Competence Assurance - Guidelines For Building A Successful Program

Competence Assurance—
Guidelines for Building a

Successful Program
International Association P +1.713.292.1945
of Drilling Contractors F +1.713.292.1946
10370 Richmond Ave., Suite 760 www.iadc.org
Houston, Texas 77042
P.O. Box 4287
Houston, Texas 77210
Dear Competence Program Developer,
This Competence Assurance—Guidelines for Building a Successful Program—document provides

valuable lessons learned from those who have gone before you in building a successful
competence program. It recognizes that there is not a single way to accomplish this task, and no
“one size fits all” approach. Additionally, any competence program must, of course, take into
account not only the company’s competitive niche, but also its values, culture, and goals.
IADC’s Workforce Development Committee comprises members who are experts in this area and
was able to leverage their insights and expertise. Their overriding objective was to help industry
colleagues to expedite the process of creating a company program that meets their needs and
that helps develop and manage the competence of industry workers.
We start at the beginning. What exactly is competence, and what are the misconceptions we
have often faced about it? How is competence determined? What terminology is particular to
this kind of program? What are the essential elements of a program? How do the programs
vary? How do we match the type of program with our objectives? How are the different types of
programs designed and built? What are the key roles within a program?
This document offers essential guidelines for building a program from scratch, but the
information can also be used to evaluate your existing program against industry-recommended
guidelines, or to combine the best elements of multiple programs.
The authors of these guidelines believe, as I do, that a future is possible in which every person,
on every rig, is competent to successfully and consistently perform his or her job role. Work
toward achieving this goal has taken place within the newly drawn boundaries of the industry’s
collaborative space. A safer work environment benefits us all, helping to sustain our societal
license to operate as an industry, not just as individual companies.
Recreating the wheel is not just undesirable, but unnecessary. However, working together, we
can make it better. We hope you agree and, therefore, take advantage of this resource to
improve the safety and effectiveness of your workers.
Regards,
Stephen Colville
President and CEO
International Association of Drilling Contractors
Africa • Asia Pacific • Europe • Latin America • Middle East • North America
Competence Assurance—Guidelines for Building a Successful Program
Table of Contents
1 Purpose and Scope.......................................................................................................................... 3
2 What is Competence? ..................................................................................................................... 3
2.1 Definitions ............................................................................................................................. 3
2.2 What Competence is Not (Misconceptions) .................................................................... 4
2.2.1 Competence versus Qualifications ................................................................... 4
2.2.2 Competence versus Training ............................................................................ 4
2.2.3 Competency Assessment versus Performance Appraisal/Evaluation ........ 5
2.3 Common Components of Competency ............................................................................ 5
3 What is a Competence Assurance Program? .............................................................................. 6
3.1 Benefits of a Competence Program ................................................................................. 6
3.2 Components of a Competence Program ......................................................................... 7
4 Commitment ...................................................................................................................................... 8
4.1 Commitment of Management ............................................................................................ 8
4.2 Commitment of Program Administrators.......................................................................... 9
4.3 Commitment of Other Stakeholders ................................................................................. 9
5 Competence Framework ................................................................................................................. 9
6 Defining Competencies ................................................................................................................. 10
6.1 Process for Defining Competencies ............................................................................... 10
6.2 Competence Mapping ....................................................................................................... 11
7 Assessing Competence ................................................................................................................. 12
7.1 Process for Assessing Competence .............................................................................. 12
7.2 Competence Rating System ............................................................................................ 13
7.3 Assessment Plan Communication .................................................................................. 14
7.4 Methods of Assessment ................................................................................................... 14
7.5 Assessment Tools and Supporting Evidence ............................................................... 15
7.6 Assessor and Verifiers ...................................................................................................... 15
7.7 Assessment Decision........................................................................................................ 16
7.8 Managing the Outcome .................................................................................................... 16
7.8.1 Providing Feedback .......................................................................................... 17
7.8.2 Employee Feedback ......................................................................................... 17
7.8.3 Appeal ................................................................................................................. 17
7.9 Closing Competency Gaps .............................................................................................. 18
8 Data and Information Management ............................................................................................. 18
8.1 Documented Information .................................................................................................. 18
8.2 Recordkeeping System .................................................................................................... 19
8.3 Reporting ............................................................................................................................ 19
8.4 Confidentiality Requirements & Human Resource Legal Interfaces ......................... 19
9 Quality Assurance .......................................................................................................................... 20
9.1 What is Quality Assurance? ............................................................................................. 20
Revision 0
22 April 2015 1
9.2 Components of Quality Assurance ................................................................................. 20

9.3 Quality Assurance Audits ................................................................................................. 20
10 Validity and Reliability of Competency Assessments ............................................................... 21
10.1 Validity ................................................................................................................................. 21
10.2 Verification .......................................................................................................................... 21
10.3 Reliability............................................................................................................................. 21
11 Implementation Plan ...................................................................................................................... 22
11.1 Purpose ............................................................................................................................... 22
11.2 Key Roles during Implementation ................................................................................... 22
11.3 Elements of an Implementation Plan.............................................................................. 22
11.4 Management of Change (MOC) ...................................................................................... 23
12 Training Strategy ............................................................................................................................ 24
13 Support Personnel.......................................................................................................................... 24
14 Demonstrating Competence to Third Parties ............................................................................. 29
14.1 Demonstration Process .................................................................................................... 29
14.2 Demonstration Guideline .................................................................................................. 29
14.2.1 Pre-Contract ....................................................................................................... 30
14.2.2 Execution of the Contract................................................................................. 30
14.2.3 Delivery of Individual Assets, Products, and Services ................................ 31
15 Bibliography/References ............................................................................................................... 31
Revision 0
2 22 April 2015
1 Purpose and Scope

