The Importance of Competence Skill Maps: A Practical Approach to Organizational Workforce Competence Management

Purpose of Competence Skill Maps

The primary purpose of developing competence skill maps (also referred to as Skill Maps) is to achieve the following objectives:

• Clarify the current competence levels of individual personnel in each organizational department
• Visualize the distribution of competence levels across the workforce within each department
• Define the competence requirements necessary for job performance
• Identify training needs across the organization
• Evaluate the effectiveness of training and development programs

Through these mechanisms, organizations can make the competence levels of their entire workforce visible and transparent, thereby enabling the implementation of planned and systematic human resource development strategies.

Understanding Education and Training

Many organizations demonstrate insufficient approaches regarding the implementation and documentation of education and training programs. A critical distinction must be recognized: education and training are fundamentally different concepts.

Education is expressed in English as “Education” and represents the process of imparting theoretical knowledge and principles. Training is expressed as “Training” and represents the process of developing skills and behaviors through practical, on-the-job application.

Using the example of an authorized driving school, classroom instruction is education, while on-road driving practice is training. Simply memorizing traffic laws and road signs through classroom instruction does not develop the actual skill to drive safely in real-world conditions.

According to ISO 9001:2015, specifically Section 4.4 “Organizational Knowledge” and Section 8.4 “Competence,” organizations are required to deploy personnel with the necessary competence for their assigned tasks and to provide appropriate education and training. This requirement encompasses not only the implementation and documentation of education, but also the planned execution of on-the-job training (OJT) and the maintenance of training records.

Observing organizational practices, many companies maintain records of education programs but fail to create and retain records of training activities. However, this does not mean that training is not occurring. In most cases, senior staff members teach junior staff practical work skills in the workplace—a form of apprenticeship system. This process is essential for task execution. Nevertheless, to satisfy ISO standard requirements, such training must not remain as tacit knowledge alone. Rather, it must be executed in a planned, systematic manner with records documented and retained as explicit knowledge.

Understanding Competence

The term “competence” is expressed in English as “Competence.”

According to ISO 9000:2015 “Quality Management Systems—Fundamentals and Vocabulary,” competence is defined as follows:

“The ability to apply knowledge and skills to achieve intended results.”

Several critical points must be understood from this definition. Knowledge is acquired through education. However, the key to competence is skill. Skill is developed only through the execution of training (OJT).

Moreover, an essential aspect of the competence definition is that merely possessing knowledge and skills is insufficient. The critical requirement is the ability to “achieve intended results.” In other words, competence represents the integration of “knowledge,” “skills,” “experience,” and “judgment”—and specifically refers to the state of being able to achieve intended results through actual performance.

Let us explain this concept using the example of automobile driving.

Upon completion of classroom instruction and on-ground driving practice at a designated driving school, a person acquires foundational driving skills and receives a provisional license. Subsequently, on-road driving instruction is conducted, during which more practical driving techniques are acquired, culminating in the issuance of a full driving license.

However, immediately after obtaining a full license, the driver must display a beginner’s mark (indicating an inexperienced driver). Even with a full license in hand, if the “intended result” in actual driving is defined as “safe driving,” then extensive practical experience is necessary to achieve safe driving performance. Through experiences such as minor vehicle contact and near-miss incidents, drivers gradually develop into fully competent operators.

This developmental process typically requires five years or more. The Japanese licensing system that issues a Gold License following five years of accident-free and violation-free driving formally recognizes this acquisition of competence through experience.

In summary, experience is a crucial element in developing competence, and one must understand that competence cannot be acquired through education and training alone. Furthermore, even with a Gold License, if a person ceases to drive for an extended period, competence cannot be maintained. Competence is an ability that must be continuously maintained and updated—it exists in a state of perpetual, active cultivation.

An example of erroneous competence assessment in organizational settings is observed when conducting competence skill map audits. Sometimes, the highest competence levels are attributed to department directors. This is incorrect. Upon investigation, it is often discovered that the department head has not actually performed the work in question for more than five years. The unexamined assumption that senior managers inherently possess higher competence must be eliminated. In reality, those currently performing the work should be the individuals with the highest competence levels. If managers at the supervisory level do not directly engage in the task itself, their competence assessment should be lower accordingly.

