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Competency Map

Learning in a Knowledge Society : a Functional Map


The underlying approach/vision:

§         individual learning and organisational learning are two combined activities

§         the organisation as a knowledge producing body

§         learning as an integral part of everyday work


§         encouraging learning

§         learning from experience

§         valuing people and diversity

§         integrating learning into management practice

§         learning for serving clients

§         evaluate learning outcomes at individual and organisational levels

§         learning as an entrepreneurial activity


§         Transparency of qualifications

§         Tools for self-development



Nature and Purpose of the Functional Map

This Functional Map describes all the functions or activities that may be performed by staff working in education, training and human resource management, either directly or indirectly (as service, resource or infrastructure provider), using Information and Communication Technologies (ICT) to support the management and delivery of learning. These Standards aim at reflecting the best practice at a European level.

The functional map both reflects current practice and anticipates the functions which may become more predominant over the next 3-5 years. Not all these functions will necessarily be performed in every organisation. An individual member of staff may perform a number of these functions at different times of the working day.

The Functional Map will be used as the basis for drafting Standards for these functions. The resulting Standards will describe what someone applying ICT to the management of learning and human resource development needs in terms of the competence, knowledge and skills. The Standards can then be used to design appropriate staff development programmes and assess whether staff perform these functions effectively.

How will those standards be used?

The Standards can be used either for purposes of self and team assessment, audit, continuing professional development (CPD), recruitment etc., but most of all for the development of people and organisations using ICT to manage, deliver and support learning.

Five key areas have been identified:

§          Provide strategies and leadership for individual and organisational learning

§          Manage organisational learning and knowledge

§          Provide learning services, infrastructure and resources to organisations

§          Foster and provide support to learning

§          Learning in an e-learning environment

The boundaries between these roles are not rigid and many people will find themselves working across a number of the five roles at any given time

This means that staff need to adapt and develop their knowledge and skills. The following functions are associated with the five key areas:

Key area

Staff involved in

Provide strategies and leadership for individual and organisational learning

§          Developing and communicating a vision and strategy for learning technologies

§          Identifying emerging technologies

§          Forecasting

§          Influencing

§          Policy making

Manage organisational learning and knowledge

§          Curriculum/learning/training planning and enrolment

§          Developing policies and procedures

§          Evaluation of learning programmes

§          Creating a culture of innovation

§          Business process management and improvement

§          Resource (physical & digital) management

§          Knowledge management

§          Continuing professional development

§          Developing learning communities

§          Quality assurance

Provide learning services, infrastructure and resources to organisations

§          Learning technology engineering

§          Design and development of learning materials

§          Design and implementation of learning infrastructures

§          Learning programmes engineering

§          …

Foster and provide support to learning

§          Guidance, advice and diagnosis of learners’ needs, styles and expectations

§          Induction of learners (to ICT & learning programmes)

§          Building & moderating learning communities

§          Learner attendance & performance monitoring

§          Learning centres

§          Tutoring, coaching, mentoring

§          Assessment of learning

§          User & client technical support

§          …


The functional map which follows is designed to cover all the functions/roles undertaken by staff in applying ICT to manage, deliver and support learning, but does not necessarily, at this stage, reflect all the specific competences required – these will be refined later within the Standards created from the map.  In addition, the functional map does not necessarily reflect any one particular job role – any one member of staff may use a combination of functions in carrying out their work.

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