This document is intended to provide guidance and recommended practices to oil and
gas related companies in the development, implementation, management, and
sustainment of their company-specific competence programs.
Current employees will better understand the company’s expectations for good or great
performance if key competencies have been defined. Knowing these standards will aid
in attaining professional growth and development within the organization. It can also aid
in the hiring and selection of new employees by matching their experiences to the
competencies that a candidate should have in order for her or him to be qualified for the
position.
Robust and successful programs have a process that helps to ensure a standardized,
valid, and reliable evaluation of employees’ competencies. These evaluations are
designed to assess proficiency and determine developmental opportunities for each
employee. Being competent provides for safer working conditions and career
opportunities, as well as a number of other benefits to both the organization and the
employee.
This document’s primary audience includes the individuals responsible for developing,
implementing, monitoring, reviewing, and ensuring sustainability of the organization’s
competence assurance program, referred to as “competence program” throughout this
document. This guidance is applicable to onshore and offshore oil- and gas-related staff,
departments, and organizations.
2 What is Competence?
If you ask 100 people to define competence, you will get 100 different definitions. In this
section, we establish a baseline to ensure that everyone has the same understanding of
competence and that we are speaking the same language, so there is no confusion. In
this section, we define “competence,” discuss what competence is and is not, and
provide examples of competence.
2.1 Definitions
Key terms contained in this document and typically used in competence programs are
defined below.
Competence: An individual’s knowledge, skills, abilities, and behavioral attributes that
enable him or her to perform his or her work consistently, precisely, and reliably.
Note: Although the definition of Knowledge, Skills, and Abilities—often referred
to as KSAs—is not exactly the same as competencies, they serve the same
purpose and are often used interchangeably.
Revision 0
22 April 2015 3
Competence Standard: The set of competence elements that comprises the total
expectation of an individual in a specific role or position. It defines the expected level of
performance as determined by the organization.
Knowledge: An employee’s clear and practical understanding of the material needed to

perform his or her job successfully and efficiently. Knowledge can be tested.
Skill: An employee’s ability to perform the job tasks consistently, precisely, and reliably.
Skills can be assessed.
Ability: An employee’s physical capabilities (e.g., climbing, lifting, seeing, hearing).

Ability can be determined but typically cannot be enhanced.
Competence Assurance Program: A structured and documented process of identifying,

defining, assessing, developing, and managing the continuous competence of company
personnel. It includes the formal systems, tools, and processes that ensure personnel
are competent to complete tasks to a determined standard.
2.2 What Competence is Not (Misconceptions)

There is confusion and misunderstanding about what competence is. To clarify what
competence is and is not, the Workforce Development Committee’s Competence
Workgroup provides explanations of some common misconceptions about
competencies.
2.2.1 Competence versus Qualifications

Competence differs from qualification in that a qualification is simply the prerequisite for
doing a task, while competence is how well a task is done. For example, many
individuals pass a driving test and are qualified to drive a car, but they may not be good
drivers and may cause accidents, so they are not competent in driving cars. Another
example is that a college degree gives a person the qualification to get an entry-level job
in an organization, but training and time doing the job helps that person to develop the
competence to do the job well.
Traditional qualification relies on attending training and on years of experience while

competence relies on observation of performance (knowledge, skills, abilities, behavioral
attributes, etc.).
2.2.2 Competence versus Training

There is a belief that if an individual attends training, he or she is competent. Training is
a means of acquiring knowledge. Knowledge can be tested, but competence must be
demonstrated on the job. We can apply the 80/20 rule to training. Less than 20% of an
employee’s competence comes from traditional training (e.g., classroom, eLearning,
etc.). Approximately 80% or more of the learning and competence is acquired through
“On-the-Job” and “Hands On” training, coupled with experience and time in position.
Revision 0
4 22 April 2015
2.2.3 Competency Assessment versus Performance Appraisal/Evaluation

Competency Assessment and Performance Appraisal or Evaluation are both methods of
assessing employee’s job performance. Performance appraisal, also referred to as a
performance review, or performance evaluation is the time and process when an
employee meets with his or her manager to formally discuss their overall job
performance and productivity over a certain period, typically on a yearly basis
(sometimes twice a year). The performance appraisal includes assessment of technical
skills and behavior-based skills such as the ability to lead and be a team player.
Accomplishments, potential or future improvement, strengths and weaknesses, etc. are
also discussed. Organizations may have a performance review period where all
employees are assessed during the same timeframe, or each employee is assessed on
the anniversary of the date she or he was hired. Performance assessment is more about
‘how well’ you do your job.
Competency assessment is a component of a performance appraisal. It focuses more on

‘can you’ do your job. It focuses on the latest expectations of skills required to do the job.
The frequency of when a competency assessment is done will vary. Competencies may
be verified a few months after an employee has been in a new position, or after a new
task is assigned to the employee. More information is provided on when to do
competency assessment is Section 7.1 Process for Assessing Competence.
Competence (as defined in Section 2.1) is a person’s ability to perform a task as

measured against a pre-determined standard, whereas performance is how well one
performs against pre-determined goals. Therefore, competence determines if someone
knows how to do a job and a performance evaluation looks at how well the employee
does the job.
2.3 Common Components of Competency

There are many different components that comprise an individual’s competence. Some
components are measureable and some are not measurable. Competence programs
should include only those components that are measurable. There are other
components of competence such as behavior and attitude that are often not
incorporated into a competence program because of the challenges in measurement.
The following common components of competence are used in building a competence
program:
• Knowledge
• Skill
• Ability
Competencies are observable, measurable, verifiable, and may include a range of
acceptable performance.
Revision 0
22 April 2015 5
Attributes such as internal motivation and responsibility aid in a competence assessment

and distinguish superior performers from average performers, but are not measurable,
and therefore should not be considered as part of a competence assessment.
Examples
A crane operator is expected to know how to estimate the weight of a load

(knowledge) and how to balance a load (skill). He must also have good depth
perception and be able to distinguish colors (both of which are abilities).
Competence:
1. Estimate the weight of a load.
2. Demonstrate how to balance the weight of a load.
3. Distinguish colors.
A crane operator is likely to be more successful and work more safely if he or she
has a mechanical aptitude and a healthy sense of responsibility (behavior); however,
it is difficult to measure his sense of responsibility.
3 What is a Competence Assurance Program?

As previously defined, a Competence Assurance Program, or Competence Program, is
a structured and documented process of identifying, defining, assessing, remediating,
developing, and managing the continuous competence of company personnel. It
includes the formal systems, tools, and processes which ensure that personnel are
competent to complete tasks to a determined standard.
3.1 Benefits of a Competence Program

The benefits of an effective competence program extend to the individual, the
organization and to the industry. Some of the benefits are:
• Provides expectations so that employees know what is needed to be successful in

their jobs
• Increases workplace and environmental safety
• Defines standards for minimum and best practices
• Creates a skilled workforce based on defined standards
• Identifies gaps in knowledge, skills, and abilities
• Increases productivity
Revision 0
6 22 April 2015
3.2 Components of a Competence Program

