context Model specifies an integrative view on knowledge workers’ work environment by connecting learning, work and knowledge spaces. The competence performance approach suggests that human competencies be formalized with a strong connection to workplace performance (i.e. the tasks performed by the knowledge worker). As a result, competency diagnosis and competency gap analysis can be embedded into the normal working tasks and learning interventions can be offered accordingly. Results of the case study indicate that experts were generally in moderate to high agreement when assigning competencies to tasks.