Significant Variations in Trainers Competencies

Background

Members of NZATD have identified professional development as a key benefit of their membership.

Two uses in relation to professional development have been raised.

·  Ad hoc delivery

·  Significant variations in trainers’ competencies

Objective

The main objective of the Competency Framework is to develop a framework that identifies a range of competencies required by practitioners and those responsible for implementing training in organisations.

Standards will be raised and pathways to learning will be created.

The Competency Framework will be used to underpin a development programme and a professional accreditation process.

Scope

The scope of Competency Framework will:

·  Include clearly defined competencies that align with NZATD strategies and pillars

·  Be integrated with other NZATD processes

·  Be tailored to NZ context with fully defined competencies

·  Include behavioral statements that support each competency

Criteria

Keep it simple /
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/ /

Process

CORE COMPETENCIES

Adult Learning Principles

·  Define adult learning principles that focus on distinct adult characteristics and neuroscience

·  Describe how learning principles can increase participant engagement and facilitation in learning

·  Develop a description and application for each adult learning principle

Learning and Development Processes

Training Assessment

·  Define what Training Assessment is and how it is differentiated from Training Needs Analysis

·  Identify reasons why we conduct a Training Assessment

·  Identify factors that may lead to a Training Assessment

·  Describe key stages of the Training Assessment process

·  Develop, deliver and evaluate a Training Assessment process

Development of Learning Lifecycle

·  Define what Training Needs Analysis is and how it is differentiated from Training Assessment

·  Identify process to complete a Training Needs Assessment

·  Select an appropriate process to evaluate learning interventions prior to designing and developing solutions

·  Identify and select the right process to design interventions - learning objectives, instructional methods and activities, storyboards,job aids, content, subject matter knowledge and lesson outlines

·  Identify and select the right process to develop interventions – develop the content and learning interactions that will include a variety of delivery methods, acknowledges how the brain works and creates meaning to help people learn effectively and meet the needs of different learning styles

·  Distinguish between facilitation, training and presentation learning interventions

SPECIALIST COMPETENCIES

Instructional Design

·  Identify what Instructional Design is and its purpose

o  key concepts

o  principles that supports the process of learning rather than the process of teaching (memory facilitation, feedback mechanisms)

·  Identify two different ID approaches/models to elaborate on

·  Apply both ID models using adult learning principles

·  Compare the two models - possible advantages/disadvantages depending on project at hand.

·  Identify and develop specific learning outcomes

·  Use different storyboarding techniques to organise content for optimum results

·  Apply basic visual design principles that facilitate learning

On-the-Job Training

·  Define On-the-Job training and alternative terms used

·  Describe when it would be appropriate to use On-the-Job training

·  Recognise the advantages of using On-the-Job training approach

·  Identify a commonly used On-the-Job training model

·  Review definition of a job aid, range of job aids and when appropriate to use (from CORE)

·  Apply an On-the-Job training model to training a simple process

Coaching and Mentoring

·  Distinguish between Coaching and Mentoring roles

·  Identify a recognised coaching model and the responsibilities of the coach/coachee

·  Identify strategies to create a positive coaching/mentor environment

·  Identify intentional and skillful questioning techniques when coaching/mentoring

·  Identify reflective listening techniques

·  Complete coaching sessions using a recognised coaching model

·  Articulate what it means to develop a coaching culture

·  Identify strategies to develop a coaching culture

·  Identify a recognised Mentoring process to create insight and understanding

·  Complete mentoring sessions with a recognised Mentoring process

·  Demonstrate consistently skills and attributes of a competent mentor/coach

·  Set up an organisation mentoring programme which has:

o  Clear outcomes and measurement for outcomes

o  Alignment with existing performance management practices

o  Guidelines

o  Mentor and Mentoree training

o  Evaluation procedures

Assessment

·  Identify Traditional Assessment design

·  Identify Integrated Assessment is and how it differs from Traditional Assessment