Figure 1 illustrates one structure of a competence program. Shown are the four essential
components of the program: program development, assessment cycle, quality
assurance and continuous improvement, and program management.
Program Development:
• Define framework
• Define competencies
• Define assessment Assessment Cycle:
process • Assess
• Identify & qualify • Identify gaps
assessors & verifiers • Provide feedback/
Program
• Implementation Development plan
Management
• Record results
• Verify
Quality
Assurance &
Continuous
Improvement
Figure 1. Essential Components of a Competence Program.
Revision 0
22 April 2015 7
These essential components may be further subdivided into other key components
typically included in a competence program. While not limited to these components, the
following components of competence are often included in a competence program:
• A commitment to the program by all stakeholders (i.e., a statement, standard, or
policy) (See Section 4)
• Personnel trained to support the program (See Sections 11.2 and 13 and Table 3)
• A competence framework that is defined and tailored to a company’s culture (See
Section 5)
• Assessment methodologies that are matched to specific elements of competency
(See Section 7.4)
• A plan and process for closing identified competence gaps (See Section 7.9)
• Confidentiality (See Section 8.4)
• A method of verifying the quality of a program (See Section 9)
• A process to ensure quality, continuous improvement, and management of changes
to a program (See Section 9, 10, and 11)
• Methods for demonstrating competence to third parties (See Section 14)
See Sections 5 and 15 for a list of resources, plans, and systems that are commonly
used to facilitate a competence program.
4 Commitment
In this section, we will briefly discuss the commitment required to successfully design,
implement, and sustain a program.
Commitment by all stakeholders is crucial to a program’s success. Important aspects of

commitment include management commitment to support the program and its
processes, administrator commitment to follow the processes, and employee
commitment to work cooperatively within the program.
4.1 Commitment of Management

In many cases, the decision to implement a competence program comes from the top of
the organization and is delegated to lower levels.
In order for a competence program to succeed, it is critical that the commitment of

management (and other key stakeholders) is communicated to employees. Documenting
and then posting or distributing management commitment is something that should be
considered. This commitment should include a documented, corporate-level policy
emphasizing the importance of competence at all levels of the organization, the intention
of management to be engaged in the process, and provision of adequate resources to
support the program.
Revision 0
8 22 April 2015
4.2 Commitment of Program Administrators

Program Administrators are the primary personnel for maintaining a sound program and
ensuring success. They are the primary users of the processes, plans, and systems.
This group will likely include the operations and business support personnel, human
resource representatives, assessors, verifiers, and quality control specialists.
4.3 Commitment of Other Stakeholders

The competence program stakeholders comprise everyone who has an interest in or is
affected by the program. In addition to the managers (decision-makers) and
administrators discussed above, this group may include the subject matter experts who
help to build the program’s technical content, the various department heads who have to
allow assessors at their worksites, and many others; however, the biggest group of
stakeholders is the employees themselves who have to undergo the assessments and
cooperate with program requirements. Having the “buy in” of this group is essential in
facilitating a smooth process and obtaining accurate results.
5 Competence Framework
A competence framework is the way a company chooses to arrange or define their
program (e.g., around positions or a product line).
This section describes optional ways to set up a competency framework. Each company
should identify the competence framework to be used for their competence assurance
program based on the company’s operational structure. Below are examples of
competence program frameworks:
Competency Type Explanation

Role/Position-Based The competencies are defined by job roles/positions, and
each set of competencies are applied to individual
employees based on their role or position
System/Task-Based The competencies are defined by job tasks or product line
and each set of competencies are determined based on
individual tasks performed by employees.
A competency framework should be developed with the consideration of all personnel to

be included in the competence assurance program to determine which competency
framework is most suitable to use.
It is recommended that employers refer to the job titles for rig-based personnel identified
and defined in IADC’s KSA Database. By using the same job titles and core
competencies, the industry can better track and report on performance gaps,
recommend job standards, and determine and provide information on employment
trends and needs worldwide.
Revision 0
22 April 2015 9
6 Defining Competencies
The following information should be considered when defining competencies:
• Industry and regulatory requirements/standards

• Company-specific policies and procedures
• Job descriptions, roles, and responsibilities
• Knowledge and skill requirements for the role (may be equipment, location, and rig-
specific as required)
• Criteria related to job task including criticality, complexity, frequency, importance, etc.
• Environmental factors (work environment vs. legislation )
6.1 Process for Defining Competencies

Companies should identify a process for defining competencies that includes a method
of writing, approving, reviewing, revising, and finalizing competencies. The process
should have the following components:
• Determination of the competence framework to be used (See Section 5)

• Identification of competence units/categories to be included such as:
 Health, Safety, and Environmental
 Technical/Job-specific (including equipment—knowledge of it and ability to
operate it)
 Behavioral attributes (leadership, communication, and supervisory)
• Identification of Subject Matter Experts (SMEs) who have a thorough knowledge of
the job to write or review the competencies. (Examples of SMEs may include
facilitators, equipment manufacturers, competence program experts, executive
sponsors, operational staff, etc.)
• Mapping of competencies to current operating policies and procedures to ensure
consistency, compliance and alignment to the determined standards
• Identification of the final authority (person or group) to approve competencies
Guidelines for Writing Competencies
General guidelines for writing competencies include the following:
• Define competencies simply and clearly. Anyone reading the competency should be
able to easily identify what the competency is.
• Ensure the competency includes only a single task. Do not lump tasks together. The
competency should be stated in as few words as possible, and be at most a few lines
instead of a whole paragraph.
Revision 0
10 22 April 2015
• Use action verbs (demonstrates, identifies, completes).

Three Health, Safety, and Environmental competency elements are given below as
examples of how to write competencies:
1. Describe and identify the location of your muster point(s).

2. Demonstrate the correct donning, doffing, and stowing of emergency PPE.
3. Explain the site-specific emergency responses, exercises, and training plans for all
major hazardous situations.
Resource for Writing Competencies
A list of industry-defined positional competency profiles is available through IADC at

http://www.iadc-ksa.org/.
6.2 Competence Mapping

It is important to recognize that the competence program will have an impact on the
organization’s training programs. Competence mapping involves aligning the
competence (competency) elements with training, remediation, and development
modules to close performance gaps, address missing competencies, or raise the level of
proficiency. Training and development can be driven by the gaps identified through the
competence program.
Revision 0
22 April 2015 11
7 Assessing Competence
The purpose of this section is to introduce and describe the factors influencing the
competence assessment process.
This section outlines the qualification of assessors, how assessment content and
competence ratings are defined, assessment planning, methods of assessment,
documentation of assessment results, and management of assessment outcomes.
7.1 Process for Assessing Competence

Companies should have a procedure for assessment that is clearly defined,
documented, and communicated. A plan and timeline for initial assessment as well as
reassessment of the candidate should be recorded/documented to ensure consistency in
applying the program and continued competence of individual employees.
The following events usually indicate the need for an assessment to take place:
• Initial assessment/pre-assessment
 Implementation of a competence program
 New hire
• Change in role or responsibilities
 Promotion
 Transfer to new asset class or product line
• Change in:
 Defined competencies
 Equipment upgrades
 Operating procedures
• Reassessment
 Company specific reassessment timeframes (yearly, biannually, etc.)
 Based on outcome of a risk assessment, safety case, occurrence of, or potential
occurrence of an incident, etc.
Other events may also prompt or suggest the need for a reassessment.
Revision 0
12 22 April 2015
7.2 Competence Rating System

