Here's the situation i'm working on - we've to configure the competency gap of the associates. For that we want to put scales naming beginner, intermediate & advanced and some points according to the organisational gap analysis. We kept same competency framework as course framework and after the course/activity completion it should tell the gap. The gap should tell the required and actual score of the associates in each courses and activities, they are enrolled in and as cohorts. Also, we've different cohorts enrolled in different courses and competency as well. Also, can I get the scores from the learning plans if they linked?
All of those things would be great, but they don't current exist in Moodle. You use of the word "organizational" looks like you need a business solution vs. an educational based solution. Moodle Workplace is in the near future, but not here yet.
Thanks for the quick response Shirley Gregorczyk. If possible can you share the workflow of how it'll work or how I can put the scores manually. I used scales and outcomes to show the competent - not competent status and basic, advanced and intermediate level including the scores in particular activity. Also I am thinking to use the configurable reports so that I can fetch the desired columns from the database. Please guide me where I'm wrong and what should be the alternate way to solve it. Thank You.!
The scores from activities or courses mostly didn't match with the competency levels.
If you set up the competencies you can add a grading scale. In the configuration you see two columns. Mark in first the grade level if thete is an automatic confirmatipn for a competency selected. You can mark only one level.
In the second columnnyou can mark all level you will use for manual grading for competencies.
Many thanks for the response. Also I did the settings earlier as instructed by you. I've gone through your last post. https://moodle.org/mod/forum/discuss.php?d=382665 (settings for automatic competency after course completion).
I've similar kind of requirement, but it should show the competency gap. Is there any way to achieve by manual settings.
One more help, what is the logical/programmatic way to build this competency framework?
The competency framework functionality is core Moodle. However, it is unforgiving if you build a framework and then decide that you did not build a structure that will work going forward.
1. Decide if the competency frameworks should be created at the Course Category level or at the System Level.
2. Decide your scales and taxonomies. You can have multiple scales and taxonomies - they need to reflect your current options for training completions. I have students who are exempt from competencies that are a requirement of their learning plans. To accomplish this, a scale of Complete/Not Yet Complete will not fit your requirements. Remember, you cannot change a scale values for a competency after the competency has been awarded to students.
3. How will you supersede or retire competencies? Moodle does not have the functionality to invalid a competency.
4. How will you revise learning plans? Deleting a competency from a learning plan removes the learning history. Do you need to retain a student accomplishments over a long period of time. e.g. the student has successfully completed Fire Safety Training every year.
I recommend mapping out you user requirements for how you need competencies and learning plans to function before you start building them.
Thanks for reply, much appreciated.I agree with all the points you mentioned. Here I think I've two options to get the approximate desired results. Either I can go for Configurable reports plugin using SQL queries or i can make a plugin called like Competency Gap Report. So, I've included following columns in the report like cohort id, courses, competency framework, learning plans based upon competency and role, actual score, required score, competency gap.
So, please guide if i'm wrong or what columns should be added. The report will be accessible to admin and the respective cohort head having manager role.
If you are using Moodle for business purposes the entire Gradebook may become vexing, it is more than most businesses need. Most business only want to see Complete/Incomplete or Pass/Fail for course completion. When Course Completion is achieved the employee receives the competency. Scales come into play if there are unique courses or O-J-T (On the job training where competency is observed and documented by a qualified trainer) for different skill (competency) levels.
Forklift Driver I, Forklift Driver II, Forklift Driver III.
Besides competency levels you also need to know how many employees are needed at each skill level within your business, to maintain the business. If you need 5 employees at each level and a Forklift Drive III is retiring in 6 months, you need to train a level II to be a level III in that time period. Likewise, you will need to recruit a Level II, or train a Level I for the Level II position. If a Level I is trained and moves into the Level II position, you will need to recruit a Level I position.
So from this flow we can say that the competency level (or competency framework) depends upon the role too. Like an employee is competent and skilled at level I and after training and he gained other competency as defined for level II or level III. So, this can be auto reflected in the competency too?
If you do a unique competency, for each level....you may be able to use the default proficiency rating or you may need to have the manager rate each employee.
You will need to consider how much work the instructor (manager) will need to do. This is slow going as you have to look up each student, open the learning plan, find the competency and then rate the competency.....it is a lot of clicks.
IMHO - Your thoughts on the gradebook were close to one of the development items I wish Moodle would consider -
There should be a separate Competency grid (at course or learning plan), where the instructor can view all student (Employees) in a grid and rate them in one page, vs student by student.
- All students who achieved their competencies?
- All students who achieved the maximum skill level for each competency?
- All students who did not achieve their competencies?
- All students who can improve their skill level for each competency?
Here is what I have done using 2 different scales:
In the Course Gradebook, we have the actual score for an associate. There itself I have put 2 scales:
a) Required Score (i.e. C1, C2 and C3 implying Basic, Intermediate and Advanced)
b) Gap between the Required and Actual Score (Didn't meet the Requirement, Met the Requirement, Exceeded the Requirement)
In the NED Mentor Manager, we are trying to fetch these scale inputs through coding. Also, I'm thinking that is it logically correct to correlate these two scales with competency scales (C1, C2, C3 - Basic, Intermediate and Advanced)?
Other than these how can I also see the reports you mentioned above:
- All students who achieved their required level of competency set by the Organization
- All students who did not achieve their required level of competency set by the Organization
Thanks a ton!
I will assume that you are not using Learning Plans, since you have been able to pull everything into your custom Grade Report.
Pulling in the All Students who did/or did not achieve their required level of competency would probably require a custom table, where each Organization and number of skilled students required per competency is stored.