·  Identify principles of Assessment

·  Identify purpose of Assessment

·  Differentiate between Summative Assessment and Formative Assessment

·  Differentiate between Assessment of and Assessment for learning

·  Identify different types of Assessment

·  Clarify evidence requirements for Assessment

·  Choose the most appropriate Assessment methods

·  Design and develop Assessment tools

·  Trial and refine the Assessment tools

·  Design assessments that assess learning objectives

Evaluation

·  Identify at least two evaluation models

·  Define key strategies for Evaluation

·  Identify different ways that Evaluation can be applied

·  Plan Evaluation strategies for each of the training objectives in lesson plan

·  Measure reaction to the training intervention

·  Measure learning pre and post training

·  Measure on the job application of learning

·  Measure the intervention’s impact on organisational outcomes

·  Measure the financial impact of learning

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eLearning

·  Describe essential eLearning principles

·  Design eLearning experiences that engage learners, are accessible, compliant and mobile

·  Identify a range of eLearning options and scenarios they can be used for

·  Design and apply on-line instructional design tools to a learning intervention, e.g. Articulate Storyline, Adobe Captivate, Camtasia etc.

·  Design and deliver a webinar

·  Describe gamification benefits and badging principles

·  Describe the difference between AR and VR

·  Identify different AR and VR programs used to create learning interventions

Social Learning

·  Identify what Social Learning is and its purpose

·  Describe what characteristics define an effective social learner

·  Apply a range of Social Learning techniques in the workplace –

·  Use Social Learning to support a learning experience

·  Set up Enterprise Social Networks (ESN)

·  Build an online community

Learning Leader

Typical Roles Held: L&D Manager, Training Manager, OD Manager, Senior L&D Specialist with direct reports, HR Manager

Level in Organisation: Head of L&D (part of, or separate from, HR) but not a direct report to CEO

Core Competencies

Know
·  Alignment of learning to strategy
·  Adult learning principles
·  Theory of assessment and evaluation
·  The learning lifecycle / Do
·  Conduct a performance needs assessment
·  Conduct a training needs analysis
·  Write business outcome objectives
·  Write specific learning objectives
·  Design an evaluation framework

Specialist Competencies

Manages the development and delivery of organisations learning and development framework

·  Develops a L&D Framework to align, communicate and track organisational L&D content, processes and practices

·  Ensures learning programmes being delivered are consistent with organisational culture and strategy

·  Monitors to ensure compliance training is current and fit for purpose and addresses issues as required

·  Monitors to ensure the level and standard of operational and tactical training across the business is meeting business needs and addresses issues as required

·  Monitors and ensures there is focus on learning transfer and that there are mechanisms in place to allow this to happen

·  Manages the learning and development budget to achieve outcomes from the L&D Framework

·  Manages expenditure and resources in line with approved delegations, guidelines, budget, deadlines and reporting requirements, with a focus on cost effectiveness

Develops L&D, OD Policy and Procedure

·  Develops and maintains L&D policies and procedures

·  Ensures L&D procedures are aligned and consistent with organisational policies and procedures

·  Ensures the business understands and is comfortable with L&D policies and works with managers to help integrate them into the organisation

·  Reviews and updates L&D policies to adapt to changing business needs
Leads L&D/OD team

·  Manages, coaches and develops the learning delivery skills of facilitators/trainers across the business

·  Identifies development opportunities (up skilling and cross skilling) across the team and delivers the required training/coaching to enable development

·  Work closely with team to ensure the effective delivery of learning solutions within the business

·  Developing and maintaining resource allocation to deliver agreed business learning outcomes across the business

·  Ensures the effective delivery of all internally delivered learning required across the business

·  Ensures utilisation of delivery resource across the business to ensure that all business requirements for learning delivery are met in a timely manner

·  Oversees Contractor training delivery requirements

Maintains Strong Working Relationships with the Business

·  Meets regularly with business managers to understand their business needs and the implications for learning and development