A competence program requires a system for rating employee performance against the
competency line items. Depending on the competence framework, the rating system
may range in complexity from simple to very detailed. Examples of rating systems
include, but are not exclusive to, the following:
• Two-point—Competent / Not Yet Competent (Table 1 below shows an example

record of this rating system.)
• Three-point—Development Needed / Capable / Proficient
• Four-point—Unsatisfactory / Needs Improvement / Competent / Exceeds
Expectations
• Five-point—No Knowledge / Unsatisfactory / Needs Improvement / Meets
Competency Expectations / Exceeds Expectations
• Six-point—No Knowledge / Unsatisfactory / Needs Improvement / Meets
Competency Expectations / Exceeds Expectations / Significantly Exceeds
Expectations (Table 2 below shows an example record of this six-point rating
system.)
Table 1. Example of a Two-point Competence Rating System Record.
Not Yet Assessor

Competent Date
Competent Signature
Competency (Knowledge, Skill or Ability)
Demonstrate ability to dismantle and re-assemble SPM valve. x EJD 10-Oct-14
Table 2. Example of a Six-point Competence Rating System Record.
Competence Assessor
Date
Rating Signature
Competency (Knowledge, Skill or Ability)
Demonstrate ability to dismantle and re-assemble SPM valve. 3 EJD 10-Oct-14
0 - No Knowledge
1 - Unsatisfactory
2 - Needs Improvement
3 - Meets Competency
4 - Exceeds Expectations
5 - Significantly Exceeds Expectations
Revision 0
22 April 2015 13
Regardless of terminology used, it is important for all stakeholders to understand the

meaning of each rating and the fact that the expectations are based on the job
requirements.
How an organization defines, assesses, and rates employee competence may have
legal as well as business implications.
7.3 Assessment Plan Communication

Companies should have a defined methodology for communicating details of the
competence assessment process. Communications should include, but are not limited
to, the following:
• When the assessment is to take place
• How assessments will be performed
• What standards an employee will be assessed against
• What the employee may need to do in preparation for the assessment
• What happens if an employee is found to be not yet competent
Managers and employees may need to plan assessments in line with the business
needs and/or operations.
7.4 Methods of Assessment

A variety of methods exist for assessing competence. To produce quality evidence of
competence, an assessment method needs to be compatible with the stated objectives.
Effective selection of assessment methods is based on a clear understanding of the
assessment content, including the elements of competence and competence rating
system. Because each method has its inherent limitations and benefits, organizations
often employ more than one in the process of measuring an employee’s competence.
Examples of assessment methods include, but are not exclusive to, the following:
• Observation
• Questioning or interviewing
• Written exam
• Simulation
• Third-party testimony
• Examination of work product
Many alternative methods of assessment exist. Methods that produce the highest quality
evidence of competence should be selected. Once the most appropriate and effective
method of assessment is determined, the assessors should be trained to use this
method.
Revision 0
14 22 April 2015
7.5 Assessment Tools and Supporting Evidence

Assessment tools facilitate the execution of the assessment process, and in many
cases, result in the capture of required evidence of the assessment. The selection of the
tool(s) used in performing an assessment depends upon the method of assessment.
Examples of assessment tools include the following:

• A written assessment or examination. (In this case, the method and the tool are the
same.)
• A checklist to ensure that the examination of work products and observations are
complete and consistent.
• A video recording to capture the outcome of an interview or simulation assessment.
The utilization of quality assessment tools creates a higher probability of standardization

in the assessment delivery across the organization. They also facilitate the capture of
required evidence of the assessment.
Evidence of the assessment must be gathered that supports the assessment. Without
appropriate and adequate evidence of the assessment, the effectiveness of the
assessment, the reliability of the assessment process, the development of the employee,
and the overall success of the competence program within the organization are in
jeopardy.
In many cases, the completed tool becomes the supporting documentation or evidence
of the completed assessment, as is the case of the written assessment or the completed
checklist. Other examples of documented evidence supporting the assessment process
are certificates, employee reports, and customer or third-party feedback.
Effective assessor training in the procedures, use of the tools, and required
documentation (evidence of the assessment) may be required to assure results that are
current, authentic, valid, reliable, and verifiable outcomes. Development of a guidance
document that details the methodology and the use of the tool may be required to
support the assessor in performance of the assessments.
7.6 Assessor and Verifiers

Assessors and verifiers are integral to the assessment process. They should be qualified
through a standardized process defined by the organization. The process of identifying
and qualifying assessors and verifiers must be documented and implemented to ensure
consistency within the program.
Assessors are responsible for carrying out the assessment and utilizing the above
referenced methodologies and tools. Assessors should have the following characteristics
and qualifications:
• Knowledge in the subject/tasks they are to assess
Revision 0
22 April 2015 15
• Knowledge of the assessment methodology, tools, required evidence, and

administrative procedures
• Understanding of the importance of their role in the assessment process, and in
particular, the impact their assessment report has on the assessee and the outcome
of the assessment
• Successful completion of training to conduct assessments
• Ability to be objective in their performance of the assessments
Verifiers ensure that the assessment process is adhered to, proper assessment methods
are consistently being used, and records of assessments are properly completed and
retained. They should have knowledge of the assessment processes and procedures to
ensure that all are followed as outlined in the program.
Assessors and verifiers may be employees of the company or independent, third-party

assessors and verifiers qualified by an outside organization. While utilization of
independent, third-party assessors and verifiers is not required, utilization of these third
party assessors and verifiers may provide one method for eliminating bias or subjective
assessment decisions.
7.7 Assessment Decision

The assessment decision must be fair, impartial, and objective on a consistent basis. A
framework for consistent and reliable assessments can be established by ensuring
assessors are properly qualified and trained and by providing guidance documents, well-
defined standards, and useable assessment tools.
Regardless of how achieved, objectivity in performing assessments is paramount to the

success of the competence assurance program. Objectivity should be emphasized and
developed during assessor training, and then reinforced during reviews of assessment
results. Assessors may need additional coaching on how to eliminate or minimize the
impact of individual opinion (subjectivity), how to manage personality conflicts, and
similar factors that can affect the results of an assessment.
Evidence of assessment decisions should be recorded and made available for review.
(See Section 8 Data and Information Management for guidance on managing
assessment records.)
7.8 Managing the Outcome

The outcome of assessments can be used to identify competence strengths for career
progression and identify competence gaps for further employee development. The
company should have a clearly defined process for determining what action to take
when an individual is deemed not yet competent.
Revision 0
16 22 April 2015
7.8.1 Providing Feedback

