Choice of Approach

Workshops are probably the best approach. They get people involved and do not rely on ‘expert’ opinion. Critical incident or repertory grid techniques are more sophisticated but they take more time and expertise to run.

Analysing technical competencies (functional analysis) 

The approach to the definition of technical competencies differs from that used for behavioural competencies. As technical competencies are in effect competences, a functional analysis process can be used. This methodology was originally developed by Mansfield and Mitchell (1986) and Fine (1988). In essence, functional analysis focuses on the outcomes of work performance. Note that the analysis is not simply concerned with outputs in the form of quantifiable results but deals with the broader results that have to be achieved by role holders. An outcome could be a satisfied customer, a more highly motivated subordinate or a better-functioning team. Functional analysis deals with processes such as developing staff, providing feedback and monitoring performance as well as tasks. As described by Miller et al (2001) it starts with an analysis of the roles fulfilled by an individual in order to arrive at a description of the separate components or ‘units’ of performance that make up that role. The resulting units consist of performance criteria, described in terms of outcomes, and a description of the knowledge and skill requirements that underpin successful performance. 

Functional analysis is the method used to define competence-based standards for NVQs/SNVQs.