1. COMPETENCE ANALYSIS
The “MiGreat (Supporting Migrants into CVET) Project”- n IT01-KA has been funded with support from the European Commission. This document reflects the views only of the author and the Commission cannot be held responsible for any use which might be made of the information contained herein.

2. WHY ANALYSING COMPETENCES?
Expertise and personal/social competences shape professional success
They grow through practice and life experience
Acquisition of knowledge and skills also takes place outside of a classroom or work
Competence analysis makes these transparent
Helps to increase chances on the labour market
Nowadays, the establishment and maintenance of a career requires, besides expertise in a field of work, also personal and social competences. Knowledge and skills grow through professional practice and experience, but also through different life experiences. A competence analysis can make the knowledge and skills acquired through these experiences transparent and help to increase opportunities in the labour market. E.g.: through experiences in volunteering

3. STEPS OF COMPETENCE ANALYSIS
Arrangement of achievements/milestones, etc. in chronological order, e.g. by age or years
Recording of curriculum vitae
Events in one`s biography
The first step towards the competence analysis is to collect main aspects of the life story, so called biography. Following, the professional history is listed. In both steps, previous achievements are recorded. Within the framework of the documentation, the various life aspects are arranged in chronological order (e.g. professional/work experience, education and training, family structure and private sector / leisure time) by age or years.

4. EVENTS IN ONE`S BIOGRAPHY
Example:
Age
Milestones
15-20 years
21-25 years
26-30 years
31-40 years
Education/work experience
Completion of vocational school
Leisure activities/
engagement
Drama club
Treasurer of drama club
Family structure
Marriage
Birth of first child
Voluntary work
Youth work centre
In this plan, you can highlight special events in your life like professional and personal achievements or milestones. Examples for these can be graduation from school, but also events such as change of occupation, relocation or wedding.
Afterwards, you select some stages, which are particularly meaningful to you, and try to draw conclusions from these events. In this step, family members, friends/partners, etc. can also be involved in order to include a second perspective.

5. RECORDING OF CURRICULUM VITAE
Year
Education and training Employment (Company, organization)
Function/role/tasks
Evidence
From..to
Inital education, work, further education
Student, trainee, etc.
Certificates, etc.
In a further step, the professional path is listed similar to a CV, which exclusively includes education, training and work placements.

6. REFLECTION ON SELECTED LEARNING PROCESSES
From the items collected in frame of the biography/curriculum vitae’s listed areas of life or work activities specific tasks and activities that have been completed so far are documented.
Specific learning situations are now selected and precisely analysed.
Possible orientation questions:
What are particular problem I had to deal with?
How did I react in this situation?
What knowledge or ability did I use to achieve a solution/positive result?
How can/did this ability help me in the workplace?
From the items collected in frame of the biography/curriculum vitae`s of listed areas of life or work activities, specific tasks and activities that have been completed so far are documented. Specific learning situations are now selected and precisely analysed.
To analyse these situations, try to answer the following orientation questions:
What are particular problem I had to deal with?
How did I react in this situation?
What knowledge or ability did I use to achieve a solution/positive result?
How can/did this ability help me in the workplace?

7. ASSIGN COMPETENCES
Subsequently, the analysed learning processes of different tasks are assigned to the following four competence groups:
professional
social
personal
methodical skills
Now, please try to assign the competences you listed to the following four competence groups:
professional (job specific)
social (e.g. good communication skills)
personal (e.g. flexibility)
methodical skills (e.g. systematic approach towards a task)

8. EVALUATION OF STRENGTHS AND WEAKNESSES
Analysis of selected activities are analysed in terms of personal strengths and weaknesses, and limits perceived by the participant
Inclusion of an external view from a person from this area of ​​life
Comparison of self-image and image of others
Conclusions
STRENGTHS
WEAKNESSES
Now, the selected areas of ​​life are evaluated in terms of strengths and weaknesses in this area, as well as limits perceived by the participant. Possible orientation questions could be:
Where is my personal performance limit?
Why is it the limit?
Is there a possibility to do more?
Subsequently, a third party (that is ideally related to this area of ​​life, e.g. colleague/supervisor at work, teacher for education, etc.) is selected to determine strengths and weaknesses from his/her view, and to give advise for the future.
Finally, the self-image and image of others are compared and conclusions drawn.

9. CREATION OF COMPETENCE PROFILE
Summary of results to create a competence profile
List of individual competences
Definition of context/activity of application
Result/success of this activity
Assessment of level of competences
(e.g. from low to high, 5 point scale, etc.)
In this step, the results of the previous reflections are summarised to create a competence profile.
First, each competence is listed individually. In a second step, it is recorded in which context or in which activities it was applied (at which workplace or learning setting) and by what result/success it has become visible. In addition, each competence is assigned to a certain level. The rating items are up to the participant (e.g. from low to high, 5 point scale, etc.)

10. EXAMPLE COMPETENCE PROFILE
I can/have
Level of competence
Evidence
Description of tasks, qualification and skills
Numberic rating 1-5, or “low-high“
Certification, implementation of a certain measure, project
This is an example of a simple competence profile that includes the most important skills and qualification, the level of mastery and the evidence that reflects where and how it was acquired.

11. RESULTS OF A COMPETENCE ASSESSMENT
The profile serves as:
A reference that presents your abilities and qualifications
An additional document for applications or comparison to an existing job profile
Basis to set realistic goals for the proferssional future
The profile serves as a reference work for you, which reflects your personal insights.
In addition, competence profiles can also be used for applications or as comparison to an existing job profile.
Although the competence analysis can be done independently, a face-to-face counselling is recommended in order to reflect and discuss results appropriately. Within the counselling session, your professional future can also be discussed. Realistic goals are defined and concrete measures for their achievement are discussed. Specific competences can be highlighted, which are considered as beneficial for a desired job description.

12. THANK YOU FOR YOUR PARTICIPATION!

13. REFERENCES
European commission: EU instrument for the preparation of competence profiles for third country nationals. Available at:
Steiner, Karin/Egger-Subotitsch, Andrea/Schneeweiß, Sandra/Mosberger, Brigitte/Kasper, Ruth (2016): Practical handbook. Methods of competence assessment, portfolio work and learning reflection. 2nd extended edition. Vienna. (DE) Available at:
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