Competence Vs Performance:

Which is more Important?

(while,1994)

Dr. Fauziya Ali

Acknowledgement: K. Ajani

Objectives
Define Competence and Performance
Link between competence and
performance
Factors affecting performance
Assessment of competence

Definitions
Competency
A specified attribute that
may be possessed by
someone.
A quality or state of being
which characterizes a
person as being
competent.

Competence

A simultaneous integration of the

knowledge, skills and attitude that
are required for performance in a
designated role and setting.
(Alspach 1984, as cited in
Gurvis,1995)

Four normative
Performance may be measured for
conceptualizations
of
competence regarding specific behavior
competence:
Competence can be viewed as having

command of pertinent knowledge and/or

skills
Competence may be seen as indicative of a
degree of capability deemed sufficient in a
particular activity
Finally, a holistic conceptualization of
competence includes knowledge, skills,
attitudes, performances and levels of
sufficiency.

Use of competencies in Nursing

Regulatory Bodies
Developing qualifications
Prescribing educational programmes
Assessing competence to practice
licensing

Nursing Education
Guiding learners
Guiding educators
Guiding assessors
Recognizing achievements

Management
Job Profiling
Performance management
Career pathing
Recruitment
Internships
Uys,2003

Performance
Performance is the actual doing or
carrying out any act
(oxford dictionary,
2005)
Performance on tests has been/is being
equated with competencies.
The professional codes will always refer
to a minimum level of performance
whereas the educational literature
frequently refers to competence as the
outcome of nurse education programmes.

Factors affecting Performance

Own expectation
Expertise on particular skills
Preparation of the individual
Attitudes and expectations of
Heads
Nature of work assignment and
Quality and amount of workrelated communications

Issues
Being qualified Vs being
competent?

Thoughts
There is a difference between
what an individual should be
able to do at an expected level of
achievement and what they
actually do in the real life
setting.

Essential Elements of
Competency Based Approach
Competencies to be achieved are
identified, verified, and made
public in advance.
Criteria for assessing
achievement and the conditions
under which achievements will
be assessed are explicitly stated
and made public in advance.

Essential Elements of
Competency Based Approach
(cont)
The educational programme

provides for the individual

development and evaluation for each
of the competencies specified.
Assessment of competency takes the
participants knowledge and attitudes
into account, but requires actual
performance of the competency as
the primary source of evidence.

Essential Elements of
Competency Based Approach
(cont)
Participants progress through
the educational programme at
their own rate by demonstrating
the attainment of the specified
competencies.

In Conclusion
Competence in the form of
knowledge and skills is much
broader, but lacks the dimension
of what constitutes enough.

Competence in the form of a

judgment of an adequate or
sufficient level of capability is still
more comprehensively applicable.
Competence in the form of
qualities or states of being is the
most comprehensive form. Of all
the forms of competence, this is
the conception that should be
applied.

References
Gonczi A. (1994) Competency based
assessment in the professions in Australia.
Assessment in Education 1, 2744.
Greenhaigh T. & Macfarlane F. (1997) Towards
a competency grid for evidence-based practice.
Journal of Evaluation in Clinical Practice 3,
161165.
Gurvis J.P. (1995) The anatomy of a competency.
Journal of Nursing Staff Development 11, 247
252.
Short E.C. (1984) Competence reexamined.
Educational Theory 34, 201207.
While A.E. (1994) Competence versus
performance: which is more important? Journal
of Advanced Nursing 20, 525531.