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Competency standards have a structure with three
levels: units, elements and
performance criteria.
Below the third level (performance criteria)
there may be various supplementary parts that
assist in making judgements and gathering evidence
about competence. The many parts of the standard
are directed towards its key purpose, which for
this standard is:
To
effect safe and efficient transport of Service
personnel and clients, and, in the process, to
deliver the best achievable patient
outcomes.
There are three ways of understanding the
relationship between the components in this
competency standard.
As a mind map...
Displayed in a hierarchy...
Or we can explain it in words...
Units
The job role of ambulance driving is first
broken down into large 'chunks' called Units. There
are six in this standard. They state the essential
components of what an individual must do to achieve
the key purpose. Each Unit of competence captures a
specific aspect of the driving role. Each is
independent of the other, but for the driver to be
competent he or she must blend all the relevant
parts of the standard together.
Elements
Elements are the main building blocks that make
up a Unit. Most Units in this standard comprise
about five Elements. When the performance described
by these Elements comes together, they constitute a
Unit. Elements describe performance in terms of
results.
Performance criteria
Performance criteria specify what the driver
must do to achieve the result prescribed by the
Element. In this standard, each Element has about
five performance criteria.
Notes
Notes supply extra information about the
performance criteria to assist those using the
standard form a clear understanding of desired
performance. In some cases they supply sub-criteria
and specify the knowledge that personnel should
have. The Notes sometimes include information on
gathering evidence about performance.
Signs of competence
Signs of competence describe what the many parts
specified in a Unit look like when they come
together to form a whole. Generally, other
competency standards do not supply this information
and the user is left to create this picture on
their own. Understandably, this can create
problems.
The descriptions provided in this standard will
help users develop a shared understanding, or
mental picture, of what competent performance looks
like.
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