Developing Competence Skill Maps

Organizations are required to develop competence skill maps. This document is essential for satisfying the requirements of ISO 9001:2015, Section 8.4 “Competence.” However, the reality is that few organizations successfully develop competence skill maps in an appropriate manner.

The underlying reason is that the definition of competence is based on behaviors and actual performance—specifically, the ability to “achieve intended results.” Consequently, merely possessing knowledge and skills is insufficient.

Common examples of inappropriate assessment criteria found in competence skill maps include the following:

• “Understands regulatory requirements”
• “Understands SOPs (Standard Operating Procedures)”
• “Completed XYZ training course”
• “Possesses knowledge of ISO 14971”

All of these statements describe knowledge, not competence, and therefore are inappropriate as competence assessment criteria. Rather, these represent fundamental knowledge that any person assigned to the work should naturally possess. These are prerequisite conditions, not subjects for competence assessment.

For competence skill maps, the appropriate phrasing should be based on action and capability: “Can perform XYZ.” Specific examples of appropriate competence assessment criteria are presented below:

• “Can execute incoming inspection of external components”
• “Can conduct risk assessments”
• “Can perform internal audits”
• “Can develop medical device risk management files”
• “Can execute FMEA (Failure Mode and Effects Analysis)”
• “Can verify clinical evaluation reports”

Furthermore, when assessing competence levels, a five-level rating scale is appropriate. A typical rating system is as follows:

Level	Description	Definition
Level 5	Can teach others	Educator/Expert level
Level 4	Can perform independently	Independent execution level
Level 3	Can perform with guidance	Supported execution level
Level 2	Currently in training	Learning/Development phase
Level 1	Cannot or does not perform	Not applicable/Not assigned

From a practical standpoint, a critical requirement is that a minimum of Level 4 or higher is mandatory for personnel actually performing the work. Individuals rated at Level 3 or below should not be assigned to perform the task independently. However, during the initial onboarding period for newly assigned personnel, a systematic process to progressively elevate competence levels must be implemented.

Two Types of Competence Skill Maps

Two types of competence skill maps exist: individual competence skill maps and departmental competence skill maps.

Individual Competence Skill Maps evaluate the current competence status of individual employees and establish development targets for the near term. Regular reviews (typically at least annually) should be conducted to verify the effectiveness of training interventions and to adjust development plans as needed.

Departmental Competence Skill Maps provide an overview of the competence distribution across all personnel within a department. This enables organizations to identify departmental and organizational training needs, allowing leaders to specify areas requiring organizational strengthening and resource allocation.

Balanced Competence Distribution

An important principle to recognize is that not all personnel within a department need to possess all competencies. Rather, from the perspective of organizational continuity and operational efficiency, a balanced composition of personnel is necessary.

When multiple employees within a department possess the competencies essential to departmental operations, business continuity is ensured during employee leave, transfer, or departure. Conversely, regarding competencies of lower importance to the department, it is neither necessary nor efficient for all personnel to maintain high levels.

The strategic development of a planned training program that comprehensively addresses necessary competencies is essential, and this systematic approach drives organizational continuous improvement.

Implementation Considerations for Competence Skill Maps

Finally, several considerations for effective implementation of competence skill maps warrant discussion.

First, ensuring objectivity in competence assessment is paramount. Subjective evaluations create perceptions of unfairness within the organization and can result in decreased employee motivation. Rater training should be conducted, and assessment criteria should be clearly communicated and standardized across the organization.

Second, competence assessment must be integrated with training planning. Based on assessment results, individual training plans should be developed. The implementation of these plans and verification of training effectiveness must be documented and retained.

Third, competence skill maps must be recognized not as static documents but as dynamic management tools requiring periodic review. As business requirements change, new regulations emerge, and technologies evolve, the competence needs of the organization also change. Competence skill maps should be reviewed at least annually to ensure they remain current and aligned with organizational needs.

Through these implementation practices, the competence skill map evolves from a mere compliance document into a practical tool for continuous human resource development and organizational quality improvement.