Guidelines are presented for an approach to specification of competencies appropriate to Extended Degree Programs, i.e., the course or program translation approach. Program designers begin by identifying a number of courses or curriculum areas, then deductively reducing them to competency statements of greater specificity until instructional objectives are derived. This report suggests (1) levels for specification of competencies, (2) assessment criteria in specification of sub-competencies, (3) an outline of a format for competency specification, (4) general guidelines for competency specification, and (5) general guidelines for extended degree program initiation. Appendices include descriptions of competence statements, key competence decisions, a checklist of generic competencies, notes on the role of academic disciplines, and some options to be considered in developing the extended degree. (JEG)