Once the assessment is completed, the assessor should provide constructive feedback
to the employee. Constructive feedback reinforces the employee’s strengths and positive
performance traits and provides a learning opportunity for the employee when
performance is below expectation.
Constructive feedback consists of clear descriptions of what tasks the employee

performed competently, what tasks were not performed to the required level of
performance expectation, and what knowledge or skills the employee needs to develop
further. Feedback must be described in terms of the standard or criteria and the
observed performance, rather than a judgment (e.g., “right, wrong”). Comparing and
contrasting the employee’s performance against the criteria will reduce the employee’s
need to defend their performance and will provide a balanced view of the assessment
outcome.
Acceptable performance should be reinforced by stressing the employee’s achievement

(or competence) against the standard. Below-par performance should result in feedback
that is expressed as an opportunity for improvement. The assessor should indicate gaps
in the employee’s performance and describe the gaps in terms of further development.
Regardless of the employee’s performance on the assessment, constructive feedback

should include recommendations for next steps to advance or improve the employee’s
competency level. These actions are expressed in the context of a development plan,
which points the employee to training or other means of development to close the gaps
and mitigate the risks associated with the gaps.
7.8.2 Employee Feedback

Obtaining feedback from the employee is also an important factor in managing the
outcome of an assessment. Employees should be given opportunity to respond to the
feedback provided by the assessor, ask questions, and, if applicable, appeal the results
of the assessment.
7.8.3 Appeal
An appeal gives the employee the opportunity to formally dispute the outcome of the
assessment. An appeal process should be formally documented, with clearly defined
criteria for the grounds on which an appeal will be submitted, reviewed, and
accepted/rejected. To ensure a fair decision is reached, all parties participating in the
appeals process must be committed to the same level of objectivity required in the
process of assessing the employee.
The process should include steps that establish the validity of the appeal, create visibility
for the response to the appeal, and document the outcome of the appeal process.
Assessment results, the decision, feedback, and appeal (where applicable) should be
documented in a recordkeeping system.
Revision 0
22 April 2015 17
7.9 Closing Competency Gaps

The employee should be offered opportunities for development and reassessment
whenever a competency gap is identified. Opportunities for development may include
on-the-job training, formal classroom training, coaching, computer-based instruction, and
hands-on/simulator instruction. A plan and timeline for reassessing the candidate should
be recorded/documented to move the employee toward achieving or maintaining
competence.
8 Data and Information Management

Maintaining secure, accurate, and retrievable documents and records is critical for the
delivery of a competence program and provides a measure of the program
effectiveness. The results of any assessment activity should be stored in a centralized
tool that supports both the recordkeeping and reporting process.
The purpose of this section is to describe how data and information related to the
competence program is managed. This section outlines the general requirements for
data and information management.
8.1 Documented Information

A data and information management system is needed for storing competence
documentation, competency definitions, employee records, assessment criteria and
results, development plans, and other employee records related to competence.
Typical program information that should be tracked includes the following:

• Competencies and framework
• Position roles and responsibilities
• Assessment contents and methodologies
• Assessment tools (booklet, etc.)
• Competence assessment results
• Assessment outcome and actions
• Program implementation and communication records
• Assessor qualification records
Tracking the creation and revision of the documentation that supports the competence
program is important.
Revision 0
18 22 April 2015
8.2 Recordkeeping System

The recordkeeping system can be used by the business as a competence resource and
process management solution. Additionally, the recordkeeping system should support
the tracking, reporting, and analysis of organizational competence data.
The recordkeeping system should be equipped with (or linked to) a document
management system, which would help to ensure that the most recent version of each
document is available to those participating in the process.
In addition to recording assessment results, decisions, and ratings, the recordkeeping

system should also support the retention of assessment results and feedback. Employee
development is supported by maintaining a record of the comparison/contrast of the
employee’s performance against the criteria, the observations of positive outcomes and
performance gaps, and recommendations for improvement or development.
8.3 Reporting
Reports should be developed within the recordkeeping system to:
• Monitor the progress of implementation of the competence program against pre-

established goals
• Monitor progress against established goals for maintaining a certain level of
competence across the organization
• Systematically identify personnel’s levels of competence and their degree of
competence achievement (whether higher or lower than expectation)
• Systematically determine competence “gaps” across specific roles or job tasks,
allowing focus to be put on these areas to develop competence
These reports should be used to measure the effectiveness of the competence program.
8.4 Confidentiality Requirements & Human Resource Legal Interfaces

The data and information management systems must follow confidentiality requirements
as set forth by local laws and company policy. It is also important to consult with legal
and human resource experts to identify employee data points that must be treated as
confidential. Examples of confidential data may include data related to compensation,
disciplinary actions, identity, training records, competence assessments, and physical
competence.
The recordkeeping system may also contain data that is linked to proprietary business
information or intellectual property; therefore, confidentiality may be necessary for
helping to maintain the company’s competitive advantage. Examples may include
assessment content, company-specific policies, and standards or data related to identity,
compensation, or disciplinary actions, etc.
Revision 0
22 April 2015 19
The data management and recordkeeping system should contain the proper controls
necessary to manage and prevent unauthorized access to this data.
9 Quality Assurance
The purpose of this section is to introduce and describe how quality assurance (QA) is
incorporated within a competence program.
The information provided is not intended to address the strategic decisions of an

organization on the adoption of a quality management system, but instead describes the
elements that pertain specifically to competency management. It is likely that the
elements discussed may already be in place and /or incorporated as part of the
company-wide quality management systems.
9.1 What is Quality Assurance?

There are many definitions of quality assurance available. One example is as follows:
Quality Assurance (IADC): A formal means of self-directed auditing to verify

conformance with the published policies and procedures, which include reporting
requirements and procedures for responding to identified discrepancies.
The competence program should include documented quality assurance procedures to

ensure adherence to program policies and procedures.
9.2 Components of Quality Assurance

At a minimum, the quality assurance process should assure that:
• Audits are planned and conducted.

