Competence Assessment

Rules

SUMMARY

This document was written as part of a national project

“Development of Workforce Competence Assessment System by
Sectors and Regions” (CASSY) under Human Resources Development
Operational Programme.

The document is directed to developing competence assessment

rules at sector and company level. It comprises 8 sections.

Section 1 introduces the general and specific project objectives and

the basic structure of the document.

Section 2 describes the methodology used, which includes an

analysis of the results from interviews conducted with managers and
human resource management (HRM) experts from national and foreign
companies, and an analysis of written sources and experts’ practical
experience in the process of personnel recruitment, assessment and
training.

Section 3 highlights and analyzes the competence assessment

practice in Bulgaria. The basic approaches to competence assessment
have been presented, as well as the main competence assessment
tools and the fields where competence assessment could be applied.
The analysis shows that the use of competence models in HRM in
Bulgaria is relatively on the onset and is still developing and gaining
recognition. There are functioning competence models of different job
positions predominantly within the international companies and some
bigger Bulgarian ones. However, most companies clearly define the
need for competence assessment in the recruitment process and in
evaluating the employees’ performance and the demand for vocational
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education and training (VET). In practice, some competence types have
been assessed in companies which do not possess general competence
models. All technical competences necessary for the successful
operation of a particular job fall under the specific competences. The
competences which are most often assessed are: leadership and
management, technical competence, customer support competence,
merchandising competence and teamwork.

In practice, different tools are used in the process of competence

assessment in Bulgaria. Companies which have already developed
competence models usually apply the methods of interview, document
study, technical competence assignments and the services of an
assessment and development center. On the other hand, companies
which do not have ready-made competence models usually apply the
methods of interview, document study, and use of technical
competence tools.

Section 4 introduces a Classification of Assessment Tools. A draft

concept of the notion ‘competence assessment tools’ has been
suggested, which is a systematic procedure for measuring samples of
individual behavioural modes and evaluating the degree of assignment
performance and efficiency. The basic characteristics of the
assessment tools have been discussed, namely, objective and content,
as well as assessment objectivity. There is a description of the possible
assessment classifications based on certain classifying order i.e.
according to the assessment objective, according to competence types,
according to the assessment method, and according to the assessment
objectivity. The assessment method or the way tools are applied is
considered a leading classificatory principle.

Based on the leading principle, the tools have been grouped in 6

groups: interview (a behavioural, structured and non-structured one);
documents (diploma; certificates, recommendations, portfolio);
competence assessment methods; centers for assessment and
development; tests (knowledge tests and psychological ones). The
main groups (methods for tool development and implementation) are
discussed - the pros and cons. The classification includes tools (tests
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and talent assessment systems) which have been adapted to the
Bulgarian context.

Section 5 highlights the competence assessment methodology

applied in different job positions. It is a practical guide for applying the
competence assessment to different jobs in the company and for
different reasons (staffing, attestation, career prospects etc.) The
methodology comprises a characterization of the main stages in the
assessment process, competence assessment rules and procedures for
applying the assessment methods and tools.

The section dwells on the basic methods for defining competence

development level such as threshold competences and degrees of
successful implementation. The criteria for method and tool selection
have been analyzed based on the assessment objective, hierarchical
level, occupational idiosyncrasies etc. The proposed methodology rests
upon the assessment of the discrepancy between the levels of
competence requirements necessary for the successful execution of an
activity and the real level of competences an individual possesses. The
assessment is carried out by comparing the competence profile of the
job position and the competence profile of the individual under
assessment. The methodology describes the competence assessment
procedure: designing the assessment process, planning the
assessment, collecting information, analyzing information, decision
taking. It proposes rules for the practical application of the competence
assessment in the separate job positions at a company and branch
(regional) level.

Section 6 elaborates on the competence assessment

methodology in view of the demand for vocational education and
training. The methodology includes a definition of the notion “VET
demand”, an assessment methodology, and rules for applying the VET
demand analysis. The latter is defined as a process of assessing the
discrepancy between the target level of competence development set
by the job requirements, and the real level of the competences an
applicant has. Section 6 incorporates also an analysis of VET demand at
different levels – organizational, group, and individual. Different tools
for assessing VET demand have been analyzed, focusing on the degree

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to which they can be applied. Two methodologies for analyzing the
demand for VET have been proposed:

a) Assessing the discrepancy between the actual state in

companies which possess ready-made job competence
models and the set competence requirements;

b) Studying the demand for VET in companies which lack

ready-made job competence models.

All stages in the analysis of VET demand have been thoroughly

described: planning, collecting information, analyzing information,
preparing a report for the VET demand. Rules for applying the VET
demand analysis are drawn up, based on competence assessment.

Section 7 expands upon a draft concept for the activities of the

regional centers for assessment and development with the Bulgarian
Industrial Association. Sector Skills Units and Regional Competence
Assessment Centers are a building block of the whole system which
implements the practical policy defined by the Bulgarian Workforce
Competence Assessment Council. The Regional Centers serve as the
Bulgarian Competence Assessment Network (BUCAN) primary
instrument. They shall organize and coordinate the pilot enterprises in
the process of selecting key job positions, developing competence
models and assessing competences. The draft concept defines the
mission, vision and attitudes of the Regional Centers. There are rules
and procedures regulating the centers activities such as: the main
objectives and principles on which the Regional Centers activities rest,
rules for executing the project activities, rules for CASSY activities and
operation, rules for collaboration with state institutions and partners.
The Regional Competence Assessment Centers shall play a crucial role
in popularizing the competence model in Bulgaria as the latest
approach to human resource management and development and shall
assist the HR departments in developing competence models reflecting
the current economic demands on human capital; hence, they will help
enhance the efficiency of the key economic sectors in Bulgaria.