1. From Competency Lexicon To
Accredited Prior Experiential Learning
Tool:
The Journey So Far
Gregory Borne
Ian Sherriff

2. The Five Stages: From Lexicon to APEL
●Identification
This stage saw the development of the competency lexicon. Based on extensive employer engagement with
multiple stakeholders. It identifies the perceived needs and shortfalls within public sector organisations both now
and in the future.
2.Validation
Creation of Lexicon Prompt that can be presented to supplier and user groups in order to ascertain relevance and
applicability of the various competencies and behaviours that have already been identified in the Lexicon.
3. Expansion
Following the validation process the competency elements and associated behaviour need to be examined for
ambiguous behavioural elements. Following validation relevant active words and phrases are identified that will
form the foundation of the conversion process.
4. Conversion
The conversion process will involve the use of the competency/APEL conversion matrix. The matrix
disaggregates the various competency components so that experiential learning can be converted into leaning
outcomes ultimately leading to accreditation. This accreditation (depending upon the level of experience) may
provide exemption either partially or completely from a recognised HE/FE course . Further, learning outcomes
may indicate the need to create particular courses or training programmes
5. APEL Protocol
Protocols for the integration of APEL into institutional frameworks are variable and fragmented depending upon
the institution. An appropriate protocol and progression framework will have to developed in order to maintain
consistency and academic rigour.

3. IdentificationCreating the Competency Lexicon
●The competency lexicon is a compendium of
competencies and associated behaviours focused on
public sector organisations
●The Lexicon was developed through extensive multi
agency employer engagement
●Over 150 individual in prominent public sector organisation
were interviewed and participated in focus groups

4. Validation
Four Primary Case Study’s for Development and
Validation
●Extensive public sector engagement. Multi-sectoral
approach
●South Somerset Voluntary Sector
●Devon Parish Councils

5. Lexicon Prompt
●A representative subsection of the lexicon was transferred into a
questionnaire format to ascertain whether respondents had or needed
certain competencies to operate effectively in their existing roles
●Interviewees/respondents were asked to indicate whether they felt the
competency and associated behaviours were:
●R= Relevant (Relevant to their organisation and job role)
●E= Existing (Did they already possess the specified competency)
●N= Needed (Was a particular competency needed for enhanced
operations of a particular organisation)
●Whilst the lexicon represents a ‘generic’ tool, using the above
mentioned format it can be customised to specific organisations or
individual needs
●The following slide provides an example of the lexicon prompt

6. Competency Competency Unit Behaviour R E N Comment
1 Provide high quality
services and products
1.1 End user
satisfaction
The ability to understand the
end user and be sensitive to
needs, wants and
expectations .
1.1.1 Have a strategic understanding of the end users
need
1.1.2 Make informed decisions .
1.1.3 Conduct regular surveys of end user satisfaction to
improve service/product.
1.1.4 Establish effective contact and rapport at various
levels within organisations and concerned stakeholders.
1.2 Relationship
Building
The ability to establish
rapport easily and to
develop and maintain a
network of contacts who can
provide information, help
and access.
1.2.1 Develop and use a network of contacts.
1.2.2 Build and maintain positive partnerships and long
term relationships.
1.2.3 Offer trade-offs to others to get their co-operation
or support.

7. Conversion
Learning Outcomes
●Using the aforementioned process, competencies and behaviours
can be identified to specific individuals and organisations.
●At this stage however, the Lexicon is still just a lexicon; In other words,
a compendium of competencies and behaviours identified as important
to public sector organisations. At this stage it can be modified to
individual organisations in order to help them understand the shortfalls
in their skills and educational base. The Lexicon at this point is still in
the Validation and Expansion phase.
●This process is ongoing and will be further enhanced by the seminal
work being conducted with Devon and Cornwall Parish Councils.
●In order for the Lexicon to become an Accredited Prior Experiential

8. Conversion
Competency Conversion Matrix (CCM)
●The competency conversion matrix focuses on a specific competency
and associated behaviours, transferring these into a tangible leaning
outcome.
●Learning outcomes can then be set against a specific course or
module in order to identify existing skills and knowledge that may be
attributed to learning elements and hence Accreditation for Prior
Experiential learning (APEL)
●This format can be applied to multiple audiences on a flexible basis
and can be transferred from one course to another
●This format is also able to identify shortfalls in existing

9. Conversion
Competency Conversion Matrix Primary
Elements
●Competency
●Behaviour
●Skills
●Knowledge
●Attributes

10. Conversion Process
●Step 1: Using the Lexicon, individuals identify their existing competencies and
skills base
●Step 2: The CCM is applied to these competencies and behaviour
●Step 3: Using the active words and phrases in each behaviour the relevant
knowledge, skills and attributes can be ascertained
●Step 4: This can then be translated into learning outcomes
●This process can be applied in varying degrees depending on the APEL
requirements
●The following slide provides an example of the CCM in action applied to a
single Lexicon element. This same process can be applied to all Lexicon
elements. Moreover, the lexicon conversion process can apply to multiple
employee levels on a stratified basis. The following example applies to a senior
level manager

11. Competency Behaviour Knowledge Skills Attributes
Respond to the
emerging policy area
of sustainable
development for the
public sector
Identify the relevant
issues of sustainable
development policy for
the public sector and
your organisation
more specifically
Knowledge of the basic
principles of sustainable
development.
Understand the political
context from the global
national regional and local
perspectives.
Be aware of relevant
legislation and regulatory
frameworks, combining social,
environmental and economic
mechanisms
Understand the need to create
sustainable communities
Understand the need for
sustainable consumption and
production and the
requirement to improve
general efficiency
Evaluate and analyse
disparate information sources.
The ability to comprehend
significant issues from
complex problems and apply
these to your organisation
structure
Effective communication
skills both written and oral
Identify existing capacity
and identify sustainable
development opportunities
The ability to view specific
issues in a boarder context.
Remain open minded and
flexible in your
management approach
Competency Conversion Matrix In Action
Preparing for A sustainable Future

12. Procedure for APEL
Using the Lexicon in conjunction with the CCM the following steps
will lead to APEL
●Step 1: Identification of the learning components of a particular course
(Modular/CPD)
●Step 2: Self assessment by potential learner using the competency
Lexicon (complying with the APEL protocols for the particular institution)
●Step 3: Conversion of Lexicon competencies and behaviours into
leaning outcomes using CCM
●Step 4: Off setting existing identified skills and knowledge with relevant
components of identified course
●Step 5: Award of accreditation or otherwise to prospective candidate

13. The Future
●Whilst this presentation has separated the respective stages of
Lexicon to APEL development, in reality these stages are dynamic and
non linear. A constant reflexive process is employed to ensure reliability
●Future research with Devon and Cornwall parish councils will greatly
enhance the process
●APEL protocol. Significant attention needs to be paid to the diverse
and fragmented rules and regulations that govern APEL on a national
basis
●The Lexicon/APEL process represents a concrete format for providing
part time work based learners with the opportunity to engage with HE
and FE.
●The identification of learning outcomes from the lexicon not only
provides a format for APEL but can also be used to develop future