Assembly Area A (organization area ID) - 10 students skilled at Fixture Design (competency ID)
Assembly Area B - 5 students skilled at Fixture Design
Assembly Area C - 25 students skilled at Fixture Design.
Across all organizations - 40 students must be skilled at Fixture Design.
Across all organizations - 25 students have achieved the skill Fixture Design.
Across all organizations - 15 students have not yet achieved the skill Fixture Design - Competency Gap = the 15 students without the Fixture Design competency.
Very Many Thanks.
To put it more bluntly, when an Associate changes his role from Engineer to Team Leader, his required competencies change. E.g. For Engineer Role, his communication needs to be of C2 (intermediate) level, but when he changes his role to Team Leader, it needs to be C3 (advanced).
And after the Engineer undergoes a course, his actual scores are going to change anyways. Hence the documets are 'live'.
We want to put these two live documents in Moodle Database. The required scores (Technical & Soft Skills) for all roles will be fetched through a code from these 2 live documents, whereas the Course Gradebooks will have the Associates' actual scores. There will be another code to find out the Gap between the Required and the Actual and in the Course Gradebook Report, both will be visible (as the picture below). Do you think we are on the right path?
If yes, what are the things we should be careful about?
I've another question. I have a course called "Communication" which has 2 different modules - Verbal and Non Verbal Communication. Each of these modules will have 3 submodules (e.g. Verbal Communication has a) ability to express; b) ability of explain; and c) ability to persuade). Each of these submodules will have 3 different levels of Competence (Basic, Intermediate and Advanced). This implies we will have 18 learning plans in the following manner....
Ability to Express (Basic)
Ability to Express (Intermediate)
Ability to Express (Advanced)
Ability to Explain (Basic)
Ability to Explain (Intermediate)
Ability to Explain (Advanced)
Ability to Persuade (Basic)
Ability to Persuade (Intermediate)
Ability to Persuade (Advanced) and so on...
Does this sound alright? The Modules can be put in the Course "Communication" as separate lessons. I am asking because in my understanding "Communication" should have been a Category...Verbal and Non Verbal should have been the Subcategories, but the instructor would like "Communication" to be a single course only. No issues with that, right?
You may be stuck with the 18 learning plans and manual "closeout" of each learning plan as the student moves to the next skill level.
One course, can be done or it can be separate courses. Administratively, one course may be easier to manage. However, you may want to consider, how often would the content be revised? Large courses and are active for an extended period of time, often get "stale." If you needed to rework just a section of the course, it will affect all students regardless of their course progress.
If I create the learning plan for each required competency, should my Competency unit be Communication or Verbal Communication or the 3 submodules of Verbal Communication: Ability to Express, Ability to Explain and Ability to Persuade (Should I call them indicators/outcomes?) I was thinking my competency unit should be Verbal Communication (this can be the parent for all the Child Competencies i.e. Sub- modules) and same will be on the Learning Plan. While saying this, I could not figure out completely why the competency unit should not be Ability to express to break down the competency of Verbal Communication further? Assuming these competencies are independent of one another i.e. to be able to explain, you might not necessarily have to be good in expressions (just an hypothesis) As I have seen, in the competencies, the scale can be set as competent/not competent and in the learning plans, the scale can be set as complete/ not complete. If I want to use the functionality of "Monitoring of Learning Plans", which of these Competency Units makes more sense? And how can a numeric value be tied to the rating for the overall progress of learning plan?
Each learning plan has specific competency that each job level must have to be successfully in that position.
Normally, they build, job level III has all of the competencies from level's I and II.
You can either build you learning plans at the three distinct levels, and an employee would complete a level and they be assigned the "next" learning plan in the series. Or you could build each level to contain all of the competencies they must have for the position. The Level III would have all competencies in the Communication series.
Note, there is no automation for this, it is all manual administrative work.
The parent - child relationship in the competency framework did not work the way I had envision it. I quickly unlinked them as soon as I did a course (competency) revision and never relinked them.
I have not used the Monitoring of Learning Plans functionally, it was not at the level of Moodle I am at - and it didn't offer the functionality I required. Learning plans at a educational level are quite different and do not consider that an employee's learning plan has expiration on their achieved competencies. Hopefully, Moodle Workplace supports this in the future.
The numeric values is not support by Moodle's core competency object - this is business requirement that hopefully Moodle Workplace will support.
1) Once the Associate changes his role from Engineer to Team Leader (the Moodle Admin removes this Associate from the cohort: Engineer and adds him to the cohort: Team Leader and as a result, his learning plans and list of assigned courses get updated). Once this update happens, is the previous learning history retained? Or the new learning plans override the old ones? If we want to retain the previous learning history, how should we set it up? And will these 2 learning plans be appearing in 2 different clusters?
2) This Cohort based Enrollment is a set of mandatory enrollments tied to roles (Engineer, Senior Engineer, Team Leader etc.) defined by the Organization. However the Associate can do self-enrollment for some courses. These self-enrolled courses will also be visible as learning plans along with the courses to which he is mandatory enrolled depending on his present role. Can we set the learning plans view in a way that all the learning plans dropping from the mandatory enrollments are visible in one cluster and all the learning plans dropping from his voluntary self-enrollments are visible in another cluster? Can we segregate the two learning paths?
Thanks a lot.
1. and 2.
Enrollments and learning plans are two very different things.
Enrollments allows for the access to a course. You can use cohorts as an enrollment method and you can sync a learning plan template to a cohort.
If you remove a student from a cohort's membership, you remove their enrollments. When you remove the enrollments, you no longer have course grade reports. You will still have the Grade History Reports, but you need to keep track of your date ranges to generate the reports.
The default student view is the Dashboard with their current enrollments. The Learning Plans are not the default view and end-user navigation from Learning Plan to competency to course is clunky. This is more prone to human error.