·  Supports business managers in conducting a performance analysis before sending their staff to training, through advice and coaching

·  Provides managers with the tools they need to analyse learning needs and support them to make wise learning decisions

·  Manages expenditure and resources in line with approved delegations, guidelines, budget, deadlines and reporting requirements, with a focus on cost effectiveness

Reporting

·  Ensures the effective record keeping and reporting for all learning delivery is maintained and in line with policies and procedures

·  Ensures there are systems place to record and report all learning delivery activities

·  Provides up-to-date reporting regarding training inputs, e.g delivery days, utilisation of delivery resources, cost, etc

·  Reports on the effectiveness and efficiency of learning delivery

Project Management

·  Oversees the phases of a L&D project lifecycle

·  Develop project plan that including s each of the phases

o  define project vision, objectives and deliverables

o  liase with and engages stakeholders

o  develop plans and control measures to manage projects effectively

o  estimate task duration, sequence and schedule deliverables to track the progress of the project

o  undertake risk analysis and manage the change control process

o  determine evaluation processes to monitor the delivery of the projects delivery

o  manage resources including people, costs and time.

·  Overseas the L&D project utilizing the each of the phases in fundamental Project Management

Learning Strategists

Typical Roles Held: Chief Learning Officer, Head of Learning, GM HR, can also be other roles where there is significant interaction at CEO and Board level.

Level in Organisation: Direct report to CEO, Country Head or consulting at this level.

Core Competencies

Know

·  Alignment of learning to strategy
·  Adult learning principles
·  Theory of assessment and evaluation
·  The learning lifecycle /

Do

·  Conduct a performance needs assessment
·  Conduct a training needs analysis
·  Write business outcome objectives
·  Write specific learning objectives
·  Design an evaluation framework

Specilaist Competencies

Contribute to Business Strategy

·  Provides input into business strategy at the senior level (Board sign-off) through a learning lens

·  Develops enterprise wide business plans that address organisational learning challenges.

·  Integrates/aligns learning and development strategies with other related disciplines such as organisational development, knowledge management and talent strategies

·  Ensures that change programmes and strategic projects address learning needs

·  Ensures that strategic workforce plans for at least five years have addressed learning and development needs at the organisational level

Prepare Business Case

·  Analyses strategic business issues/challenges and opportunities and extrapolates the learning and development implications

·  Develops RFP and other potential vendor documentation for major contracts (<100,000).

·  Develops a range of alternatives to address the business need

·  Develops a cost/benefit analysis for options

·  Applies financial, business impact and other criteria to assess options.

·  Develops a business case for CEO and/or Board level signoff

Strategic Stakeholder Management

·  Manages multiple stakeholder relationships for learning initiatives

·  Uses influences to gain support at Executive and Board level for strategic learning initiatives

·  Keeps the CEO, Executive / SLT / Board regularly informed about strategic L&D initiatives and challenges

·  Champions L&D and encourages ownership from the CEO, Executive and Board

·  Showcases the financial and business impact of L&D as well as impact on individuals and staff engagement and employer of choice measures

Manages the delivery of learning at the enterprise level

·  Develops a strategic learning framework to align, communicate and track organisational L&D content, processes and practices

·  Ensures learning programmes being delivered are consistent with organisational culture.

·  Monitors to ensure compliance training is current and fit for purpose and addresses issues as required

·  Monitors to ensure the level and standard of operational and tactical training across the business is meeting business needs and addresses issues as required

·  Monitors and ensures there is focus on learning transfer and that there are mechanisms in place to allow this to happen

Manages Strategic Learning Initiatives

·  Ensures that there are clear learning pathways to accompany the organisation’s talent management and succession planning

·  Works with the business and HR to identify development opportunities offered through project work, secondments, job swaps, and movement into “stretch” roles, etc.

·  Provides learning support to individuals going through “stretch” development

·  Manages the budget allocation for the Executive and those identified for high potential development

Any further comments you would like to make?