• Discrepancies are noted for corrective action.
• Corrective actions are planned and approved as required.
• Corrective actions are implemented, completed, closed, and effective.
• Preventive actions are defined and implemented.
• Records and reports are recorded, documented, and filed.
• Lessons learned are communicated.
9.3 Quality Assurance Audits

Audits (internal and/or external) are a reliable method that may be used to ensure
comprehension and conformance to competence program processes. Audits should be
conducted at planned intervals, and collect objective evidence to determine adherence
to policies and procedures. They provide the means of ensuring that an organization’s
competency management system is effectively implemented and maintained. Examples
Revision 0
20 22 April 2015
of audits may include a global audit, service delivery audit, site self-assessment, and
manufacturing audits. Evidence of audits and audit findings should be recorded and
made available for review.
10 Validity and Reliability of Competency Assessments

The validity of assessments and reliability of assessors are important for the success of
a competence program.
10.1 Validity
Construct validity—Relates to the assessment approach taken to validate the
competence required in the context of the work environment. Simply stated, it helps you
to determine if you are measuring what you intended to measure.
Criterion-related validity—Ability to demonstrate a relationship between the competency

assessment and some significant job outcome (performance, safety, audit trail, etc.).
10.2 Verification
Verification is the process of monitoring and assuring consistent application of
assessment tools by assessors and quality of the assessment records.
An organization should define a verification process and identify who should serve as
the verifier.
A summary of the verification steps may be as follows:
1. Choose an appropriate frequency and sampling strategy to review assessments that

are representative of the assessor’s performance.
2. Identify non-conforming records.
3. Correct the non-conforming records.
4. Review the verification results and identify areas of improvement, lessons learned,
and best practices.
5. Provide feedback to assessors to help them improve their performance.
10.3 Reliability
Competence assessment relies on assessors consistently applying the assessment and
documentation process. The work of the Verifier in monitoring consistency and quality of
the assessments helps establish the reliability of the assessment process.
Revision 0
22 April 2015 21
11 Implementation Plan
This section is intended to communicate and reinforce the importance of an
implementation plan in ensuring that you have a successful rollout of your competence
program. The information in this section includes elements that have proven to be
integral in a successful implementation.
11.1 Purpose
The implementation plan provides a framework that ensures the competence program is
rolled out effectively. It should include a clear statement of the program’s purpose, the
process for implementation, the roles of personnel who will be involved, and
communication of the expectations.
Some of the benefits in successful implementation include the following:
• Improve the effectiveness (time, money) to implement the program to relevant parts
of the organization.
• Improve comprehension and adoption of the program by employees who will be
using it.
• Increase consistency of the application of the policies and procedures resulting in the
desired outcome of the competence program.
11.2 Key Roles during Implementation

See Section 13 Support Personnel for identification of key personnel with responsibilities
for implementation of the competence program.
11.3 Elements of an Implementation Plan

Rollout strategy—Defines the who, what, when, where, why, and how of the rollout
process.
Communication strategy—Defines how decisions and requirements are communicated

and to whom. It also ensures that the competence program, its processes, and its
progress are communicated and visible to all individuals who have a role in the
competence program.
Organizations should have a defined methodology for communicating implementation

processes and progress, and a means for monitoring this communication to ensure it is
taking place. Organizations should also proactively determine employee comprehension
of the processes.
Revision 0
22 22 April 2015
Marketing and business case--Includes the following elements:
• An explanation of benefits to the employees –This information speaks directly to the

individual employees to obtain their “buy in” to the new program. It tells the
employee, “What’s in it for me?”
• An explanation of the benefits to the company
• Establishment of the case for action
Measures of success—those items necessary for an effective program implementation.

It answers the questions, “What does success look like?”
The following success factors or indicators of success should be present in the rollout of
the new Program to identify if the implementation is meeting the program expectations:
• Right resources are in place

• Communication / training is taking place
• Comprehension and application of the program follows the processes and
procedures
• Delivery of expected results increases competence and impacts business results
(KPIs)
• Feedback from all levels within the organization communicates the health of the
competence program
11.4 Management of Change (MOC)

In order to effectively implement and sustain any new program, a robust management of
change (MOC) process/plan should be in place. The Quality Assurance personnel
should manage the changes, but all stakeholders must be committed to and engaged in
this process.
Revision 0
22 April 2015 23
12 Training Strategy
Competence programs should include training for all individuals who have key
responsibilities in the program (employees, assessors, managers, etc.). (See Table 3 for
a list of program roles.) Elements of the training strategy will include:
• Processes and procedures

• Document control, recordkeeping, and confidentiality
• Framework for ongoing support and audit procedures to ensure effective post-
implementation success
• A system for receiving feedback from line managers and end users of the program to
foster continuous improvement
13 Support Personnel
Additional personnel need to be identified to design, implement, and sustain the
competency assurance program. Regardless of organizational construct, the following
functional responsibilities need to be addressed:
• Project leadership
• Subject matter experts
• Human resources
• Operations
• Information technology
• Communications/Marketing personnel
See Table 3 for a listing of key roles and responsibilities for the competence program.
Revision 0
24 22 April 2015
Table 3: Key Roles and Responsibilities for a Competence Program

Role Design Phase Implementation Phase Sustain Phase
• Defines/Approves purpose and scope of • Communicates the vision and • Maintains a documented corporate-
Executive Sponsor / the competence program. context. level commitment assuring
Senior Management: competence, management
The “sponsor” of the new • Works with Project Team/Steering • Demonstrates visible support for engagement in the process, and
Program, usually the Committee to determine impact of the Program. provision of adequate resources to
senior level decision competence program on performance support the program.
makers, whose primary management across the organization.
role is to provide the • Monitors the impact of the program
• Approves stakeholders. on the business performance.
vision, context, and visible
support for the Program • Approves budget. • Provides ongoing financial
• Approves resources. investment in the Program.
• Ensures equality in decision-making. • Maintains awareness of • Provides direction to the continuous

Steering Committee / implementation activities. improvement to the Program.
Governance Board: • Represents stakeholders.
Body that typically • Manages organizational change as it
• Validates direction, mission, purpose, affects the Program.
consists of individuals
vision, and program objective.
from various Functional
Groups
• Designs the program and defines the • Provides guidance to the • Leads the continuous improvement
Program Manager elements. implementation team. of Program.
• Creates the Program framework. • Maintains Program resource
capability.
• Works with Executive Sponsor / Senior
Management to determine the
competence program impact on
business performance.
• Leads the design stage of the program.
• Defines the roles & responsibilities
required to support the Program
Revision 0
22 April 2015 25

framework.
• Manages cross-functional teams
including communication with marketing.
• Implements communication and roll out • Leads the implementation of the • Ensures actions taken on feedback
Implementation Team: plan, highlighting the benefits of the Program. so all learnings, positive and
(This may or may not be Program; prepares to hear and discuss negative, are captured and applied
concerns, in advance of full program • Works with managers on to improving and sustaining the
the same individuals that
implementation. developing and implementing program.
are on the Project
employee development plans.
Team/Steering
• Communicates with stakeholders (two- • Ensures lessons learned and best
Committee.) • Partners with Local
way); gains engagement, trust, and practices are being incorporated.
commitment. Implementation Lead, Champion.
• Educates “Assessors” on how to

observe, complete, and provide
feedback on competencies.
• Educates “Assessees” on what to expect
before, during, and after assessment
period.
• Provides feedback from a business and • Ensures the infrastructure exists • Identifies improvements.
Local Implementation application perspective. for deployment.
Lead / Champion: • Forwards feedback from the line
• Provides end-user training. managers and end users to the
The “expert” assigned to Steering Committee, Operations
implement the new • Provides ongoing technical Line, and other stakeholders.
Program support.
A representative sample • Reports on progress of the
of line managers and end- implementation.
users impacted by the
Program • Provides audit support.
• Assesses the rollout plan.
Revision 0
26 22 April 2015

