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Re: [Talent-Signal] relating competencies to job postings

From: Phil Barker <phil.barker@pjjk.co.uk>
Date: Wed, 31 Jul 2019 12:33:14 +0100
To: public-talent-signal@w3.org
Message-ID: <23e0a86e-5587-5a70-7384-4334a29819a1@pjjk.co.uk>
Hello all,

I would like to prod this discussion for further input, just because I 
know that several people (including me) on this list have been away from 
work since I first raised it.

So far the message that I'm seeing is that the simple approach I showed 
in the email (below) and on the wiki 
[1] is adequate, and that while there are complexities that may be 
represented elsewhere, the existing schema.org property skills 
<https://schema.org/skills> is adequate for relating any type of 
required competence to a job posting.

I'm interested in hearing more opinions regarding this, whether agreeing 
or not with that approach.

Regards, Phil


2. https://schema.org/skills

On 04/07/2019 17:50, Nadeau, Gregory wrote:
> Hello All –
> From my perspective, delineating distinctions between knowledge, 
> skills, abilities is mostly an exercise in semantics and is not 
> necessary for information modelling.  The more critical functional 
> distinction is between:
>   * An *achievement* – something that more than one person could
>     demonstrate (examples include: SKA, competency, credential, etc)
>   * An *assertion* – a specific instance by an issuer about a
>     recipient (learner/worker) regarding the achievement
> Other terms could be used.  This distinction aligns with the IMS 
> Global Open Badge and new draft candidate Comprehensive Learner Record 
> specification.
> g.
> **
> *Greg Nadeau
> *Manager
> 781-370-1017
> gnadeau@pcgus.com <mailto:gnadeau@pcgus.com>
> publicconsultinggroup.com
> **
> This message (including any attachments) contains confidential 
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> *From:* Fritz Ray <fritley@gmail.com>
> *Sent:* Wednesday, July 3, 2019 9:37 PM
> *To:* public-talent-signal@w3.org
> *Subject:* Re: [Talent-Signal] relating competencies to job postings
> I have decided to re-open the can of worms, because it is a holiday 
> weekend, and discussion is what the holidays are about.
> There are a constellation of objects and relationships that, I 
> believe, represent some clarity when it comes to relating a number of 
> these things. Let me know if I am making some fundamental error here.
> Definitions: First, there is task itself. This represents a repeatable 
> thing that can be done by an individual. A 
> competence/competency represents the capability of an individual to 
> perform a task. Demonstrating a task implies competence and the 
> ability to employ KSAs.
> KSAs are not directly demonstrable, because skills, knowledge, and 
> abilities -- in their latent form -- are not expressible. They can 
> only be demonstrated when performing a model task or representative 
> task -- then ipso facto one is demonstrating competence or a 
> competency, because one is employing a combination of KSAs to perform 
> a task.
> ----- Examples -----
> So, to call something a skill or knowledge or ability is to speak 
> about latent notions -- The knowledge of Pi to 25 places is latent. 
> Reciting Pi to 25 places is a task. A person's capability to recite Pi 
> to 25 places is a competency, because it necessarily employs a 
> combination of KSAs -- breathing, memory, sequencing, the numbers, the 
> number system, speech, etc to perform a task, reciting Pi to 25 
> places, in a context that requires those KSAs -- A classroom, a bus, a 
> job interview.
> The skill of sharpening a pencil is latent, bottled up in the human 
> (or machine, but never mind that) brain and spine and whatever other 
> parts. Sharpening a pencil is a task. The competence to sharpen a 
> pencil employs all manner of other KSAs that perform the task and 
> create an outcome.
> The ability to stand is only provable through the act or task of 
> standing.... Repeat explanation...
> Therefore, *I think the labels skills is fine*. I believe skills are 
> separate from knowledge or natural abilities or acquired abilities, so 
> there may be something there -- but putting a competency in the place 
> of a skill is not wrong per se. One (a skill) identifies a context 
> free and task free latent capability that may or may not be deployable 
> in other contexts, the other (a competency) is more explicit and 
> grounded in task and context.
> ---- Continued nannerings -----
> Likewise, a Learning Objective is only expressible through a 
> competency because an individual's having learned all they can learn 
> (whether that involves performing the objective task or not) has a 
> competence gap between what they learned or did in the learning 
> environment and what they will do in the target environment. The KSAs 
> employed demonstrating that competency in the "field" as it were are 
> probably different from the classroom and lab environments. These 
> contextual gaps don't exist when we talk about the knowledge it takes 
> to remember how to spell quixotic, but the context matters suddenly 
> when done on a stage with a bright light at a spelling bee.
> On Wed, Jul 3, 2019 at 4:24 AM Phil Barker <phil.barker@pjjk.co.uk 
> <mailto:phil.barker@pjjk.co.uk>> wrote:
>     Hello all,
>     I know that many of you are about start a holiday; and after that
>     I will be on vacation. So this may not be the best time to start a
>     conversation, but I want to post this now to see what I come back
>     to...
>     One of the issues we have listed is how to refer skills
>     requirements to competency definitions in a standard framework.
