Mapping Soft Skills to Drive Competency-Based Learning Outcomes

Competency-based education (CBE) is a personalized learning model that allows students to progress through levels of competency based on their demonstrated skills. According to the Institute of Education Sciences, CBE focuses on flexible, engaging learning environments where learners advance upon showing mastery of a particular competency. While this method has clear advantages, mapping “soft” skills—like communication—is often seen as more complex compared to technical skills. In this article, we’ll explore how communication skills can be effectively mapped using Bloom’s Taxonomy, and how this mapping can aid both grading and training purposes.

Mapping Soft Skills Using Bloom’s Taxonomy

Bloom’s Taxonomy is a widely recognized framework that categorizes cognitive skills into ascending levels of complexity. These levels can guide the development of clear learning objectives for both technical and soft skills. Bloom’s revised taxonomy, as articulated by Anderson and Krathwohl (2001), includes the following cognitive levels:

1. Remember – Recall facts and basic concepts
2. Understand – Explain ideas or concepts
3. Apply – Use information in new situations
4. Analyze – Draw connections among ideas
5. Evaluate – Justify decisions or course of action
6. Create – Produce new or original work

In addition to the cognitive dimension, Bloom’s Taxonomy also includes an affective dimension, which focuses on the emotional and attitudinal development of learners. The levels in the affective dimension are:

1. Receiving/Paying Attention – Learners show willingness to listen and engage
2. Responding/Participating – Learners actively participate in the learning process
3. Valuing – Learners appreciate the importance of what is being learned
4. Organizing – Learners compare, contrast, and make connections to existing knowledge
5. Characterizing – Learners integrate new knowledge into their life, creating personal meaning

When it comes to mapping communication skills, Bloom’s Taxonomy offers a useful structure to assess both the cognitive and affective dimensions. For example, let’s look at a common task: connecting ideas logically in the context of writing technical design reports. This task involves two main elements: connecting ideas within paragraphs and between paragraphs, which are fundamental to clear communication.

Mapping Communication Skills: Connecting Ideas Logically

The cognitive and affective levels associated with connecting ideas logically can be mapped in the following way:

Cognitive Dimension

  • Level 1 (Remember): Learners must recall the basic structure of technical reports, including concepts such as unity, coherence, and cohesion.
  • Level 2 (Understand): Learners need to grasp how these structures work in the context of writing technical reports, such as how paragraphs should flow and how ideas should be connected.
  • Level 3 (Apply): Learners apply these structures by creating their own technical reports, ensuring that the content is organized in a clear, logical manner.
  • Level 4 (Analyze): At this level, learners analyze the ideas presented in their report and decide how best to connect different pieces of information, such as through logical transitions.
  • Level 5 (Evaluate): Learners assess whether the connections they’ve made between ideas are coherent and whether the report’s argument is well-supported by evidence.
  • Level 6 (Create): Learners are able to produce reports that not only connect ideas logically but also present new, original insights backed by strong evidence.

Affective Dimension

  • Level 1 (Receiving): Learners must pay attention to the structure and requirements of technical reports.
  • Level 2 (Responding): They participate actively by gathering information, conducting research, and drafting ideas.
  • Level 3 (Valuing): Learners recognize the importance of clear communication in technical writing and develop a commitment to improving their own skills.
  • Level 4 (Organizing): They begin to organize and refine their ideas, applying critical thinking to structure their reports logically.
  • Level 5 (Characterizing): Finally, learners internalize the process of logical thinking and connecting ideas, recognizing its relevance not just for academic work but also in their professional and personal lives.

Using Soft Skills Mapping for Grading and Feedback

Once soft skills like communication are mapped using Bloom’s Taxonomy, grading becomes more transparent and aligned with students’ competencies. For instance, a technical design report that earns a B grade may indicate that the student has mastered the ability to apply report structures (level 3) but struggles to analyze potential solutions effectively (level 4). This assessment would be reflected in the report’s lack of detailed analysis or insufficient evidence supporting the chosen solution.

By mapping competencies in this way, students receive clear insights into their strengths and areas for improvement. If a student’s grade reflects a gap in certain cognitive or affective competencies, they can focus on addressing these specific areas to enhance their skills. For instructors, this method offers a more personalized approach to teaching, enabling them to provide targeted feedback and guidance to fill in competency gaps.

Personalized Training and Upskilling

Mapping soft skills through Bloom’s Taxonomy also benefits the training process, particularly in a competency-based learning environment. When training is structured around specific competencies and their corresponding cognitive and affective dimensions, learners can engage in personalized learning paths that suit their current skill levels. For instance, if a learner has mastered the basic concepts of technical writing but needs to improve their analysis skills, they can focus on tasks that develop these specific competencies.

Additionally, this approach makes it easier for learners to track their progress. If a student is aware that they have mastered only levels 1-3 for a given skill, they can prioritize mastering higher levels in subsequent training. As they advance through these levels, they gain confidence and motivation, knowing that their learning is progressive and measurable.

Conclusion

Mapping soft skills like communication using Bloom’s Taxonomy provides a structured framework for both learners and instructors. It allows for clearer assessment of competencies, more targeted instruction, and a more transparent grading system. This method not only benefits learners by helping them understand their strengths and areas for growth but also aids instructors in delivering more personalized, effective training. Whether for upskilling, reskilling, or career development, the ability to map and measure soft skills ensures that learners are equipped to succeed in both academic and professional environments.

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