• Ensures that competency is tied to • Supports competency • Receives feedback from the line
Operations / Business business performance (e.g., metrics). development as a key business managers and end users.
Line: driver.
• Communicates the impact of • Conducts self-audits.
The entire population of competence on business. • Supports and actively participates
line managers and in competency process. • Tracks development plan progress,
employees impacted by • Defines or assists in identifying/defining and closes out identified gaps.
the new Program and/or developing competencies. • Tracks Development Plan
progress and closes out identified • Leads by supervisor example.
• Provides subject matter experts. gaps (micro concept). • Complies with regulations and
• Leads by supervisor example. policies, and ensures people are
developed based on their roles and
• Observes and evaluates responsibilities.
competency.
• Audits or oversees the audit
• Commits and owns results of process.
competency assessment.
• Develops or works with other
groups to design and implement
employee development plans.
• Provides subject matter expertise during • Serves as an assessor. • Provides feedback regarding
Subject Matter content definition and development. updates to content and continuous
Experts improvement.
• Develops and reviews competence
program. • Verifies and analyzes evaluation
results, checks for quality.
• Develops assessment tools.
• Develops audit criteria. • Assesses the rollout plan and • Performs quality audits.
Quality Department / identifying improvements.
Change Management • Manages program changes.
• Provides input to ensure program • Supports record keeping system • Tracks competency results.
Human Resources / complies with legal/regulatory during implementation.
Revision 0
22 April 2015 27

Information Systems requirements. • Provides system training. • Maintains personnel records.
• Provides recommendation for supporting • Interfaces people processes with • Communicates positions
technologies. the competence assurance requirements.
program (talent management).
• Maintains infrastructure.
• Receives training on assessment • Performs assessments. • Improves assessment processes, as

Assessors methodologies that will be used. needed.
• Records results.
• Prepares checklists and other tools of
assessments.
• Receives training on records verification • Ensures processes are being • Verifies the accuracy and validity of
Verifiers process. followed and records are being records.
managed in accordance with
• Develops checklist of records to be program processes and company • Reports findings of nonconformance.
verified. policy.
Revision 0
28 22 April 2015
14 Demonstrating Competence to Third Parties

The purpose of this section is to introduce a simple process and a demonstration
guideline that organizations may follow to demonstrate the competence of their
workforce to third parties, whether customers, regulators, or the public.
14.1 Demonstration Process

The oil and gas industry relies on individual contributors or teams of individuals
delivering assets, products, or services while satisfying safety, environmental, and
quality requirements.
Third parties request a demonstration of the competence of the workforce as a

mechanism to manage the risk associated with personnel and to build confidence in the
organization. The organization may be requested to provide evidence on multiple
occasions throughout the business partnership.
In practice, the purpose of each demonstration differs depending on its timing. The
following are examples of how the purpose depends on the timing:
• During the pre-contract phase, the purpose is to demonstrate that a

company has the workforce capability to satisfy the proposed contractual
requirements.
• During execution of the contract, the purpose is to demonstrate that a
company is sustaining its workforce capability.
• During delivery of individual assets, products, or services, the purpose is to
demonstrate that particular individuals are competent to provide the assets,
products, or services at the time of delivery.
The demonstration process provides evidence that:
• The company possesses a robust program.

• Individuals comprehend the program.
• The program is consistently applied across the organization.
• The company and workforce are competent.
14.2 Demonstration Guideline

The demonstration guideline is made up of three chronological checklists. Each checklist
contains the minimum evidence that may be provided depending on the purpose of each
demonstration.
Revision 0
22 April 2015 29
It is important to recognize and respect that: (1) an employee's competence records are
confidential, and (2) competency statements and associated materials are the
intellectual property of the company.
14.2.1 Pre-Contract
This demonstration is likely to apply during the tendering process. The purpose is to
establish that the company has the workforce capability to satisfy the proposed
partnership requirements.
The recommended methodology to be used by the organization is to demonstrate that

they possess a robust competence program.
Examples of evidence may be presented in a hardcopy form as follows:

• Outline of the company’s documented commitment to training and
competency development
• Overview of the competence program
• Overview of the assessment process and assessor qualifications
If the organization’s competence program has been accredited by a recognized external
body, generally, the certificate of accreditation will replace the need to present this
evidence.
Note that in relation to individual employee’s information, resumes (documents

specifically prepared for the public domain) are the most relevant format at this time, not
competency records.
14.2.2 Execution of the Contract

This demonstration is typically associated with an external audit and may apply at any
time. The purpose of this demonstration is to establish that the company can sustain the
business partnership with their workforce capability.

there are competency processes in place, that employees comprehend those processes,
and that they are following those processes.
Examples of evidence that may be shown to demonstrate that there are processes in
place are as follows:
• Outline of the company’s documented commitment to training and
competency development
• Detailed description of the competence program
• Detailed description of the assessment process and assessor qualification
requirements
Examples of evidence that may be shown to demonstrate that employees comprehend

the competence program are as follows:
Revision 0
30 22 April 2015
• Demonstration of commitment and accountability for the program by

management through conducting interviews
• Competence program training and communication records
• Adherence to competence program processes by interviewing individuals
serving in process roles (employee, assessor, manager)
Examples of evidence that may be shown to demonstrate that employees apply the
competency processes are as follows:
• Demonstration of the ‘competency system’ using a randomly selected

employee’s competency profile to ascertain validity of the records
• Random assessor competence and qualification records
As a general practice employee’s competence records should be shown to the auditor,

but not disclosed in digital or hardcopy form, as they are confidential information.
14.2.3 Delivery of Individual Assets, Products, and Services

This demonstration is typically associated with the selection of employees at the time of
delivery of assets, product, or services. The purpose is to demonstrate that particular
individuals are competent at the time of delivery.

personnel can perform their job functions under the specific work conditions they will
encounter.
Examples of evidence that may be presented by the organization to demonstrate that

competence information is used to assure employees’ competence for the specific
instance of work is as follows:
• Detailed description of the assurance process

• List of competent individuals by job function that will perform the job
15 Bibliography/References
The following sources were either consulted in developing these guidelines or are
recommended as resources for developing a competence program:
• Leuro, J. and Kruger, T. Evolving a Business-Driven Competency and Employee