>     I have drafted on the wiki a straw man for a simple way of doing
>     this
>     <https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.w3.org%2Fcommunity%2Ftalent-signal%2Fwiki%2FExample_of_how_to_refer_skills_requirements_to_competency_definitions&data=01%7C01%7CGNADEAU%40PCGUS.COM%7C4cc0f23be87c4eb1088008d700202f49%7Cd9b110c34c254379b97ae248938cc17b%7C0&sdata=fJJKvoSDgelDu0%2FGO%2BIjPAbZEHbLF1yQetBdldSs6MQ%3D&reserved=0>
>     [1] with minimal change to what currently exists in schema.org
>     <https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fschema.org&data=01%7C01%7CGNADEAU%40PCGUS.COM%7C4cc0f23be87c4eb1088008d700202f49%7Cd9b110c34c254379b97ae248938cc17b%7C0&sdata=19XCZTOxfCuDvTAXObHqsszSBTy54XRKOkHoDvRVs9o%3D&reserved=0>.
>     It requires only that the expected type for one property be changed.
>     {
>       "@context": "http://schema.org/"
>     <https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fschema.org%2F&data=01%7C01%7CGNADEAU%40PCGUS.COM%7C4cc0f23be87c4eb1088008d700202f49%7Cd9b110c34c254379b97ae248938cc17b%7C0&sdata=hGZM%2B3yAKn4GivtFaXhiG9nZ5Wdz%2Fb%2BNqVvbTC%2FTWYs%3D&reserved=0>,
>       "@type": "JobPosting",
>       "title": "Junior software developer",
>       "skills": {
>         "@type": "Definedterm",
>         "termCode": "K0016",
>         "description": "Knowledge of computer programming principles",
>         "inDefinedTermSet": {
>           "@type": "DefinedTermSet",
>           "name": "National Initiative for Cybersecurity Education
>     (NICE) Cybersecurity Workforce Framework",
>           "url": "https://doi.org/10.6028/NIST.SP.800-181"
>     <https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.6028%2FNIST.SP.800-181&data=01%7C01%7CGNADEAU%40PCGUS.COM%7C4cc0f23be87c4eb1088008d700202f49%7Cd9b110c34c254379b97ae248938cc17b%7C0&sdata=GSojtCwQ%2BoMlLRqzT0IGnlvfPadELhDBUu%2BVBPjH6oM%3D&reserved=0>,
>           "publisher": {
>             "@type": "Organization",
>             "name": "National Institute of Standards and Technology"
>           },
>           "datePublished": "2017-08"
>         }
>       }
>     }
>     Points to note / consider
>     * this doesn't attempt to fully describe the competency, that's
>     the job of the framework. Furthermore this approach is pretty much
>     agnostic to the format used to represent the framework--I mean, it
>     would be nice if a linked-data friendly format were used and we
>     can then link properly to its @id but this example is a pdf.
>     * is there any other key information that is required to identify
>     the competence being referred to?
>     * I've used the existing schema.org
>     <https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fschema.org&data=01%7C01%7CGNADEAU%40PCGUS.COM%7C4cc0f23be87c4eb1088008d700202f49%7Cd9b110c34c254379b97ae248938cc17b%7C0&sdata=19XCZTOxfCuDvTAXObHqsszSBTy54XRKOkHoDvRVs9o%3D&reserved=0>
>     property skills to cover a competency that is defined as
>     'knowledge'. I know the KSA approach to competencies, but also
>     that other aspects can be added (tools/technologies, attitudes) an
>     other approaches taken. Can we live with lumping these together
>     under the label skills, or do we have to look into creating a
>     property with a different name? We will be somewhat constrained by
>     existing schema.org
>     <https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fschema.org&data=01%7C01%7CGNADEAU%40PCGUS.COM%7C4cc0f23be87c4eb1088008d700202f49%7Cd9b110c34c254379b97ae248938cc17b%7C0&sdata=19XCZTOxfCuDvTAXObHqsszSBTy54XRKOkHoDvRVs9o%3D&reserved=0>
>     usage. Also I think that trying to separate out the different
>     aspects of competence would cause difficulties when implemented in
>     the non-specialist schema.org
>     <https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fschema.org&data=01%7C01%7CGNADEAU%40PCGUS.COM%7C4cc0f23be87c4eb1088008d700202f49%7Cd9b110c34c254379b97ae248938cc17b%7C0&sdata=19XCZTOxfCuDvTAXObHqsszSBTy54XRKOkHoDvRVs9o%3D&reserved=0>
>     context. Remember, the competence framework is where the
>     information should be provided about what aspect of competence
>     (knowledge, skill or ability) is being referred to.
>     Best wishes to all celebrating the 4 July.
>     Phil
>     1.
>     https://www.w3.org/community/talent-signal/wiki/Example_of_how_to_refer_skills_requirements_to_competency_definitions
>     <https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.w3.org%2Fcommunity%2Ftalent-signal%2Fwiki%2FExample_of_how_to_refer_skills_requirements_to_competency_definitions&data=01%7C01%7CGNADEAU%40PCGUS.COM%7C4cc0f23be87c4eb1088008d700202f49%7Cd9b110c34c254379b97ae248938cc17b%7C0&sdata=fJJKvoSDgelDu0%2FGO%2BIjPAbZEHbLF1yQetBdldSs6MQ%3D&reserved=0>
>     -- 
>     Phil Barker
>     <https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fpeople.pjjk.net%2Fphil&data=01%7C01%7CGNADEAU%40PCGUS.COM%7C4cc0f23be87c4eb1088008d700202f49%7Cd9b110c34c254379b97ae248938cc17b%7C0&sdata=%2FBipLxOJWK8aRBqXTZb21wPlDtx8XyVgRhw39R9dfeE%3D&reserved=0>.
>     http://people.pjjk.net/phil
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Phil Barker <http://people.pjjk.net/phil>. http://people.pjjk.net/phil
CETIS LLP <https://www.cetis.org.uk>: a cooperative consultancy for 
innovation in education technology.
PJJK Limited <https://www.pjjk.co.uk>: technology to enhance learning; 
information systems for education.

CETIS is a co-operative limited liability partnership, registered in 
England number OC399090
PJJK Limited is registered in Scotland as a private limited company, 
number SC569282.
Received on Wednesday, 31 July 2019 11:33:42 UTC

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