Competency Development Plan (CDP)

Writing Competency Development Plans 

What are Competencies? 

The Council on Social Work Education (CSWE) created core social work competencies to ensure students graduating with a social work degree have experiences, knowledge, and credentials that will be accepted wherever he/she/they decide to practice. 

Competencies are performance, skill, and knowledge measured by a pre-determined set of standards. In this case, it's the standards set forth by the CSWE and the University of Louisville.  There are 9 competencies that apply to all practicums.  Each competency has practice behaviors associated with it.  A practice behavior is a standard used to determine the level of competency.  They are used to assess progress in the competency. The practice behaviors that are used to access the level of competence differ between the different levels in practicums  (ex. Generalist vs. Specialized). The practice behaviors related to a competency in the generalist practicum would be more foundational and those related to the same competency in the specialized practicum would be more advanced. 

VERY IMPORTANT TO NOTE:  For this Fall only, the Generalist competencies are a bit different from the specialized competencies.  This is because Kent is in the process of transitioning between two sets of standards set by CSWE- the 2015 and 2022 competencies.  In the Spring all students will be working on the same competencies.  Just have the student carefully read and respond to what is in their competency development plan.  The correct one for their level will be the only one they can access.  

 Here is an example of practice behaviors with a competency: : 

EPAS 2015

Competency 2: Engage Diversity and Difference in Practice

Specialized Practice Behaviors (Advanced generalist) :

· Examine relevant information to evaluate the scope of complexities of cultural structures and values and how these complexities may oppress and marginalize or enhance privilege and power.

· Evaluate how diversity and difference can shape the life experiences of individuals and communities.

In the Handbook, which you can find in Sonia, you will see all the competencies and practice behaviors at the generalist and specialized levels.   

Learning Tasks (Sometimes called Learning Activities):

In order to ensure students exit practicum with appropriate experiences, students must develop learning tasks that will help expose them to various learning experiences across all domains- individuals, families, groups, organizations,  and communities.  These learning tasks are related to each competency and the associated practice behaviors for their level.   

On the Competency Development Plan,  the students (in collaboration with their Practicum Instructor) will create at least two Learning Tasks for each competency. 

These learning tasks are created so that students can get sufficient practice and exposure to each competency.  They  also give Practicum Instructors a tool in evaluating and assessing the student.  Those Learning Tasks need to be: 

• Specific 

• Measurable 

• Time-limited 

The following structure and example is helpful in formatting a learning task: 

• The Task to be completed that addresses the competency  (Follow a bill promoting civil rights for those with felony convictions)

• Means of Evaluation  (Discuss implications of bill for clients served with at least four staff members at the agency -including Practicum Instructor)) 

• Time Frame for Completion (By a specific date)

Examples: Final Learning Task

I will follow at least 1 bill promoting civil rights for those with felony convictions and discuss the implications of the bill for clients served by the agency with at least 4 staff members, including my Practicum Instructor, by November 15, 2024.

Process for developing learning tasks:

Here is an approach for helping the student developing these.  You may find this helpful in working with students on these. 

1.  Your student should begin thinking and working on these as they learn about the agency.  It is helpful if the Practicum Instructor and Task Supervisor (if applicable) helps guide the process particularly the first semester, as the student is just learning what learning options there are. 

2.  Your student should review the competency and read the description and the practice behaviors.

3.  Considering the agency population and services and with the Practicum Instructor's guidance it is then helpful to identify what kinds of learning activities are available in the agency where the student can grow their knowledge and skills related to the practice behaviors/competencies.

4.  Then a draft is written with a minimum of TWO learning activities for each competency (some learning tasks can be related to more than one competency) and put into the competency development form several places. 

5.  For each of the learning activities include how the student will be evaluated. (How will the student know that they have completed a task? Or how well they did at completing it?)

6.  Check to make sure these are specific, measurable and time-limited. 

7.  Now check the competency development plans to make sure the tasks relate to individual, family, group, organization, and community skills and practice in the activities. 

8.  If the student has not already involved the Practicum Instructor and if applicable, the Task Supervisor, the student should involve them to review the form. The Practicum Instructor will also give feedback.  

9. If changes are needed, then those can made.  The Practicum Instructor and the Student can then again save the form  (Items can be saved  multiple times as draft as a student.  However when they fully action the form it is locked.  However, you as the Practicum Instructor have the ability to "action" a plan and still go back and reenter information. )

10. The student needs to let the Practicum Liaison know that these are ready for the review of the Practicum Liaison (if this is before the due date). This is highly encouraged.  The Practicum Liaison may give feedback, and the student may need to alter or tweak the plan.  After the due date, the Practicum Liaison will finalize the plan and score the plan by the rubric in the syllabus.  

(Note:  While this is a pass/fail course, students earn points for each step of the practicum which are part of the criteria for passing the practicum.)

Below is the Generalist Competency Development Plan from last year.  The one for this will look similar with the updated practice behaviors.