Question 2

Professional psychology training programmes attempt to guarantee that psychology trainees display
appropriate levels of knowledge, skills, and awareness to work effectively with various persons now
and in the future, so that psychologists may properly serve all members of the public. Clients/patients
are multifaceted individuals from many cultures and groupings. Trainees also bring to the training and
education process a broad collection of personal qualities as well as cultural or group affiliations.
When and how trainees' world views, beliefs, or religious values relate with, and even obstruct, the
performance of qualified professional service to members of the public is an essential aspect of
psychology training to investigate.

Because of the essential abilities required for the practise of psychology are set by the
profession for the public's benefit, training programmes, trainers, and trainees cannot be selective.
Furthermore, training programmes are responsible for ensuring that trainees can effectively interact
with clients/patients whose group membership, demographic traits, or worldviews differ from their
own. Trainers interact with trainees in a courteous manner to help them negotiate value or belief-
related issues. Client/patient reassignment may be considered by training programmes from time to
time so that trainees can focus on developing their competence to work with clients/patients who
question trainees' deeply held ideas.

A competency model is a way of gathering and arranging job data and employee
characteristics into broad capabilities. Competencies are descriptions of the skills and attributes that a
person must possess in order to do a job successfully. Although the concept of identifying and
measuring capabilities is relatively new to the study of industrial and organisational psychology, the
practise of competence modelling is not. Competency model, according to industrial and
organisational psychologists, is an extension of job analysis in a more practical business setting, when
in-depth study is neither justified nor recommended.

The International Association of Applied Psychology (IAAP) and the International Union of
Psychological Science (IUPsyS) created and defined a set of globally recognised professional
psychology skills in 2016. The International Association of Applied Psychology (IAAP) and the
International Union of Psychological Science (IUPsyS) had numerous goals in mind when they did
so. They aimed to establish a unified worldwide professional identity, establish an international
recognised system for equivalence in professional preparation systems through programme
accreditation and professional credentialing, and govern professional competence and behaviour. The
model are presented as follow:
 Figure 1: Competency Model

Competency model is a set of skills that are required for successful performance. Competency models
often encompass a wider variety of tasks than standard job analyses, and they may be broken down
into job levels that span an organisation (individual contributor, first-level manager, midlevel
manager, senior manager). Competency models frequently incorporate explicit consideration of the
organization's beliefs, tactics, and objectives. Many firms establish a crucial set of core skills that are
needed of all employees at all levels and across all positions. This is partly due to the strategic
importance of competences. Core competencies are usually included in all of an organization's
competence models and are linked to the organization's culture, viability, and identity.

Various competence models have been presented by psychologists and educators. In their
"competency model," Rodolfa et al. (2005) identified six fundamental (first dimension) and six
functional (second dimension) capabilities. Over the course of a professional psychologist's career, a
third dimension (stage of professional growth) reflects the development of fundamental and functional
expertise. While the cube model provides a structural depiction of competency domains in
psychology, it has been critiqued for failing to portray the fluidity of competency development or the
different routes available (Nash &Larkin, 2012). Rodolfa et al. (2014) later highlighted a number of
flaws in the widely referenced cube model, including the model's overall complexity. Clearly, the
better the profession understands skills, the better it will be at detecting, assessing, and controlling
ineptitude. Given the clear relationship between competence and evaluations for both instructors and
regulatory, a psychological competency model that represents real-world practise is critical.

The process of conducting this training programme is simple and understandable. It may be
done in a variety of ways. Focus groups with subject-matter experts are one way that has been used.
This method allows the developer to communicate with competitors, supervisor, and organisational
leaders in order to get rich, qualitative feedback and acquire commitment and support for the
competence models that arise. Job experts may also conduct behavioural event or critical incident
interviews. These interviews help the interviewer to learn more about what is expected of a person on
the job and which key behaviours determine success or failure.
 The created competence model clearly defines the meta-competencies (the competencies that
function across all aspects of the practise of psychology). While prior models have included meta-
competencies, this model is unusual in that it includes "communicates and collaborates well" as a
discrete meta-competency. Any evaluations of work placements and professional practise should be
based on these meta-competencies. The international declaration of core skills in psychology
[International Association of Applied Psychology (IAAP) and International Union of Psychological
Science (IUPsyS), 2016] is typically matched with the content of the vertical bars in the model (see
Figure 1). Overall, the new model is frugal, which answers earlier models' criticisms of complexity.

In the domain of psychology, this approach also offers significant advantages. First, it should
lead to better articulations, evaluations, and measures of professional practise due to its explicit
explanation of professional practise competencies. Following advancements in education, registration,
and university accreditation, students' preparation for employment and employability should improve.
This alternative, current, yet accessible competency model may also be used by scholars,
professionals, and regulatory agencies. Second, this approach reflects the observation that, while
students strive toward skills, they frequently do so by gaining discrete skill sets contained in distinct
coursework units and have little understanding of how the capabilities cohere at the course level.
Students do not comprehend the broad ideas that drive these competences in professional practise,
according to this study.

Finally, competency model may be used as a springboard for organisational transformation.

For example, a public utility (telephone, electricity, natural gas) that historically flourished under
times of government control and limited competition may build a new competence model to prepare it
for the future difficulties of deregulation and increasing competition. Competencies that meet
customer expectations and cost-cutting measures might be included in the competency model it
builds. Though many of the company's members may be unfamiliar with these concepts, the
organisation will emphasise the relevance of the new performance requirements by evaluating and
assessing employees using this "stretch" competency model.

1086 Words
References

International Association of Applied Psychology (IAAP) and International Union of Psychological

Science (IUPsyS). (2016). International Declaration of Core Competencies in Professional
Psychology.

Rodolfa, E., Baker, J., DeMers, S., Hilson, A., Meck, D., Schaffer, J., et al. (2014). Professional
psychology competency initiatives: implications for training, regulation, and practice. South African
Journal of Psychology. 44, 121–135.

Rodolfa, E., Bent, R., Eisman, E., Nelson, P., Rehm, L., & Ritchie, P. (2005). A cube model for
competency development: implications for psychology educators and regulators. Professional
Psychology: Research and Practice. 36, 347–354