the goal
the goal
Embedded Files
For this project, the goal of the Substance Abuse and Mental Health Services Administration’s (SAMHSA) Center for Substance Abuse Prevention (CSAP) was to strengthen the substance use prevention field by continuing to assist in its professionalization.
DEFINITION OF COMPETENCY
DEFINITION OF COMPETENCY
A competency is the capability to apply or use a set of related Knowledge Skills and Abilities (KSAs) required to successfully perform critical work functions or tasks in a defined work setting. This definition was developed for the U.S. Department of Labor (DOL) in 2005. DOL further clarified that “competencies often serve as the basis for skill standards that specify the level of KSAs required for success in the workplace as well as potential measurement criteria for assessing competency attainment.”1 Beyond the definition, one can think of competencies as the state or quality of being adequately or well qualified to perform a task. A person gains proficiency in a competency through education, training, experience, and natural abilities.
THE MEANING OF KSAs
THE MEANING OF KSAs
KSAs themselves are defined a little more loosely, and can be viewed in a number of different ways, all of which are applicable depending on the projected or intended usage. KSAs often include technical elements and behavioral elements. A technical KSA measures acquired knowledge and “hard” technical skills and enables the evaluation of these elements. A behavioral KSA measures “soft” skills and includes the attitudes and approaches applicants take to their work, such as the ability to collaborate on team projects. A behavioral KSA thus enables the evaluation of factors related to human characteristics and skills, such as attitude, work approach, and collaborative abilities.
KNOWLEDGE
KNOWLEDGE
What a person needs to know about a particular substantive area, and what an employee needs to know in order to do the job and achieve the objectives that the job specifies. This includes being informed about specific content areas.
A body of information needed to perform a task. For example, an analyst needs to have knowledge in the areas of strategic planning, language fluency, research methods, assessment and treatment of behavioral and affective disorders, and human behavior and performance.
The minimum level of education, experience, and training an individual must have in order to be considered qualified for the position.
Information developed or learned through experience, study, or investigation.
Information applied to performance and function history.
SKILLS
SKILLS
The attributes that a person needs to have in order to perform the tasks associated with a job (including being able to do so in a range of situations) and perform well in a particular job.
Proficiency in performing a certain task (for example, using computers for data analysis; creating, manipulating and using spreadsheets; and using word processing programs).
The ability to repeatedly apply knowledge.
ABILITIES
ABILITIES
The level of competence in applying knowledge and skills.
An underlying, enduring trait useful for performing tasks (for example, oral comprehension, which is the ability to listen to and understand information and ideas presented through spoken words and sentences).
An innate potential to perform mental and physical actions or tasks.
Cross-cutting areas of knowledge for the prevention professional should include child development, psychology, and public health, among others.
Assessment is an ongoing process that can include regular and systematic collection, assembly, analysis, and distribution of information on the needs, resources, and community readiness of the population to be served.
Capacity building is a long-term, continuing process that involves mobilizing human, organizational, and financial resources to promote and sustain intended outcomes.
Effective planning involves developing measurable goals and objectives in response to assessment of needs and assets; identifying strategies that are based on knowledge derived from theory, evidence, and practice; and developing logic models that include realistic outcomes and relevant policies, practices, and programs.
Implementation is focused on carrying out the various components of the prevention plan in an effective, efficient, culturally sensitive, and ethical manner, as well as identifying and overcoming any potential barriers.
Determine the reach, effectiveness, and impact of the implementation of the strategic plan and of the programs, processes, policies, and practices. Use appropriate evaluation methods to support improvements, sustainability, and dissemination in a continuous iterative process.
1 Department of Labor, Employment and Training Administration. (2015). Competency models—Communicating industry’s education and training needs. Competency model development and use: A technical assistance guide. Retrieved from http://www.CareerOneStop.org/ competencymodel/Info_Documents/TAG.pdf.
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