Development Program to Deliver Superior Business Results and Satisfy
Regulatory Requirements. Paper SPE 159367 presented at the SPE Annual
Technical Conference and Exhibition, San Antonio, Texas, USA, 8–10 October
2012. http://dx.doi.org/10.2118/159367-MS.
• Leuro, J. and Kruger, T. The Successful Implementation of a Competency
Program in a Large Global Organization: A Case Study. Paper SPE 166638
Revision 0
22 April 2015 31
presented at the SPE Offshore Europe Oil and Gas Conference and Exhibition
held in Aberdeen, UK, 3–6 September 2013. http://dx.doi.org/10.2118/166638-
MS.
• Leuro, J. and Kruger, T. Demonstrating the Competence of the Workforce. Paper
IPTC-17353 to be presented at the International Petroleum Technology
Conference held in Doha, Qatar, 20–22 January 2014.
• Halliburton’s Management of Change Process.
• API Specification Q2. “Specification for Quality Management System
Requirements for Service Supply Organizations for the Petroleum and Natural
Gas Industries.” First Edition, December 2011.
• API RP 75. “Recommended Practice for Development of a Safety and
Environmental Management Program for Offshore Operations and Facilities.”
Third Edition, May 2004.
• City & Guilds. Guidance on Internal Quality Assurance Qualifications. 23 August
2012.
• ISO 9001:2008. Quality Management Systems – Requirements (Reference
number ISO/FDIS 9001:2008[E]).
• ISO 29001:2010. Petroleum, Petrochemical, and Natural Gas Industries – Sector-
specific quality management systems – Requirements for the product and service
supply organizations (Reference number ISO/TS 29001:2010[E]).
• ISO/DIS 10018. “Quality Management: Guidelines on People Involvement and
Competences.” ISO draft, November 2011.
• ISO 10018:2012[EN] definition of competence
• OPITO. Internal Verifier Training Standard (OPITO Standard Code: 9020).
• OPITO. Competence Assessor Training Standard (OPITO Standard Code: 9018).
• SQA. Unit L&D11 Internally Monitor and Maintain the Quality of Workplace
Assessment (Publication code: FD43 04).
• SQA. Internal Verification: A Guide for Centres offering SQA Qualifications
(Publication code: FA5291).
• SQA. Unit L&D12 Externally Monitor and Maintain the Quality of Workplace
Assessment (FD44 04).
• SQA. External Verification Guide for Centres (Publication code: FA5241).
• SQA. Handbook for NQ External Verifiers (Publication code: FA2063).
• ARC Scotland Training and Assessment Centre - SVQ Sampling Strategy.
• COGNET. Guidelines for Competency Management Systems for Downstream and
Petroleum Sites.
Revision 0
32 22 April 2015
NOTICE
This document was designed by the IADC Workforce Development Committee for the purpose
of providing members guidance in developing in-house competence programs.
This document is designed for the end user, with no intention for it to be used by those offering
fee-based consulting or other services related to the development of competence programs for
sale.
The information contained in this document is a compilation of research, members’ views, and
success and failures in implementation of in-house competence programs. The content
represents the views of IADC member companies who contributed to the content’s development
and is based in part on the success and failures in implementation of in-house competence
programs.
This document may be printed from the IADC Workforce Development Committee’s website at
http://www.iadc.org/workforce-development-committee.
Copyright  2015 International Association of Drilling Contractors
Revision 0
22 April 2015 33
INTERNATIONAL ASSOCIATION
OF DRILLING CONTRACTORS
P.O. Box 4287
Houston, Texas 77210-4287
PHONE: +1.713.292.1945
FAX: +1.713.292.1946
E-MAIL: competence@iadc.org
WEBSITE: http://www.iadc.org

Competence Assurance - Guidelines For Building A Successful Program

Uploaded by

Copyright:

Available Formats

Competence Assurance - Guidelines For Building A Successful Program

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Competence Assurance - Guidelines For Building A Successful Program

Uploaded by

Copyright:

Available Formats

Competence Assurance—

Guidelines for Building a

Dear Competence Program Developer,

This Competence Assurance—Guidelines for Building a Successful Program—document provides

9.2 Components of Quality Assurance ................................................................................. 20

1 Purpose and Scope

Knowledge: An employee’s clear and practical understanding of the material needed to

Ability: An employee’s physical capabilities (e.g., climbing, lifting, seeing, hearing).

Competence Assurance Program: A structured and documented process of identifying,

2.2 What Competence is Not (Misconceptions)

2.2.1 Competence versus Qualifications

Traditional qualification relies on attending training and on years of experience while

2.2.2 Competence versus Training

2.2.3 Competency Assessment versus Performance Appraisal/Evaluation

Competency assessment is a component of a performance appraisal. It focuses more on

Competence (as defined in Section 2.1) is a person’s ability to perform a task as

2.3 Common Components of Competency

Attributes such as internal motivation and responsibility aid in a competence assessment

A crane operator is expected to know how to estimate the weight of a load

1. Estimate the weight of a load.

2. Demonstrate how to balance the weight of a load.

3 What is a Competence Assurance Program?

3.1 Benefits of a Competence Program

• Provides expectations so that employees know what is needed to be successful in

3.2 Components of a Competence Program

Figure 1. Essential Components of a Competence Program.

Commitment by all stakeholders is crucial to a program’s success. Important aspects of

4.1 Commitment of Management

In order for a competence program to succeed, it is critical that the commitment of

4.2 Commitment of Program Administrators

4.3 Commitment of Other Stakeholders

Competency Type Explanation

A competency framework should be developed with the consideration of all personnel to

• Industry and regulatory requirements/standards

6.1 Process for Defining Competencies

• Determination of the competence framework to be used (See Section 5)

Guidelines for Writing Competencies

General guidelines for writing competencies include the following:

• Use action verbs (demonstrates, identifies, completes).

1. Describe and identify the location of your muster point(s).

Resource for Writing Competencies

A list of industry-defined positional competency profiles is available through IADC at

6.2 Competence Mapping

7.1 Process for Assessing Competence

7.2 Competence Rating System

• Two-point—Competent / Not Yet Competent (Table 1 below shows an example

Table 1. Example of a Two-point Competence Rating System Record.

Not Yet Assessor

Table 2. Example of a Six-point Competence Rating System Record.

Regardless of terminology used, it is important for all stakeholders to understand the

7.3 Assessment Plan Communication

7.4 Methods of Assessment

7.5 Assessment Tools and Supporting Evidence

Examples of assessment tools include the following:

The utilization of quality assessment tools creates a higher probability of standardization

7.6 Assessor and Verifiers

• Knowledge of the assessment methodology, tools, required evidence, and

Assessors and verifiers may be employees of the company or independent, third-party

7.7 Assessment Decision