4 syllables: Com, pe, ten, cies. Stress on Com.
KAHM-puh-tin-seez
/ˈkɑmpətɪnsiz/
Competencies is pronounced KAHM-puh-tin-seez (/ˈkɑmpətɪnsiz/). It has four syllables (Com-pe-ten-cies), with the stress on "Com". Competencies refers to the combination of skills, abilities, and knowledge that enable effective performance in a given context. In plural form, it denotes multiple areas of capability that an individual or organization can demonstrate. This term is commonly used in professional, educational, and assessment settings to describe measurable proficiencies.
nounCompetencies refers to the combination of skills, abilities, and knowledge that enable effective performance in a given context. In plural form, it denotes multiple areas of capability that an individual or organization can demonstrate. This term is commonly used in professional, educational, and assessment settings to describe measurable proficiencies.
- You may over-pronounce the second syllable, turning /pəˈten/ into /ˈpəten/; keep the second syllable unstressed with a short, relaxed vowel. - The final -cies often becomes a shorter or less voiced ending; ensure you voice the final /z/ to avoid a voiceless /s/ sound. - The third syllable carries the stress; if you place stress on the first or second, you’ll sound awkward. Practice rhythm so that the /TEN/ lands as the nucleus.
"Her competencies include project management, data analysis, and effective communication."
"The job posting lists core competencies required for success in the role."
"During the evaluation, the panel assessed the candidate's technical and interpersonal competencies."
Pronounce as /ˌkɒm.pəˈten.siːz/ in UK and /ˌkɑːm.pəˈten.siːz/ in US, with stress on the third syllable: com-puh-TEN-see-z. Start with the unstressed pre-syllable /ˌkɒm/ or /ˌkɑːm/, then /pə/ (schwa), then /ˈten/ (primary stress), and finish with /siːz/ (z). For Australian, uses /ˌkɒm.pəˈten.siːz/ similar to UK but with non-rhotic r-less quality and broader vowel sounds. Listen for the “ten” as the nucleus and the final “cies” as /siːz/. Audio reference: use a dictionary audio entry and practice along to achieve the three-phoneme rhythm: com-puh-TEN-see-z.
Common mistakes: (1) Misplacing the primary stress on the wrong syllable, saying com-PEN-ti-ses or com-pe-TEN-sies. (2) Losing the schwa in the second syllable, producing /ˈten.siːz/ instead of /pəˈten.siːz/. (3) Final consonant blending: not voicing the final -zes, yielding /ˈten.sɪz/ instead of /ˈten.siːz/. Corrections: keep unstressed second syllable with a clear /ə/ or /ɪ/ sound, place primary stress on the third syllable, and articulate the final /z/ with proper voicing and length. Practice with minimal pairs and record yourself to verify pitch and voice onset time.
US: stress on the third syllable com-puh-TEN-see-z; rhotic speaker may have a slightly more rounded /ɜ/ in some vowels. UK: non-rhotic, /ˌkɒm.pəˈten.siːz/ with a shorter first vowel and crisper final /z/. AU: similar to UK/US, but vowel quality in /ɒ/ often broader; final 'cies' tends to be /siːz/, with less linking between syllables. Across accents, the main differences are vowel quality in the first syllable and the realization of the final /z/. IPA references: US /ˌkɑːm.pəˈten.siːz/, UK /ˌkɒm.pəˈten.siːz/, AU /ˌkɒm.pəˈten.siːz/.
It's challenging because of the multi-syllabic structure with a light, unstressed second syllable, and a stressed third syllable that contains /ˈten/ followed by a slow /siːz/ ending. The combination of a schwa in the second syllable and a long vowel in the final syllable requires precise vowel length and timing. Additionally, the cluster /m p/ between first two consonants needs clean separation to avoid blur. Focus on syllable-timed rhythm and practice with anchor words like “com-pert-” to build muscle memory.
A unique question for SEO could be: 'Is there a silent letter in competencies?' Answer: No, every letter is spoken in standard English; the challenge lies in syllable stress and the weak middle vowel. The word is pronounced with three strong syllables: com-puh-TEN-seez, with the primary stress on TEN. Remember to articulate the final z clearly and maintain a steady tempo across the four syllables.
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- US: final vowel sounds are crisp; keep /siːz/ long and clear; ensure rhoticity does not distort the schwa. - UK: maintain non-rhoticity; short first vowel /ɒ/ and clear /ˈten/; practice linking to the final /siːz/. - AU: broader vowels; maintain /ˌkɒm.pəˈten.siːz/ with a slightly more open /ɒ/ and a clean final /z/. IPA references included above; listen to native speakers and adjust tongue position to avoid monophthongization.
Competencies derives from the Latin root competere, meaning to strive together or to be rival, from which the prefix com- (together) and the verb sapientis or pacere? (context-dependent). The modern English noun arises in the 19th century from competere’s sense of being able or fit for an end, evolving through legal and educational vocabularies to denote “capable attributes or qualifications.” The plural form compétences entered via French influence, aligning with the trend of English adopting Latin-based terms in professional discourse. Over time, the word shifted from general “ability” to a structured sense in management and HR: measurable sets of skills required to perform tasks successfully. First known uses appear in scholarly and organizational texts in the late 1800s to early 1900s, reflecting the period’s emphasis on standardized qualifications, training programs, and competency-based assessment. Modern usage emphasizes a portfolio of demonstrable capabilities rather than abstract potential, often organized into core and functional competencies within corporate and educational frameworks.
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Words that rhyme with "Competencies"
-ies sounds
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